Sound studio
View Sequence overviewStudents will:
- determine if one material can make many different sounds.
- group sounds as ‘soft’ and ‘loud’.
- determine that the more energy they use to make a sound, the louder the sound will be.
- apply their understanding to create a ‘class noise meter’.
Students will represent their understanding as they:
- describe and record sound observations, using everyday objects.
- contribute to class discussions about different sounds, loud and soft sounds and classroom noise limits.
In this lesson feedback is formative.
Feedback might focus on:
- students’ recognition of different vibrations creating different sounds.
- the variety of sounds students make with the same materials. Challenge them to make multiple sounds with the same materials, e.g. by scrunching, ripping, or folding paper.
- are students able to apply their understanding of loud and soft sounds in a teacher-led design challenge?
Whole class
Class science journal (digital or hard-copy)
‘Sound stations’ containing everyday items/materials that can be used to make different sounds. For example:
- metal station containing spoons, forks, baking trays, pots, pans, foil, metal musical instruments etc.
- plastic station containing cup, rulers, plastic toys, tubs and containers, plastic musical instruments etc.
- wood station containing blocks, sticks, boxes, wooden musical instruments etc.
- fabric station containing different fabrics and items made of fabric etc.
- paper station containing paper, cardboards, boxes, crepe paper, newspaper, tissue paper etc.
Demonstration copy of the Sound makers Resource sheet
Sticky notes
Blu tack
Demonstration copy of the Virtual class noise meter Resource sheet (if making a virtual noise meter) OR noise making items and labels (if making a physical noise meter)
High Tech option: Sound meter
Each group
A ‘tapper’ for groups to use to tap materials found at the sound stations, for example:
- icy-pole stick
- chopsticks
- rubber mallet/xylophone mallet
- plastic spoon
- metal spoon
Alternatively students might use their fingers or hands as a tapper.
Optional: Give each group a different ‘tapper’ to use.
Optional: Supply each group with multiple ‘tappers’ made of different materials.
Each student
Individual science journal (digital or hard-copy)
Sound makers Resource sheet
Lesson
The Inquire phase allows students to cycle progressively and with increasing complexity through the key science ideas related to the core concepts. Each Inquire cycle is divided into three teaching and learning routines that allow students to systematically build their knowledge and skills in science and incorporate this into their current understanding of the world.
When designing a teaching sequence, it is important to consider the knowledge and skills that students will need in the final Act phase. Consider what the students already know and identify the steps that need to be taken to reach the level required. How could you facilitate students’ understanding at each step? What investigations could be designed to build the skills at each step?
Read more about using the LIA FrameworkRe-orient
Recall the previous lesson, focusing on:
- vibrations coming from sound sources and travelling to the ear, through the air and sometimes through solid items such as string.
- the role-play where the vibration passed from the sound source through the particles to the ear of the listener.
Discuss what items were used to make the vibrations (vocal cords, tapping coat hanger).
The Inquire phase allows students to cycle progressively and with increasing complexity through the key science ideas related to the core concepts. Each Inquire cycle is divided into three teaching and learning routines that allow students to systematically build their knowledge and skills in science and incorporate this into their current understanding of the world.
When designing a teaching sequence, it is important to consider the knowledge and skills that students will need in the final Act phase. Consider what the students already know and identify the steps that need to be taken to reach the level required. How could you facilitate students’ understanding at each step? What investigations could be designed to build the skills at each step?
Read more about using the LIA FrameworkIdentifying and constructing questions is the creative driver of the inquiry process. It allows students to explore what they know and how they know it. During the Inquire phase of the LIA Framework, the Question routine allows for past activities to be reviewed and to set the scene for the investigation that students will undertake. The use of effective questioning techniques can influence students’ view and interpretation of upcoming content, open them to exploration and link to their current interests and science capital.
When designing a teaching sequence, it is important to spend some time considering the mindset of students at the start of each Inquire phase. What do you want students to be thinking about, what do they already know and what is the best way for them to approach the task? What might tap into their curiosity?
