Practical work on physics calculation. The work of students with devices in physics lessons. Number and name of the laboratory work

Practical work No. 1

Topic: "Determining the price of division of the instrument scale"

Objective: Learn to apply the technique of determining the price division of the instrument scale.

Equipment: three measuring instruments (student ruler, thermometer, beaker, etc.), cards with pictures of instruments.

Theory:

The rule for determining the scale division of the device.

1) Find two adjacent numbers on the scale of the device, subtract the smaller from the larger one.

3) Divide the difference between the numbers by the number of divisions between them.

Working process:

1. Repeat the rule for finding the scale division of the device.

2. Using the rule, determine the price of division of devices.

3. Record the results in a table.

4. Write a conclusion.

Table:

	Instrument name	Division value (unit)

Additional task: Determine the temperature in the classroom, time, pressure, taking into account the price of division of devices.

Practical work No. 2

Topic: “Relativity of motion. Uniform and uneven movement. Speed. Units of speed.

Objective: Compare uniform and non-uniform motion. Find different frames of reference for the same body. Determine the speed of the body. Convert arbitrary units of measurement to basic.

Equipment: Easily movable carts, (water tube containing an air bubble), bars, measuring tapes, stopwatch.

Theory:

Uniform motion is one in which a body travels the same path in equal intervals of time.

An uneven motion is one in which a body travels an unequal distance in equal intervals of time.

Absolute rest and absolute motion do not exist in nature. For the same body, you can always find such a frame of reference relative to which the body moves, and such a frame of reference relative to which it is at rest.

Velocity characterizes the speed of movement of the body. Calculated by the formula: v=S/ț.

Basic units of speed measurement: m/s.

Working process:

1. Using a lightly movable cart and applying a constant force to it, observe a uniform movement.

2. Using a lightly movable cart and applying a variable force to it, observe uneven movement.

3. During the movement of the cart with the bar, find such a reference body relative to which the bar is moving, and such a reference body relative to which it is at rest.

4. Measure the distance the cart has traveled.

5. Measure the time during which the cart traveled the given distance.

7. Report in the form of a table.

8. Write a conclusion.

Table:

Distance, s (m)	Time, ț (s)	Speed, v (m/s)	Speed, v (km/h)

Additional task: Give an example of the relativity of motion.

Practical work No. 3

Topic: "The path, displacement and coordinate of the body in a rectilinear uniform motion"

Objective:

Equipment:

Theory:

1. At what distance was the tank if a bullet fired by a soldier from an anti-tank rifle at a speed of 3600 km / h overtook him after 0.5 s?

2. Find the speed if the distance traveled by the body in 3 minutes is 5.4 km.

3. On one bump 60 cm long, the Gingerbread man rose evenly for 25 seconds, and rolled down from the same bump at a speed of 25 cm / s. What was the average speed of the bun?

Practical work No. 3

Topic: "The path, displacement and coordinate of the body in a rectilinear uniform motion"

Objective: Repeat the concepts of path, movement, coordinate from the courses of mathematics and geography. Determine the coordinate of the body in uniform rectilinear motion.

Equipment: Virtual demonstration of a moving body along a curved line, straight line, measuring tapes.

Theory:

The path is the length of the trajectory of movement.

Movement is the shortest distance between the start and end points of movement.

The coordinate of a body moving in a straight line and uniformly can be calculated by the formula: x=x₀+s or s=x₀+v ț

Working process:

1. Repeat the concept of displacement, path and coordinate.

2. Sketch graphically the path and movement of a moving body.

3. Repeat the rule and formulas for determining the coordinates of the body at any point of the trajectory with uniform rectilinear motion.

4. Solve problems:

1) A cyclist moving along a straight road at a speed of 12 km/h passed the observer from north to south. Where was the cyclist 2 hours north? Where will he be in 1.5 hours?

2) The body moves uniformly and rectilinearly, the trajectory of its movement AB is shown on the axis OX. Scale: 1 division - 10 cm. Determine the coordinates of the body at the beginning and at the end of the movement.

