1. Sound Collect a sheet from the front and follow the instruction to complete the left hand box
Write down here how you think sound travels from the school bell to your ear

2. Objectives To know how sound waves are produced.
To understand how echoes are formed.
To be able to collect reliable and valid data to measure the spped of sound

3. The Facts
Sound …
1. Is a form of energy produced & transmitted by vibrating matter
2. Travels in waves
3. Travels more quickly through solids than liquids or gases

4. The Ear Sound is carried to our ears through vibrating air molecules.
Our ears take in sound waves & turn them into signals that go to our brains.
Sound waves move through 3 parts of the ear; outer ear, middle ear, & inner ear.
Middle Ear

5. Vibration
Back and forth movement of molecules of matter
For example,

6. Compression
Where molecules are being pressed together as the sound waves move through matter
For example,
a wave travels through the springs just like sound waves travel through the air
the places where the springs are close together are like compressions in the air.

7. Sound Waves Alternating areas of high & low pressure in the air
ALL sound is carried through matter as sound waves
Sound waves move out in ALL directions from a vibrating object

8. Wavelength & Frequency
Wavelength is the distance between one part of a wave and the same part of the next wave
Frequency is the number of waves moving past a point in one second

9. Pitch A measure of how high or low a sound is
Pitch depends on the frequency of a sound wave
For example,
Low pitch
Low frequency
Longer wavelength
High pitch
High frequency
Shorter wavelength

10. Humans use sonar to locate or map objects
An instrument that uses reflected sound waves to find underwater objects
For example,
Humans use sonar to locate or map objects
Animals use sonar or echo location to find their prey; these sounds have such a high pitch or frequency that the human ear cannot hear

11. Sound and Instruments
Instruments can be played at different pitches by changing lengths of different parts.
For example,
Another way to make different pitches is to change the thickness of the material that vibrates.
A trombone’s mute absorbs some of the sound waves produced, thus producing a softer note when played.

12. Setting targets….

13. GSCE criteria on recording results and dataF
I can successfully complete calculations and analysis of data
I can carry out practicals
independently, skilfully and safely
I can collect accurate, valid and
reliable data through making
precise observations
I can select the best method for
recording and presenting my data
I can evaluate my practical
methods and suggest
improvements
I can evaluate how strongly my
evidence supports conclusions
I can evaluate my practical methods
independently and safely
I can select appropriate
scientific equipment
I can collect appropriate reliable
data
I can record my data in a
suitable table
I can follow simple
instructions to do a practical
I can work safely
I can draw a table for
my results
Using the grade criteria, chose an area you think you may struggle with, and set yourself a lesson target

14. Construct
A practical to me

15. Diagram

16. Method
Standing 20m way from the wall, the first person claps the blocks together. Person 2 starts the stop clock.
Person 1 claps the blocks again on the echo and repeats for 10 claps
On the tenth echo person 2 stops the clock
Record the time by ten to get the time for one clap to travel to the wall and back (40m)
Use the equation speed = distance/time to find the speed f sound for each result.
If any of the results are anomalous (odd) retest them.
Average the results
Repeat experiment for a range of results if required.

17. The experiment Groups of 2
Clap the blocks 10x, time from the first clap to when you hear the last clap
Distance = 20m
Repeat results and find an average to improve validity!
Speed = distance / time (remember to divide by 2 as it is an echo!)

18. Key terms Accurate - Accurate equipment used (digital stop clock)
Reliable – 3 repeats and an average
Valid – Keep everything the same

19. Recording
You will need to think carefully about the table you record your results in.
It will need repeat readings, time for multiple claps and average time for single claps.
With the people next to you, design your table.

20. Who’s going to share their table layout?

21. Apply to demonstrate
You’re now going to apply your method and results table, and collect your data 

22. Conclusions What is the speed of sound?
What went well with your experiment?
What would you improve if you were to repeat it?

23. Conclusions What is the speed of sound
Conclusions What is the speed of sound? What went well with your experiment? What would you improve if you were to repeat it?
Think! – 30s
Pair! – 30s
Share!

24. Plenary – now complete the rest of the starter sheet
After the lesson
Before the lesson
What activities did you do to improve your learning
Write down here how you think sound travels from the school bell to your ear
Write down everything you know about how sound travels from the school bell to your ear

25. What was your target?
Did you meet it?