Introduction. Recently, the search for objective quantitative measures of knowledge has attracted the attention of methodologists to a test methodology for testing knowledge.

Introduction

The control of students' knowledge and skills is an important element of the learning process, and it is natural that its various aspects attract the constant attention of methodologists and school teachers. I was interested in this topic during the period of school practice, where I and several other students faced the problem of choosing the form of the final control of knowledge and skills of students on the topic
"Initial information about the structure of matter". Solutions were found different, and consequently, the results and control efficiency also turned out to be different. I was interested in the following questions: what criteria do teachers follow when planning the control stages? What knowledge should be based on in order to compose and conduct an effective control of students' knowledge and skills?

The answer to these questions, as well as the development of control measures on the topic “Initial information about the structure of matter” is the goal of my work.

To achieve this goal, it is necessary to solve the following tasks: 1) find out what are the goals of monitoring the knowledge and skills of students; 2) find out what forms of control have developed in the practice of physics teachers and what recommendations on control are given by teachers and methodologists-scientists; 3) find out what is the place of control in the study of physics; 4) to find out what forms of control of knowledge and skills of students it is advisable to use when studying the topic “Initial information about the structure of matter”;
5) prepare materials for the organization of all control measures on the topic “Initial information about the structure of matter”.

Chapter 1. Types of control of knowledge and skills of students.

1.1. The goals of monitoring the knowledge and skills of students

The control of knowledge and skills of students is an important link in the educational process, the correct formulation of which largely determines the success of training. In the methodological literature, it is generally accepted that control is the so-called “feedback” between the teacher and the student, that stage of the educational process when the teacher receives information about the effectiveness of teaching the subject. According to this, the following goals of monitoring the knowledge and skills of students are distinguished:

Diagnosis and correction of knowledge and skills of students;

Accounting for the effectiveness of a separate stage of the learning process;

Determination of the final learning outcomes at different levels. /№№
6,11,12 /

Having carefully looked at the above goals for monitoring the knowledge and skills of students, you can see that these are the goals of the teacher when conducting control activities. However, the main character in the process of teaching a subject is the student, the learning process itself is the acquisition of knowledge and skills by students, therefore, everything that happens in the classroom, including control activities, should correspond to the goals of the student himself, should be personally important for him. Control should be perceived by students not as something that only the teacher needs, but as a stage at which the student can orient himself about his knowledge, make sure that his knowledge and skills meet the requirements.
Therefore, to the goals of the teacher, we must add the goal of the student: to make sure that the acquired knowledge and skills meet the requirements.
This goal of control, in my opinion, is the main one.

It may seem that changing the goals of monitoring students' knowledge and skills is a purely theoretical issue and does not change anything in practice.
However, it is not. If the teacher treats control as an activity that is important for students, the very form of its implementation, discussion of the results, and verification may be different. So, for example, checking the results and putting down marks can be done by the students themselves. With this form of verification, they feel the significance of control, find out their mistakes, and when putting marks, self-criticism and responsibility develop. This type of work would never have appeared, however, if the teacher considered the goals of controlling students' knowledge and skills only as diagnosing and recording knowledge.

On the other hand, it seems incomprehensible how a teacher can correct the knowledge and skills of students, i.e. Fill gaps in students' knowledge at the control stage. Control measures can only serve to diagnose the availability of knowledge and skills, but not to correct them.
The control stage has its own, very specific tasks, and you should not try to put the tasks of the next stage of work into its framework. Only after the shortcomings in the knowledge and skills of students at the control stage are clarified, we can talk about subsequent adjustments, if necessary.

According to the comments above, I propose to formulate the following goals for monitoring students' knowledge and skills:

Prepare students who are convinced that the new physical knowledge and skills they have acquired meet the requirements;

Get information about whether or not each student has mastered the physical knowledge indicated in the educational goal of studying the topic (knowledge cycle); whether students have learned the activities indicated in the goal of developing the study of the topic (knowledge cycle).

With such a formulation of the goals of the control stage of training, it becomes clear that it carries only one task: taking into account the effectiveness of training and identifying its gaps, if any, both by the teacher and, no less important, by the students themselves.

1.2. Functions of control of knowledge and skills of students.

Knowledge and understanding of control functions will help the teacher to plan and conduct control activities competently, with less time and effort, to achieve the desired effect.

Scientists-teachers and methodologists distinguish the following functions of verification: controlling, teaching, orienting and educating. /№№ 6,11,12 /

The control function is considered one of the main control functions.
Its essence is to identify the state of knowledge, skills and abilities of students, provided for by the program, at this stage of education.

The essence of the learning, or developmental, function of verification, scientists see in the fact that when performing control tasks, students improve and systematize their knowledge. It is believed that lessons in which students apply knowledge and skills in a new situation or explain physical phenomena contribute to the development of speech and thinking, attention and memory of schoolchildren.

The orienting function of verification consists in orienting students and the teacher according to the results of their work, supplying the teacher with information about the achievement of learning goals by individual students and the class as a whole. The results of control activities help the teacher to direct the activities of students to overcome shortcomings and gaps in their knowledge, and students to identify and correct their own mistakes. In addition, the results of the audit inform the school administration and parents about the success of the educational process.

The diagnostic function, sometimes singled out as an independent one, is close to the indicative one. It consists in the fact that the teacher can not only control the level of knowledge and skills of students, but also find out the causes of the gaps found in order to eliminate them later.

The educative function of verification is realized in fostering a sense of responsibility, self-discipline, and discipline in students; helps you organize your time in the best possible way.

The functions of the control stage, in my opinion, should meet the formulated control tasks. Having defined the task as only diagnosing the knowledge and skills of students acquired by them during the study of this topic (knowledge cycle), I believe that the functions of control should be controlling and orienting. Here you can also add an educational function, because. any kind of activity affects our character in one way or another, and control really teaches us to better organize our activities, to discipline and responsibility.

As for the learning function of control, here I will make the same remarks as when considering the correction of knowledge as one of the goals of the control stage. (The goal of control is to diagnose students' knowledge and skills, and you should not try to expand it. If students are aware of their goal in this lesson, as a clarification of the correspondence of their knowledge and skills to the requirements, then their activities will be aimed at achieving the set goal.It is unlikely that they will improve or systematize the knowledge gained.I do not deny the importance of the stage of systematizing the knowledge gained in the study of this topic, but also correcting shortcomings in this knowledge, but this activity takes place at other stages of training and should not be considered part of the control stage.

Summing up all that has been said, I propose to single out the controlling, indicative and educational functions as functions of controlling the knowledge and skills of students.

1.3. Forms of control of knowledge and skills of students.

Forms of control of knowledge and skills of students - numerous, diverse types of activities of students in the performance of control tasks. There are a lot of forms of control, because each teacher has the right to come up with and conduct his own, which seem to him the best, control tasks. The state standard of physical education outlined the mandatory requirements for the form and content of control measures in physics lessons: "Checking the compliance of schoolchildren's educational preparation with the requirements of the standard is carried out using a specially developed system of meters for achieving the standard of physical education .... The system of meters must be meaningfully valid (i.e. must fully comply with the requirements of the standard), reliable (i.e. ensure the reproducibility of the results obtained during the verification) and objective (i.e. should not depend on the identity of the verifier).

The system of meters can be presented in the form of traditional written tests, tests, including tasks with multiple choice or short answers, tests, etc. All tasks, regardless of their form and what skills they test, are considered to be balanced, based on the equal importance of all the requirements of the standard.

Each system of meters must be provided with assessment criteria, on the basis of which it is concluded that the student has achieved or not achieved the requirements of the state standard ... in the practice of checking the achievements of students of the compulsory level of training in physics, the following criterion is used: if the student correctly completed two-thirds of the tasks of the test work that satisfies the above requirements, it can be concluded that the student has achieved the requirements of the standard.

