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Experiments with sound, or singing glasses. Sound waves. Sound propagation. Experiences

Municipal budgetary preschool educational institution

Kindergarten №30 "Dolphin", Pavlovo

Master class for teachers

Sound Experiences for Preschoolers

Prepared by:

Musical director

MBDOU d / s No. 30 Pavlovo

Ischenko Zhanna Genrikhovna

Pavlovo

2017

Master class for teachers.

Topic: "Experiments with sounds for preschoolers"

Target:

Improving the professional skills of teachers - participants of the master class in the process of active pedagogical communication on mastering the experience of the music director Ishchenko Zh.G., on experimenting as a method of musical education and development of preschoolers.

Tasks:

Demonstrate some types of experimentation with sounds for children of different age groups.
Show how experiments with sound can be used in the experimental activities of children.
To develop a cognitive interest in the environment, the ability to share the acquired experience with other people.

Practical significance:

This master class is aimed at the activities of teachers working on the topic of experimentation and search activities of children.

Material, equipment:

Experimental equipment, disposable paper cups, awl, thread, paper clips, empty cans, whatman paper, air balloons, cocktail tubes, scissors, mayonnaise buckets, paper, bank rubber bands, a basin of water, stemmed glasses, a plastic bottle, cling film, a candle, matches, colored paper notes.

Master class progress:

Introductory part.

Good afternoon, dear colleagues! Today I want to introduce

experience on the topic "Children's experimentation with sound in the preschool educational institution." But in order to hear better, let's do a little musical logarithmic warm-up with elements of self-massage.

Logo-rhythmic warm-up "Good morning".

The game "Freeze and listen!"

Musical hands invites teachers to close their eyes, and he himself makes sounds with the help of objects known to them. Teachers guess what sounds.

Then, at the command of M.R., which is carried out only by a gesture pointing to one or another person, the teacher names the sounds he hears. Those who hear the same sounds point to their ears. If the named sounds were not heard, then they cover their ears with their hands.

Relevance.

Years of experience in teaching shows that children are very fond of experimenting. Children's experimentation is quite easily integrated into many types of children's activities. In musical educational process experimentation contributes to the development of initiative, arbitrariness and creativity of the child's personality, forms his intellectual competence.

In the process of such experiments, children learn to distinguish between musical and noise sounds, find sound associations, group sounds based on common features, make selection to the sounds of verbal definitions. All these activities are playful and entertaining.

In the manual "Sound Wizard" T.N. Devyatova describes in detail entertaining experiences and experiments for preschoolers with sound.

Children learn to identify an object by the sound it makes ("What Sounds" , as well as to distinguish between musical and noise sounds ("Music or noise?"), come to understand the causes of sounds ("Why does everything sound?", "Where does the voice come from?"), the propagation of sound waves and the appearance of an echo ("Where does the echo live?"), and also reveal the cause of high and low sounds ("Why did Mishutka squeak?", How does the song come about?and causes of amplification and attenuation of sound ("How to make sound louder", "Box with a secret" and etc.).

Practical part.

And now, dear teachers, I would like to invite you to try the effectiveness of "Experiments with Sound" in practice.

Experiments with sound are very visual and interesting not only for children, but also for adults. Let's try to answer some questions.

Why does everything sound?

Which of the sounds heard can be attributed to the musical?

(Singing, playing the piano, metallophone, bell.)

And what about the clatter of feet, the creaking of the door?

(These are noises, everyday sounds.)

Why do we hear these sounds? What is sound?

Teachers are invited to portray in a voice: how does a mosquito ring? (Z-z-z.) How does the fly buzz? (F-f-f.) How does the bumblebee buzz? (Woo)
Then everyone is invited to touch the string of the instrument, listen to its sound and then touch the string with the palm of your hand to stop the sound.

What happened? Why did the sound stop?

The sound continues as long as the string vibrates. When it stops, the sound also disappears.

Does the wooden ruler have a voice?

Teachers are invited to extract the sound using a ruler. Press one end of the ruler to the table, and clap your palm on the free end.

What happens to the line? (Shakes, hesitates.)
How to stop sound? (Stop the ruler from swinging with your hand.)
Why does everything sound? (Swinging objects)
Where does the voice come from?

To bring teachers to an understanding of the causes of speech sounds, to give a concept of the protection of speech organs.
Musical hands invites teachers to “whisper” - to tell each other “in confidence” different words in a whisper. Repeat these words so that everyone can hear.

What did they do for this (they said in a loud voice.)
Where did the loud sounds come from (from the throat).

Bringing your hand to your throat, say the words either in a whisper or loudly.

What did you feel with your hand when you spoke loudly? (something trembles in the throat).
What did you feel when you spoke in a whisper? (no jitter).

Teachers conduct an experiment with a thin thread stretched over a ruler: they extract a quiet sound from it by pulling on the thread.

What should be done to make the sound louder (pull harder - the sound will increase).

Can you tell which musical instrument sounds by ear?

The game "Guess what I play"

The driver puts on a hat that covers his eyes. 4 people play metallophone, bells, bell, triangle. They are controlled by a conductor. If the driver guessed correctly, we inform him of this with applause.

Can you see sound?

Experience "Can you see the sound?"

We will need:

plastic bottle,
food film,
gum, candle

Experiment progress:

The sound can not only be heard, but also seen.

Cut off at plastic bottle bottom and stretch a piece of cling film over this place, pressing it very tightly and securing it with an elastic band. Let's light a candle Let's move the neck of the bottle to the candle at a distance of 3 cm.

