Table physical body substance phenomenon. Didactic material for the physics lesson "Body. Substance. Phenomenon" (grade 7)

Appendix 3

Lesson 1

Introduction: physical body, matter, physical phenomenon.

1. What does physics study?

New office, new lesson... What will we do in physics lessons?

Continue the sentences:

Algebra studies...

Geometry studies...

Biology studies...

Geography studies...

Physics studies...???

Let's look through the textbook... Open it to page 5. What is shown here? Planet Earth, like in a geography textbook. Look at the picture on page 132 - the hand is holding a ball, and the muscles and bones are depicted on the hand, as in a biology textbook. And on page 82 there are graphs, like in a mathematics textbook.

Familiarity with the textbook, the object is a drawing, the ability to find by the specified page number. The page numbers of the textbook “Physics and Astronomy, Grade 7” are indicated. A.A.Pinsky and V.G.Razumovsky

Maybe, by looking at what problems are in the problem book, we will understand what physics is studying? Find in problem book No. 95 on page 16:

Why does chalk leave a chalk mark on the surface of the board, and a piece of white marble leave a scratch?

It's about school!

Now find problem No. 247:

The hare, escaping from the dog pursuing it, makes sharp jumps to the side. Why is it difficult for a dog to catch a hare even though it runs faster?

Something from biology again!

Now find number 525:

Why does the goalkeeper of a football team use special gloves during the game, especially in rainy weather?

Maybe this is a problem book for physical education, not physics?

Object – the text of the problem, the ability to find by the specified number and page, and then only by number.

Used “Collection of problems in physics 7-9” by V.I. Lukashik and E.V. Ivanova

You convinced me that you know how to quickly find the information you need. Try to find the answer to the question “What does physics study?” in the textbook.

When students find the answer “Physics studies physical phenomena and physical properties of bodies,” questions are asked:

How did you know which paragraph to look for the answer in? (Paragraph title)

How could you quickly find the answer in the text of the paragraph? (Highlight the most important information in font)

Now let’s look at how the word “physics” was defined in encyclopedias over the years. (Sheets with text No. 1 “From the life of terms” are distributed)

Questions for discussing the text read:

What language does the word “physics” come from?

What does it mean?

How has the place of physics among other sciences changed over time?

Why did this happen?

Working with additional text. Ability to find given information and answer questions based on text. The first two questions are reproductive in nature, the answer to the third question requires an analysis of the entire text, and the fourth question is developmental in nature, forcing you to go beyond the given text.

Text No. 1

From the life of terms

1781

Physics is the science of the being, properties, forces, actions and purpose of all bodies visible in the light.

What are the special parts of physics called? Somatology, stichiology, meteorology, mineralogy, chemistry, zoology and theology.

(Encyclopedia, or a brief outline of the sciences and all parts of scholarship. Translated from German into Russian by I. Shuvalov. M., 1781)

1806

Physics, Greek Natural history, natural history; science, which is part of philosophy, having as its subject the nature in general and all natural bodies, their properties, phenomena and mutual actions on each other.

(New interpreter. Compiled by N.M. Yanovsky, St. Petersburg, 1806)

1848

Physics comes from the Greek word “nature” and, as the name itself shows, generally means the study of nature. In the present tense, the word “physics” is used in a narrow sense and is understood as a science that examines the laws and causes of phenomena that do not relate to changes in the internal properties of material bodies.

(Reference encyclopedic dictionary by A. Starchevsky - K. Kraya. St. Petersburg, 1848.)

1905

Physics(Greek word), science or doctrine of nature (Greek physais), currently the study of the laws of phenomena occurring in inanimate nature, in addition to chemical transformations occurring in bodies.

(Big Encyclopedia. Dictionary of publicly available information on all branches of knowledge. Edited by S.N. Yuzhakov. St. Petersburg, 1905)

1983

Physics, a science that studies the simplest and at the same time the most general patterns of natural phenomena, the properties and structure of matter and the laws of its motion. The concepts of physics and its laws underlie all natural science. Physics belongs to the exact sciences and studies the quantitative laws of phenomena. The boundaries separating physics from other natural sciences are largely arbitrary and change over time.

(Physical encyclopedic dictionary. M., “Soviet Encyclopedia”, 1983)

Now it's time to start working in the notebooks. (The requirements for maintaining a workbook are explained) Under the guidance of the teacher, students make notes: date, lesson number, topic, copy out the phrase “Physics studies...” from the textbook.

Change of activity, work with the text of the textbook: writing out the given information in a notebook.

2. The concepts of physical body, phenomenon, substance.

So, we know what physics studies, but what are physical phenomena and bodies? Let's turn to the tutorial again for help! Open page 21 §1.6, read paragraph I. (text No. 2 “The phenomenon of free fall of bodies is an example of refuting a false hypothesis”)

What physical phenomenon is mentioned in the text? (Bodies fall to the ground)

What bodies are we talking about? (pencil, ruler, ball)

Now let’s look at page 24, read the second paragraph from the top (text No. 3)

What bodies and phenomena are discussed in this text? (The air is pumped out of the wheelhouse, the feather falls)

Object – the text of the textbook, the text of the paragraph is used, which will be studied in the next lesson, there is a preliminary acquaintance with the terms “hypothesis”, “experiment”

After reading the text, the question remains unanswered: how is free fall now explained? This stimulates curiosity, and students look forward to continuing the conversation on this topic.

Text No. 2 (students read from the textbook)

§1.6 The phenomenon of free fall of bodies is an example of refuting a false hypothesis

Often facts are interpreted erroneously, and then incorrect hypotheses arise. Unfortunately, many erroneous hypotheses in the historical process of the development of science sometimes existed for entire centuries. This is exactly what happened with the phenomenon of free falling bodies.

Release something from your hands, such as a pencil, ruler, or ball. The body will definitely fall to the ground. You, of course, have observed this phenomenon many times. It was also observed in ancient times. Thus, in Ancient Greece, where scientific research into nature began, the fall of a body to the ground was considered a natural movement, i.e. "the body's desire for its place."

Text No. 3 (students read from the textbook)

After air pumps were created, it became possible to carry out an experiment with the free fall of bodies in a vacuum. Such an experiment was carried out by the brilliant physicist Isaac Newton (1643-1727). He pumped the air out of a long glass tube and positioned it vertically, allowing a bird feather and a gold coin to begin falling simultaneously. These two bodies, having different weights and surface areas, reached the bottom of the tube at the same time. A similar experiment with different objects is depicted in Figure 1.23.

