Work program in physics, grade 7 work program (physics, grade 7) on the topic

Work program in physics, grade 7 (FSES)

Explanatory note

Regulatory documents on the basis of which the program was developed

The work program is developed based on:

• Federal component of the state standard (primary general education, basic general education, secondary (complete) general education) in an academic subject, approved by order of the Ministry of Education of Russia dated 03/05/2004. No. 1089;
• Approximate basic educational program;
• Programs for a completed subject line or system of textbooks recommended (approved) by the RF Ministry of Defense for use in educational institutions;
• Federal list of textbooks;
• Sanitary and epidemiological requirements for the conditions and organization of training in general educational institutions (approved by the Decree of the Chief State Sanitary Doctor of the Russian Federation dated December 29, 2010 No. 189);
• Basic educational program of MBOU Secondary School No. 27;
• Educational institution curriculum;
• Annual academic calendar schedule for the current academic year;

— Basic general education programs. Physics. 7-9 grades. Program authors: E.M. Gutnik, N.V. Filonovich, A.V. Peryshkin, recommended by the Ministry of Education and Science of the Russian Federation. -2014

Program goals:

• students’ assimilation of the meaning of basic concepts and laws of physics, the relationship between them;
• formation of a system of scientific knowledge about nature, its fundamental laws to build an idea of ​​the physical picture of the world;
• developing confidence in the knowability of the surrounding world and the reliability of scientific methods for studying it;
• systematization of knowledge about the diversity of objects and natural phenomena, about the patterns of processes and the laws of physics in order to realize the possibility of intelligent use of scientific achievements in the further development of civilization;
• organization of ecological thinking and value attitude towards nature, awareness of the need to apply the achievements of physics and technology for rational environmental management;
• development of cognitive interests and creative abilities of students, as well as interest in expanding and deepening physical knowledge.

Achieving the goals of the work program in physics is ensured by solving the following tasks:

• introducing students to the method of scientific knowledge and methods of studying objects and natural phenomena;
• students' acquisition of knowledge about mechanical, thermal phenomena, physical quantities characterizing these phenomena;
• developing in students the ability to observe natural phenomena and perform experiments, laboratory work and experimental research using measuring instruments widely used in practical life;
• students’ mastery of such general scientific concepts as a natural phenomenon, an empirically established fact, a problem, a hypothesis, a theoretical conclusion, the result of an experimental test;
• students’ understanding of the differences between scientific data and unverified information, the value of science for satisfying everyday, industrial and cultural human needs.
• ensuring an effective combination of classroom and extracurricular forms of organizing the educational process, interaction of all its participants;
• providing conditions that take into account the individual and personal characteristics of students;
• introduction of modern educational technologies into the educational process that form key competencies;
• formation of a value system and its manifestations in personal qualities.

General characteristics of the subject

The school physics course is system-forming for natural science subjects, since the physical laws underlying the universe are the basis for the content of courses in chemistry, biology, geography and astronomy. Physics equips schoolchildren with a scientific method of cognition that allows them to obtain objective knowledge about the world around them. In the 7th grade, students become familiar with physical phenomena, the method of scientific knowledge, develop basic physical concepts, acquire the skills to measure physical quantities, and conduct a laboratory experiment according to a given scheme.

Description of the place of the subject in the curriculum

In accordance with the requirements of the Federal State Educational Standard for Basic General Education, the subject “Physics” is studied from the 7th grade. According to the federal basic curriculum, at least 70 hours are allocated for studying physics in the 7th grade, at the rate of 2 hours per week. A reserve is provided that can be used for corrective classes or intellectual games.

Personal, meta-subject and subject-specific results of mastering an academic subject.

Personal results:

• development of cognitive interests, intellectual and creative abilities of students;

• conviction in the possibility of knowing nature, in the need for wise use of the achievements of science and technology for the further development of human society, respect for the creators of science and technology, attitude towards physics as an element of universal human culture;

• independence in acquiring new knowledge and practical skills;

• readiness to choose a life path in accordance with one’s own interests and capabilities;

• motivation of educational activities of schoolchildren based on a personality-oriented approach;

• formation of value relations towards each other, the teacher, authors of discoveries and inventions, learning outcomes.

