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Rock’n Music Box

Printable ResourcesRock’n Music BoxAppendix A: Pre/Post-TestAppendix B: Pre/Post–Test ANSWER KEYAppendix C: Team Career RolesAppendix D: Engineering Design ProcessAppendix E: Engineering Design ChallengeAppendix F: Instrument Evaluation ChecklistAppendix G: Sound Exploration LabAppendix H: Musical Instrument Card SortAppendix I: Four Families of Musical InstrumentsAppendix J: Four Families of Musical Instruments Answer KeyAppendix K: Team Research ResultsAppendix L: Team Research Results Answer KeyAppendix M: Picture Perfect Pitch Entrance and Exit SlipAppendix N: Picture Perfect Pitch Entrance and Exit Slips Answer KeyAppendix O: Picture Perfect Questions (Form A)Appendix P: Picture Perfect Questions (Forms A and B)Appendix Q: Picture Perfect Questions (Forms A and B) Answer KeyAppendix R: Math and Music – Fractions of Pitch to MusicAppendix S: Math and Music – Fractions of Pitch to Music Answer KeyAppendix T: Guitar Measuring GuideAppendix U: Individual Engineering Design Plan ProposalAppendix V: Decision Analysis Matrix - Explanation for InstructorAppendix W: Decision Analysis MatrixAppendix X Team Builders’ LogAppendix Y: Builders’ Log RubricAppendix Z: News Article Prompt and Graphic OrganizerAppendix AA: News Article RubricAppendix BB: “Walking Made Easier” Article

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Rock’n Music BoxAppendix A: Pre/Post-TestName_________________________________________ Date_______ Period____

1. Use numbers 1, 2, 3 to indicate the speed at which sound waves travel through each kind of matter. Let 1 be the fastest and 3 be the slowest.

_______ water _______ air _______ table

2. When someone loosens the strings on a guitar, what happens to the pitch of the sound?

3. Stacy lives near an airport. Whenever an airplane flies over her house, she notices that the windows seem to shake. Why is this happening?A. Sound waves are reflected.B. Sound waves are really loud.C. Sound waves are vibrations.D. Light travels faster than sound.

4. Chris likes to play the guitar. Some of the strings vibrate more quickly than others. How does this affect the sound?

5. What is the relationship between a sound’s pitch and frequency?

6. How would someone change the pitch on a woodwind instrument, like a flute?

7. Which word is used to identify the number of vibrations that occur during a unit of time?A. amplitudeB. frequencyC. volumeD. sound

8. If an astronaut dropped a heavy rock on the moon, would it produce a sound? Why or why not?

Draft: 5/5/2023

Rock’n Music Box9. Sarah pulled a metal wire tight and plucked the wire to make it vibrate. Which form of energy

did the vibrating wire produce and how could it be used?A. chemical, to create a new solutionB. electrical, to power an engineC. light, to light up a lampD. sound, to make music on an instrument

10. Jake wants to make music by blowing into bottles containing different amounts of water. How will Jake produce sounds with a higher pitch? How will Jake produce sounds with a lower pitch?

11. Explain why sound echoes in an empty room. Then, describe what happens to the sound that prevents an echo from being heard in the room when it is filled with furniture, carpet, and curtains.

12. In a given musical scale, the frequency of the A note is ¾ that of the D note, and the frequency of the G notes is 4/3 that of the D note. Which of these notes has the highest frequency?

13. It took Bach about 2 3/5 months to write an opera. It took Mozart 1 7/10 months to write an opera. How much more time did it take Bach to compose an opera than Mozart? A. 1 5/10 monthsB. 1 ½ monthsC. 9/10 monthsD. 3/5 months

14. Students in a 5th grade classroom used glasses filled with water to demonstrate changes in pitch. Mick filled his glass with 2 ½ times the volume of water as Keith. Keith filled his glass with 2/3 the volume of water as Ian. Whose glass contains the greatest volume of water?

15. Mrs. Jackson, the school band director, has a storage room full of different instruments. In the storage room, ¾ of the instruments are woodwinds. Of the woodwinds, ¼ are clarinets. What fraction of all the instruments are clarinets?

Draft: 5/5/2023

Rock’n Music BoxAppendix B: Pre/Post–Test ANSWER KEYName_________________________________________ Date_______ Period____

1. Use numbers 1, 2, 3 to indicate the speed at which sound waves travel through each kind of matter. Let 1 be the fastest and 3 be the slowest.

____ 2 ___ water ____ 3 ___ air ____1___ table

2. When someone loosens the strings on a guitar, what happens to the pitch of the sound? ? The pitch of sound gets lower

3. Stacy lives near an airport. Whenever an airplane flies over her house, she notices that the windows seem to shake. Why is this happening?

A. Sound waves are reflected.B. Sound waves are really loud.C. Sound waves are vibrations.D. Light travels faster than sound.

4. Chris likes to play the guitar. Some of the strings vibrate more quickly than others. How does this affect the sound? ? It will create a sound with higher pitch

5. What is the relationship between a sound’s pitch and frequency? ? Frequency is the number of vibrations that occur during a unit of time. A low frequency produces a sound with lower pitch and a high frequency produces a sound with a higher frequency

6. How would someone change the pitch on a woodwind instrument, like a flute?Someone could make the pitch lower by covering finger holes. The pitch will get higher when the finger holes are uncovered.

7. Which word is used to identify the number of vibrations that occur during a unit of time?A. AmplitudeB. FrequencyC. VolumeD. Sound

8. If an astronaut dropped a heavy rock on the moon, would it produce a sound? Why or why not? ? The astronaut would not be able to hear the sound. Sound waves would not be carried to the astronaut’s ears because the moon does not have an atmosphere.

9. Sarah pulled a metal wire tight and plucked the wire to make it vibrate. Which form of energy did the vibrating wire produce and how could it be used?

