about echoes. wave. or playing various Use the terms frequency, amplitude, instruments into speed to describe waves. Plenary: Thinking skills a microphone. Recall that waves transfer energy What Was The Question: water. without transferring matter. (Possible questions: Name a Explain why sounds are fainter further substance in which sound can travel from the source in terms of the waves faster than it can in air; Name a spreading out. substance in which sound travels Exceeding more slowly than in steel; What has Evaluate the use of a slinky as a model sound travelled through when whales for sound waves. hear it?; Name a liquid.) Explain why the intensity of sound decreases with increasing distance from a source in terms of the energy dissipating. Apply knowledge of sound to new situations. Working Scientifically Identify line graphs and scatter graphs, and extract simple information from them. Present data in line graphs and scatter graphs. Identify patterns using scatter graphs. Lesson 7Lc: Detecting sounds Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills Developing Starter: What can you hear? Explaining: Resources Presenting Students Recall that sounds can be detected by Ask students to sit in complete Hearing ranges from 7Lc data investigate sound meters and microphones. silence for two minutes and just This activity can Exploring graphically. which materials Recall that human hearing can be listen. At the end of that time, ask be used for Science. are the best for damaged by loud sounds. them what sounds they heard, which comparing soundproofing. Name the parts of the ear. were the loudest, where they were hearing ranges. Students plot a Recall that different animals have coming from, etc. Means can be chart to show different hearing ranges. determined from their results. State the meaning of: ultrasound, Exploring: Soundproof design the data and
about echoes. Use the terms frequency, amplitude, speed to describe waves. Recall that waves transfer energy without transferring matter. Explain why sounds are fainter further from the source in terms of the waves spreading out. Exceeding Evaluate the use of a slinky as a model for sound waves. Explain why the intensity of sound decreases with increasing distance from a source in terms of the energy dissipating. Apply knowledge of sound to new situations. Working Scientifically Identify line graphs and scatter graphs, and extract simple information from them. Present data in line graphs and scatter graphs. Identify patterns using scatter graphs. wave. Plenary: Thinking skills What Was The Question: water. (Possible questions: Name a substance in which sound can travel faster than it can in air; Name a substance in which sound travels more slowly than in steel; What has sound travelled through when whales hear it?; Name a liquid.) or playing various instruments into a microphone. Lesson 7Lc: Detecting sounds Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills Developing Recall that sounds can be detected by sound meters and microphones. Recall that human hearing can be damaged by loud sounds. Name the parts of the ear. Recall that different animals have different hearing ranges. State the meaning of: ultrasound, Starter: What can you hear? Ask students to sit in complete silence for two minutes and just listen. At the end of that time, ask them what sounds they heard, which were the loudest, where they were coming from, etc. Exploring: Soundproof design Explaining: Hearing ranges This activity can be used for comparing hearing ranges. Means can be determined from the data and Resources from 7Lc Exploring Science. Presenting data graphically. Students investigate which materials are the best for soundproofing. Students plot a chart to show their results.
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