Ryan's voice-over script reads much like a reflection.  A reflection was not recorded during this session but his focus for future investigation was still stated, i.e., "Why don't you feel the noise in your body?"

I've been to some concerts where you can feel the noise in your body.  Maybe that's why my ears are still ringing...

Ryan may not have felt that he learnt anything about his topic but he is learning about the animation process. The imagery which he devises will inform and extend our discussions about this topic.

Stadium design focusing on the acoustics not the actual buildings. When you go to a concert or a sporting event you might notice that they can stand extreme noise level. I’m trying to find out how you don’t feel the noise in your body.

The use of ripples to show sound is a common enough representation but it really helped Ryan in planning his animation.

Today I did quite a bit of work but then I deleted it all because the boy who is doing "Satellites" told me a different way how to do it.

The boy who showed him "a different way to do it" was demonstrating the "Insert duplicate slide" technique. I had explained this technique to all of the students during Session 1 but sometimes it takes another peer to get the message across.

Today I realised that the stadium design is not purely for acoustics and it's mainly for the spectators and seeing what they came to see.

The next step for this student might be to identify the relationship between the building design or layout and its acoustic qualities.

This week I started to write my voice-over text and I was writing about how the sound needs angles and softer surfaces to not make such an effect on the people who are watching it, the spectators.

Today I've been thinking about what I can do for my animation and I've decided on doing a close-up of a carpet and showing where the sound bounces.

Ryan didn't change his voice-over script but his reflection showed that he is moving into materials and the impact they have on sound absorption.

My suggestion for him was to focus either on design guidelines (for new stadiums) or soundproofing recommendations (which could apply to both new and existing stadiums). I suppose he doesn't have to choose as long as he acknowledges both variables.

Today I had an idea of getting lots of little music notes and making a sort of pointy edged thing and bouncing them off while playing a song and showing what different angles can mean. And then show a straight line and show what a difference that would make to the sound and feel of being in a stadium.

I've included a screen shot of the "pointy edged thing" to bounce notes off that Ryan described in his reflection:

This visualisation has the potential to be quite memorable and even iconic as it could resemble the early arcade game "pong" where a ball is bounced between paddles in a game of tennis.

This appears to be his interpretation of a reflective panel. It might also be worth having curved edges surrounding the shape as most stadiums are rounded or oval shaped.

I don't want to detract from the simplicity of his idea but I have found an interesting animation dealing with sound at http://www.falstad.com/ripple/index.html This animation has user-controlled variables such as the number of sound sources to demonstrate interference patterns.

Brendan gave me an idea of making a similar animation compared to 'Pong' and it’s showing two different parallel lines and their angles and the sound moving between them.

The voice-over script has been expanded but ends abruptly in the middle of a new thought about building materials.

The pong idea looks like it will replace the "ripples in a pond" representation. I'm wondering whether it is sufficient to show a point on a wave and not the whole wave itself. This would be particularly important with wave diffraction although diffraction might be too much detail for Ryan's purposes.

Today I learnt that sound can move around the room.  It has the same effect as wind but, it has…the air molecules are changed through the vibrations of the wind.

Whilst preparing for this session, I came across some information about how sound waves involve the transmission of energy but the air itself doesn't move as that would be wind. I hadn't thought of it like this before and this student seemed to pick up the difference immediately. Ryan mentions wind in his reflection and it's interesting that he mentions air molecules "changed through the vibrations of the wind".

The pong idea might have been short lived as it suggests that the air does move. Another metaphor that might be useful involves those toy balls which hang together on strings from a frame (I can't remember what they're called).

It now seems logical to utilise both analogies of the Pong imagery and Newton's cradle. During the last session we talked about "correcting" the pong imagery with Newton's cradle near the start of the animation. Now we're thinking of waiting until the end of the animation to introduce Newton's cradle. The Pong imagery would work well at the start because it is ideal for showing parallel surfaces and how softer materials reduce reflection.

I've moved Ryan along the conceptual consolidation rubric for "Uses correct terminology" as all of the key words are in place such as energy, vibrations and air molecules.

As Ryan says at the end of his relfection, it's now over to me to finish off the animation based on his instructions. Most of the imagery is in place but there is nothing there for the reference to soft surfaces or the different angles. The Newton's cradle imagery is also incomplete. This is actually quite difficult to animate smoothly. Below is a screen shot showing the scaffolding imagery of a horizontal line and a circle which were used to create a smooth arc and then deleted:

I've moved Ryan along the conceptual consolidation rubric for "Identifying relevant variables" as his voice-over script covers all of the main points.

I have noticed one issue with his imagery which has prevented him from achieving "Deep understanding" for "Identifies relationships between variables". I'll wait until the debriefing session to see if he has picked up on it too.