Handbook of Engaged Learning Projects
Sight and Sound in
Nature
Project Summary
Subject/Content Area: Physics/Biology
Target Audience: This project primarily targets grades
9-12. The project is best suited as an assessment of student
understanding of the behavior of sound and light waves; as such, it
would best be implemented in a physics or physical science classroom.
In addition to the obvious physics content, there is the potential
for a strong biology connection. Research on sight and sound in
nature may inevitably lead a student into the need for background
information about the anatomy/physiology, ecology, predator/prey
relations, and animal behavior (as well as other information which is
biological in nature). Student skills that are required for the
completion of the project include:
- the ability to conduct a literature research (books, journal
articles, and electronic sources) of a technical topic and to
synthesize findings into a well-written background paper.
- the ability to use the Internet as a tool for collaboration
with experts and other student researchers.
- the ability to design and conduct an extensive scientific
study involving the control and manipulation of variables and the
analysis/synthesis of results.
- the ability to cooperate/collaborate with others in order to
sustain a challenging project which is sustained over a lengthy
period of time.
Project Description and Goals: This project is one of a set
of eight or nine projects offered to students during the second
semester of their high school physics course. After being given
opportunity to survey the nature of each project of the set, students
select the project which they find most interesting. Each project
implements the engaged learning model of instruction. Students
are responsible for their own learning, assuming the role of
researcher as the teacher assumes the role of adviser and
facilitator. Students work in groups, collaborating with one another
and with experts in the relevant field, to complete a challenging and
meaningful task which is sustained over a lengthy period of time (a
portion of the third quarter and the majority of the fourth quarter).
The assessment of student work is ongoing and continuous. Assessment
is performed through the use of several rubrics which evaluate
students' ability to perform the real-world work of a scientific
researcher. The project takes a generative learning approach in which
students learn through exploring a question of genuine interest in an
authentic and multidisciplinary (usually) context; students construct
their own knowledge of their topics through literature and laboratory
study and produce a scientific report, a presentation, and a Web
page, all of which which documents and defends their findings.
Students will demonstrate the ability to:
- demonstrate an understanding of the physical behavior and
nature of waves (including sound and light waves).
- apply wave concepts to a discussion of the ability of animals
to produce sound and detect sound and light waves.
- use the scientific process to conduct an experimental study.
Learner Outcomes:
- discuss with both words and diagrams the nature (description,
category, physical means of creation and propagation, etc.) and
characteristics (frequency, wavelength, speed, amplitude,
intensity, etc.) of sound and light waves.
- discuss with both words and diagrams the behavior (reflection,
refraction, absorption, diffraction, interference, doppler shift,
etc.) of sound and light waves.
- use words, pictures, and diagrams to discuss and explain the
ability of specific animal species (whales, dolphins, bats,
insects, frogs, etc.) to generate sound and the
ecological/physical reasons for the characteristics embedded
(frequency, intensity, etc.) in such sounds.
- use words, pictures, and diagrams to discuss and explain the
ability of and mechanisms by which specific animal species detect
sound, including the interesting peculiarities which are
characteristic of certain species.
- use words, pictures, and diagrams to discuss and explain the
ability of and mechanisms by which specific animal species detect
light, including the interesting peculiarities which are
characteristic of certain species.
- discuss a variety of animal phenomenon and peculiarities
associated with sight and hearing which illustrate the physical
nature of sound and light waves and the operation of auditory and
optical mechanisms.
- utilize a sound probe and/or light probe (accompanied by a
computer and interface box) to experimentally investigate some of
the characteristics and behaviors of light and sound waves.
Alignment with National Standards:
This project demonstrates some elements of:
- Science Teaching Standards
A,
B,
C,
D,
E,
F
- Science Assessment Standards
A,
B,
C,
D,
E
- Science Content Standards
A,
B,
C,
E,
F,
G
- Science Program Standards
A,
B,
C,
D,
E,
F
Alignment with Illinois State Goals
This project demonstrates some elements of:
Assessment of Student Lab Groups:
Scoring rubrics will be used to
assess student lab groups; a separate rubric for the literature
search, the project proposal/experimental design, the data collection
and discussion of results, and the presentation are prepared and
handed to student groups at the beginning of the project.
Furthermore, students will be assessed based on a student information
sheet which also includes observations of students which will include
things like group work and interactions with experts and other
schools. Three separate assessments will be made of the literature
search and the project proposal. The first assessment will be a peer
assessment; student lab groups will exchange literature searches and
quickly assess them based on the presence or absence of obvious
features and qualities. The second assessment (conducted a few days
later) will involve the teacher carefully reading, scrutinizing, and
evaluating a rough draft of the literature search; comments,
suggestions, praise, and criticism are provided to the students along
with advice on how to improve the literature search prior to the
final submission. For the third and final assessment, the literature
search will be submitted in final draft form and assessed as part of
the completed laboratory report. The project proposal/experimental
design will be assessed three times in likewise fashion.
Author: Tom
Henderson, Glenbrook South High School, Glenview, IL.
Multimedia
Handbook of Engaged Learning Projects sponsored by
Fermi National Accelerator
Laboratory Education Office
and Friends of
Fermilab. Funded by the North Central Regional Technology
in Education Consortium
based at the
North Central
Regional Educational Laboratory
(NCREL).
Last Update: July 8, 1997
/help/97/sightsound/sssum.html