Lesson video

Hi, everyone.

It's Ms. Pantel here.

I'm so glad that you've decided to join me on this science lesson.

So in our lesson today, you're going to be using all the wonderful knowledge you know all about sounds already.

And we're going to use that knowledge to plan a really interesting and exciting investigation, looking at the distance from sounds.

So we've got lots to do today and lots of planning to do today.

So let's get started.

So the outcome for our lesson today is: I can plan an enquiry to look for patterns between the volume of sounds and distance from sound source.

So as I've said, we're gonna be using your knowledge of sounds to plan an investigation.

So we're going to talk through some keywords now.

So we've got sound source, volume, distance, enquiry, and pattern-seeking.

So some of these words you may be familiar with, some of them you would've come across in other lessons to do with sound, but some of them might be new to you, but don't worry too much because we're going to talk through what they mean, but also we'll be using them throughout today's lesson.

So I'm going to just put up the definitions now.

So what I'd like you to do is pause the video here and with your talk partner, take it in turns to read out aloud each definition.

Once you've done that, click play to continue with the lesson.

Off you go.

Great reading, everybody.

Well done.

So our lesson today is split up into two sections.

So the first part of our lesson, we're going to be thinking about sound sources and the second part of our lesson we're going to be planning a pattern-seeking enquiry.

So let's get started with the first part of our lesson where we're going to be learning about sound sources.

So Jacob is thinking about how different objects vibrate to make different sounds, and Jacob says, "This morning, I have heard my alarm clock ring, the kettle boil and the microwave beep." So a few different sounds there.

What sounds have you heard this morning and what made them? So pause the video here.

I'd like you to jot down some ideas on a whiteboard.

What different sounds have you heard this morning and what made them? Have a little think.

Excellent.

Well done.

So I definitely heard my alarm clock ring this morning and also the microwave beep from when my porridge was done, but I also heard some car horns when I was on my way to work.

Did you hear similar sounds or did you hear different ones? Well done for thinking about this.

So an object that vibrates to make a sound is called a sound source.

Can you name these sound sources? So the first one here, we've got an electric drill.

What do you think this sound source is? Well done.

It's a human and a phone.

What do you think this sound source is? It's a train.

Well done.

Fantastic work, everybody.

So Jacob says, "I think sounds are inside the sound source waiting to come out." What do you think about what Jacob has just said? So Jacob says that the sounds are inside the sound source just waiting to come out.

Do you think Jacob's right or do you think Jacob needs to rethink? Good job, everyone.

So the sounds we hear aren't waiting to be released from the sound source.

A sound is made only when the object vibrates.

Let's do a check of our learning.

So the question is: What is a sound source? Is it A: Only musical instruments that produce a sound? B: Only created by speaking to produce a sound? Or C: Only objects that vibrate to produce a sound? So which one of these do you think is correct? Have a think about the learning we've just done in our lesson so far.

Super job, everyone, well done.

The answer is C.

So a sound source is only objects that vibrate to produce a sound.

Well done.

So Izzy is thinking about the volume of sounds from different sound sources.

So Izzy says, "I think you have to be very close to the sound source to hear a loud sound," but Jacob says, "I disagree because I heard the loud siren of an ambulance when it was far away." What do you think? Do you think Izzy's correct or do you think Jacob is correct? Have a little think with your talk partner.

Super job, everyone.

Well done.

So scientists ask questions to find out if the volume of a sound depends on the distance from the sound source.

The children plan some questions to investigate.

So Jacob says, "Do sounds get louder, quieter, or stay the same when you move away from the sound source?" And Izzy says, "Does the volume of sound change depending on where you are?" So let's do a true and false question to check our understanding.

Scientists ask questions about how the volume of sounds can change.

Do we think that's true or false? Excellent.

The answer is true.

Let's have a think about why that is true.

Do we think because A: Scientists learn more about how volume changes when things are near or far? Or B: Scientists learn more about what people's favourite sounds are? Which one do you think is correct? Great job everyone.

