content/sound: Initial sound work (sections and exercises only)

- The exercises, around which other things can be designed (and can be
  discussed)
- Review: automerge

content/sound.md

@@ -3,7 +3,8 @@
 # Sound
 
 :::{objectives}
-- Be aware of the importance of a well balanced sound quality
+- Understand that sound quality is very important
+- Evaluate your and others sound quality and know how to improve it
 - Test tips and tricks for achieving good sound quality
 :::
 
@@ -13,8 +14,66 @@
 :::
 
 
-Here the episode sections and text ...
+## The importance of audio
 
+## Tips for good sound quality
+
+## Balancing and dynamic adjustment
+
+
+## Exercises
+
+:::{exercise} Sound-1: Evaluate sound quality
+It's important to be able to discuss with others the quality of their
+audio.  They can't hear themselves, after all.
+
+- Within the teams, discuss each person's audio quality.  Be
+  respectful and constructive.
+- Consider, for example
+  - Volume
+  - Clarity
+  - Background noise
+  - Noise cancellation artifacts
+  - "Ducking": first words at lower volume or missing
+- Discuss how to bring this up during other courses and meetings.
+:::
+
+
+:::{exercise} Sound-2: Adjust volume up and down
+In addition to individual quality, it is important that sound is
+balanced among all instructors.  Have you ever been to a event when
+one person is too quiet and they can't make themselves any louder?
+
+You should ensure that you have a the full dynamic range available to
+you, and you know how to use it.  You might have to look into several
+different locations in order to make the full adjustment ().
+
+- Go to your sound settings
+- One by one, each person
+  - Adjusts their microphone volume so quiet that they can't be heard.
+  - Adjusts their microphone volume so that it is extremely loud.
+
+Once you know where these settings are, you won't be panicked when the
+volume is too low or high during a course.
+:::
+
+
+:::{exercise} Sound-3: Do a balance check
+It's important that instructor audio is balanced (the same volume).
+But how do you know?
+
+- The leader decides the order ("I am first, then [name-1] and
+  [name-2]")
+- The leader says "one".  Everyone else says "one" in the order
+  specified.
+- The leader says "two".  Everyone else says "two" in the order.
+- The leader asks for opinions on who they think is louder or softer.
+  If there are more than three people, you can figure it out
+  yourselves.  With less than two, you have to ask the audience.
+:::
+
+
+## Summary
 
 :::{keypoints}
 - Here we summarize keypoints.