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Educational practice specialized school in physics. Practice report: Methods for studying the dynamics of a rigid body in the physics course of a specialized secondary school. Methods for studying the rotational motion of a rigid body in classes with advanced study of physics

Physics as a science about the most general laws of nature, acting as a school subject, makes a significant contribution to the system of knowledge about the world around us. It reveals the role of science in the economic and cultural development of society, contributes to the formation of a modern scientific worldview. Solving problems in physics is a necessary element of educational work. Tasks provide material for exercises that require the application of physical laws to phenomena occurring in certain specific conditions. Tasks contribute to a deeper and more solid assimilation of physical laws, the development of logical thinking, ingenuity, initiative, will and perseverance in achieving the set goal, arouse interest in physics, help the acquisition of skills for independent work and serve as an indispensable tool for the development of independence in judgments. In the process of completing tasks, students are directly faced with the need to apply the knowledge gained in physics in life, they are more deeply aware of the connection between theory and practice. This is one of the important means of repetition, consolidation and testing of students' knowledge, one of the main methods of teaching physics.

Educational practice "Methods for solving physical problems" was developed for 9th grade students in the framework of pre-profile training.

The educational practice is designed for 34 hours. The choice of the topic is due to the importance and relevance, in connection with the transition of schools to specialized training. Pupils already in basic school must make a choice of a profile or type of future professional activity that is important for their future fate. The practical significance, applied orientation, invariance of the material being studied are designed to stimulate the development of the cognitive interests of schoolchildren and contribute to the successful development of the system of previously acquired knowledge and skills in all areas of physics.

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Preview:

"Agreed" "Approved"

Working programm

training practice

in physics

for grade 9

"Solution Methods

Physical tasks "

2014-2015 academic year

35 hours

Soviet

2014

Internship program

(34 hours, 1 hour per week)

Explanatory note

Basic goals educational practice:

Tasks educational practice:

elevated level.

Estimated resultseducational practice:

As a result of studying
know / understand
be able to

UMK.

Section "Introduction

Section "Thermal phenomena"

Section "Optics"

Section "Kinematics"

Section "Dynamics"

Section "Conservation laws."

Kinematics. (4 hours)

Dynamics. (8 ocloc'k)

Balance of bodies (3 hours)

Conservation laws. (8 ocloc'k)

Optics (1)

	theme	Number of hours.
	Classification of tasks
	Kinematics
	Dynamics
	Balance of bodies
	Conservation laws
	Thermal phenomena
	Electrical phenomena.
VIII	Optics
	Total hours

teaching materialtraining practice

p / p	Lesson topic	Kind of activity	Date. According to plan	fact
	Classification of tasks (2 hours)
		Lecture	4.09.	4.09.
		Combined lesson	11.09	11.09	the formation of skills to perceive, process and present information in verbal, figurative, symbolic forms, analyze and process the information received in accordance with the tasks set, highlight the main content of the read text, find answers to the questions posed in it and present it; compare, search for additional information,
	Kinematics (4)
		Practical lesson	18.09	18.09
		Practical lesson	25.09	25.09	formulate and implement the stages of solving problems
		Practical lesson	2.10	2.10	gaining experience in self-calculation of physical quantities structure texts, including the ability to highlight the main and secondary, the main idea of the text, build a sequence of events; formulate and implement the stages of solving problems
		Practical lesson	9.10		formulate and implement the stages of solving problems
	Dynamics (8)
		Practical lesson	16.10		formulate and implement the stages of solving problems
		Lecture	21.10		the formation of skills to perceive, process and present information in verbal, figurative, symbolic forms, analyze and process the information received in accordance with the tasks set, highlight the main content of the read text, find answers to the questions posed in it and present it; compare, search for additional information,
		Practical lesson	28.10		formulate and implement the stages of solving problems
10 4		Practical lesson			formulate and implement the stages of solving problems
11 5		Practical lesson			formulate and implement the stages of solving problems
12 6		Practical lesson			formulate and implement the stages of solving problems
13 7		Lecture			the formation of skills to perceive, process and present information in verbal, figurative, symbolic forms, analyze and process the information received in accordance with the tasks set, highlight the main content of the read text, find answers to the questions posed in it and present it; compare, search for additional information,
14 8		Practical lesson			formulate and implement the stages of solving problems
	Balance of bodies (3 hours)				formulate and implement the stages of solving problems
15 1		Practical lesson			formulate and implement the stages of solving problems
16 2	(Test work.)	Practical lesson			formulate and implement the stages of solving problems
17 3		Practical lesson			formulate and implement the stages of solving problems
	Conservation laws (8)				formulate and implement the stages of solving problems
18 1		Practical lesson			formulate and implement the stages of solving problems
19 2		Lecture			the formation of skills to perceive, process and present information in verbal, figurative, symbolic forms, analyze and process the information received in accordance with the tasks set, highlight the main content of the read text, find answers to the questions posed in it and present it; compare, search for additional information,
20 3		Practical lesson			formulate and implement the stages of solving problems
21 4		Practical lesson			formulate and implement the stages of solving problems
22 5		Practical lesson			formulate and implement the stages of solving problems
23 6		Lecture			the formation of skills to perceive, process and present information in verbal, figurative, symbolic forms, analyze and process the information received in accordance with the tasks set, highlight the main content of the read text, find answers to the questions posed in it and present it; compare, search for additional information,
24 7		Practical lesson			formulate and implement the stages of solving problems
25 8		Practical lesson			formulate and implement the stages of solving problems
	Thermal phenomena (4)				formulate and implement the stages of solving problems
26 1	Solving problems on thermal phenomena.	Practical lesson			gaining experience in self-calculation of physical quantities structure texts, including the ability to highlight the main and secondary, the main idea of the text, build a sequence of events; formulate and implement the stages of solving problems
27 2		Practical lesson			formulate and implement the stages of solving problems
28 3	Solving problems. Air humidity.	Practical lesson
29 4		Practical lesson			formulate and implement the stages of solving problems.
	Electrical phenomena. (4)
30 1		Practical lesson
31 2		Practical lesson			formulate and implement the stages of solving problems.
32 3		Practical lesson			formulate and implement the stages of solving problems.
33 4	Efficiency of electrical installations.	Practical lesson			formulate and implement the stages of solving problems.
	Optics (1)				formulate and implement the stages of solving problems. gaining experience in self-calculation of physical quantities structure texts, including the ability to highlight the main and secondary, the main idea of the text, build a sequence of events;
34 1		Practical lesson			formulate and implement the stages of solving problems.

Literature for the teacher.

Literature for students.

Preview:

Municipal budgetary educational institution

secondary school №1г. Soviet

"Agreed" "Approved"

Deputy Director for teaching and educational work Director of MBUSOSH # 1, Sovetskiy

T.V. Didich ________________ A.V. Bricheev

"" August 2014 "" August 2014

Working programm

training practice

in physics

for grade 9

"Solution Methods

Physical tasks "

2014-2015 academic year

Teacher: Fattakhova Zulekha Khamitovna

The program is compiled in accordance with

1. Sample programs in subjects. Physics 7-9 M .: Education. 2011 Russian Academy of Education. 2011 (New generation standards.)

2 .. Orlov V.L. Saurov Yu, A, “Methods for solving physical problems” (The program of elective courses. Physics. Grades 9-11. Profile training.) Compiled by VA Korovin. Moscow 2005

3. Programs for educational institutions. Physics. Astronomy. 7 - 11 grades. / comp. V.A. Korovin, V.A. Orlov. - M .: Bustard, 2004

The number of hours according to the curriculum for the 2014-2015 academic year: 35 hours

Considered at a meeting of the school methodological council

Soviet

2014

Internship program

"Methods for solving physical problems"

(34 hours, 1 hour per week)

Explanatory note

Educational practice "Methods for solving physical problems" was developed for 9th grade students in the framework of pre-profile training.

Basic goals educational practice:

Deep assimilation of the material by mastering various rational methods of solving problems.

Enhancement of independent activity of students, enhancement of cognitive activity of students.

Assimilation of fundamental laws and physical concepts in their relatively simple and significant applications.

An introduction to the skills of physical thinking through problem situations, when an independent solution of a problem or analysis of a demonstration serves as a motivated basis for further consideration.

Improving the methods of research activities of students in the process of performing experimental tasks, in which acquaintance with new physical phenomena precedes their subsequent study.

Combining the general educational focus of the course with the creation of a foundation for continuing education in high school.

Creating a positive motivation for teaching physics at a specialized level. Increasing the information and communication competence of students.

Self-determination of students in relation to their high school profile.

Tasks educational practice:

1. Expansion and deepening of students' knowledge of physics

2. Clarification of the student's ability and readiness to master the subject on

elevated level.

