One has to face the measurement of volume all the time: refueling a car tank with fuel, taking a potion, paying for water consumption, etc. How is volume measured?
When measuring volume, proceed in the same way as when measuring area. As a unit of measurement, a cube with an edge equal to some unit of length, for example, 1 cm, is chosen. Then the unit of volume will be the volume of such a cube.
Rice. 65
For example, the volume of a rectangular parallelepiped (Fig. 65) is 24 cm 3. This means that its volume contains 24 cubes of 1 cm 3 each. The same result can be obtained by measuring the length a, width b and height c of the body, and then multiplying their values. The volume is indicated by the Latin letter V:
V=abc;
V = 3 cm 2 cm 4 cm = 24 cm 3.
Using this formula, you can find the volumes of bodies that have the shape of a rectangular parallelepiped, a cube.
In SI, the unit of volume is 1 m 3. Other units: dm 3, cm 3, mm 3 - submultiple units m 3.
1 m 3 \u003d 1000 dm 3 \u003d 1. 103 dm 3;
1 dm 3 \u003d 1000 cm 3 \u003d 1. 10 3 cm 3;
1 cm 3 \u003d 1000 mm 3 \u003d 1. 10 3 mm 3;
1 dm 3 \u003d 0.001 m 3 \u003d 1. 10 -3 m 3;
1 cm 3 \u003d 0.001 dm 3 \u003d 0.000 001 m 3 \u003d 1. 10 -6 m 3;
1 mm 3 \u003d 0.001 cm 3 \u003d 1. 10 -3 cm 3;
1 mm 3 \u003d 0.000 001 dm 3 \u003d 1. 10 -6 dm 3;
1 mm 3 \u003d 0.000 000 001 m 3 \u003d 1. 10 -9 m 3.
But how to measure the volume of an irregularly shaped body, such as a kettlebell? Here, the most convenient way is to lower the body (weight) into a beaker with water and determine the volume of water displaced by it. It will be equal to the volume of the body. In figure 66, the volume of the weight is:
V \u003d 49 ml - 21 ml \u003d 28 ml \u003d 28 cm 3.
Rice. 66
In everyday life, a unit of volume of 1 liter (l) is common. One liter is nothing but one cubic decimeter (Fig. 67):
1 l \u003d 1 dm 3;
1 milliliter (ml) \u003d 0.001 l \u003d 1 cm 3.
Rice. 67
The accuracy of volume measurement depends on the division value of the scale of the measuring instrument. The smaller it is, the greater the measurement accuracy.
Interesting to know!
In the English system of measures, the unit of area is 1 acre:
1 acre \u003d 4046.86 m 3;
unit of volume - 1 barrel:
1 barrel \u003d 163.65 dm 3 \u003d 0.16 m 3.
In the USA, a dry barrel is distinguished:
1 dry barrel = 115.628 dm 3
and oil barrel:
1 oil barrel \u003d 158.988 dm 3 \u003d 0.159 m 3.
Now it will be clear to you how much oil is being discussed when the price for 1 barrel of oil is being discussed.
Think and answer
Do it yourself at home
Using the beaker you made, measure the volume of the potato tuber. Determine the accuracy of your measurements.
Think and answer
- How to determine the volume of the body of the correct form? Wrong shape?
- What is the SI unit for volume?
- What is the relationship between the volumes: V 1 \u003d 1 dm 3 and V 2 \u003d 1 l; V 3 \u003d 1 cm 3 and V 4 \u003d 1 ml?
- Which of the beakers will allow you to determine the volume of a piece of plasticine most accurately (Fig. 68)?
Exercises
We tell you how to properly measure body parameters in order to track the results of a balanced diet and training.
Do you measure your body parameters? If not, then definitely start doing it.
If your goal is to lose weight or build muscle mass, measure your parameters before starting a program of work on yourself. Many are accustomed to tracking results with the help of scales. But this traditional way is not an accurate indicator of overall progress. Measuring the volumes of body parts will help to keep a more visual record of the results.
