Hello scientists, I'm looking forward to our lesson today.

My name is Mrs. Waller and today we're going to be continuing our learning within the unit "Introduction to sound." And today's lesson is called "Distance from sounds: do and review." If everyone's ready, we'll get started.

Our learning outcome today is I can carry out and evaluate a fair test investigation about the volume of sounds.

Here are our keywords that we will be using throughout today's lesson.

Sound source, volume, inquiry, and evaluate.

You might want to take a moment just to have a think to yourself.

Do you know these words? Are there any new words here? Could you explain to a partner what these words mean? Don't worry if you're not sure about any of these words because they will all be used in the lesson today.

And here's our keyword definition slide.

Again, you might want to take a moment to read through the definitions now, or you might want to skip this slide and come back to it at the end of the lesson.

Today's lesson is in two parts, and in the first part of the lesson we'll be carrying out our distance from sounds investigation and we'll be collecting data.

We're going to start this lesson by thinking about Jacob and Izzy's fair test investigation.

Now the children want to find out if sounds are louder or quieter as they move away from the sound source.

So here's our first keyword in today's lesson, pause the video and quickly tell a partner, what do we mean by sound source? Well done, yes, a sound source is an object that vibrates to produce a sound.

So the children are wondering if they get further away from the sound source, from the object that's vibrating, maybe the sounds might get louder or they might get quieter, but they're not sure, so they're going to investigate this.

What they're going to do is they will collect measurements to find out if there is a relationship between the volume of sounds and the distance from the sound source.

So here's our second keyword today, and we've already really explained what volume means because we know that the children are trying to find out if sounds get louder or quieter, and that's the word volume that we use to explain or to describe that, how loud or how quiet a sound is.

Jacob and Izzy have an inquiry question, and it is, "Does the volume of a sound depend on the distance from the sound source?" As we know, when scientists investigate, they start with their inquiry question and they plan what they might do and the equipment that they would need to carry this investigation out to find answers to their question.

And this is exactly what Jacob and Izzy are going to do today.

They have written a plan to help them to carry out a fair test investigation, so here's our third keyword from the lesson today.

It's a tricky one.

Can you explain to a partner what a fair test investigation is? Pause the video, have a think, and talk to somebody about your ideas.

We use a fair test investigation when we want to find out how something affects something else or if something depends on something else.

And when we carry out a fair test, we change one thing and we observe or measure one thing and we aim to keep everything else the same.

Let's have a look at Jacob and Izzy's plan.

First of all, they are going to start the alarm on a phone or tablet, so that's going to be a constant sound source.

And then they're going to use a data logger with a sound sensor to record the volume of the sound immediately next to the sound source.

So that means that they can use the sound sensor to measure how loud that phone alarm is right next to the sound, and they're going to record that using the data logger.

Next, they're going to use a metre ruler to measure one metre away from the sound source and record the volume of sound again.

And then finally, they're going to keep doing this, so they'll keep recording the volume of sound as they move another one metre away and then another one metre away, and they'll keep doing that, moving always a metre away from the sound source each time.

Now that looks to me like a really clear plan.

I think that I could follow that plan and I would know exactly what I would need to do and also the equipment that I would need to do it.

What do you think? Jacob and Izzy discuss where to carry out their fair test, and Izzy says, "I think we should investigate in a quiet classroom, so we can measure and record sounds accurately." I think that's a good idea, Izzy, 'cause you definitely don't want to have lots of background noise.

You really do just want to be measuring the volume of the alarm on the phone or the tablet.

Otherwise, other sounds around you could quite easily affect the results of your investigation.

And Jacob is saying, "I think we should investigate outside, so we can move far away from the sound source and compare lots of measurements." Now that's another great idea, isn't it? Because if we're talking about measuring a metre away and then another metre away and then another metre away, if you're doing that in quite a small space, then you're not going to be able to get very far away from the sound source.

What do you think about Izzy and Jacob's ideas? Next, Jacob and Izzy are thinking about how they will record their measurements.

So they know that they're going to be measuring distance away from the sound source, and they're also going to be measuring the volume of sounds in decibels.

So you can see we've got our m for metres, that's our unit of measurement for distance.

And we've also got our dB, which is our unit of measurement for sound.

Do you remember what that stands for? Yes, it stands for decibel, well done.

And they know that they need to record their measurements in a suitable way.

When results are collected as numbers, scientists often record these in a table.

So we know that measuring distance is in numbers, isn't it? 1 metre, 2 metre, 3 metre.

And we also know that we're measuring sound in decibels is numbers as well, isn't it? So it might 10 decibels or it might be 75 decibels.

So I think Jacob and Izzy are making the right choice by recording their results in a table.

A table is a clear and easy way to present data.

Here is Jacob and Izzy's table.

And their table has got two columns, one for them to record the distance from the sound source as they move further away each time, and the second column is for them to record the volume of the sound.

Again, as they move away each time, I wonder if the volume of sound, I wonder if that number will stay around the same or whether it might go up or whether it might go down.

