Accelerate ppt speech

As a selfless people's teacher, it is often necessary to prepare lectures, which will help students understand and master systematic knowledge. So how should I write a speech? The following is my accelerated ppt speech for reference only. Let's have a look.

Accelerate ppt lecture notes 1 1. Teaching objectives

Knowledge goal: understand the concept of acceleration, know that acceleration is a physical quantity representing speed change, and know its definition, formula, symbol and unit.

Ability goal: the ability to find and solve problems-the introduction of acceleration;

Ability to acquire and process information-charts, v-t diagrams, thinking and discussion;

The ability to integrate theory with practice.

Second, the focus and difficulty of teaching

Acceleration is one of the important concepts in mechanics. It is a bridge between kinematics and dynamics, and it is also a difficult concept to understand in senior one physics class. It is more abstract than the concept of speed. Understanding the establishment process and physical meaning of the concept of acceleration is the focus of this lesson. It is difficult for students to understand "there is no direct relationship between speed and acceleration, and the speed changes greatly, but the acceleration is not necessarily large", which is the difficulty of this section.

Third, some ideas.

1. On the process of concept establishment

When establishing the conceptual process of acceleration, the acceleration is too abstract for students to feel at first. Let them feel that the first layer is that the moving object has speed, the second layer is that the speed of the moving object has changed, and the third layer is that the speed of the moving object is fast and slow. Therefore, it is naturally necessary to describe the speed change of moving objects.

The first question to get the concept of acceleration is, where do a series of velocity values needed for analysis come from? Provide the existing data to students, or do students get it by doing experiments themselves? I've done both. The key of this lesson is the understanding of acceleration. It is not appropriate to get data by yourself at first, otherwise it will distract your attention. When providing data, students' reliability of the data is taken into account, and the 100-meter start and electric car start felt by the surrounding students are provided, which eliminates students' doubts about the data. Finally, students can acquire and process data by themselves through paper tape, so as to have a deeper understanding of acceleration.

2. Question setting

Thinking and discussion 1: mainly to guide students to establish and understand the concept of acceleration. I didn't fill in the form myself, but I want to guide students to develop the habit of comparing multiple data, processing lists and drawing. In Exercise 3, let the students list and fill in the form themselves to further penetrate this idea.

Exercise 1:

It is mainly to deepen students' understanding of acceleration, so as to distinguish the significance of acceleration from speed and speed change. This is the difficulty of this lesson.

Thinking and discussion 2:

Guide students to understand the advantages of images in reflecting acceleration, deepen their understanding of v-t images, and how to obtain and process information from images. Textbooks and college entrance examination both reflect this point well.

Exercise 2:

Thinking and discussion from qualitative description to quantitative description II. Make students have perceptual knowledge of acceleration, and emphasize the vector nature of acceleration. The setting of the first question implies that students should not put physics into mathematics. The information content of images in physics is far greater than that in mathematics.

Exercise 3 is as described above.

3. Temporarily downplay three issues

Firstly, it is only proposed that acceleration is a vector, and what determines the relationship between acceleration and velocity direction in linear motion, which leads to Newton's second law for further study; Second, the relationship between average acceleration and instantaneous velocity. Third, the speed of speed change in curvilinear motion.

These are my superficial views on this course, and I urge the experts and teachers to criticize and correct the improper points.

Acceleration ppt lecture 2 I. teaching material analysis

This section is a section in the fifth chapter of senior high school physics textbook. Before that, students have learned the concept of uniform circular motion and the physical quantities describing uniform circular motion. This section is the focus of this chapter. Learning this section well can make necessary preparations for learning the application part of this chapter and the knowledge of gravity.

Second, the teaching objectives

1. Knowledge objective: Understand what is centripetal force and what is centripetal acceleration. You can use centripetal force and centripetal acceleration's formula to answer related questions.

2. Ability goal: know how to study physical problems by controlling variables, and cultivate students' experimental ability, analytical ability and ability to solve practical problems.

3. Emotional goal: learning scientific research methods and attitudes.

Third, the focus and difficulty of teaching

1. key point: the relationship between centripetal force and m, r, ω.

2. Difficulties: ① Understand the concept of centripetal force ② Understand the formulas a=rw2 and A = V2/R.

Fourth, teaching methods:

Because students have just entered high school, they still lack the methods to learn high school physics and are used to hard formulas. But this part involves many formulas, which will bring great difficulties to students. Therefore, teachers need to guide students to actively explore, draw their own conclusions and understand memory formulas, so as to achieve the purpose of flexible use.

Therefore, this course adopts the teaching method of "guided inquiry", focusing on solving problems, paying attention to students' independent research and cultivating creative thinking, and giving full play to students' initiative. Its main procedures are: asking questions → scientific guessing → designing experiments → exploring research → drawing conclusions → guiding practice. It not only attaches importance to the acquisition of knowledge, but also attaches importance to the process and method of students' acquisition of knowledge, which highlights students' active learning. Student activities account for about 1/2 of class hours, and the classroom atmosphere will be more active, which can truly reflect the teaching idea of "teaching as the leading factor and learning as the main body".

