1. Indicate what refers to the concept of "physical body" and what to the concept of "substance":
2. Indicate the substances that make up the body:scissors, glass, shovel, pencil
Horizontally: 1. Change in nature. 2. Science about nature. 3. Everything that exists in the Universe regardless of human consciousness. 4. Ancient Greek scientist. 5. Source of knowledge.
Vertically:
A special device for measuring physical. The quantities. 2. Russian scientist. 3. Any subject studied in physics
What are the physical bodies that can be made from
porcelain, rubber .
2. Fill the table:
Physical body
Substance
Phenomenon
Lead, thunder, rails, blizzard, aluminum, dawn, Mercury, scissors, shot, earthquake
It's getting colder, the ball is rolling, thunder is heard, dawn is coming, the lamp is on, the water is boiling, the car slows down
1. Name the physical bodies that can be made fromsteel, plastics
2. Fill in the table:
Physical body
Substance
Phenomenon
Mercury, snowfall, table, copper, helicopter, oil, boiling, blizzard, earth, flood
3. Determine the type of physical phenomenon:
The snow is melting, the clouds are moving, the stars are twinkling, a log floats, an echo, foliage rustles, lightning flashes
If I wanted to read, not yet
knowing the letters, it would be nonsense.
Likewise, if I wanted to judge
about natural phenomena without any
ideas about the beginnings of things, this
would be the same nonsense.
M.V. Lomonosov
Look around you. What a variety of objects surrounds you: these are people, animals, trees. This is a TV, a car, an apple, a stone, a light bulb, a pencil, etc. It is impossible to list everything. In physics any object is called a physical body.
Figure: 6
How are physical bodies different? To many. For example, they can have different volumes and shapes. They can be composed of different substances. Silver and gold spoons (fig. 6) have the same volume and shape. But they consist of different substances: silver and gold. Wooden cube and ball (fig. 7) have different volume and shape. These are different physical bodies, but they are made of the same substance - wood.
Figure: 7
In addition to physical bodies, there are also physical fields. The fields exist independently of us. They are not always detectable with the human senses. For example, a field around a magnet (Fig. 8), a field around a charged body (Fig. 9). But they are easy to detect with instruments.
Figure: 8
Figure: nine
Various changes can occur with physical bodies and fields. A spoon dipped in hot tea heats up. The water in the puddle evaporates and freezes on a cold day. The lamp (Fig. 10) emits light, the girl and the dog run (move) (Fig. 11). The magnet is demagnetized and its magnetic field is weakened. Heating, evaporation, freezing, radiation, movement, demagnetization, etc. - all these changes occurring with physical bodies and fields are called physical phenomena.
Figure: ten
By studying physics, you will become familiar with many physical phenomena.
Figure: eleven
To describe the properties of physical bodies and physical phenomena, physical quantities are introduced... For example, the properties of a wooden ball and a cube can be described using such physical quantities as volume, mass. A physical phenomenon - movement (of a girl, a car, etc.) - can be described knowing such physical quantities as path, speed, time interval. Pay attention to the main sign of physical size: it can be measured with instruments or calculated by the formula... The volume of the body can be measured with a beaker with water (Fig. 12, a), or, by measuring the length a, width b and height with a ruler (Fig. 12, b), calculate by the formula
V \u003d a. b. c.
All physical quantities have units of measurement. You have heard about some units of measurement many times: kilogram, meter, second, volt, ampere, kilowatt, etc. You will get acquainted in more detail with physical quantities in the process of studying physics.
Figure: 12
Think and answer
- What is called the physical body? A physical phenomenon?
- What is the main sign of physical size? What are the physical quantities known to you?
- From the given concepts, name those that relate to: a) physical bodies; b) physical phenomena; c) physical quantities: 1) drop; 2) heating; 3) length; 4) thunderstorm; 5) a cube; 6) volume; 7) wind; 8) drowsiness; 9) temperature; 10) pencil; 11) time span; 12) sunrise; 13) speed; 14) beauty.
Homework
We have a "measuring device" in our body. This is a heart with which you can measure (with not very high accuracy) a period of time. Determine by the pulse (number of heart beats) the time interval for filling the glass with tap water. Consider the time of one hit to be approximately equal to one second. Compare this time with your watch. How different are the results obtained?
Appendix 3
Lesson 1
Introduction: physical body, substance, physical phenomenon.
1. What does physics study?
New study, new lesson ... What will we do in physics lessons?
Continue sentences:
Algebra studies ...
Geometry studies ...
Biology studies ...
Geography studies ...
Physics studies ... ???
Let's flip through the tutorial…. Open it on page 5. What is shown here? Planet Earth as in a geography textbook. See the picture on page 132 — the hand is holding a ball, and the arm is depicted with muscles and bones, just like in a biology textbook. And on page 82 - graphs, like in a mathematics textbook.
Acquaintance with the textbook, the object - drawing, the ability to find by the specified page number The page numbers of the textbook "Physics and Astronomy, Grade 7" are indicated. A.A. Pinsky and V.G. Razumovsky
Maybe by looking at what tasks are in the book, we will understand what physics studies? Find in the book # 95 on page 16:
Why does chalk leave a chalk mark on the surface of the board, and a piece of white marble a scratch?
It's about school!
Find now problem number 247:
The hare, fleeing from the dog pursuing him, makes sharp jumps to the side. Why is it difficult for a dog to catch a hare even though it runs faster?
Something from biology again!
Now find # 525:
Why does the soccer goalkeeper use special gloves during the game, especially in rainy weather?
Maybe this is a problem book in physical education, and not physics?
Object - the text of the problem, the ability to find by the specified number and page, and then only by the number.
Used "Collection of problems in physics 7-9" authors V.I. Lukashik and E.V. Ivanova
You convinced me that you can quickly find the information you need. Try to find in the textbook the answer to the question "What does physics study?"
When students find the answer "Physics studies physical phenomena and physical properties of bodies",questions are asked:
How did you know in which paragraph to look for the answer? (Paragraph title)
How could you quickly find the answer in the text of the paragraph? (Highlighting the most important information in font)
Now let's see how the word "physics" was defined in different years in encyclopedias. (Sheets are distributed with text No. 1 "From the life of terms")
Questions to discuss the text read:
What language does the word "physics" come from?
What does it mean?
How has the place of physics among other sciences changed over time?
Why did this happen?
