What is an impressive high school physics experiment?

The most impressive physics experiments were the moment of inertia experiment and the Fourier spectroscopy combination experiment, both of which were very simple and should have taken ten minutes, but I tinkered with them for an hour.

High school physics, some electrical experiment. The classmate in my group was an anxious person, and he was about to pull the wires when he came up, and I said let's pinch the power supply first, and you slowly turn it upside down, and then I unplugged the power supply. After a while, he said yes, reached for the power supply and slapped it at the socket, and it blew up before I could react.

I remember doing an experiment to measure the viscosity coefficient of liquids. This is a relatively complete mechanical experiment, and it also contains a lot of theoretical derivations. When I first came into contact with this kind of experiment, I felt that my eyes were broadened.

What is taught is the sublimation of matter, that is, the heating of iodine, and then the sublimation of iodine into gas. Then put a lid or something on top, and the gas hits the lid and the iodine element is condensed. When I was done, I took off the lid and put it directly to my nose and took a breath.

How do you feel? It's the feeling of being hit in the back of the head in an instant, and then the eyes go black, about 2 seconds.

One of the quizzes was to smell ammonia, and there were two bottles, and then say what was inside. I fanned my hand and smelled it according to the norm, and when the teacher asked me what I was loading, my brain suddenly short-circuited, and I forgot about it. Just as the teacher turned around to talk to others, he picked up one of the bottles and inhaled it violently, and the smell of ammonia rushed straight to his head.

There is an experiment called a semiconductor thermometer. I needed an electric soldering iron to connect the wiring, and I cooperated with the classmates next to me. Because I made an appointment with my partner, I pressed the wire with my hand, and he called. What a stupid decision to think about, he was exactly branded on my hands.

Inertial experiment, flat throwing experiment.

A physics experiment in high school was the diffraction of light, a long cylinder, and I only saw the experimental phenomenon after fiddling with it for a long time.

I once went to an acting class and did an experiment on iodine sublimation in class, which I will never forget, and the acting teacher told the students, "When you open the test tube stopper, you can smell the smell of iodine, which is a diffusion phenomenon." "Big brother, don't you know that iodine vapor is poisonous.

There is a physical experiment to do the eleven-wire method to measure resistance, and eleven one-meter-long wires are placed like this, and I feel like a six-fingered piano demon.

High school physics experiments are: Equal Quadrilateral Rule of Verification Force 1Objective: To verify the parallelogram rule. 2. Verify the law of conservation of momentum Principle: two small balls collide in the horizontal direction, the external force in the horizontal direction is zero, and the momentum is conserved.

Measurement of length.

Will use vernier calipers and spiral micrometers to master the principles and methods of measuring length.

Investigate the linear motion of uniform variable speed.

The picture on the right shows the paper tape laid by the dot timer. Select a clear dot trace, discard the dot trace that is relatively dense at the beginning, take a starting point o from a place that is convenient for measurement, and then (every 5 interval points) take a counting point a.

Find the immediate velocity v corresponding to any count point: e.g.

where t=5

Use the "difference-by-difference method" to find a:

Use the displacements of any adjacent two segments in the figure above to find a.

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.

1. Study the linear motion of uniform variable speed.

Dotting the tape of the paper under the timer. Select a clear point trace, discard the point trace that is relatively dense at the beginning, take a starting point o from a place that is convenient for measurement, and then take a counting point A, B, C, D every 5 interval points. Measure the distance between adjacent counting points S1, S2, and S3 by using the paper tape that has been laid, and find the immediate velocity v: corresponding to any counting point

Such as (where t=5.

2. The parallelogram rule of verification force.

Objective: To experimentally study the relationship between the resultant force and the component force, so as to verify the parallelogram law of force.

Equipment: square wooden board, white paper, thumbtack, rubber strip, spring scale (2 pieces), ruler and triangle board, thin line.

The purpose of this experiment is to use two forces at angles to each other to produce the same effect, to see whether the resultant force calculated by the parallelogram rule is equal to this force within the allowable range of the experimental error, and if it is equal within the allowable range of the experimental error, the parallelogram rule of the synthesis of the force is verified.

3. Study the motion of the flat throwing object (using the tracing method).

Objective: To make it clear that flat throwing is a combined motion of horizontal and vertical movements, and the initial velocity of the object will be calculated by using the trajectory.

The experimental principle of the experiment: the flat throwing motion can be regarded as the synthesis of two sub-motions, one is a uniform linear motion in the horizontal direction, and its velocity is equal to the initial velocity of the flat throwing object; the other is a free-fall motion in the vertical direction; Use the card with holes to determine a number of different positions of the ball when doing flat throwing motion, and then trace the motion trajectory, measure the coordinates x and y of any point of the curve, and then find the horizontal partial velocity of the small ball, that is, the initial velocity of the flat throwing object.

4. Verify the law of conservation of mechanical energy.

Verify that mechanical energy is conserved during free fall, and that the left end of the paper tape is the end of the weight with a clamp.

