Introduction. Variants of experimental tests of verification work

Municipal educational institution secondary school No. 97

Pervomaisky district of Rostov-on-Don

Research topic:

Test control of students' knowledge in physics

Zinko Oksana Ivanovna

physics teacher of the second category

MOU secondary school No. 97

Rostov-on-Don

Introduction

Pedagogical tests at school

Terminology used

The choice of material for TK

Forms of test tasks

Forms for working with tests

Exam in the form of a test

Used Books

Introduction

In the learning process, purposeful management of the cognitive activity of students by the teacher is carried out. One of the important links in this process is the verification of students' achievements, which allows you to establish the level of knowledge and skills formed by students at a particular stage of the learning process, their compliance with the requirements at each stage, and as a result, the requirements of the State Educational Standard.

Tests make it possible to qualitatively measure the level of knowledge of students, which is important, since in this case the necessary accuracy and objectivity of the test are ensured. Tests allow you to check knowledge at the level of assimilation, which is typical for many concepts studied in basic school.

Currently, school graduates in Russia are forced to take final exams at school and then entrance exams to the university. This leads to the first breakdowns of applicants.

The unified state exam prepares schoolchildren to receive real knowledge at school. The USE experiment increased public attention to the education system. The possibility of an objective assessment of the readiness of graduates and applicants was confirmed: all students found themselves in the same conditions and received the same marks for the same knowledge.

There are social reasons for objections to the Unified State Examination, as well as possible social distortions in its conduct due to information leakage and violations of the technology of conducting. There are also objections to its content, since tests cannot test the ability to synthesize knowledge. They give clues in the form of answer options and an advantage for trained schoolchildren over creative thinkers.

What is a test.

Test (from the English. Test) means a test, a study.

This is a modern, mobile, very effective, democratic and widespread method of testing knowledge, skills, abilities, personality traits.

At the same time, the test is a special system of tasks and questions that the student must answer.

Tests are psychological, pedagogical, medical, sociological, etc.

Psychological tests allow, in particular, to reveal the temperament and character of the student, the level of his educational motivation, the style of thinking, the orientation of the personality, i.e. obtain information important for the organization of the educational process.

Pedagogical tests at school

Basically, they are a means of controlling knowledge and skills, moreover, a progressive means.

Usually, the tests are either compiled by the teacher himself, or he draws them from books, methodological developments, official materials. For current school needs, tests are prepared, as a rule, by a teacher; for examination papers in the final grades, tests are created centrally and sent to schools. Most often, schools use ready-made tests compiled by specialists.

Using Tests. Tests are referred to learning new- to update the knowledge that you need to rely on (for this, tests are carried out - minutes);

At current control- to check the assimilation of the material being passed (they also use tests - minutes);

At examination certification.

But very helpful student-generated tests. There are two reasons for their value:

firstly, they are needed at school and in the classroom as a means of control,

secondly, when they are created, there is a comprehension of what has been studied, the development of a complex of mental operations, the ability to work with information and recode it, and formulate questions.

Didactic requirements for tests.

They must have the following qualities. To be valid, i.e. measure exactly the indicator of knowledge or skills that is needed, unambiguous, i.e. all who read them should equally understand the condition, simple, i.e. each task should contain one question, credible, i.e. be in line with scientific ideas, relevant curriculum, i.e. contain only the terms and formulations studied under the program; based on the material covered.

The options must be the same in difficulty.

Terminology used

Test ( TK) - a unit of the test, its constituent element.

Dough Ingredients: an indication and several (or many) tasks.

Test plan- a table that reflects which elements of the content of the topic are controlled by the TK.

Specification- a document that gives a complete picture of the test: its goals, content (what exactly it controls), form, methods of processing the result.

The concept of levels of assimilation of material

Before creating a test, they decide what level of mastery of knowledge will be tested with this help. Levels 3.

The first level is recognition, discrimination. Students must identify the re-perceived object, highlight it, name it. The basics of completing the task are perception, memory. The type of test used is for identification.

