Musical bottles

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    18-Dec-2014
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This lesson plan on Musical Bottles utilizes technology to enhance instruction on vibration for the 4th grade classroom.

Transcript of Musical bottles

  • 1. Attention ALL Scientists!!!
    What Scientists Do
    Think
    Observe
    Experiment
    Discover
    Never, never, never, quit
    Record data in pen, (never erase ideas)
    Work hard
    Ask questions
    Always do their best
    What Scientists Dont Do
    Goof around
    Break rules and procedures
    Play with tools
    Play with experiment equipment

2. Who wants to be a Scientist?
First, Think and Quick-write:
in your science notes on sound
All I know and remember about sound (include any vocabulary words)
Then, share
3. Musical Bottles
LET'S EXPLORE!
4. How many of you have you ever blown into a bottle to make a sound?
5. Make a Prediction (record)
Question/Investigation: Why do some objects produce a high sound and others a low sound?
Prediction:If I want to make a high sound, then I will blow into (which bottle?)_________________________ because_______________________________________
If I want to make a low sound, then I will blow into (which bottle?)_________________________ because_______________________________________
6. Challenge!
Time to TEST Your Predictions
7. What did you notice???
Record evidence - neatly(What I did - may be pictures, chart, table) which bottle made the highest and lowest sound?
8. Does anyone know the scientific term for the highness and lowness of sound?
Pitch
How is it that we are hearing high and low sounds?
Lets investigate
9. What did you notice?
10. What is moving the salt?
Sound vibrations.
When I bang the pan, vibrations travel through the air wave
Where is the evidence of this?
The movement of the salt
11. ALL SOUNDS ARE MADE BY THINGS VIBRATING
SOOOOOOO.
the most water =the highest pitch
and
the least water = the lowest pitch.
12. Can you use the idea that sound is vibration to explain your observations?
Ask yourself
What is vibrating?
Air?
Water?
Glass?
13. Sound is vibration (record)
The slower vibration = lower pitch
Faster vibration = higher pitch
Think about your recorders
How did you get a high note? How did you get a low note?
Other musical instruments:
Lower pitch (when extended)
Higher pitch (shorter)
14. Part two: Tapping the bottles .
Will we get the same results???
Make your predictions.
15. Make a Prediction
Prediction:If I want to make a high sound, then I will TAP(which bottle?)_________________________ because_______________________________________
If I want to make a high sound, then I will TAP (which bottle?)_________________________ because_______________________________________
16. Challenge!
Time to TEST Your Predictions
17. What did you notice???
Record evidence - neatly (What I did - may be pictures, chart, table) which bottle made the highest and lowest sound?
18. Why are the results opposite????
Ask yourself
What is vibrating?
Air?
Water?
Glass?
REMEMBER:
Sound is a vibration
The slower vibration = lower pitch
Faster vibration = higher pitch
19. How are the two examples:
the same?
different?
20. Apply what you know
Xylophone prediction
Which key on the xylophone will have the highest pitch?
Guitar prediction
Which string on the guitar produces the lowest pitch?
21. References
Nesbit, Tracy, Hargrove, Harrelson, & Maxey. Winter, 2004. Implementing science notebooks in the Primary Grades. Science Activities, (40) 4. 21 - 29.
Lesson adapted from AIMS (2003). Musical Bottles. Lawrence Hall of Science: Berkeley, CA.