Let's write down examples of bodies and phenomena that happen to them in a table.

A table is drawn in the notebook:

Students fill out the table with examples found in the text.

Changing activities, converting text information into a table

Guys, why do you think two different bodies were taken in Newton’s experiments: a feather and a gold coin? Does Figure 1.23 show a feather, a lead pellet and a piece of cork? (Students note that these bodies have different properties: weight and shape, because they are made of different substances). What substance is the tube described in the experiment made of? (Glass) What property of glass is used in this? (Transparency)

Change of activity, object – drawing

Let's continue working in the notebook:

Physical bodies are made of matter.

The coin is made of gold, the pencil is made of wood, the pipe is made of glass.

3. Generalization of what has been covered.

-Summarize.

With the help of students, generalizations are made: physical bodies - all the bodies that surround us; their properties depend on what substance they are made of; phenomena are changes that occur in physical bodies.

4.

Task No. 1 You will observe some phenomena. Name the body and the phenomenon that happens to it.

Demonstrations: oscillation of a pendulum, movement of a body along an inclined plane, the sound of a tuning fork, the glow of an electric lamp, heating water, attracting paper clips with a magnet, reflecting light, etc.

Students' answers: the ball swings, the block rolls, the tuning fork sounds, the lamp glows, etc. (subject and predicate)

The classification of phenomena is discussed: mechanical, sound, thermal, electrical, magnetic...

Look around. What phenomena are you observing? Name mechanical phenomena, sound, thermal? Etc.

Students' answers: the bird is flying, the teacher is talking, the sun is warming, etc.

Object – physical devices.

Observation is accompanied by conversation. Students come up with a name for a class of phenomena and give examples of other phenomena that they observe in everyday life. At the same time, answers like “thunderstorm” are brought to the form “thunder is thundering”, “lightning is flashing”, “the wind is blowing”, “it is raining”, when the object and what is happening to it are indicated. Please note that natural phenomena include many different physical phenomena.

Task No. 2:

You did a great job on your first task. Here's the second task:

Give examples of bodies made of glass? What properties of glass were taken into account when making these objects?

What items are made from steel? Why? And made of plastic?

Lemonades and juices are sold in different packaging: plastic, glass bottles, paper bags, metal cans. Name the advantages and disadvantages of each type of packaging. What kind of packing do you prefer when going camping?

What materials are dishes made from? Why?

5. Organizational part of the lesson.

You have worked with the textbook in class and are convinced that it will become your assistant in studying physics. Let's see how it works.

Students find a table of contents, look at what sections are in the textbook, find where homework experimental assignments are located, where are the exercises, and where are the answers to them, find laboratory work and reference materials.

Exercise: Find and read paragraph I §1.2. Find and read the first question to this paragraph. Find the answer to this question in the paragraph you read.

This example explains how to do your homework.

Further discussion concerns the requirements for maintaining notebooks (we keep a workbook and a reference notebook) and the organization of work in the classroom and at home.

At the end of the lesson, there is a conversation about the safety of work in the physics classroom (safety briefing).

During the first lesson, you can’t do without talking about how to work with the textbook, what are the requirements for keeping notebooks, and, of course, about the safety of working in the physics classroom. The conversation held at the end of the lesson allows you to smoothly move on to discussing homework.

6. Homework.

In today's lesson you learned what physics studies, you became acquainted with the concepts of physical body, matter and phenomenon. At home, read about it in your textbook and find out what astronomy is about.

§1.1 (Nature and humanity. Physics), §1.2 (Astronomy - the science of celestial bodies) - read, find answers in the text of paragraphs to questions 1-5 to §1.2 and 1-4 to §1.2.

In writing: write a short story in your notebook on the topic “Physical bodies, substances, phenomena that I saw in the kitchen (in the country, on the street, etc.)”

The story must mention at least 3 bodies, substances, phenomena.

Homework is not only spoken out, but also written on the board using symbols. For example,

§1.1-h, ?1-5 y,

§1.2 –h, ?1-4 y

p: story (3f.t,3v,3ya)

Homework on the text of paragraphs is focused on finding the answer to the question in the paragraph in the form of a quote from the text.

The written assignment is creative; the student chooses the topic and determines the amount of work.

Lesson 2

Scientific methods of studying nature

After the greeting:

1.- Read through the textbook the answers you found to the questions to §1.1

After the students answer, note that the answer to these questions is contained in the text of the paragraph. There is a recommendation for working with the text of a paragraph at home: if, after reading the material in the paragraph, answering questions for self-test causes difficulty, you should read the text again, paying attention to those places in the text where the answer to the question is contained.

2. – Look in the text §1.2 for the answers to questions 1 – 4. Write a story about what astronomy studies, based on these questions..

After the student's answer, how to write a story according to plan is discussed. In this case, the questions served as a plan for the student’s oral response.

Using the example of the second answer, students become familiar with the criteria by which a mark is given for an oral answer.

When discussing homework, we not only review the material covered in the previous lesson, but also consider techniques for working on self-test questions and learn how to prepare an oral story based on a plan.

During the first lessons, the answers are assessed: what is good and what could be done even better. The mark is placed in the journal with the consent of the student. (Reward Mode)

2. Consolidation of the concepts “Physical body, substance, phenomenon.”

Students are given texts No. 1 “Physical body, matter and its properties” and No. 2 “Physical phenomena” (according to options)

After the texts are read, the desk neighbors tell each other about what bodies, substances and phenomena they discovered and test themselves.

Working with additional text from the Children's Encyclopedia. Highlighting specified information.

Text No. 1

Physical body, matter and its properties

What physical bodies are mentioned in the text? What substance are they made of? What properties do they have?

The potter's wheel for making dishes and special kilns for firing them are the invention of the Sumerians, who lived in the 4th-3rd millennia BC. in Mesopotamia. They learned to make stone-hard, ringing and durable ceramics from ordinary clay - not only pots, plates and jugs, but also ceramic hammers, knives and sickles for the harvest.

