Lecture note on the relationship between fluid pressure and flow velocity in eighth grade

As a teacher, you usually need to prepare a speech, which is the prerequisite for the success of the lecture. So do you know how to write a formal speech? The following is a lecture on the relationship between fluid pressure and flow rate in grade eight, for reference only. Let's have a look.

The relationship between fluid pressure and flow velocity in the eighth grade: lesson draft 1 teaching material analysis

Student: Fluid mechanics is very common in life, but students lack rational thinking and understanding of fluid mechanics, so students have a strong interest in scenario creation and experimental exploration in this class. However, due to the lack of experimental design ability of students, teachers should stimulate interest and guide skills in time.

Position and function: This section is the foundation of fluid mechanics and the extension and expansion of liquid pressure and atmospheric pressure. It is mainly composed of two knowledge points: "the relationship between fluid pressure and flow velocity" and "how the lift of aircraft is generated" derived from it.

The textbook grasps the characteristics of junior high school students' strong curiosity and thirst for knowledge, and stimulates students to think actively and explore the laws of physics with experimental inquiry and model display, so that students can further move from life to physics and return to life from physics.

According to the actual situation of students and their existing knowledge reserves, combined with my understanding of teaching materials, the teaching objectives of this section are determined as follows:

Teaching objectives:

(1) Knowledge and skills:

1, to understand the relationship between fluid pressure and flow.

2. Understand how the lift of aircraft is generated.

3. Understand the phenomena related to fluid pressure and velocity in life.

(2) Process and method:

1, through observation, understand the phenomenon that the pressure of fluid is related to the flow rate.

2. Experience the lift force generated by the fluid pressure difference through exploratory experiments.

(3) Emotion, attitude and values:

1. Through the study of this section, students can further feel the charm of physics, thus making them love physics and science more.

2. Through this section, further cultivate students' communication and discussion, and the spirit of unity and cooperation.

Teaching emphases and difficulties:

Emphasis: the relationship between pressure and flow of fluid.

Difficulties: The relationship between fluid pressure and flow rate is used to explain the phenomena in daily life.

Teaching aid preparation: demonstration equipment: hair dryer, sink, water, table tennis, two paper boats, sink, mineral water bottle, etc. Grouping equipment: a piece of white paper, an aluminum coin of 1 angle, scales, wing models made by students, etc.

Teaching law

The teaching of this section is student-centered and teacher-led, guiding students to learn physical knowledge from some phenomena in life, and then using the learned physical knowledge to explain some physical phenomena in life.

Teaching design

Teaching process: the teaching process of "situational introduction-experimental inquiry-applied reflection-extracurricular expansion" is adopted.

Teaching mode: "study according to plan, explore cooperatively"-In view of the prominent position of "experimental inquiry" in physics teaching, the mode of "study according to plan, explore cooperatively" is used instead of "study according to plan, show and stimulate learning", and students are divided into six cooperative learning groups.

Achievement of the goal: apply knowledge to real life, cultivate students' lifelong interest in inquiry and good thinking habits, and enable students to learn the scientific practice ability of being good at observation and induction.

Feedback control measures: adhere to the combination of process evaluation and result evaluation, know students' learning situation in time through self-evaluation and mutual evaluation, and adjust teaching activities appropriately according to specific teaching contents.

teaching process

1, situational question, introduce new lesson:

Scenario creation 1: Let a student play table tennis with a funnel!

Scene 2: Blow up, but table tennis won't go away!

Scene 3: Put a ping-pong ball beside the basin, paddle in the middle with a stick, and observe the phenomenon.

Design concept: Creating interesting and suspicious scenes aims at arousing students' strong thirst for knowledge-a good beginning is half the battle.

Introduce the concept of fluid: both gas and liquid have fluidity, which is called fluid.

Exploring and understanding new knowledge experimentally;

First, explore the relationship between gas pressure and flow;

1. Question: What is the relationship between fluid pressure and flow?

2, guess and hypothesis:

Guess 1: The faster the liquid and gas flow, the greater their pressure.

Conjecture 2: The faster the liquid and gas flow, the smaller the pressure.

Conjecture 3: The faster the liquid and gas flow, the more constant their pressure is.

Design concept: cultivate students' scientific guessing ability-without bold guessing, there will be no great discovery.

3. Design and conduct experiments.

Student activities 1:

Experiment 1: Put a piece of paper under your lips with both hands, and the other end will droop naturally. Blow horizontally along the top of the paper and observe the phenomenon.

Experiment 2: Please hold two pieces of paper, let the paper droop naturally, and blow air between the two pieces of paper to observe the phenomenon.

Think while doing: analyze the similarities between the phenomena in these two experiments. Guess why?

Experiment 3: Demonstration: Put two ping-pong balls on both sides of two fixed parallel glass tubes, and then ask students to blow air into the middle of the ping-pong balls with a big straw to observe the phenomenon.

Design concept: Students draw a conclusion through the analysis and generalization of the above three experimental phenomena-to cultivate students' ability to analyze, demonstrate and summarize.

It is concluded that the pressure of gas is small where the flow velocity is large and strong where the flow velocity is small-multimedia blackboard writing.