The second level is reproduction. It is necessary to recreate previously learned information (definition, formula, description of the device, the procedure for performing practical actions), solve a typical task according to the plan given earlier. The type of test used is reproductive.

The third level - solving non-standard tasks, in which the goals and conditions are known, and the solution must be found by yourself. Its basis is mental, productive activity.

The first and second levels are performing, they are based on reproductive activity and are carried out according to specific instructions. The third level is connected with thought-transformative creative activity.

The choice of material for TK

If the test is created by the teacher.

He studies the program of the topic and takes the following steps 1 - 3:

selects the most important elements of knowledge, as well as the skills included in the topic, determines what exactly will be controlled, decides at what level the control will take place.

If the test is created by the student.

He studies one or several (2 - 3) paragraphs of the textbook and also takes steps 1 - 3. Both of them fill in table 1 with the information received, which is a fragment of the specification: after steps 1 - 2, the data is entered in the left column, and after step 3 - to the right.

Table 1.

controlled material.

Forms of test tasks

Let's call them groups first.

According to one classification, this Choice question.

All answers are formulated in them, and the student must choose the correct one or the correct ones, in his opinion. In fact, one or more correct answers are given, the rest are distracting. This is the main form of TK.

Answers are of two types:

"Yes" - "No", "Will be" - "Will not", etc.

Factual ( formulas, statements, definitions, etc.)

Short answer questions.

The answer must be given in short form (in the form of a single word or phrase)

Questions with a detailed answer.

The answer must be formulated by yourself, and it must be lengthy and justified; Basically, it's a micro essay.

The (single) requirement for these tasks: the answer should not allow multiple interpretations.

Tasks of this type usually begin with the words: "Give an answer to the question ...", "Explain why ...", "What is ...".

According to another classification (essentially the same, but sounding different), these are tasks Closed with many answers for choice Open with a freely constructed answer Types of tasks for a didactic purpose.

To test knowledge.

Factual assignments, or constructive, testing knowledge of facts (terms, definitions, formulas, patterns, true statements).

To check the ownership of activities.

Classification: they aim to identify the ability to classify and recognize the main groups of knowledge (fact, pattern, theory, single conclusion, proof, etc.) and phenomena (heating, energy transfer from one type to another, uniform movement, etc.)

Algorithmic- to test the ability to use known algorithms (chains of steps) to solve typical problems.

Comparing- revealing the ability to compare objects, phenomena of processes and identify their features, differences, common in them.

Causal- their goal: to establish cause-and-effect relationships.

Integrative allowing to find intersubject connections.

Environmental linking knowledge on the subject with the problems of environmental protection.

Allocating: with their help, they find out the ability to highlight the essential features and components of an event, process or object, as well as the main idea of a text or other information.

proving; their goal: to justify something.

Predictive; their essence: to determine the expected consequences of something (for example, any event).

"Approximate "; their task: to test the ability to give their own examples (of concepts, phenomena, processes, objects, elements, etc.)

Tabular- checking the ability to fill in the proposed table.

Schematic; with their help, they find out the ability to fill out the proposed scheme " Typical task "; with their help, they find out the ability to solve the simplest typical problems.

Estimated; through them they check the ability to perform calculations.

Finding an "extra" object in the proposed list.

TK - additions.

TK, checking the knowledge of the culture of speech.

Choice Tips for Multiple Choice Test Items

As already mentioned, these TK are the most common.

A set of answers is presented for selection: at least three, no more than five Answers are selected from among the plausible ones. If it is difficult to find such answers to the TOR, this TOR is refused.

If the answer is expressed in one word, they strive for all the presented words to belong to the same genus or species.

The answer may be accumulative. In this case, their set to the TK is compiled according to the principle of accumulation. This means that the second answer includes the first and contains something else.

Answers are paired: this means that they can consist of verbal pairs (i.e., a combination of words): homogeneous - true and homogeneous - plausible.

