Design of junior high school physics teaching plan

5 junior high school physics teaching plan design

Physics is a subject that studies the most general laws of material movement and the basic structure of material. Physics, as the leading discipline of natural science, studies the most basic motion forms and laws of all substances from the universe to elementary particles. The following is the design of junior high school physics teaching plan that I arranged for you. Welcome to consult.

The application of 1 sound in the design of junior high school physics teaching plan

First, the teaching objectives

1. Knowledge and skills: Understand the application of sound related knowledge in modern technology.

2. Process and method: By observing, visiting or watching videos and other related words, pictures and audio-visual materials, we can acquire the knowledge of the use of sound in social life.

3. Emotion, attitude and values: Through learning, we can understand the application of sound in modern science and technology, and further increase our love for science.

Second, the focus of teaching

Examples of using sound in life.

Third, teaching time.

1 class hour.

Fourth, teaching methods and learning methods.

Reading self-study method and discussion method.

Teaching process of verbs (abbreviation of verb)

Student activities:

(1) the phenomenon of using sound freely;

(2) watch related videos;

(3) Discuss how to classify the above application examples.

On this basis, the teacher gave a summary explanation with examples given by students and preliminary classification methods.

1, sound and information:

Calculation: Xiaoming shouted at the distant mountain and heard the echo after1.2s. How far is Xiaoming from the mountain? (The temperature at that time was 15℃)

After students work out the results, they can measure the distance by knowing the echo clearly.

(1) It is introduced that bats use echolocation to locate targets.

(2) Introduce the background of sonar technology and the application of modern sonar technology.

(3) Introduce the application of B-ultrasound in medicine.

(4) Ultrasonic wave is used to detect the scars inside the metal.

2, sound and energy:

This paper introduces the ultrasonic cleaning of precision machinery.

Ultrasonic vibration to remove stones.

Ultrasonic tooth cleaning.

Course summary:

Where can sound be applied?

Homework after class:

Complete the online related content of physics learning.

The teaching objectives of junior high school physics lesson plan design part II;

1, knowledge and skills target:

(1) Know that the temperature indicates the degree of heat and cold of an object, and know the stipulation that the temperature is in degrees Celsius.

(2) Understand the working principle of liquid thermometer and measure the temperature with thermometer.

(3) Cultivate students' practical ability and self-study ability.

2, process and method objectives:

(1) Cultivate students' ability to observe, analyze and ask questions.

(2) Initially cultivate students' creative thinking and creativity.

3, emotional attitudes and values:

(1) Cultivate students' rigorous scientific attitude and healthy mentality of mutual cooperation and friendly coexistence. (2) Cultivate students' awareness of caring for the environment.

Description: The setting of teaching objectives fully embodies the concept of physics curriculum standards. In this teaching, students should not only understand the principle and structure of thermometer, but also master basic knowledge and skills such as correct use of thermometer. More importantly, this class takes the above knowledge as the carrier to cultivate students' scientific attitude of being willing to explore and be brave in innovation and their healthy psychology of mutual cooperation and friendly coexistence, thus cultivating students' interest in learning physics. )

Teaching focus:

1. With the self-made demonstration thermometer as equipment, the principle and structure of liquid thermometer are obtained through students' observation, analysis and creation.

2. Through students' hands-on experiments, reading textbooks and discussing with each other, how to use thermometers correctly is summarized.

Teaching difficulties:

How to gradually cultivate the autonomous learning consciousness of underachievers in the teaching process?

(Note: The establishment of teaching emphases and difficulties focuses on cultivating students' practical ability, self-study ability, observation ability, analytical ability and creative ability, as well as cooperation consciousness and the ability to actively participate in learning. )

Teaching methods: observation experiment, self-study discussion and inquiry learning.

Teaching process:

First of all, introduce.

1. Show slides and students observe pictures.

Students talk about their feelings after observation and introduce the topic "temperature"

Second, new funding.

Section 1 temperature

2. Student experiment 1

Students touch the hot water cup and the cold water cup with their hands and tell their feelings. Guide students to summarize the concept of temperature: in physics, the degree of hot and cold of an object is called temperature. A cold object has a low temperature and a hot object has a high temperature.

