Research activity “What is sound, tell me? Consultation for parents“How children are taught the sound analysis of words
Irina Minakova
Research activity "What is sound, tell me?"
Direction: research activities.
Subject:
"What such a sound, Tell?»
1. Age group : school-preparatory age.
2. Participants: children, educators, parents of pupils.
3. Duration research activities: one month.
4. Relevance:
IN Everyday life we are surrounded sounds and noises. They help to understand everything that is happening around us. Sounds can produce any item, natural object or a person. If you put your hand on your throat, say something, you will feel how the vocal cords vibrate.
An endlessly varied world sounds arouses in children a keen interest, curiosity and many questions. How do we perceive sounds? What is required for distribution sound? Where is hiding sound? These and other questions about sounds and served as an occasion for a more complete study of this topic. Experimenting with sounds for children of the preparatory group.
Lots of experience, experimentation, research, which can be easily placed at home and in kindergarten discover the secrets of origin sounds.
5. Novelty:
Thanks to the experiments, the children learned how we hear sounds. Familiarize yourself with the structure of the ear. The auricle directs sound waves in ear. Sounds pass through a tube called the auditory canal to the eardrum.
Sounds cause the tympanic membrane and the malleus in the middle ear to vibrate. The hammer, anvil, and stirrup amplify these vibrations and conduct sounds to the snail, Where nerve cells convert vibrations into messages that are sent to the brain. And already the brain recognizes what exactly we hear.
6. Description of practical significance:
Is our research helps us to know, What sound You can not only hear, but also see and feel. At the end of the project, we asked the children question: “Will they use the secrets of the origin sounds?» The children's answers were definitely: Yes. After all, it is very important to hear and distinguish different sounds to hear birds singing, the rustle of leaves, the sound of water, and also to learn: read and write correctly. We also learned why men have a thick, rough voice, while women, on the contrary, have a thin, gentle voice.
So what such a sound?
Majority sounds that we hear are actually the movement of air. Every sound comes from the fluctuation of something. These vibrations cause the air to vibrate, and the vibration of the air conveys sound.
7. Purpose of the child (or children): We want to know: where does it come from sound?
8. Purpose of educators: development of cognitive activity of children in the process research activities of various sounds.
9. Tasks for the child:
Allow the child to model in the mind a picture of the world based on their own observations and experiences.
Arouse in children an interest in the world around them, develop mental activity
Stimulate the cognitive activity and curiosity of the child, the ability to establish relationships between various phenomena.
10. Tasks for educators:
To consolidate children's ideas about the concept « sound» .
Form an idea about the characteristic sound - volume, timbre, duration.
Develop the ability to compare different sounds, determine their sources, the dependence of sounding objects on their size.
Lead to an understanding of the causes sounds - propagation of sound waves.
Identify causes of increased attenuation sound
Develop auditory attention, phonemic hearing.
11. Problem: when they taught a poem about sound, children have questions: "What such a sound? Where does sound?»
What such a sound? Tell!
Knock and rustle
Shout and call
Sound, try, catch up!
Even if you come
Very careful,
You won't see, you won't find
And you can hear.
11. Implementation:
Is our study took place in three stages.
I. Determination of the level of formation of representations children: O sound,
usage sounds, about hearing and ways to preserve it.
Carrying out elementary experiments;
Trying to determine which item is emitting sound and what it is made of;
Determination of origin sound and the difference between musical and noise
sounds;
Recognition sounds of the world.
II. Experimenting with musical instruments.
Getting to know the high and the low sounds;
Determining the dependence of sounding objects on their size;
Acquaintance with the characteristic sound - volume timbre, duration.
III. Cause sound - propagation of sound waves,
strengthening and weakening sound.
During the month we different experiences, experiments, research and made sure, What sound You can not only hear, but also see and feel. Parents took an active part in kindergarten and at home, brought various literature with experiments, adding new material to our research activities.
12. Hypothesis: sound cannot be seen or felt.
Everyone has heard the saying: "Better to see once than hear a hundred times". But what about the guys who want to learn about what cannot be seen, touched? To answer these questions, we conducted some interesting experiments and found out how sounds.
Study #1
"See sound»
Of course it's impossible to see sound when it spreads through the air. But this experiment will make it possible to see the vibrations that are sound.
Material: work surface, ball, scissors, glass, scotch tape, sugar or salt.
Carefully cut off and discard the neck of the balloon.
Cover the top of the glass with the balloon. Stretch it like tight skin on a drum.
Tape the ball to the glass with tape so that its edges do not move.
Put the glass on the table and sprinkle a few grains of salt (Sahara) on the ball.