Try to sharply tap the stretched film with your fingertips.THE CANDLE WILL GO OUT! And this will happen every time you hit the tape. Inside the bottle, near the film, there is air, and as soon as we hit the film, small particles of air are shaken. The trembling particles run forward and transmit their excitement to other particles. These sound vibrations pass through the entire bottle and extinguish the flame with their “trembling”.

Ear deception device.

Next question:

Why does a person need two ears and not one?

We will conduct experiments with sound and find the answer to this question. This fun experiment will allow you to answer this question: by changing the perception of sounds in the right and left ears.

To make a device for deceiving ears, we need:

Two plastic tubes about 50 centimeters long ( flexible eyeliner) can be purchased at a hardware store.
two funnels
Tape and scissors
Hair band
Assistant

How will we do it?

Connect funnels with plastic straws tape to secure them. Fasten the two tubes with electrical tape or tape. Attach the tubes to the hairband with electrical tape. Put the headphones on your head and attach the ends of the tubes to your ears. Let's close our eyes. Ask the assistant to make some noise in different places various items.

Can we determine where each sound comes from?

Speak in one ear and hear in the other!

So why does a person need two ears? (to hear)
How do you think the sound can be amplified? (Blow the air harder, sing louder.)

Hairbrush experience.

The teeth of the comb tremble when touched and make a sound. He is quiet and weak. We put the comb with one end on a chair. We repeat the experience. The sound got louder. The vibrations are transmitted to the chair and it amplifies the sound. We put the end of the comb on the table. The sound became even louder. The larger the object, the louder the sound.

Experience with paper mouthpieces.

Previously, the captain on the ship, giving commands, used a mouthpiece to amplify his voice. Since the horn of the voice begins to tremble, the commands sound louder.

Who among you can show how the voice changes?

Two teachers take horns, go to different ends of the hall, first sing their first and last name without a horn, then into a horn.

And if you get lost in the forest, how can you amplify your voice? (Put hands with a mouthpiece to your mouth and shout "Ay!")
And then someone will definitely hear you and respond. And for sure

echoes in the forest.

Experience "Where does the echo live?"

Teachers take turns singing a few phrases of any song into the jar.

Sounds are reflected from the solid walls of the jar and therefore are repeated, an echo is heard.

A stringed instrument made from a paper cup, thread and a paper clip!

What you need:

paper cups
Thread
Scissors
Awl
paper clips

Let's get started:

Cut the thread 15-20 cm long. Pull the thread in your hands so that you have the opportunity to pull it like a string with one or better two fingers.

What sound is produced? Try pulling harder.
Has the sound changed or not?

Make a hole in the center of the bottom of the cup with an awl or button and thread the thread through it. Tie a paperclip to the end of the thread that goes through the inside of the cup. Pull the thread from the other end so that the paperclip is inside the cup. Press the glass with the neck to your ear and, pulling the thread, pull with one finger.

What do you hear? What can be said about the sound?
How has he changed since the time when there was no glass?

Scientific explanation:

In the first case, when you pulled the thread, only those particles that were in direct contact with the thread began to vibrate. Since there are not so many such particles, the sound is soft and quiet. When we added the glass, the vibrations of the thread were transferred to it, so all the air contained in the glass began to vibrate, and the sound turned out to be deeper and louder.

Intercom from paper cups.

What you need:

paper cups
Thread
Scissors
Awl
paper clips

Let's get started:

Cut the thread to a length of 1 m or 1.5 m.
Take 2 cups and make a hole in the bottom of each.
Pass the thread through the hole of one cup and secure with a paper clip - just tie it to it so that the paper clip is inside the cup. Do the same with the second glass so that a thread is stretched between them.
Now take the intercom and try to talk, one speaks into the cup while the other puts the cup to his ear and listens.

Convinced? Your intercom really works!

Scientific explanation:

When you speak into a cup, you create sound waves that in turn hit the bottom of the cup, causing it to vibrate. The movement of these vibrations is transferred to the thread and the "domino principle" is triggered. The particles of the thread transmit vibrations, or in other words sound waves, along the thread to another cup, first the sound reaches the bottom, then to the air inside the cup, and then to the ear.

Drum.

The next craft on a sound theme is a drum. When you hit the drum, it creates a vibration that we hear as noise. Let's create a real drum from ordinary objects and test everything experimentally!

To make a drum you will need:

mayonnaise plastic buckets
paper
bank rubber bands
basin with water
scissors
sticks

Redraw the outline of the bucket on paper. Then cut out the circle with scissors, adding a margin of 2-3 centimeters wide along the contour. Wet the paper.

Pull it over the bucket and secure with an elastic band. The rubber should be tight.

Now you need to give time for the membrane to dry. Test your drum with drumsticks.

To the manufacture of home-made noise musical instruments from waste material- Noise makers, nozzles, ringers, rustlers, pluckers, etc. tools, it is advisable to attract parents.

The "Music Lab" can be located in the musical zone of the group, where children will improve their knowledge and skills, develop intellectual and creative abilities.

Experience "Singing glasses"

The glass must be filled with water, and then you can drive a finger dipped in water along the edge of the glass. It turns out excellent singing of the glass! The pitch of the sound depends on the wall thickness of the glass and the amount of water in it. The thinner the glass and the less water, the higher the sound.

Teachers are trying to extract the sound.

And now, attention to the screen.

Video "Singing glasses"

Reflection.

In the process of musical-experimental activities, children will learn how to properly use music in their lives so that it can serve the child's benefit, and not harm.

Leave a note (cardboard symbol) near the table where you think the most interesting experience with sound.

Teachers are invited to mark the most interesting experience.

In conclusion, I would like to wish you to captivate children and lead them, opening them interesting world music.

constructive and cognitive activity).

