Profile training in physics, taking into account the chosen profession. Practice report: Methodology for studying the dynamics of a rigid body in the course of physics of a specialized secondary school

Physics as a science of the most general laws of nature, acting as a school subject, makes a significant contribution to the system of knowledge about the surrounding world. It reveals the role of science in the economic and cultural development of society, contributes to the formation of a modern scientific worldview. Solving problems in physics is a necessary element of educational work. Problems provide material for exercises that require the application of physical laws to phenomena occurring in certain specific conditions. Tasks contribute to a deeper and more solid assimilation of physical laws, the development of logical thinking, ingenuity, initiative, will and perseverance in achieving the goal, arouse interest in physics, help acquire independent work skills and serve as an indispensable tool for developing independence in judgments. In the process of completing tasks, students are directly faced with the need to apply the acquired knowledge of physics in life, they are more deeply aware of the connection between theory and practice. This is one of the important means of repetition, consolidation and testing of students' knowledge, one of the main methods of teaching physics.

The educational practice "Methods for solving physical problems" was developed for 9th grade students as part of pre-profile training.

Training practice is designed for 34 hours. The choice of the topic is due to the importance and demand, in connection with the transition of schools to specialized education. Students already in basic school must make an important choice for their future fate, the choice of a profile or type of future professional activity. The practical significance, applied orientation, invariance of the studied material are designed to stimulate the development of the cognitive interests of schoolchildren and contribute to the successful development of the system of previously acquired knowledge and skills in all areas of physics.

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"Agreed" "Approve"

Working programm

educational practice

in physics

for grade 9

"Solution Methods

Physical tasks"

2014-2015 academic year

35 hours

Soviet

2014

Practice Program

(34 hours, 1 hour per week)

Explanatory note

Basic goals educational practice:

Tasks educational practice:

elevated level.

Expected Resultseducational practice:

As a result of studying
know/understand
be able to

UMK.

Section "Introduction"

Section "Thermal phenomena"

Section "Optics"

Section "Kinematics"

Section "Dynamics"

Section "Laws of conservation."

Kinematics. (4 hours)

Dynamics. (8 ocloc'k)

Balance of bodies (3 hours)

Conservation laws. (8 ocloc'k)

Optics (1)

	subject	Number of hours.
	Task classification
	Kinematics
	Dynamics
	Body balance
	Conservation laws
	thermal phenomena
	electrical phenomena.
VIII	Optics
	Total hours

educational materialeducational practice

p/p	Topic	Kind of activity	The date. according to plan	fact
	Classification of tasks (2 hours)
		Lecture	4.09.	4.09.
		Combined lesson	11.09	11.09	the formation of skills to perceive, process and present information in verbal, figurative, symbolic forms, analyze and process the information received in accordance with the tasks set, highlight the main content of the read text, find answers to the questions posed in it and state it; compare, search for additional information,
	Kinematics (4)
		Practical lesson	18.09	18.09
		Practical lesson	25.09	25.09	formulate and implement the stages of problem solving
		Practical lesson	2.10	2.10	gaining experience in self-calculation of physical quantities structure texts, including the ability to highlight the main and secondary, the main idea of the text, build a sequence of events; formulate and implement the stages of problem solving
		Practical lesson	9.10		formulate and implement the stages of problem solving
	Dynamics (8)
		Practical lesson	16.10		formulate and implement the stages of problem solving
		Lecture	21.10		the formation of skills to perceive, process and present information in verbal, figurative, symbolic forms, analyze and process the information received in accordance with the tasks set, highlight the main content of the read text, find answers to the questions posed in it and state it; compare, search for additional information,
		Practical lesson	28.10		formulate and implement the stages of problem solving
10 4		Practical lesson			formulate and implement the stages of problem solving
11 5		Practical lesson			formulate and implement the stages of problem solving
12 6		Practical lesson			formulate and implement the stages of problem solving
13 7		Lecture			the formation of skills to perceive, process and present information in verbal, figurative, symbolic forms, analyze and process the information received in accordance with the tasks set, highlight the main content of the read text, find answers to the questions posed in it and state it; compare, search for additional information,
14 8		Practical lesson			formulate and implement the stages of problem solving
	Balance of bodies (3 hours)				formulate and implement the stages of problem solving
15 1		Practical lesson			formulate and implement the stages of problem solving
16 2	(Test work.)	Practical lesson			formulate and implement the stages of problem solving
17 3		Practical lesson			formulate and implement the stages of problem solving
	Conservation laws (8)				formulate and implement the stages of problem solving
18 1		Practical lesson			formulate and implement the stages of problem solving
19 2		Lecture			the formation of skills to perceive, process and present information in verbal, figurative, symbolic forms, analyze and process the information received in accordance with the tasks set, highlight the main content of the read text, find answers to the questions posed in it and state it; compare, search for additional information,
20 3		Practical lesson			formulate and implement the stages of problem solving
21 4		Practical lesson			formulate and implement the stages of problem solving
22 5		Practical lesson			formulate and implement the stages of problem solving
23 6		Lecture			the formation of skills to perceive, process and present information in verbal, figurative, symbolic forms, analyze and process the information received in accordance with the tasks set, highlight the main content of the read text, find answers to the questions posed in it and state it; compare, search for additional information,
24 7		Practical lesson			formulate and implement the stages of problem solving
25 8		Practical lesson			formulate and implement the stages of problem solving
	Thermal phenomena (4)				formulate and implement the stages of problem solving
26 1	Problem solving for thermal events.	Practical lesson			gaining experience in self-calculation of physical quantities structure texts, including the ability to highlight the main and secondary, the main idea of the text, build a sequence of events; formulate and implement the stages of problem solving
27 2		Practical lesson			formulate and implement the stages of problem solving
28 3	Problem solving. Air humidity.	Practical lesson
29 4		Practical lesson			formulate and implement the stages of problem solving.
	electrical phenomena. (4)
30 1		Practical lesson
31 2		Practical lesson			formulate and implement the stages of problem solving.
32 3		Practical lesson			formulate and implement the stages of problem solving.
33 4	efficiency of electrical installations.	Practical lesson			formulate and implement the stages of problem solving.
	Optics (1)				formulate and implement the stages of problem solving. gaining experience in self-calculation of physical quantities structure texts, including the ability to highlight the main and secondary, the main idea of the text, build a sequence of events;
34 1		Practical lesson			formulate and implement the stages of problem solving.

Literature for the teacher.

Literature for students.

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Municipal budgetary educational institution

secondary school №1g. Soviet

"Agreed" "Approve"

Deputy Director for Educational Work Director of MBOUSOSH No. 1, Sovietsky

T.V.Didich ________________A.V. Bricheev

« » August 2014 « » August 2014

Working programm

educational practice

in physics

for grade 9

"Solution Methods

Physical tasks"

2014-2015 academic year

Teacher: Fattakhova Zulekha Khamitovna

The program is designed in accordance with

1. Exemplary programs in subjects. Physics 7-9 M.: Education. 2011. Russian Academy of Education. 2011. (New generation standards.)

2..Orlov V.L. Saurov Yu, A, “Methods for solving physical problems” (Program of elective courses. Physics. Grades 9-11. Profile education.) compiler Korovin V.A.. Moscow 2005

3. Programs for educational institutions. Physics. Astronomy. 7 - 11 grades. / comp. V.A. Korovin, V.A. Orlov. - M .: Bustard, 2004

The number of hours according to the curriculum for the 2014-2015 academic year: 35 hours

Considered at a meeting of the school methodological council

Soviet

2014

Practice Program

“Methods for solving physical problems”

(34 hours, 1 hour per week)

Explanatory note

The educational practice "Methods for solving physical problems" was developed for 9th grade students as part of pre-profile training.

Basic goals educational practice:

Deep assimilation of the material by mastering various rational methods for solving problems.

Activation of independent activity of students, activation of cognitive activity of students.

Assimilation of fundamental laws and physical concepts in their relatively simple and significant applications.

Introduction to the skills of physical thinking through problem situations, when an independent solution of a problem or analysis of a demonstration serves as a motivated basis for further consideration.

Improving the methods of research activities of students in the process of performing experimental tasks, in which familiarity with new physical phenomena precedes their subsequent study.

The combination of the general educational orientation of the course with the creation of a basis for continuing from education in high school.

Creation of positive motivation for teaching physics at the profile level. Improving the information and communicative competence of students.

Self-determination of students regarding the profile of education in high school.

Tasks educational practice:

1. Expansion and deepening of students' knowledge of physics

2. Clarification of the student's ability and readiness to master the subject on

elevated level.

3. Creation of a basis for further training in a specialized class.

The educational practice program expands the program of the school physics course, while focusing on the further improvement of the knowledge and skills already acquired by students. To do this, the program is divided into several sections. The first section introduces students to the concept of "task", introduces the various aspects of working with tasks. When solving problems, special attention is paid to the sequence of actions, the analysis of physical phenomena, the analysis of the result obtained, and the solution of problems according to the algorithm.

When studying the first and second sections, it is planned to use various forms of classes: a story, a conversation with students, a speech by students, a detailed explanation of examples of problem solving, group setting of experimental problems, individual and group work on compiling problems, acquaintance with various collections of problems. As a result, students should be able to classify problems, be able to compose simple problems, and know the general algorithm for solving problems.

When studying other sections, the main attention is paid to the formation of skills for independently solving problems of various levels of complexity, the ability to choose a rational way of solving, and applying a solution algorithm. The content of the topics is chosen so as to form the main methods of this physical theory when solving problems. In the classroom, collective and group forms of work are supposed: setting, solving and discussing problem solving, preparing for the Olympiad, selecting and compiling problems, etc. As a result, students are expected to reach the theoretical level of problem solving: solving according to an algorithm, mastering the basic techniques solutions, modeling of physical phenomena, self-control and self-assessment, etc.

The program of educational practice involves learning to solve problems, since this type of work is an integral part of a full-fledged study of physics. One can judge the degree of understanding of physical laws by the ability to consciously apply them in the analysis of a specific physical situation. Usually, the greatest difficulty for students is the question “where to start?”, i.e., not the use of physical laws itself, but the choice of which laws and why should be applied in the analysis of each specific phenomenon. This ability to choose a way to solve a problem, i.e., the ability to determine which physical laws describe the phenomenon under consideration, just testifies to a deep and comprehensive understanding of physics. A deep understanding of physics requires a clear awareness of the degree of generality of various physical laws, the limits of their application, and their place in the overall physical picture of the world. So having studied mechanics, students should understand that the application of the law of conservation of energy makes it much easier to solve the problem, and also when it is impossible in other ways.

An even higher degree of understanding of physics is determined by the ability to use the methodological principles of physics, such as the principles of symmetry, relativity, and equivalence, when solving problems.

The educational practice program involves teaching students the methods and means of finding a way to solve problems. As a result of studying the elective course, students should learn how to apply algorithms for solving problems of kinematics, dynamics, the laws of conservation of momentum and energy, divide the problem into subtasks, reduce a complex problem to a simpler one, and master the graphical method of solving. And also to provide students with the opportunity to satisfy their individual interest while familiarizing them with the main trends in the development of modern science, thereby contributing to the development of versatile interests and orientation towards the choice of physics for further study in a specialized school.

Expected Resultseducational practice:

in the field of subject competence- general understanding of the essence of physical science; physical task;

in the field of communicative competence- students mastering the forms of problematic communication (the ability to correctly express their point of view, accompanying with examples, draw conclusions, generalizations);

in the field of social competence- development of interaction skills through group activities, work in pairs of constant and variable composition when performing various tasks.

in the field of competence of self-development- stimulation of the need and ability for self-education, personal goal-setting.
As a result of studyingeducational practice in physics "Methods for solving physical problems" the student must:
know/understand
- the meaning of the physical laws of classical mechanics, universal gravitation, conservation of energy and momentum, mechanical vibrations and waves
be able to
- solve problems on the application of the studied physical laws by various methods
use the acquired knowledge and skills in practical activities and everyday life for:
conscious self-determination of the student regarding the profile of further education.

UMK.

1. Orlov V.L. Saurov Yu, A, “Methods for solving physical problems” (Program of elective courses. Physics. Grades 9-11. Profile education.) compiler Korovin V.A.. Moscow 2005

2. Programs for educational institutions. Physics. Astronomy. 7 - 11 grades. / comp. V.A. Korovin, V.A. Orlov. - M .: Bustard, 2004

3. Rymkevich A.P. Physics. Task book. Grades 10 - 11: A manual for general education studies. Institutions. – M.: Bustard, 2002.

4. Physics. Grade 9: didactic materials / A.E. Maron, E.A. Maroon. – M.: Bustard, 2005.

5. Peryshkin A.V., Gutnik E.M. Physics. Grade 9: Proc. for general education educational institutions. – M.: Bustard, 2006.