The measurement system should be invariant with respect to different types of schools, curricula, curriculum and textbooks.

The system of task samples should be open, which allows teachers, students and their parents, as well as any interested person to get a more detailed idea of the mandatory requirements of the standard, provide students with a more comfortable environment during control, removing the anxiety and nervousness inherent in such a situation.

A feature of the requirements for the level of training of students in the standard of physical education is the presence of experimental skills in them.
Checking the formation of such skills should be carried out with the help of experimental tasks, which can be part of the general test work. " / No. 15, p. 95 /.

In school practice, there are several traditional forms of control of knowledge and skills of students, which I will present in my work:

Physical dictation

Test

Brief independent work

Written test

Control laboratory work

Oral test on the studied topic.
Below I will try to answer the question of what kind of activity is hidden behind this or that name of the form of control of knowledge and skills of students, and I will also give my own assessment of the appropriateness of using these forms at various stages of education.
1. Physical dictation is a form of written control of knowledge and skills of students. It is a list of questions to which students must give immediate and concise answers. The time for each answer is strictly regulated and quite short, so the formulated questions should be clear and require unambiguous answers that do not require much thought. It is the brevity of the answers of the physical dictation that distinguishes it from other forms of control. With the help of physical dictations, you can check the limited area of \u200b\u200bknowledge of students:
-letter designations of physical quantities, names of their units;
-definitions of physical phenomena, formulations of physical laws, connection between physical quantities, formulations of scientific facts;
-definitions of physical quantities, their units, relationships between units.
It is this knowledge that can be tested in quick and concise student responses. Physical dictation does not allow you to check the skills that students have mastered when studying a particular topic. Thus, the speed of conducting a physical dictation is both its advantage and disadvantage, because. limits the area of knowledge to be tested. However, this form of control of students' knowledge and skills removes some of the load from other forms, and, as will be shown below, can be successfully applied in combination with other forms of control.
2. Test tasks. Here, students are offered several, usually 2-3, answers to a question, from which they must choose the correct one. This form of control also has its advantages, it is no coincidence that it is one of the most common forms of control in the entire education system. Students do not waste time formulating answers and writing them down, which allows them to cover more material in the same time. Along with all the knowledge, the assimilation of which by students can be checked with the help of a physical dictation, it becomes possible to test the skills of students related to the recognition of physical phenomena and situations that correspond to scientific facts.

Despite all the obvious advantages, test tasks have a number of disadvantages. The main one is the difficulty of formulating answers to questions when compiling them. If the answers are selected by the teacher without sufficient logical justification, most students very easily choose the required answer, based not on their knowledge, but only on the simplest logical conclusions and life experience. Therefore, it can be difficult or even impossible for a teacher to compose a successful test without theoretical preparation. Having examined the work of teachers and methodologists on creating tests in physics /№№ 2,3,4,7,9,13/, I concluded that the ideology of compiling such tasks is approximately the same for different authors: "for each question, from two to five answers, among which one (rarely two) are correct, and the rest are incomplete, inaccurate or incorrect, most of the incorrect answers are typical or probable errors of students.
/№ 9, p.3/. However, there are test tasks that differ from the usual scheme for their construction, for example: compose a text from fragments, judge a dispute in a physics lesson. /№ 7/ The last task seemed to me the most interesting. the student, tracing the arguments of different students in a dispute and trying to find out who is right and who is wrong, himself conducts similar reasoning. The difficulty lies in the fact that the arguments of both sides are quite plausible: here, too, the general idea of \u200b\u200bcompiling tests can be traced, therefore it is sometimes very difficult to find an error in the reasoning.

However, it should be noted that test tasks provide an opportunity to test a limited area of knowledge and skills of students, leaving aside the activity of creating physical objects, reproducing specific situations corresponding to scientific facts and physical phenomena, etc. According to the results of the tests, the teacher cannot test the ability of students to solve combined problems, the ability to construct a logically connected answer orally.

It is advisable to use multiple choice tasks in cases where this form of knowledge control has advantages over others, for example, they are especially convenient with the use of various types of control machines and computers. The authors of test developments agree that tests cannot replace other forms of control, however, that they open up many new opportunities for the teacher conducting a control lesson in the class, because. remove the difficulties typical for students' oral and written answers to the question posed. One of the main drawbacks of this method is noted: test control does not check the ability of students to build an answer, competently and logically express their thoughts in the language of science, reason and justify their judgments. In this regard, many authors propose to check after the test control how correctly the students can verbally justify the answers they gave in the test tasks, and one more control lesson should be allocated for this. /№ 9/ I do not agree with this solution of the problem, because in this case, the main advantage of this form of control is lost: the ability to check a large amount of knowledge in a short period of time. In my opinion, there can be only one solution to this problem: a combination of test tasks with other forms of control that can check areas that are inaccessible to tests without duplicating their results.
3. Short-term independent work. Here, students are also asked a number of questions to which they are invited to give their well-founded answers. The tasks can be theoretical questions to test the knowledge acquired by students; tasks to test the ability to solve problems on a given topic; specific situations formulated or shown in order to test the ability of students to recognize physical phenomena; tasks for modeling (reproducing) specific situations corresponding to scientific facts and concepts. In independent work, all types of activities can be covered except for the creation of concepts, because. it takes more time. In this form of control, students think about their plan of action, formulate and write down their thoughts and decisions. It is clear that short-term independent work requires much more time than previous forms of control, and the number of questions can be no more than 2-3, and sometimes independent work consists of one task.
4. Written test - the most common form in school practice. Traditionally, “tests in physics are carried out in order to determine the final result in teaching the ability to apply knowledge to solve problems of a certain type on a given topic or section. The content of the tests is made up of tasks, both textual and experimental” /№6, p.63/. Thus compiled control work allows you to check a rather narrow range of knowledge and skills of students: the ability to solve problems on the topic, as well as various skills in the application of physical knowledge in solving experimental problems. I believe that the concept of "control work" should be expanded to include various types of tasks if it is used by the teacher as a form of control of students' knowledge and skills at the end of the study of the topic.

The number of options for control work is a controversial issue. The school uses 2,4,6 and even 8 options, because. Teachers try their best to ensure the independence of each student in completing assignments. An increase in the number of options leads to an increase in the amount of time required for the teacher to check the control work, as well as to the appearance of the difficulty associated with compiling a large number of options of the same complexity. On the other hand, such distrust of students seems unreasonable to me, because. it is not laziness or dishonesty that makes them write off, but self-doubt. Therefore, increasing independence in the performance of control work should not be an increase in the number of options, but an improvement in the preparation of students for it.