Ranked responses are possible. In essence, they are the same, but differ quantitatively; arrange them so that they reflect the increase or decrease of any details, elements, qualities, properties.

The place of the correct answer is chosen arbitrarily.

Evaluation and mark for completing test work

According to the method of evaluation, tests are divided into two classes:

dichotomous, where two estimates "act":

task completed - 1 point, task not completed - 0 points;

polytomic, where three estimates appear:

the task was completed completely and correctly - 2 points, the task was partially completed correctly - 1 point, the task was not completed correctly or not completed - 0 points.

In the simplest version, you can stick to testing with a dichotomous assessment. But this method gives a "rough" result and it is not very informative for the examiner. For a "finer" assessment, proceed as follows.

For each TK, a response standard (ES) is compiled. It contains a numbered list of all elements of knowledge and practical skills used in the performance of the task.

For each correct answer from the list or correctly indicated action, 1 point is awarded.

Calculate the coefficient of assimilation or success k: is the ratio of the number of correctly given answers or correctly performed operations n to their total p in this test item, i.e.

K=n/p.

Fill in for each student the table "The results of the student's work ... according to test No. ...".

Table 2.

"The results of the student's work ... according to the test number ... ".

The points scored are converted to regular marks, guided by the following criterion.

Table 3

Points - marks.

If the text was used for the purpose of control, then the marks derived by points are put in the journal. The teacher sees from the table which elements of the material are not learned well enough, and correct the methodology for further work.

If the test was given in order to update the basic knowledge needed to study new material, then the result K less than 0.7 there is no point in moving forward; basic knowledge needs to be created or strengthened.

How to create a test.

Algorithm 1.

They study the curriculum and highlight the most important knowledge on the topic and related skills.

They determine what exactly will be controlled, i.e. control objects.

They decide: at what level will control the assimilation of each object. Determine how much TK will be in the test.

Choose the task form.

Compose test tasks (questions and answers, if TK with a choice of answers), guided by the completed table 1 and the list of types of TK.

Develop a way to evaluate responses.

Create and replicate (for each student or each group) the "Results of the work" form.

An expert evaluation of the EO TK and the test is carried out.

Correct work.

Stages of involving students in the work on creating tests.

Step 1 - a conversation about what testing is, why it is used and what are its features, types of tests and test tasks.

Step 2 - the teacher's story about the composition of the test (it includes a number of TK) and a task with many answers to choose from.

Practical work to create such tests for each lesson. (One equals one TOR for first and second level checks)

Step 3 - familiarity with open-type test tasks.

Practical work.

Step 4 is an introduction to a more complex procedure for compiling TOR: which includes filling in the table " Controlled material ".

Practical work.

Step 5 - learning to compose a "Sample Answer" for a complex test item or the test as a whole.

Step 6 - compiling a test that has several test items (TK are devoted to a common topic, but together they test knowledge on different issues or the ability to perform different operations).

Practical work.

Algorithm - 2

Creating a test task with a choice of answers.

Select (from a paragraph of the textbook or a list proposed by the teacher) the topic of the test task (TK).

Come up with a question or find interesting brief information and put a question to it. Write it down.

Give a series of answers (one correct, the rest are plausible, but erroneous for selection). Encode them, put a serial number or letter next to each - A, B, C.

On a separate sheet, write down the topic of the test task and the code of the correct answer, the name of the compiler.

Algorithm - 3

creating a test.

Conduct an analysis of the textbook (one or more paragraphs, the entire section) and select the topic of the test.

Determine which elements of knowledge and which skills, i.e. what exactly, you will control with the help of the test. Make a list of them.

Decide: how many test items (TK) will be included in the test.

Compile the first TOR (for the first element of knowledge allocated to you or the first skill) according to algorithm 2.

Compile a second TK - for the second element of knowledge you selected.

Repeat steps 4 and 5, changing the object of control as many times as you have identified knowledge elements minus 2. The total number should be equal to the number of TK you planned.