Meta-subject results:

• mastering the skills of independently acquiring new knowledge, organizing educational activities, setting goals, planning, self-control and evaluating the results of one’s activities, the ability to foresee the possible results of one’s actions;

• understanding the differences between initial facts and hypotheses to explain them, theoretical models and real objects, mastering universal educational activities using examples of hypotheses to explain known facts and experimental testing of put forward hypotheses, developing theoretical models of processes or phenomena;

• formation of skills to perceive, process and present information in verbal, figurative, symbolic forms, analyze and process the information received in accordance with the assigned tasks, highlight the main content of the text read, find answers to the questions posed in it and present it;

• acquiring experience in independent search, analysis and selection of information using various sources and new information technologies to solve cognitive problems;

• development of monologue and dialogic speech, the ability to express one’s thoughts and the ability to listen to the interlocutor, understand his point of view, recognize the right of another person to have a different opinion;

• mastering methods of action in non-standard situations, mastering heuristic methods of problem solving;

• developing the skills to work in a group while performing various social roles, to present and defend one’s views and beliefs, and to lead a discussion.

Subject results:

• knowledge about the nature of the most important physical phenomena of the surrounding world and understanding of the meaning of physical laws that reveal the connection of the studied phenomena;

• the ability to use methods of scientific research of natural phenomena, make observations, plan and perform experiments, process measurement results, present measurement results using tables, graphs and formulas, detect dependencies between physical quantities, explain the results obtained and draw conclusions, estimate the limits of errors of measurement results ;

• the ability to apply theoretical knowledge in physics in practice, solve physical problems to apply the acquired knowledge;

• skills and abilities to apply the acquired knowledge to explain the principles of operation of the most important technical devices, solve practical problems of everyday life, ensure the safety of one’s life, rational use of natural resources and environmental protection;

• the formation of a belief in the natural connection and knowability of natural phenomena, in the objectivity of scientific knowledge, in the high value of science in the development of the material and spiritual culture of people;

• development of theoretical thinking based on the formation of skills to establish facts, distinguish causes and effects, build models and put forward hypotheses, find and formulate evidence of put forward hypotheses, derive physical laws from experimental facts and theoretical models;

• communication skills to report the results of your research, participate in discussions, answer questions briefly and accurately, use reference books and other sources of information.

The planned learning outcomes are presented in more detail in thematic planning.

Subject content

Introduction (4 hours)

Physics is the science of nature. Physical phenomena. Physical properties of bodies. Observation and description of physical phenomena. Physical quantities. Measurements of physical quantities: length, time, temperature. Physical devices. International system of units. Accuracy and error of measurements. Physics and technology.

FRONTAL LABORATORY WORK

1. Determination of the division price of a measuring device.

Subject learning outcomes

on this topic are:

— understanding of physical terms: body, substance, matter;

— ability to conduct observations of physical phenomena; measure physical quantities: distance, time interval, temperature;

— mastery of experimental research methods in determining the scale division value of an instrument and the measurement error;

— understanding the role of scientists in our country in the development of modern physics and the influence on technical and social progress.

Initial information about the structure of matter (5h)

Structure of matter. Experiments proving the atomic structure of matter. Thermal movement of atoms and molecules. Brownian motion. Diffusion in gases, liquids and solids. Interaction of particles of matter. Aggregate states of matter. Models of the structure of solids, liquids and gases. Explanation of the properties of gases, liquids and solids based on molecular kinetic concepts.

FRONTAL LABORATORY WORK

2. Determination of the sizes of small bodies.

Subject learning outcomes

on this topic are: - understanding and ability to explain physical phenomena: diffusion, high compressibility of gases, low compressibility of liquids and solids;

– knowledge of experimental research methods in determining the sizes of small bodies

— understanding the causes of Brownian motion, wetting and non-wetting of bodies;

differences in the molecular structure of solids, liquids and gases;

— ability to use SI and convert units of measurement of physical quantities into multiples and submultiples;

- the ability to use the acquired knowledge in everyday life (everyday life, ecology, environmental protection).