Topic: "Experiments with hearing and sound."

Target: The development of the cognitive activity of the child in the process of analyzing various sounds.

Tasks: To consolidate children's ideas about the concept of "sound".

To form ideas about the nature of sound - volume, duration, height.

To develop the ability to compare different sounds, determine their sources, the dependence of sounding objects on their size.

To lead to an understanding of the causes of sound - the propagation of sound waves.

Identify causes of amplification and attenuation of sound.

Develop auditory attention phonemic awareness and articulatory apparatus of the child.

Integration of educational areas:"Socialization", "Communication", "Cognition", "Physical development"

Materials and equipment: combs, water bottles, cardboard cones, a ruler with a stretched thread, a slide "The structure of the organs of speech", a slide "The structure of the organs of hearing", a metal bowl with a film, an excerpt from the cartoon "Fixies", glasses.

GCD progress.

1. Organizational moment.

Today we will take a trip to Magic world sounds. Let's start with a fun exercise.

We guys are together

We run in place.

If there is no peace in the heart,

They stamped their feet loudly.

And another!

And now, my good ones,

Clap your hands loudly!

And sit down!

- What were we doing now?

(Stomping, clapping, making noise.)

How can these sounds be called? (stomping, clapping, knocking)

They are called noise.

What other sounds exist?

Have a seat. And now look, I'll play a short melody for you on the glasses. (I knock on the glasses with a stick). What do you hear? (Chime)

What other sounds exist? (musical)

What will we do conclusion?

There are many things around us that make sounds. We hear the rustle of leaves, the noise of aircraft engines, the splashing of water, the voices of animals, the speech of a person.

Diagram of the structure of the organs of speech

An adult invites the children to “whisper” - to tell each other “in secret”, quietly, some words. Then repeat these words so that everyone can hear. Find out what we did for this. (Said in a loud voice)

Where did the loud sounds come from? (From the throat) Children put their hand to their throat, pronounce the words either in a whisper or very loudly and explain what they felt with their hand: when they spoke loudly, something was trembling in the goal, in a whisper there was no trembling.)

What needs to be done to make the sound loud. (Pull harder and the sound will intensify).

If the neck trembles, then it sounds.

I invite you on a journey to the land of "Sounds"

- Purpose of our trip: Where does the sound come from? Where is he hiding? What is required for its distribution?

3. Experience with the Vibration bottle.

Look at the water bottles, do you hear a sound from them? Not! What do you need to do to hear the splash of water? That's right, shake those water bottles, make them vibrate.

4. A story about a hearing aid.

- What do you guys think, why do we need ears?

- Correctly! The ears are used to hear the sounds around us. They can be pleasant and ... (children call antonyms: unpleasant), loud and ... (quiet), gentle and ... (rude), high and ... (low) ... They surround us everywhere!

Have you heard how they say about someone “He has ears on top of his head?”

Where is the human crown located?

What is on the top of a person's head?

Where are human ears located?

Whom did they mean by using this expression?

So, about a person who listens carefully to something, and they say that he has ears on top of his head.

Compare the size of the ears of animals and humans.

Why do you think animals need such big ears?

In which fairy tale was the girl interested in the size of her grandmother's ears?

What did the wolf say to Little Red Riding Hood?

I propose to find out why animals have such big ears?

5. Experience with a funnel.

Children should try to hear what was said, but it is impossible to leave the place and approach the music director.

If the children cannot hear what the music director is saying, you can invite them to imagine what the hard of hearing person is doing.

(Children should put their hand to their ear, thereby making the ear bigger).

What do you need to do to hear better?

Children conduct an independent experiment with funnels, after which

Conclusion: you can hear better because more sound gets into your ear through the funnel. It is also concluded that animals need big ears in order to get more sound into them. Subtle hearing saves them from danger.

Slide show "How does the ear work?"

Sound is energy. It is formed when something trembles, that is, moves quickly back and forth. This movement is called vibration. We hear sounds because the vibrations of objects cause air vibrations that reach our ears.

6. Experience "How sound is transmitted."

1. You need to take a metal bowl. Then cut off plastic bag a piece larger than a bowl. Put this blank from the bag on a bowl and tie it with a rope or fix it with a large strong rubber band on top. Get a "drum".

2. Roll small balls from napkins and put on top of the surface of the “drum”.

3. Put the bowl close to the music center (or tape recorder or speakers from the computer). Turn on music.

4. The balls will begin to bounce, as if dancing.

Explanation of the experiment for children

The sound from the speaker travels through the air in a wave and hits the stretched film, which oscillates and the paper balls bounce up. The louder the sound, the more the balls bounce. But notice, the more uncomfortable it is for your ears, which perceive the sound wave.

Sounds are waves, only air, our eyes do not see them, but our ears hear them.

7. Physical Minute.

I propose to voice the poems. Think about how you can voice it.

There was silence

roar

Has changed

And now it's raining

Quietly-

Do you hear?

Drip on the roof...

Drum

He will become…

Drumming!

Already drumming! (A. Shibaev)

Night forest
Was full of sounds
Someone howled
And who meowed
Someone grunted
Someone stomped
Someone wings
Clapped.
Someone hooted
And screamed
And eyes
rotated,
Well, someone
Quiet-quiet
thin voice
SILENT! (S. Wheat)

8. Experience "How to make the sound louder?"

Determine the cause of the amplification of the sound.

plastic comb

Can a comb sound? (they try, explain the reason: the teeth of the comb tremble at the touch of fingers and make a sound, the trembling through the air reaches the ear and we hear it) The sound is very quiet, weak.

We put the comb with one end on a chair, repeat the experiment. We find out why the sound became louder.

What do your fingers feel?

