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THE PHYSICS OF MUSIC AND MUSICAL INSTRUMENTS - …

Start Here THE PHYSICS OF MUSIC AND. MUSICAL INSTRUMENTS . f1 f3 f5 f7. DAVID R. LAPP, FELLOW. WRIGHT CENTER FOR INNOVATIVE SCIENCE EDUCATION. TUFTS UNIVERSITY. MEDFORD, MASSACHUSETTS. Back TABLE OF CONTENTS. Introduction 1. Chapter 1: Waves and Sound 5. Wave Nomenclature 7. Sound Waves 8. ACTIVITY: Orchestral Sound 15. Wave Interference 18. ACTIVITY: Wave Interference 19. Chapter 2: Resonance 20. Introduction to MUSICAL INSTRUMENTS 25. Wave Impedance 26. Chapter 3: Modes, overtones, and harmonics 27. ACTIVITY: Interpreting MUSICAL Instrument Power Spectra 34. Beginning to Think About MUSICAL Scales 37. Beats 38. Chapter 4: MUSICAL Scales 40.

Middle school and high school students are a tough audience. They want to be entertained … but they don’t have to be. What they really need is relevance. They want to see direct connections and immediate applications. This is the reason for organizing an introduction to the physics of waves and sound around

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Transcription of THE PHYSICS OF MUSIC AND MUSICAL INSTRUMENTS - …

1 Start Here THE PHYSICS OF MUSIC AND. MUSICAL INSTRUMENTS . f1 f3 f5 f7. DAVID R. LAPP, FELLOW. WRIGHT CENTER FOR INNOVATIVE SCIENCE EDUCATION. TUFTS UNIVERSITY. MEDFORD, MASSACHUSETTS. Back TABLE OF CONTENTS. Introduction 1. Chapter 1: Waves and Sound 5. Wave Nomenclature 7. Sound Waves 8. ACTIVITY: Orchestral Sound 15. Wave Interference 18. ACTIVITY: Wave Interference 19. Chapter 2: Resonance 20. Introduction to MUSICAL INSTRUMENTS 25. Wave Impedance 26. Chapter 3: Modes, overtones, and harmonics 27. ACTIVITY: Interpreting MUSICAL Instrument Power Spectra 34. Beginning to Think About MUSICAL Scales 37. Beats 38. Chapter 4: MUSICAL Scales 40.

2 ACTIVITY: Consonance 44. The Pythagorean Scale 45. The Just Intonation Scale 47. The Equal Temperament Scale 50. A Critical Comparison of Scales 52. ACTIVITY: Create a MUSICAL Scale 55. ACTIVITY: Evaluating Important MUSICAL Scales 57. Chapter 5: Stringed INSTRUMENTS 61. Sound Production in Stringed INSTRUMENTS 65. INVESTIGATION: The Guitar 66. PROJECT: Building a Three Stringed Guitar 70. Chapter 6: Wind INSTRUMENTS 72. The Mechanical Reed 73. Lip and Air Reeds 74. Open Pipes 75. Closed Pipes 76. The End Effect 78. Changing Pitch 79. More About Brass INSTRUMENTS 79. More about Woodwind INSTRUMENTS 81. INVESTIGATION: The Nose flute 83.

3 INVESTIGATION: The Sound Pipe 86. INVESTIGATION: The Toy Flute 89. INVESTIGATION: The Trumpet 91. PROJECT: Building a Set of PVC Panpipes 96. Chapter 7: Percussion INSTRUMENTS 97. Bars or Pipes With Both Ends Free 97. Bars or Pipes With One End Free 99. Toward a Harmonic Idiophone 100. INVESTIGATION: The Harmonica 102. INVESTIGATION: The MUSIC Box Action 107. PROJECT: Building a Copper Pipe Xylophone 110. References 111. Contents Back Everything is determined by forces over which we have no control. It is determined for the insects as well as for the star. Human beings, vegetables, or cosmic dust we all dance to a mysterious tune, intoned in the distance by an invisible piper.

