Presentation

Presentation to OSCSS

__Presentation Format:__

Title Goals for Exhibit (Brittney) Exhibit (Marshall) Components (Leila) Drew Google Sketch (Drew) How it Works (individuals) Flash Animation (Scott) Innovative (Gwynne) Conclusion (Leila)

Okay here is the powerpoint if there are any changes you want please tell me!

(note that the powerpoint version is kind of messed up, i'm brining in my laptop on monday so i will show you lame non mac users the final product)

Here is the Google StetchUp of the exhibit, in case you wanted to see it: You will need Google SketchUp to open the file, which can be found here.

INTRODUCTORY VIDEO: I uploaded the intro video to YouTube, just in case anyone wanted to see it again: media type="youtube" key="o9y5FFMa3sQ?fs=1" height="385" width="640" Here is the new video; I removed the apostrophe from 'SOUND'S': media type="youtube" key="VHifiD4s09Q?fs=1" height="385" width="640"


 * __"SCRIPT":__** //insert what you'll be saying during the slideshow here. Everyone needs to edit through these. Be sure to make comments if you think something should be changed.//

Okay, so “What Makes our Exhibit Great?”: From the first couple of meetings our group has been building off of the same general idea. We had a few good ideas right from the start, but quickly decided upon the one we’ll tell you about today. This has allowed us to look at idea from almost every angle and explore our possibilities. We wanted to design an exhibit that would incorporate //teamwork// for the visitors. We also decided that one important aspect would include the visitor taking a risk. The setting of our exhibit will be something unfamiliar, and the challenges they experience will force them to “take a chance”. This is one aspect that will actually make the exhibit a funner experience. We incorporated aesthetics with the overall design: the changing colors will attract visitors //for sure//. Lastly, we ensured that the exhibit would be accessible for everyone- young and old, as well as wheel-chair accessible.
 * //Goals for Exhibit (Brittney)//**

-Sounds good! (Gwynne) -Only thing is funner isn't a word but otherwise awesome! (Leila) //Our exhibit will be a room. What’s so special about our room? Well, it will be a soundproof room that will allow the sound waves to be visible in the air, so the visitors can visually see sound. Not only can they see one sound, but the changes in the sound, through the different colour changes according to the frequency, will help the visitors experience sound through the 2 different senses: hearing and seeing. This room will also open the eyes of the visitors to show how waves are longitudinal vs. the transverse waves that have been taught or shown in school and in media.//
 * //Exhibit (Marshall)//**

Microphone- The microphone is a one of the stations in our exhibit. Here the visitors can discover their inner diva while seeing the waves that are produced by their voice. Sound Board- This feature allows guests to be able to use their own music in the room if they are not up to belting it out or want to see what their favorite song's waves looks like. The board will also allow the volume, pitch, frequency and other aspects of the music to be modified. Tv Monitor- The monitor is a part of the exhibit to allow for guests not even inside the room to interact with the exhibit. The monitor will show a live feed of what is going in the room Colored light- The light provides a challenge for the guests by producing a light which the guests can try and match by changing the frequency of their voice or ipod.
 * //Components (Leila) (Basic outline, I don't like writing word for word what I am saying)//**
 * // Projection system- this system which will be explained in more detail later is our method of turning sound waves visible in the air. It uses projectors and a fog screen to make the visitors believe that they are immersed in the wave //**

- Walk through what the exhibit looks like and take three different "shots" of varying views of the exhibit. - Some things to mention while showing the pictures: the double wall to make it soundproof, the TV screen outside the door, the info board, the speakers, the microphones, the MP3 dock, the soundboard, the band of light, and of course the VISIBLE WAVES! Here is a file with the screenshots:
 * //Drew Google Sketch (Drew)//**


 * //How it Works (individuals)//**

__Sounds and Lights (Scott)__ - 400 - 790 THz of colour imposed on 80 Hz - 1100 Hz of auditory sound - lower frequency sound = lower frequency colour (red) - higher frequency sound = higher frequency colour (violet) - visitors have to match up colour with sound

__How to "See" The Sound (Drew)__ - Use fog screens to project the wave image into 3D space  - Idea is that you have a sheet of mist stuck between two sheets of air; the projectors can project their images onto the mist **(THINKING THAT WE NEED A DIAGRAM FOR THIS).**  - Arrange many of these mist screens into a circular formation with the use of two projectors, each pointing away from each other (THERE IS A DIAGRAM IN THE KEYNOTE TO DEMONSTRATE THIS).  - Projector images will come from oscilloscope software run on a computer that pulls the sound signal from microphones around the room or from the MP3 connector.  - As per what Gillian said about longitudinal waves, a computer program can be written to convert a transverse wave into a longitudinal one; Scott shows this best with his animation. - In the exhibit, we can have a switch that changes the projection from a transverse to a longitudinal wave, and vice versa.

