their fingers. Plenary: Thinking skills What Was The Question: frequency. (Possible questions: What is the name for the number of vibrations per second? What is measured in hertz? Which characteristic of a sound determines the pitch?) Lesson 7Lb: Moving sounds Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills Developing Starter: Bell jar demonstration Exploring: Resources Presenting Students carry Recognise that all matter consists of Use a bell jar with a sound source Measuring the from 7Lb data out an particles. (such as an electric bell) to show that speed of sound Exploring graphically. experiment to Identify a solid, liquid or gas from the sound waves can only travel from one Students can Science. measure the arrangement of particles. place to another if a medium is discuss where speed of sound, Recall that sound travels through present. errors may have using a clapper different materials by vibrations, and occurred in their (or clap hands) needs a medium. Exploring: Measuring the speed of experiment and to generate an Describe how a sound changes as you sound how they can echo from a get further from the source. Students carry out an experiment to improve their wall. Securing measure the speed of sound, using a method. Recall that sound does not travel as clapper (or clap hands) to generate quickly as light. an echo from a wall. Explaining: Draw the arrangement of particles in a Oscilloscope solid, liquid and gas. Explaining: Oscilloscope demonstration Use a model incorporating the idea of demonstration An optional vibrations to explain how sound travels Use a signal generator and an extension to this through different materials. oscilloscope to demonstrate how activity is to Describe how fast sound is transmitted changing the frequency and intensity demonstrate that by solids, liquids, gases. of a sound can lead to the trace of most sounds are Use quantitative data to compare the the sound wave changing on the made up of more speed of sound in solids, liquids, screen. Ask students to sketch the complex series of gases. oscilloscope trace, showing how the waves, by Calculate the speed of sound from data trace relates to the motion of the singing, whistling
their fingers. Plenary: Thinking skills What Was The Question: frequency. (Possible questions: What is the name for the number of vibrations per second? What is measured in hertz? Which characteristic of a sound determines the pitch?) Lesson 7Lb: Moving sounds Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills Developing Recognise that all matter consists of particles. Identify a solid, liquid or gas from the arrangement of particles. Recall that sound travels through different materials by vibrations, and needs a medium. Describe how a sound changes as you get further from the source. Securing Recall that sound does not travel as quickly as light. Draw the arrangement of particles in a solid, liquid and gas. Use a model incorporating the idea of vibrations to explain how sound travels through different materials. Describe how fast sound is transmitted by solids, liquids, gases. Use quantitative data to compare the speed of sound in solids, liquids, gases. Calculate the speed of sound from data Starter: Bell jar demonstration Use a bell jar with a sound source (such as an electric bell) to show that sound waves can only travel from one place to another if a medium is present. Exploring: Measuring the speed of sound Students carry out an experiment to measure the speed of sound, using a clapper (or clap hands) to generate an echo from a wall. Explaining: Oscilloscope demonstration Use a signal generator and an oscilloscope to demonstrate how changing the frequency and intensity of a sound can lead to the trace of the sound wave changing on the screen. Ask students to sketch the oscilloscope trace, showing how the trace relates to the motion of the Exploring: Measuring the speed of sound Students can discuss where errors may have occurred in their experiment and how they can improve their method. Explaining: Oscilloscope demonstration An optional extension to this activity is to demonstrate that most sounds are made up of more complex series of waves, by singing, whistling Resources from 7Lb Exploring Science. Presenting data graphically. Students carry out an experiment to measure the speed of sound, using a clapper (or clap hands) to generate an echo from a wall.
Physics25years.docx