Lean towards the glass so that it is at a distance of 10 cm from the face, and loudly say: "M-m-m-m!". Try saying it in a low voice and a high voice.
Conclusion: Sound is made up of sound waves - vibrations. that travel through the air. Vibrations propagate from the air source in all directions. When the vibrations in the air hit some obstacle, they make it vibrate too. When sound waves from our mouth reach the stretched ball, they make it vibrate. This can be seen by the way grains of sugar or salt bounce.
Study #2
"Music Box".
The guitar and violin are stringed instruments. With this experiment, we can figure out how strings produce sounds.
Material: work surface, shoe box with lid, scissors, large rubber bands, thick pen, 2 pencils of the same thickness.
Cut round hole 15 cm in diameter near one end of the box lid. Cover the box with a lid.
Pull a few rubber bands over the box along the entire length, so that they pass through the center of the hole in the lid.
Place pencils under the rubber bands on each side of the box. The pencils should lift the rubber bands just above the hole in the lid.
Pull the rubber bands to get sound. Pick them up with effort the sound got louder, and a little more gently to the sound was quieter.
Conclusion: rubber bands act like strings on a guitar. When you touch them, they begin to vibrate. This causes the air around the strings to vibrate, and we perceive these vibrations as sounds. The more we pluck the strings, the stronger the vibrations are. Stronger vibrations give stronger sound waves that sound louder. The box helps sound louder, because sound, getting into the box, is reflected from its walls and comes out reinforced.
Study #3
"Feel sound» .
Clarinet, trumpet, flute is wind instruments, which you need to blow to get sound. With this experiment, we can sound feel.
Material: paper.
Roll a sheet of paper into a tube.
speak out loud sound: "A-a-a-a", then make the sound quieter.
Conclusion: the stronger the movement of air in the tube and louder sound, the stronger we feel the vibration of the paper in our hands. sound waves, spread from the air source in all directions and, meeting an obstacle, cause the walls of the tube to tremble.
Study #4
"A Little More Music"
This experiment will help you understand how wind instruments work. And what sounds are high and low.
Material: work surface, a piece of cardboard 10 * 10 cm, double-sided tape, 20 straws for a cocktail, scissors.
Glue two strips of double-sided tape across a piece of cardboard on opposite sides.
Press the straws next to each other to the tape. The ends of the straws should line up behind the edges of the cardboard.
Cut off the base of the straws diagonally. Cut them so that the first straw is 10 cm long, and the last one remains intact.
Bring the resulting tool to your lips. Blow straws to produce sound.
Conclusion: short straws give higher sounds than long ones. Straws work like pipes. When you blow through the tops, the moving air creates vibrations that travel up and down through the straw. Short straws produce higher notes because the speed of the vibrations depends on the length of the pipe - the shorter the pipe, the faster the vibrations.
13. Result: we made sure that sound You can not only hear, but also see and feel. Determined the characteristic sound: volume, timbre, duration; causes sounds and their sources.
Literary sources:
1. The world. The first textbook of your baby / G. P. Shalaeva. - M.: Philological Society WORD: Eksmo Publishing House, 2003.-174 p., ill.
2. Scientific experiments for children / Per. from English. A. O. Kovaleva. -M.: Eksmo, 2015.-96 p.
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Difficult consonants: b;p | w;w | h;s | g;k | s;c | w;f | r;l | p;l | r;p;l | s;s;ts | h;zh;sh;shch;ts;x |
Online exercises () are also the basis for successful schooling. Articles and exercises from the site will help you understand if your child is speaking correctly. Correctional work must be comprehensive and systematic. The more and more often you work with your child, the brighter the progress will be. Normally developing children have the ability to acquire language. Be patient when working with kids. Speech is an important means of communication between the child and the outside world. All speech therapy material provided on the site, you can use as a speech therapy aid!
Sounds for preschool children
In the world of sounds. On preparatory stage you should prepare a mirror, masks of animals.
The first stage of the lesson is psycho-gymnastics. An adult invites the child to portray the good Carlson, the evil snake Gorynych, the princess Nesmeyana, the joyful Winnie the Pooh, watching how the reflection in the mirror changes.
After psycho-gymnastics, the child is explained that he is going on an exciting journey into the world of sounds, where he will learn to listen, recognize and pronounce them.
Development auditory attention . An adult blindfolds the baby and says:
- One two Three,
- Freeze in place.
- Lots of sounds around us
- You will know them now.
Then the adult invites the child to play the game "Silence". Together they listen to involuntary sounds for a minute, after which they share their impressions with those who heard what, for example, the sound of a clock, a sound behind a wall, a barking dog in the yard, etc.
"What and how does it sound?"