Keep a journal and write down your observations of changes. Not only will this give you extra motivation, but it will also help you re-track your progress if you decide to take a break from training for a while. Keeping a journal will not take you much time, and the benefits of it will be invaluable.
When the enthusiasm from the first workouts starts to disappear, take a look at the magazine. What you have already achieved will not let you deviate from the goal on the way to a slender body.
Now attention! Here's how to accurately measure your body from head to toe.
Consider the body by zones:
Neck. Many people begin to visually lose weight "from top to bottom." They primarily undergo changes in the face and neck. If you are one of them, use a centimeter to measure the volume of the neck. Measure the area in the middle of the neck and write down the result.
Shoulders. Those who set out to build muscle mass need to monitor changes in shoulder parameters. Stand up straight and ask someone to measure the circumference of your shoulders with a centimeter.
Breast. This part of the body is correctly measured as follows: wrap a centimeter around you at the level of the nipples. Fix the data.
Biceps. When measuring this area, consider 2 parameters. First, measure the muscles in a relaxed, and then in a tense state.
Waist. For accurate readings, wrap the tape measure around your waist at the level of your navel.
Hips. The most correct area for measuring the volume of the hips is their widest part. The pelvic bones will serve as a guide.
The area from the hips to the knees. To correctly measure this area, find the middle between the thigh and knee. Measure this part of your body in a relaxed state, without straining the leg muscles.
Leg calves. The change in these parts of the body is negligible even with intense physical exertion. And yet, do not be lazy. Select the widest part of the calf, measure and record the result in a journal.
We advise you to measure body parameters after waking up. In the morning, our body is not yet burdened with food that it will receive during the day. Thus, you do not risk adding a couple of extra centimeters to the magazine, for example, in the waist circumference.
Repeat "measurements" of your body every 10-12 weeks. It is during this time period that the body manages to adapt to the new training regimen, and we can talk about any visual changes.
Do not be discouraged if the first time the results are insignificant. Even this is a big victory over yourself. Rejoice in the smallest changes in your parameters, praise yourself for achievements and move on.
|
Instrument name |
Linear dimensions mm |
Absolute errors, mm. | ||||||||||
Table 1 is given for a parallelepiped. For a cylinder, instead of a, b, c, there will be D. and H, etc.
table 2
Determination of body density
|
Instrument name | |||||
Formulas for calculating the relative errors in measuring the volume of bodies of regular geometric shape
For the ball: ,
where D is the average value of the diameter, ΔD is the average absolute error of the diameter measurements.
For cylinder: 
,
where D and H are the average values of the diameter and height, respectively, ΔD and ΔH are the average absolute errors in the measurements of the diameter and height of the cylinder.
For a hollow cylinder: ,
where D and d are the average values of the outer and inner diameters, respectively, ΔD and Δd are the average values of the absolute errors in the measurements of the outer and inner diameters, respectively, Н is the average value of the cylinder height, ΔН is the average value of the absolute errors in height measurements.
For a parallelepiped:
where а, в, с are the average values of height, length and width, respectively, Δа, Δв, Δс are average values of absolute measurement errors.
test questions
What are the direct and indirect measurements? Give examples.
What are called systematic and random errors? What do they depend on?
What measurement errors are called absolute and relative? What is the size of these errors?
Give the concept of weight and body mass, density and specific gravity. What are the units of these quantities?
Formulate Newton's laws and the law of universal gravitation.
Describe the device of a caliper and a micrometer.
How does density depend on temperature?
Lab #2
STUDYING THE LAWS OF VIBRATIONAL MOVEMENT OF A MATHEMATICAL PENDULUM AND DETERMINING THE ACCELERATION OF GRAVITY FORCE.
PURPOSE OF THE WORK: to study the laws of oscillatory motion, to determine the acceleration of gravity.
INSTRUMENTS AND ACCESSORIES: mathematical pendulum, stopwatch, set of balls, ruler.
