sound - level 4 - answers and notes

M1. (a) Award ONE mark for:

• indication that drum skin moves up and down or vibrates

Give credit for.

• the skin moves,

• the beater hits the drum which causes vibrations and sounds,

• it vibrates/it vibrates and makes a sound/by vibration/the drum skin vibrates.

Do not give credit for responses which refer to echoes or bangs:

• like a big bang,

• it makes a dim echoing sound,

• it makes a deep sound,

• it echoes inside,

• the echo.1

(b) Award ONE mark for:

• wall(s)/window(s)/glass/ brick(s)/ground.

Do not give credit for responses which make no reference toan appropriate material:

• ears;

• molecules;

• sky.1

[2]


• D.1


• the elastic band vibrated/ bounced;

• it moved up and down/from side to side;

• air vibrated/vibration.

Do not give credit for:

• the elastic band was pulled;

• sound vibrates;

• moved.1

[2]

M3. (a) Award ONE mark for an awareness that sound is associated with a vibrating object or vibrations in the air:

• the ruler (it) vibrated;

• it made air vibrate.

Allow:

• it moved up and down.


• it made (sound) waves;

• it moved/wobbled.1

(b) Award ONE mark for an indication that sound is heard through air:

• air/atmosphere.

Allow:

• gas/gases.

Do not give credit for a named gas in the air, eg:

• oxygen.1

(c) Award ONE mark for an awareness that shortening the length of the ruler willincrease the pitch of the sound:

• the sound (it) was higher/the pitch increased.

Allow:

• note/tone gets higher.


• tune [a tune is a sequence of notes];

• vibrations were quicker.1

(d) Award ONE mark for an indication that the loudness decreased:

• the sound (it) went down/got quieter/it decreased.

Allow:

• it gets fainter/softer/weaker.


• it changed;

• it went lower [implies pitch].1

(e) Award ONE mark for:

• there was no sound;

• the sound (it) was silent;

• it stopped.

Allow:

• it was not making a sound;

• the ruler was silent.


• it was quiet/quieter [both imply some sound];

• the ruler stopped [no reference to sound].1

(f) Award ONE mark for:

• the ruler (it) stopped moving/vibrating/shaking;

• the vibrations stopped.

Allow:

• the line is flat/straight.

1[6]

M4. (a) Award ONE mark for indicating that the string vibrates to make a sound:

• it vibrates;

• it is vibrating.

Allow:

a description of vibration:

• it moves up and down quickly.

Do not give credit for an insufficient response describing theguitar vibrating:

• the guitar vibrates.

Do not give credit for an insufficient response:

• it moves/twangs/wobbles.1(L4)

(b) Award ONE mark for a response that indicates the loudness of the soundgets quieter:

• it gets quieter;

• the volume decreases;

• the louder the sound, the closer she is;

• it/the sound gets softer.

Allow:

• (when Julia is far away) the sound is quiet;

• the sound is harder to hear.

Do not give credit for an insufficient response that describesthe pitch getting lower:

• the sound/it gets lower.1(L3)

(c) Award ONE mark for naming one of the following:

• wall/stone/brick/concrete;

• glass/window;

• door/wood.

Allow:

• eardrum;

• floor.


• air [given];

• solid/gas.1(L4)

[3]

M5. (a) Award ONE mark for identifying vibrations:

• they vibrate;

• vibrations.

ONE mark may be awarded for an appropriate description ofvibrations:

• it moves up and down quickly.


• they move up and down;

• they wobble/shake;

• they are hit [given].1(L4)

(b) Award ONE mark for identifying that the sound made by the tuning forkwill become louder/last longer:

• it will produce a louder sound;

• it will go on for longer.

ONE mark may be awarded for:

• the volume is higher;

• it made a loud/long sound.

Do not give credit for a response that includes incorrect science referring to pitch:

• it/the pitch is higher;

• it produces a higher sound.

Do not give credit for an insufficient response for which the meaning is ambiguous:

• the sound gets harder;

• it will vibrate more.1(L4)

(c) Award ONE mark for ticking the two correct boxes as shown:

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?

ONE mark may be awarded if both ‘desk’ and ‘air’ boxes (with or without the ‘both’ box) are ticked in the bottom row of the table.

