Science at key stage 3    (Year 8)

• describe different sounds using appropriate terms, eg high, low and soft
• explain that sounds are made as a result of vibrations and identify the source of vibration in a range of cases

• suggest ways to change the pitch and loudness of sounds from musical instruments
• make generalisations about changing sounds in musical instruments, eg the thinner the string, the higher the sound
• make generalisations about changing sounds related to vibrations, eg the greater the movement, the louder the sound; the faster the movement, the higher the sound

• use the terms 'frequency' and 'amplitude' in describing sound waves
• relate high pitch to high frequency and high amplitude to loudness
• compare and interpret wave forms in terms of pitch and loudness

• state that sound cannot travel through a vacuum but can travel through solids, liquids and gases
• describe how sounds travel through solids, liquids and gases
• explain in terms of the particle model why sound needs a medium
• explain how sound travels at different speeds in different types of material
• explain everyday phenomena in terms of the different speeds at which sound travels in air and solids

• use appropriate terminology, evidence and reasons in their answers

• describe how hearing ability changes with age and that hearing can be damaged
• describe examples of animals detecting sounds that are inaudible to human ears

• identify the parts of the ear on a diagram or model
• describe, eg by annotating a diagram, how vibrations in the air are transmitted and translated into electrical signals, which pass to the brain

• decide on appropriate measurements to answer the question
• identify factors which need to be controlled if they are to make a fair test
• describe strengths and weaknesses in their work, eg We tested four people in each age group, but the results don't show a clear pattern, so we need to test more people

• use a sound-level meter or other method of comparing sounds
• make a sufficient number and range of measurements
• present data and draw appropriate conclusions

• report on a topic showing understanding of the nature of sound and hearing

• explain why they think the data supports one explanation more than another
• describe sensations of temporary deafness or tinnitus and indicate how these arise

• make connections between different ideas within this unit