The kid is invited to listen to the rustle of paper, clapping on the table, clapping. An adult unties the child's eyes and alternately rustles paper, pats the table, claps his hands. Then he blindfolds the baby again and different order performs the above steps. The task of the child is to distinguish sounds.
After the lesson is over, the adult says to the child: “Now you listened to different sounds and guessed where they came from. And you listened with your ears. People need to take care of their hearing and protect it. To always hear well, you can’t shout loudly when you are next to a person, and when it’s cold, you need to wear a hat so that your ears don’t freeze.”
After that, the child is invited to listen to the poem, while repeating how someone makes sounds:
How do cats meow, huh?
Meow-me, meow-me.
How do dogs fight?
Woof-woof, r-r, woof.
And the chickens cackle like this:
Where-where, where-where.
How does a cow moo in a stall?
Mu-mu-mu, mu-mu-mu.
And the pig grumbles at the pig?
Oink oink oink.
How does the wind rustle the leaves?
Shhhh, shhhhh,
And the snake hisses softly:
After the poem is read, the adult should explain to the kid: “You haven’t repeated all the sounds correctly yet, but after our classes you will definitely learn how to do it. Remember: people - talk, animals and objects - make sounds. You and I are people and we can pronounce separate syllables, we can combine them, and we get words.
Let's move on to the next stage. The kid is invited to imagine that he was in a dense fairy forest, there is no path and dense grass grows. To pass through it, you need to raise your knees high. After that, the adult changes the task and suggests imagining that a large ditch has appeared on the way and you need to jump over it. Further, the adult says to the child: “We are now in a fairy forest, look how beautiful it is around.” The kid imagines a magical forest, and the adult continues: "Let's express our admiration for the sound and say" aaa, oh-oh-oh. And all around the leaves rustle, how they rustle (the child, together with the adult, says “shhhh”). Now a strong wind was blowing, how does it blow? (A child and an adult portray the wind.) Everything, the wind is slowly subsiding, we are returning home.
Pronunciation of individual sounds. It is recommended to start this stage with a fairy tale: “On a beautiful bright day in the thicket of the forest, a gray wolf, a clumsy bear, a fox sister, a squirrel and a coward hare met. When they discussed all their forest affairs, they told all the fairy tales, played all the games, thought about what to do next. And then the fox-sister came up with: “Let's everyone choose their own sound and say it loudly, very loudly, whoever is the loudest will win. The gray wolf howled: “Uuu”, the bear muttered: “Uh-uh”, the squirrel squeaked: “Ei-i-i”, the fox squealed: “S-s-s”, and the cowardly hare shouted : "Ah-ah-ah." Everyone coped with the task well, consulted and decided - friendship won.
After the fairy tale, the child is invited to alternately put on the masks of animals and show how they screamed. If the child has difficulties, an adult can help him without interrupting the lesson.
At the end, the adult and the child pronounce paired letters together, loudly: “g-g-g, k-k-k”, quieter: “p-p-p, b-b-b”, even quieter: “zh-zh- w" and completely without a voice: "shhhh."
Organs of the articulatory apparatus. The lesson should begin with an adult asking: “Do you know what a person uses to talk? ”(Suggested answer: “With the help of language.”) If the child has difficulty, the adult asks the following question: “What are you talking about?” (Suggested answer: "Mouth.") After that, the adult explains: "Well done, that's right, the mouth is the house of words." Listen to the poem here:
In a house called ROT,
A lot of different words lives:-
We're talking, we're talking
Very rarely we are silent
And you have to be quiet
We will miss you right away.
When an adult read a poem, he explains to the baby that the house called MOUTH has two doors - the first is lips, and the second is teeth.
Next, you should make a smooth transition to consolidating the material covered in practice. The child is invited to pronounce the sound “p-p-p”. The adult explains that this sound is pronounced with the help of the lips, after which the sound "l-l-l" is pronounced, the child's attention is drawn to the fact that the tip of the tongue touches the ceiling of the house - the palate.
Then the sound “d-d-d” is pronounced, and the baby is invited to put his hand on his throat. Vibration in the throat, when pronouncing a sound, is explained by the fact that the mouth is the house of words, and the throat is the house of sounds.
At the end of the lesson, questions are asked to reinforce the material. Recommended questions:
How do we make sounds? (tongue, lips, teeth).
How should one take care of a house for words? (brush your teeth regularly).
Introduction to the word
Lesson 1.
Preparatory materials:
- subject pictures (trees, flowers, animals, fruits);
- plot pictures (image labor activity);
- house layout with windows in red, blue and green; " Teddy bear.