Will the volume of sound get louder or will it get quieter? It's very interesting to find out, isn't it? And Jacob's saying, "We will record our first volume in decibels using a data logger, standing next to the phone alarm.

This is 0 metres from the sound source." There we go, Jacob's just recording that into his table.

"And then we will record the volume of sound moving 1 metre away each time." So here's Jacob getting prepared for each of his measurements of volume.

He knows that he will be taking those measurements at 1 metre, 2 metre, 3 metre, and 4 metres after he's made his initial measurement right next to the sand source at 0 metres.

Before we move on with our investigation, let's do a quick check for understanding.

What can scientists do to collect data? Can they observe things? Can they measure things? Or can they predict things? I'll give you five seconds.

Ooh, now then, I wonder if you chose A and B.

In the lesson so far, we've really just been talking about measuring things, haven't we? Measuring distance in metres and measuring volume of sound in decibels.

But don't forget, scientists can also make observations and they can describe things, and that's another way for scientists to collect data about what they notice and maybe what is changing.

True or false? Scientists often record measurements in numbers by drawing pictures.

Do you think that's true or false? And the answer is false.

Now let's see if we can justify our answer.

So is it because scientists record measurements in numbers in a table? So maybe not by drawing pictures.

Or is it because scientists record measurements in numbers by writing stories? Which one do you think? That's it, yes, it's A, so we record measurements in numbers in a table, and we might record our observations by drawing pictures or we might record our observations by writing, maybe not stories, but writing detailed descriptions.

So yes, it's definitely A.

Moving on to our first task for today's lesson.

And I'd really like you to use your own plan or you might want to use Jacob and Izzy's ideas, but I want you to carry out your own fair test investigation to find out, does the volume of a sound depend on the distance from the sound source? So there's our inquiry question.

I'd like you also to record the measurements you collect in a table, so here's Jacob and Izzy's table with the two columns to measure the distance from the sound source and the volume of the sound to find out if one depends on the other.

At this stage in the lesson, you will definitely need to pause the video because you might be quite some time.

I want you to go and carry out this fair test investigation and I will look forward to seeing you again when you've completed it and we'll be able to have a look at our data and hopefully we will be able to answer our inquiry question.

Welcome back, everyone.

So by now you will have been able to carry out your own fair test investigation to answer our inquiry question, does the volume of a sound depend on the distance from the sound source? Now I'm not exactly sure what your measurements are, but I thought I would share Jacob and Izzy's results with you.

And we can see here the results that they collected when they were right next to that sound source, the volume of sound was 78 decibels.

Moving 1 metre away from the sound source, we have a reading of 56 decibels.

And then moving to 2 metres away from the sound source, a volume of 51 decibels.

And then 3 metres away from the sound source, they were able to record 46 decibels.

And then Jacob and Izzy's final measurement that was taken 4 metres away from the sound source, and that was a reading of 40 decibels.

Take a moment to compare these results to the ones that you collected.

Are your results similar or different to these? Now remember, you may have used a different sound source, it might have been louder or quieter to begin with.

You may have carried out your investigation in a different location to Jacob and Izzy's.

So have a chat about your results.

And if they are different to these results here, think about maybe why and what might have affected your results to make them that little bit different to Jacob and Izzy's.

We're moving on to the second part of our lesson now.

We've collected our data and now we're moving on to evaluate a fair test investigation.

Is everybody ready to move on? Let's go.

Jacob and Izzy look at the results they collected.

Now you might have noticed here that they were able to take another measurement of the volume of sound an extra metre away, so now their results are showing from 0 to 5 metres.

What do you notice about their data? So take a look at the distance from the sound source and see if you can notice anything about the volume of sound recorded in decibels.

You might want to pause the video and have a really careful look and a good think about this.

Now Izzy's been looking at the results that they collected and she's saying, "As we got further away from the sound source, the sound of the phone alarm became quieter." Very interesting.

Did you notice that too? And Jacob's saying, "We can use this information to answer our inquiry question." Do you remember? Does the volume of a sound depend on the distance from the sound source? What would you say to answer the inquiry question? So use Izzy's ideas to suggest an answer to the question.

The data collected by Jacob and Izzy shows that the volume of a sound depends on the distance from the sound source.

Scientists often use words ending in -er to describe how one thing depends on or affects something else.

Now let's think about this a little bit more.

The and then we would add a word in here ending in -er.

So the something-er the distance from the sound source, the and then there'd be another word in here ending with -er, the something-er the sound.

Let's think about some ideas.

So first of all, Izzy's having a go at this and she's saying, "Our results show that the closer we are to the sound source, the louder the sound." Oh, brilliant, so we've got two words ending in -er, closer and louder.

And Jacob's having a go too, so he's using some different -er words.

"The greater the distance from the sound source, the quieter the sound." So he's saying greater and quieter for his -er words.

Let's think, the greater the distance, that means the further away, okay.

And then what happened to the volume of the sound? It became quieter.

Oh, very clever.

Well done, Jacob and Izzy.

Can you think of any other ways of explaining it? So try to use words ending in -er and remember it needs to explain what your results show.

Pause the video and have a go.

