Higher:
Explain how materials absorb sound
Middle:
Describe materials that can absorb sound
Lower:
Give some examples of how you can protect your hearing
Higher:
Suggest why certain material are better absorbers than others
Middle:
Conduct the sound absorbency investigation
Lower:
Predict outcomes and set up the investigation
Lesson Recap Starter: Think back to the last lesson. How does sound travel differently through solids, liquids and gases?
Lesson Starter: Imagine you could see the rest of this worker's body. What might they be wearing on their head and ears? Have a go at drawing it!
Children will be shown an image of a worker with a pneumatic drill. They should draw what they think he will be wearing on his head and ears.
Presentation - starter slide
30 Second Challenge: Name as many places as you can where you need to reduce noise.
Answer questions and take part in activities during the presentation.
Key Concept:
During this unit, each lesson contains a key concept question housed in the '30 Second Challenge' slide. To help children master this content so the knowledge moves from their short term memory to their long term memory, at the beginning of the follow on lesson the question from the previous lesson is revisited.
The questions covered during this unit include:
1. Explain why the volume is important.
2. How does sound travel?
3. What's the difference between the speed of sound and the speed of light?
4. What's the difference is between a high- and low-pitched sound?
5. What does the word acoustics mean?
6. How can you be sensitive to other people about the sounds you make?
Presentation
Expert Film: Chainsaw Artist Andy Usher talks about the equipment he needs to protect his ears when carving wood.
How we deliver the Gatsby Benchmarks:
2 - Learning from career and labour market information: Pop along to Developing Experts career’s zone to find out about jobs in your area.
4 - Linking curriculum learning to careers: This unit showcases careers that relate to light. Access our 360° virtual work tours.
7 - Encounters with Further and Higher Education: Pop along to Developing Experts career’s zone to find out about training providers in your area.
Presentation - Expert Film
Insulating Sounds
You may need to demonstrate to the children how to build their circuits.
It may also help to cut the materials to size beforehand. If you cannot get hold of all the materials, open the powerpoint version of the Handout and edit the material names.
Emphasise that they should test their buzzers to hear how loud the maximum volume from the buzzer will be. This experiment can be annoying in large classes, using batteries that have low power can help.
When the children have tested their materials they should order them from most to least absorbing, then complete the questions on the second page.
Handout
A simple circuit containing a battery, a buzzer & a switch.
Samples of materials including; sponge, paper, corrugated card, cloth, foil etc. These should be cut to the same size and be able to cover the top and sides of the of the buzzer.
Quiz
With their talk partners, the children are to go through the quiz at the end of the presentation and answer the questions.
Quiz in presentation
Interactive quiz
Why is it difficult to get absolute silence?
What would happen to your hearing it you listened to loud music using headphone, for long periods of time?
What happens to your hearing as you get older?
Why might your hearing get worst when you have an ear infection?
NA
Ear defence protect your ears by....
... absorbing sound.
The Science Behind the Science
Sounds travel through some materials more easily than others. Softer materials absorb sounds better than hard materials, which reflect sound, often producing echoes.
Sound insulation depends on a variety of factors, which include the type of material used, and the volume of the sound involved. In the most common situations, the sound is travelling in the air and, when it comes up against the insulating material, some of the sound is reflected back into the air. Thus the sound which enters the material is reduced and so has a lower volume. As it travels through the new material it is further reduced, especially if it is a soft, spongy material, which disrupts the sound waves so they become less regular.
Find patterns between volume of a sound and the strength of the vibrations that produced it.
Forces, electricity and waves - Vibrations and waves - By collaborating in experiments on different ways of producing sound from vibrations, I can demonstrate how to change the pitch of the sound. SCN 1-11a
Forces and Energy: the study of energy, its origin, storage and transfer, and the work it can do; the study of forces; the application of scientific understanding through inventions and machines.
Carrying out simple comparative tests.
Using results to draw simple conclusions.
Grade 3 - Sound.
Grade 3 - Physcial Science - Forces and Energy - Forms of Energy - Sound - How do you hear sounds? (protect your hearing)