Introduction

Chapter 1. Theoretical foundations of using the experimental method in physics lessons in high school

1 The role and significance of experimental tasks in a school physics course (definition of experiment in pedagogy, psychology and in the theory of physics teaching methods)

2 Analysis of programs and textbooks on the use of experimental tasks in a school physics course

3 A new approach to conducting experimental tasks in physics using Lego construction kits using the example of the “Mechanics” section

4 Methodology for conducting a pedagogical experiment at the level of ascertaining experiment

5 Conclusions on the first chapter

Chapter 2. Development and methodology for conducting experimental tasks in the “Mechanics” section for students in the 10th grade of general education

1 Development of systems of experimental tasks on the topic “Kinematics of a point.” Methodical recommendations for use in physics lessons

2 Development of systems of experimental tasks on the topic “Rigid body kinematics”. Guidelines for use in physics lessons

3 Development of systems of experimental tasks on the topic “Dynamics”. Guidelines for use in physics lessons

4 Development of systems of experimental tasks on the topic “Conservation laws in mechanics”. Guidelines for use in physics lessons

5 Development of systems of experimental tasks on the topic “Statics”. Guidelines for use in physics lessons

6 Conclusions on the second chapter

Conclusion

References

Answer to the question

Introduction

Relevance of the topic. It is generally accepted that studying physics not only provides factual knowledge but also develops personality. Physical education is undoubtedly an area of ​​intellectual development. The latter, as is known, manifests itself in both mental and objective activity of a person.

In this regard special meaning acquires experimental problem solving, which necessarily involves both types of activity. Like any type of problem solving, it has a structure and patterns common to the thinking process. Experimental approach opens up development opportunities imaginative thinking.

Experimental solution of physical problems, due to their content and solution methodology, can become an important means of developing universal research skills and abilities: setting up an experiment based on certain research models, experimentation itself, the ability to identify and formulate the most significant results, put forward a hypothesis adequate to the subject being studied , and on its basis build a physical and mathematical model, and involve computer technology in the analysis. The novelty of the content of physical problems for students, the variability in the choice of experimental methods and means, the necessary independence of thinking in the development and analysis of physical and mathematical models create the prerequisites for the formation of creative abilities.

Thus, the development of a system of experimental tasks in physics using the example of mechanics is relevant in terms of developmental and personality-oriented learning.

The object of the study is the learning process of tenth grade students.

The subject of the study is a system of experimental tasks in physics using the example of mechanics, aimed at developing intellectual abilities, formation of a research approach, creative activity of students.

The purpose of the study is to develop a system of experimental tasks in physics using the example of mechanics.

Research hypothesis - If the system of physical experiment of the “Mechanics” section includes teacher demonstrations, related home and classroom experiences of students, as well as experimental tasks for students in elective courses, and the cognitive activity of students during their implementation and discussion is organized on the basis of problem-solving, then schoolchildren will have the opportunity to acquire, along with knowledge of basic physical concepts and laws, information, experimental, problem-solving, activity skills, which will lead to increased interest in physics as a subject. Based on the purpose and hypothesis of the study, the following tasks were delivered:

1. Determine the role and significance of experimental tasks in a school physics course (definition of experiment in pedagogy, psychology and in the theory of physics teaching methods).

Analyze programs and textbooks on the use of experimental tasks in a school physics course.

Reveal the essence of the methodology for conducting a pedagogical experiment at the level of ascertaining experiment.

To develop a system of experimental tasks in the “Mechanics” section for students in the 10th grade of general education.

The scientific novelty and theoretical significance of the work is as follows: The role of experimental solution of physical tasks as a means in the development of cognitive abilities, research skills and creative activity of 10th grade students has been established.

Theoretical value research is determined by the development and justification of the methodological foundations of the technology of design and organization of the educational process in experimental solution physical tasks as a means of developmental and personality-oriented learning.

To solve the problems, a set of methods was used:

· theoretical analysis of psychological and pedagogical literature and comparative methods;

· systematic approach to assessing the results of theoretical analysis, the method of ascent from the abstract to the concrete, synthesis of theoretical and empirical material, method of meaningful generalization, logical-heuristic development of solutions, probabilistic forecasting, predictive modeling, thought experiment.

The work consists of an introduction, two chapters, a conclusion, bibliography, applications.

The testing of the developed system of tasks was carried out on the basis of boarding school No. 30 of the Secondary General Education of the Open Joint Stock Company "Russian Railways", address: Komsomolsk - on the Amur, Lenin Avenue 58/2.

Chapter 1. Theoretical foundations of using the experimental method in physics lessons in high school

1 The role and significance of experimental tasks in a school physics course (definition of experiment in pedagogy, psychology and in the theory of physics teaching methods)

Robert Woodworth, who published his classic textbook on experimental psychology (Experimental psychology, 1938), defined an experiment as a structured study in which the researcher directly changes some factor (or factors), holds the others constant, and observes the results of systematic changes. .

In pedagogy, V. Slastenin defined an experiment as a research activity with the aim of studying cause-and-effect relationships in pedagogical phenomena.

In philosophy Sokolov V.V. describes an experiment as a method scientific knowledge.

The founder of physics is A.P. Znamensky. described an experiment as a type of cognitive activity in which the key for a particular scientific theory the situation is not played out in real action.

According to Robert Woodworth, a establishing experiment is an experiment that establishes the presence of some immutable fact or phenomenon.

According to V. Slastenin, the ascertaining experiment is carried out at the beginning of the study and is aimed at clarifying the state of affairs in school practice on the problem being studied.

According to Robert Woodworth, a formative (transforming, teaching) experiment sets as its goal active formation or education of certain aspects of the psyche, levels of activity, etc.; used in studying specific ways of forming a child’s personality, providing a connection between psychological research and pedagogical search and designing the most effective forms of educational work.

According to Slastenin, V. is a formative experiment, during which new pedagogical phenomena.

According to V. Slastenin, experimental tasks are short-term observations, measurements and experiments that are closely related to the topic of the lesson.

Personally oriented learning- this is education where the child’s personality, its originality, self-worth are placed at the forefront, the subjective experience of each is first revealed and then coordinated with the content of education. If in traditional philosophy of education socio-pedagogical models of personality development were described in the form of externally given samples, standards of cognition (cognitive activity), then personality-oriented learning is based on the recognition of the uniqueness of the subjective experience of the student himself, as an important source of individual life activity, manifested, in particular, in cognition. Thus, it is recognized that in education there is not just internalization by the child of given pedagogical influences, but a “meeting” of given and subjective experience, a kind of “cultivation” of the latter, its enrichment, increment, transformation, which constitutes the “vector” of individual development. Recognition of the student as the main acting figure of everything educational process and there is student-centered pedagogy.

When designing the educational process, one must proceed from the recognition of two equal sources: teaching and learning. The latter is not simply a derivative of the former, but is an independent, personally significant, and therefore a very effective source of personality development.

Personally-centered learning is based on the principle of subjectivity. A number of provisions follow from it.

The learning material cannot be the same for all students. The student must be given the opportunity to choose what corresponds to his subjectivity when studying the material, completing assignments, and solving problems. In content educational texts Contradictory judgments, variability of presentation, manifestation of different emotional attitudes, and author’s positions are possible and acceptable. The student does not memorize the required material with predetermined conclusions, but selects it himself, studies, analyzes and draws his own conclusions. The emphasis is not on developing only the student’s memory, but on the independence of his thinking and the originality of his conclusions. The problematic nature of the assignments and the ambiguity of the educational material push the student towards this.

A formative experiment is a type of experiment specific exclusively to psychology, in which the active influence of the experimental situation on the subject should contribute to his mental development And personal growth.

Let's consider the role and significance of experimental tasks in psychology, pedagogy, philosophy, and the theory of physics teaching methods.

The main method of research work of a psychologist is experiment. Famous Russian psychologist S.L. Rubinstein (1889-1960) identified the following qualities of an experiment that determine its significance for obtaining scientific facts: “1) In an experiment, the researcher himself causes the phenomenon he is studying, instead of waiting, as in objective observation, until a random flow of the phenomenon gives him the opportunity to observe it . 2) Having the opportunity to cause the phenomenon being studied, the experimenter can vary, change the conditions under which the phenomenon occurs, instead of, as with simple observation, taking them as chance provides them to him. 3) By isomerizing individual conditions and changing one of them while keeping the others unchanged, the experiment thereby reveals the meaning of these individual conditions and establishes the natural connections that determine the process it is studying. The experiment is thus very powerful methodological tool to identify patterns. 4) By identifying regular connections between phenomena, an experiment can often vary not only the conditions themselves in the sense of their presence or absence, but also their quantitative relationships. As a result, the experiment establishes qualitative patterns that can be formulated mathematically.”

The brightest pedagogical direction, designed to implement the ideas of “new education”, is experimental pedagogy, the leading aspiration of which is the development of a scientifically based theory of teaching and upbringing, capable of developing the individual’s individuality. Originating in the 19th century. experimental pedagogy (the term was proposed by E. Meiman) aimed at a comprehensive study of the child and justification pedagogical theory experimentally. She provided strong influence on the course of development of domestic pedagogical science. .

