STATE BUDGETARY EDUCATIONAL INSTITUTION GYMNASIUM No. 63 KALININSKY DISTRICT

ST. PETERSBURG

RESEARCH

“Where does sound come from?”

Completed:

2nd grade student "A"

Tutarishev Andrey Eduardovich

Scientific adviser:

teacher primary classes

Pudova Svetlana Ivanovna

Saint Petersburg

Introduction…………………………………………………………………………………3

Chapter 1. Theoretical part……………………………………………………………..4

Sounds around us………………………………………………………4

Vibrations 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 No. 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

Appendix…………………………………………………………………………………12

Introduction.

We are surrounded by a wide variety of noises. Usually we call noise a very loud or disturbing sound. With age, hearing loss occurs in most people. By the age of 50-60, hearing is reduced in 20% of people, by 60-70 - 30%, by 70 - in 50% of people. (Annex 1). One of the reasons is the excessively loud sounds that follow us everywhere. Based on this, I consider the issue of regulating the sounds around us to be relevant, theoretically and practically significant.

Purpose of the study: Prove the possibility of changing noise effects.

Research objectives:

Explore the causes of sound.

Summarize your ideas about the physical phenomenon-sound.

Determine ways to regulate 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 negative impact on human 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 arise 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 moves the air around it. These vibrations are transmitted 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 produce sound. Fine vibrations can be seen on the surface of the drum that is struck. Sound waves are picked up by the ears. Through the narrow auditory canal, sound waves enter the eardrum. This is a tightly stretched film. Whenever a sound comes in, it begins to vibrate and transmit this vibration further to three small bones. According to their shape, they are called: malleus, incus and stapes. They direct vibrations further to the inner ear, which is located in the head and is therefore well protected.

Sounds travel in the form of waves. Sound waves reach our ears and we hear sound. This was proven by my experiment No. 1. (Appendix 2).

When someone speaks to me, vibrations pass through his 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 telephone showed this. (Appendix 3). My parents told me how they used to talk on a matchstick phone when they were kids, so I made one myself.

I did a similar experiment at the telephone museum using glasses. Then

became interested in the question of the origin of sounds.

Since we have two ears, we can distinguish which direction the sound is coming from. If it comes from the right, then the right ear catches the sound earlier than the left. The brain notices this difference and can judge from it where the sound is coming from. Even blindfolded, it is possible to determine by ear where it is. Experiment No. 3 confirmed this fact. (Appendix 4).

Our ears help us maintain our balance. The three semicircular canals in the inner ear are responsible for this. The fluid located in the semicircular canals begins to move, responding to every change in the body in space. If we bend too low, the brain gives an 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. Ultrasound is so high that humans cannot perceive it. But many animals, such as bats, hear and use ultrasound. They need ultrasound to determine their course. We perceive sounds that vibrate up to 20,000 times per second. Bat hears sounds vibrating approximately 120,000 times per second.

1.4. High and low sounds

Sounds are high and low, loud and quiet. We can enhance sounds with the help of special objects.

The faster an object vibrates, the higher the sound it makes. The sound is produced when we blow into the neck of a bottle. 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 vibrates slower and produces a low note.

I conducted experiment No. 4 using combs, as a result of which I came to the conclusion that the sound produced is different depending on the thickness of the comb teeth. (Appendix No. 5).

Experiment No. 5 proved that sound can be amplified using 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 the circles that are formed by a stone thrown into water. As a rule, the sounds we hear travel in the air, as well as in the ground or water. When they encounter a solid obstacle, they “bounce off,” that is, they are reflected. The reflected sound is called an echo.

1.6. Pictures on the echo sounder

Special equipment - echo sounders - uses echoes to create maps of ocean depths. The ship sends very loud sounds underwater and receives echoes reflected by solid bodies. The varying times it takes for the reflected sound to return are recorded and converted into a picture. With its help, a map of the seabed is formed.

Echoes can be used to create maps that tell us about 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 travels 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 travel in the air at a tremendous speed - approximately 340 m/s. Sound waves cannot travel 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 listeners at the end of the hall can hear everything perfectly.