At the beginning of the lesson, you should play the game "Frog" aimed at the formation of speech hearing. The kid, together with an adult, reads a poem: A frog, a frog, A restless child, He saw a Mosquito, He quickly galloped after him. For the first two lines, the child depicts a frog jumping in one place, then psycho-gymnastics begins. On the final lines, the child depicts a frog that hunts for a mosquito. First, the frog hides and freezes, then actively jumps, catching a mosquito.
The next stage of the lesson is aimed at consolidating the previously covered material. This will require a house layout with windows in red, blue and green. An adult takes out a teddy bear and tells the child: “Mishutka came to visit us and told me a story. Once an old boletus invited him to visit an amazing house that stands in the most impenetrable thicket of the forest, and you can get there only with the help of a magic bell, and different sounds live in this house. And then the old boletus rang his magic bell, and he and Mishutka ended up at this amazing house, hidden from the eyes of people and forest animals. Look at the windows fairy house, What color are they? This box (pointing to the layout) is red, and this one is green, and this one is blue.
The bear decided to look into the windows. He was very interested in who lives there! He went to the red window and there was a sound: "Ahhh." He looked through the second window and heard: “Oh-oh-oh”, the third window sang: “I-I-I”. Mishutka was frightened and stepped aside, and the old boletus said: “Are you sure that you heard all the residents of this house? Don't worry, they are kind! Go to the windows again and listen to how they sing. Mishutka went to the red window, and there was a sound: “Wh-w-w.” He looked through the second window and heard: "Shhh", the third window sang: "Mmmm."
Mishutka walked away again and returned again. From the first window came: “D-d-d”, from the second: “T-t-t”, and from the third: “P-p-p”.
And now, together with Mishutka, let's repeat the sounds that the windows made.
The adult explains to the child that the same window made different sounds, because there are many sounds and they all differ from each other.
After completing the task, you should move on to the second stage of the lesson. In order to consolidate the concept of “word” in a child in the usual perspective, it is recommended that an adult continue the story about Mishutka. So, the story of the teddy bear continues: "The old boletus liked to travel with Mishutka, and he invited him to visit his magical garden."
A dialogue between an adult and a child begins: “What did our Mishutka see in the garden near the boletus? (Suggested answer: trees, flowers.) And what trees did Mishka see? (Suggested answer: apple trees, pears, cherries.) And what flowers grow there? (Suggested answer: roses, peonies, tulips.) That's right, and everything you Saw is called "words."
Then the adult reads the poem:
Everything in the world with a name -
trees and flowers,
And this understanding
You should be proud.
From edge to edge
In all the ways of the earth
We call everything with a word -
(A picture is shown depicting a forest and forest inhabitants.)
An adult asks a child a question: “Tell me, what did you notice in the forest?”. (Suggested answer: trees, grass, berries, mushrooms, flowers, animals, birds.)
After that, the adult asks questions aimed at consolidating the material covered. Suggested question: “You named a lot of different words, but our Mishutka is interested, but with what help do words sound? (Suggested answer: "They are pronounced with sounds.")
After the child has given the correct answer, another game is offered to him. Its rules are simple, and usually children follow them with ease and interest. An adult pronounces the name of a bird or animal, and the baby must portray it with the help of movements, gestures and facial expressions.
After that, the child's knowledge and emotional perception of inanimate nature are consolidated. An adult invites the child to depict leaves on trees that sway in the wind. At first, the breeze is quiet, and the leaves barely move. In this case, the child depicts the leaves, and the adult - the wind. An adult imitates the breath of a breeze - blowing on a child, and the baby slightly moves his fingers, depicting a slight swaying of the leaves. The wind intensifies, the adult blows harder and harder, and the leaves sway depending on how the wind blows. The wind can gradually subside and increase again throughout the game.
Then the adult reads the poem to the child:
All the leaves on the trees
live happily,
They dance with the wind
Songs are sung:
Oak: "Ah-ah-ah",
Maple: "Oh-oh-oh"
Aspen: "Whoo",
Birch: "S-s-s."
The child, first together with the adult, and then independently repeats the sounds symbolizing the songs of the foliage.
Lately Andrey has been listening to Baby Monitor lessons on his boombox. Some are completely fine, but some are not yet clear to him, are finite ... Since he listens in adjoining room I can also hear a little...
I listened to a lesson about sound ... It was about sound in a vacuum, about sound attenuation, about the propagation of sound waves in a medium ... In general, the topic is not complicated, but practically nothing is explained. Apparently, it is designed for children who, one way or another, have already covered the topic at school, and this is like repetition and consolidation ...
Andrei already knew something, of course, about sound... I told him something when we discussed thunder and lightning... But somehow very superficially...
She called me to her, began to ask questions, trying to find out what he understood ... He practically understood nothing ... As I expected.
