Hello scientists.

My name is Mr. Wilshire and in this lesson we'll be looking at distance from sounds.

This is the do and review stage.

Our learning outcome today is to carry out and evaluate an inquiry to look for patterns, between the volume of sounds and the distance from the sound source.

Let's have a little look at some of the key words that are going to come into use, over the course of this lesson.

The first is sound source.

Next is pattern, now we have volume.

Then inquiry.

Lastly, evaluate.

Now, don't worry if you're not too sure what some of these words mean.

The definitions are appearing on the slide, just in front of you.

So if you need to, you can pause the video here and have a recap.

Restart the video when you've done that.

The first part of our lesson is called collecting data.

Jacob and Izzy want to find out if sounds are louder or quieter as they move away from the sound source.

They are going to collect measurements to find out if there is a pattern between the volume of sounds and the distance from the sound source.

This is their inquiry question.

Remember, all scientific experiments need to have a good question.

They need to be conducted to try and answer something.

The inquiry question is this, does the volume of a sound depend on the distance from the sound source? I wonder if any of you have found this before as well.

Does the volume of sound, depend on the distance from the sound source? Do you struggle to hear things when they're very far away? Let's use some of that knowledge in our lesson.

So, Jacob and Izzy have written out a plan to help them carry out a pattern seeking inquiry.

Here's the start of their plan.

The first part here, it says to start the alarm on a phone or tablet.

This is going to be the source of the sound.

The second part is to use a data logger with a sound sensor to record the volume of sound immediately, next to the sound source, so without moving.

The third part there is to use a metre roller to measure one metre away from the sound source and record the volume of sound again.

The fourth step is to keep recording the volume of sound, moving another one metre away from the sound source, each time.

So, they're going to get further and further away from the sound source using their measuring apparatus.

Jacob and Izzy begin to discuss where are they going to carry out their inquiry.

Izzy says, I think we should investigate in a quiet classroom, so we can measure and record sounds accurately.

Jacob says, I think we should investigate outside, so we can move far away from the sound source and then we can compare lots of measurements.

Now, what do you think about these ideas? Which one is best or is there anything that they're missing? Pause a video and have a discussion.

Restart when you've done that.

So, which of the children do you think is correct here? Are both of them wrong or have both of them got a good idea? Let's find out more.

Jacob and Izzy are going to be measuring distance in metres and volume in decibels.

They're going to need to record their measurements in a suitable way.

So, when the results are collected as numbers, scientists often record these down in a table.

You may have done this before with some other data.

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

You can have your headings across the top there and you can have the distance that you got away down the side and then of course, you can have your measurements on the inside of the table.

Here is Jacob and Izzy's table? Yeah, just as we set there, we've got the different titles there, the distance and we've also got the volume, written down as well.

Jacob says, we will record our first volume in decibels.

We'll record that measurement and then using a data logger, standing next to the phone alarm.

This is zero metres from the sound source, so zero metres and then we are going to be recording the volume of sound moving one metre away each time.

So, they're going to continue walking away by one metre every single time and getting further and further away.

There you can see the data appearing on the table now.

So, for each metre they go away, they're going to need to listen, using the data logging equipment and see if there's any changes in what it is reading.

They could also use their ears, couldn't they? And see if they could observe what their ears are picking up and if it's any different to the data logger.

Let's pause and think.

What can scientists do to collect data? Do they need to observe things, measure things or predict things? Pause a video and have a discussion, restart when you've done that.

The correct answer here, well, there's two correct answers.

They observe things and they measure things.

If they predict things, the predictions might be wrong.

So, it's good to be accurate, isn't it? When they're collecting data.

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

What do you think? Pause the video here and restart when you've discussed.

The answer here is false.

Can we justify this? Is it because they record measurements in numbers in a table, or is it because they record measurements in numbers by writing stories? What do you think? The answer here is that they record measurements in numbers in a table.

That sets it out nice and clear, so that everybody is able to read it.

So, here is the very first task in our lesson.

Use your own plan here or you could use Jacob and Izzy's.

