Prior knowledge video |
Transcript |
Researcher's commentary |
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My subject is stadium design, and, based on acoustics, I don't know anything except I'm amazed how it can stand such sound and noise without you feeling it in your body.
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This child's voice-over text reads much like a director's commentary. An actual commentary was not recorded during this session but his focus for future investigation was still stated. i.e. "Why don't you feel the noise in your body?"
I've been to some concerts where you can feel the noise in your body. Maybe that's why my ears are still ringing...
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Completed explanatory animation |
Transcript |
Researcher's commentary |
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This animation is focusing on the acoustics of stadium design and not how a stadium looks.
Sound can bounce back and forth in most stadiums like in this game of pong. The sound waves will eventually lose energy but there are a few simple things that can be done to reduce the sound which bounces around.
Parallel surfaces are part of the problem so using different angles will help stop the sound from going back and forth.
Soft surfaces will absorb much of the sound energy.
This pong visualisation is good for showing where the sound moves but the air itself doesn’t actually move around as that would be wind.
Sound waves travel by air molecules vibrating and passing these vibrations on.
Newton’s cradle is a better example of how sound waves travel. It shows how energy is transferred through a substance without that substance having to change its position.
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Most of the ideas for the imagery ended up coming from me such as pong and Newton's cradle but he was free to reject them if he wanted to. The original idea was to show ripples like on a pond but pong was really effective for the idea of bouncing around.
Interference from multiple sound sources would have been beyond the scope of this animation. Other issues such as contrasting open roof with closed roof stadiums might have been appropriate but have only come up since completing the animation.
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Final director's commentary |
Transcript |
Researcher's commentary |
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When most people are thinking or they are designing a stadium, generally they’re thinking about their view that the spectator gets, not really how it sounds.
I made a bit of a mistake when it showed the, the ball losing energy and it just went straight to the ground. Because I really should have shown it shrinking away because air, if has no sound, doesn’t just fall to the ground.
I think the Pong visualisation was a bit of a breakthrough for me. It enabled me to understand the subject much more than I did before. I think that was just because I was watching something happening.
The Newton’s cradle was a breakthrough because it made much more sense and I understood what I was doing.
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This opening sentence in his director's commentary about architects mainly focussing on the visual concerns of visibility and seating capacity were originally paraphrased as part of his voice-over script.
The background to the "mistake" mentioned in his second sentence is recollected at the bottom of this page in my final summary. The reason the soft surfaces scene doesn't have the same error is that I generated this imagery as it was incomplete at the end of session 16.
I think this student was right to use the word "breakthrough" for both the pong and Newton's cradle ideas because they gave him a course of action and a context for discussion.
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Initial conceptual consolidation rubric |
Final conceptual consolidation rubric |
Researcher's commentary |
| Uses correct terminology |
With assistance |
Simplified terminology |
Some correct terminology |
Actual terminology |
Identifies relevant variables |
Not apparent |
With assistance |
Basic understanding |
Deep understanding |
| Identifies relationships between variables |
Not apparent |
With assistance |
Basic understanding |
Deep understanding |
| Self assessment. Does the student think that they understand their topic? |
No |
Not really |
Basic understanding |
Yes |
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| Uses correct terminology |
With assistance |
Simplified terminology |
Some correct terminology |
Actual terminology |
Identifies relevant variables |
Not apparent |
With assistance |
Basic understanding |
Deep understanding |
| Identifies relationships between variables |
Not apparent |
With assistance |
Basic understanding |
Deep understanding |
| Self assessment scale (1-10). Does the student think that they understand their topic? |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
8 |
9 |
10 |
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This student is very capable so our discussions were always fruitful. After a one month absence from the Storyboard project due to an overseas holiday, I was able to help him catch up by suggesting the pong imagery. Since that moment in session 12 he made consistent and rapid progress each week as he sought to reconcile the invisible yet ubiquitous nature of sound.
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My main take away from working with this student actually came after the debriefing session. He was one of the 6 students at the original debriefing session on December 17th 2011 but had to leave immediately when the bell went as he had cricket training. His final director's commentary had not been recorded so he promised to come back the next day at lunch time. When he returned the next day he was a few minutes early so I invited him to walk with me as I took a grade of 6 year-old children back to their room. During this walk I mentioned that there was an error in his imagery where the sound loses energy but I didn't want to tell him what it was without giving him one last chance to figure it out. By the time we were back in my room and we'd watched it again, he had not figured it out and was anxious to know what it was. His final director's commentary now says "I made a bit of a mistake when it showed the, the ball losing energy and it just went straight to the ground. Because I really should have shown it shrinking away because air, if has no sound, doesn’t just fall to the ground."