Read more about using the LIA FrameworkDifferent sounds
If students have asked questions during the question generation task in Lesson 1 in relation to things that can make sounds and the types of sounds things can make, for example, Why can we hear the cars on the road when they are a long way away? or Why are some sounds hard to hear?, use these questions as a starting point for the investigation.
Otherwise, or additionally, pose the question: Why do things make different sounds?
The Inquire phase allows students to cycle progressively and with increasing complexity through the key science ideas related to the core concepts. Each Inquire cycle is divided into three teaching and learning routines that allow students to systematically build their knowledge and skills in science and incorporate this into their current understanding of the world.
When designing a teaching sequence, it is important to consider the knowledge and skills that students will need in the final Act phase. Consider what the students already know and identify the steps that need to be taken to reach the level required. How could you facilitate students’ understanding at each step? What investigations could be designed to build the skills at each step?
Read more about using the LIA FrameworkThe Investigate routine provides students with an opportunity to explore the key ideas of science, to plan and conduct an investigation, and to gather and record data. The investigations are designed to systematically develop content knowledge and skills through increasingly complex processes of structured inquiry, guided inquiry and open inquiry approaches. Students are encouraged to process data to identify trends and patterns and link them to the real-world context of the teaching sequence.
When designing a teaching sequence, consider the diagnostic assessment (Launch phase) that identified the alternative conceptions that students held. Are there activities that challenge these ideas and provide openings for discussion? What content knowledge and skills do students need to be able to complete the final (Act phase) task? How could you systematically build these through the investigation routines? Are there opportunities to build students’ understanding and skills in the science inquiry processes through the successive investigations?
Read more about using the LIA FrameworkSound stations
Display a range of items available for students at different ‘sound stations’. Explain that students will be working in teams to make different sounds with familiar materials.
Ask students what they might do to the items displayed to make sound from them. For example, they might tap a metal pot with a spoon, scrunch a piece of paper with their hand, crash or rub two items together, shake an item etc.
Demonstrate by tapping an item, for example a metal baking pan. Ask students to describe the sound it makes.
Optional: Discuss onomatopoeia—words that sound like what they are describing, for example swish, thud, clack, clunk, ding, etc.
Look at the other items displayed and ask students if they think they will all make the same sounds. Discuss possible sounds they might make.
Next, tap the first item again, lightly and then with more force. Exaggerate the movements for the tap with more force, as it is important for students to clearly see that this used more ‘energy’ than the light tap.
Students describe the difference between the two taps demonstrated, and the sounds that they produced.
Discuss how much ‘energy’ you used to create each sound, and that tapping lightly used less energy that tapping with more force.
Using a demonstration copy of the Sound makers Resource sheet, model how to record what was just demonstrated and discussed for students.
As you model, discuss why it is important to be specific about how the sound is being made, for example holding the metal pan in the air. Demonstrate by showing how different the sounds are if the pan is tapped whilst being held in the air versus when it is resting on the table.
Discuss why it might be important to try and recreate the sounds in the same way when using less energy and more energy, for example, tapping the pan in the same spot, or rubbing two items together in the same spot. Demonstrate by showing the difference in the sounds if the pan is tapped on the rim, close to where it is being held versus in the middle of the pan.
Divide students into teams as appropriate and allow time for them to complete the investigation, recording their observations as they go.
You might like to assign groups to a specific station, or give them time to rotate through multiple stations.
Loudness vs volume
Can the terms be used interchangeably?
Intensity or loudness are general terms used by people to describe how loud or soft (quiet) a sound is.
Scientifically speaking, amplitude is the precise measurement of the energy of the vibrations. It’s a measure of the disturbance of the particles that make up the substance. The more energy used to produce the sound, the greater the disturbance of particles (the amplitude). For example, hitting a drum harder makes the sound we hear louder.
