The lesson involves working in groups of 4-5 people (5 groups). Each group receives a specific task, performs it, enters the results into a table and draws a conclusion. Then the groups report on the results and a general conclusion is made.

Download:

Preview:

Development of a summary of a lesson in physics

In 7th grade on the topic

"Studying the Archimedean Force"

with the application of the technological map of the lesson

Mironova Svetlana Nikolaevna

physics teacher MBOU

"Kingisepp Secondary School No. 1"

2016

Lesson summary on the topic "Archimedean force"

7th grade

Lesson Objectives:

educational: establish on what factors the buoyancy force depends; find out the conditions of navigation tel.

Developing - develop the ability to learn independently; develop the ability to experimentally determine the force of Archimedes when changing values; develop the ability to apply the formula for calculating the Archimedean force; develop the ability to draw conclusions based on the learned educational material, the development of logical thinking.

Educational - to form a positive motivation for the study of physics, bringing the educational material closer to life situations; educate independence on the one hand and the ability to work in a team on the other.

Lesson type: lesson - practice.

Leading technology:technology of dialogue interaction.

Methods :

According to didactic goals and means of teaching:

learning – heuristic

teaching - informing

teachings – partially exploratory, research

According to the source of information:

verbal - conversation, work with didactic material;

visual - demonstration, organization of observation of the process of the experiment;

practical – independent work in groups (experimental studies)

Laboratory equipment for demonstrating experiments on the teacher's table:

A vessel with ordinary water, a vessel with salt water, a cork, a potato ball, a plasticine ball, a boat from the same plasticine.

Laboratory equipment for conducting experiments on the school desk:

Each group has its own equipment.

Planned learning outcomes.

Based on acquired knowledge and conducted research be able to explain the appearance of the Archimedean force, its dependence on the volume of the body and the density of the liquid, the conditions for swimming bodies, nat manifestation of the Archimedean force in everyday life.

Parameters for assessing students' knowledge:

activity in the classroom;

the quality of the experimental results.

DURING THE CLASSES

I. Organizational part(greeting, checking readiness for the lesson, emotional mood)

Hello guys!

Greet each other.

And I am glad to welcome you to the lesson, where we will continue to open new pages of physics. Interesting discoveries lie ahead.

Ready?

Yes!

Then let's get started...

II. Goal setting and motivation

I will start the lesson with an excerpt from the story of A.P. Chekhov "Steppe". It will help us formulate the theme of the lesson and the purpose.

“Egorushka ... ran up and flew from a height of one and a half sazhens. Describing an arc in the air, he fell into the water, sank deep, did not reach the bottom, some force, cold and pleasant to the touch, picked him up and carried him back up.

What power are we talking about?

It is called the Archimedean force in honor of the ancient Greek scientist Archimedes, who first pointed out its existence and calculated its value.

What is the topic of today's lesson?

The study of Archimedean force - write the topic of the lesson.

And how can you find the magnitude of the buoyant force acting on Yegorushka?

F vyt. = P in air .- P in liquid

Our goal?

Find out what the Archimedean force depends on.

problem question. Suggest what factors will influence the value of the buoyancy force.

Possible assumptions: (hypotheses)

1. body volume
2. body density
3. body shape
4. liquid density
5. immersion depth

III. Experimental tasks.

Assignment to the first team.

Equipment: a vessel with water, a dynamometer, aluminum and copper cylinders on threads.

Progress:

1. Write down the densities of the bodies and compare them.

2. Using the equipment, determine the Archimedean forces acting on the cylinders.

3. Compare the Archimedean forces.

5. Make a conclusion about the dependence (independence) of the Archimedean force on the density of the body.

Report Form

Conclusion:

Assignment to the second team.

Equipment: a vessel with water, a dynamometer, two plastic cylinders of different volumes on threads.

Progress:

1. Using the equipment, determine the Archimedean forces acting on the cylinders.

3. Compare the Archimedean forces.

4. Enter the results in the report form.

5. Make a conclusion about the dependence (independence) of the Archimedean force on the volume of the body.

Report Form

Conclusion:

Assignment to the third team.