Draft: 5/5/2023

Rock’n Music BoxA. chemical, to create a new solutionB. electrical, to power an engineC. light, to light up a lampD. sound, to make music on an instrument

10. Jake wants to make music by blowing into bottles containing different amounts of water. How will Jake produce sounds with a higher pitch? How will Jake produce sounds with a lower pitch? ? He would blow in a bottle with more water to create a higher pitch. He would blow in a bottle with less water to create a lower pitch. The more water in the bottle, the higher the pitch. The less water in the bottle the lower the pitch

11. Explain why sound echoes in an empty room. Then, describe what happens to the sound that prevents an echo from being heard in the room when it is filled with furniture, carpet, and curtains.

Sound echoes because the sound reflects off the walls and ceiling that are far away. There is very little to absorb the sound in an empty room. When people are in an empty room, they get in the way of the sound bouncing off the walls and some of the sound is absorbed.

12. In a given musical scale, the frequency of the A note is ¾ that of the D note, and the frequency of the G notes is 4/3 that of the D note. Which of these notes has the highest frequency? ? The G note

13. It took Bach about 2 3/5 months to write an opera. It took Mozart 1 7/10 months to write an opera. How much more time did it take Bach to compose an opera than Mozart?

A. 1 5/10B. 1 ½C. 9/10D. 3/5

14. Students in a 5th grade classroom used glasses filled with water to demonstrate changes in pitch. Mick filled his glass with 2 ½ times the volume of water as Keith. Keith filled his glass with 2/3 the volume of water as Ian. Whose glass contains the greatest volume of water? ? Mick

15. Mrs. Jackson, the school band director, has a storage room full of different instruments. In the storage room, ¾ of the instruments are woodwinds. Of the woodwinds, ¼ are clarinets. What fraction of all the instruments are clarinets? ? ¾ x ¼ = 3/16

16.

Draft: 5/5/2023

Rock’n Music BoxAppendix C: Team Career RolesTeam Name______________________________________________________

DrafterLeads team in designing of the project and

putting the idea onto paper. Makes sure the design is complete and includes

all necessary measurements and details.

Industrial Engineer

Leads team discussions about materials material choices and possible ways to use them.

Oversees construction of design, making sure team members are working safely.

Musical Acoustics Technician

Leads team research and discussion and decisions about how materials will be used to

produce the desired sounds.Leads team discussions about ways to improve

sounds produced by the instrument.

Acoustical Engineer

Leads team discussions about sounds produced by the instrument.

Leads the measurement of frequencies during construction.

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Rock’n Music BoxAppendix D: Engineering Design Process

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Rock’n Music BoxAppendix E: Engineering Design Challenge

Many children live in economically disadvantaged areas, without the same resources available to other students their age. In order to help make it possible for these students to learn about instruments and sound, your engineering design team’s challenge is to design and construct a musical instrument that produces at least three different pitches. The instrument must be constructed from only common materials that are easily accessible to everyone, anywhere.

Before designing and constructing an instrument, your design team must: Research to gather information and gain knowledge about how sounds are created

when instruments vibrate in different ways. Experiment with different media (materials) to observe their effects on sound and

pitch in order to choose the best materials for your instrument design.

Your design team’s final instrument must be able to play “Hot Cross Buns” by producing on of each of the following: High-pitched note (B) Medium-pitched note (A) Low-pitched note (G)

(Jorstad, n.d.)

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Rock’n Music BoxAppendix F: Instrument Evaluation Checklist

Team Name____________________________________________________________

Team Members__________________________________________________________

______________________________________________________________________

______________________________________________________________________

Instrument Name________________________________________________________

Instrument Family of Team’s Designed Instrument? _____________________________

Rate the basic construction of the instrument, according to the following scale.

3=yes, absolutely 2=yes, for the most part 1=somewhat

_____ Able to play high notes (B)

_____ Able to play medium notes (A)

_____ Able to play low notes (G)

_____ Constructed from common and/or recycled materials.

_____ Simple construction

_____ Easily reproducible by others

_____ Assembled neatly

_____ Attractive appearance

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Rock’n Music BoxAppendix G: Sound Exploration Lab

Name_________________________________________ Date_______ Period____

Exploration Station 1: Rubber Band Box Banjo / Rulers

Exploration Description:

Pluck a rubber band stretched over a shoebox. Snap a ruler off the edge of a desk.

Materials:

Rubber bandShoebox without lidRulers

Procedure:

1. Place a rubber band around the shoebox. Pluck the rubber band. Record your observations.

2. Place the ruler on the edge of the desk. Hold the ruler onto the desk with one hand and then gently pull down and then release the other end. Record your observations.

3. On sticky notes, write your team’s answer to the question posted at the station.

Draft: 5/5/2023

Rock’n Music BoxName_________________________________________ Date_______ Period____

Station 2: Magic Water and SandWarning: tuning fork can cause damage to teeth --- avoid contact!

Exploration Description:Strike a tuning for and place it over, but not into, a pan of water. Repeat the process using a pan of sand.

Materials:Tuning Forks Pie PlatesBlock of Wood Water Sand Towel

Procedure:1. Practice striking the tuning fork the block of wood. Record your observations.

2. Gently strike the tuning fork (with mallet or against table). Record your observations.

3. Gently strike the tuning fork, and while holding it by the handle, place it over the pan of water. Do not allow it to touch the water. Record your observations.

4. Gently strike the tuning fork, and holding the rod of one tuning fork, place it over the pan of sand. Do not allow it to touch the sand!!!! Sand could get into eyes…..be careful. Record your observations.


Draft: 5/5/2023


Station 3: Hanging Around Solid

Exploration Description:Wrap strings that are connected to a hanger around your finger and place your fingers in your ears. Listen to the sound of a hanger that is hitting objects.Listen to the sound of a ping pong ball bouncing on the table.

Materials:Wire hangersStringPing Pong Balls

Procedure:1. Bounce the ping pong ball on the desk. Record what you hear and observe. Record your

observations.

2. Place your ear against the desk and bounce the ping pong ball on the desk. Record your observations.

3. Take a hanger with two strings connected to it, and wrap the strings around your fingers. Gently put your fingers in your ears. Walk around the area and swing the hanger against different objects. Record your observations.