BRIEF THEORETICAL INFORMATION.
The movement in which a body or system of bodies deviates from the equilibrium position at regular intervals and returns to it again is called periodic oscillations.
Oscillations in which a change in the oscillating quantity over time occurs according to the law of sine or cosine are called harmonic.
The harmonic oscillation equation is written as:
Harmonic oscillations are characterized by the following parameters: amplitude A, period T, frequency υ, phase φ, circular frequency ω.
A - oscillation amplitude - this is the largest displacement from the equilibrium position. Amplitude is measured in units of length (m, cm, etc.).
T - the period of oscillation - this is the time during which one complete oscillation takes place. The period is measured in seconds.
υ - Oscillation frequency - this is the number of oscillations per unit time. Measured in hertz.
φ is the oscillation phase. The phase determines the position of the oscillating point at a given time. In the SI system, phase is measured in radians.
ω - circular frequency measured rad/s
Any oscillatory movement is performed under the action of a variable force. In the case of a harmonic oscillation, this force is proportional to the displacement and directed against the displacement:
where K is the coefficient of proportionality, depending on body weight and circular frequency.
An example of a harmonic oscillation is the oscillatory movement of a mathematical pendulum.
A mathematical pendulum is a material point suspended on a weightless and non-deformable thread.
A small heavy ball suspended on a thin thread (inextensible) is a good model of a mathematical pendulum.
Let a mathematical pendulum of length l (Fig. 1) deviate from the OB equilibrium position by a small angle φ ≤. The ball is acted upon by the force of gravity directed vertically downwards and the elastic force of the thread directed along the thread. The resultant of these forces F will be directed tangentially to the arc AB and equal to:
For small angles φ, we can write:
where X is the arc displacement of the pendulum from the equilibrium position. Then we get:
The minus sign indicates that the force F is directed against the displacement X.
So, at small deflection angles, the mathematical pendulum performs harmonic oscillations. The period of oscillation of a mathematical pendulum is determined by the Huygens formula:
where is the length of the pendulum, i.e., the distance from the suspension point to the center of gravity of the pendulum.
It can be seen from the last formula that the period of oscillation of a mathematical pendulum depends only on the length of the pendulum and the acceleration of gravity and does not depend on the amplitude of the oscillation and on the mass of the pendulum. Knowing the period of oscillation of a mathematical pendulum and its length, we can determine the acceleration of gravity by the formula:
Acceleration due to gravity is the acceleration that a body acquires under the influence of its attraction to the earth.
Based on Newton's second law and the law of universal gravitation, we can write:
where γ is the gravitational constant equal to
M is the mass of the Earth, equal to,
R is the distance to the center of the Earth, equal to,
Since the Earth does not have the shape of a regular ball, it has a different value at different latitudes, and, consequently, the acceleration of gravity at different latitudes will be different: at the equator; at the pole; at medium latitude.
Description of the experimental setup
A laboratory setup for studying the oscillatory motion of a mathematical pendulum and determining the acceleration of gravity is shown in Figure 2.
A heavy ball is suspended from a long thread ℓ. The thread is thrown over the ring O and its second end is fixed on the scale L. By moving the end of the thread along the scale, you can change the length of the pendulum ℓ, the value of which is immediately determined by the scale. The scale N is used to determine the angular deviation of the pendulum. By attaching various balls to the thread, you can change the mass of the pendulum. Thus, the laboratory setup provides for the possibility of changing the length, amplitude of oscillation and mass of the pendulum.
The order of the work.
where ∆ℓ is the average absolute error of pendulum length measurement.
pendulum length.
Δt is the mean absolute time measurement error.
t is the time during which the pendulum makes n oscillations.
Enter the experimental data in tables 1 and 2.
Draw your own conclusions.
Table 1
Determination of the acceleration of gravity
|
Number of vibrations |
pendulum length |
pendulum length |
pendulum length |
|||||||||
Make sure the body is waterproof, as the method described involves immersing the body in water. If the body is hollow or water can penetrate it, then you will not be able to accurately determine its volume using this method. If the body absorbs water, make sure the water will not damage it. Do not immerse electrical or electronic items in water as this may result in electric shock and/or damage to the item itself.
