Methods for studying the rotational motion of a rigid body in classes with in-depth study of physics
Lesson summary on the topic “Rotational motion of bodies”
Examples of solving problems on the topic “Dynamics of the rotational motion of a rigid body around a fixed axis”
Task No. 1
Task No. 2
Task No. 3
Bibliography
Introduction
One of the main features of the modern period of school education reform is the orientation of school education towards a broad differentiation of learning, allowing to meet the needs of each student, including those who show special interest and ability in the subject.
At the moment, this trend is being deepened by the transition of the senior level of secondary school to specialized training, which makes it possible to restore the continuity of secondary and higher education. The concept of specialized education defined its goal as “improving the quality of education and establishing equal access to a 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 physics and mathematics profile of study should guarantee a level of training that would satisfy the main need of this group of students - continued education in higher educational institutions of the relevant profile. A high school graduate who decides to continue his education at universities in physical and technical fields must have in-depth training in physics. It is a necessary basis for training in these universities.
Solving the problems of specialized teaching in physics is possible only if expanded, in-depth programs are used. An analysis of the content of programs for specialized classes of various teams of authors shows that they all contain an expanded volume of educational material in all sections of physics, compared to basic programs, 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, and their relationship with each other and with the linear characteristics of motion is shown. When studying the dynamics of rotational motion, the concepts of “moment of inertia” and “moment of impulse” are formed, and the concept of “moment of force” is deepened. 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 when transferring the axis of rotation, and calculating the kinetic energy of a rotating body.
Knowledge of 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, which at first glance suggests a “narrow” area of application, 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 the polarization of dielectrics, the movement of charged particles in a magnetic field, the magnetic properties of substances, classical and quantum atomic models.
The current level of professional and methodological preparedness of the majority of physics teachers for teaching the theory of rotational motion in the context of specialized education is insufficient; many teachers do not have a full understanding of the role of the theory of rotational motion in the study of the school physics course. Therefore, more in-depth professional and methodological training is needed, which would allow the teacher to make maximum use of didactic opportunities to solve the problems of specialized training.
The absence of a 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 also find themselves insufficiently prepared to solve the professional problems facing them 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 imposed by school specialized 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 problem of the research is to find effective methods for 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, helping to increase the level of knowledge of students necessary for in-depth mastery of the school physics course, and the content of the corresponding professional and methodological training of the teacher.
The object of the study is the process of teaching physics to students in classes with in-depth study of the subject.
The subject of the study is the methodology of teaching the theory of rotational motion and other sections in classes with in-depth study of physics.
Research hypothesis: If we develop a methodology for teaching kinematics and dynamics of rotational motion, this will improve the level of students’ knowledge not only in the theory of rotational motion, but also in other sections of the school physics course where elements of this theory are used.
rotational movement physics body
The study of the dynamics of the rotational motion of a rigid body has the following goal: to acquaint students with the laws of motion of bodies under the influence of moments of forces applied to them. To do this, it is necessary to introduce the concept of moment of force, moment of impulse, moment of inertia, and study the law of conservation of angular momentum relative to a fixed axis.
It is advisable to begin 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 moment of force 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 make comparisons with formulas for translational motion. Students know that translational dynamics studies the causes of acceleration of bodies and allows one 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 mass of a body. The dynamics of rotational motion studies the causes of angular acceleration. The basic equation of rotational motion establishes the dependence of angular acceleration on the moment of force and the 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 methods for calculating 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 bodies such as a ball or disk without derivation. As experience shows, students have difficulty grasping the concept of the vector nature of 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 problems (or do this in extracurricular activities).
Continuing the analogy with translational motion, consider the law of conservation of angular momentum. When studying the dynamics of translational motion, it was noted that as a result of the action of force, the momentum of the body changes. During rotational motion, the angular momentum 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 influence of internal forces, the location of individual parts of a rotating body is changed, then the total angular momentum is maintained, and the angular velocity of the system changes.
To demonstrate this effect, you can use a setup in which two washers are placed on a rod attached to a centrifugal machine. The washers are connected by a thread (Fig. 10). The entire system rotates at a certain angular velocity. When the thread is burned, the weights scatter, the moment of inertia increases, and the angular velocity decreases.
An example of solving a problem on the law of conservation of angular momentum. A horizontal platform of mass M and radius R rotates with angular velocity. A man of mass m stands on the edge of the platform. At what angular velocity will the platform rotate if a person moves from the edge of the platform to its center? A person can be considered as a material point.
Solution. The sum of the moments of all external forces relative to the axis of rotation is zero, so the law of conservation of angular momentum can be applied.
Initially, the sum of the angular momentum of the person and the platform was
Final sum of angular momentum
From the law of conservation of angular momentum it follows:
Solving the equation for omega 1, we get
Lesson type: Interactive lecture, 2 hours.
Lesson objectives:
Socio-psychological:
Students must identify your own level of understanding and mastery 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; be critical of your 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 solve physical problems; develop your communication skills: take part in the discussion of the problem posed in class; listen to the opinions of your comrades; promote cooperation in pairs, groups when performing practical tasks, etc.
Academic:
Students must learn that the magnitude of the angular acceleration of a body during rotational motion depends on the total moment of 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 to determine the moment of inertia of symmetrical bodies relative to arbitrary axes, using Steiner’s theorem. Know that angular momentum is a vector quantity that preserves its 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), 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 force and angular momentum using the right screw rule.
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 angular momentum and kinetic energy of a rotating body and be able to use them when solving various kinds of practical problems. Know the units of measurement of angular momentum and moment of inertia.
Understand, that between the rotational motion of a solid body around a fixed axis and the motion of a material point in a circle (or the translational motion of a body, which can be considered as motion in a circle of 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 the new information environment, through the use of modern information technologies for education.
Contribute to the formation of a holistic understanding of the world 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 motion of a material point in a circle, considering the rotational motion of a rigid body as a single block: 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, calculation of the kinetic energy of a rotating solid body and the application of the law of conservation of energy to rotating bodies.
Show the capabilities of a highly developed information environment - the Internet - in obtaining education.
Educational:
Continue the formation of the worldview idea of the knowability of phenomena and properties of the material world. To teach students to identify cause-and-effect relationships when studying the patterns of rotational motion of a rigid body, to reveal the significance of information about rotational motion for science and technology.
To promote the further formation of positive learning motives in students.
Educational:
Continue the formation of key competencies, including information and communication competence of students: the ability to independently search and select the necessary information, analyze, organize, present, transmit it, model objects and processes.
To promote the development of students' thinking and activation of cognitive activity by using the partial search method when solving a problem situation.
Continue the development of the individual’s communicative qualities by using pair work on computer modeling tasks.
Promote cooperation in microgroups, provide conditions both for independently obtaining information that is significant for the entire group, and for developing a general conclusion from the proposed task.
Required equipment and materials: Interactive multimedia system:
· multimedia projector (projection device)
· interactive board
· Personal Computer
Computer class
Demonstration equipment: A rotating disk with a set of accessories, a Maxwell pendulum, an easily rotating chair as a Zhukovsky “bench,” dumbbells, children’s toys: a spinning top (a spinning top), a wooden pyramid, toy cars with an inertial mechanism.
Student motivation: To promote increased motivation for learning, the effective formation of high-quality knowledge, skills and abilities of students through:
Creating and solving 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 rotating top (or spinning top) does not fall, and attempts to deflect it from the vertical cause precession, but not a fall. The top (dreidel, trompo - different nations have different names) is a simple-looking toy with unusual properties!
“The behavior of the top is extremely surprising! If it doesn't spin, it immediately tips over and can't be kept balanced on the tip. But this is a completely different object when it spins: it not only does not fall, but also shows resistance when it is pushed, and even takes on a more and more vertical position,” 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 axis of the top spontaneously spiral away from the vertical, and the top falls? Have you encountered 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: the prevalence of rotational motion 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). Stages of activity:
2.1. Updating knowledge: viewing the presentation “Kinematics of the rotational motion of a material point” - the creative work of Natalia Katasonova for the lesson “Kinematics of the motion of a material point” Added to the main presentation, follow the hyperlink (slides 56-70).
