science sound homework

Sound teaching resources

Worksheets and lesson ideas to challenge students aged 11 to 16 to think hard about sound and the structure of the ear (gcse and key stage 3).

Why does closing the door keep the sound out?

Key Stage 3 worksheet on how sound travels . Students work in pairs to discuss why closing the door prevents sound from travelling into the next room. Ideas are then discussed as a class. Many students will struggle with the idea that the door stops the sound because they know sound travels faster through solids than liquids and gases. This will provide some cognitive conflict that hopefully will be resolved throughout these discussions. This resource was contributed by Terry Baylis. ( PDF )

The structure of the ear

Key Stage 3 worksheet on function of the ear . Students select and justify their choice of analogous objects to explain what different parts of the ear do. ( PDF )

The ear and hearing loss

Key Stage 3 worksheet on the structure of the ear . Students use their knowledge of ear structure to diagnose and treat some ear complaints. This resource was contributed by Rownok Jahan. ( PDF )

• Sound and the ear
• Electromagnetic waves 

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Sound Facts & Worksheets

Sound is made by vibrations of molecules through which it travels, search for worksheets, download the sound facts & worksheets.

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Table of Contents

Sound is the term to describe what is heard when sound waves pass through a medium to the ear. All sounds are made by vibrations of molecules through which the sound travels. For instance, when a drum or a cymbal is struck, the object vibrates. These vibrations make air molecules move.

See the fact file below for more information on Sound or alternatively, you can download our 30-page Sound worksheet pack to utilise within the classroom or home environment.

Key Facts & Information

• We are surrounded by sound, and it is produced when objects vibrate. These vibrations cause the air around them to move which then causes sound waves to travel in different directions. Some objects vibrate at a specific frequency. 
• From the clinking of keys to the tapping of a pencil on a desk, everything we hear in our daily lives has a distinct sound. When objects vibrate, they produce sound. 
• Physics, on the other hand, defines sound as a vibration that travels as an acoustic wave through a transmission medium such as liquid, gas, or as longitudinal and transverse waves in solids. 
• Sound is the feedback of such waves and their interpretation by the brain in human physiology and psychology. 
• However, only acoustic waves with frequencies ranging from about 20 Hz to 20 kHz, known as the audio frequency range, provoke a reaction known as an auditory percept in humans.
• Any study of sound should begin with an examination of the properties of sound waves. Waves are classified into two types: transverse and longitudinal, based on how they propagate. 
• A transverse wave is characterized by motion that is perpendicular to the direction (along the rope) in which the wave is moving.
• Sound as music is created by a variety of instruments that allow the performer to control the periodic vibrations. 
• Thus, if it has any tone with musical characteristics such as controlled pitch and timbre, it is a musical sound.
• To say that some sounds are inherently musical while others are not is an oversimplification. From the tinkle of a bell to the slam of a door, any sound could be a potential combination for the types of sound organization known as music. 
• In all places and times, a variety of physical, aesthetic, and cultural considerations have severely limited the choice of sounds for music making.

SOURCES OF SOUNDS

• Sound sources are classified into two types: natural and artificial, which can also be referred to as man-made.
• Natural sound sources are sounds produced by nature and humans. It is also defined as any sound produced by non-human organisms, as well as those produced by natural, non-biological sources within their normal soundscapes.  
• Acoustic space is also created by natural sounds. Thunder roaring, the swish of the wind, flowing streams, the sound animals make, and so on are examples of this type of sound source.
• The sounds we hear every day that are produced by non-living things such as equipment, vehicles, and so on are referred to as artificial sound sources. 
• These sounds, however, can only be produced when these objects are operated by humans. An example of this type of sound source includes the sound associated with an airplane, the noise of a vacuum cleaner, a police siren, music coming from a piano or even the noise coming from a stapler.

