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Three drafts of junior high school physics lecture notes

First of all, talk about textbooks.

(A) the status and role of teaching materials

"Kinetic energy and potential energy" is a part of the sixth section of Chapter 8 of Physics in Grade 8 of Shanghai Science Edition. This paper mainly introduces the initial concepts of energy, kinetic energy, potential energy and mechanical energy, and focuses on exploring the factors that determine the magnitude of kinetic energy and potential energy through experiments. The content of this section is based on students' learning "merits" and is also the starting point for learning various forms of abilities in the future. Therefore, guiding and organizing students to learn well can lay a good foundation for subsequent teaching.

(B) Teaching objectives

1, knowledge target:

(1) Understand the concepts of kinetic energy, potential energy and mechanical energy;

(2) Through experimental exploration, let students know the relevant factors that determine kinetic energy and potential energy.

2, ability goal:

(1) In the process of experimental inquiry, students' ability to analyze and summarize physical laws is cultivated through observing and thinking about phenomena;

(2) Further understand the basic ideas and methods of using "control variables" to study physical problems, and cultivate students' ability to design experiments.

3, emotional goals:

(1) Cultivate interest in learning physics and good habits of finding and exploring problems;

(2) Cultivate students to attach importance to practice, and develop a rigorous scientific attitude and innovative psychological quality;

(3) Consciously infiltrate dialectical materialism education.

1, teaching focus: understanding kinetic energy, potential energy and mechanical energy; Know the factors that determine kinetic energy and potential energy.

2. Teaching difficulties: study the factors that determine the size of kinetic energy and potential energy by controlling variables.

Second, teaching methods:

1, example teaching method

Energy is one of the most important concepts in physics. Because it is abstract, when introducing the concept of energy, we use examples to teach it, and combine the factor of "ability to do work" in examples to deduce the concepts of kinetic energy, potential energy and mechanical energy.

2. Experimental inquiry method

Observation and experiment are important ways for students to understand physical laws and acquire physical knowledge. The experimental inquiry method is used to teach the factors that determine the size of kinetic energy and potential energy, so that students can explore independently and cultivate their operational ability and ability to analyze and summarize problems.

3. Exchange discussion method

As to whether the experimental conclusion is correct, universal and scientific, the way of communication and discussion is adopted, so that students can exchange experimental information with each other, form * * * knowledge, draw reliable and correct experimental conclusions, and cultivate students' awareness of communication and cooperation.

In addition, the combination of lectures and practice is adopted to consolidate the knowledge in this section and master the ideas and methods of analyzing and solving problems.

Third, theoretical study.

Through the study of this course, students should understand the research methods of control variables, instruct them how to design and operate experiments, and how to analyze experimental data to draw experimental conclusions and summarize physical laws, which will guide students to actively observe and analyze one by one according to experiments, and then conduct a comprehensive investigation and comprehensive analysis, thus realizing a leap from practice to cognition. In addition, students should make full use of the textbook Gas Station to help them understand and broaden their knowledge.

Fourth, teaching program design.

(1) Review questions:

1, what does work mean in physics? What two elements does it include?

2. What is the work unit?

(Prepare for the introduction of energy concept and the teaching of energy units)

(2) Examples are given to establish physical concepts such as energy, kinetic energy and potential energy.

1. First, introduce the concept of "energy" through the common sayings about "energy" that students often hear in daily life, such as wind energy, water energy, electric energy, solar energy, energy and so on.

2. Extract the basic meaning of energy from examples. Such as running water, wind, bow opening, compression spring, lifting hammer, etc. It can exert force on other objects and make them move a certain distance along the direction of force, that is, they can do work on other objects, thus generalizing the concept of energy: an object can do work, so it is said to have energy. The more work you do, the more energy you have. It is emphasized that the process of doing work is the process of energy transformation, and it is pointed out that the unit of energy and the unit of work are the same, which is also the focus (J).

3. The concepts of kinetic energy, potential energy and mechanical energy are derived from the existence of * * in the example and the fact that the object does work due to motion, lift or elastic deformation in the example.

Give examples after the concept is finished, let the students analyze and deepen their understanding of the concept.

Example: Mercedes-Benz cars on the expressway have _ _ _ _ _ _ _ ability; Aircraft flying in the air are _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _. Bending strut has _ _ _ _ _ _ energy. (3) experimental exploration of discovering physical laws

Experimental exploration 1: What factors are related to the magnitude of kinetic energy?