BUT IN

ABOUT X

3) Experimental task: Considering the origin of coordinates the entrance door to the office to determine its location.

4. Write a conclusion.

Practical work No. 4

Topic:

Objective: Learn to apply knowledge in solving problems on the topic “Gravity. Body weight. Weightlessness".

Equipment: Task cards.

Theory:

1) Gravity - the force with which the Earth acts on all bodies. Attached to the body and directed vertically downwards.

2) Weight - the force with which the body acts on the support or suspension.

3) Weightlessness - no support, no suspension.

4) Overload - occurs with increasing speed vertically upwards.

Solve problems:

1) The mass of a leaf that fell off a birch is 0.1 g, and the mass of the cat Yashka, who dreamed about birds and fell off the same birch, was 10 kg. How many times the force of gravity acting on the gliding leaf is less than the force of gravity acting on the cat?

2) Knowing your mass, determine the weight of your body.

3) Has the force of gravity stopped acting on Vovochka, who has already flown from the roof to the surface of the planet Earth.

4) On the dinner table in a plate, lined with pickles on all sides, lies a loaf of bread weighing 3 kg. Calculate the acting force of gravity on the loaf and describe how the weight of the loaf acts on the cucumbers.

5) Depict graphically the force of gravity, the weight acting on the body.

Practical work No. 5

Topic: "Solution of qualitative and computational problems"

Objective: Learn how to apply Hooke's Law when solving problems.

Equipment: Job cards

Theory:

1) Hooke's law - the elastic force arising from elastic deformations, directly proportional to the numerical value of the change in length

2) When springs are connected in series and in parallel, the stiffness changes.

TO to

Solve problems:

1) Under the action of a force of 20 N, the spring is stretched by 12 cm. What force will stretch the spring by 15 cm.

2) Find the stiffness of the spring, which, under the action of a force of 10 N, has lengthened by 10 cm.

3) Why does a steel ball bounce well off rock and badly bounce off asphalt?

4) When weeding crops by hand, weeds should not be pulled out of the ground too quickly. Why?

5) How to make a 10N weight stretch the dynamometer spring with a force greater than 10N?

6) There are several dynamometers designed to measure force up to 4N. How to use these devices to measure body weight over 4N?

Practical work No. 6

Topic: "Forces in mechanics"

Objective: Learn to determine the forces of gravity, elasticity, friction using a dynamometer and know the differences between them.

Equipment: Dynamometer, metal plate, sandpaper, wooden ruler, bars of various weights.

Theory:

1) Dynamometer - a device for measuring forces

2) Gravity - the force with which the Earth acts on all bodies. Attached to the body and directed vertically downwards.

3) Elastic force - the force arising from elastic deformations, directly proportional to the numerical value of the change in length

4) Friction force - the force that occurs when one body moves along the surface of another.

Working process:

1. Measure the gravity of the bars.

2. Measure the elastic force of the bars.

3. Measure the friction force of the bars.

(wood on wood)	(wood for metal)	(tree on a rough plane)

Practical work number 7

Topic:"Solving Qualitative and Computational Problems"

Objective: Learn to apply knowledge in solving problems on the topic "Pressure".

Equipment: Task cards.

Theory:

1) Pressure is the ratio of force to the area on which the force acts in a perpendicular direction.

2) The formula for calculating the pressure of solids: p=F/S.

3) Pascal's Law: The pressure of liquids and gases is transmitted equally in all directions.

4) The pressure of liquid and gas caused by the action of gravity is determined by the formula: p = pgh

Solve problems:

1. A force of 100 N acts on an area of 200 cm². Determine the pressure.

2. The air around us exerts pressure on all bodies. What force acts on the surface of a table whose dimensions are 60cm x 80cm? (atmospheric pressure 10 5 Pa)

3. How will the pressure of the liquid column on the Moon change compared to the Earth; on Mars?

4. Determine the pressure at a depth of 0.6 m in water, kerosene, mercury.

5. Will the pressure in the tires of your bike change if your grandmother sits in the saddle instead of you, and even rides your grandfather on the frame?

