A few questions

1.. He answered, so I won’t say anything.

2. Photons are the basic particles of matter

Elementary particles When talking about everything in the universe, we need to start with the basic particles of matter. There are several reasons why we believe that photons are the basic particles of matter: 1. Photons are very common particles around humans, and matter can emit photons under any conditions; 2. The birth of life, human survival, and the impact of the universe on humans are all important factors. It is completed by photon information; 3. The photon model proposed by Einstein; is one of the basis, the energy is related to the light speed of the photon; 4. A positron of a certain energy collides with a negative electron of a certain energy, the electron pair disappears, and at the same time A pair of photons will be released; 5. The interaction of photon groups can synthesize ordinary particles.

Decades have passed since Einstein proposed the photon theory, and the research on photons continues. In particular, the theory that photons are the basic particles of matter has not yet been established. Why? The reason is that people are unwilling to give up the current material model: the quality of matter is inherent to the object itself and has nothing to do with the environment; the material world: according to Einstein's understanding of photons, if photons are the basic particles of matter, any object in There is no mass when it is relatively stationary. The meaning of matter without rest mass is terrible. We cannot touch objects, cannot see each other, and cannot use any matter. This is a physical model that cannot exist in our real life. Because it is an impossible physical model, the way of thinking about understanding nature must be changed, otherwise there will be no way to understand nature. This is how nature plays tricks on humans and does not allow humans to understand elementary particles so easily. If photons are really the fundamental particles of matter, the matter around us does have no rest mass, because matter is composed of elementary particles such as photons, and according to Einstein’s understanding of photons, photons should not have rest mass. , photons have no rest mass, and matter composed of photons does not have rest mass. In fact, matter does not have rest mass. We usually see that the rest mass of matter and the moving mass of matter are generated in this way: because matter is constantly interacting with The surrounding matter reacts with photons, which absorbs and emits photons. The greater the energy of the photons acting in unit time, the more its mass is revealed to the outside world. The smaller the energy of photons absorbed and emitted per unit time, the smaller the mass of matter that a substance exhibits to the outside world. If a substance stops interacting with photons with the environment, the substance will have no mass. This phenomenon is almost impossible. If If it is possible, it will occur in the following events. First, the material is at absolute zero, that is, in a region without photon energy. Second, the photon information of the material itself is too far from the photon information of the environment. The material Not absorbing at all, or understood as refusing to absorb photon information from the environment. If such an event occurs suddenly, the object will appear to have suddenly disappeared. In layman's terms: the object has entered another time and space.

Substances constantly interact with photons (absorption and emission) with the environment, thereby showing the quality of the material. Within a certain period of time, the number of photons and energy that the substance interacts with the environment are large, and it shows the quality of the material. The mass is more; this can be expressed by a mathematical formula: , where is the highest frequency at which matter absorbs and emits photons, and the photon energy acts on it within a certain period of time. The larger it is, the greater it is, and the more mass we feel of the matter. It is said that the mass of matter is large; the opposite is also true.

In this sense, all the matter around us, as long as it has rest mass, is not the fundamental particle of matter. There are only photons, which have no rest mass. The photon itself is the fundamental particle of matter. All electrons, protons, and even smaller material particles cannot be regarded as basic particles of matter as long as they have rest mass. They can only be regarded as photon information groups composed of photons. Since the composition of photon information is different, the corresponding photon information has different lifespans. If there is a particularly large amount of corresponding photon information in the environment, the photon information will change very little in unit time after absorbing and emitting photon information, which means that the corresponding particles will exist in nature for a long time. In layman's terms, this kind of particle has a relatively long life. If the photon information corresponding to the particle exists very little in nature, there are two ways for this kind of particle to exist. One is to absorb less photon information from the material, and its own rest mass shows The one is smaller and has a longer lifespan. The other one is to absorb more photon information from the material. Its own static mass is larger. In a unit of time, its own change amount is more and its lifespan is shorter. In fact, matter uses the previous method. This can be done by using the dark line of the material's atomic absorption spectrum, which corresponds to the frequency of the bright line of the material's atomic emission spectrum, to illustrate that the material only absorbs photon information with a frequency corresponding to its own photon information.

Since the number of photons in nature is very large, the life span of photons is infinite. This is also the case. Photons exist for the longest time and photons cannot disappear because there is an energy in nature. The law of transformation and conservation. If the photon disappears and the photon's lifespan has a certain value, this law will not hold.

A photon can only be absorbed by an object and emit a photon at the same time, but the combination of photon information emitted is different. This different combination of photon information expresses a certain amount of photon information, especially the object that absorbs the photon information. The photon information emitted is expressed in this way. This is how objects convey information. There is a maximum speed at which information can be conveyed in nature, which is the speed of photons in nature. Human vision uses the highest speed in nature.

