Question 1
Work in groups to discuss the answers to these questions.
Give two examples of things that make very loud sounds.
Give two examples of things that make very loud sounds.
Cambridge Secondary (7-9). Stage 7. Science. Learner's Book - Unit 6: Earth physics
Question 2
Work in groups to discuss the answers to these questions.
Give two examples of things that make very quiet sounds.
Give two examples of things that make very quiet sounds.
Question 3
Work in groups to discuss the answers to these questions.
Give two examples of high-pitched sounds.
Give two examples of high-pitched sounds.
Question 4
Work in groups to discuss the answers to these questions.
Give two examples of low-pitched sounds.
Give two examples of low-pitched sounds.
Question 5
A guitar is a musical instrument with strings.
Which one of these is needed to make a sound from the guitar?
Write the letter.
Which one of these is needed to make a sound from the guitar?
Write the letter.
Question 6
Zara is playing the guitar by plucking a string.
Which statement describes a way that Zara can make the sound louder?
Write the letter.
Which statement describes a way that Zara can make the sound louder?
Write the letter.
Question 7
Some flying insects make a buzzing sound.
Describe what causes this sound.
Describe what causes this sound.
Question 8
Copy the sentence and use the correct word from the list to complete it.
current wind wave stream
Sound travels through air as a sound…………………… .
current wind wave stream
Sound travels through air as a sound…………………… .
Question 9
Sofia is watching television.
The sound from the television is travelling across the room, as shown in the diagram.
Which of these arrows shows how the particles in air vibrate?
Write the letter.
The sound from the television is travelling across the room, as shown in the diagram.
Which of these arrows shows how the particles in air vibrate?
Write the letter.
Question 10
Thunder can make objects inside a room vibrate.
Explain what causes the objects to vibrate.
Explain what causes the objects to vibrate.
Question 11
A fly is walking up a glass window. The fly’s feet make vibrations.
Explain why people cannot hear the sound of the fly walking.
Explain why people cannot hear the sound of the fly walking.
Question 12
Which of these can sound travel through?
Select all the correct answers. Write the letters.
Select all the correct answers. Write the letters.
Question 13
The Moon has no atmosphere. People who went to the Moon wore suits that contained air.
The people who went to the Moon worked close together.
They did work such as hammering and digging.
Explain why the people doing this work could not hear it happening.
The people who went to the Moon worked close together.
They did work such as hammering and digging.
Explain why the people doing this work could not hear it happening.
Question 14
Science fiction films are made in studios on Earth.
These films often show explosions in space.
There is usually a loud bang when the explosion happens.
Explain whether you would really hear an explosion in space.
These films often show explosions in space.
There is usually a loud bang when the explosion happens.
Explain whether you would really hear an explosion in space.
Question 15
Work in groups or as a whole class.
You will need:
- a slinky spring for each group (slinky springs made from metal work better than plastic ones), chalk or small pieces of paper
Do not suddenly release a spring that has been stretched.
1 Stretch the spring across a smooth, flat surface such as a long bench or the floor.
2 Use chalk or small pieces of paper to mark positions on the spring. These represent particles.
3 One person holds one end of the spring and keeps it still.
4 Another person holds the opposite end and moves the end of the spring backwards and forwards, as shown in the diagram. This will make a wave in the spring.
Movement of a slinky spring to show movement in a sound wave. The black arrows show possible positions of the chalk marks on the spring.
In your groups, discuss the answers to these questions.
1 In which direction does the wave in the spring move?
You will need:
- a slinky spring for each group (slinky springs made from metal work better than plastic ones), chalk or small pieces of paper
Do not suddenly release a spring that has been stretched.
1 Stretch the spring across a smooth, flat surface such as a long bench or the floor.
2 Use chalk or small pieces of paper to mark positions on the spring. These represent particles.
3 One person holds one end of the spring and keeps it still.
4 Another person holds the opposite end and moves the end of the spring backwards and forwards, as shown in the diagram. This will make a wave in the spring.
Movement of a slinky spring to show movement in a sound wave. The black arrows show possible positions of the chalk marks on the spring.
In your groups, discuss the answers to these questions.
1 In which direction does the wave in the spring move?
Question 16
Work in groups or as a whole class.
