And now we get to the sound. We make sound and even tried to see the sound. All the wonderful ideas for experiments with sound came not from my head, but from 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. String vibrations.
To begin with, you can see how sound is generated during vibration. To do this, take a regular rubber band, pull it between your fingers, pull it with the fingers of your other hand and watch the vibration of the rubber band. This is the most important thing we need to know when studying sound. Sound is a vibrational movement.

2. Singing ball.
Two simple vibration experiments. We take a pack balloons 10 pieces, no less :)
We take coins of different sizes (we took 10 euro cents, 50 euro cents, 1 euro, 10 Polish groschen and 50 Polish groschen). We insert coins into the balloons and then inflate them. We tie the balls and begin to quickly rotate. For clarity, you can mark the balls with the values ​​of the monetary denominations inside.
It is very clearly visible, or rather audible, that the larger and heavier the coin, the lower the sound of its rotation. The slower the coin rotates, the lower the sound.

Now take the hex nut. We insert it into another balloon, inflate it and tie it. We unscrew 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 rotating and feel the vibration frequency: the higher the sound, the higher the frequency, the lower the sound, the lower the frequency.

Original experiment:

3. Water whistle.
Also a simple experiment. You will need a glass of water and a straw. Using scissors, make a cut in the tube and immerse it in water. 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. Vibrations of the air column inside the tube work. An air column forms in the tube, and the deeper it is immersed, the smaller it is and the more frequent the vibrations 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 corn starch, take 1/4-1/2 cup of water. Pour into a bowl and knead the miracle liquid. Already during mixing, you can pay attention to the miraculous properties of the miracle liquid. All its wonders are that the more you squeeze it, the harder it is, but the less it is, the more it becomes... fluid. Liquid from section space science fiction. Now you can roll it into a ball, but as soon as you let it go, it spreads over your hands.
It directly has some kind of meditative function. You can squeeze and unclench it for an hour on end 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 as the temperature decreases), then the viscosity of a non-Newtonian fluid depends on pressure (the speed of its movement).
When a friend came to me, I told her about our new product, she didn’t believe me. In two minutes, I prepared a cornstarch solution for her, and she sat over it for 1.5 hours. It’s not just the kids who have fun at home 😉

Original experiment:

In addition to the fact that it can be compressed/uncompressed, you can run on it!
If you run, the greater the pressure, the greater the speed gradient of the molecules inside the liquid, and the liquid hardens. When you stop, the speed gradient is lower and you sink to the bottom.

Our experiment:

Well, what does sound have to do with it?
And despite the fact that sound is the oscillatory movement of particles, as we remember.
We took music Center, a computer with a sound generator (you can limit yourself to Prodigy 🙂)
A film was placed on the speaker, and liquid was poured onto the film. And they turned on the sound generator. Higher the sound - more often vibrations, the movement of which is not enough to excite vibration of the liquid - the liquid is fluid. Below the sound - less often vibrations, the movement of which is sufficient to excite vibrations in the corn starch solution - the liquid hardens. True, we were unable to achieve an absolute repetition of the result of Steve Spangler: it seems to me that the problem is in the gasket between the speaker and the film or in the consistency of the liquid. The best we could do was spitting out drops of liquid from the total mass. The lower layer of liquid quickly hardened and pushed droplets from the upper layer. We also managed to see hardening waves along the ring when the frequency decreases 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, you can simply see how sound affects the pressure on the liquid and its fluidity. Original experiment:

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

And if there is too much physics for kids, you can reinforce what they saw and heard by watching an episode of the cartoon “The Magic School Bus” about sound.

Interesting research!

Presenter – music director: Attention please! I ask for your participation and understanding! I’ll show you a master class today -

Believe me, I’ll tell you a lot of interesting things.

Children love entertainment with sound -

They will captivate you too, without any doubt!

Question for listeners:

What is an experiment?

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

An 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 preschool child?

(Answers from teachers)

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 understanding the world around them during preschool childhood.

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

According to the academician, in the activity of experimentation, the child acts as a kind of researcher, independently influencing the objects and phenomena around him in various ways, with the goal of more fully understanding and mastering them.