2.2. View slides “Kinematics of 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. Abstract of materials for additional study on the issue “Kinematics of rotational motion of a rigid body” in the popular scientific and mathematical journal “Kvant” using the Internet: open some hyperlinks, comment on the content of the articles and assignments for them (slide 9).
3. Work with information block 2 “Dynamics of rotational motion of a rigid body” (slides 10-21). Stages of activity:
3.1. Formulating the main problem of the dynamics of rotational motion, putting forward a hypothesis about the dependence of angular acceleration on the mass of a rotating body and the forces acting on the body based on the analogy method (slide 11).
3.2. Experimental testing of the put forward hypothesis using the “Rotating disk with a set of accessories” device, formulating conclusions from the experiment (background slide 12). Scheme of the experiment:
Study of the dependence of angular acceleration on the moment of 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 force arm 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 angular acceleration on the properties of a rotating body: a) on the mass of a rotating body at a constant moment of force;
b) on the distribution of mass relative to the axis of rotation at a constant moment of force.
3.3. Derivation of the basic equation for the dynamics of rotational motion based on the use of the concept of a rigid body as a collection of material points, the movement of each of which can be described by Newton’s second law; introducing the concept of the moment of inertia of a body as a scalar physical quantity characterizing the distribution of mass relative to the axis of rotation (slides 13-14).
3.4. Computer laboratory experiment with the “Moment of Inertia” model (slide 15).
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 solid bodies relative to different axes. Working with the table “Moments of inertia of some bodies” (for symmetrical bodies relative to an 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 of rolling symmetrical bodies on an inclined plane based on the application of the basic equation of the dynamics of rotational motion and comparing the movements of solid bodies rolling and sliding from an inclined plane. Organization of work: work in small groups with checking solutions to problems 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 acceleration of the center of mass, 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: derivation of the mathematical representation 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 the 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 notation, to one body (slides 24-25).
4.3. Demonstration of conservation of angular momentum with an easily rotating chair (analogous to a Zhukovsky bench) and a wooden pyramid. Analysis of experiments with a Zhukovsky bench (slides 26-29) and experiments on an inelastic rotational collision of two disks mounted on a common axis (slide 30).
4.4. Accounting and use of 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.
Purpose of the experiment: illustrate Kepler's second law using the example of the movement of Earth satellites, changing the parameters of their movement.
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 plane 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 motion in practice (slides 48-49).
6. Conclusion (slides 50-53).
Analogy as a method of understanding 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, one can find mechanical analogies of processes and phenomena, but sometimes one can find a non-mechanical analogy of mechanical processes. Using the method of analogy, problems are solved and 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 assessing knowledge, skills and abilities: No
Reflection on activities in the lesson:
Self-reflection of activity, the process of assimilation and the psychological state in the lesson in the process of working on individual parts of the lecture.
Working with the 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 completed tasks...
Academic problems...
Homework
§ 6, 9, 10 (part). Analysis of examples of solving problems for § 6, 9. Creative task: prepare a presentation, interactive poster or other multimedia product based on the information block that interests you the most. Option: test or video task.
Additional required information
To select tasks, use:
Walker J. Physical fireworks. M.: Mir, 1988.
Internet resources.
Justification why this topic is optimally studied using media, multimedia, how to implement:
The educational material is presented in an interesting, visualized, interactive and most understandable form for students. There is a computer experiment performed with interactive models (Open Physics. 2.6), and problem solving followed by testing using the InterWrite interactive whiteboard. There is a system of hyperlink hints to help solve problems. The presentation contains hyperlinks to individual Internet resources (for example, articles in the electronic version of the Kvant magazine), which can be viewed online and also used to prepare a creative assignment. To update knowledge, use the presentation “Kinematics of the rotational motion of a material point” prepared during the study of the kinematics of the movement of a material point.
A competency-based approach to organizing the educational process is implemented, and high motivation for educational activities is ensured.
Tips for a logical transition from this lesson to subsequent ones:
Within the framework of the block-credit system using the methodology of enlarging didactic units of acquisition, this lesson is the first; There are 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 homework creative assignment, it is possible to carry out the “Rotational motion of a rigid body” block as part of the study.
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 “Studying the laws of rotational motion of a rigid body on a cruciform Oberbeck pendulum”
1. Introduction
Natural phenomena are very complex. Even such a common phenomenon as body movement turns out to be far from simple. To understand the main physical phenomenon, without being distracted by secondary issues, physicists resort to modeling, i.e. to the selection or construction of a simplified diagram of the phenomenon. Instead of a real phenomenon (or body), a simpler fictitious (non-existent) phenomenon is studied, similar to the real one 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 is deformed to a greater or lesser extent by the action of forces applied to it. However, in cases where the deformation of the body is small and does not affect its movement, 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 relative to 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 around a fixed axis is described by the moment equation
Here is the moment of inertia of the body relative to the axis of rotation, and is the angular velocity of rotation. Mx is the sum of projections of the moments of external forces onto the axis of rotation OZ . This equation resembles 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 force Mx.
Equation (1) is a direct consequence of Newton’s laws, therefore its experimental verification is at the same time a verification of the fundamental principles of mechanics.
As already noted, the work studies the dynamics of the rotational motion of a rigid body. In particular, equation (1) is experimentally verified - equation of moments for rotation of a rigid body around 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 installation does not at all resemble a pendulum, according to tradition and for the sake of brevity, we will call it a pendulum.
The Oberbeck pendulum consists of four spokes mounted on a bushing at right angles to each other. On the same bushing there is a pulley with a radius r. This entire system can rotate freely around a horizontal axis. The moment of inertia of the system can be changed by moving loads That along the spokes.
Torque created by the thread tension force T , equals Mn=T r . In addition, the pendulum is affected 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 the 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 determined quite simply experimentally. Indeed, measuring time (, during which the cargo t
descends a distance h, we can find the acceleration A: a =2 h / t 2 , and therefore
angular acceleration
Formula (5) gives the relationship between the magnitude of angular acceleration , which can be measured, and the magnitude of the moment of inertia. Formula (5) includes an unknown quantity M mp. Although the moment of friction forces is small, it is nevertheless not so small that it can be neglected in equation (5). It would be possible to reduce the relative role of the moment of friction forces for a given installation configuration by increasing the mass of the load m. However, here we have to take into account two circumstances:
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 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 properties of the moment of inertia, can be written in the form
Here is the moment of inertia of the pendulum, provided that the center of mass of each load m is located on the axis of rotation. R - distance from the axle to the centers of the loads That.
Equation (5) also includes the quantity T r 2. IN conditions of experience. (make sure of this!).
Neglecting this value in the denominator (5), we obtain a simple formula that can be verified experimentally
We will experimentally study two dependencies:
1. Dependence of angular acceleration E on the moment of external force M=t gr provided that the moment of inertia remains constant. If you plot the dependence = f ( M ) , then according to (8) the experimental points should lie on a straight line (Fig. 2), the angular coefficient of which is equal, and the point of intersection with the axis OM gives Mmp.
|
2. Dependence of the moment of inertia on the distance R of the loads to the axis of rotation of the pendulum (relation (7)).
Let's 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 justified if the size of the load is such that mgr >> Mmp). From equation (8) we have
Hence,
From the resulting expression it is clear how to experimentally verify dependence (7): it is necessary, having chosen a constant mass of the load t, to measure the acceleration a at different positions R cargo m on knitting needles. It is convenient to depict the results as points on the coordinate plane HOU, Where
If the experimental points fall within the measurement accuracy. straight line (Fig. 3), this confirms dependence (9), and hence the formula
3. Measurements. Processing of measurement results.
1. Balance the pendulum. Place the weights at a certain distance R from the axis of the pendulum. 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 rotated several times and allowed to stop. If the pendulum stops in different positions, then it is balanced.
