Build a Band
Proposition:
For our Build A Band project, we were to create a "band" with two other teammates by creating our own string, wind, and chime instruments by using physics concepts such as waves.
the process
We began the project with a new set of teammates to work with. I was paired up with my classmates Jason and Riley. After being given the proposition for our new project, we spent some time reviewing and taking notes on sound waves and it's relationship to wind, chime, and string instruments. By the time we moved up the makers space to begin the construction of our instruments, we had assigned each person an instrument to mainly focus on and created a clear representation of what our final product should look like. I began my design process by taking the wavelength of the eight notes I wanted to be able to play and divided it by two to give me my string length in cm. Then, I grabbed six pieces of wood and one large piece of cardboard to begin building my guitar. I used the thickest plank of wood for the neck, two long and thin planks of wood for the length, two short and thin wood planks for the width, and one large piece of wood for the back of the guitar. After drilling everything into place, I cut a hole in the middle of the wood to amplify the waves, creating a louder sound. Then, after testing out the strength of my guitar, I chose to place a thick wooden block behind the base of the neck for extra support so when I play my notes, the neck won't snap. Lastly, I drilled in sixteen screws to hold my eight strings in place.
The string instrument
This instrument uses vibration in order to produce sound. The vibrations are the outcome of your hand stroking horizontally against the strings. Each string makes a different sound from left to right. The longer the string, the lower the sound. This happens because the strings are measured specifically so it’s length is half the size of the wavelength which is already provided. We divide the wavelength by two because most string instruments vibrate as one standing wave. This is half of one wavelength. In order to amplify the sound, we included a sound box. This changes the size of the wavelength because it allows the waves to bounce around inside of the sound box. We did this by cutting out a rectangle on the surface of our box since it is hollow inside. Since we decided to add a neck to our guitar, we knew that by adding all of this unnecessary pressure, it would be a good idea to add a wood block behind it for support. This way we didn’t have to worry about it snapping.
the chime instrument
Similar to the string instrument, the xylophone used vibrations for sound. We did this by lightly knocking a wooden stick across the metal pipes. The sound is amplified because the pipes are metal. So, when vibrations are produced, the waves bounce around inside, returning larger than before. The pitch of the sound relies on wavelength, meaning that the higher the wavelength, the smaller the pitch.
the wind instrument
This instrument uses vibrations produced by your mouth to make sound. We added a total of six holes to it. By covering the holes while blowing into the instrument, the wavelength increases and as a result, changes the note. To find the distance of each whole, we divided the wavelength by four. We did this because the air pressure decreases to neutral atmospheric pressure which is 1/4 of the wavelength.
Frequencies of musical notes:
Copy of Build a Band Research Questions.docxBuild a band one pager.doc
my build a band write-up:
physics concepts
Wavelength: The distance from the top of one crest to the following top of a crest. This is represented by the variable λ and carries an equation of λ= v/f. The wavelength is measured in meters.
Frequency: The number of vibrations per time (waves). This is represented by the variable f and can be found by using the equation f= v/ λ. Frequency is measured in hertz (Hz).
Wave Speed: Frequency at which a wave moves. This is represented by the variable v and can be found by using the equation v= f λ. Wave speed is measured in meters per second.
Transverse Wave: Movement through the medium at a right angle to direction.
Longitudinal Wave: Particles move along the direction of the wave/parallel to the direction of the wave.
Amplitude: Distance from midpoint to the maximum point of the wave. This is represented by the variable A and is measured in meters.
Electromagnetic Spectrum: A range of wavelengths or frequencies over which electromagnetic radiation extends.
summery
This project had its ups and downs but one of the most positive factors that stood out to me in our group was outstanding communication. Although there were times that we would try to work independently, there was never a day where we would miss discussing our plan for what is next. We also carried out the conscientious learner aspect out nicely. Before building, we all had a clear plan of what we wanted to do, including measurements, etc. Even along the way, we were always organized and knew what to do when.
Although most of the project went by smoothly, there were some bumps in the road. For example, our team had a hard time collaborating at times. Some of us, during the construction of our instruments, would leave our group to talk to other classmates. Also, time management was difficult for one of our teammates due to the fact that he was ill some days, delaying the conclusion of his write up.