- We conclude: trembling not only the comb, but also the chair. The chair is bigger and the sound is louder.

We check the conclusion by applying the end of the comb to various objects: a table, a cube, a book, etc. (Sounds are different in strength)

9. Experience "Why does a mosquito squeak and a bumblebee buzzes?"

Swipe the plastic plate over the teeth of different combs.

Is it the same sound?

Find out. That combs with large, sharp teeth have a low sound. Rough, loud.

Combs with small frequent teeth have a thin, high sound.

Illustrations of mosquito and bumblebee. Are they the same?

What sounds do they make? A mosquito has a thin sound, it sounds like “zzz”, a bumblebee has a low one. Rough, it sounds like "zhzhzh".

The mosquito is small and flaps its wings very quickly, often, so the sound is high, the bumblebee flaps its wings more slowly, flies heavily, so the sound is low.

10. Summary of the lesson.

View an excerpt from the cartoon "Fixies".

Host - music director: Please, attention! Please participate and understand! I will show a master class today -

A lot of interesting things, believe me, I'll tell you.

Children love with the sound of entertainment -

You will be captivated, no doubt!

Question for listeners:

What is an experiment?

Experiment (from Greek) - test, experience, research method.

The experiment is one of the types of cognitive activity of children and adults.

Question for listeners:

What role does experimentation play in the development of a preschooler?

(Answers of educators)

Modern pedagogy believes that children's experimentation, along with play activities, is one of the main and natural manifestations of the child's psyche. Children's experimentation is considered as the main activity in the cognition of the world around in the period of preschool childhood.

The activity of experimentation contributes to the formation of cognitive interest in children, develops observation, mental activity.

According to the academician, in the activity of experimentation, the child acts as a kind of researcher, independently influencing in various ways on the objects and phenomena surrounding him, in order to more fully cognize and master them.

Main task of preschool educational institution to support and develop in the child an interest in research, discoveries, to create the necessary conditions for this.

Little children are inquisitive. Among the questions with which they overcome parents and educators are many such as: “Why do sparrows chirp?”

"What does the music sound like?" etc.

Those adults who dismiss the "boring" questions of the child are doing the irreparable. They retard his mental growth, hinder his spiritual development. Our duty is not only to answer children's endless questions, but also to actively awaken their inquisitiveness.

I, as a music director, wanted to dwell on the issues of experimenting with sounds.

Question for listeners:

What is sound?

Sound is a vibration that affects any object, a living organism, including a human one. In physics, such an experiment is known: sand is poured onto a sheet of iron and affected by various sounds - the sand begins to take on various forms, for each sound its own. Why? Yes, because each sound has its own, dry only its features. They - then add up, as in a kaleidoscope, a variety of patterns. According to these features, we can distinguish one sound from another and, if necessary, recognize, define, single out from the entire sound variety the one that is important and necessary for us in this moment. The ability to distinguish between these features, or, as teachers say, the properties of sound, form the basis for the development of musical abilities. What are the mysterious properties of sound?

All children in the world know

Sounds are different.

Cranes farewell scream,

Aircraft loud murmur

The rumble of cars in the yard,

Barking dog in a kennel

The sound of wheels and the noise of the machine,

Quiet breeze.

These sounds are noisy.

There are only others:

No rustling, no knocking

There are musical sounds.

Question for listeners:

What sounds exist?

(answers of educators)

First of all, let's divide all the sounds around us into two important groups:

Noise sounds (from the word noise, make noise)

Musical sounds (from the word music)

Any song, any piece of music, any melody is made up of musical sounds. Such sounds have a special name - melodic.

In music education, the process of experimenting with sound material develops the initiative, arbitrariness and creativity of the child's personality, and contributes to the development of intellectual competence. Children learn to find sound associations, group sounds based on common features, and select verbal definitions for sounds. Experiments are carried out in search of the sounds of the city, the countryside; search for associations when working with the sounds of nature (the rustling of leaves is reproduced by the rustling of paper, the singing of a tit is played by tapping on a crystal glass), in the sound of musical works, in the manufacture of sound toys, noise makers. All these activities are playful and entertaining. It develops auditory perception, the child's ability to determine the source of sound.

Question for listeners:

Do you use experiments with sound in your work?

(answers of educators)

Practical part.

"Sounding World Around Us"

The task "Voicing of poems" A. Shibaev is proposed

roar

Has changed

And now it's raining

Quietly -

Do you hear?

scribbled,

zakrapal

On the roof...

Drum

He will become…

Drumming!

NIGHT FOREST

S. Wheat

Night forest

Was full of sounds

Someone howled

And who - meowed.

Someone grunted

Someone stomped

Someone's wings

clapped,

Someone hooted

And eyes

Well, someone

Presentation of your work.

Experimental laboratory.

I suggest teachers to immerse themselves in the world of sounds.

Conducting experiments.

Exploration games.

1. What does water sound like?

Research material.:

basin with water,

reed tubes,

Containers of various sizes and diameters (plastic cans, bottles, etc.),

shells,

Pebbles, wooden or plastic cubes,

small metal objects

Illustrations depicting the sea, stream, rain, etc.

Description of the study:

The teacher offers to listen to the water - silence. Then the educators choose the tubes, immersing one end in water, carefully blowing into them. The water gurgles softly. After that, the teachers try to leave part of the hole above the water and blow strongly into the tube - the water gurgles loudly. With a variety of small or large containers, educators collect and pour water into a basin of water, turn the containers over, slap on the water, throw shells, pebbles, wooden and plastic cubes, small metal objects, etc. into the water. The educators listen carefully, exchange opinions, noting that each time the water sounds different. Then you can invite educators to listen to an audio recording of sounds: the sound of a stream, surf, rain.