Working with additional text. Ability to find the given information and answer questions in the text. The first two questions are of a reproductive nature, the answer to the third question requires an analysis of the entire text, and the fourth question is of a developmental nature, forcing us to go beyond the framework of the given text.
Text No. 1
From the life of terms
1781 year
Physics there is the science of the being, properties, forces, actions and goals of all bodies visible in the light.
What are the special parts of physics called? Somatology, psychiology, meteorology, mineralogy, chemistry, zoology and theology.
(Encyclopedia, or a short outline of sciences and all parts of scholarship. Translated from German into Russian by I. Shuvalov. M., 1781)
1806 year
Physics, Greek Natural science, natural science; science, which is a part of philisophia, having as its subject the nature of all natural bodies in general, their properties, phenomena and mutual action on each other.
(New word interpreter. Compiled by N.M. Yanovsky, St. Petersburg, 1806)
1848 year
Physics comes from the Greek word "nature" and, as the name itself shows, generally means the doctrine of nature. In the present tense, the word "physics" is used in a close meaning and is understood by it as a science that considers the laws and causes of phenomena that do not concern changes in the internal properties of material bodies.
(Reference encyclopedic dictionary of A. Starchevsky - K. Kraya. SPB, 1848.)
1905 year
Physics (Greek word), science or the doctrine of nature (Greek physais), currently the doctrine of the laws of phenomena occurring in inanimate nature, in addition to chemical transformations occurring in bodies.
(Great encyclopedia. Dictionary of publicly available information on all branches of knowledge. Edited by SN, Yuzhakov. St. Petersburg, 1905)
1983 year
Physics, a science that studies the simplest and at the same time the most general laws of natural phenomena, the properties and structure of matter and the laws of its motion. The concepts of physics and its laws are the basis of all natural science. Physics belongs to the exact sciences and studies the quantitative laws of phenomena. The boundaries that separate physics from other natural sciences are largely arbitrary and change over time.
(Physical encyclopedic dictionary. M., "Soviet encyclopedia", 1983)
Now it's time to start working in notebooks. (The requirements for keeping a workbook are clarified) Under the guidance of the teacher, students make notes: date, lesson number, topic, write out from the textbook the phrase "Physics studies ..."
Change of activity, work with the text of the textbook: writing out the given information in a notebook.
2. The concepts of physical body, phenomenon, substance.
So, we know what physics studies, but what are physical phenomena and bodies? Let's turn to the tutorial again for help! Open p. 21 §1.6, read item I. (text # 2 "The phenomenon of free falling bodies - an example of refuting a false hypothesis")
What physical phenomenon is mentioned in the text? (Bodies fall to the ground)
What bodies are they talking about? (pencil, ruler, ball)
Now let's look at page 24, read those second paragraph from the top (text no. 3)
What bodies and phenomena are discussed in this text? (The air is pumped out of the deckhouse, the feather falls)
The object is the text of the textbook, the text of the paragraph is used, which will be studied in the next lesson, there is a preliminary acquaintance with the terms "hypothesis", "experiment"
After reading the text, the question remains unanswered: how is free fall explained now? This spurs curiosity, the students are waiting for the continuation of the conversation on this topic.
Text number 2 (students read from the textbook)
§1.6 The phenomenon of free fall of bodies - an example of refutation of a false hypothesis
Facts are often misinterpreted, and then incorrect hypotheses arise. Unfortunately, many erroneous hypotheses in the historical process of the development of science sometimes existed for centuries. This was exactly the case with the phenomenon of the free fall of bodies.
Let go of a body, such as a pencil, ruler, or ball. The body will surely fall to the ground. You, of course, have repeatedly observed this phenomenon. It was also observed in ancient times. So, in Ancient Greece, where scientific research of nature began, the fall of a body to the ground was considered a natural movement, i.e. "The striving of the body to its place."
Text number 3 (students read from the textbook)
After the air pumps were created, it became possible to carry out an experiment with the free fall of bodies in a vacuum. Such an experiment was carried out by the brilliant physicist Isaac Newton (1643-1727). He pumped air out of a long glass tube, positioned it vertically, making it possible for a bird's feather and a gold coin to start falling simultaneously. These two bodies, having different weights and surface areas, reached the bottom of the tube simultaneously. A similar experience with different subjects is shown in Figure 1.23.
Let's write down examples of bodies and phenomena that happen to them in the table.
A table is drawn in the notebook:
Pupils fill in the table with the examples found in the text.
Change of activity, transformation of text information into a table
Physical body | Physical phenomenon |
Pencil Air Pen | The pencil falls The ball falls The air was pumped out of the tube The feather falls |
Guys, why do you think two different bodies were taken in Newton's experiments: a feather and a gold coin? And in Figure 1.23 you can see a feather, a lead pellet and a piece of cork? (Students will notice that these bodies have different properties: weight and shape, because they are made of different substances). What substance is the tube of which the experiment is made? (Glass) What property of glass is used for this? (Transparency)
Change of activity, object - drawing
Let's continue working in the notebook:
Physical bodies are made of matter.
A coin is made of gold, a pencil is made of wood, a pipe is made of glass.
3. Generalization of the covered.
-Summarize.
With the help of the students, generalizations are made: physical bodies - all the bodies that surround us; their properties depend on what substance they are composed of; phenomena are changes that take place with physical bodies.
4.
Task number 1 You will observe some phenomena. Name the body and the phenomenon that happens to it.
Demonstrations: oscillation of a pendulum, movement of a body along an inclined plane, sound of a tuning fork, glow of an electric lamp, heating of water, attraction of paper clips by a magnet, reflection of light, etc.
Students' answers: the ball is swinging, the bar is rolling, the tuning fork sounds, the lamp is on, etc. (subject and predicate)
The classification of phenomena is discussed: mechanical, sound, thermal, electrical, magnetic ...
Look around. What phenomena do you observe? What are the mechanical phenomena, sound, heat? Etc.
Students' answers: the bird flies, the teacher speaks, the sun is warming, etc.
The object is physical devices.
Observation is accompanied by conversation. Pupils come up with a name for the class of phenomena, give examples of other phenomena that they observe in everyday life. At the same time, responses like “thunderstorm” are brought to the form “thunder is thundering”, “lightning is sparkling”, “wind is blowing”, “rain is coming” when the object and what is happening to it are indicated. We draw your attention to the fact that a natural phenomenon includes a variety of different physical phenomena.