Interactions of bodies (23 h)

Mechanical movement. Trajectory. Path. Uniform and uneven movement. Speed. Graphs of the dependence of the path and velocity module on the time of movement. Inertia. Inertia of bodies. Interaction of bodies. Body mass. Measuring body weight. Density of matter. Force. Gravity. Elastic force. Hooke's law. Body weight. The relationship between gravity and body weight. Gravity on other planets. Dynamometer. The addition of two forces directed in one straight line. The resultant of two forces. Friction force. The physical nature of the celestial bodies of the Solar System.

FRONT LABORATORY WORK

3. Measuring body weight on lever scales.

4. Body volume measurement.

5. Determination of the density of a solid.

6. Graduation of the spring and measurement of forces with a dynamometer.

7. Measuring friction force using a dynamometer.

Subject learning outcomes

on this topic are:

- understanding and ability to explain physical phenomena: mechanical motion, uniform and uneven motion, inertia, universal gravitation;

- the ability to measure speed, mass, force, weight, sliding friction force, rolling friction force, volume, density of a body, the resultant of two forces acting on the body and directed in one and opposite directions;

- mastery of experimental methods for studying the dependence of: the distance traveled on time, the elongation of a spring on the applied force, the force of gravity of a body on its mass, the sliding friction force on the area of ​​contact of bodies and the force of normal pressure;

— understanding the meaning of basic physical laws: the law of universal gravitation, Hooke’s law; - knowledge of methods for performing calculations when finding: speed (average speed), path, time, gravity, body weight, body density, volume, mass, elastic force, the resultant of two forces directed in one straight line;

- the ability to find a connection between physical quantities: gravity and body weight, speed with time and path, body density with its mass and volume, gravity and body weight;

— ability to convert physical quantities from non-systemic to SI and vice versa;

— understanding of the principles of operation of a dynamometer, scales found in everyday life, and ways to ensure safety when using them;

- the ability to use the acquired knowledge in everyday life (everyday life, ecology, environmental protection).

Pressure of solids, liquids and gases (21 h)

Pressure. Pressure of solids. Gas pressure. Explanation of gas pressure based on molecular kinetic concepts. Transmission of pressure by gases and liquids. Pascal's law. Communicating vessels. Atmosphere pressure. Methods for measuring atmospheric pressure. Barometer, pressure gauge, piston liquid pump. Archimedes' law. Sailing conditions tel. Aeronautics.

FRONT LABORATORY WORK

8. Determination of the buoyant force acting on a body immersed in a liquid.

9. Clarification of the conditions for floating a body in a liquid.

Subject learning outcomes

on this topic are:

- understanding and ability to explain physical phenomena: atmospheric pressure, pressure of liquids, gases and solids, floating of bodies, aeronautics, location of the liquid level in communicating vessels, the existence of an air envelope on the Earth; ways to reduce and increase pressure;

— ability to measure: atmospheric pressure, liquid pressure on the bottom and walls of a vessel, Archimedes’ force;

- mastery of experimental methods for studying the dependence of: the Archimedes force on the volume of water displaced by the body, the conditions for floating a body in a liquid on the action of gravity and the Archimedes force;

— understanding the meaning of basic physical laws and the ability to apply them in practice: Pascal’s law, Archimedes’ law;

— understanding of the principles of operation of an aneroid barometer, pressure gauge, piston liquid pump, hydraulic press and methods of ensuring safety when using them; - knowledge of methods of performing calculations to find: pressure, liquid pressure on the bottom and walls of a vessel, Archimedes' force in accordance with the task based on the use of the laws of physics;

- the ability to use the acquired knowledge in everyday life (ecology, everyday life, environmental protection).