I didn’t sleep for half the night, I thought how to explain it in such a way that Understood... It was not possible to get away from the terrible words, but nevertheless, she begged everything as best she could. Here is the dialogue we ended up with...
Andrey, what will happen if I throw a snowball at you?
And if I do hit you, what will happen?
It will hurt me a little.
Yes, the snowball will push you a little. This is because a flying snowball has a special energy, kinetic. The word "kinetic" doesn't sound like the word "movie" does it? Cinema is a moving image, and kinetic energy is the energy of a moving body, that is, an object. When a body moves, it has some kind of kinetic energy. And when it stands still, it does not possess. It's clear?
Remember, I told you about the law of conservation of energy?
I do not remember…
The law of conservation of energy says that energy does not go anywhere, it just changes form. For example, when a snowball flies at you, it has kinetic energy. And when he hit you and stopped - where did his kinetic energy go?
Passed on to me?
Quite right. When you are hit by a snowball, you will most likely be rocked to the side (that is, you will also have some kind of kinetic energy), in addition, your jacket will bend and spring a little (this also consumes energy), even your body from the impact springs up: the muscles will be washed out, maybe even a little rib, if the blow is strong. It is clear where the kinetic energy of the snowball has gone?
It's clear.
Imagine that I have two identical snowballs. One I will lightly throw at you, and it will fly slowly. And I will throw the other one with all my strength, and it will fly quickly. Which snowball will push you harder when hit?
Fast!
Right. That is, kinetic energy depends on speed. The higher the speed, the more energy.
And now another example. Imagine that I have one light snowball and another heavy, dense one. And I'll throw them at you at the same speed. Which one will push you harder?
Heavy, of course!
Right. That is, the kinetic energy depends not only on the speed, but also on the mass of the body. The heavier the object, the greater its kinetic energy. Is it clear?
Yes, everything is clear.
Let's do an experiment now...
We took two tennis balls. One was placed on the floor, and the other was rolled so that it hit the first. After the collision, both balls, of course, rolled.
After the collision, it rolls more slowly!
Quite right. Let's try to understand why. Did the ball on the floor have kinetic energy?
Right. And the one that rolled?
Possessed.
What happened after the impact?
Both rolled...
At the beginning we talked about the law of conservation of energy. That energy does not go anywhere, but simply passes from one form to another. Do you remember?
Since the lying ball rolled, then what happened?
It means that the one that was rolling gave him some of the energy.
Does this mean that the one who was rolling has more or less energy than it was originally?
Right! Do you remember what the kinetic energy of the body depends on?
From mass and speed.
Do you think that after the collision of the balls, the mass of the ball that rolled changed?
Of course not!
So what has changed?
Speed! She has shrunk!
Right! Well done! And what do you think, the speed of the ball that was lying, after the collision, became more or less than the initial speed of the one that was rolling?
That is, after the collision, both balls rolled, but at a lower speed than the first one rolled initially. Right?
Now look I draw a ball on a sheet of paper, and from it an arrow to the second ball) Here one ball flies and hits the second. The second one also flew I draw an arrow from the second), But?..
Slower...
And this second one hit the third ball ... ( I draw) and the third ball?..
Flew even slower!
And if so many balls will crash into each other in turn, then sooner or later what will happen?
The balls will no longer move, there will be no speed!
Right. This phenomenon, when the balls push each other in turn, is called a “wave”. And the fact that over time the wave comes to naught is called the attenuation of the wave.
Do you remember that air is made up of molecules? Such small balls… And if we, for example, pull the string of a guitar, the string will begin to oscillate and push the air molecules around it. And they will push neighboring molecules, those next ones ... And so the sound wave from the string will propagate. It's clear?
- And in the ear we have a tympanic membrane. This is such a thin and very sensitive film ... And when the sound wave reaches it, the air molecules hit the eardrum and thanks to this we hear the sound.
Where do you think the sound will be louder - next to the string or further away?
Right! The speed of the molecules becomes less, which means that the kinetic energy is less, which means that they hit the eardrum weaker. And if at all far from the string?
No sound will be heard, because the wave will die out ...
What if we were in space where there is no air?
We wouldn't hear anything!
Right! Because if there are no molecules of the environment (air), then there is nothing to beat on the eardrum.
This is how the conversation turned out. The only thing that I have not yet been able to come up with an explanation for (more precisely, what I myself do not really understand, I should try to figure it out), is why we do not hear ultrasonic waves ...
And after the conversation, I turned the subwoofer to the maximum and turned on this song at a good volume ...
We tried to put a hand on the front of the subwoofer and on the round hole on the side (it's called a "phase inverter", as one good friend enlightened me), "felt" the sound wave ... Andryukha was impressed.
