Physics lecture notes

As a hard-working educator, you often need to prepare lecture notes, which help to carry out teaching activities smoothly and effectively. So do you know how to write a formal course manuscript? The following are 5 physics lecture notes that I compiled. They are for reference only. I hope they can help you. Physics Lecture Notes Part 1

Dear judges and teachers:

Good afternoon!

My name is Yin Guosheng, from Ji'an County No. 2 Middle School. The title of my class is "Uniform Circular Motion". "Uniform Circular Motion" is selected from Chapter 5 of Volume 1 of High School Physics. It is a relatively complex curved motion that students come into contact with after they have fully mastered the laws of curved motion. This section serves as the starting chapter of this part. It mainly introduces several basic concepts of circular motion to students and provides the basis for subsequent Learn to lay a good foundation.

According to the learning requirements and characteristics of this lesson, I designed the teaching objectives of this lesson to have the following points:

Teaching objectives:

1. Knowledge objectives:

1. Know what uniform circular motion is

2. Understand what linear velocity, angular velocity and period are

3. Understand the relationship between linear velocity, angular velocity and period The relationship between

2. Ability goal:

Be able to analyze the relevant formulas of uniform circular motion and solve related problems. Information technology means can be used to serve physics learning during the re-learning process. Visualize abstract things; rationalize rational knowledge; simplify complex concepts.

3. Moral education goals:

By describing the speed of uniform circular motion, students can understand that the same problem can be studied from different aspects, and understand the complexity of things and their multi-faceted nature. sex.

Teaching focus:

1. Understand linear velocity, angular velocity and period

2. What is uniform circular motion

3. Line The relationship between speed, angular velocity and period

Teaching difficulties:

Understanding that uniform circular motion is variable speed motion

Teaching methods:

< p> Lectures, reasoning and induction, discussions, and teacher-student and student-student interactions allow students to actively explore knowledge and stimulate their interest and initiative in learning.

Teaching steps:

In order to achieve the above teaching goals, give full play to the main role of students, and stimulate students' initiative and consciousness in learning to the maximum extent, for some main teaching links, there are The following ideas:

1. Introduction of new lessons

(1) The movement trajectory of an object is a circle. This kind of movement is very common. Can students give some examples? (Example: the movement of various points on the rotating electric fan, the movement of the earth and various planets around the sun, etc.)

(2) Today we will learn the simplest circular motion, uniform circular motion

2. New course teaching

1. Uniform circular motion

(1) Use videos to let students perceive that satellites are moving in a circular motion and pass through equal motions in equal times. arc length.

(2) And provide the definition: the particle moves along a circle. If the length of the arcs passed through in equal time is the same, this motion is called uniform circular motion.

2. Physical quantities that describe the speed of uniform circular motion

(1) Linear speed

a: Analysis: When an object makes uniform circular motion, the time it takes to move As t increases several times, the length of the arc it passes also increases several times, so for a certain uniform circular motion, the greater the ratio of s to t, the faster the object moves.

b: Linear speed

1) Linear speed is the instantaneous speed of an object in uniform circular motion.

2) Linear velocity is a vector, which has both magnitude and direction.

3) The magnitude of the linear velocity

4) The direction of the linear velocity is in the tangent direction of each point of the circle

5) Discussion: Lines in uniform circular motion Is the speed constant?

6) Obtain: Uniform circular motion is a non-uniform motion because the direction of the linear velocity changes at all times. Physics Lecture Manuscript 2

Textbook Analysis

The content of this section is the core of this chapter. It is for students to learn about the lenses commonly used in life and their effects when studying Section 1 "Lens". On the basis of obtaining rich and specific perceptual understanding of the imaging situation, use the inquiry method to study the content of this section with questions. The main content of this section is to let students find out the rules of imaging of convex lenses through scientific inquiry activities, so that students can independently explore and experience the whole process of scientific inquiry, thereby stimulating students' interest in exploring the rules of imaging and enabling students to Experience the process and methods of scientific inquiry. The new textbook focuses on exploring the relationship between the imaging situation of convex lenses and the relationship between object distance, and arranges teaching processes such as "raising questions, conjectures, designing experiments, conducting experiments, analysis and conclusions", allowing students to experience generating interest, discovering problems, stimulating conflicts, and further process of problem solving. It well embodies the spirit of the new textbooks to allow students to actively acquire knowledge while experiencing the formation and development of knowledge. The imaging principle of living lenses. The teaching materials are handled in this way, which embodies the idea of ????the curriculum standard "from life to physics, from physics to society". This deepens students' understanding of the laws of convex lenses, and allows students to use the knowledge they have learned to analyze the imaging principles of lenses in daily life. The way the textbooks are handled embodies the curriculum standard’s idea of ??“moving from life to physics, and from physics to society.”