3. Creation of the basis for further training in a specialized class.

The program of educational practice expands the curriculum of the school course in physics, at the same time focusing on the further improvement of the knowledge and skills already mastered by students. For this, the program is divided into several sections. The first section acquaints students with the concept of “task”, acquaints with various aspects of working with tasks. When solving problems, special attention is paid to the sequence of actions, the analysis of physical phenomena, the analysis of the result obtained, and the solution of problems according to the algorithm.

When studying the first and second sections, it is planned to use various forms of classes: a story, a conversation with students, a presentation by students, a detailed explanation of examples of solving problems, group setting of experimental problems, individual and group work on drawing up problems, familiarity with various collections of problems. As a result, students should be able to classify problems, be able to compose the simplest problems, and know the general algorithm for solving problems.

When studying other sections, the main attention is paid to the formation of skills for independent solution of problems of various levels of complexity, the ability to choose a rational way of solving, and the application of a solution algorithm. The content of the topics is selected so as to form the basic methods of this physical theory when solving problems. In the classroom, collective and group forms of work are assumed: setting, solving and discussing problem solving, preparing for the Olympiad, selecting and composing problems, etc. As a result, it is expected that students will reach the theoretical level of problem solving: solving by algorithm, mastering the basic techniques solutions, simulation of physical phenomena, self-control and self-esteem, etc.

The program of educational practice involves learning to solve problems, since this type of work is an integral part of a full-fledged study of physics. One can judge the degree of understanding of physical laws by the ability to consciously apply them in the analysis of a specific physical situation. Usually, the greatest difficulty for students is the question "where to start?" This ability to choose a way to solve a problem, that is, the ability to determine which physical laws describe the phenomenon under consideration, just testifies to a deep and comprehensive understanding of physics. For a deep understanding of physics, it is necessary to clearly understand the degree of commonality of various physical laws, the boundaries of their application, and their place in the general physical picture of the world. Thus, having studied mechanics, students should understand that the application of the law of conservation of energy makes it much easier to solve the problem, and also when it is impossible in other ways.

An even higher degree of understanding of physics is determined by the ability to use in solving problems the methodological principles of physics, such as the principles of symmetry, relativity, equivalence.

The program of educational practice involves teaching students the methods and ways of finding a way to solve problems. As a result of studying the elective course, students should learn how to use algorithms for solving problems of kinematics, dynamics, laws of conservation of momentum and energy, dividing a problem into subtasks, reduce a complex problem to a simpler one, mastering a graphical solution. And also to provide students with the opportunity to satisfy their individual interest while acquainting them with the main trends in the development of modern science, thereby contributing to the development of versatile interests and orientation to the choice of physics for subsequent study in a specialized school.

Estimated resultseducational practice:

in subject matter- general understanding of the essence of physical science; physical task;

in the field of communication competence- mastering by students the forms of problem communication (the ability to competently express their point of view, accompanying with examples, draw conclusions, generalizations);

in social competence- development of interaction skills through group activities, work in pairs of constant and variable compositions when performing various tasks.

in the field of self-development competence- stimulating the need and ability for self-education, personal goal-setting.
As a result of studyingtraining practice in physics "Methods for solving physical problems" the student must:
know / understand
- the meaning of the physical laws of classical mechanics, universal gravitation, conservation of energy and momentum, mechanical vibrations and waves
be able to
- to solve problems on the application of the studied physical laws by various methods
to use the acquired knowledge and skills in practice and everyday life for:
conscious self-determination of the student regarding the profile of further education.

UMK.

1. Orlov V.L. Saurov Yu, A, “Methods for solving physical problems” (The program of elective courses. Physics. Grades 9-11. Profile training.) Compiled by VA Korovin. Moscow 2005

2. Programs for educational institutions. Physics. Astronomy. 7 - 11 grades. / comp. V.A. Korovin, V.A. Orlov. - M .: Bustard, 2004

3. Rymkevich A.P. Physics. Problem book. Grades 10 - 11 .: A guide for general education. Establishments. - M .: Bustard, 2002.

4. Physics. Grade 9: didactic materials / A.E. Maron, E.A. Maroon. - M .: Bustard, 2005.

5. Peryshkin A.V., Gutnik E.M. Physics. 9th grade: Textbook. for general education. educational institutions. - M .: Bustard, 2006.

The program is coordinated with the content of the program of the main physics course. It orients the teacher towards the further improvement of the already acquired knowledge and skills of students, as well as the formation of in-depth knowledge and skills. For this, the entire program is divided into several sections.

Section "Introduction"- is largely theoretical in nature. Here schoolchildren get acquainted with the minimum information about the concept of" task ", they realize the importance of tasks in life, science, technology, get acquainted with various aspects of working with tasks. In particular, they must know the basic techniques of drawing up tasks, be able to classify a problem on three or four grounds.

Section "Thermal phenomena"- Includes the following basic concepts: internal energy, heat transfer, work as a way of changing internal energy, thermal conductivity, convection, amount of heat, specific heat capacity of a substance, specific heat of combustion of fuel, temperature of melting and crystallization, specific heat of fusion and vaporization. Formulas: for calculating the amount of heat when the body temperature changes, fuel combustion, changes in the aggregate states of matter. Application of the studied thermal processes in practice: in heat engines, technical devices and devices.

When working with the tasks of this section, attention is systematically drawn to worldview and methodological generalizations: the needs of society in the formulation and solution of problems of practical content, problems of the history of physics, the importance of mathematics for solving problems, familiarization with the system analysis of physical phenomena in solving problems. When selecting tasks, it is necessary to use, possibly, wider tasks of various types. The main thing in this is the development of students' interest in solving problems, the formation of a certain cognitive activity when solving a problem. Students must master the ability to read graphs of changes in body temperature during heating, melting, vaporization, solve qualitative problems using knowledge about methods of changing internal energy and various methods of heat transfer, find from the table the values of the specific heat capacity of a substance, specific heat of combustion of fuel, specific heat of fusion and vaporization ... Particular attention should be paid to energy transformations, showing that the performance of mechanical work by a heat engine is associated with a decrease in the internal energy of the working fluid (steam, gas). Tasks on this topic can be used for the purpose of polytechnic education of students.

Section "Electrical phenomena"- Tasks on this topic should help the formation of concepts about electric current and electrical quantities (current I, voltage U and resistance R), as well as teach students to calculate simple electrical circuits. The main attention is paid to the problems of Ohm's law and the calculation of the resistance of conductors depending on the material, their geometric dimensions (length L and cross-sectional area S) and connection methods, considering serial, parallel, and also mixed connection of conductors. It is important to teach students how to understand circuit diagrams and find branch points in the case of parallel connections. Students should learn how to draw up equivalent circuits, that is, circuits in which the connections of conductors are more clearly visible. Solving problems for various methods of calculating the resistance of complex electrical circuits. Solving problems of various types for the description of electric circuits of direct electric current using Ohm's law, Joule-Lenz's law. Formulation and solution of frontal experimental problems to determine the change in instrument readings when the resistance of certain sections of the circuit changes, to determine the resistances of the circuit sections, etc.

In the topic "Work and current power" there are very great opportunities for considering and solving experimental problems: electric incandescent lamps, household appliances, electric meters are easy to demonstrate, take their readings, passport data and find the required values from them.

When solving problems, students must acquire the skills to calculate the work and power of the current, the amount of heat released in the conductor, and learn how to calculate the cost of electricity. Students must firmly know the basic formulas by which they calculate the work of the current A = IUt, the current power P = IU, the amount of heat released in the conductor when the current passes through it Q = IUt (J).

When solving problems, the main attention is paid to the formation of the ability to solve problems, to the accumulation of experience in solving problems of various difficulties. The most general point of view on the solution of the problem as a description of this or that physical phenomenon by physical laws is being developed.

Section "Optics" - Includes basic concepts: straightness of propagation of light, speed of light, reflection and refraction of light, focal length of a lens, optical power of a lens. The laws of reflection and refraction of light. Skills in the practical application of basic concepts and laws in the studied optical devices. Basic skills: take images of an object using a lens. Build an image of an object in a flat mirror and in a thin lens. Solve qualitative and design problems on the laws of light reflection, on the application of the lens formula, on the path of rays in optical systems, the design and operation of optical devices.

Section "Kinematics"- When studying kinematics, a significant place is given to familiarization with practical methods of measuring speed and various methods for assessing measurement accuracy, methods of constructing and analyzing graphs of the laws of motion are considered.