Draft: 5/5/2023


Station 4: Water, Air, and Tuning Apps – Oh My

Warning: tuning fork can cause damage to teeth -- avoid contact!

Exploration Description:Strike a tuning for and place it against a bag of water that is pressed to your ear. Strike a tuning fork and listen to the sound it makes when it is placed into an empty plastic cup.

Materials:Tuning ForksDevice with Tuning App Plastic CupQuart Size Sealable Bags (filled partly full with water, zip, and placed inside a second baggy)

Procedure:1. Have a team member hold the baggie of water up against your ear. Then, gently strike the

tuning fork, holding the rod place it against the other side of the baggie. Record your observations.

5. Gently strike the tuning fork and put it as close to your ear as possible without touching yourself. Record your observations.

6. Gently strike the tuning fork again and place it inside a plastic cup without touching the sides. Record your observations.

.2. Familiarize yourself with the tuning app by striking the tuning fork and holding it next to the

device. Speak into the device and see what happens on the tuning app.


Draft: 5/5/2023


Station 5: Hilarious Honkers

For written directions, with pictures, for making the honkers for this station, visit:http://www.teacherstryscience.org/kidsexperiments/hilarious-honker

Exploration Description:Listen to the sound a “Hilarious Honker” makes wen the string is dry and when it is wet.

Materials:Large plastic cupLarge cup - covered with plastic wrap that is held tightly in place with a rubber band1 piece of String (about 24 inches long)Paper ClipSalt

Procedure:1. Pinch one end of the piece of string tightly between the thumb and first finger of one hand.

Pull it through the thumb and first finger while holding the cup with your other hand. Keep the string very tight. Record your observations.

.2. Try plucking the string. Record your observations.

.3. Take the second cup that is covered with plastic wrap, and secured with a rubber band and

place a small bit of salt on the wrap. Place the open end of the “honker” cup close to the covered cup. Pull the string through your thumb and forefinger (like described in number 1). Record your observations.

Continued on next page…

Draft: 5/5/2023

http://www.teacherstryscience.org/kidsexperiments/hilarious-honker

Rock’n Music Box

4. Repeat numbers 1-3 with a second “honker” only wet the string for the second honker. Record your observations.


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Rock’n Music BoxAppendix H: Musical Instrument Card Sort

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Rock’n Music Box

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Rock’n Music BoxAppendix I: Four Families of Musical Instruments

Name________________________________________ Date_______ Period______

There are many kinds of musical instruments, and they create many different kinds of sounds. However, all instruments have certain things in common: The shape of the instrument and the materials it is made of determine the frequencies at

which the instrument vibrates best. These frequencies are called the natural or resonant frequencies.

Instruments need someone to do something specific in order to cause vibrations at the natural or resonant frequency.

They all have ways to change the pitch of the sound they make, by changing the main natural or resonant frequency of the instrument.

The quality of the sound emitted by a musical instrument is determined by the mixture of resonant frequencies that are “excited” when the instrument is played properly.

The many different kinds of instruments are usually grouped into four basic categories, or “families”: woodwind, brass, string, and percussion. (Sometimes different categories are used, and some instruments may fit into more than one category. But woodwind, brass, string, and percussion are the most common ways to group instruments.) These categories mostly have to do with how the instrument is played—with what a person does to the instrument in order to create sound.

Instructions for Guided Research: Use the websites below to find information that will help you fill out the attached worksheets. Some of the information may be found on more than one site. You should use at least two of the sites to gather your information.

http://www.orsymphony.org/edu/instruments/strings.aspx

http://www.sfskids.org/flash/instruments/instruments.swf?dom=3 (This site allows you to listen to sounds made by some of the instruments in each family.)

http://www.bashthetrash.com/Instruments_Intro/How_Instruments_Work_-_Easy.html

http://www.ducksters.com/music.php

For clear, easily understandable diagrams showing how instruments work, as well as interactives showing how they change pitch to play different notes, visit:http://method-behind-the-music.com/mechanics/instruments/

Draft: 5/5/2023

http://method-behind-the-music.com/mechanics/instruments/

http://www.ducksters.com/music.php

http://www.bashthetrash.com/Instruments_Intro/How_Instruments_Work_-_Easy.html

http://www.sfskids.org/flash/instruments/instruments.swf?dom=3

http://www.orsymphony.org/edu/instruments/strings.aspx

Rock’n Music BoxWoodwind Instruments

What do most woodwind instruments have in common? Briefly describe woodwind instruments.

Of what material(s) are woodwinds usually made?

What does a person do to create sound from a woodwind?

What affects the pitch of the sound created by woodwinds? That is, what does the player do to change the resonant frequency of the instrument, in order to change the pitch of the sound? Be specific about what creates a lower-pitched sound and what creates a higher-pitched sound.

Two examples of woodwinds with a reed:1.

2.

One example of a woodwind without a reed:1.

Provide one additional fact that you learned about woodwind instruments.

What is one question you still have about woodwind instruments?

Bonus: Can you name a popular musical instrument that is both a string and a percussion instrument? Explain why this is so.

Draft: 5/5/2023

Rock’n Music BoxBrass Instruments

What do most brass instruments in this category have in common? Briefly describe brass instruments.

Of what material(s) are brass instruments usually made?

What does a person do to create sound from a brass instrument?

What affects the pitch of the sound created by brass instruments? That is, what does the player do to change the resonant frequency of the instrument, in order to change the pitch of the sound? Be specific about what creates a lower-pitched sound and what creates a higher-pitched sound.

Provide three examples of brass instruments.1.

2.

3.

Provide one additional fact you learned about brass instruments.

What is one question you still have about brass instruments?

Draft: 5/5/2023

Rock’n Music BoxString Instruments

What do most string instruments have in common? Briefly describe string instruments.

Of what material(s) are string instruments usually made?

What does a person do to create sound from a string instrument?