Explore the experiments in Figure 8-35 and Figure 8-36, and guide students to study and explore the factors and laws that determine kinetic energy by controlling variables.

Experiment 1: Use the same steel ball to control the same mass, roll down from different heights (different speeds), observe the movement distance of the struck wood block on the horizontal plane, judge how much work the steel ball has done, that is, the kinetic energy it has, and conclude that the kinetic energy is related to the movement speed, and the greater the speed, the greater the kinetic energy.

Experiment 2: Use wooden balls and steel balls (with different masses) to roll down from the same height (with the same control speed), observe the movement distance of the struck wooden block on the plane, and judge how much work the wooden balls and steel balls have done, so as to judge the mobilization energy, and conclude that the kinetic energy is related to the mass of the object-the greater the mass, the greater the kinetic energy.

The above two experiments were completed on the basis of two conclusions provided by "gas station". Attention should be paid to guiding students to read the information in the "gas station"

Experimental exploration 2: What factors are related to the magnitude of gravitational potential energy?

Explore the experiments in Figure 8-37 and Figure 8-38 in the textbook, and guide students to study and explore the factors and laws that determine potential energy by controlling variables.

Experiment 1: The same weight falls freely from different heights to a special small square table, and the sinking depth of the legs of the small square table is observed, and then it is inferred that the potential energy of the weight is related to the height of the weight-the higher the height, the greater the potential energy;

Experiment 2: Let two pieces of wood and iron with different masses fall freely from the same height to a small square table, observe the depth of the legs of the small square table, and then infer that the potential energy of the heavy object is related to the mass of the heavy object-the greater the mass, the greater the potential energy.

Experimental Exploration 3: What are the factors related to elastic potential energy?

Put a spring horizontally on the T-shaped shelf, one end is fixed, and the other end compresses the spring and the small steel ball to the fixed end by hand, so that students can carefully observe how far the small steel ball can be pushed out after being released. Compress the spring twice with different forces, then guide the students to explore, and finally get the factors that determine the elastic potential energy.

(4) Summarizing and consolidating exercises

1, let students summarize the main points of this lesson and train students' ability to summarize knowledge.

2. Consolidation exercises:

Example 1: How do the kinetic energy, potential energy and mechanical energy change when paratroopers fall at a constant speed?

Example 2: What is the kinetic energy of an object with mechanical energy of 35J and potential energy of 27J?

Example 3: Sprinklers run along the street at a constant speed and sprinkle water on the road surface. In this process, its kinetic energy will be _ _ _ _ _ _ _ _ _, because _ _ _ _ _ _ _ _ _ _.

3. Assigned homework: after-school homework1; Book for Students P 1 16 supplements (1) and (2) in exercises.

Five, the blackboard design:

Section 6: Kinetic Energy and Potential Energy

1. Definition of energy: An object is said to have energy if it can do work on other objects.

Kinetic energy: the energy possessed by an object due to its motion.

Potential energy: the energy possessed by an object because it is lifted or elastically deformed.

Mechanical energy: kinetic energy and potential energy.

2, the factors that determine the size of kinetic energy:

The kinetic energy of an object is related to its mass and velocity. The greater the mass and speed, the greater the motion of the object.

3. The factors that determine the potential energy:

The gravitational potential energy of an object is related to its mass and height: the greater the mass, the higher the lift, and the greater the gravitational potential energy.

The elastic potential energy of an object is related to the elastic deformation of the object: the greater the elastic deformation, the greater the elastic potential energy.

Physics Lecture Notes for Junior High School: The Lens in Life

First of all, talk about textbooks.

(A) the status and role of teaching materials

This lesson is the content of the second section of chapter 3 of the first volume of junior high school physics in Grade 8 of People's Education Press. On the basis of students' preliminary understanding of lenses, we can perceive the extensive uses of lenses in life, cultivate students' interest in learning, lay a good foundation for further understanding of lenses and learning their working principles in class, and cultivate students' scientific awareness of applying what they have learned. Therefore, this course is an important part of junior high school physical optics knowledge, and it is also the key content for students to master the application of optical components.

(B) Teaching objectives

According to the above analysis of the teaching materials and the development characteristics of students, the following three-dimensional teaching objectives have been formulated:

Knowledge and skill goal: to understand the application of lens in daily life and the imaging law of convex lens.