On the topic of uneven movement, they solve problems in which they investigate or find values that characterize uneven movement: trajectory, path, displacement, speed and acceleration. Of the various types of uneven motion, only equally variable motion is considered in detail. The topic is completed by solving problems about motion along a circle: in these problems, the main attention is paid to calculating the angle of rotation; angular velocity or period of rotation; linear (circumferential) speed; normal acceleration.

To solve problems, it is important that students firmly grasp and know how to use the relationship between the linear and angular velocity of uniform rotational motion: It is also necessary to pay attention to the students' understanding of the formulas

Section "Dynamics"- The knowledge gained by students about various types of motion, Newton's laws and forces allows solving the main problems of dynamics: by studying the movement of a material point, to determine the forces acting on it; using known forces to find the acceleration, speed and position of a point at any time.

Based on the students' knowledge of the kinematics of equal-variable motion, they first solve the problems of rectilinear motion of bodies under the influence of a constant force, including under the action of gravity. These tasks make it possible to clarify the concepts of gravity, weight and weightlessness. As a result, students must firmly grasp what weight is called the force with which a body in a gravitational field presses on a horizontal support or stretches a suspension. The force of gravity is the force with which the body is attracted to the Earth.

Then they move on to problems of curvilinear motion, where the main attention is paid to the uniform motion of bodies along a circle, including the motion of planets and artificial satellites in circular orbits.

In the "Dynamics" section, it is necessary to pay special attention to the fact that there are two main tasks of mechanics - direct and reverse. The need to solve the inverse problem of mechanics - the definition of the law of forces is explained by the example of the discovery of the law of universal gravitation. Students are given the concept of the classical principle of relativity in the form of a statement that in all inertial reference frames all mechanical phenomena proceed in the same way.

Section "Statics. Equilibrium of rigid bodies"- In this topic, problems are first solved that are designed to give students the skills to add and decompose forces. Based on the knowledge gained by students in the 7th grade, they solve several problems on the addition of forces acting in one straight line. Then the main attention is paid to solving the problems of adding forces acting at an angle. In this case, the operation of addition of forces, although important in itself, should still be considered as a means for clarifying the conditions under which bodies can be in equilibrium or relative rest. The study of the methods of decomposition of forces serves the same purpose. According to the first and second laws of Newton, for the equilibrium of a material point, it is necessary that the geometric sum of all forces applied to it be equal to zero. The general method for solving problems is that all the forces applied to the body (material point) are indicated and then, by adding or decomposing them, they find the required quantities.

As a result, it is necessary to bring students to an understanding of the general rule: a rigid body is in equilibrium if the resultant of all forces acting on it and the sum of the moments of all forces are equal to zero.

Section "Conservation laws."- In this section, the laws of conservation of momentum, energy and angular momentum are introduced not as a consequence of the laws of dynamics, but as independent fundamental laws.

Tasks on this topic should contribute to the formation of the most important physical concept of "energy". First, they solve - the problems of the potential energy of bodies, taking into account the information received by students in the 7th grade, and then - the problems of kinetic energy. When solving problems about potential energy, you need to pay attention to the fact that the value of potential energy is determined relative to the level conventionally taken as zero. This is usually the level of the Earth's surface.

Students should also remember that the formula WП = mgh is approximate, since g changes with height. Only for small, compared with the Earth's radius, values of h can be considered g as a constant. The kinetic energy determined by the formula also depends on the frame of reference in which the speed is measured. Most often, the frame of reference is associated with the Earth.

The general criterion of whether a body has kinetic or potential energy should be the conclusion about the possibility of doing work by it, which is a measure of the change in energy. Finally, they solve the problems of the transition of one type of mechanical energy to another, which lead students to the concept of the law of conservation and transformation of energy.

After that, the main attention is paid to problems on the law of conservation of energy in mechanical processes, including the operation of simple mechanisms. Combined problems using the law of conservation of energy are an excellent means of repeating many areas of kinematics and dynamics.

The application of conservation laws to solving practical problems is considered using examples of jet propulsion, equilibrium conditions for systems of bodies, lift of an aircraft wing, elastic and inelastic collisions of bodies, principles of operation of simple mechanisms and machines. Particular attention is paid to the conditions for the application of conservation laws in solving problems of mechanics.

Physical task. Classification of tasks. (2 hours)

What is a physical task. The composition of the physical problem. Physical theory and problem solving. The value of tasks in learning and life. Classification of physical problems by content, method of assignment and solution. Examples of tasks of all kinds. Compilation of physical problems. Basic requirements for the compilation of tasks. General requirements for solving physical problems. Stages of solving a physical problem. Working with the text of the task. Analysis of a physical phenomenon; formulation of a solution idea (solution plan). Implementation of the plan for solving the problem. Analysis of the solution and its meaning. Making a decision. Typical flaws in solving and formulating a solution to a physical problem. Study of examples of problem solving. Various techniques and solutions: algorithms, analogies, geometric techniques. Dimensional method, graphical solution, etc.

Kinematics. (4 hours)

Coordinate method for solving problems in kinematics. Types of mechanical movements. Way. Speed. Acceleration. Description of uniform rectilinear motion and uniformly accelerated rectilinear motion by the coordinate method. The relativity of mechanical movement. A graphical method for solving problems in kinematics. Circular movement.

Dynamics. (8 ocloc'k)

Solving problems on the basic laws of dynamics: Newton, the law for the force of gravity, elasticity, friction, resistance. Solving problems on the movement of a material point under the influence of several forces.

Balance of bodies (3 hours)

Problems of adding forces acting along one straight line. Solving problems on the addition of forces acting at an angle. Elements of statics. Lever arm. Lever equilibrium condition. Blocks. The golden rule of mechanics.

Conservation laws. (8 ocloc'k)

Classification of problems in mechanics: solving problems by means of kinematics, dynamics, using conservation laws. Problems for the law of conservation of momentum. Tasks for determining work and power. Problems on the law of conservation and transformation of mechanical energy. Solving problems in several ways. Drawing up tasks for specified objects or phenomena. Mutual verification of tasks to be solved. Solving Olympiad problems.

Fundamentals of Thermodynamics. (4 hours)

Thermal phenomena - internal energy, heat transfer, work as a way of changing internal energy, thermal conductivity, convection, amount of heat, specific heat of a substance, specific heat of combustion of fuel, temperature of melting and crystallization, specific heat of fusion and vaporization. Calculation of the amount of heat with a change in body temperature, fuel combustion, a change in the state of aggregation of matter. Application of the studied thermal processes in practice: in heat engines, technical devices and devices

Pressure in the fluid. Pascal's law. Archimedes' law.

Electrical phenomena. (4 hours)

Amperage, voltage, resistance of conductors and connection methods, considering series, parallel, and mixed connection of conductors. Ohm's law, Joule-Lenz's law. Work and power of the current, the amount of heat released in the conductor, Calculation of the cost of electricity.

Optics (1)

Rectilinear propagation of light, speed of light, reflection and refraction of light, focal length of a lens, optical power of a lens. The laws of reflection and refraction of light. Build an image of an object in a flat mirror and in a thin lens. Qualitative and design problems for the laws of light reflection, for the application of the lens formula,

Educational and thematic planning.

	theme	Number of hours.
	Classification of tasks
	Kinematics
	Dynamics
	Balance of bodies
	Conservation laws
	Thermal phenomena
	Electrical phenomena.
VIII	Optics
	Total hours