In everyday casual language the terms ‘loudness’ and ‘volume’ are often used in conjunction with each other. You might ask someone to "turn the volume down" on their voice, or tell the class "the volume is too loud in here!".
However, technically speaking, loudness and volume (whilst related) are not the same and cannot be used interchangeably.
Loudness is determined by the auditory sensation perceived by the ear. Whilst it is dependent on the amplitude of the sound wave produced, it is still somewhat subjective. What sounds loud to one person may not sound loud to another.
Volume on the other hand is a precise technical measurement of the quantity or power of a sound—the physical amplitude of the soundwave.
In this sequence, care has been taken to use the term loudness rather than volume, as students are not taking any accurate measurements of volume (including when using the 'Applause meter' later in this lesson).
Whilst it is acceptable to use the term volume in its casual sense in everyday language, when learning about the phenomenon of sound using the term incorrectly may unintentionally reinforce alternative conceptions.
If you opt to use a decibel meter or other sound measurement device, then the term volume can be used.
Intensity or loudness are general terms used by people to describe how loud or soft (quiet) a sound is.
Scientifically speaking, amplitude is the precise measurement of the energy of the vibrations. It’s a measure of the disturbance of the particles that make up the substance. The more energy used to produce the sound, the greater the disturbance of particles (the amplitude). For example, hitting a drum harder makes the sound we hear louder.
In everyday casual language the terms ‘loudness’ and ‘volume’ are often used in conjunction with each other. You might ask someone to "turn the volume down" on their voice, or tell the class "the volume is too loud in here!".
However, technically speaking, loudness and volume (whilst related) are not the same and cannot be used interchangeably.
Loudness is determined by the auditory sensation perceived by the ear. Whilst it is dependent on the amplitude of the sound wave produced, it is still somewhat subjective. What sounds loud to one person may not sound loud to another.
Volume on the other hand is a precise technical measurement of the quantity or power of a sound—the physical amplitude of the soundwave.
In this sequence, care has been taken to use the term loudness rather than volume, as students are not taking any accurate measurements of volume (including when using the 'Applause meter' later in this lesson).
Whilst it is acceptable to use the term volume in its casual sense in everyday language, when learning about the phenomenon of sound using the term incorrectly may unintentionally reinforce alternative conceptions.
If you opt to use a decibel meter or other sound measurement device, then the term volume can be used.
The Inquire phase allows students to cycle progressively and with increasing complexity through the key science ideas related to the core concepts. Each Inquire cycle is divided into three teaching and learning routines that allow students to systematically build their knowledge and skills in science and incorporate this into their current understanding of the world.
When designing a teaching sequence, it is important to consider the knowledge and skills that students will need in the final Act phase. Consider what the students already know and identify the steps that need to be taken to reach the level required. How could you facilitate students’ understanding at each step? What investigations could be designed to build the skills at each step?
Read more about using the LIA FrameworkFollowing an investigation, the Integrate routine provides time and space for data to be evaluated and insights to be synthesized. It reveals new insights, consolidates and refines representations, generalises context and broadens students’ perspectives. It allows student thinking to become visible and opens formative feedback opportunities. It may also lead to further questions being asked, allowing the Inquire phase to start again.
When designing a teaching sequence, consider the diagnostic assessment that was undertaken during the Launch phase. Consider if alternative conceptions could be used as a jumping off point to discussions. How could students represent their learning in a way that would support formative feedback opportunities? Could small summative assessment occur at different stages in the teaching sequence?
Read more about using the LIA FrameworkSound sharing
Teams share the different sounds they made using the items found at the sound stations. Use sticky notes to record a summarised version of how the sound was made and the description of the sound. For example, spoon tapping metal pan: “thoung” sound, echo-y.
Discuss what students noticed between the sounds that were made with less force compared to those made with more force. Through discussion determine that the more ‘energy’ they use to make the sound, the louder the sound will be. When they ‘give’ (or transfer) more energy to the object, it has more energy to vibrate.
