Summer Institute 2003Summer Institute 2003 Team 1 Team 1

Vivian RussellVivian Russell Brad Nord Brad Nord

Celeste Tompkins Xiaowen Li Celeste Tompkins Xiaowen Li

You’ve Got the Write One! You’ve Got the Write One!

Voice PrintsVoice Prints

Behind the Voice PrintsBehind the Voice Prints Students using CBL with Students using CBL with

microphone probemicrophone probe Students use tongue twisters to Students use tongue twisters to

record their voicerecord their voice Analyze Graph: amplitude and Analyze Graph: amplitude and

periodperiod Pepsi CEO, Mike Brown, impressedPepsi CEO, Mike Brown, impressed Extends across several disciplinesExtends across several disciplines

We surely shall see the sun shine We surely shall see the sun shine soon. A big black bug bit a big black soon. A big black bug bit a big black bear and made the big black bear bear and made the big black bear bleed blood. Is your tongue twisted? bleed blood. Is your tongue twisted? Today the students in room 239 tired Today the students in room 239 tired out their tongues with these and out their tongues with these and other tongue twisters. They used a other tongue twisters. They used a microphone probe CBL hooked to a microphone probe CBL hooked to a graphing calculator to record and graphing calculator to record and measure their voices as they said the measure their voices as they said the tongue twisters. The graphing tongue twisters. The graphing calculators then turned the data into calculators then turned the data into graphs. They made a voice graphs. They made a voice fingerprint that represented each fingerprint that represented each student’s voice as they spoke the student’s voice as they spoke the tongue twister. They then analyzed tongue twister. They then analyzed the graphs and were able to pick out the graphs and were able to pick out the most confident tongue twister the most confident tongue twister performers as well as the more performers as well as the more difficult tongue twister performances. difficult tongue twister performances. There was also a noticeable There was also a noticeable difference in pitch when it came to difference in pitch when it came to boys and girls. boys and girls.

H ere is an example of E van B emus’s

voice fingerprints.

Parents Get InvolvedParents Get Involved

Students Students teaching their teaching their parents how to parents how to use the graphing use the graphing calculatorcalculator

Parents creating Parents creating new dolphins in new dolphins in the oceanthe ocean

It’s a whale, it’s a shark, it’s a It’s a whale, it’s a shark, it’s a DolphinDolphin

The graphing calculators The graphing calculators became an artistic tool for the became an artistic tool for the students in room 239 to students in room 239 to investigate how shapes can flip, investigate how shapes can flip, slide and rotate. Using slide and rotate. Using coordinates and the graphing coordinates and the graphing calculator the students created a calculator the students created a representation of an aquatic representation of an aquatic creature diving or leaping in the creature diving or leaping in the water. Michelle Miller shared, water. Michelle Miller shared, “We found the points on the “We found the points on the picture, then entered them into picture, then entered them into the calculator and graphed.” the calculator and graphed.” Sarah Curry “putting in this Sarah Curry “putting in this point made it curve.” Chelsea point made it curve.” Chelsea Logue said she used 53 points Logue said she used 53 points and her dolphin was leaping and her dolphin was leaping high out of the water, and high out of the water, and Aleister Cardwell plotted 27 Aleister Cardwell plotted 27 points, and his was right at the points, and his was right at the water linewater line..