This kit can be used in lessons covering physical and technical subjects as well as music and languages.
The kit is especially suitable for learning in groups at specific workstations but can be used for any other type of lesson too.
With the help of four CDs the children learn to classify sounds and noises and to identify and name them. They also learn to distinguish similar noises.
Needed in addition: One or two CD-players.
- With sheets for each workstation including basic information on the topic and on the organisa-tion of workstations
- plus supplementary educational and organisational tips
Materials for up to 25 workstations (for 25 children at least)
Art. no. 31720
Size of kit: 540 x 450 x 150 mm
The students match the different sounds on a sound CD.
Here, students match sounds and sound-naming verbs.
The students assign sound twins.
The students assign a sequence of sounds to a storyline.
The students use a tuning fork and can establish a connection between vibrations and sound through various experiments.
With these experiments, students can explore the connection between vibrations and sounds in a playful way.
A rubber ring zither can be used to explore the relationships between "string" length, gauge and tension on the one hand and "tone" pitch on the other.
Students* assemble a carillon. The learning outcome of assembling and trying out the glockenspiel is the following insights: Of a set of plates, the longest sounds the lowest and the shortest sounds the highest.
The students use the test tubes as a pan flute.
On the "thumb piano", the relationships between the length of the vibrating steel strip and the pitch can be tested quite "naturally".
With the combination music box / sound box you can experience how strongly the sound is amplified by a resonating body.
A corpus determines not only the volume, but also the sound of an instrument quite significantly, as it resonates in its own way.
The sound of a vibrating body (here a rubber ring) can be changed by a resonating body, although this is initially only noticeable in the volume.
The can does not "cackle", it only makes the vibrations on the string audible. To do this, it must be made to vibrate.
In this experiment, the soft tapping sounds on a soft tube are clearly perceived.
A string transmits sound stronger and faster than air, but only when it is taut. The students can observe this phenomenon with a can telephone.
A soft sound is audible. How does it reach the ear? The children soon find out that it must be the air. They may also have heard that you can't hear anything where there is no air (in space) - or conversely, that you can hear very well under water.
On the level of physics, this is about the transmission of sound - via the string held taut and the finger bones. Beyond that, however, there is much else to discover. For example, one can determine the different distance of the tuning forks and also the proximity to one of the two ears. Also, the sound of the tuning forks gets a completely different character when it is not conducted into the ear via the air, but via string and fingers (!).
The students can listen to heart sounds with the help of a stethoscope.
Children know from experience from swimming that you can hear well under water, but here the comparison is possible: you can hear the struck tuning fork vibrating in the water without a tube - using only the air as a transmitter - and through the tube.