Hello, my name is Mrs. Mehrin and I'm so excited to be learning all about higher and lower sounds with you.

Let's begin.

Welcome to today's lesson from the unit, Introduction to Sound.

Your learning outcome today is I can identify high and low pitched sounds.

Now we are going to be building on some of your previous knowledge all about sounds, and I know that learning can sometimes be a little bit challenging.

However, it just means that we are going to work really hard together and we are going to have a fantastic time learning lots of new things.

So here are your four key keywords for today.

Now the keywords are in bold, and then you have your definitions for those keywords as well.

You don't need to write these down, however, if you feel that it does help you to have them jotted down, you can pause the video and do that now.

Fantastic, well done.

So our lesson today is split into two parts.

Let's begin with the first one, high and low pitch.

Sam and Izzy are talking about how sounds can be different and Sam says, "Sounds can be loud or quiet.

I don't think sounds can be different in any other ways." Do you have any ideas? What do you think? I'll give you five seconds to think about your answer.

Off you go.

Fantastic, well done.

Well, Izzy says, "Sounds can be high or low too.

When I sing in the choir, some people have low parts and some people have high parts to sing." Sam is not so sure about this and she says, "I think we are talking about the same thing because loud sounds have high volume and quiet sounds have low volume." What do you think? Do you think Sam and Izzy are talking about the same thing? I'll give you five seconds to think about your answer.

Off you go.

Fabulous, well done.

Now, Izzy says volume of sounds can be high or low, but also the pitch of a sound can be high or low, and this is different to volume.

So let's do a quick check-in of your learning before we continue further.

It says, pitch and volume of sounds are the same thing.

Is that true or false? I'll give you five seconds to think about your answer.

Off you go.

Fantastic, well done, the answer is false.

They are not the same thing.

Now let's see if you can justify your answer.

So we've got A, pitch is how high or low a sound is.

Volume is how loud or quiet sound is.

Or B, pitch is how loud or quiet sound is, volume is how high or low a sound is.

I'll give you five seconds to think about your answer.

Off you go.

Fantastic, well done, the answer is A.

Now, Izzy is right, the volume of a sound can be loud or quiet, but this is different to the pitch of a sound.

Pitch describes how high or low a sound is.

So birds chirping make high pitched sounds and a parade drum makes low pitched sounds.

In Izzy's choir, different people have different parts to sing depending on the pitch of their voice.

So Alex says, "I sing tenor and bass parts because I have a low pitched voice." Izzy says, "I sing soprano parts because I have a high pitched voice." So let's have a quick check-in of your learning.

It says, pitch describes A, how loud or quiet the sound is.

B, how narrow or wide the sound is.

And C, how high or low the sound is.

So which one of those describes pitch? I'll give you five seconds to think about your answer.

Off you go.

Fabulous, well done.

The answer is C, how high or low the sound is.

Now not everyone is able to detect the pitch of different sounds.

Alex says, "I find it easy to identify high and low pitch sounds.

I can sing in tune to any song on my playlist." Jun says, "I can't join Izzy's choir because I can't detect whether sounds are high or low pitched." How well can you detect pitch? Let's have a listen to some sounds.

So I want you to listen to this sound effect of a sliding whistle changing pitch, and I want you to detect if the sound is getting higher or lower in pitch.

So let's have a listen to that now.

(whistling going from higher pitch to lower pitch) (whistling going from higher pitch to lower pitch) (whistling going from higher pitch to lower pitch) Fabulous, well done.

So could you detect if the sound was getting higher or lower in pitch? So the sound of this whistle starts at a high pitch and becomes a lower pitch.

So amusia, or tone deafness, is the inability to detect the pitch of sounds.

Now this is a rare condition and only affects about 4% of the population.

So Jun says, "This means for every 100 people alive today, only four of those will have amusia.

:" So what is it called when you are unable to detect the pitch of different sounds? Is it A, amnesia, B, amusia, or C, a music ear? I'll give you five seconds to think about your answer.

Off you go.

Fabulous, well done, the answer is B, amusia.

So we are going to listen to some sounds here and I want you to think about whether or not they make a high or low pitched sound.

Now let's start with sound A.

(saxophone playing) Fantastic, did that make a high or a low pitched sound? Now let's listen to sound B.

(birds chirping) Fabulous.

Did that make a high or a low pitched sound? Now finally, let's have a listen to sound C.

(car horn hooting) Fabulous, well done.

So do you think sound C made a high or a low pitched sound? Now I want you to also think about what other low or high pitched sounds you know.

So I want you to pause the video now and have a go at this activity.

Off you go.

Fabulous, well done.

So A was a saxophone, and that was a low pitch.

B was birds, and that was a high pitch.

C was a car horn, which was also a high pitch.

Now some of the other things that you might have said are things like a bass drum, a deep voice, and thunder, all make low-pitched sounds.

A child's voice, a squeaking mouse, and a flute all make high-pitched sounds.

Now we are on to the second part of our learning today, which is all about vibrations and pitch.

So Sam thinks about why different sounds have a different pitch, and she says, "I think it must be something to do with the object that's vibrating." What do you think? I'll give you five seconds to think about your answer.

Off you go.

Fabulous, well done.

So sound is made when an object vibrates.

So when hit, a cymbal vibrates to produce a high pitched crushing sound.

When roaring, a lion's vocal chords vibrate to make a low pitched sound.

Now I want you to place three fingers lightly on your throat and make high and low pitched sounds.

I want to think about what the vibrations feel like on your fingertips and you are going to feel your vocal chords vibrating differently when you change the pitch of your voice.

