It's not enough to have good mind,
the main thing is to use it well
R. Descartes
Solving problems on the topic "Strength".
Objective of the lesson:
Summarize the knowledge gained while studying the topic “Power”, teach students to apply theoretical knowledge when solving problems.
Lesson objectives:
Educational:
Develop skills and abilities in students when solving physical problems non-standard wording.
Form a holistic system of knowledge on the topic studied.
Educational:
Improve the intellectual abilities and thinking skills of students, the communicative properties of speech.
Develop the ability to apply theoretical knowledge to solve problems; draw conclusions.
Continue working on developing the skills to simulate a situation.
Educational:
Continue work to develop students’ conscientious attitude towards academic work; communication skills, aesthetic perception of the world.
Develop a culture of communication and a culture of answering questions; functions of communication in the classroom as a condition for ensuring mutual understanding and motivation to action.
Fostering a sense of camaraderie.
Lesson type: lesson consolidation
Methods: problem, critical thinking
Lesson progress
1. Organizational moment+ motivation
Hello guys, I'm glad to see you. Today we have a problem solving lesson on the topic “Strength”. And to start work, we must greet each other and we will do it like this
Exercise “Hello, friend!”
Task: greet each other.
Hello friend! - They shake hands.
How are you here? - They pat each other on the shoulder.
Where have you been? - They pull each other's ears.
I missed you! - Put their hands on their hearts.
You have arrived! - They spread their arms to the sides.
Fine! - They hug.
2. Updating knowledge
Reception "Fishbone" (fish skeleton)
The head is the question of the topic, the left bones are the basic concepts of the topic, the right bones are the essence of the concept, the tail is the answer to the question.
head - strength
designation – F
definition - measure of interaction between bodies
Unit of measurement –H
What is the name of the device for measuring force? – dynamometer
What forces do you know - gravity, elasticity, friction?
Division into groups according to the principle “ geometric shapes– square, triangle, circle)
III . Creating a cluster
Group I – elastic force (square)
Group II – gravity (triangle)
Group III – friction force (circle)
What force is called the force of gravity, where is it directed - the force with which the Earth attracts bodies towards itself, the direction of the force is vertically downwards
When does elastic force occur? Where is it headed? - The elastic force arises in the body as a result of its deformation and strives to return it to its original position
What is friction force? - The force that arises when one body comes into contact with another, preventing their relative movement
IV . Solving quality problems
Each group receives three sheets illustrating the situation. Your task in the group is to identify the problem and analyze the search for ways out.
What is more profitable: rolling or sliding?
answer: What is better - sliding or rolling? Of course, rolling is more profitable than sliding. To maintain rolling, you need to apply much less force than to maintain sliding at the same speed. Therefore, it is understandable that in the summer they travel in a cart and not on a sleigh.
But why do wheels give way to runners in winter?
Answer: The whole point is that wheels are more profitable than runners only when they roll. And in order for the wheels to roll, there must be a hard, smooth road underneath them and, moreover, a non-slip one.
What force keeps a chandelier suspended from the ceiling from falling to the floor?
Answer: elastic force
Explain the proverb: “Mow, mow, while there is dew, away with the dew - and we’ll go home.”
Answer: dew is a lubricant and it reduces friction.
What fairy tale, well-known from childhood, talks about the addition of forces acting in one straight line?
Answer: a fairy tale about a turnip
Why are bows rubbed with rosin when playing the violin?
Answer: To increase friction
What force causes the ebb and flow of the seas and oceans on Earth?
Answer: the force of gravity acting from the Moon and the Sun on the water of the seas and oceans.
Baron Munchausen, the hero of the famous story by R.E. Raspe, “tying” the end of the rope to the Moon, descended along it to the ground. What is the main physical absurdity of such movement?
Answer: the hero of the story could not possibly slide along the rope towards the Earth; this would be prevented by the force of his attraction to the Moon.
Why, when lowering a cart from a steep mountain, is sometimes one wheel tied with a rope so that it does not rotate?