What affects the pitch of the sound created by string instruments? That is, what does the player do to change the resonant frequency of the instrument, in order to change the pitch of the sound? Be specific about what creates a lower-pitched sound and what creates a higher-pitched sound.

Provide three examples of string instruments.

1.

2.

3.

Provide one additional fact that you learned about string instruments.

What is one question you still have about string instruments?

Draft: 5/5/2023

Rock’n Music BoxPercussion Instruments

What do most percussion instruments have in common? Briefly describe percussion instruments.

Of what material(s) are percussion instruments usually made?

What does a person do to create sound from a percussion instrument?

What affects the pitch of the sound created by percussion instruments? That is, what does the player do to change the resonant frequency of the instrument, in order to change the pitch of the sound? Be specific about what creates a lower-pitched sound and what creates a higher-pitched sound.

Two untuned percussion instruments:1.

2.

One tuned percussion instrument:1.

Provide one additional fact that you learned about percussion instruments.

What is one question you still have about percussion instruments?

Draft: 5/5/2023

Rock’n Music BoxAppendix J: Four Families of Musical Instruments Answer Key

Woodwind InstrumentsWhat do most woodwind instruments have in common? Briefly describe woodwind instruments.

They are all basically narrow tubes with holes, an opening at the bottom end, and a mouthpiece at or near the top.

Of what material(s) are woodwinds usually made?

Wood, metal, plastic, or a combination of these.

What does a person do to create sound from a woodwind?

He or she blows into a mouthpiece. The mouthpiece is at the top of some woodwinds and may have one or two wooden reeds that vibrate when air blows across it. For other woodwinds, the player blows air across a mouth-hole on the side, near the top end of the cylinder.

What affects the pitch of the sound created by woodwinds? That is, what does the player do to change the resonant frequency of the instrument, in order to change the pitch of the sound? Be specific about what creates a lower-pitched sound and what creates a higher-pitched sound.

The player can shorten or lengthen the column of air that is moving through the instrument, by covering holes along the instrument, either with metal caps (“keys”) or with fingers. The longer the column of air, the lower the pitch.

Two examples of woodwinds with a reed:

Two woodwinds with a reed: clarinet, oboe, bassoon, saxophone (and others)

One example of a woodwind without a reed:

One woodwind without a reed: flute, piccolo, recorder (and others) (A recorder’s mouthpiece is at the end of the instrument, but it does not have a reed.)

Provide one additional fact that you learned about woodwind instruments.

Answers will vary.

What is one question you still have about woodwind instruments?

Answers will vary.


To play a piano, one strikes the keys, which causes little hammers to strike strings inside the piano, which vibrate to create sound. Since one plays a piano by striking something, the piano is a percussion instrument. Because the sound is created by vibrating strings, it is a string instrument.

Draft: 5/5/2023

Rock’n Music BoxBrass Instruments

What do most brass instruments in this category have in common? Briefly describe brass instruments.Brass instruments are long, curvy pipes that widen at their ends into the shape of a bell.

Of what material(s) are brass instruments usually made?Brass or other metals

What does a person do to create sound from a brass instrument?A player vibrates his or her lips by buzzing them against a cup-shaped mouthpiece, rather than blowing into the mouthpiece, the way a woodwind player does.

What affects the pitch of the sound created by brass instruments? That is, what does the player do to change the resonant frequency of the instrument, in order to change the pitch of the sound? Be specific about what creates a lower-pitched sound and what creates a higher-pitched sound.A player can make some changes in pitch by tightening or loosening his or her lips. Greater changes are made by lengthening or shortening the column of air vibrating through the instrument. The player does this by pressing different keys (in most cases) or by directly changing the length of the instrument with an adjustable slide (as with a trombone). The longer the tube the air has to flow through, the lower the pitch.

Provide three examples of brass instruments.Trumpet, tuba, cornet, trombone, French horn, Sousaphone (and others)

Provide one additional fact you learned about brass instruments.Answers will vary.

What is one question you still have about brass instruments?Answers will vary.

Draft: 5/5/2023

Rock’n Music BoxString Instruments

What do most string instruments have in common? Briefly describe string instruments.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.)

Of what material(s) are string instruments usually made?The body and neck are usually wooden, and the strings are nylon, metal, or gut

What does a person do to create sound from a string instrument?A player causes the strings to vibrate by plucking or strumming them, or by drawing a special stringed bow across them.

What affects the pitch of the sound created by string instruments? That is, what does the player do to change the resonant frequency of the instrument, in order to change the pitch of the sound? Be specific about what creates a lower-pitched sound and what creates a higher-pitched sound.

Plucking a tighter, thinner string produces a higher sound than plucking a looser, thicker one. A player also changes pitch by holding a string down at a certain position, because doing that changes the length of the vibrating portion of the string. A shortened string has a higher pitch than a longer one.

Provide three examples of string instruments.Guitar, banjo, ukulele, violin, viola, cello, harp (and others)

Provide one additional fact that you learned about string instruments.Answers will vary.

What is one question you still have about string instruments?Answers will vary.

Draft: 5/5/2023

Rock’n Music BoxPercussion Instruments

What do most percussion instruments have in common? Briefly describe percussion instruments.Percussion instruments come in many different sizes 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, rubber, animal skin, cloth

What does a person do to create sound from a percussion instrument?A player hits, shakes, or scrapes it in some way.

What affects the pitch of the sound created by percussion instruments? That is, what does the player do to change the resonant frequency of the instrument, in order to change the pitch of the sound? Be specific about what creates a lower-pitched sound and what creates a higher-pitched sound.Some percussion instruments do not change pitch. A percussionist might play a series of drums of different sizes. The larger the drum, the lower the pitch of sound. A looser drum “head” will also play a lower sound than one that is stretched more tightly across the drum. Other percussion instruments, like the xylophone, have wooden bars or keys arranged from smallest to largest (from high- to low-pitched). The player can also change the pitch by using harder (for high) or softer (for low) mallets. Two untuned percussion instruments:(Instruments that do not change pitch): most drums (bass, snare, bongo, tom tom), cymbals, maracas, tambourine (and more)

One tuned percussion instrument:(Instruments that can make sounds of different pitches): xylophone, piano, timpani (and more)

Provide one additional fact that you learned about percussion instruments.Answers will vary.

