Education OutreachEducation Outreach

Wendy AdamsWendy AdamsEducation CoordinatorEducation Coordinator

Acoustical Society of AmericaAcoustical Society of America

Today’s PlanToday’s Plan• Introduction to ASA and ASA educational programsIntroduction to ASA and ASA educational programs• Sound and Music activitySound and Music activity• MaterialsMaterials• ResearchResearch• BreakBreak• Explore Sound websiteExplore Sound website• Lessons for Lessons for

– Lower elementary, Physical Science and PhysicsLower elementary, Physical Science and Physics

IntroductionsIntroductions

• Name• Affiliation• Teaching – # years– Who: where, what level, …– Courses taught– Favorite thing to teach

IntroductionsIntroductions

• Wendy Adams• Acoustical Society of America and University of Northern

Colorado (UNC) • 9 years introductory physics and pre-service elementary

teachers at UNC• PhD in Physics Education Research at CU with Carl Wieman• PhET Project and Science Education Initiatives• Back at UNC • Favorite – had always been intro physics but now Pre-service

teachers

AcousticiansAcousticians• Underwater• Animal bioacousticians• Musicians– Instrument designers, concert hall designers …

• Our ears• Speech• Architectural• Medical • Engineering• Noise• Physical and Psychological acoustics

Educational ActivitiesEducational Activities

PostersPosters

WebsiteWebsite

Activity kitsActivity kits

Optics/Acoustics Book CoverOptics/Acoustics Book Cover

AP Physics B curriculumAP Physics B curriculum

PartnershipsPartnerships

– OSA, AAPT, Noisy Planet, DOSITSOSA, AAPT, Noisy Planet, DOSITS

Sounds project Sounds project (next year)(next year)

PostersPosters

Posters: Order/Print from www.exploresound.orgPosters: Order/Print from www.exploresound.orgGuidebooks: pdf only Guidebooks: pdf only

Echolocation Animal bioacoustics Animal bioacoustics Underwater acousticsUnderwater acousticsAcoustics Music and SpeechMusic and SpeechCross Polarization & Lasers

Guidebooks• 1 page description, definitions, activities, career profiles, additional resources

w/ OSA

• Definitions Definitions • Career Profiles Career Profiles – 2-3 per guidebook– 2-3 per guidebook• Additional ResourcesAdditional Resources • ActivitiesActivities – Vetted by expert acousticians Vetted by expert acousticians – Tested with studentsTested with students

Print from Print from www.exploresound.org

Posters Posters

Sound and Music Activity!Sound and Music Activity!

– 1 class period interactive lesson on Sound and MusicPurely conceptual (2nd grade – college)• Physics of Sound• How the ear hears• How musical instruments work– Source of vibration, way to change pitch and way to

amplify sound

w/ OSA & AAPT

Today’s PlanToday’s Plan• Introduction to ASA and ASA educational programsIntroduction to ASA and ASA educational programs• Sound and Music activitySound and Music activity

• MaterialsMaterials– Kit, lesson plan, .ppt, videos, USB w/ over 50 Kit, lesson plan, .ppt, videos, USB w/ over 50

lesson planlesson planss• Explore Sound websiteExplore Sound website• ResearchResearch• BreakBreak• Lessons for Lessons for

– Lower elementary, Physical Science and PhysicsLower elementary, Physical Science and Physics

• 10 tuning forks of varying frequency• 10 ping pong balls with string

Activity Kits Activity Kits

Tuning forks• Beats: 880, 883, 885 (the beats are faster the further apart the

frequency.),• Notes an octave apart double in frequency 440, 880 and 261.6 & 523.2• Identical forks resonate w/ nearby fork of same frequency. (Same note

forks an octave apart barely do not do this.)• PVC tube (or homemade can tube) and water to hear resonance 880-9.7

cm to 261.6-32.7 cm for the first. • Doppler effect: Hole in one handle w/ string• Sympathetic vibration (place handle of vibrating fork on table)• Observe the relationship between fork tine length and pitch• Energy transfer to either a ping pong ball or a bowl of water (makes a fun

mess!)• Sounds traveling in air versus a solid. (compare how far away the fork can

be heard in air, then hold it on a railing or other long solid and place your ear on the solid to find out how far away it can be heard)

• 10 tuning forks of varying frequency• 10 ping pong balls with string• 4 Posters: 1.) diagram of the ear, 2.) hair cell, 3.) a

healthy hair bundle and 4.) a damaged hair bundle• 150 pipe cleaners• 60 straws of that pair up.• 1 pre-assembled cup instrument• Sound level meter (not needed for intro lesson) • Lesson plan and power point• Videos of each section• 50+ spin-off lessons for – lower elementary, Physical Science and Physics.