The main task of a preschool educational institution is to support and develop a child’s interest in research and discovery, and to create the necessary conditions for this.

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

“What does the music sound like?” and so on.

Those adults who brush aside the “boring” questions of a child do something irreparable. They retard his mental growth, slow down spiritual development. It is our duty 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, living organism, including humans. The following experiment is known in physics: sand is poured onto a sheet of iron and various sounds are applied to it - the sand begins to take on various shapes, for each sound their own. Why? Yes, because each sound has its own, add only its own characteristics. It is they who put together, as in a kaleidoscope, various patterns. Based on these features, we can distinguish one sound from another and, if necessary, recognize, identify, and select from the entire sound diversity the one that is important to us and necessary in life. this moment. The ability to distinguish between these features, or, as teachers say, the properties of sound, forms the basis of development musical abilities. What are the mysterious properties of sound?

Children know everything in the world

There are different sounds.

Farewell cries of cranes,

The plane's loud murmur,

The hum of a car in the yard,

Dog barking in the kennel

The sound of wheels and the noise of the machine,

The quiet rustle of the breeze.

These sounds are noise.

There are just others:

No rustling, no knocking -

Musical sounds are sounds.

Question for listeners:

What sounds are there?

(teachers' answers)

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)

From musical sounds any song, any piece of music, any melody is formed. Such sounds have a special name - melodic.

IN music education the process of experimenting with sound material develops 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 match sounds with verbal definitions. Experiments are carried out in search of the sounds of the city and countryside; search for associations when working with the sounds of nature (the rustling of leaves is reproduced by rustling paper, the singing of a tit - by tapping on a crystal glass), in sound musical works, in the manufacture of sound toys, noisemakers. All this activity is playful and entertaining in nature. It develops auditory perception, the child’s ability to determine the source of sound.

Question for listeners:

Do you use sound experiments in your work?

(teachers' answers)

Practical part.

"The Sounding World Around Us"

The task “Sounding out poems” is offered by A. Shibaev

Rumble

Changed

And now it's raining

Quietly -

Do you hear? -

It started dripping

It started dripping

Startled

On the roof...

Drum

He will become…

Drumming!

Drumming!

NIGHT FOREST

S. Pshenichnykh

Forest at night

Was full of sounds:

Someone howled

And who - meowed.

Someone grunted

Someone was stomping

Someone's wings

clapped

Someone hooted

And with little eyes

Well, someone

Presentation of your works.

Experimental laboratory.

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

Conducting experiments.

Exploration games.

1. What does water sound like?

Material for research:

Basin with water,

Reed tubes,

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

shells,

Pebbles, wooden or plastic cubes,

Small metal objects,

Illustrations depicting the sea, stream, rain, etc.

Description of the study:

The teacher suggests listening to the water - silence. Then the teachers select the tubes, immerse one end in water, and carefully blow into them. The water gurgles quietly. After this, the teachers try to leave part of the hole above the water and blow hard into the tube - the water gurgles loudly. Using a variety of small or large containers, teachers collect and pour water into a bowl of water, turn the containers over, splash the water, throw shells, pebbles, wooden and plastic cubes, small metal objects, etc. into the water. Teachers listen carefully, exchange opinions, making notes that the water sounds different every time. Then you can invite teachers to listen to an audio recording of sounds: the sound of a stream, sea surf, rain.

2. What do stones sound like?

Materials for research:

- pebbles different sizes, different shapes,

- wooden, cardboard or plastic boxes.

Description of the study:

The teacher, together with the teachers, examines the pebbles. Teachers choose those copies that they liked best. The teacher clarifies why they chose them. Here it is advisable to invite teachers to knock big stones loudly, small stones - quietly, jingle your palms, rub them together, roll them in boxes, roll all the stones together.

3. What does plastic sound like?

Materials for research:

plastic rattles of various timbres,

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

Description of the study:

Teachers listen, compare and discuss how the rattles sound. In this case, you can identify sounds that are rustling, quiet or loud, tapping, etc. It is important that teachers hear and talk about their impressions.