__How to Soundproof room (Marshell__)

If you looked at Drew’s sketchpad model of our room, you could see that there will be soundproofing involved in this exhibit. Reasons for soundproofing: 1) Music/ sound cannot enter the exhibit, because it will disrupt the experience of visually seeing THEIR sound. 2) It will be interesting to experience the soundproof room in itself. How it’s going to be soundproofed? Easy. Not so easy. Two methods that are going to be used are absorption and dampening. Absorption is what the word says, the walls will have materials that will absorb sound so that it cannot penetrate through. Dampening is a method that uses dense, heavy material that is quite thick which will not vibrate thus, not pass on the vibration of the sound. It also shows the room inside of the room concept, which will mean that there are air gaps in between the outside layer wall and the inside layer wall, hoping to create a pseudo-vacuum.

- sound has a frequency that shortens wavelength as it increases - problem: sound travels in longitudinal waves, not transverse (as many people believe) - oscilloscopes convert longitudinal waves into transverse waves - computer programs can do the reverse process - colour of lights can correlate with sound frequency - visitors are in a soundproof room and try to match up the colour of their sound with the colour given by the exhibit
 * //Flash Animation (Scott)//**

The purpose of WFIC is not only introduce people to the skills of innovation but also to remodel your perspective of everyday life. Since, the concept of this project was to make this exhibit perfect for WFIC by making it innovative, we successfully did that in these three ways: new experiences, challenged and by learning something that the visitors may not learn.
 * //Innovative (Gwynne)//**

Our exhibit proposes a whole new experience for our viewers, by incorporating the mission of WFIC with sound and music. After spending time in our exhibit the visitors will be able to take what they see and experience and visualize it out in the “real world”. After their encounter with a new way of seeing music, the visitors can then take that knowledge and see it again with car horns, talking with others and just listening to their music. Another important concept of WFIC and innovation is the create challenge for the visitors. We did this by making a challenge game in our exhibit. The visitors that enter our exhibit will immediately be challenged to change and experiment with their voice. In our soundproof room there will be a given frequency with its corresponding color, explained by Marshell (it is Marshell right?) and the visitors will be stimulated to match the their voice to the color. Lastly, the visitors can learn something about how music is made and produced, even though they may not have been interested in pursuing music in post-secondary education. With the soundboard and iPod dock the visitors can understand the art of music production.

I will improve a conclusion but basically thank everyone for listening to our presentation, sum up what we were tying to accomplish and why it is awesome!
 * //Conclusion (Leila)//**

The Science Behind Our Exhibit Write up: //**please**// edit this! Brittney does //not// excel in English!!!!!! :) There are notes at the bottom... thanks guys

That //Sound’s// Cool Exhibit The Science

The purpose of WFIC is to innovate; to remodel your perspective of everyday life and show visitors the skills of innovation. Our exhibit introduces visitors to the visualization of sound. The idea is to create a room that allows sound waves to become visible. In order to enhance the experience and aid in the functioning of the room, it will be //soundproof.// Visitors will make sound by using a microphone or by playing songs from their iPod. This sound will be made visible by projecting manipulated waves recorded by //oscilloscopes// using fog and projections. The colour of the sound projection will change depending on the frequency of sound that the visitors produce. Lights that change colour will be also be placed around the room. The //challenge// is for the visitor is to match the colour of //their// sound wave with the colour of the room. Not only are visitors gaining an understanding of what sound //"looks like"// but they are also introduced with a fun activity that enhances the experience. Now, //what’s the science behind this exhibit//?

To start, we have the concept of a soundproof room: the purpose of this is to block any sound from outside that would interfere with the sound waves being created…. <span style="color: #404040; font-family: Arial,Helvetica,sans-serif; line-height: 17px;">To sound proof the room the method of absorbing (sound energy will be absorbed by such materials, less of that sound being passed onwards into a room) and dampening (Materials that are considered solid and acoustically "dead" which means that it doesn't vibrate) will be used. The wall will be made of dense heavy material such as concrete or lead with large air gaps in between, so that the sound will remain in the air gaps. Other materials which can be used to absorb sound are fiberglass, neoprene rubber, viscoelastic foam, or mass loaded vinyl to soak up vibrations. An optional method to use is decoupling which is building a smaller room within a room. Each room is made from heavy, solid materials but the two rooms cannot be touching one another directly or sound will pass through <span style="color: #404040; font-family: Arial,Helvetica,sans-serif; line-height: 17px;">Note: Sound insulation improves by about 5 decibels for every doubling of mass