No topic should be covered purely theoretically, just as no work should be done without illuminating its scientific theory. A skillful combination of theory with practice and practice with theory will give the desired educational effect and ensure the fulfillment of the requirements that pedagogy imposes on us. The main tool for teaching physics (its practical part) at school is demonstration and laboratory experiment, which the student must deal with in class during the teacher’s explanations, in laboratory work, in physics workshop, in a physics circle and at home.

Without experiment there is and cannot be rational teaching of physics; one verbal learning physics inevitably leads to formalism and rote learning.

An experiment in a school physics course is a reflection of the scientific method of research inherent in physics.

Conducting experiments and observations is of great importance for familiarizing students with the essence of the experimental method, with its role in scientific research in physics, as well as in the formation of skills to independently acquire and apply knowledge, and the development of creative abilities.

The skills developed during experiments are an important aspect for the positive motivation of students for research activities. In school practice, experiments, experimental methods and experimental activities of students are implemented mainly in the setting up of demonstration and laboratory experiments, in problem-search and research teaching methods.

A separate group of experimental foundations of physics consists of fundamental scientific experiments. A number of experiments are demonstrated using equipment available at the school, others on models, and others by watching films. The study of fundamental experiments allows students to intensify their activities, contributes to the development of their thinking, arouses interest, encourages independent research.

A large number of observations and demonstrations do not ensure that students develop the ability to independently and holistically conduct observations. This fact can be associated with the fact that in most experiments offered to students, the composition and sequence of all operations are determined. This problem became even worse with the introduction of laboratory notebooks. printed basis. Students, having completed more than thirty laboratory works using such notebooks in just three years of study (from grades 9 to 11), cannot determine the basic operations of the experiment. Although for students with low and satisfactory levels of learning, they provide a situation of success and create cognitive interest and positive motivation. This is once again confirmed by research: more than 30% of schoolchildren love physics lessons for the opportunity to independently perform laboratory and practical work.

In order for students to develop all the elements during lessons and laboratory work experimental methods educational research: measurements, observations, recording their results, carrying out mathematical processing of the results obtained, and at the same time their implementation was accompanied by a high degree of independence and efficiency, before the start of each experiment, students are offered the heuristic instruction “Learning to do an experiment,” and before observation, the heuristic instruction “Learning to observe” " They tell students what to do (but not how) and outline the direction of moving forward.

The “Notebook for experimental research of 10th grade students” (authors N.I. Zaprudsky, A.L. Karpuk) has great opportunities for organizing independent experiments for students. Depending on the students’ abilities, they are offered two options (independently using general recommendations for planning and conducting an experiment - option A or in accordance with those proposed in option B step by step actions). The choice of experimental research and experimental tasks additional to the program provides great opportunities for realizing the interests of students.

In general, in the process of independent experimental activities students acquire the following specific skills:

· observe and study the phenomena and properties of substances and bodies;

· describe the results of observations;

· put forward hypotheses;

· select the instruments necessary for conducting experiments;

· take measurements;

· calculate errors of direct and indirect measurements;

· present measurement results in the form of tables and graphs;

· interpret the results of experiments;

·draw conclusions;

· discuss the results of the experiment, participate in the discussion.

The educational physics experiment is an integral, organic part of the high school physics course. Successful combination theoretical material and experiment gives, as practice shows, the best pedagogical result.

.2 Analysis of programs and textbooks on the use of experimental tasks in a school physics course

In high school (grades 10 - 11), five teaching aids are mainly common and used.

UMK - “Physics 10-11” ed. Kasyanov V.A.

Class. 1-3 hours per week. Textbook, author. Kasyanov V.A.

The course is intended for students of general education classes for whom physics is not a core subject and must be studied in accordance with the basic component of the curriculum. The main goal is to form in schoolchildren ideas about the methodology of scientific knowledge, the role, place and relationship of theory and experiment in the process of knowledge, their relationship, the structure of the Universe and the position of man in the world around him. The course is designed to give students an opinion about general principles physics and the main problems that it solves; implement environmental education schoolchildren, i.e. to form their understanding of the scientific aspects of environmental protection; develop a scientific approach to the analysis of newly discovered phenomena. In terms of content and methods of presenting educational material, this teaching material has been refined by the author to a greater extent than others, but requires 3 or more hours of study per week (grades 10-11). The kit includes:

Methodological manual for teachers.

A notebook for laboratory work for each textbook.

UMK - “Physics 10-11”, author. Myakishev G.Ya., Bukhovtsev B.B., Sotsky N.N.

Class. 3-4 hours per week. Textbook, author. Myakishev G.Ya., Bukhovtsev B.B., Sotsky N.N.

Class. 3-4 hours per week. Textbook, author. Myakishev G.Ya., Bukhovtsev B.B.

Physics 10th grade. Designed for 3 or more hours per week, to the team of the first two well-known authors Myakishev G.Ya., Bukhovtsev B.B. Sotsky N.N. was added, who wrote a section on mechanics, the study of which has now become necessary in a senior specialized school. Physics 11th grade. 3 - 4 hours per week. The team of authors is the same: Myakishev G.Ya., Bukhovtsev B.B. This course has been slightly reworked and remains almost unchanged compared to the “old Myakishev”. There is a slight transfer of individual parts to graduating class. This set is a revised version of traditional textbooks (almost the entire USSR studied with them) for high school by the same authors.

UMK - “Physics 10-11”, author. Antsiferov L. I.

Class. 3 hours per week. Textbook, author. Antsiferov L.I.

The course program is based on the cyclical principle of constructing educational material, which involves studying physical theory, its use in solving problems, application of theory in practice. There are two levels of educational content: the basic minimum, mandatory for everyone, and educational material of increased difficulty, addressed to schoolchildren who are especially interested in physics. This textbook was written by a famous methodologist from Kursk, prof. Antsiferov L.I. Many years of work in pedagogical university and lecturing to students led to the creation of this school course. These textbooks are difficult for the general education level and require revision and additional teaching materials.

UMK - “Physics 10-11”, author. Gromov S.V.

Class. 3 hours per week. Textbook, author. Gromov S.V.

Class. 2 hours a week. Textbook, author. Gromov S.V.

Textbooks are intended for high school secondary schools. Includes a theoretical presentation " school physics" At the same time, significant attention is paid to historical materials and facts. The order of presentation is unusual: mechanics ends with the chapter of SRT, followed by electrodynamics, MCT, quantum physics, physics of the atomic nucleus and elementary particles. This structure, according to the author of the course, allows students to form a more rigorous idea of ​​the modern physical picture of the world in the minds of students. The practical part is represented by descriptions of the minimum number of standard laboratory works. The passage of the material involves solving a large number of problems; algorithms for solving their main types are given. In all the textbooks presented above for high school, the so-called general educational level should be implemented, but this will largely depend on pedagogical excellence teachers. All these textbooks in a modern school can be used in classes of natural science, technical and other profiles, with a schedule of 4-5 hours per week.

UMK - “Physics 10-11”, author. Mansurov A. N., Mansurov N. A.

11th grade. 2 hours (1 hour) per week. Textbook, author. Mansurov A. N., Mansurov N. A.

Only a few schools use this kit! But it is the first textbook for the supposed humanitarian profile of physics. The authors tried to form an idea of ​​the physical picture of the world; the mechanical, electrodynamic and quantum-statistical pictures of the world are sequentially considered. The course content includes elements of cognitive methods. The course contains a fragmentary description of laws, theories, processes and phenomena. The mathematical apparatus is almost not used and has been replaced verbal description physical models. Problem solving and laboratory work are not provided. In addition to the textbook, methodological manuals and planning have been published.

3 A new approach to conducting experimental tasks in physics using Lego construction kits using the example of the “Mechanics” section

physics school experimental mechanics

The implementation of modern requirements for the development of experimental skills is impossible without the use of new approaches to practical work. It is necessary to use a methodology in which laboratory work does not perform an illustrative function for the material being studied, but is a full-fledged part of the content of education and requires the use of research methods in teaching. At the same time, the role of frontal experiment increases when studying new material using a research approach and maximum quantity experiments should be transferred from the teacher’s demonstration table to the students’ desks. When planning the educational process, it is necessary to pay attention not only to the number of laboratory works, but also to the types of activities that they form. It is advisable to transfer some of the work from carrying out indirect measurements to research on checking dependencies between quantities and plotting graphs of empirical dependencies. At the same time, pay attention to the formation of the following skills: construct an experimental setup based on the formulation of the experimental hypothesis; build graphs and calculate values ​​from them physical quantities; analyze the results of experimental studies, expressed in the form of experimental studies, expressed in the form of a table or graph, draw conclusions based on the results of the experiment.

Federal component of the state educational standard in physics presupposes the priority of an activity-based approach to the learning process, the development of students’ skills in making observations of natural phenomena, describing and summarizing the results of observations, and using simple measuring instruments to study physical phenomena; present the results of observations using tables, graphs and identify empirical dependencies on this basis; apply the acquired knowledge to explain various natural phenomena and processes, the principles of operation of the most important technical devices, and to solve physical problems. Use in educational process Lego technology has great importance to implement these requirements.