2. How the stones sound

Materials for research:

- stones of different sizes, different shapes,

- wooden, cardboard or plastic boxes.

Description of the study:

The teacher, together with the teachers, examines the pebbles. Educators choose those instances that they like best. The teacher explains why they chose them. Here it is advisable to invite educators to knock big stones loudly, small stones - quietly, jingle in the palms, rub against each other, roll in boxes, roll all the stones together.

3. What plastic sounds like

Materials for research:

plastic rattles of various sounding timbres,

large and small plastic containers filled with various bulk substances (small stones, coarse or fine sand, peas, cereals, including finely or coarsely chopped plastic).

Description of the study:

Educators listen, compare and discuss how the rattles sound. At the same time, rustling, quiet or loud sounds, tapping, etc. can be distinguished. It is important that educators hear and talk about their impressions.

4. How metal sounds

Materials for research:

metallophones,

T rectangles,

bells various kinds and sizes

bells,

cymbals,

Metal tubes, carnations,

Description of the study:

Educators consider musical instruments and metal objects, come up with various ways sound production (quiet or loud tapping, at different tempos, improvisation of rhythmic patterns, sliding movements - glissando, etc.). Make some noise! Then the teacher offers to listen to silence. After that, the teachers perform the rhythmic patterns given by the teacher.

5. How paper sounds

Materials for research:

Newsprint, cardboard, including corrugated,

A set of paper of different thicknesses,

Banks, boxes with paper stretched on top.

Description of the study:

Teachers choose paper. They crumple it, shake it, etc. Listening, they correlate the features of the rustling-sound and the quality of the paper, change the rhythmic patterns and the volume of the sound. They tap on boxes, on paper on cans, and on corrugated cardboard with a stick. Then everyone evaluates the successful finds of paper sound together.

6. How wood sounds

Materials for research:

Castanets, mallets, boxes, firewood, kokoshnik, hoof, rattle, cracker;

Various wooden items household (tables, chairs, boards, rubel, spoons, bowls, etc.);

Description of the study:

The teacher draws the attention of educators to the fact that musical instruments and objects made of wood sound very peculiar. Ratchet, castanets, can crack and knock. A box, firewood do not sound loud, and beaters, crackers can knock very loudly.

Educators explore the sound properties of wooden musical instruments and objects. The teacher offers to choose the instrument you like to participate in improvisation to a Russian folk melody.

Question: What interesting demonstration experiments related to sound can be done using the devices in the physics room (there are not so many devices in this room) or devices that I can make myself at home in a short period of time (1-2 days). Also, if possible, send a list of relevant literature.

Answer: Probably, when studying the topic of "sound waves" (and, in general, waves), it would be useful to do the following demonstrations:

1. Waves in a stretched string: for demonstration, it is best to take a rubber band 3-4 meters long, tie one end - take the other in hand. With this simple "tool" you can show traveling and standing waves. Despite its simplicity, the demo can be quite interesting.

2. In his lecture “On ship waves”, Lord Kelvin said: “. one discovery was actually made by a horse pulling a boat daily on a tightrope between Glasgow and Ardrossan. One day the horse sped away, and the driver, being an observant person, noticed that when the horse reached a certain speed, it became clearly easier to pull the boat and there was no wave trail left behind it.

The explanation for this phenomenon is that the speed of the boat and the speed of the wave that the boat excites in the river coincided. If the horse ran even faster (the speed of the boat would become greater than the speed of the wave), then a shock wave would arise behind the boat. The shock wave from a supersonic aircraft occurs in exactly the same way.

For a demonstration, you can take a regular bath of water, and use your finger instead of a boat. It is possible to show the mechanism of occurrence of a shock wave. If you take a transparent bath and tint the water, then with the help of a projector you can project this picture onto a board.

3. Using a bath of water and a finger, you can demonstrate the Doppler effect.

4. Sound interference: the device for demonstrating sound interference is shown in Figure 5. At the very beginning, the device has two identical ones - the upper and lower sound ducts. Then the lower sound duct is extended. At ( is the speed of sound in air (approximately 330 m/s), is the frequency of the sound coming from speaker A), the sound from horn B will be attenuated as much as possible. At Hz cm, so the instrument must be large enough.

5. Resonance frequencies: let's bring a vibrating tuning fork to a tall cylindrical vessel, into which water is gradually poured. We will hear the sound intensifying, then weakening, then again intensifying. You can also whistle into a water bottle - the tone of the whistle changes as the water level in the bottle changes.

6. The same applies to resonant frequencies: if you take a helium balloon and inhale helium into yourself, then your voice will become squeaky for a while. The resonant frequency rises as the speed of sound in the medium increases. The speed of sound in helium is faster than in air.

7. Visualization of sound waves in water: Requires a source of sound waves that can be put into a jar of water (a piezoceramic plate is ideal). If the speaker is placed parallel to the bottom or the surface of the water (it doesn’t matter) and the frequency is selected so that a standing wave arises (a few kilohertz), then you can notice that air bubbles (always present in tap water) are grouped at pressure nodes - the structure of a standing wave is visible.

8. In J. Walker's book "Physical Fireworks", two beautiful experiences related to waves are described:

(a) Chladni figures. The figures of Chladni are obtained on a metal disk fixed in the center, on which sand is poured. When a bow is drawn along the edge of the disk, the sand forms various (depending on where and how the bow was drawn) geometric patterns.