So, before we do a little bit more of this, let's do a check for understanding.

The volume of a sound depends on, is it A, the size of your ears? B, the colour of the vibrating object? Or C, the distance from the sound source? Have you decided? The volume of a sound depends on the distance from the sound source.

Well done, everybody.

True or false? The greater the distance from the sound source, the louder the sound.

Have you got that one? It's a tricky one, isn't it? It's false, so the greater the distance from the sound source.

Let's try and justify our answer.

Is it false because the volume of sound stays the same no matter how far away you are? Or is it false because the greater the distance from the sound source, the quieter the sound? Yes, that's right, it's B.

We know when we collected our own results, the volume of sound does not stay the same, does it, if we move away.

So it's definitely the further away we get, the quieter the sound, well done.

Izzy and Jacob need to evaluate their fair test investigation.

Now here's another one of our keywords in the lesson today.

And evaluate means that they look over it again and they discuss how it went and they give their opinions about it.

So Izzy's going to make a start and she's saying, "I think we did a good job and we worked really well together." So that's a nice start thinking about evaluating this investigation, but let's think about what scientists do when they evaluate.

They often evaluate a completed inquiry and they think about what they did and they suggest any changes or improvements.

It's really important to think about this towards the end of an investigation because you might want to have another go and do it again with the changes that you've suggested.

So Izzy and Jacob think of any improvements or changes they could make.

And Izzy says, "We only had a 1-meter ruler, so I don't think my measuring was very accurate.

I think a long-tape measure would be better to use." That's a really good idea, Izzy, because you have to put a 1-meter ruler down on the floor, mark the end of it, pick it up, place it down again to measure a second metre.

So it might have been better just to have one long 5-meter tape rolled out and maybe that would've made the measurements more accurate.

So how's Jacob evaluating this investigation? He's saying, "We carried out our fair test outside on the school field, but there was noisy traffic going past on the nearby road.

This might have affected the readings on the data logger." Now that's a great idea, isn't it? So maybe they were measuring and recording not just the sound from their phone alarm, but maybe they were also measuring sound from the traffic going past on the busy road.

Now these are all really important things to think about when we evaluate an investigation.

Can you think of anything else? Pause the video and take a moment.

Great, I hope you've gathered some ideas because you're going to be using those towards the end of this lesson for your final task.

Before we do that, let's do our final checks for understanding.

Why do scientists evaluate completed investigations? Is it A, because they're not allowed to make any mistakes? Is it B, to find out more about the investigation and suggest improvements? Or is it C, because they don't want to do the investigation again? Have you decided? Yes, the answer is B.

And the evaluation of an investigation is a really important part to make sure that scientists can suggest any improvements that they might make if they were to carry out the same inquiry again.

Now onto our task.

I would like you to use the results from your own fair test investigation to answer the question, does the volume of a sound depend on the distance from the sound source? So, if you can, have a go at using -er words to explain your results, and you can use this to help you.

The something-er the distance from the sound source, the something-er the sound.

Pause the video and have a go at writing your explanation using -er words.

And here's one example for you.

The greater the distance from the sound source, the quieter the sound.

Now your ideas might be slightly different to this, so again you might want to pause and share your ideas with some other people around you.

And now the second part to our task.

I'd like you to evaluate your completed inquiry.

So talk to a partner and make a note of any changes or improvements you would make, and also don't forget to explain why you would make them.

You will definitely need some time to give this some careful thought, so pause the video and I'll see you when you've gathered your ideas.

Welcome back, everyone.

Let's take a look at a few examples.

So perhaps you might have said, I would carry out the inquiry in a long corridor indoors at a quiet time of the day so there are no traffic noises outside to affect my results.

That's a great idea.

It would have to be a long corridor to measure 4 or 5 or 6 metres, and it would definitely need to be at a quiet time so you weren't disturbed.

Another idea is that you might decide to measure distance from the sound source more accurately by using a long tape measure.

Yeah, great idea.

Rather than using one 1-meter ruler moved along the ground each time.

And finally, we've got another suggestion here that you might use a sound source with a long constant sound rather than a beeping sound that goes on and off.

I'm sure you've come up with some other ideas.

So again, take some time to share what you've thought of with the people that you're working with today.

Before we finish the lesson, let's take a look at a summary of our learning.

Scientists often record data from observations and measurements in tables.

Can you remember today we were measuring in numbers, weren't we? Distance in metres and volume of sound in decibels.

The volume of a sound depends on the distance from the sound source.

That's true, we did find that there is a relationship between those two things.

And actually we did finally decide based on our data that the greater the distance from the sound source, the quieter the sound.

That's true, the further away we move from the sound source, it gets more and more difficult to hear it because it's got a much lower volume.

The final thing in our summary of learning is that scientists often evaluate a completed investigation and suggest improvements.

So just because you've carried out your investigation and you've collected your results, that doesn't mean the investigation is finished.

We have to look at our results, we have to decide what they show us, and then we also need to evaluate the investigation.

Lots and lots of brilliant learning today, everybody.

Congratulations for another fantastic lesson and I'll see you again soon.