The next thing to consider is the machinery being used to produce the sound: //microphones//. Our exhibit will use a dynamic microphone. It functions using the same principle as a loudspeaker- but in reverse. This is achieved by using a diaphragm, which is a thin semi-rigid piece of plastic within the microphone. The diaphragm is attached to a coil of wire in the magnetic field of a permanent magnet in the microphone. As you produce sound, the diaphragm vibrates. In turn, the coil experiences vibration which produces a varying current. This current flows through the coil producing your audio signal.

We will visualize this sound using oscilloscopes: oscilloscopes allow the observation of the varying sound, which can be measured on an axis. This can be projected onto a screen or in the air. Oscilloscopes show voltages that either show no change, or change very slowly as an exact wave shape. This wave shows the amplitude of the signal, as well as the distortion (the time between two events, such as the period). The higher the amplitude the higher the frequency and therefore the lower the period, the lower the distortion. An ordinary oscilloscope has the ability to focus the wavelength and to change the change the intensity, as well as other inputs. As will our oscilloscope in our WIFIC exhibit. We use our oscilloscopes to show the visitor’s sound waves and they can also change the shape and colour of their waves, due to the frequency, using the soundboard and microphones as well as the special inputs in the oscilloscopes.

Making sound visible in 3D space is the next concept we needed to understand when constructing our idea. (Drew insert information.. include transverse waves explanation?)

We’ve established 3D waves for the visitors, and next decided to incorporate lights and colours. Light that can be seen by the human eye is a part of the electromagnetic spectrum. The eye can only detect the parts of the spectrum that fall between the frequencies of 400 - 790 THz. Red has the lowest frequency and purple has the highest.Sound has frequency too: there is a range of frequency that humans can hear (20 Hz - 20,000 Hz). We can make the lowest audible frequency match the lowest colour frequency (i.e. purple with 20,000 Hz of sound). However, the problem with this is that no human can sing at either 20 Hz or 20,000 Hz. The range human voices can achieve is 80 Hz - 1100 Hz. That makes 80 Hz = red and 1100 Hz = violet. Anything over will become purple, anything under will be red. A computer program can easily work out which frequency corresponds with which colour. A projector or a computer screen can be used to display the colours the visitors have to match.

It is also important to consider what science the visitor should take away from the exhibit. The main questions we want to answer is //what does sound look like? How does it work?//

Any sound that you hear is made of regular, evenly spaced waves of air molecules. The most noticeable difference between various // tonal sounds // is that some sound higher or lower than others. Differences in // pitch // of sounds are caused by different spacing in the waves: the closer together waves are, the higher the tons sounds. The distance from the high point of one sound wave to the next is called a // wavelength //.

All sounds travel at the same speed: the speed of sound. Therefore, waves with shorter wavelength do not arrive as frequently as shorter waves. // This // is the aspect of sound: how often a wave peak goes by. This is called // frequency //. Scientists measure frequency in // hertz //. (how many wave lengths go by in one second) People can hear sounds that range from 20 to 17, 000 hertz.

// So what will the sound waves look like? // (drew->explanation between transverse vs. longitudinal sound waves… I would but I barely understand this and I think it would just be confusing)

**__ Notes __** -we need to add pictures/diagrams to certain parts--- send Brittney a diagram you want to add in -we need to source… add in your apa -once everyone adds/edits theirs Brittney will “pull it all together” -longitudinal waves are incorrect generalization, we will incorporate //transverse// waves -need effective summary to pull it together

Leila- It looks really good Brittney I have no problem with my part in it and so here's my reference for the info on microphones Gwynne - I agree with Leila. I will get my references up late today. Scott - We should reorganize it a bit better (ie. explanation of hertz BEFORE I mention frequency in my part) and focus on the actual science more than how the exhibit works

Gwynne-Oscilloscopes <span style="font-family: monospace,arial,sans-serif; font-size: 12px; font-weight: 100; line-height: 12px;">//Uses of the Oscilloscope.// (2010). Retrieved December 13, 2010 from eHow: http://www.ehow.com/​about_5348699_uses-oscilloscope.html.

<span style="font-family: monospace,arial,sans-serif; font-size: 12px; font-weight: 100; line-height: 12px;">//What is an Oscilloscope used to Measure?// (2010). Retrieved December 13, 2010 from HowStuffWorks: http://science.howstuffworks.com/​environmental/​energy/​question8.htm.

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