Task number 2:
You did an excellent job with the first task. And here is the second task:
What are some examples of bodies made of glass? What property of glass was taken into account when making these items?
What items are made of steel? Why? And plastic?
Lemonades and juices are sold in different packaging: plastic, glass bottles, paper bags, metal cans. What are the advantages and disadvantages of each type of packaging. What packaging do you prefer when going on a hike?
What materials are the dishes made of? Why?
5. Organizational part of the lesson.
You worked with the textbook in the lesson and made sure that it will become your assistant in the study of physics. Let's see how it "works".
Pupils find the table of contents, look at what sections are in the textbook, find where the experimental homework is located, where the exercises are, and where are the answers to them, we find laboratory work and reference materials.
The task: Find and read item I §1.2. Find and read the first question in this paragraph. Find the answer to this question in the paragraph you read.
This example explains how to do your homework.
The further conversation is about the requirements for keeping notebooks (we keep a workbook and a notebook - a reference book) and about the organization of work in the classroom and at home.
At the end of the lesson, there is a conversation about the safety of working in a physics classroom (safety briefing).
In the first lesson, you cannot do without talking about how to work with a textbook, what are the requirements for keeping notebooks, and, of course, about the safety of working in a physics classroom. The conversation at the end of the lesson allows for a smooth transition to the discussion of homework.
6. Homework.
In today's lesson, you learned what physics studies, got acquainted with the concepts of a physical body, matter and phenomenon. At home, read about it in a textbook and learn what astronomy studies.
§1.1 (Nature and humanity. Physics), §1.2 (Astronomy is the science of celestial bodies) - read, find answers in the text of paragraphs to questions 1-5 to §1.2 and 1-4 to §1.2.
Written: write in a notebook a short story on the topic "Physical bodies, substances, phenomena that I saw in the kitchen (in the country, on the street, etc.)"
The story should mention at least 3 bodies, substances, phenomena.
Homework is not only spoken out, but also necessarily written on the board using conventional symbols. For instance,
§1.1-h,? 1-5 y,
§1.2 -h,? 1-4 y
p: story (3ft.t, 3v, 3rd)
Homework on the text of paragraphs is focused on finding the answer to the question of the paragraph in the form of a quotation from the text.
The written assignment is creative, the student chooses a topic, he himself determines the amount of work.
Lesson 2
Scientific methods of studying nature
After greeting:
1.- Read the textbook for the answers you found to the questions for §1.1
After the students answer, it is drawn attention that these questions are answered in the text of the paragraph. There is a recommendation for working with the text of the paragraph at home: if, after reading the material of the paragraph, the answer to the questions for self-examination causes difficulty, you should read the text again, paying attention to those parts of the text where the answer to the question is contained.
2. - Look in the text §1.2 for answers to questions 1 - 4. Compose a story about what astronomy studies, based on these questions.
After the student has answered, it is discussed how to write the story according to the plan. In this case, the questions served as a plan for the student's oral response.
On the example of the second answer, the students get acquainted with the criteria by which the mark for the oral answer is put.
When discussing homework, we not only review the material covered in the previous lesson, but also consider the techniques for working on self-examination questions and get acquainted with how to prepare an oral story based on the plan.
During the first lessons, the answers are assessed: what is good and what could have been done even better. The mark is put in the journal with the consent of the student. (Incentive mode)
2. Consolidation of the concepts "Physical body, substance, phenomenon".
Pupils are given texts No. 1 "Physical body, substance and its properties" and No. 2 "Physical phenomena" (by options)
After the texts have been read, the neighbors on the desk tell each other about which bodies, substances and phenomena they have discovered and are testing themselves.
Working with additional text from the "Children's Encyclopedia". Highlighting the given information.
Text No. 1
Physical body, substance and its properties
What physical bodies are mentioned in the text? What substance are they made of? What properties do they have?
The potter's wheel for making dishes and special furnaces for firing it were the invention of the Sumerians who lived in the 4th-3rd millennia BC. in Mesopotamia. They learned how to make stone-hard, sonorous and durable ceramics out of ordinary clay - not only pots, plates and jugs, but also ceramic hammers, knives and sickles for harvesting.
The birthplace of glass is considered to be Egypt, rich in quartz sand, where glass beads were made for many centuries. The Greeks borrowed this craft from the Egyptians, improved it and began to make glass vases. But then they had not yet discovered the main distinguishing property of the new material - transparency, and the vases were made of opaque or painted glass.
Text No. 2
Physical phenomena
What physical bodies are mentioned in the text? What phenomena happen to them?
The Society of Useless Inventions was established in Japan. It was named so for a reason: its members come up with useless, but technically quite feasible things. It is not allowed to patent and sell the invention, but it is necessary to make a working sample. Here are some examples.
Solar powered flashlight. It shines perfectly on a sunny day without the need for batteries or rechargeable batteries.
Compact fan for cooling hot food. The device attaches to a Japanese chopstick, but can also fit European spoons and forks.
About 3 thousand years BC in Sumer, metal products were already cast in molds. Cast copper products were in great demand. Copper ore was smelted in special pits, and later in small stone furnaces coated with clay from the inside. A fire was made in them, and charcoal and copper concentrate obtained after washing the ore were placed on top in layers. Smelted copper flowed down to the bottom of the furnace.
2. Learning new material
After discussing the read texts, you can move on to studying the topic of the lesson by asking the students to answer the question: "Why do people study nature?"
(To use it for your own good and to avoid the danger posed by some natural phenomena).
The topic of the lesson "Scientific methods of studying nature" is announced and the students listen to the poems of F. Tyutchev "Spring Thunderstorm" and A. Pushkin's "Cloud", which are read by their classmates.
Poems are distributed in advance to two students so that they can prepare for expressive reading.
Text no. 3
Spring thunderstorm ( F. Tyutchev)
I love the storm in early May,
When the first spring thunder
As if frolicking and playing,
Thunders in the blue sky.
The rolls of the young are thundering
Here the rain splashed, the dust flies,
Rain pearls hung,
And the sun gilded the threads.
A swift stream runs from the mountain,
In the forest, the bird noise will not be silent.
And the din of the forest, and the noise of the mountain -
Everything echoes merrily to thunder.
Text no. 4
Cloud(A. Pushkin)
The last cloud of the scattered storm!
Alone you rush along the clear azure,
You alone cast a dull shadow
You alone sadden a joyous day.