- If possible, seal the body in a waterproof plastic bag (after releasing the air). In this case, you will calculate a fairly accurate value for the volume of the body, since the volume of the plastic bag is likely to be small (compared to the volume of the body).
Find a container that holds the body whose volume you are calculating. If you are measuring the volume of a small object, use a measuring cup with a graduation (scale) of volume. Otherwise, find a container whose volume can be easily calculated, such as a cuboid, cube, or cylinder (a glass can also be thought of as a cylindrical container).
- Take a dry towel to lay the body out of the water on.
Fill the container with water so that the body can be completely immersed in it, but at the same time leave enough space between the surface of the water and the top edge of the container. If the base of the body has an irregular shape, such as rounded bottom corners, fill the container so that the surface of the water reaches the regular part of the body, such as straight rectangular walls.
Note the water level. If the water container is transparent, mark the level on the outside of the container with a waterproof marker. Otherwise, mark the water level on the inside of the container using colored tape.
- If you are using a measuring cup, then you do not need to mark anything. Just write down the water level according to the graduation (scale) on the glass.
Immerse your body completely in water. If it absorbs water, wait at least thirty seconds and then pull the body out of the water. The water level must go down because some of the water is in the body. Remove marks (marker or adhesive tape) from the previous water level and mark the new level. Then once again immerse the body in water and leave it there.
If the body is floating, attach a heavy object to it (as a sinker) and continue the calculation with it. After that, repeat the calculation exclusively with the sinker to find its volume. Then subtract the volume of the lead from the volume of the body with the weight attached and you will find the volume of the body.
- When calculating the volume of the sinker, attach to it what you used to attach the sinker to the body in question (for example, tape or pins).
Mark the water level with the body submerged in it. If you are using a measuring cup, record the water level according to the scale on the cup. Now you can pull the body out of the water.
The change in the volume of water is equal to the volume of an irregularly shaped body. The method for measuring the volume of a body using a container of water is based on the fact that when a body is immersed in a liquid, the volume of the liquid with the body immersed in it increases by the volume of the body (that is, the body displaces a volume of water equal to the volume of this body). Depending on the shape of the water container used, there are different ways to calculate the volume of water displaced, which is equal to the volume of the body.
If you used a measuring cup, then you have recorded two values \u200b\u200bof the water level (its volume). In this case, from the value of the volume of water with the body immersed in it, subtract the value of the volume of water before the body is immersed. You will get the volume of the body.
If you used a cuboid container, measure the distance between the two marks (the water level before the body is submerged and the water level after the body is submerged), as well as the length and width of the water container. Find the volume of water displaced by multiplying the length and width of the container, as well as the distance between the two marks (that is, you calculate the volume of a small rectangular parallelepiped). You will get the volume of the body.
- Do not measure the height of the water container. Measure only the distance between the two marks.
- Use
Outline of a physics lesson on the topic:
Body volume measurement
Class: 7B
Lesson type: A lesson in the application of knowledge and skills.
Lesson Form : Lesson-practice.
Lesson Objectives:
Educational:
- repeat the material on the topic "Density of matter", "Mass of bodies";
- ensure that students acquire knowledge about physical quantities: mass, volume, density of bodies and their units of measurement;
Developing:
- develop the ability to observe and draw conclusions;
- develop the ability to work in groups;
Develop the ability to apply comparison techniques;
Educational:
Equipment : measuring cylinder (beaker); pouring glass; empty vessel; bodies of regular and irregular shape of small volume (nuts, pieces of metal, plasticine figures, etc.); threads.
Methods: conversation, practical work in pairs and groups of 4 people
During the classes.
I. Organizational part (2 min)
In previous lessons, we got acquainted with such physical quantities as the density of a body, its volume, mass. We learned that all these quantities depend on the state of aggregation of bodies.