Well done.

The answer is A.

So scientists learn more about how volume changes when things are near or far.

So let's move on to the first task for today's lesson.

So what question would you ask to investigate if the volume a sound changes depending on how far away you are? I would like you to have a think about including the following words: distance, volume, sound source and sound.

So what question would you ask? Pause the video here and have a think and have a go at writing out a question.

We'll then talk through an example.

Excellent work, everybody.

Well done.

I'm really impressed with all the different questions that you've come up with.

So Jacob says, "My question is, does the volume of a sound depend on the distance from the sound source? Is your question similar to or different from mine?" So Jacob is asking, is your question similar to one that he's come up with or is it a little bit different? Maybe you can compare your question with your partner's question.

Were they similar or were they a little bit different? But well done for having a good go.

So we've completed the first part of our lesson where we've been thinking about sound sources.

So we're now going to move on to planning a pattern-seeking enquiry.

So Jacob and Izzy need to plan their investigation to find out how the volume of a sound depends on the distance from the sound source.

So Izzy says, "My teacher says that we need to choose the right type of enquiry, but I'm not really sure what that means." And Can you help? Jacob says, "Enquiry means to investigate something to find out more.

There are different ways of investigating.

So this means different types of enquiry." And you may have had and completed different types of enquiry in your different lessons or in your other science topics.

So when scientists investigate, they gather information by observing and measuring.

I observe and measure how long it takes our ice cream lollies to melt.

To answer their questions, they look for relationships or patterns in the data they have collected.

Do big ice lollies take longer to melt than small ice lollies? pattern-seeking enquiries help us to understand how one thing depends on or affect something else.

So Izzy says, "Does the age of the child affect the size of their feet?" And Jacob says, "Does the brightness of a bulb in a circuit depend on the number of cells?" So here we can see two different enquiry questions here that we will use patterns to help us work out the answers.

Can you think of any other pattern-seeking enquiry questions? So pause the video here and I'd like you to think a little bit on your own first and then I'd like you to share your thoughts with your partner or in small groups.

Can you think of any other pattern-seeking enquiry questions? Have a think and then share your answers.

Off you go.

Great thinking, everybody.

I'm so impressed with all the different ideas that you've come up with and I can see that you've written down some really good pattern-seeking enquiry questions.

Well done, everybody.

So let's do a check of our learning.

How does a pattern-seeking enquiry help us? Is it A: It can help us to understand how one thing depends on or affect something else, or B: It helps us to control variables and carry out a fair test, or C: it helps us to carry out research using secondary sources of information.

So pause the video here, have a think.

How does a pattern-seeking enquiry help us? If you need to read over the different options again.

Great thinking, everybody.

Well done.

So the answer is A, it can help us to understand how one thing depends on or affects something else.

So Jacob and Izzy improve their enquiry question.

So they now say, "Does the volume of a sound depend on the distance from the sound source?" And we can see here in their enquiry question.

We've got a few keywords as well.

We've got volume, distance, and sound source.

They decide to write a plan for what they will do and what they will need to carry out a pattern-seeking enquiry.

Do you have any ideas? So pause the video here, read over the enquiry question and have a think.

What do you think they will need in order to carry out their investigation? Jot down some of your ideas on a whiteboard.

Click play when you're ready to continue.

Great job, everyone.

Well done.

I can see you've written down quite a few ideas.

Super job.

So Jacob says, "We will need a sound source to make a constant sound." So a constant sound means that one will be there all the time.

We can measure the volume of the sound as we move further and further away from it and see if it changes.

What could they use as a sound source and how could they measure the volume of a sound? So pause the video here, have a think about these two questions.

What could they use as a sound source? And remember it needs to be a constant sound.

So something that's gonna be there the whole time, not turning on and off.

It needs to be on the whole time.

But also how could they measure the volume of sound? Have a think with your talk partner.

Great thinking, everybody.

Well done.