Let some students touch two glasses of water.

Teacher: Is it accurate to judge the temperature by feeling? What should I do to know the temperature of an object accurately?

(1): Principle and structure of thermometer

Teacher: What thermometer do you know? What is its structure?

(Description: Cultivate students' ability to observe, think and ask questions. )

Students discuss and ask questions in groups.

(Description: The teacher writes down the problems to be solved in this class put forward by the students on the blackboard; Give praise to students who take the initiative to ask questions. Some students may ask questions that are inconsistent with this section. Teachers should not ignore them and give reasonable explanations. Don't discourage students from thinking and speaking.

1, the teacher demonstrated the homemade thermometer.

Teacher: Put this device into a beaker filled with hot water, and the students guess what will happen.

Students discuss and answer. The teacher put the device in a beaker filled with hot water, and the students observed it.

Teacher: Now take this device out of the hot water and put it in a beaker filled with cold water. What will happen? Students guess and answer.

The teacher took the equipment out of the hot water and put it in a beaker filled with cold water. Students observe phenomena.

Teacher: What is this phenomenon called? Student: Thermal expansion and cold contraction.

Teacher: Can a temperature measuring device be made according to the principle that liquid expands when heated and contracts when cooled? What's the name of this equipment?

Student: Thermometer.

Teacher: Now who can tell the measuring principle of liquid thermometer?

The teacher held up a homemade thermometer.

Teacher: Can this device be used to measure the temperature of liquid? What defects do you think it has?

(Note: The design of this topic is mainly based on students' observation, and students' enthusiasm for learning is mobilized through their emotional factors. )

The teacher took out the demonstration thermometer.

Teacher: This thermometer has been improved and is perfect. Now let's look at this thermometer. Are you satisfied?

Teacher: Who can describe the structure of this thermometer?

(2), Celsius temperature

1, and the specified temperature is expressed in degrees Celsius.

Students read the textbook P69 and discuss: How are the degrees Celsius, 100 degrees Celsius and 1 degrees Celsius specified?

2. Read and write the temperature in Celsius: Show the draft of the weather forecast and let the students play the announcer to broadcast the weather forecast. Who wants to?

The weather forecast of Ningxia in 20 years is 65438+1October 26th.

Hello, audience friends! Ningxia will be sunny and cloudy from night to tomorrow, with a northerly wind of 34, and the temperature will be-15℃ to 2℃, and it will be cloudy from night to the day after tomorrow. The temperature is low recently, please pay attention to cold and warmth.

Students should read, encourage in time, correct misunderstandings and cultivate self-confidence.

3. Understand the structure of the thermometer, and introduce the measuring range and dividing value on the thermometer.

(3), the use of thermometer

Teacher: What should I do before using a thermometer?

Students read the textbook P49 "Use of Thermometer" and give feedback.

Teacher: What are the common mistakes in using thermometers? How to use the thermometer correctly? Students read the main points of P49 thermometer and measure the temperature of water. Show in groups.

(Description: Through hands-on practice, self-study, discussion and demonstration, students summed up how to use thermometers correctly, which impressed them deeply and improved their self-study ability and problem analysis ability. )

The teacher simply summed up how to use the thermometer correctly;

(4), thermometer

1, the teacher shows the thermometer, and the students observe and know the structure of the thermometer, especially the function of necking. Teacher Range: Where have the students seen thermometers? What did the doctor do before using them? Student: I have seen it in the hospital. Doctors should shake it a few times before using it.

Teacher: It's normal to be sick. Students should strengthen exercise and go to the hospital as little as possible.

(Note: Remind students to strengthen exercise and cultivate students' awareness of caring for their bodies)

Students' knowledge summary of reading P69 Thermometer: Students are responsible.

(v) Summary

Junior high school physics lesson plan design Part III. 1. What is motivation?

1. Force is the action of an object on an object.

2. The forces between objects are mutual.

3. A force must have an applied object and a stressed object.

Two. Influence of force

1. Force can change the motion state (speed and direction) of an object.

2. Force can change the shape of an object.

Description of force in the second quarter

Teaching objectives:

Knowledge and skills:

1, the three elements of understanding;

2. Be able to draw a diagram of output and a schematic diagram of force;

3. Know the unit of force;

4. Cultivate students' learning ability and preliminary analysis ability.

Process and method:

Go through the process of experiment, explanation, discussion, practice and comparison.