Process and Method Objective: In the process of observing, analyzing and making model camera, master the principle of camera phase formation, and understand the main characteristics of convex lens into real image and virtual image through experimental demonstration.

Emotion, attitude and values: By observing the common cameras in life, we can stimulate students' interest in learning, feel the joy of success in the process of making model cameras, cultivate their curiosity about science through the study of this lesson, and initially establish their awareness of applying science and technology to practice.

According to the students' cognitive level and the characteristics of physical and mental development, the focus of this course is to master the characteristics and application of convex lens imaging by understanding the imaging principle of the camera.

Because the knowledge of the characteristics of convex lens forming real image and virtual image is abstract, students have never been exposed to it before. So the difficulty of this lesson lies in the understanding of the imaging characteristics of convex lens and its application in real life.

Second, talk about learning.

Junior two students have a preliminary understanding of acousto-optic knowledge in physics, and on this basis, they have a brief contact with some knowledge of lenses, but they are not very clear about the application of lenses in real life. Therefore, this class stimulates students' curiosity through common examples in real life, such as cameras, projectors and magnifying glasses.

Throughout the middle school stage, students' thinking ability develops rapidly, and abstract logical thinking is in an advantageous position. Although junior high school students' thinking and abstract logical thinking have begun to dominate, they are still empirical to a large extent, and logical thinking needs the direct support of perceptual experience.

Third, oral teaching methods

Based on the principle that there are methods in teaching, but there is no definite method, it is important to get the correct method. I intend to adopt the methods of teacher guidance, student inquiry and heuristic teaching, demonstration and practice in this class. Cultivate students' ability to study, explore and solve practical problems by using physical knowledge and abstract thinking.

Fourth, the methods of speaking and learning

The new curriculum standard points out that inquiry is not only the goal of scientific learning, but also the method of scientific learning. Personal experience based on inquiry learning is the main way for students to learn science. Therefore, the methods of inquiry, cooperation and communication, discussion and analysis are adopted to cultivate the good habit of independent thinking and improve the ability of abstract thinking.

Verb (abbreviation for verb) talks about teaching procedure.

According to the analysis of the content of this course and the students' thinking characteristics and knowledge mastery, the teaching process of this course is designed from five links: introduction, Protestantism, practice, summary and homework, and the learning efficiency of students is improved through such teaching design.

(A) easy to import, stimulate interest

Before the new lesson is taught, introduce the knowledge of this lesson in a relaxed way. Ask the students to do a survey. Which students have hobbies in photography? Which students are good at photography? Do students who like photography know why cameras can take pictures? What principle does it rely on to record beautiful moments?

Let students actively participate in the conversation by using common cameras in life. Through such questions, students' interest in learning can be stimulated, and students can enter the newly taught course with suspense.

Independent research, cooperation and exchange

1. Observation and analysis, hands-on verification

Show the students a real camera and let them observe. What are the parts of the camera? Ask the students to guess the principle of camera photography. Let me remind the students first that the lens in front of the lens is equivalent to a convex lens. Let the students think independently according to what they have learned, then let them communicate, discuss and try to make an optical picture of distant objects imaging in the camera. Make appropriate supplements according to the students' conclusions, and then teachers and students summarize the camera's photography principle from all aspects.

Through this design, students' independent thinking ability is strengthened, and students' independent inquiry ability and cooperation consciousness are cultivated. And in the process of cooperative discussion, I feel the joy of reaching the final conclusion. Improve students' satisfaction with physics learning.

In order to better let students know the imaging principle of the camera, lead everyone to make a model camera together. Ask the students to make two paper tubes with little difference in thickness on the cardboard, so that one tube is sleeved in the other tube, one end of one paper tube is embedded with a convex lens, and the other end of the other paper tube is made of translucent paper or plastic film. Students pull the paper tube to change the distance between the lens and the translucent paper, so that they can see the clear image of the outdoor scene on the translucent paper. Observe the image and answer: Is it like reducing or enlarging? Like standing upright or standing upside down? Like a virtual image or a real image?

Through self-thinking, the conclusion drawn from self-operation is the real mastery. Through such hands-on operation, students can further deepen their understanding of the principle of cameras, and through their own model cameras, truly feel the application of lenses in life and improve their enthusiasm for learning physics.