Egypt, rich in quartz sand, is considered the birthplace of glass, where glass beads were made for many centuries. The Greeks borrowed this craft from the Egyptians, improved it and began making glass vases. But then they had not yet discovered the main distinguishing property of the new material - transparency, and the vases were made of opaque or colored glass.

Text No. 2

Physical phenomena

What physical bodies are mentioned in the text? What phenomena happen to them?

The Society for Useless Inventions was created in Japan. It is not called that by chance: its members come up with useless, but technically quite feasible things. It is not permitted to patent or sell an invention, but a working prototype must be produced. Here are some examples.

Solar powered flashlight. It shines perfectly on a sunny day without the need for batteries or rechargeable batteries.

Compact fan for cooling hot food. The device attaches to a Japanese chopstick, but can also fit European spoons and forks.

About 3 thousand years BC in Sumer, metal products were already cast in molds. Cast copper products were in considerable demand. Copper ore was smelted in special pits, and later in small stone furnaces coated with clay on the inside. A fire was lit in them, and charcoal and copper concentrate obtained after washing the ore were placed on top in layers. The smelted copper flowed to the bottom of the furnace.

2. Learning new material

After discussing the texts read, you can move on to studying the topic of the lesson, asking students to answer the question: “Why do people study nature?”

(To use for your benefit and to avoid the danger that some natural phenomena pose).

The topic of the lesson “Scientific methods of studying nature” is announced and students listen to the poems by F. Tyutchev “Spring Thunderstorm” and A. Pushkin “Cloud”, which are read by their classmates.

The poems are given to two students in advance so that they can prepare for expressive reading.

Text No. 3

Spring thunderstorm ( F. Tyutchev)

I love the storm in early May,

When the first thunder of spring

As if frolicking and playing,

Rumbling in the blue sky.

Young peals thunder,

The rain is splashing, the dust is flying,

Rain pearls hung,

And the sun gilds the threads.

A swift stream runs down the mountain,

The noise of birds is never silent in the forest.

And the noise of the forest, and the noise of the mountains -

Everything cheerfully echoes the thunder.

Text No. 4

Cloud(A. Pushkin)

The last cloud of the scattered storm!

Alone you rush across the clear azure,

You alone cast a dull shadow,

You alone sadden the jubilant day.

You recently hugged the sky,

And lightning wrapped around you menacingly;

And you made mysterious thunder

And she watered the greedy land with rain.

Enough, hide! The time has passed

The earth was refreshed and the storm passed,

And the wind, caressing the leaves of the trees,

He's driving you out of the calm heavens.

Questions to the text:

What physical phenomena occur during a thunderstorm?

Is the poet's description of a thunderstorm scientific?

What danger does a thunderstorm pose?

Why did people seek to explain the origin of lightning during a thunderstorm?

Working with literary text perceived by ear. Answers to questions based on the text.

Did you know that about 1800 thunderstorms occur on the planet at the same time, approximately 100 lightning strikes every second. For many centuries, including the Middle Ages, it was believed that lightning was a fireball trapped in the water vapor of clouds. Expanding, it breaks through them at their weakest point and quickly rushes down to the surface of the earth.

In the Middle Ages, bonfires, bell ringing, or cannon fire were more often used to disperse thunderclouds.

How do we now explain the cause of lightning?

Let's look for the answer to this question in the textbook on page 13, §1.3, paragraph III (text No. 5)

Issues for discussion:

How is the origin of lightning explained?

What scientific methods of studying nature are mentioned in the text of the paragraph? (observation, hypothesis, experiment)

Working with textbook text, highlighting specified information.

Text No. 5 (students read from the textbook)

Since time immemorial, people have observed lightning and listened to thunder. The destruction that often occurred in this case instilled fear in people. They believed that lightning was sent to Earth by supernatural forces. Ball lightning caused particular fear. However, people have been observing and studying this phenomenon for a long time. Thus, the famous American scientist W. Franklin (1706-1790) expressed the hypothesis that lightning is an electric spark, similar to the one that occurs between two electrified bodies. Such a spark can be observed if you comb dry hair in the dark with a comb or remove a synthetic shirt from your body.

To test his hypothesis, V. Franklin conducted an experiment. He launched a silk kite, tying a massive iron key to its end with a guide. During the passage of a cloud, he brought his finger close to the key and received a shock from a strong spark that slipped through. Thus, he confirmed that lightning is an electrical discharge, the same as he received many times in laboratory experiments on electricity.

Under the guidance of the teacher, students record the topic of the lesson in their notebooks and complete the task:

Read paragraph I § 1.3 and find the answer to the question “What role do observations play?” and write it down in your notebook.

Observations provide the initial facts for science.

Who can find in the text what a “hypothesis” is? (clause III, p. 12, italicized)

A hypothesis is an assumption based on scientific facts.

Find in the text of the paragraph the answer to the question: “What is an experiment?” (item IV, p. 12)

An experiment is a special experiment for which special instruments are used.

- What is the purpose of the experiment?

An experiment serves to test a hypothesis.

Read the title of the next paragraph 1.4. (Experiment is a method of establishing and testing physical laws. Laws of light reflection). What else could an experiment be used for?

The experiment serves to test and establish physical laws.

Working with textbook text. Searching for given information and writing in a notebook.

An example of how an experiment helped discover a physical law is the law of light reflection. To carry out the experiment, you will need an “optical washer” device. It is shown in Figure 1.18 in the text of the paragraph, and we will use a model of the device made from a protractor and a mirror. We use a laser pointer as a light source. Name the parts of the device. What is their purpose?

An experiment is carried out with the reflection of a beam from a mirror, the angle of incidence of the beam and the angle of reflection are determined. Students conclude that the angle of incidence and angle of reflection are equal.

Objects – a drawing and a physical device, a comparison of the image in the drawing and the model of the device (or the device itself, if available).

3. Generalization and consolidation of what has been learned.

Let's summarize.

What methods of obtaining scientific knowledge did we get acquainted with in the lesson?

Give an example of an observation, hypothesis, experiment?

Have you ever made observations in your daily life? Experiments?

How is observation different from experiment or experiment?

What physical devices did you learn about in class?

Do you know of any other physical devices?

