Make sure that the body is waterproof, as the method described involves immersing the body in water. If the body is hollow or water can penetrate into it, you will not be able to accurately determine its volume using this method. If the body absorbs water, make sure that the water will not damage it. Do not immerse electrical or electronic items in water as this may cause injury. electric shock and/or damage to the item itself.
- If possible, seal the body in a waterproof plastic bag (after deflating it). In this case, you will calculate a fairly accurate value for the volume of the body, since the volume of the plastic bag will most likely be small (compared to the volume of the body).
Find the container that holds the body whose volume you are calculating. If you are measuring the volume of a small object, use a measuring cup with a volume graduation on it. Otherwise, find a container whose volume can be easily calculated, such as a cuboid, cube, or cylinder (a glass can also be considered a cylindrical container).
- Take a dry towel to place the body on after it has been removed from the water.
Fill the container with water until you can completely immerse your body, but leave enough space between the surface of the water and the top edge of the container. If the base of the body has an irregular shape, such as rounded bottom corners, fill the container so that the surface of the water reaches part of the body correct form, for example, straight rectangular walls.
Mark the water level. If the water container is clear, mark the level on the outside of the container using a waterproof marker. Otherwise, mark the water level on the inside of the container using a colored duct tape.
- If you are using a measuring cup, there is no need to mark anything. Just write down the water level according to the graduation (scale) on the glass.
Immerse your body completely in water. If it absorbs water, wait at least thirty seconds and then remove the body from the water. The water level should drop because some of the water is in the body. Remove marks (marker or tape) from the previous water level and mark the new level. Then immerse the body in the water again and leave it there.
If the body floats, attach a heavy object to it (as a sinker) and continue calculations with it. After this, repeat the calculations exclusively with the sinker to find its volume. Then subtract the volume of the sinker from the volume of the body with the sinker attached and you will find the volume of the body.
- When calculating the volume of a sinker, attach to it what you used to secure the sinker to the body in question (for example, tape or pins).
Mark the level of the water with the body immersed in it. If you are using a measuring cup, record the water level according to the scale on the glass. Now you can pull the body out of the water.
The change in the volume of water is equal to the volume of the body irregular shape. The method of measuring the volume of a body using a container of water is based on the fact that when a body is immersed in a liquid, the volume of the liquid with the body immersed in it increases by the volume of the body (that is, the body displaces a volume of water equal to the volume of this body). Depending on the shape of the water container used, there are different ways to calculate the volume of displaced water, which is equal to the volume of the body.
If you used a measuring cup, then you have two values of the water level (its volume) recorded. In this case, from the value of the volume of water with the body immersed in it, subtract the value of the volume of water before the body is immersed. You will get body volume.
If you used a rectangular parallelepiped container, measure the distance between the two marks (the water level before the body is immersed and the water level after the body is immersed), as well as the length and width of the water container. Find the volume of displaced water by multiplying the length and width of the container, as well as the distance between the two marks (that is, you calculate the volume of a small rectangular parallelepiped). You will get body volume.
- Do not measure the height of the water container. Only measure the distance between the two marks.
- Use
Physics lesson plan on the topic:
Body Volume Measurement
Class: 7B
Lesson type: A lesson in applying knowledge and skills.
Lesson form : Workshop lesson.
Lesson objectives:
Educational:
- repeat the material on the topic “Density of matter”, “Mass of bodies”;
- ensure that students acquire knowledge about physical quantities: mass, volume, density of bodies and their units of measurement;
Educational:
- develop the ability to observe and draw conclusions;
- develop the ability to work in groups;
Develop the ability to use comparison techniques;
Educational:
Equipment : measuring cylinder (beaker); casting glass; empty vessel; bodies of regular and irregular shapes of small volume (nuts, pieces of metal, plasticine figures, etc.); threads
Methods: conversation, practical work in pairs and groups of 4 people
Progress of the lesson.
I. Organizational part (2 min)
In previous lessons, we became acquainted with such physical quantities as the density of a body, its volume, and mass. We learned that all these quantities depend on state of aggregation tel.
