Evidence of Work

String Instrument

Ukulele

Our string instrument creates a vibration to make its sound. It does this from the vibration of the strings that are plucked. To amplify the string’s sound, we created a “box” that has two thin wood layers and a cardboard border that connects them. The thin material vibrates at the same speed as the string which allows the noise to be louder. The entire system of the string, box, and the enclosed air begins vibrating and forces surrounding air particles into vibrational motion. The tendency of one object to force another adjoining or interconnected object into vibrational motion is referred to as a forced vibration. In the case of the guitar string mounted to the sound box, the fact that the surface area of the sound box is greater than the surface area of the string means that more surrounding air particles will be forced into vibration. This causes an increase in the amplitude and thus loudness of the sound. This system and process is an example of forced vibration. To achieve the proper notes we used fishing line and had different weights, lengths, and tensions so that we could achieve different notes.

Percussion Instrument

Chimes

Our chimes instrument is similar to wind chimes, but plays similarly to a xylophone. It is a percussion instrument and creates sound when each chime is struck, so that a vibration is created and a note is produced. Each of the notes vary by the length of the particular chime. Unlike wind and string instruments, there is no exact scale to definitely produce a particular note. So, to create a note we relied on using a tuning app. We created the chimes out of EMT(electric metallic tube) piping and hung them with fishing string on a wooden frame. The base of this frame is wide and is meant to sit on a table, and this is what helps with the amplification of the sound. One of the reasons that we chose to use EMT piping is that it has a great natural frequency, and percussion instruments rely on the natural frequency of an object to produce the right sound.

Wind Instrument

Recorder

For our wind instrument, we built a recorder. Wind instruments create sound through vibration, which is why you blow on the mouth piece (which creates the vibration for you.) As the sound wave travels down the recorder, depending on what hole you are covering, you will produce a certain note. The building process of the recorder was simple. We took a PVC pipe, a wooden dowel, and a pipe clamp. We cut the mouthpiece into the body of the recorder and then fitted a section of the wooden dowel into the end of the mouthpiece and secured this with the pipe clamp. Then, to create the holes, we drilled them into the PVC pipe according to what notes we wanted to produce. The thickness of the PVC pipe helps to amplify the sound. The wavelengths of the vibrations when you blow into it can be shortened or made longer depending on what holes you open and close with your fingers when you play. This is what creates the different notes when you play.

Design and Build Cycle

To start the designing and building process of our instruments, the first step that my group took was to discuss what instruments most interested us and which ones would be realistic to build. We decided on the three that we wanted and then collaborated to figure out who would build what. One of our group members, Faith, took point on the Ukulele, while Tyler and I chose to work together collaboratively on the recorder and the chimes. We started the the building process by creating blue prints and gathering the materials that we needed. Once we did this, we broke up what we needed to do into steps and divided it between the project work days. By doing this, we were able to complete all three instruments on time and then use the extra day to complete the final adjustments and "tweaks."

Content

Frequency

Number of waves created or received per second (vibrations per second) (f=v/λ)

Wavelength

Distance from one crest to a second crest of one wave. (λ=v/f)

Wave Speed

How fast a wave travels. (v=λf)

Amplitude

the maximum extent of a vibration or oscillation, measured from the position of equilibrium.

Transverse wave

A wave where the vibrations movement of particles is perpendicular to wave motion. (light)

Longitudinal wave

A wave where the movement of particles is in the same direction as wave motion. (sound)

Electromagnetic Spectrum

"The range of wavelengths or frequencies over which electromagnetic radiation extends.

Learning Targets

I can use the equation v=f𝝺 to relate the frequency, wavelength, and speed of waves.

We demonstrated this when we we used this calculation to help figure out the correct placement of the holes on the recorder.

I can explain the different ways waves carry information.

We covered this concept when we did a special write up about the way sell phones work and how they transfer information. This was relevant because it showed us some of the ways that we use radio waves in our every day lives.

I can compare and contrast the wave model and the particle model and understand that both are representations to help me better understand how light behaves.

Light is a type of wave, and understanding how light waves act was also relevant to understanding the ways that sound waves act as well. One of the ways that we did this was by exploring the ways that you can represent these two waves using these two types of models.

I can examine and draw conclusions from academic texts to determine the effects of radiation on living cells.

We practiced this when we were tasked with gathering data on the effects that cell phones had on cells. We researched this topic and then came to conclusions based on the data that we found. This also helped us to better understand the way that waves react.

I can explain how waves of different wavelengths are used by a variety of everyday technologies such as cell phones, microwaves, radio, and solar panels.

We also covered this during our exploration into cell phones and also wen we were examining the electromagnetic spectrum and how we utilize those different types of waves in our everyday life.

Reflection

Initially, going into this project I was skeptical about the quality of our final projects because of how little musical knowledge I had. However, throughout the project, I learned many different concepts that helped me to better understand music and how certain instruments work. One thing that I discovered was that I very much enjoyed experimenting with the recorder and attempting to try to play certain pieces. This was new to me, and interested me greatly. I also feel like during this project, I was able to exhibit strong collaboration skills. My group was very much in the same page and was able to evenly divide up the work and work well together. Each of the members in my group showed that they had an interest and a drive to contribute to the project and a want to produce good final products.

Something that I think I could improve on is time management. On one of the last days of the project, when we should have only been making adjustments, we were still rushing to finish one of the instruments. However, I attribute this to absences to to sports during work periods. A second thing that I feel is an area that I could improve on personally is being a better conscientious thinker. I think a good action step for me to accomplish this is to be more open-minded when going into a project. At first, I had low expectations for my group because of our general lack of musical knowledge. But, despite this, we grew in our knowledge along the way and were able to deliver our final project well. I think this showed me that there is always room to grow in your knowledge and to not assume the outcome before the process is complete. Overall, I think that my group did quality work and I learned a lot through this project. It was also a lot of fun!