Work and power. Energy (13 h)

Mechanical work. Power. Simple mechanisms. Moment of power. Conditions for lever equilibrium. "Golden rule" of mechanics. Types of balance. Efficiency factor (efficiency). Energy. Potential and kinetic energy. Transformation of energy. FRONT LABORATORY WORK

10. Clarification of the equilibrium conditions of the lever.

11. Determination of efficiency when lifting a body along an inclined plane.

Subject learning outcomes

on this topic are:

- understanding and ability to explain physical phenomena: the balance of bodies, the transformation of one type of mechanical energy into another;

— ability to measure: mechanical work, power, leverage, moment of force, efficiency, potential and kinetic energy;

- knowledge of experimental research methods in determining the ratio of forces and shoulders for the balance of the lever;

— understanding the meaning of the basic physical law: the law of conservation of energy;

— understanding of the principles of operation of a lever, block, inclined plane and ways to ensure safety when using them;

- mastery of methods for performing calculations to find: mechanical work, power, conditions of equilibrium of forces on the lever, moment of force, efficiency, kinetic and potential energy;

- the ability to use the acquired knowledge in everyday life (ecology, everyday life, environmental protection).

Repetition 4h

Planned results of studying the subject

The student will learn:

• recognize mechanical phenomena and explain, on the basis of existing knowledge, the basic properties or conditions for the occurrence of these phenomena: uniform and uneven linear motion, inertia, interaction of bodies, transfer of pressure by solids, liquids and gases, atmospheric pressure, floating of bodies, equilibrium of solids;

• describe the studied properties of bodies and mechanical phenomena using physical quantities: path, speed, body mass, density of matter, force, pressure, kinetic energy, potential energy, mechanical work, mechanical power, efficiency of a simple mechanism, friction force; when describing, correctly interpret the physical meaning of the quantities used, their designations and units of measurement, find formulas connecting a given physical quantity with other quantities;

• recognize thermal phenomena and explain, on the basis of existing knowledge, the basic properties or conditions for the occurrence of these phenomena: diffusion, change in the volume of bodies during heating (cooling), high compressibility of gases, low compressibility of liquids and solids;

• distinguish the main features of the models of the structure of gases, liquids and solids;

• analyze the properties of bodies, mechanical phenomena and processes, using physical laws and principles: the law of conservation of energy, the law of universal gravitation, the resultant force, Hooke's law, Pascal's law, Archimedes' law; at the same time, distinguish between the verbal formulation of the law and its mathematical expression;

• solve problems using physical laws (law of conservation of energy, Hooke’s law, Pascal’s law, Archimedes’ law) and formulas relating physical quantities (path, speed, body mass, density of matter, force, pressure, kinetic energy, potential energy, mechanical work , mechanical power, efficiency of a simple mechanism, sliding friction force): based on an analysis of the problem conditions, identify the physical quantities and formulas necessary to solve it and carry out calculations.

The student will have the opportunity to learn:

• use knowledge about mechanical phenomena in everyday life to ensure safety when handling instruments and technical devices, to maintain health and comply with environmental standards;

• give examples of the practical use of physical knowledge about mechanical phenomena and physical laws;

• methods of searching and formulating evidence for put forward hypotheses and theoretical conclusions based on empirically established facts;

• find a physical model adequate to the proposed problem, solve the problem based on existing knowledge of mechanics using mathematical tools, evaluate the reality of the obtained value of a physical quantity.

Testing students' knowledge

Standards for assessing students' knowledge and skills in physics

When assessing student responses, the following knowledge is taken into account:

• physical phenomena:

• signs of the phenomenon by which it is detected;
• the conditions under which the phenomenon occurs;
• connection of this phenomenon with others;
• explanation of a phenomenon based on scientific theory;
• examples of accounting and its use in practice; about physical experiments:
• the purpose, scheme, conditions under which the experiment was carried out, the course and results of the experiment;

• physical concepts, including physical quantities:

• phenomena or properties that are characterized by a given concept (quantity);
• definition of concept (quantity);
• formulas connecting a given quantity with others;
• units of physical quantity;
• methods of measuring quantities;

about laws:

• formulation and mathematical expression of the law;
• experiments confirming its validity;
• examples of accounting and application in practice;
• about physical theories:
• experimental substantiation of the theory;
• basic concepts, regulations, laws, principles;
• main consequences;
• practical applications;

It should be borne in mind that in specific cases, not all requirements can be presented to students, for example, knowledge of the limits of applicability of laws and theories, since these limits are not always considered in a high school physics course.