MEASURING SOUND

• The volume of a sound is measured in decibels (dB). This is a measure of intensity, which relates to the amount of energy in the pressure wave.
• Decibels are a measure of relative volume. They relate the intensity of a pressure wave to a normal or standard pressure.
• The greater the intensity of a sound, the louder it is perceived in our ears and the greater its volume. Since intensity is a function of energy, and energy is related to amplitude, we can conclude that the volume of a sound is proportional to its amplitude.
• In order to measure sound, there are several instruments that could be used, including the sound level meter, dosimeters, and octave band analyzers, and other instruments that function to measure specific sources of sound and even noise levels.
• A sound level meter , also known as a sound pressure level meter, is a hand-held device with a microphone that is used for acoustic measurements. 
• The microphone’s diaphragm reacts to changes in air pressure caused by sound waves. In some workplaces, sound level meters are frequently used to assess the level of unnecessary noise.
• Dosimeters are also used in workplaces, primarily to quantify noise levels in order to comply with the establishment or company’s regulations. 
• In doing so, the dosimeter can assess an individual’s noise exposure and then report the calculations related to any noise adjustments that are required.
• Octave band analyzers function for precise sound measurements. They are useful when determining the frequency of the noise. 
• The instrument separates the noise frequencies using filters, and the components can then be analyzed. The sound analysis provides information about the effectiveness of set noise control protectors.

IMPORTANCE OF SOUNDS

• There are numerous reasons why sound is important, including communication. 
• Sound is a primary mode of communication for humans and animals alike. We have created languages, dialects, expressive tones, and other means of distinguishing ourselves. 
• These small details in our evolution have enabled us to collaborate to achieve greater things. 
• Music is solely based on sound; if there is no sound, there is no music. Music has long been used to heal, entertain, and communicate messages. 
• Music has historically been used to tell stories, intimidate enemy armies, and entertain crowds at public events. Music uses frequency and pitch to help us distinguish between instruments in an orchestra. 
• Humans also use sound to determine the distance to distant objects using SONAR. A sonic pulse is emitted, and the time it takes for it to return to us provides a more accurate reading of distance. 
• Noise is defined as any unnecessary sound that is unpleasant, loud, or distracting to hear. In terms of physics, there is no difference between a noise and a sound, except that a sound is always relevant while a noise is not. When the brain processes and recognizes a sound, it distinguishes it from noise.
• Noise pollution may appear to be merely an annoyance, but it can cause far more harm than most people realize. There are several risks to noise for a person’s health, ranging from stress to hearing problems.
• Consistent noise exposure can significantly increase stress levels. Noises activate the brain’s fight or flight response, which causes stress hormones like adrenaline and cortisol to be released into the bloodstream.  
• Noise pollution could also cause high blood pressure, anxiety, and heart problems by constantly activating the body’s stress response.
• Excessive noise can make it harder for a lot of people to fall and stay asleep. 
• Most people are aware that loud noises can be harmful to one’s eardrums. Prolonged exposure to moderate noise levels, on the other hand, can deteriorate one’s hearing over time. Noises that exceed 80 decibels are generally considered harmful. 
• When exposed to moderate levels of noise for an extended period of time, it can cause permanent hearing loss or tinnitus (the sensation of hearing a ringing in the ears).

Sound Worksheets

This is a fantastic bundle that includes everything you need to know about Sound across 30 in-depth pages. These are ready-to-use worksheets that are perfect for teaching about Sound which is the term to describe what is heard when sound waves pass through a medium to the ear.

Complete List Of Included Worksheets

• Sound Facts
• Sound Trail
• Sounds they Make
• Musical Instruments
• Sounds Unheard
• Identifying Sound
• Echolocation
• Speed of Sound
• Breaking the Sound Barrier
• Universal Sounds
• Picture a Song
• Sound Reflection

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Link will appear as Sound Facts & Worksheets: https://kidskonnect.com - KidsKonnect, May 26, 2022

Use With Any Curriculum

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Sound homework 1

Subject: Light and sound

Age range: 7-11

Resource type: Worksheet/Activity

Last updated

27 March 2012

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This blog will walk you through each of the steps and activities from the Sound Waves 5E Lesson Plan.

Objective Introduction

At the beginning of the lesson, the class will do a Think-Pair-Share to discuss the objective.

Class Activity

• Tell the students that they'll be studying sound waves.
• Ask students to watch the video using the provided link.
• Have them make a list of vocabulary words they want to know the meaning of.

Student Activity

• Divide the class into groups of three or four students.
• Give each group materials that will make sounds.
• Have students try to make as many sound as they can with the objects they've been provided.
• After they have made sounds with the objects, ask them to try to make the sound louder.
• Have a class discussion about how they made the sounds and how they made them louder.
• Discuss any vocabulary words they listed and explain that you will be teaching more about these words in the following lesson.