Answer: to increase friction force
Physical education break. (Motivation: To feel comfortable in this world, a person must love himself. But by “loving yourself” - reasonable person means: “take care of your health.” I suggest you several exercises to relieve fatigue. For people involved in mental activity, this set of exercises helps to increase their performance, music sounds. Follow the hyperlink to the melody for physical education).
V . Solving calculation problems by difficulty level
Solve these problems, after receiving the answer, insert the letter next to the task into this table. As a result of correctly solving the problems, you will be able to read the name of the English scientist. (answer: Newton)
Group I
A body is acted upon by two forces of 400 N and 600 N, directed along one straight line in opposite directions. Determine the resultant of the forces. (answer: R = 200 N)
What force of gravity acts on the hare if its mass is 6 kg.
A force of gravity equal to 390 N acts on the moped. What is the mass of the moped?
Hardness of the rubberized harness 7.2 10 4 N/m. How long will the rope stretch if a force of 10 kN acts on it?
The mass of the vehicle together with the load is 7 tons, its engine develops a traction force of 35 kN. Find the coefficient of friction between the driving wheels of the car and the road (assume that the car is moving uniformly).
5 liters of kerosene are poured into a can weighing 1 kg. How much force must be applied to lift the can? (ρ gasoline = 800 kg/m 3)
II group
A body is acted upon by two forces of 300 N and 500 N, directed along one straight line in one direction. Determine the resultant of the forces. (answer: R =800 N)
The mass of the cast iron column is 200 kg. Calculate the force of gravity acting on the pillar.
Determine the stiffness of the dynamometer spring if, under the action of a force of 80 N, it lengthens by 5 cm.
A hockey player weighing 65 kg moves uniformly on ice on skates. Friction coefficient 0.02. Determine the friction force of the skates on the ice.
With what force is the spring stretched, from which a brass block measuring 10x8x5 cm is suspended? (ρ brass = 8500 kg/m 3)
Under the influence of a force of 320 N, the shock absorber spring compressed by 9 mm. How many millimeters will the spring compress under a load of 1.6 kN?
III group
Three forces are directed in one straight line: to the left 16 N and 2 N, to the right 20 N. Find the magnitude of the resultant of these forces and its direction.
What is the maximum force generated when two cars collide if the buffer springs are compressed by 4 cm? Spring stiffness 8000 N/m.
The force of gravity acting on the body is 10 kN. What is your body weight? (answer: 1 ton)
When a wooden plank with a weight of 2 kg moves uniformly across a table, the dynamometer shows a force of 9 N. Determine the coefficient of friction of the plank on the table.
A force of 12 N compresses a steel spring 7.5 cm. How much force must be applied to compress this spring 2.5 cm? (Answer: 4 N)
A thin spiral spring, for which Hooke's law is valid, suspended vertically on a fixed support, is stretched by a force of 160 N by 72 mm. An additional force of 120 N was applied to the spring. Determine the elongation of the spiral.
VI . Sinkwine - this is not an ordinary poem, but a poem written in accordance with
Line 1 - the name of the syncwine, expressed in the form of a noun.
Line 2 – two adjectives.
Line 3 – three verbs.
Line 4 is a phrase that carries a certain meaning on the topic of syncwine.
Line 5 – conclusion, one word, noun.(association with the first word).
I group (Elastic force)
Strength
Elastic, deforming
Compresses, stretches, bends, twists
Occurs when the body is deformed
Hooke's law
II group (Gravity)
Strength
World famous
Attracts, acts, changes
The body is attracted to the Earth
Newton's law
IIIgroup (Friction force)
Strength
Sliding, rough
Moves, obstructs, presses
occurring when one body comes into contact with another
dynamometer
VII . Assessment
Score sheet
| Discussion | Activity | Performance | Answers to questions | Task I level (1 point) | Task II level (2 points) | Task III level (3 points) | Total points | Student assessment | Teacher rating | |
Unpointing: from 11 – 5
7-10 – 4
3-6 – 3
0-2 – 2
Criteria: excellent - 3 pointsgood – 2 points
satisfactory – 1 point
unsatisfactory – 0 points
VIII
. Homework assignment.Make a test based on the material covered
Game - farewell
Task: say goodbye to each other, leave class with a positive attitude.