Emotions, attitudes and values:

Through teaching activities, students can realize the rigor of science and cultivate their interest in science.

Teaching Emphasis: Three Elements of Strength

Teaching difficulty: graphic representation of force

Teaching process:

First, the three elements of force

Use multimedia to show or orally introduce examples of various forces: playing football, lifting wood, pulling boxes and pulling wrists. Let the students think and discuss: what factors are related to the different effects of the force acting on the object?

The strength of kicking the ball is different, and the movement of the ball is different; The ball moves differently in different directions; When playing football, the position of the ball is different, and the movement of the ball is also different; Similarly, when lifting the wood,

The teacher demonstrated the experiment: pushing the door with different forces has different effects.

Guide students to analyze and summarize: different forces have different functions; Different directions have different effects; Different action points have different effects.

Instruct students to do the experiment in Figure 7-2-2 on page 5 of the textbook. Summary: the function of force is not only related to the magnitude and direction of force, but also related to the point of action of force.

Three elements of force: the magnitude, direction and action point of force.

Second, the unit of force.

The teacher gave the unit and symbol of force, and briefly introduced Newton.

The teacher described how strong a cow is: the gravity of two eggs and a bag of instant noodles.

Third, try to

Use multimedia to demonstrate that a person pushes or pulls a car (with the same force and in a straight line); Lift or lift a wooden box (the force is the same and in a straight line) Q: How to express the effect of force on an object without specifying what kind of force it is?

The teacher assumes that the force of pulling a rickshaw in the video just now is 100N, and demonstrates how to draw it graphically. The emphasis is on how to specify an appropriate length, how to choose the starting point, the length of the line segment, the drawing and meaning of the arrow, etc. Multimedia display: the same point of action, the same direction, but different forces acting on the same object, different effects, and plotting; The same point of action, the same size, but different directions of the force on the same object, different effects, painting; Forces with the same size and direction but different action points act on the same object, and the effects are different. Draw. Exercise: Draw Figure 7-2-5 on page 6 of the textbook.

Four. schematic force

Explain the schematic diagram of force and put the force

Comparison between schematic diagram and diagram.

Drawing with examples:

1. A wooden box is placed on the ground, and the pressure on the ground is 100N N. Draw its stress diagram and schematic diagram.

2. A hook code is vertically hung on the spring, and the pulling force of the hook code on the spring is 12N. Draw a schematic diagram of force and a schematic diagram of force.

Verb (abbreviation of verb) course summary

Classroom assignment of intransitive verbs

The fourth teaching goal of junior middle school physics teaching plan design;

Knowledge and skills:

Understand what flexibility is;

Understand the principle of spring dynamometer;

Able to use spring dynamometer correctly;

Cultivate students' observation ability, preliminary analysis and induction ability and practical operation ability.

Process and Methods: Experiencing the process of experimental analysis.

Emotion, attitude and values: through teaching activities, students are curious about science and willing to explore natural phenomena and physics in daily life.

Teaching emphasis: principle of force measurement.

Difficulties in teaching: I can measure force with a spring dynamometer.

Teaching process:

First, review the introduction:

1, what is the function of force?

Can you give an example to illustrate that force can deform an object?

Second, flexibility.

Introduction: diving, trampoline, bungee jumping, archery?

Guide students to do experiments by themselves;

A, steel rule bending rebound;

B. stretch or compress the spring.

Summary:

1, deformation: the change of shape or volume of an object under the action of force.

2. Elastic deformation: deformation that can be restored to its original state after external force is removed.

3. Elasticity: When an object is elastically deformed by force, it will exert a force on the object in contact with it. This force is called elasticity.

Three, dynamometer and its use

1. The instrument for measuring force is called dynamometer.

2. Spring dynamometer:

Principle: The elongation of the spring is directly proportional to the pulling force.

Structure: spring, pointer, hook, dial and lifting ring.

