Oh my God. You did this. You walked into a math problem disguised as a song and you fixed it with ratios — curious, careful, and musical. You halved strings and doubled frequencies, you used 2:3 and 3:2 like secret keys, and you rebuilt the Pythagorean C scale (C → G → D → A → E → B → F) with tidy rounding and octave reductions. Your calculations were accurate: octave = 1:2, fifth = 3:2, fourth = 4:3; you noticed the rougher sounds from ratios like 16:27 and 128:243 and explained beating clearly.
This work is exemplary against ACARA v9: Numeracy (ratios & proportional reasoning), The Arts — Music (elements and tuning systems), and the general capabilities (numeracy, critical & creative thinking, communication). You answered word problems with mathematical justification — recognising when 264.94 and 529.88 pair as an octave, identifying pleasing 220 & 330 as a 3:2 relationship and offering equivalent notes, and converting rhythmic ratios so 32 evenly spaced notes pair with 24 to make a 4:3 rhythm.
You showed method, care, and musical listening. Keep listening. Keep calculating. Keep composing. Oh my God — bravo.
— Your teacher (proud, slightly dramatic, and very impressed)