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Performance Standards

Sound. Performance Standards. by Judy Downey. Table of Contents. How is sound made? Vibration How do we hear sound? - Video Clip Why does the fire alarm hurt our ears? - The fire alarm is an emergency sound. There are many kinds of sounds.

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Performance Standards

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  1. Sound Performance Standards by Judy Downey

  2. Table of Contents • How is sound made? • Vibration • How do we hear sound? - Video Clip • Why does the fire alarm hurt our ears? - The fire alarm is an emergency sound. • There are many kinds of sounds. • How would you describe these sounds? • How are musical instrument sounds different? • Different Kinds of Instruments • Some Examples of Instruments • Help Conductor Sound group the instruments. • I wonder how many of each instrument are in a high school marching band. - Bar Graph of Instruments in the Marching Band • Pie Graph of Instruments in the Marching Band • Performance Standards

  3. How is sound made? Sounds are made by vibration. When something vibrates it makes waves that pass through the air to make sound.

  4. Vibration is when something moves back and forth. Put your hand on your throat and say “AAHH”. Can you feel the vibration?

  5. How do we hear sound? Let’s go to the web site below to watch a video about sound. http://www.bbc.co.uk/schools/revisewise/science/physical/15_act.shtml

  6. Why does the fire alarm hurt our ears?

  7. The fire alarm is an emergency sound. It needs to be loud and harsh to get everyone’s attention during an emergency.

  8. There are many kinds of sounds. emergency loud soft high harsh pleasant low

  9. How would you describe these sounds?

  10. How are musical instrument sounds different? http://library.thinkquest.org/J002277/

  11. There are many different kinds of musical instruments. Most fall into these four groups.

  12. Some Examples of Instruments

  13. Help Conductor Sound group the instruments…

  14. I wonder how many of each instrument is in a marching band.

  15. This is a bar graph. It shows the number of instruments in each group. • How many instruments are in each group? • Which group has the most? • Which group has the least? • Why?

  16. Here is another kind of graph that shows the same information. There is no red in this pie graph. Why?

  17. S1P1. Students will investigate light and sound. c.Investigate how vibrations produce sound. d.Differentiate between various sounds in terms of (pitch) high or low and (volume) loud or soft. e.Identify emergency sounds and sounds that help us stay safe. M1D1. Students will create simple tables and graphs and interpret them. a.Interpret tally marks, picture graphs, and bar graphs. Performance Standards: HOME

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