What is one question you still have about percussion instruments?Answers will vary.

Draft: 5/5/2023

Rock’n Music BoxAppendix K: Team Research ResultsName_________________________________________ Date_______ Period____

Woodwind Brass String Percussion

What do most of these types of instrument have in common? Briefly describe the instruments. Provide a sketch if you would like.


What does a person do to create sound from this type of instrument?

Draft: 5/5/2023

Rock’n Music BoxWoodwind Brass String Percussion

What affects the pitch of the sound created by the instruments? That is, what does the player do to change the resonant frequency of the instrument, in order to change the pitch of the sound? Be specific about what creates a lower-pitched sound and what creates a higher-pitched sound.

Provide 3 examples of instruments in this category.

Two woodwinds with a reed:1.

2.

One woodwind without a reed:1.

1.

2.

3.

1.

2.

3.

Two untuned percussion instruments:1.

2.

One tuned percussion instrument:1.

Provide one additional fact that you learned about instruments in this family.

What is one question you still have about this instrument family?


Draft: 5/5/2023

Rock’n Music BoxAppendix L: Team Research Results Answer KeyName_________________________________________ Date_______ Period____

Woodwind Brass String Percussion

What do most of these 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

Brass 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 sizes and shapes. What they have in common is that they all make a sound when hit, shaken, or scraped.


Wood, metal, plastic, or a combination of these.

Brass 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

What does a person do to create sound from this type of instrument?

He or she blows into a mouthpiece. The mouthpiece is at the top of some woodwinds and may have one or two wooden reeds that vibrate when air blows across it. For other woodwinds, the player blows air across a mouth-hole on the side, near the top end of the cylinder.

A player vibrates his or her lips by buzzing them against a cup-shaped mouthpiece, rather than blowing into the mouthpiece, the way a woodwind player does.

A player causes the strings to vibrate by plucking or strumming them, or by drawing a special stringed bow across them.

A player hits, shakes, or scrapes it in some way.

Draft: 5/5/2023

Rock’n Music BoxWoodwind Brass String Percussion

What affects the pitch of the sound created by the instruments? That is, what does the player do to change the resonant frequency of the instrument, in order to change the pitch of the sound? Be specific about what creates a lower-pitched sound and what creates a higher-pitched sound.

The player can shorten or lengthen the column of air that is moving through the instrument, by covering holes along the instrument, either with metal caps (“keys”) or with fingers. The longer the column of air, the lower the pitch.

A player can make some changes in pitch by tightening or loosening his or her lips. Greater changes are made by lengthening or shortening the column of air vibrating through the instrument. The player does this by pressing different keys (in most cases) or by directly changing the length of the instrument with an adjustable slide (as with a trombone). The longer the tube the air has to flow through, the lower the pitch.

Plucking a tighter, thinner string produces a higher sound than plucking a looser, thicker one. A player also changes pitch by holding a string down at a certain position, because doing that changes the length of the vibrating portion of the string. A shortened string has a higher pitch than a longer one.

Some percussion instruments do not change pitch. A percussionist might play a series of drums of different sizes. The larger the drum, the lower the pitch of sound. A looser drum “head” will also play a lower sound than one that is stretched more tightly across the drum. Other percussion instruments, like the xylophone, have wooden bars or keys arranged from smallest to largest (from high- to low-pitched). The player can also change the pitch by using harder (for high) or softer (for low) mallets.

Provide 3 examples of instruments in this category.

Two with a reed:clarinet, oboe, bassoon, saxophone (and others)

One without a reed:flute, piccolo, recorder (and others) (A recorder’s mouthpiece is at the end of the instrument, but it does not have a reed.)

Trumpet, tuba, cornet, trombone, French horn, Sousaphone (and others)

Guitar, banjo, ukulele, violin, viola, cello, harp (and others)

Two untuned percussion instruments:most drums (bass, snare, bongo, tom tom), cymbals, maracas, tambourine (and more)

One tuned percussion instrument:xylophone, piano, timpani (and more)

Provide one additional fact that you learned about instruments in this family.

Answers will vary. Answers will vary. Answers will vary. Answers will vary.

What is one question you still have about this instrument family?

Answers will vary. Answers will vary. Answers will vary. Answers will vary.

Bonus: Can you name a popular musical instrument that is both a string and a percussion instrument? Explain why this is so. To play a piano, one strikes the keys, which causes little hammers to strike strings inside the piano, which vibrate to create sound. Since one plays a piano by striking something, the piano is a percussion instrument. Because the sound is created by vibrating strings, it is a string instrument.

Draft: 5/5/2023

Rock’n Music BoxAppendix M: Picture Perfect Pitch Entrance and Exit SlipName_________________________________________ Date_______ Period____

Entrance SlipDirections: Circle the letter of the correct answer.

1. Which of these statements is FALSE?A. Whenever a sound is created, something is vibrating.B. Pitch is how high or low the sound is. C. Sound can only travel through air. It can't travel through solids or liquids.

2. If an astronaut smacked the space ship with her hammer, she doesn't hear any sound. Why not?A. Because your eardrum doesn't function on the moon.B. Sound can't travel on the moon because there is no air.C. The hammer head has to be soft in case it flies off of the handle.

3. The sound made when you tighten a string and pluck it...A. changes to a higher pitch.B. changes to a lower pitch.C. does not change.

Exit SlipDirections: Circle the letter of the correct answer.




Draft: 5/5/2023

Rock’n Music BoxAppendix N: Picture Perfect Pitch Entrance and Exit SlipsAnswer Key

Directions: Circle the letter of the correct answer.




