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LNGR SPKRHIFI. TWO WAYS. HANDCRAFTED.
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LNGR / FROM THE BEGINNING

Understand loudspeakers – start from zero

You need neither formulas nor electronics knowledge. Start with things you can hear, feel and observe. Build the concepts from those observations, and finish with a first calculation.

No prior knowledge6 detailed learning stepsAt your own pace

Before you begin

Keep paper and a pen nearby. You do not need to buy a speaker, open equipment or use measurement tools. The graphics produce no audio. You can hum quietly for the optional observation, or simply imagine it.

  1. Read the introduction and explain the observation in your own words.
  2. Predict what will happen before experimenting. Change just one thing at a time.
  3. Work through the three exercises before revealing their solutions. Then answer both knowledge checks.

A lesson counts as completed when both knowledge checks are answered correctly. Assess the open exercises yourself. Take breaks whenever useful; there is no countdown or validated fixed completion time.

This course has been rebuilt from the beginning. Completion of the former short workshop is therefore not treated as completion of this new learning path.

LESSON 01 / 06

What is sound?

A loudspeaker sits on a table. You hear it across the room, even though nothing visible flies between it and your ear. What actually reaches you? Before looking at loudspeaker technology, we will follow that journey.

A movement is passed along

Rest two fingers lightly on the outside of your throat and hum quietly. You can feel a vibration. When you speak or sing, your vocal folds set the air into motion. A loudspeaker uses a moving surface called a diaphragm. It moves backwards and forwards.

When the diaphragm moves forwards, it pushes nearby air particles slightly closer together. Air pressure briefly rises there. When it moves back, a region of lower pressure forms nearby. These pressure changes travel through the air. On reaching your ear, they can make your eardrum vibrate.

The air does not travel across the room

Imagine a row of people passing a small nudge from one neighbour to the next. The disturbance reaches the far end even though nobody walks along the whole row. This comparison illustrates transmission; real air particles are neither people nor arranged in a neat line.

In a sound wave, air particles move around their resting positions while the pressure disturbance travels onwards. Particle movement and wave propagation are different things. A loudspeaker is therefore not a fan that continuously transports fresh air from its diaphragm all the way to your ear.

Reading the picture

The dots below represent small regions of air. Where they are closer together, pressure is higher in this model. The burgundy dot lets you follow one location. Movement is greatly slowed down and enlarged; real air particles are not visible like this.

Predict, then observe

Predict before starting: will the burgundy dot travel all the way to the right edge? Start the animation, watch only that dot, then pause.

A pressure disturbance travels

Schematic model · no audio output

Now explain it yourself

Exercise 1.1

Describe in your own words what travels and what only moves backwards and forwards.

Reveal solution and explanation

The compression and rarefaction travel. The marked region of air oscillates around its resting position. It does not follow the wave all the way to your ear.

Exercise 1.2

Can a stationary diaphragm by itself produce a sustained tone? Explain.

Reveal solution and explanation

No. A sustained tone requires continuing pressure changes. One movement can produce a brief sound pulse; continued oscillation is needed for a tone.

Exercise 1.3

Explain to a child in two sentences how music reaches the ear.

Reveal solution and explanation

For example: the speaker surface moves and alternately squeezes the nearby air and lets it spread out. Those changes travel to your ear and move your eardrum.

Two final questions

What mainly reaches your ear?
How is compression represented in this model?

Next: High or low? Loud or quiet?.

LESSON 02 / 06

High or low? Loud or quiet?

A deep voice can whisper. A high-pitched beep can be very quiet. “High” and “loud” therefore describe different things. We need to separate them before introducing numbers.

How quickly does the movement repeat?

Hum a comfortable note, then a slightly higher one. You change how quickly the vibration repeats. For a simple tone, faster repetition is heard as a higher pitch and slower repetition as a lower pitch.

A complete oscillation ends only when the movement returns to the same state: the same position and direction of movement. Going from front to back alone is not a complete cycle. Think of a swing going forwards, backwards and returning to its initial state.

How strongly does pressure vary?

Now imagine the same note played quietly and then more strongly. The repetition rate can remain the same while the pressure variation grows. At the same frequency and under comparable conditions, we normally hear a stronger pressure variation as louder. Our hearing is not equally sensitive to every pitch, however.

