Does Air Have Quality Lesson Plan, Reflection on the Teaching of Does Air Have Quality .

Use a balance to measure the mass of an uninflated basketball, then inflate it to a particularly sufficient extent (to make a significant change in the indication of the balance), and then use the balance to measure the mass. By comparing the quality of the basketball before and after inflation, it is possible to conclude that the air has mass.

Air refers to the mixture of gases in the earth's atmosphere, so air belongs to a mixture, which is mainly composed of nitrogen, oxygen, rare (helium, neon, argon, krypton, xenon, radon), carbon dioxide and other substances (such as water vapor, impurities, etc.). The volume fraction of nitrogen is about 78%, the volume fraction of oxygen is about 21%, the volume fraction of noble gases (helium, neon, argon, krypton, xenon, radon) is about, and the volume fraction of carbon dioxide is about annual data).

The composition of air is not fixed, and as the altitude changes, the air pressure changes, and the proportion of air composition also changes. But for a long time, it was believed that air was a single substance, until later the French scientist Lavoisier first came to the conclusion that air is composed of oxygen and nitrogen through experiments. At the end of the 19th century, scientists discovered through a large number of experiments that there were rare gases such as helium, argon, and xenon in the air.

In introducing the topic of this lesson, I first threw a question to the students: Do you think air has mass? Why?

The students expressed their opinions, some thought yes, some thought no, and all gave good reasons. Air has mass: Balloons that are not inflated are lighter and heavier when they are fully inflated.

Air has no mass: we are surrounded by air, but we don't feel its mass.

Just when everyone was in the middle of the discussion, one of the children raised his hand and asked a question: Teacher, what is the difference between mass and weight? This question immediately made me realize that I can't measure students with the way a teacher thinks.

In fact, many students may not understand what "quality" is, and I didn't explain it at the beginning, so I should have thought that the students understood, but fortunately this child reminded me. However, when I tried to explain, it stumped me again. We all know that "mass" and "weight" are two different concepts, one is the amount of matter contained in an object.

One is the force of the Earth's gravitational pull acting on an object. But for third-graders, it's clear that they don't understand this explanation. So, in the end I just gave a simple explanation:

Mass and weight are two different concepts, and they are different but also related. At the elementary school level, we can temporarily put "mass" as equal to "weight".

This question is only a small episode in the class, but it is enough to make me reflect on whether the design of my usual teaching sessions and the use of teaching language are standardized and reasonable. If you want to be closer to the real psychology of students, you must always see yourself as a student rather than a teacher. A lot of knowledge seems to us teachers to be easy to understand, but with the students' existing knowledge, it is not so easy for them to understand.

In addition, the needs of each student should be met in daily teaching and encouraged to express their opinions. Every child is a natural creator, and getting closer to their hearts may bring us a lot of surprises.

How Much Matter Can Water Dissolve" lesson plan.

First, I started by asking my students: wood has mass, water has mass, so does air have mass? Furthermore, it is proposed that the air limb is invisible, intangible, and intangible, so how can we weigh the quality of the air? Two questions began the lesson.

Students are introduced to the use of simple balances and demonstrate how to assemble them. Then, by having students make a simple balance by themselves, they will understand the principle of the balance, which can be used to measure mass.

In this lesson, there are many small items used in assembling scales, and although the distribution and collection of real crack hunger test equipment is assisted by the group leader, it is still somewhat difficult overall. Because the balance was built, the error of the experiment was quite large. In the later classes, I brought the tray balance with me.

Because the ball itself is heavier, and the heavy object (mung bean) is light and easy to fall, you can replace some of the small items around you on the side of the heavy object.

Experiments have proved that the air has a certain mass, but the mass is very light.

Air has mass, but the human body cannot perceive it.

The density of air is, air is matter, matter is made up of molecules, molecules are made up of atoms, atoms have mass, so air has mass.

The constant components of the air are noble gases such as oxygen, nitrogen, argon and neon, and the variable components are carbon dioxide and water vapor, and their concentrations in the air vary slightly in a small range depending on the clump mask and temperature.

Objectives:

1. Help children understand the properties and functions of air.

2. Develop children's intelligence and cultivate children's hands-on ability.

3. Rich vocabulary: air, gas, combustion.

4. Know that air has the effect of supporting combustion, and improve the agility of children's thinking.

5. In the activities, guide children to carefully observe and discover phenomena, and be able to study scientific phenomena with empirical evidence.

Event Preparation:Balloons, candles, bottles, glass troughs.

Activity process:

First, the beginning part.