In addition, in the process of evolution, the human body has made full use of the photon information in nature. The five human sensory modes have evolved on the basis of the original feeling of photon information. Photon information is the link between matter and matter. It is a form of information expression that continuously communicates when it exists. As long as matter exists, it must continuously absorb and emit photon information. It must absorb photon information from other substances and at the same time emit photon information with its own characteristics. Material identity is expressed to nature, which is what characterizes matter as it exists. Human beings are in nature, constantly absorbing photon information on the earth's surface. Since the photon information on the earth's surface is constantly changing, in order to adapt to changes in nature, humans have evolved visual organs-eyes. In particular, the light wave that human eyes are most sensitive to is the photon of the central frequency of the sun. The light wave that the vision of other animals is most sensitive to should be the central frequency of the light wave that the animal absorbs during its life. Various other human organs have evolved under the same information language of matter, because the existence of matter is to continuously absorb photon information and emit photon information at the same time, so the photon information between substances is matter and matter, Humans and humans, animals and animals, plants and plants, and the same language used by these substances to communicate with each other. Therefore, photon information is not only the type of substance that must be absorbed and emitted when substances exist, but also the type of information exchanged between substances. A unique language, this language is the unique language of all matter, a language that all matter can understand, whether it is inanimate matter or animate matter, whether it is plants or animals In time, or between humans and animals, language information can be communicated synchronously. It is a pity that due to the expansion of material desires and the perfect development of various organs, humans do not use or believe in the existence of this kind of photon information, let alone understand this kind of information. The content of photon information. When encountering the change and existence of this kind of photon information, human beings only know that they have a feeling, but they do not know what this feeling specifically represents and what is the information content of this feeling. This is what humans do in nature. A regret in the process of evolution is that we gave up the natural perception of nature and the fastest and most accurate sense of photon information in nature, and used the five senses of the human body, especially human vision, which only uses a small part of the light waves. . However, due to the development of scientific nuclear technology, humans have created mobile phones, using mobile phones to replace part of humans' natural perceptions and supplement some of the lost functions of humans.

Since photon information is a natural perception that exists in nature, this kind of information and this language is called natural language. It is the language used by all substances and is the language that all substances can use. Understandable language, so not only humans have spirits, but all matter has spirits, so it is not surprising that animals can understand some human behaviors.

Because photons play such a large role, firstly, they act as the spokesperson for showing matter. Without the absorption and emission of photons, matter cannot exist, the quality of matter cannot be displayed, and matter has no inertia. It cannot serve and utilize other substances; secondly, the composition of photons - photon information, also serves as the language for all substances in nature to communicate information. It is no longer an exaggeration to say that photons are the basic particles of matter.

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3.. It is a mixture of ferric hydroxide and ferrous hydroxide. The reason is:

2NaOH+FeCl2=Fe(OH)2+2NaCl

Fe(OH)2 will be quickly oxidized to form Fe(OH)3

Fe(OH)2 is a white precipitate, while Fe(OH)3 is a reddish-brown precipitate< /p>

Because only part of Fe(OH)2 is oxidized to Fe(OH)3, the gray-green precipitate is a mixture of the two precipitates, and this kind of precipitation looks gray-green

5. . Mathematics is the mother of all sciences" and "mathematics is the gymnastics of thinking." It is a science that studies numbers and shapes. It is everywhere. To master technology, you must first learn mathematics well. If you want to climb the peak of science, you must learn it well. Mathematics. What are the characteristics of mathematics compared with other subjects? What are its corresponding thinking methods? What subjective conditions and learning methods does it require? This lecture will focus on the characteristics of mathematics and mathematics learning methods.

1. Characteristics of mathematics

Three major characteristics of mathematics: rigor, abstraction, and wide application

The so-called mathematics Rigor means that mathematics has strong logic and high proficiency, and is generally reflected in an axiomatic system.

What is an axiomatic system? It refers to using a few concepts without definitions and propositions without logical proof as the basis to derive some theorems and turn them into a mathematical system. In this regard, the ancient Greek mathematician Euclid is a model. His book "Elements of Geometry" studies most problems in plane geometry on the basis of several axioms. Here, even the most basic commonly used primitive concepts cannot be described intuitively, but must be confirmed or proved with axioms.

There are still differences in the rigor between middle school mathematics and mathematical science. For example, the number sets in middle school mathematics continue to expand, and the expansion of the arithmetic laws of number sets has not been rigorously deduced. It is obtained by default. From this point of view, middle school mathematics is still far behind in terms of rigor. However, to learn mathematics well, you cannot relax the requirements of rigor and ensure that the content is scientific.