Answers: 1) 5kPa, 2) 48kN, 3) on the moon and Mars the pressure is less than on earth, 4) 6kPa, 4.8kPa, 81.6kPa, 5) yes, it will increase.

Practical work No. 8

Topic:"Solving Qualitative and Computational Problems"

Objective: Learn to apply knowledge in solving problems on the topic “Archimedean force. Sailing conditions tel. Hydrometers.

Equipment: Task cards.

Theory:

3) Conditions for floating bodies:

If the force of gravity is greater than the Archimedean force, then the body sinks and settles at the bottom;

If the force of gravity acting on a body is exactly equal in absolute value to the Archimedean force, then the body will be in equilibrium inside the fluid;

When the Archimedean force is greater than the force of gravity, the body floats to the surface of the water, but part of the body usually remains submerged in the liquid.

4) Hydrometer - a device for measuring the density of a liquid.

Solve problems:

1. Will a body with a mass of 350 kg and a volume of 0.4 m³ float on the surface of the water?

2. A wooden block in the shape of a parallelepiped floats on the surface of the water. The depth of the immersed part of the bar is 4 cm, a part of the bar 1 cm high comes out above the surface of the water. Find the density of the tree.

3. Determine what material the old product is made of, if its weight in air is 170 N, and in water - 150 N.

4. Why does a plucked chicken drown in an undersalted soup, but swim in an oversalted one?

5. Why can't burning kerosene be extinguished with water?

Practical work No. 9

Topic:"Testing the Law of Archimedes"

Objective: Compare body weight in air and in liquid.

Equipment: a tripod with a clutch and a foot, a dynamometer, a thick-walled glass, a measuring cylinder, several bodies with tied loops of thread, a vessel with water.

Theory:

1) A body immersed in a liquid (gas) is subjected to a buoyant force directed upwards and equal in absolute value to the weight of the liquid (gas) that this body displaces - this is the formulation of Archimedes' law.

2) The formula for calculating the buoyancy force acting on a body immersed in a liquid or gas: F=pVg.

Working process:

1. Using the measuring cylinder, measure the volume of the body.

2. Fix the dynamometer in the tripod, bring the body to the hook of the dynamometer with a thread loop and find the weight of the body in the air.

3. Place a glass of water under your body and lower the clutch with foot and dynamometer until your entire body is in the water. Find the weight of the body in water and calculate the value of the buoyant force.

4. Knowing the volume of the body and the density of the water, check whether the buoyancy force is equal to the weight of the displaced liquid.

5. Do the experiment with another body. Record the results of the experiments in the table.

Table:

Test body	Body volume V, cm³	Body weight in air P, N	Body weight in water P, N	Buoyancy F, H	Weight of displaced liquid P, N

Additional task:

1. Two characters of a folk tale, negative and positive, were alternately immersed in three liquids: boiled water, iced water and milk. In which case was the buoyant force greater?

2. Where does a solid crucian have more weight, in a native lake or in someone else's frying pan?

Practical work No. 10

Topic:"Solving Qualitative and Computational Problems"

Objective: Learn to apply knowledge in solving problems on the topic “Work. Power. Energy"

Equipment: Task cards.

Theory:

1) Work is a physical quantity equal to the product of the force applied to the body and the displacement under the action of this force.

2) If the body has done work, then the body has energy.

3) Types of mechanical energy: Kinetic - the energy of motion and potential - the energy of interaction.

4) Formula for calculating kinetic energy:

5) Formulas for calculating potential energy: mgh;

6) Power is a value showing the speed of doing work.

Solve problems:

1. While Petya's friends were engaged in socially useful work, Petya, whose weight is 35 kg, climbed to the very top of a birch, whose height is 12 m. What mechanical work did Petya do.