Do a few more experiments, choose a clear trace, and first.

The distance between the first and second points is close to 2mm.

Use a scale to measure the distance h1, h2, h3, h4, h5 from 0 point to each point, use "the immediate velocity at the intermediate moment of the linear motion of uniform speed is equal to the average velocity in the displacement of the section", calculate the immediate velocity v2, v3, v4 corresponding to each point, and verify whether the gravitational potential energy reduction mgh and kinetic energy increase corresponding to each point are equal.

5. Use the tracing method to draw the contour line on the plane in the electric field.

Objective: To simulate the electrostatic field with a constant current field (DC power supply connected to a cylindrical electrode plate) (isometric dissimilar charge depiction of contour method).

The ammeter used in the experiment is the ammeter with zero scale in **, and the relationship between the current direction and the direction of the pointer deflection should be determined before the experiment: the ammeter, battery, resistance, and wire are connected according to Figure 1 or Figure 2, where R is the resistance with a large resistance, R is a resistance with a small resistance, and the other end of the ammeter can be tested with the A end of the wire, and the relationship between the current direction and the pointer deflection direction can be determined.

There are about 15 important laboratory exams, but the degree is different, some of the requirements are very detailed from the purpose of the experiment to the experimental procedure, and the error analysis is very important, but the general focus is the same, mechanics and electricity are the soul, focus on these two parts. Teachers generally summarize, I looked it up on the Internet, I hope it will be helpful to you.

First, the use of basic instruments is still the basis for experimental review.

Regardless of whether we have tested the use of instruments in the previous year, we must be proficient in the use of commonly used physical instruments, which are the basis of experiments and tools for experiments, and they will not be outdated at any time. It is necessary to take some time in this regard. There are thirteen kinds of common instruments, which are scales, vernier calipers, spiral micrometers, balances, stopwatches, dot timers, spring scales, thermometers, ammeters, voltmeters, multi-electric meters, sliding rheostats, resistance boxes, and so on.

The use of these tools is described in great detail in each review book, and will not be discussed in this article.

Second, it is necessary to re-examine and combine the experimental sector from a variety of perspectives.

In the general review of physics experiments, we should not look at each experiment in isolation, but should classify these experiments from the similarities and differences in the principles, steps, data collection and processing methods of these experiments, so as to form different experimental sections. Usually, we have consciously or unconsciously divided the experiment into mechanics experiments, electrical experiments, thermal experiments, and optics. However, this kind of treatment is simply a repetition of the knowledge system of physics textbooks, and in most cases it is also for the convenience of explanation, without much creativity, and it is not enough for the development of students' thinking and the cultivation of scientific thinking methods for experiments.

For example, for the mechanics section, which is composed of experiments such as the synthesis and decomposition of the verification force, the use of the dot timer and the measurement of the acceleration of linear motion at a uniform variable speed, the verification of the law of conservation of mechanical energy, the verification of Newton's second law, and the verification of the law of conservation of momentum.

We can also expand the field of view a little further and reassemble new experimental sections from various angles, for example, the experiment can be divided into two sections according to the measurement type and the verification type, and the experiment can be divided into two sections according to the data that can be processed with images and the data that cannot be processed with images. We can prompt students to divide the plates in this way, but to classify a specific experiment as a plate, this is for the students to think for themselves, for example, using the image method to process the data, the students are familiar with the experiment of verifying Newton's second law and measuring the electromotive force and internal resistance of the battery, but the drawing must be a straight line, otherwise it is not easy to deal with. This gives students room to think, in fact, there are many experiments that can be processed in this way, they can all be classified as using the image method to process data, such as the experiment of measuring gravitational acceleration with a single pendulum, we measure the period t and the pendulum length l, and then calculate it by the formula, the book uses the method of measuring several groups and then finding the average, now we can take l and t2 4 2 as the coordinate axis, put the measured data into the tracing point, and draw a straight line to find the slope is g.

This ** is very formal, and there is quite a lot of information on it.

Experiments with uniform velocity motion (i.e., dotted with paper tape), Newton's second law (very similar to the previous procedure), flat throwing, mechanical energy, resistivity, voltammetry-specific curves, multi-metering, diffraction of light, momentum.

That's probably it, I hope to be cautious about the experimental questions in the future study, and pay attention to the details.

1.Measure the length of the pendulum L: Use a meter ruler to measure the length of the cycloid, and use a caliper to measure the diameter of the pendulum d; Measurement period t:

Hang the pendulum ball, then let go, press the stopwatch when the pendulum ball passes the lowest point at a certain time, and start counting "1" Shenzen, and then count until the pendulum ball passes the lowest point for the 60th time, press the stopwatch to stop counting the time, read the time t, and calculate the period of the single pendulum t = t; Substituting the measured l and t into the formula t = 2 l g for the pendulum period to calculate g; Change the pendulum length to make multiple measurements to obtain multiple bands of local g values, and then take the average value of g.