The use of Lego constructors increases students' motivation to learn, because... this requires knowledge from almost all academic disciplines from arts and history to math and science. Cross-curricular activities build on a natural interest in the design and construction of various mechanisms.

Modern organization educational activity requires that students make theoretical generalizations based on the results of their own activities. For academic subject"physics" is an educational experiment.

The role, place and functions of independent experiment in teaching physics have fundamentally changed: students must master not only specific practical skills, but also the fundamentals of the natural scientific method of cognition, and this can only be realized through a system of independent experimental research. Lego constructors significantly mobilize such research.

A feature of teaching the academic subject “Physics” in the 2009/2010 academic year is the use of educational Lego constructors, which make it possible to fully implement the principle of student-centered learning, conduct demonstration experiments and laboratory work, covering almost all topics of the physics course and performing not so much illustrative work. function to the material being studied, but requiring the use of research methods, which helps to increase interest in the subject being studied.

1.Entertainment industry. FirstRobot. Set contains: 216 LEGO elements, including RCX block and IR transmitter, light sensor, 2 touch sensors, 2 9 V motors.

2.Automated devices. FirstRobot. Contains 828 LEGO pieces, including a LEGO RCX computer, an infrared transmitter, 2 light sensors, 2 touch sensors, 2 9V motors.

.FirstRobot NXT. The set includes: a programmable NXT control unit, three interactive servos, a set of sensors (distance, touch, sound, light, etc.), battery, connecting cables, as well as 407 LEGO structural elements - beams, axles, gears, pins, bricks , plates, etc.

.Energy, work, power. Contains: four identical, fully complete mini-kits with 201 parts each, including motors and electrical capacitors.

.Technology and physics. The set contains: 352 parts designed to study the basic laws of mechanics and the theory of magnetism.

.Pneumatics. The set includes pumps, pipes, cylinders, valves, an air receiver and a pressure gauge for building pneumatic models.

.Renewable energy sources. The set contains: 721 elements, including a micromotor, solar battery, various gears and connecting wires.

PervoRobot kits based on RCX and NXT control units are designed to create programmable robotic devices that allow data collection from sensors and their primary processing.

Educational Lego construction sets of the “EDUCATIONAL” series (education) can be used in studying the “Mechanics” section (blocks, levers, types of motion, energy conversion, conservation laws). With sufficient motivation and methodological preparation, using thematic Lego kits, it is possible to cover the main sections of physics, which will make classes interesting and effective, and, therefore, provide high-quality training for students.

.4 Methodology for conducting a pedagogical experiment at the level of ascertaining experiment

There are two options for constructing a pedagogical experiment.

The first is when two groups of children participate in the experiment, one of which follows an experimental program, and the second follows a traditional one. At the third stage of the study, the levels of knowledge and skills of both groups will be compared.

The second is when one group of children participates in the experiment, and at the third stage the level of knowledge before and after the formative experiment is compared.

In accordance with the hypothesis and objectives of the study, a plan for a pedagogical experiment was developed, which included three stages.

The ascertaining stage was carried out in a month or a year. Its purpose was to study the characteristics / knowledge / skills, etc. ... in children... age.

At the formative stage (month, year), work was carried out on the formation..., using....

The control stage (month, year) was aimed at checking the assimilation by children... of age of the experimental program of knowledge/skills.

The experiment was carried out in.... A number of children (indicate age) took part in it.

At the first stage of the ascertaining experiment, children's ideas/knowledge/skills about...

A series of tasks was developed to study children's knowledge....

exercise. Target:

Analysis of the task performance showed: ...

exercise. Target:

Analysis of task completion...

exercise. ...

From 3 to 6 tasks.

The results of task analysis should be placed in tables. The tables indicate the number of children or the percentage of their total number. In the tables you can indicate the levels of development of this skill in children, or the number of tasks completed, etc. Example tables:

Table No....

Number of children No. Absolute number% 1 task (for certain knowledge, skills) 2 task 3 task

Or this table: (in this case it is necessary to indicate by what criteria children belong to a particular level)

To identify the level of... in children, we developed the following criteria:

Three levels were identified...:

High: ...

Average: ...

Short: ...

Table No. shows the ratio of the number of children in the control and experimental groups by level.

Table No....

Level of knowledge/skills Number of children No. Absolute number% High Average Low

The data obtained indicate that...

The experimental work carried out made it possible to determine ways and means... .

1.5 Conclusions on the first chapter

In the first chapter, we examined the role and significance of experimental tasks in the study of physics at school. Definitions are given: experiment in pedagogy, psychology, philosophy, methods of teaching physics, experimental tasks in the same areas.

After analyzing all the definitions, we can make next output about the essence of experimental tasks. Of course, the definition of these tasks as research is somewhat conditional, since the availability of a school physics classroom and the level of preparedness of students, even in high school, make the task of conducting physical research impossible. Therefore, research and creative tasks should include those tasks in which the student can discover new patterns unknown to him or to solve which he must make some kind of invention. Such an independent discovery of a law known in physics or the invention of a method for measuring a physical quantity is not a simple repetition of a known one. This discovery or invention, which has only subjective novelty, is for the student objective evidence his ability for independent creativity allows him to acquire the necessary confidence in his strengths and abilities. And yet it is possible to solve this problem.

Having analyzed the programs and textbooks “Physics”, grade 10, on the use of experimental tasks in the “Mechanics” section. It can be said that the laboratory work and experiments in this course are not carried out enough to fully comprehend all the material in the “Mechanics” section.

A new approach to teaching physics is also considered - the use of Lego - constructors that allow you to develop creative thinking students.

Chapter 2. Development and methodology for conducting experimental tasks in the “Mechanics” section for students in the 10th grade of general education

1 Development of systems of experimental tasks on the topic “Kinematics of a point.” Guidelines for use in physics lessons

13 hours are allotted to study the topic of point kinematics.

Movement with constant acceleration.

An experimental task has been developed for this topic:

An Atwood machine is used to do the job.

To perform the work, the Atwood machine must be installed strictly vertically, which can be easily checked by the parallelism of the scale and thread.

Purpose of the experiment: Verification of the speed law

Measurements

Check that the Atwood machine is installed vertically. Balancing loads.

The ring shelf P1 is fixed on the scale. Adjust its position.

An overload of 5-6 g is applied to the right load.

Moving uniformly accelerated from the top position to the annular shelf, the right load travels the path S1 in time t1 and acquires speed v by the end of this movement. On the annular shelf, the load releases overloads and then moves evenly at the speed it acquired at the end of acceleration. To determine it, it is necessary to measure the time t2 of movement of the load along the path S2. Thus, each experiment consists of two measurements: first, the uniformly accelerated time t1 is measured, and then the load is re-launched to measure the uniformly accelerated time t2.

5-6 experiments are carried out at different values ​​of the path S1 (in increments of 15-20 cm). Path S2 is chosen randomly. The obtained data is entered into the report table.

Methodical features:

Despite the fact that the basic equations of the kinematics of rectilinear motion have simple form and there is no doubt that experimental verification of these relationships is very difficult. Difficulties arise mainly for two reasons. Firstly, at sufficiently high speeds of movement of bodies it is necessary to measure the time of their movement with great accuracy. Secondly, in any system of moving bodies there are forces of friction and resistance, which are difficult to take into account with a sufficient degree of accuracy.

Therefore, it is necessary to carry out such experiments and experiments that remove all difficulties.

2 Development of systems of experimental tasks on the topic “Rigid body kinematics”. Guidelines for use in physics lessons

3 hours are allotted for studying the topic Kinematics, and includes the following sections:

Mechanical movement and its relativity. Translational and rotational motion of a rigid body. Material point. Trajectory of movement. Uniform and uniformly accelerated motion. Free fall. Movement of a body in a circle. On this topic, we proposed the following experimental task:

Purpose of the work

Experimental verification of the basic equation for the dynamics of rotational motion of a rigid body around a fixed axis.

Experiment idea

The experiment examines the rotational motion of a system of bodies fixed on an axis, whose moment of inertia can change (Oberbeck pendulum). Various moments external forces are created by weights suspended on a thread wound around a pulley.

Experimental setup

The axis of the Oberbeck pendulum is fixed in bearings, so that the entire system can rotate around a horizontal axis. By moving weights along the spokes, you can easily change the moment of inertia of the system. A thread is wound around the pulley, turn by turn, to which a platform of known mass is attached. Weights from the set are placed on the platform. The height of the drop of loads is measured using a ruler mounted parallel to the thread. The Oberbeck pendulum can be equipped with an electromagnetic clutch - a starter and an electronic stopwatch. Before each experiment, the pendulum should be carefully adjusted. Particular attention should be paid to the symmetry of the location of the loads on the cross. In this case, the pendulum finds itself in a state of indifferent equilibrium.

Conducting an experiment

Task 1. Estimation of the moment of friction force acting in the system

Measurements

Install the m1 weights on the crosspiece in the middle position, placing them on equal distance from the axis so that the pendulum is in a position of indifferent equilibrium.

By placing small loads on the platform, we determine approximately the minimum mass m0 at which the pendulum will begin to rotate. The moment of friction force is estimated from the relation

where R is the radius of the pulley on which the thread is wound.

It is advisable to carry out further measurements with loads of mass m 10m0.

