èßäAV

Learning Objectives 

Students will: 

• Design investigations that determine what factors affect the pitch of string instruments.
• Explore the factors that determine pitch fluctuation of string instruments.
• Make, test, and record a hypothesis. 
• Collect and analyze data from an investigation.

Standards Alignment

National Core Arts StandardsNational Core Arts Standards

Common Core State StandardsCommon Core State Standards

Next Generation Science StandardsNext Generation Science Standards

Recommended Student Materials

Editable Documents: Before sharing these resources with students, you must first save them to your Google account by opening them, and selecting “Make a copy” from the File menu. Check out Sharing Tips or Instructional Benefits when implementing Google Docs and Google Slides with students.

Videos

Websites

• Perfect Pitch
• èßäAVInstrument Spotter’s Guide
• èßäAVGuide to the Orchestra

Additional Materials

• Small box (shoebox shipping box, tissue box)
• Rubber bands - various widths and lengths, scissors
• Ruler
• Optional art supplies (paper – to cover box, paint, markers, colored pencils, crayons)

Teacher Background

Teachers should have a general understanding of acoustics, the physics of sound, string instruments, and sounds from the orchestra. Review èßäAVGuide to the Orchestra to build background.

Student Prerequisites 

Students should have a basic understanding of sound as waves and as energy, some familiarity with orchestral instruments, and prior experience with science experiments.

Accessibility Notes

Utilize assistive technologies for students with hearing or vision impairments. Modify capture sheets as needed and allow extra time for task completion.

Engage

1. Review the members of the string instrument family with the . Share and review the violin, viola, cello, and double bass using the Perfect Pitch interactive tool or the table.

2. Play instrument listening clips for the string family from Perfect Pitch. Have students discuss what they hear and compare the sounds of the string instruments to those of other instruments.

Build

1. As a whole group, show students the Instrument Spotters Guide. Model for students how to scroll to each instrument family: strings, woodwinds, brass, and percussion. Find the String family and read the “LOOK FOR” description, point out the parts of the string instrument. 

2. Now guide students to the “LISTEN FOR” description. Tell students this note describes the sound of the instrument within its orchestral family. Guide students to the left of the photograph to show them how to click the “play” button to listen to the string instrument. 

3. Model a few more instruments for students, then share the Instrument Spotters Guide so they can explore on their own devices. Distribute the so students can capture details about the instrument's characteristics.

4. Engage students in a discussion. Have students share and compare the information they gathered from the . Ask the students: What can we conclude about each instrument’s similarities and differences?

Apply

1. Tell students they will design and construct a string instrument by stretching rubber bands over boxes. Make sure that each student has a box and an assortment of thick and thin rubber bands. Have students stretch a rubber band over their box and pluck it to test its functionality. 

2. Review the with students. 

3. Introduce the activity and familiarize students with the variables they will be testing. Note the different ways a rubber band can be tested. For example, one student could hold the rubber band taut at the length specified while another student plucks it, or different band lengths could be placed on a box.

4. As a class, create a hypothesis relating the width of the string (rubber band) to the pitch the string will create when plucked. Have students create a prediction based on this hypothesis using the sentence starter: “If our hypothesis is true, then the pitch created should be higher/lower when the rubber band is longer/shorter.”

5. Divide students into cooperative groups of four. Assign one student to each of the following roles:

Recorder: note taker

Group Leader: keeps the group on task, moderates conflict, teacher liaison

Equipment Adjuster: makes adjustments to test equipment

Tester: performs the tests (mouthpieces should be sanitized before and after use)

6. Have students place three-wide rubber bands and three thin rubber bands around a box. Students will test the whole class hypothesis and prediction and record their findings on the . As a class, discuss findings and write a conclusion.

7. Have students work in small groups use the same process modeled in the previous activity to test the relationship between string width and pitch. Each group should develop a hypothesis relating the length of the string (rubber band) to the pitch it will create when plucked. Each should create a prediction based on the hypothesis, in which they describe the relationship between string (rubber band) length and pitch. Then have students test the hypothesis and prediction and record their experimental data onto the resource. 

8. Have students build their instruments. Review the procedural guidelines for and distribute supplies. Allow time for students to create their string instruments. Play listening examples while students create their instruments from slide 4 of the presentation, .

Reflect 

1. Discuss the following questions: What is the relationship between string lengths and pitch? What is the relationship between string width and pitch? If your instrument is set up with the rubber bands running from low to high pitch, what end of your instrument produces the higher frequency? What is the name of the technique that we use to play our instruments?

2. Assess students’ knowledge of bass instrument pitch with the .