Of the didactic developments of examination papers in physics that I have reviewed /No. 1,16/, I want to give here a few specific principles for their compilation, which seemed to me the most interesting:
- the tasks that make up the tests can be different in complexity: this will allow the teacher to check how fully the students have mastered the knowledge being studied, and if someone has not completed the task in its entirety, then whether he has the necessary minimum knowledge on this topic or at what level he mastered the material of the topic;
-tasks may also include questions of increased complexity, optional for completion, but for their solution, students receive an additional good mark, and the teacher - the opportunity to identify the knowledge and skills of students that are not included in the mandatory requirements of the program;
- the composition of the control work includes not only calculation tasks, but also qualitative ones, requiring, for example, a graphic description of processes or an analysis of physical phenomena in a particular situation.
5. Control laboratory work. It can be a laboratory work, similar to the data in a textbook for the topic being studied, or some kind of experiment related to the reproduction of specific situations corresponding to scientific facts and physical phenomena. Laboratory work is a rather unusual form of control, it requires students not only to have knowledge, but also the ability to apply this knowledge in new situations, quick wits.
Laboratory work activates the cognitive activity of students, because. from working with a pen and a notebook, the guys move on to working with real objects. Then the tasks are performed easier and more willingly. This is especially noticeable in the lower grades. Since laboratory work can test a limited range of activities, it is advisable to combine it with such forms of control as a physical dictation or test. Such a combination can quite fully cover the knowledge and skills of students with a minimum investment of time, and also remove the difficulty of long written statements.
6. Oral test on the topic. This is one of the main forms of control in high school. Its advantage lies in the fact that it involves a comprehensive test of all the knowledge and skills of students. The student can solve problems, then do laboratory work, and then talk with the teacher. Oral conversation with the teacher, which allows you to control the formation of the physical worldview, gaps in knowledge, consider incomprehensible places in the course, distinguishes the test from other forms of control. This is the most personalized form. The teacher decides, based on the results of past or interim control measures, which knowledge and skills it is advisable to test which student: everyone is given individual tasks. The test requires a lot of time, and therefore many teachers prefer to exempt some of the successful students from it.

The order of the offset may be different. This is mainly due to the desire of teachers to meet the lesson or two allotted for control. Because test is the longest form of control, then in the practice of teachers there is a test with the help of assistants, the most successful students in the class or graduates, as well as with the help of a tape recorder, when some of the students answer by slandering on the tape recorder. I believe that the test is valuable because it is the only form of control where the teacher directly checks the knowledge and skills of students, there is an objective assessment of the results, combined with an individual approach to each student. Therefore, in my opinion, the test should be carried out in its traditional form, as a conversation between a teacher and a student. However, despite the different methods of conducting test events, some principles for preparing and conducting a test on a topic have developed in the methodological literature:
1.no more than 2 lessons are given for credit;
2. preparation for the test is carried out in advance, the teacher already at the beginning of the study of the topic reports the date of the test and the list of theoretical questions that will be included in the tickets;
3. theoretical questions should be no more than 20;
4. Taking into account the complexity of this form of control, it is recommended that tests be carried out only in senior, 10-11 grades. / No. 6,11,12,14 /.

1.4. Place of control of knowledge and skills of students in the process of teaching physics.

The place in which it is advisable to place a check in the learning process is determined by its goals.
As it was found, the main purpose of the test, both for students and for the teacher, is to find out whether students have acquired the necessary knowledge and skills on a given topic or section. The main function here is controlling.
It is natural to assume that control is needed at different stages of education and at different levels: thematic, quarterly registration, exams, etc.

Control, carried out after the study of small "subtopics" or training cycles, constituting a section, is usually called current.
The control carried out after the completion of major topics and sections of physics is usually called the final one. The final control also includes translation and final exams.

The teacher needs to establish which form of control is suitable for the current control, and which one for the final one. This can be done by taking into account the time that this or that form takes, as well as the amount of material that it allows you to check. So, for example, physical dictation and short-term independent work can rightly be attributed to the current control of students' knowledge and skills: they are short-term and cannot cover all the material studied. Test tasks composed in different ways, with a different number of questions, can be both a form of current and final control, but more often tasks with multiple choice of answers are used in the current test. Oral test on the topic and written test
- forms of final control, as they cover a large amount of material and take a lot of time. Control laboratory work can be used in the final control, however, given that it can test a limited range of students' skills, it is advisable to combine it, as mentioned earlier, with other forms of testing. Based on all of the above, you can make such a visual table:

So, when analyzing the goals of conducting control measures, 2 types of control are identified, current and final, each of them has its place in the process of teaching physics and performs certain learning tasks.

1.5. Marks and assessments at the control stages.

Methodists distinguish between the concepts of "assessment" and "mark". Evaluation is the words with which the teacher “evaluates”, analyzes the success of the student, praises or blames him, draws attention to the completeness or insufficiency of his knowledge. Evaluation can be given both orally and in writing. mark
- these are the numbers we are used to, from 1 to 5, expressing the success of the student, the compliance of his knowledge with the requirements. However, very often these concepts are not distinguished by teachers, because it is considered that the mark, it, in fact, is an assessment of the student's progress.

The role of grades and marks is huge. They not only serve to take into account the progress of students, thereby helping the teacher to navigate the success of student learning, but also help the student himself, and this is their main function, to judge their knowledge, identify their own gaps and correct them. A correctly set mark, together with the teacher's assessment of the student's work, encourages, stimulates him to further learning, or, conversely, makes him think and be wary of some kind of failure. That is why marks and assessments must be objective - this is the main requirement for them. Only then will they be seriously considered by the students, the guys will believe and respect the opinion of their teacher. Underestimation or overestimation of marks is unacceptable; marks cannot be used as a means of punishing a student for violating discipline.

There are many factors to consider when marking. Firstly, it is, of course, the requirements for the knowledge of students in the process of studying the topic, based on the goals of teaching this topic. Secondly, the completeness of the coverage of the material, the complexity and novelty of the tasks offered to students, and the independence of their implementation are taken into account. In oral and written answers, it is necessary to take into account the consistency of the presentation, the validity of the statements, the culture of speech. These requirements increase with the age of the students.

There are many methods for putting down, correcting marks: each teacher can offer his own. However, it seems to me that since marks reflect the work of the student on this topic, his knowledge, they should always be available for correction and improvement. This opportunity encourages students to fill their own gaps in knowledge and, consequently, to improve them. Only the final marks are final, i.e. marks received for the final control activities, tk. they are put at the end of the study of the entire topic and reflect all the work done by the students.

Conclusions on chapter 1.

It is natural to assume that Chapter 2 of this work will be devoted to achieving the remaining goals, i.e. development of control measures directly for the topic "Initial information about the structure of matter".

Chapter 2. Control measures when studying the topic "Initial information about the structure of matter" based on the activity theory of learning.

Before conducting current or final control, each teacher must answer the question: what kind of knowledge and skills of students should be tested at this stage. The answer is obvious: only those knowledge and skills of students that they studied in a given topic or during a particular cycle of learning should be tested and which, therefore, were formulated in order to study the topic or this cycle of knowledge. All teachers and methodologists come to this conclusion, and, therefore, there is a need to formulate the goals of studying the topic, indicating the knowledge and skills of students that they must master at this stage of education.
The knowledge and skills of students indicated for the purpose must, in turn, correspond to the established educational program in the subject being studied.

An example of such an approach to clarifying the content of control measures can be the development of final control tasks for primary school graduates. /№ 5/. The authors, relying on the mandatory minimum of the content of education in primary school, established by the state educational standard, have compiled examples of tasks that test the specific knowledge and skills of students. Below is a fragment of the table, which correlates the requirements of the state standard and the control tasks compiled according to them.

I used the same principles to clarify the content of control tasks on the topic "Initial information about the structure of matter." When formulating the goals of studying this topic, I relied on the course of physics of the 7th grade / No. 8 /, as well as on the program of the secondary school in physics / No. 10 /. It should be emphasized that the objectives of the study of the topic "Initial information about the friction of matter" presented by me in the next paragraph are fully consistent with the established program of the general education school.

2.2. The objectives of the study of the topic "Initial information about the structure of matter."

Educational goal: to prepare students who have acquired the following knowledge:
1) Substances consist of particles, between which there are gaps;
2) The smallest particle of a given substance is called a molecule;
3) Molecule size d~10m;
4) The molecules of the same substance are the same, but the molecules of different substances are different;
5) Molecules of a substance move continuously and randomly. The proof of the continuous movement of the molecules of a substance is diffusion - a physical phenomenon consisting in the spontaneous mutual penetration of two adjoining substances. The proof of the randomness of the movement of molecules is Brownian movement - a physical phenomenon consisting in the random movement of particles suspended in a liquid or gas; 6) the speed of molecules is related to the temperature of the body: the higher the temperature, the faster the molecules of the substance from which this body is made move;
7) Molecules of a substance interact: they attract and repel.
The interaction of molecules manifests itself at distances comparable to the size of the molecules.
8) Substance in nature can be in three states: solid, liquid and gaseous.