Sound is a type of energy perceived by the ear. It is caused by vibrations in a solid, liquid and gaseous medium, propagating in the form of waves.
What is Sound?
We are accustomed to hearing that sound will only propagate through the air, but in fact it is also perceived through another medium. For example, if we put our head in a bath, we will still hear what is happening in the room, because water and other liquids conduct sound. A noisy neighbors interfere with us due to the fact that their loud voices are heard through the floors and walls of solid matter.
The emergence of sound
It is not difficult to extract sound by hitting each other with two objects - for example, pot lids. They begin to sound because when we strike, we transfer energy to them, causing them to vibrate (vibrate quickly). Vibrating, the object alternately either compresses or rarefies the surrounding air. Therefore, the air pressure around it rises and falls. These weak vibrations in the air create sound waves. They reach our eardrums and we hear the sound.
Voice occurs when air from the lungs passes through the vocal cords. The pitch of the voice depends on how fast the cords vibrate. The movement of air, either filling the lungs or going out, is controlled by the diaphragm. The muscles of the tongue and lips make the sounds made by the ligaments articulate. The cavities of the nose, larynx, and chest help to amplify sound through resonance.
Air vibrations
Sound is created by subtle changes in air pressure. When someone speaks near you, they cause the air pressure to rise and fall by about 0.01 percent of normal. We feel the same pressure when we put a piece of paper in the palm of our hand. The oscillating air causes the little membrane in the ear, called the tympanic membrane, to vibrate. That is why we perceive air vibrations as sound. But our hearing does not pick up all vibrations. First, the fluctuations must be strong enough for us to pick them up. And secondly, not too fast and not too slow - in other words, they need names, a certain frequency.
sound propagation
Sound waves propagate from a vibrating object in all directions. The farther away the sound source is from us, the more energy the waves waste along the way, and therefore the sound becomes quieter. From hard surfaces - for example, from glass and brick waves are reflected, generating an echo. If talking man is in the same room as us, the sound of his voice reaches our ears both directly and reflected from the walls, floor and ceiling. If the room is large, there is a booming echo; this phenomenon is called reverberation.
Volume
The harder we hit the object, the more vigorously it will oscillate, creating more perceptible changes in air pressure, which means the sound becomes louder. Our hearing can perceive pressure drops in a very wide range. People with acute hearing are able to hear a difference that is a million times smaller. atmospheric pressure; the sound of such a loudness is produced by a pin that has fallen to the floor. At the other extreme, a one-fifth of atmospheric pressure is the kind of noise produced by a jackhammer.
Frequency
flute and female voice sound higher than a guitar and a male voice. This is due to the fact that they emit sounds of higher frequency (having a shorter wavelength). Frequency is measured in hertz (Hz). Our ear perceives only sounds that lie in the range from 16 to 20,000 Hz. The car horn has a frequency of 200 Hz, the highest female voice hits notes up to 1200 Hz, and the lowest male bass can reach 60 Hz. Sounds with frequencies up to 16 Hz are called infrasound, and with a frequency of 2 x 104 109 - ultrasound.
Sound speed
Sound travels through the air at a speed of about 1224 km/h. As air temperature or pressure decreases, the speed of sound decreases. In rarefied cold air at a height of 11 km, the speed of sound is 1000 km/h. The speed of sound in water is much higher than in air (about 5400 km/h).
Through the sound barrier
When an airplane flies at the speed of sound, the air in front of it is compressed to its limit, forming a shock wave. And accelerating faster than sound, the plane breaks through this barrier and the shock wave remains behind. Therefore, after a flying supersonic aircraft, a roar is heard, but it is impossible to hear its approach, because it is constantly ahead of the sound.
STATE BUDGET EDUCATIONAL INSTITUTION GYMNASIUM №63 OF KALININSKY DISTRICT
SAINT PETERSBURG
RESEARCH
"Where does the sound come from?"
Completed:
2nd grade student "A"
Tutarishev Andrey Eduardovich
Scientific adviser:
teacher primary school
Pudova Svetlana Ivanovna
Saint Petersburg
Introduction……………………………………………………………………………3
Chapter 1. Theoretical part…………………………………………………..4
Sounds around us……………………………………………………………4
Fluctuations in the air……………………………………………………..4
Ultrasound………………………………………………………………..5
High and low sounds…………………………………………………5
Sound waves……………………………………………………………. 6
Pictures on the echo sounder……………………………………………………. 6
Loud and Quiet…………………………………………………………… 7
Acoustics…………………………………………………………………. 7
Harmful noises………………………………………………………………7
Chapter 2. Practical part…………………………………………………… 8
2.1. Experiment No. 1. Vibrations of objects…………………………………..8
2.2. Experiment number 2. Match phone…………………………………….8
2.3. Experiment No. 3. Where is the sound coming from? ………………………………..8
2.4. Experiment No. 4. Combs change the sound…………………………………..9
2.5. Experiment No. 5. Horn……………………………………………………..9
2.6. Experiment No. 6. Ringing water……………………………………………..9
Conclusion…………………………………………………………………………10
Bibliography. ……………………………………………………………eleven
Application……………………………………………………………………………12
Introduction.
