SnitchSeeker.com - Arithmancy Two (Music & Tessellations)

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- Term 34: May - August 2013 (https://www.snitchseeker.com/term-34-may-august-2013/)

- - Arithmancy Two (Music & Tessellations) (https://www.snitchseeker.com/term-34-may-august-2013/arithmancy-two-music-and-tessellations-93938/)

the answer came to Alexis quickly she knew it since she begin to understand how to tune in the radio. She was very much intersted about this radio sound stuff which made her read about it.. Answers were poping up with different sentences but same meaning
"Hertz, as most of us said, and frequency is the occurence of repeatation of an event per unit time"
" maybe unit time is 1 second "
She added slowly.

Quote:

Originally Posted by PhoenixRising (Post 11388723)

"When it comes down to use of tessellations, there is a particular famous individual, whose designs and artwork is considerably important to the subject." Fina continued. "His artwork is detailed in such way that it challenges our space interpretation. Any idea who this famous individual is?"

Quote:

Originally Posted by PhoenixRising (Post 11388856)

[COLOR="#6960EC"]
"You bring up another good point." Although tesla wasn't his name, it was awfully similar to something else related to tessellations. "The word tessellation comes from what Latin word? And ironically, what does this word mean?"

Sarah had recently started to reach herself Latin, as it would help with understanding scientific words as well as spells. This was coming in handy now. well, tessella means the piece of clay or glass used in mosiacs, tessella itself means small square.

Quote:

Originally Posted by PhoenixRising (Post 11389038)

]
"Enough about art though, we'll be moving on to another topic, which is similar to art in a sense." She paused a moment, as she prolonged telling them of the next topic in today's lesson. "Music. Math, or arithmatics, can be used to create music. Sound is a travelling wave, which oscillates through matter. An important term in music is called frequency; what is it measured in and what does it mean?"

Ohh.. Sarah remembered learning this from the physics... She raised her hands, "It is measured in Hertz, or its varience like megahertz. Hertz was a German. Frequency means the amount of times that went on in a time frame, for example if the frequency is 10 Hertz, then it means that the event repeats itself 10 times per second." Sarah loved physics and could talk about it for ever. She knew a bit of formulaes too.

Noope. She didn't know of anyone associated with Tessellation and so no answer there, sadly. Neither was their an answer as to what Latin word tessellation came from but there were notes just like before. Plenty of them.

Music, thats what really peeked her attention because she quite liked music considering she was a dancer. As for frequency she knew how it worked, she'd learned before at her muggle school, plus knew quite a lot about music, therefore she could answer except others beat her to it.

"Um..what most people said, Professor. " she said after raising her hand. "It's used a lot in science and can be used for light, sound and lot's of things, really." Seemed good enough? Because she didn't feel like parroting the others as to what it was and what it was measured in.

*ahem* Yea. sorry for the delay :'( ....

Quote:

Originally Posted by Harry174 (Post 11389043)

Laura raised her hands and smiled at the Professor. "That is where you have different radio stations." Laura was sure about that. "They all have their own different frequency."

"Not quite," Hadley shook her head at Laura.

Quote:

Originally Posted by TakemetotheBurrow (Post 11389045)

There are little squares on an ice cream cone? ...O.o There are little squares on an ice cream cone! AHLJHSLKHL! BEAM! And WHY were they talking about this and not doing actual eating of ice cream cones cause Ella was hungry! SO HUNGRY!

Frequency.

Ella knew the word. It was the amount of times something happened, yeah? In music, she was pretty sure it had to do with some kind of vibration or something. "I believe frequency is measured in something called Hertz, Professor. And...it has to do with the number of times something occurs in a certain amount of time." Did that make sense?

Quote:

Originally Posted by LilFox06 (Post 11389170)

Dooooodling. Doodling. Anya was doooooooodling. And she was enjoying herself. So much so that she missed a few questions.

Whoops.

At least her Tessellations were pretty. She'd just ignore that she was only supposed to doodle one thing. She really couldn't help herself.