The liquid state of a substance is a state of matter in which a body made of this substance retains its volume but changes its shape.

The gaseous state of a substance is a state of matter in which a body made from this substance retains neither volume nor shape.
Gas occupies the entire volume provided to it.
9) Molecules of matter in the gaseous state are located at distances much larger than the molecules themselves, move in a straight line from collision to collision, interact weakly.

The molecules of a substance in the liquid state are located at distances approximately equal to the size of the molecules themselves, but in such a way that only short-range order is observed in their arrangement. Molecules of a liquid oscillate about the equilibrium position, sometimes making jumps, and interact strongly.

The molecules of a substance in the solid state are located at distances approximately equal to the sizes of the molecules themselves, but in such a way that a strictly defined order is observed in their arrangement throughout the substance, they fluctuate about the equilibrium position, and interact strongly.

Development goal: to prepare students who have mastered the following skills:
1) get a scientific fact about the structure of matter (educational goal No. 1)
2) to model the structure of matter in solid, liquid, gaseous states of matter
3) create the concept of “molecule” (educational goal No. 2)
4) according to the model of the structure of substances, recognize the same and different substances
5) get a scientific fact about the movement of molecules (educational goal No. 5)
6) simulate the arrangement of molecules of contacting substances at different points in time
7) create the concept of “diffusion” (educational goal No. 5)
8) reproduce diffusion in specific situations
9) recognize diffusion in specific situations
10) to receive a scientific fact about the relationship between the speed of movement of molecules and the temperature of the body (educational goal No. 6)
11) compare the speed of movement of molecules of various substances in specific situations
12) simulate the movement of molecules of a substance and their speed in specific situations
13) get a scientific fact about the interaction of molecules (educational goal
№7)
14) recognize situations in which molecules attract and repel
15) explain physical phenomena based on the interaction of molecules
(adhesion of bodies, elasticity of substances), reproduce these phenomena
16) create the concepts of "solid state of matter", "liquid state of matter" and "gaseous state of matter" (educational goal No. 8)
17) recognize the states of matter in specific situations
18) get a scientific fact about the structure of matter in three states
(educational goal #9)
19) simulate the structure of matter in three states
20) recognize the state of matter by models of its structure
21) determine the dimensions of small bodies by the method of series.

2.3. Cycles of learning. Calendar plan.

As already mentioned in Chapter 1, the current control of students' knowledge and skills is carried out after each cycle of learning. Therefore, it is necessary to divide this topic “Initial information about the structure of matter” into logical cycles of knowledge acquisition, after which it is advisable to conduct a current control of students' knowledge and skills. I suggest 3 learning cycles:
1-structure of matter: educational goals No. 1-4, development goals No. 1-4,21.
2-movement of substance molecules: educational goals No. 5-6, developmental goals
№№5-12.
3-interaction of substance molecules: educational goals No. 7-9, development goals No. 13-20.

This topic can be completed in 7 lessons. The topic calendar will look like this:

Lesson 1. 3 states of matter. The structure of matter.
Lesson 2. Molecule. Molecule sizes.
Lesson 3
Lesson 4
Lesson 5
Lesson 6
Lesson 7

the structure of matter."

It can be seen from the proposed schedule that there are two lessons for each cycle of learning and, therefore, it is advisable to carry out current control at the end of the 2nd, 4th and 6th lessons. The place of the final control is at the 7th, final, lesson.

2.4. Control of knowledge and skills of students at the end of each cycle of learning.

In this paragraph, I have to determine the optimal form and content of the control stage at the end of each cycle of mastering the knowledge of the topic.
"Initial information about the structure of matter". In order to choose the form of the control event, it is necessary to establish what knowledge and skills that students have mastered can be tested using one or another form of control. The table below allows you to do this.

Having thus analyzed the forms of current control in relation to a particular topic, the teacher can choose the optimal form for his class.
I am going to offer examples of all three forms of control of knowledge and skills of students, each of which will follow its own learning cycle.

The dignity of the physical dictation, monosyllabic short answers, is most important in the lower seventh grade, where the guys write slowly and formulate their thoughts with difficulty. Therefore, many teachers may give preference to this particular form of control of students' knowledge and skills. It can be seen from the table above that it is most expedient to carry out physical dictation after 1 cycle of knowledge assimilation, because. in this cycle, it allows you to cover all the knowledge from the educational goal, and also leaves out the least amount of student skills. We can offer the following example of such a physical dictation:

An example of a physical dictation when checking the 1st cycle of knowledge acquisition.

The goals of the physical dictation:

2) to receive information about whether or not each student has mastered the physical knowledge indicated in the educational goal (Nos. 1-4); whether students have learned the types of activities indicated in the development goals (## 1-5,21).

This physical dictation will take no more than 5 minutes, taking into account the organization of students' activities and the transition to another activity after it is over.
In these 5 minutes, you can test all the knowledge from the educational goal of the learning cycle.

In this physical dictation, well-known formulations are checked that do not require separate reflection, therefore it should be evaluated with maximum severity as the easiest form of work.

After the 2nd cycle of mastering knowledge, students can be offered a similar short-term independent work:

An example of short-term independent work when checking the 2nd cycle of mastering knowledge.

1) prepare students who are convinced that the new physical knowledge and skills they have acquired meet the requirements;
2) to receive information about whether or not each student has mastered the physical knowledge indicated in the educational goal (No. 5-6); whether students have learned the activities identified in the development goal (#5-12).

The content of short-term independent work:
1. How do molecules behave in matter?
2. Draw a model of the structure of nitrogen a) at a temperature of t = 20 ° C b) at a temperature of t = 60 ° C, depicting the direction and speed of movement of molecules with arrows.
3. What phenomenon is called diffusion? Give an example of a life situation in which this physical phenomenon can be observed.

This short-term independent work will take about ten minutes - a significant amount of time in the lesson, but it allows you to check both the knowledge and skills learned in this cycle of knowledge. As in the case of physical dictation, the tasks of this work are not new, and therefore easy for students. I believe that this work should be evaluated with the utmost rigor.

It is advisable to apply the test task in the control of the 3rd cycle of knowledge assimilation, because and the educational goal of this cycle has a lot of cumbersome definitions and formulations of scientific facts that it will be difficult for children to prescribe on their own. The test will also be able to test numerous skills from the developmental goal of recognizing specific situations that correspond to the knowledge gained. In my opinion, a sufficiently large amount of material covered in the 3rd cycle of knowledge acquisition will be able to cover and verify the test in the best way and with a minimum expenditure of time.

An example of a test task when checking the 3rd cycle of knowledge acquisition.

The objectives of the teacher when conducting the test:
1) prepare students who are convinced that the new physical knowledge and skills they have acquired meet the requirements;
2) to receive information about whether or not each student has mastered the physical knowledge specified in the educational goal (No. 7-9); whether students have learned the activities identified in the development goal (#13-20).

