Generalizing how instruments work

4/1/16

Advising

• SCI 465 3 cr = SCI 225 3 cr

• BIO 265 and ESCI 265 offered for the last time next fall. If missing one or both, have to take SCI 266 (4cr)

• Science Track – ESCI 365

– BIO 365

– SCI 365

– SCED 381

Three Important Features

1. How do instruments make sound?

2. How do instruments change pitch?

3. How do instruments amplify sound (be loud)?

Resonance

Natural Frequency: The rate something likes to vibrate at.

Resonance: When you drive (vibrate) something at its natural frequency

Resonance determines pitch

• Straw – length

• Tuning fork – tines

• Cup Instrument – string length

• Voice – complicated! Vocal cords, mouth/throat length

• Acoustic guitar – string length (and tension)

• Electric guitar – string length (and tension)

Amplification making the sound loud

Move more air

Either by Sympathetic Vibration or Resonance.

(resonance is just a special case of sympathetic vibration)

Amplification

Straw

Tuning Fork

Cup

Voice

Acoustic Guitar

Electric Guitar

moves most air

not loud moves most air, string not loud

Amplifies all notes

Not loud

body of straw

cup

mouth, throat, chest, cheek bones

Body of guitar

resonance

none

symp. vibration

Both!

Symp. Vibration

none

Home Work The Next Generation Science Standards (NGSS) identified eight practices that are essential for all students to learn:

1. Asking questions (for science) and defining problems (for engineering)

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematics and computational thinking

6. Constructing explanations (for science) and designing solutions (for engineering)

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information

Home Work 1. Asking questions (for science) and defining problems (for engineering)

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematics and computational thinking

6. Constructing explanations (science) and designing solutions (eng.)

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information

Please consider the first week’s activities about sound and music both in class and during lab. Describe how these map onto the above Standards. If you think any of the Standards were not addressed this week, explain.

Home Work

5. Using mathematics and computational thinking Was this standard addressed this week? A. Yes B. No C. Indirectly Computational thinking is not related to computers. It refers to the use of mathematics or thinking about ratios or graphing for example to understand a concept or data.

Home Work

3. Planning and carrying out investigations

Was this standard addressed this week?

A. Yes

B. No

C. Indirectly

Home Work

1. Asking questions (for science) and defining problems (for engineering)

Was this standard addressed this week? A. Yes B. No C. Indirectly This refers to the student asking the questions or defining the problems. Not the teacher asking a question.

Home Work

6. Constructing explanations (for science) and designing solutions (for engineering)

Was this standard addressed this week?

A. Yes

B. No

C. Indirectly