Second, explore the relationship between liquid pressure and flow;

Lead: The pressure difference of gas will produce such a wonderful effect. Is there a similar property between pressure and flow rate of liquid?

Scene introduction: 19 12, the accidental collision between "Olympics" and "Hawk".

Student activity 2:

Two paper boats are floating on the water. Ask the students to spray water into the middle with a mineral water bottle to see if the boat is separated to both sides or close to the middle.

According to the relationship between gas pressure and flow rate, this paper thinks about the reason why two paper boats are close together-to cultivate the ability of analogical reasoning training.

It is concluded that the pressure of liquid is small where the flow velocity is large and strong where the flow velocity is small-multimedia blackboard writing.

Student activity 3:

Coin high jump competition-carry out inquiry activities in the form of competitions to quickly stimulate students' enthusiasm for participation.

Presupposition: When the students really blow up the coins, they are all excited and experience how amazing the power of science is in amazement!

Knowledge feedback: try to explain the experiment of stimulating interest and guiding the classroom, so that students can find the reason through exchange and discussion?

Scene reinforcement: the experiment of blowing table tennis with a hair dryer-put the table tennis in the mouth of the hair dryer, no matter which direction it faces, it seems that the table tennis is attracted by something and will not fall.

Student summary: blackboard writing: where the flow velocity is high, the fluid pressure is low, and where the flow velocity is low, the fluid pressure is high.

Design concept: The purpose of changing one experimental inquiry into multiple experimental inquiries in the textbook is to stimulate and maintain students' interest in learning, and to make experimental phenomena more convincing and deepen students' memory of what they have learned through induction and generalization.

Pay attention to science and technology and integrate into life.

Third, explore the causes of aircraft lift;

Introduction: The dynamic picture of the plane taking off-dozens of tons of planes take off and fly freely in the air. What power does it rely on? -It is easier to cultivate students' problem consciousness by using intuitive scenarios.

Student activity 4:

Take out the small production work arranged last time-the A-type wing model is folded according to the size on the right, and blow horizontally at the position of the thin line at the front end of the "wing" with your mouth to observe the phenomenon? The teacher emphasizes the shape of the wing, and the students think about the causes of lift?

Scene simulation, dispel doubts-the advantage of using animation is intuitive and easy for students to accept.

Then guide the students to analyze through pictures: at the same time, the airflow above the wing is farther and faster than the airflow below.

It is concluded that the pressure difference between the upper and lower surfaces of the wing is caused by different flow velocities and forms upward lift.

Fourth, explore the fluid phenomenon in life:

Can you use the knowledge you have learned today to explain the life phenomenon in the case? Presupport and prepare several life pictures and natural phenomena related to the knowledge of fluid pressure.

Design concept: one is to consolidate the knowledge learned, and the other is to make students feel the knowledge of fluid pressure around them, and it is widely used.

Picture situation: the railway station platform should be set with safety lines, and no one is allowed to enter.

Picture situation: "August autumn is roaring, rolling up my three hairs"-Du Fu's poem.

Picture situation: Why is the umbrella sucked up when it rains and meets strong wind?

Picture: How did the groundhog and mouse turn their nests into "air conditioning systems"?

Video scene: simulating a tornado-why can the drain pipe suck up the paper and throw it into the air?

Experimental scene: Why does the paper cup jump out when blowing horizontally at the mouth of the paper cup?

-Six groups draw lots, each group explains one, and compare which group has clear thinking, concise language and thorough reasoning!

Design concept: learning by case study, cooperative inquiry, applying what you have learned and improving your ability-cultivate the spirit of communication and cooperation in the group and train students' thinking ability, induction and generalization ability and language expression ability.

Presupposition: Using six life scenes designed in the study plan, let students apply what they have learned, guide students to return to life from physics, and try to solve some practical problems with newly learned knowledge, which not only consolidates new knowledge, but also improves students' various abilities.

Explore practice and get out of the classroom

Picture situation: Encourage students to make airplane models according to the principle of fluid mechanics, and hold an airplane model competition one week later to see whose model flies high and long-use your hands and brains, apply what you have learned, stimulate interest and develop intelligence.

Talk about harvest:

Talk about the gains of this class in groups and sum up what you have learned in this class: knowledge and skills, processes and methods, feelings and experiences, and what you want to know.

Design concept: the refinement of knowledge and skills, the expansion of processes and methods, and the sublimation of emotional attitudes and values.

arrange work

Table tennis is our sports advantage in Jining No.12 Middle School and the pride of our school ... Loop ball is the most practical technology in table tennis. Please check the principle of "loop ball" online.

Homework design concept: Emotionally: seeking truth from facts and inspiring pride; Knowledge: apply what you have learned and extend it after class; Ability: stimulate interest and develop expertise.

time management

Students' dominant position and teachers' leading role must complement each other-both opening and closing. In terms of time arrangement, teachers should revise it appropriately and master it flexibly.