Tasks for today's lesson:
- learn to determine the volume of a body of the correct form using a measuring cylinder;
- learn to determine the volume of an irregularly shaped body using a pouring glass and a beaker.
II. Actualization of students' knowledge (4 min)
On the desk: on the left under the numbers a series of questions (of a general nature for repetition); in the center is a “window” (drawn square) with a letter placed; on the right, in a column, a row of numbers, near which the answers are written.
Exercise: in 3-4 minutes, give answers to the questions written on the left, and so that they begin with the letter indicated in the “window”.
The letter "M" is selected. Below are the questions and answers.
1) Physical quantity.
2) Scientist
3) Physical body.
4) Substance.
5) Natural phenomenon.
6) Device.
7) Section of physics.
8) Unit of measure.
9) A profession related to physics.
Findings:
Students' responses are varied.
1) Physical quantity - Mass;
2) Scientist - Maxwell;
3) Physical body - Pendulum;
4) Substance - Copper;
5) Natural phenomenon - Lightning;
6) Device - Metronome;
7) Section of physics - Mechanics;
8) Unit of measurement - Meter;
9) Profession related to physics - Musician.
III. Work in pairs. (25 min.)
Students perform laboratory work "Measuring the volume of the body", using the instruction card.
First, the guys do practical work on card number 1
card number 1
Determination of the volume of the body of the correct form:
- pour enough water into the beaker so that the body can be placed in water and measure its volume;
- lower the body, the volume of which is to be measured, holding it by the thread, and again measure the volume of the liquid in the beaker.
- do the experiments described in paragraphs 2 and 3 with some of the other bodies you have.
- record the measurement results in the table:
Calculation of the volume of the body of the correct form
Table No. 1
Then students do practical work on card number 2:
Determining the volume of an irregularly shaped body:
card number 2
- determine the division value of the beaker.
- Pour water into the drain cup up to the hole in the drain pipe.
- measure the volume of water in the pouring cup with a beaker, this will be the volume V 1 cm 3 .
- immerse an irregularly shaped body in a pouring cup. When immersed, some of the water will spill out of the glass.
- Measure the poured out water with a beaker. This will be the volume of liquid and body V 2 cm 3 .
- the result of measurements of body volume will be the calculation of the volume of an irregularly shaped body according to the formula: V= V 2 - V 1
- write the result of the calculation in table No. 1.
Calculation of the volume of an irregularly shaped body
Table number 2
In their work, students take into account that 1 ml \u003d 1 cm 3
In the process of doing practical work on "Measuring the volume of the body" of various forms. Students received individual results, typical only for their pair. Because the bodies were different both in form and in composition; the volume of water in the beakers was different.
The results of some measurements are shown in table No. 2
The results of measurements of the volume of bodies of various shapes
Table #3
experience | Name body | Initial volume of liquid in the beaker V 1, cm 3 | Volume of liquid and body V 2 cm 3 | body volume V, cm 3 V = V 2 - V 1 |
|
regular shaped bodies |
|||||
Zinc cylinder Plastics. cylinder | V 1 \u003d (72 0.5) cm 3 V 1 \u003d (72 0.5) cm 3 | V 2 \u003d (82 0.5) cm 3 V 2 \u003d (80 0.5) cm 3 | V \u003d (10 0.5) cm 3 V \u003d (8 0.5) cm 3 |
||
irregularly shaped bodies |
|||||
Volumetric polygon flax | V 1 \u003d (131 0.5) cm 3 | V 2 \u003d (51 0.5) cm 3 | V=V2 V \u003d (51 0.5) cm 3 |
||
Lab Conclusions: in the course of the work, we learned to determine the volume of bodies of various shapes using a beaker and a displaced liquid. The work took into account the error of the measuring instrument (beaker).
Group work (7 min)
The class is divided into three groups (according to the rows of seats). In notebooks for laboratory work, they solve one problem.