V. Teaching tools

1. Multimedia, video clips and courseware

2. Students are divided into groups. Experimental equipment: spring scale, rope, balls (several) and ballpoint pen rod sleeve.

Sixth, the teaching process.

(A) the concept of centripetal force:

Review the previous section, play several video clips of examples of uniform circular motion, and guide students to analyze the stress situation one by one, so that students can find that the resultant force of an object with uniform circular motion always points to the center of the trajectory, thus obtaining the concept of centripetal force, understanding that centripetal force is the resultant force of an object with uniform circular motion, naming it according to the effect, and understanding its direction and function.

(2) What factors are related to centripetal force?

Show the situation and ask questions

First of all, play the picture of "the child is holding a toy in a circle with a rope" and the clip of "the car derailed because of too fast speed" to create a scene, so that students can feel that the object needs a certain centripetal force to make a uniform circular motion, otherwise the object will derail. Then ask: how much centripetal force does an object with mass m need to make a uniform circular motion with radius r at angular velocity ω? This paper introduces the research topic of "exploring the magnitude of centripetal force".

2. Divergent thinking, scientific conjecture

Encourage students to make bold guesses: If you are the first person in history to study the magnitude of centripetal force, guess "what factors may be related to centripetal force?" It is pointed out that scientific conjecture is a widely used thinking method in natural science research.

In this session, students discuss in groups and guess according to their daily life experience, and come to the conclusion that centripetal force F may be related to M, ω and R.

3. Set doubts, brainstorm and design experiments.

Showing thinking problems: ① What methods are used to study the relationship between centripetal force F and M, R and ω? ② What is the research object of the experiment? What should be observed and recorded? ③ List the experimental principle, equipment used and specific steps.

In this session, students discuss in groups, and then ask individual students to answer.

4. Group experiment, exploration and research

After discussion, it is decided to use a spring scale, a string, a ballpoint pen rod sleeve and a number of small balls with holes of different qualities to carry out experimental exploration according to the device shown in the figure.

In this session, the students, in groups of four, like scientists, enthusiastically started the experiment according to the proposed scheme, thinking and memorizing while doing it. Teachers patrol, pay attention to whether their own design is reasonable, whether the instruments are used properly, whether the data records are correct, and do individual counseling.

5. Comprehensive analysis, draw a conclusion

According to their own experimental results, students analyze and summarize, draw conclusions and recommend representatives to speak in groups.

Teachers guide students to find that centripetal force F is really related to M, ω and R, and explain that accurate experiments can be obtained.

F=mrω2 .

6. Use exercises to guide practice

(centripetal force, centripetal acceleration) lecture notes, labels: physics handout template, high school physics handout template,

Display layered exercises with a projector:

(1). How much centripetal force does it take to make a 3 kg object move at a speed of 4 m/s on a Ruta with a radius of 2 m?

2. One end of the line is tied with a heavy object, and the other end of the line is held by hand, so that the heavy object makes a uniform circular motion. When the revolutions per minute are equal, is this line long or short?

(3). Why does the car derail if it drives too fast?

In this link, teachers can teach students in accordance with their aptitude, let students at different levels answer different questions and then explain them selectively according to the situation.

7. Summarize and learn the rules.

Teacher's summary: Let students review the inquiry process of this lesson: finding problems → guessing → exploring research → drawing conclusions → guiding practice. It is pointed out that this is the basic idea of studying physical problems.

(3) centripetal acceleration

1. Guide students to deduce the formula A = r ω 2 by Newton's second law.

2. Guide students to correctly understand the formulas A = R ω 2 and a=v2/r through practice.

Homework: Exercise after class (2), (3) and (6)

Nine, blackboard design:

1. centripetal force

⑴ Concept: The resultant force on an object moving in a uniform circle always points to the center of the circle, and this force is called centripetal force.

Experimental design:

(1) equipment:

(2) Step:

(3) Device diagram:

⑵ direction: always point to the center of the circle.

⑶ Function: Change the speed direction of the object.

⑷ size: F=mrω2=mv2/r

2. centripetal acceleration:

⑴ Concept: acceleration generated by centripetal force.

⑵ Meaning: Describe the speed of linear speed change.

⑶ size: a = rω 2 = v2/r

(4) direction: always pointing to the center of the circle.

X. Prediction and evaluation

1. The centripetal force is easily considered as a new force by students, so students should be guided to analyze several examples of force to clarify the source of centripetal force.

2. It is difficult for students to correctly understand the relationship between centripetal force, centripetal acceleration and trajectory radius, so students should be guided to correctly understand it through after-class exercises in the new class.

3. Some students are weak in experimental ability, so teachers should strengthen the roving guidance of inquiry experiments.

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