Calendar-thematic planning

teaching materialtraining practice

p / p	Lesson topic	Kind of activity	Date. According to plan	fact	The main activities of the student (at the level of educational activities)
	Classification of tasks (2 hours)
	What is a physical task. The composition of the physical problem.	Lecture	4.09.	4.09.	the formation of skills to perceive, process and present information in verbal, figurative, symbolic forms, analyze and process the information received in accordance with the tasks set, highlight the main content of the read text, find answers to the questions posed in it and present it; compare, search for additional information,
	Classification of physical problems, Algorithm for solving problems.	Combined lesson	11.09	11.09	the formation of skills to perceive, process and present information in verbal, figurative, symbolic forms, analyze and process the information received in accordance with the tasks set, highlight the main content of the read text, find answers to the questions posed in it and present it;
	Kinematics (4)
	Rectilinear uniform movement. Graphical representations of movement.	Practical lesson	18.09	18.09	gaining experience in self-calculation of physical quantities structure texts, including the ability to highlight the main and secondary, the main idea of the text, build a sequence of events; formulate and implement the stages of solving problems
	Algorithm for solving problems at an average speed.	Practical lesson	25.09	25.09	formulate and implement the stages of solving problems
	Acceleration. Equivalent motion	Practical lesson	2.10	2.10	gaining experience in self-calculation of physical quantities structure texts, including the ability to highlight the main and secondary, the main idea of the text, build a sequence of events; formulate and implement the stages of solving problems
	Graphical representation of the throttle control. A graphical way to solve problems.	Practical lesson	9.10		formulate and implement the stages of solving problems
	Dynamics (8)
	Solving problems on Newton's laws by the algorithm.	Practical lesson	16.10		formulate and implement the stages of solving problems
	Coordinate method for solving problems. The weight of the moving body.	Lecture	21.10		the formation of skills to perceive, process and present information in verbal, figurative, symbolic forms, analyze and process the information received in accordance with the tasks set, highlight the main content of the read text, find answers to the questions posed in it and present it; compare, search for additional information,
	Coordinate method for solving problems. The movement of connected bodies.	Practical lesson	28.10		formulate and implement the stages of solving problems
10 4	Problem solving: free fall.	Practical lesson			formulate and implement the stages of solving problems
11 5	Problem solving coordinate method: the movement of bodies on an inclined plane.	Practical lesson			formulate and implement the stages of solving problems
12 6	The movement of a body thrown at an angle to the horizon.	Practical lesson			formulate and implement the stages of solving problems
13 7	Characteristics of the movement of bodies in a circle: angular velocity.	Lecture			the formation of skills to perceive, process and present information in verbal, figurative, symbolic forms, analyze and process the information received in accordance with the tasks set, highlight the main content of the read text, find answers to the questions posed in it and present it; compare, search for additional information,
14 8	Motion in the gravitational field. Space speed	Practical lesson			formulate and implement the stages of solving problems
	Balance of bodies (3 hours)				formulate and implement the stages of solving problems
15 1	The center of gravity. Conditions and types of balance.	Practical lesson			formulate and implement the stages of solving problems
16 2	Solving problems to determine the characteristics of equilibrium. (Test work.)	Practical lesson			formulate and implement the stages of solving problems
17 3	Analysis of work and analysis of difficult tasks.	Practical lesson			formulate and implement the stages of solving problems
	Conservation laws (8)				formulate and implement the stages of solving problems
18 1	Impulse of power. Solving problems for Newton's second law in impulse form.	Practical lesson			formulate and implement the stages of solving problems
19 2	Solving problems on the law of conservation of momentum.	Lecture			the formation of skills to perceive, process and present information in verbal, figurative, symbolic forms, analyze and process the information received in accordance with the tasks set, highlight the main content of the read text, find answers to the questions posed in it and present it; compare, search for additional information,
20 3	Work and power. Efficiency of mechanisms.	Practical lesson			formulate and implement the stages of solving problems
21 4	Potential and kinetic energy. Solving problems.	Practical lesson			formulate and implement the stages of solving problems
22 5	Problem solving by means of kinematics and dynamics using conservation laws.	Practical lesson			formulate and implement the stages of solving problems
23 6	Pressure in the fluid. Pascal's law. The strength of Archimedes.	Lecture			the formation of skills to perceive, process and present information in verbal, figurative, symbolic forms, analyze and process the information received in accordance with the tasks set, highlight the main content of the read text, find answers to the questions posed in it and present it; compare, search for additional information,
24 7	Solving problems on hydrostatics with static elements in a dynamic way.	Practical lesson			formulate and implement the stages of solving problems
25 8	Test work on the topic Laws of conservation.	Practical lesson			formulate and implement the stages of solving problems
	Thermal phenomena (4)				formulate and implement the stages of solving problems
26 1	Solving problems on thermal phenomena.	Practical lesson			gaining experience in self-calculation of physical quantities structure texts, including the ability to highlight the main and secondary, the main idea of the text, build a sequence of events; formulate and implement the stages of solving problems
27 2	Solving problems. Aggregate states of matter.	Practical lesson			formulate and implement the stages of solving problems
28 3	Solving problems. Air humidity.	Practical lesson			formulate and implement the stages of solving problems.
29 4	Solving problems. Definition of a Solid. Hooke's Law.	Practical lesson			formulate and implement the stages of solving problems.
	Electrical phenomena. (4)
30 1	The laws of the types of connection of conductors.	Practical lesson			formulate and implement the stages of solving problems. gaining experience in self-calculation of physical quantities structure texts, including the ability to highlight the main and secondary, the main idea of the text, build a sequence of events;
31 2	Ohm's Law. Resistance of conductors.	Practical lesson			formulate and implement the stages of solving problems.
32 3	Work and power of electric current. Joule-Lenz law.	Practical lesson			formulate and implement the stages of solving problems.
33 4	Efficiency of electrical installations.	Practical lesson			formulate and implement the stages of solving problems.
	Optics (1)				formulate and implement the stages of solving problems. gaining experience in self-calculation of physical quantities structure texts, including the ability to highlight the main and secondary, the main idea of the text, build a sequence of events;
34 1	Lenses. Imaging in lenses Thin lens formula. Optical power of the lens.	Practical lesson			formulate and implement the stages of solving problems.

Literature for the teacher.

1. Programs for educational institutions. Physics. Astronomy. 7 - 11 grades. / comp. V.A. Korovin, V.A. Orlov. - M .: Bustard, 2004

2. Rymkevich A.P. Physics. Problem book. Grades 10 - 11 .: A guide for general education. Establishments. - M .: Bustard, 2002.

3.Physics. Grade 9: didactic materials / A.E. Maron, E.A. Maroon. - M .: Bustard, 2005.

4. Peryshkin A.V., Gutnik E.M. Physics. 9th grade: Textbook. for general education. educational institutions. - M .: Bustard, 2006.

5. Kamenetsky S. E. Orekhov. V.P. "Methodology for solving problems in physics in secondary school." M. Education. 1987 year

6. FIPI. GIA 2011. Exam in a new form. Physics Grade 9 Training options for examination papers for the behavior of the GIA in a new form. AST. ASTREL Moscow 2011.

7. FIPI. GIA 2012. Exam in a new form. Physics Grade 9 Training options for examination papers for the behavior of the GIA in a new form. AST. ASTREL Moscow 2012.

8. FIPI. GIA 2013. Exam in a new form. Physics Grade 9 Training options for examination papers for the behavior of the GIA in a new form. AST. ASTREL Moscow 2013

9. Boboshina S.V. physics GIA in a new form Grade 9 Practical work on the implementation of typical test tasks. Moscow. Exam 2011

10. Kabardin O.F. Kabardina S. I. Physics FIPI Grade 9 GIA in a new form Typical test tasks Moscow. Exam. year 2012.

11. Kabardin O.F. Kabardina S. I. Physics FIPI Grade 9 GIA in a new form Typical test tasks Moscow. Exam. year 2013.

Literature for students.

1. Rymkevich A.P. Physics. Problem book. Grades 10 - 11 .: A guide for general education. Establishments. - M .: Bustard, 2002.

2.Physics. Grade 9: didactic materials / A.E. Maron, E.A. Maroon. - M .: Bustard, 2005.

3. Peryshkin A.V., Gutnik E.M. Physics. 9th grade: Textbook. for general education. educational institutions. - M .: Bustard, 2006.

4. FIPI. GIA 2011. Exam in a new form. Physics Grade 9 Training options for examination papers for the behavior of the GIA in a new form. AST. ASTREL Moscow 2011.

5. FIPI. GIA 2012. Exam in a new form. Physics Grade 9 Training options for examination papers for the behavior of the GIA in a new form. AST. ASTREL Moscow 2012.

6. FIPI. GIA 2013. Exam in a new form. Physics Grade 9 Training options for examination papers for the behavior of the GIA in a new form. AST. ASTREL Moscow 2013

7. Boboshina S.V. physics GIA in a new form Grade 9 Practical work on the implementation of typical test tasks. Moscow. Exam 2011

8. Kabardin O.F. Kabardina S. I. Physics FIPI Grade 9 GIA in a new form Typical test tasks Moscow. Exam. year 2012.

9. Kabardin O.F. Kabardina S. I. Physics FIPI Grade 9 GIA in a new form Typical test tasks Moscow. Exam. year 2013.

named after Yaroslav the Wise

Velikiy Novgorod

Ministry of Education and Science of the Russian Federation

Novgorod State University

named after Yaroslav the Wise

TUTORIAL

Textbook / FSBEI "Novgorod State University named after Yaroslav the Wise ", Veliky Novgorod, 2011 - 46 p.

Reviewers: Doctor of Pedagogy, Professor of the Department of Physics Teaching Methods, Russian State Pedagogical University named after

The textbook examines all types of educational work of students in the process of passing teaching practice in physics in basic school and in secondary school. There are lesson analysis plans and other samples of teaching documentation for a physics teacher. In addition, the reporting of students based on the results of pedagogical practice and criteria for evaluating pedagogical practice are considered. The manual is intended for students of the specialty 050203.65 - Physics. The textbook was approved was discussed not at the conference "Herzen's Readings", as well as at a meeting of the Department of General and Experimental Physics of Novgorod State University

higher professional education Yaroslav the Wise Novgorod State University, 2011

INTRODUCTION

Pedagogical practice serves as a link between the theoretical teaching of the student and his future independent work at school.