You will need:
- a slinky spring for each group (slinky springs made from metal work better than plastic ones), chalk or small pieces of paper
Do not suddenly release a spring that has been stretched.
1 Stretch the spring across a smooth, flat surface such as a long bench or the floor.
2 Use chalk or small pieces of paper to mark positions on the spring. These represent particles.
3 One person holds one end of the spring and keeps it still.
4 Another person holds the opposite end and moves the end of the spring backwards and forwards, as shown in the diagram. This will make a wave in the spring.
Movement of a slinky spring to show movement in a sound wave. The black arrows show possible positions of the chalk marks on the spring.
In your groups, discuss the answers to these questions.
2 Does the whole spring move in that direction?
You will need:
- a slinky spring for each group (slinky springs made from metal work better than plastic ones), chalk or small pieces of paper
Do not suddenly release a spring that has been stretched.
1 Stretch the spring across a smooth, flat surface such as a long bench or the floor.
2 Use chalk or small pieces of paper to mark positions on the spring. These represent particles.
3 One person holds one end of the spring and keeps it still.
4 Another person holds the opposite end and moves the end of the spring backwards and forwards, as shown in the diagram. This will make a wave in the spring.
Movement of a slinky spring to show movement in a sound wave. The black arrows show possible positions of the chalk marks on the spring.
In your groups, discuss the answers to these questions.
2 Does the whole spring move in that direction?
Question 17
Work in groups or as a whole class.
You will need:
- a slinky spring for each group (slinky springs made from metal work better than plastic ones), chalk or small pieces of paper
Do not suddenly release a spring that has been stretched.
1 Stretch the spring across a smooth, flat surface such as a long bench or the floor.
2 Use chalk or small pieces of paper to mark positions on the spring. These represent particles.
3 One person holds one end of the spring and keeps it still.
4 Another person holds the opposite end and moves the end of the spring backwards and forwards, as shown in the diagram. This will make a wave in the spring.
Movement of a slinky spring to show movement in a sound wave. The black arrows show possible positions of the chalk marks on the spring.
In your groups, discuss the answers to these questions.
3 In which direction do the marks that represent particles move?
You will need:
- a slinky spring for each group (slinky springs made from metal work better than plastic ones), chalk or small pieces of paper
Do not suddenly release a spring that has been stretched.
1 Stretch the spring across a smooth, flat surface such as a long bench or the floor.
2 Use chalk or small pieces of paper to mark positions on the spring. These represent particles.
3 One person holds one end of the spring and keeps it still.
4 Another person holds the opposite end and moves the end of the spring backwards and forwards, as shown in the diagram. This will make a wave in the spring.
Movement of a slinky spring to show movement in a sound wave. The black arrows show possible positions of the chalk marks on the spring.
In your groups, discuss the answers to these questions.
3 In which direction do the marks that represent particles move?
Question 18
Work in groups or as a whole class.
You will need:
- a slinky spring for each group (slinky springs made from metal work better than plastic ones), chalk or small pieces of paper
Do not suddenly release a spring that has been stretched.
1 Stretch the spring across a smooth, flat surface such as a long bench or the floor.
2 Use chalk or small pieces of paper to mark positions on the spring. These represent particles.
3 One person holds one end of the spring and keeps it still.
4 Another person holds the opposite end and moves the end of the spring backwards and forwards, as shown in the diagram. This will make a wave in the spring.
Movement of a slinky spring to show movement in a sound wave. The black arrows show possible positions of the chalk marks on the spring.
In your groups, discuss the answers to these questions.
4 What did the person holding the fixed end of the spring feel from the spring?
You will need:
- a slinky spring for each group (slinky springs made from metal work better than plastic ones), chalk or small pieces of paper
Do not suddenly release a spring that has been stretched.
1 Stretch the spring across a smooth, flat surface such as a long bench or the floor.
2 Use chalk or small pieces of paper to mark positions on the spring. These represent particles.
3 One person holds one end of the spring and keeps it still.
4 Another person holds the opposite end and moves the end of the spring backwards and forwards, as shown in the diagram. This will make a wave in the spring.
Movement of a slinky spring to show movement in a sound wave. The black arrows show possible positions of the chalk marks on the spring.
In your groups, discuss the answers to these questions.