You recently surrounded the sky,
And the lightning wrapped menacingly around you;
And you made a mysterious thunder
And the greedy land watered with rain.
Enough, hide! The time has passed
The ground refreshed and the storm swept by
And the wind, caressing the leaves of the wood,
Heaven drives you from the reassured.
Questions to the text:
What physical phenomena occur during a thunderstorm?
Is the description of a thunderstorm a scientific poet?
What is the danger of a thunderstorm?
Why did people try to explain the origin of lightning during a thunderstorm?
Working with a literary text, perceived by ear. Answers to questions about the text.
Did you know that about 1800 thunderstorms occur on the planet simultaneously, about 100 lightning strikes every second. For many centuries, including the Middle Ages, it was believed that lightning is a ball of fire trapped in the water vapor of clouds. Expanding, it breaks through them in the weakest point and quickly rushes down to the surface of the earth.
In the Middle Ages, fires, bells, or cannon fire were often used to disperse thunderclouds.
How is the cause of lightning being explained now?
Let's look for the answer to this question in the textbook on page 13, §1.3, item III (text no. 5)
Issues for discussion:
How is the origin of lightning explained?
What scientific methods of studying nature are mentioned in the text of the paragraph? (observation, hypothesis, experiment)
Working with the text of the textbook, highlighting the given information.
Text number 5 (students read from the textbook)
From time immemorial, people have watched lightning and listened to the rolling thunder. The destruction that often occurred at the same time instilled fear in people. They believed that lightning was sent to Earth by supernatural forces. Ball lightning caused particular fear. However, people have long observed and studied this phenomenon. Thus, the famous American scientist W. Franklin (1706-1790) made a hypothesis-hypothesis that lightning is an electric spark, similar to the one that arises between two electrified bodies. Such a spark can be observed when combing dry hair in the dark or removing a synthetic shirt from the body.
To test his hypothesis, V. Franklin set up an experiment. He launched a silk kite, tying a massive iron key to its end with a guide. During the passage of the cloud, he brought his finger close to the key and received a concussion from a strong spark that passed through. Thus, he confirmed that lightning is an electrical discharge, the same that he received many times in laboratory experiments on electricity.
Under the guidance of the teacher, students record the topic of the lesson in a notebook and complete the task:
Read item I § 1.3 and find the answer to the question "What role do observations play?" and write it out in a notebook.
Observations provide the original facts for science.
Who can find in the text what a "hypothesis" is? (p. III, p. 12, italicized)
A hypothesis is an assumption based on scientific facts.
Find in the text of the paragraph the answer to the question: "What is an experiment?" (item IV, page 12)
An experiment is a special experiment, for the setting of which special instruments are used.
- What is the experiment for?
The experiment serves to test the hypothesis.
Read the heading of the next paragraph 1.4. (Experiment is a method of establishing and checking physical laws. Laws of light reflection). What else can an experiment serve?
The experiment serves to check and establish physical laws.
Working with the text of the textbook. Search for specified information and write in a notebook.
An example of how the experiment helped to discover the physical law is the law of light reflection. To carry out the experiment, you will need an "optical washer" device. It is shown in Figure 1.18 in the text of the paragraph, and we will use a model of the device made of a protractor and a mirror. We use a laser pointer as a light source. Name the parts of the device. What is their purpose?
An experiment is carried out with the reflection of the beam from the mirror, the angle of incidence of the beam and the angle of reflection are determined. Students conclude that the angle of incidence and the angle of reflection are equal.
Objects - a drawing and a physical device, comparison of the image in the drawing and the model of the device (or the device itself, if available)
3. Generalization and consolidation of the studied.
Let's summarize.
What methods of obtaining scientific knowledge did we get acquainted with in the lesson?
Give an example of observation, hypothesis, experiment?
Have you ever made observations in your daily life? Experiments?
How is observation different from experiment or experience?
What physical devices did you learn about in the lesson?
Do you know any other physical devices?
You did a great job in the lesson and your homework will not be difficult for you. But first, transcribe the homework entry on the chalkboard:
D.Z: § 1.3 - h,? ? y,
§ 1.6 - h, ?? y,
n: write out examples of observation, hypothesis, experiment
Y - orally answer the questions to the paragraph
P: - complete in writing
* - task for the curious (optional)
By using the same abbreviations each time you record your homework, you can save time later. But in the first lessons, be sure to make sure that the students understand the short notation correctly. I try to assign a written assignment at each lesson and regularly (at least selectively) check my notebooks. This provides feedback, it immediately becomes clear what is poorly learned.
Homework includes not only the material studied in the lesson, but also completely new (§1.6), the discussion of which will occur in the next lesson.
Lesson 3
Structure of matter
1. Checking homework.
After greeting:
1.- Answer the question: "What is common and how do the concepts of" observation "and" experiment "differ?" (§1.3, question 1)
2.- Read the examples of observations, hypotheses and experiments written out from §1.6.
As a result of the discussion of the students' answers, a chain is built illustrating the course of scientific knowledge: observationthe fact of falling bodies of different masses from the same height for different times, contradicting each other hypotheses Aristotle and Galileo, experiences with the fall of bodies in the air and in a vacuum, confirming one hypothesis and refuting another.
The answer to the question§1.3 requires a comparison operation. Discussing the student's answer allows you to focus on the procedure for performing the comparison. It is necessary to clearly highlight the grounds for comparing the concepts of "observation" and "experiment" (for example, by the method of implementation and by the role in the process of cognition).
When checking the completion of homework, not only the consolidation of the studied concepts takes place, but also preparation for obtaining new knowledge in the lesson (following the chain of observation - hypothesis - experiment).
2. Learning new material.
Please remember the thunderstorm poems you heard in the previous lesson. What observations were made by the poets? Is there a hypothesis in the verses?
What is the difference between a scientific description of a phenomenon from an artistic one?
Read verse lines from the poem "On the Nature of Things", which he wrote in the 1st century BC. Titus Lucretius Carus (pp. 27-28, §1.7)
Working with additional text included in the paragraph of the textbook, highlighting the given information from the text.
Text number 1 (students read from the textbook)
From the poem "On the Nature of Things"
Titus Lucretius Kar
“Listen to what I say, and you yourself will undoubtedly admit
That there are bodies that we cannot see.
