High school students about science can solve it through experiments

Under the new high school physics curriculum standards, students are required to do experiments.

1 Measurement of length.

2. Study the linear motion of uniform variable speed.

3 **The relationship between elastic force and spring depth.

4 The parallelogram rule of verification force.

5 Verify the conservation of momentum.

6 Study the flat tossing motion.

7 Verify the conservation of mechanical energy.

8 Measure gravitational acceleration with a single pendulum.

9. Estimate the molecular size by the oil film method.

10 Draw equipotential lines on a plane in an electric field by tracing.

11 Determination of metal resistivity.

12 Depicting the volt-ampere characteristic curve of a small electric bead.

13 Ammeter Retrofit Voltmeter.

14. Use a voltmeter ammeter to measure the internal resistance and electromotive force of the battery.

15 Use a multimeter to detect the electrical components in the black box.

16 Practice using an oscilloscope.

17 Simple application of the sensor.

18 Determination of the refractive index of glass.

19 Wavelengths of double-slit interferometry.

Imitate the discovery of these laws by scientists back then, and re-follow the path of the Long March.

Under the new high school physics curriculum standards, students are required to do experiments.

1 Measurement of length.

2. Study the linear motion of uniform variable speed.

3 **The relationship between elastic force and spring depth.

4 The parallelogram rule of verification force.

5 Verify the conservation of momentum.

6 Study the flat tossing motion.

7 Verify the conservation of mechanical energy.

8 Measure gravitational acceleration with a single pendulum.

9. Estimate the molecular size by the oil film method.

10 Draw equipotential lines on a plane in an electric field by tracing.

11 Determination of metal resistivity.

12 Depicting the volt-ampere characteristic curve of a small electric bead.

13 Ammeter Retrofit Voltmeter.

14. Use a voltmeter ammeter to measure the internal resistance and electromotive force of the battery.

15 Use a multimeter to detect the electrical components in the black box.

16 Practice using an oscilloscope.

17 Simple application of the sensor.

18 Determination of the refractive index of glass.

19 Wavelengths of double-slit interferometry.

Acceleration in relation to force and mass.

**Flat throwing and throwing body movement rules.

Depict the volt-ampere characteristic curve of a small bulb.

Validated experiments:

Verification of the parallelogram of force.

Verify the law of conservation of mechanical energy.

**The law of the change of trolley speed with time.

** The law of force synthesis.

Relationship between acceleration and force and mass.

**Factors that determine the resistance of a wire.

Four scientific experimental methods in high school physics: ideal experimental method, equivalent substitution method, and control variable method.

Establish a physical model method.

1. Ideal experiments refer to experiments in which some experimental conditions are impossible to achieve, but the results can be inferred according to the change law or trend of existing experiments. For example, if the ball rolls down from a high place and rolls to a horizontal plane, the smaller the plane resistance, the farther the ball rolls (there have been experiments). It can be assumed that when the water level is smooth, the ball will continue to move (ideal experiment).

2. The equivalent substitution method means that things with the same effect can replace each other and lose. For example, find the resultant force (several forces are equivalent to one force) and find the equivalent resistance.

The effect of connecting several resistors is the same as that of directly connecting the equivalent resistors) to find the RMS value of the AC point (thermal efficiency and direct current.

3. The control variable method is to explore the influence of physical quantities.

, first ensure that the other physical quantities remain unchanged, and change one of them one by one to see what the relationship between the two is. For example, acceleration is already known.

It is related to the force and the mass of the object, first keep the mass unchanged, only change the force, and the result is that the acceleration is proportional to the external force, and then the control force is unchanged, change the mass, and measure the acceleration is inversely proportional to the mass.

4. The establishment of a physical model is a secondary factor that has nothing to do with or has little impact on the research problem, and it is regarded as an ideal model. For example, when studying the interaction between charged bodies, they are considered as point charges.

Only electrification is considered, ignoring size and shape).

In the face of the spirit of "science education should be the core" proposed in the new curriculum, our science education must have a new way of learning to guide and implement. Lev. Tolstoy once said, "If the result of a pupil in school is to make himself create nothing, his life will always be an imitation of plagiarism".

In the face of talents in the 21st century, we must cultivate the basic education of creative talents, and the education that starts from cultivating the basic qualities of scientific quality, scientific thinking ability and scientific spirit, and scientific motivation is also the enlightenment education of cultivating future inventors and scientists. In order to better understand the primary school science class, enter the primary school science teaching class, distinguish between nature teaching and primary school science teaching, take this opportunity to talk to you about the views of cultivating students' scientific ability in primary school science class, so as to give you a little reference information, so that you can pay attention to the problem of cultivating scientific ability in the teaching process of primary school science class in the future.

"It is the search for knowledge or information, especially the activity of seeking truth; It is the activity of searching, researching, investigating, and inspecting; It is an activity of asking questions and questioning.

"Science" refers to the various ways in which scientists study the natural world and interpret it based on factual evidence obtained from research. "Science**" also refers to the various activities in which students construct knowledge, form scientific concepts, and comprehend scientific research methods. From this, we know that the student's science-based learning activities have a lot of similarities in nature to the scientists' science-based activities.

** learning is not only the goal to be achieved by primary school students' science learning, but also the main way of primary school students' scientific learning.

"Sexual Learning in Primary Science" is a model of primary school science. It refers to the creation of a scientific situation in primary school science education, combined with the content of teaching materials and the actual situation of students, so that students can acquire knowledge through the process of discovering problems, proposing problems, designing solutions, and activities, so as to cultivate students' innovation ability and gradually improve students' scientific literacy. Sexual learning is to explore and study the learning methods of cultivating students' independent learning and innovative learning from the perspective of students' quality.

Sex learning includes two major aspects: self-study and practice.

Science education in primary schools has always been in a relatively important position, and its core goal is to help students form good scientific literacy, teach students to treat life rationally and realistically with a positive attitude, solve various problems encountered in real life, and cultivate students' scientific spirit of courage to explore. The Science Curriculum Standards are more specific: science lessons should pay attention to children's innate curiosity; It is necessary to let children understand the basic processes and methods involved in science, and enable them to use these processes and methods to solve some scientific problems within their ability, experience the fun and challenge of science, and then love science.

Take the initiative to approach him, talk to him if you have something to do, after a while he will understand what you mean, if he wants to, he will take the initiative to confess to you, if he doesn't mention it, you are still friends. It depends mainly on what you think.

It is precisely because the speed of the single pendulum is the highest when it passes through the lowest point, so it is easier to judge whether it is exactly through the lowest point; It takes a long time for a single pendulum to change the direction of movement at the highest point, and it is more difficult to determine which time to reach the highest point.

It is clear from the pendulum time and displacement curves that the range of time error corresponding to the error of the displacement position near the center point is much smaller than that of a displacement error of the same magnitude when passing through the highest point.

The bulb resistance is close to the internal resistance of the ammeter, if they are connected in series, their voltage division is also about the same, if the voltmeter measures their total voltage (ammeter internal method), the error will be very large, so the error is small with the ammeter external method.

The trolley is in the horizontal direction and is only subject to friction.

Therefore, the trolley will inevitably only do uniform deceleration motion (or the table top is smooth enough, then the uniform speed is straight), and it can never be other forms of motion.

Therefore, this question can be directly judged from right to left.

Forget about it, look at the answer, the interval between every two drops of water is basically fixed, the value of this interval is equal to the acceleration * t squared, the time of every two drops of water is fixed, since x and t are fixed, then the value of acceleration a=x t 2 is fixed, and the car is moving at a constant speed.