Carry out your own pattern seeking inquiry to find out the answer to this question.

Does the volume of a sound depend on the distance from the sound source? Now, you can record the measurements you collect in a table.

You may want to go on further than four metres though, so make sure that your table has enough room for lots more metres.

Depends on where you are doing this.

If you're doing this in a classroom, you might not be able to get very far away.

If you're doing it outside, be careful what it is that you are walking over and how far away you are getting from the sound source.

Also, if you are investigating outside, there might be lots of other noises that are affecting the investigation, so bear that in mind and make sure that you give plenty of time to each metre step that you take to listen in to those sounds.

Best of luck with that task.

Restart the video when you've done that.

Well, welcome back.

I hope you enjoyed doing that task.

How far away did you get from your object then? Did you go further than four metres? Your answers could have looked a little bit like this here.

So, by using the data logger, we were able to determine the decibels and the volume of sound.

So, from zero metres it was 78 decibels from one metre, it was 56 decibels.

Already we are starting to see a drop in the volume, aren't we? From two metres, it was 51 decibels, three metres was 46, and finally four metres was 40 decibels.

So, I wonder if your results are similar or different to these.

It depends, I suppose, on how loud you had the phone alarm going in the first place.

In our case here on this table, this phone was going at maximum volume.

I hope you enjoyed doing that investigation.

Let's move on to the next part of the lesson.

The final part of our lesson is called evaluating a pattern seeking inquiry.

So, Jacob and Izzy look at the results that they collected.

You can see there that they also went an extra metre, up to five metres and they recorded 37 decibels as a volume of sound.

I wonder if you can see any patterns in their data.

We discussed this very briefly in the last task, didn't we? Well, it's your turn to have a little look in a bit more detail.

So, pause the video here and read through the data that's on the table there.

Restart when you've done that.

How did you get on? Hopefully you've had a good chance to look through the data and discuss it.

Let's break it down in a bit more detail.

Izzy said, "As we get further away from the sound source, "the sound of the phone alarm became a lot quieter.

"This means that there is a pattern in our results.

"Now, a pattern doesn't just mean funny shapes and images.

"It can mean a pattern in numbers." Jacob says, "We can use this pattern to answer our inquiry question." Remember, the inquiry question was, does a volume of a sound depend on the distance from the sound source? What would you say to answer the inquiry question here? Do they have the data to answer it? Does the volume of sound depend on the distance from the sound source? You discuss and have a think.

Restart the video when you've done that.

So, using all of that data, hopefully you've been able to discuss some answers there and agree or disagree with what the children are saying.

So, I wonder if the volume of a sound, does depend on the distance.

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

We can see that just by looking at the data, hopefully as well.

If you were using your ears during the investigation to listen out, you could see that the further away, it was harder and harder to hear what was going on, even though you might have been able to slightly hear it.

Now, scientists often use words ending in -er.

The suffix -re there.

This can help them to describe how one thing depends on or affects something else in a pattern seeking inquiry.

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

I wonder what words we can put in here in these blanks.

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

Have a little think and fill in those gaps.

Restart when you've done that.

So, using all of the data that we've found, we can answer the question using this statement.

Izzy says, "Our results show that the closer "we are to the sound source, the louder the sound." There are those two words there ending in -er.

They are a good way for us to finalise and summarise our question.

Jacob says "Yes, and also the greater the distance "from the sound source, the quieter the sound." Ooh, that's another way of looking at it, isn't it? So, the further away you get, the quieter it will be.

The closer you will get, the louder it will be.

Can you think of any other ways of explaining it? Have a think and a discussion.

Restart when you've done that, you could have changed some words here.

You could have put the further the distance from the sound source, the quieter the sound.

Well, maybe you could have changed it slightly to put the shorter the distance to the sound source, the louder the sound.

I wonder what kind of things you came up with.

Let's stop and think.

The volume of a sound depends on what? The size of your ears, the colour of the vibrating object or the distance from the sound source.

Have a think.

The answer here is the distance from the sound source.

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

This answer is false.