2. Estimate the moment of friction forces. To do this, increasing the mass of the load t, find its minimum value m 1, at which the pendulum begins to rotate. Having rotated the pendulum 180° relative to the initial position, repeat the described procedure and find here the minimum value of t2. (It may turn out to be due to inaccurate balancing of the pendulum). Using these data, estimate the moment of friction forces
3. Experimentally check dependence (8). (In this series of measurements, the moment of inertia of the pendulum must remain constant =const). Attach some weight m>mi, (i=1,2) to a thread and measure the time t during which the weight drops a distance h. Measure time t for each load at a constant value of h, repeat 3 times. Then find the average value of the weight falling time using the formula
and determine the average value of angular acceleration
Enter the measurement results in the table
| M | ||||||||||||
Based on the data obtained, construct a dependence graph = f ( M ). Using the graph, determine the moment of inertia of the pendulum and the moment of friction forces Mmp.
4. Check experimentally dependence (7). To do this, taking a constant weight m, determine the acceleration a of the load a at 5 different positions on the spokes of the loads then. In each position R, measure the time of fall tof 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 your results. Draw conclusions whether the experimental results are in accordance with the theory.
4. Test questions
1. What do we call an absolutely rigid body? What 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 solid body rotating around a fixed axis.
3. What is called the moment of inertia of a rigid body about a certain axis? State and prove the Huygens-Steiner theorem.
4. Which measurements in your experiments introduced the greatest error? What needs to be done to reduce this error?
Task No. 1
The task:
A flywheel in the form of a disk with a mass m=50 kg and a radius r=20 cm was spun up to a rotation speed of n1=480 min-1 and then left to its own devices. Due to friction, the flywheel stopped. Find the moment M of the friction forces, considering it constant for two cases: 1) the flywheel stopped after t=50 s; 2) the flywheel made N=200 revolutions before it came to a complete stop.
Bibliography
Main
1.Text. for 10th grade school and cl. with depth studied physics/O. F. Kabardin, V. A. Orlov, E. E. Evenchik and others; Ed. A. A. Pinsky. – 3rd ed.: M.: Education, 1997.
2.Optional course in physics /O. F. Kabardin, V. A. Orlov, A. V. Ponomareva. - M.: Education, 1977.
3.Additional
4. Remizov A. N. Physics course: Textbook. for universities / A. N. Remizov, A. Ya. Potapenko. - M.: Bustard, 2004.
5. Trofimova T. I. Physics course: 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.
Introduction
The paper identifies the problems of teaching physics in a specialized school within the framework of the changing paradigm of education. Particular attention is paid to the formation of versatile experimental skills in students during educational experiments. The existing curricula of various authors and specialized elective courses developed using new information technologies are analyzed. The presence of a significant gap between modern requirements for education and its existing level in a modern school, between the content of subjects studied at school, on the one hand, and the level of development of the relevant sciences, on the other hand, indicates the need to improve the education system as a whole. This fact is reflected in the existing contradictions: - between the final training of graduates of general secondary education institutions and the requirements of the higher education system for the quality of knowledge of applicants; - uniformity of the requirements of the state educational standard and the diversity of students’ inclinations and abilities; - the educational needs of young people and the presence of fierce economic competition in education. According to European standards and Bologna process guidelines, higher education “providers” bear primary responsibility for its assurance and quality. These documents also state that the development of a culture of quality education in higher education institutions should be encouraged, and that it is necessary to develop processes through which educational institutions could demonstrate their quality both domestically and internationally.
Ι. Principles for selecting the content of physical education
§ 1. General goals and objectives of teaching physics
Among the main goals In a comprehensive school, two are especially important: the transfer of the experience accumulated by mankind in understanding the world to new generations and the optimal development of all potential abilities of each individual. In reality, child development tasks are often relegated to the background by educational tasks. This happens primarily because the teacher’s activities are mainly assessed by the amount of knowledge acquired by his students. Child development is very difficult to quantify, but it is even more difficult to quantify the contribution of each teacher. If the knowledge and skills that every student must acquire are defined specifically and for almost every lesson, then the tasks of student development can only be formulated in general terms for long periods of study. However, this may be an explanation, but not a justification, for the current practice of relegating the tasks of developing students' abilities to the background. Despite the importance of knowledge and skills in each academic subject, you need to clearly understand two immutable truths:
1. It is impossible to master any amount of knowledge if the mental abilities necessary for their assimilation are not developed.
2. No improvements in school programs and academic subjects will help to accommodate the entire amount of knowledge and skills that are necessary for every person in the modern world.
Any amount of knowledge that is recognized today by some criteria as necessary for everyone, in 11–12 years, i.e. by the time they graduate from school, they will not fully comply with the new living and technological conditions. That's why The learning process should be focused not so much on the transfer of knowledge, but on the development of skills to acquire this knowledge. Having accepted as an axiom the judgment about the priority of developing abilities in children, we must conclude that at each lesson it is necessary to organize the active cognitive activity of students with the formulation of quite difficult problems. Where can one find such a number of problems to successfully solve the problem of developing a student’s abilities?
There is no need to look for them and artificially invent them. Nature itself posed many problems, in the process of solving which man, developing, became a Man. Contrasting the tasks of obtaining knowledge about the world around us and the tasks of developing cognitive and creative abilities is completely meaningless - these tasks are inseparable. However, the development of abilities is inextricably linked precisely with the process of cognition of the surrounding world, and not with the acquisition of a certain amount of knowledge.
Thus, we can highlight the following physics teaching objectives at school: the formation of modern ideas about the surrounding material world; developing the skills to observe natural phenomena, put forward hypotheses to explain them, build theoretical models, plan and carry out physical experiments to test the consequences of physical theories, analyze the results of experiments performed and practically apply the knowledge gained in physics lessons in everyday life. Physics as a subject in secondary school offers exceptional opportunities for the development of students' cognitive and creative abilities.
The problem of optimal development and maximum realization of all potential capabilities of each individual has two sides: one is humanistic, this is the problem of free and comprehensive development and self-realization, and, consequently, the happiness of each individual; the other is the dependence of the prosperity and security of society and the state on the success of scientific and technological progress. The well-being of any state is increasingly determined by how fully and effectively its citizens can develop and apply their creative abilities. To become a human being is, first of all, to realize the existence of the world and understand one’s place in it. This world is made up of nature, human society and technology.
In the conditions of the scientific and technological revolution, both in the production and service sectors, highly qualified workers are increasingly required, capable of operating complex machines, automatic machines, computers, etc. Therefore, the school faces the following tasks: provide students with thorough general educational training and develop learning skills that make it possible to quickly master a new profession or quickly retrain when changing production. Studying physics at school should contribute to the successful use of the achievements of modern technologies when mastering any profession. The formation of an ecological approach to the problems of using natural resources and preparing students for a conscious choice of professions must be included in the content of a physics course in high school.
The content of a school physics course at any level should be focused on the formation of a scientific worldview and familiarizing students with methods of scientific knowledge of the world around them, as well as with the physical foundations of modern production, technology and the human everyday environment. It is in physics lessons that children should learn about physical processes occurring both on a global scale (on Earth and near-Earth space) and in everyday life. The basis for the formation in the minds of students of a modern scientific picture of the world is knowledge about physical phenomena and physical laws. Students should gain this knowledge through physical experiments and laboratory work that help to observe this or that physical phenomenon.
From familiarization with experimental facts, one should move on to generalizations using theoretical models, testing the predictions of theories in experiments, and considering the main applications of the studied phenomena and laws in human practice. Students should form ideas about the objectivity of the laws of physics and their knowability by scientific methods, about the relative validity of any theoretical models that describe the world around us and the laws of its development, as well as about the inevitability of their changes in the future and the infinity of the process of cognition of nature by man.
Mandatory tasks are to apply the acquired knowledge in everyday life and experimental tasks for students to independently conduct experiments and physical measurements.
§2. Principles for selecting the content of physical education at the profile level
1. The content of a school physics course should be determined by the mandatory minimum content of physics education. It is necessary to pay special attention to the formation of physical concepts in schoolchildren based on observations of physical phenomena and experiments demonstrated by the teacher or performed by students independently.
When studying a physical theory, it is necessary to know the experimental facts that brought it to life, the scientific hypothesis put forward to explain these facts, the physical model used to create this theory, the consequences predicted by the new theory, and the results of experimental testing.