So Jacob and Izzy decide to use a data logger.

Now some of you may have heard of a data logger before or even had to go at using one, and this data logger that they're using is going to have a sound sensor to record the volume of sound made by a phone alarm.

So Jacob here says, "First we will measure the volume of the sound when we are next to the sound source." So that's when they're closest.

"Then we will move one metre away from the sound source and measure the volume again.

We will keep moving away one metre distance at a time and measure the volume of sound." So these are the different steps that Jacob and Izzy are going to do in order to complete their investigation.

What do you think of their plan? Do you have any other ideas? So pause the video here, look over Jacob and Izzy's plan again.

Do you think it's a good plan or do you think they could improve it a little bit? Or do you have another way that Jacob and Izzy could complete their investigation? What do you think? Great thinking, everybody.

Well done.

So let's do a check of our learning.

What can you use to record the volume of a sound? Is it A: a remote control, B: a data logger with a sound sensor, or C: earplugs? What do you think? Great job, everyone.

Well done.

A data logger with a sound sensor.

So let's move on to the next task for the lesson.

So what I'd like you to do is write your own plan to answer your enquiry question from task A or Jacob and Izzy's question.

So Jacob says here, "Does the volume of a sound depend on the distance from the sound source?" So you will need to include the following things: what equipment you'll need and you'll need to think about including what sound source you're going to use.

You'll need to also include what you'll do.

So the method including how you'll measure the sound volume, but also you'll need to have a think about how you're going to record your results.

So pause the video here.

I'd like you to write down your ideas.

If you'd like to, you can complete this in partners and you can share your ideas together.

So pause the video here, have a go, and then click play when you're ready to continue and we'll go through an example answer.

Off you go.

Super job, everybody.

Well done.

I know that was quite a lot of different things to think about, but you've all done such a fantastic job.

So we're now going to talk through an example.

So for example, what equipment will you need including a sound source? So I will need a phone or tablet with an alarm, a metre ruler and a data logger with a sound sensor.

Did you get a similar equipment to this or did you get some different ones? The next question is, will you do, including how you will measure sound volume? So number one: start the alarm on my phone or tablet, which is the sound source.

Number two: use the data logger to record the volume of sound immediately next to the sound source.

Then number three: use the metre ruler to measure one metre away from the sound source and record the volume of sound again.

And then step four: keep recording the volume of sound, moving one metre away each time.

Did you get a similar method to this or one that's a little bit different? The third part was also considering how you would record your results.

So I will record my results in a table like this.

So here is an example table.

We've got distance from the sound source in metres, and then we've also got the volume of sound in decibels.

Did your results table look a little bit like this or did you have a slightly different one? Maybe you can compare yours and your partner's work to another group in your class.

Did you have a similar results table or did you have a slightly different one? Maybe you can work together to make one together.

Well done, everyone for having a great go at this task.

I know there was quite a few different things for you to think about.

So we've come towards the end of our lesson where we've been planning an investigation.

So let's do a summary of our learning.

A sound source is an object that vibrates to produce a sound.

Scientists ask questions about how the volume of a sound depends on the distance from the sound source.

And a pattern-seeking enquiry helps us to understand how one thing depends on or affects something else.

And the volume of a sound can be recorded using a data logger with a sound sensor.

Now, data loggers are very, very clever and they are able to measure lots of different things.

And in this example they are using it with a sound sensor.

Some of you may have used a data logger before and some of you might not be aware what it is, but please have a research and have a look at what they look like.

They're very clever pieces of equipment and can do lots of wonderful things.

Now I'm so impressed with all of your learning today.

We've done lots of great learning all about sound, but also thinking about the distance from sounds, but also planning the pattern-seeking enquiry.

So as I said, well done for all of your work.

I'm so impressed with all of your ideas and I know that when you complete this investigation, it's going to be really successful.

I hope you have a great rest of the day and I'm sure I will see you soon in the next science lesson.

Bye-Bye.