Children, is it okay for the teacher to enjoy a children's song with you today? The name of the nursery rhyme is "Words of the Air".

The teacher recites the nursery rhyme: "I can't see, I can't smell, I can't touch, I can't grasp, you need it, I need it, and no one can leave it." "Children, after listening to the nursery rhyme, do you think the dialogue of the air is wrong?

Which child can tell the teacher why the words of the air are right? "Oh, it seems that children know that the air is right, but they don't know why? So today, the teacher will get to know the air with you and answer the "why" in your heart.

Good! "II. Basic Parts.

Let children know that air is colorless, odorless, invisible, intangible, and flows everywhere.

1. Make a deep breath with the teacher. Question: "Kid, what did we just suck in?" Do you smell anything? Does this mean that the air smells good?

2. The teacher shows the balloon to the children and asks, "Children, what does the balloon look like now?" The teacher blew up the balloon and asked, "What is it like now?" "Round. "How does it feel to ask a toddler to touch it? (bulging).

The teacher releases the air from the balloon, and during the deflation process, asks the children to observe carefully, and asks the children, "Did you see the air just now?" "No" "Then who can tell the teacher now:

What is the air like.? "The air is colorless, odorless, invisible, intangible. ”

Children, now please put your hands to your mouth, take a breath out, how do your hands feel? Oh, air can still flow, so it's a flowing gas.

3. Small experiments.

Now that we know the characteristics of air, let's take a look at what else air does.

1. Ask two children to come up, light two candles, let one child cover one of the candles with a glass, and ask the children to observe carefully, why is the covered candle extinguished? What does this mean?

This is another role of air: it has the function of supporting combustion. If you cover the candle with a glass, the air from the outside will not be able to enter the glass, so without air, the candle will go out.

2. Put two small insects into two glass bottles, one of them is covered with a cap, and observe after a few minutes, what changes have occurred to the small insects in the two bottles?

Summary. To weigh the quality of the air, you first need to prepare an instrument for measuring the quality of the air, such as a gas analyzer, weather station, or other related instruments. Then, the instrument is installed in the place where the air quality is measured and calibrated.

Calibration is to ensure that the instrument is able to accurately measure air quality. Next, start measuring the air. First, use an instrument to measure the temperature, humidity, atmospheric pressure, and other data in the air.

Then, according to the national standard, the measured data is compared with the standard data to determine whether the current air quality is good, good, fair or poor. Finally, the measurement results are uploaded to the relevant database in a timely manner for later analysis and use.

We want to weigh the mass of the air, we need to carry out on the air.

We want to weigh the mass of the air and what kind of operation needs to be done on the air.

To weigh the air, first prepare a container, which can be a closed bottle or a bucket. The container is then placed on the balance and the weight of the container itself is recorded. Next, the container is placed in a sealed environment, such as a vacuum box, so that the air inside the container does not flow.

The container is then placed back on the balance and the total weight inside the container under the poor rock is recorded. Finally, by subtracting the weight of the container itself, the weight of the air can be obtained.

To weigh the quality of the air, you first need to have an instrument for measuring the air quality, such as a gas analyzer, weather station, or other correlated instrument. Then, the instrument is installed in the place where the air quality is measured and calibrated. The calibration is in order to ensure that the instrument can accurately measure the air quality.

Next, start measuring the air. First of all, use an instrument to measure the temperature, humidity, atmospheric pressure, and other data in the air. Then, according to the national standard, the measured data is compared with the standard data to determine whether the current air quality is good, good, fair or poor.

Finally, the measurement results are uploaded to the relevant database in a timely manner for later analysis and use.

Dear, I don't know if it's weight or quality, it's all for us.

First, the amount of gases in the air is measured, including nitrogen, oxygen, carbon dioxide, and other organic substances. The content of these gases can be measured using standard analytical instruments, such as gas chromatographs, gas mass spectrometers, etc. Secondly, to measure dust and small particles in the air, you can use instruments such as anemometers, wind vanes, and laser scatterometers.

In addition, temperature, humidity, and atmospheric pressure in the air are measured. It can be measured using a thermometer, hygrometer, and barometric pressure gauge. Finally, to measure pollutants in the air, standard analytical instruments can be used to measure them, such as atomic absorption spectrometry, X-ray diffraction, X-ray diffraction, X-ray energy spectroscopy, etc.

In short, air needs to be tested in many ways to accurately measure its quality. Airborne gas composition, dust and fine particles, temperature, humidity, and atmospheric pressure can be measured using standard analytical instruments, or airborne pollutants can be measured using standard analytical instruments.