What the curve means

The horizontal direction in this picture shows a fixed time interval. The vertical direction shows changing sound pressure relative to the centre line. It is not the path that air particles follow across a room. More cycles within the same interval mean a faster repetition rate. Larger excursions mean stronger pressure changes.

The controls deliberately do not use hertz or decibels yet. First recognise the property you are changing. This graphic produces no audio; “higher” and “louder” are interpretations of a simple visual model.

Predict, then observe

Change only “Repetition” first, leaving “Pressure variation” alone. Then reset repetition and change only pressure variation. Describe what stays the same each time.

Change two properties separately

Schematic model · no audio output

Now explain it yourself

Exercise 2.1

Represent a low, strong tone. Which changes do you need?

Reveal solution and explanation

Fewer repetitions in the same time window and larger excursions. Low pitch and strong pressure variation can be selected independently.

Exercise 2.2

Now represent a high, quiet tone.

Reveal solution and explanation

More repetitions and smaller excursions. A high pitch does not force a tone to be loud.

Exercise 2.3

A curve has twice as many cycles but the same height. What changed?

Reveal solution and explanation

The repetition rate increased, so a simple tone would have a higher pitch. The displayed pressure amplitude stayed the same. This does not imply a doubling of perceived loudness.

Two final questions

Which change raises the pitch of a simple model tone?
What does the horizontal axis show here?

Next: How does a vibration become music?.

LESSON 03 / 06

How does a vibration become music?

One steady tone does not yet sound like a guitar or a voice. Music changes continuously: notes start and stop, instruments play together, and even one note has its own characteristic sound.

A simple tone as a building block

The smooth repeating wave from the previous lesson is called a sine curve. It describes a particularly simple tone. An instrument usually produces additional vibrations alongside a fundamental vibration. Many repeat faster. In harmonic sounds, their frequencies are whole-number multiples of the fundamental.

You do not need to calculate those terms yet. The important point is that several contributions can exist at the same time. Their relative strengths and the way a sound starts and fades help shape its character. A piano and a guitar can therefore play the same note and still sound different.

One diaphragm, one combined movement

A single speaker driver does not have a separate diaphragm for each instrument. Electrical signal components are reproduced together. At every instant they result in one combined movement. Their contributions to air pressure also superimpose.

The graphic shows two simple contributions and their sum. A black curve that is less round is therefore not automatically an error. It may be the correct shape of a combined signal. Distortion means that a system changes the input signal in an unwanted way; a complicated waveform alone does not establish that.

A deliberately simple model

Here we add only one contribution, repeating twice as fast as the fundamental. Real music contains many more components and changes over time. This drawing is not a measurement of a particular driver. It explains why a speaker must follow more than one isolated sine vibration.

Predict, then observe

Switch the second contribution off and on. Watch the black sum curve. Is a second diaphragm needed to produce the combined curve?

Two contributions, one sum

Schematic model · no audio output

Now explain it yourself

Exercise 3.1

Which line remains unchanged when you switch the contribution on, and which changes?

Reveal solution and explanation

The first contribution remains the same. The second is added, changing the sum. Adding a contribution does not retroactively change the first individual contribution.

Exercise 3.2

Is every non-sinusoidal curve distortion?

Reveal solution and explanation

No. Correct reproduction of several signal components can have a complicated shape. To assess distortion, compare what was present at the input with what the system added or changed.

Exercise 3.3

Why can a guitar sound different from a flute playing the same note?

Reveal solution and explanation

Among other things, the additional vibration components and the way the sound starts and decays differ. The same fundamental pitch does not mean the same sound.

Two final questions

What does a single diaphragm do with a combined signal?
What can you safely conclude from the less rounded sum in this example?

Next: What is inside a loudspeaker?.

LESSON 04 / 06

What is inside a loudspeaker?

We now know the job: an electrical music signal must produce controlled movement, which changes air pressure. Let us look at the parts that do this in a common moving-coil loudspeaker.

From signal to force

A voice coil is a winding of wire. It sits in a strong magnetic field and is attached to the diaphragm. Current flowing through the coil produces a force on it. Reversing the current reverses the force. The signal can therefore move the coil and diaphragm backwards and forwards.