Draft: 5/5/2023

Rock’n Music BoxAppendix O: Picture Perfect Questions (Form A)Name________________________________________ Date_______ Period______

1. The number of vibrations changes if you change how much of the ruler hangs over the table edge. How many seconds does the ruler vibrate with 25 cm hanging off? 10cm?

2. What happens to the frequency of the sound the ruler makes as you pull more of it off the table edge?

3. How does the length of the ruler hanging over the edge of the table affect the pitch?

4. How does the length of the straw (wind instrument) affect its pitch?

5. Is the pitch lower or higher when you cover one of the holes? Why?

6. Narrow rubber bands will have ____________pitch than wider ones. (higher, lower)

7. Rubber bands that vibrate faster will produce _____________sounds.(higher, lower)

Draft: 5/5/2023

Rock’n Music BoxAppendix O: Picture Perfect Questions (Form B)Name________________________________________ Date_______ Period______


2. What happens to the frequency of the sound the ruler makes as you pull more of it off the table edge?A. The frequency is higher.B. The frequency is lower.

3. The longer the ruler hanging over the edge, the ___________ the pitch.(lower, higher)

4. How does the length of the straw (wind instrument) affect its pitch?A. The shorter the straw, the higher the pitch.B. The shorter the straw, the lower the pitch.

5. Is the pitch lower or higher when you cover one of the holes? Why?A. Lower, because the tube is longer.B. Higher, because the tube is shorter.



Draft: 5/5/2023

Rock’n Music Box

Appendix P: Picture Perfect Questions (Form A) Answer Key

1. The number of vibrations changes if you change how much of the ruler hangs over the table edge. How many seconds does the ruler vibrate with 25 cm hanging off? 10cm?It should take longer to vibrate with more ruler hanging off.

2. What happens to the frequency of the sound the ruler makes as you pull more of it off the table edge?The ruler vibrates less when there is more ruler hanging over the edge. The frequency is lower with more ruler hanging over the edge of the table.

3. How does the length of the ruler hanging over the edge of the table affect the pitch?The longer the part hanging over the edge, the lower the pitch. The shorter the part hanging over the edge, the higher the pitch.

4. How does the length of the straw (wind instrument) affect its pitch?The shorter the straw, the higher the pitch. The longer the straw the lower the pitch.

5. Is the pitch lower or higher when you cover one of the holes? Why?It is lower because a longer column of air is created.



Draft: 5/5/2023

Rock’n Music BoxAppendix P: Picture Perfect Questions (Form B) Answer Key


2. What happens to the frequency of the sound the ruler makes as you pull more of it off the table edge?A. The frequency is higher.B. The frequency is lower.

3. The longer the ruler hanging over the edge, the ___________ the pitch.(lower, higher)

4. How does the length of the straw (wind instrument) affect its pitch?A. The shorter the straw, the higher the pitch.B. The shorter the straw, the lower the pitch.

5. Is the pitch lower or higher when you cover one of the holes? Why?A. Lower, because the tube is longer.B. Higher, because the tube is shorter.



Draft: 5/5/2023

Rock’n Music BoxAppendix Q: Standard Tuned Guitar Frequencies

6 String Guitar Frequency (Hz)E2 82.41A2 110D3 146.8G3 196B3 246.9E4 329.6

Modern 12 Note Scale from A4Note Frequency (Hz) Multiplier Coefficient

(to six places)A 440 2^(0/12) 1

A♯/B♭ 466.16 2^(1/12) 1.059463B 493.88 2^(2/12) 1.122462C 523.25 2^(3/12) 1.189207

C♯/D♭ 554.37 2^(4/12) 1.259921D 587.33 2^(5/12) 1.334839

D♯/E♭ 622.25 2^(6/12) 1.414213E 659.26 2^(7/12) 1.498307F 698.46 2^(8/12) 1.587401

F♯/G♭ 739.99 2^(9/12) 1.681792G 783.99 2^(10/12) 1.781797

G♯/A♭ 830.61 2^(11/12) 1.887748A 880 2^(12/12) 2

Draft: 5/5/2023

Rock’n Music BoxAppendix R: Math and Music – Fractions of Pitch to MusicName_________________________________________ Date_______ Period____

Guitar String Note: E2 Frequency (Hz): 82.41 Full Length (in.):

Guitar String Note Length Calculations

Note Fraction x Full Length (in.) = Fraction Length (in.)Predicted Frequency

(Hz)

Actual Frequency

(Hz)

E2 1 x =

F2 15/16 x =

G2 5/6 x =

A2 3/4 x =

B2 2/3 x =

C3 5/8 x =

D3 5/9 x =

E3 1/2 x =

Draft: 5/5/2023

Rock’n Music BoxAppendix S: Math and Music – Fractions of Pitch to Music Answer KeyName_________________________________________ Date_______ Period____

Guitar String Note: E2 Frequency (Hz): 82.41 Full Length (in.): 24

Guitar String Note Length Calculations

Note Fraction x Full Length (in.) = Fraction Length (in.)Predicted Frequency

(Hz)

Actual Frequency

(Hz)E2 1 x 24 = 24.00

F2 15/16 x 24 = 22.50

G2 5/6 x 24 = 20.00

A2 3/4 x 24 = 18.00

B2 2/3 x 24 = 16.00

C3 5/8 x 24 = 15.00

D3 5/9 x 24 = 13.33

E3 1/2 x 24 = 12.00

Draft: 5/5/2023

Rock’n Music BoxAppendix T: Guitar Measuring Guide

Draft: 5/5/2023

Rock’n Music BoxAppendix U: Individual Engineering Design Plan ProposalName_________________________________________ Date_______ Period____

Team Name__________________________________________________________

1. Name your instrument: _____________________________________

2. List of possible materials needed if you were to make your planned design:___________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Sketch your design plan in the box below. Label the parts of your design.