Therefore, the winds are bodies, but only invisible to us,
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Although we do not see at all how they penetrate into the nostrils.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
And finally, on the seashore breaking the waves,
The dress is always damp, and hanging in the sun, it dries,
However, you cannot see how moisture settles on it,
And you can't see how she disappears from the heat.
This means that the water is split into such tiny parts,
That they are not completely accessible to our eyes. "
Discussion of the text:
What observations are found in these passages?
Can these verses be called a scientific text?
Indeed, the writings of Lucretius are a scientific treatise presented in poetic form.
The topic of today's lesson is "The structure of matter", write it down in notebooks.
The atomistic idea underlying modern natural science originated in ancient Greece.
The works of Democritus have not survived to this day, but individual excerpts from his works, cited in the works of his supporters and opponents of his doctrine, allow Democritus to be considered a scientist who created a consistent atomistic concept.
The world, according to Democritus, consists of an infinite number of particles (atoms) and emptiness. Atoms are dense formations that differ in shape and size. Bodies are combinations of different atoms.
Let's make some observations (thermal expansion and diffusion).
Observation 1
We did: - Heated a steel ball in the flame of an alcohol lamp, which had previously passed freely through the ring, and tried again to pass it through the ring
Observed: - The heated ball does not pass through the ring, but after cooling it passes again.
Observation 2
We did: - Dip several crystals of potassium permanganate in two identical glass vessels with cold and hot water.
Observed: - The water gradually turned pink. The staining occurred faster in a container of hot water.
When conducting observations, we agree to describe the observations according to the "done - observed - explain" scheme. The criterion to be followed when describing the observation: anyone who has not read the assignments and the textbook will understand what was done and how and will be able to repeat the observation.
An overhead projector can be used to observe diffusion. Then the water is poured into Petri dishes, several crystals of potassium permanganate are dipped into it and the spread of pink color is observed.
Let's try to explain why, when heated, bodies expand, based on atomistic ideas about the structure of matter.
Students make guesses, and eventually two hypotheses appear that can explain the observed expansion of the ball after heating.
Hypothesis 1:the atoms that make up the ball get bigger.
Hypothesis2: atoms do not change, but the distance between them becomes greater.
Now let's compare our hypotheses with the second observation. Do you think that if the atoms of hot water become larger in size, the atoms of potassium permanganate will spread faster or slower in the water? And if the distance between atoms becomes greater, how will this affect the rate of water staining with potassium permanganate?
Comparing our two observations, we can conclude that the second hypothesis is true.
And now get acquainted with the description of observations and experiments, which are given in one of the physics textbooks (Elementary physics textbook by GS Landsberg, v. 1, § 217).
Will you be able to repeat the observations described in the text?
What devices do you need to repeat the described experiment?
What is the name of the phenomenon described in this text?
Working with additional text, highlighting specified information. Answers to questions about the text.
The above passage provides examples of observations and prepares students for the home experiment assignment.
Text No. 2
Put a lump of sugar in a glass of iced tea. The sugar will melt and form a thick syrup at the bottom of the glass. This syrup is clearly visible if you look through a glass into the light. Let's leave the glass alone for a few hours. Will syrup stay in the bottom of the glass? No, it will gradually dissipate throughout the glass. This spread of sugar through the volume of the glass occurs spontaneously, since no one stirred the tea. In the same way, the smell spreads around the room (for example, if you open a bottle of perfume); this happens even if the air in the room is completely motionless.
Let's make another experiment: we balance a large vessel open on top on the scales. If carbon dioxide is poured into this vessel, the equilibrium will be disturbed, since carbon dioxide is heavier than air. However, after a while, the balance will be restored. The fact is that carbon dioxide will disperse throughout the room, and the vessel will be filled with air with a very small admixture of carbon dioxide. In all these cases, one substance (sugar, aromatic vapors, carbon dioxide) spreads in another (water, air). This phenomenon, in which two substances themselves mix with each other, is called diffusion.
An elementary physics textbook edited by G.S. Landsberg
Let's try to explain how diffusion occurs, assuming that all substances are composed of molecules or atoms. Molecules and atoms are so small that they cannot be seen even with a microscope. Therefore, we use a model for the experiment. First put buckwheat groats into a glass jar, and peas on top of it. Grains of buckwheat and peas in our model replace molecules of two different substances. While the jar and the particles in it are motionless, no mixing occurs, but if the jar is shaken, then due to the movement of the grains, they will begin to mix.
What assumption about the behavior of particles of matter can be made from our experiment with a model?
Indeed, the observation of the phenomenon of diffusion allowed scientists to draw the important conclusion that the particles of which matter is composed move continuously by themselves.
Object - a model of a phenomenon, comparison of a real phenomenon and its model.
An overhead projector can be used for observation. Then cereals and peas are poured into a Petri dish in a layer of one grain so that there is a clear, even border between them. When shaking the cup, the grains mix with the peas, and their movement clearly shows the nature of the movement of the molecules.
So, all bodies, and you and I too, consist of the smallest particles that move continuously. How can one explain why the molecules do not fly away from each other?
Let's turn to the model again for help. A cube made of foam rubber will play the role of a body, and the dots drawn on it will represent the molecules of which it consists. If you press on the cube with your hand, then the points on it come closer. If you stretch the cube slightly with your hands, then the distance between the points increases slightly. When the cube is released, it becomes the same again, and the points are located at the same distance from each other. What happens to the molecules of the body if it is compressed or stretched? They either approach or move away from each other, but at the same time strive to return to their place. This means that the molecules are simultaneously attracted and repelled from each other!
Find in the textbook in § 1.7 on page 28 how the great Russian scientist M.V. Lomonosov formulated three principles of the theory of the structure of matter, and write them down in your notebooks.
Working with the text of the textbook, searching for specified information, writing in a notebook.
3. Consolidation of the studied material.
Today, in the lesson, using the example of the theory of the structure of matter, we got acquainted with how physical theories are created. What role do observations play in this? Hypotheses? Experiments?
What role do theories play in science? (explain the observed phenomena and predict new ones)
Explain, please, why two pieces of plasticine stick together if they are tightly pressed against each other?
Why do cucumbers become salty when salted?
Why does tea brew well in hot water, but bad in cold water?
Why are the rails on the track not laid close to each other, but leave a small gap between them?
Why does chalk leave a mark on the board, but not white marble?
4 . Homework setting.
