The Task

Our task was to build a band out of materials we had in the makerspace. We needed to figure out everything about our instruments' dimensions and where parts needed to be put. We did this by first learning about sound waves and how they worked in certain types of instruments, and from there had to build a wind, strings, and chime instrument.

Our Process

For our process, we first had to learn about wavelengths, frequencies, and wave speeds. Next, we had to learn about the different types of instruments that we could build and how to build them. From there we were able to use our knowledge and create our 3 instruments. Our project was interrupted halfway due to the coronavirus, and so while we finished some of the work at home, we couldn't finish our instruments and I do not have pictures of them, but below I describe the process it took to make each one of them individually.

Instrument Descriptions

Wind Instrument - Flute

For our wind instrument, we created an instrument similar to a flute, but with a few changes. First, for the design, we have a PVC pipe, and to get the sound, there are 7 different holes on top at the end, and closer to the start of the pipe, there is a hole that the player would blow across to get wind into the instrument. The very start of the pipe is capped off with a piece of wood to keep the air from escaping that way, and forcing it to the other end of the pipe. For the notes, it ranges from a C(4) to a C(5). To make our instrument, we had to divide the original wavelengths for the particular note by 4. This is the process that is used when creating wind instruments. We then took the new wavelengths, and for the note that had the longest wavelength [C(4)], we then made that the length of our pipe. From there, we marked out where each of the other notes would be and drilled holes into the pipe. Finally, we capped off one of the ends and then our flute was complete. When playing the instrument, the vibration that is needed for instruments comes from blowing air over the hole. Blowing straight across means that some air will go into the hole, while some will go over it. This creates a vibration, which the instrument needs to produce sound.

Strings Instrument - Guitar

For our string instrument, our design looks pretty similar to a large guitar. On it, we have 8 strings, all for different notes, C(4)-C(5). The strings are tied on either end to adjustable pegs so we can tune the instrument. There are many variations of strings too. For example, thicker and longer strings will have a lower frequency, so lower notes, and thinner and shorter strings will have higher frequencies, so higher notes. For strings instruments, you take the notes’ wavelength and you divide it by 2. This is because when the string vibrates, the string creates the crest of the wave as the sound travels along it from end to end. Once it hits the peg, however, the string vibrates with the other part of the wave, the trough, going back. Then, once it reaches the other end, it reverses again to be the crest of the wave again. And so on. To amplify our sound, we built a box around the outer edges. It is fairly large, and we put a hole on one edge, and when you are next to it, the sound can be pretty loud.

Chimes

For the design of our chimes, we kept it simple. We created a frame that is with 2 pieces of wood, or legs, on the side, and one across the top. Then, we attached the chimes. Chimes can be made out of metal, glass, wood, or other surfaces, but those surfaces are usually hard because it is hard to get soft materials to vibrate. Since chimes pretty much rely on their natural frequency to give sound and produce notes, we used metal pipes to get a clear, resonating sound. Next, we had to trim the pipes. For chimes, the length of the pipe is the inverse square of the note’s frequency. Finally, once finished and struck, we hear the sound as its waves come out of both ends of the pipe.

Concepts

Frequency

Frequency is the number of vibrations an object makes per second. When talking about frequency with sound, it means the number of waves per second. The frequency of an object determines how high or low the pitch is. The lower the frequency, the lower the pitch, and the higher the frequency, the higher the pitch. The equation for frequency is f (frequency) = v (wave speed) / (wave length). The unit for frequency is in Hz (Hertz).

Wavelength

Wavelength is the distance from crest to crest of one wave, or trough to trough. The crest is the top of the wave and the trough is the bottom. The wavelength, like frequency, determines how high pitched or low pitched a sound is. A longer wavelength means a lower sound, and a shorter wavelength means a higher sound. The equation for wavelength is (wavelength) = v (wave speed) / f (frequency). The unit for wavelength is m (meters).

Wave Speed

Wave speed is how fast a wave travels. This can also be referred to as the speed of the sound. The equation for wave speed is v (wave speed) = (wavelength) * f (frequency). The unit for wave speed is m/s (meters per second).