Analysis of Teaching Methods

This lesson is the first time that junior high school students conduct a full-process exploration in the physics learning process. This lesson requires two lessons, and the first lesson focuses on cultivating Students' guessing ability and ability to design experiments. Students generally don't know how to guess when they guess. Sometimes the guess has nothing to do with the questions asked. Therefore, we should mainly guide students how to guess, create reasonable guessing scenarios in teaching, and guide students Know that there must be a reason for the guess, and you cannot make random guesses. Designing experiments is an important part of inquiry, so we need to guide students to design experiments so that students understand what the experiment studies and how to do it. What should be observed, measured, and recorded during the experiment? The second lesson focuses on cultivating students' ability to analyze and demonstrate experimental data. The teacher guides students to analyze tabular data for simple comparisons, analyze their similarities and differences, and allow students to conduct simple causal reasoning. Express your opinions in writing or orally, and finally the teacher summarizes them. This allows students to experience the process of summarizing scientific laws from physical phenomena and experiments, cultivates students' ability to process information, analyze and summarize, and thus improves students' scientific literacy. .

Teaching objectives

1. Knowledge and skills

Understand the imaging rules of convex lenses.

Know the conditions for a convex lens to enlarge and reduce real and virtual images.

2. Process and methods

Ability to initially acquire the ability to ask questions during inquiry activities.

Experience the main processes and methods of scientific inquiry through the process of exploring the imaging rules of convex lenses.

Learn how to summarize scientific laws from physical phenomena. Learn how to summarize scientific laws from physical phenomena.

3. Emotional attitudes and values ??

Willing to participate in scientific practices such as observation, experimentation, and production.

Through inquiry activities, we stimulate students’ interest in learning, cultivate students’ curiosity for science, be willing to explore natural phenomena and physical principles in daily life, and have the courage to explore physical laws in daily life.

Key points and difficulties

Key points:

①Understanding and understanding of the imaging rules of convex lenses.

② Organize and guide students to complete experiments to explore the imaging rules of convex lenses.

Difficulties:

① Guide students to establish the inevitable connection between experiments and physical models during the exploration process.

② Organize and guide students to complete experiments to explore the laws of convex lenses.

Teaching process

1. Introduction of new lessons

Based on the lenses in life in the previous lesson, the question of what optical elements are used for imaging and what is the difference between imaging is raised. Then a new lesson is introduced through the difference in imaging by convex lenses. Let students recall lens imaging situations in life and answer questions, and generate ideas about the rules of convex lenses, thereby stimulating interest in inquiry.

2. New course guide

Asking questions:

Students observe the imaging scenarios of projectors, cameras and magnifying glasses to ask questions. Cameras, projectors, and magnifying glasses all have convex lenses, but they have differences in size, inversion, and virtual reality. By guiding students to use the differences in imaging by convex lenses, we propose the relationship between the size, inversion, and object distance of the image formed by convex lenses.

Conjecture:

Continue to observe:

The similarities and differences between the images of projectors, cameras and magnifying glasses, guide students to focus on the size, inversion and reality of the image Analyze and make conjectures and assumptions related to the relationship between object distance or image distance, and write on the blackboard at the same time.

Designing experiments:

Instruct students to conduct experiments to test whether their conjectures are correct, and propose that experiments are the most basic method of exploring physical knowledge.

Provide equipment, let students design experimental methods based on conjectures, and tell the role of the equipment in it.

Guide students to read the textbook and clarify what is observed, measured and recorded in the experiment, as well as the main steps and processes of the experiment.

Demonstration: Supplementary explanations of experimental operation steps and precautions according to students' experimental methods, such as: placement of candles, convex lenses, and light screens. According to the conjecture, during the experiment, first change the object distance and conduct several experiments from large to small. It also reminds students how to observe images; how to record object distance and image distance; and pay attention to division of labor and cooperation.

Conduct experiments:

Students read, discuss, answer, and raise their hands to speak. Other students evaluate and improve experimental methods. Clarify the purpose of the experiment.

Review the method of measuring the focal length of a convex lens, and ask two students to measure the focal length of the convex lens in this lesson.

Teachers patrol, guide students in their inquiry process, provide timely guidance to students on problems that arise during their inquiry, and encourage students who are the first to complete experiments to fill in the data on the blackboard. (See the attached table)

Analysis and demonstration:

The teacher draws the table in advance and guides the students to think about the conclusions based on the experimental phenomena and data, whether the conjectures and hypotheses are confirmed, and further Think about and summarize the rules of imaging by convex lenses and let students express their opinions in written or oral form.

After discussion and thinking, it was concluded that the size and inverse of the image formed by the convex lens are related to the object distance or the relationship between the object distance and the image distance. Further synthesis and analysis concluded that:

When u >2f, it becomes an inverted and reduced experimental image;

When f