Echoes can be used to make maps about the structure of the Earth. Different types of rock reflect sound differently, and each produces a different 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 cause hearing loss. Special headphones are used to block out many noises.

People who cannot hear at all are called deaf. They lost their hearing for various reasons. Such 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 your hearing. The fine hairs of the inner ear become damaged and never recover. Therefore, you need to take care of your hearing from a young age.

Chapter 2. Practical part

2.1. Experiment No. 1. "Object Vibrations"

The existence of sound waves was proven by the following experiment: I pulled rubber bands onto an empty box. I pulled the rubber band and it began to vibrate. The air around her also vibrates. These are sound waves.

2.2. Experiment No. 2. "Match Phone"

To create a match phone, I performed the following steps:

I pulled a thread through the centers of two matchboxes.

I secured this thread on both sides with matches.

My sister and I pulled the thread and passed on 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. Sound is transmitted worse through the air, so the “secret” was not heard by the parents sitting nearby. When mom put her finger on the thread, she felt 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 the plastic plate over the teeth of different combs. Combs with large, sparse teeth produced a low, rough, loud sound. Combs with frequent, fine teeth have a thin, high-pitched sound.

Experiment No. 5. "Speaker"

Having made a simple horn from cardboard folded into a cone, I determined that sound could travel a longer 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. My experiments proved this. Additional literature I have reviewed confirms these facts. Modern technologies based on knowledge of vibrations can reduce the noise produced by machines. We can believe that thanks to our knowledge about noise, it will be possible to create silent washing machines, dishwashers, microwave ovens and other silent products. household appliances. And this will help many people maintain their hearing longer.

The origin and 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., Naydenskaya 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. The unknown is nearby.-M., 2001.

4) History of discoveries / Trans. from English A.M. Golova.-M., 1997.

Internet resources:

http://natural-medicine.ru/

http://www.razumniki.ru/

Application

Schedule 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. “Speaker”

Figure 7 “Ringing water”

Sound is a type of energy perceived by hearing. It is caused by vibrations in solid, liquid and gaseous media, propagating in the form of waves.

What is Sound?

We are used to hearing that sound travels only in the air, but in fact it is also perceived through another medium. For example, if we immerse our heads in a bathtub, we will still hear what is happening in the room, because water and other liquids conduct sound. And noisy neighbors disturb us due to the fact that their loud voices can be heard through the floors and walls of solid substances.

The emergence of sound

It is not difficult to make a sound by hitting two objects against each other - for example, pot lids. They begin to sound because when we strike, we transfer energy to them, causing them to vibrate (oscillate quickly). Vibrating, the object alternately compresses and rarefies the surrounding air. Therefore, the air pressure around it rises and falls. These slight 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 quickly the chords vibrate. The movement of air, either filling the lungs or leaving the lungs, is controlled by the diaphragm. The muscles of the tongue and lips make the sounds produced by the ligaments articulate. The cavities of the nose, larynx and chest help amplify sound through resonance.

Air vibrations

Sound is created by subtle changes in air pressure. When someone speaks near you, it causes air pressure to rise and fall by about 0.01 percent of normal. We feel the same pressure when we place a piece of paper on our palm. The vibrating air causes the young membrane in the ear, called the eardrum, to vibrate. This is why we perceive air vibrations as sound. But our hearing does not pick up all vibrations. First, the vibrations must be strong enough for us to detect them. And secondly, not too fast and not too slow - in other words, they must have a certain frequency.

Sound propagation

Sound waves travel from a vibrating object in all directions. The further the sound source is from us, the more energy the waves waste along the way, and therefore the sound becomes quieter. Waves are reflected from hard surfaces - for example, from glass and brick, creating 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, a booming echo occurs; this phenomenon is called reverberation.

Volume

The harder we hit an object, the more energetically it will vibrate, creating more noticeable changes in air pressure, which means the sound becomes louder. Our hearing can perceive pressure changes over 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 volume is produced by a pin falling on the floor. At the other extreme, there is a drop of one-fifth of the atmospheric pressure—the kind of noise a jackhammer makes.