2. The power of a four-year-old Gulmira is 100 watts. What work will she do in 30 seconds without stopping and not stopping?

3. Seventh-grader Marat pushing first-graders in the school cafeteria in 1 min. He did work equal to 4200 J. What is the power of a seventh grader irresistibly rushing for food.

4. The boy took his sister to the kindergarten on a sled, and then returned home on the same road with an empty sled. He applied the same or different force to the sled rope on the way to the garden and home. Justify the answer. Compare the work done by the boy on the way there and back.

5. 10 identical boys fall into a pit 1 m deep in 10 seconds. The average density of a boy is 1000 kg/m³, the volume of each boy is 0.004m³. What is the kinetic energy of the boys at the moment of landing.

Answers: 1) 4200 J, 2) 3000 J, 3) 70 W, 4) A 1 A 2, 5) 0.2 J

Practical work No. 11

Topic:"Efficiency of a simple machine".

Objective: Determine the efficiency of the lever.

Equipment: dynamometer, lever, set of weights, student's ruler, tripod with foot and clutch.

Theory:

1) A lever is a rigid body that rotates around a fixed fulcrum.

2) The lever is in equilibrium if the sum of the moments of forces acting clockwise is equal to the sum of the moments of forces acting counterclockwise.

3) The moment of forces is the product of the force on the shoulder.

4) Shoulder - the shortest distance from the axis of rotation to the line of action of the force.

A task:

One aggressive force wanted to occupy the lever, but at that moment a peacekeeping force arrived on the other side of the lever. The peacekeeping force of 200 N. had a shoulder of 4 m, the aggressive force had a shoulder of 2 m. Calculate the moments of these two forces, and tell me who will win when one force starts to act clockwise and the other counter-clockwise?

Working process:

1. Attach the arm to the tripod.

2. Determine the weight of the load using a dynamometer and hang it on one of the arms of the lever, holding the second arm with your hand, achieving the balance of the lever.

3. Measure the distance from the table to the load.

4. Using a dynamometer attached to the second arm, raise the load by 5 cm.

5. Determine the dynamometer reading.

6. Measure the distance that the second arm has dropped.

10. Fill in the table and draw a conclusion.

Table:

Additional task: Suggest ways to increase lever efficiency.

Practical work No. 12

Topic:"Solving Qualitative and Computational Problems"

Objective: Learn to apply knowledge in solving problems on the topic “Interaction of bodies. Motion. Pressure. Work, power, energy.

Equipment: Task cards.

Solve problems:

1. Petya went to his grandmother by train and all the way he was mocked by two phenomena unknown to him. One at each stop pushed Petya forward, and the other, when the car started moving, pulled him back. What are these hooligan phenomena and can the transport police cope with them?

2. The car traveled the first half of the way at a speed of 50 km/h, and the second half of the way at a speed of 40 km/h. Find the average speed for the entire journey.

3. Uncle Bori's weight is 79 kg, the floor area occupied by the legs of the village of Bori is 0.02 m². Determine the pressure that Dr. Borya will exert on the insoles of his own shoes when he puts them on.

4. What was the mass of a body thrown onto the roof of a house, 15 m high and having a potential energy of 300 J.

5. What power does a waterfall have if 8000 m³ of water falls every second. The height of the waterfall is 15 m.

6. Two forces equal to 1N and 2N are applied to a balanced lever. Under what conditions will the balance of the lever be maintained?

Answers; 1) inertia, 2) 45km/h, 3) 39.5kPa, 4) 2kg, 5) 1200*106W, 6) 2m and 1m

QBasic programming task.

Task in MS Access DBMS

In accordance with table 1, the number of the option is selected. The task is performed in MS Access according to the example.

Option 1

1. Create a table: Number of products

2. Create a table: Full cost of production

Product Code).