2. Additional questions and topics in relation to the educational standard are appropriate if, without their knowledge, the graduate’s ideas about the modern physical picture of the world will be incomplete or distorted. Since the modern physical picture of the world is quantum and relativistic, the foundations of the special theory of relativity and quantum physics deserve deeper consideration. However, any additional questions and topics should be presented in the form of material not for rote learning and memorization, but contributing to the formation of modern ideas about the world and its basic laws.
In accordance with the educational standard, the section “Methods of scientific knowledge” is introduced into the physics course for the 10th grade. Familiarization with them must be ensured throughout the study. Total physics course, and not just this section. The section “Structure and Evolution of the Universe” is introduced into the physics course for the 11th grade, since the astronomy course has ceased to be a mandatory component of general secondary education, and without knowledge about the structure of the Universe and the laws of its development, it is impossible to form a holistic scientific picture of the world. In addition, in modern natural science, along with the process of differentiation of sciences, the processes of integration of various branches of natural science knowledge of nature play an increasingly important role. In particular, physics and astronomy turned out to be inseparably linked in solving problems of the structure and evolution of the Universe as a whole, the origin of elementary particles and atoms.
3. Significant success cannot be achieved without students’ interest in the subject. One should not expect that the breathtaking beauty and elegance of science, the detective and dramatic intrigue of its historical development, as well as the fantastic possibilities in the field of practical applications will reveal themselves to everyone who reads the textbook. The constant struggle with student overload and the constant demands to minimize school courses “dry out” school textbooks and make them of little use for developing interest in physics.
When studying physics at a specialized level, the teacher can give in each topic additional material from the history of this science or examples of practical applications of the studied laws and phenomena. For example, when studying the law of conservation of momentum, it is appropriate to acquaint children with the history of the development of the idea of space flight, with the stages of space exploration and modern achievements. The study of sections on optics and atomic physics should be completed with an introduction to the principle of laser operation and various applications of laser radiation, including holography.
Energy issues, including nuclear, as well as safety and environmental problems associated with its development deserve special attention.
4. The performance of laboratory work in a physics workshop should be associated with the organization of independent and creative activity of students. A possible option for individualizing work in the laboratory is the selection of non-standard tasks of a creative nature, for example, setting up a new laboratory work. Although the student performs the same actions and operations that other students will then perform, the nature of his work changes significantly, because He does all this first, and the result is unknown to him and the teacher. Here, in essence, it is not a physical law that is tested, but the student’s ability to set up and perform a physical experiment. To achieve success, you need to choose one of several experimental options, taking into account the capabilities of the physics classroom, and select suitable instruments. Having carried out a series of necessary measurements and calculations, the student evaluates the measurement errors and, if they are unacceptably large, finds the main sources of errors and tries to eliminate them.
In addition to the elements of creativity in this case, students are encouraged by the teacher’s interest in the results obtained and by discussing with him the preparation and progress of the experiment. Obvious and public benefit work. Other students can be offered individual research assignments, where they have the opportunity to discover new, unknown (at least for him) patterns or even make an invention. The independent discovery of a law known in physics or the “invention” of a method for measuring a physical quantity is objective evidence of the ability for independent creativity and allows one to gain confidence in one’s strengths and abilities.
In the process of research and generalization of the results obtained, schoolchildren must learn to establish functional connection and interdependence of phenomena; model phenomena, put forward hypotheses, test them experimentally and interpret the results obtained; study physical laws and theories, the limits of their applicability.
5. The implementation of the integration of natural science knowledge should be ensured by: consideration of various levels of organization of matter; showing the unity of the laws of nature, the applicability of physical theories and laws to various objects (from elementary particles to galaxies); consideration of the transformations of matter and the transformation of energy in the Universe; consideration of both the technical applications of physics and related environmental problems on Earth and in near-Earth space; discussion of the problem of the origin of the Solar system, the physical conditions on Earth that provided the possibility of the emergence and development of life.
6. Environmental education is associated with ideas about environmental pollution, its sources, maximum permissible concentration (MPC) of pollution levels, factors determining the sustainability of the environment of our planet, and a discussion of the influence of physical parameters of the environment on human health.
7. The search for ways to optimize the content of a physics course and ensure its compliance with changing educational goals can lead to new approaches to structuring content and learning methods subject. The traditional approach is based on logic. The psychological aspect of another possible approach is to recognize learning and intellectual development as a decisive factor. experience in the field of the subject being studied. Methods of scientific knowledge occupy first place in the hierarchy of values of personal pedagogy. Mastering these methods turns learning into active, motivated, strong-willed, emotional colored, cognitive activity.
The scientific method of cognition is the key to organization personally oriented cognitive activity of students. The process of mastering it by independently posing and solving a problem brings satisfaction. Mastering this method, the student feels equal to the teacher in scientific judgments. This contributes to the relaxedness and development of the student’s cognitive initiative, without which we cannot talk about a full-fledged process of personality formation. As pedagogical experience shows, when teaching on the basis of mastering the methods of scientific knowledge educational activities every student turns out always individual. A personally oriented educational process based on the scientific method of cognition allows develop creative activity.
8. With any approach, we must not forget about the main task of Russian educational policy - ensuring modern quality of education based on preserving it fundamentality and compliance with the current and future needs of the individual, society and state.
§3. Principles for selecting the content of physical education at the basic level
A traditional physics course, focused on teaching a number of concepts and laws in very little instructional time, is unlikely to captivate schoolchildren; by the end of the 9th grade (the moment of choosing a major in high school), only a small part of them acquire a clearly expressed cognitive interest in physics and show relevant abilities. Therefore, the main focus should be on shaping their scientific thinking and worldview. A child’s mistake in choosing a training profile can have a decisive impact on his future fate. Therefore, the course program and basic-level physics textbooks must contain theoretical material and a system of appropriate laboratory tasks that allow students to study physics more deeply on their own or with the help of a teacher. A comprehensive solution to the problems of forming a scientific worldview and thinking of students imposes certain conditions on the nature of the basic level course:
– Physics is based on a system of interconnected theories outlined in the educational standard. Therefore, it is necessary to introduce students to physical theories, revealing their genesis, capabilities, relationships, and areas of applicability. In conditions of shortage of educational time, the studied system of scientific facts, concepts and laws has to be reduced to the minimum necessary and sufficient to reveal the foundations of a particular physical theory and its ability to solve important scientific and applied problems;
– To better understand the essence of physics as a science, students should become familiar with the history of its formation. Therefore, the principle of historicism should be strengthened and focused on revealing the processes of scientific knowledge that led to the formation of modern physical theories;
– a physics course should be structured as a chain of solving ever new scientific and practical problems using a complex of scientific methods of cognition. Thus, methods of scientific knowledge should not only be independent objects of study, but also a constantly operating tool in the process of mastering a given course.
§4. The system of elective courses as a means of effectively developing diverse interests and abilities of students
A new element has been introduced into the federal basic curriculum for educational institutions of the Russian Federation in order to satisfy the individual interests of students and develop their abilities: elective courses - compulsory, but at the choice of students. The explanatory note says: “...By choosing various combinations of basic and specialized educational subjects and taking into account the standards of teaching time established by the current sanitary and epidemiological rules and regulations, each educational institution, and under certain conditions, each student has the right to form his own curriculum.
This approach leaves the educational institution with ample opportunities to organize one or several profiles, and students with a choice of specialized and elective subjects, which together will make up their individual educational trajectory.”
Elective subjects are a component of the curriculum of an educational institution and can perform several functions: complement and deepen the content of a specialized course or its individual sections; develop the content of one of the basic courses; satisfy the diverse cognitive interests of schoolchildren that go beyond the chosen profile. Elective courses can also be a testing ground for the creation and experimental testing of a new generation of educational and methodological materials. They are much more effective than regular compulsory classes; they allow for the personal orientation of learning and the needs of students and families regarding educational outcomes. Providing students with the opportunity to choose different courses to study is the most important condition for the implementation of student-centered education.
The federal component of the state standard of general education also formulates requirements for the skills of secondary (complete) school graduates. A specialized school should provide an opportunity to acquire the necessary skills by choosing specialized and elective courses that are more interesting to children and correspond to their inclinations and abilities. Elective courses can be of particular importance in small schools, where the creation of specialized classes is difficult. Elective courses can help solve another important problem - create conditions for a more informed choice of the direction of further education related to a certain type of professional activity.
