REMIX: MP3 SPEAKER + MENTAL HEALTH – SCOPES Digital Fabrication

Lesson Details

Grade Levels
6-8
Original Lesson Here

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Author

Michelle Voithofer
Other

Summary

Students will be given an amplifier/speaker kit to assemble and solder. Students will also create a casing for this circuit system. This can be achieved by using the step-by-step tutorial design provided, or by creating their unique and original design.

 

Mental Health Component:

Students will begin the class with Mindfulness based breathing exercise and set their intention to compose the MP3 Speaker Project with calm focus and attention to completion.

What You'll Need

Instructional Time

5 days, 60-minute session each

 

Hardware:

  • Laser Cutter/Engraver: students will use this equipment to vector cut the needed pieces to create the speaker box. Students will also raster their designs into their selected material
  • Speaker Kit: students will use this kit to solder and connect all required components to make the speaker.
  • 2x5Watt 6-14DCV/1A Amplifier Kit: http://www.jameco.com/webapp/wcs/stores/servlet/Product_10001_10001_2196588_-1
  • 3”, 8 ohm, 5 Watt Speakers: http://www.jameco.com/webapp/wcs/stores/servlet/Product_10001_10001_2167285_-1
  • Cable: the cable is needed to connect the board to a wall jack to provide power when in use. Students will have to strip and locate appropriate wires to correctly assemble the connector cable.
  • Soldering Equipment: students will use this equipment to complete the speaker circuit board.
  • Consumable Materials: acrylic, plywood, cardboard, solder wire, cable, acrylic cement, or wood glue.

Software:

  • Vector graphics software (e.g. CorelDraw, Inkscape or similar)
  • Optional – laser cut box maker (e.g.makercase.com)
  • Optional – Sketchup

 

Mental Health Component Supplies:

  • CD/DVD player and CD/DVD music/video discs to play music as background for Mindfulness exercises through project completion.
  • Hoberman sphere for students to hold and visualize their breath flowing in and out in mindfulness exercise practice. https://heartmindkids.com/hoberman-sphere-mindful-breathing/
  • Computer with internet connection and whiteboard or projector to stream visual demonstration of mindfulness guided breathing examples. https://app.gonoodle.com/categories/breathe 
  • Sounding Bell or instrument to begin Mindfulness Practice. https://heartmindkids.com/mindful-listening-with-a-bell/ 
  • School-based Mindfulness Program 

 

LESSON OBJECTIVES

At the end of this experience students will be able to:

 

  • Create concept models of their design using drafting/design software such as Google Sketch Up and CorelDraw.
  • Understand sound vibrations and how sound travels.
  • Understand how sound is produced.
  • Utilize equipment and design software appropriately. This includes the laser cutter, soldering equipment, CorelDraw Design Software, and other needed materials.
  • Identify other appropriate materials needed for the project such as acrylic, wood, and circuit components.
  • Proficiently set up the file to be printed, setting all preferences to the correct specifications for the project/material.
  • Communicate and collaborate with peers on problem solving and group work.
  • Present final outcomes — from concept to final production — including setbacks, future improvements, and final product.
  • Identify correct terms for the design and production process such as vector vs. raster etc.

 

Mental Health Component Objective:

  • Apply simple Mindfulness practice exercises to calm anxious thoughts and feelings when approaching and working through new project activities in collaboration with peers and adults.
  • Students can define and demonstrate a Mindfulness exercise that can be transferred to other learning experiences.

 

National Standards for Technological Literacy:

  • STL1.6-8.H – Structures are constructed using a variety of processes and procedures.
  • STL1.6-8.G – The design of structures includes a number of requirements.
  • STL8.6-8.E – Design is a creative planning process that leads to useful products and systems.
  • STL11.6-8.K – Test and evaluate the design in relation to pre-established requirements, such as criteria and constraints, and refine as needed.

 

The Instructions

Step One: Define Sound

TEACHER NOTE: Review and print Discovery Education lesson on sound waves: http://www.discoveryeducation.com/teachers/free-lesson-plans/the-phenomenon-of-sound-waves.cfm TEACHER NOTE: Play music at beginning of class using CD player. Emphasize sound differences. Review how sound waves travel by asking students to explain how sound energy travels. Review https://www.youtube.com/watch?v=GkNJvZINSEY

MENTAL HEALTH COMPONENT:

Begin Mindfulness Attention Exercise with Sound: https://heartmindkids.com/mindful-listening-with-a-bell/

https://www.youtube.com/watch?v=5rtDECP0w-w

 

Essential Question: How does sound energy travel?

  1. In whole class session, students will learn how speakers work by building their own and examining features needed to improve sound quality.
  2. Define the following key concepts:
  • Acoustic Definition: The total effect of sound and the ability of an enclosed space, such as an auditorium, to reflect sound waves to produce distinct hearing. Context: The acoustics in the building were superb, making it an ideal place for a concert.
  • Compressional Wave: A wave that carries sound energy. Context: Compressional waves need a medium to travel.
  • Echo: The repeating of a sound caused by reflection of sound waves off a surface. Context: When they shouted into the canyon, their voices echoed back up to them from the rocks.
  • Vibrate: To move rapidly back and forth. Context: The string vibrated after being plucked.
  • Wave: A transfer of energy as it travels away from the energy source. Context: She threw a rock into the water, causing a ripple of waves to spread outward in all directions.

