University of Bridgeport Teacher Preparation Programs

Lesson Plan-Vertebrata Auditory Evolution Using Matlab Programming to Asses Vertebrate Auditory Evolution Teacher(s): Barbara Bogart Grade Level: 10th Grade Subject Area: Biology Content Focus: Evolution and Biodiversity (A) Relevant State and National Content Standards CT Science Standards 10.5-Heredity and Evolution; Evolution and biodiversity are the result of genetic changes 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 the 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 is formally taught in 11th grade), they will be given the necessary formulas in their handout packet in order to guide them through the required mathematical commands utilized in the Matlab program. See Handout#2. (C) Student Learning Objectives The 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 increase the chances of the organisms to survive in their environment. (D) Materials & Teacher-developed Resources Animal 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 the students basic concepts of period, frequency and amplitude. Students will be guided through the solutions of a 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 frequency calculations 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. The students in a given group will each select an animal sound from among the 4 sub groups making sure that at least one animal from each group has been selected per group. The students will work at their
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

University of Bridgeport Teacher Preparation Programs

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 period, 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 student 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 (X) 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 data, taking into consideration environmental factors. (3) Closure Remaining 20 minutes The teacher will summarize the class findings through class discussion and relate them to the evolutionary relationships of the sub phylum Vertebrata and animal ecosystems. The large scale master graph poster will remain posted in the classroom so the students can visually reinforce the summative findings for all classes. (4) Homework Students will create a power point presentation discussing the adaptive significance of the vocal sounds of their chosen animal. The presentation must include the following issues: 1.Ecology/Environment of 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 Learning The teacher will circulate among the students and formatively evaluate student progress during the labs 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 vertebrate phylogeny. Students class powerpoint presentations on the adaptive significance of their animals auditory system will be assessed for summative comprehension. (G) Modifications for Individuals Needing Differentiated Instruction a) 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 family and friends. Students will determine the vocal frequencies of their families and write a brief report evaluating and summarizing their findings.

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

University of Bridgeport Teacher Preparation Programs

VERTEBRATE PHYLOGENY REVIEW HANDOUT #1

Phylum Chordata has notochord (dorsal nerve cord) *Lanceletes & Seas Squirts are nonvertebrate chordates

Subphylum Vertebrata In vertebrates, the notochord is replaced by the vertebral column. Most vertebrates also have a head region, endoskeleton, and paired appendages. 1. Jawless Fishes (lamprey & hagfish) 2. Cartilage Fishes (sharks & rays) 3. Bony Fishes (salmon, goldfish, carp) 4. Amphibians 5. Reptiles 6. Birds 7. Mammals

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

University of Bridgeport Teacher Preparation Programs

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 a wide 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 20 000 Hz) 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 120 000 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 detect infrasound, having an audible range from approximately 5 Hz to approximately 10 000 Hz.

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

University of Bridgeport Teacher Preparation Programs

ANIMAL VOCAL SOUND LABORATORY WORKSHEET Animal Group A Bull Frog Salamander Cane Toad Red Eye Tree Frog Spring Peeper Pig Frog Sonoran Desert Toad Yosemite Toad Animal Group B Chicken Song Bird Eagle Crocodile Alligator Turtle Lizard Turkey Animal Group C Whale Dolphin Beluga Whale Seal Walrus Kangaroo Koala Platypus Animal Group D Monkey Gorilla Cat Dog Lion Horse 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 as T=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: the word "one" >> [y,fs]=wavread('one'); 0.2 >> wavplay(y,fs); 0.15 >> plot(y)
0.1
Amplitude

0.05 0 -0.05 -0.1 -0.15

0.5

1 1.5 number of samples

2 x 10
4

>> [y,fs]=wavread('one'); >> wavplay(y,fs); >> t=0:1/fs:2-(1/fs); % 2 secs @ fs Hz sample rate >> plot(t',y)
Amplitude

the word "one" 0.2 0.15 0.1 0.05 0 -0.05 -0.1 -0.15

0.5

1 time (sec)

1.5

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

University of Bridgeport Teacher Preparation Programs

FINDING MINIMUM FREQUENCY (FORMANT FREQUENCY) >> [y,fs]=wavread('one'); >> wavplay(y,fs); >> acf=xcorr(y); >> plot(acf)
the acf of "one" 3

>> [y,fs]=wavread('one'); >> wavplay(y,fs); >> acf=xcorr(y); >> t=0:1/fs:4-2*(1/fs);% 4 secs @ fs Hz sample rate >> plot(t,acf)
the acf of "one" 3 2.5 2 1.5
Magnitude

Magnitude

1 0.5 0 -0.5

-1

-2

0.5

1.5 2 number of samples

2.5

3.5 x 10
4

-1 -1.5 0 0.5 1 1.5 2 2.5 time (sec) 3 3.5 4

LABORATORY QUESTIONS: 1. What was your unique vocal frequency and how might you use this information in other aspects of your life? 2. Which animal vocal sound did you analyze? 3. What is the periodicity of the animals vocal sound? (Show your calculations) 4. What is the frequency of the animals sound? (Show your calculations) 5. What is the phylogenetic classification of your animal? 6. Describe the environmental habitat of your animal? 7. Post your animals Formant wave graph here: 8. Fill in the graph below with your groups data for the various animal sound frequencies. 9. Discuss how your groups data compares with the data from the other groups, what were the similarities and 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?

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

University of Bridgeport Teacher Preparation Programs

Animal Sound Frequency Ananlysis

65536 16384 4096 1024 256 64 16 4 1

Figure 2

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

University of Bridgeport Teacher Preparation Programs

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 animals 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. Your presentation should include the following points: 1.Ecology/Environment of animal, 2.Physiology of Auditory System of animal 3.Phylogenetic relationship to other Vertebrates. Consider the pictures below in your discussions.

Rubric for Summative Evaluation of Student Presentations

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