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Introduction
In the unit  'Changing sounds' # learnt that sounds were produced by vibrations and that these vibrations travelled from the source through a variety of materials. Musical instruments were used to illustrate the range of ways of producing sounds and how pitch and loudness could be altered. ~ experimental and investigative work focused on * turning ~ ideas into a form that could be investigated. ^ made ~ own predictions and then ^ decided whether the evidence was sufficiently stong to support ~ prediction. The work in this unit also offered * a broad range of opportunities to use ~ scientific knowledge and understanding about sound to explain familiar phenomena and to relate this to ~ understanding of musical instruments.
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Sound
Section 2: Observing how sound is made & Section 3: Vibrations and sound

^ is able to describe what ^ has seen or feels.
^ was able to generalise that when a sound was made something was vibrating.
^ has recognised that a sound can reach * by travelling through a solid e.g. brick, wood or a gas.
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Physics
Section 4: How sound travels & Section 5: Preventing sound travelling

^ has recorded in a table ~ observations of how well sound travels through different materials.
^ was able to generalise that sound can travel through solids, liquids and gases. 
^ was able to describe different ways of reducing the level of sound reaching ~ ear.


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Experiment
Section 6: Testing how to muffle sound & Section 7: Reporting and evaluating results

^ could predict with ~ own reasons what ^ thought will be an effective way to muffle sound.
^ could plan how to reduce the sound levels.
^ was able to demonstrate that ^ could keep ~ test fair.
^ has described what ^ did and explained whether ^ was satisfied that the evidence ^ had collected allowed * to answer the question.
^ has suggested ways in which ~ work could be improved in future experiments.


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Changes
Section 8: Describing sounds & Section 9: Changing sounds

^ is able to identify high, low, loud and soft sounds produced by different musical instruments and ^ recognises that in any piece of music that there is a variety of sounds of differing pitch and loudness.
 
^ knows that small drums have a generally higher pitch than larger drums and ^ has explained that the screws on the sides of the drum tighten or loosen the skin to change the pitch.
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Pitch
Section 10: Pitch in stringed instruments  & Section 11: Pitch in wind instruments

^ has suggested ways of changing sounds made by a stringed instrument.
^ was able to recognise that the air in the bottle was vibrating. ^ was able to correctly predict that putting more water in the bottle would make the note higher.
^ has shown in an annotated drawing that when the length of the air column in a recorder was altered the pitch varied.
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Explanation
Section 12: Explaining sound

# was able to present information relating to, and ask questions about, applications of sound and ^ successfully related these to ~ scientific knowledge.
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