Next, discuss if all the sounds were as loud as each other, regardless of the ‘energy’ students put into making the sounds. For example, was swiping a cotton ball across a desk as loud as tapping the metal pan?
Order the sounds shared by students and recorded on the sticky notes, from softest to loudest. If necessary, recreate the sounds shared so students can determine where they belong.
Further discuss the results of the investigation, including the types of materials and methods that made the loudest sounds.
- Which items made a loud sound? Which made a quieter/softer sound?
- What types of materials made the loudest/softest sounds? Did you notice any similarities?
- What method made the loudest sounds? Did hitting something with a metal spoon make a louder sound than tapping it with your finger?
- Why do you think that is?
- Could any of the materials be grouped in both ‘loud’ and ‘soft’? Why?
- Rubbing the metal pan with your hand will make a soft sound, but tapping it with a metal spoon will make a loud sound.
- How can vibrations make both loud sounds and soft sounds?
- Big vibrations cause louder sounds, small vibrations cause softer sounds.
Optional: Use a sound meter, such as the Applause Meter to compare the loudness of the different sounds. You will need to allow the applause meter access to your computer’s microphone to do this.
Sound is energy
Why is it important to connect the loudness of a sound with the amount of energy used to create it?
Sound is what is produced when energy causes objects—either solids, liquids, or gases—to vibrate.
The Australian Curriculum: Science identifies one of the core concepts of Physical sciences as “Energy can be transferred and transformed from one form to another and is conserved within systems”.
In this lesson, students have the opportunity to experience how one form of energy (kinetic, or movement, energy) is transferred to an object, causing vibrations which is then transformed into sound energy.
Whilst there is no need to be explicit about the core concepts at this stage of a student’s conceptual development, by making a link between the physical energy students put into making a sound to the loudness of that sound, you are laying a foundation for the beginnings of student understanding about energy transfer and transformation.
Sound is what is produced when energy causes objects—either solids, liquids, or gases—to vibrate.
The Australian Curriculum: Science identifies one of the core concepts of Physical sciences as “Energy can be transferred and transformed from one form to another and is conserved within systems”.
In this lesson, students have the opportunity to experience how one form of energy (kinetic, or movement, energy) is transferred to an object, causing vibrations which is then transformed into sound energy.
Whilst there is no need to be explicit about the core concepts at this stage of a student’s conceptual development, by making a link between the physical energy students put into making a sound to the loudness of that sound, you are laying a foundation for the beginnings of student understanding about energy transfer and transformation.
The Inquire phase allows students to cycle progressively and with increasing complexity through the key science ideas related to the core concepts. Each Inquire cycle is divided into three teaching and learning routines that allow students to systematically build their knowledge and skills in science and incorporate this into their current understanding of the world.
When designing a teaching sequence, it is important to consider the knowledge and skills that students will need in the final Act phase. Consider what the students already know and identify the steps that need to be taken to reach the level required. How could you facilitate students’ understanding at each step? What investigations could be designed to build the skills at each step?
Read more about using the LIA FrameworkFollowing an investigation, the Integrate routine provides time and space for data to be evaluated and insights to be synthesized. It reveals new insights, consolidates and refines representations, generalises context and broadens students’ perspectives. It allows student thinking to become visible and opens formative feedback opportunities. It may also lead to further questions being asked, allowing the Inquire phase to start again.
When designing a teaching sequence, consider the diagnostic assessment that was undertaken during the Launch phase. Consider if alternative conceptions could be used as a jumping off point to discussions. How could students represent their learning in a way that would support formative feedback opportunities? Could small summative assessment occur at different stages in the teaching sequence?
Read more about using the LIA FrameworkCreating a noise meter
Explain to students that as a class, you will use the findings from the sound stations investigation to create a class noise meter. The class noise meter will show the appropriate level of loudness for different classroom activities.
Using sticky notes, invite students to list a classroom activity and describe how much sound it makes. Place the sticky note on a scale from ‘silent’ to ‘loudest’.