Production cost

Unit cost: Full cost / Quantity

6. Create a report upon request Production cost(Field total: Total cost).

Option 2

1. Create a table: sown area

2. Create a table: Gross collection

3. Create forms for the created tables.

4. Create a data schema (connection by field Culture code).

Service → Data Schema

5. Based on the tables, create a query: crop yield

Productivity: Gross harvest / Sown area

6. Create a report upon request crop yield(Field total: Sown area).

Option 3

1. Create a table: Number of products

2. Create a table: total cost

Unit cost: Total cost / Quantity of production

6. Upon request, create a report (Field total: Total cost).

Option 4

1. Create a table: Basic salary

2. Create a table: Additional salary

3. Create forms for the created tables.

4. Create a data schema (connection by field Personnel Number).

5. Based on the tables, create a query:

Total: Basic salary + Additional salary

6. Create a report upon request Calculation of the amount of wages(Field total: Total).

Option 5

1. Create a table: Number of products

2. Create a table: Production cost

Unit cost: Cost of production / Quantity of production

6. Create a report upon request Calculation of the cost of a unit of production(Field total: Production cost).

Option 6

1. Create a table: List of employees

2. Create a table: Hours worked

3. Create forms for the created tables.

4. Create a data schema (connection by field Personnel Number).

5. Based on the tables, create a query: Calculation of the amount of wages

Amount: Hours worked * Tariff rate

6. Create a report upon request Calculation of the amount of wages(Field totals: Hours worked, Amount).

Option 7

1. Create a table : Staff

2. Create a table: Salary

3. Create forms for the created tables.

4. Create a data schema (connection by field Personnel Number).

5. Based on the tables, create a query: Employee pay calculation

Tax: Salary * 0.13

Payment amount: Salary - Tax

6. Create a report upon request Employee pay calculation(Totals by fields: Salary, Tax, Payment amount).

Option 8

1. Create a table: Planned output

2. Create a table: Actual yield

Deviation: Actual output - planned output

6. Create a report upon request Deviation from the output plan

Option 9

1. Create a table: Number of tractors

2. Create a table: Conversion factor to conditional

3. Create forms for the created tables.

4. Create a data schema (connection by field Tractor code).

5. Based on the tables, create a query:

Number of conditional tractors: Quantity * Conversion factor

6. Create a report upon request Determining the number of conditional tractors(Field total: Number of conditional tractors).

Option 10

1. Create a table: Fertilized area

2. Create a table: Fertilizer rate

3. Create forms for the created tables.

4. Create a data schema (connection by field Culture code).

5. Based on the tables, create a query: The farm's need for deliberations

Need: Fertilized area * Fertilization rate

6. Create a report upon request Farm needs for fertilizers(Field totals: Fertilized area, Demand).

Option 11

1. Create a table: List of employees

2. Create a table: Salary

3. Create forms for the created tables.

4. Create a data schema (connection by field Personnel Number).

5. Based on the tables, create a query:

Bonus: Salary * 0.5

Total: Salary + Bonus

6. Create a report upon request Employee payroll calculation(Totals by fields: Salary, Bonus, Total total).

Option 12

1. Create a table: Feed produced

3. Create forms for the created tables.

4. Create a data schema (connection by field Feed code).

5. Based on the tables, create a query: The ratio of feed production and their needs

2. Create a table: Fuel price

Fuel cost: Quantity * Price

6. Create a report upon request Calculation of the cost of fuels and lubricants(Total for the field: Cost of fuel and lubricants).