Instructions:
Participants in the training, standing in a circle, must pay for the first and second. The first numbers stand in the outer circle, the second in the inner circle and turn to face each other, performing the following actions:
Dear friend! - They shake hands.
You're good! - They pat each other on the shoulder.
But we have to go. - They pull each other's ears.
I'll miss you! - Put their hands on their hearts.
But we'll meet again, won't we? - They spread their arms to the sides.
Fine! - They hug.
Bye! - They wave to each other.
The lesson involves working in groups of 4-5 people (5 groups). Each group receives a specific task, completes it, enters the results into a table and draws a conclusion. The groups then report their results and a general conclusion is drawn.
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Development of physics lesson notes
In 7th grade on the topic
"Exploring Archimedean Force"
with application technological map lesson
Mironova Svetlana Nikolaevna
physics teacher MBOU
"Kingiseppskaya secondary secondary school No. 1"
2016
Lesson summary on the topic “Archimedes’ power”
7th grade
Lesson objectives:
Educational
: establish on what factors the buoyancy force depends; find out the floating conditions of the bodies.Developmental – develop the ability to learn independently; develop the ability to experimentally determine the Archimedes force when changing values; develop the ability to apply the formula for calculating Archimedean force; develop the ability to draw conclusions based on the learned educational material, the development of logical thinking.
Educational – create positive motivation for studying physics, bringing closer educational material To life situations; cultivate independence on the one hand and the ability to work in a team on the other.
Lesson type: lesson - workshop.
Leading Technology:
technology of dialogue interaction.Methods:
By didactic purposes and teaching aids:
training – heuristic
teaching - reporting
teachings – partially search, research
According to the source of information:
verbal - conversation, work with didactic material;
visual - demonstration, organization of observation of the experimental process;
practical – independent work in groups (experimental studies)
Laboratory equipment for demonstrating experiments on the teacher’s desk:
A vessel with ordinary water, a vessel with salt water, a cork, a potato ball, a plasticine ball, a boat made of the same plasticine.
Laboratory equipment for conducting experiments on students' desks:
Each group has its own equipment.
Planned learning outcomes.
Based on the knowledge gained and research conducted
be able to explain the appearance of the Archimedean force, its dependence on the volume of the body and the density of the liquid, the conditions of floating of bodies, nat manifestation of Archimedean power in everyday life.Parameters for assessing students' knowledge:
active work in the classroom;
quality of presentation of experimental results.
PROGRESS OF THE LESSON
I. Organizational part
(greeting, checking readiness for the lesson, emotional mood)Hello guys!
Greet each other.
And I am glad to welcome you to the lesson, where we will continue to open new pages of physics. Interesting discoveries await us ahead.
Are you ready?
Yes!
Then let's get started...
II. Goal setting and motivation
I will start the lesson with an excerpt from A.P.’s story. Chekhov's "Steppe". He will help us formulate the topic of the lesson and the goal.
“Egorushka... took a running start and flew from a height of one and a half feet. Having described an arc in the air, he fell into the water, sank deeply, did not reach the bottom, some force, cold and pleasant to the touch, picked him up and carried him back up.”
What kind of power are we talking about?
It is called Archimedean force in honor of the ancient Greek scientist Archimedes, who first pointed out its existence and calculated its value.
What is the topic of today's lesson?
Studying Archimedean force - writing the topic of the lesson.
How can you find the magnitude of the buoyancy force acting on Yegorushka?
F high = P in air - P in liquid
Our Goal?
Find out what Archimedean force depends on.