At the end of the lesson, you will hand over your notebooks for review, so you will draw up your written homework on separate A4 sheets. The task will be creative, so try to arrange it neatly. The best works will take their rightful place on the stand in our office, where the works of your predecessors are now displayed.
D.Z .: § 1.7 - h,? ? 1-4 y,
P: DEZ No. 1.2 or 1.5 (pp. 48-49) on sheet A4: done - observed - explain
P: - complete in writing
DEZ - experimental homework
Homework is creative and provides a choice of one of the suggested experiences. When checking this task, the correspondence of the description of the experiment to the given structure is evaluated first of all, and secondly, the correctness of the explanation.
Lesson 4
Physical quantities and physical devices
1. Checking homework.
After greeting:
1. Discussion of the results of checking exercise books. Examples of well-written stories on the topic "Physical phenomena, bodies and substances" (lesson number 2) and examples of unsuccessful work.
Answers to questions §1.7:
What are the tasks of physical theory?
What phenomena can be explained using the molecular theory of the structure of matter?
What are the foundations of the molecular theory of the structure of matter?
How was the fact of the movement of molecules established?
Discussing the results of checking exercise books, I draw attention to the criteria by which the keeping of exercise books is assessed.
When analyzing homework of a creative nature, it is important to make it clear to the students that the main thing in their work is the correct physical content, and the flight of fantasy is a beautiful frame for it.
The text of §1.7 describes Brownian motion. In the previous lesson, this phenomenon was not mentioned. Students' answers show how well they absorb information from the textbook.
2. Consolidation of the topic "The structure of matter".
By doing your homework, you learned about Brownian motion. Let's use a model to illustrate Brownian motion. On the screen, you see small peas and large chips in projection, which play the role of molecules and Brownian particles. As long as the peas - the molecules are motionless, the chips - the Brownian particles are also motionless. But if the peas are made to move by shaking the cup, then the chips begin to move randomly. What conclusion about the cause of the disordered motion of Brownian particles can be made by observing this model?
What observations did you make at home? (discussion of DEZ) How can the spread of odor be explained? How to explain the evaporation of water from an open glass?
For the demonstration, an overhead projector and a Petri dish are used, into which peas are poured so that they are arranged in one layer and there are large enough gaps between them. A round chip or coin is placed on top of the peas, which rolls over the peas when the cup is shaken.
3. Learning new material.
In the last lesson, you got acquainted with the theory of the structure of matter. There are many theories that explain certain phenomena. Read about one of them in the proposed text (Text # 1). Come up with a title for this text.
Working with additional text. Completing the assignment requires highlighting the main meaning of the read text.
Text No. 1
Title the text
Observing the motion of the planets allowed Copernicus to suggest that the earth and the planets revolve around the sun. Galileo, observing the motion of the planets with a telescope, confirmed this hypothesis. The simple statement that the earth moves around the sun represents a new step in the development of physical thinking. As important as this idea is, it is nevertheless incomplete.
We cannot say that we really understood a physical phenomenon until we bring the description to quantitative statements. After Johannes Kepler gave a mathematical description of the motion of the planets, and Isaac Newton explained the motion of the planets on the basis of the phenomenon of gravitation, we can say that the theory of planetary motion was created.
After discussing the options for titles proposed by the students, we move on to the topic of the lesson.
For a quantitative description of physical phenomena and properties of bodies, physical quantities are used. The topic of our lesson is "Physical quantities and physical devices" Write it down in a notebook.
I have an apple in my hand. They say that the fall of the apple was the impetus for the creation of Newton's theory of gravitation. Describe the apple. What is it like? (Red, round, ripe, large, sweet, etc.)... Can the ripeness of an apple be expressed in numbers? Is it possible to say that one apple is twice as red as the other? What characteristic of an apple can be measured and expressed in numbers? (for example, mass or diameter)... What instruments can be used to measure this characteristic? (scales, ruler)
What are we going to call a physical quantity?
Physical quantities are the measured properties of bodies or phenomena. Physical instruments are used to measure physical quantities.
Look at the physical appliances that are on the table. (Scales, ruler, protractor, clock, thermometer, measuring cylinder) Many of them are already familiar to you. Name the device, the physical quantity that can be measured with this device and its units of measurement.
The object is a physical device. Establishing a correspondence between a physical device and a measured physical quantity.
Draw a table in your notebook. You will start filling it out in class and finish your work at home. There are 5 columns in the table: number, name of physical quantity, letter designation of quantity, unit of measurement, name of the measuring device.
Physical quantity | Designation | Units | Measuring device |
|
Length (dimensions) | kg, g, t, c m, km, cm, dm m 2, km 2, cm 2, dm 2 | Ruler, tape measure |
Presentation of information in the form of a table with a given structure.
Consolidation of the studied material.
Do you know the measuring device with which the area is measured? And how can you find out the area without having a special device to measure it? (calculate by formula)
Formulas express the relationship between physical quantities. Open the tutorial on page 91.
What physical quantity are we talking about? (density)What formula is it expressed? Why is it difficult for you to read the formula? (unfamiliar letter)
In physics, letters of the Latin and Greek alphabets are used to designate physical quantities. Density is indicated by the letter "ro" of the Greek alphabet.
What is the unit of measure for density?
What physical quantities need to be measured in order to calculate the density using the formula?
What devices should be used in this case?
Working with the text of the textbook. The object is a formula.
Preliminary acquaintance with a new concept.
5. Setting homework
You are convinced that to work with physical quantities it is necessary to get acquainted with the letters of the Latin and Greek alphabets. You will begin to compile your own physics reference book, which will be updated by you over three years. On the first pages, place the Latin and Greek alphabets: name and spelling of letters. Use reference books, dictionaries, you can find this information using a computer.
Complete the table that you started filling out in the lesson to the end. A textbook will help you with your work. Review it. Start with a table of contents. The paragraph title will help you find the information you are looking for faster. And, of course, read what is written in the textbook about physical quantities.
D.Z: § 1.8 (clauses I-III) - part? ? 1-3y,
P: table
Ref .: Latin and Greek alphabet
Ref. - write out information in the directory
Homework is of a search nature and provides an opportunity to choose the source of information and the way it is presented.
The second task is also of a search nature. Leafing through the textbook, students make a preliminary acquaintance with the material that they are going to study.
A sufficiently large volume of the search task is compensated by the small volume of the oral task (a small part of the paragraph)
Lesson 5
Measurement of physical quantities.