Objectives of today's lesson:
- learn to determine the volume of a body of the correct shape using a measuring cylinder;
- learn to determine the volume of an irregularly shaped body using a casting glass and beaker.
II. Updating students' knowledge (4 min)
On the board: on the left, under numbers, is a series of questions (of a general nature for repetition); in the center there is a “window” (a drawn square) with a letter placed; On the right, in a column, is a row of numbers, next to which the answers are written.
Exercise: in 3-4 minutes, give answers to the questions written on the left, and so that they begin with the letter indicated in the “window”.
The letter "M" is selected. Below are the questions and answers.
1) Physical quantity.
2) Scientist
3) Physical body.
4) Substance.
6) Device.
7) Physics section.
8) Unit of measurement.
9) A profession related to physics.
Conclusions:
The students' answers varied:
1) Physical quantity – Mass;
2) Scientist - Maxwell;
3) Physical body – Pendulum;
4) Substance – Copper;
5) Natural phenomenon – Lightning;
6) Device – Metronome;
7) Section of physics – Mechanics;
8) Unit of measurement – Meter;
9) Profession related to physics - Musician.
III. Work in pairs. (25 min.)
Students complete the laboratory work “Measuring body volume” using an instruction card.
First, the guys do practical work on card No. 1
card No. 1
Determining the volume of a body of the correct shape:
- pour enough water into the beaker so that the body can be placed in the water and measure its volume;
- lower the body whose volume needs to be measured, holding it by the thread, and again measure the volume of liquid in the beaker.
- do the experiments described in points 2 and 3 with some other bodies you have.
- record the measurement results in the table:
Calculation of the volume of a body of the correct shape
Table No. 1
Then students do practical work on card No. 2:
Determining the volume of an irregularly shaped body:
card number 2
- Determine the price of dividing the beaker.
- Pour water into the casting glass up to the opening of the casting tube.
- measure the volume of water in the casting glass using a beaker, this will be volume V 1, cm 3.
- immerse the irregularly shaped body in the casting glass. When immersed, some of the water will pour out of the glass.
- measure the poured water using a beaker. This will be the volume of liquid and body V 2, cm 3.
- the result of measuring the volume of a body will be the calculation of the volume of an irregularly shaped body using the formula: V= V 2 - V 1
- write the calculation result in table No. 1.
Calculation of the volume of an irregularly shaped body
Table No. 2
In their work, students take into account that 1 ml = 1 cm 3
In progress practical work according to “Measuring body volume” different forms. Students received individual results that were specific only to their couple. Because the bodies were different both in shape and composition; The volume of water in the beakers varied.
The results of some measurements are shown in table No. 2
Results of measurements of the volume of bodies of various shapes
Table No. 3
experience | Name body | Initial volume of liquid in the beaker V 1, cm 3 | Volume of liquid and body V 2, cm 3 | Body volume V, cm 3 V= V 2 - V 1 |
|
well-shaped bodies |
|||||
Zinc cylinder Plastics cylinder | V 1 =(72 0.5) cm 3 V 1 =(72 0.5) cm 3 | V 2 =(82 0.5) cm 3 V 2 =(80 0.5) cm 3 | V=(10 0.5) cm 3 V=(8 0.5) cm 3 |
||
irregularly shaped bodies |
|||||
Volumetric multi-dimensional flax | V 1 =(131 0.5) cm 3 | V 2 =(51 0.5) cm 3 | V= V 2 V=(51 0.5)cm 3 |
||
Conclusions from laboratory work: during the work, we learned to determine the volume of bodies of various shapes using a beaker and displaced liquid. The error of the measuring device (beaker) was taken into account in the work.
Group work (7 min)
The class is divided into three groups (by rows of seats). In notebooks for laboratory work, they solve one problem.
Each group is given one calculation problem. The content of the tasks is presented on slides and reproduced using a projector on the screen.
The problems are taken from the problem book by G. Oster.
Task for group No. 1.
Sad Uncle Borya wantedcook his own soup, and he ended up with half a pan green crap. Volume this nasty thing that Uncle Borya didn’t dare try - 0.001m 3. Weight of this nasty thing - 1 kg 300 g. Calculatedensity of uncle Borya's muck.
Task for team No. 2.