Problematic question
. Suggest what factors will influence the value of the buoyant force.Possible assumptions: (hypotheses)
- body volume
- body density
- body shape
- liquid density
- immersion depth
III. Experimental tasks.
Assignment to the first team.
Equipment: a vessel with water, a dynamometer, aluminum and copper cylinders on threads.
Work progress:
1. Write down the densities of bodies and compare them.
2. Using equipment, determine the Archimedean forces acting on the cylinders.
3. Compare Archimedean forces.
5. Draw a conclusion about the dependence (independence) of the Archimedean force on the density of the body.
Report form
Conclusion:
Assignment to the second team.
Equipment: a vessel with water, a dynamometer, two plastic cylinders of different volumes on threads.
Work progress:
1. Using equipment, determine the Archimedean forces acting on the cylinders.
3. Compare Archimedean forces.
4. Enter the results in the report form.
5. Draw a conclusion about the dependence (independence) of the Archimedean force on the volume of the body.
Report form
Conclusion:
Assignment to the third team.
Equipment: a vessel with clean water, a vessel with salt water, a vessel with sunflower oil, a dynamometer, an aluminum cylinder on a thread.
Work progress:
1. Write down the densities of these liquids and compare them.
2. Using equipment, determine the Archimedean forces acting on the cylinder in each fluid.
3. Compare Archimedean forces.
4. Enter the results in the report form.
5. Draw a conclusion about the dependence (independence) of the Archimedean force on the density of the liquid.
Report form
Liquid | Liquid density, kg/m3 | Weight of the cylinder in the air, N | Weight of the cylinder in liquid, N | Archimedes force, N |
The water is clean | ||||
Salty water | ||||
Vegetable oil |
Conclusion:
Assignment to the fourth team.
Equipment : vessel with water, dynamometer, aluminum cylinder on a thread.
Work progress:
1. Using equipment, determine the Archimedean forces acting on the cylinder, immersing it to depths h1, h2, h3.
3. Compare Archimedean forces.
4. Enter the results in the report form.
5. Draw a conclusion about the dependence (independence) of the Archimedean force on the depth of immersion of the body.
Report form
Immersion depth | Weight of the cylinder in the air, N | Weight of the cylinder in water, N | Archimedes force, N |
Conclusion:
Assignment to the fifth team.
Equipment: a vessel with water, a dynamometer, plasticine bodies of different volumes in the shape of a ball, cube, cylinder on threads.
Work progress:
1. Using equipment, determine the Archimedean forces acting on bodies of different shapes.
3. Compare Archimedean forces.
4. Enter the results in the report form.
5. Draw a conclusion about the dependence (independence) of Archimedean force on the shape of the body.
Report form
Bodies | Body weight in air, N | Body weight in water, N | Archimedes force, N |
Ball | |||
Cube | |||
Cylinder |
Conclusion:
After receiving the results, each group verbally reports on its work and reports its conclusions. The conclusions are written down by students in notebooks, and by the teacher on the board in the form of a table:
What will the formula look like to calculate the Archimedes force?
Fa=pжgvт
Problem at the board:
What is the Archimedean force acting on a body with a volume of 134 cm
3 in water and kerosene?Answer: 1.34 N; 1.072 N –
Conclusion?IV. Fizminutka: The teacher reads the poem and shows the exercises, and the children repeat while sitting behind him.
V. Determining the floating conditions of the bodies.
What forces will act on a body immersed in a liquid?
The force of gravity directed vertically downward and the force of Archimedes directed vertically upward.
How big can these forces be?
More, less or equal to each other.
Then we establish the behavior of the body in the liquid depending on the ratio of these forces.
Drawing on the board:
An excerpt from Ivanov’s novel “Primordial Rus'” tellshow the scout warrior Ratibor is going to quietly cross to the other side of the river. To do this, he took a long reed. “To breathe underwater. The swimmer covered his nostrils and ears with yellow wax... Holding the end of the reed with his lips, he disappeared under the water and with both hands lifted a stone the size of a cow’s head. Having tied the load with a thin rope, Ratibor made a loop for his hand.”
