Quick Look 
- Grade Level:
- 5 (5 – 8)
- Lessons in this Unit:
- 1 2 3 4 5 6
- Time Required:
- 45 minutes
- Subject Areas:
-
Biology Computer Science Life Science Science and Technology -
NGSS Performance Expectations:
MS-LS1-3 MS-LS1-8
Summary
Students learn about how sound sensors work, reinforcing their similarities to the human sense of hearing. They look at the hearing process—sound waves converted to electrical signals sent to the brain—through human ear anatomy as well as sound sensors. A mini-activity, which uses LEGO® MINDSTORMS® NXT intelligent bricks and sound sensors gives students a chance to experiment with the sound sensors in preparation for the associated activity involving the sound sensors and taskbots. A PowerPoint® presentation explains stimulus-to-response pathways, sensor fundamentals, the unit of decibels, and details about the LEGO sound sensor, including how readings are displayed and its three modes of programming sound input. Students take pre/post quizzes and watch a short online video. This lesson and its associated activity enable students to appreciate how robots can take sensor input and use it to make decisions to via programming.Engineering Connection
Sound sensors—called auditory sensors by engineers—are used in many devices that we use every day. The stimulus-to-response pathways seen in electronic sound sensor operation mimics the human body process that involves our ears and signal transmission to the brain. Microphones are the sound sensors used in phones, computers, baby monitors and music systems like karoke machines. The use of sensors has exploded into the design of uncountable every day tools, equipment, appliances and devices.
Learning Objectives
After this lesson, students should be able to:
- Describe how sound sensors work.
- Compare the sound sensor to the human ear.
- Program the LEGO MINDSTORMS NXT robot with the sound sensor
- Provide a basic explanation of how sensors are integrated into robots via careful programming.
Educational Standards
Each TeachEngineering lesson or activity is correlated to one or more K-12 science,
technology, engineering or math (STEM) educational standards.
All 100,000+ K-12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the Achievement Standards Network (ASN),
a project of D2L (www.achievementstandards.org).
In the ASN, standards are hierarchically structured: first by source; e.g., by state; within source by type; e.g., science or mathematics;
within type by subtype, then by grade, etc.
Each TeachEngineering lesson or activity is correlated to one or more K-12 science, technology, engineering or math (STEM) educational standards.
All 100,000+ K-12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the Achievement Standards Network (ASN), a project of D2L (www.achievementstandards.org).
In the ASN, standards are hierarchically structured: first by source; e.g., by state; within source by type; e.g., science or mathematics; within type by subtype, then by grade, etc.
NGSS: Next Generation Science Standards - Science
| NGSS Performance Expectation | ||
|---|---|---|
|
MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. (Grades 6 - 8) Do you agree with this alignment? |
||
| Click to view other curriculum aligned to this Performance Expectation | ||
| This lesson focuses on the following Three Dimensional Learning aspects of NGSS: | ||
| Science & Engineering Practices | Disciplinary Core Ideas | Crosscutting Concepts |
| Use an oral and written argument supported by evidence to support or refute an explanation or a model for a phenomenon. Alignment agreement: | In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Alignment agreement: | Systems may interact with other systems; they may have sub-systems and be a part of larger complex systems. Alignment agreement: Scientists and engineers are guided by habits of mind such as intellectual honesty, tolerance of ambiguity, skepticism, and openness to new ideas.Alignment agreement: |
| NGSS Performance Expectation | ||
|---|---|---|
|
MS-LS1-8. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. (Grades 6 - 8) Do you agree with this alignment? |
||
| Click to view other curriculum aligned to this Performance Expectation | ||
| This lesson focuses on the following Three Dimensional Learning aspects of NGSS: | ||
| Science & Engineering Practices | Disciplinary Core Ideas | Crosscutting Concepts |
| Gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication and methods used, and describe how they are supported or not supported by evidence. Alignment agreement: | Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Alignment agreement: | Cause and effect relationships may be used to predict phenomena in natural systems. Alignment agreement: |
International Technology and Engineering Educators Association - Technology
-
Explain how various relationships can exist between technology and engineering and other content areas.
(Grades
3 -
5)
More Details
Do you agree with this alignment?
-
Explain how knowledge gained from other content areas affects the development of technological products and systems.
(Grades
6 -
8)
More Details
Do you agree with this alignment?