You did a great job in class and completing your homework will not be difficult for you. But first, decipher the homework written on the board:

D.Z: § 1.3 – h, ? ?y,

§ 1.6 –ch, ??y,

p: write down examples of observation, hypothesis, experiment

Y – answer questions to the paragraph orally

P: - do it in writing

* - task for the curious (optional)

By using the same abbreviations each time when writing down homework, you can save time in the future. But in the first lessons, be sure to make sure that students understand the short note correctly. I try to assign a written task in every lesson and regularly (at least selectively) check my notebooks. This provides feedback; it immediately becomes clear what was poorly learned.

Homework includes not only the material studied in class, but also completely new material (§1.6), which will be discussed in the next lesson.

Lesson 3

Structure of matter

1. Checking homework completion.

After the greeting:

1.- Answer the question: “What is common and how do the concepts of “observation” and “experiment” differ?” (§1.3, question 1)

2.- Read the examples of observations, hypotheses and experiments taken from §1.6.

As a result of discussing the students’ answers, a chain is built that illustrates the progress of scientific knowledge: observation the fact that bodies of different masses fall from the same height for different times, contradictory to each other hypotheses Aristotle and Galileo, experiments with falling bodies in the air and in vacuum, confirming one hypothesis and refuting another.

Answer to the question§1.3 requires a comparison operation to be performed. Discussion of the student's answer allows us to focus on the procedure for performing the comparison. It is necessary to clearly highlight the grounds on which the concepts of “observation” and “experiment” are compared (for example, by the method of conduct and by their role in the process of cognition).

When checking the completion of homework, not only the concepts being studied are consolidated, but also preparation is made for acquiring new knowledge in the lesson (following the chain of observation - hypothesis - experiment).

2. Studying new material.

Please remember the poems about thunderstorms that you heard in the previous lesson. What observations were made by the poets? Is there a hypothesis in the poems?

How does a scientific description of a phenomenon differ from an artistic one?

Read the poetic lines from the poem “On the Nature of Things,” which he wrote in the 1st century BC. Titus Lucretius Carus (pp. 27-28, §1.7)

Working with additional text included in a textbook paragraph, extracting specified information from the text.

Text No. 1 (students read from the textbook)

From the poem “On the Nature of Things”

Titus Lucretius Carus

“Listen to what I say, and you yourself will undoubtedly admit,

That there are bodies that we cannot see.

Therefore, the winds are bodies, but only invisible to us,

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Although we don’t see at all how they penetrate into the nostrils.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

And finally, on the seashore, breaking the waves,

The dress always gets damp, but hanging in the sun, it dries,

However, it is impossible to see how moisture settles on it,

And you can’t see how it disappears from the heat.

This means that water is divided into such small parts as

That they are completely inaccessible to our eyes.”

Discussion of the text:

What observations are found in these passages?

Can these poems be called a scientific text?

Indeed, the works of Lucretius are a scientific treatise presented in poetic form.

The topic of today's lesson is “Structure of Matter”, write it down in your notebooks.

The atomic idea that underlies modern natural science originated in ancient Greece.

The works of Democritus have not survived to this day, but individual excerpts from his works, cited in the works of his supporters and opponents of his teaching, allow us to consider Democritus a scientist who created a consistent atomistic concept.

The world, according to Democritus, consists of countless particles (atoms) and emptiness. Atoms are dense formations that vary in shape and size. Bodies are combinations of different atoms.

Let's make some observations (thermal expansion and diffusion).

Observation 1

We did: - Heated a steel ball in the flame of an alcohol lamp, which had previously passed freely through the ring, and tried to pass it through the ring again

Observed: - The heated ball does not pass through the ring, but after cooling it passes again.

Observation 2

We did: - Dropped several crystals of potassium permanganate into two identical glass vessels with cold and hot water.

Observed: - The water gradually turned pink. Coloring occurred faster in a vessel with hot water.

When conducting observations, we agree to describe observations according to the scheme “did – observed – explain.” The criterion to follow when describing an observation: any person who has not read the assignment and textbook will understand what was done and how and will be able to repeat the observation.

An overhead projector can be used to observe diffusion. Then water is poured into Petri dishes, several crystals of potassium permanganate are dropped into it and the spread of pink color is observed.

Let's try to explain why bodies expand when heated, based on atomic concepts about the structure of matter.

Students make assumptions, and, in the end, two hypotheses emerge that can explain the observed expansion of the ball after heating.

Hypothesis 1: the atoms that make up the ball become larger.

Hypothesis2: the atoms do not change, but the distance between them becomes larger.

Now let’s compare our hypotheses with the second observation. Do you think that if the atoms of hot water become larger, the atoms of potassium permanganate will spread faster or slower in the water? And if the distance between the atoms becomes greater, how will this affect the rate of coloration of water with potassium permanganate?

Comparing our two observations, we can conclude that the second hypothesis is true.

Now get acquainted with the description of observations and experiments that are given in one of the physics textbooks (Elementary physics textbook by G.S. Landsberg, vol. 1, § 217).

Can you repeat the observations described in the text?

What equipment will you need to repeat the experiment described?

What is the name of the phenomenon described in this text?

Working with additional text, highlighting specified information. Answers to questions based on the text.

The passage below contains examples of observational descriptions and prepares students for the experimental homework assignment.

Text No. 2

Place a piece of sugar in a glass of iced tea. The sugar will melt and form a thick syrup at the bottom of the glass. This syrup is clearly visible if you look through the glass into the light. Leave the glass alone for several hours. Will the syrup stay at the bottom of the glass? No, it will gradually disperse throughout the glass. This distribution of sugar throughout the volume of the glass occurs spontaneously, since no one stirred the tea. In the same way, a smell spreads throughout the room (for example, if you open a bottle of perfume); this happens even if the air in the room is completely still.

Let's carry out another experiment: let's balance a large vessel open at the top on a scale. If carbon dioxide is added to this vessel, the equilibrium will be disrupted, since carbon dioxide is heavier than air. However, after some time the balance will be restored. The fact is that carbon dioxide will disperse throughout the room, and the vessel will be filled with air with a very small admixture of carbon dioxide. In all these cases, one substance (sugar, aromatic vapors, carbon dioxide) spreads into another (in water, in air). This phenomenon in which two substances spontaneously mix with each other is called diffusion.