1. Discussion of homework.
After greeting:
1. Discussion of homework with the textbook. What physical quantities and measuring devices are listed in the table? What are the units of measurement for these quantities?
2. Checking the presence of a notebook-reference book and alphabets written out in it.
Exercise 1: Using your reference notebook, read the words written using the letters of the Latin and Greek alphabets. (For example, abiturient, ατομοζ, ηλεκτρο)
Assignment 2: Read the formulas F friction \u003d μ N F elasticity \u003d k Δx F gravity \u003d m g
What physical quantity is designated by the letter F?
Search homework for some students may require more time to complete. Therefore, it makes no sense to punish those who did not have time to complete the task for the next lesson. Better to give them extra time and suggest where to find the information they need.
2. Study of new material, work in a notebook.
Today in the lesson we will start measuring physical quantities. You already know that measuring devices are used for this. Various measuring instruments are displayed on the table. How are they similar to each other? All of these devices have scale,and they are called scale instruments. Recently, more and more appears digital measuring instruments that do not have a scale, and the measurement result appears on the screen (digital instruments are shown).
Let's get acquainted with the scale of instruments using the example of a measuring cylinder (beaker) - a device for measuring the volume of a liquid (Fig. 1.26, page 34). The scale is divided strokes for intervals - division... Strokes on the scale are of different lengths. There are numbers near the longer marks. To measure the volume of liquid poured into a beaker, you need to know how many ml is contained in one division, i.e. division price. Can anyone do it? How did you find out the division value? (the algorithm for determining the division value is discussed) Can this algorithm be written as a formula? Let us denote by the letter C - the division price, A and B - adjacent numbers on the scale, N - the number of divisions between them. Then the formula will take the form:
Exercise 1. Using the formula, determine the division price of the scale shown in Figs 1.26, 1.27 (the first calculation is with discussion, the second is independently).
What is the unit for measuring the graduation mark of a beaker? (cm 3 / div) What does the division price show? (how many cm 3 are contained in one division)
Now we know the division value of the beaker scale. How to measure the volume of liquid poured into a beaker? Look at the picture: the liquid has risen above the line at the 10 mark by one division. This means that its volume is 10+ 1 times the division price.
Exercise 2. Determine the volume of liquid in the beakers shown in the figures.
Please note that in one of the figures the liquid level does not slightly reach the line on the scale. How to be in this case? When measuring a certain volume of liquid using this beaker, the result should be unambiguous. Free interpretation should not be allowed. Therefore, there is a rule - write it down in a notebook - counting is only by strokes!
Due to the fact that the strokes on the scale cannot be located too close to each other, and the instrument pointer may be between the strokes, an error in reading on the instrument scale appears. The maximum value of the reading error on the scale is half the scale division of the instrument. The error can be expressed by the formula
Exercise 3. Determine the reading error on the scale for the beakers shown in Figures 1.26, 1.27.
It remains for us to write down the measurement result so that it is clear with what error it was made. It is customary to record the measurement results in the form: A \u003d a ± h, where A is the measured value, a is its value, h is the error. This means that the true value of the measured quantity is not greater than a + h and not less than a-h.
Exercise 4: Record the volume measurement, taking into account the uncertainty. What does this result mean?
Consolidation of the studied material.
The task: Determine the price of division of the ruler, measure the length of the notebook, write down the result taking into account the error.
Can you use your rulers to measure the length of a room? What is the longest length your ruler can measure? What is the largest volume that can be measured with the beakers shown in Figures 1.26, 1.27?
Object - the scale of the device, determination of the division value.
When completing the exercises, students write in notebooks a sample of how to design such tasks, so the recording format should be discussed separately.
You have verified that each measuring device has a measurement limit. What measuring instrument can be used to measure the Earth? Already in the IV century. BC. ancient Greek scientists came to the conclusion that the Earth has the shape of a ball, and Eratosthenes (276 - 194 BC) who lived in Egypt was able to determine the circumference of the globe. How did he manage to do this?
Let's turn to the tutorial. Open § 1.12 on page 45. Let's read together the text of the paragraph called "How was the radius of the earth measured?" (text not provided here)
What physical quantity did Eratosthenes measure to determine the circumference of the globe? (zenith distance)
What is the unit of this quantity? (degree)
What device did Eratosthenes use? (scaffold)
What was the Sun's zenith distance? (7.2 o)
What is the division price of the scaffold shown in Figure 1.31 on page 46? (2 o)
Is it possible with the help of the scaphis depicted in the textbook to obtain a measurement result such as Eratosthenes received? (no, you can only count by strokes)
How did the scale of the Eratosthenes device differ from that shown in the figure? (divided by division)
The object is the text of the paragraph. The text is large enough and difficult to understand. You can organize the reading of the text by students aloud in a chain, making explanations along the way.Introduction Document
Content substance ". what concerns ... one thing phenomenon into the subject and the other phenomenon in ... logic study ideal... physics, then it must be said what free fall relationship of various physicalbodies ... the end introduction and at the end of this work in “ Annex 1”. ...
Boreev george - conscious exits from the body nine practical techniques for achieving physical immortality
Document... lessons at school, without even knowing what ... physicalbody. Body - this is one of the biorobots of the living Spirit, with which he investigates and studies the laws physical ... phenomena ... applied to... substances, it is a kind of stream of consciousness flowing back to physicalbody ... introduction ...
Lesson objectives:
- Give an understanding of the subject of physics.
- To create an idea of \u200b\u200bthe primary concepts in physics (body, substance, phenomenon).
- Formulate the goals of studying natural phenomena.
- Identify the sources of physical knowledge, determine the range of phenomena studied, clarify the connection between physics and other sciences and technology.
- To acquaint students with methods of researching physical phenomena.
- Awaken children's interest in learning physics and develop curiosity.
Equipment: three rulers of different materials, inclined chute, steel ball, tripod; spring, set of weights; an electric light bulb on a stand, an electric car, an electric bell, a mirror, a children's car.
During the classes
Organizing time
Explanation of the new material
We are starting with you to study the foundations of a very interesting and useful science - physics. Sitting on a train, taxi, tram, pressing the electric bell button, watching a movie or watching a combine harvester, you hardly thought about how each of these big and small achievements of technology went, how much labor was invested in each of them ... We are accustomed to technology, it has become our companion.