4.What metal sounds like

Materials for research:

Metallophones,

T triangles,

Bells various types and sizes,

Bells,

Cymbals,

Metal tubes, carnations,

Description of the study:

Teachers examine musical instruments and metal objects, come up with various methods of sound production (tapping quietly or loudly, at different tempos, improvising rhythmic patterns, sliding movements - glissando, etc.). Make some noise! Then the teacher offers to listen to silence. After this, the teachers perform the rhythmic patterns assigned by the teacher.

5.What does the paper sound like?

Materials for research:

Newsprint, cardboard, including corrugated cardboard,

A set of paper of different thicknesses,

Cans, boxes with paper stretched on top.

Description of the study:

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

6. What does a tree sound like?

Materials for research:

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

Various wooden household items (tables, chairs, boards, rubles, 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 unique. Ratchets and castanets can rattle and knock. The box and firewood sound quiet, but the beaters and firecrackers can knock very loudly.

Teachers 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.

From a physics point of view, sound is a mechanical vibration propagating in a medium.

Experience 1

How does the frequency of the sound depend on the length of the vibrating body?
Place a flexible plastic or metal ruler on the table so that it extends about three-quarters past the edge of the table.
Press one edge of the ruler firmly against the table with your hand. With your other hand, bend the free edge of the ruler down and release it.
Listen to the sound it makes and pay attention to how quickly the free end of the ruler vibrates.

Place a glass without a bottom on the speaker. Turn on the radio at a low volume and look for radio interference on the air. You will hear a constant sound of one tone. Determine what position the volume control should be in for low, medium and loud sounds. Turn off the radio and place one grain of rice on the center square of wax paper (on the X).

Turn on the radio and turn the volume down. Follow all the movements of the grain of rice from the central square.

Repeat your experiment with medium and loud sound.
Evaluate the relationship between loudness and sound wave energy.

Experience 4

Sound can travel in solid, liquid or gaseous matter.
How to compare the efficiency of sound propagation in a gas and a solid?

Take regular ones wrist watch.
At first, keep the watch at arm's length. Slowly bring the watch to your ear until you hear the first faint tick. In this position, measure the distance from the watch to the ear.

Then press your ear to the table and place the watch on the table at arm's length from your ear. Listen to see if you can hear the clock ticking. If you hear a ticking sound in this position, have your assistant slowly move the watch further away until the ticking sound becomes faint.

If you do not hear the ticking of the clock at arm's length, slowly move the clock towards you and find a position in which you can hear it. Measure the distance from the watch to your ear and compare it with the distance at which you could hear the faint ticking of the watch while listening to it in the air.

Experience 5

How does sound travel in water?
Take a regular wristwatch, place it in a whole plastic bag, tie the bag tightly to prevent water from entering. Tie a rope to the bag and lower it into an aquarium with water.

The bag with the clock should be located midway between the bottom and the surface of the water, close to the wall of the aquarium. Press your ear against the opposite wall of the aquarium.

If you hear a clock ticking, measure the distance to it. If not, ask your assistant to move the clock towards you until you can hear it ticking. Measure this distance. Compare this distance with those you obtained in the previous experiment.

This will be interesting not only for children, but also for adults!

“WHY DOES EVERYTHING SOUND?”, “MUSIC or NOISE?”,

“WHERE DOES E H O LIVE?”, “WHY DID Mishutka SQUEEK?,”

“HOW DOES A SONG APPEAR?”, “HOW TO MAKE THE SOUND LOUDER?”,

“BOX WITH A SECRET”, “WHY DIDN’T YOU HEARD?”,

“PASS THE SECRET”, “SOUNDS IN WATER”,

“MATCH PHONE”, “WHY DOES A MOSQUITO SQUEAK AND A BUMBEBE HUMM?”,

“THE SINGING STRING”, “WHY DIDN’T THE MOUSE HEAR THE PIKE?”,

“HOW DO BATS SEE?”

Download:

Preview:

Experiments with sound

“MUSIC or NOISE?”

- Teach to determine the origin of sounds and distinguish between musical and noise sounds

- Metallophone, balalaika, xylophone, wooden spoons, metal plates, cubes. boxes with “sounds” filled with buttons, peas, millet, cotton wool, paper, etc.