Forms for working with tests

In the process of teaching, it is important to consolidate the studied material and control the results of educational activities, which make it possible to determine the level of achievement of each student.

One of the modern types of control of knowledge and skills, as well as the development of mental abilities of students are tests with the choice of the correct answer.

It is convenient to check the performance of homework in the form of tests containing tasks similar to homework. Such works are short-term and usually consist of five tasks in two versions, which allows them to be quickly checked and evaluated immediately after testing is completed. The score depends on the number of tasks completed (5 completed tasks - grade "5", 4 - grade "4", etc.)

In grades 7-8, when interest in the subject is very high and children like to get as many marks as possible, they are effective short-term test work- self-tests, implying a concise answer "Yes" or "No". Positive marks are given in the journal, negative ones are not. These tests allow you to focus on identifying and analyzing errors immediately after the work is completed.

After studying the new educational material, as a consolidation of the most important points of the theory, I propose test tasks, including the main and most difficult questions to master. It is very convenient for the completeness and objectivity of testing knowledge and skills to conduct a final testing lesson for six months. The test consists of 30 questions, which should include multi-level tasks. The test is structured as follows: at the beginning, 10 questions are offered to test the knowledge of basic physical quantities, concepts, phenomena, formulas. In the second part of the test - 10 questions on the application of knowledge in a familiar situation, and at the end - 10 creative questions on the application of knowledge in an unfamiliar situation.

To translate the number of correct answers to questions into a score, you can use such a criterion.

Table 4

Answers - estimates.

After passing through the block of theoretical material, we conduct lesson - test. Usually they are 4 - 5 per year. They, in addition to answering the theory, provide a practical part in the form of test tasks of different levels of 5 questions. The first 3 tasks are standard, and their completion is evaluated with a score of "3". task #4 and especially #5 require the application of both knowledge and creative guessing at the same time. The test form of control can also be used at the final certification for the course of the basic school.

Exam in the form of a test

Exam in the form of a test helps to more fully and objectively cover the educational material by checking and reveal the depth of the student's intellectual development. This is served by a lot of questions and tasks from different topics, the requirements to apply different mental operations and cope with tasks of different levels of complexity.

Preparation for exams should begin from mid-September. Groups of students in grades 9 and 11 are recruited, who have already decided on the choice of subjects for passing exams.

Students keep special notebooks. At each lesson, the topic of the next one and the theory necessary for repetition are called.

At the lesson itself, the main thing from the theory is briefly analyzed, we solve computational and qualitative problems, we systematically work with test tasks similar to examination ones.

Exam tests in physics have their own peculiarities.

The work consists of 35 tasks with a choice of answers. It checks the level of students' preparation within the framework of the mandatory minimum content of the basic general education in physics and allows you to put any mark: "2", "3", "4", "5".

The number of answers to choose from for each task is 4.

For each correct execution, 1 point is awarded.

The average time to complete each task is 2.5 minutes.

The total time to complete the work is 90 minutes.

Evaluation Criteria Rating "5" is given for 31 - 35 points.

Rating "4" - for 26 - 30 points.

Rating "3" - for 19 - 25 points.

Rating "2" - for 18 points or less.

The test is compiled in compliance with the following ratios of tasks for sections of physics and types of educational activities:

29% of tasks test knowledge of skills in mechanics, 25% - in molecular physics and thermodynamics, 27% - in electrodynamics, 9% - in quantum physics.

Of these, 5% of the tasks test the ability to measure physical quantities, 9% - analyze graphs and make calculations based on them, 27% - calculate physical quantities, 8% - explain phenomena, 6% - apply physical laws to analyze processes, 7% - describe changes and energy conversion processes, 14% - knowledge of scientific facts.

The material allows you to identify not only knowledge, but also the possible direction of further specialized education; he prepares students for the upcoming exam in physics.

Used Books

1.Penner D.I., Khudaiberdiev A. Physics: Programmed tasks for grades 6-8.

