![]() teaching and learning approaches that promote choice and authenticity in writing for a variety of purposes and audiences.content that promotes writing to construct meaning across the curriculum in a variety of text forms.instructional content for the conventions and composition of extending or advanced writing.writing goals that guide and support teachers and students.Text type: information report and response Genre: non-fiction PM Writing 4 provides: The String Recital: a response given in the form of the adjudicator’s comments following a recital. The strummer excited fewer harmonics than the dulcimer did.Stringed Instruments in an Orchestra: an information report about the four stringed instruments (violin, viola, cello and bass) that are in an orchestra. The dulcimer has a peanut shape and is comparatively much larger than the strummer, which is triangular. The colored numbers indicate different body resonance frequencies and the percents represent the fraction of the sound that is due to the body resonance. The dulcimer and strummer have a wooden body, while the banjo’s body is a membrane. ![]() The following figures show the relations between the string and body resonances for the dulcimer, strummer and banjo that work together to form the unique sound of the instrument. The strummer data indicated that the notes excited with the thumb had a much larger correspondence with the body oscillations. For the mandolin and the acoustic guitar, the body oscillations only affected the fundamental harmonics. The body oscillations mainly affected the fundamental and second harmonics. ![]() The circular shaped banjo body excited the highest amount of harmonics, yielding its “tinny” sound. The figure eight and triangular shaped instruments produced a significantly larger amount of harmonics with the pick as compared to the peanut or teardrop shaped instruments. The results for the lesser-known instruments follow here. The instruments were separated into their corresponding body shapes to see the differences. To understand the differences amongst instruments, we correlated the string and body oscillations. These must keep the string fixed at the ends. A string fixed at both ends can oscillate in many modes, called harmonics. The parts of an instrument interact and force each other into vibrating at their harmonics (standing wave patterns). The natural frequencies of a musical instrument are called the harmonics of the instrument. Musical instruments create sounds at their natural vibrational frequencies, which depend upon their size and structure. We performed comparisons of the instruments that revealed each instrument’s unique characteristics. We also analyzed high-speed videos of the strings to better observe the oscillations produced. We studied body vibrations by looking at the sand patterns that form when the instrument is excited at different frequencies. In this research, we gathered string oscillation data, vibrating the strings at different locations with different methods of excitement. These elements interact to create the sound we hear in each instrument. Stringed instruments create the sound in three phases: (i) the source or string, (ii) the medium or body and (iii) the interface, which is the oscillation of the air around the body. We strived to understand how different stringed instruments function individually, and how instruments differ in their sound and function. Our objectives for this project include an in depth analysis of the properties of stringed instruments.
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