Preschoolers examine objects (musical and noise). The adult determines together with the children which ones are musical. Children name objects, make 1-2 sounds, listening to them. An adult plays a simple melody on one of the instruments, and the children try to recognize it. The teacher finds out whether it will work if you just knock on the cube? (No). What should we call what we get? (noise). Children examine boxes with sounds, look into them and determine whether the sounds are the same. (No, because different objects “make noise” differently) Then the children make sounds from each box, trying to remember what each one sounds like. One of the guys is blindfolded. The rest take turns extracting sounds from different objects. The child guesses the name musical instrument.

“WHY DOES EVERYTHING SOUND?”

Bring children to understand the causes of sound: vibration of objects. a long wooden ruler, a sheet of paper, a metallophone, an empty aquarium, a glass rod, a string stretched across the fingerboard (guitar, balalaika), children's metal utensils, a glass cup

The adult offers to find out why the object begins to sound. The answer to this question is obtained after a series of experiments.

Children find out whether the ruler has a voice (if you don’t touch it, it won’t make a sound). One end of the ruler is pressed tightly to the table, the free end is pulled - a sound appears. Find out what is happening with the ruler at this time (trembling, oscillating). Use your hand to stop the shaking and check whether the sound continues. (It stops) Figuring out how to make it sound stretched string(tug) and then shut up (pinch with your hand or some object) Children roll a piece of paper into a tube, blow into it without squeezing with their fingers. Find out what they felt. (the sound made the paper tremble, the fingers felt it) Conclusion: only what trembles sounds. The children are divided into pairs. One child selects an object and makes it sound, the other uses his fingers to check for vibration and stops it in a familiar way.

To lead to an understanding of the causes of speech sounds, to give the concept of protecting the speech organs.

A ruler with a stretched thin thread. Scheme of the structure of the speech organs

The adult invites the children to “whisper” - to tell each other “in secret”, quietly, some words. Then repeat these words so that everyone can hear. Let's find out what we did for this. (They said it in a loud voice)Where did the loud noises come from? ( From the throat. Children raise 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 trembled in their throat, when they whispered, there was no trembling.) The teacher talks about the vocal cords and the protection of the speech organs(compares ligaments to stretched threads: in order to say a word, the “thread” needs to tremble quietly)Next, an experiment is carried out with a thin thread stretched on a ruler, and a quiet sound is extracted from it. If you pull the thread. Let's find out what needs to be done to make the sound loud.(Pull harder and the sound will increase).The adult also explains that when talking loudly or shouting, our vocal cords tremble very much, get tired, and can be damaged.(Comparison with thread)By speaking calmly, we protect our voice.

"HOW DOES SOUND SPREAD"

Explain how sound waves travel

A container of water, pebbles, checkers (or coins), a table with a flat surface, a deep container of water or a pool, thin-walled smooth

A glass of water (up to 200 ml) on a stem.

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 say what they saw(circles disperse in the water).The same thing happens with sounds, only the sound wave is invisible and transmitted through the air. Experience with checkers, conclusion:(The last object bounced - the force of the impact was transferred to it by other objects. Sound is also transmitted through the air)Children perform the experiment according to the following algorithm: a child puts his ear to a container of water, covers the other ear with a tampon, and the second child throws pebbles. The first one is asked how many pebbles were thrown and how he guessed.9 I heard three blows, their sounds were transmitted through the water).Children fill a stemmed glass with water. Run your finger along the edge of the glass. Making a subtle sound. Together with the teacher, they find out what is happening with the water.(Waves - they transmit sound)

“WHERE DOES E H O LIVE?”

Bring to the concept of the occurrence of an echo

- - an empty aquarium or a large glass jar, plastic buckets and

Metal, pieces of fabric, twigs, ball.

