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Learn how to manipulate sound waves.

","materials","

Hour 1

Post-it notes
Blank paper
Pencils

For each group:

2 paper towel rolls
5 sheets of aluminum foil
Water
Plastic bottles with bottoms cut off
Containers without lids, size can vary
Painter’s tape
Aluminum pie pan
Assortment of materials: wood, paper, foam, cloth, rubber bands, etc.

Hour 2

Cell phone or speaker, any device that creates sound

For each group:

Same materials as distributed in Hour 1
Popsicle sticks
Legos
Cardboard
Foamboard/construction paper
String
Glue
Tape
Fabric
Scissors

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Read through Acoustic Experiment activity.

Hour 1

Musical Spaces images - 1 set
Acoustic Experiment Diagram I - 1 copy

Hour 2

Setup video and audio.

","worksheets","

Hour 1

Musical Spaces image set
Acoustic Experiment Activity Diagram I

Acoustic Experiment Diagram I

","multimedia","

Hour 2
\"Sound and the Environment\"

","steps","

Hour 1
Engage - 10 minutes:
- Instruct students to form groups.
- Direct students to manipulate the objects to make the loudest and quietest sounds possible.
- Ask:
Explore I - 15 minutes:
- Say, “Sound is invisible waves moving through the air. Our eyes can’t capture these waves, but our ears can. Once the sound waves start moving, they interact with the environment. Based on those interactions, waves are changed, which changes the sound. We’ll explore how to impact sound through a few experiments.”
- Pour water into the buckets and distribute cut-off plastic bottles. Have one student place the cut portion of the bottle into the water, while another student makes sounds.
- Prompt students to repeat the experiment with the person holding the bottle in the air. Students should make sounds around the person, but not directly at the person and attempt to keep the volume of their voice at a similar level.
- Ask, “What did you notice?” [a: sound waves move faster in word which makes the sound easier to hear]
- Say, “The material that sound waves move through - air, water, fabric, etc.- all impact the speed at which the waves can move. The faster the sound wave can travel, the more distance it can cover.”
- Say, “Some animals even use sound waves instead of eyesight to locate other objects. They send out a sound and measure (1) if the sound returns and (2) how quickly a sound returns.”
- Distribute tape, two paper towel rolls and a pie pan to each group.
- Direct students to tape the items as seen in Diagram I onto a table or desk. TIP: Items must be taped to a table.
- Instruct students to experiment with the contraption. One student should make sounds into A while the other student places their ear at the opening of tube B and listens.
- Ask:
- Explain that musicians want audiences to hear their music the same way they do. This means they need to control how the sound acts in buildings. If sound gets caught in the materials, the audience will hear a muffled sound. If the sound waves act like an echo, the audience will hear song parts overlap. Sound engineers build spaces to get the best sound during concerts.
Explore II - 15 minutes:
- Distribute assortment of materials, blank paper and pencils.
- Explain that the shape of the building will impact sound.
- Distribute Aluminum Foil sheets.
- Instruct students to change the shape of the pie pan with the aluminum foil. Determine what shape returns sound, the clearest and the fastest. Record observations.
- Have students share their findings.
- Ask:
- Instruct students to place materials in front of or over the pie pan. Repeat the sound experiment.
- Their goal is to determine which materials return sound the clearest and the fastest. Record their observations.
- Have students share their findings.
- Ask:
Extend I - 20 minutes:
- Show students Music Spaces Images.
- Say, “We learned sound is impacted by the environment--location, the material and size of any objects present, etc.\"
- For each image ask:
- Say, “We’ll use the information gathered from the experiments and the observations of the music spaces to plan and build a model performance space.
- List available build materials on the board.
- Have students select the impact they want their space to have on sound (ex. make it louder, or softer, etc.) and write this information on the top left of their paper.
- Then ask students to sketch a model of their space. They should note the materials.
- Collect draft designs for Hour 2.
Reflect - 5 minutes:
- Distribute a Post-It Note to each student.
- Prompt students to explain, either through words or drawing, what affects sound.
- Post notes somewhere in the space.
Outcomes to look for:
- Students identify the impact of location, size, and materials on sound.
- Students design a space that reflects their new knowledge on impacting sound waves.
Hour 2
Engage – 5 minutes:
- Say, “In our last lesson, we studied how sound can be impacted by the environment. What are some things that impact sound?” [a: location, materials and size of any objects present]
- Play the video, \"Sound and the Environment.\"
- After the video, ask students what they noticed about how the environment impacted sound.
- Direct students to sit with their groups from Hour 1.
Extend I – 45 minutes:
- Distribute designs and materials and allow students time to build.
Reflect – 10 minutes:
- Test each design by:
Outcomes to look for:
- Students design a musical space based on their experiments.
- Students can provide constructive feedback rooted in their knowledge of how sound can be impacted by objects in the environment.

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Acoustic Experiment

Acoustic Experiment

Acoustic Experiment

Overview