What is the purpose of the stone in this example?
A cork body floats in water;
A potato ball sinks in water but floats in salt water;
A plasticine ball sinks in water, and a plasticine boat floats in water.
What's the matter? Why do some bodies float and others sink?
There are so many interesting things around us! Let's try to answer some questions?
What will be the purpose of our next task?
Find out the floating conditions of the bodies.
Working in teams.
Assignment to the first team.
Equipment: vessel with water, different bodies.
Work progress:
1. Lower the bodies into the water one by one: a steel nail, a porcelain roller, a copper coin.
3. Compare Archimedean forces.
Report form
Conclusion:
Assignment to the second team.
Equipment: vessel with water, different bodies.
Work progress:
1. Lower the bodies into the water one by one: an iron ball, a piece of marble, a body made of plexiglass
2. Find out which of them sink and which float.
3. Compare Archimedean forces.
4. Record the observation results in the report form.
5. Conclude under what conditions bodies sink (float) in liquid.
Report form
Conclusion:
Assignment to the third team.
Equipment: vessel with water, different bodies.
Work progress:
2. Find out which of them sink and which float.
3. Compare Archimedean forces.
4. Record the observation results in the report form.
5. Conclude under what conditions bodies sink (float) in liquid.
Report form
Conclusion:
Assignment to the fourth team.
Equipment: vessel with water, different bodies.
Work progress:
1. Lower the bodies into the water one by one: a cork body, a wooden cube.
2. Find out which of them sink and which float.
3. Compare Archimedean forces.
4. Record the observation results in the report form.
5. Conclude under what conditions bodies sink (float) in liquid.
Report form
Conclusion:
Assignment to the fifth team.
Equipment: vessel with water, different bodies.
Work progress:
1. Lower the bodies into the water one by one: a paraffin block, an ice block
2. Find out which of them sink and which float.
3. Compare Archimedean forces.
4. Record the observation results in the report form.
5. Conclude under what conditions bodies sink (float) in liquid.
Report form
Conclusion:
After receiving the results, each group verbally reports on its work and reports its conclusions. Conclusions are written down by students in notebooks and by the teacher on the board:
Ƿt > ƿzh – the body drowns
Ƿt ƿzh – the body floats up
Ƿt = ƿzh – the body floats
“...Our cook went for a swim, but the bay did not accept him. He threw his legs high, and even though he wanted to, he couldn’t dive deep into the water. This amused the team and improved his bad mood..."
Why couldn't the cook swim in the bay?
VI. Summing up the lesson. Reflection.
So how do you make your body float? Children's answers.
What tasks did we set for ourselves?
1. Find out what Archimedes’ strength depends on.
2. Find out the floating conditions of the bodies.
Have we completed our tasks?
What word did Archimedes shout out when he found the solution? E V R I K A!!!
Reflection.
Each student is given a picture: the guys must color the ball in accordance with their mood.
The body floats on the surface -I liked the lesson because I understood everything.
A body floats inside a liquid -I didn’t really like the lesson because I didn’t understand everything.
The body drowned - I didn’t like the lesson at all because I didn’t understand anything.
Homework:
Write a syncwine on the topic “Archimedes’ power.”
