Assignment Option One: Make a Written Piece Throughout this lesson you have explored how scientists use visual spectrograms of sound to better understand what is happening in a recording. By using both the sound we hear and the sound we can see, researchers glean more information from hydrophones than using the recorded sound alone. Using what you know, or additional information from a variety of sources, create a written piece (such as a speech, essay, or report) to show what you know. Explore the following: Once researchers have spectrograms, is it necessary to have the sound recording as well? Is it possible to analyze what is happening with just the images of the sound alone? Why, or why not? Include the answers to the following questions in your assignment: What are spectrograms, and what are the key features of the image? What might a spectrogram reveal to researchers? Include a few examples. What might listening to a sound reveal in a spectrogram and vice versa? that can’t be seen Can a researcher use one form alone? Why or why not? Criteria: 4 3 2 1 Defines Clearly explains a Mostly explains Does not Does not explain spectrograms spectrogram, a spectrogram completely a spectrogram. and key features noting key and notes most explain a of a features of the key features of spectrogram and spectrogram. image. the image. misses key features of the image. Provides Provides relevant Provides limited Provides only Does not provide examples of examples of what examples of one example of examples for what spectro-grams what what either either listening or spectrograms and listening can spectrograms spectrograms or spectrograms. can reveal to reveal to and listening listening reveals researchers. researchers. can reveal to to researchers. researchers. Discussion is Discussion is Discussion is Discussion is Discussion is engaging and engaging and engaging, but present though neither explores multiple acknowledges some not engaging, engaging, nor perspectives and multiple perspectives important does it address ideas on perspectives and are missing on perspectives are other listening and ideas on listening listening vs. missing. perspectives. viewing. and viewing while viewing, though taking a firm the writer takes stance. a firm stance. Piece has been No mistakes. 1-2 mistakes. 2-4 mistakes. Many mistakes proofread for are evident. spelling, grammar, and accuracy, and includes name, date, and title.
Assignment Option One: Make a Written Piece Throughout this lesson you have explored how scientists use visual spectrograms of sound to better understand what is happening in a recording. By using both the sound we hear and the sound we can see, researchers glean more information from hydrophones than using the recorded sound alone. Using what you know, or additional information from a variety of sources, create a written piece (such as a speech, essay, or report) to show what you know. Explore the following: Once researchers have spectrograms, is it necessary to have the sound recording as well? Is it possible to analyze what is happening with just the images of the sound alone? Why, or why not? Include the answers to the following questions in your assignment: What are spectrograms, and what are the key features of the image? What might a spectrogram reveal to researchers? Include a few examples. What might listening to a sound reveal that can’t be seen in a spectrogram and vice versa? Can a researcher use one form alone? Why or why not? Criteria: 4 3 2 1 Defines spectrograms and key features of a spectrogram. Clearly explains a spectrogram, noting key features of the image. Mostly explains a spectrogram and notes most key features of the image. Does not completely explain a spectrogram and misses key features of the image. Does not explain a spectrogram. Provides examples of what spectrograms can reveal to researchers. Provides relevant examples of what spectro-grams and listening can reveal to researchers. Provides limited examples of what spectrograms and listening can reveal to researchers. Provides only one example of what either spectrograms or listening reveals to researchers. Does not provide examples for either listening or spectrograms. Discussion is engaging and explores multiple perspectives and ideas on listening and viewing. Discussion is engaging and acknowledges multiple perspectives and ideas on listening and viewing while taking a firm stance. Discussion is engaging, but some perspectives are missing on listening vs. viewing, though the writer takes a firm stance. Discussion is present though not engaging, important perspectives are missing. Discussion is neither engaging, nor does it address other perspectives. Piece has been proofread for spelling, grammar, and accuracy, and includes name, date, and title. No mistakes. 1-2 mistakes. 2-4 mistakes. Many mistakes are evident.