Frequency

The flute and the female voice sound higher than the guitar and the male voice. This is due to the fact that they produce sounds of higher frequency (having a shorter wavelength). Frequency is measured in hertz (Hz). Our ear perceives only sounds in the range from 16 to 20,000 Hz. The car horn has a frequency of 200 Hz, the highest female voice reaches notes with a frequency of up to 1200 Hz, and the lowest male bass can reach 60 Hz. Sounds with frequencies up to 16 Hz are called infrasound, and sounds with a frequency of 2 x 104 109 are called ultrasound.

Sound speed

Sound travels through the air at a speed of about 1224 km/h. As the temperature or air pressure decreases, the speed of sound decreases. In rarefied cold air at an altitude 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 a plane flies at the speed of sound, the air in front of it is compressed to the limit, forming a shock wave. And accelerating faster than sound, the plane breaks through this barrier and the shock wave is left behind. Therefore, after a passing supersonic plane, a roar is heard, but it is impossible to hear its approach, because it is constantly ahead of the sound.

Program content: develop phonemic awareness, teach to distinguish sounds of different origins, enrich the vocabulary, consolidate the genitive case of singular nouns, develop children’s attention and imagination, and instill a love of nature.

Equipment: children's musical instruments: accordion, whistle, tambourine, drum, pipe. Items: hammer, newspaper, glass, spoon (wooden or iron), recordings of nature sounds.

Progress of the lesson

1. Org moment. Whisper: - Children, listen to the silence. How quiet it is in our group, not a sound. Oh, listen, is it so quiet on the street outside the window? What do you hear? Conversation, birds chirping, airplane... (the children themselves answer).

2. Report the topic of the lesson.

Today we will talk about sounds. There are a lot of them and they are all different.

3. Introduction to the concept of “sound”.

There are sounds of nature: the roar of thunder, the sound of rain on the roof, the rustling of leaves, the ringing of a stream. There are sounds made by various objects: the creaking of a door, the blow of a hammer, the clink of dishes, the rustling of a newspaper. (All sounds are shown where possible). These sounds are not always pleasant. And there are sounds that are very pleasant: these are the sounds of music (listen to a short excerpt).

4. Introduction to children's vocabulary of verbs.

To make music sound, you need musical instruments.

Musical instruments are laid out in front of the children and their names are specified. Next, a child is called to the table and chooses the instrument he likes. He names it and plays it. The teacher asks the children questions:

What does Katya play? (on the pipe).

What does the pipe do? (doots).

All questions and answers are constructed by analogy: a whistle whistles, a tambourine rings, a drum drums, a rattle rattles, an accordion plays.

When musical instruments play together, what is it called? It's called an orchestra. Today we have our own small orchestra. Let's all play together. All children play instruments.

5. Development of attention. Consolidating the genitive case form of nouns. The game "What's missing?" The children put the instruments on the table and sit down.

Now close your eyes.

The teacher removes one instrument from the table. Every time he asks: - What’s missing? Whistle... What's missing? Drum... accordion... tambourine. Praise children for their attention and effort.

6. During the lesson, the game “Guess what it sounds” can be played to develop phonemic awareness.

Behind the screen, the teacher bangs with a hammer, clinks dishes, rustles a newspaper, etc. If children find it difficult to identify a sound, the sound is shown to the children, reproduced by the children themselves at the choice of the teacher, and again included in the game.

7. Relaxation.

And now we will introduce summer. The gentle sun is shining, a warm breeze is blowing, and we are walking... But you’ll tell me where after listening to the recording.

The children are asked to lie down on the carpet, close their eyes, and a recording of various sounds of nature is played.

8. Listening conversation.

What did you hear, what did you imagine, what time of year was it, were you in the forest, who rested at the sea, where did you listen to the sounds of the sea - at the beginning or at the end, what sounds of the forest did you like?

Depending on the specific entry, different options for questions are created.

9. Summary of the lesson.

What do our ears do? What do they hear? What sounds are there? To summarize: sounds of nature, sounds of objects, sounds of music.

