2.1 Senses and Instrumentation: Difference between revisions
From Sense & Sensibility & Science
More actions
| Line 59: | Line 59: | ||
## Options 2 | ## Options 2 | ||
=== Activity 1: | === Activity 1: Spectra of Sound === | ||
In this activity, students use a spectrogram app on their phones to interactively explore the frequency composition of different sounds and voices. Seeing the spectrogram immediately respond to different sounds should give the students a sense that it’s measuring something real. This can be concluded because the spectrum showed in the app clearly and consistently respond to the sounds the students expose it to. | |||
==== Instructions ==== | ==== Instructions ==== | ||
# Prior to class, make sure the students download a spectrogram app on their phones. | |||
# (2 min) Introduce the activity by opening the app on your phone and singing or whistling out loud into it. But, don’t show them the results of your measurement. | |||
{{Caution|Students might not feel comfortable singing out loud around a bunch of strangers. Having the instructor making a fool of themself encourages the students to do the same.|small=right}} | |||
# (8 min) Have the students explore different sounds with the apps. | |||
## Have the students investigate the sounds of their singing/whistling and different voices/sounds as well as high and low pitched notes from any musical instruments if they have them available. | |||
## Encourage them to look at the differences between the spectra for the different voices and sounds. | |||
# (4 min) Have the students discuss the discussion questions in small groups. | |||
# (4 min) Discuss the questions as a class. | |||
{{Caution|Cut out the discussion questions if you're running short on time.|small=right}} | |||
==== Discussion Questions ==== | ==== Discussion Questions ==== | ||
# | # Based on your observations, how could you distinguish the various sounds, if you were given the spectrogram alone (but not your own sense of sound)? | ||
# | # How can you interact with this spectrogram to assure yourself that the instrument is showing something real about the world? | ||
== Clicker Question == | == Clicker Question == | ||
[[Category:Lesson Plans]] | [[Category:Lesson Plans]] | ||
Revision as of 12:27, 27 October 2021
Learning Goals
[Link to PlayPosit]
[Link to instructional video]
More details on the SSS website
After this lesson, students should
- Place appropriate trust in instruments where direct observation is not possible (or is less precise/accurate).
- Understand that interaction with reality through instruments can extend the belief of a shared objective reality to objects and phenomena to which our raw senses do not have direct access.
- Understand the challenges of validating an instrument and methods of validation.
Definitions
- Term
- Explanation.
Examples
- [item 1]
Common Misconceptions
Context
[Explanation of how the current topic into the larger context of the course by explaining how the previous topic(s) relate to the current topic and leaving cliffhangers for future topics where relevant throughout the lesson]
Before
- X.X Lesson Name
- Explanation.
After
- X.X Lesson Name
- Explanation.
Recommended Outline
Before Class
- [Any essential logistical things that need to be done for this class]
- Prepare a seating chart.
- Review PlayPosit and discussion questions and ask faculty, Gabriel, or Emlen any questions you have.
- (Optional) Prepare a presentation.
During Class
- (5 min) Come up with some fun way to assign the roles of spokesperson and notetaker (e.g. earliest birthday in the year, lives furthest from campus). Remind them of the responsibilities of these roles.
- ([#] min) [Description of some module from #Lesson Content]
- (5 min) Collect questions for plenary.
Lesson Content
Discussion Questions
- Question
- Option 1
- Options 2
Activity 1: Spectra of Sound
In this activity, students use a spectrogram app on their phones to interactively explore the frequency composition of different sounds and voices. Seeing the spectrogram immediately respond to different sounds should give the students a sense that it’s measuring something real. This can be concluded because the spectrum showed in the app clearly and consistently respond to the sounds the students expose it to.
Instructions
- Prior to class, make sure the students download a spectrogram app on their phones.
- (2 min) Introduce the activity by opening the app on your phone and singing or whistling out loud into it. But, don’t show them the results of your measurement.
| Students might not feel comfortable singing out loud around a bunch of strangers. Having the instructor making a fool of themself encourages the students to do the same. |
- (8 min) Have the students explore different sounds with the apps.
- Have the students investigate the sounds of their singing/whistling and different voices/sounds as well as high and low pitched notes from any musical instruments if they have them available.
- Encourage them to look at the differences between the spectra for the different voices and sounds.
- (4 min) Have the students discuss the discussion questions in small groups.
- (4 min) Discuss the questions as a class.
| Cut out the discussion questions if you're running short on time. |
Discussion Questions
- Based on your observations, how could you distinguish the various sounds, if you were given the spectrogram alone (but not your own sense of sound)?
- How can you interact with this spectrogram to assure yourself that the instrument is showing something real about the world?