Doc Brown's Revision KS3 Science
PHYSICS Unit 8L Sound and hearing
What the Quiz is based on - original work schemes - programmes of study
and the quizzes will be adapted to suit the NEW National Curriculum for KS3 Science
All of KS3 Science is now under review
In this unit pupils:
• build on their knowledge of sound and hearing
• explain how sound travels through media
• give an explanation of how the ear works, find out about the harmful effects of loud noise and how loud noise can be reduced
In scientific enquiry pupils:
• decide on a suitable question to investigate and on what type of data to collect
• identify relevant variables and consider how to control or take account of them
• evaluate data, considering alternative explanations
• investigate the loudness of sounds using an appropriate strategy
Hearing-impaired pupils can make a valuable contribution to this unit, but will need particular support, eg by visual demonstrations of vibrations when sounds are produced, the use of amplification apparatus or ICT to translate sound into visual information. The work at the end of the unit on hearing impairment can be adapted if there are hearing-impaired pupils in the class, to ensure their contribution is valued by the rest of the class.
This unit is expected to take approximately 8.5 hours.
This unit uses ideas developed in key stage 2. It builds on unit 5F ‘Changing sounds’ in the key stage 2 scheme of work.
This unit could be linked with unit 7 ‘Measuring physical data’ in the ICT scheme of work, which suggests an investigation of an aspect of sound.
The elements of musical sounds are covered in unit 3 ‘Soundscapes’ in the music scheme of work.
The wave nature of sound is further developed in key stage 4.
At the end of this unit
in terms of scientific enquiry
most pupils will: identify patterns in qualitative data about sound and describe sound qualities; frame a question about hearing which can be investigated; identify and control key variables; identify limitations in their data; compare sound levels, and report on a loudness enquiry; describe a current issue related to sound
some pupils will not have made so much progress and will: measure sound levels and describe a range of sounds; describe what they found out from an investigation into hearing; compare sound levels, and report on loudness of sound in common situations
some pupils will have progressed further and will: select an appropriate approach to investigating a question about hearing; present a reasoned argument about a current issue in the science of hearing
in terms of physical processes
most pupils will: relate changes in pitch and loudness of sounds to changes in vibrations; explain how musical instruments can make these changes and relate these to the oscilloscope representations of waves; recognise that sound needs a medium to travel through and that it travels at different speeds through different media; explain simply how the ear works and give examples of hearing ranges; describe ways in which hearing can be impaired and how noise pollution can be reduced
some pupils will not have made so much progress and will: relate sound to vibration and identify a range of sources or vibrations; recognise that sound travels but cannot travel through a vacuum; explain that sound waves cause our eardrums to vibrate and that this enables us to hear; state that loud sounds can damage hearing
some pupils will have progressed further and will: relate pitch to frequency of sounds and loudness to amplitude; use particle theory to explain how sound travels through materials; use a model of the ear to discuss possible causes of hearing impairment
It is helpful if pupils know:
• that sounds are produced by vibrating sources
• how the sounds produced by musical instruments can be changed
Risk assessments are required for hazardous activity. In this unit pupils:
• use sound sources which could exceed recommended safe levels
• may work near traffic and require supervision
Model risk assessments used by most employers for normal science activities can be found in the publications listed in the Teacher’s guide. Teachers need to follow these as indicated in the guidance notes for the activities, and consider what modifications are needed for individual classroom situations.
Through the activities in this unit pupils will be able to understand, use and spell correctly:
• words and phrases describing features of sound, eg loud, soft, quiet, high, low, pitch, noise pollution, temporary deafness
• words to describe sound vibrations, eg frequency, amplitude, wave
• words with different meanings in scientific and everyday contexts, eg quiet, soft, low, pitch, wave, loudness, volume, dynamics
• words and phrases relating to scientific enquiry, eg qualitative data, alternative explanations
Through the activities pupils could:
• understand information that is not explicitly stated or that the reader is assumed to understand
• musical instruments (actual and illustrations of), eg stringed, wind, percussion
• means of generating, capturing and displaying representations of sound waves, eg tuning forks, signal generator, microphone, loudspeaker, oscilloscope, datalogger, or computer with sound card
• radio or audio tape player
• data about sound levels, eg from the Noise at Work regulations; data about hearing loss in different age groups and accounts of temporary deafness or tinnitus
• think about how the musical instruments that they play or listen to make sounds
• think about the loud and distracting noises in the environment
• consider the effects of loud noise on hearing
• look for safety signs and warnings about loud noises
• ask family members or friends who play traditional instruments to demonstrate them
Enter specific words: physics topic, phrase, keyword, anything!
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