In the circus, a clown lifts a huge weight with one left hand, on which 500 kg is written. In fact, the weight of the weight is 100 times less. The volume of this weight is 0.2 m 3 . Calculate the density of the circus weight.
Task for the team No. 3.
On those rare days when mom pushes moderately well-fed and dense Petya into a bathtub filled to the brim, 30,000 cm3 is poured onto the floor 3 water. Petya's mass is 30 kg. Determine the average Petit density.
The solutions to the problems were presented as follows:
Solution to problem No. 1:
Given: SI Solution:
V soup = 0.001 m 3 We find the density of the substance using the formula:
m = 1 kg 300 g ρ = m/V,
Where m is the mass of the “soup”,
ρ-? V – volume of “soup”.
M s = 1.3 kg
Therefore, by substituting numerical values into the formula, we will determine the density of the soup cooked by D. Borey:
ρ = 1.3 kg/ 0.001 m 3 = 1300 kg/ m 3
Answer: ρ = 1300 kg/m 3
3 This “soup” will have a mass of 1300 kg.
Solution to problem No. 2:
Given: | SI | Solution: |
V weight = 0.2 m 3 m = 500 kg | We find the density of the weight using the formula: ρ = m/V, where m is the mass of the weight, V is the volume of the weight. m of the true value of the weight will be equal to: m = 500/100=5 kg, ρ=5kg/0.2m3 = 25kg/m3 answer: ρ=25 kg/m 3 |
|
ρ-? | ||
The received answer implies the following: it turned out that 1 m 3 This weight will have a mass of 25 kg. |
||
Solution to problem No. 3:
Given: | SI | Solution: |
V = 30000 cm 3 m = 30 kg | 0.03m 3 | We find the Petit density using the formula: ρ = m/V, where m is the Petit mass, V is the volume of water that spilled out, this will be Petya’s volume. Let's convert the volume of water to the SI system using the method of proportions: 1m 3 =1000000cm 3 x m 3 =30000 cm 3 _ 1000000x=30000 x= 30000/1000000 x= 0.03 m3 By substituting numerical values into the formula, we determine the density: ρ av = 30kg/0.03m 3 = 1000 kg/m 3 answer: ρ av = 1000 kg/m 3 |
ρ avg -? | ||
Lesson summary: (2 min)
The guys hand in notebooks with completed laboratory work.
The teacher sums up the work in the lesson. Homework is missing, because The children worked hard in the lesson, managing to complete all the proposed tasks.
Agreed"
Director of the Municipal Educational Institution
Klyavlinskaya secondary school No. 2______________ L.N. Kharymova
Analysis of a physics lesson in 7th grade.
Full name of teacher: Kostina O.V.
Class: 7B
Number of students: 19 people.
Purpose of visit: Study the compliance of the lesson content with its goals and objectives, the interaction between the teacher and students in the lesson.
Lesson type: Lesson in applying knowledge and skills.