Equipment: a vessel with clean water, a vessel with salt water, a vessel with sunflower oil, a dynamometer, an aluminum cylinder on a thread.

Progress:

1. Write down the densities of these liquids and compare them.

2. Using the equipment, determine the Archimedean force acting on the cylinder in each fluid.

3. Compare the Archimedean forces.

4. Enter the results in the report form.

5. Make a conclusion about the dependence (independence) of the Archimedean force on the density of the liquid.

Report Form

Liquid	Liquid density, kg/m3	Cylinder weight in air, N	Cylinder weight in liquid, N	Archimedean force, N
The water is clean
salty water
Vegetable oil

Conclusion:

Task for the fourth team.

Equipment : a vessel with water, a dynamometer, an aluminum cylinder on a thread.

Progress:

1. Using the equipment, determine the Archimedean forces acting on the cylinder by immersing it to a depth h1, h2, h3.

3. Compare the Archimedean forces.

4. Enter the results in the report form.

5. Make a conclusion about the dependence (independence) of the Archimedean force on the depth of immersion of the body.

Report Form

Immersion depth	Cylinder weight in air, N	Cylinder weight in water, N	Archimedean force, N

Conclusion:

Task for the fifth team.

Equipment: a vessel with water, a dynamometer, bodies made of plasticine of different volumes in the form of a ball, cube, cylinder on threads.

Progress:

1. Using the equipment, determine the Archimedean forces acting on bodies of various shapes.

3. Compare the Archimedean forces.

4. Enter the results in the report form.

5. Make a conclusion about the dependence (independence) of the Archimedean force on the shape of the body.

Report Form

body	Body weight in air, N	Body weight in water, N	Archimedean force, N
Ball
Cube
Cylinder

Conclusion:

After receiving the results, each group verbally reports on their work and reports their findings. The conclusions are written by students in notebooks, and by the teacher - on the board in the form of a table:

What will the formula look like to calculate the Archimedes force?

Fa=pzhgvt

Task on the board:

What is the Archimedean force acting on a body with a volume of 134 cm 3 in water and kerosene?

Answer: 1.34 N; 1.072 N - Conclusion?

IV. Fizminutka: the teacher reads the poem and shows the exercises, and the guys, sitting behind him, repeat.

V. Finding out the conditions for floating bodies.

What forces will act on a body immersed in a liquid?

The force of gravity directed vertically downwards and the force of Archimedes directed vertically upwards.

How big can these forces be?

Greater than, less than or equal to each other.

Then we establish the behavior of the body in the fluid depending on the ratio of these forces.

Drawing on the board:

An excerpt from Ivanov's novel "Primordial Rus'" tellsas a scout warrior Ratibor is going to quietly cross to the other side of the river. To do this, he took a long cane. “To breathe underwater. The swimmer covered his nostrils and ears with yellow wax... Holding the reed by the end with his lips, he disappeared under the water and with both hands picked up a stone the size of a cow's head. Having tied the load with a thin rope, Ratibor made a noose for his hand.

What is the purpose of the stone in this example?

A cork body floats in water;

A ball of potatoes sinks in water but floats in salt water;

A plasticine ball sinks in water, and a plasticine boat floats in water.

What's the matter? Why do some bodies float while others sink?

How many interesting things are around us! Let's try to answer some questions, shall we?

What will be the goal of our next task?

Find out the conditions of navigation tel.

Teamwork.

Assignment to the first team.

Equipment: vessel with water, different bodies.

Progress:

1. Lower the body in turn into the water: a steel nail, a porcelain roller, a copper coin.

3. Compare the Archimedean forces.

Report Form

Conclusion:

Assignment to the second team.

Equipment: vessel with water, different bodies.

Progress:

1. Dip the body in turn: an iron ball, a piece of marble, a plexiglass body

2. Find out which ones sink and which ones float.

3. Compare the Archimedean forces.

4. Record the results of the observations in the report form.

5. Draw a conclusion under what condition bodies sink (float) in a liquid.

Report Form

Conclusion:

Assignment to the third team.

Equipment: vessel with water, different bodies.

