Download Aim Revision activity notes Revision activity answers

Aim
The aim of the revision activity is to provide support for students who need to progress from
developing to secure for the core National Curriculum statements.
The aim of the extension activity is to provide extension for students who have already achieved
secure. The activity is also suitable for older students in need of further extension work.
Revision activity notes
The revision activity asks students to work through a number of tasks to help them move towards
demonstrating a secure grasp of key concepts from this chapter.
Additional notes:
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The revision activity should be appropriate for students achieving less than 69 % in the
Checkpoint assessment.
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You can review students’ answers to questions in the Checkpoint assessment in Kerboodle. You
may decide not to cover all tasks in the revision activity, based on students’ performance on
specific questions.
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An index of which task covers which outcome is given in the teacher handbook.
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It is a good idea to set up a small tray of water so students can see the ripples on the surface
travel, reflect, and superpose.
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Show that sound waves travel better in solids than in air by tapping a tuning fork or an unmounted music box and holding it in air, and then so its base touches a solid surface when it is
much louder.
This revision activity could also be used as a revision sheet for all students.
The students should be given a chance to see some simple activities involving sound and waves.
You can demonstrate the differences between longitudinal waves and transverse waves by using
a slinky spring. Check students really see the direction the particles vibrate, for example, tie a
small piece of ribbon to a coil and watch how this moves.
Revision activity answers
Task 1
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This resource sheet may have been changed from the original.
Task 2
A sound wave is created when something vibrates.
Sound waves travel as pressure waves in the air or other materials.
Sound waves travel much slower than light waves. This is why lightning is seen before we hear
thunder.
When a wave hits a barrier it reflects and travels the other way.
When a sound wave reflects off a surface, it creates an echo.
Two waves in the same place add together. We say they superpose.
Task 3
1
2 Sound travels quickest in solids because the particles are close together and with strong bonds.
Sound travels slowest in gases because particles are spaced apart from each other.
Task 4
1 amplitude/size of vibration
2 amplitude increased as loudness increases
3 frequency
4 higher pitch means higher frequency
5 hertz
Task 5
1 10 Hz
2 30 000 Hz
3 for example, 2 000 Hz
4 30 000 Hz
© Oxford University Press 2014 www.oxfordsecondary.co.uk/acknowledgements
This resource sheet may have been changed from the original.
Task 6
Fill in the table to explain what each part of the ear does and how it can be damaged
Part of the ear
What it does
How it can be damaged
ear drum
e.g., vibrates when a sound
wave reaches it
e.g., perforated by sticking something
through it
ossicles
e.g., passes the vibration to
the cochlea
e.g., injury; in older people these fuse
together
cochlea
e.g., changes sound to
electrical signal
e.g., loud noises damage fine hairs
auditory nerve
e.g., transmits electrical signal
to the brain
e.g., injury, disease
Students’ descriptions should be detailed and include all the examples given in their table.
Task 7
1. The sound wave from someone singing travels into the microphone.
2. The sound wave hits the diaphragm of the microphone.
3. The diaphragm vibrates, just like an ear drum.
4. This produces an electrical signal, like the cells in the cochlea.
Task 8
Doctors use ultrasound for ultrasound scans. The ultrasound wave travels through the women and
reflects off the fetus. The machine detects the echo and uses the time taken for the echo to return
to build up the image of the fetus.
Ships use ultrasound for sonar. A transmitter under the ship sends out a beam of ultrasound. It
travels through the water and reflects off the seabed. A receiver detects the reflection and uses the
time taken to work out the depth of the water.
Extension activity notes
Students will produce a poster covering the science of hearing in the context of a concert. They
should aim to link their answers to this specific context. They will apply knowledge and aim to
provide lots of detail and expand on sections that interest them.
© Oxford University Press 2014 www.oxfordsecondary.co.uk/acknowledgements
This resource sheet may have been changed from the original.
Extension activity marking guidance
Information on their poster should include:
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a labelled diagram of the ear explaining what each part does. It should specifically describe what
happens as the person listens to music and vibrations pass through the ear
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a description of energy transferred by longitudinal waves travelling from the vibrating cone of a
loudspeaker, and a drawing showing the longitudinal waves with the wavelength, compressions,
and rarefactions labelled
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a discussion of how hearing can be damaged at a concert, for example, damage to the fine hairs
in the cochlea and tinnitus
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a comparison of the best ways to protect hearing at a concert, for example, comparing the use of
ear plugs, moving away from loudspeakers, limiting time of exposure
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a labelled diagram showing different sounds from the music on an oscilloscope as transverse
waves, with larger amplitude for louder sounds, and shorter wavelengths for higher frequencies.
© Oxford University Press 2014 www.oxfordsecondary.co.uk/acknowledgements
This resource sheet may have been changed from the original.