An elementary textbook of physics edited by G.S. Landsberg

Let's try to explain how diffusion occurs, based on the fact that all substances consist of molecules or atoms. Molecules and atoms are so small that they cannot be seen even with a microscope. Therefore, we use a model for the experiment. First pour buckwheat into a glass jar, and peas on top of it. In our model, grains of buckwheat and peas replace molecules of two different substances. While the jar and the particles in it are motionless, no mixing occurs, but if the jar is shaken, then due to the movement of the grains they will begin to mix.

What assumption about the behavior of particles of matter can be made from our experiment with the model?

Indeed, the observation of the phenomenon of diffusion allowed scientists to draw the important conclusion that the particles that make up matter are constantly moving by themselves.

An object is a model of a phenomenon, a comparison of a real phenomenon and its model.

An overhead projector can be used for observation. Then the cereal and peas are poured into a Petri dish in a layer of one grain so that there is a clear, even border between them. When the cup is shaken, the grains are mixed with the peas, and their movement clearly shows the nature of the movement of the molecules.

So, all bodies, including you and me, consist of tiny particles that are constantly moving. How can we explain why the molecules do not fly apart from each other?

Let's turn to the model again for help. The foam cube will play the role of a body, and the dots drawn on it will represent the molecules of which it consists. If you press on the cube with your hand, the points on it come closer together. If you stretch the cube a little with your hands, the distance between the points increases slightly. When the cube is released, it becomes the same again, and the points are located at the same distance from each other. What happens to the molecules of the body if it is compressed or stretched? They either get closer or move away from each other, but at the same time they strive to return to their place. This means that molecules attract and repel each other at the same time!

Find in the textbook in § 1.7 on p. 28 how the great Russian scientist M.V. Lomonosov formulated three provisions of the theory of the structure of matter, and write them down in your notebooks.

Working with the textbook text, searching for given information, writing in a notebook.

3. Consolidation of the studied material.

Today in class, using the example of the theory of the structure of matter, we learned how physical theories are created. What role do observations play in this? Hypotheses? Experiments?

What role do theories play in science? (explain observed phenomena and predict new ones)

Please explain why two pieces of plasticine stick together if they are pressed tightly against each other?

Why do cucumbers become salty when pickled?

Why does tea brew well in hot water, but poorly in cold water?

Why are the rails on the railway track not laid closely together, but leave a small gap between them?

Why does chalk leave a mark on the board, but white marble does not?

4 . Setting homework.

At the end of the lesson, you will hand over your notebooks for verification, so you will complete your written homework on separate A4 sheets. The task will be creative, so try to format it carefully. The best works will take their rightful place on the stand in our office, where the works of your predecessors are now displayed.

D.Z.: § 1.7 – h, ? ? 1-4 y,

P: DEZ No. 1.2 or 1.5 (pages 48-49) on sheet A4: done - observed - explain

P: - do it in writing

DEZ - home experimental task

Homework is creative in nature and provides the opportunity to choose one of the proposed experiences. When checking this task, first of all, the compliance of the description of the experiment with the given structure is assessed, and secondly, the correctness of the explanation.

Lesson 4

Physical quantities and physical devices

1. Checking homework completion.

After the greeting:

1. Discussion of the results of checking notebooks. Examples of successfully written stories on the topic “Physical phenomena, bodies and substances” (lesson No. 2) and examples of unsuccessful works.

Answers to questions §1.7:

What are the tasks of physical theory?

What phenomena can be explained using the molecular theory of the structure of matter?

What provisions form the basis of the molecular theory of the structure of matter?

How was the fact of molecular motion established?

When discussing the results of checking notebooks, I draw attention to the criteria by which the maintenance of notebooks is assessed.

When analyzing homework of a creative nature, it is important to make it clear to students that the main thing in their work is the correct physical content, and flights of fancy are a beautiful setting for it.

The text in §1.7 describes Brownian motion. This phenomenon was not discussed in the previous lesson. Based on the students' answers, one can judge how well they assimilate the information from the textbook.

2. Consolidation of the topic “Structure of Matter”.

While doing your homework, you learned about Brownian motion. Let's use a model that illustrates Brownian motion. On the screen you see in the projection small peas and large chips that play the role of molecules and Brownian particles. While the peas - molecules are motionless, the chips - Brownian particles are also motionless. But if the peas are forced to move by shaking the cup, the chips begin to move randomly. What conclusion can be drawn about the cause of the random motion of Brownian particles by observing this model?

What observations did you make at home? (discussion of DEZ) How can the spread of odor be explained? How to explain the evaporation of water from an open glass?

For the demonstration, an overhead projector and a Petri dish are used, into which peas are poured so that they are arranged in one layer and there are quite large gaps between them. A round chip or coin is placed on top of the peas, which rolls over the peas when the cup is shaken.

3. Studying new material.

In the last lesson you learned about the theory of the structure of matter. There are many theories that explain certain phenomena. Read about one of them in the proposed text (Text No. 1). Come up with a title for this text.

Working with additional text. Completing the task requires highlighting the main meaning of the text read.

Text No. 1

Title the text

Observation of the movements of the planets allowed Copernicus to suggest that the Earth and the planets revolve around the Sun. Galileo, observing the movement of the planets with a telescope, confirmed this hypothesis. The simple statement that the Earth moves around the Sun represents a new step in the development of physical thinking. As important as this idea is, it is nevertheless incomplete.

We cannot say that we have truly understood a physical phenomenon until we bring the description to quantitative statements. After Johannes Kepler gave a mathematical description of the motion of the planets, and Isaac Newton explained the motion of the planets based on the phenomenon of gravity, we can say that the theory of planetary motion was created.

After discussing the heading options proposed by the students, we move on to the topic of the lesson.

Physical quantities are used to quantitatively describe physical phenomena and properties of bodies. The topic of our lesson is “Physical quantities and physical instruments.” Write it down in your notebook.

I have an apple in my hand. It is said that it was the fall of an apple that gave rise to Newton's theory of gravity. Describe the apple. What is it like? (Red, round, ripe, large, sweet, etc.). Can the ripeness of an apple be expressed in numbers? Can you say that one apple is twice as red as another? What characteristic of an apple can be measured and expressed as a number? (eg mass or diameter). What instruments can measure this characteristic? (scales, ruler)

What will we call a physical quantity?

Physical quantities are the measurable properties of bodies or phenomena. Physical instruments are used to measure physical quantities.