The program is consistent with the content of the program of the basic physics course. It orients the teacher to the further improvement of the already acquired knowledge and skills of students, as well as to the formation of in-depth knowledge and skills. To do this, the entire program is divided into several sections.

Section "Introduction""- is largely theoretical in nature. Here, students get acquainted with the minimum information about the concept of "task", realize the importance of tasks in life, science, technology, get acquainted with various aspects of working with tasks. In particular, they should know the basic techniques for compiling tasks, be able to classify the task according to three or four bases.

Section "Thermal phenomena"- Includes the following basic concepts: internal energy, heat transfer, work as a way to change internal energy, thermal conductivity, convection, amount of heat, specific heat capacity of a substance, specific heat of combustion of fuel, melting and crystallization temperature, specific heat of melting and vaporization. Formulas: to calculate the amount of heat when the body temperature changes, fuel combustion, changes in the aggregate states of matter. Application of the studied thermal processes in practice: in thermal engines, technical devices and devices.

When working with the tasks of this section, attention is systematically paid to worldview and methodological generalizations: the needs of society in setting and solving problems of practical content, problems in the history of physics, the importance of mathematics for solving problems, familiarization with the system analysis of physical phenomena in solving problems. When selecting tasks, it is necessary to use, perhaps more broadly, tasks of various types. The main thing in this case is the development of students' interest in solving problems, the formation of a certain cognitive activity in solving a problem. Students must learn the ability to read graphs of changes in body temperature during heating, melting, vaporization, solve qualitative problems using knowledge of the methods of changing internal energy and various methods of heat transfer, find the values of the specific heat of a substance, the specific heat of combustion of fuel, the specific heat of melting and vaporization from the table . Particular attention should be paid to energy transformations, showing that the performance of mechanical work by a heat engine is associated with a decrease in the internal energy of the working fluid (steam, gas). Tasks on this topic can be used for the purpose of polytechnic education of students.

Section "Electrical Phenomena"- Tasks on this topic should help form the concepts of electric current and electrical quantities (current I, voltage U and resistance R), as well as teach students how to calculate simple electrical circuits. The main attention is paid to problems on Ohm's law and calculations of the resistance of conductors depending on the material, their geometric dimensions (length L and cross-sectional area S) and connection methods, considering series, parallel, and also mixed connection of conductors. It is important to teach students to understand electrical circuit diagrams and find branching points in the case of parallel connections. Students should learn to draw equivalent circuits, i.e. diagrams in which the connections of conductors are more clearly visible. Solving problems for various methods of calculating the resistance of complex electrical circuits. Solving problems of various types on the description of electrical circuits of direct electric current using Ohm's law, the Joule-Lenz law. Statement and solution of frontal experimental problems to determine the change in instrument readings when the resistance of certain sections of the circuit changes, to determine the resistance of sections of the circuit, etc.

In the topic "Work and current power" there are very great opportunities for considering and solving experimental problems: electric incandescent lamps, household appliances, electric meters are easy to demonstrate, take their readings, passport data and find the necessary values from them.

When solving problems, students must acquire the skills to calculate the work and power of the current, the amount of heat released in the conductor, and learn how to calculate the cost of electricity. Students must know the basic formulas by which they calculate the work of the current A \u003d IUt, the current power P \u003d IU, the amount of heat released in the conductor when the current passes through it Q \u003d IUt (J).

When solving problems, the main attention is paid to the formation of skills to solve problems, to the accumulation of experience in solving problems of varying difficulty. The most general point of view is being developed on the solution of the problem as on the description of one or another physical phenomenon by physical laws.

Section "Optics" - Includes basic concepts: straightness of light propagation, speed of light, reflection and refraction of light, focal length of the lens, optical power of the lens. Laws of reflection and refraction of light. Skills of practical application of basic concepts and laws in the studied optical devices. Basic skills: to receive images of an object using a lens. Construct an image of an object in a flat mirror and in a thin lens. Solve qualitative and computational problems on the laws of light reflection, on the application of the lens formula, on the path of rays in optical systems, the design and operation of optical devices.

Section "Kinematics"- When studying kinematics, a significant place is given to familiarization with practical methods for measuring speed and various methods for assessing the accuracy of measurement, methods for constructing and analyzing graphs of the laws of motion are considered.

On the topic of uneven movement, problems are solved in which they investigate or find quantities that characterize uneven movement: trajectory, path, movement, speed and acceleration. Of the various types of non-uniform motion, only uniform motion is considered in detail. The topic is completed by solving problems about movement in a circle: in these problems, the main attention is paid to calculating the angle of rotation; angular velocity or period of rotation; linear (district) speed; normal acceleration.

To solve problems, it is important that students firmly grasp and be able to use the relationship between the linear and angular speed of uniform rotational motion: It is also necessary to pay attention to students' understanding of the formulas

Section "Dynamics"- The knowledge gained by students about various types of motion, Newton's laws and forces allows solving the main problems of dynamics: studying the motion of a material point, determine the forces acting on it; by known forces to find acceleration, speed and position of a point at any moment of time.

Based on the students' knowledge of the kinematics of uniformly variable motion, they first solve the problem of the rectilinear motion of bodies under the action of a constant force, including gravity. These tasks make it possible to clarify the concepts of gravity, weight, and weightlessness. As a result, students must firmly grasp that weight is the force with which a body in a gravitational field presses on a horizontal support or stretches a suspension. The force of gravity is the force with which the body is attracted to the Earth.

Then they move on to problems of curvilinear motion, where the main attention is paid to the uniform motion of bodies in a circle, including the motion of planets and artificial satellites in circular orbits.

In the section "Dynamics" it is necessary to pay special attention to the fact that there are two main problems of mechanics - direct and inverse. The need to solve the inverse problem of mechanics - the definition of the law of forces is illustrated by the example of the discovery of the law of universal gravitation. Students are given the concept of the classical principle of relativity in the form of the statement that in all inertial frames of reference all mechanical phenomena proceed in the same way.

Section "Statics. Equilibrium of rigid bodies"- In this topic, first solve problems designed to give students the skills of addition and decomposition of forces. Based on the knowledge gained by students in the 7th grade, they solve several problems on the addition of forces acting along one straight line. Then the main attention is paid to solving problems on the addition of forces acting at an angle. In this case, the operation of the addition of forces, although important in itself, should still be considered as a means for clarifying the conditions under which bodies can be in equilibrium or relative rest. The study of methods of decomposition of forces also serves the same purpose. According to Newton's first and second laws, for the equilibrium of a material point, it is necessary that the geometric sum of all forces applied to it be equal to zero. The general technique for solving problems is that they indicate all the forces applied to the body (material point) and then, by adding or expanding them, they find the desired values.

As a result, it is necessary to bring students to an understanding of the general rule: a rigid body is in equilibrium if the resultant of all forces acting on it and the sum of the moments of all forces are equal to zero.

Section "Laws of conservation."- In this section, the laws of conservation of momentum, energy and angular momentum are introduced not as a consequence of the laws of dynamics, but as independent fundamental laws.

Tasks on this topic should contribute to the formation of the most important physical concept of "energy". First, they solve - problems about the potential energy of bodies, taking into account the information received by students in grade VII, and then - problems about kinetic energy. When solving problems about potential energy, you need to pay attention to the fact that the value of potential energy is determined relative to the level conventionally taken as zero. Usually this is the level of the Earth's surface.

Students should also remember that WP = mgh is an approximation, as g changes with height. Only for small values of h compared to the radius of the Earth, g can be considered a constant value. The kinetic energy determined by the formula also depends on the reference frame in which the speed is measured. Most often, the reference system is associated with the Earth.

The general criterion for whether a body has kinetic or potential energy should be the conclusion about the possibility of doing work by it, which is a measure of the change in energy. Finally, they solve problems about the transition of one type of mechanical energy to another, which lead students to the concept of the law of conservation and transformation of energy.

After that, the main attention is paid to problems on the law of conservation of energy in mechanical processes, including the operation of simple mechanisms. Combined problems using the law of conservation of energy are an excellent means of repeating many sections of kinematics and dynamics.

Applications of conservation laws to the solution of practical problems are considered on the examples of jet propulsion, equilibrium conditions for systems of bodies, lift force of an aircraft wing, elastic and inelastic collisions of bodies, principles of operation of simple mechanisms and machines. Particular attention is paid to the conditions for applying conservation laws in solving problems in mechanics.

Physical task. Classification of tasks. (2 hours)

What is a physical task. The composition of the physical problem. Physical theory and problem solving. The value of tasks in learning and life. Classification of physical problems by content, method of assignment and solution. Examples of tasks of all kinds. Compilation of physical problems. Basic requirements for the preparation of tasks. General requirements for solving physical problems. Stages of solving a physical problem. Working with task text. Analysis of a physical phenomenon; formulation of the solution idea (solution plan). Implementation of the plan for solving the problem. Analysis of the solution and its significance. Making a decision. Typical shortcomings in solving and designing a solution to a physical problem. Studying examples of problem solving. Various techniques and solutions: algorithms, analogies, geometric techniques. Dimensional method, graphic solution, etc.

Kinematics. (4 hours)

Coordinate method for solving problems in kinematics. Types of mechanical movements. Way. Speed. Acceleration. Description of uniform rectilinear motion and uniformly accelerated rectilinear motion by the coordinate method. Relativity of mechanical motion. Graphical method for solving problems in kinematics. Circular movement.

Dynamics. (8 ocloc'k)

Solving problems on the basic laws of dynamics: Newton, the law for gravity, elasticity, friction, resistance. Solving problems on the movement of a material point under the action of several forces.

Balance of bodies (3 hours)

Problems on the addition of forces acting in one straight line. Solving problems on the addition of forces acting at an angle. static elements. Lever arm. Lever equilibrium condition. Blocks. The golden rule of mechanics.

Conservation laws. (8 ocloc'k)

Classification of problems in mechanics: solving problems by means of kinematics, dynamics, using conservation laws. Problems on the law of conservation of momentum. Tasks to determine work and power. Tasks on the law of conservation and transformation of mechanical energy. Solving problems in several ways. Drawing up tasks for given objects or phenomena. Mutual verification of the tasks to be solved. Solving olympiad problems.

Fundamentals of thermodynamics. (4 hours)

Thermal phenomena - internal energy, heat transfer, work as a way to change internal energy, thermal conductivity, convection, amount of heat, specific heat capacity of a substance, specific heat of combustion of fuel, melting and crystallization temperature, specific heat of melting and vaporization. Calculation of the amount of heat when the body temperature changes, fuel combustion, changes in the aggregate states of matter. Application of the studied thermal processes in practice: in heat engines, technical devices and devices

pressure in a liquid. Pascal's law. Law of Archimedes.

electrical phenomena. (4 hours)

Current strength, voltage, resistance of conductors and connection methods, considering series, parallel, as well as mixed connection of conductors. Ohm's law, Joule-Lenz law. Work and current power, the amount of heat released in the conductor, Calculation of the cost of electricity.

Optics (1)

Rectilinear propagation of light, speed of light, reflection and refraction of light, focal length of the lens, optical power of the lens. Laws of reflection and refraction of light. Construct an image of an object in a flat mirror and in a thin lens. Qualitative and computational tasks on the laws of light reflection, on the application of the lens formula,

Educational and thematic planning.

	subject	Number of hours.
	Task classification
	Kinematics
	Dynamics
	Body balance
	Conservation laws
	thermal phenomena
	electrical phenomena.
VIII	Optics
	Total hours