The elective courses* developed to date can be grouped as follows**:
– offering for in-depth study certain sections of the school physics course, including those not included in the school curriculum. For example: " Ultrasound research", "Solid State Physics", " Plasma is the fourth state of matter», « Equilibrium and nonequilibrium thermodynamics", "Optics", "Physics of the atom and the atomic nucleus";
– introducing methods of applying knowledge in physics in practice, in everyday life, technology and production. For example: " Nanotechnology", "Technology and environment", "Physical and technical modeling", "Methods of physical and technical research", " Methods for solving physical problems»;
– dedicated to the study of methods of cognition of nature. For example: " Measurements of physical quantities», « Fundamental experiments in physical science», « School physics workshop: observation, experiment»;
– dedicated to the history of physics, technology and astronomy. For example: " History of physics and development of ideas about the world», « History of Russian physics", "History of technology", "History of astronomy";
– aimed at integrating students' knowledge about nature and society. For example, " Evolution of complex systems", "Evolution of the natural science picture of the world", " Physics and medicine», « Physics in biology and medicine", "B iophysics: history, discoveries, modernity", "Fundamentals of astronautics".
For students of various profiles, various special courses may be recommended, for example:
– physical and mathematical: “Solid state physics”, “Equilibrium and nonequilibrium thermodynamics”, “Plasma - the fourth state of matter”, “Special theory of relativity”, “Measurements of physical quantities”, “Fundamental experiments in physical science”, “Methods for solving problems in physics”, "Astrophysics";
– physico-chemical: “Structure and properties of matter”, “School physics workshop: observation, experiment”, “Elements of chemical physics”;
– industrial-technological: “Technology and the environment”, “Physical and technical modeling”, “Methods of physical and technical research”, “History of technology”, “Fundamentals of astronautics”;
– chemical-biological, biological-geographical and agro-technological: “Evolution of the natural science picture of the world”, “Sustainable development”, “Biophysics: history, discoveries, modernity”;
– humanitarian profiles: “History of physics and the development of ideas about the world”, “History of domestic physics”, “History of technology”, “History of astronomy”, “Evolution of the natural science picture of the world”.
Elective courses have special requirements aimed at enhancing the independent activity of students, because these courses are not bound by educational standards or any examination materials. Since all of them must meet the needs of students, it becomes possible, using the example of course textbooks, to work out the conditions for implementing the motivational function of the textbook.
In these textbooks, it is possible and highly desirable to refer to extracurricular sources of information and educational resources (Internet, additional and self-education, distance learning, social and creative activities). It is also useful to take into account the 30-year experience of the system of elective classes in the USSR (more than 100 programs, many of them provided with textbooks for students and teaching aids for teachers). Elective courses most clearly demonstrate the leading trend in the development of modern education:
mastering the subject matter of learning from a goal becomes a means of emotional, social and intellectual development of the student, ensuring the transition from learning to self-education.
ΙΙ. Organization of cognitive activity
§5. Organization of project and research activities of students
The project method is based on the use of a model of a certain method of achieving a set educational and cognitive goal, a system of techniques, and a certain technology of cognitive activity. Therefore, it is important not to confuse the concepts of “Project as a result of activity” and “Project as a method of cognitive activity.” The project method necessarily requires the presence of a problem that requires research. This is a certain way of organizing the search, research, creative, cognitive activity of students, individual or group, which involves not just achieving one or another result, formalized in the form of a specific practical output, but organizing the process of achieving this result using certain methods and techniques. The project method is focused on developing students’ cognitive skills, the ability to independently construct their knowledge, navigate the information space, analyze received information, independently put forward hypotheses, make decisions about the direction and methods of finding a solution to a problem, and develop critical thinking. The project method can be used both in a lesson (series of lessons) on some of the most significant topics, sections of the program, and in extracurricular activities.
The concepts “Project activity” and “Research activity” are often considered synonymous, because During the course of a project, a student or group of students must conduct research, and the result of the research may be a specific product. However, this must necessarily be a new product, the creation of which is preceded by conception and design (planning, analysis and search for resources).
When conducting natural science research, one starts from a natural phenomenon, a process: it is described verbally, with the help of graphs, diagrams, tables, obtained, as a rule, on the basis of measurements; on the basis of these descriptions, a model of the phenomenon, process is created, which is verified through observations and experiments .
So, the goal of the project is to create a new product, most often subjectively new, and the goal of the research is to create a model of a phenomenon or process.
When completing a project, students understand that a good idea is not enough; it is necessary to develop a mechanism for its implementation, learn to obtain the necessary information, collaborate with other schoolchildren, and make parts with their own hands. Projects can be individual, group and collective, research and information, short-term and long-term.
The principle of modular learning presupposes the integrity and completeness, completeness and logic of constructing units of educational material in the form of blocks-modules, within which the educational material is structured in the form of a system of educational elements. A training course on a subject is constructed from module blocks, as from elements. The elements inside the block-module are interchangeable and movable.
The main goal of the modular-rating training system is to develop self-education skills in graduates. The whole process is built on the basis of conscious goal-setting and self-goal-setting with a hierarchy of immediate (knowledge, abilities and skills), average (general educational skills) and long-term (development of individual abilities) goals.
M.N. Skatkin ( Skatkin M.N. Problems of modern didactics. – M.: 1980, 38–42, p. 61). schoolchildren stop seeing the forest.” A modular system for organizing the educational process by enlarging blocks of theoretical material, its advanced study and significant time savings involves the student’s movement according to the scheme “universal – general – individual” with a gradual immersion in details and the transfer of cycles of cognition into other cycles of interrelated activities.
Each student, within the framework of the modular system, can independently work with the individual curriculum proposed to him, which includes a target action plan, a bank of information and methodological guidance for achieving the set didactic goals. The functions of a teacher can vary from information-controlling to consulting-coordinating. Compression of educational material through an enlarged, systematic presentation occurs three times: during primary, intermediate and final generalizations.
The introduction of a modular rating system will require quite significant changes in the content of training, the structure and organization of the educational process, and approaches to assessing the quality of student training. The structure and form of presentation of educational material is changing, which should give the educational process greater flexibility and adaptability. The “extended” academic courses with a rigid structure, which are customary for a traditional school, can no longer fully correspond to the increasing cognitive mobility of students. The essence of the modular-rating system of education is that the student himself chooses for himself a full or reduced set of modules (a certain part of them is mandatory), constructs a curriculum or course content from them. Each module contains criteria for students that reflect the level of mastery of the educational material.
From the standpoint of more effective implementation of specialized training, flexible, mobile organization of content in the form of training modules is close to the network organization of specialized training with its variability, choice, and implementation of an individual educational program. In addition, the modular-rating training system, by its essence and logic of construction, provides conditions for the learner to independently set goals, which determines the high efficiency of his educational activities. Schoolchildren and students develop skills of self-control and self-esteem. Information about the current ranking stimulates students. The choice of one set of modules from many possible ones is determined by the student himself, depending on his interests, abilities, plans for continuing education, with the possible participation of parents, teachers and university professors with whom a particular educational institution cooperates.
When organizing specialized training on the basis of a secondary school, you should first of all introduce schoolchildren to possible sets of modular programs. For example, for natural science subjects, you can offer the following to students:
– planning to enter a university based on the results of the Unified State Exam;
– focused on independent mastery of the most effective methods of applying theoretical knowledge in practice in the form of solving theoretical and experimental problems;
– planning to choose humanitarian profiles in subsequent studies;
– intending to master professions in the production or service sector after school.
It is important to keep in mind that a student who wants to independently study a subject using a module-rating system must demonstrate his competence in mastering this basic school course. The optimal way, which does not require additional time and reveals the degree of mastery of the requirements of the educational standard for primary school, is an introductory test consisting of multiple-choice tasks, including the most important elements of knowledge, concepts, quantities and laws. It is advisable to offer this test in the first lessons in
10th grade to all students, and the right to independent study of the subject according to the credit-module system is given to those who have completed more than 70% of the tasks.