Look at the physical instruments that are on the table (Scales, ruler, protractor, clock, thermometer, measuring cylinder) Many of them are already familiar to you. Name the device, the physical quantity that can be measured using this device and its unit of measurement.

An object is a physical device. Establishing a correspondence between a physical device and a measured physical quantity.

Draw a table in your notebook. You will begin completing it in class and complete the work at home. The table has 5 columns: number, name of the physical quantity, letter designation of the quantity, units of measurement, name of the measuring device.

Presentation of information in the form of a table with a given structure.

Consolidation of the studied material.

Do you know a measuring device that is used to measure area? How can you find out the area without having a special device to measure it? (calculate using formula)

Formulas express the relationship between physical quantities. Open the textbook on page 91.

What physical quantity are we talking about? (density) What formula is it expressed in? Why is it difficult for you to read the formula? (unfamiliar letter)

In physics, letters of the Latin and Greek alphabets are used to denote physical quantities. Density is represented by the letter "rho" in the Greek alphabet.

What is the unit of measurement for density?

What physical quantities need to be measured in order to calculate density using the formula?

What devices should be used for this?

Working with textbook text. The object is a formula.

Preliminary introduction to a new concept.

5. Setting homework

You are convinced that to work with physical quantities you need to become familiar with the letters of the Latin and Greek alphabets. You will begin to compile your own reference book on physics, which will be updated by you over the course of three years. On the first pages place the Latin and Greek alphabets: the name and spelling of the letters. Use reference books, dictionaries, you can find this information using a computer.

Complete the table you started filling out in class. The textbook will help you with your work. View it. Start with the table of contents. The title of the paragraph will help you find the information you need faster. And, of course, read what is written in the textbook about physical quantities.

D.Z: § 1.8 (item I-III) – part ? ? 1-3у,

P: table

Ref.: Latin and Greek alphabet

Ref. – write information into the directory

Homework is exploratory in nature and provides the opportunity to choose a source of information and a method of presenting it.

The second task is also of a search nature. By leafing through the textbook, students make a preliminary acquaintance with the material they are about to study.

The fairly large volume of the search task is compensated by the small volume of the oral task (a small part of the paragraph)

Lesson 5

Measurement of physical quantities.

1. Discussion of homework completion.

After the greeting:

1. Discussion of homework with the textbook. What physical quantities and measuring instruments are listed in the table? What are the units of measurement for these quantities?

2. Checking the presence of a reference notebook and the alphabets written in it.

Exercise 1: Using your reference notebook, read the words written using the letters of the Latin and Greek alphabet. (For example, abiturient, ατομοζ, ηλεκτρο)

Task 2: Read the formulas F friction =μ·N F elasticity =k·Δx F gravity =m·g

What physical quantity is indicated by the letter F?

Homework of a search nature may require more time to complete for some students. Therefore, it makes no sense to punish those who did not have time to complete the assignment by the next lesson. It is better to give them extra time and tell them where they can find the information they need.

2. Studying new material, working in a notebook.

Today in class we will begin measuring physical quantities. You already know that measuring instruments are used for this. Various measuring instruments are displayed on the table. How are they similar to each other? All of these devices have scale, and they are called scale devices. Lately there has been more and more digital measuring instruments that do not have a scale, but the measurement result appears on the screen (digital instruments are demonstrated).

Let's get acquainted with the instrument scale using the example of a measuring cylinder (beaker) - a device for measuring the volume of liquid (Fig. 1.26, p. 34). Scale divided strokes for intervals - divisions. Strokes on the scale of different lengths. There are numbers near the longer marks. To measure the volume of liquid poured into a beaker, you need to find out how many ml are contained in one division, i.e. division price. Can anyone do this? How did you find out the division price? (the algorithm for determining the division price is discussed) Can this algorithm be written as a formula? Let us denote by the letter C the price of division, A and B the adjacent numbers on the scale, N the number of divisions between them. Then the formula will take the form:

Exercise 1. Using the formula, determine the price of division of the scale shown in Fig. 1.26, 1.27 (the first calculation - with discussion, the second - independently).

What is the unit of measurement for the division price of a beaker? (cm 3 /div) What does the division price show? (how many cm 3 is contained in one division)

Now we know the value of the scale division of the beaker. How to measure the volume of liquid poured into a beaker? Look at the picture: the liquid has risen above the 10 mark by one division. This means that its volume is 10+ 1 per division price.

Exercise 2. Determine the volume of liquid in the beakers shown in the pictures.

Please note that in one of the pictures the liquid level does not reach the line on the scale. How to be in this case? When measuring a certain volume of liquid using this beaker, the result should be unambiguous. Free interpretations should not be allowed. Therefore, there is a rule - write it down in your notebook - The countdown is carried out only by strokes!

Due to the fact that the strokes on the scale cannot be located too close to each other, and the instrument pointer may be between the strokes, a reading error on the instrument scale appears. The maximum value of the reading error on the scale is half the value of the instrument scale division. The error can be expressed by the formula

Exercise 3. Determine the reading error on the scale for the beakers shown in Figures 1.26, 1.27.

All we have to do is write down the measurement result so that it is clear with what error it was made. It is customary to write down measurement results in the form: A=a±h, where A is the measured quantity, a is its value, h is the error. This means that the true value of the measured quantity is no more than a+h and no less than a-h.

Exercise 4: Record the volume measurement result taking into account the error. What does this result mean?

Consolidation of the studied material.

Exercise: Determine the price of dividing the ruler, measure the length of the notebook, write down the result taking into account the error.

Is it possible to measure the length of a room using your rulers? What is the longest length you can measure with your ruler? What is the largest volume that can be measured with the beakers shown in Figures 1.26, 1.27?

Object – instrument scale, determination of division value.

When performing exercises, students write down a sample of the design of such tasks in their notebooks, so the recording format should be discussed separately.

You have made sure that each measuring device has a measurement limit. What kind of measuring instrument can measure the Earth? Already in the 4th century. BC. Ancient Greek scientists came to the conclusion that the Earth is spherical, and Eratosthenes (276 - 194 BC) who lived in Egypt was able to determine the circumference of the globe. How did he manage to do this?