For example, the general term of an arithmetic sequence is derived from the general term formula through the recursion of the previous terms. However, to confirm it, strict proof using mathematical induction is required.

The abstraction of mathematics is reflected in the abstraction of spatial forms and quantitative relationships. It puts aside more specific characteristics of things in the abstract process, so it has a very abstract form. It shows a high degree of generalization and symbolizes specific processes. Of course, abstraction must be based on concreteness.

As for the wide application of mathematics, it is well known to everyone. It’s just that in the past teaching and learning, we often paid too much attention to the abstract meaning of theorems and concepts, and sometimes abandoned their broad applicability. If abstract concepts and theorems are compared to bones, then the broad applications of mathematics are like flesh and blood. The absence of either will affect the integrity of the mathematics. The new high school mathematics textbooks include a large increase in the application of mathematical knowledge and research-based learning in order to cultivate students' ability to apply mathematics to solve practical problems.

Let’s take a look at an interesting problem in life.

In any gathering, there must be an even number of people who have shaken hands an odd number of times. Try to prove it.

If you grasp two keys: First, the total number of handshakes must be an even number,

Second, the characteristics of high school mathematics

There are often students who cannot do mathematics after entering high school. Adapt to mathematics learning, which in turn affects their enthusiasm for learning, and even their grades plummet. Why is this happening? Let us first take a look at the changes between high school mathematics and junior high school mathematics.

1． Theory strengthening 2. More courses 3. Increased difficulty 4. Improved requirements

3. Master mathematical thinking

High school mathematics is closer to higher mathematics in terms of learning methods and thinking methods. To learn it well requires us to master it from a methodological perspective. When we study mathematical problems, we must often use materialist dialectical thinking to solve mathematical problems. Mathematical thought is essentially a reflection of the application of materialist dialectics in mathematics. The mathematical ideas that should be mastered in middle school mathematics learning include the following: set and correspondence ideas, preliminary axiomatic ideas, combination of numbers and shapes, movement ideas, transformation ideas, and transformation ideas.

For example, the concepts of sequence, linear function, and straight line in analytic geometry can all be unified with the concept of function (special correspondence). For another example, the concepts of numbers, equations, inequalities, and sequences can also be unified into the concept of functions.

Look at the following example of using the "contradictory" perspective to solve a problem.

It is known that the moving point Q moves on the circle x2+y2=1, and the fixed point P (2, 0) is used to find the trajectory of the midpoint of the line segment PQ.

Analyzing this question, the three points P, Q, and M in the picture are mutually restrictive, and the movement of point Q will drive the movement of point M; the main contradiction is the movement of point Q, and the movement of point Q The trajectory follows the equation x02+y02=1①; secondary contradictory relationship: M is the midpoint of the line segment PQ. The midpoint formula can be used to express the coordinates of M (x, y) with the coordinates of point Q.

x=(x2)/2 ②

y=y0/2 ③

Obviously, use the substitution method to eliminate x0 and y0 can be used to obtain the desired trajectory.

Mathematical thinking methods and problem-solving skills are different. In proving or solving, using induction, deduction, element substitution and other methods to solve problems can be said to be technical problems of problem-solving, while mathematical thinking is the solution to problems. A general way of thinking that guides the questions. When solving a problem, consider the overall situation, how should you proceed, and what are the approaches? It is a universal problem under the guidance of mathematical thinking methods.

After having mathematical ideas, you must also master specific methods, such as: substitution, undetermined coefficients, mathematical induction, analysis, synthesis, proof by contradiction, etc. Only under the guidance of problem-solving ideas and flexibly using specific problem-solving methods can we truly learn mathematics well. If we only master the specific operation methods without considering the problem from the perspective of problem-solving ideas, it is often difficult to advance mathematics learning to a higher level. The level will cause great trouble for entering university in the future.

Among the specific methods, commonly used methods include: observation and experiment, association and analogy, comparison and classification, analysis and synthesis, induction and deduction, general and special, finite and infinite, abstraction and generalization, etc.

To win a battle, you cannot just rush in bravely and not be afraid of death or hardship. You must formulate tactics and strategic issues that are related to the overall situation. When solving math problems, you should also pay attention to problem-solving thinking strategies, and always think about: which angle to choose to enter, and what principles should be followed. Generally speaking, the overall idea adopted in solving problems is a principled way of thinking, a macroscopic guidance, and a general solution.