Activity Kits Activity Kits

• StudentsStudents– Games, activities, sounds, videos, science Games, activities, sounds, videos, science fair project ideas (Spectrum analyzer - fair project ideas (Spectrum analyzer - soonsoon))

• Beginner, Intermediate, AdvancedBeginner, Intermediate, Advanced• By content area: Our ears, music, By content area: Our ears, music,

architectural acoustics, …architectural acoustics, …• Teachers & ParentsTeachers & Parents– Lesson Plans, games, sounds, video, content Lesson Plans, games, sounds, video, content

info, homework, exams/quizzesinfo, homework, exams/quizzes• By course type and by content areaBy course type and by content area

• Additional ResourcesAdditional Resources

www.exploresound.orgwww.exploresound.org

w/ OSA & AAPT

Upcoming ProjectsUpcoming Projects

• AP Physics B curriculum– Currently in BETA form– Interactive lessons for any AP Physics learning goals

related to acoustics • Sounds Project– Animal sounds grouped into categories with questions to

encourage students to compare and contrast different animals

• Boy Scout Badge

Today’s PlanToday’s Plan• Introduction to ASA and ASA educational programsIntroduction to ASA and ASA educational programs• Sound and Music activitySound and Music activity• MaterialsMaterials• Explore Sound websiteExplore Sound website

• ResearchResearch• BreakBreak• Lessons for Lessons for

– Lower elementary, Physical Science and PhysicsLower elementary, Physical Science and Physics

Theoretical BackgroundTheoretical Background

Have you ever been frustrated by….Have you ever been frustrated by….

• “What equation do I use here?”• Students try the lab experiment until they get the ‘correct’

answer once.• The blank look when you refer to content from yesterday’s

class or lab.• A student is stumped and comes to you for help. To solve part

b of a problem velocity is required. – Turns out in part a they had successfully calculated

velocity!

Research says….Research says….• that students do not engage in their homework or laboratories that students do not engage in their homework or laboratories

as a scientist would. as a scientist would. – Do not investigate, explore, ask questions, make connections, Do not investigate, explore, ask questions, make connections,

and deduce the rules. and deduce the rules. – Instead they just answer what has been askedInstead they just answer what has been asked– Transfer and retain little. Transfer and retain little.

• Why?Why?– Students don’t know how to be a Students don’t know how to be a

scientist?scientist?– Students don’t care? In a hurry.Students don’t care? In a hurry.– Underprepared?Underprepared?

• Many suggested pure discovery as an alternative. Many suggested pure discovery as an alternative.

– Give grade school students paper, paper clips and a sink Give grade school students paper, paper clips and a sink full of water. Build a boat that can hold the most paper full of water. Build a boat that can hold the most paper clips. clips.

Pure DiscoveryPure Discovery

Research Says…Research Says…

• Pure discovery students may learn less than with cookbook Pure discovery students may learn less than with cookbook labs! labs! (Mayer 2004)(Mayer 2004)

– Memory overload, confused without directions, Memory overload, confused without directions, frustrated, lots of false starts. frustrated, lots of false starts.

– Students don’t know what is important or what they have Students don’t know what is important or what they have learned.learned.

Learning TheoriesLearning Theories• Constructivism - Students need a framework of the main Constructivism - Students need a framework of the main

ideas to build knowledge on. ideas to build knowledge on. (Bransford et al 1999) (Bransford et al 1999)

An active process where students are active An active process where students are active sense makers sense makers

– – thinking not doing. thinking not doing.

– Direct Instruction: no mental frameworkDirect Instruction: no mental framework– Pure Discovery: about 500 yearsPure Discovery: about 500 years– What works?What works?• Elicit - Confront - ResolveElicit - Confront - Resolve• Contrasting CasesContrasting Cases• Guided Inquiry with Guided Inquiry with Balanced ChallengesBalanced Challenges• ??

Learning TheoriesLearning Theories

Motivation:Motivation:

• Calculation frame versus sense making frame (Bing & Redish)Calculation frame versus sense making frame (Bing & Redish)

– What is the game?What is the game?

– The way the problem is set up causes The way the problem is set up causes students to behave a certain way.students to behave a certain way.

Learning TheoriesLearning Theories

Motivation:Motivation:

• Performance Mode vs. Learning Mode (Dweck)Performance Mode vs. Learning Mode (Dweck)– Set of problems at their levelSet of problems at their level– Set of problems just out of reachSet of problems just out of reach– Reaction depends on their view of intelligence Reaction depends on their view of intelligence

Balanced Balanced Challenges!Challenges!