Control and independent work and laboratory work are provided.

Skills to be assessed:

• apply concepts, laws and theories to explain natural and technological phenomena;
• work independently with the textbook;
• solve problems based on known laws and formulas;
• use reference tables of physical quantities.

Evaluating Student Responses

1. Evaluation of students’ oral responses.

Rating 5

is given if the student shows a correct understanding of the physical essence of the phenomena and patterns, laws and theories under consideration, gives an accurate definition and interpretation of the basic concepts and laws, theories, as well as the correct definition of physical quantities, their units and methods of measurement; correctly executes drawings, diagrams and graphs; builds an answer according to his own plan, accompanies the story with new examples, knows how to apply knowledge in a new situation when performing practical tasks; can establish a connection between the material being studied and previously studied in the physics course, as well as with the material acquired while studying other subjects.

Score 4

is given if the student’s answer satisfies the basic requirements for an answer for a grade of 5, but without using his own plan, new examples, without applying knowledge in a new situation, without using connections with previously studied material learned in the study of other subjects; if the student has made one mistake or no more than two shortcomings and can correct them independently or with a little help from the teacher.

Score 3

is given if the student correctly understands the physical essence of the phenomena and patterns under consideration, but the answer contains some gaps in the mastery of the questions in the physics course that do not prevent further mastery of the program material; has difficulty applying knowledge to explain specific physical phenomena based on theory and laws, or to confirm specific examples of the practical application of the theory; knows how to apply the acquired knowledge when solving simple problems using ready-made formulas, but finds it difficult to solve problems that require the transformation of some formulas; answers the teacher’s questions incompletely (missing the main point), or reproduces the content of the textbook text, but does not sufficiently understand individual provisions that are important in this text; made no more than one gross and one minor mistake, no more than two or three minor mistakes.

Score 2

is given if the student has not mastered basic knowledge in accordance with the requirements and has made more errors and omissions than necessary for a grade of 3.

Score 1

is given if the student cannot answer any of the questions posed.

2. Evaluation of written independent work and tests.

Rating 5

awarded for work completed completely without errors or omissions or having no more than one omission.

Score 4

awarded for work completed in full, but if it contains no more than one minor error and one defect or no more than three defects.

Score 3

awarded for work completed at least half of the total work, or with no more than two gross errors, or no more than one gross error and one omission, or no more than two or three minor errors, or one minor error and more than three omissions, or in the absence errors, but if there are 4-5 shortcomings.

Score 2

awarded for work in which the number of errors and omissions exceeds the norm for which a grade of “3” can be given, or if less than half of the work is completed correctly.

Score 1

is assigned for work if the student has not started to complete it or has correctly completed no more than 10% of all tasks, i.e. wrote down the condition of one problem in generally accepted symbolic notation.

3. Evaluation of laboratory and practical work.

Rating 5

is given if the student has completed the work in full in compliance with the required sequence of experiments and measurements; independently and rationally installs the necessary equipment; conducts all experiments under conditions and modes that ensure correct results and conclusions are obtained; complies with the requirements of safe work rules; in the report, correctly and accurately completes all entries, tables, figures, drawings, graphs, calculations, and correctly performs error analysis.

Score 4

is given if the student completed the work in accordance with the requirements for a grade of 5, but made two or three shortcomings, no more than one minor error and one shortcoming.

Score 3

is given if the student has not completed the work completely, but the volume of the completed part is such that it allows one to obtain correct results and conclusions if errors were made during the experiment and measurements.