Anyway. Now that she really couldn't get away with adding more things to her pretty picture...

She raised her hand. "They're measured in hertz. It's the number of times something happens during a set period of time." she offered. Like... the number of waves in a minute. Yup. She learned that in one of her science books.

Quote:

Originally Posted by Govoni (Post 11389172)

Music! What a coincidence? Dylan happened to love music. Who didn't, though, right? Cave people...and Eskimos.

Also, he knew this because he played a little bit of guitar and had recorded some stuff personally at home. He gave Ella a smirk as she gave her answer and nodded. Ellaphant was a smart cookie...She could stay.

"The hertz...like Ella said. They also used to be called 'cycles per second'. It's just something that counts time.....For example, 1 hertz (hz) would be an sound or event repeated once every second."

Quote:

Originally Posted by DaniDiNardo (Post 11389178)

Yeah, she saw the way the Professor was able to add the ice-cream to the lesson but it didn't make it any better. All it did was have her flop desperately on her table and fight the urge to lick the sticker. It's not ice-cream Lex, leave it alone. SIGH. Just a small taste. No one would even notice...

Very slowly, she stuck her tongue out and took a lick of the ice-cream on her parchment. It was just as she thought. Nothing but paper. How VERY disappointing.

Now the Professor had her full and undivided attention again. Unfortunately she tuned back in in time to hear nothing but another question and further continuation of an ice-cream-less class. In future, she would bring her own bowl with her to class. Yup definitely. As for the question. Er...everyone else had answered and they were all saying the same thing. Was she meant to simply repeat it for the sake of having the Professor know she was listening...? Or...could she just sit and stare at her 'til class was done...?

"Like the others said, it's measured in hertz," Uh-huh, she was paying attention, she deserved a chocolate frog in her ice-cream, "and it records the number of times something happens in a given time frame." Or soooomething like that.

Could she lick her sticker again? It was probably melting.

Quote:

Originally Posted by MaverickMagpie (Post 11389181)

Tobias raised his hand, but was kind of slow and realised he was now going to sound a lot more stupid than the other students who clearly knew what they were actually on about. But that didn't really matter so he shrugged and made his point anyway.

"I always thought that frequency meant how often something happens, and that frequency is also something to do with radios and stuff, like... you tune into a different frequency. I only really just considered this but... like... they're the same thing? So like is a radio frequency where it's at a particular... err... hertz, is it? And like that other girl said, all radio stations could have their own hertz number, so it's like a phone number that you call, or rather that you tune in to to get the right station... and that could be how radio works? Maybe? I mean... that could be with muggle stuff anyway. I don't know about wizard radios..."

He'd gone off topic from music but it still was kind of related, right? He'd only just considered it... like he'd never even thought that that is what frequency could mean, so maybe he was just rambling. As others spoke Tobias glanced out of the window. He could really do with some sugar.

Quote:

Originally Posted by Bazinga (Post 11389187)

What on earth was going on today!! Minerva looked at Hadley and wanted to scream.. HOLD UP Mama Hadley... Seriously there was word of ice cream and then a bunch of babbling, then this horrible horrible drawing She hated drawing with a passion, she wasn't good at it. So she just did whatever to get it done. Still looking at her drawing she heard voices and looked up. When had they moved on. She didn't miss the ice cream did she. Oh wait she wasn't suppose to be eating it anymore. She promised Ethan she would try not to eat it, but it was so good how could she not eat it.

Now wait how many questions had she missed, she felt so lost, what were they talking about again. She nodded and put her hand up, "Like everyone else said professor Hertz. " Whatever that was suppose to mean. "Wouldn't it be more fun to measure things in like spoons or ice cream cones." Did she just say that out loud.. But oh well it would be more fun, plus they could eat the ice cream before the measured.

Quote:

Originally Posted by lemon (Post 11389235)

The professor was asking a lot of questions, and there wasn't much time for Alice to think up ridiculous answers and share them. Sad. But she was quiet and listened to everything being said and stared some more at the smiley faced teeth in her tessellations. "Hertz. Yeah. What they said."