4 What did the person holding the fixed end of the spring feel from the spring?
Question 19
You are going to investigate whether sound requires vibrations to travel.
Work in groups of three.
You will need:
- 2 disposable cups, a sharp object to make a small hole in the bottom of each cup, a string long enough to go across the classroom, scissors to cut the string
Safety
Take care when using the sharp object to make a hole in the cups.
1 Pass the string through the holes in the cups so that the open ends of the cups face away from each other. Make the string as long as possible.
2 Secure the string inside each cup by tying a knot.
3 Set up the equipment as shown in the diagram. This is sometimes called a string telephone.
4 Pull the string tight between the cups.
5 The person speaking puts the cup over their mouth.
6 The person listening puts the cup over their ear.
7 Speak as quietly as possible, so that the person hears the sound of your voice through the string.
8 Let the string go slack. Say the same thing, with the same loudness, when the string is slack.
9 Pull the string tight again. The third member of the group should grip the string in their hand. Do this around the middle of the string and then in different places.
10 Say the same thing, with the same loudness, when the string is being gripped.
Questions
1 State what the sound wave passes through to travel between the cups.
Work in groups of three.
You will need:
- 2 disposable cups, a sharp object to make a small hole in the bottom of each cup, a string long enough to go across the classroom, scissors to cut the string
Safety
Take care when using the sharp object to make a hole in the cups.
1 Pass the string through the holes in the cups so that the open ends of the cups face away from each other. Make the string as long as possible.
2 Secure the string inside each cup by tying a knot.
3 Set up the equipment as shown in the diagram. This is sometimes called a string telephone.
4 Pull the string tight between the cups.
5 The person speaking puts the cup over their mouth.
6 The person listening puts the cup over their ear.
7 Speak as quietly as possible, so that the person hears the sound of your voice through the string.
8 Let the string go slack. Say the same thing, with the same loudness, when the string is slack.
9 Pull the string tight again. The third member of the group should grip the string in their hand. Do this around the middle of the string and then in different places.
10 Say the same thing, with the same loudness, when the string is being gripped.
Questions
1 State what the sound wave passes through to travel between the cups.
Question 20
You are going to investigate whether sound requires vibrations to travel.
Work in groups of three.
You will need:
- 2 disposable cups, a sharp object to make a small hole in the bottom of each cup, a string long enough to go across the classroom, scissors to cut the string
Safety
Take care when using the sharp object to make a hole in the cups.
1 Pass the string through the holes in the cups so that the open ends of the cups face away from each other. Make the string as long as possible.
2 Secure the string inside each cup by tying a knot.
3 Set up the equipment as shown in the diagram. This is sometimes called a string telephone.
4 Pull the string tight between the cups.
5 The person speaking puts the cup over their mouth.
6 The person listening puts the cup over their ear.
7 Speak as quietly as possible, so that the person hears the sound of your voice through the string.
8 Let the string go slack. Say the same thing, with the same loudness, when the string is slack.
9 Pull the string tight again. The third member of the group should grip the string in their hand. Do this around the middle of the string and then in different places.
10 Say the same thing, with the same loudness, when the string is being gripped.
Questions
2 Describe the difference in what you heard when the string was tight and when the string was slack.
Work in groups of three.
You will need:
- 2 disposable cups, a sharp object to make a small hole in the bottom of each cup, a string long enough to go across the classroom, scissors to cut the string
Safety
Take care when using the sharp object to make a hole in the cups.
1 Pass the string through the holes in the cups so that the open ends of the cups face away from each other. Make the string as long as possible.
2 Secure the string inside each cup by tying a knot.
3 Set up the equipment as shown in the diagram. This is sometimes called a string telephone.
4 Pull the string tight between the cups.
5 The person speaking puts the cup over their mouth.
6 The person listening puts the cup over their ear.
7 Speak as quietly as possible, so that the person hears the sound of your voice through the string.
8 Let the string go slack. Say the same thing, with the same loudness, when the string is slack.
9 Pull the string tight again. The third member of the group should grip the string in their hand. Do this around the middle of the string and then in different places.
10 Say the same thing, with the same loudness, when the string is being gripped.
Questions
2 Describe the difference in what you heard when the string was tight and when the string was slack.