Score 2

is given if the student has not completed the work completely and the amount of work completed does not allow for correct conclusions and calculations to be made; observations were carried out incorrectly.

Score 1

is given if the student has not completed the work at all.

In all cases, the grade is reduced if the student did not comply with the requirements of safe work rules. 4. Evaluation of test work.

Rating 5

is given if the student has completed the work 100%.
A grade of 4
is given if the student has completed 80-99% of the work.
A grade of 3
is given if the student has completed 60-79% of the work.
A grade of 2
is given if the student has completed 11-59% of the work.
A grade of 1
is given if the student has completed 10% of the work.

5. List of errors.

Gross mistakes.

1. Ignorance of the definitions of basic concepts, laws, rules, theoretical provisions, formulas, generally accepted symbols, designations of physical quantities, units of measurement.

2. Inability to highlight the main thing in an answer.

3. Inability to apply knowledge to solve problems and explain physical phenomena; incorrectly formulated questions, assignments or incorrect explanations of how to solve them, ignorance of techniques for solving problems similar to those previously solved in class; errors showing a misunderstanding of the problem statement or a misinterpretation of the solution.

4. Inability to read and draw graphs and circuit diagrams

5. Inability to prepare installation or laboratory equipment for work, carry out experiments, necessary calculations, or use the data obtained for drawing conclusions.

6. Negligent attitude towards laboratory equipment and measuring instruments.

7. Inability to determine the readings of a measuring device.

8. Violation of the requirements of safe labor rules when performing an experiment.

Non-blunders.

1. Inaccuracies in formulations, definitions, laws, theories caused by the incompleteness of the answer to the main features of the concept being defined. Errors caused by non-compliance with the conditions of the experiment or measurements.

2. Errors in symbols on circuit diagrams, inaccuracies in drawings, graphs, diagrams.

3. Omission or inaccurate spelling of names of units of physical quantities.

4. Irrational choice of solution.

Shortcomings.

1. Irrational entries in calculations, irrational methods of calculations, transformations and problem solving.

2. Arithmetic errors in calculations, if these errors do not grossly distort the reality of the result obtained.

3. Individual errors in the wording of the question or answer.

4. Careless execution of notes, drawings, diagrams, graphs.

5.Spelling and punctuation errors.

Planned results of studying the subject

1. understanding and ability to explain such physical phenomena as atmospheric pressure, floating of bodies, diffusion, high compressibility of gases, low compressibility of liquids and solids

2. the ability to measure distance, time interval, speed, mass, force, work of force, power, kinetic energy, potential energy,

3. mastery of experimental research methods in the process of independent study of the dependence of the distance traveled on time, the elongation of a spring on the applied force, the force of gravity on the mass of the body, the sliding friction force on the area of ​​contact of bodies and the force of normal pressure, the Archimedes force on the volume of displaced water,

4. understanding the meaning of basic physical laws and the ability to apply them in practice: the laws of Pascal and Archimedes, the law of conservation of energy,

5. understanding of the principles of operation of machines, instruments and technical devices that every person constantly encounters in everyday life, and ways to ensure safety when using them;

6. mastery of various methods of performing calculations to find an unknown quantity in accordance with the conditions of the task based on the use of the laws of physics;

7. the ability to use the acquired knowledge, skills and abilities in everyday life (everyday life, ecology, health care, environmental protection, safety precautions, etc.).

Thematic planning

Educational, methodological and logistical support

To implement the goals and objectives of teaching physics in this program, the following are used:
Manuals for students:
1. A.V. Peryshkin “Physics 7” Textbook for general education institutions, M: Drofa, 2020, included in the Federal list of textbooks, approved by the Ministry of Education and Science of the Russian Federation

2. L.V. Lukashik, E.V. Ivanova: “Collection of problems in physics grades 7 – 9” - M., Prosveshchenie, 2014. 3. A.E. Maron, E.A. Maron, Physics 7th grade. Didactic materials M. Bustard, 2012 4. R.D. Minkova, V.V. Ivanova Notebook for laboratory work in physics, grade 7: to the textbook by A.V. Peryshkina, “Physics 7th grade”, M.: Publishing house “Exam”, 2020.