Children determine what an echo is.(The phenomenon when a spoken word, a song

They are heard again, as if someone is repeating them).They call it where you can hear the echo.(In the forest, in the arch of a house, in an empty room).Using a series of experiments, I check where it happens and where it cannot happen. Each child chooses a container and material to fill it. First, they pronounce a word into an empty aquarium. bucket. Find out whether an echo occurs.(Yes, the sounds are repeated)Then fill the containers with cloth and twigs.(no, the echo has disappeared).Children play with the ball: they bounce it off the floor, off the wall, off the chair, off the carpet. They notice how the ball bounces.(Rebounds well, returns to the hands. If it hits hard objects, it does not return, remains in place if it hits soft objects0.The same thing happens with sounds: they hit solid objects and return to us in the form of an echo. Let's find out why the echo lives in an empty room, but not in one filled with upholstered furniture.(Sound does not reflect off soft objects and does not return to the

“WHY DID Mishutka SQUEEK?

Identify one of the reasons for the occurrence of high and low sounds, the dependence of sounding objects on their size.

Strings of different thicknesses, stretched on a wooden strip, threads of different thicknesses, fixed at one end on a wooden stand(or tied to any heavy object).

- The teacher and the children recall Leo Tolstoy’s fairy tale “The Three Bears”(

The teacher imitates the voices of the characters, changing the pitch of the voice)Then the children portray the voice of Mikhailo Ivanovich, Nastasya Petrovna, Mishutka. What were their voices like?(M.I.’s is rude, loud, N.P.’s is not very rude, Mishutka’s is thin. He didn’t speak, but squeaked.)Let's find out why bears have such different voices, conducting a series of experiments. We remember, as a result of which the sound of speech appears. (Trembling vocal cords)Children choose strings that correspond to the characters' voices, explaining their choice. Then tie a thread of any thickness to the stand. Holding the thread between the large and index fingers, pass them along the entire length of the thread. There is a sound as the thread shakes. The teacher suggests choosing from a set of threads the one that will sound like the voice of M.P., N.P., Mishutka. The task is carried out in subgroups

“HOW DOES A SONG APPEAR?”

Identify the causes of high and low sounds, the dependence of sounding objects on size.

Xylophone, metallophone, wooden ruler

An adult invites children to play a simple melody on the instrument.(For example: “Chizhik-fawn”),then repeat this melody in a different register. Let's find out if the songs sounded the same.(The first time is more gentle. The second time is rougher)We pay attention to the size of the instrument's pipes, repeat the same melody on high notes, and conclude: the pipes have big size the sound is coarser (lower), for small ones it is thinner (higher). The song contains high and low sounds.

“HOW TO MAKE THE SOUND LOUDER?”

Determine the cause of the increased sound.

Plastic comb and cardboard mouthpiece

Can a comb sound?(they try and explain the reason: the teeth of the comb tremble from the touch of the fingers and make a sound, the trembling through the air reaches the ear and we hear it)The sound is very quiet. weak. Place the comb at one end on a chair and repeat the experiment. Let's find out why the sound became louder. How do my fingers feel? We conclude: not only the comb is shaking, but also the chair. The stool is larger and the sound is louder. We check the conclusion by applying the end of the comb to different objects: a table, a cube, a book, etc.(The sounds vary in strength)

Children play the game “Ay!”, putting their hands with a mouthpiece to their mouth. Find out what your hands feel. Has the sound become louder?(Yes) What device do captains on ships use when giving commands?(horn) Children take a megaphone, go to the farthest end of the room, give commands, first without a megaphone, then with it. The conclusion is drawn: commands through a horn are louder, since the horn begins to tremble from the voice and the sound is stronger.

"BOX WITH A SECRET"

Determine the cause of the sound weakening.

Box with small items from different materials or cereals, one

a box with a “secret” - inside it is completely lined with foam rubber

The teacher offers to guess by sound. What's in the box. Children shake the box to produce a sound, compare the sound in different boxes, and identify the material.(The sound is sharp, loud - metal, rustling - cereal)An adult, without showing the inside of the box, places small metal objects in it, closes it and places it in a row with the others, changing places. Children try to find the box by sound(the sound is dull, uncharacteristic of metal)Based on the mark on the bottom, they find a box with a “secret”, examine its structure, find out why the sound disappeared(he seemed to be “stuck” in the foam rubber)Children make boxes with the “secret”, wrapping them with foam rubber, checking their sound and safety of the “secret”.(The sound became duller, quieter, more indefinite). –If the alarm clock rings very loudly, what should you do to avoid waking up others?(Cover the alarm clock with something soft: a pillow, a blanket)

“WHY CAN’T YOU HEAR IT?”

