Musical Instruments and the Science of Sound

Content Standards

Science (2015) Grade(s): 1

SC15.1.1
Conduct experiments to provide evidence that vibrations of matter can create sound (e.g., striking a tuning fork, plucking a guitar string) and sound can make matter vibrate (e.g., holding a piece of paper near a sound system speaker, touching your throat while speaking).

Vocabulary

vibrations/vibrate
matter
sound
evidence
experiments
conduct
create

Knowledge

Students know:

Sound can cause matter to vibrate.
Vibrating matter can cause sound.

Skills

Students are able to:

Conduct investigations to provide evidence that sound makes matter vibrate and vibrating matter makes sound.
Make observations that can be used as evidence about sound.

Understanding

Students understand that:

Sound can cause matter to vibrate.
Vibrating matter can cause sound.
There is a cause/effect relationship between vibrating materials and sound.

Scientific and Engineering Practices

Planning and Carrying out Investigations

Crosscutting Concepts

Cause and Effect

Science (2015) Grade(s): 4

SC15.4.6
Develop a model of waves to describe patterns in terms of amplitude and wavelength, and including that waves can cause objects to move.

Vocabulary

Patterns
Propagated
Waves
Wave amplitude
Wavelength
Net motion
Model
Relevant components
Peaks

Knowledge

Students know:

Waves can be described in terms of patterns of repeating amplitude and wavelength (e.g., in a water wave there is a repeating pattern of water being higher and then lower than the baseline level of the water).
Waves can cause an object to move.
The motion of objects varies with the amplitude and wavelength of the wave carrying it.
The patterns in the relationships between a wave passing, the net motion of the wave, and the motion of an object caused by the wave as it passes.
How waves may be initiated (e.g., by disturbing surface water or shaking a rope or spring).
The repeating pattern produced as a wave is propagated.
Waves, which are the regular patterns of motion, can be made in water by disturbing the surface. When waves move across the surface of deep water, the water goes up and down in place; there is no net motion in the direction of the wave except when the water meets a beach.
Waves of the same type can differ in amplitude (height of the wave) and wavelength (spacing between wave peaks).

Skills

Students are able to:

Develop a model to make sense of wave patterns that includes relevant components (i.e., waves, wave amplitude, wavelength, and motion of objects).
Describe patterns of wavelengths and amplitudes.
Describe how waves can cause objects to move.

Understanding

Students understand that:

There are similarities and differences in patterns underlying waves and use these patterns to describe simple relationships involving wave amplitude, wavelength, and the motion of an object.

Scientific and Engineering Practices

Developing and Using Models

Crosscutting Concepts

Patterns

Interdisciplinary Connection(s)

Arts Education (2017) Grade(s): 4 - Music

AE17.MU.4.8
Demonstrate understanding of the formal structure and the rudimentary elements of music in music selected for performance.

Vocabulary

Rhythm

Conducting patterns in
Syncopation

Melody

Pitch set: Do, Re, Mi, Fa, So, Ti
Treble clef reading (La, So, Mi, Re, Do)
Middle C through High B
Create melodic sequences
Half-step
Whole step

Harmony

Canons
Chord components
Chord progression (I, V)
Crossover bordun

Form

Phrasing: antecedent and consequent
D.C. al coda
Fine

Expression

pp through ff

Other

Age-appropriate audience and performer etiquette
Orchestra instruments within the 4 families
Age-appropriate pitch matching (A3-E5)

Essential Questions

EU: Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance.
EQ: How does understanding the structure and context of musical works inform performance?

Skills Examples

Performing

Sing, move and respond to music from world cultures and different composers.
Sing a varied repertoire with accurate rhythm, pitch and expressive qualities individually and with others.

Creating

With limited guidance, Improvise and compose short compositions using a variety of classroom instruments and sound sources.

Reading/ Writing

Read, write and perform using rhythm patterns that include syncopated rhythms, in 2/4, 3/4 and 4/4 meter.

Responding/ Evaluating

Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
Use student developed criteria to critique their own performances and the performances of others.

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Musical Instruments and the Science of Sound

Subject Area

Grade(s)

Overview

SC15.1.1
Conduct experiments to provide evidence that vibrations of matter can create sound (e.g., striking a tuning fork, plucking a guitar string) and sound can make matter vibrate (e.g., holding a piece of paper near a sound system speaker, touching your throat while speaking).

Unpacked Content

UP:SC15.1.1

Vocabulary

Knowledge

Skills

Understanding

Scientific and Engineering Practices

Crosscutting Concepts

SC15.4.6
Develop a model of waves to describe patterns in terms of amplitude and wavelength, and including that waves can cause objects to move.

Unpacked Content

UP:SC15.4.6

Vocabulary

Knowledge

Skills

Understanding

Scientific and Engineering Practices

Crosscutting Concepts

AE17.MU.4.8
Demonstrate understanding of the formal structure and the rudimentary elements of music in music selected for performance.

Unpacked Content

UP:AE17.MU.4.8

Vocabulary

Essential Questions

Skills Examples

Anchor Standards

CR Resource Type

Resource Provider

License Type

Custom License Type (URL)

Comments or Notes

Approved Date

Learning Resource Type

Musical Instruments and the Science of Sound

Subject Area

Grade(s)

Overview

SC15.1.1 Conduct experiments to provide evidence that vibrations of matter can create sound (e.g., striking a tuning fork, plucking a guitar string) and sound can make matter vibrate (e.g., holding a piece of paper near a sound system speaker, touching your throat while speaking).

Unpacked Content

Vocabulary

Knowledge

Skills

Understanding

Scientific and Engineering Practices

Crosscutting Concepts

SC15.4.6 Develop a model of waves to describe patterns in terms of amplitude and wavelength, and including that waves can cause objects to move.

Unpacked Content

Vocabulary

Knowledge

Skills

Understanding

Scientific and Engineering Practices

Crosscutting Concepts

AE17.MU.4.8 Demonstrate understanding of the formal structure and the rudimentary elements of music in music selected for performance.

Unpacked Content

Vocabulary

Essential Questions

Skills Examples

Anchor Standards

URL (web address)

CR Resource Type

Resource Provider

License Type

Custom License Type (URL)

Comments or Notes

Approved Date

SC15.1.1
Conduct experiments to provide evidence that vibrations of matter can create sound (e.g., striking a tuning fork, plucking a guitar string) and sound can make matter vibrate (e.g., holding a piece of paper near a sound system speaker, touching your throat while speaking).

SC15.4.6
Develop a model of waves to describe patterns in terms of amplitude and wavelength, and including that waves can cause objects to move.

AE17.MU.4.8
Demonstrate understanding of the formal structure and the rudimentary elements of music in music selected for performance.