lesson plan matlab auditory evolution

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University of Bridgeport

Teacher Preparation Programs

This template was developed by the faculty in the Teacher Preparation Programs in the School of Education and Human Resources, University of Bridgeport, Bridgeport, CT. Revision 5/3/2007 P M-E

Lesson Plan-Vertebrata Auditory Evolution

Using Matlab Programming to Asses Vertebrate Auditory Evolution Teacher(s): Barbara Bogart

Grade Level: 10th

Grade

Subject Area: BiologyContent Focus: Evolution and Biodiversity

(A) Relevant State and National Content StandardsCT Science Standards 10.5-Heredity and Evolution; Evolution and biodiversity are the result of geneticchanges that occur over time in constantly changing environments.

(B) Learners’ Background

Students will have already learned about Chordate phylogeny and the different phylogenetic branches within sub-phylum-Vertebrata. See Handout#1.

Students will also have briefly reviewed the mathematical concepts of sound periodicity (time), frequency

(herz) and amplitude (decibels). ) Since most students will not have studied trigonometry yet, (trigonometry iformally taught in 11th

grade), they will be given the necessary formulas in their handout packet in order toguide them through the required mathematical commands utilized in the Matlab program. See Handout#2.

(C) Student Learning ObjectivesThe student will be able to describe how structural (ear-auditory structure) and behavioral adaptations (vocal

sounds) correlate to the evolutionary phylogeny of the organisms and understand how these adaptations incre

the chances of the organisms to survive in their environment.

(D) Materials & Teacher-developed ResourcesAnimal Sounds available for students to download to computer.

Website: http://www.ilovewavs.com/Effects/Animals/Animals.htm Software: Matlab Program installed on computers

Equipment: Computer access and calculators

(E) Learning Activities (Teaching and Learning Strategies with an Approximate

Timeline)This Lesson Plan will require two hours (2 lab periods) to complete.

(1) Initiation (20 minutes) The teacher will present a brief powerpoint presentation to review with thstudents basic concepts of period, frequency and amplitude. Students will be guided through the solutions of

few basic math problems to reinforce the powerpoint lecture. Additionally, the teacher will present a brief

overview of the developmental evolution of the vertebrate ear.

(2) Development (80 minutes Total--Day 1 remaining 40 min. & Day 2 first 40 min)Day 1: Students will record their voices into the computer. Students will utilize the Matlab

program to determine their unique sound frequency. Students will print out their voice wave graph

plotted with (Y) Amplitude versus (X) Time. Students will show their period and frequencycalculations beneath the graph. Students will record this data in their laboratory notebooks.

Students will organize into groups of 4-5. Students will be given the Animal Vocal

Sound Laboratory Worksheet which lists 4 sub groups of animals and a series of questions. Thestudents in a given group will each select an animal sound from among the 4 sub groups making s

that at least one animal from each group has been selected per group. The students will work at the

http://www.ilovewavs.com/Effects/Animals/Animals.htm









own computer to analyze the frequency, period and amplitude of their chosen animal.

Day2: Students will continue to work on the analysis of their animal sounds, calculating perio

frequency and amplitude. They will print out their labeled sound wave graphs plotted with (Y)Amplitude versus (X) Time and record the graph in their laboratory notebooks.

The teacher will circulate throughout the room answering student questions to facilitate studen

analysis of their animal sounds and assisting with any questions regarding the use of matlab.Once their graphs and analysis are complete, students will then regroup and each group will

present their findings to the class.

Students will record the combined class data onto one graph to analyze (Y) Frequency versus (Animal Species. Students will discuss and compare their auditory findings with the Evolution of

Vertebrate Auditory cladogram. Students will discuss consistencies and inconsistencies of their da

taking into consideration environmental factors.

(3) Closure Remaining 20 minutes

The teacher will summarize the class findings through class discussion and relate them to theevolutionary relationships of the sub phylum Vertebrata and animal ecosystems.

The large scale master graph poster will remain posted in the classroom so the students canvisually reinforce the summative findings for all classes.

(4) Homework

Students will create a power point presentation discussing the adaptive significance of the vocsounds of their chosen animal. The presentation must include the following issues: 1.Ecology/Environment o

animal, 2.Physiology of Auditory System of animal 3.Phylogenetic relationship to other Vertebrates

See Rubric sheet for assessing for comprehension.

(F) Evaluation of Student LearningThe teacher will circulate among the students and formatively evaluate student progress during the lab

to ensure that students are properly engaged.The teacher will evaluate student laboratory notebooks for completeness and understanding.

The students will turn in Worksheet#1 with their calculations for their animals and the class overview

graph which will be assessed for comprehension of period and frequency calculations and vertebratephylogeny.

Students‟ class powerpoint presentations on the adaptive significance of their animal‟s auditory systemwill be assessed for summative comprehension.

(G) Modifications for Individuals Needing Differentiated Instructiona) Slower learners will be guided through the exercise by individualized attention from the teacher.

Additionally, they will be given a step by step matlab formula template which they can use to “Plug In” their

work to facilitate completion of the exercise.

b) Gifted students will be assigned the additional task of recording the voices of their immediate famiand friends. Students will determine the vocal frequencies of their families and write a brief report evaluating

and summarizing their findings.






VERTEBRATE PHYLOGENY REVIEW

HANDOUT #1

Phylum Chordata – has notochord (dorsal nerve cord

*Lanceletes & Seas Squirts are nonvertebrate chordate

Subphylum Vertebrata

In vertebrates, the notochord is replaced by thevertebral column. Most vertebrates also have a headregion, endoskeleton, and paired appendages.