Afterwards, the teacher will help to clear any misconceptions their students have about sound waves. A common but major misconception, for example, is that students may not realize that sound is created by vibrations disturbing the particles in different mediums.

Estimated Class Time for the Engagement: 20-30 minutes

EXPLORATION

This student-centered station lab is set up so students can begin to explore sound waves. With nine stations in total, you can introduce them to your middle school students in a variety of ways! Four of these stations are considered input stations where students will learn new information about sound waves, and four of the stations are output stations where students will be demonstrating their mastery of the lesson's material. A bonus station offers challenges for your early finishers and independent learners. You can read more about how I set up the station labs here .

At this station, students will be watching a short video explaining sound waves. Students will then answer questions related to the video and record their answers on their lab station sheet. For example: How does your voice produce sounds? What types of waves are sound waves? What are the three different mediums that sound can travel through? Which is the slowest and which is the fastest?

This station will provide students with a one-page reading about sound waves. There are four follow-up questions for students will answer to demonstrate their comprehension of the reading material.

Explore It!

Students will be working in pairs to better understand sound waves. At this station, students interact with a couple of cans and some string. Students will follow the steps and record their observations on their lab sheet.

Research It!

The research station will allow students to explore an interactive web page that helps them to understand sound waves. Students will be instructed to complete a few tasks and record answers on their lab sheets.

Organize It!

Students at this station will be provided with a set of cards for them to match. On these cards are objects, descriptions, and sound waves for students to figure out how to match together. Once students have completed their organization, the teacher will check their understanding.

Illustrate It!

Your visual students will love this station. Students are to draw pictures that demonstrate their knowledge of sound waves (low pitch waves and high pitch waves).

Students who can answer open-ended questions about the lab truly understand the concepts that are being taught to them. At this station, the students will be answering three task cards: Explain how sound travels. What is the difference between a high pitch sound and a low pitch sound? Provide examples. Why can sound not travel in space?

The Assess It station is where students will go to prove mastery over the concepts they learned in the lab. The questions are set up in a standardized format with multiple choice answers. Some questions include: Which is not true about longitudinal waves? Which object made the sound wave labeled “B”? Sound can travel through everything but a _____.

Challenge It! - Bonus Station

Early finishers and advanced students will love the extension activities in this station. Four activity choices offer them ways to expand their learning through mini-games and mini-projects.

Estimated Class Time for the Exploration: One or two 45-minute class periods

EXPLANATION

The explanation activities will become much more engaging for your class once they’ve completed the exploration station lab. During the explanation piece of the lesson, the teacher will be clearing up any misconceptions their students may have about sound waves with a variety of materials. These materials include on-level and modified versions of the interactive presentation (may be used individually or projected), anchor charts, and paper or digital interactive notebook activities.

Interactive notebook samples: Above-left is a digital INB activity slide; above-right is an example of the paper INB activities.

The students will also be interacting with their journals while taking notes from the PowerPoint. If you have students that need modified notes, the 5E lessons come equipped to help give every student access to the lesson.

Estimated Class Time for the Exploration: Two or three 45-minute class periods

ELABORATION

The elaboration section of the 5E method of instruction gives students choices that allow them to prove they’ve mastered the concepts behind the lesson. When students are given a choice, they’re much more enthusiastic and invested in the project than they are when their teachers choose their projects for them. There are a total of nine choices to demonstrate understanding of sound waves. A separate set of choices that offer more teacher support are also available for students that need them. Rubrics guide students to doing their best work and assist in grading.

Estimated Class Time for the Elaboration: Two or three 45-minute class periods (can also be used as an at-home project)

The final piece of the 5E model is to evaluate your students' comprehension. Included in every 5E lesson is a homework assignment, assessment, and modified assessment. Research has shown that homework needs to be meaningful and applicable to real-world activities in order to be effective. When possible, I like to give open-ended assessments to truly gauge the student’s comprehension.

Estimated Class Time for the Elaboration: One 45-minute class period

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The Science of Sound

An explanation of how we hear sounds with this lesson from Teacher Aldo.

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