2. Experimental demonstration and in-depth discussion

When students are still immersed in the joy of camera imaging principle, show the projector to everyone for observation, and students can easily find that the lens of the projector is a convex lens. Ask students to wear "like handstand or upright?" Is it reduced or enlarged? "Observe the teacher's demonstration with such questions. Teacher's demonstration: You can get an image on the ceiling by taking off the flat mirror, pasting film and adjusting it. Ask the students to think about how to display the image of the ceiling on the front screen. If everyone can do it, what is the principle?

After independent thinking and mutual communication, the students come to the conclusion that the plane mirror can be used to change the direction of light propagation, thus imaging on the front screen. Let the students practice and try to put a slide with the word F, so that they can get an upright "F" on the screen. At the same time, teachers and students discuss and draw the project of projector imaging.

3. Introduce concepts with hands and brain.

Show the students a magnifying glass. Let the students observe the words on the book with a magnifying glass. Let the students think. What lens is a magnifying glass? Describes whether the image viewed through a magnifying glass is enlarged or reduced. Students can easily solve problems based on what they have learned before. Continue to ask the students, "What's the difference between a magnifying glass and a camera or projector?" Through the communication between teachers and students, the concepts of real image and virtual image are introduced.

By observing and analyzing these objects with lenses, students' understanding of convex lenses can be strengthened, and students' habit of thinking in a comparative way can be cultivated by observing the images of cameras, projectors and magnifying glasses.

According to the students' mastery of this lesson, first set some basic fill-in-the-blank questions to let students know the imaging and comparison of cameras, projectors and magnifying glasses in this lesson. After that, let the students think about the reason why the dewdrops make the veins thicker. Through this hierarchical exercise setting, students can deepen their understanding of this lesson, help students to spread their thinking and explain more phenomena in life with lens knowledge.

(four) analysis and summary, and summarize the key points.

Ask the students to tell what they have gained in this class. According to the student's summary, the teacher will supplement it in time. This can cultivate students' analytical and inductive ability.

(E) After-class thinking, expand the application

Ask students to collect examples of using lenses in their lives and think about the fields in which lenses can be used. Through such open-ended questions, students have no pressure to do problems in the past, and are more interested in collecting information and thinking positively.

Physics Lecture Notes for Junior High School: Wonderful Physical Phenomena

Introduction: Hello, leaders and teachers! Today, the topic of my speech is "Wonderful Physical Phenomena", and the eighth class is an introduction to physics. Here, I will talk about the design ideas of this topic from four aspects.

Talking about teaching materials

1, teaching material analysis:

The physics course in compulsory education stage is the initial course for students to learn physics, and the introduction is the beginning of the initial course. Open the door of the physical world to children and show the colorful and magical physical world. Through introductory study, students can initially understand the research methods of physics, the noble sentiments of physicists and the important role of physics in production and life practice, so that children have a sense of novelty and curiosity about the physical world and a strong interest in learning physics. The introduction embodies the training goal of physics education in compulsory education stage: to improve the scientific quality of all students. It can be seen from the introduction that the main purpose of this textbook is not only to cultivate students' knowledge and skills, but more importantly, to cultivate students' processes and methods, emotional attitudes and values, and to cultivate students' lifelong interest in exploration, good thinking habits, well-founded skepticism and a certain sense of innovation.

2. Teaching objectives:

According to the requirements of the new physics curriculum in junior high school, the characteristics of this textbook, and the actual situation of students, I think the teaching objectives of this class are three points:

Knowledge goal (1) initially feels the wonder of physical phenomena through observation and experimental activities, and stimulates curiosity and thirst for knowledge about science.

Ability goal (2) Experience the process of observing physical phenomena, preliminarily experience observation methods, and put forward simple scientific questions according to the observed physical phenomena.

Emotional goal (3) enables students to explore and experiment with common objects in life in familiar situations, so as to feel the connection between physics and life.

3. Emphasis and difficulty of the textbook.

The key point is to make students feel fresh and curious about the physical world and stimulate their strong interest in learning physics.

The difficulty lies in successfully demonstrating novel and interesting physics experiments.

Second, oral teaching methods

Physics is a new course for eighth grade students. This course is a bit "scary" for some eighth-grade students, because listening to my brother, sister or senior classmates say that physics is the most difficult to learn, so I have already had rebellious psychology and fear of difficulties in physics class. To change students' prejudice against physics class, we must use "interest" psychology to overcome their "rebellious" psychology. Psychological theory points out that the first impression of things is the most profound and unforgettable. Introduction class is the first class of physics in the eighth grade, so I carefully designed it to make it lively, so that students will have great interest and goodwill as soon as they come into contact with physics. In this class, I use the method of combining demonstration experiment with students' grouping experiment. Observation and experiment are important ways for students to know the material world and acquire physical knowledge, and they are the premise of developing students' intelligence and the standard of testing the truth of physical knowledge. Teachers demonstrate, guide and control, students observe and think, and mobilize students to actively participate in teaching activities through hands-on experiments. Fully embody the teaching principle of "teacher-oriented and student-centered".