Lesson form: practical lesson
Lesson topic: "Body volume measurement"
Structural elements lesson | Compliance with the goals and objectives of the lesson |
1. Setting educational goals for the lesson. | Educational objectives of the lesson:
These goals have been achieved and correspond to the topic, content and type of lesson. Repeatedly during the lesson there was a consolidation of knowledge on the studied material. The guys' answers were correct. When demonstrating the mini-game “Thinking Fast” on the board, the children repeated the basic concepts; repetition of the material occurred during the work of measuring the volume of bodies of regular and irregular shape. When conducting laboratory work, theoretical knowledge on the topic and skills in working with physical instruments are consolidated in practice. The combination of these forms of work promotes conscious assimilation of the material. At the beginning of the lesson, the teacher clearly formulated the objectives of the lesson. |
2. Setting development goals. | Developmental goals of the lesson: Develop the ability to observe and draw conclusions; Develop the ability to work in groups;
These goals have been achieved and correspond to the topic, content and type of lesson. During the practical part of the lesson, the ability to observe and, on this basis, generalize knowledge and draw conclusions occurs (activates the student’s thinking). Working in pairs and fours develops the ability to work in groups of different sizes and composition, develops a focus on overall result. The combination of these forms of work promotes conscious assimilation of the material. Laboratory work, filling out tables teaches children to plan their work. |
3. Setting educational goals for the lesson. | Educational objectives of the lesson:
The goals have been achieved and correspond to the topic, content and type of lesson: The lesson is conducted with the constant involvement of each student in the process of acquiring knowledge. Contains tasks educational nature, corresponding age characteristics students. Throughout the entire lesson-practicum there is a clear focus. This form of lesson contributes to the formation of cognitive interest in the subject. Students learn to listen and hear each other, because they work in a group with common cognitive goals. |
4. Form of organization educational activities | During the lesson there is an alternation of various forms of learning activities. At the stage of updating knowledge - a frontal survey. The following steps of the lesson mainly include: group work. During the lesson, the teacher works with the whole class, effectively achieving the goals. |
5. Methods for organizing student activities in the classroom | The main method of organizing students' activities in the classroom is practical; it helps to activate students' mental activity. At the beginning of the lesson, the teacher provides motivation for the students to apply the acquired knowledge during this lesson. |
6.Teaching tools used in the lesson | Physical devices are used as teaching aids. Rational use time during the lesson is facilitated by ready-made handouts (for each desk). For greater clarity, the teacher uses slides with tasks for reinforcement. |
7. Application of teaching technology | The lesson is conducted in a non-standard form of a lesson - a workshop and contains tasks of a cognitive nature that correspond to the age characteristics of the students. Tasks used by the teacher in the lesson, use information technology, contribute to the activation of students’ mental activity. |
8. Compliance of the lesson content with the requirements of government programs | The lesson material corresponds to the program of the course “Physics 7-9 grades” for general education institutions.The program was prepared by the team of authors E.M. Gutnik, A.V. Peryshkin, M.: “Bustard”, 2001, recommended by the Department of General Secondary Education of the Ministry of Education of the Russian Federation. In accordance with the requirements of the federal component state standard general education in physics to the level of preparation of secondary school graduates, during the lesson, students repeat material on the topic “Density of matter”, “Body mass”. The knowledge and skills that students showed in the lesson meet the requirements for physical training primary school students: students have a well-formed understanding of “body”, “substance”; have a good command of practical techniques: working with beakers and bodies different shape; Comparison skills have been developed; The physical speech of students is well formed. |
9. Rational organization of student work | The time allotted for the lesson has been met. The lesson is quite informative and rich. The work planned by the teacher for 40 minutes was completed. |
10.The style of the teacher’s relationship with students. | The relationship between teacher and students is built on the basis of mutual respect. During this lesson, students are particularly active and their interest in a successful outcome is felt. |
11. Results of cognitive activity in the lesson. | During the training session, conditions were created for the manifestation cognitive activity students, development of individual abilities. The class was active. Together with the teacher, the children summarized the material, drew conclusions, worked independently and in groups, and learned self-control and mutual control. In this lesson, all students received positive marks for completing the laboratory part of the lesson; grades of “5” were given for oral answers. Without exception, all students actively acquired knowledge and were not passive listeners. |
Deputy Director
For educational work_________ S.V. Mihankov
"Agreed"
Director of the Municipal Educational Institution
Klyavlinskaya secondary school No. 2_____________ L.N. Kharymova
Determine the volumes of liquids, solids (regular and irregular shapes) and gases.
: measuring cylinder or beaker, ruler, vessel with water, irregularly shaped body, body shaped like a rectangular parallelepiped, small flask, glass.
Theoretical information
For example, the volume of a body that has the shape of a rectangular parallelepiped (Fig. 2) is calculated by the formula:
V = Idh, where I is body length; d - body width; h - body height.
Directions for use
Preparing for the experiment
1. Before you start measuring, remember:
a) how the scale division value of a measuring instrument is determined;
b) how to correctly take readings from a graduated cylinder;
c) what safety measures must be observed when working with a beaker.
2. Determine and write down the value of dividing the scales of the ruler and measuring cylinder.
Experiment
Immediately enter the results of all measurements into the table.