Mathematical thinking strategies often used in middle school mathematics are:

Use simplicity to control complexity, integrate numbers and shapes, use advance and retreat interchangeably, transform what is new into familiarity, and what is difficult is the opposite. Returning reverses, switching between movement and stillness, and complementing each other

If you have the correct mathematical thinking methods, adopt appropriate mathematical thinking strategies, and have rich experience and solid basic skills, you will definitely be able to learn it well. High School Mathematics.

4. Improvement of learning methods

In the strange circle of exam-oriented education, every teacher and student can't help but fall into the "sea of ??questions". Teachers are obsessed with certain types of questions. I didn’t mention it. I couldn’t do it in the college entrance examination. Students are afraid of missing one question and suffer heavy losses if they fail. In such an atmosphere, the cultivation of learning methods is often ignored. Every student has his own method, but what? What kind of learning method is the correct method? Is it necessary to "explore group questions" to improve your level?

Reality tells us that boldly improving learning methods is a very important issue.

(1) Learn to listen and read

We listen to teachers’ lectures and read textbooks or materials every day in school, but are we listening and reading correctly?

Let’s talk about it from the two aspects of listening (listening to lectures, classroom learning) and reading (reading textbooks and related materials). The knowledge students learn is often indirect knowledge, abstract and formal knowledge. This knowledge is refined on the basis of previous exploration and practice, and generally does not include the process of exploration and thinking. Therefore, you must listen to the teacher's lectures, concentrate, and think actively about problems. Find out what is being said? How to analyze? What's the reason? What method is used? Any questions? Only in this way can we understand the teaching content.

The process of listening is not a process of passive participation. On the premise of listening, it is also necessary to analyze: What thinking methods are used here, and what is the purpose of doing so? Why can the teacher think of the simplest method? Is there a more direct way to solve this problem?

"Learning without thinking is a waste, thinking without learning is a disaster." During the listening process, you must have active thinking and participation, so as to achieve the highest learning efficiency.

Reading mathematics textbooks is also a very important way to master mathematics knowledge. Only by truly reading and mathematics teaching materials can we better master the mathematical language and improve our self-study ability. We must change the bad tendency of only doing the questions without reading the textbook, and treating the textbook as a dictionary for looking up formulas. When reading textbooks, you should also seek guidance from teachers. When reading the content of the day or the content of a chapter in a unit, you must consider it all and have goals.

For example, when learning the inverse sine function, from a knowledge point of view, through reading, you should ask the following questions:

(1) Does every function have an inverse function? If not, under what circumstances does a function have an inverse?

(2) Under what circumstances does the sine function have an inverse function? If so, how to express its inverse function?

(3) What is the relationship between the graph of the sine function and the graph of the inverse sine function?

(4) What are the properties of the arcsine function?

(5) How to find the value of inverse sine function?

(2) Learn to think

Einstein once said: "Developing the general ability of independent thinking and independent judgment should always be given top priority." Being diligent and good at thinking is the key to The most basic requirements for us to learn mathematics. Generally speaking, try your best to do the following two things.

1. Good at discovering and asking questions

2. Good at reflection and reversal

6. Menelaus’ theorem

Menelaus’ theorem was first proved by the ancient Greek mathematician Menelaus. It points out: If a straight line intersects the three sides AB, BC, and CA of △ABC or their extensions at points F, D, and E, then AF/FB×BD/DC×CE/EA=1.

Proof:

Through point A, draw the extension line AG‖BC intersecting DF at G

AF/FB=AG/BD, BD/DC=BD /DC, CE/EA=DC/AG

Multiply the three formulas:

AF/FB×BD/DC×CE/EA=AG/BD×BD/DC× DC/AG=1

Its converse theorem is also true: if there are three points F, D, and E respectively on sides AB, BC, CA or their extensions, and satisfy AF/FB×BD/ DC×CE/EA=1, then the three points F, D, and E are on the line. Using this inverse theorem, we can determine the three-point *** line.

8...a powerful action in matter. Quantum physics suggests that this force results from the exchange of certain packets of energy. This packet of energy is called a quantum.

It is recommended to read: "Beyond Space and Time - A Scientific Journey through Parallel Universes, Time Curls and the Tenth Dimension", which explains in very popular language from the destruction of Euclidean geometry to superstring theory. Covers the content of modern high energy physics. The author of this book, Michio Kaku, is a Japanese-American physicist and a professor of physics at City College, City University of New York. In addition to this book, he is the author of Beyond Einstein, Quantum Field Theory, and Introduction to Superstrings. Michio Kaku regards discovering the beauty and mystery of the universe as the meaning of life. He wrote in this book: "Simplicity and beauty are the qualities that inspire great artists to create masterpieces that have been handed down for generations. They are also the qualities that inspire scientists to explore the laws of nature. Just like Like a piece of art or a moving poem, equations have a certain beauty and rhythm to them.