Calendar-thematic planning

educational materialeducational practice

p/p	Topic	Kind of activity	The date. according to plan	fact	The main activities of the student (at the level of educational activities)
	Classification of tasks (2 hours)
	What is a physical task. The composition of the physical problem.	Lecture	4.09.	4.09.	the formation of skills to perceive, process and present information in verbal, figurative, symbolic forms, analyze and process the information received in accordance with the tasks set, highlight the main content of the read text, find answers to the questions posed in it and state it; compare, search for additional information,
	Classification of physical problems, Algorithm for solving problems.	Combined lesson	11.09	11.09	the formation of skills to perceive, process and present information in verbal, figurative, symbolic forms, analyze and process the information received in accordance with the tasks set, highlight the main content of the read text, find answers to the questions posed in it and state it;
	Kinematics (4)
	Rectilinear uniform motion. Graphic representations of movement.	Practical lesson	18.09	18.09	gaining experience in self-calculation of physical quantities structure texts, including the ability to highlight the main and secondary, the main idea of the text, build a sequence of events; formulate and implement the stages of problem solving
	Algorithm for solving problems at an average speed.	Practical lesson	25.09	25.09	formulate and implement the stages of problem solving
	Acceleration. Equal-variable motion	Practical lesson	2.10	2.10	gaining experience in self-calculation of physical quantities structure texts, including the ability to highlight the main and secondary, the main idea of the text, build a sequence of events; formulate and implement the stages of problem solving
	Graphical representation of the throttle. Graphical way of solving problems.	Practical lesson	9.10		formulate and implement the stages of problem solving
	Dynamics (8)
	Solving problems on Newton's laws by algorithm.	Practical lesson	16.10		formulate and implement the stages of problem solving
	Coordinate method for solving problems. The weight of the moving body.	Lecture	21.10		the formation of skills to perceive, process and present information in verbal, figurative, symbolic forms, analyze and process the information received in accordance with the tasks set, highlight the main content of the read text, find answers to the questions posed in it and state it; compare, search for additional information,
	Coordinate method for solving problems. Movement of connected bodies.	Practical lesson	28.10		formulate and implement the stages of problem solving
10 4	Problem solving: free fall.	Practical lesson			formulate and implement the stages of problem solving
11 5	Problem solving coordinate method: movement of bodies on an inclined plane.	Practical lesson			formulate and implement the stages of problem solving
12 6	The movement of a body thrown at an angle to the horizon.	Practical lesson			formulate and implement the stages of problem solving
13 7	Characteristics of the movement of bodies in a circle: angular velocity.	Lecture			the formation of skills to perceive, process and present information in verbal, figurative, symbolic forms, analyze and process the information received in accordance with the tasks set, highlight the main content of the read text, find answers to the questions posed in it and state it; compare, search for additional information,
14 8	Movement in the gravitational field. space speed	Practical lesson			formulate and implement the stages of problem solving
	Balance of bodies (3 hours)				formulate and implement the stages of problem solving
15 1	Center of gravity. Conditions and types of equilibrium.	Practical lesson			formulate and implement the stages of problem solving
16 2	Solving problems to determine the characteristics of equilibrium. (Test work.)	Practical lesson			formulate and implement the stages of problem solving
17 3	Analysis of work and analysis of difficult tasks.	Practical lesson			formulate and implement the stages of problem solving
	Conservation laws (8)				formulate and implement the stages of problem solving
18 1	Force impulse. Solving problems on Newton's second law in impulsive form.	Practical lesson			formulate and implement the stages of problem solving
19 2	Solving problems on the law of conservation of momentum.	Lecture			the formation of skills to perceive, process and present information in verbal, figurative, symbolic forms, analyze and process the information received in accordance with the tasks set, highlight the main content of the read text, find answers to the questions posed in it and state it; compare, search for additional information,
20 3	work and power. mechanism efficiency.	Practical lesson			formulate and implement the stages of problem solving
21 4	Potential and kinetic energy. Problem solving.	Practical lesson			formulate and implement the stages of problem solving
22 5	Solving problems by means of kinematics and dynamics using conservation laws.	Practical lesson			formulate and implement the stages of problem solving
23 6	pressure in a liquid. Pascal's law. The power of Archimedes.	Lecture			the formation of skills to perceive, process and present information in verbal, figurative, symbolic forms, analyze and process the information received in accordance with the tasks set, highlight the main content of the read text, find answers to the questions posed in it and state it; compare, search for additional information,
24 7	Solving hydrostatic problems with elements of statics in a dynamic way.	Practical lesson			formulate and implement the stages of problem solving
25 8	Test work on the topic Laws of conservation.	Practical lesson			formulate and implement the stages of problem solving
	Thermal phenomena (4)				formulate and implement the stages of problem solving
26 1	Problem solving for thermal events.	Practical lesson			gaining experience in self-calculation of physical quantities structure texts, including the ability to highlight the main and secondary, the main idea of the text, build a sequence of events; formulate and implement the stages of problem solving
27 2	Problem solving. Aggregate states of matter.	Practical lesson			formulate and implement the stages of problem solving
28 3	Problem solving. Air humidity.	Practical lesson			formulate and implement the stages of problem solving.
29 4	Problem solving. Definition of a Rigid Body. Hooke's law.	Practical lesson			formulate and implement the stages of problem solving.
	electrical phenomena. (4)
30 1	Laws of types of connection of conductors.	Practical lesson			formulate and implement the stages of problem solving. gaining experience in self-calculation of physical quantities structure texts, including the ability to highlight the main and secondary, the main idea of the text, build a sequence of events;
31 2	Ohm's law. Resistance of conductors.	Practical lesson			formulate and implement the stages of problem solving.
32 3	Work and power of electric current. Joule-Lenz law.	Practical lesson			formulate and implement the stages of problem solving.
33 4	efficiency of electrical installations.	Practical lesson			formulate and implement the stages of problem solving.
	Optics (1)				formulate and implement the stages of problem solving. gaining experience in self-calculation of physical quantities structure texts, including the ability to highlight the main and secondary, the main idea of the text, build a sequence of events;
34 1	Lenses. Building an image in lenses Thin lens formula. The optical power of the lens.	Practical lesson			formulate and implement the stages of problem solving.

Literature for the teacher.

1. Programs for educational institutions. Physics. Astronomy. 7 - 11 grades. / comp. V.A. Korovin, V.A. Orlov. - M .: Bustard, 2004

2. Rymkevich A.P. Physics. Task book. Grades 10 - 11: A manual for general education studies. Institutions. – M.: Bustard, 2002.

3. Physics. Grade 9: didactic materials / A.E. Maron, E.A. Maroon. – M.: Bustard, 2005.

4. Peryshkin A.V., Gutnik E.M. Physics. Grade 9: Proc. for general education educational institutions. – M.: Bustard, 2006.

5. Kamenetsky S. E. Orekhov. V.P. "Methods for solving problems in physics in high school." M. Education. 1987

6. FIPI. GIA 2011. Exam in a new form. Physics grade 9 Training options for examination papers for the behavior of the GIA in a new form. AST. ASTREL Moscow 2011.

7. FIPI. GIA 2012. Exam in a new form. Physics grade 9 Training options for examination papers for the behavior of the GIA in a new form. AST. ASTREL Moscow 2012.

8. FIPI. GIA 2013. Exam in a new form. Physics grade 9 Training options for examination papers for the behavior of the GIA in a new form. AST. ASTREL Moscow 2013

9. Boboshina S.V. physics GIA in a new form Grade 9 Workshop on the implementation of standard test tasks. Moscow. Exam 2011

10. Kabardin O.F. Kabardina SI physics FIPI Grade 9 GIA in a new form Typical test tasks Moscow. Exam. year 2012.

11. Kabardin O.F. Kabardina SI physics FIPI Grade 9 GIA in a new form Typical test tasks Moscow. Exam. year 2013.

Literature for students.

1. Rymkevich A.P. Physics. Task book. Grades 10 - 11: A manual for general education studies. Institutions. – M.: Bustard, 2002.

2. Physics. Grade 9: didactic materials / A.E. Maron, E.A. Maroon. – M.: Bustard, 2005.

3. Peryshkin A.V., Gutnik E.M. Physics. Grade 9: Proc. for general education educational institutions. – M.: Bustard, 2006.

4. FIPI. GIA 2011. Exam in a new form. Physics grade 9 Training options for examination papers for the behavior of the GIA in a new form. AST. ASTREL Moscow 2011.

5. FIPI. GIA 2012. Exam in a new form. Physics grade 9 Training options for examination papers for the behavior of the GIA in a new form. AST. ASTREL Moscow 2012.

6. FIPI. GIA 2013. Exam in a new form. Physics grade 9 Training options for examination papers for the behavior of the GIA in a new form. AST. ASTREL Moscow 2013

7. Boboshina S.V. physics GIA in a new form Grade 9 Workshop on the implementation of standard test tasks. Moscow. Exam 2011

8. Kabardin O.F. Kabardina SI physics FIPI Grade 9 GIA in a new form Typical test tasks Moscow. Exam. year 2012.

9. Kabardin O.F. Kabardina SI physics FIPI Grade 9 GIA in a new form Typical test tasks Moscow. Exam. year 2013.

Methodology for studying the rotational motion of a rigid body in classes with in-depth study of physics

Lesson summary on the topic "Rotational motion of bodies"

Examples of solving problems on the topic "Dynamics of rotational motion of a rigid body around a fixed axis"

Task #1

Task #2

Task #3

Bibliography

Introduction

One of the main features of the modern period of reforming school education is the orientation of school education towards a wide differentiation of education, which makes it possible to meet the needs of each student, including those who show a special interest and ability in the subject.

At the moment, this trend is deepened by the transition of the upper secondary school to specialized education, which makes it possible to ensure the restoration of the continuity of secondary and higher education. The concept of specialized education defined its goal as "improving the quality of education and establishing equal access to a full-fledged education for various categories of students in accordance with their individual inclinations and needs."

For students, this means that the choice of a physical and mathematical profile of education should guarantee such a level of education that would satisfy the main need of this group of students - the continuation of education in higher educational institutions of the corresponding profile. A high school graduate who decides to continue his education in universities of physical and technical profiles must have in-depth training in physics. It is a necessary basis for education in these universities.

Solving the problems of specialized education in physics is possible only if extended, in-depth programs are used. An analysis of the content of programs for specialized classes of various author teams shows that they all contain an expanded, compared to basic programs, amount of educational material in all areas of physics and provide for its in-depth study. An integral part of the content of the "Mechanics" section of these programs is the theory of rotational motion.

When studying the kinematics of rotational motion, the concepts of angular characteristics (angular displacement, angular velocity, angular acceleration) are formed, their connection with each other and with linear motion characteristics is shown. When studying the dynamics of rotational motion, the concepts of "moment of inertia", "moment of impulse" are formed, the concept of "moment of force" is deepened. Of particular importance are the study of the basic law of the dynamics of rotational motion, the law of conservation of momentum, the Huygens-Steiner theorem on the calculation of the moment of inertia when the axis of rotation is transferred, and the calculation of the kinetic energy of a rotating body.

Knowledge of kinematic and dynamic characteristics and the laws of rotational motion is necessary for an in-depth study of not only mechanics, but also other branches of physics. The theory of rotational motion, which at first glance assumes a “narrow” field of application, is of great importance for the subsequent study of celestial mechanics, the theory of oscillations of a physical pendulum, theories of the heat capacity of substances and the polarization of dielectrics, the motion of charged particles in a magnetic field, the magnetic properties of substances, classical and quantum atom models.

The existing level of professional and methodological preparedness of the majority of physics teachers for teaching the theory of rotational motion in the conditions of specialized education is insufficient, many teachers do not have a complete understanding of the role of the theory of rotational motion in the study of the school physics course. Therefore, a deeper professional and methodological training is needed, which would allow the teacher to make the most of didactic opportunities to solve the problems of specialized education.

The absence of the section “Scientific and Methodological Analysis and Methods of Studying the Theory of Rotational Motion” in the existing programs of pedagogical universities on the theory and methods of teaching physics leads to the fact that graduates of pedagogical universities also turn out to be insufficiently prepared for solving the professional problems they face in the process of teaching the theory of rotational motion in profile classes.

Thus, the relevance of the study is determined by: the contradiction between the requirements of school profile programs for in-depth study of physics to the level of knowledge of students in the theory of rotational motion and the real level of knowledge of students; the contradiction between the tasks facing the teacher in the process of teaching the theory of rotational motion in classes with in-depth study of physics, and the level of his corresponding professional and methodological training.

The research problem is the search for effective methods of teaching the theory of rotational motion in specialized classes with in-depth study of physics.

The purpose of the study is to develop effective methods for teaching the theory of rotational motion, contributing to an increase in the level of knowledge of students necessary for a deep assimilation of the school physics course, and the content of the corresponding professional and methodological training of a teacher.

The object of the study is the process of teaching physics to students in classes with an in-depth study of the subject.

The subject of the research is the method of teaching the theory of rotational motion and other sections in classes with in-depth study of physics.

Research hypothesis: If we develop a methodology for teaching kinematics and dynamics of rotational motion, this will increase the level of students' knowledge not only in the theory of rotational motion, but also in other sections of the school physics course, where elements of this theory are used.

rotational movement physics body

The study of the dynamics of the rotational motion of a rigid body pursues the following goal: to acquaint students with the laws of motion of bodies under the action of moments of forces applied to them. To do this, it is necessary to introduce the concept of moment of force, moment of momentum, moment of inertia, to study the law of conservation of momentum relative to a fixed axis.

It is advisable to start studying the rotational motion of a rigid body by studying the motion of a material point along a circle. In this case, it is easy to introduce the concept of the moment of forces relative to the axis of rotation and obtain the equation of rotational motion. It should be noted that this topic is difficult to master, therefore, for a better understanding and memorization of the main relationships, it is recommended to compare with formulas for translational movement. Students know that the dynamics of translational motion studies the causes of the acceleration of bodies and allows you to calculate their directions and magnitude. Newton's second law establishes the dependence of the magnitude and direction of acceleration on the acting force and mass of the body. The dynamics of rotational motion studies the causes of the appearance of angular acceleration. The basic equation of rotational motion establishes the dependence of the angular acceleration on the moment of force and the moment of inertia of the body.

