Quick Look
Grade Level: 9 (912)
Time Required: 2 hours 30 minutes
(can be split into three 50minute sessions)
Expendable Cost/Group: US $10.00
Group Size: 4
Activity Dependency: None
Subject Areas: Science and Technology
Summary
Students are challenged to design and build wind chimes using their knowledge of physics and sound waves, and under given constraints such as weight, cost and number of musical notes it must generate. They make mathematical computations to determine the pipe lengths.Engineering Connection
Everyday, engineers design and create products, structures and systems, working within given constraints. In this "openended design," the potential exists for many creative solutions!
Learning Objectives
After this activity, students should be able to
 Explain the relationships between wave velocity, wavelength and frequency.
 Calculate the length of a pipe needed to provide a certain musical note.
Educational Standards
Each TeachEngineering lesson or activity is correlated to one or more K12 science,
technology, engineering or math (STEM) educational standards.
All 100,000+ K12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the Achievement Standards Network (ASN),
a project of D2L (www.achievementstandards.org).
In the ASN, standards are hierarchically structured: first by source; e.g., by state; within source by type; e.g., science or mathematics;
within type by subtype, then by grade, etc.
Each TeachEngineering lesson or activity is correlated to one or more K12 science, technology, engineering or math (STEM) educational standards.
All 100,000+ K12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the Achievement Standards Network (ASN), a project of D2L (www.achievementstandards.org).
In the ASN, standards are hierarchically structured: first by source; e.g., by state; within source by type; e.g., science or mathematics; within type by subtype, then by grade, etc.
NGSS: Next Generation Science Standards  Science
NGSS Performance Expectation  

HSETS12. Design a solution to a complex realworld problem by breaking it down into smaller, more manageable problems that can be solved through engineering. (Grades 9  12) Do you agree with this alignment? 

Click to view other curriculum aligned to this Performance Expectation  
This activity focuses on the following Three Dimensional Learning aspects of NGSS:  
Science & Engineering Practices  Disciplinary Core Ideas  Crosscutting Concepts 
Design a solution to a complex realworld problem, based on scientific knowledge, studentgenerated sources of evidence, prioritized criteria, and tradeoff considerations. Alignment agreement:  Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (tradeoffs) may be needed. Alignment agreement: 
NGSS Performance Expectation  

HSETS13. Evaluate a solution to a complex realworld problem based on prioritized criteria and tradeoffs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. (Grades 9  12) Do you agree with this alignment? 

Click to view other curriculum aligned to this Performance Expectation  
This activity focuses on the following Three Dimensional Learning aspects of NGSS:  
Science & Engineering Practices  Disciplinary Core Ideas  Crosscutting Concepts 
Evaluate a solution to a complex realworld problem, based on scientific knowledge, studentgenerated sources of evidence, prioritized criteria, and tradeoff considerations. Alignment agreement: Use mathematical representations of phenomena or design solutions to describe and/or support claims and/or explanations.Alignment agreement:  When evaluating solutions it is important to take into account a range of constraints including cost, safety, reliability and aesthetics and to consider social, cultural and environmental impacts. Alignment agreement:  Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions—including energy, matter, and information flows—within and between systems at different scales. Alignment agreement: 
Common Core State Standards  Math

Summarize, represent, and interpret data on a single count or measurement variable
(Grades 9  12)
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Reason quantitatively and use units to solve problems.
(Grades 9  12)
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International Technology and Engineering Educators Association  Technology

Students will develop an understanding of engineering design.
(Grades K  12)
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Students will develop an understanding of the attributes of design.
(Grades K  12)
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Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving.
(Grades K  12)
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Students will develop abilities to apply the design process.
(Grades K  12)
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Develop and produce a product or system using a design process.
(Grades 9  12)
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Requirements involve the identification of the criteria and constraints of a product or system and the determination of how they affect the final design and development.
(Grades 9  12)
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The design process includes defining a problem, brainstorming, researching and generating ideas, identifying criteria and specifying constraints, exploring possibilities, selecting an approach, developing a design proposal, making a model or prototype, testing and evaluating the design using specifications, refining the design, creating or making it, and communicating processes and results.
(Grades 9  12)
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Established design principles are used to evaluate existing designs, to collect data, and to guide the design process.
(Grades 9  12)
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Engineering design is influenced by personal characteristics, such as creativity, resourcefulness, and the ability to visualize and think abstractly.
(Grades 9  12)
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A prototype is a working model used to test a design concept by making actual observations and necessary adjustments.
(Grades 9  12)
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Identify criteria and constraints and determine how these will affect the design process.
(Grades 9  12)
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Evaluate the design solution using conceptual, physical, and mathematical models at various intervals of the design process in order to check for proper design and to note areas where improvements are needed.
(Grades 9  12)
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State Standards
Massachusetts  Math

Summarize, represent, and interpret data on a single count or measurement variable
(Grades
9 
12)
More Details
Do you agree with this alignment?