The magnet and magnetic circuit provide the magnetic field. They do not produce music on their own. The changing electrical drive comes from the amplifier. This lesson concerns a moving-coil loudspeaker; other operating principles also exist.

What guides the movement?

The surround flexibly connects the outer edge of the diaphragm to the frame. The spider guides the voice coil and contributes restoring force. Along with other system properties, these parts influence how the diaphragm can move. They permit the intended movement while helping to keep the coil centred in its narrow gap.

The frame supports the assembly. The diaphragm moves air. On many drivers the central dust cap is a cover, not automatically a separate tweeter. Do not press a real diaphragm or dust cap to explore it: the schematic below is sufficient for this lesson.

Driver or finished speaker?

The individual assembly containing diaphragm, motor and frame is called a driver. A finished loudspeaker additionally includes an enclosure, connections and, depending on its design, more drivers and a crossover. A woofer is typically designed for larger air movements at low frequencies, while a tweeter is designed for high frequencies. Suitability depends on the whole construction, not just diameter.

Predict, then observe

Select the parts in the diagram one after another. Then explain “amplifier → coil → diaphragm → air” without looking back at the text.

The motor in a schematic

Schematic model · no audio output

Now explain it yourself

Exercise 4.1

What is missing from “the magnet makes the music”?

Reveal solution and explanation

The changing electrical signal. The magnet provides the field; current in the voice coil produces a force in that field. The connected diaphragm moves the air.

Exercise 4.2

Which parts permit and guide movement?

Reveal solution and explanation

The surround and spider play important roles in guidance and restoring force. The frame supports the assembly; it should not oscillate like the diaphragm.

Exercise 4.3

If you buy one driver, do you already have a finished, properly tuned loudspeaker?

Reveal solution and explanation

No. The enclosure, operating range and any integration with other drivers belong to the overall system. A good individual part does not guarantee a good finished speaker.

Two final questions

Which motor part carries the electrical current?
How do a driver and a speaker cabinet differ?

Next: Why does the enclosure matter?.

LESSON 05 / 06

Why does the enclosure matter?

If a driver already moves air, why build a box around it? One major reason is on the back of the diaphragm. Its rear side does not disappear acoustically just because we cannot see it from the front.

Two sides of one movement

When the diaphragm moves forwards, it compresses air in front. The opposite pressure change occurs behind it at the same time. If the contributions can meet around the diaphragm edge, they can partly cancel at a listening position. Low tones are particularly affected with a small, freely standing driver.

Why low tones? Their pressure variation changes more slowly. The extra journey from the rear around the edge is often short compared with the spatial extent of that oscillation. The opposing contributions can then arrive with similar strength and nearly opposite phase. This is often called an acoustic short circuit. It is not an electrical short circuit.

Handle the rear radiation deliberately

A sealed enclosure separates the rear radiation from the direct forward path. The trapped air also behaves like an additional spring. The cabinet is more than packaging: its volume changes the driver's behaviour.

A bass-reflex enclosure also uses a tuned port. A passive-radiator system uses an unpowered diaphragm for a corresponding resonance role. Both need suitable design. An arbitrary hole or an arbitrary box size is not a dependable improvement.

What the comparison can demonstrate

We compare just one idealised low tone at the same listening position. Without separation, we assume equal contributions that are exactly opposite: their sum is zero. With the rear separated, we show only the direct front contribution. This does not predict the bass gain of a real cabinet. Path lengths, levels, the enclosure air spring and the room are omitted.

A sufficiently large baffle or a deliberately designed open system can also work. “Every loudspeaker must have a sealed box” would therefore be the wrong conclusion.

Predict, then observe

Switch between “Rear meets front” and “Rear separated”. Watch the black sum and explain why the zero line only follows under the stated ideal assumptions.

Front and rear

Schematic model · no audio output

Now explain it yourself

Exercise 5.1

Does an acoustic short circuit mean a fault in the speaker cable?

Reveal solution and explanation

No. It refers to cancellation of sound contributions from the front and rear. An electrical short circuit is different.