In the course of pedagogical practice, the main professional skills and abilities are actively formed: the future teacher observes and analyzes various aspects of the educational process, learns to conduct lessons, additional classes and extracurricular activities, conducts educational work with children, that is, acquires initial professional experience and stimulus for their own creative development.

It should be borne in mind that the purpose of practice is not only the formation of certain skills and abilities necessary for a future teacher. In the process of teaching practice, the volume of student's independent work increases and the level of requirements for it changes radically. It is often believed that a trainee student is being taught by a bad lesson. In terms of acquiring some pedagogical experience, this is indeed the case. However, the same cannot be said for the disciples. The damage caused to a negligent student as a result of a bad lesson can be difficult to eliminate even for an experienced teacher, especially in modern conditions, when there is very little time for studying physics, and it is necessary to teach children a lot in the allotted time. Therefore, a student-trainee first of all needs to develop a responsible attitude to his work, since the results of his work are reflected, first of all, on children.

Pedagogical practice is carried out in two stages - at the IV and V courses - and at each stage it has a number of features.

GOALS AND OBJECTIVES OF PEDAGOGICAL PRACTICE ONIVCOURSE

Pedagogical practice in the 4th year is for informational purposes and is carried out so that students can plunge into the life of the school, get acquainted with the peculiarities of the teacher's work not from the position of a student, but from the position of a teacher. Such activities are designed to prepare students for the perception of disciplines according to the methodology of teaching physics, increase the motivation to study them and improve the preparation of students for independent work at school.

Practice goals:

To acquaint students with the goals and main content of physics teaching methods.

To acquaint students with advanced teaching experience in schools of Veliky Novgorod.

Start preparing students for self-taught physics lessons.

To acquaint students with possible extracurricular activities of schoolchildren in physics.

To begin the formation of the ability of students to carry out extracurricular work in physics.

Pedagogical practice consists of two parts:

Theoretical part: lectures and seminars on the methodology of teaching physics as preparing students for independent lessons, visiting, element-by-element analysis and pedagogical analysis of physics lessons at school;

Practical part: conducting trial lessons and extracurricular activities at school, working as an assistant to the class teacher, completing assignments in pedagogy, psychology and school hygiene.

In the course of practice, students must expand, deepen and consolidate the theoretical knowledge gained at the university, learn to consciously and creatively apply them in teaching and educational work with students, and consolidate educational skills.

Practice objectives:

Master the ability to observe and analyze teaching and educational work;

Learn to conduct physics lessons of different types; use a variety of technologies, methods and techniques for the presentation and consolidation of educational information and teaching the solution of physical problems; to intensify the cognitive activity of students; to achieve a good assimilation of the course of physics by them;

Prepare for extracurricular activities in physics;

Learn to perform the functions of a class teacher (maintain classroom documentation, conduct group and individual educational work with students, work with parents).

The practice is structured in six parts:

1) acquaintance with the school and the work of its best teachers;

2) educational work (conducting and attending physics lessons, conducting additional classes, checking notebooks);

3) work in the physics classroom (getting to know the equipment of the classroom, fixing devices, making visual aids, preparing a demonstration experiment for the lesson);

4) extracurricular work in physics (organizing and conducting excursions, conducting a collective creative work with students);

5) work as a class teacher in an attached classroom.

6) fulfillment of assignments in pedagogy, psychology and school hygiene based on materials from pedagogical practice.

GOALS AND OBJECTIVES OF TRAINING PRACTICE -V WELL

The purpose of the final practice is to prepare students to fulfill the functions of a physics teacher and class teacher.

Practice objectives:

Learn to consciously and creatively apply theoretical knowledge (in physics, pedagogy, psychology and physics teaching methods) to organize work with students.

To master an integrated approach to teaching, development and education of students in the process of teaching physics.

Check the degree of their readiness for independent pedagogical activity.

Learn to conduct an introspection of a physics lesson in order to find ways to improve the quality of teaching students.

Improve the knowledge and skills acquired in the first practice.

Collect and summarize research material for coursework and thesis on teaching methods in physics or pedagogy.

Teaching practice includes: -

Acquaintance with the school and the work of its best teachers;

Academic work (conducting 15-18 physics lessons, conducting additional classes, checking notebooks);

Attending, discussing and analyzing lessons from group mates;

Work in a physics classroom (getting to know the equipment of the classroom, fixing devices, making visual aids, preparing a demonstration experiment for a lesson);

Extracurricular activities in physics (organizing and conducting excursions, conducting a collective creative work with students);

Work as a homeroom teacher in an attached classroom;

Fulfillment of assignments in pedagogy and psychology based on materials from pedagogical practice.

ORGANIZATION OF THE STUDENT'S WORK

Practice is a stressful period for a student. Its success largely depends on the correct planning of work.

Each student must draw up an individual plan for passing pedagogical practice, providing for the development of a wide variety of methods and techniques of working with students. The sequence and timing of work should be chosen in such a way that the work plan of the school team is not disrupted, and students are not overloaded.

To draw up an individual plan for the practice and preparation for work, students are given the first week of work at school. They begin it with a general acquaintance with the school, class, teachers and the organization of teaching and educational work in this pedagogical collective. This requirement is not strict: in case of industrial necessity and good preparation of the student for practice, lessons can begin in the first week.

1. At a special meeting, the school director (or his deputy) acquaints students with the school; reveals the features of the school, the main tasks that the teaching staff has set itself this year. Difficulties that may arise in the work and how students - trainees can help the school, etc., are often discussed. Here students are attached to classes, get acquainted with teachers and class teachers.

2. Students conduct an active study of students in their class:

Attend and observe lessons in all subjects;

Conduct conversations with students, class teacher, teachers, psychologist, social educator, librarian, etc .;

They look through the magazine, personal files of students, their library forms, notebooks on subjects.

Methods for studying the rotational motion of a rigid body in classes with advanced study of physics

Summary of the lesson on the topic "Rotational movement of bodies"

Examples of solving problems on the topic "Dynamics of the rotational motion of a rigid body around a fixed axis"

Problem number 1

Problem number 2

Problem number 3

Bibliography

Introduction

One of the main features of the modern period of reforming school education is the orientation of school education towards a wide differentiation of education, which makes it possible to meet the needs of every student, including those who show special interest and ability in the subject.

At the moment, this tendency is deepened by the transition of the senior secondary school to specialized education, which makes it possible to ensure the restoration of the continuity of secondary and higher education. The concept of profile education has defined its goal as "improving the quality of education and establishing equal access to full-fledged education for various categories of students in accordance with their individual inclinations and needs."

For students, this means that the choice of a physical and mathematical profile of education should guarantee such a level of education that would satisfy the main need of this group of students - to continue their studies in higher educational institutions of the corresponding profile. A high school graduate who decides to continue his education in universities of physical and technical profiles must have in-depth training in physics. It is a necessary training base in these universities.

The solution of the problems of specialized teaching in physics is possible only on the condition of using advanced, in-depth programs. An analysis of the content of programs for specialized classes of various groups of authors shows that they all contain an expanded, in comparison with the basic programs, volume of educational material in all sections of physics and provide for its in-depth study. An integral part of the content of the "Mechanics" section of these programs is the theory of rotational motion.

When studying the kinematics of rotational motion, the concepts of angular characteristics (angular displacement, angular velocity, angular acceleration) are formed, their relationship with each other and with the linear characteristics of the motion is shown. When studying the dynamics of rotational motion, the concepts of "moment of inertia", "moment of impulse" are formed, the concept of "moment of force" deepens. Of particular importance are the study of the basic law of the dynamics of rotational motion, the law of conservation of angular momentum, the Huygens-Steiner theorem on calculating the moment of inertia during the transfer of the axis of rotation, and the calculation of the kinetic energy of a rotating body.

Knowledge of the kinematic and dynamic characteristics and the laws of rotational motion is necessary for an in-depth study of not only mechanics, but also other branches of physics. The theory of rotational motion, suggesting at first glance a "narrow" area of use, is of great importance for the subsequent study of celestial mechanics, the theory of oscillations of a physical pendulum, theories of the heat capacity of substances and polarization of dielectrics, the motion of charged particles in a magnetic field, magnetic properties of substances, classical and quantum models of the atom.