But not very long ago people rode in horse-drawn carriages, reaped rye and wheat with sickles, sat in the light of burning torches on long winter evenings and only in fairy tales dreamed of various magic. Gusli-samogudy, carpet-flying, ax-self-cutter? here are the objects of fabulous dreams. Remember, in A.S. Pushkin's fairy tale, the astrologer and the sage who gave Tsar Dodon a wonderful cockerel assured him:
My golden cockerel
Your faithful watchman will be:
If everything will be peaceful around,
So he will sit quietly;
But only slightly from the side
Expect war for you
Or a raid of abusive force,
Or another uninvited misfortune,
Instantly then my cock
Raise the scallop
Screams and flutters
And turn to that place.
And now the dream has come true. Modern radar systems are much better than the golden cockerel. They allow you to instantly and accurately detect aircraft, missiles and other objects in the sky.
How about a miracle is said in Ershov's fairy tale "The Little Humpbacked Horse" about cold light:
The light burns brighter
The hunchback runs faster.
Now he is in front of the fire.
The field shines as if during the day.
A wonderful light streams around
But it does not heat, does not smoke.
Ivan was given a miracle here,
“What,” he said, “for the shaitan!
There is a light with five hats,
And there is no heat and smoke.
Eco miracle light ... "
And now a miracle light in the form of fluorescent lamps penetrated our life. It makes people happy on the streets, in shops, in offices, in the subway, in schools, in enterprises.
Yes, fairy tales are coming true: samogud gusli embodied in a tape recorder. Power saws cut down centuries-old trees in a few seconds better than fabulous self-axes. Airplanes, not carpets, have become a common means of transportation. Our rockets launch artificial earth satellites and spacecraft with astronauts on board into orbits. All this became possible not by the grace of a magician, but on the basis of the skillful application of the achievements of science.
It was difficult for a man millions of years ago,
He did not know nature at all,
Blindly believed in miracles
He was afraid of everything, everything.
And didn't know how to explain
Storm, thunder, earthquake,
It was difficult for him to live.
And he decided, why be afraid
It's better to just find out.
Intervene in everything yourself,
Tell people the truth.
He created the earth science,
Briefly called "physics".
Under the name of the short
He recognized nature.
"Physics" - this is a Greek word and in translation means, as you understand, "nature".
Physics is one of the oldest sciences that allows you to know the forces of nature and put them at the service of man, which makes it possible to understand modern technology and develop it further. Knowledge of physics is necessary not only for scientists and inventors. Neither an agronomist, nor a worker, nor a doctor can do without them. Each of you will also need them more than once, but many, perhaps, will have to make new discoveries and inventions. What has been done by the labor of many scientists and inventors is great. You have already heard the names of many of them: Aristotle, M. Lomonosov, N. Copernicus and many others. But there are still many unsolved problems ahead: it is necessary to put the warmth and light of the Sun at the service of man, learn to predict the weather accurately, predict natural disasters, it is necessary to penetrate the vast ocean and earth depths, it is necessary to explore and master other planets and stellar worlds and much more, which is not even in fairy tales.
But for this it is necessary, first of all, to master what has been obtained, in particular, to master the knowledge of physics. Physics is an interesting science. It must be studied with great attention, to reach the very essence. However, don't expect easy success. Science is not fun, not everything will be fun and entertaining. It requires persistent work.
Having received some knowledge, a person formulated a law, used the studied phenomenon in his life, created devices and machines, other auxiliary tools with which he can more successfully and better study and describe other phenomena more deeply. The process of studying physics can be compared to moving up the stairs.
Today in the lesson we have to understand and master the basic physical terms: physical body, substance, physical phenomena, to understand what is the subject of physics and how it studies nature.
Physics deals with physical bodies. What would you call a physical body? (Students put forward their assumptions, which I write on the right half of the board. Summarizing the statements, we come to the conclusion that the physical body is any subject to be considered in physics.
Name the bodies that surround you. (Examples are given.)
How do the three rulers in my hands differ from each other?
Class. Made from different materials: wood, plastic, metal.
Teacher... What conclusion can be drawn?
Class. Bodies can differ in substance.
Teacher. What substance?
Class.It `s that, what the physical body is made of.
Teacher. Give examples of the substances you have on your tables. (The children answer.)
The substance is one of the types matter.
Matter - this is everything that exists in the Universe, regardless of our consciousness.
Matter is a substance, a field.
Any material object consists of matter. We can touch and see it. It is more difficult with the field - we can state the consequences of its action on us, but we cannot see. For example, there is a gravitational field, which we do not feel, but thanks to which we walk on the earth and do not fly away from it, despite the fact that it rotates at a speed of 30 km / s, we cannot yet measure it. But the electromagnetic field of a person can not only be felt by the consequences of its impact, but also changed.
In nature, various changes occur with bodies. They are called phenomena. Physical phenomena called... various changes taking place with physical bodies.
What physical phenomena have you observed? (Students provide examples.)
All phenomena are divided into several types: mechanical, thermal, sound, electrical, magnetic, light. Let's consider them using specific examples and experiments. (Several kinds of phenomena are demonstrated.)
And now let's think together about the following questions: “How is physics studied? What methods are used for this? "
- Can watch behind the phenomenon, which we did in the lesson.
- You can do it yourself conduct experiments and experiments. In this case, physicists use their main "weapon" - physical devices. Let's name some of them: clock, ruler, voltmeter,
- Can apply mathematical knowledge
- Necessarily needed generalize
Securing the material
Problem 1... Divide the following words into three groups of concepts: chair, wood, rain, iron, star, air, oxygen, wind, lightning, earthquake, oil, compass.
Objective 2. You accidentally hid a chocolate bar in your pocket, and it melted there. Can the incident be called a phenomenon? (Yes.)
Objective 3. A good wizard appeared to you in a dream, gave you a lot of ice cream, and you treated all your friends to it. The only pity is that it was a dream. Can the appearance of a good wizard be considered a physical phenomenon? (No.)
Problem 4. Kolya caught the girls, dipped them into a puddle and carefully measured the depth of each girl's dive. Tolya just stood side by side and watched the girls flounder. How do Kolins 'actions differ from Tolins' ones, and how do physicists call such actions? (Both physicists and other scientists will call actions hooliganism. But from the point of view of impassive science, Tolya made observations, and Kolya set up experiments).
Homework Record § 1? 3. Answer questions.