(b) Kundt dust figures. The Kundt tube is simple fixture to demonstrate standing sound waves. The Kundt tube is a long glass tube filled with a small amount of light powder (such as cork dust). One end of the tube is soldered, in the other end a copper rod is fixed with a cork. If you rub the rod with rosin suede, it will begin to creak, and the dust will settle down in neat piles along the tube. This distribution is due to standing sound waves.

Used Books: 1. J. Walker, Physical Fireworks, Mir Publishing House, 1989

2. Tasks in physics: Tutorial edited by Savchenko, publishing house Nauka, 1981, and 1988 with changes - the main textbook in physics for the PhMS at NSU. There will be another release soon.

Experiments with sound, or singing glasses

Science is fun, so let's get to the fun learning!

Soon New Year! It's so cool. Many housewives have already begun pre-New Year's chores. And I am no exception - mine, clean, mine again. So I got to putting things in order in the dishes - I decided to rub the glasses. And, as always, there were some small discoveries.

Turns out, glasses are able to sing. Of course, this is not Beethoven or Bach, but they make a very unusual and interesting sound. I'll write more.

The glass must be filled with water, and then you can rub it with a finger dipped in water anywhere in the glass. We liked driving along the edge more. You need to adapt a little, adjust the force of pressing your finger and you get excellent singing of the glass!

We did not stop at this and held a competition of glasses, filling them with various amounts of water. Some glasses sang high, others low. Vladka studies at the folklore department at the school of arts, so without my prompting he recognized the pitch of the sounds.

When singing a glass on the surface of the water, you can notice waves, such as are formed if you throw a pebble into the water. And if you pour as much water as possible, then even splashes appear!

This musical experience with sound can be transformed a bit. You should make a paper cross from thin strips of paper, bend its ends at a right angle so that it does not slip to the side. Fill the glass with water to the brim and wipe these very edges well, and put a cross on top. Next, with a finger dipped in water, rub the wall of the glass anywhere so that it sings. Now the fun part! If the finger rubs the glass between the two ends of the paper cross, then it begins to slowly rotate. Friction stops - rotation stops. It's bewitching.

We spent this experience with the kids in the club, not everyone succeeded. Maybe someone lacks coordination of movements or force of pressing. During the experiment, the idea was born to gently touch the tip of the pencil to the glass. The sound has changed a lot. But the touch should be light, which also turned out not to be possible for everyone.

We talked to the guys about vocal cords , and then, to the surprise of the mothers waiting in the foyer, they shouted, squealed and made noise. We talked about eardrums in the ears. And also about flies, mosquitoes and bumblebees, which buzzing with wings.

As usual, I did not set myself the task of a detailed analysis of the experiments. The main thing for me is to spark interest in preschoolers, teach them to ask questions and let them have fun and be surprised!

In class, we listened to the sound of the sea in a shell and then drew it. I am always surprised at what interesting and different drawings children get (I don’t show them samples, but simply say that we are drawing, how soda and vinegar sizzle, or how a shell makes noise).

And at the end of the lesson, they made a little mischief and made a device to deceive the ears. Read about how to do it in the article “Why does a person need two ears or experiments with sound”.

Sounds can be bright, ringing, rustling, crackling, buzzing, noisy and more. Each sound has its own color, its own warmth and even coolness. If you liked the singing glasses, then I want to give you my book. I invite you to fascinating world experiences with sound. Take pictures of your experiences. We will be happy to visit your home laboratory if you invite us to visit you. See you soon.

12/10/2014 at 08:13

Galina, what wonderful experiences are described on your site. Yes, God himself ordered you to participate in my New Year's fantasy contest. I think that you are already familiar with book prizes and take experiments from there. But the process itself is interesting. What do you say to that?

Galina Kuzmina

10.12.2014 at 12:01

Zoya, you won’t believe it, but I didn’t hold these books in my hands))) We will take part with pleasure!

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There is a wonderful opportunity for participants of the photo gallery "My Favorite Experience" in October to win a gift from "Simple Science".

The whole series of "Experiments in a box".

The set includes 10 sets of "Experiments in boxes:

pharaoh snake
Volcano
Hot Ice
Crystal
handgum
chemical eraser
Experiments with balls
artificial snow
colloid garden
Hologram

Gifts are sent only within Russia.

The total period of the competition is from October 01, 2016 to October 31, 2016 inclusive.
Presentation of prizes until December 31, 2016 inclusive

Send your photos for participation in the My Favorite Experience Photo Gallery to
Please put Photo Gallery in the subject line.
Indicate the name of the work, the age of the experimenters.
From one participant no more than three works are accepted.

Determination of winners until November 7, 2016.
The winner is determined by most votes cast for photography.

Prizes are sent only within the territory of the Russian Federation

Experience with sound at home

Lisochenko Olga Viktorovna

Personal website of the music director MBDOU kindergarten combined type No. 11 "Crane" of the city of Stavropol

Master class for teachers

Master class for teachers

Sound Experiences for Preschoolers

Target: Demonstrate some types of experimentation with sounds for children of different age groups.

1. Show how experiments can be used in the experimental activities of children.

2. To develop a cognitive interest in the environment, the ability to share the acquired experience with other people.

Practical significance: This master class may be of interest to teachers working on the topic of experimentation and search activities of children. A teacher who uses experimentation in his work will find something new for himself, and a non-working teacher will understand how interesting and exciting this activity is.

Explainers (from children):

1. This is a room where there are a lot of all sorts of jars, something is boiling in them. They are made of glass and can break, so be careful. And it also smells different there, sometimes it even explodes. It is very interesting there, I would like to work there. People work there in white coats. (LABORATORY).

2. This is such a thing when they want to find out something and they arrange it on purpose, and then they look. If everything worked out, then they say that it is successful, and if not, then they change something and look again, and so on until it works out. I like to do it, it's interesting, but not always allowed. (EXPERIMENT).