Identify the cause of the sound weakening

A large container of water, small paper or cork boats.

Why can’t you hear what is happening, for example, in another group, in another city, at the other end of a large clearing? Perform experiments6

• Boats are placed in a large container at one edge. At the opposite edge, children throw stones. They find out that waves began to move across the water, but the boats remained motionless. Distribute the boats over the entire surface. When throwing stones, pay attention to the force of the wave, which makes the boats move.(The closer the boat is, the more it sways. The same thing happens with invisible sound waves: the farther the sound source is, the quieter the sound)
• Children attach barriers to the container - “breakwaters”. On one side the waves are driven by hand. Watching them spread. They find out. Are there waves behind the barrier?(No, having reached the obstacle, the waves “die out”, subside)The same thing happens with sounds in the city, indoors

"PASS THE SECRET"

Identify features of sound transmission over a distance.

Long water pipe (at least 10 meters long), two pieces of metal pipe.

During a walk, the teacher invites the children to stand at different ends of the pipe so that they do not see each other. One child does not knock hard on the pipe, and the second at the opposite end counts the blows(at first he just stands near the pipe. And then he puts his ear to it)The third child is “connected” - finds out whether all the transmitted sounds were heard by the second child when they were louder.(When the sound was transmitted not through the air, but directly into the ear).The second pair transmits the sound signal first through the air(metal pieces of pipe hitting each other),then through the pipe. The “messenger” again finds out whether the second player heard all the transmitted blows.(Sound through a pipe through a solid object was louder than sound transmitted through air)An adult asks to explain why you can’t knock on heating radiators at home.(The batteries are installed in all apartments of the house and are connected to each other. If you hit the battery, the sound will be transmitted through all the batteries in the house.

"SOUNDS IN WATER"

Identify features of sound transmission at a distance(Sound travels faster through solids and liquids)

- large container with water, pebbles

The teacher invites preschoolers to answer whether sounds are transmitted in water. Together with the children, they create an algorithm of actions: throw a pebble and listen to the sound of it hitting the bottom of the container. Then he asks to put his ear to the container and throw a stone; if the sound is transmitted through water, then it can be heard. Children perform both versions of the experiment and compare the results. The conclusion is drawn: in the second option the sound was louder, which means that sound travels through water better than through water.

"MATCH PHONE"

Introduce the simplest device for transmitting sound over a distance.

Two matchboxes, a thin long thread, a needle, two matches with broken heads

Children perform actions according to the algorithm: a thread is pulled through the centers of two empty matchboxes, secured on both sides with matches. They pull the thread and try to convey the “secret” to each other. To do this, one child, pressing the box to his lips, speaks, the other, with his ear attached, listens. Children find out that only two people can hear the sound, those who participate in the experiment. The sound makes one box tremble and “runs” along the thread to the second. Sound is transmitted less well through the air around you, so the “secret” is not heard by others. The teacher asks what the third child might feel if, during a conversation between two people (about boxes), he puts his finger on the thread, on the box.(The finger will feel vibrations)The children will find out. That a match “telephone” works on the principle of the present, since sound travels through wires. Children hold the thread in the middle with their hand - the “telephone” does not work,(Sound is transmitted only when the thread shakes)

“WHY DOES A MOSQUITO SQUEAK AND A BUMBEBE HUMM?”

Identify the reasons for the origin of low and high sounds (sound frequency)

Plastic combs with different frequencies and tooth sizes

The teacher asks the 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 sounds depends on. Children pay attention to the frequency of sounds and the size of combs. They find out. That combs with large sharp teeth have a low sound. Rough, loud; for combs with fine teeth, the sound is thin and high-pitched.