Option 14

1. Create a table: List of employees

2. Create a table: Salary

3. Create forms for the created tables.

4. Create a data schema (connection by field Personnel Number).

5. Based on the tables, create a query: Employee pay calculation

Tax: Salary * 0.13

Payment amount: Salary - Tax

6. Create a report upon request Employee pay calculation(Results: Salary, Tax, Payment amount).

Option 15

1. Create a table: Scope of work performed

2. Create a table: rates

3. Create a data schema (connection by field Work type code).

4. Based on 2 tables, create a query: The cost of the types of work

Cost of work: Volume of work performed * Rates per unit. executed works

5. Create a report upon request The cost of the types of work(Results: Cost of work).

Task execution example:

1. Create a table: List of employees

3. Create forms for the created tables.

4. Create a data schema (connection by field The code).

5. Based on the tables, create a query: Income tax calculation

Income tax: Salary * 0.13

6. Create a report upon request Income tax calculation(Field total: Salary, Income tax).

Solution:

1. Create a database file.

2. Create with Constructor table List of employees:

4. Similarly, create a table Salary.

5. In mode Masters create forms for tables and enter data into tables.

6. Create a data schema by selecting the tab Work with databases - Data schema.

The Add Table window will appear:

Add tables and link them by the Code field.

7. Based on tables in mode Constructor create a request: Income tax calculation.

8. Add a new field Income Tax and enter the formula using the builder:

9. As a result, we get the following:

10. Based on request in mode Masters create a report Income tax calculation.

11. In design mode, edit the report by adding totals for the Salary and Income Tax fields. To do this, open the created report in Design view by right-clicking on it and selecting Design.

12. Expand the report note field and add a new field by clicking on the button ab| and releasing it in the right place on the Note field of the report.

A free field will appear:

You need to enter the formula:

13. After saving the report, open it in view mode:

In accordance with table 1, the number of the option is selected. Tasks are performed according to the example.

Option 1

y: .

2. Draw up an algorithm diagram and a program for calculating the value y: at a >0 And at a £ 0.

3. Draw up an algorithm diagram and a program for determining values X: when it changes y from at-initial to at-final with step h.

4. Draw up an algorithm diagram and a program for calculating the arithmetic mean of positive array elements B.

Option 2

1. Draw up an algorithm diagram and a program for calculating the value .

but: at b>0 And at b £ 0.

b: when it changes a from but-initial to but-final with step h.

4. Draw up an algorithm diagram and a program for determining the number of negative elements in an array K.

Option 3

1. Draw up an algorithm diagram and a program for calculating the value at: .

at: at a >0 And at a £ 0.

3. Draw up an algorithm scheme and a program for calculating values m: when changing a variable a from but- primary to but-final with step h.

4. Draw up an algorithm diagram and a program for determining the number of positive and negative elements in an array of IN .

Option 4

1. Draw up an algorithm diagram and a calculation program .

at: at x>0 And at x£0.

at: when it changes x from x- primary to x- final step h.

4. Draw up an algorithm diagram and a program for displaying elements of a one-dimensional array A, whose value is greater than 25.

Option 5

1. Draw up an algorithm diagram and a program for calculating values at: .

2. Draw up an algorithm diagram and a program for calculating the value X: at a>0 And at a£0.

3. Draw up an algorithm diagram and a program for calculating values at: when it changes x from x- primary to x- final step h.

4. Draw up an algorithm diagram and a program for calculating the results from dividing two arrays A, B, write the result to an array C.

Option 6

1. Draw up an algorithm diagram and a program for calculating the value X: .

2. Draw up an algorithm diagram and a program for calculating the value at: at c£0 And at c>0.

3. Draw up an algorithm diagram and a program for calculating values from: when it changes but from but-initial to but-final with step h.

4. Draw up an algorithm diagram and a program for determining positive elements in an array A.

Option 7

1. Draw up an algorithm diagram and a calculation program .

2. Draw up an algorithm diagram and a program for calculating the value at: at m£0 And at m>0.

3. Draw up an algorithm diagram and a program for calculating values n: when it changes but from but- primary to but-final with step h.

4. Draw up an algorithm diagram and a program for calculating the sum of array elements x.

Option 8

1. Draw up an algorithm diagram and a program for determining .

2. Draw up an algorithm diagram and a program for calculating the value but: at x>0 And at x £ 0.

3. Draw up an algorithm diagram and a program for calculating values l: when it changes b from b-initial to b-final with step h.

Y whose values are less 15 .