As you understand, today we will talk about organizing experimental activities with children. A Chinese proverb says:

"Tell me and I'll forget,

show me and I will remember

let me try and I'll understand."

“Better to see once than hear a hundred times,” says folk wisdom. “It’s better to try it once, try it, do it yourself,” say practicing teachers.

"How more baby sees, hears and experiences, the more he learns and assimilates, than large quantity he disposes of the elements of reality in his experience, the more significant and productive, other things being equal, will be his experience. creative activity", - wrote the classic of Russian psychological science Lev Semenovich Vygotsky.

The kid is a natural explorer of the world around him. The world opens up to the child through the experience of his personal sensations, actions, experiences.

Thanks to this, he learns the world into which he came. He studies everything as he can and with what he can - with his eyes, hands, tongue, nose. He rejoices in even the smallest discovery.

Preschool children are naturally inquisitive explorers of the world around them. In senior preschool age they develop the needs of knowledge of this world, which are reflected in the form of search, research activities aimed at "discovering the new", which develops productive forms of thinking. Experimentation is fundamentally different from any other activity in that the image of the goal that determines this activity has not yet been formed and is characterized by uncertainty and instability. In the course of the experiment, it is refined and clarified.

By virtue of its professional activity I am most familiar with experiments with sounds. I will introduce you to some of them today.

With pupils of the second junior group you can experience:

Purpose: To teach to determine the origin of sound and distinguish between musical and noise sounds.

Materials and equipment: Metallophone, balalaika, tube, xylophone, wooden spoons, metal plates, cubes, boxes with "sounds" (filled with buttons, peas, millet, feathers, cotton wool, paper, etc.)..

Stroke: Children examine objects (musical and noise). The adult finds out together with the children which of them can make music. Children name objects, extract one or two sounds, listening to them. An adult plays a simple melody on one of the instruments and asks what song it is. Then he finds out if the song will turn out if he just knocks on the tube (no); how to call what happens (noise). Children examine the boxes with “sounds”, looking into them, and determine whether the sounds will be the same and why (no, since miscellaneous items"noise" differently). Then they extract the sound from each box, trying to remember the noise of different boxes. One of the children is blindfolded, the rest take turns extracting sounds from objects. A blindfolded child must guess the name musical instrument or sound object.

AT middle group you can experience "Why does everything sound?"

Purpose: To bring to an understanding of the causes of sound: vibration of objects.

Materials and equipment: a long wooden ruler, a sheet of paper, a metallophone, an empty aquarium, a glass stick, a string stretched over a neck (guitar, balalaika), a children's metal utensils, glass cup.

Stroke: The adult offers to find out why the object starts to sound. The answer to this question is obtained from a series of experiments: - they examine a wooden ruler and find out if it has a “voice” (if the ruler is not touched, it does not make a sound). One end of the ruler is pressed tightly against the table, the free end is pulled - a sound occurs. Find out what is happening at this time with the ruler (it trembles, fluctuates). Stop trembling and clarify if there is a sound (it stops); - examine a stretched string and figure out how to make it sound (pull, make the string tremble) and how to silence it (prevent it from oscillating, clamp it with your hand or some object); -a sheet of paper is folded into a tube, blown into it easily, without squeezing, holding it with your fingers. Find out what they felt (the sound made the papers tremble, the fingers felt tremble). They conclude that only that which trembles (fluctuates) sounds. Children are divided into pairs. The first child chooses an object, makes it sound, the second one checks by touching with his fingers whether there is a tremor; explains how to make the sound stop, (press the object, pick it up - stop the vibration of the object).

For pupils senior group you can prepare the following experience "How does sound travel?"

Objective: To understand how sound waves propagate.

Materials and equipment: A container with water, pebbles; checkers (or coins), a table with a flat surface; a deep container with water or a pool; thin-walled smooth glass with water (up to 200 ml) on a leg.

Stroke: An adult suggests finding out why we can hear each other (sound travels through the air from one person to another, from a sounding object to a person). Children throw pebbles into a container of water. They determine what they saw (circles diverge on the water). The same thing happens with sounds, only the sound wave is invisible and is transmitted through the air. Children perform the experiment according to the algorithm: the child puts his ear to the container or the edge of the pool. Cover the other ear with a swab; the second child throws pebbles. The first child is asked how many pebbles were thrown and how he guessed (heard 3 hits, their sounds were transferred to the water). They fill a thin-walled smooth glass with a stem with water, slide their finger along the edge of the glass, extracting a subtle sound. They find out what is happening with the water) waves went through the water - sound is transmitted). They put one end of the comb on a chair, repeat the experiment. They find out why the sound has become louder (in case of difficulty, they offer one child to run his finger over the teeth, and the other at this time to lightly touch the chair with his fingers), which the fingers feel. They conclude: not only the comb is trembling, but also the chair. The stool is bigger and the sound is louder. An adult offers to check this conclusion by applying the end of the comb to a variety of objects: a table, a cube, a book, flower pot etc. (the sound is amplified as a large object oscillates). Children imagine that they are lost in the forest, they try to call someone from afar, putting their hands with a mouthpiece to their mouths, find out what their hands feel (fluctuations), whether the sound has become louder (the sound has intensified), which device is often used by captains on ships, commanders, when give commands (shout). Children take a horn, go to the farthest end of the room, give commands first without using a horn, and then through a horn. They conclude: the commands through the horn are louder, since the horn begins to tremble from the voice, and the sound is stronger.

It is advisable to conduct an experiment with pupils of the preparatory group for school "Why does a mosquito squeak and a bumblebee buzzes"

Purpose: To identify the causes of the origin of low and high sounds (sound frequency).