We are surrounded by all sorts of noises. We usually call noise a very loud or disturbing sound. Hearing loss occurs in most people with age. By the age of 50-60, hearing is reduced in 20% of people, by 60-70 in 30%, by 70 in 50% of people. (Annex 1). One of the reasons is excessively loud sounds that follow us everywhere. Based on this, I consider the issue of regulating the sounds around us relevant, theoretically and practically significant.
Purpose of the study: Prove the possibility of changing noise effects.
Research objectives:
Explore the causes of sound.
Generalize your ideas about the physical phenomenon-sound.
Determine ways to control sounds.
Hypothesis: in my opinion, using knowledge about the formation of sound, it is possible to regulate it.
Object of study: sound
Subject of study: phenomena and facts confirming the positive and bad influence on a person's life.
Research methods:
Study of scientific publications
Experiments
Experimental Research
Chapter 1. Theoretical part
1.1. Sounds around us.
We live in a world of sounds. All the sounds that surround us are due to the vibrations of objects. Sounds are caused by sound waves. They are not visible to the eye, but the ears distinguish them.
1.2. Vibrations in the air
When an object vibrates, it sets the air around it in motion. These vibrations travel through the air and reach our ears, which is why we hear sound. A guitar string vibrates when you pluck it. If you blow into a clarinet, the air inside it will move, and a special membrane called a reed will make a sound. A small vibration can be seen on the surface of the drum being beaten. Sound waves are picked up by the ears. Sound waves enter the eardrum through a narrow ear canal. This is a tightly stretched film. Whenever sound comes in, it starts to vibrate and transmit this vibration further - to three small bones. In accordance with their shape, they are called: hammer, anvil and stirrup. They direct the vibrations further - to the inner ear, which is located in the head and is therefore well protected.
Sounds move in the form of waves. Sound waves reach our ears and we hear sound. This was proved by my experiment No. 1. (Appendix 2).
When someone speaks to me, the vibrations travel through their mouth into the air and create a vibration in the air. The vibrations reach the ear in the form of sound waves, and we perceive them as sound. Experiment No. 2 with a match phone showed this. (Appendix 3). My parents told how they talked on a match phone as children, and I made it myself.
I did a similar experience at the telephone museum using glasses. Then and
interested in the origin of sounds.
Since we have two ears, we can distinguish which side a sound is coming from. If it is heard from the right, then the right ear catches the sound earlier than the left. The brain notices this difference and can use it to judge where the sound is coming from. Even blindfolded, it is possible to determine by ear where he is. Experiment No. 3 confirmed this fact. (Appendix 4).
The ears help us keep our balance. The three semicircular canals in the inner ear are responsible for this. The fluid in the semicircular canals moves, responding to every change in the body in space. If we lean too low, the brain gives the order to restore balance. Therefore, even in the dark, we can know where is up and where is down.
1.3. Ultrasound
The pitch of the sound can be different - high, medium or low. The ultrasound is so high that a person cannot perceive it. But many animals, such as bats, hear ultrasound and use it. They need ultrasound to determine their course. We perceive sounds that vibrate up to 20,000 times per second. A bat hears sounds that vibrate about 120,000 times per second.
1.4. High and low sounds
Sounds are high and low, loud and quiet. We can amplify the sounds with the help of special items.
The faster an object vibrates, the higher the pitch it produces. The sound is produced when we blow into the bottle neck. There is little air in an almost full bottle. It vibrates quickly, producing a high note. There is a lot of air in an empty bottle. It oscillates more slowly and gives a low note.
I did experiment #4 using combs, which resulted in the conclusion that the sound is different, depending on the thickness of the teeth of the comb. (Appendix No. 5).
Experiment No. 5 proved that it is possible to amplify sound with the help of a horn.
(Appendix 6).
The ringing can be influenced by the amount of water, which was confirmed by experiment No. 6. (Appendix 7).
1.5. sound waves
The sound from a vibrating object diverges in all directions, like circles that are formed by a stone thrown into the water. As a rule, the sounds we hear propagate in the air, as well as in the ground or water. When they hit a solid obstacle, they "bounce", that is, they are reflected. The reflected sound is called an echo.