Yay Arithmancy.

And teeth.

Quote:

Originally Posted by Mrinal (Post 11389418)

Quote:

Originally Posted by Princesspower (Post 11389441)

There was that Escher guy, Sarah had once misread it as Fischer. It was sort of similar as one could split the E of Escher into the F and I of Fischer. Anyways, she had thought that maybe Alice was related to him.

Sarah had recently started to reach herself Latin, as it would help with understanding scientific words as well as spells. This was coming in handy now. well, tessella means the piece of clay or glass used in mosiacs, tessella itself means small square.

Ohh.. Sarah remembered learning this from the physics... She raised her hands, "It is measured in Hertz, or its varience like megahertz. Hertz was a German. Frequency means the amount of times that went on in a time frame, for example if the frequency is 10 Hertz, then it means that the event repeats itself 10 times per second." Sarah loved physics and could talk about it for ever. She knew a bit of formulaes too.

Quote:

Originally Posted by Talikins (Post 11389506)

"Yes, as most of you seemed to guess or knew, frequency is measured in a unit called hertz. When a string is plucked on a musical instrument, it generates back and forth vibrating waves. The number of times per second that these waves hits our ears is called frequency." Hadley explained, even though some of them seemed to have a greater understanding of music than probably herself even. She mostly knew the theory. "So the more waves per second, the higher the pitch, the fewer the waves produces a lower pitch."

"Chords and harmonics are created with the right numbers at the right musical frequencies. So ultimately it all comes down to where the string is plucked and on the vibratory nature of the frequency waves on if its going to sound good or bad. It depends on ratios between notes, as well. Many ratios exist in relation to musical notes, which enable us to produce harmony in music. And thus, more appealing sounds."

"So let's continue on with exercises to help you understand pitch first. Which of the following produce high pitches?"

"130 Hz or 310 Hz?"

ooc: we're gonna do a series of about 5-10 rapid series of questions like these for now =)

So...the smirk from Dylish earned a curious smile from Ella and she shrugged, not exactly sure what she'd done to earn one of those. Oh well, Dylish always seemed to be smirking about something or other. He was quite good at it, actually.

And...they were moving on? Hadley had said that the more waves per second, the higher the pitch. And since 310 was a larger number than 130...

"Is it three-hundred and ten hertz, Professor?"

And now they were at the portion of the class where Lex would start playing the guessing game. It wasn't a game she was particularly good at but at the same time...she had no idea what the Professor was saying....:mellow:

Maybe she shouldn't have been licking her ice-cream sticker while the woman was explaining stuff. Merlin.

Okay, she could do this. Lex considered the question, wrote down both numbers then pulled a sickle from her pocket. Alright. Heads it was 130 Hz tails it was 310 Hz. This...seemed legit enough. Nodnodnod. Lex went ahead and flipped the coin, caught it and tapped it on her wrist. After counting to three she removed her hand. Tails it was!

She stuck her hand in the air. "I sincerely believe the answer is 310 Hz Professor."

MHMMMMM.

Had to be. That's what the coin said.

Well, she'd just explained it sooooooo Tobias could actually work out the answer to that. He raised his hand and spoke after a couple of others.

"Yeah... that one, with the higher number? Three-ten."

'Cause the higher the number the higher the pitch? That's what Tobias understood, at least.

Yea, yes. He'd been right. How exciting...

...And now they were moving onto some questions. That was something new...To be honest, he wished more Professors would do this sort of thing...

"310 Hz? The higher the frequency, the higher the pitch..."

Asher thought a moment before answering. "I believe 310 would be higher. Bigger number, higher frequency." He nodded his head as he spoke, hoping to look oh so confident with his answer.

"Yes, 310 hertz is a higher pitch! Good, good." That was an easy one. "SO if the ratio of an octave note is 2 to 1, then give an example of frequency that might result."

Oh good, they were gonna do some exercises on the stuff they were discussing. Thank goodness. Some of it was just a little hard for Penelope to focus on enough to understand when explained all at once like that. She got some of it, but once she had processed some, the explanation had moved on a lot. So this was good.

