A midshipman’s experience in leading the underwater acoustics and sonar class through a sound speed versus temperature experiment

Abstract

Oceanography and General Science majors are required to take Underwater Acoustics and Sonar during their junior or senior year at USNA. Our studio classroom has eight work stations where students measure sound speed in water. Author RGP was given the unique opportunity to lead her peers and present the sound speed demonstration in class. In this leadership role, it was necessary for RGP to motivate her fellow students as she demonstrated the pulse-echo experiment and emphasized its significance. First, students observed how the apparatus functioned and how to take measurements. Next, they broke into groups of four, and conducted the hands-on experiment as RGP communicated each step. Student pairs worked with the apparatus while two others observed. A learned skill during this process was managing the group in the observing role. This was a challenge. Peer-leadership experiences often required the leader to create an atmosphere of respect due to the lack of hierarchy that exists in the typical professor led classroom. Upon conclusion, RGP realized that there was success because students were able to submit accurate experimental measurements. While balancing an upbeat classroom with a constructive learning environment, RGP found the teaching experience instructional and her peer’s response gratifying.