2.Dairy N.G. Problems of the current testing of students' knowledge: Experimental studies in senior secondary school.

3. Journal "Physics at school". №7 2006

4. Journal "Physics at school". №3 2009

From the experience of a physics teacher

Control of knowledge in physics in the classroom.

The issue of increasing the efficiency of the study of physics has acquired particular urgency in recent years, since a society living in the age of scientific and technological revolution, to a greater extent than before, needs highly qualified specialists precisely in the field of exact sciences. Therefore, our task is to give students a deep knowledge of physics, to educate a creative person who is able to independently work on studying the subject.
One of the ways to improve the quality of education is knowledge control, presented in the form of a didactic system. With the help of various methods of testing knowledge, you can get complete information about the level of results achieved; readiness for further study of new material, as well as its repetition, consolidation and systematization; about memory, thinking, speech of students; about understanding general approaches to teaching; effectiveness of teaching methods. Testing can also stimulate learning: a positive assessment aims at successful further study; fair criticism causes a desire to catch up. It is known that the more interesting and diverse the forms of knowledge control, the more firmly the studied material is fixed and stored longer; visual-figurative control components are extremely effective; the method of control should correspond to the age characteristics of the thinking of students. In practice, separate fragments of this system are used, which are both traditional control methods - tests (tests, problem solving), and non-traditional ones - physical dictations, crossword puzzles, oral questioning on topics, conducting non-standard lessons.
Let us dwell on non-traditional forms of control.
I. Input control.
The purpose of the entrance control is to establish the level of preparedness of students in physics. It is held at the beginning of the school year in the first lesson. Based on the results of the entrance control, one can judge the specific knowledge of physics, the intellectual level of students, their culture and outlook. It is better to conduct in a test form and include questions or tasks containing interdisciplinary connections.
II. Organization of current control.
Any educational work is serious and hard work, which is fruitful and brings joy if the student knows how to work. In what ways can this be achieved?
The system of educational space created on the basis of modular technology helped me.
The basis for the application of the modular program in teaching is the principle of "Teach the student to learn", that is, independently acquire knowledge according to the proposed plan, taking into account personal characteristics, taking into account the personal pace of learning and to the extent that the student determines for himself. Various methods of self-control will help the student to objectively assess their knowledge and skills, predict the result, and a combination of individual and group forms of work will help relieve anxiety and create psychological comfort in the classroom.
The development of cognitive activity of students is largely facilitated by a properly organized test of the learned material. The proposed annual control consists of separate modules, the boundaries of which are determined by the main topics of the courses. Each student works on the module at their own pace. Passing the course is counted only when the student has mastered and reported to the teacher for each module of the course.
By working with this technique, I overcome many problems. One of them is a small number of hours for studying physics. At the same time, it is necessary to conduct not only a written survey, but also to interview each student orally on this topic. I also try to ensure that each student has studied all the paragraphs of the topic. There are students who study only for the sake of assessment (learned one lesson, answered, received a mark - and rest). Therefore, I create a situation in which it is necessary to learn all the paragraphs of the topic. To do this, I introduce my own survey system: “mini-exam”. To conduct it, it is necessary to give students questions for control before studying the topic. The questions are compiled in such a way that the student does not just read, but studies and works through every line of the textbook. Questions are posted on the stand in the physics classroom. Time for studying is given for a long time (control is carried out in the last block). At the test-lesson, as in an exam, tickets are laid out (each with 1-2 questions from the list). In order not to print tickets for each topic, I created cards with numbers. It is them that I lay out on the teacher's table, and the students take them as exam tickets.