Let's turn to the textbook. Open § 1.12 on page 45. Let's read together the text of the paragraph called “How was the radius of the Earth measured?” (text not shown here)

What physical quantity did Eratosthenes measure to determine the circumference of the globe? (zenith distance)

What is the unit of measurement for this quantity? (degree)

What device did Eratosthenes use? (skafis)

What was the zenith distance of the Sun? (7.2 o)

What is the price of dividing the scaphis shown in Figure 1.31 on page 46? (2 o)

Is it possible, using the scaphis depicted in the textbook, to obtain the same measurement result as Eratosthenes obtained? (no, counting can only be done by strokes)

How did the scale of Eratosthenes’ instrument differ from that shown in the figure? (at the cost of division)

Object – paragraph text. The text is quite large in volume and quite difficult to understand. You can organize students to read the text aloud in a chain, making explanations along the way. Introduction Document

Contents substance". What concerns... one thing phenomenon into the subject, and the other phenomenon in... logic study ideal... physics, then it must be said What free fall relationships of various physicaltel...end introduction and at the end of this work in “ Application 1”. ...

If I wanted to read, I haven't yet
knowing the letters, this would be nonsense.
In the same way, if I wanted to judge
about natural phenomena, without having any
ideas about the beginnings of things, this
it would be just as nonsense.
M. V. Lomonosov

Look around you. What a variety of objects surrounds you: people, animals, trees. This is a TV, a car, an apple, a stone, a light bulb, a pencil, etc. It is impossible to list everything. In physics any object is called a physical body.

Rice. 6

How are physical bodies different? A lot of people. For example, they can have different volumes and shapes. They can consist of different substances. Silver and gold spoons (Fig. 6) have the same volume and shape. But they consist of different substances: silver and gold. The wooden cube and ball (Fig. 7) have different volumes and shapes. These are different physical bodies, but made of the same substance - wood.

Rice. 7

In addition to physical bodies, there are also physical fields. Fields exist independently of us. They cannot always be detected using human senses. For example, the field around a magnet (Fig. 8), the field around a charged body (Fig. 9). But they are easy to detect using instruments.

Rice. 8

Rice. 9

Various changes can occur with physical bodies and fields. A spoon dipped into hot tea heats up. The water in the puddle evaporates and freezes on a cold day. The lamp (Fig. 10) emits light, the girl and the dog are running (moving) (Fig. 11). The magnet becomes demagnetized and its magnetic field weakens. Heating, evaporation, freezing, radiation, movement, demagnetization, etc. - all these changes occurring with physical bodies and fields are called physical phenomena.

Rice. 10

By studying physics, you will become familiar with many physical phenomena.

Rice. eleven

Physical quantities are introduced to describe the properties of physical bodies and physical phenomena. For example, you can describe the properties of a wooden ball and cube using physical quantities such as volume and mass. A physical phenomenon - movement (of a girl, a car, etc.) - can be described by knowing such physical quantities as path, speed, period of time. Pay attention to the main sign of a physical quantity: it can be measured using instruments or calculated using the formula. The volume of a body can be measured with a beaker of water (Fig. 12, a), or by measuring the length a, width b and height c with a ruler (Fig. 12, b), it can be calculated using the formula

V = a. b. c.

All physical quantities have units of measurement. You have heard about some units of measurement many times: kilogram, meter, second, volt, ampere, kilowatt, etc. You will become more familiar with physical quantities in the process of studying physics.

Rice. 12

Think and answer

1. What is called the physical body? A physical phenomenon?
2. What is the main sign of a physical quantity? Name the physical quantities known to you.
3. From the above concepts, name those that relate to: a) physical bodies; b) physical phenomena; c) physical quantities: 1) drop; 2) heating; 3) length; 4) thunderstorm; 5) cube; 6) volume; 7) wind; 8) drowsiness; 9) temperature; 10) pencil; 11) period of time; 12) sunrise; 13) speed; 14) beauty.

Homework

We have a “measuring device” in our body. This is a heart with which you can measure (with not very high accuracy) a period of time. Determine by your pulse (the number of heartbeats) the time period for filling a glass with tap water. Consider the time of one blow to be approximately one second. Compare this time with the clock readings. How different are the results obtained?

Lesson objectives:

• Give an idea of ​​the subject of physics.
• Create an idea of ​​the primary concepts in physics (body, matter, phenomenon).
• Formulate the goals of studying natural phenomena.
• Identify sources of physical knowledge, determine the range of phenomena being studied, explain the connection of physics with other sciences and technology.
• To familiarize students with methods for studying physical phenomena.
• Arouse children's interest in studying physics and develop curiosity.

Equipment: three rulers made of different materials, an inclined chute, a steel ball, a tripod; spring, set of weights; electric light bulb on a stand, electrophore machine, electric bell, mirror, children's car.

During the classes

We are starting to study the basics of a very interesting and useful science - physics. Getting on a train, taxi, tram, pressing an electric bell, watching a movie or watching a combine harvest, you hardly thought about how far each of these large and small technological achievements has gone, how much work has been put into each of them . We are accustomed to technology; it has become our companion.

But not very long ago, people rode in horse-drawn carriages, reaped rye and wheat with sickles, sat in the light of burning splinters on long winter evenings and only dreamed of various magics in fairy tales. Samoguda gusli, flying carpet, self-chopping axe? These are the objects of fairy-tale dreams. Remember, in the fairy tale by A.S. Pushkin, the astrologer and sage, who gave King Dodon a wonderful cockerel, assured him:

My golden cockerel
Your faithful watchman will be:
If everything around is peaceful,
So he will sit quietly;
But only a little from the outside
Expect war for you
Or the onslaught of battle force,
Or another uninvited misfortune,
Instantly then my cockerel
Raises the comb
Screams and starts up
And it will turn back to that place.

And now the dream has come true. Modern radar installations are much better than the golden cockerel. They allow you to instantly and accurately detect airplanes, missiles and other objects in the sky.

How a miracle is spoken of in Ershov’s fairy tale “The Little Humpbacked Horse” about cold light:

The flame burns brighter
The little hunchback runs faster.
Here he is in front of the fire.
The field shines as if it were day.
A wonderful light flows all around,
But it doesn’t heat up, it doesn’t smoke.
Ivan was amazed here,
“What,” he said, “what kind of devil is this!”
There are about five hats in the world,
But there is no heat and no smoke.
Eco miracle light...”

And then a miracle light in the form of fluorescent lamps penetrated into our everyday life. It makes people happy on the streets, in shops, in institutions, in the subway, in schools, in enterprises.