Each group is offered one calculation task. The content of the tasks is presented on slides and reproduced using a projector on the screen.
The tasks are taken from G. Oster's problem book.
Task for group number 1.
Sad Uncle Borya wantedcook his own soup, and he got half a pot green crap. Volume this muck that Uncle Borya did not dare to try - 0.001m 3 . Weight this muck - 1 kg 300 g. Calculatedensity of uncle's muck.
Task for team number 2.
In the circus, a clown lifts a huge weight with one left hand, on which 500 kg is written. In fact, the weight of the weight is 100 times less. The volume of this weight is 0.2 m 3 . Calculate the density of the circus kettlebell.
Task for team number 3.
On those rare days when mom pushes the average well-fed and dense Petya into a bathtub filled to the brim, 30,000 cm3 is poured onto the floor. 3 water. Petya's weight is 30 kg. Determine the average Petit density.
The following tasks were presented:
Solution of problem No. 1:
Given: SI Solution:
V soup \u003d 0.001 m 3 we find the density of a substance by the formula:
m = 1 kg 300 g ρ = m/V,
Where m is the mass of the "soup",
ρ-? V is the volume of the "soup".
M c = 1.3 kg
Therefore, substituting the numerical values into the formula, we will determine the density of the soup cooked by the village of Borey:
ρ \u003d 1.3 kg / 0.001 m 3 \u003d 1300 kg / m 3
Answer: ρ \u003d 1300 kg / m 3
3 of this "soup" we will have a mass of 1300 kg.
Solution of problem number 2:
Given: | SI | Decision: |
V weights = 0.2 m 3 m = 500 kg | We find the weight density by the formula: ρ = m/V, where m is the mass of the weight, V is the volume of the weight. m of the true value of the weight will be equal to: m = 500/100=5 kg, ρ \u003d 5kg / 0.2m 3 \u003d 25 kg / m 3 answer: ρ \u003d 25 kg / m 3 |
|
ρ-? | ||
The answer received implies the following: it turned out that 1 m 3 This weight will have a mass of 25 kg. |
||
Solution of problem number 3:
Given: | SI | Decision: |
V \u003d 30000 cm 3 m = 30 kg | 0.03m 3 | Petit's density can be found by the formula: ρ = m/V, where m is Petya's mass, V is the volume of the spilled water, this will be the volume of Petya. Let's convert the volume of water to the SI system using the method of proportions: 1m 3 \u003d 1000000cm 3 x m 3 \u003d 30000 cm 3 _ 1000000x=30000 x= 30000/1000000 x= 0.03 m3 substituting numerical values in the formula, we determine the density: ρ cf \u003d 30 kg / 0.03 m 3 \u003d 1000 kg / m 3 answer: ρ cf \u003d 1000 kg / m 3 |
ρ cf -? | ||
Lesson summary: (2 min)
Students hand in notebooks with completed lab work.
The teacher summarizes the results of the lesson. There is no homework because The students did a great job in class and completed all the assignments.
Agreed"
Director of MOU
Klyavlinskoy secondary school №2______________ L.N.Kharimova
Analysis of a physics lesson in grade 7.
Name of the teacher: Kostina O.V.
Class: 7B
Number of students: 19 people.
Visit purpose: To study the correspondence of the content of the lesson to its goals and objectives, the interaction of the teacher and students in the lesson.
lesson type: Lesson in applying knowledge and skills.
