Instrument By Robert Schinske, Tony Molloy, Peter Hunt

Rap Ya Learning bout wavelengths in Stem class Gaining knowledge that shows that we know how,know how To find amplitude, its distance over fre quen cy We building a structure Hopefully it wont rupture. Starting with the infrastructure ya, uh huh showing up to Stem class i wont relax until i finish this rap Mr williams is the best No one will deny me Unless you are living under the sea I wonder if he even gets some rest! He won the best high school teacher award in the Bay Area, Bay area Even had us go to the new cafeteria Learning bout wavelengths in Stem class Gaining knowledge that shows that we know how,know how To find amplitude, its distance over fre quen cy (2x) This is an extraordinary program That has gotten 120 app li cants WE learned bout grams at the beginning That allows us to keep winning, winning

Never missing a day Living near the bay We are all great students And Get accolades

Uh uh This is antenor At the gui tar Showin us how to Wait this so coo Pe-pepe peter at the chimes Trying to help me get some sweet rymes Learning bout wavelengths in Stem class Gaining knowledge that shows that we know how,know how To find amplitude, its distance over fre quency uh ya S T E M 2014 Thanks peace out

Chimes
We made these copper chimes by researching online about what we were supposed to do and how long the tubes needed to be to create a C major scale.We found the research on www.-phy.-mtu.-edu/-~suits/-windchime.-html. This instrument is constructed out of wood, string and copper tubing. We used the equation length=pipe constant/frequency (measured in hertz) to find the length of the pipes. Unfortunately, the tuner that we used was not very accurate and it was very hard to find the pipe constant. But we overcame this dilemma by cutting a sample piece of copper tubing and from this piece, we were able to make a scale. Even though we found the pipe

constant, the notes still sound the same and we think that this is due to having too small of a diameter of copper tubing. Instead of seven chimes we have eight to make it sound more complete. We had to calculate how long each tube would be by using a formula and this chart which we also found at http://www.phy.mtu.edu/~suits/windchime.html. For G# we used the formula .913/14.7cm =1/x, x being the chime length of each note. So G# was 14.4 cm, F=15.2cm, E=16.1 cm, A=13.9 cm, B=13.1 cm, C=12.5 cm, D=11.8 cm. We then cut the G# down 3 cm to complete the C major scale. Inter val Ratio to Fundamental Just Scale 1.0000 Multiply Longest Chime Length by 1.0000 0.9798 0.9428 0.9129 0.8944 0.8660 0.8433

Unison

Minor Second 25/24 = 1.0417 Major Second 9/8 = 1.1250 Minor Third Major Third Fourth Diminished Fifth Fifth Minor Sixth Major Sixth Minor Seventh Major Seventh Octave 6/5 = 1.2000 5/4 = 1.2500 4/3 = 1.3333 45/32 = 1.4063

3/2 = 1.5000 8/5 = 1.6000 5/3 = 1.6667 9/5 = 1.8000

0.8165 0.7906 0.7746 0.7454

15/8 = 1.8750

0.7303

2.0000

0.7071

Guitar
We made this guitar out of wood, screws, hot glue, and guitar strings. To tune the guitar, we tightened or loosened the strings with the screws. The thicker the guitar

string, the lower the note. The thinner the guitar string, the higher the note. Also, the looser the string the lower the note and the tighter the string the higher the note. This is because of frequency. Lower notes have less frequency and higher notes have more frequency. We used five strings on our guitar, which is unusual because most other guitars have 6.

http://www.learnnc.org/lp/editions/biomusic/6515 http://www.teachengineering.org/view_lesson.php?url=co

llection/cub_/lessons/cub_soundandlight/cub_soundandlight_lesson3.xml

Flute
We made the flute out of PVC piping and we cut 6 note holes and one breath hole. We put a bottle cap on the end of the PVC to keep the air from escaping the other way. Each hole is measured out to create specific wavelength which allows us to hear the different types of frequencies. To create the different notes we cover each note as you go down the lines thus creating varying notes. This blocks/allows the airflow to differ wavelength, creating different notes. Our results showed that 1st e 655 Hz 2nd D with 593.8 Hz 3rd C 535.5 Hz 4th A 951.2 Hz 5th B 492.4 Hz 6th G# 840 Hz 0th F# 737.4 Hz

C4 C#4/Db4 D4 D#4/Eb4 E4 F4 F#4/Gb4 G4 G#4/Ab4 A4 A#4/Bb4 B4

261.6 3 277.1 8 293.6 6 311.1 3 329.6 3 349.2 3 369.9 9 392.0 0 415.3 0 440.0 0 466.1 6 493.8 8

131.8 7 124.4 7 117.4 8 110.8 9 104.6 6 98.79

93.24

88.01

83.07

78.41

74.01

69.85