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    Student Book Answers - Physics 1 Chapter 2

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    Mhmd Alrashed
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    Student Book Answers - Physics 1 Chapter 2

    Uploaded by

    Mhmd Alrashed
    534 views5 pages
    all what you want

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    all what you want

    Copyright:

    © All Rights Reserved
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    Download as pdf or txt
    534 views5 pages

    Student Book Answers - Physics 1 Chapter 2

    Uploaded by

    Mhmd Alrashed
    all what you want

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 5
    At a glance
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    Some of the key takeaways are that sound is a longitudinal wave that travels through materials by vibrations being passed from particle to particle. The speed of sound depends on the medium, being fastest in solids and slowest in gases. Human hearing ranges from around 20 Hz to 20 kHz.

    Sound travels as a longitudinal wave through the air. It starts as vibrations from its source which cause variations in air pressure called sound waves. These waves travel through the air by compressions and rarefactions until they reach our ears.

    The outer ear collects sound waves and directs them into the ear canal. The waves cause the ear drum to vibrate which sets three tiny bones (ossicles) in motion. This vibration energy is transferred through the oval window into the cochlea where hair cells change it into electrical nerve signals for the brain to interpret.

    Student book answers

    Chapter 2

    P1 2.1 Waves
    In-text questions A amplitude, wavelength, frequency
    B parallel to the direction of the wave
    C incident wave

    Activity Spot the word


    a amplitude b compression

    Summary 1 energy, amplitude, wavelength, reflect, superpose (5 marks)


    questions 2 In a compression, the links of the spring are close together. In a rarefaction, they are
    far apart. (2 marks)
    3 QWC question. Example answers (6 marks):
    Microwaves produced in the oven reflect from the inside surfaces.
    Microwaves superpose and add up or cancel out.
    You would get parts of the food that get cooked or burnt where the microwaves add up.
    Parts of the food would be uncooked where the microwaves cancel out.

    P1 2.2 Sound and energy transfer


    In-text questions A vibrations
    B 340 m/s
    C solids, liquids, and gases

    Activity How fast?


    a Table should have two columns, with headings ‘material’ and ‘speed (m/s)’.
    b A bar chart because one of the variables is categoric.
    Stormy night
    a 1.32 km
    b There would be no time difference between seeing the lightning and hearing the
    thunder.

    Summary 1 vibrating, vibrate, solids, gases, vacuum (5 marks)


    questions 2 The particles in a gas are further apart than the particles in a liquid.
    The vibration is not passed on so quickly. (2 marks)
    3 Example answers (6 marks):
    Light travels much faster than sound.
    So the light reaches you first.
    It takes about 0.03 seconds for the sound to reach you.
    The speed of sound is about 300 m/s.
    It would take 0.000 000 03 seconds for light to reach you.
    The speed of light is 300 million m/s.
    So light is about 1 million times faster than sound.
    The time it takes light to reach you is about a millionth of the time it takes sound to
    reach you.

    P1 2.3 Loudness and pitch

    © Oxford University Press 2014 www.oxfordsecondary.co.uk/acknowledgements


    This resource sheet may have been changed from the original.
    Student book answers
    Chapter 2

    In-text questions A amplitude


    B frequency

    Activity Conversions
    a 0.02 kHz–20 kHz
    b 1 kHz–123 kHz
    Summary 1 amplitude, frequency, hertz, audible (4 marks)
    questions 2 Human hearing range is 20–20 000 Hz. Dolphins hear frequencies much higher than
    humans but cannot hear as low frequencies as humans. (2 marks)
    3 QWC question. Example answers (6 marks):
    Vocal chords vibrate to produce sound.
    Sound waves are made when air is squashed and stretched.
    Pitch depends on frequency.
    To make a higher note her vocal chords vibrate more times per second.
    That makes the frequency of a sound wave higher.
    Loudness depends on amplitude.
    To make a louder note her vocal chords vibrate with a bigger amplitude.
    That makes the amplitude of a sound wave bigger.

    P1 2.4 Detecting sound


    In-text questions A ear drum
    B One of: inserting a sharp object, exposure to a very loud sound, wax build-up

    Activity What protection?


    Example: somebody wears the ear defenders, another person reduces a loud sound
    until the person with the ear defenders cannot hear it. Change ear defenders and
    repeat. The independent variable is the ear defenders. The control variables are
    person, distance to loudspeaker, frequency of sound. Repeat with different people and
    compare the results.