Option 9

1. Draw up an algorithm diagram and a program for calculating the value from: . Print out the initial data and the result.

2. Draw up an algorithm diagram and a program for calculating the value from: at x£0 And at x>0.

3. Draw up an algorithm diagram and a program for calculating values at: when changing a variable b from b-initial to b-final with step h.

4. Draw up an algorithm diagram and a program for calculating the product of positive array elements C.

Option 10

1. Draw up an algorithm diagram and a program for calculating the value T: .

2. Draw up an algorithm diagram and a program for calculating the value X: at b£0 And at b>0.

3. Draw up an algorithm diagram and a program for calculating values X: when it changes at from at-initial to at-final with step h.

4. Draw up an algorithm diagram and an array selection program A numbers greater than 5.

Option 11

1. Draw up an algorithm diagram and a program for calculating the value at: .

2. Draw up an algorithm diagram and a program for calculating the value x: if d>0 And if d£0.

3. Draw up an algorithm diagram and a program for calculating the value at: when changing a variable b from b-initial to b-final with step h.

4. Draw up an algorithm diagram and a program for determining array elements C, whose values are greater than 9 .

Option 12

1. Draw up an algorithm diagram and a program for determining the value k: .

2. Draw up an algorithm diagram and a program for calculating the value X: at y£0 And at y>0.

3. Draw up an algorithm diagram and a program for calculating the value k: when it changes x from x-initial to x-final with step h.

4. Draw up an algorithm diagram and a program for calculating the product of array elements X.

Option 13

1. Draw up an algorithm diagram and a program for calculating the value from: .

2. Draw up an algorithm diagram and a program for calculating the value X: at z>0 And at z≤0.

3. Draw up an algorithm diagram and a program for calculating values s: when changing a variable x from x-initial to x-final with step h.

4. Draw up an algorithm diagram and a program for calculating the product of elements of two arrays X And B. Write product to array K.

Option 14

1. Draw up an algorithm diagram and a program for calculating the value at: .

2. Draw up an algorithm diagram and a program for determining the value at: at b>0 And at b £ 0.

3. Draw up an algorithm diagram and a program for calculating values but: , when changing the variable at from at-initial to at-final with step h.

4. Draw up an algorithm diagram and a program for calculating the sum of negative array elements A.

Option 15

at: .

2. Draw up an algorithm diagram and a calculation program at: at x>0 And at x£0.

3. Draw up an algorithm diagram and a program for calculating values z: , where the variable x varies from x-initial to x-final with step h.

4. Draw up an algorithm diagram and a program for determining the number of positive and negative elements in an array B.

Example:

1. Draw up an algorithm diagram and a program for calculating values at: .

2. Draw up an algorithm diagram and a calculation program at:

at x>0 And

at x£0.

I=1

X(i)

X(i)<0

X(i)

i=i+1

i≤N

End

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KOSTANAY SOCIO-TECHNICAL UNIVERSITY NAMED AFTER ACADEMICIAN ZULKHARNAI ALDAMZHAR

TECHNICAL FACULTY

DEPARTMENT "PHYSICS AND INFORMATION TECHNOLOGIES"

COURSE WORK

on the topic: WORK OF STUDENTS WITH DEVICES IN PHYSICS LESSONS

by discipline: METHODS OF TEACHING PHYSICS

Completed by: Mikheeva Olga

Scientific adviser: Karaseva E.M.

Kostanay - 2010

Introduction
1. The work of students with devices in a physics lesson
2. Types of laboratory work

2.1 Frontal laboratory work

2.2 Physical workshop (PhP

2.3 Development of research L.R. in physics lessons

3. Methodology for laboratory work

3.1 Organization and methodology of laboratory work
3.2 Safety instructions when working with installations and simulators

Conclusion
List of used literature

Introduction

The most important task of the school, including the teaching of physics, is the formation of a personality capable of navigating the flow of information in the conditions of continuous education. Awareness of universal human values is possible only with the appropriate cognitive, moral, ethical and aesthetic education of the individual. In this regard, the first chain can be concretized by more specific goals: instilling in schoolchildren in the course of their activity a positive attitude towards science in general and towards physics in particular; development of interest in physical knowledge, scientific - popular articles, life problems.