The existing level of professional and methodological preparedness of the majority of physics teachers for teaching the theory of rotational motion in the context of specialized training is insufficient, many teachers do not have a complete understanding of the role of the theory of rotational motion in the study of a school physics course. Therefore, a deeper professional and methodological training is needed, which would allow the teacher to make the most of didactic opportunities for solving the problems of specialized education.

The absence of the section "Scientific and methodological analysis and methods of studying the theory of rotational motion" in the existing programs of pedagogical universities on the theory and methods of teaching physics leads to the fact that graduates of pedagogical universities are also insufficiently prepared to solve their professional problems in the process of teaching the theory of rotational motion in specialized classes.

Thus, the relevance of the study is determined by: the contradiction between the requirements of school profile programs for in-depth study of physics to the level of students 'knowledge of the theory of rotational motion and the real level of students' knowledge; the contradiction between the tasks facing the teacher in the process of teaching the theory of rotational motion in classes with in-depth study of physics, and the level of his corresponding professional and methodological training.

The research problem is the search for effective methods of teaching the theory of rotational motion in specialized classes with in-depth study of physics.

The purpose of the study is to develop effective methods of teaching the theory of rotational motion, which contribute to increasing the level of students' knowledge necessary for deep mastering of the school physics course, and the content of the corresponding professional and methodological training of the teacher.

The object of the research is the process of teaching physics to students in classes with in-depth study of the subject.

The subject of the research is the teaching methods of the theory of rotational motion and other sections in classes with in-depth study of physics.

Research hypothesis: If you develop a methodology for teaching kinematics and dynamics of rotational movement, then this will increase the level of knowledge of students not only in the theory of rotational movement, but also in other sections of the school physics course, where elements of this theory are used.

rotational motion physics body

The study of the dynamics of the rotational motion of a rigid body pursues the following goal: to acquaint students with the laws of motion of bodies under the action of moments of forces applied to them. For this, it is necessary to introduce the concept of moment of force, angular momentum, moment of inertia, to study the law of conservation of angular momentum relative to a fixed axis.

It is advisable to start the study of the rotational motion of a rigid body by studying the motion of a material point along a circle. In this case, it is easy to introduce the concept of the moment of forces relative to the axis of rotation and obtain the equation of rotational motion. It should be noted that this topic is difficult to master, therefore, for a better understanding and memorization of the main relationships, it is recommended to carry out comparisons with the formulas for translational movement. Students know that the dynamics of translational motion studies the causes of the acceleration of bodies and allows them to calculate their directions and magnitude. Newton's second law establishes the dependence of the magnitude and direction of acceleration on the acting force and body mass. Rotational dynamics studies the causes of angular acceleration. The basic equation of rotational motion establishes the dependence of the angular acceleration on the moment of force and moment of inertia of the body.

Further, considering a rigid body as a system of material points rotating in a circle, the centers of which lie on the axis of rotation of the rigid body, it is easy to obtain the equation of motion of an absolutely rigid body around a fixed axis. The difficulty in solving the equation lies in the need to calculate the moment of inertia of the body relative to its axis of rotation. If it is not possible to familiarize students with the methods for calculating the moments of inertia, for example, due to their insufficient mathematical training, then it is possible to give the values of the moments of inertia of such bodies as a ball or disk without derivation. Experience shows that students have difficulty in mastering the concept of the vector nature of the angular velocity, moment of force and angular momentum. Therefore, it is necessary to allocate as much time as possible to study this section, consider a larger number of examples and tasks (or do it in extracurricular activities).

Continuing the analogy with translational motion, consider the law of conservation of angular momentum. When studying the dynamics of translational movement, it was noted that as a result of the action of the force, the impulse of the body changes. During rotary motion, the moment of impulse changes under the influence of the moment of force. If the moment of external forces is zero, then the angular momentum is conserved.

It was noted earlier that internal forces cannot change the speed of translational motion of the center of mass of a system of bodies. If, under the action of internal forces, the location of the individual parts of the rotating body is changed, then the total angular momentum remains, and the angular velocity of the system changes.

To demonstrate this effect, you can use a setup in which two washers are put on a rod attached to a centrifugal machine. The washers are connected with a thread (fig. 10). The entire system rotates at a certain angular velocity. When the thread is burnt, the weights scatter, the moment of inertia increases, and the angular velocity decreases.

An example of solving the problem on the law of conservation of angular momentum. A horizontal platform with mass M and radius R rotates with angular velocity. On the edge of the platform, there is a person of mass m. With what angular velocity will the platform rotate if a person moves from the edge of the platform to its center? A person can be viewed as a material point.

Solution. The sum of the moments of all external forces about the axis of rotation is equal to zero, therefore, the law of conservation of angular momentum can be applied.

Initially, the sum of the moments of momentum of the person and the platform was

Final sum of angular momentum

From the law of conservation of angular momentum follows:

Solving the equation for omega 1, we get

Lesson type: Interactive lecture, 2 hours

Lesson objectives:

Socio-psychological:

Students should to reveal their own level of understanding and assimilation of the basic concepts of kinematics and dynamics of rotational motion, the basic equation of the dynamics of rotational motion, the law of conservation of angular momentum, methods for calculating the kinetic energy of rotation; to be critical of one's own achievements in the ability to apply the basic equation of the dynamics of rotational motion and the law of conservation of angular momentum to the solution of physical problems; develop your communication skills: take part in the discussion of the problem posed in the lesson; listen to the opinion of your comrades; facilitate collaboration in pairs, groups on practical assignments, etc.

Academic:

Students must learn that the magnitude of the angular acceleration of a body during rotational motion depends on the total moment of the applied forces and the moment of inertia of the body, that the moment of inertia is a scalar physical quantity that characterizes the distribution of masses in the system, and learn how to determine the moment of inertia of symmetric bodies relative to arbitrary axes using Steiner's theorem. To know that the angular momentum is a vector quantity that preserves the numerical value and direction in space when the total moment of external forces acting on a body or a closed system of bodies is equal to zero (the law of conservation of angular momentum), to understand that the law of conservation of angular momentum is a fundamental law of nature, a consequence of the isotropy of space. Be able to determine the direction of angular velocity, angular acceleration, moment of forces and angular momentum, using the rule of the right screw.

Know mathematical expressions of the basic equation of the dynamics of rotational motion, the law of conservation of angular momentum, formulas for determining the numerical value of the angular momentum and kinetic energy of a rotating body and be able to use them in solving various kinds of practical problems. Know the units of measurement of the angular momentum, the moment of inertia.

Understand that there is an informal analogy between the rotational motion of a rigid body around a fixed axis and the motion of a material point along a circle (or the translational motion of a body, which can be considered as motion along a circle of an infinitely large radius), there is an informal analogy in which the material unity of the world is manifested.

Lesson Objectives:

Educational:

Continue the formation of new competencies, knowledge and skills, methods of activity that students will need in a new information environment, through the use of modern information learning technologies.

Contribute to the formation of a holistic worldview, by using the method of analogies, comparing the rotational motion of a rigid body with translational motion, as well as the rotational motion of a rigid body with the movement of a material point in a circle, considering the rotational motion of a rigid body as a single block: a kinematic description of motion, the basic equation of the dynamics of rotational motion, the law of conservation of angular momentum as a consequence of the isotropy of space and its manifestation in practice, the calculation of the kinetic energy of a rotating solid and the application of the law of conservation of energy to rotating bodies.

Show the possibilities of a highly developed information environment - the Internet - in education.

Educational:

To continue the formation of the worldview idea of the cognizability of the phenomena and properties of the material world. To teach students to identify cause-and-effect relationships when studying the laws of the rotational motion of a rigid body, to reveal the value of information about rotational motion for science and technology.

To contribute to the further formation of positive motives of learning among students.

Developing:

Continue the formation of key competencies, including the information and communication competence of students: the ability to independently search and select the necessary information, analyze, organize, present, transmit it, and model objects and processes.

To promote the development of students' thinking, enhancing cognitive activity through the use of a partial search method when solving a problem situation.

Continue the development of the communicative qualities of a person by using paired work on tasks for computer modeling.

Promote cooperation in micro-groups, provide conditions for both independent receipt of information that is significant for the entire group, and for developing a general conclusion from the proposed task.

Necessary equipment and materials: Interactive multimedia system:

Multimedia projector (projection device)

· interactive board

· Personal Computer

Computer class

Demonstration equipment: A rotating disc with a set of accessories, Maxwell's pendulum, an easily rotating chair as a Zhukovsky "bench", dumbbells, children's toys: a spinning top (whirligig), a wooden pyramid, toy cars with an inertial mechanism.

Student motivation: Promote an increase in motivation for learning, the effective formation of high-quality knowledge, skills and abilities of students through:

Creation and solution of a problem situation;

Presentation of educational material in an interesting, visualized, interactive and most understandable form for students (the strategic goal of the competition is the strategic goal of the lesson).