The guys come out one by one. In front of the teacher's table there is a desk with control questions, behind which there are two students during the test: one answers, and the other prepares. I give everyone 1-3 minutes to prepare and the same amount to answer. Depending on the set of questions and the number of students in the class, the time varies.
Students' answers should be short and concise, expressing the very essence of a physical phenomenon. If necessary, the teacher has the right to ask an additional question if he is not satisfied with the answer or if the question is not fully covered.
The questions that the teacher has and on the desk for control are numbered. The student answers the question under the number that corresponds to the number on the taken card. After the answer, the student takes his place in the class. The second student proceeds to answer, and the next person enters the vacant seat, who, while the comrade answers, prepares for a report on the chosen question. Therefore, the composition of students at the control desk changes throughout the lesson. The rest at this time do written work (control or test). During the time allotted for the lesson, I have time to interview all the students in the class and at the end of the lesson I also check a number of tasks. Notebooks can be collected and all students will receive a second mark on their written work.
This survey technique I created allows me to interview all students in a short time, and at the same time I am convinced that the guys do not selectively read the textbook, but study the topic completely. I do not put negative marks on the first test for the oral answer, it is allowed to report at another time.
This approach relieves tension, allows students to believe in themselves, to assert themselves. An increased level of training is also possible, which consists in a larger volume of acquired knowledge and skills and is determined by their depth.
III. Physical dictations.
Physical dictations test students' knowledge of the formulas of this section of physics. They are drawn up on a half of a notebook sheet. The teacher makes 10 questions, students must write 10 formulas in a column.
Evaluation criteria: 0-4 correct answers correspond to "2", 5-6 - "3", 7-8 - "4", 9-10 - "5".
As questions, one can include the definition of units of measurement of physical quantities and the numerical values of physical constants. If the section contains mainly theoretical material, then you can use a question, the answer to which will be 1-2 words. Such dictations are called mixed.
Students need to be informed in what form they will be controlled: by formulas, by definitions, mixed dictations, etc.
IV. Physical tests or graphic dictations.
Physical tests play an important role in the control of knowledge in physics, as they allow assessing the depth of students' understanding of theoretical material. They should be carried out in parallel with physical dictations, since physical dictations test knowledge of formulas and definitions, and physical tests - the depth of understanding of the theoretical material of the topic.
To conduct a physical test, the teacher makes up a series of statements, among which there are both correct and incorrect. The student, after listening to the statement, must either agree with it or disagree. If the statement is correct, then the student writes "+". If the statement is false, in whole or in part, then he writes "-". The result should be a chain of "+" and "-". It is very convenient for the teacher to check such a work by comparing the resulting chain with the correct version.
The graphic dictation differs from the physical test in that if the students agree, then they draw an arc two cells to the right. If the statement is false, then a dash into two cells. The result will be the following: . This work is very convenient to check on the workpiece.
The evaluation criteria are the same as in the physical dictation: 5-6 correct answers - "3", 7-8 - "4", 9-10 - "5".
V. Physical crosswords.
This section offers crossword puzzles for the final control on thematic blocks. For example, the names of the topics of the physics course are encrypted along the vertical, and the answers to the questions posed along the vertical. Crossword puzzles bring an element of diversity and unusualness. The students enjoy solving them. This relieves tension. The teacher, in turn, receives information about the level at which the topic is mastered by the students.
The time for filling out the crossword table is different, depending on the number of questions and the level of preparation of the class. You can also fill in a crossword puzzle with the whole class if you display the table through a multimedia projector on the board.

