Science Test Revision

Transcription

1 John Buchan Middle School Science Test Revision 5F Changing Sound 27 min 26 marks Name John Buchan Middle School 1

2 Level 4 1. Straw sounds (a) Polly has a straw. She cuts one end of the straw. She blows into the cut end of the straw. It makes a sound. The sound is caused by vibrations. Name TWO things that vibrate to cause this sound.... and... (b) Polly thinks that changing the length of the straw may change how high or low the note is. What is the scientific name for how high or low a note is?... John Buchan Middle School 2

3 (c) Polly cuts four identical straws into different lengths. Her friends blow gently into the straws. The note from each straw is different. Some notes are high and some are low. Describe how the length of a straw affects how high or low the note is (d) (i) Tania says Polly s test is not a fair test because a different person is blowing into each straw. Why might Polly s test not be a fair test if different people blow into each straw? (ii) Polly says It might not be a fair test even if one person blows into each straw. Explain why it might not be a fair test even if one person blows into each straw. John Buchan Middle School 3

4 2. Travelling sounds (a) Jill investigated whether or not sound travelled through different materials. She made three telephones using plastic cups. She used different materials to connect the cups. One child talked through the telephone and Jill listened. Look at Jill s notes of her investigation. How many different materials did Jill test? (b) What was the factor Jill observed or measured to collect her results? John Buchan Middle School 4

5 (c) Jill changed three factors at the same time. Complete the list to show the THREE factors Jill changed in this investigation The first one has been done for you. 1. The tightness of the line marks (d) Why is it important to change only ONE factor at a time in an investigation? (e) Jill carried out her investigation of sound travelling through different materials again. She made sure only one factor was changed. Jill described her conclusion. Jill s teacher said this was not a useful science conclusion for her investigation. Why was Jill s conclusion not a useful science conclusion? John Buchan Middle School 5

6 3. Tuning fork (a) Some children hit the prongs of a tuning fork on a desk. It makes a sound. Prong Tuning fork What happens to the prongs so that the tuning fork makes a sound?... (b) What happens to the sound made by the tuning fork if they hit the prongs harder?... (c) When the tuning fork is not touching the desk, the sound is quiet. When it touches the desk, the sound becomes louder. Tick ONE box next to each question to show what the sound travels through to reach the children s ears. What does the sound travel through when... desk air both...the tuning fork is not touching the desk?...the tuning fork is touching the desk? John Buchan Middle School 6

7 Level 5 4. Threads (a) Sam and Anna tested the breaking strength of six different kinds of thread. They attached a thread to a forcemeter and Anna pulled. Sam recorded the size of the force on the forcemeter when the thread broke N The forcemeter they used. Their teacher said this was not a safe way to investigate breaking threads. What is a safety risk in their investigation? (b) Why was it difficult for them to collect exact results?... John Buchan Middle School 7

8 (c) All the threads broke at a reading of 10 N. Sam s conclusion was: All the threads are the same strength. Anna said: I think all our readings are 10 N because we used the wrong forcemeter. Look at the forcemeter they used. Why did all the results being 10 N make Anna think they had used the wrong forcemeter?... (d) Complete the table to show what must be the same, what must be different and what makes no difference in this investigation. Tick ONE box for each statement. The first one has been done for you. Statements must be the same. must be different. make no difference. The kinds of thread they use... The colours of the threads... The persons doing the pulling... If the strengths of the threads are the same, the forces required to break each one... If the strengths of the threads are different, the forces required to break each one... 2 marks John Buchan Middle School 8

9 5. Sound (a) Carina makes a drum by stretching a balloon over the top of a jam jar. She hits the stretched balloon with a beater. It makes a sound. What does the sound travel through to reach Carina s ears?... (b) She pulls the balloon more tightly over the jar. This changes the pitch of the sound. (i) Describe what pitch means.... (ii) How does the pitch change when the balloon is tighter?... 6 John Buchan Middle School 9

10 6. Sounds (a) Jane hits a drum with a beater. Tom can hear the sound. What did the sound travel through to reach Tom s ears?... (b) When Jane hits her drum, it vibrates. The vibrations travel to Tom s drum. Then the rice on his drum moves. Jane makes a flow chart. It shows the most direct path of the vibrations from her drum to the rice. Choose TWO objects from the box below to complete Jane s flow chart. the air Tom's drum the floor the beater Jane's arm Flow chart showing direct path of vibrations Jane's drum rice 11 John Buchan Middle School 10

11 (c) Tom wants to find out if he can hear the sound of Jane s drum from different distances. Jane hits her drum hard. Tom stands one metre away. He uses a sound meter to measure the loudness of the sound. Sound meter scale quiet loud They repeat their test at different distances. Here are their results. Distance between Jane and Tom (m) Sound Tom hears Sound meter scale 1 very loud 25 loud 50 quiet 100 very quiet John Buchan Middle School 11

12 Describe how the loudness of the sound depends on the distance between Jane and Tom marks John Buchan Middle School 12