Reason quantitatively and use units to solve problems.
(Grades
9 
12)
More Details
Do you agree with this alignment?
Massachusetts  Science

Break a complex realworld problem into smaller, more manageable problems that each can be solved using scientific and engineering principles.
(Grades
9 
10)
More Details
Do you agree with this alignment?

Evaluate a solution to a complex realworld problem based on prioritized criteria and tradeoffs that account for a range of constraints, including cost, safety, reliability, aesthetics, and maintenance, as well as social, cultural, and environmental impacts.
(Grades
9 
10)
More Details
Do you agree with this alignment?

Describe the measurable properties of waves (velocity, frequency, wavelength, amplitude, period) and explain the relationships among them. Recognize examples of simple harmonic motion.
(Grades
9 
12)
More Details
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Identify and explain the steps of the engineering design process: identify the problem, research the problem, develop possible solutions, select the best possible solution(s), construct prototypes and/or models, test and evaluate, communicate the solutions, and redesign.
(Grades
9 
12)
More Details
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Materials List
 fan
 computers with internet connectivity (for research)
 drill press or drill and sturdy clamp to clamp pipes
 drill bits for each type of material students bring in (such as metal, wood, plastic)
 pipe cutter
 utility knives
 scissors
 (optional) scales
 tape
 stapler and staples
After researching the parts of a wind chime, bring in all materials necessary to build it. Try to find scrap material before purchasing anything.
Worksheets and Attachments
Visit [www.teachengineering.org/activities/view/windchimes_sue] to print or download.More Curriculum Like This
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PreReq Knowledge
An understanding of waves and the corresponding equations for solving wave problems. A basic understanding of the steps of the engineering design process.
Introduction/Motivation
You are just beginning your first job as an entrylevel engineer at Wind Chimes, Inc. Your first task is to design a new and creative wind chime that meets the following criteria:
 It must be made using hollow piping.
 It must play at least four different notes that sound pleasing together.
 It must be aesthetically pleasing.
 Material cost must be under $10.
 It cannot weigh more than 1.5 kg.
 It must make sound when suspended 1 meter away from a fan set at low.
 All research, documentation, and mathematical calculations must be provided to your supervisor (teacher).
Procedure
Before the Activity
 Gather all materials.
 Make copies of the Student Handout, which includes procedures.
 Show students the fan being used so they can feel the wind produced by it on low at a distance of 1 meter.
 Bring in a wind chime if you have one to demonstrate.
 Suggestion: Have students conduct most of the research as a homework / outofclass assignment.
With the Students
 Divide the class into teams of four students each.
 As necessary, review the steps of the engineering design process, which students will be following for this activity.
 Distribute the Student Handout and materials.
 Research the problem: a. What are the parts of a wind chime? b. How does the length and width of the pipe effect the sound? c. List at least 3 different sources and include website address or book title.
 Develop possible solutions: a. List possible materials b. Method of suspending pipes? c. Location for drilling pipes d. Make all required calculations for designing an effective wind chime.
 Test and evaluate: Does the wind chime operate continuously, giving out the expected notes under the test wind?
 Select a solution: Explain why you chose this solution and address all criteria listed in the introduction.
 Construct a prototype: Record all dimensions including pipe lengths and location of hole to suspend the pipes while constructing the prototype.
 Test the prototype: a. What is the quality of the sound? b. Does the sound quality need to be modified?
 Redesign to improve: List any changes you made to the prototype and note all changes in calculations for the new model.
Vocabulary/Definitions
crest: Highest point on a wave.
frequency: The number of wave oscillations that occur in a unit of time.
longitudinal waves: Waves with vibrations parallel to the direction of the wave motion.
transverse waves : Waves with vibrations perpendicular to the direction of the wave motion.
trough: lowest point on a wave.
wave velocity: The time it takes for one point on a wave to travel a certain distance.
wavelength: The distance between two successive points on a wave (ex. crest to crest, trough to trough).
Assessment
Use the Evaluation Rubric to grade student design projects on their functionality, aesthetic, calculations and drawings.
Safety Issues
Supervise students when drilling and cutting to ensure they follow safety procedures.
Copyright
© 2013 by Regents of the University of Colorado; original © 2005 Worcester Polytechnic InstituteSupporting Program
K12 Outreach Office, Worcester Polytechnic InstituteLast modified: September 7, 2019
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