Full sensory development occurs when children purposefully form standard ideas about color, shape, size, the characteristics and properties of various objects and materials, their position in space, etc. One of the significant properties of objects in the surrounding world is color. Read on to learn what is important for parents to know about the process of teaching their child colors...

What are sounds? - There's a snowstorm outside the window,

What are sounds? - There are drops outside the window.

These are the strings of rain, this is the first thunder.

Sounds, sounds, sounds - yes, they are all around!

The infinitely diverse world of sounds arouses keen interest and many questions in the baby. How do we perceive sounds? What is required for sound propagation? Where is the sound hidden?

The baby will learn all this if you start experimenting with him.

How is sound created?

To begin with, tell your baby how sound is created during vibration.

You will need: a plastic, wooden or metal ruler, a table.

Ask your child to press the tip of the ruler to the edge of the table with one hand, pull it down with the other hand and release the free end. The ruler begins to rattle. Try making the free end of the ruler longer and then shortening it. Pull the free end with different strengths and listen to how the sound changes!

This is the most important thing a baby needs to know when learning sound. Sound is a vibrational movement.

"Sound Ball"

Conduct another vibration experiment with your baby.

Place a coin or nut in a transparent ball. Inflate the balloon, tie the end and ask your child to make the nut move inside the balloon. It is very clearly visible, or rather audible, that the larger and heavier the nut, the lower the sound of its rotation. The slower the nut rotates, the lower the sound.

How do we hear sound?

Ask your child to close his eyes and guess what he hears. (Pour the water, tear the paper, turn on the phone ringer). Surely the baby will answer correctly, despite the fact that he has not seen all these objects. Ask your child about what he heard and imagined. Tell us that sounds tell us about what is happening around us, even if we cannot see them.

Tell your child how we hear sounds. If the child is small, then you can immediately proceed to the experiment, and if the child is 6-7 years old, you can talk in more detail about the structure of the human ear and then conduct an experiment with a sound wave.

For the experience you will need:

Deep baking tray

Dry pea and large pebble.

Sound vibrations are transmitted from the source to the ear through the air (or other medium). Ask your baby to fill the baking tray with water and, when the water calms down, throw a dry pea into the corner. With your child, look at the circles running on the water. They are like waves of soft sound.

When the water is smooth, ask your child to throw a large pebble from the same height. The circles have become larger - they now sound like a louder sound.

Fill a bowl with water and ask your child to throw a pebble or heavy object in water. What can you see? It’s like waves spreading out in circles across the water. The same thing happens with sound: only in the air the sound wave, like air, is invisible.

But you can still “see” the sound.

How to “see” sound?

For the experiment you will need:

Pot,

Wooden spoon.

Stretch the film over the neck of the jar.

Sprinkle some sugar on top of the film.

Bring the bottom of the pan to the jar and ask the baby to hit the bottom with a wooden spoon. Watch what happens to grains of sugar?

It turns out that sound vibrations propagate in the air and are transmitted to the film, causing it to vibrate, and therefore moving the grains of sugar.

How to make the sound louder?

Tell your baby that sound vibrations do not travel towards his ears, but in all directions (like ripples on water) and gradually fade away. Eventually, they become very weak and the person stops hearing the sound. But sound vibrations can be “collected” together and sent to the ear.

"The Singing Spoon"

For the experiment you will need a long string, a spoon and a fork.

Ask your baby to tap the fork against the spoon. Listen and remember this sound together.

Now tie a spoon in the middle of the lace. Tie the ends of the lace to the child's index fingers. Invite your baby to lean forward a little and put his fingers in his ears. Touch the spoon that is hanging with a fork. The sound that the baby will hear will be similar to the sound of a bell.

"Big ears"

If the ears get bigger, will my baby's hearing improve?

For the experiment you will need:

Scissors,

Tape recorder or music center.

Invite your child to cut out large new “ears” from cardboard.

Advice. Shape the “ears” so that they can be pressed against the head behind the real ears (preferably oval).

If you turn on soft music and ask your child to turn towards its source, the baby will immediately say that the sound has become louder!

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