Task 2. Checking the basic equation of the dynamics of rotational motion

Measurements

Strengthen the m1 loads at a minimum distance from the axis of rotation. Balance the pendulum. The distance r is measured from the axis of the pendulum to the centers of the weights.

Wind the thread onto one of the pulleys. Select according to the scale bar starting position platform, counting, for example, along its lower edge. Then the final position of the load will be at the level of the raised receiving platform. The height of the fall of the load h is equal to the difference of these readings and can be left the same in all experiments.

The first load is placed on the platform. Having positioned the load at the level of the upper reference, fix this position by clamping the thread with an electromagnetic clutch. Prepare an electronic stopwatch for measurement.

The thread is released, allowing the load to fall. This is achieved by disabling the clutch. At the same time, the stopwatch automatically starts. Hitting the receiving platform stops the weight from falling and stops the stopwatch.

The fall time measurement with the same load is performed at least three times.

Measurements are made of the time of the fall of the load m at other values ​​of the moment Mn. To do this, either additional overloads are added to the platform, or the thread is transferred to another pulley. For the same value of the moment of inertia of the pendulum, it is necessary to carry out measurements with at least five values ​​of the moment Mn.

Increase the moment of inertia of the pendulum. To do this, it is enough to symmetrically move the weights m1 a few centimeters. The step of such movement should be chosen in such a way as to obtain 5-6 values ​​of the moment of inertia of the pendulum. Measurements are made of the drop time of the load m (item 2-item 7). All data is entered into the report table.

3 Development of systems of experimental tasks on the topic “Dynamics”. Guidelines for use in physics lessons

18 hours are allotted for studying the topic Dynamics.

Resistance forces during the movement of solids in liquids and gases.

Purpose of the experiment: Show how air speed affects the flight of an airplane.

Materials: small funnel, table tennis ball.

Turn the funnel over with the wide side facing down.

Place the ball into the funnel and support it with your finger.

Blow into the narrow end of the funnel.

Stop supporting the ball with your finger, but continue to blow.

Results: The ball remains in the funnel.

Why? The faster air passes by the ball, the less pressure it puts on the ball. The air pressure above the ball is much less than below it, so the ball is supported by the air below it. Due to the pressure of the moving air, the wings of the aircraft seem to be pushed upward. The shape of the wing allows air to move faster over it. top surface than under the bottom. Therefore, a force arises that pushes the plane upward - lift. .

4 Development of systems of experimental tasks on the topic “Conservation laws in mechanics”. Guidelines for use in physics lessons

16 hours are allocated for the topic of conservation laws in mechanics.

Law of conservation of momentum. (5 hours)

For this topic, we proposed the following experimental task:

Goal: study the law of conservation of momentum.

Each of you has probably encountered the following situation: you are running at a certain speed along the corridor and are faced with standing man. What's going on with this person? Indeed, he begins to move, i.e. gains speed.

Let's do an experiment on the interaction of two balls. Two identical balls hang on thin threads. Let's move the left ball to the side and release it. After the collision of the balls, the left one will stop, and the right one will start moving. The height to which the right ball rises will coincide with the one to which the left ball was previously deflected. That is, the left ball transfers all its momentum to the right one. By how much the momentum of the first ball decreases, the momentum of the second ball increases by the same amount. If we talk about a system of 2 balls, then the momentum of the system remains unchanged, that is, it is conserved.

Such a collision is called elastic (slides No. 7-9).

Signs of an elastic collision:

-There is no permanent deformation and, therefore, both conservation laws in mechanics are satisfied.

-After interaction, the bodies move together.

-Examples of this type of interaction: playing tennis, hockey, etc.

-If the mass of a moving body is greater than the mass of a stationary body (m1 > m2), then it reduces its speed without changing direction.

-If it’s the other way around, then the first body is reflected from it and moves in the opposite direction.

There is also an inelastic collision

Let's observe: take one big ball, one small one. small ball is at rest, and the big one is set in motion towards the small one.

After the collision, the balls move together at the same speed.

Signs of an elastic collision:

-As a result of interaction, the bodies move together.

-The bodies develop residual deformation, therefore, mechanical energy is converted into internal energy.

-Only the law of conservation of momentum is satisfied.

-Examples from life experience: collision of a meteorite with the Earth, hitting an anvil with a hammer, etc.

-If the masses are equal (one of the bodies is motionless), half mechanical energy,

-If m1 is much less than m2, then it is lost most(bullet and wall),

-If on the contrary, an insignificant part of the energy is transferred (icebreaker and small ice floe).

That is, there are two types of collisions: elastic and inelastic. .

5 Development of systems of experimental tasks on the topic “Statics”. Guidelines for use in physics lessons

To study the topic “Statics. Equilibrium of absolutely rigid bodies” is given 3 hours.

For this topic, we proposed the following experimental task:

Purpose of the experiment: Find the position of the center of gravity.

Materials: plasticine, two metal forks, a toothpick, a tall glass or a wide-necked jar.

Roll a ball of plasticine about 4 cm in diameter.

Insert a fork into the ball.

Insert the second fork into the ball at an angle of 45 degrees relative to the first fork.

Insert a toothpick into the ball between the forks.

Place the end of the toothpick on the edge of the glass and move it towards the center of the glass until equilibrium is achieved.

Results: At a certain position, the toothpicks of the fork are balanced.

Why? Since the forks are located at an angle to each other, their weight seems to be concentrated at a certain point on the stick located between them. This point is called the center of gravity.

.6 Conclusions on the second chapter

In the second chapter we presented experimental tasks on the topic “Mechanics”.

It was found that each experiment develops concepts that allow qualitative characteristics in the form of numbers. To draw from observations general conclusions, to find out the causes of the phenomena, it is necessary to establish quantitative relationships between quantities. If such a dependence is obtained, then a physical law has been found. If a physical law is found, then there is no need to experiment in each individual case; it is enough to perform the appropriate calculations.

By experimentally studying quantitative relationships between quantities, patterns can be identified. Based on these patterns, it develops general theory phenomena.

Conclusion

Already in the definition of physics as a science there is a combination of both theoretical and practical parts. It is considered important that in the process of teaching students physics, the teacher can demonstrate to his students as fully as possible the interrelation of these parts. After all, when students feel this relationship, they will be able to give the correct answer to many processes occurring around them in everyday life, in nature. theoretical explanation. This may be an indicator of a fairly complete mastery of the material.

What forms of practical training can be offered in addition to the teacher's story? First of all, of course, this is the observation by students of demonstrations of experiments carried out by the teacher in the classroom when explaining new material or when repeating what has been covered; it is also possible to offer experiments conducted by the students themselves in the classroom during lessons in the process of frontal laboratory work under the direct supervision of the teacher. You can also offer: 1) experiments conducted by the students themselves in the classroom during a physical workshop; 2) demonstration experiments conducted by students when answering; 3) experiments carried out by students outside of school on the teacher’s homework; 4) observations of short-term and long-term phenomena of nature, technology and everyday life, carried out by students at home special assignments teachers.

Experience not only teaches, it captivates the student and forces him to better understand the phenomenon that he demonstrates. After all, it is known that a person interested in end result achieves success. So in in this case Having interested the student, we will arouse a thirst for knowledge.

References

1.Bludov M.I. Conversations on physics. - M.: Education, 2007. -112 p.

2.Burov V.A. and others. Frontal experimental tasks in physics in high school. - M.: Academy, 2005. - 208 p.

.Gallinger I.V. Experimental tasks in physics lessons // Physics at school. - 2008. -No. 2. - P. 26 - 31.

.Znamensky A.P. Fundamentals of Physics. - M.: Education, 2007. - 212 p.

5.Ivanov A.I. and others. Frontal experimental tasks in physics: for grade 10. - M.: University textbook, 2009. - 313 p.

6.Ivanova L.A. Activation of students' cognitive activity in physics lessons when learning new material. - M.: Education, 2006. - 492 p.

7.Research in psychology: methods and planning / J. Goodwin. St. Petersburg: Peter, 2008. - 172 p.

.Kabardin O.F. Pedagogical experiment // Physics at school. - 2009. -No. 6. - P. 24-31.

9.Myakishev G.Ya., Bukhovtsev B.B., Sotsky N.N. Physics. 10th grade. Textbook: Textbook. - M.: Gardarika, 2008. - 138 p.

10.Programs for general education institutions. Physics. Compiled by Yu.I. Dick, V.A. Korovin. - M.: Education, 2007. -112 p.

11.Rubinshtein S.L. Basics of psychology. - M.: Education, 2007. - 226 p.

.Slastenin V. Pedagogy. - M.: Gardariki, 2009. - 190 p.

.Sokolov V.V. Philosophy. - M.: graduate School, 2008. - 117 p.

14.Theory and methods of teaching physics at school. General questions. Edited by S.E. Kamenetsky, N.S. Purysheva. - M.: GEOTAR Media, 2007. - 640 p.

15.Kharlamov I.F. Pedagogy. Ed. 2nd revision and additional - M.: Higher School, 2009 - 576 p.

16.Shilov V.F. Home experimental assignments in physics. 9 - 11 grades. - M.: Knowledge, 2008. - 96 p.