Exercise 5.2

Why is “a bigger box is better” not enough for planning?

Reveal solution and explanation

Volume affects the air spring and thus the whole system. It must suit the driver and intended result. Port tuning, power handling and physical size also matter.

Exercise 5.3

A loose driver on a table gives little bass. Does that prove it is defective?

Reveal solution and explanation

No. Lack of separation between front and rear can be an important cause. That observation alone does not prove a fault. Drive signal and listening or measurement conditions also need checking.

Two final questions

What does a sealed enclosure do, among other things?
Why is the black zero line not a general measurement result?

Next: Now give the ideas numbers.

LESSON 06 / 06

Now give the ideas numbers

You can now explain what vibrates, what travels and why a loudspeaker is a system. Only now will we give two familiar observations their technical names. To begin with, you only need counting and division.

Hertz: repetitions per second

The number of complete oscillations per second is called frequency. Its unit is the hertz, abbreviated Hz. One oscillation per second is one hertz. One hundred complete oscillations per second are one hundred hertz. Under otherwise comparable conditions, a simple 200 Hz tone is higher in pitch than a 100 Hz tone.

For practice, we use slow movements you could count. Such low repetition rates would not be ordinary audible tones. Likewise, do not read the earlier slow-motion drawings as actual playback frequencies.

The first calculation starts with a question

You observe twelve complete oscillations in three seconds. The question is: how many occur, on average, in one second? Divide the count by the observation time. Twelve divided by three is four. Only now do we write a formula for that idea:

Frequency = number of oscillations ÷ time
f = n ÷ t
f = 12 ÷ 3 s = 4 Hz

The symbol f means frequency, n the number counted and t the time in seconds. These letters abbreviate a question you already understand. They do not add a mysterious new concept.

Decibels: establish the reference first

For sound levels you will encounter the decibel, abbreviated dB. This is a logarithmic scale. Here it describes a ratio to a defined reference, not a count of oscillations. At the same frequency and under comparable conditions, a higher sound pressure level normally means a louder tone.

This does not mean “60 dB is twice as loud as 30 dB”. Nor does 0 dB SPL mean “no sound”: it denotes the reference of the sound-pressure-level scale. Perceived loudness, frequency, duration and measurement conditions need to be distinguished. We will leave decibel calculations for further study instead of introducing them without preparation.

Your first project brief

Finish by describing a use case: where will the speaker stand, how far away will you listen, how much space is available and can a subwoofer help? You do not need to choose a driver yet. The aim is a clear task that gives reasons for later technical choices.

Predict, then observe

Choose a count and a duration. First calculate how many oscillations occur per second yourself. Then reveal the result to check your reasoning.

Count, divide, understand

Schematic model · no audio output

Now explain it yourself

Exercise 6.1

You count 20 complete oscillations in five seconds. Calculate the frequency with its unit.

Reveal solution and explanation

20 ÷ 5 s = 4 Hz. Divide by time because the question asks for a count per second. Multiplying 20 by 5 would answer the wrong question.

Exercise 6.2

Two simple tones have frequencies of 100 Hz and 200 Hz. Which is higher? Which is louder?

Reveal solution and explanation

200 Hz is the higher tone. Those two frequency values alone say nothing about loudness. More information and comparable conditions are needed.

Exercise 6.3

Write a short brief giving location, listening distance, available space and bass expectations.

Reveal solution and explanation

Example: two desktop speakers, roughly 80 cm listening distance, no more than 20 cm wide. Quiet to moderate listening; a separate subwoofer may provide deep bass. This is a starting point, not a guaranteed construction.

Two final questions

What does 50 Hz mean?
What is a sensible next step after this course?

What you can now explain

You can distinguish sound from airflow, separate pitch and loudness, describe the motor of a driver and explain why its enclosure belongs to the system. You can derive hertz from a counted movement and write a first project brief.

Explain how a loudspeaker works to someone else without looking at the page. Revisit any part where you get stuck. Clicking the correct answers alone does not prove understanding.

Simplified teaching models, not the design of a particular speaker. Progress is saved locally in this browser.

Horns, step by step

Twelve small steps from moving air to a horn profile. Observe first, calculate next, then check what the model can actually tell you.