State Standards
Missouri - Science
-
Describe how new technologies have helped scientists make better observations and measurements for investigations (e.g., telescopes, electronic balances, electronic microscopes, x-ray technology, computers, ultrasounds, computer probes such as thermometers)
(Grade
5)
More Details
Do you agree with this alignment?
-
Explain the interactions between the nervous and muscular systems when an organism responds to a stimulus
(Grade
8)
More Details
Do you agree with this alignment?
Worksheets and Attachments
Visit [www.teachengineering.org/lessons/view/umo_sensorswork_lesson04] to print or download.Pre-Req Knowledge
- An understanding of the primary five senses of the human body: sight, hearing, smell, taste and touch.
- Completion of the previous units: Humans Are Like Robots (unit 1), Our Bodies Have Computers and Sensors (unit 2) and What Is a Computer Program? (unit 3).
Introduction/Motivation
(Be ready to show students the 19-slide How Does a Sound Sensor Work? Presentation, a Microsoft® PowerPoint® file, to teach the lesson, as well as a computer/projector with Internet access to show a short online video. In advance, make copies of the Sound Sensor Pre/Post Quiz, two each per student, provided as attachments and slides. For a mini-activity, student pairs use LEGO robot components to experiment with sound sensors.)
How does the human ear work? How does the LEGO sound sensor work? Today we will review how the human ear works and then ask: What is sound? Your ears are able to take in all the sounds around us and make sense of them. In a similar way, sound sensors designed by engineers also sense sounds. Today you will measure sound levels using the LEGO brick and a LEGO sound sensor. In the next class, you get to program LEGO robots to take in sensor input and use it to make decisions to move.
(Continue by showing the presentation and delivering the content in the Lesson Background section.)
Lesson Background and Concepts for Teachers
Present the lesson using the content provided in the slide presentation, as described below. During the lesson, students engage in a mini-activity (slide 14) that requires the following for each student pair:
- LEGO MINDSTORMS NXT Intelligent Brick, which is included in the LEGO MINDSTORMS Education NXT Base Set that is used throughout this unit
- LEGO MINDSTORMS NXT Sound Sensor
How Does a Sound Sensor Work? Presentation Outline (Slides 1-8)
- Administer the pre-quiz by handing out paper copies; the quiz is also on slide 2. The answers are provided for the teacher on slide 3 for discussion after students have completed the quiz.
- Inform students that the lesson focuses on sound sensors, both human and robotic.
- Start with a review of human ear anatomy by showing the diagram on slide 4. Then question students to see if they know how sound is transmitted from the ear to the brain. Tell them that the details related to this will be covered next.
- Then present details of how humans hear sounds (slides 5-6), emphasizing the structure, sound wave transmission through the various ear parts, and how sound waves are converted to electrical signals and transmitted to the brain. Then show students a two-minute "How the Ear Works" online video that summarizes all this information (link on slide 6).
- Review the stimulus-to-response process of the human ear, using the example and explanation on slide 7 (hearing thunder-to-running for shelter). Then give students a few minutes to come up with the elements of a "stimulus-sensor-coordinator-effector-response" framework using a robot sound sensor. An example answer is on slide 18. After students have thought about it and written their answers, review the example answer with the class. Although this is summary of what has been covered so far, make sure students understand the stimulus-to-response framework.
- Before explaining the robot sensors discussed in slide 8, question students to see if they know how many and which human senses have been duplicated in robots. Briefly explain the various sensors provided with the LEGO NXT robot kit (touch, sound, light, ultrasonic).
What Is Sound and How Can You Sense It? Presentation Outline (Slides 9-19)
- Review the concept of sound and how it is picked up by the diaphragm in sound sensors (slide 9), how microphones do it (slide 10), and then show images of a microphone and a LEGO sound sensor side-by-side (slide 11) so students can see that they are similar since both have a diaphragm that can pick up air vibrations. Microphones can sense sound level and frequency; the LEGO sound sensor can only sense sound level.
- (slide 12) Explain that sound sensors are also called auditory sensors. Show where the diaphragm is located on the LEGO sound sensor (under the orange foam).
- (slide 13) Explain that the unit of measure for sound level is decibels (dB) and provide some examples. More specifically, explain that a NXT sound sensor detects sound levels up to 90 DB and displays them as a percentage of sound the sensor is capable of reading.