Answer to the question

The relationship between the real and the possible, the relationship between There is And May be - this is the intellectual innovation that, according to the classical studies of J. Piaget and his school, becomes available to children after 11-12 years of age. Numerous critics of Piaget tried to show that the age of 11-12 years is very conditional and can be shifted in any direction, that the transition to a new intellectual level does not occur in a jerk, but goes through a number of intermediate stages. But no one disputed the very fact that at the border between primary school and adolescence, a new quality appears in a person’s intellectual life. The teenager begins the analysis of the problem facing him by trying to figure out possible relationships that apply to the data at his disposal, and then tries through a combination of experiment and logical analysis establish which of the possible relationships actually exist here.

The fundamental reorientation of thinking from knowledge of how reality works to the search for potential opportunities that lie behind the immediate given is called the transition to hypothetico-deductive thinking.

New hypothetico-deductive means of comprehending the world dramatically expand the boundaries of a teenager’s inner life: his world is filled with ideal constructions, hypotheses about himself, others, and humanity as a whole. These hypotheses go far beyond the boundaries of existing relationships and directly observable properties of people (including themselves) and become the basis for experimental testing of one’s own potential capabilities.

Hypothetico-deductive thinking is based on the development of combinatorics and propositional operations. The first step of cognitive restructuring is characterized by the fact that thinking becomes less objective and visual. If at the stage of concrete operations the child sorts objects only on the basis of identity or similarity, it now becomes possible to classify heterogeneous objects in accordance with arbitrarily chosen criteria higher order. New combinations of objects or categories are analyzed, abstract statements or ideas are compared with each other in a wide variety of ways. Thinking goes beyond the observable and limited reality and operates any number any combinations. By combining objects, it is now possible to systematically understand the world and detect possible changes in it, although adolescents are not yet able to express in formulas the mathematical patterns hidden behind this. However, the very principle of such a description has already been found and realized.

Propositional operations are mental actions carried out, in contrast to concrete operations, not with objective representations, but with abstract concepts. They cover judgments that are combined in terms of their correspondence or inconsistency with a proposed situation (truth or untruth). This is not just a new way to connect facts, but logical system, which is much richer and more variable than specific operations. It becomes possible to analyze any situation regardless of real circumstances; Teenagers for the first time acquire the ability to systematically build and test hypotheses. Simultaneously further development specific mental operations. Abstract concepts(such as volume, weight, strength, etc.) are now processed in the mind regardless of specific circumstances. Reflection on one’s own thoughts becomes possible. Inferences are based on it, which no longer need to be verified in practice, since they comply with the formal laws of logic. Thinking begins to obey formal logic.

Thus, between the 11th and 15th years of life, significant structural changes occur in the cognitive area, expressed in the transition to abstract and formal thinking. They complete a line of development that began in infancy with the formation of sensorimotor structures and continues in childhood until the prepubertal period, with the formation of specific mental operations.

Laboratory work “Electromagnetic induction”

This work studies the phenomenon of electromagnetic induction.

Goals of work

Measure the voltage that occurs when a magnet moves in a coil.

Investigate the effects of changing the poles of a magnet when moving in a coil, changing the speed of movement of the magnet, and using different magnets on the resulting voltage.

Find the change in magnetic flux when a magnet is lowered into the coil.

Work order

Place the tube into the reel.

Mount the handset on a tripod.

Connect the voltage sensor to output 1 of the Panel. When working with the CoachLab II/II+ Panel, instead of a voltage sensor, wires with 4 mm plugs are used.

Connect the wires to the yellow and black sockets of output 3 (this diagram is shown in the figure and described in the section Laboratory work Coach).

Open Coach 6 Exploring Physics Labs >Electromagnetic Induction.

Start measurements by pressing the Start button. When performing work, automatic recording is used. Thanks to this, despite the fact that the experiment lasts approximately half a second, the resulting induced emf can be measured. When the amplitude of the measured voltage reaches a certain value (by default, when the voltage increases and reaches a value of 0.3 V), the computer will begin recording the measured signal.

Start pushing the magnet into the plastic tube.

Measurements will begin when the voltage reaches 0.3 V, which corresponds to the beginning of the magnet's descent.

If the minimum trigger value is very close to zero, then recording may start due to signal interference. Therefore, the minimum value for triggering should not be close to zero.

If the trigger value is higher than the maximum (below the minimum) voltage value, recording will never start automatically. In this case, you need to change the launch conditions.

Analysis of the received data

It may turn out that the resulting voltage versus time dependence is not symmetrical with respect to the zero voltage value. This means there is interference. This will not affect the qualitative analysis, but corrections must be made in the calculations to take these interferences into account.

Explain the waveform (minima and maximum) of the recorded voltage.

Explain why the maxima (minimums) are asymmetrical.

Determine when the magnetic flux changes the most.

Determine the total change in magnetic flux during the first half of the displacement stage when the magnet was pushed into the coil?

To find this value, use the options either Process/Analyze > Area or Process/Analyze > Integral.

Determine the total change in magnetic flux during the second half of the movement stage when the magnet was pulled out of the coil?

Tags: Development of a system of experimental tasks in physics using the example of the “Mechanics” section Diploma in Pedagogy

physics teacher
SAOU NPO Vocational School No. 3, Buzuluk

Pedsovet.su - thousands of materials for daily work teachers

Experimental work to develop students' skills vocational schools solve problems in physics.

Solving problems is one of the main ways to develop students' thinking, as well as consolidate their knowledge. Therefore, after analyzing the current situation, when some students could not solve even a basic problem, not only because of problems with physics, but also with mathematics. My task consisted of a mathematical side and a physical one.

In my work to overcome students’ mathematical difficulties, I used the experience of teachers N.I. Odintsova (Moscow, Moscow State Pedagogical University) and E.E. Yakovets (Moscow, secondary school No. 873) with correction cards. The cards are modeled after cards used in a mathematics course, but are focused on a physics course. Cards were made on all questions of the mathematics course that cause difficulties for students in physics lessons (“Converting units of measurement”, “Using the properties of a degree with an integer exponent”, “Expressing a quantity from a formula”, etc.)

Correction cards have similar structures:

rule→ pattern→ task

definition, actions → sample → task

actions → sample → task

Correction cards are used in the following cases:

For preparation for tests and as material for independent study.

Students in class or additional lesson in physics before the test, knowing their gaps in mathematics, they can receive a specific card on a poorly understood mathematical question, study and eliminate the gap.

To work on mathematical mistakes made in the test.

After checking the test work, the teacher analyzes the students’ mathematical difficulties and draws their attention to the mistakes made, which they eliminate in class or in an additional lesson.

To work with students in preparation for the Unified State Exam and various Olympiads.

When studying the next physical law, and at the end of studying a small chapter or section, I suggest that students fill out table No. 2 together for the first time, and then independently (homework). At the same time, I give an explanation that such tables will help us in solving problems.

Table No. 2

Name

physical quantity

To this end, in the first problem-solving lesson, I show students the specific example how to use this table. And I propose an algorithm for solving elementary physical problems.

Determine which quantity is unknown in the problem.

Using table No. 1, find out the designation, units of measurement of the quantity, as well as mathematical law, connecting the unknown quantity and the quantities specified in the problem.

Check the completeness of the data necessary to solve the problem. If they are insufficient, use the appropriate values ​​from the lookup table.

Design short note, analytical solution and the numerical answer of the problem in generally accepted notation.

I draw students’ attention to the fact that the algorithm is quite simple and universal. It can be applied to solving an elementary problem from almost any section of school physics. Later, elementary tasks will be included as auxiliary tasks in higher-level tasks.

There are quite a lot of such algorithms for solving problems on specific topics, but it is almost impossible to remember them all, so it is more advisable to teach students not methods for solving individual problems, but a method for finding their solution.

The process of solving a problem consists of gradually correlating the conditions of the problem with its requirements. When starting to study physics, students do not have experience solving physics problems, but some elements of the process of solving problems in mathematics can be transferred to solving problems in physics. The process of teaching students the ability to solve physical problems is based on the conscious formation of their knowledge about the means of solution.

To this end, in the first problem-solving lesson, students should be introduced to a physical problem: present to them the condition of the problem as a specific plot situation in which some physical phenomenon occurs.

Of course, the process of developing students’ ability to independently solve problems begins with developing their ability to perform simple operations. First of all, students should be taught to correctly and completely write down a short note (“Given”). To do this, they are asked to identify the structural elements of a phenomenon from the text of several problems: a material object, its initial and final states, an influencing object and the conditions of their interaction. According to this scheme, first the teacher and then each of the students independently analyze the conditions of the tasks received.

Let us illustrate what has been said with examples of analyzing the conditions of the following physical problems (Table No. 3):

An ebony ball, negatively charged, is suspended on a silk thread. Will the force of its tension change if a second identical but positively charged ball is placed at the suspension point?

If a charged conductor is covered with dust, it quickly loses its charge. Why?

Between two plates located horizontally in a vacuum at a distance of 4.8 mm from each other, a negatively charged oil droplet weighing 10 ng is in equilibrium. How many “excess” electrons does the drop have if a voltage of 1 kV is applied to the plates?