Which was higher? She agreed with the one everyone else was choosing, although it briefly occurred to her to wonder if it might be a trick question...but she was pretty sure it was said the more waves or whatever there were, the higher it would be. THAT part, she had understood. So she nodded and started to raise her hand...

...but it seemed she was a little too late 'cause they were moving on. Okay then...

...and she had no idea about this one. So her hand stayed down and she simply jotted down a quick note about the previous one.

Asher timidly raised his hand. He wasn't exactly sure what the professor was asking. "Do you mean, if the frequency of an octave is say...440hz, then the one above is 880hz and the one below is 220hz?"

He hoped he was somewhere close to what he was supposed to answering.

"I..." Tobias started, and then just kind of blinked at the professor. What the heck was she going on about? The first question had been easy but now it sounded like she was asking about maths and that was a big no for Toby. Who told him that Arithmancy wasn't about maths?

BECAUSE IT WAS LIES.

Ahem.

So Toby waited for the next question instead.

Bliiiink.

Hold on a second, she was actually right??? Pfffft and to think they said flipping coins never got you anywhere. Clearly that was a lie because lookit! She got it RIGHT!!! Hehehehehehehe--

EHHHH?

Yeah...she was pretty sure she couldn't flip a coin and find out the answer to that. Um...umm...oh wow. Jeez. She sat forward in her seat and kept her eyes on her ice-cream sticker. She still had absolutely no idea what they were talking about but now they were giving ratios...ratios? Were they back to the golden ratio now?

How much had she missed while she licked the sticker???

Focus Lex, you'll get the next question...hopefully...

...

What...even?

Ahem. This was simple math...Dylan tried to think about what his father might have answered with.

Ugh.

"The notes in range of octave would be...220 hertz...440 hertz...880 hertz...So, it would be from 440 hertz to 880 hertz...which is basically a 2 to 1 ratio in notes..." Did that make sense.

Math. Had he ever mentioned that he HATED it? No? Well, he did.

Um.. what were they talking about now? This didn't make any sense, yeah? Her drawing of the smiley teeth was so beautiful, rather mesmerizing, even. She caught herself staring at it instead of listening to the professor. Why doodling like children was bad in class, see, Hadley? Her fault if she wasn't getting attention.

Alice took a look around before taking a guess at the question.

"... what Dylan said."

Correct, right? She thought so.

Uh.

Uhhhh.

Uhhhhhh.

Was she just meant to use random numbers or? The blonde tapped her chin thoughtfully and instead listened to her classmates, scribbling down Dylan's example because it seemed legit. So...if he was on the right track then, "So if you used the number 310 hertz, the next would be erm...620 hertz? That would be the 2:1 ratio?"

Quote:

Originally Posted by PhoenixRising (Post 11392783)

\

"130 Hz or 310 Hz?"
[/COLOR]

Sarah listened. She knew all that. 310 was definately the answer to that one.

Quote:

Originally Posted by PhoenixRising (Post 11392894)

"Yes, 310 hertz is a higher pitch! Good, good." That was an easy one. "SO if the ratio of an octave note is 2 to 1, then give an example of frequency that might result."

Sarah loved how this connected to music and maths as well. She did some quick calculations and was about to say when someone else took her numbers. She was too tired to do further calculations so she just watched.

SPOILER!!: How is frequency measured

How is frequency measured? Um.... She raised her hand and guessed, "Well...frequency makes it sound like a counting thing, how many times something happens....but I don't know a specific measurement for sound." But as soon as she heard what some of the other students said, she knew she'd heard that hertz word before somewhere. But no matter, they'd be learning more about it now and maybe she'd remember next time.

SPOILER!!: Which pitch is higher

Well this one seemed pretty easy, because she had just explained it. Like, literally JUST. So, that must mean she had explained it well, because Eliza felt like she understood immediately. She raised her hand and agreed, "The three ten would be higher, because the number is higher and has more waves per second, like you said." She was happy to be understanding some new things in this lesson.

