Sound - Sound is Vibration

The purpose of this lesson is to show students how sound is created through vibrations, and how different vibrations make different sounds.

Materials:

Wooden Rulers

Tuning Forks

Popsicle Sticks

Ping Pong Ball

Rubber Band

Thread and Tape

Pencil

Glass of Water

Butcher Paper

Background Information: 

Energy must be used to produce sound. Whether it is the plucking of guitar strings, the striking of a drum, or the blowing of a trumpet, energy is involved. The energy causes the object to vibrate, producing sound. Whenever a sound is produced, somethings is quivering, throbbing, or vibrating. Such movements are the basis of the sound we hear. Sound vibrations can be something we see, like a violin string vibrating; or it can be something we feel like the vibration of a person's vocal cords; or it can be something we hear, like a ticking clock. All the sounds can be traced to a vibration of some material. 

In order for a sound to be heard. the vibrating material must move back and forth at least 16 times per second. The vibrating materials may be solid, liquid, or gas.

There are 2 separate activities that can be done for this lesson. The first one is having the students close their eyes and listen to all the sounds they hear for a full minute, then have them open their eyes and record what they heard. Then have them do it again with their eyes open. After that is done you can take them outside, if possible, and do it all again. 

The second activity involves them using all the material to discover vibration and sounds for themselves. Once the activity is done have the students record what they found on the butcher paper.

Both worksheets for these activities can be found here: Sound is Vibration

Discussion Questions:

-What do all the sounds have in common? [vibrations, vibrating sources, traveling energy]

-What do vibrating objects look like? [objects moving back and forth rapidly, blurry]

-What do vibrations feel like? [tingly, wiggly, etc.]

-Describe the change in sound when you move the pencil and change the length of the rubber band. [the sound becomes higher or lower. The rubber band vibrations are different]

-What caused the ping pong ball to bounce away from the tuning fork? [rapid back and forth movements of the tines of the tuning fork]

Extensions:

Have the students remember sounds that they enjoy hearing. List their responses on a chart labeled "I Like to Hear..." Have them remember sounds that they did not like to hear and add those to the list under "I Do Not Like to Hear..." Later categorize the list into high, low; loud, soft sounds.

Brainstorm some important sounds and how people should react to them. [fire alarm, fire engine and ambulance siren, school bells, smoke detector alarm, teacher or police officer's whistle]