Test content:
1. How do the molecules of a substance interact? a) only attract b) only repel c) attract and repel at the same time d) first attract, then repel e) first repel, then attract.
2. Molecules of a substance are located at distances, many larger than the molecules themselves, move in a straight line from collision to collision. What state of matter are we talking about? a) about solid b) about solid and liquid c) about gaseous d) about liquid and gaseous e) about liquid e) all of the above answers are incorrect.
3. What features of the structure of matter apply only to the liquid state of matter? a) the molecules of a substance are located at distances approximately equal to the sizes of the molecules themselves b) there is a short-range order in the arrangement of the molecules c) the molecules oscillate about the equilibrium position d) the molecules interact strongly e) the molecules can jump f) none of the above answers reflects the properties only only liquids.
4. In what state of matter does a body made of this substance have no form of its own? a) only in liquid b) only in gaseous c) only in solid d) in liquid and gaseous e) in liquid and solid e) in solid and gaseous.
5. The adhesion of two pieces of plasticine can be explained by the fact that: a) the substances of 2 pieces mutually penetrate each other due to diffusion b) the molecules of 2 pieces of plasticine attract and repel each other c) plasticine consists of molecules, between which there are gaps.

Code of correct answers: 1c; 2c; 3bd; 4c; 5b.

It should be noted that although the tasks presented in this test are more difficult than in the physical dictation and short-term independent work, because. require analysis of answers and independent reflection, they correspond to the goals of this cycle of learning.
Putting a mark here is also not difficult, because. needs to be assessed
5 answers on a five-point scale.

2.5. Final control on the topic "Initial information about the structure of matter."

When planning the final control event on this topic, our initial task, as in the previous paragraph, is to choose the optimal form of control. Here, however, the choice is much easier to make, acting by the method of elimination.

The teacher has four main forms of final control: written test, oral test, control laboratory work and test tasks. However, the oral test, as noted earlier, is carried out mainly in senior, 10-11 grades; test tasks, in my opinion, are not able to cover the required amount of material: it is necessary to check the types of activities related to the reproduction of knowledge in specific situations; control laboratory work as a separate independent form of control is also not suitable, because. when studying the topic, there is only one laboratory work “Determining the size of small bodies by the method of rows”, it takes a little time, and it is advisable to include it in the final control as the next task. The last form remains - a written test, however, in the traditional sense, this form of final control as a set of tasks that need to be solved is not suitable for a final check, because students have not yet learned to solve problems on this topic, and any physical quantities, the relationship between them and physical laws do not appear here. I propose to modify this form of the final test and make it more like a large (for a whole lesson) independent work, the various tasks of which will test the different knowledge and skills of students. Activities can be made varied and not very tiring for the children, and the tasks themselves are quite interesting. Despite this, the difficulty of logically correctly expressing one's thoughts on paper is probably the main one when seventh-grade students complete written assignments, and therefore the teacher will either have to turn a blind eye to the children's speech and logical errors, or look for new forms or ways of final control. An example of the final control on the topic "Initial information about the structure of matter" can serve as a written test carried out by me in teaching practice.

An example of a written test as a form of final control of students' knowledge and skills on the topic

"Initial information about the structure of matter".

The goals of the teacher during the work:
1) prepare students who are convinced that the new physical knowledge and skills they have learned while studying the topic meet the requirements;
2) to obtain information about whether or not each student has mastered physical knowledge from the educational goal of studying the topic; whether students have learned the activities identified in the development goal.

What is the name of this method of finding the dimensions of small bodies?
3. The slide shows the motion of a Brownian particle. Explain the nature of the motion of this particle. What conclusion did physicists make when observing Brownian motion?
4. What phenomenon occurs in these glasses? (a slide on the topic "diffusion" is shown: glasses with 2 liquids are located by the window and on the battery). How can one explain the difference in the course of this phenomenon in 2 different glasses?
5. This slide shows substances in various states.

Draw models of the structure of these substances.
6. What can you say about the molecules of the same substance? What is the difference between water, ice and water vapor molecules?
7. Look at these two vessels of water (there are 2 vessels of water on the table, one of them is on an electric stove). Simulate the movement of molecules in these 2 vessels at the same time.
8. Explain the physical phenomenon that you observe in the experiment. Why does the lid stick to water? (experiment demonstrating the phenomenon of surface tension is shown).
9. Describe the movement of the molecules of matter in three states.

This test, together with the stage of updating knowledge, will take the entire final lesson, 45 minutes. It covers all the material covered, providing the teacher with objective information about the degree of assimilation of knowledge and skills by students. At the same time, all knowledge is based on specific situations of real life, which makes them understandable and meaningful for the children themselves.
The level of control work is quite high, there are tasks that require serious reflection, therefore, this work must be evaluated, given its complexity and novelty, especially emphasizing the success of students in answering complex questions.

Conclusion

In my work, I fulfilled the set goals, namely, I considered the problem of control in the methodological literature, found out the goals, forms and place of control activities, and also made some of my comments and changes to the understanding of these issues that has developed in the methodological literature.
Also, based on this knowledge, I developed a system of control measures for the topic "Initial information about the structure of matter": a physical dictation, a test and a brief independent work as a form of current control after 3 cycles of knowledge and control work as a final control on the topic.

Being in practice in the 4th year of the institute, I taught the topic
"Initial information about the structure of matter" and carried out the control work developed by me at the end of the study of this topic. Therefore, in conclusion, I would like to dwell on some features of the conduct of this test in my class, as well as its results.

Firstly, it should be said that at first I was afraid to give the guys a control work compiled in this way, because. the tasks presented in it were not only difficult, but also unusual for the children, and it was this novelty that could introduce additional difficulty, as a result of which the results could be lower than actually possible. However, I was sure that the test I had compiled fully met its goals and that it would be able to test the most important knowledge and skills of students during one lesson. Therefore, I decided to nevertheless conduct a final control on the topic in this form, and I tried to remove the difficulty associated with the novelty of some tasks in the lesson by explaining them in detail.

Secondly, it should be said that this test was designed for exactly 45 minutes, taking into account organizational issues at the beginning and end of the lesson, all tasks were also strictly regulated, and I followed this plan during the control. However, we must take into account the fact that although the majority cope with the task in some average time, we cannot count on all students in this way, because. the speed of completing the task, of course, is different for all people, so I came to the conclusion that at the end of the lesson it is necessary to leave 7-8 minutes for the completion of tasks by those students who did not have time to finish them in the allotted time. I want to note that this led to a good result, because. The guys once again looked at their work and corrected some inaccuracies and shortcomings, related not so much to the lack of knowledge, but to the lack of time and the resulting inattention. However, part of the class had already done all the tasks, and therefore I presented task No. 8 in my test as an additional one, deserving a separate mark, and this part of the class was busy with another task for the rest of the time.

Speaking about the results of the test, it should be said that my fears were in vain and most of the guys coped with the tasks for more than
70%, and many of them wrote a test paper for 5. There were also guys who managed to answer an additional question, for which they also received an additional good mark. I was satisfied with the results of the test, because. the material was at the same time within the abilities of the students, and was also so diverse as to allow the teacher to make an objective judgment about the results of mastering the topic by the students.

Bibliography:

1. Enohovich A.S., Shamash S.Ya., Evenchik E.E. Tests in physics in

6-7 grades. (Didactic material). - M.: Enlightenment, 1971.

2. Kabardin O.F., Kabardina S.I., Orlov V.A. Tasks for the final control of knowledge of students in physics in grades 7-11 of secondary school:

didactic material. - M.: Enlightenment, 1994.

3. Kabardin O.F., Kabardina S.I., Orlov V.A. Tasks for monitoring students' knowledge of physics in high school: Didactic material. A guide for teachers. - M.: Enlightenment, 1983.

4. Kabardin O.F., Orlov V.A. Physics. Tests. Grades 7-9: teaching aid. - M.: Bustard, 1997.

5. Primary school: Library of Moscow educational standards. -

Moscow: Education for everyone, 1997.