Progress:

2. Find out which ones sink and which ones float.

3. Compare the Archimedean forces.

4. Record the results of the observations in the report form.

5. Draw a conclusion under what condition bodies sink (float) in a liquid.

Report Form

Conclusion:

Task for the fourth team.

Equipment: vessel with water, different bodies.

Progress:

1. Lower the bodies into the water in turn: a cork body, a wooden cube.

2. Find out which ones sink and which ones float.

3. Compare the Archimedean forces.

4. Record the results of the observations in the report form.

5. Draw a conclusion under what condition bodies sink (float) in a liquid.

Report Form

Conclusion:

Task for the fifth team.

Equipment: vessel with water, different bodies.

Progress:

1. Dip the body in turn: a paraffin bar, an ice bar

2. Find out which ones sink and which ones float.

3. Compare the Archimedean forces.

4. Record the results of the observations in the report form.

5. Draw a conclusion under what condition bodies sink (float) in a liquid.

Report Form

Conclusion:

After receiving the results, each group verbally reports on their work and reports their findings. The conclusions are written by students in notebooks, and by the teacher - on the blackboard:

Ƿt > ƿzh - the body is drowning

Ƿt ƿzh - the body floats

Ƿt \u003d ƿzh - the body floats

“... Our cook went for a swim, but the bay did not accept him. He threw his legs high, and with all his desire he could not plunge deeply into the water. This amused the team and improved his bad mood ... "

Why couldn't the cook swim in the bay?

VI. Summing up the lesson. Reflection.

So, how to make the body float? Children's answers.

What tasks did we set for ourselves?

1. Find out what the strength of Archimedes depends on.

2. Find out the conditions of navigation tel.

Have we achieved our goals?

What word did Archimedes shout out when he found the solution? E V R I C A!!!

Reflection.

Each student is given a picture: the guys must decorate the ball in accordance with their mood.

The body floats on the surfaceI liked the lesson because I understood everything.

A body floats in a liquidI didn't really like the lesson because I didn't understand everything.

The body drowned I did not like the lesson at all, because I did not understand anything.

Homework:

Write a syncwine on the topic "Archimedean power."

Technological map of the lesson on the topic "Archimedean force"