4. How would your planned instrument design allow for pitch changes? Be specific about how your instrument works.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. List any resources (books, websites) that you used to inform your design.For books, include the title and author. For websites, write the entire URL.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Draft: 5/5/2023

Rock’n Music BoxAppendix V: Decision Analysis Matrix - Explanation for Instructor

Decision Analysis Techniques in Engineering DesignMethod of Weighted Factors

Margaret Pinnell, PhD

This method of decision analysis can be used whenever a difficult choice must be made such as choosing a college or a certain product, etc. Step-by-step instructions for using

this method as a tool for assessing design plan ideas are provided below.

Identifying the objectives and constraints for a particular topic can assist in make a final decision. Safety should always be on the list, but some other items might include

aesthetics, cost, ease of maintenance, performance (ability to function as intended), recyclability, etc.

Instructions for Using the Matrix:

1. Determine the relative importance of each of these objectives and constraints, and rank them from 1 – 10 with 10 being the most important and 1 being of little importance (may be nice to have, but doesn’t really matter). All constraints will be rated a 10.

2. As a team, discuss each conceptual design, and rank the designs from 1-n in its ability to meet the identified objectives or constraints. For example, if you are analyzing three different designs, you will rank those designs from 1-3, with 3 being the best and 1 being the least. In some cases, the designs may have equal performance and they might get the same rating, an example of this is shown below.

3. For each design, multiply the attributed (objective or constraint) weighting factor by the rank, and add up a total score.

4. The design that has the highest score may be considered the “best.” Keep in mind though, that there is a significant amount of subjectivity to this approach, so if two designs have very close values, you may want to consider these designs a little more deeply.

An example is provided below for purchasing a car. This was done through the eyes of a college student who is looking for a new car to transport her from home to school. The ranking was done without any research, but certainly actual values could be obtained from reliable resources regarding relative safety, cost, gas mileage etc. If this information is available, this research should be done, but this is just a quick example. The college student, with input from her parents, identified the following factors that would help her decide which car to purchase. They decided that safety was, by far, the most important factor.

Since this was for a college student, cost-related issues including price of the car, cost of upkeep/maintenance and gas mileage were all very important as well. The student didn’t really have more than a suitcase that she would need to carry, so cargo room was not that important, but would be nice to have in case she did have some larger things to bring home. Also, since she only needed the car to last her through her 4 (or 5) years in college, the “life span” of the car was only marginally important. The college student protested regarding aesthetics, after all, she wanted a cool ride, so aesthetics were pretty important to the student. The student considered three cars available at a dealer close to her home.

Draft: 5/5/2023

Rock’n Music Box

(Decision Analysis Matrix Instructions Continued)

Resultant Sheet:

Decision Analysis Matrix1. Weight each goal on a scale of 1-10 based on its importance; 10 being the most and 1 being the least

important.2. Fill in your design objectives. After all team members have presented their design ideas, use the

numerical system below to score each design against the constraints and objectives.

3 = totally meets the goal 2 = somewhat meets the goal 1 = does not meet the goal3. Add the values for each design to determine a total score. The design with the highest score may be

considered the “best.” Keep in mind though, that some of the scoring is based on opinion, so if two designs have close values, you may want to consider these designs a little more deeply, or combine their best attributes.

Car 1 Car 2 Car 3Goals

(Constraints and Objectives)Weigh

tScore Value

(weight x score)Score Value



(weight x score)

safety 10 3 30 1 10 2 20

gas mileage 9 2 18 1 9 3 27cargo room 2 2 4 2 4 1 3

seating 5 3 15 2 10 1 5aesthetics (appearance) 7 3 21 2 14 1 7

cost 9 2 18 3 27 1 9“life-span” 5 2 10 1 5 3 15

maintenance 6 3 18 2 12 3 18

TOTAL VALUESum of values:

134Sum of values:

91Sum of values:

103Sum of values:

_______

Results of this decision analysis suggest that car 1 is the best choice for the student. However, had these factors been weighted differently, the results might have changed.

Draft: 5/5/2023

Rock’n Music BoxAppendix W: Decision Analysis Matrix

1. Weight each goal on a scale of 1-10 based on its importance; 10 being the most and 1 being the least important.2. Fill in your design objectives. After all team members have presented their design ideas, use the numerical system below to score each design

against the constraints and objectives.

3 = totally meets the goal 2 = somewhat meets the goal 1 = does not meet the goal3. Add the values for each design to determine a total score. The design with the highest score may be considered the “best.” Keep in mind

though, that some of the scoring is based on opinion, so if two designs have close values, you may want to consider these designs a little more deeply, or combine their best attributes.

Design 1

__________________Name

Design 2

__________________Name

Design 3

__________________Name

Design 4

__________________Name

Goals(Constraints and Objectives) Weight Score Value

(weight x score) Score Value(weight x score) Score Value


(weight x score)

Constructed with common materials

Simple construction

Easy to reproduce

Assembled neatly

Uses attractive materials

TOTAL VALUESum of values:

_______

Sum of values:

_______

Sum of values:

_______

Sum of values:

_______

Draft: 5/5/2023

Appendix X: Team Builders’ Log

Team Name______________________________________________________

Date________________________________

Day # ____________

Record team member names and roles:

Name Role

1. Follow the appropriate instructions below.

If this is work day #1, sketch your design idea below.

If it is not work day #1, sketch your instrument as it looks at the start of today’s work period. Label the parts of your instrument.

If this is the last work day, sketch and label your instrument at the beginning and at the end of today’s work period.

2. Record what your team accomplished today. Be specific.______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

3. List the materials you used today for your design.

Draft: 5/5/2023

Rock’n Music BoxIf this is not work day #1, please list any materials not use on previous days.

______________________________________________________________________

______________________________________________________________________

_____________________________________________________________________

4. What changes did you make today to increase or decrease the pitch of your instrument? Use measurements to describe the changes. (For example, if you made something shorter or longer, tell how much shorter or longer.) Describe the effect of the changes you made. Be specific.

______________________________________________________________________

______________________________________________________________________

_____________________________________________________________________

5. Did you use a tuner app to test your instrument today? _______________

6. Using the tuner app, measure the frequencies your instrument produces. Record your results in the table below. If a frequency produces a specific note, record the note beneath frequency. You may not need to use every space.