4 Albert Einstein INTRODUCTION. T. HIS MANUAL COVERS the PHYSICS of waves, sound, MUSIC , and MUSICAL INSTRUMENTS at a level designed for high school PHYSICS . However, it is also a resource for those teaching and learning waves and sound from middle school through college, at a mathematical or conceptual level. The mathematics required for full access to the material is algebra (to include logarithms), although each concept presented has a full conceptual foundation that will be useful to those with even a very weak background in math. Solomon proclaimed that there is nothing new MODES OF PRESENTATION. under the Sun and of the writing of books there is no As the student reads through the text, he or she end.

5 Conscious of this, I have tried to produce will encounter a number of different presentation something that is not simply a rehash of what has modes. Some are color-coded. The following is a key already been done elsewhere. In the list of references I to the colors used throughout the text: have indicated a number of very good sources, some Pale green boxes cover tables and figures classics that all other writers of MUSICAL acoustic that are important reference material. books refer to and some newer and more accessible works. From these, I have synthesized what I believe Notes Frequency to be the most useful and appropriate material for the interval (cents).

6 high school aged student who has neither a background in waves nor in MUSIC , but who desires a Ci 0. firm foundation in both. Most books written on the D 204. topic of MUSICAL acoustics tend to be either very E 408. theoretical or very cookbook style. The theoretical F 498. ones provide for little student interaction other than G 702. some end of the chapter questions and problems. The A 906. ones I term cookbook style provide instructions for building MUSICAL INSTRUMENTS with little or no B 1110. explanation of the PHYSICS behind the construction. Cf 1200. This curriculum attempts to not only marry the best ideas from both types of books, but to include Table : Pythagorean pedagogical aids not found in other books.

7 Scale interval ratios This manual is available as both a paper hard copy as well as an e-book on CD-ROM. The CD- Light yellow boxes highlight derived ROM version contains hyperlinks to interesting equations in their final form, which will be used for websites related to MUSIC and MUSICAL INSTRUMENTS . It future calculations. also contains hyperlinks throughout the text to sound files that demonstrate many concepts being developed. T. m f1 =. 2L.. 1. Contents Back IIN. NTTR. ROOD. DUUC. CTTIIO. ONN. Tan boxes show step-by-step examples for consider. Investigations are labs really, often requiring making calculations or reasoning through questions.

8 Students to make measurements directly on the photographs. Solutions to the Do you get it? . boxes, Activities, and Investigations are provided in an appendix on the CD-ROM. Finally, projects Example provide students with some background for building If the sound intensity of a screaming baby were MUSICAL INSTRUMENTS , but they leave the type of 1 10-2 W2 at m away, what would it be at MUSICAL scale to be used as well as the key the m m away? instrument will be based on largely up to the student. The distance from the source of sound is greater by a PHYSICS AND MUSIC ? factor of = . So the sound intensity is decreased 1.

9 By = . The new sound intensity is: ( )2. -2 W. (1 10-2 W. )( ) = 10. m2 m2.. throughout the text indicate Gray boxes stopping places in the reading where students are asked, Do you get it? The boxes are meant to reinforce student understanding with basic recall questions about the immediately preceding text. These can be used to begin a discussion of the reading with a class of students. Do you get it? (4). A solo trumpet in an orchestra produces a sound intensity level of 84 dB. Fifteen more trumpets join the first. How many decibels are produced? Without MUSIC life would be a mistake.. In addition to the Do you get it?

10 Boxes, Friedrich Nietzsche which are meant to be fairly easy questions done individually by students as they read through the text, With even a quick look around most school there are three additional interactions students will campuses, it is easy to see that students enjoy MUSIC . encounter: Activities, Investigations, and Ears are sometimes hard to find, covered by Projects. Activities more difficult than the Do you headphones connected to radios or portable CD. get it? boxes and are designed to be done either players. And the MUSIC flowing from them has the individually or with a partner. They either require a power to inspire, to entertain, and to even mentally higher level of conceptual understanding or draw on transport the listener to a different place.


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