Further, considering a rigid body as a system of material points rotating around a circle, whose centers lie on the axis of rotation of the rigid body, it is easy to obtain the equation of motion of an absolutely rigid body around a fixed axis. The difficulty of solving the equation lies in the need to calculate the moment of inertia of the body about its axis of rotation. If it is not possible to acquaint students with methods for calculating the moments of inertia, for example, due to their insufficient mathematical preparation, then it is possible to give the values of the moments of inertia of such bodies as a ball, a disk without derivation. As experience shows, students hardly learn the concept of the vector nature of the angular velocity, moment of force and moment of impulse. Therefore, it is necessary to allocate as much time as possible to study this section, consider more examples and tasks (or do it in extracurricular activities).

Continuing the analogy with translational motion, consider the law of conservation of angular momentum. When studying the dynamics of translational motion, it was noted that as a result of the action of a force, the momentum of the body changes. During rotational motion, the moment of momentum changes under the action of the moment of force. If the moment of external forces is equal to zero, then the angular momentum is conserved.

Earlier it was noted that internal forces cannot change the speed of translational motion of the center of mass of a system of bodies. If, under the action of internal forces, the location of individual parts of a rotating body is changed, then the total angular momentum is preserved, and the angular velocity of the system changes.

To demonstrate this effect, you can use the installation in which two washers are put on a rod fastened to a centrifugal machine. The washers are connected by a thread (Fig. 10). The whole system rotates with some angular velocity. When the thread is burned through, the loads scatter, the moment of inertia increases, and the angular velocity decreases.

An example of solving the problem on the law of conservation of angular momentum. A horizontal platform of mass M and radius R rotates with angular velocity. A person of mass m is standing on the edge of the platform. With what angular velocity will the platform rotate if a person moves from the edge of the platform to its center? A person can be considered as a material point.

Decision. The sum of the moments of all external forces about the axis of rotation is zero, so you can apply the law of conservation of angular momentum.

Initially, the sum of the momentum of the person and the platform was

The final sum of angular momentum

From the law of conservation of angular momentum follows:

Solving the equation for omega 1, we get

Lesson type: Interactive lecture, 2 hours

Lesson Objectives:

Socio-psychological:

Learners should identify your own level of understanding and assimilation of the basic concepts of kinematics and dynamics of rotational motion, the basic equation of the dynamics of rotational motion, the law of conservation of angular momentum, methods for calculating the kinetic energy of rotation; be critical of their own achievements in the ability to apply the basic equation of the dynamics of rotational motion and the law of conservation of angular momentum to the solution of physical problems; develop their communication skills: take part in the discussion of the problem posed in the lesson; listen to the opinion of their comrades; to promote cooperation in pairs, groups when performing practical tasks, etc.

Academic:

Students must learn, that the magnitude of the angular acceleration of a body during rotational motion depends on the total moment of applied forces and the moment of inertia of the body, that the moment of inertia is a scalar physical quantity characterizing the distribution of masses in the system, and learn to determine the moment of inertia of symmetrical bodies about arbitrary axes, using the Steiner theorem. To know that the angular momentum is a vector quantity that preserves the numerical value and direction in space when the total momentum of external forces acting on a body or a closed system of bodies is equal to zero (the law of conservation of angular momentum), to understand that the law of conservation of angular momentum is a fundamental law of nature, a consequence of the isotropy of space. Be able to determine the direction of angular velocity, angular acceleration, moment of force and moment of impulse, using the rule of the right screw.

Know mathematical expressions of the basic equation of the dynamics of rotational motion, the law of conservation of angular momentum, formulas for determining the numerical value of the angular momentum and kinetic energy of a rotating body and be able to use them when solving various kinds of practical problems. Know the units of measurement of moment of momentum, moment of inertia.

Understand that between the rotational motion of a rigid body around a fixed axis and the motion of a material point along a circle (or the translational motion of a body, which can be considered as motion along a circle of infinitely large radius) there is an informal analogy in which the material unity of the world is manifested.

Lesson objectives:

Educational:

To continue the formation of new competencies, knowledge and skills, methods of activity that students will need in a new information environment through the use of modern information learning technologies.

Contribute to the formation of a holistic worldview by using the method of analogies, comparing the rotational movement of a rigid body with translational movement, as well as the rotational movement of a rigid body with the movement of a material point along a circle, considering the rotational movement of a rigid body as a single block: a kinematic description of movement, the basic equation of the dynamics of rotational movement, the law of conservation of angular momentum as a consequence of the isotropy of space and its manifestation in practice, the calculation of the kinetic energy of a rotating solid body and the application of the law of conservation of energy to rotating bodies.

To show the possibilities of a highly developed information environment - the Internet - in the matter of obtaining an education.

Educational:

To continue the formation of the worldview idea of the cognizability of phenomena and properties of the material world. To teach students to identify cause-and-effect relationships when studying the patterns of rotational motion of a solid body, to reveal the significance of information about rotational motion for science and technology.

To promote the further formation of positive motives for learning among students.

Developing:

Continue the formation of key competencies, including the information and communication competence of students: the ability to independently search for and select the necessary information, analyze, organize, present, transfer it, model objects and processes.

To promote the development of students' thinking, the activation of cognitive activity by using a partial search method in solving a problem situation.

Continue the development of the communicative qualities of the individual by using pair work on tasks for computer modeling.

To promote cooperation in microgroups, to provide conditions both for independent obtaining of information significant for the whole group, and for developing a common conclusion from the proposed task.

Necessary equipment and materials: Interactive multimedia system:

multimedia projector (projection device)

· interactive board

· Personal Computer

computer class

Demonstration equipment: Rotating disk with a set of accessories, Maxwell's pendulum, easily rotating chair as Zhukovsky's "bench", dumbbells, children's toys: spinning top (spinning top), wooden pyramid, toy cars with an inertial mechanism.

Student motivation: Contribute to increasing the motivation of learning, the effective formation of high-quality knowledge, skills and abilities of students through:

Creating and solving a problem situation;

Presentation of educational material in an interesting, visualized, interactive and most understandable form for students (the strategic goal of the competition is the strategic goal of the lesson).

I. Creation of a problem situation.

Demonstration: a rapidly spinning top (or top) does not fall, and attempts to deviate it from the vertical cause precession, but not a fall. Spinning top (dreidel, trompo - different nations have different names) - a simple-looking toy with unusual properties!

“The behavior of the top is amazing in the highest degree! If it does not spin, then it immediately capsizes, and it cannot be kept in balance at the tip. But this is a completely different object when it spins: it not only does not fall, but also shows resistance when pushed, and even takes on an increasingly vertical position, ”the famous English scientist J. Perry said about the spinning top.

Why doesn't the spinning top fall? Why does it react so "mysteriously" to external influences? Why, after some time, the axis of the top spontaneously spirals away from the vertical, and the top falls? Have you seen similar behavior of objects in nature or technology?

II. Learning new material. Interactive lecture "Rotational motion of a rigid body".

1. Introductory part of the lecture: the prevalence of rotational motion in nature and technology (slide 2).

2. Work with information block 1 "Kinematics of motion of a rigid body along a circle" (slides 3-9). Stages of activity:

2.1. Updating knowledge: viewing the presentation "Kinematics of the rotational movement of a material point" - the creative work of Natalia Katasonova for the lesson "Kinematics of the movement of a material point" Added to the main presentation, following a hyperlink (slides 56-70).

2.2. Viewing the slides "Kinematics of the rotational motion of a rigid body", identifying analogies in the methods of describing the rotational motion of a rigid body and a material point (slides 4-8).

2.3. Annotation of materials for additional study on the issue of "Kinematics of the rotational motion of a rigid body" in the popular science and mathematics journal "Kvant" using the Internet: open some hyperlinks, comment on the content of the articles and tasks for them (slide 9).

3. Working with information block 2 "Dynamics of rotational motion of a rigid body" (slides 10-21). Stages of activity:

3.1. Formulating the main problem of the dynamics of rotational motion, putting forward a hypothesis about the dependence of angular acceleration on the mass of a rotating body and the forces acting on the body based on the analogy method (slide 11).

3.2. Experimental verification of the hypothesis put forward using the device "Rotating disk with a set of accessories", formulating conclusions from the experiment (background slide 12). Scheme of the experiment:

Investigation of the dependence of the angular acceleration on the moment of the acting forces: a) on the acting force F, when the arm of the force relative to the axis of rotation d of the disk remains constant (d = const);

b) from the shoulder of the force relative to the axis of rotation at a constant acting force (F = const);

c) on the sum of the moments of all forces acting on the body about a given axis of rotation.

Investigation of the dependence of angular acceleration on the properties of a rotating body: a) on the mass of a rotating body at a constant moment of forces;

b) from the distribution of mass relative to the axis of rotation at a constant moment of forces.

3.3. The derivation of the basic equation of the dynamics of rotational motion based on the application of the concept of a solid body as a set of material points, the motion of each of which can be described by Newton's second law; introduction of the concept of the moment of inertia of a body as a scalar physical quantity characterizing the distribution of mass relative to the axis of rotation (slides 13-14).

3.4. Computer laboratory experiment with the model "Moment of inertia" (slide 15).

Purpose of the experiment: make sure that the moment of inertia of the system of bodies depends on the position of the balls on the spoke and the position of the axis of rotation, which can pass both through the center of the spoke and through its ends.

3.5. Analysis of methods for calculating the moments of inertia of solid bodies relative to different axes. Work with the table "Moments of inertia of some bodies" (for symmetrical bodies about an axis passing through the center of mass of the body). Steiner's theorem for calculating the moment of inertia about an arbitrary axis (slides 16-17).

3.6. Consolidation of the studied material. Solving problems of rolling symmetrical bodies on an inclined plane based on the application of the basic equation of the dynamics of rotational motion and comparing the motions of rolling and sliding solid bodies from an inclined plane. Organization of work: work in small groups with checking the solution of problems using an interactive whiteboard. (The presentation contains a slide with a solution to the problem of rolling a ball and a solid cylinder from an inclined plane with a general conclusion about the dependence of the acceleration of the center of mass, and, therefore, its speed at the end of the inclined plane on the moment of inertia of the body) (slides 18-21).

4. Working with information block 3 "The law of conservation of angular momentum" (slides 22-42). Stages of activity.

4.1. Introduction of the concept of angular momentum as a vector characteristic of a rotating rigid body by analogy with the momentum of a translationally moving body. Formula for calculation, unit of measurement (slide 23).

4.2. The law of conservation of angular momentum as the most important law of nature: the derivation of the mathematical notation of the law from the basic equation of the dynamics of rotational motion, an explanation why the law of conservation of angular momentum should be considered a fundamental law of nature along with the laws of conservation of linear momentum and energy. Analysis of differences in the application of the law of conservation of momentum and the law of conservation of angular momentum, which have a similar algebraic form of notation, to one body (slides 24-25).

4.3. Demonstration of conservation of angular momentum with an easily rotating chair (analogous to Zhukovsky's bench) and a wooden pyramid. Analysis of experiments with the Zhukovsky bench (slides 26-29) and experiments on inelastic rotational collision of two disks mounted on a common axis (slide 30).

4.4. Taking into account and using the law of conservation of angular momentum in practice. Analysis of examples (slides 31-40).

4.5. Kepler's second law as a special case of the law of conservation of angular momentum (slides 41-42).

Virtual experiment with the model "Kepler's Laws".

Purpose of the experiment: illustrate Kepler's second law on the example of the movement of the Earth's satellites, changing the parameters of their movement.

5. Working with information block 4 "Kinetic energy of a rotating body" (slides 43-49). Stages of activity.

5.1. Derivation of the formula for the kinetic energy of a rotating body. Kinetic energy of a rigid body in plane motion (slides 44-46).

5.2. Application of the law of conservation of mechanical energy to rotational motion (slide 47).

5.3. The use of kinetic energy of rotational motion in practice (slides 48-49).

6. Conclusion (slides 50-53).

Analogy as a method of cognition of the surrounding world: physical systems or phenomena can be similar both in their behavior and in their mathematical description. Often, when studying other branches of physics, one can find mechanical analogies of processes and phenomena, but sometimes one can find a non-mechanical analogy to mechanical processes. Problems are solved by the analogy method, equations are derived. The method of analogies not only contributes to a deeper understanding of educational material from different branches of physics, but also testifies to the unity of the material world.

Testing and assessment of knowledge, skills and abilities: No

Reflection of activities in the lesson:

Self-reflection of activity, the process of assimilation and the psychological state in the lesson in the process of working on individual parts of the lecture.

Working with a reflective screen at the end of the lesson (slide 54) (say in one sentence). Continue thought:

Today I found out...

It was interesting…

It was difficult…

I have been doing assignments...

Learning problems...