Third, theoretical study.

According to the requirements of the new curriculum and the characteristics of this class, in teaching, I focus on guiding students how to watch demonstration experiments and do experiments by themselves, let students guess the experimental results, guide students to observe physical phenomena, seize the opportunity to guide students to discuss and learn, and inspire students to ask questions about physical phenomena. Because this is the first class of physics in junior high school, students don't have to know the truth of these physical phenomena, just experience the process of experimental inquiry and have the desire to get to the bottom of it, so as to gain the preliminary experience of scientific research methods and achieve the purpose of teaching.

Fourth, talk about teaching procedures.

1, creating scenarios and introducing new lessons:

Show some pictures (such as blue sky, apples falling from trees, steel boats floating on water, etc.). ) and a erhu song through multimedia courseware. Since childhood, we have been full of curiosity and mystery about natural phenomena. Every phenomenon is a mystery, and we always want to uncover it. In order to solve the mystery, let's explore together.

2. New lesson

(1) Observe interesting physical phenomena

This activity includes two simple demonstration experiments. It is not difficult to complete these two experiments, and the teacher does not need to spend effort to explain the principles of the experiments, but to let the students participate in the process of exploring problems in the whole activity. Let students guess the experimental results, guide students to observe physical phenomena, seize the opportunity to guide students to discuss and study physical phenomena, inspire students to ask questions about physical phenomena, and encourage students who ask questions to have original opinions. For example, in the demonstration experiment of who put out the long candle and the short candle in the glass cover first, let the students guess which candle goes out first before the experiment and guide the students to discuss. This is an open experiment, and different experimental results can be obtained by controlling the conditions during the experiment. After the experiment is completed, inspire students to think about the experimental phenomena and ask questions about the experimental phenomena. Some students are very active in thinking and thinking in class, and will put forward various conjectures. As teachers, even if some conjectures put forward by students seem naive and absurd, we should explore their reasonable factors and encourage them. But at the same time, we should pay attention to guiding students to make scientific guesses. After the student tells his guess, we can ask him, "Why do you think so?" Then do the demonstration experiment of boiled goldfish. Before the experiment, let the students guess, after the experiment, let the students feel surprised, doubt, think and stimulate interest.

(2) Do it yourself

This is the first time that students observe physical phenomena by themselves. I group two students in the same seat. Activity (1) What do you find by reading the words in the glass filled with water? Please be a little scientist, guess the result before the experiment, and then do experiments to verify whether your guess is correct. Which group played fast and well, and found the most physical phenomena? During the experiment, leave enough time for students to observe and think. Guide students to observe physical phenomena carefully and tell their findings. If you look at the side of the cup, you find that the words on the book are getting bigger; Found that the book is getting closer and closer to the glass, and the words on the book are getting bigger and bigger; The farther the book is from the glass, the smaller the words on the book are, and there is a process of font inversion from left to right; Look down from the mouth of the cup, etc. The teacher and the students sum up together, and then ask the students to do experiments to verify the physical phenomena they have not found. Teachers should not deliberately pursue students to get complete observation results, but it is important to let students experience the process of observation. Finally, invite students to participate in inquiry activities. (2) Will the attraction of magnets to nails change through glass plates, textbooks, enamel plates, plastic plates and other items? Through the study of this class, the students found many physical phenomena and raised many questions. If you want to know the reasons for these phenomena, you can solve these mysteries one by one after you have studied physics.

3. Homework

(1) Investigate, what are the interesting physical phenomena and problems around you?

(2) Do the following small experiments:

[1] Put a raw egg in a glass filled with clear water, and then gradually add salt to the water to dissolve it. Pay attention to what will happen and ask questions about this phenomenon.

[2] Carefully pour water and cooking oil (one cup each) into a deep glass in turn along the glass wall, and then put in a grape or a short candle. Draw what you observe and ask questions.

4. Blackboard design

Explore the mysteries of the material world

The first section wonderful physical phenomena

First, observe interesting physics experiments.

Second, do it.

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