Testing and EvaluationTesting and Evaluation

1.1. All materials used in the classroom with Real Students.All materials used in the classroom with Real Students.2.2. Range of teachers and researches have reviewed materialsRange of teachers and researches have reviewed materials– Middle school, high school, university, PTRAs and pre-Middle school, high school, university, PTRAs and pre-

service elementary teacher formatted lessons.service elementary teacher formatted lessons.3.3. Measure of learning gainsMeasure of learning gains

Sound QuizSound Quiz

• 22 multiple choice questions addressing the learning goals of the Sound and Music Introductory Lesson.

• Interviews used to create distracters• Reviewed by many experts

Sound Quiz Sound Quiz

Table 1 Population N Pre (SE) Post (SE) <g> Middle School class

11 67%(4.0) 90% (2.3) 0.74

Girl Scouts 5th – 12th grds

40 53%(2.7) 69% (2.6) 0.33

Pre-service elem. teachers

22 69%(2.3) 86% (2.1) 0.56

Intro. alg.-based phys

45 74%(1.5) 87% (1.1) 0.51

Matched data for the Sound and Music pre/post assessment

Sound QuizSound Quiz

• Plan to expand into more waves questions in future.• Need to interview students of all ages on the questions

Today’s PlanToday’s Plan• Introduction to ASA and ASA educational programsIntroduction to ASA and ASA educational programs• Sound and Music activitySound and Music activity• MaterialsMaterials• Explore Sound websiteExplore Sound website• ResearchResearch• BreakBreak

• Lessons for Lessons for – Lower elementary, Physical Science and PhysicsLower elementary, Physical Science and Physics

Index of lessonsIndex of lessons

Lower elementary

• Sound and Music K-12 version (in progress)• How Dolphins use Sound• Speed of Sound• Identification from a distance• Fish Finding Game• Sound Rather Than Sight• 3-D location• Good vibrations (DD)• Loud Sounds Book Marks• Loud Sounds Coloring Sheets• Sound and Music Quiz (read questions aloud)

Index of lessonsIndex of lessons

• Sound and Music• Musical Instruments Part I• Musical Instruments Part II• Generalizing How Musical

Instruments Work• Wave Basics• Anatomy of a Wave• Tuning Fork Discovery• The Doppler Effect• Speed of Sound• Identification from a Distance• Fish Finding Game

• Echolocation by Dolphins and Humans

• Sound Rather than Sight• 3-D Location• Sound Measures (DD)• How Loud is Too Loud? (DD)• Good Vibrations (DD)• Sound waves • Sound Lab using LabPro or Xplorer

GLX (typically HS but at a MS level)• Peer Instruction - clicker questions • Giant Acoustics Word Search• Loud Sounds Book Marks

Physical Science: Upper elementary, MS, HS phys. Sci., pre-service elementary teachers

Index of lessonsIndex of lessons

Labs:• *Investigating How Music is Made$

• Traveling and Standing Waves• Sound waves• Sound Lab using LabPro or Xplorer GLX • *Waves, Harmonics and Auditory

Perception• Spring to Another World (Hewitt &Baird)

• Simple Harmonic MotionLessons:• *Sound and Music • *Anatomy of a Wave• *$Generalizing How Music is Made• Speed of Sound• *Doppler Effect

Physics: HS physics, AP-B, intro college• Intensity & Intensity Level (notes & Act)

• Wave Equations of Motion• Introduction to Perception• *Auditory Perception, Sound

Localization and Who is an Acoustician• *Speech Intelligibility, spectrum

analysis and Frequency Bands• Simple Harmonic Motion (notes only)• Conservation of Energy applied to

springs (notes only)• *Elephant Acoustics application

assignment• Imaging methods project Assessments:• Sound and Music pre/post• Echolocation quiz • Exam Questions• Elephant Acoustics Application

assignment (listed above)

Lesson Review

• Find 1 or 2 other people who want to focus on the same level as you (elementary, Physical Science or Physics)

• Work through ~2-3 lessons in your focus area.• 11:20 Provide feedback to the group on:– Successes for each lesson– Difficulties with each lesson– How would you use each activity in the

classroom?

• 4 part Poster series Acoustics & Optics4 part Poster series Acoustics & Optics

• Website – continuously growingWebsite – continuously growing

• Activity KitsActivity Kits

All FREE atAll FREE at: www.exploresound.org

Acoustical Society of AmericaAcoustical Society of America