7th grade

	Lesson stage		Teacher activity	Student activities	Result	Universal learning activities
	Organizational	Organizes preparatory activities		Prepare the workplace	Ready for the lesson	Personal UUD: moral and ethical assessmentCommunicativeUUD: listening skills
	Goal setting and motivation	An excerpt from A.P. Chekhov's story "The Steppe" Creates a problem situation necessary for setting a learning task		Recall what they know about the subject under study (The action of liquid and gas on a body immersed in them) Organize information. They make assumptions. Formulate what you want to know.	Students formulate the topic of the lesson and determine the objectives of the lesson A body immersed in a liquid loses as much of its weight as the weight of the liquid displaced by it.	Cognitive UUD: Analyze, work independently
	Primary assimilation of new knowledge ("discovery" of new knowledge)	Organizes experiments in groups and discussion of the results 1 The group finds out the dependence (independence) of Fa on the density of the body. 2 The group finds out the dependence (independence) of Fa on the volume of the body. 3 The group finds out the dependence (independence) of Fa on the density of the liquid. 4 The group finds out the dependence (independence) of Fa on the depth of immersion of the body. 5 The group finds out the dependence (independence) of Fa on the shape of the body.		Conducting own experiments, putting forward hypotheses, discussing them, formulating conclusions, correcting them It was found that Fa does not depend on the density of the body. Found out that Fa depends on the volume of the body. Found out that Fa depends on the density of the liquid It was found that Fa does not depend on the depth of the body's immersion. Found out that Fa does not depend on the shape of the body.	Conducted experience, recorded conclusions; the conclusion about the buoyancy force is made by the students themselves	Personal UUD Regulatory UUDDetermination of the sequence of intermediate goals, taking into account the final result; control of the method of action and its result; making necessary additions and adjustmentsCognitive UUD:Drawing up a plan and sequence of actions; predicting the result and choosing the most effective ways to solve problems depending on specific conditionsCommunicative UUD:Planning learning collaboration with teacher and peers,ways of interaction; the ability to express one's thoughts in accordance with the tasks and conditions of communication; possession of monologue and dialogic forms of speech
	Initial check of understanding	Organizes a frontal check of understanding of new material		Solution of the problem at the docks and comparison of calculations with the results of experiments.	Understanding the basic concepts and lesson material	Cognitive UUD: Communicative UUD:Ability to express your thoughts
	Fizminutka	Reads a poem and shows movements		Repeat after the teacher	Changing activities increases further mental alertness and alertness
	Primary consolidation of new knowledge	Creates a problematic situation that can be resolved on the basis of the experiments and conclusions drawn. 1 and 2 Groups find out the conditions under which the body sinks 3 and 4 Groups find out the conditions under which the body floats 5 The group finds out the condition of the body swimming inside the liquid		Perform the task in a team, discuss the results, fill out the report forms and write down the conclusion. We found out that the body sinks when the density of the body is greater than the density of the liquid. We found out that the body floats when the density of the body is less than the density of the liquid. We found out that the body floats when the density of the body is approximately equal to the density of the liquid. The closer the density of the body to the density of the liquid, the greater part of the body will be inside the liquid.	Through the organization of group practical work, students independently draw conclusions and explain the results.	Personal UUD Ability to navigate social roles and interpersonal relationshipsRegulatory UUDIndependent activation of thought processes, control of the correctness of the comparison of information, correction of one's reasoningCognitive UUD: Self-creation of ways to solve problems of a creative natureCommunicative UUD:Skill to work in team. Ability to express your thoughts
	Summing up the lesson (reflection of educational knowledge)	Organizes a discussion of the results of the lesson		Answer questions (if necessary, discuss the answers in groups). Formulate conclusions about achieving the goal of the lesson	Formulation by students: what objectives of the lesson were achieved during the lesson	Personal UUD: Assessing the personal significance of the information received in the lesson from a practical point of viewCognitive UUD: Ability to generalize, formulate a conclusion
	Information about homework, briefing on its implementation	Sinkwine on the topic "Archimedean power"		Perception, awareness of D / Z, recording	Recording by students D / Z in diaries	Personal UUD: Assessing the level of complexity of D / Z when choosing it for students to perform on their ownRegulatory UUD: ABOUT students organizing their learning activities
	Reflection of learning activities	Invites students to choose a phrase and complete the corresponding picture: body floats on the surfaceI liked the lesson because I understood everything. body floats in liquidI didn't really like the lesson, because not everything was clear. body drowned I didn't like the lesson at all because I didn't understand anything.		Choose a phrase and make a drawing in accordance with their own internal assessment	Analysis of the results of their own activities; identification of existing gaps in acquired knowledge	Personal UUD: Ability to analyze the results of their own activities; identify existing gaps in acquired knowledgeRegulatory UUD: ABOUT organization by students of their educational activities depending on the identified gaps in the acquired new knowledge; the ability to exercise self-control and self-esteem.

cinquain

Download:

Preview:

Sinkwine in physics lessons as a means of developing students' creative abilities

cinquain in physics lessons, it allows not only to develop the creative abilities of students, but also helps to briefly summarize the concept or topic studied, to express a personal attitude towards it, that is, it forms reflection skills.

Cinquain (from French cinquains, English cinquain ) is a creative work that has a short form of a poem, consisting of five non-rhyming lines.

cinquain - this is not a simple poem, but a poem written according to the following rules:

Line 1 - one noun expressing the main theme of the syncwine.

Line 2 - two adjectives expressing the main idea.

Line 3 - three verbs describing actions within the topic.

Line 4 - a phrase that carries a certain meaning.

Line 5 - conclusion in the form of a noun (association with the first word).

Compiling a cinquain is very simple and interesting. And besides, work on the creation of syncwine develops imaginative thinking.

The purpose of the lesson: To reveal the meaning of physical theory, to introduce the scientific method of cognition.

Lesson objectives:

1. Educational:

• recall the concepts of "physics", "laws", "experience", "observation", other physical terms;
• introduce the concept of "cinquain".

2. Educational:

• to cultivate conviction in the possibility of knowing the laws of nature, in the need for a reasonable use of the achievements of science for the further development of human society, in relation to physics as an element of universal culture;
• learn to respect the opinions of others.