The relationship between fluid pressure and flow velocity in the eighth grade: lecture 2 i. Teaching materials

First of all, talk about my understanding of the textbook. The relationship between fluid pressure and flow velocity is selected from the fourth quarter of chapter 9 in the second volume of the eighth grade physics of People's Education Press. It is the extension and expansion of liquid pressure and atmospheric pressure, mainly to explore the relationship between fluid pressure and flow rate. The knowledge of fluid mechanics is a key point of junior middle school mechanics, and it is also the pressure part of the textbook. The knowledge of this lesson is widely used in daily life and production.

Second, talk about learning.

Students are the main body of teaching, and all levels of teaching should be suitable for and promote the development of students. Grade eight students have learned about liquid pressure, but they have not fully explained the experimental phenomena. Their curiosity and thirst for knowledge are strong, but their rational understanding is insufficient. Students' thinking has changed from image thinking to abstract logical thinking, but image thinking still dominates.

Third, the teaching objectives

According to the new curriculum standards, the characteristics of teaching materials and students' reality, I have determined the following three-dimensional teaching objectives:

Knowledge and skills: Understand the relationship between fluid pressure and flow velocity, and apply the relationship between fluid pressure and flow velocity to explain life phenomena.

Process and method: Through observation and experiment, students' abilities of analysis, induction and summarization and independent inquiry are improved.

Emotion, attitude and values: cultivate the interest in exploring physical knowledge and the scientific attitude of seeking truth from facts in life.

Fourth, learn to pay attention to difficulties.

Teaching focus is the most essential and important knowledge content in a class, and it is the core and foundation of a class. On the basis of analyzing teaching materials and learning situation, the key content of this lesson is to understand the relationship between fluid pressure and flow, and use it to explain related phenomena in life. The difficulty is to explain life phenomena by the relationship between fluid pressure and flow velocity.

Verb (abbreviation for verb) talks about teaching methods.

In order to better achieve the three-dimensional goal of teaching and break through the difficulties, I will adopt teaching, demonstration and experimental inquiry, and students will adopt the methods of observation, experimental inquiry, exchange and discussion and analogy under the guidance of teachers. So as to give full play to the leading role of teachers and reflect the main position of students.

Sixth, talk about the teaching process.

Next, I will talk about the teaching process design of this lesson from the aspects of introducing new lessons, teaching new lessons, consolidating and improving, and summarizing homework.

(A) the introduction of new courses

In the introduction of new lessons, I will interact with students through the fun game "Compare, who is the king of the atmosphere", put the ball on one side of the funnel and blow it up or sideways from the other side of the funnel to see which student can blow the ball the highest or farthest. Students blow the funnel hard, students go to class with questions, and then I will let students watch animated pictures, and introduce the concept of fluid by "turning the windmill" and "running water"

(2) teaching new courses

In the new course teaching, I first put forward "What is the relationship between gas pressure and flow?" Students boldly guess the relationship between gas pressure and flow according to their own life experience, thus cultivating the spirit of daring to guess and answer. Then, through the experiment of "U-tube pressure gauge", teachers and students explored the relationship between gas pressure and flow. By observing the experimental phenomena, students have a certain understanding of the relationship between gas pressure and flow. At this time, I divided some paper, plastic cups, straws, lighters and candles into groups and designed and explored independently. In the process of exploration, I will pay attention to the students' operation and give appropriate guidance, and then students will establish a correct scientific attitude through teachers and students' exploration, and play their own subjective initiative in cooperation and learning with their peers.

After exploring the relationship between gas pressure and flow rate, the research topic is transferred from "the relationship between gas pressure and flow rate" to "the relationship between liquid pressure and flow rate" by analogy, which guides students to explore along this thinking procedure and form a guess. The greater the liquid flow, the smaller the pressure, and then 19 12 "Olympic" sailboat and smaller ones were launched. The paper boat is used to simulate the collision between two ships, and the conclusion is drawn through the phenomenon to verify the conjecture. It is concluded that the greater the liquid velocity, the smaller the pressure. Then guide the students to explain the secret that the "atmosphere king" can't blow the ball with the conclusion.

After students acquire new knowledge, the most important thing is to learn how to use it to explain related phenomena in life, so I will play a video of the plane taking off so that students can listen carefully to the reasons for the flight execution. Look at the pictures of cars, understand the "secret" of automobile tail plate, show the sprayer, and let the students know the "magic". Look at the pictures of the train safety line and simulate the train operation. Let the students know the meaning of the safety line. Tell students not only to master the relationship between fluid pressure and flow velocity, but also to understand the application of laws to explain related phenomena in life, thus breaking through the teaching difficulties and embodying the teaching concept of "from physics to society".

(3) Consolidate and improve

I believe everyone has had this experience: walking in the rain, we will play an umbrella. When the wind blows, the umbrella will be rolled up. Why is this? Can you explain this phenomenon with what you learned today?

Through further practice, consolidate knowledge, test students' knowledge and give feedback in time. Let students feel that physics is everywhere, and let the magic of nature bring students endless desire to explore!

(4) Summarize the homework

Give several examples of the relationship between fluid pressure and flow in life. Students use physical knowledge to explain physical phenomena in life in observation and practice, improve their ability of observation and analysis, and combine what they have learned in class with practice.