1. Measure your body volume incorrectly geometric shape using a graduated cylinder.
2. Determine the volume of a body of regular geometric shape.
3. Determine the volume of a body of the correct geometric shape using a ruler.
4. Measure the volume of air contained in the flask and other vessels on your table.
| Experience number | Vessel name | Liquid volume, cm 3 | Air volume, cm 3 |
| 1. | |||
| 2. | |||
| 3. |
Analysis of experimental results
1. Having analyzed the various methods of measuring volume, indicate:
a) which method of determining volume solid is more universal and why;
b) what factors influenced the accuracy of your results.
2. Draw a conclusion indicating what exactly you have learned to measure and what the skills acquired while doing the work can be useful for.
Additional task
Suggest ways to measure the volume of an irregularly shaped body if:
a) its volume is less than the cost of dividing the measuring vessel that you have;
b) the body does not fit into the vessel that you have.
Physics. 7th grade: Textbook / F. Ya. Bozhinova, N. M. Kiryukhin, E. A. Kiryukhina. - X.: Publishing house "Ranok", 2007. - 192 p.: ill.
Lesson content lesson outline and supporting frame lesson presentation interactive technologies accelerator teaching methods Practice tests, testing online tasks and exercises homework workshops and trainings questions for class discussions Illustrations video and audio materials photographs, pictures, graphs, tables, diagrams, comics, parables, sayings, crosswords, anecdotes, jokes, quotes Add-ons abstracts cheat sheets tips for the curious articles (MAN) literature basic and additional dictionary of terms Improving textbooks and lessons correcting errors in the textbook, replacing outdated knowledge with new ones Only for teachers calendar plans training programs methodological recommendationsPurpose of work: learn to determine the volume of a body using a measuring cylinder (beaker).
The method of measuring the volume of a body using a beaker is based on the fact that when a body is immersed in a liquid, the volume of the liquid with the body immersed in it increases by the volume of the body. This method is good because it can measure the volume of irregularly shaped bodies (for example, a stone or a potato), which cannot be found by measuring the linear dimensions of these bodies. You already learned how to use a beaker (measuring cylinder) first. laboratory work. Using it to measure body volume is very simple. It is only important that the body is small and can be completely placed in the existing beaker. The measurement procedure is as follows:
a) water is poured into the beaker in an amount sufficient to completely immerse the body being measured in it. The volume is recorded;
b) completely immerse the body in water;
c) determine the volume of water with a body immersed in it. The difference in the volumes of water before and after immersion of the measured body in it will be the volume of the body.
It is better to tie a thread to the body whose volume you will measure. With its help, it is easier to carefully lower the body into the water, and then remove it from the beaker. If a body floats in water, you need to completely immerse it in water using a pencil, knitting needle or wire. Otherwise, you will only measure the volume of the part of the body that is under water.
An example of the work being done.
The author of the presentation “Measuring the volume of bodies” Pomaskin Yuri Ivanovich is a physics teacher, Honorary Worker of General Education. The presentation was made as a visual educational aid for the textbook “Physics 7” by A.V. Peryshkina. Designed for demonstration in lessons of learning new material Sources used: 1) A.V. Peryshkin “Physics 7”, Moscow, Bustard page) Pictures from the Internet (
Measuring the volume of bodies The goal of the work is to learn how to determine the volume of a body using a measuring cylinder (beaker) Equipment and materials: measuring cylinder (beaker), irregularly shaped bodies of small volume, ml threads
Instructions for work 1. Determine the price of division of the beaker ml 5 divisions CD = = 4 ml
Instructions for work 2. Pour enough water into the beaker so that the body can be completely immersed in water and measure its volume ml Repeat measurements with other bodies 48 ml 68 ml
Instructions for work 3. Enter the measurement results in the experiment table Name of the body Initial volume of water V1, ml (cm cube) Volume of water and body V2, ml (cm cube) Volume of the body V = V1 – V2, ml (cm cube) 1 Cylinder Nut ... Add.
Instructions for work 5. Enter the measurement results in the experiment table Name of the body Initial volume of water V1, ml (cm cube) Volume of water and body V2, ml (cm cube) Volume of the body V = V1 – V2, ml (cm cube) 1 Cylinder Nut ... Additional Pebble 52
