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
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