Fundamental note vs fundamental frequency of string

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Homework Help Overview

The discussion revolves around the fundamental frequency of a guitar string and the effect of pressing the string at various points. The original poster presents a scenario where a guitar player changes the frequency of the note produced by pressing the string at 1/4 of its length, with an initial fundamental frequency of 264 Hz.

Discussion Character

  • Exploratory, Conceptual clarification, Assumption checking

Approaches and Questions Raised

  • Participants explore the difference between the fundamental frequency of the string and the note produced when the string is pressed. Questions arise about the implications of pressing versus plucking the string and how this affects the frequencies produced.

Discussion Status

There is ongoing exploration of the problem, with various interpretations of the effects of pressing the string. Some participants suggest that pressing the string changes its effective length, while others question the assumptions made in the original problem statement. Multiple frequencies are being discussed, including the fundamental frequency and overtones.

Contextual Notes

Some participants note potential typos in the original problem regarding the terminology used (e.g., "plucked" vs. "pressed"). There is also a mention of the assumption that string tension remains constant during the actions described.

  • #31
olivermsun said:
Now that I think about it, the formation of "harmonic" notes may have been discussed when I took high school physics. It can make a great audio-visual demonstration that the vibrating string contains a mixture of modes; by "choosing" nodes at certain parts of the string you essentially select "compatible" sets of modes and therefore the overtone series which is heard.

Whatever fancy fingerwork you may or may not have done in your high school physics class has no bearing on this problem.
 
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  • #32
rude man said:
Please read the last sentence in Simon's post # 25. Whatever you may or may not have done in your high school physics class has no bearing on this problem.

Simon's last sentence reads: "There are fancy fingering things you can do, but they won't form part of your course."

Your assertion, meanwhile, was, "'Touching' a string does not seem to fit in with this theory, and would not seem to be the subject of an introductory physics course in any case."

I gave a counter-example in which "touching" a string was part of an introductory physics course, as a reply to an unfounded assertion made on both your parts.
 

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