6. Onoprienko O.V. Testing the knowledge, skills and abilities of students in physics in high school: a book for teachers. - M.: Enlightenment, 1988.

7. Penner D.I., Khudaiberdiev A. Physics. Programmed tasks for grades 6-7. A guide for teachers. - M.: Enlightenment, 1973.

8. Peryshkin A.V., Rodina N.A. Physics: A textbook for the 7th grade of high school.-

10th ed., revised. - M.: Enlightenment, 1989.

9. Postnikov A.V. Checking students' knowledge of physics: grades 6-7.

didactic material. A guide for the teacher. - M.: Enlightenment, 1986.

10. Programs of a comprehensive school. Physics. Astronomy. - M.:

Enlightenment, 1988.

11. Purysheva N.S. Checking and assessing the knowledge, skills and abilities of students in the educational process. - In the book: Methods of teaching a school course in physics, M., Moscow State Pedagogical Institute named after V.I. Lenin, 1979.

12. Razumovsky V.G., Krivoshapova R.F., Rodina N.A. Control of knowledge of students in physics. - M.: Enlightenment, 1982.

13. Samoilenko P.I. Physics tests. - Physics. Weekly supplement to the newspaper "First of September", No. 34, 1995, p. 5, 8.

14. Timokhov I.F. Credit lessons in physics in high school: a guide for teachers. From work experience. - M.: Enlightenment, 1979.

15. Educational standards of Russian schools. State standards of primary general, basic and secondary (complete) general education. Book 2.

Nikandrova, M.N. Lazutova. - M.: TC Sphere, Prometheus, 1998.

16. Evenchik E.E., Shamash S.Ya., Enokhovich A.S., Rumyantsev I.M. Tests in physics in high school. - M.: Enlightenment, 1969.

-----------------------
(see § 1.
(See "Introduction".
See development goals in Chapter 2 §1.
Here and below, see Chapter 2 §1.
All transparencies are taken from the "initial information about the structure of matter" set.

Purpose of testing

The test allows Conduct form - 45 minutes.

Test Structure

View document content
"Final control of knowledge in physics in the 8th grade"

Final control of knowledge in physics in the 8th grade

Purpose of testing: to evaluate the general education of students involved in the program of the basic school (authors: E. M. Gutnik, A. V. Peryshkin - Physics grades 7-9 of the collection: “Programs for educational institutions “Physics” Moscow, Bustard -2004.”), in physics for the 8th grade course, studying according to the textbook "Physics. 8th grade" edited by A.V. Peryshkin. The content of the final work corresponds to the Federal component of the state standard of basic general education in physics.

The test allows check the following activities: understanding the meaning of physical concepts; physical phenomena; physical quantities; physical laws. The ability to solve problems of various levels of complexity, to express units of physical quantities in units of the International System, to apply knowledge in practice. Conduct form test thematic control: in writing. Such a test provides an individual approach, will allow you to quickly and accurately assess the success of each student in mastering the knowledge and skills that meet the mandatory requirements of the curriculum. The test uses a closed and open form of tasks: one of several. This test contains tasks of different difficulty levels. Work time - 45 minutes.

Test Structure: 2 options for the final work with the choice of 1 correct answer, each consists of 14 tasks. In the tasks of part A, you must choose the correct answer; in part B, write down the formula and choose the correct answer; in part C, choose an answer and make a detailed decision.

Test score:

one task from part A - 1 point;

one task from part B - 2 points;

one task from part C - 3 points (with the correct solution of the entire task).

Total 22 points.

Evaluation criteria:

2 points are given if there is a formula and the correct answer is chosen. If one of these conditions is met, then 1 point is given.

3 points are given if the correct solution is given, i.e. a brief condition is written correctly, the SI system, formulas are written, mathematical calculations are performed, the answer is presented.

2 points are given if there is a mistake in writing a brief condition or in the SI system, or there is no numerical calculation, or an error is made in mathematical calculations.

1 point is given if not all the initial formulas necessary for solving the problem are written down or all the formulas are written down, but one of them has a mistake.

1 option

INSTRUCTIONS

Each question has multiple answers, of which only one is correct. In task A, choose the correct answer and circle the number of the selected answer. In tasks B, write down the formula and circle the number of the selected answer. In tasks C, circle the number of the selected answer, and complete the detailed solution on separate sheets.

Part A

1. The internal energy of a lead body will change if:

a) hit it hard with a hammer; b) raise it above the ground;

c) throw it horizontally; d) cannot be changed.

2. What type of heat transfer is observed when a room is heated with a water heating battery?

a) thermal conductivity; b) convection; c) radiation; d) all three methods are the same.

3. What physical quantity is denoted by the letter ƛ and has the dimension of J / kg?

4. In the process of boiling, the temperature of the liquid ...

a) is increasing b) does not change;

c) decreases; d) there is no correct answer.

5. If the bodies repel each other, then this means that they are charged ...

6. Resistance is calculated by the formula:

a) R=I/U; b) R = U/I; c) R = U*I; d) there is no correct formula.

7. From which pole of the magnet do the magnetic field lines come out?

a) from the north; b) from the south; c) from both poles; d) don't come out.

8. If an electric charge moves, then around it exists:

a) only a magnetic field; b) only electric field;

c) both electric and magnetic fields; d) there is no field.

Part B

9. How much heat must be imparted to water weighing 1 kg in order to heat it from 10 ° C to 20 ° C? Specific heat capacity of water 4200 J/kg °C?

a) 21000 J; b) 4200 J; c) 42000 J; d) 2100 J.

10. How much heat will be released in a conductor with a resistance of 1 ohm for 30 seconds at a current of 4 A?

a) 1 J; b) 8 J; c) 120 J; d) 480 J.

11. The work done by the current in 600 seconds is 15000 J. What is the power of the current?

a) 15 W; b) 25 W; c) 150 W; d) 250 W.

12. Two conductors with a resistance of R 1 \u003d 100 Ohms and R 2 \u003d 100 Ohms are connected in parallel. What is their total resistance?

a) 60 ohms; b) 250 Ohm; c) 50 Ohm; d) 100 Ohm.

Part C

13. To heat 3 liters of water from 180 ° C to 1000 ° C, centigrade steam is let into the water. Determine the mass of the steam. (Specific heat of vaporization of water 2.3 J/kg, specific heat capacity of water 4200 J/kg °C, water density 1000 kg/m3).

a) 450 kg; b) 1 kg c) 5 kg; d) 0.45 kg.

14. The voltage in an iron conductor with a length of 100 cm and a cross section of 1 mm2 is 0.3 V. The specific resistance of iron is 0.1 Ohm mm2 / m. Calculate the current in the steel conductor.

a) 10 A; b) 3 A; c) 1 A; d) 0.3 A.

Test in physics student __ 8 "__" class

Last name First name____________________

Option 2

INSTRUCTIONS for completing the final test.

Each question has multiple answers, of which only one is correct. In task A, choose the correct answer and circle the number of the selected answer. In tasks B, write down the formula Make calculations and circle the number of the selected answer. In tasks C, circle the number of the selected answer, and complete the detailed solution on separate sheets.

Part A

1. The internal energy of bodies depends on:

a) mechanical movement of the body; b) body temperature; c) body shape; d) body volume.

2. In what way is the heat from the fire most transferred to the human body?

a) radiation; b) convection; c) thermal conductivity d) all three methods are the same.

3. What physical quantity is denoted by the letter L and has the dimension of J / kg?

a) specific heat capacity; b) specific heat of combustion of fuel;

c) specific heat of fusion; d) specific heat of vaporization.

4. When a solid body melts, its temperature ...

a) is increasing b) decreases; c) does not change; d) there is no correct answer.