I. Creation of a problematic situation.

Demonstration: A rapidly spinning top (or whirligig) does not fall, and attempts to deflect it from the vertical cause a precession, but not a fall. The spinning top (dreidel, trompo - different names for different nations) is a seemingly uncomplicated toy with unusual properties!

“The behavior of the spinning top is supremely amazing! If it does not rotate, it immediately overturns, and it cannot be kept in balance at the tip. But this is a completely different object when it is spinning: it not only does not fall, but also shows resistance when it is pushed, and even takes a more and more vertical position "- this is how the famous English scientist J. Perry said about the top.

Why doesn't the spinning top fall? Why does it react so “mysteriously” to external influences? Why, after some time, does the top's axis spontaneously spiral away from the vertical, and the top falls? Have you seen similar behavior of objects in nature or technology?

II. Learning new material. Interactive lecture "Rotational motion of a rigid body."

1. Introductory part of the lecture: prevalence of rotational movement in nature and technology (slide 2).

2. Work with information block 1 "Kinematics of motion of a rigid body in a circle" (slides 3-9). Activity stages:

2.1. Knowledge update: viewing the presentation "Kinematics of the rotational movement of a material point" - the creative work of Natalia Katasonova for the lesson "Kinematics of the movement of a material point" Added to the main presentation, click on a hyperlink (slides 56-70).

2.2. Viewing slides "Kinematics of the rotational motion of a rigid body", identifying analogies in the methods of describing the rotational motion of a rigid body and a material point (slides 4-8).

2.3. Annotation of materials for additional study on the issue of "Kinematics of the rotational motion of a rigid body" in the popular scientific physics and mathematics journal "Kvant" using the Internet: open some hyperlinks, comment on the content of the articles and tasks for them (slide 9).

3. Work with information block 2 "Dynamics of the rotational motion of a rigid body" (slides 10-21). Activity stages:

3.1. Formulation of the main problem of the dynamics of rotational motion, hypothesis on the dependence of the angular acceleration on the mass of the rotating body and the forces acting on the body based on the analogy method (slide 11).

3.2. Experimental verification of the hypothesis put forward using the device "Rotating disc with a set of accessories", formulation of conclusions from the experiment (background slide 12). Experiment scheme:

Study of the dependence of the angular acceleration on the moment of the acting forces: a) on the acting force F, when the arm of the force relative to the axis of rotation d of the disk remains constant (d = const);

b) from the arm of the force relative to the axis of rotation with a constant acting force (F = const);

c) from the sum of the moments of all forces acting on the body relative to a given axis of rotation.

Study of the dependence of the angular acceleration on the properties of a rotating body: a) on the mass of the rotating body at a constant moment of forces;

b) on the distribution of mass relative to the axis of rotation at a constant moment of forces.

3.3. Derivation of the basic equation of the dynamics of rotational motion based on the application of the concept of a rigid body as a set of material points, the motion of each of which can be described by Newton's second law; introduction of the concept of the moment of inertia of a body as a scalar physical quantity characterizing the distribution of mass about the axis of rotation (slides 13-14).

3.4. Computer laboratory experiment with the "Moment of Inertia" model (slide 15).

The purpose of the experiment: make sure that the moment of inertia of the system of bodies depends on the position of the balls on the spoke and the position of the axis of rotation, which can pass both through the center of the spoke and through its ends.

3.5. Analysis of methods for calculating the moments of inertia of solids relative to different axes. Working with the table "Moments of inertia of some bodies" (for symmetric bodies about the axis passing through the center of mass of the body). Steiner's theorem for calculating the moment of inertia about an arbitrary axis (slides 16-17).

3.6. Consolidation of the studied material. Solving problems on the rolling of symmetric bodies on an inclined plane based on the application of the basic equation of the dynamics of rotational motion and on comparing the movements of rigid bodies rolling and sliding from an inclined plane. Organization of work: work in small groups with verification of problem solutions using an interactive whiteboard. (The presentation contains a slide with a solution to the problem of rolling a ball and a solid cylinder from an inclined plane with a general conclusion about the dependence of the center of mass acceleration, and therefore its speed at the end of the inclined plane, on the moment of inertia of the body) (slides 18-21).

4. Working with information block 3 "Law of conservation of angular momentum" (slides 22-42). Stages of activity.

4.1. Introduction of the concept of angular momentum as a vector characteristic of a rotating rigid body by analogy with the momentum of a translationally moving body. Formula for calculation, unit of measurement (slide 23).

4.2. The law of conservation of angular momentum as the most important law of nature: the derivation of the mathematical record of the law from the basic equation of the dynamics of rotational motion, an explanation of why the law of conservation of angular momentum should be considered a fundamental law of nature along with the laws of conservation of linear momentum and energy. Analysis of differences in the application of the law of conservation of momentum and the law of conservation of angular momentum, which have a similar algebraic form of writing, to one body (slides 24-25).

4.3. Demonstration of conservation of angular momentum with an easily rotating chair (analogous to Zhukovsky's bench) and a wooden pyramid. Analysis of experiments with the Zhukovsky bench (slides 26-29) and experiments on inelastic rotational collision of two disks mounted on a common axis (slide 30).

4.4. Taking into account and using the law of conservation of angular momentum in practice. Analysis of examples (slides 31-40).

4.5. Kepler's second law as a special case of the law of conservation of angular momentum (slides 41-42).

Virtual experiment with the Kepler's Laws model.

The purpose of the experiment: illustrate Kepler's second law using the example of the motion of Earth satellites, changing the parameters of their motion.

5. Working with information block 4 "Kinetic energy of a rotating body" (slides 43-49). Stages of activity.

5.1. Derivation of the formula for the kinetic energy of a rotating body. Kinetic energy of a rigid body in flat motion (slides 44-46).

5.2. Application of the law of conservation of mechanical energy to rotational motion (slide 47).

5.3. Using the kinetic energy of rotational movement in practice (slides 48-49).

6. Conclusion (slides 50-53).

Analogy as a method of cognizing the surrounding world: physical systems or phenomena can be similar both in their behavior and in their mathematical description. Often, when studying other branches of physics, you can find mechanical analogies of processes and phenomena, but sometimes you can find a non-mechanical analogy to mechanical processes. Problems are solved by the method of analogy, equations are derived. The method of analogies not only contributes to a deeper understanding of educational material from different branches of physics, but also testifies to the unity of the material world.

Testing and assessment of knowledge, skills and abilities: No

Reflection of activities in the lesson:

Self-reflection of the activity, the process of assimilation and the psychological state in the lesson in the process of working on individual parts of the lecture.

Work with a reflective screen at the end of the lesson (slide 54) (speak in one sentence). Continue the thought:

Today I found out ...

It was interesting…

It was difficult…

I performed tasks ...

Learning problems ...

Homework

§ 6, 9, 10 (part). Analysis of examples of solving problems for § 6, 9. Creative task: prepare a presentation, an interactive poster or other multimedia product based on the information block that interests you most. Option: test or video tasker.

Additional required information

For a selection of tasks, use:

Walker J. Physical fireworks. Moscow: Mir, 1988.

Internet resources.

Justification why this topic is optimal to study using media, multimedia, how to implement:

The educational material is presented in an interesting, visualized, interactive and most understandable form for students. A computer experiment is provided, performed with interactive models (Open Physics. 2.6), and problem solving with subsequent verification using an InterWrite interactive whiteboard. There is a system of hints-hyperlinks to help solve problems. The presentation contains hyperlinks to individual Internet resources (for example, articles of the electronic version of the Kvant magazine), which can be viewed on-line, as well as used to prepare a creative assignment. To actualize knowledge, the presentation "Kinematics of the rotational motion of a material point" prepared in the study of the kinematics of the movement of a material point is used.

A competence-based approach to the organization of the educational process is carried out, high motivation of educational activity is provided.

Tips for a logical transition from this lesson to the following:

Within the framework of the block-credit system using the method of enlarging the didactic units of assimilation, this lesson is the first; provides lessons for correction, consolidation of knowledge and a test lesson using a test task differentiated by the level of complexity. Depending on the quality of the home creative assignment, it is possible to conduct within the framework of the study of the block "Rotational movement of a rigid body"

To consolidate knowledge in classes with in-depth study of physics during a workshop at the end of the year, you can offer the following laboratory work "Study of the laws of rotational motion of a rigid body on a cruciform pendulum of Oberbeck"

1. Introduction

Natural phenomena are very complex. Even such a common phenomenon as body movement, in fact, turns out to be not at all simple. To understand the main and physical phenomenon, without being distracted by secondary flights, physicists resort to modeling, i.e. to the choice or construction of a simplified scheme of the phenomenon. Instead of a real phenomenon (or body), a simpler fictitious (non-existent) phenomenon is studied, similar to the real in its main features. Such a fictitious phenomenon (body) is called a model.