Discuss which activities produce a similar amount of sound and group/rearrange accordingly.
Give each category a name for the noise meter.
There are two options for creating the class noise meter.
Option 1: Physical noise meter
The class will test and select sounds that should be able to be heard (you might like to introduce the term ‘audible’) above the expected noise level of an activity. For example:
- when the class is doing a silent activity, the teacher/student might be able to shake a fabric piece and hear its quiet flapping sound, or stir some cotton balls in a tub and hear the cotton balls move around.
- during group work, two metal straws could be tapped together and still be heard above the classroom noise.
Discuss how the noise meter might be used in the classroom (who will use it, who needs to hear the sounds), any potential issues, and how to make sure the same/similar amounts of energy are used each time the noise meter sound is made (for example, tapping the metal straws with a similar amount of force each time).
- What sound maker have we decided is suitable for group work?
- What sound maker have we decided is suitable for really quiet work?
- How might the sound makers help us monitor noise levels in the classroom?
- What problems might using the sound makers create?
- How will we make sure the same, or at least a similar, amount of energy is used to make the sounds each time?
- Are there any situations where using the sound makers won’t be suitable?
- What makes a sound loud or soft?
- The more energy that’s used to make the sound, the louder the sound will be. For example, when a drum is hit hard it is given more energy, so the vibrations are larger. This makes a more intense sound wave and our ears hear a loud sound.
- How does our voice make both loud and soft sounds?
- When we speak louder, more energy is making the vocal cords vibrate. These large vibrations make a more intense sound wave that we hear as a loud sound. When we speak quietly, less energy makes the vocal cords vibrate, so a less intense sound wave is produced, which our ear interprets as a quieter sound.
Create a class noise meter by listing each of the 'sound makers' and what classroom activities they should be able to be heard above. Display this class noise meter for classroom use.
Optional: Students rank the list of noises they recorded in their individual science journals from softest to loudest.
Option 2: Virtual noise meter
Reproduce the common levels of noise in the classroom, for example, the noise level during quiet tasks, partner work, group tasks and games, and observe where the Applause Meter hovers.
Using the Virtual class noise meter Resource sheet, create an analogue version by naming each section of the noise meter as it corresponds to the virtual noise meter. Use sticky notes or Blu-tac labels to allow for easy adjustments to be made after some trial and error.
Discuss how the virtual noise meter might be used in the classroom (when to use the analogue version and when to check in with the digital version), any potential issues, how our voices can make loud and soft sounds, and the energy that goes into this.
- What colour have we decided is suitable for group work?
- What colour have we decided is suitable for silent reading/drawing?
- How will the virtual class noise meter help us in the classroom?
- What problems might it create?
- Are there any situations where it won’t be suitable?
- What makes a sound loud or soft?
- The more energy the sound source has, the louder the sound will be. For example, a drum that is hit hard has a large amount of energy in the vibration, which makes a more intense sound wave and our ears hear a loud sound.
- How does our voice make both loud and soft sounds? How do we know?
- When we speak louder, more energy is making the vocal cords vibrate. These large vibrations make a more intense sound wave that we hear as a loud sound. When we speak quietly, less energy makes the vocal cords vibrate, so a less intense sound wave is produced, which our ear interprets as a quieter sound. You might feel more tired after cheering on your favourite sports team than you do sitting at home watching a movie, because you used more energy.
Reflect on the lesson
You might:
- group items on the sound table as soft/quiet and loud.
- update the word wall with words and images. For example, ‘energy,’ ‘loud’ and ‘soft’.
- sit quietly in the room for students to consider whether there are any moments of silence, or whether there is always some type of sound such as their own breathing or sounds from a nearby classroom.
- discuss what other sounds could be represented by the sounds students created at the sound stations.
- relate what students have experienced to the context of creating sound effects by discussing what other sounds the sounds students made during the lesson could represent. For example, if they want to make louder sound effects then they have to use more energy to make the sound.