Quote:

Originally Posted by PhoenixRising (Post 11392894)

"Yes, 310 hertz is a higher pitch! Good, good." That was an easy one. "SO if the ratio of an octave note is 2 to 1, then give an example of frequency that might result."

Okay, scratch that. Now she was confused. What does that mean exactly? She wasn't sure where to start or what she was really looking for...so she agreed with some other students and tried to feel like she understood. "Um, well yeah I agree that if you started with a note at 310 hertz, then a note at a 2:1 ratio higher than that one...would be 620 hertz. Right?" She thought that sort of made sense.

Quote:

Originally Posted by jrtpuplvr (Post 11392898)

Quote:

Originally Posted by Govoni (Post 11392939)

Quote:

Originally Posted by TakemetotheBurrow (Post 11393259)

Quote:

Originally Posted by DecemberMoon (Post 11393540)

"Tricky one, but yes. Though technically a 2 to 1 ratio would be 620 to 310. Or 880 to 440. Or 440 to 220. Or 310 to 155. You get the idea." Grin.

"So on that note, the ratio for minor 6th musical note exists 8 to 5. What's an example of frequency for that?"

She was beginning to think that she was legit missing something here. No golden ratio but some kind of ratio and more hertz. Suffice to say she still had no idea what any of them were going on about.

It wasn't until the Professor started talking again that she sorta figured something out. They were talking about hertz ratios and a 8 to 5 this time. Erm...still more than a little lost Lex slowly raised her hand. The look of confusion was plain as day but the Professor could never say that she wasn't trying this time.

"Er...could an example be 320 Hz to like 200 Hz? Is that it?" And her hand flopped back down. She was ready to go back to staring at her ice-cream sticker now. The Professor would get tired of answering questions eventually.

She had to or time would run out. Either way, she'd be saved.

Ratio stuff was making Ella's head hurt. It was probably just because she was getting confused by thinking of music which was making her think of her Dad which was making her think of lots of stuff and her mind was sort of all over the place at the moment.

She just needed to focus.

So...8 to 5 ratio? The blonde could do this.

"Professor, would 160 hertz to 100 hertz work?"

Quote:

Originally Posted by PhoenixRising (Post 11393873)

"So on that note, the ratio for minor 6th musical note exists 8 to 5. What's an example of frequency for that?"

He was paying attention. And scribbling down notes. And ruffling his hair from confusing. AND thinking... thinking mainly about the ice cream Hadley had said they could have.

Okay, no, Hadley was confusing him. Mainly because he had never realised that music was this... complicated. It sounded complicated to him but music and Arithmancy? Frown.

Okay, think about the ice cream. THINK ABOUT IT, SUMMERS. He looked down at his notes, his hand reaching up to ruffle his hair. Okay... so if an example of a 2:1 ratio was, say, 310 and 620, then he could just substitute one of those numbers into the 8:5 ratio and find out its corresponding ratio number, right? ... Right. It made sense to him. Maybe.

Scribble... scribble... calculate... scribble...

Once he was done, Alec tentatively raised his hair in the air, his attention now back to Hadley. "So... Professor? Could an example be 496 Hz to 310 Hz?" ... Did... she understand what he was talking about?

Quote:

Originally Posted by PhoenixRising (Post 11393873)

"So on that note, the ratio for minor 6th musical note exists 8 to 5. What's an example of frequency for that?"

This was more like ratios then, Sarah raised her hand, "how about 64 and 40 Hertz?"
Ratios and all kinds of maths was fun to the brunette. In this case she times both eight and five by eight to get to her answer. That was ratios, wasn't it?

Asher sat there for a moment. His newly turned twelve year old brain was not ready for so much at once. He scribbled a few notes on his parchment, hoping to work it out before trying to answer. Once he was satisfied with his answer, he raised his hand "Well, I think 96hz and 60hz would be correct."

He sat his quill on his parchment, he was getting a headache from all the work they were doing. As he rubbed his forehead Asher asked "Um, Professor, could I have some more ice cream? My head hurts."