Table No. 3

Structural elements of the phenomenon

Unmistakable finding structural elements phenomena in the text of the problem by all students (after analyzing 5-6 problems) allows you to move on to the next part of the lesson, which is aimed at students mastering the sequence of operations. Thus, in total students analyze about 14 problems (without completing the solution), which turns out to be sufficient for learning to perform the action “identifying the structural elements of a phenomenon.”

Table No. 4

Card - prescription

Assignment: express the structural elements of the phenomenon in

physical concepts and quantities

Indicative signs

Replace the material object specified in the problem with the corresponding one idealized object Express the characteristics of the initial object using physical quantities. Replace the influencing object specified in the problem with the corresponding idealized object. Express the characteristics of the influencing object using physical quantities. Express the characteristics of interaction conditions using physical quantities. Express the characteristics of the final state material object using physical quantities.

Next, students are taught to express the structural elements of the phenomenon under consideration and their characteristics in the language of physical science, which is extremely important, since all physical laws formulated for certain models, and for real phenomenon described in the problem, a corresponding model must be built. For example: “small charged ball” - a point charge; “thin thread” - the mass of the thread is negligible; “silk thread” - no charge leakage, etc.

The process of forming this action is similar to the previous one: first, the teacher, in a conversation with the students, shows with 2-3 examples how to perform it, then the students perform the operations independently.

The action “drawing up a plan for solving a problem” is formed in students immediately, since the components of the operation are already known to the students and have been mastered by them. After showing a sample of the action to each student, independent work a card is issued - the instruction “Drawing up a plan for solving the problem.” The formation of this action is carried out until it is performed accurately by all students.

Table No. 5

Card - prescription

“Drafting a plan to solve a problem”

Operations Performed

Determine which characteristics of the material object have changed as a result of the interaction. Find out the reason behind this change in the state of the object. Write down the cause-and-effect relationship between the impact under given conditions and the change in the state of the object in the form of an equation. Express each member of the equation in terms of physical quantities that characterize the state of the object and the conditions of interaction. Select the required physical quantity. Express the required physical quantity in terms of other known ones.

The fourth and fifth stages of problem solving are carried out traditionally. After mastering all the actions that make up the content of the method for finding a solution to a physical problem, their complete list is written out on a card, which serves as a guide for students when independent decision tasks over several lessons.

For me, this method is valuable because what students learn when studying one of the branches of physics (when it becomes a style of thinking) is successfully applied when solving problems in any section.

During the experiment, it became necessary to print algorithms for solving problems on separate sheets of paper for students to work on not only in class and after class, but also at home. As a result of work on developing subject-specific competence in problem solving, a folder was compiled didactic material for solving problems that any student could use. Then, together with the students, several copies of such folders were made for each table.

The use of an individual approach helped to develop in students essential components educational activities - self-esteem and self-control. The correctness of the progress in solving the problem was checked by the teacher and student consultants, and then more and more students began to help each other more and more often, involuntarily being drawn into the process of solving problems.

Experiment in physics. Physical workshop. Shutov V.I., Sukhov V.G., Podlesny D.V.

M.: Fizmatlit, 2005. - 184 p.

Format: djvu/zip

Size: 2.6 MB

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INTRODUCTION

Physics workshop is an integral part of the physics course. A clear and deep understanding of the basic laws of physics and its methods is impossible without working in physical laboratory, without independent practical training. In the physics laboratory, students not only test the known laws of physics, but also learn to work with physical instruments, master the skills of experimental research activities, learn to competently process measurement results and have a critical attitude towards them.

This manual is an attempt to create a unified manual on experimental physics for conducting classes in physics laboratories of specialized physics and mathematics schools and lyceums. It is designed for students who do not have experience working independently in a physics laboratory. Therefore, the descriptions of the work are carried out in detail and thoroughly. Particular attention is paid theoretical justification applied experimental methods, issues of processing measurement results and assessing their errors.

The description of each experimental work begins with a theoretical introduction. The experimental part of each work contains descriptions of experimental setups and tasks that regulate the sequence of students’ work when carrying out measurements, samples of worksheet for recording measurement results, and recommendations on methods for processing and presenting results. At the end of the descriptions, test questions are offered, the answers to which students must prepare to defend their work.

On average for academic year each student must complete 10–12 experimental work in accordance with the curriculum.

The student prepares in advance for each task. He must study the description of the work, know the theory to the extent specified in the description, the procedure for performing the work, have a previously prepared laboratory journal with a summary of the theory and tables, and also, if necessary, have graph paper for completing the estimated schedule.

Before starting work, the student receives permission to work.

An approximate list of questions to obtain admission:

1. Purpose of the work.

2. Basic physical laws studied in the work.

3. Installation diagram and principle of its operation.

4. Measured quantities and calculation formulas.

5. The order of work.

Students allowed to perform work are required to follow the order of execution strictly in accordance with the description.

Work in the laboratory ends with preliminary calculations and discussion with the teacher.

By the next lesson, the student independently finishes processing the obtained experimental data, constructing graphs and preparing a report.

During the defense of the work, the student must be able to answer all questions on the theory in the full scope of the program, justify the adopted measurement and data processing methodology, and independently derive calculation formulas. The work is completed at this point, and the final final grade for the work is assigned.

Semester and annual grades are awarded upon successful completion of all work in accordance with the curriculum.

The course "Experimental Physics" is practically implemented on a comprehensive laboratory equipment, developed by the Educational and Methodological Laboratory of the Moscow Institute of Physics and Technology, which includes laboratory complexes in mechanics of a material point, mechanics of a solid body, molecular physics, electrodynamics, geometric and physical optics. Such equipment is available in many specialized physics and mathematics schools and lyceums in Russia.

Introduction.

Errors of physical quantities. Processing of measurement results.

Practical work 1. Measuring the volume of bodies correct form.

Practical work 2. Study of the rectilinear motion of bodies in the field of gravity using an Atwood machine.

Practical work 3. Dry friction. Determination of sliding friction coefficient.

Theoretical introduction to work on vibrations.

Practical work 4. Study of oscillations of a spring pendulum.

Practical work 5. Study of oscillations of a mathematical pendulum. Definition of acceleration free fall.

Practical work 6. Study of oscillations of a physical pendulum.

Practical work 7. Determination of the moments of inertia of bodies of regular shape using the method of torsional vibrations.

Practical work 8. Study of the laws of rotation of a rigid body on a cruciform Oberbeck pendulum.

Practical work 9. Determination of the ratio of molar heat capacities of air.

Practical work 10. Standing waves. Measuring wave speed in an elastic string.

Practical work 11. Determination of the ratio ср/с ι? for air in a standing sound wave.

Practical work 12. Study of the operation of an electronic oscilloscope.

Practical work 13. Measuring the frequency of oscillations by studying Lissajous figures.

Practical work 14. Determination of resistivity of nichrome wire.

Practical work 15. Determination of conductor resistance using the Wheatstone compensation method.

Practical work 16. Transient processes in a capacitor. Determination of capacity.

Practical work 17. Determination of the electric field strength in a cylindrical conductor with current.

Practical work 18. Study of the operation of a source in a DC circuit.

Practical work 19. Study of the laws of reflection and refraction of light.

Practical work 20. Determination of focal lengths of converging and diverging lenses.

Practical work 21. The phenomenon of electromagnetic induction. Study magnetic field solenoid.

Practical work 22. Study of damped oscillations.

Practical work 23. Study of the phenomenon of resonance in an alternating current circuit.

Practical work 24. Fraunhofer diffraction by a slit. Measuring the slit width using the “wave method”.

Practical work 25. Fraunhofer diffraction. Diffraction grating like an optical device.

Practical work 26. Determination of the refractive index of glass using the “wave” method.

Practical work 27. Determination of the radius of curvature of a lens in an experiment with Newton’s rings.

Practical work 28. Study of polarized light.

Home experimental tasks

Task 1.

Take a long, heavy book, tie it with a thin thread and

attach a 20 cm long rubber thread to the thread.

Place the book on the table and very slowly begin to pull on the end

rubber thread. Try to measure the length of the stretched rubber thread in

the moment the book begins to slide.

Measure the length of the stretched thread while moving the book evenly.

Place two thin cylindrical pens (or two

cylindrical pencil) and also pull the end of the thread. Measure the length

stretched thread with uniform movement of the book on the rollers.

Compare the three results obtained and draw conclusions.

Note. The next task is a variation of the previous one. It

also aimed at comparing static friction, sliding friction and friction

Task 2.

Place a hexagonal pencil on the book parallel to its spine.

Slowly lift the top edge of the book until the pencil begins to

slide down. Slightly reduce the tilt of the book and secure it in this way.

position by placing something under it. Now the pencil if its again

put it on a book, it won't move. It is held in place by frictional force -

static friction force. But if you weaken this force a little - and for this it is enough

click on the book with your finger, and the pencil will crawl down until it falls on

table. (The same experiment can be done, for example, with a pencil case, a match

box, eraser, etc.)

Think about why it is easier to pull a nail out of a board if you rotate it

around the axis?

To move a thick book on the table with one finger, you need to apply

some effort. And if you put two round pencils under the book or

handles, which in this case will be roller bearings, the book is easy

will move from a weak push with the little finger.

