Transcript HOW TO MAKE A PIANO SING

HOW TO MAKE A
PIANO SING
By: Donna Furrha
10th grade
Mrs. Ransom
PURPOSE/PROBLEM
Have you ever been to the store with your mom
and dad and accidently ran into a piano? I have, I love
playing new instruments; I enjoy the beats that come
right out of my head without any instructions given by
anyone that happen naturally. So I want to know how
the piano can sing, I want to know how to play each
key and start to make my own beat. I want to learn
how to make my own beat because one day I want to
become famous. I want to teach everyone else who
doesn’t know how to play the piano also!
HYPOTHESIS
If I look at the difference of each key, then the octave will change. As I
play, I will learn new beats from each key and so will you! I think that
each key has a different tone that is released from it depending on the
change of air pressure. The sound is produced by vibrations of objects.
So if I have a Electric piano and set it on a table It will have more
vibration because its being set on a simple object and the piano has
more power coming from itself.
MANIPULATED OR INDEPENDENT
VARIABLE
The Piano keys are my manipulated variable, it
is being changed by a variety of sounds.
RESPONDING OR DEPENDENT VARIABLE
The dependent variable consists of using the same
Piano throughout the experiment.
CONSTANTS
I will be doing my experiment bright and early
around 9’oclock. The room is as hot as a fire pit.
The weather is slightly chilly and if you take a look
outside, the snow slowly releases from the clouds.
The power point is up and ready to go – so the
room is dark so the screen is visible. Students
glare as I present, I stand there- everything is nerve
wrecking only striving for the best.
CONTROL
The Control Group I compared it to was
other types of pianos. A kids piano had no
comparison to a professional piano.
MATERIALS LIST
A quiet room with a piano
Stopwatch or watch with second hand
Helper to assist with timing
PROCEDURE STEPS
 Start by holding the C2(two octaves below middle C) string open.
Depress the key very slowly so that the damper is lifted up, but the
hammer does not cause the string to vibrate. There should be no
sound. If you do hear sound, let go of the key, wait a second or two, and
try again. While still holding C2 open, firmly play and quickly release
C3(one octave below middle C). If you’re familiar with music
terminology, you want to play a forte staccato note.
RESULTS
My results are that I found that the keys C1,
D2, are much higher than D6. D6 is on the
right side of the piano and much deeper. C1
is on the left side and the highest pitch, and
D2 is on the middle left and a little lower
than C1 but higher than D6
CONCLUSION
 In Conclusion, my hypothesis was correct. The longer I hold each key
the more vibrations of the sound releases from it. The octave goes
lower the further down I go.
BIBLIOGRAPHY
 The Vladimir Horowitz quote in the project description on the Physics
home page is from the liner notes to the CD collection, The Magic of
Horowitz, Hamburg, Germany: Deutsche Grammophon GmbH, 1989.
 Henderson, T., 2004. "Lesson 5: Musical Instruments: Resonance," The
Physics Classroom [accessed March 27, 2006]
http://www.glenbrook.k12.il.us/GBSSCI/PHYS/CLASS/sound/u11l5a.html
.
 Irvine, T., 2000. "An Introduction to Music Theory," VibrationData.com
Piano Page [accessed March 27, 2006]
http://www.vibrationdata.com/piano.htm.
 http://www.sciencebuddies.org/science-fairprojects/project_ideas/Music_p012.shtml