3. Developing:

• develop cognitive interests, independence in acquiring new knowledge using additional literature.

Intersubject communications.This lesson is related to such academic disciplines as geography, biology, ecology, mathematics, astronomy.

Cinquain provides an opportunity to summarize the information received, to state complex ideas, feelings and ideas in a few words. This form of work makes it possible to learn important subjects, concepts of the studied material; creatively rework important concepts of the topic, creates conditions for the disclosure of the creative abilities of students.

The teacher, with the help of syncwine, can see the problems that arose when the student mastered this topic, and, based on this, correct the further course of the lesson. “It is a form of free creativity, but according to certain rules.”

Examples of syncwines.

During the classes

1. Organizational moment.

The teacher tells what the students will study this year. Reminiscent of safety precautions in physics lessons and during laboratory work. Distributes handouts - a scientific article.

2. Learning new material.

Task number 1.

1.1. As you read, you should make the following marginal notes:

• "V" - check this box if what you are reading matches what you know or thought you knew;
• "-" - put this mark in the margin if what you are reading contradicts what you know or thought you know;
• "+" - put this mark in the margins if what you are reading is new to you;
• "?" - check this box if what you are reading is not clear or you would like more information on the subject.

Thus, in the process of reading the article, you will make four types of marginal notes in accordance with your knowledge and understanding.

1. 2. After reading the text and placing notes in the margins, you should fill in the marking table. At the same time, write down only key words or phrases in it:

1.3. Discuss the contents of the completed tables with a desk mate, and offer the contradictions and questions formulated in your tables to the whole class for discussion.

1.4. Discussing the contradictions and issues that arose during the work in pairs.

3. Fixing the material.

Task number 2. Compose a syncwine for the word "physics".

The word "cinquain" comes from the French word "five" and means "a poem consisting of five lines." Cinquain is not an ordinary poem, but a poem written in accordance with certain rules. Each line contains a set of words that must be reflected in the poem.

Rules for writing syncwine:

1 line - one word - the title of the poem, the topic, usually a noun.
Line 2 - two words (adjectives or participles). Description of the topic, words can be connected by conjunctions and prepositions.
Line 3 - three words (verbs). Actions related to the topic.
Line 4 - four words - a sentence. A phrase that shows the author's attitude to the topic in the I-th line.
Line 5 - one word - an association, a synonym that repeats the essence of the topic in the 1st line, usually a noun.

An example of a syncwine for the word "electrification":

1. Electrification.
2. Harmful, useful.
3. Attract, rub, sparkle.
4. Message to the body of an electric charge.
5. All bodies are subject to it.

An example of a syncwine for the word "physics":

1. Physics.
2. Fundamental, macroscopic.
3. Studying, describing, formulating.
4. The field of natural science that studies the most general and fundamental patterns that determine the structure and evolution of the material world.
5. The science.

4. Homework.

Introduction, §1, §2, write out in a notebook and learn the definitions.

Physics

Interesting, Mysterious

Promotes, tests, teaches.

The sciences are divided into physics and stamp collecting.

Need to

Physics

necessary, contrary

I do not like, crying, cramming

Let's break through

Physics.

Entertaining, experimental

Develops, refines, teaches.

Physics is the mother of the natural sciences.

Learn

Physics

Accurate, smart.

To be interested, to be curious, to think, to dream.

Science related to all sciences.

mysteriously

Physics

Accurate and interesting.

Explore, teach, discover

environmental science

Job

Physics

Complex, entertaining

Teaches, learns, helps

Helps to understand the world.

Complex

Physics

Entertaining, interesting

Watch, search, do.

Physics is all around us.

World

Physics

important, interesting

Learn, explain, develop

An important science that studies the deepest laws of nature.

life around us.

Physics

dynamic, inert

Move, electrify, attract

Everything in the world is relative

Nature.

Physics

Objective and accurate

Calculates, helps, determines

Useful natural science.

Interesting.

Physics.

Interesting, helpful.

Explains, lets know, develops

Talk about how the world works

Required

Physics

Complex, interesting

Look, know, be surprised

Just explore this world

Experiment

Physics

Interesting, complex

Learn, Think, Understand

Physics studies the laws of nature

Physics

Physics

Heavy, interesting.

