DASI-P - Basketball yell selected Response

Change the prompt in the originl question to:

If Nina and Penny shout at Olivia at the same time, with the same pitch and same loudness, Olivia will hear them at the same time. What should Nina do if she wants Olivia to hear her first: shout louder, shout at a higher frequency, or neither of those will work? Explain your answer.

For hte first (Student A) response: v = ƛf -- so if she shouts at a higher frequency the speed will increase. Louder won't matter.

For Student B: use the first response and then add "but I don't think pitch would matter."

What important physics idea is this question targeting?

This task examines if students understand the inverse relationship between wavelength and frequency in a real world setting. (I)
This task is meant to reveal whether students understand that the speed of sound depends on the medium and not the characteristics of the sound wave. (C)
It targets how sound characteristics like pitch and volume relate to how sound behaves. (V)

Which answer best describes what student A's response indicates about their physics understanding?

The student is struggling with writing out claim-evidence-reasoning to create a strong response to the problem; while they state their claim, the evidence is missing to justify it. (I)
This student knows a key physics equation related to waves. However, they do not realize that the wavelength, not speed, changes when the frequency changes.
They’re using scientific terminology and equations correctly and understand key ideas about wave phenemona, (V)

Which of the following options would best support Student A in being able to correctly respond to this question?

I would ask students to determine which equations they think are relevant in this scenario and then write out sentences that explain the equations -- like "this equation tells us that, when a wave has a certain speed..." We would then discuss the meaning of these equations and practice applying them appropriately to this scenario. (C)
I’d organize a lab where students take a slow-motion video of a pulse along a slinky to determine the wavelength, frequency and speed of the pulse. We could then determine what factors impact the speed of a wave. (I)
I would ask students to consider what evidence they might need to answer this question and then have them design labs to collect that data. (V)

Which answer best describes what student B's response indicates about their physics understanding?

This student believes that louder sounds come from objects that pushing air harder, which they associate with faster motion. That’s a productive intuition for reasoning about motion of objects, but less productive when thinking about a wave. (C)
The student clearly expresses intuitions, for example, that a louder yell means more "push" from vocal cords, but does not back those up with clear evidence or reasoning to explain that idea. (I)
The student is clearly engaged with and thinking deeply about physics ideas but doesn't quite have the right ideas yet and will benefit from instruction. (V)

Which of the following options would best support Student B in being able to correctly respond to this question?

I would have students line up and do the "wave" in our classroom, requiring students to repeat the motion of the person to their left after waiting one second. We could then discuss how to make a high frequency wave, a high amplitude wave, and a faster wave . I would then link this back to how air particles transmit pressure waves. (C)
I would set up a demonstration where I use a speaker to play a quiet sound and a loud sound. I’d have students observe how much the tissue paper in front of the speaker moves in each case, then link that back to how yelling pushes more air. I’d ask them what this tells us about how much energy travels through the air, and then ask whether more energy makes the sound move faster. (I)
I would assign students to research and present different properties of sound: pitch, amplitude, wavelength, etc. We would then come back together as a class to compare ideas. (V)