Amplitude

Amplitude is the height of the wave from the midline to either the crest or the trough, The amplitude determines the volume of the sound. A longer amplitude means the sound is louder and a shorter amplitude means the sound is softer. Amplitude is measured in m (meters).

Transverse Wave

Transverse waves show particle motion perpendicular to the direction of wave motion. Transverse waves are a model of how energy is transferred. Transverse waves can travel through anything, as they do not need a media/medium to move, which means they can pass through space.

Longitudinal Wave

In longitudinal waves, particles compress and rarify (get closer together and further apart) as energy moves along (parallel to wave motion). Longitudinal waves, like transverse waves, are a model of how energy is transferred, but these waves need a media/medium to travel through, which means in can travel through most things, except for somewhere like space.

Electromagnetic Spectrum

The electromagnetic spectrum is a spectrum that labels frequencies between ionizing and non-ionizing. High frequencies are considered to be ionizing and low frequencies are non-ionizing. Ionizing radiations can be damaging to living things, and can change DNA in cells. Ionizing things are those such as x-rays. Non-ionizing things are like power lines. Things like microwaves and visible light are in between, but still not harmful.

AM vs. FM Waves

AM and FM waves are both modulations of normal waves. AM stands for Amplitude Modulation, and modifies the amplitude of the wave to make it travel to farther distances. News stations and public television broadcast usually use AM waves for transmitting their data. FM waves stands for Frequency Modulation, which modifies a wave's frequency to make the media in a better quality. Usually radio stations prefer FM waves so that their listeners hear the sound in better quality.

Build a Band Song

Beat Description:

Notes: C(5), G(4), G(4), G(4),

Tempo: Slow, slow, slow, slow (da, da, da, da) _ = slow beat * = quick beat ‘ _ _ _ _’

Lyrics:

Waves of sound, moving around

Your ears pick them up and your brain breaks them down

The sound waves come from the air

From near, far, up, down, anywhere

Wave length, wave speed, and frequency too

The type of sound is what they contribute to

They travel so fast that you’ll barely notice

The delay but you can if you’re far and you focus

Vibrations make sound, yeah

They’re traveling all around ya

Vibrations make sound, yeah

Sound waves going to your brain, yeah

The longer a wave, the higher the frequency

When those are raised up, the slower the speed

Can’t hear me, do I need to shout?

If I amplify my voice, the louder it comes out

Frequency, it’s measured in Hz (saying the letters h z)

It determines the pitch of a note or key

Per second it counts the number of vibrations

That an object will make throughout its duration

Vibrations make sound, yeah

They’re traveling all around ya

Vibrations make sound, yeah

Sound waves going to your brain, yeah

Sound waves travel at 760 (seven sixty)

In metric units that’s 343 (three hundred forty three)

It’s waves require a medium to travel in

Hearing in outer space, it just can’t happen

Doppler effect as the object catches up, yeah

Like an ambulance flying right past ya

Use a sound box, hear that resonance

That gives your sound a whole new ambience

Vibrations make sound, yeah

They’re traveling all around ya

Vibrations make sound, yeah

Sound waves going to your brain, yeah

Sound Waves!

Reflection

Overall, I think this project turned out pretty good in the end. We ran into an issue with the coronavirus and had to continue as much as we could at home, but not to the project's full extent. For example, we never really got to completely finish our instruments. For this project, two things that I think we did well were our collaboration and critical thinking skills. For collaboration, for the time in school that we got, we each had to build an instrument, and it went really well with us getting close to finishing our instruments pretty close to the time we had left. For critical thinking, we had to do a lot of calculations and work at home by ourselves, and for not being used to working, remotely, I think it went mostly well.

Two things I think we could have worked on were our communication and conscientious learner skills. With the school closures, we needed to get some information from our group members to complete the project by ourselves at home. For communication, it took us awhile to get our information shared with each other, and I found myself a little bit behind after we had sorted everything out. For conscientious learner, I think that since I felt behind, I think my quality of work for the rest of the project was a little below where it could have been, and I think if we had communicated better and solved our problems a little sooner, than my work could have improved a little.

Overall, despite the bumps due to remote learning, I think the final project turned out the best it could and I think we did a good job on it.