Lesson form: practical lesson
Lesson topic: "Measurement of body volume"
Structural elements of the lesson | Compliance with the goals and objectives of the lesson |
1. Setting the educational goals of the lesson. | Educational objectives of the lesson:
These goals are achieved, correspond to the topic, content and type of lesson. Repeatedly in the lesson there was a consolidation of knowledge on the studied material. The guys' answers were correct. When demonstrating the mini-game “Think Fast” on the board, the guys repeated the basic concepts; repetition of the material occurred in the course of work on measuring the volume of bodies of regular and irregular shape. During laboratory work, theoretical knowledge on the topic and skills in working with physical devices are consolidated in practice. The combination of these forms of work contributes to the conscious assimilation of the material. The teacher at the beginning of the lesson clearly formulated the objectives of the lesson. |
2. Setting development goals. | Developing objectives of the lesson: To form the ability to observe and draw conclusions; Develop the ability to work in groups;
These goals are achieved, correspond to the topic, content and type of lesson. During the practical part of the lesson, the ability to observe and, on this basis, generalize knowledge and draw conclusions develops (it activates the student's thinking). Working in pairs and fours forms the ability to work in groups of different sizes and composition, forms a focus on a common result. The combination of these forms of work contributes to the conscious assimilation of the material. Laboratory work, filling in the tables teaches the guys to plan their work. |
3. Setting the educational goals of the lesson. | Educational objectives of the lesson:
The goals are achieved, correspond to the topic, content and type of lesson: The lesson is conducted with the constant involvement of each student in the process of obtaining knowledge. Contains tasks of a cognitive nature, corresponding to the age characteristics of students. Throughout the lesson - workshop there is a clear purposefulness. This form of the lesson contributes to the formation of cognitive interest in the subject. Students learn to listen and hear each other as they work in a group with common learning goals. |
4. Form of organization of educational activities | In the classroom, there is an alternation of various forms of educational activity. At the stage of updating knowledge - a frontal survey. The next stages of the lesson include mostly group work. During the lesson, the teacher works with the whole class, effectively achieving the set goals. |
5. Methods for organizing the activities of students in the lesson | The main method of organizing the activities of students in the lesson is practical, it contributes to the activation of the mental activity of students. At the beginning of the lesson, the teacher gives motivation for the students to apply the acquired knowledge during this lesson. |
6. Teaching aids used in the lesson | Physical instruments are used as teaching aids. The rational use of time in the lesson is facilitated by ready-made handouts (for each desk). For greater clarity, the teacher uses slides with tasks to consolidate. |
7. Application of learning technology | The lesson is conducted in a non-standard form of a lesson - a workshop and contains tasks of a cognitive nature that correspond to the age characteristics of students. The tasks used by the teacher in the classroom, the use of information technology, contribute to the activation of the mental activity of students. |
8. Compliance of the content of the lesson with the requirements of state programs | The material of the lesson corresponds to the program of the course "Physics grades 7-9" for educational institutions.The program was prepared by the team of authors E.M. Gutnik, A.V. Peryshkin, M.: "Business Bustard", 2001, recommended by the Department of General Secondary Education of the Ministry of Education of the Russian Federation. In accordance with the requirements of the federal component of the state standard of general education in physics for the level of preparation of graduates of the basic school, students during the lesson repeat the material on the topic "Density of matter", "Body mass". The knowledge and skills shown by the students in the lesson meet the requirements for the physical training of students of the basic school: the students have a well-formed understanding of "body", "substance"; have a good command of practical techniques: work with beakers and bodies of various shapes; comparison skills are formed; well-formed physical speech of students. |
9. Rational organization of work of students | The time allotted for the lesson has been maintained. The lesson is quite informative and rich. The work planned by the teacher for 40 minutes was completed. |
10. The style of the teacher's relationship with students. | The teacher-student relationship is built on the basis of mutual respect. During this lesson, there is a special activity of students, their interest in a successful result is felt. |
11. The results of cognitive activity in the lesson. | At the training session, conditions were created for the manifestation of the cognitive activity of students, the development of individual abilities. The class was active. Together with the teacher, the children summarized the material, drew conclusions, worked independently and in groups, learned self-control and mutual control. In this lesson, all students received positive marks for completing the laboratory part of the lesson; graded "5" for oral answers. Without exception, all students actively acquired knowledge, and were not passive listeners. |
Deputy Director
For educational work _________ S.V. Mikhankov
"Agreed"
Director of MOU
Klyavlinskaya Secondary School No. 2_____________ L.N. Kharymova
