(upbeat music) <v ->In this year four lesson</v> from the unit, "Introduction to Sound," pupils continue to develop their substantive knowledge by learning more about sound sources and the volume of sounds. Prior to this, pupils created an inquiry question to investigate whether sounds become louder, quieter, or remain the same as they move away from the sound source. They also planned what they would need and what they would do to answer their inquiry question. Does the volume of a sound depend on the distance from the sound source? Guided by the teacher, pupils carry out their planned investigation. They make a constant sound using a sound source, use a data logger or other electronic device with a sound sensor to record the volume of the sound immediately next to the sound source. <v ->81 decibels. </v> <v ->Use a tape measure or trundle wheel</v> to measure one metre away from the sound source and record the volume again. Continue recording the volume of sound, moving an additional one metre away from the sound source each time. This video shows pupils as active participants, working scientifically and purposefully to use the data they have collected to answer their inquiry question. <v ->From the zero metres, it's the highest, like 78. </v> And the more like farthest you go down, like five metres, now it's like 37 instead of 78. <v ->They learn that scientists often use words ending in E-R</v> to describe how one factor depends on or affects another. Pupils generate a range of E-R words and explore which works best to describe the relationship between the distance from the sound source and the volume of the sound. <v ->So if we are looking at volume, okay. </v> What E-R sounds could we use to describe the sound? Layton? <v Layton>Louder and quieter. </v> <v ->Louder. </v> Quieter. <v ->Pupils then insert their chosen E-R words</v> into the provided comparative statement to communicate their findings. "The something-er the distance from the sound source, the something-er the sound." They will also learn that there are different ways to express their conclusions, such as, "The closer we are to the sound source, the louder the sound." "The greater the distance from the sound source, the quieter the sound." By doing so, pupils develop their disciplinary knowledge of how to use results to draw simple conclusions and report on findings from inquiries, including both oral and written explanations. <v ->The smaller the distance from the sound source,</v> the louder the sound. <v ->The greater the distance from the sound source,</v> the quieter the sound. (upbeat music continues) <v ->Now that pupils have used their results</v> to answer their inquiry question, they will learn more about how scientists often evaluate a completed inquiry. They consider what they did and suggest any changes or improvements. Pupils will then evaluate their completed inquiry by discussing it with a partner, and making a note of any changes or improvements they would make, explaining why. (upbeat music continues).