1. Jawless Fishes (lamprey & hagfish)2. Cartilage Fishes (sharks & rays)3. Bony Fishes (salmon, goldfish, carp)4. Amphibians5. Reptiles6. Birds7. Mammals






Mathematics of Sound Waves Review

HANDOUT #2

The ears of a human (and other animals) are sensitive detectors capable of detecting the fluctuations in

air pressure that impinge upon the eardrum. The human ear is capable of detecting sound waves with awide range of frequencies, ranging between approximately 20 Hz to 20 000 Hz.

Any sound with a frequency below the audible range of hearing (i.e., less than 20 Hz) is known as an

infrasound and any sound with a frequency above the audible range of hearing (i.e., more than 20 000Hz) is known as an ultrasound. Humans are not alone in their ability to detect a wide range of

frequencies.

Dogs can detect frequencies as low as approximately 50 Hz and as high as 45 000 Hz. Cats can detect

frequencies as low as approximately 45 Hz and as high as 85 000 Hz. Bats, being nocturnal creature,must rely on sound echolocation for navigation and hunting. Bats can detect frequencies as high as 12

000 Hz. Dolphins can detect frequencies as high as 200 000 Hz. While dogs, cats, bats, and dolphins

have an unusual ability to detect ultrasound, an elephant possesses the unusual ability to detectinfrasound, having an audible range from approximately 5 Hz to approximately 10 000 Hz.






ANIMAL VOCAL SOUND LABORATORY

WORKSHEET

Animal Group ABull Frog

SalamanderCane Toad

Red Eye Tree Frog

Spring PeeperPig Frog

Sonoran Desert Toad

Yosemite Toad

Animal Group BChicken

Song BirdEagle

Crocodile

AlligatorTurtle

Lizard

Turkey

Animal Group CWhale

DolphinBeluga Whale

Seal

WalrusKangaroo

Koala

Platypus

Animal Group DMonkey

GorillaCat

Dog

LionHorse

Elephant

Wolf

Frequency is given at the signal definition as 0.5 (Hz) or 0.5 (1/sec).

We can calculate the period of the signal asT=1/F (sec)

T=1/0.5=2 (sec)Amplitude of the signal is given as 10 at the signal definition.

MATLAB commands we are going to use

Wavrecord

wavread(„file name‟, fs)

plot

spectrogram

xcorr

COMMAND FUNCTIONS TO CALCULATE AND GRAPH SOUND FREQUENCY:>> [y,fs]=wavread('one');

>> wavplay(y,fs);>> plot(y)

>> [y,fs]=wavread('one');

>> wavplay(y,fs);

>> t=0:1/fs:2-(1/fs); % 2 secs @ fs Hz sample rate>> plot(t',y)

0 0.5 1 1.5 2

x 104

-0.15

-0.1

-0.05

0

0.05

0.1

0.15

0.2

number of samples

A m p l i t u d e

the word "one"

0 0.5 1 1.5 2-0.15

-0.1

-0.05

0

0.05

0.1

0.15

0.2

time (sec)

A m p l i t u d e

the word "one"






FINDING MINIMUM FREQUENCY (FORMANT FREQUENCY)

>> [y,fs]=wavread('one');>> wavplay(y,fs);

>> acf=xcorr(y);

>> plot(acf)

LABORATORY QUESTIONS:

>> [y,fs]=wavread('one');>> wavplay(y,fs);

>> acf=xcorr(y);

>> t=0:1/fs:4-2*(1/fs);% 4 secs @ fs Hz sample r>> plot(t,acf)

1. What was your unique vocal frequency and how might you use this information in other aspects of yo

life?

2. Which animal vocal sound did you analyze?

3. What is the periodicity of the animal‟s vocal sound? (Show your calculations)

4. What is the frequency of the animal‟s sound? (Show your calculations)

5. What is the phylogenetic classification of your animal?

6. Describe the environmental habitat of your animal?

7. Post your animal‟s Formant wave graph here:

8. Fill in the graph below with your group‟s data for the various animal sound frequencies.

9. Discuss how your group‟s data compares with the data from the other groups, what were the similaritiand what were the differences in the different data sets?

10. Based on Figure 2 below, discuss in evolutionary terms the findings of the class. Is there any obvious

trend between vocal frequency and evolutionary auditory development?

0 0.5 1 1.5 2 2.5 3 3.5

x 104

-2

-1

0

1

2

3

number of samples

M a g n i t u d e

the acf of " one"

0 0.5 1 1.5 2 2.5 3 3.5 4

-1.5

-1

-0.5

0

0.5

1

1.5

2

2.5

3

time (sec)

M a g n i t u d e

the acf of "one"






Figure 2

1

4

16

64

256

1024

4096

16384

65536

Animal Sound Frequency Ananlysis






HOMEWORK POWERPOINT PRESENTATIONS

(Presentations are 30 % of Final Grade, See Rubric Below)

Create a powerpoint presentation and present to the class your assessment of how the structure of your

animal‟s ear (auditory structure) and the vocal sounds correlate to the evolutionary phylogeny of the organism

and how these adaptations increase the chances of the organism to survive in their environment. Yourpresentation should include the following points: 1.Ecology/Environment of animal, 2.Physiology of Audito

System of animal 3.Phylogenetic relationship to other Vertebrates. Consider the pictures below in your

discussions.

Rubric for Summative Evaluation of Student Presentations

lesson plan matlab auditory evolution

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