One of the most important models dealt with in mechanics is the absolutely rigid body. There are no non-deformable bodies in nature. Any body of the floor by the action of forces applied to it is deformed to a greater or lesser extent. However, in cases where the deformation of the body is small and does not affect its motion, a model called an absolutely rigid body is considered. We can say that an absolutely rigid body is a system of material points, the distance between which remains unchanged during movement.

One of the simplest types of motion of a rigid body is its rotation about a fixed axis. This laboratory work is devoted to the study of the laws of rotational motion of a rigid body.

Recall that the rotation of a rigid body about a fixed axis is described by the equation of moments

Here is the moment of inertia of the body relative to the axis of rotation, is the angular velocity of rotation. Mx is the sum of the projections of the moments of external forces on the axis of rotation OZ . This equation looks like the equation of Newton's second law:

The role of mass m is played by the moment of inertia T, the role of acceleration is played by angular acceleration, and the role of force is played by the moment of forces Mx.

Equation (1) is a direct consequence of Newton's laws, therefore its experimental verification is at the same time a verification of the basic provisions of mechanics.

As already noted, the dynamics of the rotational motion of a rigid body is studied in this work. In particular, the equation (1) is verified experimentally - the equation of moments for the rotation of a rigid body about a fixed axis.

2. Experimental setup. Experimental technique.

The experimental setup, the diagram of which is shown in Fig. 1, is known as the Oberbeck pendulum. Although this setup is completely unlike a pendulum, we will, by tradition and for brevity, call it a pendulum.

Oberbeck's pendulum consists of four spokes mounted on a hub at right angles to each other. On the same bushing there is a pulley with a radius r... This whole system can rotate freely around the horizontal axis. The moment of inertia of the system can be changed by moving loads then along the spokes.

Torque generated by the tension force of the thread T , is equal to Mn = T r . In addition, the pendulum is acted upon by the moment of friction forces in the axis - M mp- Taking this into account, equation (1) will take the form

According to Newton's second law for the movement of cargo T we have

where is the acceleration a translational movement of the load is associated with the angular acceleration of the pendulum by a kinematic condition expressing the unwinding of the thread from the pulley without slipping. Solving equations (2) - (4) together, it is easy to obtain the angular acceleration

Angular acceleration, on the other hand, can be fairly easily determined experimentally. Indeed, measuring time (, during which cargo t

falls by a distance h, you can find the acceleration a: a =2 h / t 2 , and therefore

angular acceleration

Formula (5) gives the relationship between the magnitude of the angular acceleration , which can be measured, and the value of the moment of inertia. Formula (5) contains an unknown quantity M mp... Although the moment of friction forces is small, nevertheless, it is not so small that it could be neglected in equation (5). The relative role of the moment of friction forces for a given configuration of the installation could be reduced by increasing the mass of the load m. However, two circumstances have to be taken into account here:

1) an increase in mass m leads to an increase in the pressure of the pendulum on the axis, which in turn causes an increase in friction forces;

2) with an increase in m, the time of movement decreases (and the accuracy of time measurement decreases, which means that the accuracy of measuring the magnitude of angular acceleration deteriorates.

The moment of inertia included in expression (5), according to the Huygens-Steiner theorem and the additivity property of the moment of inertia, can be written as

Here is the moment of inertia of the pendulum, provided that the center of mass of each load m is on the axis of rotation. R is the distance from the axle to the centers of the weights then.

Equation (5) also includes the quantity T r 2. V conditions of experience. (make sure of this!).

Neglecting this value in the denominator of (5), we obtain a simple formula that can be verified experimentally

Let us experimentally investigate two dependencies:

1. Dependence of the angular acceleration E on the moment of the external force M = t gr provided that the moment of inertia remains constant. If you build a graph of dependence = f ( M ) , then, according to (8), the experimental points should lie on a straight line (Fig. 2), the slope of which is equal, and the point of intersection with the axis OM gives Mmp.

Fig. 2

2. Dependence of the moment of inertia - on the distance Rloads to the axis of rotation of the pendulum (relation (7)).

Let us find out how to test this dependence experimentally. To do this, we transform relation (8), neglecting in it the moment of friction forces Mmp in comparison with the moment M = mgr . (such neglect will be legitimate if the size of the load is such that mgr >> Mmp). From equation (8) we have

Hence,

From the obtained expression, it is clear how to experimentally verify dependence (7): it is necessary, having chosen a constant mass of the load m, to measure the acceleration a at various positions R cargo m on the needles. It is convenient to display the results as points on the coordinate plane. Hoe, where

If the experimental points fall within the measurement accuracy. straight line (Fig. 3), then this confirms dependence (9), and hence the formula

3. Measurements. Processing of measurement results.

1. Balance the pendulum. Install the weights at a certain distance R from the pendulum axis. In this case, the pendulum must be in a state of indifferent equilibrium. Check if the pendulum is well balanced. To do this, the pendulum should be brought into rotation several times and allowed to stop. If the pendulum stops at various different positions, then it is balanced.

2. Estimate the moment of friction forces. To do this, increasing the mass of the load m, find its minimum value m 1, at which the pendulum begins to rotate. After turning the pendulum 180 ° in relation to the initial position, repeat the described procedure and find here the minimum value of p2. (It may turn out that due to inaccurate balancing of the pendulum). Estimate the moment of friction forces from these data

3. Check the dependence (8) experimentally. (In this series of measurements, the moment of inertia of the pendulum must remain constant = const). Fasten on the threads some weight m> mi, (i = 1,2) and measure the time t, during which the weight falls to the distance h. The measurement of the time t for each load at a constant value of h is repeated 3 times. Then find the average value of the drop time of the load using the formula

and determine the average value of the angular acceleration

Enter the measurement results in the table

Based on the data obtained, build a graph of dependence = f ( M ). Determine the moment of inertia of the pendulum and the moment of frictional forces Mmp from the graph.

4. Check experimentally dependence (7). To do this, taking a constant mass m, determine the acceleration a of the load a at 5 different positions on the spokes of the weights, then In each position R of the measurement of the fall time t of the load m. from a height h repeat 3 times. Find the average fall time:

and determine the average value of the acceleration of the load

Enter the measurement results in the table

5. Explain the results obtained. Draw conclusions if the results of the experiments are in accordance with the theory.

4. Control questions

1. What do we call an absolutely rigid body? Which equation describes the rotation of a rigid body about a fixed axis?

2. Obtain an expression for the angular momentum and kinetic energy of a rigid body rotating around a fixed axis.

3. What is called the moment of inertia of a rigid body about a certain axis? Formulate and prove the Huygens-Steiner theorem.

4. What measurements in your experiments caused the greatest error? What needs to be done to reduce this error?

Problem number 1

The task:

A flywheel in the form of a disk with a mass of m = 50 kg and a radius of r = 20 cm was spun up to a rotational speed of n1 = 480 min-1 and then left to itself. The flywheel has stopped due to friction. Find the moment M of friction forces, considering it constant for two cases: 1) the flywheel stopped after t = 50 s; 2) the flywheel made N = 200 revolutions to a full stop.

Bibliography

The main

1. Textbook. for 10 cl. shk. and cl. with deepening study physics / O. F. Kabardin, V. A. Orlov, E. E. Evenchik and others; Ed. A. A. Pinsky. - 3rd ed .: M .: Education, 1997.

2. Optional course of physics / O. F. Kabardin, V. A. Orlov, A. V. Ponomareva. - M .: Education, 1977.

3.Additional

4. Remizov A. N. Course of physics: Textbook. for universities / A. N. Remizov, A. Ya. Potapenko. - M .: Bustard, 2004.

5. Trofimova T.I. Course of physics: Textbook. manual for universities. M .: Higher school, 1990.

Internet

1.http: //ru.wikipedia.org/wiki/

2.http: //elementy.ru/trefil/21152

3.http: //www.physics.ru/courses/op25part1/content/chapter1/section/paragraph23/theory.html etc.

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Educational practice specialized school in physics. Practice report: Methods for studying the dynamics of a rigid body in the physics course of a specialized secondary school. Methods for studying the rotational motion of a rigid body in classes with advanced study of physics

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Methods for studying the rotational motion of a rigid body in classes with advanced study of physics

Summary of the lesson on the topic "Rotational movement of bodies"

Examples of solving problems on the topic "Dynamics of the rotational motion of a rigid body around a fixed axis"

Problem number 1

Problem number 2

Problem number 3

Bibliography

Introduction

Problem number 1

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