Formative Assessment: Students should understand that vibrations (e.g., sounds) move at different speeds in different materials and have different wavelengths.

 

Mental Health Component:

  • Utilize sound as music therapy to enhance Mindfulness practice and to facilitate a positive classroom work experience.

 

How do certain Sounds or frequencies create a calming experience? https://psychcentral.com/lib/the-power-of-music-to-reduce-stress/

 

https://www.youtube.com/watch?v=Mug8HY2ekDE

 

https://www.youtube.com/watch?v=93CyZ1rt2vQ

 

https://www.youtube.com/watch?v=rNkSgsbbWfI

 

What is your experience with mindfulness exercises that utilize music and/or sound as a background to breathing, focusing your attention, working collaboratively with peers and adults, and your ability to work through project completion?

Step Two: Solder the Amplifier Circuit Board

Essential Question: How can you apply your knowledge of auditory processing to make your speaker?

  1. In whole class, show Khan Academy auditory system https://www.youtube.com/watch?v=peSLM4XObBEFormative Assessment: To show that students are ready to build their speakers, provide opportunities in a “call and response” for students to demonstrate their understanding of sound waves and auditory system.
  2. Time to Build: 60 minutes – Solder the Amplifier Circuit Board

 

Using the step-by-step instructions provided in the kit, build/solder your circuit board and then connect the two speakers.

 

Resources:

  • 2×5 Watt Amplifier for Portable Audio Player – Kit 6-14VDC/1A
  • Square Ferrite Speaker 3″ 8 Ohm 5 Watt
  • Power Supply Wall Adapter

 

Mental Health Component:

Mental health professional circulates throughout the classroom observing students’ behaviors and attention to task; applying humanistic and motivational interviewing techniques to query progress, offer verbal support to calm anxious thoughts or frustrations, enhance problem solving skills and facilitate successful project completion.

Step Three: Create a Vector for a Casing Design

TEACHER NOTE: Use this step to apply any graphics via laser engraver to make your casing stand out!

Students will create a simple box vector to house each speaker and kit separately by downloading instructions from www.makercase.com. Download the .SVG file that is specific for design. Students will then import this file into whatever vectoring software is provided (Adobe Illustrator, CorelDraw, Inkscape, etc).

Whether students create a unique casing of their own, or vector a box design as instructed above, it is important afterwards to draw out the specific cutouts for every part that needs to be exposed from the casing (3” speaker fronts, volume control knob, LED switch light, power/auxiliary port).

 

Mental Health Component:

Mental health professional circulates throughout the classroom observing students’ behaviors and attention to task; applying humanistic and motivational interviewing techniques to query progress, offer verbal support to calm anxious thoughts or frustrations, enhance problem solving skills and facilitate successful project completion.

Step Four: Putting It All Together

Mental Health Component: Mental health professional circulates throughout the classroom observing students’ behaviors and attention to task; applying humanistic and motivational interviewing techniques to query progress, offer verbal support to calm anxious thoughts or frustrations, enhance problem solving skills and facilitate successful project completion.

Students will use adhesives and/or screws depending on the project size/materials to assemble casing. This also includes how to attach circuit board inside the casing, based on project design.

 

See more build steps in Design Brief attachment

Formative Assessment: Have students review Mp3 Speaking Rubric and discuss what changes might improve their speakers performance.

Design Files Developed: Downloaded from MakeCase.com

2x5Watt 6-14DCV/1A Amplifier Kit: http://www.jameco.com/webapp/wcs/stores/servlet/Product_10001_10001_2196588_-1

3”, 8 ohm, 5 Watt Speakers: http://www.jameco.com/webapp/wcs/stores/servlet/Product_10001_10001_2167285_-1

Power Adapter: The amplifier kit can handle power between 6-14V, so any AC-DC power supply in your lab would work well. If you need to order one, an example that would work well is http://www.jameco.com/z/AD-1280G-Arndt-9-6-Watt-12Volt-800mA-AC-DC-Unregulated-Linear-Wall-A dapter_2217799.html

I also attached the .CDR template I made for my 1st working prototype. This file has been adapted to an svg available here for non-coreldraw applications.

Standards

  • (HS-PS3-3): Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.
  • (9-10.RST.3): Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
  • (Fab-Safety.2): I can operate equipment in a Fab Lab following safety protocols.
  • (Fab-Modeling.2): I can construct compound shapes and multi-part components ready for physical production using multiple representations.
  • (Fab-Electronics.1): I can follow instructions to build a simple electrical circuit using conductive material, basic components, and power.
  • (Fab-Fabrication.1): I can follow instructor guided steps that link a software to a machine to produce a simple physical artifact.
  • (Fab-Design.1): I can be responsible for various activities throughout a design process within a group under instructor guidance.

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