Teacher's Guide:

1. A.V. Peryshkin “Physics 7” Textbook for educational institutions, M: Drofa, 2020, included in the Federal list of textbooks, approved by the Ministry of Education and Science of the Russian Federation

2. L.V. Lukashik, E.V. Ivanova: “Collection of problems in physics grades 7 – 9” - M., Prosveshchenie, 2014. 3. A.E. Maron, E.A. Maron, Physics 7th grade. Didactic materials M. Bustard, 2012 4. R.D. Minkova, V.V. Ivanova Notebook for laboratory work in physics, grade 7: to the textbook by A.V. Peryshkina, “Physics 7th grade”, M.: Publishing house “Exam”, 2020.

5. Lesson planning in physics according to the textbook by A.V. Peryshkina. Author-compiler V.A. Shevtsov, Uchitel Publishing House, 2005

In addition, methodological manuals are used for work:

1. Frontal laboratory classes in physics grades 7-11. Authors: V.A. Burova, G.G. Nikiforova.: M. “Enlightenment”, “Educational Literature” 1996 2. Non-standard Physics lessons 7-11 grades. Volgograd, “Teacher-AST” Compiled by: E.A. Demchenko. 2002 3.Volkov V.A. Universal lesson developments in physics: grade 7, M.: VAKO, 2012 4. Collection of problems in physics: grades 7-9: to the textbooks of A.V. Peryshkin and others “Physics grade 7”, “Physics grade 8”, “Physics 9th grade” - M.: Bustard 2008 5. Didactic task cards for grades 7, 8 and 9 (authors M. A. Ushakov K. M. Ushakov) 6. TsOR: 1. Open physics 1.1, 2.0, 2.1 Edited by MIPT professor S.M. Kozela, Physikon LLC, 1996-2002

2. Interactive manual “Visual Physics 7”. Internet resources

Logistics:

Technical teaching aids that can be effectively used in physics lessons include a computer, projector, interactive whiteboard, and digital camera.

When using a computer, students apply the instrumental knowledge acquired in computer science lessons (for example, the ability to work with text, graphic editors, etc.), thereby forming a readiness and habit for the practical use of new information technologies. Technical means in physics lessons are also widely used in the preparation of projects (computer). To conduct demonstration experiments and laboratory work, a standard set of physical equipment included in the physics classroom is used.

The range of educational equipment in physics is determined by the standards of physics education, the minimum content of educational material, and the basic program of general education. To stage demonstrations, one piece of equipment is sufficient; for frontal laboratory work, at least one set of equipment for two students. List of demonstration equipment: Measuring instruments: scales with weights, dynamometer, beaker. Crystalline and amorphous bodies, shot lenses, measuring tape. Mini-laboratory on mechanics. Mini-laboratory on thermal and electromagnetic phenomena. Sensors

Equipment for laboratory work:

Job No. 1. Beaker, glass of water, bottle.

Job No. 2. Ruler, fraction (or peas), needle.

Job No. 3. Scales with weights, several small bodies of different masses.

Work No. 4. Beaker, irregularly shaped bodies of small volume, threads.

Work No. 5. Scales with weights, a measuring cylinder with water, a solid on a string.

Work No. 6. Dynamometer, strip of white paper, ruler, set of weights and weights on mechanics.

Work No. 7. Dynamometer, rectangular and cylindrical wooden blocks, set of weights.

Work No. 8. Dynamometer, glasses with water and a saturated solution of salt in water, two bodies of different volumes.

Work No. 9. Scales with weights, beaker, float test tube with stopper (small.

bubble), thread, dry sand, dry rag.

Work No. 10. Lever on a tripod, set of weights, ruler.

Work No. 11. Inclined plane, wooden block, dynamometer, ruler, set of weights