We can say that the introduction of a modular-rating system of education is to some extent similar to external studies, but not in special external schools and not at the end of school, but after completing independent study of the selected module in each school.
§7. Intellectual competitions as a means of developing interest in studying physics
The tasks of developing students' cognitive and creative abilities cannot be fully solved only in physics lessons. To implement them, various forms of extracurricular work can be used. Here, voluntary choice of activities by students should play a big role. In addition, there must be close connection between compulsory and extracurricular activities. This connection has two sides. First: in extracurricular work in physics, the reliance should be on the knowledge and skills of students acquired in class. Second: all forms of extracurricular work should be aimed at developing students’ interest in physics, developing their need to deepen and expand their knowledge, and gradually expanding the circle of students interested in science and its practical applications.
Among the various forms of extracurricular work in science and mathematics classes, a special place is occupied by intellectual competitions, in which schoolchildren have the opportunity to compare their successes with the achievements of peers from other schools, cities and regions, as well as other countries. Currently, a number of intellectual competitions in physics are common in Russian schools, some of which have a multi-stage structure: school, district, city, regional, zonal, federal (all-Russian) and international. Let's name two types of such competitions.
1. Physics Olympiads. These are personal competitions of schoolchildren in the ability to solve non-standard problems, held in two rounds - theoretical and experimental. The time allocated for solving problems is necessarily limited. Olympiad assignments are checked exclusively based on the student’s written report, and a special jury evaluates the work. An oral presentation by a student is provided only in the event of an appeal in case of disagreement with the assigned points. The experimental tour reveals the ability not only to identify the patterns of a given physical phenomenon, but also to “think around”, in the figurative expression of Nobel Prize laureate G. Surye.
For example, 10th grade students were asked to investigate the vertical oscillations of a load on a spring and establish experimentally the dependence of the oscillation period on the mass. The desired dependence, which was not studied at school, was discovered by 100 students out of 200. Many noticed that in addition to vertical elastic vibrations, pendulum vibrations occur. Most tried to eliminate such fluctuations as a hindrance. And only six investigated the conditions for their occurrence, determined the period of energy transfer from one type of oscillation to another, and established the ratio of periods at which the phenomenon is most noticeable. In other words, in the process of a given activity, 100 schoolchildren completed the required task, but only six discovered a new type of oscillations (parametric) and established new patterns in the process of an activity that was not explicitly given. Note that of these six, only three completed the solution of the main problem: they studied the dependence of the period of oscillation of the load on its mass. Here another feature of gifted children manifested itself - a tendency to change ideas. They are often not interested in solving a problem set by the teacher if a new, more interesting one appears. This feature must be taken into account when working with gifted children.
2. Tournaments for young physicists. These are collective competitions among schoolchildren in their ability to solve complex theoretical and experimental problems. Their first feature is that a lot of time is allocated for solving problems, it is allowed to use any literature (at school, at home, in libraries), consultations are allowed not only with teammates, but also with parents, teachers, scientists, engineers and other specialists. The conditions of the tasks are formulated briefly, only the main problem is highlighted, so that there is wide scope for creative initiative in choosing ways to solve the problem and the completeness of its development.
The tournament's problems do not have a unique solution and do not imply a single model of the phenomenon. Students need to simplify, limit themselves to clear assumptions, and formulate questions that can be answered at least qualitatively.
Both physics Olympiads and tournaments for young physicists have long entered the international arena.
§8. Material and technical support for teaching and implementation of information technologies
The state standard in physics provides for the development in schoolchildren of the skills to describe and generalize the results of observations, to use measuring instruments to study physical phenomena; present measurement results using tables, graphs and identify empirical dependencies on this basis; apply the acquired knowledge to explain the principles of operation of the most important technical devices. The provision of physical classrooms with equipment is of fundamental importance for the implementation of these requirements.
Currently, a systematic transition is being carried out from the instrument principle of development and supply of equipment to the complete thematic one. The equipment of physics rooms should provide three forms of experiment: demonstration and two types of laboratory (frontal - at the basic level of the senior level, frontal experiment and laboratory workshop - at the specialized level).
Fundamentally new information media are being introduced: a significant part of educational materials (source texts, sets of illustrations, graphs, diagrams, tables, diagrams) are increasingly placed on multimedia media. It becomes possible to distribute them online and create your own library of electronic publications on the basis of the classroom.
Recommendations for logistics and technical support (MTS) of the educational process developed at ISMO RAO and approved by the Ministry of Education and Science of the Russian Federation serve as a guide in creating an integral subject-development environment necessary for the implementation of the requirements for the level of training of graduates at each stage of education, established by the standard. The creators of MTO ( Nikiforov G.G., prof. V.A. Orlov(ISMO RAO), Pesotsky Yu.S. (FGUP RNPO "Rosuchpribor"), Moscow. Recommendations for material and technical support of the educational process. – “Physics” No. 10/05.) are based on the tasks of integrated use of material and technical means of education, the transition from reproductive forms of educational activity to independent, search and research types of work, shifting the emphasis to the analytical component of educational activity, the formation of a communicative culture of students and the development skills to work with various types of information.
Conclusion
I would like to note that physics is one of the few subjects in the course of which students are involved in all types of scientific knowledge - from observing phenomena and their empirical research, to putting forward hypotheses, identifying consequences based on them and experimental verification of conclusions. Unfortunately, in practice, it is not uncommon for students to master the skills of experimental work in the process of only reproductive activity. For example, students make observations, perform experiments, describe and analyze the results obtained, using an algorithm in the form of a ready-made job description. It is known that active knowledge that has not been lived is dead and useless. The most important motivator of activity is interest. In order for it to arise, nothing should be given to children in a “ready-made” form. Students must acquire all knowledge and skills through personal labor. The teacher should not forget that learning on an active basis is the joint work of him as the organizer of the student’s activity and the student performing this activity.
Literature
Eltsov A.V.; Zakharkin A.I.; Shuitsev A.M. Russian scientific journal No. 4 (..2008)
* In “Programs of elective courses. Physics. Profile training. grades 9–11" (M: Drofa, 2005) are named, in particular:
Orlov V.A.., Dorozhkin S.V. Plasma is the fourth state of matter: Textbook. – M.: Binom. Knowledge Laboratory, 2005.
Orlov V.A.., Dorozhkin S.V. Plasma is the fourth state of matter: A manual. – M.: Binom. Knowledge Laboratory, 2005.
Orlov V.A.., Nikiforov G.G.. Equilibrium and nonequilibrium thermodynamics: Textbook. – M.: Binom. Knowledge Laboratory, 2005.
Kabardina S.I.., Shefer N.I. Measurements of physical quantities: Textbook. – M.: Binom. Knowledge Laboratory, 2005.
Kabardina S.I., Shefer N.I. Measurements of physical quantities. Toolkit. – M.: Binom. Knowledge Laboratory, 2005.
Purysheva N.S., Sharonova N.V., Isaev D.A. Fundamental experiments in physical science: Textbook. – M.: Binom. Knowledge Laboratory, 2005.
Purysheva N.S., Sharonova N.V., Isaev D.A. Fundamental experiments in physical science: Methodological manual. – M.: Binom. Knowledge Laboratory, 2005.
**Italics in the text indicate courses that are provided with programs and teaching aids.
Content
Introduction………………………………………………………………………………..3
Ι. Principles for selecting the content of physical education………………..4
§1. General goals and objectives of teaching physics……………………………..4
§2. Principles for selecting the content of physical education
at the profile level………………………………………………………..7
§3. Principles for selecting the content of physical education
at the basic level…………………………………………………………….…………. 12
§4. The system of elective courses as a means of effective
development of interests and development of students……………………………...…...13
ΙΙ. Organization of cognitive activity……………………………...17
§5. Organization of design and research
student activities…………………………………………………….17
§7. Intellectual competitions as a means
developing interest in physics……………………………………………………………..22
§8. Material and technical support for teaching
and implementation of information technologies…………………………………25
Conclusion………………………………………………………………………………27
Literature……………………………………………………………………………….28
MINISTRY OF EDUCATION AND SCIENCE
Lugansk People's Republic
scientific and methodological center for education development
Department of secondary vocational
education
Features of teaching physics
in the context of specialized training
Essay
Loboda Elena Sergeevna
student of advanced training courses
physics teachers
Physics teacher "GBOU SPO LPR
"Sverdlovsk College"
Lugansk
2016
« Innovative educational practices in the educational process of school: educational practice in chemistry (profile level) »
Plis Tatyana Fedorovna
first category chemistry teacher
MBOU "Secondary School No. 5" Chusovoy
In accordance with the federal state educational standard of general education (FSES), the main educational program of general education is implemented by the educational institution, including through extracurricular activities.
