8 Chapter 28 Teacher Ding er s Will the Candle Go Out has feelings

Will the candle go out" is a lesson for teacher Zhang Dinger to guide students to explore the wonderful scientific world of burning and extinguishing. Through the activity, students gained a deeper understanding of the conditions under which candles burn and when they are extinguished.

First, Mr. Zhang started the lesson with an experimental approach, where he asked the students to light two candles of the same length and thickness, and then turned the beakers upside down on the two candles. It was observed that the candle that had been snapped to the beaker was extinguished first. This phenomenon sparked curiosity among the students, and they wondered why.

Then, Mr. Zhang guided the students to further explore the mystery of burning and extinguishing. He asks the question: if two identical candles were lit on a platform, and a beaker was turned upside down, with a chess piece on one side of one of the beakers, which candle would go out first?

This time, the students came up with the answer that the candle with a chess piece on it was extinguished first. To test this conjecture, they conducted experiments themselves.

Through two experiments, the students observed that the burning time of the candle seemed to be related to the air and heat in the environment. Candles that are turned upside down by a beaker have a shorter burning time due to lack of oxygen; Whereas, candles in warmer environments burn longer. This discovery gave them a deeper understanding of burning and extinguishing.

At the end of the lesson, Mr. Zhang guided the students to conclude that the length of time the candle burns is related to the flow and heat of the air in the environment. This conclusion not only gave the students a deeper understanding of burning and extinguishing, but also stimulated their curiosity and spirit of exploration in science.

Mr. Zhang Ding'er's class was very lively and interesting, and he helped students understand scientific principles by guiding them to conduct experiments, which is worthy of recognition. The students also showed great enthusiasm and enthusiasm for this, and they explored the mystery of burning and extinguishing candles through observation, thinking, experimentation, etc.

Overall, the class "Will the Candle Go Out" not only allowed students to learn scientific knowledge, but more importantly, cultivated their scientific thinking and spirit of exploration. This way of teaching not only allows students to learn knowledge, but more importantly, they learn how to think, how to discover and solve problems, which has a profound impact on their future development.

There were many teachers who attended this class. Teacher Zhang surrounded the candle and first threw a few small questions to guide the students to enter the later experiments. Among them is whether the candle will go out when it is covered by a glass, a colorless gas that pours down and the candle goes out.

And how long does it take for the candle to go out? After these questions were thrown, Mr. Zhang naturally led to the question, if the experimental materials on the students' tables were used to put chess pieces under the glass, would the candle be extinguished, and how much time would it take to complete the experiment? Many students boasted that the candle was extinguished in 6 seconds, or 15 seconds.

In fact, these questions just want students to know that the completion of an experiment does not mean the end of the experiment, and we can ask new questions after the end of an experiment and continue to verify it. During the 20-minute experiment, the students continued to experiment and verify the materials to draw conclusions. I also saw a few questions in it that I couldn't have thought of on my own.

It makes me feel good. In fact, we can extend many questions from one problem, and we can draw inferences from one another. I hope that in the future, I can do a good job in science classes.