Carry out experiments and compare the static friction force and the friction force

sliding and rolling friction forces.

Task 3.

In this experiment, two phenomena can be observed at once: inertia, experiments with

Take two eggs: one raw and the other hard-boiled. Twist

both eggs on a large plate. You see that a boiled egg behaves differently,

than raw: it rotates much faster.

In a boiled egg, the white and yolk are tightly bound to their shell and

among themselves because are in a solid state. And when we spin

raw egg, then we first unscrew only the shell, only then, due to

friction, layer by layer rotation is transmitted to the white and yolk. Thus,

liquid white and yolk, by their friction between the layers, slow down the rotation

shells.

Note. Instead of raw and boiled eggs, you can twist two pans,

one of which contains water, and the other contains the same volume of cereal.

Center of gravity. Task 1.

Take two faceted pencils and hold them parallel in front of you,

placing a ruler on them. Start bringing the pencils closer together. There will be rapprochement

occur in alternating movements: first one pencil moves, then the other.

Even if you want to interfere with their movement, you will not succeed.

They will still move in turns.

As soon as the pressure on one pencil became greater and the friction became so

the second pencil can now move under the ruler. But after a while

time the pressure above it becomes greater than above the first pencil, and because

As friction increases, it stops. And now the first one can move

pencil. So, moving one by one, the pencils will meet in the very middle

ruler at its center of gravity. This can be easily seen from the divisions of the ruler.

This experiment can also be done with a stick, holding it on outstretched fingers.

By moving your fingers, you will notice that they, also moving alternately, will meet

under the very middle of the stick. True, this is only special case. Try it

do the same with a regular floor brush, shovel or rake. You

you will see that your fingers do not meet in the middle of the stick. Try to explain

why does this happen?

Task 2.

This is an old, very visual experience. Do you have a pocket knife (folding)

probably a pencil too. Sharpen your pencil so it has a sharp end

and stick a half-opened pocket knife a little above the end. Put

the point of the pencil on the index finger. Find such a position

half-open knife on a pencil, in which the pencil will stand on

finger, swaying slightly.

Now the question is: where is the center of gravity of a pencil and a pen

Task 3.

Determine the position of the center of gravity of a match with and without a head.

Place a matchbox on the table on its long narrow edge and

Place a match without a head on the box. This match will serve as a support for

another match. Take a match with its head and balance it on the support so that

so that it lies horizontally. Use a pen to mark the position of the center of gravity

matches with a head.

Scrape the head off the match and place the match on the support so that

The ink dot you marked was lying on the support. This is not for you now

succeed: the match will not lie horizontally, since the center of gravity of the match

moved. Determine the position of the new center of gravity and note that

Which side did he move? Mark with a pen the center of gravity of the match without

Bring a match with two points to class.

Task 4.

Determine the position of the center of gravity of the flat figure.

Cut out a figure of arbitrary (any fancy) shape from cardboard

and pierce several holes in different random places (it’s better if

they will be located closer to the edges of the figure, this will increase accuracy). Drive in

into a vertical wall or stand a small nail without a head or a needle and

hang a figure on it through any hole. Please note: figure

should swing freely on the nail.

Take a plumb line consisting of a thin thread and a weight and throw it

thread through the nail so that it points in the vertical direction

suspended figure. Mark the vertical direction on the figure with a pencil

Remove the figure, hang it from any other hole and again

Using a plumb line and a pencil, mark the vertical direction of the thread on it.

The point of intersection of the vertical lines will indicate the position of the center of gravity

of this figure.

Pass a thread through the center of gravity you have found, at the end of which

make a knot and hang the figure on this thread. The figure must hold

almost horizontal. The more accurately the experiment is done, the more horizontal it will be

hold on to the figure.

Task 5.

Determine the center of gravity of the hoop.

Take a small hoop (such as a hoop) or make a ring out of

flexible twig, made of a narrow strip of plywood or rigid cardboard. Hang

it onto the nail and lower the plumb line from the hanging point. When the thread plumb

calms down, mark on the hoop the points of her touching the hoop and between

use these points to tighten and secure a piece of thin wire or fishing line

(you need to pull it hard enough, but not so much that the hoop changes its

Hang the hoop on a nail at any other point and do the same

most. The point of intersection of the wires or lines will be the center of gravity of the hoop.

Note: the center of gravity of the hoop lies outside the substance of the body.

Tie a thread to the intersection of the wires or lines and hang it on

she has a hoop. The hoop will be in indifferent equilibrium, since the center

the gravity of the hoop and the point of its support (suspension) coincide.

Task 6.

You know that the stability of the body depends on the position of the center of gravity and

on the size of the support area: the lower the center of gravity and the larger the support area,

the more stable the body is.

Keeping this in mind, take a block or an empty matchbox and, placing it

alternately on squared paper at the widest, medium and widest

circle the smaller edge each time with a pencil to get three different

support area. Calculate the dimensions of each area in square centimeters

and write them down on paper.

Measure and record the height of the center of gravity position of the box for everyone

three cases (the center of gravity of the matchbox lies at the intersection

diagonals). Conclude at what position of the boxes is the most

sustainable.

Task 7.

Sit on a chair. Place your feet vertically without putting them under

seat. Sit completely straight. Try to stand up without bending forward,

without stretching your arms forward or moving your legs under the seat. You have nothing

If it works, it won't be possible to get up. Your center of gravity, which is somewhere

in the middle of your body, will not allow you to stand up.

What condition must be met in order to stand up? You have to lean forward

or tuck your feet under the seat. When we get up, we always do both.

In this case, the vertical line passing through your center of gravity should

be sure to go through at least one of the soles of your legs or between them.

Then the balance of your body will be quite stable, you can easily

you can get up.

Well, now try to stand up, holding dumbbells or an iron in your hands. Pull

hands forward. You may be able to stand up without bending over or bending your legs under

Inertia. Task 1.

Place a postcard on the glass and place a coin on the postcard

or a checker so that the coin is above the glass. Hit the postcard

click. The card should fly out and the coin (checker) should fall into the glass.

Task 2.

Place a double sheet of notebook paper on the table. One half

sheet, place a stack of books no lower than 25cm high.

Slightly lifting the second half of the sheet above the table level with both

With your hands, quickly pull the sheet towards you. The sheet should be freed from under

books, and the books should remain in place.

Place the book on the sheet of paper again and pull it now very slowly. Books

will move with the sheet.

Task 3.

Take a hammer, tie a thin thread to it, but let it

withstood the weight of the hammer. If one thread doesn't hold up, take two

threads Slowly lift the hammer up by the thread. The hammer will hang on

thread. And if you want to raise it again, but not slowly, but quickly

jerk, the thread will break (make sure that the hammer does not break when falling

nothing underneath). The inertia of the hammer is so great that the thread does not

survived. The hammer did not have time to quickly follow your hand, it remained in place, and the thread broke.

Task 4.

Take a small ball made of wood, plastic or glass. Make out

thick paper groove, place the ball in it. Move quickly across the table

groove and then suddenly stop it. The ball will continue by inertia

movement and will roll, jumping out of the groove.

Check where the ball will roll if:

a) pull the chute very quickly and stop it abruptly;

b) pull the chute slowly and stop suddenly.

Task 5.

Cut the apple in half, but not all the way through, and leave it hanging

Now hit the blunt side of the knife with the apple hanging on top

something hard, such as a hammer. Apple continuing to move along

inertia, will be cut and split into two halves.

The same thing happens when chopping wood: if it fails

split a block of wood, they usually turn it over and hit it with the butt as hard as they can

ax on a solid support. Churbak, continuing to move by inertia,

is driven deeper into the ax and splits in two.

FEDERAL STATE EDUCATIONAL INSTITUTION SECONDARY SCHOOL

NAME a. n. RADISHCHEVA

G. KUZNETSK - 12

EXPERIMENTAL TASKS IN PHYSICS

1. Modulus measurement initial speed and the braking time of a body moving under the influence of friction

Devices and materials: 1) a block from a laboratory tribometer, 2) training dynamometer, 3) measuring tape with centimeter divisions.

1. Place the block on the table and note its initial position.

2. Push the block slightly with your hand and notice its new position on the table (see figure).

3. Measure the braking distance of the block relative to the table._________

4. Measure the modulus of weight of the block and calculate its mass.__

5. Measure the modulus of the sliding friction force of the block on the table.___________________________________________________________

6. Knowing the mass, braking distance and sliding friction force modulus, calculate the initial velocity modulus and braking time of the block.______________________________________________

7. Write down the results of measurements and calculations.__________

2. Measurement of the acceleration modulus of a body moving under the action of elasticity and friction forces

Devices and materials: 1) laboratory tribometer, 2) educational dynamometer with a lock.

Work order

1. Measure the modulus of weight of the block using a dynamometer._______

_________________________________________________________________.

2. Hook the dynamometer onto the block and place them on the tribometer ruler. Set the dynamometer pointer to the zero scale division, and the lock - near the stop (see figure).