Homework

§ 6, 9, 10 (part). Analysis of examples of problem solving for § 6, 9. Creative task: prepare a presentation, interactive poster or other multimedia product for the most interesting information block. Option: test or video task.

Additional required information

To select assignments use:

Walker J. Physical fireworks. M.: Mir, 1988.

Internet resources.

Justification why this topic is optimally studied using media, multimedia, how to implement:

The educational material is presented in an interesting, visualized, interactive and most understandable form for students. A computer experiment is provided, which is performed with interactive models (Open Physics. 2.6), and the solution of problems with subsequent verification using the InterWrite interactive board. There is a system of hints-hyperlinks to help solve problems. The presentation contains hyperlinks to individual Internet resources (for example, articles in the electronic version of the Kvant magazine), which can be viewed online and used to prepare a creative assignment. To update the knowledge, the presentation “Kinematics of the rotational motion of a material point” prepared during the study of the kinematics of the movement of a material point is used.

A competency-based approach to the organization of the educational process is being implemented, high motivation of educational activities is provided.

Tips for logical transition from this lesson to the next:

Within the framework of the block-credit system using the method of enlarging the didactic units of assimilation, this lesson is the first; there are lessons for correction, consolidation of knowledge and a test lesson using a test task differentiated by the level of complexity. Depending on the quality of the home creative assignment, it is possible to conduct it within the framework of the study of the block "Rotational motion of a rigid body"

To consolidate knowledge in classes with in-depth study of physics during the workshop at the end of the year, we can offer the following laboratory work “Studying the laws of rotational motion of a rigid body on an Oberbeck cruciform pendulum”

1. Introduction

Natural phenomena are very complex. Even such a common phenomenon as the movement of the body, in fact, is not at all simple. To understand the main and physical phenomenon, without being distracted by secondary flying, physicists resort to modeling, i.e. to the choice or construction of a simplified scheme of the phenomenon. Instead of a real phenomenon (or body), a simpler fictitious (non-existent) phenomenon is studied, similar to the real one in its main features. Such a fictitious phenomenon (body) is called a model.

One of the most important models dealt with in mechanics is an absolutely rigid body. There are no non-deformable bodies in nature. Any body under the action of forces applied to it is deformed to a greater or lesser extent. However, in those cases when the deformation of the body is small and does not affect its movement, a model called an absolutely rigid body is considered. We can say that an absolutely rigid body is a system of material points, the distance between which remains unchanged during movement.

One of the simple types of motion of a rigid body is its rotation about a fixed axis. The present laboratory work is devoted to the study of the laws of rotational motion of a rigid body.

Recall that the rotation of a rigid body around a fixed axis is described by the equation of moments

Here - the moment of inertia of the body about the axis of rotation, - the angular velocity of rotation. Mx - the sum of the projections of the moments of external forces on the axis of rotation oz . This equation looks like the equation of Newton's second law:

The role of the mass m is played by the moment of inertia T, the role of acceleration is played by the angular acceleration, and the role of the force is played by the moment of forces Mx.

Equation (1) is a direct consequence of Newton's laws, so its experimental verification is at the same time a verification of the basic principles of mechanics.

As already noted, the paper studies the dynamics of the rotational motion of a rigid body. In particular, equation (1) is experimentally verified - the equation of moments for the rotation of a rigid body around a fixed axis.

2. Experimental setup. Experimental technique.

The experimental setup, the scheme of which is shown in Fig. 1, is known as the Oberbeck pendulum. Although this setup is not at all similar to a pendulum, we will traditionally and for brevity call it a pendulum.

The Oberbeck pendulum consists of four spokes mounted on a bushing at right angles to each other. On the same sleeve there is a pulley with a radius r. This whole system can freely rotate around a horizontal axis. The moment of inertia of the system can be changed by moving the weights then along the spokes.

Torque generated by the thread tension force T , equals Mn=T r . In addition, the moment of friction forces in the axis acts on the pendulum - M mp- With this in mind, equation (1) will take the form

According to Newton's second law for the movement of a load t we have

where is the acceleration a The translational movement of the load is associated with the angular acceleration of the pendulum by a kinematic condition expressing the unwinding of the thread from the pulley without slipping. Solving equations (2)-(4) jointly, it is easy to obtain the angular acceleration

Angular acceleration, on the other hand, can be determined experimentally quite easily. Indeed, measuring time (, during which the cargo

descends a distance h, you can find the acceleration a: a =2 h / t 2 , and hence

angular acceleration

Formula (5) gives the relationship between the magnitude of the angular acceleration , which can be measured, and the magnitude of the moment of inertia. Formula (5) includes an unknown quantity M mp. Although the moment of friction forces is small, nevertheless, it is not so small that it can be neglected in equation (5). It would be possible to reduce the relative role of the moment of friction forces for a given setup configuration by increasing the load mass m. However, two things must be taken into account here:

1) an increase in the mass m leads to an increase in the pressure of the pendulum on the axis, which in turn causes an increase in friction forces;

2) with an increase in m, the time of movement decreases (and the accuracy of measuring time decreases, which means that the accuracy of measuring the magnitude of angular acceleration deteriorates.

The moment of inertia included in expression (5), according to the Huygens-Steiner theorem and the additivity properties of the moment of inertia, can be written as

Here is the moment of inertia of the pendulum, provided that the center of mass of each weight m is on the axis of rotation. R - distance from the axis to the centers of the loads then.

Equation (5) also includes the quantity t r 2. AT experience conditions. (make sure of it!).

Neglecting this value in the denominator (5), we obtain a simple formula that can be verified experimentally

We experimentally study two dependences:

1. Dependence of angular acceleration E on the moment of external force M=t gr provided that the moment of inertia remains constant. If we build a dependency graph = f ( M ) , then according to (8) the experimental points should lie on a straight line (Fig. 2), the angular coefficient of which is equal, and the point of intersection with the axis OM gives Mmp.

Fig.2

2. Dependence of the moment of inertia - on the distance R of the weights to the axis of rotation of the pendulum (relation (7)).

Let us find out how to test this dependence experimentally. To do this, we transform relation (8), neglecting in it the moment of friction forces Мmp compared with the moment M = mgr . (Such a disregard will be valid if the magnitude of the load is such that mgr >> Mmp). From equation (8) we have

Hence,

From the obtained expression it is clear how to experimentally check the dependence (7): it is necessary, having chosen the constant mass of the load m, to measure the acceleration a in various positions R cargo m on the spokes. The results are conveniently depicted as points on the coordinate plane HOW, where

If the experimental points within the limits of measurement accuracy fall on. straight line (Fig. 3), then this confirms dependence (9), and hence the formula

3. Measurements. Processing of measurement results.

1. Balance the pendulum. Install weights at some distance R from the axis of the pendulum. In this case, the pendulum must be in a state of indifferent equilibrium. Check if the pendulum is well balanced. To do this, the pendulum should be rotated several times and allowed to stop. If the pendulum stops in various different positions, then it is balanced.

2. Estimate the moment of friction forces. To do this, by increasing the mass of the load m, find its minimum value m 1, at which the pendulum begins to rotate. After turning the pendulum 180° from the initial position, repeat the above procedure and find here the minimum value of m2. (It may turn out that due to inaccurate balancing of the pendulum). Based on these data, estimate the moment of friction forces

3. Experimentally check dependence (8). (In this series of measurements, the moment of inertia of the pendulum must remain constant =const). Fasten some load m>mi, (i=1,2) on the thread and measure the time t, during which the load is lowered by the distance h. Repeat the measurement of time t for each load at a constant value of h 3 times. Then find the average value of the load drop time using the formula

and determine the average value of the angular acceleration

Enter the results of the measurement in the table

Based on the data obtained, build a dependency graph = f ( M ). From the graph, determine the moment of inertia of the pendulum and the moment of friction Mmp.

4. Check experimentally dependence (7). To do this, taking the constant mass of the groom m, determine the acceleration a of the load a at 5 different positions on the spokes of the loads then. In each position R, measure the time of fall t of the load m. from height h, repeat 3 times. Find the average fall time:

and determine the average value of the acceleration of the load

Enter the measurement results in the table

5. Explain your results. Draw conclusions whether the results of the experiments are in accordance with the theory.

4. Security questions

1. What do we call an absolutely rigid body? Which equation describes the rotation of a rigid body about a fixed axis?

2. Get an expression for the angular momentum and kinetic energy of a rigid body rotating around a fixed axis.

3. What is called the moment of inertia of a rigid body about some axis? Formulate and prove the Huygens-Steiner theorem.

4. What measurements in your experiments introduced the largest error? What needs to be done to reduce this error?

Task #1

The task:

The flywheel in the form of a disc with a mass m=50 kg and a radius r=20 cm was spun up to a rotational speed of n1=480 min-1 and then left to itself. Due to friction, the flywheel has stopped. Find the moment M of friction forces, considering it constant for two cases: 1) the flywheel stopped after t=50 s; 2) the flywheel made N = 200 revolutions to a complete stop.

Bibliography

Main

1. Study. for 10 cells. school and cl. with a deep study physics / O. F. Kabardin, V. A. Orlov, E. E. Evenchik and others; Ed. A. A. Pinsky. - 3rd ed.: M.: Enlightenment, 1997.

2. Optional course of physics /O. F. Kabardin, V. A. Orlov, A. V. Ponomareva. - M.: Enlightenment, 1977.

3.Additional

4. Remizov A. N. Course of physics: Proc. for universities / A. N. Remizov, A. Ya. Potapenko. - M.: Bustard, 2004.

5. Trofimova T. I. Course of physics: Proc. allowance for universities. Moscow: Higher school, 1990.

Internet

1.http://ru.wikipedia.org/wiki/

2.http://elementy.ru/trefil/21152

3.http://www.physics.ru/courses/op25part1/content/chapter1/section/paragraph23/theory.html and others.

The profile practice of 10th grade students is aimed at developing their general and specific competencies and practical skills, acquiring initial practical experience within the chosen profile of education. The pedagogical staff of the lyceum determined the tasks of the profile practice of students of the 10th grade:

Deepening the knowledge of lyceum students in the chosen field of study;

Formation of a modern, independently thinking personality,

Teaching the basics of scientific search, classification and analysis of the material obtained;

Development of the need for further self-education and improvement in the field of subjects of the chosen profile of education.

For several years, the profile practice was organized by the administration of the lyceum in cooperation with Kursk State University, Kursk State Medical University, Southwestern University and consisted of our students attending lectures by teachers from these universities, working in laboratories, excursions to museums and scientific departments, staying in Kursk hospitals as listeners of lectures of medical practitioners and observers (not always passive) of medical work. Lyceum students visited such departments of universities as a nanolaboratory, a museum of the department of forensic medicine, a forensic laboratory, a geological museum, etc.

Both world-famous scientists and non-degree teachers from leading Kursk universities spoke to our students. Lectures by Professor A.S. Chernyshev are devoted to the most important thing in our world - to man, senior lecturer of the Department of World History of KSU Yu.F. Korostylev talks about a variety of problems of world and national history, and the teacher of the law faculty of KSU M.V. Vorobyov reveals to them the intricacies of Russian law.

In addition, in the course of their field practice, our students have the opportunity to meet people who have already reached certain heights in their professional activities, such as leading employees of the prosecutor's office of the Kursk region and the city of Kursk, the manager of a branch of VTB Bank, and they themselves try their hand as legal consultants and trying to cope with the accounting program "1C".

In the past academic year, we began cooperation with the profile camp "Indigo", which is organized by SWGU. Our students really liked the new approach to organizing specialized practice, especially since the organizers of the camp tried to combine the solid scientific training of schoolchildren with developing and socializing games and competitions.

Based on the results of the practice, all participants prepare creative reports in which they not only talk about the events held, but also give a balanced assessment of all components of the core practice, and also express wishes that the lyceum administration always takes into account when preparing for the core practice of the next year.

Results of profile practice - 2018

In 2017-201 8 academic year Lyceum refused to participate insummer profile shift e SWGU "Indigo", due to unsatisfactory feedback from students in 2017 and an increase in the cost of participation.The profile practice was organized on the basis of the lyceum with the involvement of specialists and resources from KSMU, SWGU, KSU.

During the practice, students of the 10th grade listened to lectures by scientists, worked in laboratories, and solved complex problems in specialized subjects.

The organizers of the practice tried to make it both interesting and informative, and work for the development of the individual. our students.

At the final conference in the lyceum, students shared their impressions of the practice.The conference was organized as a defense of projectsboth group and individual.The most memorable classes were, according to students, classes at the Department of Chemistry at KSU and KSMU, excursions at KSU to the forensic laboratory and at KSMU inMuseum of the Department of Forensic Medicine, classes with students and teachers of the Faculty of Law of KSU under the program "Living Law".

It is not the first time that Professor of Psychology of KSU, Doctor of Psychology, Head of the Department of Psychology of KSU Aleksey Sergeevich Chernyshev comes to us. His talk about a person gave the lyceum students an opportunity to take a fresh look at their own personality and at the processes taking place in society both our country and the world.

