Provide one additional fact that you learned about instruments in this family. What is one question you have about this instrument family? Bonus: Can you name a popular musical instrument that is both a string and a percussion instrument? Explain why this is so. Appendix L: Team Research Results Answer Key Name_________________________________________ Date_______ Period____ Woodwind Brass String Percussion What do most of types of instrument have in common? Briefly describe the instruments. Provide a sketch if you would like. They are all basically narrow tubes with holes, an opening at the bottom end, and a mouthpiece at or near the top instruments are long, curvy pipes that widen at their ends into the shape of a bell. String instruments usually have a hollow wooden body with a hole in it, at the end of a long, narrow “neck.” A set of tight, parallel strings is attached along the length of the neck and body. Each string is a different thickness. (A harp varies somewhat from this description, but it is a string instrument.) Percussion instruments come in many different and shapes. What they have in common is that they all make a sound when hit, shaken, or scraped. Of what material(s) are percussion instruments usually made? Wood, metal, plastic, or a combination of these. or other metals The body and neck are usually wooden, and the strings are nylon, metal, or gut Wood, metal, plastic, rubber, animal skin, cloth
Using data to guide design changes Students correctly used measurements to all changes to their prototype instrument. Students correctly used measurements to guide most changes to their prototype instrument. Students attempted to use measurements to guide some changes to their prototype instrument. Students primarily used guesswork to guide changes to their prototype instrument. Effect of changes made during design process All changes to the instrument had the predicted effect, in terms of frequency. More than half of the changes had the predicted effect, in terms of frequency. Fewer than half the changes had the desired effect, in terms of frequency. Very few or no changes to the instrument had the desired effect, in of frequency. Documentation Students documented all changes with specific measurements, and explained why they chose to make them. Students documented changes in general terms, and explained why they chose to make them. Students documented some changes, and made some attempt to explain why they made them. Students made little attempt to document changes or explain why they made them. Students documented problems and proposed solutions; they documented results of attempted solutions. Students documented problems and proposed solutions, but did not document the results of proposed solutions. Students documented problems but did not propose any solutions. Students did not document any problems or proposed solutions. Prototype instrument’s ability to produce accurate Prototype is able to produce four or more accurate notes, as measured with a tuner. Prototype is able to produce three accurate notes, as measured with a tuner. Prototype is able to produce one or two accurate notes, as measured with a tuner. Prototype is unable to produce notes that are measureable with a tuner. Appendix Z: News Article Prompt and Graphic Organizer Name_________________________________________ Date_______ Period____ News Article Prompt A local news organization as asked you to write an article describing your engineering design process. The article must include the regular components of a news article. In the article, you must describe what your instrument looks like and the materials you used to create it. It should also list the steps readers could take if they wanted to make their own instrument. The article should explain to readers how pitch is changed while playing the instrument. They also require a photo, material list and table of measurements. Use the
Main Point #1: Description What does the instrument look like? How did your group decide on the design? Main Point #2: Procedure What steps did your group follow to build the instrument? Be sure to explain these so the reader could make his/her own instrument. Main Point #3: Results When the instrument is finished, what can it do? How is the pitch of the instrument changed? Conclusion – This section of text restates the topic/main idea from the introduction. It also leaves the reader with something to think about. Appendix AA: News Article Rubric Name_________________________________________ Date_______ Period____ 4 3 2 1 News Article Includes all 6 news article components Each component is in the correct format and clearly displays content Includes 4 or 5 of the news article components 1 component is in an incorrect format or is unclear Includes 2 or 3 news article components 2 components are in an incorrect format or are unclear Includes news article components 3 or more components are in an incorrect format or are unclear