So I'd like you to pause the video here and have a go at doing that activity.

Off you go.

Fabulous, well done.

So true or false, sounds are made when you hear them, is that true or false? I'll give you five seconds to think about your answer.

Off you go.

Fantastic, well done.

The answer is false.

Now let's see if you can justify your answer.

So sounds are made when an object vibrates or sounds are made only when an object shakes.

I'll give you five seconds to think about your answer.

Off you go.

Fabulous, well done, the answer is A.

Now Sam taps the side of a reusable plastic bottle with a pencil to make a sound.

She says, "I can't see anything moving when I tap the bottle with my pencil, I wonder what's vibrating." Do you have any ideas? So we know that sound is produced when an object vibrates, but Sam is tapping the side of the plastic bottle with a pencil and it makes a sound, but she can't see anything moving, so she doesn't know what's vibrating.

So what do you think? I'll give you five seconds to think about your answer.

Off you go.

Fabulous, well done.

So the bottle is vibrating and it makes a high pitched sound.

Now Izzy uses the same pencil to tap a similar sized bottle, but this time the bottle's made of glass.

And she says, "When I tap the glass bottle, it makes a lower pitch to the sound Sam produced with a plastic bottle." Why do you think this is? I'll give you five seconds to think about your answer.

Off you go.

Fantastic, well done.

So different objects produce different pitched sounds when they vibrate.

Now let's do a quick check-in of your learning.

It says, all objects produce the same pitch sound when they vibrate, is that true or false? I'll give you five seconds to think about your answer.

Off you go.

Fantastic, well done, the answer is false.

Now is that because some objects can make a sound without vibrating or B, different objects produce different pitch sounds when they vibrate? Again, I'll give you five seconds to think about your answer.

Off you go.

Fabulous, well done.

The answer is B, different objects produce different pitch sounds when they vibrate.

Now, Sam and Izzy continue to share their ideas about vibrations and pitch.

Sam says, "I wonder if the same object can vibrate to produce more than one pitched sound?" What do you think? I'll give you five seconds to think about your answer.

Off you go.

Fabulous, well done.

Look, Izzy says, "I think objects can only make one sound and this is always the same pitch." Now, do you agree with Izzy? What do you think? Do you think actually an object can vibrate in different ways to produce more than one pitch sound? Or do you agree with Izzy that it can only produce one sound? Again, I'll give you five seconds to think about your answer.

Off you go.

Fabulous, well done.

So some objects vibrate to produce more than one pitched sound.

Now can you identify these sounds? Let's listen to the first one.

(harp playing notes) Fabulous, now let's have a listen to the second one.

(party blower tooting) Brilliant, well done.

So could you identify those sounds? I'll give you five seconds to think about your answer.

Off you go.

Fabulous, well done.

So the first one was a harp.

Now harp strings vibrate when they are plucked and this makes a soundboard vibrate.

A harp can produce different pitched sounds, from low to high.

When air is blown into a party blower, the reed and the paper tube vibrate to make a loud sound with a changing pitch.

Now let's have a look at this question.

It says, can Izzy make different pitched sounds with her glass bottle? What do you think? I'll give you five seconds to think about your answer.

Off you go.

Fantastic, well done.

Well, Izzy says, "I discovered that blowing over the top of the bottle produced a low pitch sound.

However, tapping the side of the bottle with my pencil produced a high pitch sound.

I wonder if something different is vibrating each time." What do you think? I'll give you five seconds to think about your answer.

Off you go.

Fabulous, well done.

So Izzy and Sam think about how the glass bottle vibrates to produce more than one pitched sound.

Sam says, "When you blow across the top of a bottle, you're making air inside the bottle vibrate." And Izzy says, "When I tap the side of a bottle, it is the bottle that's vibrating, this makes a different pitched sound." So I want you to have a go and try this for yourself, but I want you to be really careful with glass bottles 'cause we don't want 'em to break.

So be really careful with them.

So I want you to pause the video now and have a go at doing that.

Off you go.

Fabulous, well done.

So let's have a look at this question.

It says which statement below is true? All vibrating objects can produce only one pitched sound.

Some vibrating objects can produce more than one pitched sound, or all vibrating objects can produce only high or low sounds.

I'll give you five seconds to think about your answer.

Off you go.

Fabulous, well done.

The answer is B, some vibrating objects can produce more than one pitched sound.

So here is task B.

I want you to place a ruler over the edge of a table.

I want you to carefully push it downwards, then let it go so that it vibrates to make sound.

And I want you to think what pitch sound does it make? Explore how to make the vibrating ruler produce more than one pitch sound and tell a partner how you produced a higher pitched sound or a lower pitched sound.

So I want you to pause the video here and have a go at doing that.

Off you go.

Fabulous, well done.

So we were exploring how to make the vibrating ruler produce more than one pitch sound.

So let's have a watch of this.

(ruler vibrating) Fabulous, well done.

So when I moved more of the ruler over the edge of the table, the ruler vibrated to produce a lower pitched sound.

When I moved less of the ruler over the edge of the table, the ruler vibrated to produce a higher pitched sound.

So now we are on the summary of your learning today.

Pitch and volume are different things.

Pitch describes how high or low a sound is.

Amusia or tone deafness is the inability to detect pitch.

Sound is made when an object vibrates.

Different objects produce different pitch sounds when they vibrate and some objects vibrate to produce more than one pitch sound.

Well done for today.

I'm really proud of your hard work and dedication to this lesson, you have done brilliantly.