An excursion to the museum at the Department of Forensic Medicine of KSMU was originally planned only for students of 10 B socio-economic class, but they were smoothly joined by students of the chemical and biological class. The knowledge and impressions received by our students made some of them think again about the correct choice of their future profession.

In addition to visiting universities, in the course of practice, lyceum students actively improved the knowledge gained at the lyceum during the academic year.It was the solution of problems of an increased level, and the analysis and study of the tasks of the Unified State Examination, and preparation for the Olympiads. , and solving practical legal problems using specializedInternet resources.

In addition, students received individual tasks, the implementation of which was reported during the classes (conducting a sociological survey, analyzing information on various aspects).

Summing up the profile practice, the students of the lyceum noted the great cognitive effect of the classes. According to many, the practice was expected as something boring, like a continuation of the lessons, so for them the immersion in the profile that resulted was a big surprise. Sharing information about the practice with friends from other schools, lyceum students often heard in response: “If I had such an internship, I would also aspire to it!”

Findings:

Organization of specialized practice for 10th grade studentson the basis of the lyceum with the involvement of university resources G . Kursk has a greater effect than participation in the profile shifts of the Indigo camp at SWGU.

When organizing a profileth practice, it is necessary to combine classroom and extracurricular activities to a greater extent.

It is necessary to plan more topics for general study by all specialized classes.

« Innovative educational practices in the educational process of the school: educational practice in chemistry (profile level) »

Plis Tatyana Fedorovna

chemistry teacher of the first category

MBOU "Secondary School No. 5", Chusovoy

In accordance with the federal state educational standard of general education (FSES), the main educational program of general education is implemented by an educational institution, including through extracurricular activities.

Extracurricular activities within the framework of the implementation of the Federal State Educational Standard should be understood as educational activities carried out in forms other than classroom and aimed at achieving the planned results of mastering the main educational program of general education.

Therefore, as part of the transition of educational institutions implementing programs of general education to the state educational standard of general education of the second generation (FSES), each teaching staff needs to decide on the organization of an integral part of the educational process - extracurricular activities of students.

In doing so, the following principles must be used:

free choice by the child of types and spheres of activity;

orientation to personal interests, needs, abilities of the child;

the possibility of free self-determination and self-realization of the child;

unity of training, education, development;

practical and activity basis of the educational process.

In our school, extracurricular activities are carried out through a number of areas: elective courses, research activities, the intra-school system of additional education, programs of institutions of additional education for children (SES), as well as institutions of culture and sports, excursions, innovative professional activities in a specialized subject, and many others. others

In more detail, I want to dwell on the implementation of only one direction - educational practice. It is actively implemented in many educational institutions.

Educational practice is considered as an integrating component of the student's personal and professional development. Moreover, the formation of initial professional skills, professionally significant personal qualities in this case becomes more important than mastering theoretical knowledge, since without the ability to effectively apply this knowledge in practice, a specialist cannot take place at all.

Thus, educational practice- this is the process of mastering various types of professional activities, in which conditions are created for self-knowledge, self-determination of students in various social and professional roles and the need for self-improvement in professional activities is formed.

The methodological basis of educational practice is the personal-activity approach to the process of their organization. It is the inclusion of the student in various activities that have clearly formulated tasks, and his active position that contribute to the successful professional development of the future specialist.

Educational practice allows us to approach the solution of another urgent problem of education - the independent practical application by students of the theoretical knowledge acquired during the training, the introduction of the applied techniques of their own activity into the asset. Educational practice is a form and method of transferring students into reality, in which they are forced to apply general algorithms, schemes and techniques learned in the learning process, in specific conditions. Students are faced with the need to independently, responsibly (predicting possible consequences and being responsible for them) make decisions without the “support” that is usually present in one form or another in school life. The application of knowledge is fundamentally active in nature; the possibilities of imitation of activity are limited here.

Like any form of organization of the educational process, educational practice meets the basic didactic principles (connection with life, consistency, continuity, multifunctionality, perspective, freedom of choice, cooperation, etc.), but most importantly, it has a socio-practical orientation and corresponds to training profile. Obviously, educational practice should have a program that regulates its duration (in hours or days), areas of activity or topics of classes, a list of general learning skills, skills and activities that students must master, and a reporting form. The program of educational practice should traditionally consist of an explanatory note that sets out its relevance, goals and objectives, methodology; thematic hourly plan; the content of each topic or area of activity; a list of recommended literature (for teachers and students); an application containing a detailed description of the reporting form (laboratory journal, report, diary, project, etc.).

In the 2012-2013 academic year for students studying chemistry at the profile level, an educational practice was organized on the basis of our school.

This practice can be considered academic, because. it meant the organization of practical and laboratory classes in an educational institution. The main goal of these tenth graders was to get acquainted and master digital educational resources (DER), including a new generation of natural-science computer laboratories that have come to school over the past two years. They also had to learn how to apply theoretical knowledge in their professional activities, reproduce in the new reality the models and laws learned in a general way, feel the “situational taste” of common things and through this achieve the consolidation of the knowledge gained, and most importantly, comprehend the method of research work in the “real” real conditions of adaptation to a new, unusual and unexpected reality for schoolchildren. As practice shows, for the majority of students such an experience was truly invaluable, really activating their skill in approaching surrounding phenomena.

As a result of the implementation of the practice, we conducted numerous experiments on the following topics:

acid-base titration;

exothermic and endothermic reactions;

the dependence of the reaction rate on temperature;

redox reactions;

salt hydrolysis;

electrolysis of aqueous solutions of substances;

the lotus effect of some plants;

properties of the magnetic fluid;

colloid systems;

metal shape memory effect;

photocatalytic reactions;

physical and chemical properties of gases;

determination of some organoleptic and chemical indicators of drinking water (total iron, total hardness, nitrates, chlorides, carbonates, hydrocarbonates, salinity, pH, dissolved oxygen, etc.).

Performing these practical works, the guys gradually “lit up with excitement” and great interest in what was happening. Experiments from nanoboxes caused a special surge of emotions. Another result of the implementation of this educational practice was a career guidance result. Some students expressed a desire to enter the departments of nanotechnology.

To date, there are virtually no educational practice programs for high school, so a teacher who designs educational practice in his profile needs to experiment more boldly, try to develop a set of methodological materials for conducting and implementing such innovative practices. A significant advantage of this direction was the combination of real and computer experience, as well as the quantitative interpretation of the process and results.

Recently, due to the increase in the volume of theoretical material in the curricula and the reduction of hours in the curricula for the study of natural science disciplines, the number of demonstration and laboratory experiments has to be reduced. Therefore, the introduction of educational practices into extracurricular activities in a core subject is a way out of a difficult situation.

Literature

Zaitsev O.S. Methods of teaching chemistry - M., 1999. C - 46

Pre-profile preparation and profile training. Part 2. Methodological aspects of specialized education. Teaching aid / Ed. S.V. Curves. - St. Petersburg: GNU IOV RAO, 2005. - 352 p.

Encyclopedia of the modern teacher. - M., "Publishing House Astrel", "Olympus", "Firm" Publishing House AST ", 2000. - 336 pp.: ill.

Introduction

The paper outlines the problems of teaching physics in a specialized school within the framework of a changing paradigm of education. Particular attention is paid to the formation of versatile experimental skills in students during the implementation of educational experiments. The existing curricula of various authors and specialized elective courses developed using new information technologies are analyzed. The presence of a significant gap between modern requirements for education and its existing level in a modern school, between the content of subjects studied at school, on the one hand, and the level of development of the relevant sciences, on the other hand, speaks of the need to improve the education system as a whole. This fact is reflected in the existing contradictions: - between the final preparation of graduates of institutions of general secondary education and the requirements of the higher education system to the quality of knowledge of applicants; - the uniformity of the requirements of the state educational standard and the diversity of inclinations and abilities of students; - the educational needs of young people and the presence of fierce economic competition in education. According to European standards and Bologna process guidelines, the “providers” of higher education bear the main responsibility for its assurance and quality. These documents also say that the development of a culture of quality education in higher education institutions should be encouraged, that it is necessary to develop processes by which educational institutions could demonstrate their quality both domestically and internationally.

Ι. Principles of selection of the content of physical education

§ 1. General goals and objectives of teaching physics

Among the main goals general education schools, two are especially important: the transfer of the experience accumulated by mankind in the knowledge of the world to new generations and the optimal development of all the potential abilities of each individual. In reality, the tasks of child development are often relegated to the background by educational tasks. This happens primarily because the teacher's activity is mainly evaluated by the amount of knowledge acquired by his students. It is very difficult to quantify the development of a child, but it is even more difficult to evaluate the contribution of each teacher. If the knowledge and skills that each student must acquire are defined specifically and practically for each lesson, then the tasks of student development can only be formulated in a general form for long periods of study. However, this may be an explanation, but not an excuse for the current practice of shifting to the background the tasks of developing the abilities of students. With all the importance of knowledge and skills in each academic subject, it is necessary to clearly realize two immutable truths:

1. It is impossible to master any amount of knowledge if the mental abilities necessary for their assimilation are not developed.

2. No improvements in school programs and subjects will help to contain the entire amount of knowledge and skills that are necessary for every person in the modern world.

Any amount of knowledge recognized today according to some criteria is necessary for everyone, in 11–12 years, i.e. by the time of graduation from school, will not fully correspond to the new living and technological conditions. So the learning process should be focused not so much on the transfer of the amount of knowledge, but on the development of skills to acquire this knowledge. Taking as an axiom the judgment about the priority of the development of abilities in children, we must conclude that at each lesson it is necessary to organize active cognitive activity of students with the formulation of rather difficult problems. Where can you find so many problems to successfully solve the problem of developing the student's abilities?

No need to look for them and artificially invent. Nature itself posed many problems, in the process of solving which a person, developing, became a Man. Contrasting the tasks of obtaining knowledge about the surrounding world and the tasks of developing cognitive and creative abilities is completely meaningless - these tasks are inseparable. However, the development of abilities is inextricably linked precisely with the process of cognition of the surrounding world, and not with the acquisition of a certain amount of knowledge.

Thus, the following can be distinguished tasks of teaching physics at school: the formation of modern ideas about the surrounding material world; development of skills to observe natural phenomena, put forward hypotheses to explain them, build theoretical models, plan and carry out physical experiments to test the consequences of physical theories, analyze the results of experiments performed and practically apply the knowledge gained in physics lessons in everyday life. Physics as a subject in secondary school offers exceptional opportunities for the development of cognitive and creative abilities of students.

The problem of optimal development and maximum realization of all the potentialities of each individual has two sides: one is humanistic, this is the problem of free and comprehensive development and self-realization, and, consequently, the happiness of each individual; the other is the dependence of the prosperity and security of society and the state on the success of scientific and technological progress. The well-being of any state is increasingly determined by how fully and effectively its citizens can develop and apply their creative abilities. To become a man is, first of all, to realize the existence of the world and to understand one's place in it. This world is made up of nature, human society and technology.

In the conditions of the scientific and technological revolution, both in the sphere of production and in the service sector, more and more highly qualified workers are required who are able to operate complex machines, automatic machines, computers, etc. Therefore, in front of the school are the following tasks: provide students with thorough general education and develop learning skills that make it possible to quickly master a new profession or quickly retrain when production changes. The study of physics at school should contribute to the successful use of the achievements of modern technologies in mastering any profession. Formation of an ecological approach to the problems of using natural resources and preparing students for a conscious choice of professions must be included in the content of a physics course in secondary school.

The content of a school physics course at any level should be focused on the formation of a scientific worldview and familiarization of students with the methods of scientific knowledge of the world, as well as with the physical foundations of modern production, technology and the human environment. It is at the lessons of physics that children should learn about the physical processes that occur both on a global scale (on Earth and near-Earth space) and in everyday life. The basis for the formation of a modern scientific picture of the world in the minds of students is knowledge of physical phenomena and physical laws. Students should receive this knowledge through physical experiments and laboratory work that help to observe one or another physical phenomenon.

From acquaintance with experimental facts, one should move on to generalizations using theoretical models, testing the predictions of theories in experiments and considering the main applications of the studied phenomena and laws in human practice. Students should form ideas about the objectivity of the laws of physics and their cognizability by scientific methods, about the relative validity of any theoretical models that describe the world around us and the laws of its development, as well as about the inevitability of their changes in the future and the infinity of the process of human cognition of nature.

Mandatory tasks are tasks for applying the acquired knowledge in everyday life and experimental tasks for students to independently conduct experiments and physical measurements.

§2. Principles for selecting the content of physical education at the profile level

1. The content of a school physics course should be determined by the mandatory minimum content of physical education. It is necessary to pay special attention to the formation of physical concepts in schoolchildren on the basis of observations of physical phenomena and experiments demonstrated by the teacher or performed by students on their own.