A didactic knowledge control system can be useful for a teacher working on any textbook and on any program.

Final control of knowledge in physics

in 7th grade

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

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

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

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

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

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

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

Time to complete the work - 40 minutes.

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

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

INSTRUCTIONS

for 7th grade students to complete the final test

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

You are allowed to use a calculator during the test.

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

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

If there is time, return to the missed tasks.

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

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

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

We wish you success!

Final test (per year) Grade 7

1. Physical body means word

airplane
boiling

2. Light phenomena are

snow melting
thunder rolls
dawn
fly of butterfly

3. Pickling of cucumbers takes place

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

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

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

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

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

7. Strength F 3 - this is

gravity
friction force
elastic force
body weight

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

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

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

206 Pa
20 600 Pa
2060 Pa
206 000 Pa

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

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

The correct statement is

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

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

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

120 N

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

80 kW
80 W
50 W
500 W

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

0.4 kg
2.5 kg
10 kg
100 kg

15. The body sinks if

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

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

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

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

movable block
fixed block
lever arm
inclined plane

18. The SI unit of measure for work is

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

19. Used to measure body weight

barometer - aneroid
thermometer
stopwatch

20. Mass is measured in

newtons
kilograms
joules

Application No. 3

ANSWERS
Final test Grade 7

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

SCALE

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

Introduction

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

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

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

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

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

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

Diagnosis and correction of knowledge and skills of students;

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Physical dictation

Test

Brief independent work

Written test

Control laboratory work

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

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

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

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

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

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

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

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

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

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

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

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

1.5. Marks and assessments at the control stages.

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

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

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

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

Conclusions on chapter 1.

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

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

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

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

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

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

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

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

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

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

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

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

2.3. Cycles of learning. Calendar plan.

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

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

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

the structure of matter."

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

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

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

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

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

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

The goals of the physical dictation:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

"Initial information about the structure of matter".

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

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

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

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

Conclusion

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

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

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

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

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

Bibliography:

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

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

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

didactic material. - M.: Enlightenment, 1994.

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

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

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

Moscow: Education for everyone, 1997.

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

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

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

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

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

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

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

Enlightenment, 1988.

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

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

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

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

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

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

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

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

Full name: Bukharova Galina Yakovlevna - teacher of physics of the highest qualification category.

annotation

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

in physics for the 8th grade course, studying according to the textbook "Physics. 8th grade" edited by A.V. Peryshkin. The content of the final work corresponds to the Federal component of the state standard for basic general education in physics.

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

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

This test can be used at the end of the school year to control students' knowledge. It contains tasks of different difficulty levels. Time to complete the work - 45 minutes.

Test structure: 2 variants of the final work with the choice of 1 correct answer, each consists of 18 tasks. In the tasks of part A, you must choose the correct answer; in part B, write down the formula and choose the correct answer; in part C, choose an answer and make a detailed decision.

If the tasks are performed electronically, then in the tasks of part B and part C indicate the answer, and the formulas for part B and the detailed solution of part C must be submitted to the teacher for verification.

Test score:

one task from part A - 1 point;

one task from part B - 2 points;

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

Total 26 points.

Evaluation criteria:

Part B:

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

Part C:

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

2 points is set if there is an error in writing a short condition or in the SI system, or there is no numerical calculation, or an error is made in mathematical calculations.

1 point is set in the event that not all the initial formulas necessary for solving the problem are written down or all the formulas are written down, but an error was made in one of them.

SCALE

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

Number of points scored

Score in points

Distribution of tasks on the main topics of the physics course

n/n

Topic

Quantity

Assignments

Difficulty level

BUT

FROM

thermal phenomena

Change in the state of aggregation of matter

electrical phenomena

Electromagnetic Phenomena

light phenomena

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

tasks

in the test

№ Topics

difficulty level

Options for testing in paper form.

1 option

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

Part A

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

a) hit it hard with a hammer;

b) raise it above the ground;

c) throw it horizontally;

d) cannot be changed.

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

a) thermal conductivity;

b) convection;

c) radiation.

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

a) specific heat capacity;

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

a) is increasing

b) does not change;

c) decreases;

d) there is no correct answer.

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

a) negatively;

b) differently;

c) the same name;

d) positive.

6. Resistance is calculated by the formula:

a) R \u003d I / U; b) R \u003d U / I;

c) R \u003d U I; d) there is no correct formula.

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

a) from the north; b) from the south;

c) from both poles; d) don't come out.

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

a) only a magnetic field;

b) only electric field;

c) both electric and magnetic fields;

d) there is no field.

9. The angle between the incident and reflected rays is 60 degrees. What is the angle of reflection?

a) 20 degrees; b) 30 degrees;

c) 60 degrees; c) 0 degrees.