3, the use of spring dynamometer

Observation: measuring range and dividing value

B. Check whether the pointer is at zero point and whether the spring is flexible.

C. Measurement: It cannot exceed the range.

The stretching direction of the spring is consistent with the stress direction, and the spring should lean against the scale plate.

Pull the dynamometer at a static or constant speed along the direction of force.

D reading: value+unit

Four. Interaction (action and reaction)

As long as one object exerts a force on another object, the stressed object will in turn exert a force on the object exerting the force. These two forces are equal in magnitude and opposite in direction, on the same straight line.

Verb (abbreviation of verb) classroom practice

The fifth teaching goal of junior high school physics teaching plan design

1. Know the two necessary factors for doing things.

2. Understand the definition, calculation formula and unit of work, and make simple calculations with hard formulas.

3. Know how it works.

Emphasis and difficulty in teaching

Teaching focus

Understand the concept of work.

Teaching difficulties

Judgment is the calculation of whether an object does work or not.

teaching tool

Wood block, wood board, string, spring dynamometer, trolley, lever and bracket, hook code, pulley, thin thread and ruler (two)

teaching process

First, the introduction of new courses.

Ask the students to answer the meaning of "work" in daily life. Think about the meaning of "work" in mechanics.

Demonstration experiment: pull the wooden block and the car with the same force on the horizontal long board.

Observe the motion state of the wood block and the car, and think and evaluate the role of these two forces.

Introduce the content of this lesson on the basis of experiments.

Second, implement the new curriculum.

1. Guide students to summarize the exact meaning of "work" in mechanics through demonstration experiments before class;

If a force acts on an object and makes it pass a distance in the direction of the force, the force is effective. Mechanically speaking, this force has done work.

2. Ask students to observe textbook drawing 14. 1- 1 work done by intermediate force and 14. Analysis and summary of examples of force not doing work in 1-2. What are the same characteristics of doing work in mechanics? Summary of group discussion.

Writing on the blackboard: two elements of mechanical work;

One is the force acting on the object.

The second is the distance the object moves in the direction of this force.

3. Case analysis (breakthrough)

For example. What examples of work do you find around you? Compare and see who observes life most carefully. Students may give many examples? For example, cranes lift heavy objects, rockets take off, carriages move forward and so on. Teachers affirm correct examples and guide the correction of wrong examples. Next, let's see if there is any work done in the example here.

(1) Whether the weightlifter works on the barbell when lifting it. Did you do any work when you stayed at a height for 5 seconds?

(2) The ball moves in a straight line at a uniform speed on the smooth horizontal ground. What force acts on the ball in the vertical direction? Do you work? Is it stressed horizontally? Do you work?

(3) The crane makes the goods move a certain distance at a constant speed in the horizontal direction. Did the pulling force do work on the goods?

Guide the students to analyze and summarize under what circumstances they don't do their homework according to the above examples.

Through the above study, we know that work can't be done without two necessary factors, and we know that work can't be done in three situations. Then let's guess, which factors in mechanics may be related to the size of work? Guide students to read textbooks with questions.

Third, the calculation of work.

In mechanics, work is equal to the product of force and the distance that an object moves in the direction of force.

Blackboard writing: formula for calculating work;

Work = force × distance W=Fs

Unit: Joule, short for focal symbol J.

1 angle =1nom (1j =1nom)

Show examples to inspire students to analyze and calculate.

Fourth, working principles.

1, inspire students to put forward the topic of inquiry: Is the use of machinery labor-saving?

2. Guide students to explore experiments.

3. Analyze the experimental data to inspire students to discuss and summarize the working principle.

Ask questions and guess. Inspired by the teacher, the experimental scheme was designed and analyzed on the basis of the experiment.

Ask the students to talk about their understanding of this class, what they want to know and how they feel about this class. The teacher will give them emotional encouragement.

Verb (abbreviation for verb) assigns homework.

Estimate how much work you did to overcome your own gravity when you went upstairs to the classroom.

Each group evaluates and communicates this course.

Summary after class

No matter whether the machinery itself is heavy or not, it takes more distance to save labor by machinery, and it is definitely laborious to save distance. It is impossible to save labor and distance. It is impossible to save work with any machinery. This is how it works.