5. If charged bodies attract each other, then they are charged ...

a) negatively; b) differently; c) the same name; d) positive.

6. The current strength is calculated by the formula:

a) I = R/U; b) I = U/R. c) I \u003d U * R; d) there is no correct formula.

7. If there is both an electric and a magnetic field around an electric charge, then this charge:

a) is moving b) immobile;

c) the presence of magnetic and electric fields does not depend on the state of charge;

d) magnetic and electric fields cannot exist simultaneously.

8. With a decrease in the current strength in the electromagnet circuit, the magnetic field ...

a) will intensify b) decrease; c) will not change d) there is no correct answer.

.Part B

9. What amount of heat is required to heat a piece of copper weighing 4 kg from

25°C to 50°C? The specific heat capacity of copper is 400 J/kg °C.

a) 8000 J; b) 4000 J; c) 80000 J; d) 40000 J.

10. Determine the energy consumed by a flashlight bulb in 120 seconds if the voltage on it is 2.5 V and the current strength is 0.2 A.

a) 1 J; b) 6 J; c) 60 J; d) 10 J.

11. Calculate the amount of current in the winding of an electric iron if, when it is connected to a 220 V network, it consumes 880 W of power.

a) 0.25 A b) 4 A; c) 2.5 A; d) 10 A.

12. Two conductors with resistance R1 = 150 Ohm and R2 = 100 Ohm are connected in series. What is their total resistance?

a) 60 ohms; b) 250 Ohm; c) 50 Ohm; d) 125 Ohm.

Part C

13. How much energy will be released during crystallization and cooling from the melting point of 327°C to 27°C of a lead plate measuring 2 cm · 5 cm · 10 cm? (The specific heat of crystallization of lead is 0.25 J/kg, the specific heat capacity of lead is 140 J/kg °C, the density of lead is 11300 kg/m3).

a) 15 kJ; b) 2.5 kJ; c) 25 kJ; d) 75 kJ.

14. The current strength in a steel conductor 140 cm long and with a cross-sectional area of 0.2 mm2 is 250 mA. What is the voltage at the ends of this conductor? Resistivity of steel 0.15 ohm mm2/m

a) 1.5 V; b) 0.5 V; c) 0.26 V; d) 3B

1. Scale for converting the number of correct answers into a score on a five-point scale

Number of points scored
Score in points

2. Distribution of tasks on the main topics of the physics course

Subject	Quantity Assignments	Difficulty level
Subject	Quantity Assignments
thermal phenomena

electrical phenomena
Electromagnetic Phenomena
light phenomena

3. Table of distribution of tasks in the final test by difficulty levels

tasks

in the test

№ themes

difficulty level

4. Answers

tasks

response

(1 var)

Answer

(2 var)

Control work verification protocol

8th grade students of MBOU "Secondary School No. 2"

Date: 2018

Teacher: Malinovkina E.B.

Number of students:

Number of students who completed the work:

Completion: 100% Quality: 75% Average score: 4

Job No.

Number of points

Number of students

% completed

Job No.
Number of points
Number of students
% completed

Basic Mistakes

Subject	Number of mistakes
thermal phenomena
Change in the state of aggregation of matter
electrical phenomena
Electromagnetic Phenomena

Full name: Bukharova Galina Yakovlevna - teacher of higher physics

annotation

The purpose of testing is to evaluate the general education of students involved in the program of the main school (authors: E. M. Gutnik, A. V. Peryshkin - Physics grades 7-9 of the collection: "Programs for educational institutions" Physics "Moscow, Bustard -2001" ),

in physics for the 7th grade course, studying according to the textbook "Physics. 7th grade" edited by A.V. Peryshkin. The content of the final work corresponds to the Federal component of the state standard of basic general education in physics. The content of the tasks includes the basic concepts, laws and phenomena necessary for the assimilation of the studied material.

This test can be used at the end of the school year to control students' knowledge. It contains tasks of different difficulty levels. Time to complete the work - 40 minutes. Test structure: 2 variants of the final work with the choice of 1 correct answer, each consists of 20 tasks.

The form of the test thematic control: orally or in writing. Such a test provides an individual approach, will allow you to quickly and accurately assess the success of each student in mastering the knowledge and skills that meet the mandatory requirements of the curriculum.

The test allows you to check the following activities: understanding the meaning of physical concepts; physical phenomena; physical quantities; physical laws. The ability to solve problems of various levels of complexity, to express units of physical quantities in units of the International System, to apply knowledge in practice.

Distribution of tasks on the main topics of the physics course

n/n

Subject

Quantity

Assignments

Difficulty level

1st

2nd

3rd

Physics is the science of nature

Motion

Mass and force

Pressure

work, power, energy

Table of distribution of tasks in the final test by difficulty levels

tasks

in the test

№ themes

difficulty level

1 option

1. Indicate what refers to the concept of "physical body":

2. Light phenomena include

snow melting

loud music

mosquito flight

3. Which of the following instruments would you take to measure water temperature?

beaker
thermometer
speedometer

4. If you put a cucumber in salt water, then after a while it will become salty. Choose a phenomenon that you will definitely have to use when explaining this process:

diffusion

dissolution

heating

5. The speed of uniform rectilinear motion is determined by the formula

v/t

6. Mass is measured in

newtons

kilograms

7. The density of a body with a mass of 10 kg and a volume of 2 m 3 is

8. Gravity is a force

9. Cars are pulled by two diesel locomotives with a force of 250 N and 110 N. What is the force acting on the composition?

10. Strength F 3 - This F 1

gravity F 2

friction force

elastic force

body weight F 3

11. A caterpillar tractor weighing 60,000 N has a bearing area of both tracks of 3 m 2 . Determine the pressure of the tractor on the ground.

12. Indicate the vessel in which the greatest pressure is exerted on the bottom.

13. Is the pressure of the liquid in the left and right vessel the same?1 2

1) Yes, the pressure of the liquid in both vessels is the same
2) No, the fluid pressure in 1 vessel is greater than in 2
3) No, the fluid pressure in vessel 2 is greater than in vessel 1

14. Three bodies of the same volume are immersed in the same liquid. The first body is iron, the second is aluminum and the third is wood. The correct statement is:

a large Archimedean force acts on body No. 1

a large Archimedean force acts on body No. 2

large Archimedean force acts on body No. 3

the same Archimedean force acts on all bodies

1
5. The pressure of the bar is the least 1 2 3

in case 1

in case 2

in case 3

in all cases the same

16. The power developed by a person when climbing stairs for 20 seconds with a work done of 1000J is equal to

17. The SI unit of measure for work is

kilogram (kg)

newton (N)

pascal (Pa)

joule (J)

18. The lever is in balance. The lever arms are 0.1 m and 0.3 m. The force acting on the short arm is 3 N. The force acting on the long arm is

19. The body raised above the table has energy -

potential

kinetic

potential kinetic

20. The speed of the car is 36 km / h. In SI units is

INSTRUCTIONS for completing the final test.

Option 2

1. Indicate what refers to the concept of "substance":

2. Sound phenomena include

snow melting

thunder rolls

Flight of bird

3. Which of the following devices would you take to measure the length of the desk?

beaker
thermometer
speedometer

4. Salting of vegetables occurs

faster in cold brine

faster in hot brine

simultaneously in hot and cold brine

5. The path traveled by the body during uniform rectilinear motion is determined by the formula

v/t

6. To measure body weight use

thermometer

stopwatch

7. The mass of a body with a volume of 5 m 3 and a density of 100 kg / m 3 is

8. Body weight is strength

with which the body is attracted to the earth

with which the body, due to attraction to the Earth, acts on a support or suspension

with which the body acts on another body, causing deformation

arising from the contact of the surfaces of two bodies and preventing movement relative to each other

9. The earth attracts a body weighing 5 kg with a force approximately equal to

10. Strength F 2 - This F 2 F 1

gravity

friction force

elastic force

body weight F 3

11. Barometer shows normal atmospheric pressure. What does it equal?

750 mmHg Art.

