探究聲音三要素：結合生成式AI建置專屬聲學模擬器與線上探究活動
講者/Speaker： 江逸傑, CANG I CHIEH
1. 設計動機與解決痛點 學生在學習聲音三要素時，常難以將主觀的聽覺感受（響度、音調、音色）與客觀的波形物理量（振幅、頻率、波形）進行連結。此外，傳統實驗與現有聲學App常受限於教室噪音及學生使用發生工具聲音不穩定等干擾。為此，利用生成式AI共創開發出跨載具、免安裝的線上聲學實驗模擬器，打造高度純淨的數位探究實驗室。
2. 系統核心創新功能
(1)直觀的示波器量測：示波器圖表縱軸設定振幅範圍，橫軸固定為25毫秒，讓學生能輕易對應聲音大小與振幅高低，並透過計算固定時間內的波數來推算頻率。
(2)差異化聲音控制：除了自由的音量與音調滑桿，還內建音階快速鍵，並提供正弦波、鋸齒波、單簧管等多樣化音色，滿足不同程度學生的實驗需求。
(3)數據自動化留存：具備「一鍵下載示波器圖片並自動命名」功能（自動標註音色、音調與音量），大幅降低整理數據的難度，讓學生能專注於科學數據的分析與論證。
3. 教學應用與成效
(1)量化表現：結合 Padlet 線上平台設計引導式關卡，學生皆能透過自行截圖的數據進行分析，並正確推論出「音量越大振幅越大、音調越高頻率越高、音色不同波形不同」的科學結論。
(2)質性回饋：學生表示將聲音「具體化、視覺化」的學習方式令人印象深刻，並大讚一鍵截圖的便利性。課堂中學生甚至將模擬器當成DJ調音台遊玩，成功將生硬的物理知識轉化為有趣且高參與度的體驗。
1. Design Motivation and Addressing Pain Points When learning the three properties of sound, students often struggle to connect subjective auditory sensations (loudness, pitch, and timbre) with the objective physical quantities of waveforms (amplitude, frequency, and waveform). Furthermore, traditional experiments and existing acoustic apps are frequently hindered by classroom noise and the instability of the sound-generating tools used by students. To address this, generative AI was utilized to co-create a cross-platform, installation-free online acoustic experiment simulator, establishing a highly pristine digital inquiry laboratory.
2. Core Innovative Features
• (1) Intuitive Oscilloscope Measurement: The vertical axis of the oscilloscope chart is set to the amplitude range, while the horizontal axis is fixed at 25 milliseconds. This allows students to easily correlate volume with amplitude height and calculate the frequency by counting the number of waves within a fixed time period.
• (2) Customizable Sound Controls: In addition to free-sliding volume and pitch controls, the system features built-in musical scale shortcuts. It also offers diverse timbres—such as sine waves, sawtooth waves, and clarinets—to meet the experimental needs of students at various proficiency levels.
• (3) Automated Data Saving: The simulator includes a "one-click download and auto-naming of oscilloscope images" function (automatically labeling the timbre, pitch, and volume). This significantly reduces the difficulty of organizing data, empowering students to focus entirely on the analysis and argumentation of their scientific findings.
3. Teaching Application and Effectiveness
• (1) Quantitative Outcomes: By integrating guided stages via the Padlet online platform, all students were able to analyze data from their own screenshots. They successfully deduced the scientific conclusions that "higher volume equals greater amplitude, higher pitch equals higher frequency, and different timbres produce different waveforms."
• (2) Qualitative Feedback: Students reported that the "concrete and visualized" approach to learning sound was highly memorable, and they greatly praised the convenience of the one-click screenshot feature. During class, some students even playfully treated the simulator like a DJ mixing console, successfully transforming rigid physics concepts into an engaging, fun, and highly participatory experience.
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