Learn, learn, think

A very unusual science that studies the laws of nature.

Physics

Interesting, entertaining

Know, learn, understand

Thanks to her, new inventions.

Master class on the topic "Sinkwine in physics lessons"

Everyone shouldn't know this, but it's so interesting!

"Science and art are as closely linked as the lungs and the heart."

L.N. Tolstoy

The physicist Maxwell was fond of poetry.

Known literary translations

Wiener, the founder of cybernetics.

Seriously engaged in painting

astronomer Copernicus.

cinquain

• this is a five-line poetic form that arose in the United States in the early 20th century under the influence of Japanese poetry;
• it is a technique for developing critical thinking through reading and writing.

Didactic cinquain

• 1 line- the theme of syncwine, contains one word (usually a noun or pronoun), which denotes the object or subject that will be discussed.
• 2 line-two words (most often adjectives or participles), they give a description of the signs and properties of the object or object selected in the syncwine.
• 3 line- formed by three verbs or gerunds describing the characteristic properties of the object.
• 4 line- a four-word phrase expressing the personal attitude of the author of the syncwine to the described object or object.
• line 5- one word-summary characterizing the essence of the subject or object.

Holidays.

Light, cheerful.

Walk, relax, sleep.

Rest is not work.

Happiness!

Molecule.

Small, mobile.

Moves, attracts, repels.

A molecule is what a substance is made of.

Particle.

Pressure gauge.

Liquid, metal.

Measures, refines, works.

Used to measure pressure.

Device.

Temperature.

measurable, dependent.

It goes up, it goes down, it changes.

The degree of body heat.

Value.

Necessary, interesting.

Explores, develops, helps to think.

Physics is the science of nature.

Wish

further creative success!

It's not enough to have a good mind

the main thing is to use it well

R. Descartes

Solving problems on the topic "Strength".

The purpose of the lesson:

Summarize the knowledge gained in the study of the topic "Strength", teach students to apply theoretical knowledge in solving problems.

Lesson objectives:

Educational:

To develop the skills and abilities of students in solving physical problems of non-standard formulation.

To form a holistic system of knowledge on the topic studied.

Developing:

To improve the intellectual abilities and mental skills of students, the communicative properties of speech.

Develop the ability to apply theoretical knowledge to solve problems; draw conclusions.

Continue to work on the development of skills to model the situation.

Educational:

To continue work on the formation of a conscientious attitude towards educational work among students; communication skills, aesthetic perception of the world.

Develop a culture of communication and a culture of answering questions; functions of communication in the classroom as a condition for ensuring mutual understanding, motivation for action.

Fostering a sense of camaraderie.

Lesson type: lesson consolidation

Methods: problematic, critical thinking

During the classes

1. Organizational moment + motivation

Hello guys, I'm glad to see you. Today we have a problem solving lesson on the topic "Strength". And to start work, we must greet each other and we will do it like this

Exercise "Hello friend!"

Task: greet each other.

Hello Friend! - They greet each other by the hand.

How are you here! - They pat each other on the shoulder.

Where have you been? - They pull on each other's ears.

I missed! - Put your hands on your heart.

You came! - Raise your arms to the sides.

Fine! - Embrace.

2. Updating knowledge

Reception "Fishbone" (fish skeleton)

The head is the question of the topic, the left bones are the basic concepts of the topic, the right bones are the essence of the concept, the tail is the answer to the question.

head is power

designation - F

definition - measure of the interaction of bodies

Unit -H

What is the name of the device for measuring force? - dynamometer

What forces do you know - gravity, elastic force, friction force

Division into groups according to the principle "geometric shapes - square, triangle, circle)

III . Compiling a cluster

Group I - elastic force (square)

Group II - gravity (triangle)

Group III - friction force (circle)

What force is called the force of gravity, where is it directed - the force with which the Earth attracts bodies to itself, the force is directed - vertically down

When does the force of elasticity arise? Where is she headed? - The elastic force arises in the body as a result of its deformation and strives to return it to its original position

What is friction force? - The force arising from the contact of one body with another, preventing their relative movement

IV . Solving quality problems

Each group receives three sheets of paper illustrating the situation. Your task in the group is to identify the problem, analyze the search for ways out.