1(L4)[3]

M6. (a) Award ONE mark for identifying the number of materials tested:

• 3.

Do not give credit for an insufficient response that names the three materials:

• cotton, nylon, wire.1(L3)

(b) Award ONE mark for identifying the dependent variable (DV):

• whether or not the sound could be heard (through the cups)

• whether the sound travels through different materials

• the volume of the sound

• how much sound could be heard

• if she could hear them.


• sound

• I can hear you

• hearing (sound).

Do not give credit for a response that includes incorrect science implying another factor has been measured:

• plastic cups

• materials.

Do not give credit for an insufficient response that identifies a question for an alternative investigation:

• which material does the sound travel through?

• how long does it take to hear the sound?1(L4)

(c) Award TWO marks for identifying any two of the independentvariables (IV) in the investigation:

• the length (of cotton, nylon and wire)

• the type of material/string/line.2(L4)

or

If you are unable to award two marks, award ONE mark for identifyingany one IV in the investigation.

Marks may be awarded for:

• materials/fabric

• amount of material.


• the sound

• the line [could refer to length or tightness]

• the cups

• tightness/looseness/straightness [given]

• thickness.

Do not give credit for an insufficient response that identifies a factor Jill may have changed but did not record in her notes:

• volume

• amount of sound.

Do not give credit for a second response that is a restatement or repetition of the first.

1

(d) Award ONE mark for recognising the importance of varying only the IV:

• so you would know which factor had an effect

• because she would not know what had an effect

• if you change everything it will not be a fair test

• to make the test fair

• so you can compare the results.


• so you know which one is best

• the other things might influence the results

• so you can see which one works

• so you can make sure your conclusion is true.


• so you do not get confused/mixed up

• so it does not get too complicated

• so it is not a fair test.

Do not give credit for an insufficient response that refers to the accuracy of the results:

• to get the correct results

• so you can have the right result

• in case you make a mistake

• you might go wrong

• so you can be accurate.1(L4)

(e) Award ONE mark for a response recognising that the results are not referred to or interpreted:

• she has not talked about what she has found out/what happened/her results

• it does not explain what was compared

• it does not mention the results.

ONE mark may be awarded for a response which implies there is not enough information or recognises that ‘best’ is not defined:

• it does not tell us why (it is best)

• there is not enough detail

• no information

• she needs more information

• there is no evidence.

ONE mark may be awarded for a response indicating that the conclusion does not describe or interpret all the results ofthe investigation:

• it does not tell you about wire or nylon

• she can hear through two of them

• wire worked too.

Do not give credit for an insufficient response stating a conclusion:

• cotton was the best material for sound to travel through.


• there are no scientific words in it

• it was very short

• it is just an opinion.

Do not give credit for an insufficient response indicating that the initial investigation was flawed:

• she changed three things instead of one.1(L5)

[6]

M7. (a) Award ONE mark for two correct responses [given in either order]:

• the straw/the cut (straw)

• the air/wind.


• plastic/paper

• her mouth/lips.


• breath/voice

• bits you cut out

• eardrum [does not vibrate to produce the sound]

• sound/air waves

• blowing.

Do not give credit for an insufficient response that is a restatement or repetition of the first.

1(L4)


• pitch.

• Give credit for a correct response that goes beyond the key stage 2programme of study:

• frequency.

Do not give credit for a response that includes incorrect science:

• volume.


• tone [refers to the quality of the sound]

• note [may refer to duration or pitch of sound]1(L4)

(c) Award ONE mark for an indication that a longer straw creates a lowernote/sound,and/or a shorter straw creates a higher note/sound:

• the longer the straw, the lower the note

• it is higher when the straw is short

• the longest straw makes the lowest noise


• a long straw makes a low sound

• a short straw makes a high sound.


• the longer the straw, the louder/softer the sound

• the longer the straw, the longer the note.1(L5)

(d) (i) Award ONE mark for an indication that different people will blow indifferent ways:

• they will not know if their results are caused by the length of thestraw or by the way each person blew

• some people might blow harder than others

• they will not all blow the same

• they might blow at different speeds.

Do not give credit for an insufficient response that refers to the independent variable:

• the straws are all different lengths.

Do not give credit for an insufficient response referring only to breathing, not to air entering the straw:

• different people have different breathing

• people breathe at different times.

