Activity (Hands-On)Grades 9 - 12
Wind Chimes
Students design and build their own wind chimesCopyright Flickr https://farm4.staticflickr.com/3219/3290071591_a070af60bb_o.jpg
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.
Everyday, engineers design and create products, structures and systems, working within given constraints. In this "open-ended design," the potential exists for many creative solutions!
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.
- CCSS.Math.Content.HSN-Q.A Reason quantitatively and use units to solve problems.
Grades 9-12
Do you agree with this alignment? - CCSS.Math.Content.HSS-ID.A Summarize, represent, and interpret data on a single count or measurement variable
Grades 9-12
Do you agree with this alignment?
- Students will develop an understanding of the attributes of design.
Grades K-12
Do you agree with this alignment? - Students will develop an understanding of engineering design.
Grades K-12
Do you agree with this alignment? - Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving.
Grades K-12
Do you agree with this alignment? - Students will develop abilities to apply the design process.
Grades K-12
Do you agree with this alignment? - A prototype is a working model used to test a design concept by making actual observations and necessary adjustments.
Grades 9-12
Do you agree with this alignment? - 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
Do you agree with this alignment? - STEL-1R Develop a plan that incorporates knowledge from science, mathematics, and other disciplines to design or improve a technological product or system.
Grades 9-12
Do you agree with this alignment? - STEL-2X Cite examples of the criteria and constraints of a product or system and how they affect the final design.
Grades 9-12
Do you agree with this alignment? - STEL-7AA Illustrate principles, elements, and factors of design.
Grades 9-12
Do you agree with this alignment? - STEL-7CC Apply a broad range of design skills to their design process.
Grades 9-12
Do you agree with this alignment? - STEL-7W Determine the best approach by evaluating the purpose of the design.
Grades 9-12
Do you agree with this alignment? - STEL-7Y Optimize a design by addressing desired qualities within criteria and constraints.
Grades 9-12
Do you agree with this alignment?
- N-Q.A Reason quantitatively and use units to solve problems.
Grades 9-12
Do you agree with this alignment? - S-ID.A Summarize, represent, and interpret data on a single count or measurement variable
Grades 9-12
Do you agree with this alignment?
- HS-ETS1-2 Break a complex real-world problem into smaller, more manageable problems that each can be solved using scientific and engineering principles.
Grades 9-10
Do you agree with this alignment? - HS-ETS1-3 Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs 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
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
Do you agree with this alignment? - 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
Do you agree with this alignment?
- HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
Grades 9-12
This resource focuses on the following Three Dimensional Learning aspects of NGSS:
Science & Engineering Practices- Design a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations.Do you agree with this alignment?
Disciplinary Core Ideas- 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 (trade-offs) may be needed.Do you agree with this alignment?
Do you agree with this alignment? - Design a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations.
- HS-ETS1-3 Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs 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
This resource focuses on the following Three Dimensional Learning aspects of NGSS:
Science & Engineering Practices- Evaluate a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations.Do you agree with this alignment?
Disciplinary Core Ideas- 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.Do you agree with this alignment?
Crosscutting Concepts- New technologies can have deep impacts on society and the environment, including some that were not anticipated. Analysis of costs and benefits is a critical aspect of decisions about technology.Do you agree with this alignment?
Do you agree with this alignment? - Evaluate a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations.
- 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.
An understanding of waves and the corresponding equations for solving wave problems. A basic understanding of the steps of the engineering design process.
You are just beginning your first job as an entry-level 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).
Before the Activity
- Gather all materials.
- Make copies of the Student Handout (PDF), 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 / out-of-class 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.
- Imagine 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.
- Plan by Select a solution: Explain why you chose this solution and address all criteria listed in the introduction.
- Create a prototype: Record all dimensions including pipe lengths and location of hole to suspend the pipes while constructing the prototype.
- Test and evaluate the prototype: Does the wind chime operate continuously, giving out the expected notes under the test wind? a. What is the quality of the sound? b. Does the sound quality need to be modified?
- Improve: Redesign as Needed: List any changes you made to the prototype and note all changes in calculations for the new model.
- wave velocity
- The time it takes for one point on a wave to travel a certain distance.
- frequency
- The number of wave oscillations that occur in a unit of time.
- crest
- Highest point on a wave.
- trough
- lowest point on a wave.
- wavelength
- The distance between two successive points on a wave (ex. crest to crest, trough to trough).
- transverse waves
- Waves with vibrations perpendicular to the direction of the wave motion.
- longitudinal waves
- Waves with vibrations parallel to the direction of the wave motion.
Use the Evaluation Rubric (XLS) to grade student design projects on their functionality, aesthetic, calculations and drawings.
Supervise students when drilling and cutting to ensure they follow safety procedures.
Supporting Program
K-12 Outreach Office, Worcester Polytechnic Institute
Copyright
2013 by Regents of the University of Colorado; original © 2005 Worcester Polytechnic Institute