Children look at illustrations of a mosquito and a bumblebee and determine the size. Then they imitate the sounds they make: a mosquito’s sound is thin, it sounds like “z-z-z.” the bumblebee has low. Rough, it sounds like “w-w-w.” Children say that the little one flaps its wings very quickly, often, so the sound is high, the bumblebee flaps its wings more slowly, flies heavily, and therefore the sound is low.

"THE SINGING STRING"

Identify the cause of high and low sounds (sound frequency)

Uncoated wiring, wooden frame.

Children, with the help of an adult, secure the wiring to a wooden frame, slightly pulling it. By pulling the wiring, they hear the sound and observe the vibration frequency. They find out that the sound is low and rough, the wire trembles slowly, and the vibrations are clearly visible. We pull the wire tighter and repeat the experiment. Determine how the sound turned out.(Became thinner, the wire trembles more often)By changing the tension of the wire, we once again check the dependence of the sound on the vibration frequency. Children conclude: the tighter the wire is, the higher the sound.

“WHY DIDN’T THE MOUSE HEAR THE PIKE?”

Find out the reason different perceptions sounds by humans and animals.

Very thin and thick paper, illustrations for “The Tale of the Stupid Mouse”, diagram of the structure of the hearing organs.

The children recall one of the passages from “The Tale of the Stupid Mouse”: “The pike began to sing to the mouse, but he did not hear a sound. The pike opens its mouth, but you can’t hear it sing.” And what part of the ear helps you hear the sound?(The membrane is the eardrum that is located inside the ear)Children say that different animals have different membranes. The teacher suggests imagining that the membrane can vary in thickness, like paper. Children with help special actions They find out which thickness of the membrane is easier to make vibrate: they bring leaves of different thicknesses to the mouth, “hum”, and determine that thin paper trembles more strongly. This means that a thin membrane picks up sound vibrations faster. The teacher talks about very high and very low sounds that the human ear cannot hear, but some animals perceive them.(the cat hears the mouse, recognizes the owner’s steps, before an earthquake animals feel the vibration of the earth..

“HOW DO BATS SEE?”

Identify possibilities for measuring distance using sound

Image of bats, submarine, ship, ball, water container

Children look at the image of bats, say that they see poorly and are nocturnal. With the help of honey mushrooms, they find out what helps bats not to bump into objects and each other: they take a container with water, drive waves at one edge, watch how the waves reach the opposite edge and go in the opposite direction (like sounds). Then they take the balls and hit them from long and close distances. The teacher draws attention to the fact that a similar phenomenon occurs with sounds: when they reach solid objects, they return back, as if repelling from them. Children learn that the bats make special sounds that help them measure distance. An adult asks you to guess: if the sound comes back quickly, it means...(object close)If the sound does not return soon, it means...(object is far away) Using the property of sound to be transmitted over long distances, man invented a new device - an echo sounder.

Master class for teachers

Master class for teachers

"Experiments with sounds for preschoolers"

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

Tasks:

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

2. Develop cognitive interest in the environment, the ability to share 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.

Progress of the master class

Explainers (from children):

1. This is a room where there are a lot of different jars, something is boiling in them. They are glass and can break, so you have to be careful. And it smells differently 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 specially arrange it, and then watch it. If everything worked out, then they say that it was successful, and if not, then they change something and look again, and so on until it works out. I like doing this, it’s interesting, but they don’t always allow it. (EXPERIMENT).

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

“Tell me and I’ll forget,

show me - and I will remember,

let me try and I’ll understand.”

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

“The more a child sees, hears and experiences, the more he learns and assimilates, than big amount elements of reality he has in his experience, the more significant and productive, other things being equal, will be his creative activity"- wrote the classic of the Russian psychological science Lev Semenovich Vygotsky.

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

Thanks to this, he gets to know the world he has come to. He studies everything as best he can and with whatever he can - with his eyes, hands, tongue, nose. He rejoices at even the smallest discovery.

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

Due to its professional activity The experiments with sounds are closest to me. I will introduce you to some of them today.

With the pupils of the second junior group you can experiment:

“Music or noise?”

Goal: 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.)..