    Summary 1 ear drum, ossicles, oval window, cochlea, hairs, cochlea, auditory nerve, decibels,
    questions damaged, diaphragm (10 marks)
    2 Not permanent: ear wax, perforated ear drum, ear infection.
    Permanent: listening to loud music, head injury. (2 marks)
    3 QWC question. Example answers (6 marks):
    Both detect vibration.
    Both produce an electrical signal.
    The ear contains bones/membranes/liquid and the microphone does not.
    The ear amplifies the sound and the microphone does not.
    The ear contains cells that produce a signal and the microphone does not.
    A microphone contains magnets and wire and the ear does not.
    A microphone can be attached to an amplifier and the ear already amplifies sound.
    The ear drum in the ear is like the diaphragm in the microphone.

    P1 2.5 Echoes and ultrasound

    © Oxford University Press 2014 www.oxfordsecondary.co.uk/acknowledgements


    This resource sheet may have been changed from the original.
    Student book answers
    Chapter 2

    In-text questions A A reflection of sound.


    B sounds above 20 000 Hz
    C One of: to make an image of a fetus/find the depth of the ocean/find fish/find
    cancer/destroy kidney stones.

    Activity How deep?


    Total distance travelled = 1.6 s × 1500 m/s = 2400 m
    So the distance to the bottom = 2400 m ÷ 2 = 1200 m

    Summary 1 reflection, time, distance, absorb, communicate, hunt, image, kidney stones,
    questions depth (9 marks)
    2 To image a newborn baby by ultrasound waves reflecting off the fetus, with the
    differing time taken to detect the echo is used to build an image of the fetus. (2
    marks)
    3 Example answers (6 marks):
    Fix a transmitter and receiver to a boat.
    Use ultrasound not sound. Ultrasound is more focused than sound.
    Use a transmitter to send out a pulse of ultrasound.
    Time how long it takes to hear the echo.
    Work out the distance.
    Divide by two.
    Ignore later echoes as they could be from the sea floor.
    Characteristics of a reflected wave change dependent on the material it is
    reflected from.

    © Oxford University Press 2014 www.oxfordsecondary.co.uk/acknowledgements


    This resource sheet may have been changed from the original.
    Student book answers
    Chapter 2

    P1 Chapter 2 Summary
    End-of-chapter 1 Diagram with correct label of amplitude and correct label of wavelength. (2 marks)
    questions 2a Diagram with the same wavelength but larger amplitude. (1 mark)
    b Diagram with the same amplitude but smaller wavelength. (1 mark)
    3 400 (1 mark)
    4a it reflects (1 mark)
    b They add up or cancel out. (2 marks)
    5a The oscillation is at 90o to the direction of travel. (1 mark)
    b The oscillation is parallel to the direction of travel. (1 mark)
    6 Credit a sensible situation, such as a concert. (1 mark)
    7a C (1 mark)
    b B (1 mark)
    c The particles in C are closer together than the particles in A. The particles in A are
    closer together than the particles in B. Sound travels better through materials where
    the particles are closer together. (3 marks)
    8a How does the intensity of a sound vary with distance from the source? (1 mark)
    b Independent – distance from sound source; dependent – loudness of sound;
    controls – frequency and loudness of sound from source (1 mark)
    c line graph (1 mark)
    9 This is a QWC question. Students should be marked on the use of good English,
    organisation of information, spelling and grammar, and correct use of specialist
    scientific terms. The best answers will have scientific ideas clearly and correctly
    organised to give a detailed description of sound travel (maximum of 6 marks).
    Examples of correct scientific points:
    The loudspeaker vibrates/moves in and out.
    This squashes and stretches the air.
    This is a longitudinal wave, with compressions (where air molecules are close
    together) and rarefactions (where they are far apart).
    The wave travels through the air as the molecules pass on the vibration.
    The wave is guided into your auditory canal by the pinna.
    This makes your ear drum vibrate.
    This makes the ossicles vibrate.
    This makes the oval window vibrate.
    This makes the liquid in the cochlea vibrate.
    Produces an electrical signal.
    The signal travels up your auditory nerve to your brain.

    © Oxford University Press 2014 www.oxfordsecondary.co.uk/acknowledgements


    This resource sheet may have been changed from the original.
    Student book answers
    Chapter 2

    Answer guide for the Sound campaign


    Developing Secure Extending
    1–2 marks 3–4 marks 5–6 marks
    • Includes basic ideas related to • Includes more complex ideas • Includes complex ideas related to
    each situation e.g., vibrating e.g., defines wave properties, each situation e.g., changes in
    source, older people don’t links frequency to pitch and cochlea to hearing in old age,
    hear higher frequencies, amplitude to loudness, defines explanation of scanning in terms
    barriers reflect sound, loud ultrasound and how images of echoes and linking to distance,
    sounds can damage hearing. are produced. reduction of risk of damage by
    • Lacks organisation and detail. • Lacks some detail and using material to shield houses
    organisation. from the road.
    • The written passage is
    organised and detailed.

    © Oxford University Press 2014 www.oxfordsecondary.co.uk/acknowledgements


    This resource sheet may have been changed from the original.

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