1.6. Pictures on the echo sounder
Special equipment - echo sounders - uses echo to create maps of ocean depths. The ship sends very loud sounds under the water and receives the echo reflected solid bodies. The varying time it takes for the reflected sound to return is recorded and converted into a picture. It forms a map seabed.
Echoes can be used to map the structure of the earth. Different kinds rocks reflect sound differently, and each of them
creates a special echo. Therefore, the presence of oil and other minerals can also be determined.
1.7. Loud and quiet
As you move away from the source, the sound becomes quieter. In fact, sound propagates in all directions, and we hear only that part of it that reaches our ear. When we are far away, only a small part of it reaches us.
Sound will propagate through the air at a tremendous speed, approximately 340 m/s. Sound waves cannot propagate in space, since there is no air there. Therefore, there are no sounds in interplanetary space.
1.8. Acoustics
During the concert, musical sounds are directed at each listener. To improve the sound quality, that is, the acoustics of the room, sound-reflecting panels are placed on the walls of the hall and the ceiling. Even the audience at the end of the hall can hear everything perfectly.
Echoes can be used to map the structure of the earth. Different types of rock reflect sound in different ways, and each of them forms a special echo. In this way, the presence of oil and other minerals can also be determined.
1.9. Harmful noises
We usually call noise a very loud or disturbing sound. In fact, working with noisy machines can lead to hearing loss. Special headphones serve to prevent the passage of many noises.
People who cannot hear at all are called deaf. They lost their hearing for various reasons. These people speak sign language. Some of them can read lips. For those who are hard of hearing, there are hearing aids.
Very loud noises can impair hearing. The fine hairs of the inner ear are damaged and never regenerate. Therefore, you need to protect your hearing from an early age.
Chapter 2. Practical part
2.1. Experiment No. 1. "Object Vibrations"
The following experiment proved the existence of sound waves: I pulled rubber bands on an empty box. He pulled the elastic band, she began to oscillate. The air around it also oscillates. These are sound waves.
2.2. Experiment number 2. "Match telephone"
To create a match phone, I performed the following steps:
Through the centers of two matchboxes pulled the thread.
I secured this thread on both sides with matches.
My sister and I pulled the thread and passed the “secret” to each other. Nastya pressed the box to her lips and spoke. I put my ear to the second box and listened. The sound "ran" along the thread to the second box. Through the air, the sound is transmitted worse, so the “secret” was not heard by the parents sitting nearby. When my mother put her finger on the thread, she felt the vibrations.
Experiment No. 3. "Where is the sound coming from?"
When I was blindfolded, and my sister moved around the room and clapped her hands, I was able to determine by ear where the sound was.
Experiment No. 4. "Combs change the sound"
I ran a plastic plate over the teeth of various combs. Combs with large, sparse teeth produced a low, rough, loud sound. In combs with frequent, small teeth, the sound is thin, high.
Experiment No. 5. "Chorus"
Having made a simple horn out of cardboard folded in the form of a cone, I determined that the sound is capable of reaching more than far distance.
Experiment No. 6. "Ringing Water"
When throwing pebbles into an empty bowl and a bowl of water, you can hear that the sound is louder when throwing pebbles into an empty bowl.
I also took two glasses filled with water and a metal stick. The glasses sounded different depending on whether I poured or added water to the glasses. The sounds were different.
Conclusion
Thus, using our knowledge of sound production, we can reduce or increase noise effects. This has been proven by my experiments. Additional literature that I have studied confirms these facts. Modern technologies, based on the knowledge of vibrations, can reduce the noise produced by machines. We can believe that thanks to our knowledge of noise, it will be possible to create silent washing, dishwashers, microwaves and another silent household appliances. And this will help many people keep their hearing longer.
The origin, the meaning of sound, in my opinion, should be studied in the future. Sounds play an important role in human life, both positive and negative.
Bibliography:
1) Belavina I., Naidenskaya N., The planet is our home. The world around us. - M., 1995.
2) Dietrich A., Yurmin G., Koshurnikova R. Pochemuchka.-M., 1987.
3) Dybina O.V., Rakhmanova N.P., Shchetinina V.V. Unexplored nearby.-M., 2001.
4) History of discoveries / Per. from English. A.M. Head.-M., 1997.
Internet resources:
http://natural-medicine.ru/
http://www.razumniki.ru/
Application
Chart 1
Figure 1. "Vibrations in the air"
Figure 2. "Vibrations in the air"
Figure 3. "Match phone"
Figure 4. "Where is the sound coming from?"
Figure 5. "Combs change the sound"
Figure 6. "Chorus" 
Figure 7 "Ringing Water"
