Studio Magic
C
student summary
O
N
C
E
P
I can understand that…
T
S
Evidence
QUESTIONS

Why are some sounds
louder than others?
Why do some sounds have
a higher pitch than
others?
Sounds start as vibrations in
materials. The waves spread from
the source in all directions.
How do animals use sonar
to detect obstacles?
Sound can be modelled as a
longitudinal wave, where the
vibrations travel back and forth, in
the same direction as the energy.
C
T

Evidence
How do sounds travel?
Waves are a powerful model for
explaining properties of sound,
including reflection (echoes).
A
I can answer…
What makes sounds?
Sound carries energy, and this can
be transferred to other objects.
F
Drummer
SKILLS
S
I can remember that…
Sound cannot travel through a vacuum.
Amplitude is a measure of the height of a wave.
The frequency of a sound is the number of
vibrations per second. It is a measure of pitch and
has the unit hertz (Hz).
The human hearing range is about 20–20 000 Hz.
The wavelength is the distance between peaks of
the wave.
Activity from the Studio Magic unit © upd8 wikid 2010

I know how to…

Use a diagram to explain how sound vibrations
spread out from their source and also reflect.
Create charts, maps, diagrams or graphs to make
arguments easy to follow.
Draw and interpret wave diagrams showing
wavelength, amplitude and frequency.
K E Y W O R D S
amplitude
cathode ray
oscilloscope
decibel (dB)
frequency
hertz (Hz)
longitudinal
pitch
vibration
wave
This page may have been changed from the original
Studio Magic
C
student summary
O
N
C
E P T S
I can understand that…
Evidence
Drummer
Q

U
E
S
T
I
O
I can answer…
N
S

Evidence
What is noise? (W)
Sound carries energy, and this can
be transferred to other objects. (W)
Can the same data
suggest more than one
conclusion? (R)
How can I communicate
effectively? (R)
Sound waves spread from the
source in all directions. (W)
S
The same data can suggest more
than one conclusion. (R)
A
C
T
KEY: W = wave energy understanding
R = reason understanding
Activity from the Studio Magic unit © upd8 wikid 2010
L
S

Suggest scientific reasons for results that are not
consistent with the rest of the evidence. (R)

Suggest an alternative conclusion to the one that
I drew, which is also consistent with the data, and
compare which is more likely. (R)
Noise is unacceptable sound. (W)
Scientists use two kinds of data – primary data is
what you have collected yourself; secondary data
is that which comes from another scientist. (R)
L
Draw a conclusion, identify the evidence that
supports it and suggest a scientific explanation for
the outcome. (R)
S
I can remember that…
I
I know how to…
Conclusions can be questioned. (R)
F
K
K E Y W O R D S
counter argument
error
evidence
factor
inconsistent
noise
pattern
prediction
primary data
secondary data
This page may have been changed from the original
Studio Magic
C
student summary
O
N
C
E
P
T
I can understand that…
S
Q
Evidence

We need to interrogate articles and
reports to spot science and media
traps, to judge sources and to judge
the trustworthiness of conclusions. (I)
A
C
T
E
S
T
I
O
I can answer…
N
S
Evidence

How can sound be used to
detect and diagnose hearing
problems? (W)
How does sound cause
hearing problems? (W)
S

I can remember that…
Sound energy is transferred into movement energy when
it enters the middle ear. This movement is transferred
through several different parts until it reaches the inner
ear. (W)
K E Y W O R D S
audiologist
bias
cochlea
communicate
conductive
(hearing loss)
ear drum
exaggerate
inner ear
middle ear
opinion
ossicles
outer ear
sensationalise
sensoneural
(hearing loss)
persuasion
U
How does the ear work? (W)
When communicating, we need to
match the approach to the audience
and purpose. (C)
F
Plug it
KEY: W = wave energy understandings
Activity from the Studio Magic unit © upd8 wikid 2010
How can we judge sources
and the trustworthiness of
conclusions? (I)
How can we match the
approach to audience and
purpose? (C)
S K I L L S
I know how to…

Use my understanding of how the ear works to explain
specific hearing loss. (W)
Use models of the ear to explain how sound and light
transfer energy to our sensory cells. (W)
Use a checklist to interrogate articles and reports. (I)
Create diagrams, charts and models to explain and
communicate hearing loss to a particular audience. (C)
Create a clearly written summary for a non-scientific
audience by matching the vocabulary and style to the
audience and purpose. (C)
I = interrogate understandings
C = communicate understandings
This page may have been changed from the original
Studio Magic
C
student summary
O
N
C
E
P
T
I can understand that…
Q
S
Evidence

C
T
E
S
T
I
O
I can answer…
N
S
Evidence

What makes different
coloured lights?
Waves are a powerful model for
explaining the properties of light,
including reflection, changing
direction in different materials
(refraction) and spreading out
around obstacles (diffraction).
A
U
How do we see things?
Light comes in different colours,
which combine to make white
light.
F
Festival
How can light be made to
change direction?
How can we create
dazzling lighting effects?
How can we correct sight
problems?
S

I can remember that…
Light travels in straight lines and transfers energy.
S
Colours of light are primary or secondary.
K
I
L
L
S
I know how to…
Light travels faster than sound.

Deduce the effects of coloured filters and lights
on the appearance of coloured objects.
Light can be focused to form an image.
K E Y W O R D S
concave
convex
cyan
diffraction
filter
image
incidence
laser surgery
lens
magenta
primary colour
reflection
refraction
unfocused
Activity from the Studio Magic unit © upd8 wikid 2010
How can we make an
exciting toy using light?
Use ideas about waves to explain how light
reflects, refracts or diffracts.
Use ideas about light to work out how to correct
specific sight problems.
Use ideas about waves and reflection or
refraction to design or adapt a device that uses
light or sound, and explain how it works.
This page may have been changed from the original