Frequency (Hertz)

Note

Record any problems that arose today. For each problem, propose a solution that your team will try during your next work day.

Problem Proposed Solution

Draft: 5/5/2023

Rock’n Music BoxAppendix Y: Builders’ Log RubricName_________________________________________ Date_______ Period____

Category 4 3 2 1

Using data to guide design

changes

Students correctly used measurements to guide 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 terms 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.

Problem-solving

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 notes.

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.

Draft: 5/5/2023

Rock’n Music BoxAppendix Z: News Article Prompt and Graphic OrganizerName_________________________________________ Date_______ Period____

News Article PromptA 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 planning template below, provided by the news organization, to ensure that the article is written properly.

News Article COMPONENTSHeadline – This is a sentence or phrase that is used to grab the reader’s attention. It is often written in a large font and bold text.

Byline – This component gives the author of the article and often tells the reader the journalist’s specialty, like “Engineering Reporter.”

Placeline – This component is simply the place the story originated or took place.

Gra

phic

s

Photo, illustration, or infographic – In the space below, draw a simple sketch or briefly describe what will go here.

Materials list – Make a bulleted list of all the materials needed for someone to replicate the instrument described in the article.

Table showing measurements – Create a table showing the measurements used to create each pitch of the instrument.

Draft: 5/5/2023

Rock’n Music BoxNews Article TEXT

Introduction – This section should “hook” the reader. It includes a topic/main idea sentence and 3 main points (description, procedure, results).

Body – This section of text includes the 3 main points from the introduction with details or evidence of support.

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.

Draft: 5/5/2023

Rock’n Music BoxAppendix AA: News Article RubricName_________________________________________ Date_______ Period____

4 3 2 1

New

s A

rtic

le 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

Intr

oduc

tion

Provides a clear topic sentence

Provides a “hook” to get the reader’s attention

Provides 3 main points to support the topic sentence

Provides a clear topic sentence

Provides a “hook” to get the reader’s attention

1 of the 3 main points strays from the topic sentence

Topic sentence is unclear

Attempts to provide “hook” to get the reader’s attention.

2 of the 3 main points stray the topic sentence

Topic sentence is not unclear

Attempts to provide a “hook” to get the reader’s attention

All 3 of the main points stray from the topic sentence

Bod

y

Provides 3 or more details/evidence to support each of the main points (description, procedure, results)

Details/evidence are organized by main point

Provides 2 details/evidence to support each of the main points (description, procedure, results)

Details/evidence are organized by main point

Provides 1 detail/evidence to support each of the main points (description, procedure, results)

Most details/evidence are organized

Provides 1 detail/evidence to support each of the main points (description, procedure, results)

Details/evidence unorganized

Con

clus

ion

Restates the topic sentence in different words

Leaves the reader with something to think about, a strong concluding thought

Restates the topic sentence in different words

Leaves the reader with something to think about

States the topic sentence using the same or almost the same wording as the introduction

Leaves the reader with something to think about

Includes a conclusion, but does not restate the topic sentence, or conclusion is confusing

Leaves the reader with very little think about

Gra

phic

s

Includes a photo, illustration, or infographic related to the instrument design

Includes a complete materials list with all materials needed to reconstruct the instrument

Includes a table, showing the measurements needed to create 3 pitches with correct units


Includes a complete materials list with all materials needed to reconstruct the instrument

Includes a table, showing the measurements needed to create 3 pitches with one incorrect unit


Includes a material list Includes a table,

showing the measurements needed to create 3 pitches, with 2 incorrect units

Includes a photo, illustration, or infographic

Includes an incomplete material list.

Includes a table, showing the measurements needed to create 1 or 2 pitches

Draft: 5/5/2023

Rock’n Music BoxAppendix BB: “Walking Made Easier” Articlehttp://tweentribune.com/tween56/walking-made-7-easierBy Seth Borenstein | Associated Press

This photo shows an exoskeleton boot on a person walking in a park in Pittsburgh –AP photo / Thinkstock

Walking, made 7% easier.Engineers have come up with a motor-free device to make walking more efficient and easier — something scientists once thought couldn't be done. The prototype exoskeleton boot runs from just below the knee to the ankle. When you strap on a pair, you can reduce the energy it takes to walk by 7 percent. That means you won't burn as many calories.It's wearable robotics without a motor or a power source. The one-pound device relies instead on a spring to store energy and release it with each step and a clutch that engages the spring at the proper moment.The device is a little too bulky to fit under pant legs or socks."It doesn't look too bad. Looks kind of flashy," said Carnegie Mellon University engineering professor Steven Collins. He is the lead author of a study published in the journal Nature. "When you first put them on, it feels a little bit odd. Then after a few minutes you don't really notice it very much."With an obese nation, making exercise burn fewer calories may not seem like the best idea. But it's not as crazy as it sounds, Collins said.Studies show that when walking or biking becomes harder, people do it less. So maybe if it becomes easier, people will do it more and burn more calories in the long run, Collins said.This sort of hydraulic cast could also boost the development of other exoskeleton devices — perhaps for the hips. It could help disabled people walk better, Collins and other engineering professors said. The key innovation was coming up with the clutch, Collins said.He said he has no plans to manufacture or market this particular device. But he will talk to others who want to do so.This was more of an engineering challenge than a plan to create the next hot product, Collins said. For a long time, researchers had figured that evolution had already provided humans with the most efficient means of moving. So the question was: Can scientists improve on nature without using motors to cheat?"Most studies show that human walking is incredibly efficient. So finding a way to make it better is incredibly interesting," said biomechanical engineering professor Andy Ruina at Cornell University. He was not part of the study.Ruina and other outside engineers praised the new device."It's totally cool," Ruina said in a telephone interview, while walking and a little out of breath. "I wish I had those."Critical thinking challenge: How might this energy-saving device make our country healthier?

Posted on April 9, 2015

Draft: 5/5/2023

http://tweentribune.com/tween56/walking-made-7-easier

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