Technological map of the lesson on the topic “Archimedes’ power”
7th grade
Lesson stage | Teacher activities | Student activity | Result | Universal learning activities |
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Organizational | Organizes activities to prepare for the lesson | Preparing the workplace | Ready for lesson | Personal UUD: moral and ethical assessmentCommunicativeUUD: listening skills |
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Goal setting and motivation | Excerpt from A.P. Chekhov’s story “The Steppe” Creates problematic situation necessary for setting a learning task | Remember what they know about the issue being studied (The effect of liquid and gas on a body immersed in them) Systematize information. They make assumptions. Formulate what you need to know. | Students formulate the topic of the lesson and determine the objectives of the lesson A body immersed in a liquid loses as much weight as the liquid it displaces weighs. | Cognitive UUD: Analyze and work independently |
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Primary assimilation of new knowledge (“discovery” of new knowledge) | Organizes experiments in groups and discussion of the results 1 Group finds out the dependence (independence) of Fa on body density. 2 The group finds out the dependence (independence) of Fa on the volume of the body. 3 The group determines the dependence (independence) of Fa on the density of the liquid. 4 The group finds out the dependence (independence) of Fa on the depth of immersion of the body. 5 The group finds out the dependence (independence) of Fa on the shape of the body. | Conducting your own experiments, putting forward hypotheses, discussing them, formulating conclusions, and correcting them We found out that Fa does not depend on the density of the body. We found out that Fa depends on the volume of the body. We found out that Fa depends on the density of the liquid It was found that Fa does not depend on the depth of the body's immersion. We found out that Fa does not depend on body shape. | Experiments performed, conclusions recorded; the students themselves draw conclusions about the buoyancy force | Personal UUD Regulatory UUDDetermining the sequence of intermediate goals taking into account the final result; control of the method of action and its result; making necessary additions and adjustmentsCognitive UUD:Drawing up a plan and sequence of actions; predicting the result and choosing the most effective ways solving problems depending on specific conditionsCommunicative UUD:Planning educational collaboration with the teacher and peers,ways of interaction; the ability to express one’s thoughts in accordance with the tasks and conditions of communication; mastery of monologue and dialogic forms of speech |
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Initial check of understanding | Organizes frontal testing of understanding of new material | Solving the dock problem and comparing calculations with experimental results. | Understanding the basic concepts and lesson material | Cognitive UUD: Communication UUD:Ability to express your thoughts |
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Fizminutka | Reads a poem and shows movements | Repeat after the teacher | Changing activities increases further mental alertness and alertness | |||
Primary consolidation of new knowledge | Creates a problematic situation that can be resolved based on the experiments performed and conclusions drawn. Groups 1 and 2 find out the conditions under which a body drowns Groups 3 and 4 find out the conditions under which the body floats up 5 The group finds out the condition for a body to float inside a liquid | They complete the task in a team, discuss the results obtained, fill out report forms and write down the conclusion. They found out that a body sinks when the density of the body is greater than the density of the liquid. They found out that a body floats up when the density of the body is less than the density of the liquid. We found out that a body floats when the density of the body is approximately equal to the density of the liquid. The closer the density of the body is to the density of the liquid, the larger part of the body will be inside the liquid. | Through organizing a group practical work students independently draw conclusions and explain the results obtained | Personal UUD Ability to navigate social roles and interpersonal relationshipsRegulatory UUDIndependent activation of thought processes, control of the correctness of comparison of information, adjustment of one’s reasoningCognitive UUD: Independent creation of ways to solve creative problemsCommunication UUD:Ability to work in a team. Ability to express your thoughts |
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Summing up the lesson (reflection of educational knowledge) | Organizes a discussion of the results of the lesson | Answer questions (if necessary, discuss answer options in groups). Formulate conclusions about achieving the lesson goal | Formulation by students: what lesson goals were achieved during the lesson | Personal UUD: Assessing the personal significance of the information received in the lesson from a practical point of viewCognitive UUD: Ability to generalize and formulate conclusions |
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Information about homework, instructions on its implementation | Sinkwine on the topic “Archimedes’ power” | Perception, awareness of D/Z, recording | Students writing D/Z in diaries | Personal UUD: Assessing the level of difficulty of a task when choosing it for students to perform independentlyRegulatory UUD: ABOUT students' organization of their educational activities |
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Reflection of educational actions | Invites students to choose a phrase and complete the corresponding drawing:: The body floats on the surface– I liked the lesson because I understood everything. A body floats inside a liquid– I didn’t really like the lesson, because not everything was clear. The body drowned – I didn’t like the lesson at all, because I didn’t understand anything. | Choose a phrase and make a drawing in accordance with your own internal assessment | Analysis of the results of one’s own activities; identification of existing gaps in acquired knowledge | Personal UUD: Ability to analyze the results of one’s own activities; identify existing gaps in acquired knowledgeRegulatory UUD: ABOUT students’ organization of their learning activities depending on the identified gaps in the new knowledge acquired; the ability to exercise self-control and self-esteem. |
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"The action of friction"- First study of the laws of friction. Harmful friction. Friction in production. Laws of friction. Strive to comprehend science more and more deeply. If the body is rolling. The force that occurs when the surfaces of bodies come into contact. Roughness. Useful friction. Moving parts. Bar. The phenomenon of friction. Causes of friction.