Progress: Children examine objects (musical and noise). The adult finds out together with the children which of them can make music. Children name objects, make 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 whether the song will work if he just knocks on the tube (no); what to call what happens (noise). Children examine boxes with “sounds”, looking into them, and determine whether the sounds will be the same and why (no, since different objects “make noise” differently). Then they extract a sound from each box, trying to remember the noise of different boxes. One of the children is blindfolded, the rest take turns making sounds from objects. A blindfolded child must guess the name of a musical instrument or sounding object.

IN middle group you can conduct an experiment “Why does everything sound?”

Purpose: To lead 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 rod, a string stretched across the neck (guitar, balalaika), children's metal utensils, a glass glass.

Progress: An adult suggests finding out why the object begins to sound. The answer to this question is obtained from a series of experiments: - examine a wooden ruler and find out whether it has a “voice” (if the ruler is not touched, it does not make a sound). One end of the ruler is pressed tightly to the table, the free end is pulled, and a sound appears. Find out what is happening with the ruler at this time (it trembles, oscillates). Stop the shaking and check whether there is sound (it stops); - examine a stretched string and figure out how to make it sound (tug, make the string tremble) and how to make it silent (prevent it from vibrating, hold it with your hand or some object); -roll a sheet of paper into a tube, blow into it lightly, without squeezing, holding it with your fingers. They find out what they felt (the sound made the papers tremble, the fingers felt trembling). They conclude that only what trembles (oscillates) sounds. Children are divided into pairs. The first child selects an object and makes it sound, the second child checks, touching with his fingers, whether there is trembling; explains how to make the sound stop (press an object, take it in your hands, stop the vibration of the object).

For pupils senior group you can prepare the following experiment “How does sound travel?”

Goal: Understand how sound waves travel.

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

Progress: An adult suggests finding out why we can hear each other (sound flies through the air from one person to another, from a sounding object to a person). Children throw pebbles into a container of water. Determine what they saw (circles spread across the water). The same thing happens with sounds, only the sound wave is invisible and 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. The other ear is covered with a tampon; the second child throws stones. The first child is asked how many pebbles were thrown and how he guessed (he heard 3 impacts, their sounds were transmitted to the water). Fill a thin-walled smooth glass with a stem with water, run your finger along the edge of the glass, making a subtle sound. They find out what is happening with the water; waves move through the water and sound is transmitted). They place one end of the comb on a chair and repeat the experiment. They find out why the sound has become louder (in case of difficulty, ask one child to run his finger along the teeth, and the other at this time to lightly touch the chair with his fingers), what the fingers feel. They conclude: not only the comb is shaking, but also the chair. The chair is larger and the sound is louder. The adult suggests checking this conclusion by applying the end of the comb to various objects: a table, a cube, a book, a flower pot, etc. (the sound intensifies as a large object vibrates). Children imagine that they are lost in the forest, try to call someone from afar, putting their hands with a mouthpiece to their mouth, find out what their hands feel (oscillations), whether the sound has become louder (the sound has intensified), what device is often used by captains on ships, commanders, when give commands (horn). Children take a megaphone, go to the farthest end of the room, give commands, first without using a megaphone, and then through a megaphone. They conclude: commands through a megaphone are louder, since the voice begins to shake the megaphone, and the sound is stronger.

It is advisable to conduct an experiment with pupils of a preparatory group for school “Why does a mosquito squeak and a bumblebee buzz?”

Goal: Identify the reasons for the origin of low and high sounds (sound frequency).

Materials and equipment: Plastic combs with different frequencies and tooth sizes.

Procedure: 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 teeth and the size of combs. They find out that combs with large, sparse teeth have a low, rough, loud sound; combs with frequent small teeth have a thin, high-pitched sound. Children look at illustrations of a mosquito and a bumblebee and determine their size. Then they imitate the sounds they make: the mosquito’s sound is thin, high-pitched, it sounds like “z-z-z”; the bumblebee's is low, rough, sounds like “zh-zh-zh.” Children say that the mosquito is small, flaps its wings very quickly, often, so the sound is high-pitched. The bumblebee flaps its wings slowly and flies heavily, so the sound is low.

Conducting experiments with sounds is interesting for both children and adults. You can familiarize yourself with other experiences in the experience card index I compiled.

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