Do not give credit for an insufficient response referring to the amount of time that an individual blows in the straw:

• they can blow for different lengths of time.1(L3)

(ii) Award ONE mark for an indication that one person might blowdifferently each time:

• one person will not be able to blow exactly the same each time

• they might blow harder on some straws than others.

Do not give credit for an insufficient response that refers to the independent variable:

• the straws are all different lengths.

Do not give credit for an insufficient response referring only to breathing, not to the air entering the straw:

• she might run out of breath

• she might breathe differently each time.

Do not give credit for an insufficient response referring to the amount of time the individual blows:

• she might not be able to blow for as long into the last straw.

1(L4)[5]

M8. (a) Award ONE mark for an understanding that the sound travelsthrough the air:

• sound/vibrations travel(s) through the air

• (it travels through) air.

ONE mark may be awarded for a response indicating the sound travels through a gas or the atmosphere.

ONE mark may be awarded for an indication of other materials the sound may travel through:

• the floor

• the stick

• the tub.


• airwaves.


• vibrations

• waves [the sound travels in the form of vibrations or waves, not through vibrations or waves]

• the string.1(L4)

(b) Award ONE mark for an indication that more force is applied:

• he plucked the string harder

• he used more force

• he pulled it back further.

ONE mark may be awarded for an absolute response:

• he plucked it hard.

Do not give credit for a response that includes incorrect science confusing volume with pitch:

• he pulled it/stretched it tighter

• he made the string shorter.


• he plucked it more [ambiguous, could refer to the number of times the string was plucked]

• he plucked it with force.1(L4)

(c) Award ONE mark for an indication that the string is vibrating:

• it vibrates.

ONE mark may be awarded for a description of the vibration where the rapid speed of movement is indicated:

• she can see it moving back and forth quickly.


• the string moves

• it twangs/wobbles

• the string shakes.1(L4)

(d) Award ONE mark for:

• the note is higher.

1(L5)[4]


• a pushing force from the drum skin

1(L4)

(b) Award ONE mark for an indication of the floor or drum stand:

• the ground

• the drum’s legs.

ONE mark may be awarded for naming a material that the floor is made of:• wood• tiles.

ONE mark may be awarded for naming parts of the drum stand:• metal bits• rubber/plastic (ends).

Do not give credit for an insufficient response:• drum• Evelyn’s feet• the air [given]• oxygen [constituent of air]• her body• drumsticks• vibrations• legs [could mean Evelyn’s legs].

1(L4)

(c) Award ONE mark for:

• vibrations

• she can feel the floor vibrate.

ONE mark may be awarded for a description of the vibration where the rapid speed of movement is indicated:• the floor moves up and down (very) quickly.

Do not give credit for an insufficient response:• the floor shakes/moves up and down [no indication of speed]• the drum sound [repetition of stem].

1(L4)

(d) Award ONE mark for correctly completing all three rows of the table:

How Evelyn The sound...

plays the drumgets higher. gets louder.

does not gethigher or louder.

with a tighterdrum skin

hit the drumwith more force

hit the drum fasterwith the same force

1(L5)[4]

M10. (a) Award TWO marks for a circuit diagram drawn correctly with2 bulbs, 2 cells and a switch [the components may be drawnin any order but the cells must be correctly orientated]:

•

TWO marks may be awarded for a non-rectilinear circuit or acircuit containing an obsolete symbol for a bulb:

•

Do not give full credit for a response that includes incorrect science:

• circuits containing symbols not given or gaps between components of more than 2mm

• circuits with extra/fewer components

• terminals on the cells facing each other

• circuits with incorrectly drawn components,

eg: 2 (L4)

or If you are unable to award two marks, award ONE mark for acorrectly drawn circuit which is missing one component or fora circuit which contains the correct components but there isone mistake in either the symbols used or how they havebeen connected.

1

(b) Award ONE mark for all three statements correctly classified:

add another bulb ...No...

add another cell ...Yes...

use longer wires ...No...1 (L4)

(c) Award ONE mark for an arrow pointing from the star to Emma’seye /head:

•

Do not give credit for an insufficient response showing an arrowhead in the correct orientation, but without a line showing the path of the light:

•

1 (L5)

(d) (i) Award ONE mark for a response recognising the trianglevibrates:

• it is vibrating.