10. What image is obtained on the human retina?

Part B

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

a) 21000 J; b) 4200 J;

c) 42000 J; d) 2100 J.

12. How much heat will be released in a conductor with a resistance of 1 ohm during

30 seconds at a current of 4 A?

a) 1 J; b) 8 J;

c) 120 J; d) 480 J.

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

a) 15 W; b) 25 W;

c) 150 watts. d) 250 W.

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

a) 60 ohms; b) 250 Ohm;

c) 50 Ohm; d) 100.

15. The focal length of the converging lens is 0.1 m. The optical power of this lens is:

a) 10 diopters; b) 25 diopters;

c) 1 diopter; d) 4 diopters.

Part C

16. To heat 3 liters of water from 18 0 C to 100 0 C, centigrade steam is let into the water. Determine the mass of the steam. (Specific heat of vaporization of water 2.3 10 6 J/kg, specific heat capacity of water 4200 J/kg°C, water density 1000 kg/m3).

a) 450 kg; b) 1 kg;

c) 5 kg; d) 0.45 kg.

17. The voltage in an iron conductor with a length of 100 cm and a cross section of 1 mm 2 is 0.3 V. The specific resistance of iron is 0.1 Ohm mm 2 / m. Calculate the current in the steel conductor.
a) 10 A; b) 3 A;

c) 1 A; d) 0.3 A.

Option 2

INSTRUCTIONS for completing the final test.

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

In task A, choose the correct answer and circle the number of the selected answer. In tasks B, write down the formula and circle the number of the selected answer. In tasks C, circle the number of the selected answer, and complete the detailed solution on separate sheets.

Part A

1. The internal energy of bodies depends on:

a) mechanical movement of the body;

b) body temperature;

c) body shape;

d) body volume.

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

a) radiation;

b) convection;

c) thermal conductivity;

d) all three methods are the same.

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

a) specific heat capacity;

b) specific heat of combustion of fuel;

c) specific heat of fusion;

d) specific heat of vaporization.

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

a) is increasing

b) decreases;

c) does not change;

d) there is no correct answer.

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

a) negatively;

b) differently;

c) the same name;

d) positive.

6. The current strength is calculated by the formula:

a) I \u003d R / U; b) I \u003d U / R.

c) I \u003d U R; d) there is no correct formula.

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

a) is moving

b) immobile;

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

d) magnetic and electric fields cannot exist simultaneously.

8. With a decrease in the current strength in the electromagnet circuit, the magnetic field ...
a) will intensify b) decrease;

c) will not change d) there is no correct answer.

9. The angle of incidence of the beam is 60 degrees. What is the sum of the angles of incidence and reflection?

a) 60 degrees; b) 90 degrees;

c) 120 degrees; d) 0 degrees.

10. What image is obtained on film in the camera?

a) enlarged, real, inverted;

b) reduced, real, inverted;

c) enlarged, imaginary, direct;

d) reduced, imaginary, direct.

Part B

11. What amount of heat will be required to heat a piece of copper weighing 4 kg from

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

a) 8000 J; b) 4000 J;

c) 80000 J; d) 40000 J.

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

a) 1 J; b) 6 J;

c) 60 J; d) 10 J.

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

a) 15 kJ; b) 2.5 kJ;

c) 25 kJ; d) 75 kJ.

17. Current strength in a steel conductor 140 cm long and cross-sectional area

0.2 mm 2 is equal to 250 mA. What is the voltage at the ends of this conductor? Resistivity of steel 0.15 Ohm mm 2 /m
a) 1.5 V; b) 0.5 V;

c) 0.26 V; d) 3B.

ANSWERS

Final test Grade 8

tasks

response

(1 var)

Answer

(2 var)

Portal for the student. Self-training

Introduction

Pedagogical tests at school

Terminology used

The concept of levels of assimilation of material

The choice of material for TK

Forms of test tasks

Choice Tips for Multiple Choice Test Items

Evaluation and mark for completing test work

Forms for working with tests

Exam in the form of a test

Used Books

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