Stage 2 – STEM Activity 9

Pitch perfect

Description of activity

Students explore pitch by designing and making their own musical instrument.

This activity will take approximately 2 hours.

Context

Students have discussed the concept of sound and how sound is produced. They have explored different sounds and how sounds can be high or low and that the difference in the ‘highness’ or ‘lowness’ of a sound is called pitch.

They would have been exposed to musical instruments that create a variety of sounds and pitch.

Outcomes

Skills

ST2‑4WS investigates their questions and predictions by analysing collected data, suggesting explanations for their findings, and communicating and reflecting on the processes undertaken
ST2‑5WT applies a design process and uses a range of tools, equipment, materials and techniques to produce solutions that address specific design criteria
MA2-2WM selects and uses appropriate mental or written strategies, or technology, to solve problems
MA2-3WM checks the accuracy of a statement and explains the reasoning used

Knowledge and understanding

ST2-13MW identifies the physical properties of natural and processed materials, and how these properties influence their use
ST2-16P describes how products are designed and produced, and the ways people use them
MA2-7NA represents, models and compares commonly used fractions and decimals
MA2-9MG measures, records, compares and estimates lengths, distances and perimeters in metres, centimetres and millimetres, and measures, compares and records temperatures
MA2-11MG measures, records, compares and estimates volumes and capacities using litres, millilitres and cubic centimetres
MUS2.1 sings, plays and moves to a range of music, demonstrating a basic knowledge of musical concepts
MUS2.2 improvises musical phrases, organises sounds and explains reasons for choices

Resources

Two identical glass bottles filled to different levels with coloured water, for demonstration
One xylophone
Everyday objects that students might find useful in making their musical instrument, eg cardboard roll inserts, boxes, straws, cardboard, elastic bands, sticky tape/masking tape, glue, hair combs, plastic and/or glass bottles

Work, health and safety

Check relevant Work, health and safety guidelines.
Ensure all items brought in from home are clean and child-friendly.

Evidence of work for assessment purposes

A labelled diagram of the student’s musical instrument, showing justification for the materials used.
A photograph of the musical instrument.
A flowchart describing how the instrument was made.
A written or oral statement reflecting the effectiveness of the design of the musical instrument and its ability to create different levels of pitch.

STEM teaching and learning activities

Students discuss their understanding of sound.
Brainstorm the different sounds students can hear from their classroom, eg birds, voices, wind.
Students describe all the sounds they can currently hear and pose the question:
What makes all these sounds different from one another?
Challenge students to make a ‘high’ sound with their voices and then repeat with a ‘low’ sound. Discuss how all sounds are made by things vibrating and that some things vibrate fast and make a high sound. Slower vibrations create lower sounds. Pitch is the sound that allows us to judge if it is high or low.
Challenge students to try and create pitch using body percussion. Ask them to create a high-pitch sound and then a low-pitch sound.
Demonstrate the use of the xylophone and ask students to determine how a xylophone creates sounds of different pitch. Measure the length of the different bars. How does the length of the bar affect the pitch of the sound produced?
Demonstrate making sounds with, at least, two glass bottles filled to different levels with coloured water. Students identify the way that the sound changes when the level of water in the bottle changes. Measure the volumes of water in the bottles. What happens to the pitch of the sound if you double the volume of water in a bottle?
Students research how the sound in a variety of instruments, eg string, wind, percussion is produced.
Students experiment with different instruments to discover what needs to be done to change the pitch of the sound, eg what happens if you halve the length of a vibration in a string instrument or a wind instrument?
Students plan, design and produce their own musical instruments using a variety of suitable materials. The instrument must be able to produce at least 4 different levels of pitch.
Students present their instrument to the class and:
- demonstrate and explain how to create different levels of pitch
- justify their use of materials
- explain how the materials used affects the sound produced.
Students create a flowchart describing how their instrument was produced.

Vocabulary list

Pitch – the relative highness or lowness of sounds
Sound – a form of energy created by vibrations which generate sound waves that move through media such as air and water before reaching our ears
Vibration – a continuous movement about a particular point

Key inquiry questions

What is sound?
Sound is all around us. Wind moving through trees, cars going down the street, laughing and music are all examples of sounds we hear throughout the day. Sound is produced by objects vibrating back and forth, making sound waves. These vibrations are transmitted to anything the vibrating object touches, including air.

What is pitch?
The difference in the highness and lowness of sound is called pitch. Pitch depends on the speed of vibration of the sound source. Faster vibrations produce a higher pitch. The pitch is also affected by the length of the vibration. Shorter vibrations produce sounds of higher pitch.

How can we use everyday materials/objects to make instruments that produce different levels of pitch?

A musical instrument can be anything that produces sound. We can use everyday materials to design and produce a musical instrument that not only creates sounds but also different levels of pitch.

Support materials

Student resources

YouTube video: Music lesson for kids – pitch
Pitch for Kids – Interactive
Sound: Pitch and Acoustics – information

Teacher resources

Bash the trash: instrument building zone

Diversity of learners

For additional support

Students work in groups where each student constructs a different type of instrument. They then play a simple tune on the instruments, together.

For extension

Students design an instrument that has eight levels of pitch, ie an octave. In order to do this they will need to work out the fractions of eight to give the sounds of an octave. In determining the volume of the bottles, length of tubing as in a pan pipe, or length of vibration as in a guitar or flute/recorder-type instruments, there is a lot of measurement.
Students use coding to record a tune that they make, using symbols (not necessarily musical annotation) to code for a tune.
Students find objects in nature, eg sticks, reeds, etc to make an instrument. Students research the different instruments Aboriginal and Torres Strait Islander peoples use to create music.

Review

In this STEM activity, your students have explored the concepts of sound and pitch in music. They have used everyday materials to design and create their own musical instruments to produce at least 2 different levels of pitch. They have planned, designed and produced their instrument, tested it and made any changes. They have reflected on their design and explained how their musical instrument creates different sounds.

You will have provided your students with opportunities to implement a design process and justify their choices. Design processes are an essential aspect of Technology (Mandatory) Stage 4 and any other technology-based courses.