When studying a physical theory, it is necessary to know the experimental facts that brought it to life, the scientific hypothesis put forward to explain these facts, the physical model used to create this theory, the consequences predicted by the new theory, and the results of experimental verification.

2. Additional questions and topics in relation to the educational standard are appropriate if, without their knowledge, the graduate's ideas about the modern physical picture of the world will be incomplete or distorted. Since the modern physical picture of the world is quantum and relativistic, the foundations of the special theory of relativity and quantum physics deserve deeper consideration. However, any additional questions and topics should be presented in the form of material not for mechanical memorization and memorization, but contributing to the formation of modern ideas about the world and its basic laws.

In accordance with the educational standard, the section "Methods of scientific knowledge" is introduced into the course of physics for the 10th grade. Familiarization with them must be ensured throughout the study. Total course of physics, and not just this section. The section “Structure and evolution of the Universe” is introduced into the course of physics for the 11th grade, since the course of astronomy has ceased to be an obligatory part of general secondary education, and without knowledge about the structure of the Universe and the laws of its development, it is impossible to form a holistic scientific picture of the world. In addition, in modern natural science, along with the process of differentiation of sciences, the processes of integration of various branches of natural science knowledge of nature play an increasingly important role. In particular, physics and astronomy turned out to be inseparably connected when solving problems of the structure and evolution of the Universe as a whole, the origin of elementary particles and atoms.

3. Significant progress cannot be achieved without students' interest in the subject. One should not count on the fact that the breathtaking beauty and elegance of science, the detective and dramatic intrigue of its historical development, as well as fantastic possibilities in the field of practical applications, will open up by themselves to every reader of a textbook. The constant struggle against overloading students and the steady demands to minimize school courses "dry up" school textbooks, making them unsuitable for developing interest in physics.

When studying physics at the profile level, the teacher can give in each topic additional material from the history of this science or examples of practical applications of the studied laws and phenomena. For example, when studying the law of conservation of momentum, it is appropriate to acquaint children with the history of the development of the idea of space flights, with the stages of space exploration and modern achievements. The study of sections on optics and atomic physics should be completed with an acquaintance with the principle of operation of a laser and various applications of laser radiation, including holography.

Energy issues, including nuclear energy, as well as security and environmental issues related to its development deserve special attention.

4. The performance of laboratory work of a physical workshop should be associated with the organization of independent and creative activities of students. A possible option for individualization of work in the laboratory is the selection of non-standard tasks of a creative nature, for example, setting up a new laboratory work. Although the student performs the same actions and operations that other students will then perform, the nature of his work changes significantly, because. he does all this first, and the result is unknown to him or the teacher. Here, in essence, it is not a physical law that is being tested, but the student's ability to set up and perform a physical experiment. To achieve success, you must choose one of several options for experience, taking into account the capabilities of the physics cabinet, and select the appropriate instruments. After carrying out a series of necessary measurements and calculations, the student evaluates the measurement errors and, if they are unacceptably large, finds the main sources of errors and tries to eliminate them.

In addition to the elements of creativity, in this case, students are also encouraged by the teacher's interest in the results obtained, discussion with him of the preparation and progress of the experiment. obvious and public benefit work. Other students can be offered individual tasks of a research nature, where they get the opportunity to discover new, unknown (at least for him) patterns or even make an invention. The independent discovery of a law known in physics or the "invention" of a method for measuring a physical quantity is an objective proof of the ability for independent creativity, allows you to gain confidence in your strengths and abilities.

In the process of research and generalization of the results obtained, schoolchildren should learn to establish functional connection and interdependence of phenomena; model phenomena, put forward hypotheses, experimentally test them and interpret the results; study physical laws and theories, the limits of their applicability.

5. Implementation of the integration of natural science knowledge should be ensured by: consideration of different levels of substance organization; showing the unity of the laws of nature, the applicability of physical theories and laws to various objects (from elementary particles to galaxies); consideration of the transformations of matter and the transformation of energy in the Universe; considering both the technical applications of physics and the related environmental problems on Earth and in near-Earth space; discussion of the problem of the origin of the solar system, the physical conditions on Earth, which ensured the possibility of the emergence and development of life.

6. Environmental education is associated with ideas about environmental pollution, its sources, the maximum permissible concentration (MAC) of the level of pollution, the factors that determine the sustainability of the environment of our planet, and the discussion of the influence of physical parameters of the environment on human health.

7. The search for ways to optimize the content of the physics course, ensuring its compliance with the changing goals of education can lead to new approaches to structuring the content and methods of study subject. The traditional approach is based on logic. The psychological aspect of another possible approach is to recognize as a decisive factor in learning and intellectual development experience in the area of the subject being studied. Methods of scientific knowledge occupy the first place in the hierarchy of values of personal pedagogy. Mastering these methods turns learning into an active, motivated, strong-willed, emotional colored, cognitive activity.

The scientific method of knowledge is the key to organization personality-oriented cognitive activity of students. The process of mastering it with independent formulation and solution of the problem brings satisfaction. Owning this method, the student feels himself on a par with the teacher in scientific judgments. This contributes to the looseness and development of the student's cognitive initiative, without which there can be no talk of a full-fledged process of personality formation. As pedagogical experience shows, when teaching on the basis of mastering the methods of scientific knowledge educational activity each student is always individual. Personally oriented educational process based on the scientific method of cognition allows develop creative activity.

8. With any approach, one should not forget about the main task of the Russian educational policy - to ensure the modern quality of education on the basis of preserving it. fundamentality and compliance with the current and future needs of the individual, society and the state.

§3. Principles for selecting the content of physical education at the basic level

The traditional course of physics, focused on communicating a number of concepts and laws in an extremely short study time, is unlikely to captivate schoolchildren, only a small part of them by the end of the 9th grade (the moment they choose a profile of study in high school) acquire a clearly expressed cognitive interest in physics and show relevant abilities. Therefore, the main attention should be paid to the formation of their scientific thinking and worldview. A child's mistake in choosing a training profile can have a decisive influence on his future destiny. Therefore, the course program and basic-level physics textbooks should contain theoretical material and a system of relevant laboratory tasks that allow students to study physics in depth on their own or with the help of a teacher. A comprehensive solution to the problems of forming a scientific worldview and thinking of students imposes certain conditions on the nature of the basic level course:

– Physics is based on a system of interrelated theories outlined in the educational standard. Therefore, it is necessary to acquaint students with physical theories, revealing their genesis, possibilities, interrelation, areas of applicability. In conditions of shortage of study time, the system of scientific facts, concepts and laws under study has to be reduced to the minimum necessary and sufficient to reveal the foundations of a particular physical theory, its ability to solve important scientific and applied problems;

– for a better understanding of the essence of physics as a science, students should get acquainted with the history of its formation. Therefore, the principle of historicism should be strengthened and focused on the disclosure of the processes of scientific knowledge that led to the formation of modern physical theories;

– the course of physics should be built as a chain of solving ever new scientific and practical problems using a complex of scientific methods of cognition. Thus, the methods of scientific knowledge should be not only independent objects of study, but also a permanent tool in the process of mastering this course.

§4. The system of elective courses as a means of effective development of diverse interests and abilities of students

A new element has been introduced into the federal basic curriculum for educational institutions of the Russian Federation in order to meet the individual interests of students and develop their abilities: elective courses - compulsory, but at the choice of students. The explanatory note says: “... Choosing various combinations of basic and specialized subjects and taking into account the standards of study time established by the current sanitary and epidemiological rules and regulations, each educational institution, and under certain conditions, and each student has the right to form their own curriculum.

This approach leaves the educational institution with ample opportunities for organizing one or more profiles, and for students - the choice of specialized and elective subjects, which together will make up its individual educational trajectory.

Elective subjects are a component of the curriculum of an educational institution and can perform several functions: supplement and deepen the content of a profile course or its individual sections; develop the content of one of the basic courses; to satisfy the various cognitive interests of schoolchildren that go beyond the chosen profile. Elective courses can also be a testing ground for the creation and pilot testing of a new generation of teaching and learning materials. They are much more effective than regular compulsory classes, it is possible to take into account the personal orientation of education, the needs of schoolchildren and families to the results of education. Providing students with the opportunity to choose different courses for study is the most important condition for the implementation of student-centered education.

The federal component of the state standard of general education also formulates the requirements for the skills of secondary (complete) school graduates. A specialized school should provide an opportunity to acquire the necessary skills by choosing such specialized and elective courses that are more interesting for children and correspond to their inclinations and abilities. Of particular importance may be the elective courses in small schools, in which the creation of specialized classes is difficult. Elective courses can help in solving another important task - to create conditions for a more conscious choice of the direction of further education related to a certain type of professional activity.

Elective courses* developed so far can be grouped as follows**:

– offering for in-depth study of certain sections of the school course of physics, including those not included in the school curriculum. For example: " Ultrasound research”,“ Solid state physics ”,“ Plasma is the fourth state of matter», « Equilibrium and non-equilibrium thermodynamics”, “Optics”, “Physics of the atom and the atomic nucleus”;

– introducing methods of applying knowledge of physics in practice, in everyday life, technology and in production. For example: " Nanotechnology”, “Technology and the environment”, “Physical and technical modeling”, “Methods of physical and technical research”, “ Methods for solving physical problems»;

– devoted to the study of methods of knowledge of nature. For example: " Measurements of physical quantities», « Fundamental experiments in physical science», « School physics workshop: observation, experiment»;

– dedicated to the history of physics, technology and astronomy. For example: " The history of physics and the development of ideas about the world», « History of Russian physics”, “History of technology”, “History of astronomy”;

– aimed at integrating students' knowledge of nature and society. For example, " The evolution of complex systems"," The evolution of the natural-science picture of the world "," Physics and medicine», « Physics in biology and medicine”, “B iophysics: history, discoveries, modernity”, “Fundamentals of astronautics”.

For students of various profiles, various special courses can be recommended, for example:

– physical and mathematical: "Physics of a solid state", "Equilibrium and non-equilibrium thermodynamics", "Plasma - the fourth state of matter", "Special relativity", "Measurements of physical quantities", "Fundamental experiments in physical science", "Methods for solving problems in physics", "Astrophysics";

– physical and chemical: "Structure and properties of matter", "School physical workshop: observation, experiment", "Elements of chemical physics";

– industrial and technological: "Technology and the environment", "Physical and technical modeling", "Methods of physical and technical research", "History of technology", "Fundamentals of astronautics";

– chemical-biological, biological-geographical and agro-technological: "Evolution of the natural-science picture of the world", "Sustainable development", "Biophysics: history, discoveries, modernity";

– humanitarian profiles: "History of physics and the development of ideas about the world", "History of domestic physics", "History of technology", "History of astronomy", "Evolution of the natural-science picture of the world".

Elective courses are subject to special requirements aimed at enhancing the independent activity of students, because these courses are not bound by the framework of educational standards and any examination materials. Since all of them must meet the needs of students, it becomes possible, using the example of textbooks for courses, to work out the conditions for implementing the motivational function of a textbook.

In these teaching aids, it is possible and highly desirable to refer to extracurricular sources of information and educational resources (Internet, additional and self-education, distance learning, social and creative activities). It is also useful to take into account the 30-year experience of the system of extracurricular activities in the USSR (more than 100 programs, many of them provided with study aids for students and methodological aids for teachers). Elective courses most clearly demonstrate the leading trend in the development of modern education:

the assimilation of the subject material of education from the goal becomes a means of emotional, social and intellectual development of the student, ensuring the transition from learning to self-education.

ΙΙ. Organization of cognitive activity

§5. Organization of project and research activities of students

The method of projects is based on the use of a model of a certain way to achieve the set educational and cognitive goal, a system of techniques, a certain technology of cognitive activity. Therefore, it is important not to confuse the concepts of "Project as a result of activity" and "Project as a method of cognitive activity". The method of projects provides for the presence of a problem that requires research. This is a certain way organized search, research, creative, cognitive activity of students, individual or group, which provides not only the achievement of a particular result, designed in the form of a specific practical output, but the organization of the process of achieving this result by certain methods, techniques. The project method is focused on the development of students' cognitive skills, the ability to independently construct their knowledge, navigate the information space, analyze the information received, independently put forward hypotheses, make decisions about the direction and methods of finding a solution to the problem, and develop critical thinking. The project method can be used both in a lesson (a series of lessons) on some most significant topic, section of the program, and in extracurricular activities.

The concepts of "Project activity" and "Research activity" are often considered synonymous, because. in the course of a project, a student or a group of students has to conduct research, and the result of the research can be a specific product. However, it must necessarily be a new product, the creation of which is preceded by conception and design (planning, analysis and search for resources).