"Friction force"- There are 3 types of friction force: rolling, sliding, and resting friction. Surface roughness. Rolling friction. Sliding friction. The force of friction in nature. We need to check it out! Problems of group 1: Due to friction, moving parts of machines wear out. Find out: is the force of friction an enemy or an ally of man? Friction causes a lot of energy consumption.
"Determination of friction force"- Rest friction. Phonons. Friction in mechanisms and machines. Layers and areas. Internal friction. Friction processes. Rolling friction. Friction is usually shared. Areas of dry and liquid friction. Surface grip. Liquid. Friction force. Sliding friction. Friction. Amount of friction. Types. Solids. Friction coefficient.
"Friction force physics"- Causes of occurrence. 3. Rest friction. Formula for finding the friction force. Mutual attraction of molecules of contacting bodies. Types of friction forces. Friction force is of three types: 2. Rolling friction. Definition. Ftr = ?*n ?-friction coefficient n-support reaction force. Direction. Roughness of the surfaces of contacting bodies.
"Examples of Friction Force"- Definition. Rolling friction in technology. Project goal. Description. Friction and sport. Friction force. Examples of friction force. Rolling friction. The static friction force is a force acting on a body. Static friction force. Sliding friction force. Rolling friction is the moment of force that occurs during rolling. The force of static friction in folk art.
"The Nature of Friction"- Without friction, objects would slip out of your hands. What is friction force? In all machines, friction causes moving parts to heat up and wear out. Causes of friction force. Bearings are either ball or roller. Equipment and materials: dynamometer, wooden block, weights - 2 pcs., pencils.
Sinkwine
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Sinkwine in physics lessons as a means of development creativity students
Sinkwine in physics lessons allows not only to develop the creative abilities of students, but also helps to briefly summarize the studied concept or topic, express a personal attitude towards it, that is, it develops reflection skills.
Cinquain (from French cinquains, English cinquain ) - This creative work, which is a short poem consisting of five unrhymed lines.
Sinkwine - this is not a simple poem, but a poem written according to the following rules:
Line 1 – one noun expressing main topic cinquain.
Line 2 – two adjectives expressing the main idea.
Line 3 – three verbs describing actions within the topic.
Line 4 is a phrase that carries a certain meaning.
Line 5 – conclusion in the form of a noun (association with the first word).
Making cinquain is very simple and interesting. And besides, working on creating syncwine develops imaginative thinking.
Objective of the lesson: Expand meaning physical theory, introduce to scientific method knowledge.
Lesson objectives:
1. Educational:
- recall the concepts of “physics”, “laws”, “experience”, “observation”, and other physical terms;
- introduce the concept of “syncwine”.
2. Educational:
- to cultivate confidence in the possibility of knowing the laws of nature, in the need for the wise use of scientific achievements for the further development of human society, and in treating physics as an element of universal human culture;
- learn to respect the opinions of others.
3. Developmental:
- develop cognitive interests, independence in acquiring new knowledge using additional literature.
Interdisciplinary connections.This lesson is related to: academic disciplines, such as geography, biology, ecology, mathematics, astronomy.
Sinkwine makes it possible to summarize the information received, to express complex ideas, feelings and perceptions in a few words. This form of work makes it possible to master important subjects and concepts of the material studied; creatively rework important concepts of the topic, creates conditions for the development of students’ creative abilities.