Extracurricular activities within the framework of the implementation of the Federal State Educational Standard should be understood as educational activities carried out in forms other than classroom activities and aimed at achieving the planned results of mastering the main educational program of general education.
Therefore, as part of the transition of educational institutions implementing general education programs to the state educational standard of general education of the second generation (FSES), each teaching staff needs to decide on the organization of an integral part of the educational process - extracurricular activities of students.
The following principles must be used:
free choice by the child of types and areas of activity;
focus on the child’s personal interests, needs, and abilities;
the possibility of free self-determination and self-realization of the child;
unity of training, education, development;
practical-activity basis of the educational process.
In our school, extracurricular activities are carried out through a number of areas: elective courses, research activities, the in-school system of additional education, programs of institutions of additional education for children (SES), as well as cultural and sports institutions, excursions, innovative professional activities in a core subject, and many others. etc.
I want to dwell in more detail on the implementation of only one direction - educational practice. It is being actively implemented in many educational institutions.
Educational practice is considered as an integrating component of the student’s personal and professional development. Moreover, the formation of initial professional skills and professionally significant personal qualities in this case becomes more important than mastering theoretical knowledge, since without the ability to effectively apply this knowledge in practice, a specialist cannot become a specialist at all.
Thus, educational practice is a process of mastering various types of professional activities, in which conditions are created for self-knowledge, self-determination of students in various social and professional roles and the need for self-improvement in professional activities is formed.
The methodological basis of educational practice is the personal-activity approach to the process of their organization. It is the inclusion of the student in various types of activities that have clearly formulated tasks, and his active position that contribute to the successful professional development of the future specialist.
Educational practice allows us to approach the solution of another pressing problem of education - independent practical application by students of the theoretical knowledge acquired during training, introducing the applied techniques of their own activities into active use. Educational practice is a form and method of transferring students into reality, in which they are forced to apply general algorithms, schemes and techniques learned during the learning process in specific conditions. Students are faced with the need to make decisions independently, responsibly (predicting possible consequences and being responsible for them) without the “support” that is usually present in one form or another in school life. The application of knowledge is fundamentally activity-based; the possibilities for simulating activity are limited.
Like any form of organization of the educational process, educational practice meets the basic didactic principles (connection with life, consistency, continuity, multifunctionality, perspective, freedom of choice, cooperation, etc.), but most importantly, it has a social and practical orientation and corresponds training profile. Obviously, educational practice must have a program regulating its duration (in hours or days), areas of activity or topics of classes, a list of general educational skills, skills and methods of activity that students must master, and a reporting form. The program of educational practice should traditionally consist of an explanatory note that sets out its relevance, goals and objectives, and methodology; thematic hourly plan; the content of each topic or area of activity; list of recommended literature (for teachers and students); an appendix containing a detailed description of the reporting form (laboratory journal, report, diary, project, etc.).
In the 2012–2013 academic year, educational practice was organized at our school for students studying chemistry at a specialized level.
This practice can be considered academic, because it implied the organization of practical and laboratory classes in an educational institution. The main goal of these tenth graders was to become acquainted with and master digital educational resources (DER), including the new generation of natural science computer laboratories that have come to the school over the past two years. They also had to learn to apply theoretical knowledge in professional activities, reproduce generally accepted models and laws in a new reality, feel the “situational taste” of general things and through this achieve consolidation of the acquired knowledge, and most importantly, comprehend the method of research work in the “real” real conditions of adaptation to a new, unusual and unexpected reality for schoolchildren. As practice shows, for most students such experience was truly invaluable, truly activating their skills in approaching surrounding phenomena.
As a result of the implementation of the practice, we conducted numerous experiments on the following topics:
acid–base titration;
exothermic and endothermic reactions;
dependence of reaction rate on temperature;
redox reactions;
hydrolysis of salts;
electrolysis of aqueous solutions of substances;
lotus effect of some plants;
properties of magnetic fluid;
colloidal systems;
shape memory effect of metals;
photocatalytic reactions;
physical and chemical properties of gases;
determination of some organoleptic and chemical indicators of drinking water (total iron, total hardness, nitrates, chlorides, carbonates, bicarbonates, salt content, pH, dissolved oxygen, etc.).
While carrying out these practical works, the guys gradually “lit up with excitement” and great interest in what was happening. Experiments using nanoboxes caused a particular outburst of emotions. Another result of the implementation of this educational practice was the career guidance result. Some students expressed a desire to enroll in nanotechnology faculties.
Today, there are virtually no educational practice programs for high schools, so a teacher designing educational practice according to his profile needs to boldly experiment and try in order to develop a set of teaching materials for conducting and implementing such innovative practices. A significant advantage of this direction was the combination of real and computer experience, as well as the quantitative interpretation of the process and results.
Recently, due to the increase in the volume of theoretical material in curricula and the reduction of hours in curricula for the study of natural science disciplines, the number of demonstration and laboratory experiments has to be reduced. Therefore, the introduction of educational practices into extracurricular activities in a core subject is a way out of the difficult situation that has arisen.
Literature
Zaitsev O.S. Methods of teaching chemistry - M., 1999. S – 46
Pre-professional preparation and specialized training. Part 2. Methodological aspects of specialized training. Educational manual / Ed. S.V. Curves. – St. Petersburg: GNU IOV RAO, 2005. – 352 p.
Encyclopedia of the modern teacher. – M., “Astrel Publishing House”, “Olympus”, “AST Publishing House”, 2000. – 336 pp.: ill.
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 / Federal State Budgetary Educational Institution “Novgorod State University named after. Yaroslav the Wise”, Veliky Novgorod, 2011 – 46 p.
Reviewers: Doctor of Pedagogical Sciences, Professor of the Department of Methods of Teaching Physics of the Russian State Pedagogical University named after
The textbook examines all types of educational work of students in the process of undergoing teaching practice in physics in primary school and secondary school. Lesson analysis plans and other samples of educational documentation for physics teachers are provided. In addition, students' reporting on the results of teaching practice and criteria for assessing teaching practice were considered. The manual is intended for students of specialty 050203.65 – Physics. The textbook was approved and discussed at the Herzen Readings conference, as well as at a meeting of the Department of General and Experimental Physics of Novgorod State University
© Federal State Budgetary Educational Institution
higher professional education Novgorod State University named after Yaroslav the Wise, 2011
INTRODUCTION
Pedagogical practice serves as a link between the student’s theoretical training and his future independent work at school.
During teaching practice, the active formation of basic professional skills and abilities occurs: 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, i.e., acquires initial professional experience and an incentive for your own creative development.
It should be borne in mind that the purpose of practice is not only to develop 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 radically changes. There is often an opinion that a student trainee is taught by a bad lesson. In the sense of acquiring some teaching experience, this is indeed true. However, the same cannot be said about the students. The damage caused to students by a careless student as a result of a bad lesson can be difficult to eliminate even for an experienced teacher, especially in modern conditions, when extremely little time is allocated for studying physics, and a lot needs to be taught to children in the allotted time. Therefore, a student trainee first of all needs to develop a responsible attitude towards his work, since the results of his work are reflected, first of all, on children.
Pedagogical practice is carried out in two stages - in the IV and V years - and at each stage it has a number of features.
GOALS AND OBJECTIVES OF PEDAGOGICAL PRACTICE INIVCOURSE
Pedagogical practice in the fourth year is of an introductory nature and is carried out so that students can plunge into the life of the school and become familiar with the peculiarities of a 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 based on the methods of teaching physics, increase motivation for their study and improve the preparation of students for independent work at school.