ONE mark may be awarded for a description of vibrations where the rapid speed of movement is indicated:

• it moves up and down very quickly.


• it wobbles/shakes

• it moves back and forwards.1 (L3)

(ii) Award ONE mark for an indication that the sound travelsthrough the air:

• air

• gas

• atmosphere.


• chairs

• floor.


• airwaves.


• triangle

• vibrations

• waves [the sound travels in the form of vibrations or waves, not through vibrations or waves].

1 (L3)

(e) Award ONE mark for a general comparison describing therelationship between the distance people are from the triangle andhow loud they hear it:

• the further away the people, the quieter it will be

• the nearer, the louder

• the further away, the less well you can hear it.

ONE mark may be awarded for two specific comparisons describing the relationship:

• if you are near the triangle it will be loud, but if you are far away the sound will be quiet /soft.

Do not give credit for a response that changes one or both variables:

• the further away, the lower the sound [incorrect]

• the sound will be louder when Ali bangs the triangle harder [insufficient].

Do not give credit for an insufficient response giving a singlecomparison of the variables:

• it will be loud if you are close.1 (L4)

[7]

E1. No specific comment made.

E2. No specific comment made.

E3. In this question (Sound) about 60% of children succeeded in explaining that sounds are caused by something vibrating and about half knew that the sound travelled across the room through the air. About 60% of children correctly associated decreasing amplitudeof vibration as shown by a trace with decreasing loudness and most children were able to explain that the flat trace was the result of an absence of vibration and no sound being produced.

E4. Guitar

(a) This open response question asks pupils to describe what happens to a guitar stringwhen it makes a sound. The obvious answer, ‘it vibrates’, was given by most of the pupils gaining credit. A very small number gave a creditworthy description of vibration, such as ‘it moves up and down quickly’. A larger group gave an insufficientdescription of vibration, such as it ‘wobbles’ or ‘moves’.

(b) Close to three-quarters of the pupils were able to describe that the volume of the sound decreases as the listener gets further away from the source. The most common types of response that were not given credit were those that were ambiguous as to whether they were describing the pitch or the volume.

(c) The question asks pupils to suggest one material that sound travels through to get from one room to another, other than air, which is given. Materials, such as wood, brick, stone and glass were credited as were objects such as door, window, wall andfloor. There were roughly equal numbers of pupils giving a material or an object (justunder a third each). This indicates that pupils are not distinguishing between materials and objects.

E5. Tuning fork

(a) This question asks pupils what happens to the prongs of the tuning fork so that it makes a sound. Three quarters of pupils identified that the prongs vibrate to make the sound. Pupils assessed at level 3 had more difficulties with this question than pupils assessed at the other levels (level 5, nearly all pupils gained a mark; level 4, over four-fifths of pupils gained a mark) with just over two-fifths gaining credit. Thesepupils were also more likely to give a response that repeated information given in the question (for example, ‘they are hit’).

(b) Two-thirds of pupils were able to explain that when the prongs of a tuning fork are hitharder the sound produced will be louder. Just under a fifth of all pupils gave an answer that included incorrect science, either referring to the pitch (17%) or the speed of the vibrations (1%). Another non-creditworthy response given by a few pupils described vibrations (as opposed to the actual sound) changing in terms of length or size.

(c) This question asks pupils complete a table which shows what sound travels through in order to reach a child’s ear. The question has two parts and pupils had to identify what the sound travels through when the tuning fork is not touching the desk and what the sound travels through when the tuning fork is touching the desk in order to gain credit. Over half of the pupils gained the mark, indicating that the sound has to travel through the air when the tuning fork is not touching the desk and through both the air and the desk when the fork is touching the desk.

More pupils were able to complete the first row of the table correctly, over four-fifths,but a third of these pupils were unable to secure the mark as they failed to recognisethat when the tuning fork is on the desk the sound has to travel through both the desk and the air. The most common mistake, made by almost a quarter of pupils, was to indicate the sound only has to travel through the desk. A third of pupils assessed at level 3 (who got the first part of the question correct) and a quarter of pupils assessed at level 4, made this mistake.

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sound - level 4 - answers and notes

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