When conducting natural science research, they start from a natural phenomenon, a process: it is described verbally, with the help of graphs, diagrams, tables, obtained, as a rule, on the basis of measurements, on the basis of these descriptions a model of the phenomenon, process is created, which is verified through observations, experiments .

So, the goal of the project is to create a new product, most often subjectively new, and the goal of the study is to create a model of a phenomenon or process.

When completing a project, students understand that a good idea is not enough, it is necessary to develop a mechanism for its implementation, learn how to obtain the necessary information, cooperate with other students, and make parts with their own hands. Projects can be individual, group and collective, research and information, short-term and long-term.

The principle of modularity of training implies integrity and completeness, completeness and consistency of building units of educational material in the form of blocks-modules, within which the educational material is structured in the form of a system of educational elements. From blocks-modules, as from elements, a training course on the subject is constructed. The elements inside the block-module are interchangeable and movable.

The main goal of the modular-rating system of education is the formation of self-education skills in the graduate. The whole process is built on the basis of conscious goal-setting and self-goal setting with a hierarchy of near (knowledge, skills and abilities), medium (general educational skills and abilities) and long-term (development of personal abilities) goals.

M.N. Skatkin ( Skatkin M.N. Problems of modern didactics. – M.: 1980, 38–42, p. 61.) rightly notes that the negative impact on the formation of the worldview and categorical structure of thinking of students, on the development of interest in learning is caused by “overload with unnecessary, insignificant details”: “Details not only increase the useless work of memory, but also obscure the main thing, because of the trees schoolchildren stop seeing the forest.” The modular system of organizing the educational process by means of enlargement of blocks of theoretical material, its advanced study and significant time savings implies the movement of the student according to the scheme "universal - general - individual" with a gradual immersion in details and the transfer of knowledge cycles into other cycles of interconnected activity.

Each student within the framework of the modular system can independently work with the individual curriculum proposed to him, which includes a target action plan, an information bank and a methodological guide to achieve the set didactic goals. The functions of a teacher can vary from information-controlling to consulting-coordinating. The compression of educational material through its enlarged, systemic representation occurs three times: with primary, intermediate and final generalizations.

The introduction of a module-rating system will require significant changes in the content of education, the structure and organization of the educational process, and approaches to assessing the quality of student training. The structure and form of presentation of educational material is changing, which should give the educational process greater flexibility and adaptability. The “extended” training courses with a rigid structure that are customary for a traditional school can no longer fully correspond to the increasing cognitive mobility of students. The essence of the module-rating system of education is that the student chooses for himself a complete or reduced set of modules (a certain part of them is mandatory), constructs a curriculum or course content from them. In each module for students, criteria are indicated that reflect the level of mastery of the educational material.

From the standpoint of a more effective implementation of profile education, flexible, mobile organization of content in the form of training modules is close to the network organization of profile education with its variability, choice, and implementation of an individual educational program. In addition, the modular-rating system of education, by its essence and logic of construction, provides conditions for self-setting of goals by the trainee himself, which determines the high efficiency of his educational activity. Pupils and students develop the skills of self-control and self-esteem. Information about the current ranking stimulates students. The choice of one set of modules from a variety of possible ones is determined by the student himself, depending on his interests, abilities, plans for continuing education with the possible participation of parents, teachers and university professors with whom a particular educational institution cooperates.

When organizing specialized education on the basis of a general education school, first of all, schoolchildren should be introduced to possible sets of modular programs. For example, for subjects of the natural science cycle, you can offer those for students:

– planning to enter a university based on the results of the Unified State Examination;

– focused on independent mastery of the most effective methods of applying theoretical knowledge in practice in the form of solving theoretical and experimental problems;

– planning the choice of humanitarian profiles for subsequent training;

– suggesting after school to master professions in the field of production or service.

It is important to keep in mind that a student who wants to independently study a subject according to the module-rating system must show his competence in the field of mastering this course of the basic school. The best way, which does not require additional time and reveals the degree of mastering the requirements of the educational standard for the basic school, is an introductory test from tasks with a choice of answers, including the most important elements of knowledge, concepts, quantities and laws. It is advisable to offer this test at the first lessons in
10th grade to all students, and the right to independent study of the subject according to the credit-modular system is granted to those who have completed more than 70% of the tasks.

It can be said that the introduction of a module-rating system of education is to some extent similar to an external student, but not in special external schools and not at graduation, but after completing an independent study of the selected module in each school.

§7. Intellectual competitions as a means of developing interest in the study of physics

The tasks of developing the cognitive and creative abilities of students cannot be fully solved only in physics lessons. For their implementation, various forms of extracurricular work can be used. Here the voluntary choice of occupations by students should play an important role. In addition, there must be close connection between compulsory and extracurricular activities. This connection has two sides. First: in extracurricular work in physics, the reliance should be on the knowledge and skills of students acquired in the classroom. Second, all forms of extracurricular work should be aimed at developing students' interest in physics, at shaping their need to deepen and expand their knowledge, at gradually expanding the circle of students interested in science and its practical applications.

Among the various forms of extracurricular work in the classes of natural and mathematical profiles, a special place is occupied by intellectual competitions in which schoolchildren get the opportunity to compare their progress with the achievements of their peers from other schools, cities and regions, as well as other countries. At present, a number of intellectual competitions in physics are widespread in Russian schools, some of which have a multi-stage structure: school, district, city, regional, zonal, federal (All-Russian) and international. Let's name two types of such competitions.

1. Physics Olympiad. These are personal competitions of schoolchildren in the ability to solve non-standard problems, held in two rounds - theoretical and experimental. The time allocated for solving problems is necessarily limited. Checking of the Olympiad tasks is carried out exclusively according to the written report of the student, and the work is evaluated by a special jury. An oral presentation by a student is provided only in case of an appeal in case of disagreement with the points given. The experimental tour makes it possible to reveal the ability not only to identify the patterns of a given physical phenomenon, but also to “think about”, in the figurative expression of the Nobel Prize winner G. Surye.

For example, students of the 10th grade were asked to investigate the vertical oscillations of a load on a spring and to establish experimentally the dependence of the oscillation period on the mass. The desired dependence, which was not studied at school, was discovered by 100 students out of 200. Many noticed that in addition to vertical elastic oscillations, pendulum oscillations arise. Most tried to eliminate such fluctuations as a hindrance. And only six investigated the conditions for their occurrence, determined the period of energy transfer from one type of oscillation to another, and established the ratio of periods at which the phenomenon is most noticeable. In other words, in the course of a given activity, 100 schoolchildren completed the required task, but only six discovered a new type of oscillation (parametric) and established new patterns in the process of an activity that was not explicitly given. Note that of these six, only three completed the solution of the main problem: they studied the dependence of the oscillation period of the load on its mass. Here, another feature of gifted children manifested itself - a tendency to change ideas. They are often not interested in solving the problem set by the teacher if a new, more interesting one appears. This feature must be taken into account when working with gifted children.

2. Tournaments of young physicists. These are collective competitions of schoolchildren in the ability to solve complex theoretical and experimental problems. Their first feature is that a lot of time is allocated for solving problems, it is allowed to use any literature (at school, at home, libraries), consultations are allowed not only with teammates, but also with parents, teachers, scientists, engineers and other specialists. The conditions of the tasks are formulated briefly, only the main problem is highlighted, so that a wide scope is provided for creative initiative in choosing ways to solve the problem and the completeness of its development.

Tournament tasks do not have an unambiguous solution and do not imply a single model of the phenomenon. Students need to simplify, limit the scope of clear assumptions, formulate questions that can be answered at least qualitatively.

Both Physics Olympiads and tournaments for young physicists entered the international arena long ago.

§eight. Logistics of teaching and introduction of information technologies

The state standard in physics provides for the development of schoolchildren's ability to describe and generalize the results of observations, use measuring instruments to study physical phenomena; present measurement results using tables, graphs and identify empirical dependencies on this basis; apply the acquired knowledge to explain the principles of operation of the most important technical devices. Of fundamental importance for the implementation of these requirements is the provision of physical rooms with equipment.

Now a systematic transition is being carried out from the instrumental principle of development and supply of equipment to a complete-thematic one. The equipment of physical classrooms should provide three forms of experiment: demonstration and two types of laboratory (frontal - at the basic level of the senior level, frontal experiment and laboratory workshop - at the specialized level).

Fundamentally new information media are being introduced: a significant part of educational materials (source texts, sets of illustrations, graphs, diagrams, tables, diagrams) are increasingly placed on multimedia media. There is a possibility of their network distribution and formation of their own library of electronic publications on the basis of the classroom.

The recommendations for the material and technical support (MTO) of the educational process developed by the Institute of Education and Science of the Russian Academy of Education and approved by the Ministry of Education and Science of the Russian Federation serve as a guideline in creating a holistic subject-developing environment necessary to implement the requirements for the level of training of graduates at each stage of education established by the standard. The creators of the MTO ( Nikiforov G.G., prof. V.A.Orlov(ISMO RAO), Pesotsky Yu.S. (FGUP RNPO Rosuchpribor), Moscow. Recommendations on the material and technical support of the educational process. - "Physics" No. 10/05.) proceed from the tasks of the integrated use of material and technical teaching aids, the transition from reproductive forms of educational activities to independent, search and research types of work, shifting the focus to the analytical component of educational activities, the formation of a communicative culture of students and development ability to work with various types of information.

Conclusion

I would like to note that physics is one of the few subjects in the course of mastering which students are involved in all types of scientific knowledge - from observing phenomena and their empirical study, to putting forward hypotheses, identifying consequences based on them and experimental verification of conclusions. Unfortunately, in practice it is not uncommon for students to master the skills of experimental work in the process of only reproducing activity. For example, students make observations, set up experiments, describe and analyze the results obtained, using an algorithm in the form of a ready-made job description. It is known that active knowledge that has not been lived is dead and useless. The most important motivator of activity is interest. In order for it to arise, nothing should be given to children in a “ready-made form”. All knowledge and skills of students must be obtained in the process of personal labor. The teacher should not forget that learning on an active basis is a joint work of him as the organizer of the student's activity and the student who performs this activity.

Literature

Eltsov A.V.; Zakharkin A.I.; Shuytsev A.M. Russian scientific journal №4 (..2008)

* In “Programs of elective courses. Physics. Profile training. Grades 9–11” (M: Drofa, 2005) are named, in particular:

Orlov V.A.., Dorozhkin S.V. Plasma - the fourth state of matter: Textbook. – M.: Binom. Knowledge Lab, 2005.

Orlov V.A.., Dorozhkin S.V. Plasma - the fourth state of matter: Methodological guide. – M.: Binom. Knowledge Lab, 2005.

Orlov V.A.., Nikiforov G.G.. Equilibrium and non-equilibrium thermodynamics: Textbook. – M.: Binom. Knowledge Lab, 2005.

Kabardina S.I.., Shefer N.I. Measurements of Physical Quantities: Textbook. – M.: Binom. Knowledge Lab, 2005.

Kabardina S.I., Shefer N.I. Measurements of physical quantities. Toolkit. – M.: Binom. Knowledge Lab, 2005.

Purysheva N.S., Sharonova N.V., Isaev D.A. Fundamental experiments in physical science: Textbook. – M.: Binom. Knowledge Lab, 2005.

Purysheva N.S., Sharonova N.V., Isaev D.A. Fundamental experiments in physical science: Methodological guide. – M.: Binom. Knowledge Lab, 2005.

** In italics in the text are courses that are provided with programs and teaching aids.

Content

Introduction………………………………………………………………………..3

Ι. Principles of selection of the content of physical education………………..4

§one. General goals and objectives of teaching physics………………………………..4

§2. Principles of selection of the content of physical education

at the profile level………………………………………………………..7

§3. Principles of selection of the content of physical education

at the basic level………………………………………………….…………. 12

§4. The system of elective courses as a means of effective

development of interests and development of students……………………………...…...13

ΙΙ. Organization of cognitive activity……………………………...17

§5. Organization of design and research

student activities………………………………………………………….17

§7. Intellectual competitions as a means

development of interest in physics…………………………………………………..22

§eight. Logistics of teaching

and introduction of information technologies…………………………………25

Conclusion………………………………………………………………………27

Literature……………………………………………………………………….28

MINISTRY OF EDUCATION AND SCIENCE

Luhansk People's Republic

scientific and methodological center for the development of education

Department of secondary vocational

education

Features of teaching physics

in the conditions of profile training

abstract

Loboda Elena Sergeevna

student of advanced training courses

physics teachers

physics teacher "GBOU SPO LNR

"Sverdlovsk College"

Lugansk

2016

Portal for the student. Self-training

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Methodology for studying the rotational motion of a rigid body in classes with in-depth study of physics

Lesson summary on the topic "Rotational motion of bodies"

Examples of solving problems on the topic "Dynamics of rotational motion of a rigid body around a fixed axis"

Task #1

Task #2

Task #3

Bibliography

Introduction

Task #1

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