- (slide 14) Next, introduce a 5-10-minute mini-activity that gives students a chance to experience how the sound sensor works. To do this, give student pairs each a LEGO brick, cable and LEGO sound sensor. Have them follow the slide instructions to attach them together and practice speaking into the sound sensor and seeing the sound reading on the brick display. Remind them that the sound sensor measures sound level as a percentage of a maximum value, and it does not measure frequency or pitch. Have them record their observations on paper. As time permits, have them try the "Try Me" option.
- (slide 15) Explain the three different ways (modes) the LEGO sound sensor can be used through NXT programming. Three different programming blocks provide options for logical (true/false), wait and switch signaling. While not using this information as part of the lesson, it will be very helpful for students to know when developing their own programs in the associated activity.
- Administer the post-quiz by handing out paper copies; the quiz is also on slide 16. The answers are provided on slide 17. Slide 18 lists some vocabulary terms and definitions. Next, conduct the associated activity, Control Using Sound.
Associated Activities
- Control Using Sound - Students program LEGO MINDSTORMS NXT robots to respond and move to the sound of hand claps. This activity reinforces the concepts related to sound and how sound sensors function.
Lesson Closure
The human ear has a diaphragm that vibrates when it receives sound (air pressure vibrations) and this vibration is converted to electrical signals that are conveyed to the brain. Using this idea, engineers have created sound sensors like the LEGO NXT sound sensor. The sound sensor works in a similar way to human sound sensing; it has a diaphragm that converts air pressure vibrations into electrical signals that are conveyed to the NXT brick/computer. Microphones work this way, too.
Vocabulary/Definitions
auditory: Related to hearing.
sensor: A device that converts one type of signal to another; for instance, the speedometer in a car collects physical data and calculates and displays the speed the car is moving.
transducer: Another term for a sensor.
ultrasonic: A sound of a frequency that humans cannot hear, but dogs and bats can.
Assessment
Pre-Lesson Assessment
Pre-Quiz: Before starting the lesson, administer the three-question Sound Sensor Pre/Post Quiz by handing out paper copies or showing slide 2. Students' answers reveal their base understanding of the topic. Answers are provided on the Sound Sensor Pre/Post Quiz Answer Key or slide 3. Administer the same quiz at lesson end.
Post-Introduction Assessment
Sound Sensor Mini-Activity: Observe student pairs as they experiment with the LEGO sound sensor during the mini-activity described on slide 14. Make sure groups are able to follow the slide instructions and question individual students to verify that they understand how the sound sensor works.
Lesson Summary Assessment
Post-Quiz: Administer the Sound Sensor Pre/Post Quiz again (also on slide 16), comparing students' answers with their pre-quiz answers to assess what they learned during the lesson. Quiz answers are provided in the Sound Sensor Pre/Post Quiz Answer Key (and slide 17).
Additional Multimedia Support
How the Ear Works, BupaHealth, YouTube (2:02 minutes): https://www.youtube.com/watch?v=-bKy02f1pD4&feature=youtu.be&src_vid=ahCbGjasm_E&feature=iv&annotation_id=annotation_1543119125
What is a transducer? http://en.wikipedia.org/wiki/Transducer
What is a sensor? http://en.wikipedia.org/wiki/Sensors
List of sensors: http://en.wikipedia.org/wiki/List_of_sensors
The Ear, Neuroscience for Kids: http://faculty.washington.edu/chudler/bigear.html
How Hearing Works (3:08-minute video), Med-EL Kid's Corner: http://www.medel.com/us/How-Hearing-Works
Hearing Direction and Distance by Ron Kurtis: http://www.school-for-champions.com/senses/hearing_direction.htm#.Uu2duvldUnE
How Your Ears Work, Kid's Health, Women's and Children's Health Network: http://www.cyh.com/HealthTopics/HealthTopicDetailsKids.aspx?p=335&np=152&id=1463
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Copyright
© 2013 by Regents of the University of Colorado; original © 2013 Curators of the University of MissouriContributors
Srijith Nair, Pranit Samarth, Satish S. NairSupporting Program
GK-12 Program, Computational Neurobiology Center, College of Engineering, University of MissouriAcknowledgements
This curriculum was developed under National Science Foundation GK-12 grant no. DGE 0440524. However, these contents do not necessarily represent the policies of the National Science Foundation, and you should not assume endorsement by the federal government.
Last modified: June 14, 2021
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