3. Bring the block into uniform motion along the tribometer ruler and measure the modulus of the sliding friction force. ________

_________________________________________________________________.

4. Bring the block into accelerated motion along the tribometer ruler, acting on it with a force greater than the modulus of the sliding friction force. Measure the modulus of this force. __________________

_________________________________________________________________.

5. Using the data obtained, calculate the acceleration modulus of the block._

_________________________________________________________________.

__________________________________________________________________

2. Move the block with weights evenly along the tribometer ruler and record the dynamometer readings with an accuracy of 0.1 N.__________________________________________________________.

3. Measure the displacement modulus of the block with an accuracy of 0.005 m

relative to the table. ___________________________________________.

__________________________________________________________________

5. Calculate absolute and relative error work measurements._______________________________________________

__________________________________________________________________

6. Write down the results of measurements and calculations.__________

__________________________________________________________________

_________________________________________________________________

Answer the questions:

1. What is the direction of the traction force vector relative to the movement vector of the block?_____________________________________________

_________________________________________________________________.

2. What is the sign of the work done by the traction force to move the block?___________________________________________

__________________________________________________________________

Option 2.

1. Place a block with two weights on the tribometer ruler. Hook the dynamometer onto the hook of the block, placing it at an angle of 30° to the ruler (see figure). Check the tilt angle of the dynamometer using a square.

2. Move the block with weights evenly along the ruler, maintaining the original direction of the traction force. Record the dynamometer readings to the nearest 0.1 N.____________________

_________________________________________________________________.

3. Measure the modulus of movement of the block with an accuracy of 0.005 m relative to the table.________________________________________________

4. Calculate the work done by the traction force by moving the block relative to the table.________________________________________________

__________________________________________________________________

__________________________________________________________________.

5. Write down the results of measurements and calculations.__________

__________________________________________________________________

Answer the questions:

1. What is the direction of the traction force vector relative to the displacement vector of the block? _____________________________________________________

_________________________________________________________________.

2. What is the sign of the work done by the traction force to move the block?

_________________________________________________________________.

_________________________________________________________________

4. Efficiency measurement moving block

Pdevices and materials: 1) block, 2) training dynamometer, 3) measuring tape with centimeter divisions, 4) weights weighing 100 g with two hooks - 3 pcs., 5) tripod with foot, 6) thread 50 cm long with loops at the ends.

Work order

1. Assemble the installation with the moving block as shown in the figure. Throw the thread over the block. Hook one end of the thread onto the tripod leg, the other onto the hook of the dynamometer. Hang three weights weighing 100 g each from the block holder.

2. Take the dynamometer in your hand, position it vertically so that the block with weights hangs on the threads, and measure the modulus of the tension force of the thread._____________

___________________________________________

3. Raise the loads evenly to a certain height and measure the modules of movement of the loads and the dynamometer relative to the table. ___________________________________________________________

_________________________________________________________________.

4.Calculate useful and perfect work relative to the table. ___________________________________________________________

__________________________________________________________________

5.Calculate the efficiency of the moving unit. _________________________________

Answer the questions:

1.What gain in strength does the movable block give?______________

2. Is it possible to get a gain in work using a moving block? _______________________________________________

_________________________________________________________________

3.How to increase the efficiency of the moving unit?_____________________

____________________________________________________________________________________________________________________________________________________________________________________________________.

5. Torque measurement

Pdevices and materials: 1) laboratory trough, 2) training dynamometer, 3) measuring tape with centimeter divisions, 4) loop made of strong thread.

Work order

1. Place a loop on the end of the chute and hook it with a dynamometer as shown in the figure. When lifting the dynamometer, rotate the chute around a horizontal axis passing through its other end.

2.Measure the magnitude of the force required to rotate the chute._

3.Measure the arm of this force. ________________________________.

4. Calculate the moment of this force.______________________________

__________________________________________________________________.

5.Move the loop to the middle of the chute, and again measure the magnitude of the force required to rotate the chute and its arm.______

___________________________________________________________________________________________________________________________________.

6.Calculate the moment of the second force. ___________________________

_________________________________________________________________.

7.Compare the calculated moments of forces. Draw a conclusion. _____

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

6. “Measurement of spring stiffness.

Purpose of the work: find the spring stiffness.

Materials: 1) tripod with couplings and foot; 2) spiral spring.

Work order:

Attach the end of the coil spring to the tripod (the other end of the spring is equipped with an arrow pointer and a hook).

Next to the spring or behind it, install and secure a ruler with millimeter divisions.

Mark and write down the division of the ruler against which the spring pointer arrow falls. __________________________

Hang a load of known mass on a spring and measure the elongation of the spring caused by it.________________________________

___________________________________________________________________

To the first weight, add the second, third, etc. weights, each time recording the elongation /x/ of the spring. Based on the measurement results, fill out the table _____________________________________

___________________________________________________________________

__________________________________________________________________.

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_______________________________________________________________.

3. Weigh the block and the load.__________________________________________

________________________________________________________________.

4. Add the second and third weights to the first weight, each time weighing the block and weights and measuring the friction force. _______________

____________________________________________________________________________________________________________________________________________________________________________________________.

5. Based on the measurement results, plot the dependence of the friction force on the pressure force and, using it, determine the average value of the friction coefficient μ Wed ______________________________-

_____________________________________________________________________________________________________________________________________________________________________________________________________.

Laboratory work

Spring stiffness measurement

Purpose of the work: find the spring stiffness by measuring the elongation of the spring when the force of gravity of the load is balanced by the elastic force of the spring and plot the dependence of the elastic force of a given spring on its elongation.

Equipment: set of loads; ruler with millimeter divisions; tripod with coupling and foot; spiral spring (dynamometer).

Questions for self-study

1. How to determine the gravity of a load?_________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

4. The load hangs motionless on the spring. What can be said in this case about the gravitational force of the load and the elastic force of the spring? _________

__________________________________________________________________

__________________________________________________________________

5. How can you measure spring stiffness using the above equipment? _____________________________________________

__________________________________________________________________

__________________________________________________________________

6. How, knowing the stiffness, can you plot the dependence of the elastic force on the elongation of the spring?________________________________

__________________________________________________________________

__________________________________________________________________

Note. Take the acceleration of free fall equal to (10 ± 0.2) m/s2, the mass of one load (0.100 ± 0.002) kg, the mass of two loads - (0.200 ± 0.004) kg, etc. It is enough to do three experiments.

Laboratory work

"Measuring the coefficient of sliding friction"

Purpose of the work: determine the coefficient of friction.

Materials: 1) wooden block; 2) wooden ruler; 3) a set of weights.

Work order

Place the block on a horizontal wooden ruler. Place a weight on the block.

After attaching the dynamometer to the block, pull it as evenly as possible along the ruler. Note the dynamometer reading. _____________________________________________________

__________________________________________________________________

Weigh the block and the load.__________________________________________

Add the second and third weights to the first weight, each time weighing the block and weights and measuring the friction force._________________

_________________________________________________________________

_________________________________________________________________

Based on the measurement results, fill out the table:

5. Based on the measurement results, plot the dependence of the friction force on the pressure force and, using it, determine the average value of the friction coefficient μ. ________________________________

__________________________________________________________________

__________________________________________________________________

6. Draw a conclusion.

Laboratory work

Study of capillary phenomena caused by the surface tension of a liquid.

Purpose of the work: measure the average diameter of the capillaries.

Equipment: a vessel with tinted water, a strip of filter paper measuring 120 x 10 mm, a strip of cotton fabric measuring 120 x 10 mm, a measuring ruler.

The wetting fluid is drawn into the capillary. The rise of the liquid in the capillary occurs until the resulting force acting upward on the liquid, Fв, is balanced by the force of gravity mg of a liquid column of height h:

According to Newton's third law, the force Fv acting on the liquid is equal to the surface tension force Fpov acting on the capillary wall along the line of contact with the liquid:

Thus, when the liquid is in equilibrium in the capillary (Figure 1)

Fsur = mg. (1)

We will assume that the meniscus has the shape of a hemisphere, the radius of which r is equal to the radius of the capillary. The length of the contour limiting the surface of the liquid is equal to the circumference:

Then the surface tension force is:

Fsur = σ2πr, (2)

where σ is the surface tension of the liquid.

m = ρV = ρ πr2h. (3)

Substituting expression (2) for Fpov and mass (3) into the equilibrium condition of the liquid in the capillary, we obtain

σ2πr = ρ πr2hg,

where is the diameter of the capillary

D = 2r = 4σ/ ρgh. (4)

The order of work.

Using strips of filter paper and cotton cloth at the same time, touch the surface of the colored water in the glass (Figure 2), observing the rise of the water in the strips.

As soon as the water stops rising, remove the strips and measure the heights h1 and h2 of the rising water in them with a ruler.

The absolute measurement errors Δ h1 and Δ h2 are taken equal to twice the ruler division.

Δ h1 = 2 mm; Δ h2 = 2 mm.

Calculate the diameter of the capillaries using formula (4).

D2 = 4σ/ ρgh2.

For water σ ± Δσ = (7.3 ± 0.05)x10-2 N/m.

Calculate the absolute errors Δ D1 and Δ D2 for indirect measurement of capillary diameter.

Δ D2 = D2(Δσ/ σ + Δ h2/ h2).

Errors Δ g and Δ ρ can be neglected.

Present the final result of measuring the diameter of the capillaries in the form