I wonder if we can justify our answer here.

Is it because the volume of sound stays the same, no matter how far away you are? Or is it because the greater the distance from the sound source, the quieter the sound? Really consider those two statements there.

Which one best matches the fact that this is false? The answer here is B.

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

So, Izzy and Jacob need to evaluate their pattern seeking inquiry.

So, they need to look over it again.

They discuss how it went and they give their opinions about it.

Izzy says, "I think we did a good job "and we work really well together." Scientists often evaluate a completed investigation.

They think about what they did and suggest any changes or improvements.

So, they think of any improvements or changes that they could make.

Just because an investigation went really well, doesn't mean that there isn't anything that they would change, even if that change is very small.

Izzy says, "Well, we only had one metre 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 very good idea, isn't it? If you're constantly moving the tape measure, who knows what kind of distance that you really went to? Jacob says, "We carried out our inquiry outside of the school field, "but there was lots of noisy traffic, "going past on the nearby road." This might have affected the readings on the data logger.

Of course, yes.

Even though outside you're going to be able to go a greater distance.

Who knows what other noises you can hear and interfere with the data logger.

I wonder how long they spent looking at the decibel reading at each distance as if they only lance at it after each metre.

Then they're only going to take the reading from there, and then, especially if they're outside, I'm sure that number would be jumping up and down, wouldn't it? So, I wonder how they got their results.

Can you think of anything else here? Have a think.

Maybe they could have ensured that the phone was on maximum volume, making the loudest sound possible to make sure that they all heard it.

Maybe they're going to decide to do their experiment inside next time instead.

Stop and think, why do scientists evaluate completed investigations? Is it because they're not allowed to make any mistakes to find out more about the investigation and suggest improvements or because they don't want to do the investigation again.

The answer here is B, to find out more about the investigation and suggest improvements.

So, here is task B.

First part here says to use the results from your own pattern seeking inquiry to answer the question, does the volume of a sound depend on the distance from the sound source? This is your chance to have a go yourself.

Use some suffix -er words to explain any patterns in your results.

You can use this statement here to help you if you like, the blank -er, the distance from the sound source, the blank -er, the sound.

Use your own data here to try and work out the answer to this.

Have a go doing that task.

Restart when you've done that.

So, I wonder if you were able to complete the task there.

Maybe you put this, the further the distance from the sound source, the quiet to the sound.

That's just one example.

Yours may have been slightly different.

Here's the second part of this task.

It's to evaluate your completed inquiry.

You are going to need to talk to a partner and make a note of any changes or improvements that you would make and then explain why.

So, find a person that you worked with for this investigation and have a discussion.

What can you evaluate about this? Restart the video when you've done that.

So, your thoughts could have been similar to this.

Maybe you said that you would carry out the inquiry and a long corridor indoors at a quiet time of the day, so there's no traffic noises to affect the results.

Maybe you said that you would measure distance from the sound source more accurately by using a long tape measure.

Or maybe you said that you'd use a sound source with a long constant sound, rather than a beeping sound that goes on and off.

Well, of course, yes.

If it keeps going on and off, then it's not going to give a consistent reading on the data logger all the time, isn't it? I wonder what you decided here? How did you evaluate your experiment? Even if there was only a very, very small change that you could make, I wonder what it was.

Let's summarise our lesson.

Scientists often record data from observations and measurements in tables.

The volume of a sound depends on the distance from the sound source, the greater the distance from the sound source, the quieter the sound and scientists often evaluate a completed investigation and suggest improvements.

There you can see a picture of one of the data loggers that you could have used in your investigating.

So, I wonder what you've taken from this lesson.

Hopefully, you'll get the chance to evaluate some of the investigations that you do in the future.

Remember, the changes don't need to be too big.

It can be a very, very small thing.

Anything that you thought of, while you were doing the investigation that you think could help make it go a little bit smoother or maybe a little bit quicker.

Whatever you get up to in your evaluating or investigation, I wish you the best of luck.

My name has been Mr. Wilshire.

Thank you very much for listening.