Materials and equipment: Plastic combs with different frequency and size of teeth.

Stroke: An adult invites children to run a plastic plate over the teeth of different combs, determine whether the sound is the same and what the frequency of the sound depends on. Children pay attention to the frequency of the teeth and the size of the combs. They find out that combs with large sparse teeth have a low, rough, loud sound; in combs with frequent small teeth, the sound is thin, high. Children look at illustrations of a mosquito and a bumblebee, determine their size. Then they imitate the sounds made by them: the mosquito has a thin, high sound, it sounds like “zzz”; in a bumblebee, it is low, rough, sounds like “zh-zh-zh”. Children say that the mosquito is small, it flaps its wings very quickly, often, so the sound is high. The bumblebee flaps its wings slowly, flies heavily, so the sound is low.

Conducting experiments with sounds is interesting for both children and adults. You can find other experiments in the card file of experiments compiled by me.

I hope that the information received at the master class will be useful to you. Thank you for your attention.

And now we get to the sound. We extract the sound and even tried to see the sound. All the wonderful ideas of experiments with sound did not come to my head, but to the head of Steve Spangler, whose lessons we took advantage of. But how much fun it was! Experiments with sound are very visual and interesting not only for children, but also for adults. And one of them even confused not only the child, but also my husband and I, and our friends.

1. Vibrations of a string.
For starters, you can see how sound is born during vibration. To do this, take an ordinary stationery gum, pull it between your fingers, pull it with the fingers of the other hand and watch the vibration of the gum. This is the most important thing we need to know when studying sound. Sound is oscillating motion.

2. Singing ball.
Two simple vibration experiments. We take a pack balloons pieces for 10, not less 🙂
We take coins different sizes(we took 10 euro cents, 50 euro cents, 1 euro, 10 Polish groszy and 50 Polish groszy). We put coins into balloons, and then inflate them. We tie the balls and begin to rotate quickly. For clarity, you can mark the balls with the values of the monetary denominations that are inside.
It is very clearly visible, more accurately audible, that the larger and heavier the coin, the lower the sound of its rotation. The slower the coin spins, the lower the sound.

Now we take a hex nut. We insert it into another balloon, inflate it and tie it. We spin and enjoy the sound of vibration due to the collision of the walls of the nut with the inner wall of the ball. You can even touch the ball while the nut is turning and feel the vibration frequency: the higher the sound, the greater the frequency, the lower the sound, the lower the frequency.

Original experiment:

3. Water whistle.
It's also a simple experiment. You will need a glass of water and a straw. We make an incision in the tube with scissors, immerse it in water. We bend the tube at the incision site and blow. It turns out that the deeper the tube is inserted into the water, the higher the sound will be. The higher you raise the tube, the lower the sound will be. The oscillations of the air column inside the tube work. An air column is formed in the tube, and the deeper it is immersed, the smaller it is and the more often the vibration of the air column. And vice versa.

Original experiment:

4. The power of sound.
Meet cornstarch! Our favorite of the season.
The recipe is simple. For 1 cup of cornstarch, 1/4-1/2 cup of water is taken. Pour into a bowl, and knead the miracle liquid. Already during kneading, you can pay attention to the miraculous properties of the miraculous liquid. All its miracles are that the more you squeeze it, the harder it is, but the less it is, the more it becomes ... fluid. Liquid from the section of space fiction. Now you can roll it into a ball, but as soon as you let it go, it spreads over your hands.
It has a direct meditative function. You can squeeze and unclench it for an hour without feeling the time at all. And secondly, it has a cognitive function.
What happens to liquid cornstarch? This is an example of a non-Newtonian fluid. If the state of a Newtonian fluid depends on temperature (for example, oil hardens when the temperature drops), then the viscosity of a non-Newtonian fluid depends on pressure (its speed).
When a friend came to me, I told her about our new product, she did not believe me. I organized a solution of corn starch for her in two minutes, and she sat over it for 1.5 hours. We have fun at home not only for children 😉

Original experiment:

In addition to the fact that it can be squeezed / unclenched, you can run on it!
You run - more pressure- the greater the gradient of the velocity of molecules inside the liquid - the liquid hardens. You stop - the velocity gradient is less - you sink to the bottom.

Our experiment:

Well, and where does the sound.
And despite the fact that sound is the oscillatory movement of particles, as we remember.
We took a music center, a computer with a sound generator (you can limit yourself to Prodigy 🙂)
A film was placed on the speaker, liquid was poured onto the film. And turned on the sound generator. Higher sound - more often vibrations, the movement of which is not enough to excite the vibration of the liquid - the liquid is fluid. Below the sound - less often vibrations, the movement of which is sufficient to excite vibrations in a solution of corn starch - the liquid solidifies. True, we did not manage to achieve an absolute repetition of the result of Steve Spangler: it seems to me that the matter is in the gasket between the speaker and the film or in the consistency of the liquid. The maximum that we got was spitting out drops of liquid from the total mass. The lower layer of the liquid quickly solidified and pushed out drops from the upper layer. And we also managed to see hardening waves along the ring when lowering the frequency while playing music. That the experiment failed good sign, this means that we will repeat it more than once, each time changing something, and with each new repetition we will understand the physics of the process more and more.
In other words, one can simply see how sound affects the pressure on the liquid and its fluidity. Original experiment:

The experiments are all very simple, improvised materials are used, but how interesting!!! Try it, I'm sure, and they will captivate you into the world of sounds too!

And if there is too much physics for kids, you can consolidate what you see and hear by watching the Magic School Bus cartoon series about sound.

Interesting research!