Yes, fairy tales are becoming reality: samogud harps have become a tape recorder. Electric saws cut down centuries-old trees in a few seconds better than fairy-tale self-cutting axes. Not carpets, but airplanes became a widespread means of transport. Our rockets launch artificial Earth satellites and spaceships with astronauts on board into orbit. All this became possible not by the grace of a wizard, but on the basis of the skillful application of scientific achievements.

It was difficult for man millions of years ago,
He didn't know nature at all
Blindly believed in miracles
He was afraid of everything, everything.
And I didn't know how to explain
Storm, thunder, earthquake,
It was difficult for him to live.

And he decided, why be afraid?
It's better to just find out everything.
Intervene in everything yourself,
Tell people the truth.
He created the science of the earth,
Briefly called it “physics”.
Under the title that short
He recognized nature.

"Physics"– this is a Greek word and translated means, as you understand, “nature”.

One of the oldest sciences, which makes it possible to understand the forces of nature and put them at the service of man, which makes it possible to understand modern technology and develop it further, is physics. Knowledge of physics is necessary not only for scientists and inventors. Neither an agronomist, nor a worker, nor a doctor can do without them. Each of you will also need them more than once, and many, perhaps, will have the opportunity to make new discoveries and inventions. What has been accomplished through the work of many scientists and inventors is magnificent. You have already heard the names of many of them: Aristotle, M. Lomonosov, N. Copernicus and many others. But there are still many unsolved tasks ahead: it is necessary to put the warmth and light of the Sun at the service of man, to learn to accurately predict the weather, to predict natural disasters, it is necessary to penetrate the vast ocean and earthly depths, it is necessary to explore and develop other planets and star worlds, and much more that does not exist even in fairy tales.

But to do this, you must first of all master what you have acquired, in particular, master knowledge of physics. Physics is an interesting science. It must be studied with great attention, to get to the very essence. However, don't expect easy success. Science is not entertainment, not everything will be fun and entertaining. It requires persistent work.

Having received some knowledge, a person formulated a law, used the studied phenomenon in his life, created instruments and machines, and other auxiliary tools with the help of which he can more successfully and more perfectly study and describe other phenomena more deeply. The process of studying physics can be compared to moving up the stairs.

Today in the lesson we have to understand and master the basic physical terms: physical body, matter, physical phenomena, understand what is the subject of physics and how it studies nature.

Physics deals with physical bodies. What would you call the physical body? (Students put forward their assumptions, which I write down on the right half of the board. Summarizing the statements, we come to the conclusion that a physical body is any object subject to consideration in physics.

Name the bodies that surround you. (Give examples.)

How are the three rulers in my hands different from each other?

Class. Made from different materials: wood, plastic, metal.

Teacher. What can be concluded?

Class. Bodies can differ in substance.

Teacher. What's happened substance?

Class. This is what, what the physical body is made of.

Teacher. Give examples of substances that are on your tables. (Children answer.)

Substance is one of the types matter.

Matter- this is everything that exists in the Universe, regardless of our consciousness.

Matter – substance, field.

Any material object consists of matter. We can touch it and see it. It’s more difficult with the field - we can state the consequences of its action on us, but we cannot see it. For example, there is a gravitational field that we do not feel, but thanks to which we walk on the earth and do not fly away from it, despite the fact that it rotates at a speed of 30 km/s, we cannot yet measure it. But the electromagnetic field of a person can not only be felt by the consequences of its influence, but also changed.

In nature, bodies undergo various changes. They are called phenomena. Physical phenomena are called. various changes occurring in physical bodies.

What physical phenomena did you observe? (Students give examples.)

All phenomena are divided into several types: mechanical, thermal, sound, electrical, magnetic, light. Let's look at them using specific examples and experiments. (Some types of phenomena are demonstrated.)

Now let’s think together about the following questions: “How do they study physics? What methods are used for this?”

- Can observe behind the phenomenon, which is what we did in class.

- You can do it yourself carry out experiments and experiments. At the same time, physicists use their main “weapons” – physical instruments. Let's name some of them: clock, ruler, voltmeter,

- Can apply mathematical knowledge

- Definitely necessary make generalizations

Problem 1. Divide the following words into three groups of concepts: chair, wood, rain, iron, star, air, oxygen, wind, lightning, earthquake, oil, compass.

Task 2. You accidentally hid a chocolate bar in your pocket and it melted there. Can what happened be called a phenomenon? (Yes.)

Task 3. A kind wizard appeared to you in a dream, gave you a lot of ice cream, and you treated all your friends to it. It's just a pity that it was a dream. Can the appearance of a good wizard be considered a physical phenomenon? (No.)

Task 4. Kolya caught the girls, dipped them into a puddle and carefully measured the depth of each girl’s dive. Tolya just stood nearby and watched the girls flounder. How do Kolin’s actions differ from Tolin’s, and what do physicists call such actions? (Both physicists and other scientists will call the actions hooliganism. But from the point of view of dispassionate science, Tolya made observations, and Kolya performed experiments).

Recording homework § 1? 3. Answer questions.

1. Indicate what refers to the concept of “physical body” and what to the concept of “substance”:

2. Indicate the substances that make up bodies:scissors, glass, shovel, pencil

Horizontally: 1. Change in nature. 2. Science of nature. 3. Everything that exists in the Universe regardless of human consciousness. 4.Ancient Greek scientist. 5. Source of knowledge.

Vertically:

A special device for measuring physical Quantities. 2. Russian scientist. 3. Any subject studied in physics

Name physical bodies that can be made from

porcelain, rubber .

2. Fill the table:

Physical body

Substance

Phenomenon

Lead, thunder, rails, blizzard, aluminum, dawn, Mercury, scissors, shot, earthquake

It’s getting cold, the ball is rolling, thunder is heard, dawn is coming, the lamp is on, the water is boiling, the car is slowing down

1. Name the physical bodies that can be made fromsteel, plastic

2. Fill out the table:

Physical body

Substance

Phenomenon

Mercury, snowfall, table, copper, helicopter, oil, boiling, blizzard, Earth, flood

3. Determine the type of physical phenomenon:

The snow is melting, the clouds are moving, the stars are twinkling, a log is floating, there is an echo, leaves are rustling, lightning is flashing