Practice goals:
To acquaint students with the goals and main content of the methods of teaching physics.
To introduce students to the best teaching practices in Veliky Novgorod schools.
Start preparing students for independent physics lessons.
To acquaint students with possible extracurricular activities for schoolchildren in physics.
Begin to develop students’ ability to carry out extracurricular work in physics.
Teaching practice consists of two parts:
Theoretical part: lectures and seminars on methods 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 on pedagogy, psychology and school hygiene.
During practice, students must expand, deepen and consolidate the theoretical knowledge acquired at the university, learn to consciously and creatively apply it in teaching and educational work with students, and consolidate teaching and educational skills.
Practice objectives:
Master the ability to observe and analyze educational work;
Learn to conduct different types of physics lessons; use a variety of technologies, methods and techniques to present and consolidate educational information and teach solving physical problems; to intensify the cognitive activity of students; to ensure that they master the physics course well;
Prepare for extracurricular activities in physics;
Learn to perform the functions of a class teacher (maintain class documentation, conduct group and individual educational work with students, work with parents).
The practice structure includes 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 (familiarization with the classroom equipment, repairing instruments, making visual aids, preparing a demonstration experiment for the lesson);
4) extracurricular work in physics (organizing and conducting excursions, conducting collective creative activities with students);
5) work as a class teacher in an assigned class.
6) completing assignments on pedagogy, psychology and school hygiene based on materials from teaching practice.
GOALS AND OBJECTIVES OF INTERNSHIP PRACTICE -V WELL
The purpose of the final practice is to prepare students to perform the functions of a physics teacher and class teacher.
Practice objectives:
Learn to consciously and creatively apply theoretical knowledge (in physics, pedagogy, psychology and methods of teaching physics) to organize work with students.
Master an integrated approach to training, development and education of students in the process of teaching physics.
Check the degree of your readiness for independent teaching activities.
Learn to conduct self-analysis of a physics lesson in order to find ways to improve the quality of schoolchildren’s learning.
Improve the knowledge and skills acquired in the first practice.
Collect and summarize research material for coursework and diploma work on methods of teaching physics or pedagogy.
Teaching practice includes: -
Getting to know the school and the work of its best teachers;
Academic work (conducting 15-18 physics lessons, conducting additional classes, checking notebooks);
Visiting, discussing and analyzing the lessons of group mates;
Work in the physics classroom (familiarization with the classroom equipment, repairing instruments, making visual aids, preparing a demonstration experiment for the lesson);
Extracurricular work in physics (organizing and conducting excursions, conducting collective creative activities with students);
Working as a class teacher in an assigned class;
Completing assignments in pedagogy and psychology based on materials from teaching practice.
ORGANIZATION OF STUDENT WORK
Internship is an intense period of student work. Its success largely depends on proper planning of the work.
Each student must draw up an individual plan for completing teaching practice, providing for the development of a wide variety of methods and techniques for working with students. The sequence and timing of work must 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 practical training 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 educational work in this teaching team. This requirement is not strict: in case of production necessity and the student is well prepared for practice, lessons can begin in the first week.
1. At a special meeting, the school principal (or his deputy) introduces students to the school; reveals the features of the school, the main tasks that the teaching staff has set for itself this year. Difficulties that may arise in work and how student interns can help the school are often discussed. Here, students are assigned to classes, meet teachers and class teachers.
2. Students conduct active study of students in their class:
Attend and observe lessons in all subjects;
Conduct conversations with students, class teacher, teachers, psychologist, social worker, librarian, etc.;
They look through the magazine, personal files of students, their library forms, notebooks on subjects.
The profile practice of 10th grade students is aimed at developing their general and specific competencies and practical skills, acquiring initial practical experience within the chosen profile of study. The teaching staff of the lyceum determined the tasks of specialized practice for 10th grade students:
Deepening the knowledge of lyceum students in their chosen profile of study;
Formation of a modern, independently thinking personality,
Training in the basics of scientific research, classification and analysis of the obtained material;
Development of the need for further self-education and improvement in the field of subjects of the chosen profile of study.
For several years, specialized practice was organized by the administration of the lyceum in collaboration with Kursk State University, Kursk State Medical University, Southwestern University and consisted of our students attending lectures by teachers of these universities, working in laboratories, excursions to museums and scientific departments, and staying in Kursk hospitals as listeners of lectures by medical practitioners and observers (not always passive) of medical work. Lyceum students visited such university departments as the nanolaboratory, the museum of the department of forensic medicine, the forensic laboratory, the geological museum, etc.
Both world-famous scientists and non-graduate teachers from leading Kursk universities spoke to our students. Professor A.S. Chernyshev's lectures are dedicated to the most important thing in our world - man, senior lecturer of the Department of General History of KSU Yu.F. Korostylev talks about a variety of problems of world and national history, and teacher of the Faculty of Law of KSU M.V. Vorobyov reveals to them the intricacies of Russian law.
In addition, during their specialized practice, our students have the opportunity to meet people who have already reached certain heights in their professional activities, such as leading employees of the prosecutor's office of the Kursk region and the city of Kursk, the manager of a branch of VTB Bank, and also try their hand as legal consultants and trying to cope with the 1C accounting program.
In the last academic year, we began cooperation with the specialized camp “Indigo”, which was organized by South-West State University. Our students really liked the new approach to organizing specialized practice, especially since the camp organizers tried to combine the students’ solid scientific training with educational and socializing games and competitions.
Based on the results of the practice, all participants prepare creative reports in which they not only talk about the events carried out, but also give a balanced assessment of all components of the specialized practice, and you also express wishes, which the lyceum administration always takes into account when preparing for the specialized practice next year.
Results of specialized practice - 2018
In the 2017-2018 academic year Lyceum refused to participate insummer specialized shifts e SWGU "Indigo", due to unsatisfactory student reviews in 2017 and an increase in the cost of participation.The specialized practice was organized on the basis of the lyceum with the involvement of specialists and resources from KSMU, SWSU, and KSU.
During the practice, 10th grade students listened to lectures by scientists, worked in laboratories, and solved complex problems in specialized subjects.
The organizers of the practice tried to make it both interesting and educational, and work for personal development our students.
At the final conference at the lyceum, students shared their impressions of the practice.The conference was organized in the form of project defense, both group and individual.The most memorable classes, according to students, were classes at the Department of Chemistry at KSU and KSMU, excursions to KSU in the forensic laboratory and to KSMU inMuseum of the Department of Forensic Medicine, classes with students and teachers of the Faculty of Law of KSU under the “Living Law” program.
This is not the first time that Professor of Psychology at KSU, Doctor of Psychology, Head of the Department of Psychology at KSU, Alexey Sergeevich Chernyshev, comes to us. His conversation about man gave the lyceum students the opportunity to take a fresh look at their own personality and at the processes occurring in society both our country and the world.
An excursion to the museum at the Department of Forensic Medicine of KSMU was initially planned only for students of 10 B socio-economic class, but they were gradually joined by students from the chemical and biological class. The knowledge and impressions received by our students made some of them think again about the correct choice of their future profession.
In addition to visiting universities, during practice, lyceum students actively improved the knowledge acquired at the lyceum during the academic year.This included solving high-level problems, analyzing and studying Unified State Exam tasks, and preparing for Olympiads.. , and solving practical legal problems using specializedInternet resources.
In addition, students received individual assignments, the implementation of which was reported during classes (conducting a sociological survey, analyzing information on various aspects).
Summing up the completion of specialized practice, the lyceum students noted the great cognitive effect of the classes. According to many, the practice was expected as something boring, as a continuation of the lessons, so the immersion in the profile that resulted was a big surprise for them. Sharing information about practice with friends from other schools, lyceum students often heard in response: “If I had such practice, I would strive for it too!”
Conclusions:
Organization of specialized practice for 10th grade studentson the basis of the lyceum with the involvement of university resources G . Kursk has a greater effect than participation in specialized sessions of the Indigo camp at South-West State University.
When organizing a profileIn practice, it is necessary to combine classroom and extracurricular activities to a greater extent.
It is necessary to plan more topics for general study by all specialized classes.