Which is more profitable: rolling or sliding?

answer: Which is better - sliding or rolling? Of course, rolling is more profitable than sliding. To keep rolling, you need to apply much less force than to keep sliding at the same speed. Therefore, it is clear that in the summer they ride in a cart, and not in a sleigh.

But why do the wheels give way to skids in winter?

Answer: The thing is that wheels are more profitable than skids only when they roll. And in order for the wheels to roll, there must be a solid, smooth road under them, and also non-slip.

What force keeps a chandelier suspended from the ceiling from falling to the floor?

Answer: elastic force

Explain the proverb: "Mow, scythe, while the dew, down with the dew - and we are home"

Answer: dew is a lubricant and it reduces friction.

What fairy tale, known since childhood, speaks of the addition of forces acting in one straight line?

Answer: a fairy tale about a turnip

Why are the bows rubbed with rosin when playing the violin?

Answer: To increase friction

What force causes the tides to ebb and flow in the seas and oceans on Earth?

Answer: the gravitational force acting from the side of the Moon and the Sun on the water of the seas and oceans.

Baron Munchausen, the hero of the famous story by R.E. Raspe, "tying" the end of the rope to the moon, descended along it to the earth. What is the main physical absurdity of such movement?

Answer: the hero of the story could not slide along the rope to the Earth in any way, this would be prevented by the force of his attraction to the Moon.

Why, when lowering a cart down a steep mountain, sometimes one wheel is tied with a rope so that it does not rotate?

Answer: to increase the force of friction

Physical break. (Motivation: To feel comfortable in this world, a person must love himself. But by "love yourself" - a reasonable person means: "take care of your health." I offer you some exercises to relieve fatigue. For people involved in mental activity, this set of exercises helps to increase efficiency, music sounds. Transition by hyperlink to the melody for the physical education minute).

V . Solving computational problems by levels of complexity

Solve these problems, after receiving the answer, insert the letter next to the task in this table. As a result of the correct solution of problems, you can read the name of an English scientist. (answer: Newton)

I group

Two forces of 400 N and 600 N act on the body, directed along one straight line in opposite directions. Determine the resultant of forces. (answer: R = 200 N)

What force of gravity acts on a hare if its mass is 6 kg.

The force of gravity acting on the moped is 390 N. What is the mass of the moped?

Rigidity of rubber band 7.2 10 4 N/m. How long will the rope stretch if a force of 10 kN acts on it?

The mass of the machine together with the load is 7 tons, its engine develops a traction force of 35 kN. Find the coefficient of friction between the driving wheels of the car and the road (assume that the car is moving evenly).

5 liters of kerosene are poured into a 1 kg can. What force must be applied to lift the can? (ρ gasoline \u003d 800 kg / m 3)

II group

Two forces of 300 N and 500 N act on the body, directed along one straight line in one direction. Determine the resultant of forces. (answer: R = 800 N)

The mass of the cast-iron pole is 200 kg. Calculate the force of gravity acting on the column.

Determine the stiffness of the dynamometer spring if, under the action of a force of 80 N, it lengthens by 5 cm.

A hockey player with a mass of 65 kg moves uniformly on ice on skates. Friction coefficient 0.02. Determine the force of friction between the skates and the ice.

With what force is the spring stretched, to which a brass bar measuring 10x8x5 cm is hung? (ρ brass = 8500 kg / m 3)

Under the action of a force of 320 N, the shock absorber spring was compressed by 9 mm. How many millimeters will the spring compress under a load of 1.6 kN?

III group

Three forces are directed in one straight line: to the left 16 N and 2 N, to the right 20 N. Find the modulus of the resultant of these forces and its direction.

What is the maximum force that occurs when two cars collide if the buffer springs are compressed by 4 cm? Spring stiffness 8000 N/m.

The force of gravity acting on the body is 10 kN. What is the body weight? (answer: 1 ton)

With uniform movement on the table of a wooden board with a weight of 2 kg, the dynamometer shows a force of 9 N. Determine the coefficient of friction of the board on the table.

