Students wire up their own digital trumpets using a MaKey MaKey. They learn the basics of wiring a breadboard and use the digital trumpets to count in the binary number system. Teams are challenged to play songs using the binary system and their trumpets, and then present them in a class concert.
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Students find and calculate the angle that light is transmitted through a holographic diffraction grating using trigonometry. After finding this angle, student teams design and build their own spectrographs, researching and designing a ground- or space-based mission using their creation. At project end, teams present their findings to the class, as if they were making an engineering conference presentation. Student must have completed the associated Building a Fancy Spectrograph activity before attempting this activity.
Noetzel, Jared and Paul Umshler. "Drumline Club." After school club lesson plans. University of Nebraska-Lincoln, 2019.
Copyright 2019 by Jared Noetzel and Paul Umshler under Creative Commons Non-Commercial License. Individuals and organizations may copy, reproduce, distribute, and perform this work and alter or remix this work for non-commercial purposes only.
After-school club that teaches students the basics of music and drumming as a whole as well as learning the bucket-drumming piece entitled "Yuck!"
Students learn to apply the principles and concepts associated with energy and the transfer of energy in an engineering context by designing and making musical instruments. They choose from a variety of provided supplies to make instruments capable of producing three different tones. After completing their designs, students explain the energy transfer mechanism in detail and describe how they could make their instruments better.
For students with experience in nonfiction prose and interest in the non-science side of medicine. Advanced study of the art of essay (form, style, techniques of persuasion) and practice of that form. Students required to write substantial essays and revise their work. Students read and discuss the writings of distinguished physicians from antiquity to the late twentieth century.
This course provides an introductory survey of the Western classical tradition, exploring music as a phenomenon of both sound and culture. The focus of this course is the development of aural skills that lead to an understanding and appreciation of music; making use of live performances and streaming audio available on the Internet, the student will listen to and explore some of the most important and influential repertoires and genres of music that emerged in the last four centuries. Upon successful completion of this course, the student will be able to: Identify aesthetic qualities and compositional processes by studying and listening to significant works of music in both live performances and recorded media; Explain the historical and/or cultural contexts of musical works studied in this course; Demonstrate an aural ability by identifying specific forms, genres, musical techniques, and historical styles of Western classical music; Describe subjective reactions to musical examples and analyze specific expressive qualities that evoke responses; Write about music analytically and effectively, using vocabulary, language and a style appropriate to the discipline and expressing ideas clearly. (Music 101)
Students work with partners to create four different instruments to investigate the frequency of the sounds they make. Teams may choose to make a shoebox guitar, water-glass xylophone, straw panpipe or a soda bottle organ (or all four!). Conduct this activity in conjunction with Lesson 3 of the Sound and Light unit.
Music can loosely be defined as organized sound. The lesson objectives, understanding sound is a form of energy, understanding pitch, understanding sound traveling through a medium, and being able to separate music from sound, can provide a good knowledge base as to how sound, math, and music are related. Sound exists everywhere in the world; typically objects cause waves of pressure in the air which are perceived by people as sound. Among the sounds that exist in everyday life, a few of them produce a definite pitch. For example, blowing air over half full glass bottles, tapping a glass with a spoon, and tapping long steel rods against a hard surface all produce a definite pitch because a certain component of the object vibrates in a periodic fashion. The pitch produced by an object can be changed by the length or the volume of the portion that vibrates. For example, by gradually filling a bottle while blowing across the top, higher pitches can be generated. By organizing a few of these sounds with a clearer pitch, the sounds become closer to music. The very first musical instruments involved using various objects (e.g. bells) that have different pitches, which are played in sequence. The organization of the pitches is what transforms sounds into music. Since the first instruments, the ability to control pitch has greatly improved as illustrated by more modern instruments such as guitars, violins, pianos, and more. Music is comprised of organized sound, which is made of specific frequencies. This lesson will help define and elaborate on the connections between sound and music.
This OER explores the basic operations of a Sundial. It contains both an activity as well as resources for further exploration. It is a product of the OU Academy of the Lynx, developed in conjunction with the Galileo's World Exhibition at the University of Oklahoma.