12. A person in sea water (density 1030 kg / m 3) at a depth of 3 m experiences approximately pressure:

13. The body sinks if

gravity is equal to the force of Archimedes

gravity is greater than the force of Archimedes

the force of gravity is less than the force of Archimedes

14. There are two balls in a vessel with water: 1-paraffin and 2-glass. Indicate the location of the balls in the water. (density of water 1000kg/m3, paraffin 900kg/m3, glass 2500kg/m3.)

1
5. The pressure of the bar is the greatest 1 2 3

in case 1

in case 2

in case 3

in all cases the same

16. The work done by a person when lifting a load weighing 6N to a height of 2 meters is equal to

17. The unit of power in SI is

kilogram (kg)

pascal (Pa)
joule (J)
newton (N)

18. The lever is in balance. The force acting on the lever is 3 N and 5 N. The arm on which the greater force acts is 0.3 m. The smaller arm is

19. The spring of a wound clock has energy -

potential

kinetic

potential and kinetic

20. The speed of the car is 108 km / h. In SI units is

ANSWERS

Final test Grade 7

tasks

response

(1 var)

Answer

(2 var)

SCALE

to convert the number of correct answers into a score on a five-point scale

Number of correct answers

Score in points

Final control of knowledge in physics

in 7th grade

Since 2006, in the regions of the Russian Federation, as part of the creation of the All-Russian system for assessing the quality of education, state (final) certification of 9th grade graduates has been carried out in a new form. The introduction of a new exam model for graduates of the basic school into practice is dictated by the need to improve the forms of final control, taking into account the principle of variability. The task of creating a new model of the exam is especially relevant in connection with the convergence of specialized education in secondary schools, which allows to take into account the interests, inclinations and abilities of students more fully and requires objective grounds for enrolling students in classes of various profiles.

The purpose of the system for assessing the quality of education within the framework of a comprehensive project for the modernization of education is to obtain objective information on the degree of compliance of educational results and the conditions for their achievement with the requirements determined by state and social standards.

The developed control measuring materials are a written work (standard, summative, final test).

The purpose of testing is to evaluate the general educational preparation of students in physics for the 7th grade course, studying according to the curriculum developed by the authors Yu.I. Dik, A.A. Pinsky, V.F. Shilov, according to the textbook "Physics. Grade 7" edited by A. A. Pinsky, V. G. Razumovsky.

The content of the final work corresponds to the Federal component of the state standard of basic general education in physics (Order of the Ministry of Education of Russia dated March 05, 2004 No. 1089 "On approval of the Federal component of state educational standards of general, basic general and secondary (complete) general education.") The content of the tasks includes all the basic concepts, laws and phenomena necessary for assimilation. In this regard, this test can be used at the end of the academic year to control the knowledge of students who are studying in other textbooks in physics.

The developed pedagogical test in physics is a system of tasks of different levels of complexity and a specific form, which makes it possible to qualitatively assess the structure and measure the level of knowledge.

The variant of the final work consists of 20 tasks with a choice of answers.

Time to complete the work - 40 minutes.

The final test is designed based on the need for verification next activities:

Possession of the basic conceptual apparatus of the school course of physics:
Understanding the meaning of concepts: physical phenomenon, physical law, substance, interaction;
Understanding the meaning of physical phenomena: uniform rectilinear motion, pressure transfer by liquids and gases, floating of bodies, diffusion;
Understanding the meaning of physical quantities: path, speed, mass, density, force, pressure, work, power, efficiency, kinetic and potential energy;
Understanding the meaning of physical laws: Pascal, Archimedes, conservation of mechanical energy;
Possession of the basics of knowledge about the methods of scientific knowledge.
Ability to solve problems of various levels of complexity.
Ability to practically apply physical knowledge: use of simple mechanisms in everyday life;
Ability to express units of physical quantities in units of the International System.

INSTRUCTIONS

for 7th grade students to complete the final test

The test consists of 20 tasks. It takes 40 minutes to complete.

You are allowed to use a calculator during the test.

Acceleration of gravity g should be assumed equal to 10 m/s 2 .

If the task cannot be completed immediately, move on to the next one.

If there is time, return to the missed tasks.

Each question has multiple answers, of which only one correct answer.

Choose the correct answer and circle number of the selected answer.

If you made a mistake and marked the wrong answer, then do this: cross out the originally marked number, and circle the newly selected answer again.

We wish you success!

Final test (per year) Grade 7

1. Physical body means word

airplane
boiling

2. Light phenomena are

snow melting
thunder rolls
dawn
fly of butterfly

3. Pickling of cucumbers takes place

faster in cold brine
faster in hot brine
simultaneously in hot and cold brine

4. The speed of the Earth around the Sun is 108,000 km/h in SI units is

30,000 m/s
1,800,000 m/s
108 m/s
30 m/s

5. The speed of uniform rectilinear motion is determined by the formula 6. Body weight is strength

with which the body is attracted to the earth
with which the body, due to attraction to the Earth, acts on a support or suspension
with which the body acts on another body, causing deformation
arising from the contact of the surfaces of two bodies and preventing movement relative to each other

7. Force F 3 - This

gravity
friction force
elastic force
body weight

8. The earth pulls a body of mass 2 kg towards itself with a force approximately equal to 9. Bar pressure

largest in case 1
largest in case 2
largest in case 3
in all cases the same

10. A person in sea water (density 1030 kg / m 3) at a depth of 2 m experiences approximately pressure:

206 Pa
20 600 Pa
2060 Pa
206 000 Pa

11. Three bodies of the same volume are immersed in the same liquid.

The first body is steel, the second is aluminum, the third is wood.

The correct statement is

a large Archimedean force acts on body No. 1
a large Archimedean force acts on body No. 2
large Archimedean force acts on body No. 3
the same Archimedean force acts on all bodies

12. Weight of a load suspended at a point With, equal to 60 N.

In order for the lever to be in balance, at the end of the lever at the point BUT need to hang a weight

120 N

13. The power developed by a person when climbing stairs for 40 s with a work done of 2000 J is equal to

80 kW
80 W
50 W
500 W

14. The mass of a body with a volume of 2 m 3 and a density of 5 kg / m 3 is

0.4 kg
2.5 kg
10 kg
100 kg

15. The body sinks if

gravity is equal to the force of Archimedes
gravity is greater than the force of Archimedes
the force of gravity is less than the force of Archimedes

16. The principle of operation of a spring dynamometer is based on

on condition of equilibrium of the lever
on the dependence of the elastic force on the degree of deformation of the body
on the change in atmospheric pressure with height
on thermal expansion of liquids

17. The type of simple mechanism to which the ramp belongs is -

movable block
fixed block
lever arm
inclined plane

18. The SI unit of measure for work is

kilogram (kg)
watt (W)
pascal (Pa)
joule (J)
newton (N)

19. Used to measure body weight

barometer - aneroid
thermometer
stopwatch

20. Mass is measured in

newtons
kilograms
joules

Application No. 3

ANSWERS
Final test Grade 7

№ tasks	1	2	3	4	5	6	7	8	9	10	11	12	13	14	15	16	17	18	19	20
№ response	2	3	2	1	1	2	3	3	2	2	4	4	3	3	2	2	4	2	4	3

SCALE

to convert the number of correct answers into a score on a five-point scale

Portal for the student. Self-training

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