A force of 12 N compresses a steel spring by 7.5 cm. What force must be applied to compress this spring by 2.5 cm? (Answer: 4 N)

A thin spiral spring, for which Hooke's law is valid, suspended vertically on a fixed support, is stretched by a force of 160 N by 72 mm. An additional force of 120 N was applied to the spring. Determine the elongation of the spiral.

VI . cinquain is not an ordinary poem, but a poem written in accordance with

Line 1 - the name of the syncwine, expressed in the form of a noun.
Line 2 - two adjectives.
Line 3 - three verbs.
Line 4 - a phrase that carries a certain meaning on the topic of syncwine.
Line 5 - conclusion, one word, noun.(association with the first word).

I group (Strength of elasticity)

Force

Elastic, deforming

Compresses, stretches, bends, twists

Occurs when the body is deformed

Hooke's law

II group (Gravity)

Force

world famous

Attracts, acts, changes

The body is attracted to the earth

Newton's law

IIIgroup (Friction force)

Force

sliding, rough

Moves, hinders, presses

arising from the contact of one body with another

dynamometer

VII . Evaluation

Evaluation paper

F.I.

Discussion	Activity	Performance	Answers on questions	Task I level (1 point)	Task II level (2 points)	Task III level (3 points)	Total points	Student grade	Teacher evaluation

Shading: from 11 - 5

7-10 – 4

3-6 – 3

0-2 – 2

Criteria: excellent - 3 points

good - 2 points

satisfactory - 1 point

unsatisfactory - 0 points

VIII . Homework assignment.

Write a test based on what you have learned

Game - goodbye

Task: say goodbye to each other, leave class with a positive attitude.

Instruction:

Participants of the training, standing in a circle, must pay for the first, second. The first numbers stand in the outer circle, the second - in the inner one and turn to face each other, performing the following actions:

Dear friend! - They greet each other by the hand.

It's nice to be with you! - They pat each other on the shoulder.

But we must go. - They pull on each other's ears.

I'll miss! - Put your hands on your heart.

But will we meet? - Raise your arms to the sides.

Fine! - Embrace.

Bye! - They wave their hands to each other.

"The action of the force of friction" - The first study of the laws of friction. Harmful friction. Friction in production. The laws of friction. Strive to comprehend science ever deeper. If the body is rolling. The force that occurs when the surfaces of bodies come into contact. Roughness. Useful friction. moving parts. Bar. The phenomenon of friction. Causes of friction.

"Friction force" - There are 3 types of friction force: friction force of rolling, sliding, rest. Surface roughness. Rolling friction. Sliding friction. The force of friction in nature. Need to check! Tasks of the 1st group: Due to friction, moving parts of machines wear out. Find out: is the force of friction an enemy or an ally of a person? Friction causes a lot of energy consumption.

"Definition of the force of friction" - Friction at rest. Phonons. Friction in mechanisms and machines. Layers and areas. internal friction. friction processes. Rolling friction. Friction is shared. Areas of dry and liquid friction. Surface grip. Liquid. Friction force. Sliding friction. Friction. The amount of friction. Kinds. Solid bodies. Friction coefficient.

"The force of friction physics" - Causes of occurrence. 3. Friction of rest. The formula for finding the force of friction. Mutual attraction of molecules of contacting bodies. Types of friction forces. There are three types of friction force: 2. Rolling friction. Definition. Ftr \u003d ? * n ?-friction coefficient n-reaction force of the support. Direction. Roughness of surfaces of contacting bodies.

"Examples of Friction Force" - Definition. Rolling friction in engineering. Objective of the project. Description. Friction and sports. Friction force. Examples of friction force. Rolling friction. The static friction force is the force acting on the body. The force of static friction. Sliding friction force. Rolling friction is the moment of forces that occurs when rolling. The force of rest friction in folk art.

"The nature of the force of friction" - If there were no friction, objects would slip out of the hands. What is friction force? In all machines, friction heats up and wears out moving parts. Causes of friction force. Bearings are ball and roller. Instruments and materials: dynamometer, wooden block, weights - 2 pcs., pencils.