The teacher, with the help of syncwine, can see the problems that arose when the student mastered this topic, and, based on this, adjust the further course of the lesson. “It’s a form of free creativity, but with certain rules.”
Examples of syncwines.
Lesson progress
1. Organizational moment.
The teacher explains what the students will study this year. Reminds safety precautions in physics lessons and during laboratory work. Distributes handouts - a scientific article.
2. Studying new material.
Task No. 1.
1.1. As you read, you should make the following notes in the margins:
- “V” – put this mark in the margin if what you are reading matches what you know or thought you knew;
- “–” – put this note in the margin if what you read contradicts what you know or thought you knew;
- “+” – put this mark in the margin if what you are reading is new to you;
- "?" – put this note in the margin if what you are reading is not clear, or if you would like more detailed information on this issue.
Thus, as you read the article, you will make four types of notes in the margins according to your knowledge and understanding.
1. 2. After reading the text and making notes in the margins, you should fill out the marking table. At the same time, write into it only keywords or phrases:
1.3. Discuss the contents of the completed tables with your seatmate, and offer the contradictions and questions formulated in your tables to the whole class for discussion.
1.4. Discussion of contradictions and questions that arose when working in pairs.
3. Fixing the material.
Task No. 2. Make up a syncwine for the word “physics”.
The word "cinquain" comes from the French word for "five" and means "a poem consisting of five lines." A cinquain is not an ordinary poem, but a poem written according to certain rules. Each line specifies a set of words that must be reflected in the poem.
Rules for writing syncwine:
1 line – one word – title of the poem, theme, usually a noun.
Line 2 – two words (adjectives or participles). Description of the topic, words can be connected by conjunctions and prepositions.
Line 3 – three words (verbs). Actions related to the topic.
Line 4 – four words – a sentence. A phrase that shows the author’s attitude to the topic in the first line.
Line 5 – one word – association, synonym that repeats the essence of the topic in the first line, usually a noun.
An example of a syncwine for the word “electrification”:
- Electrification.
- Harmful, useful.
- They attract, rub, sparkle.
- Message of electrical charge to the body.
- All bodies succumb to it.
An example of a syncwine for the word “physics”:
- Physics.
- Fundamental, macroscopic.
- Studies, describes, formulates.
- A field of natural science that studies the most general and fundamental patterns that determine the structure and evolution of the material world.
- Science.
4. Homework assignment.
Introduction, §1, §2, write it down in a notebook and learn the definitions.
Physics
Interesting, Mysterious
Promotes, checks, trains.
Sciences are divided into physics and stamp collecting.
Need to
Physics
Necessary, nasty
I don’t like it, I cry, I cram
Let's break through
Physics.
Entertaining, experimental
Develops, refines, teaches.
Physics is the mother of natural sciences.
Learn
Physics
Accurate, smart.
Be interested, be curious, think, dream.
Science related to all sciences.
Mysteriously
Physics
Accurate, interesting.
Explores, teaches, discovers
Environmental Science
Job
Physics
Challenging, entertaining
Teaches, learns, helps
Helps to understand the world.
Difficult
Physics
Entertaining, interesting
Watch, search, do.
Physics is all around us.
World
Physics
Important, interesting
Explores, explains, develops
An important science that studies the deepest laws of nature.
Life is around us.
Physics
Dynamic, inert
Move, electrify, attract
Everything in the world is relative
Nature.
Physics
Objective and accurate
Calculates, helps, determines
Useful natural science.
Interesting.
Physics.
Interesting, useful.
Explains, lets you know, develops
Talks about how the world works
Required
Physics
Complex, interesting
Look, know, be surprised
Just explore this world
Experiment
Physics
Interesting, complex
Study, think, understand
Physics studies the laws of nature
Physics
Physics
Heavy, interesting.
Teach, know, think
A very unusual science that studies the laws of nature.
Physics
Interesting, entertaining
Know, teach, understand
Thanks to her, new inventions.