Physics is the basis of natural science and modern scientific and technological progress, which determines the following specific learning objectives: students' awareness of the role of physics in science and production, education of environmental culture, understanding of the moral and ethical problems associated with physics.

In modern conditions, the system of secondary education needs to be given a new quality and social status, which implies understanding it as a special area, the primary task of which is the advanced training of highly qualified specialists.

The educational process at school is a complex system of organizing, managing and developing the cognitive activity of the teacher, in order to increase students' interest in learning, it is necessary to develop innovative learning technology.

The emphasis in the study of academic disciplines is transferred to the process of cognition itself, the effectiveness of which depends not only on the cognitive activity of the student himself, but also on the forms of conducting the training session. The lesson design technology plays an important role and is a set of procedures for the teacher's preparatory activities.

When designing a lesson, the teacher’s subjective style of activity is manifested, the structural components of which are: motivational (including a complex of motives), operational (preferred procedures, logic and design strategy) and reflexive (inclusion of cognition and analysis of one’s own thinking and activity).

The result of the pedagogical design of the educational process is its project (for example, the development of a lesson). The lesson is the main form of organization of learning, so the project of the lesson is necessary for every teacher, regardless of his pedagogical skills, experience and erudition.

The peculiarity of conducting a laboratory lesson with the use of devices in comparison with the lesson is that the teacher is given the opportunity to work individually with each student and each student can master the skills of working with devices. And this opportunity must be used as fully as possible.

Object of study

The activities of the teacher in the design of laboratory work with instruments in physics.

Subject of study

Designing laboratory work with devices in physics. In this regard, the purpose of our study is to design a training session in the form of laboratory work with devices in a physics lesson.

Purpose of the study

Designing a lesson in the form of laboratory work with devices in a physics lesson.

In accordance with the purpose, object and subject of the study, the following can be distinguished tasks:

1. Consider such a form of organization of training as laboratory work using various devices;

2. Consider the methodology for conducting laboratory classes with instruments in a physics lesson;

3. To study and analyze the interest of students in laboratory work with instruments in a physics lesson

4. Develop a laboratory lesson using instruments in a physics lesson

In writing my term paper, I used the following methods:

· theoretical methods, including analysis of scientific literature, as well as generalization, comparison, concretization of data;

· empirical methods, including the study of practical experience and observation.

laboratory lesson instrument physics

1. The work of students with devices in a physics lesson

A laboratory lesson is the conduct by students, on the instructions of a teacher, of experiments using instruments, tools and other technical devices, i.e., this is the study of any phenomena with the help of special equipment.

Laboratory classes are carried out in the form of frontal experiments, laboratory work, workshops and other equipment of various types.

Laboratory sessions are often exploratory in nature.

Labs can be part of a lesson or take up an entire lesson or more.

Laboratory classes are designed for practical assimilation of the material. In the traditional educational system, laboratory classes require special equipment, models, simulators, simulators, etc. In the future, these possibilities can significantly simplify the task of conducting a laboratory workshop through the use of multimedia technologies, simulation modeling, etc. Virtual reality will allow students to demonstrate phenomena that are very difficult or even impossible to show under normal conditions.

goal

Mastering the system of means and methods of experimental - practical research;

Expanding the possibilities of using theoretical knowledge to solve practical problems.

Table 1. The structure of the laboratory lesson.

Lesson stages	Time, min	Teacher activity	Student activities

Organizing time		Greeting students ("Hello!"). Checking absentees and readiness for classes (“Who is absent today? Sign the safety instructions”).	Greet the teacher (get up). Responsible calls absent ( "Absent Today" Signed in the safety journal.
Target setting of the lesson		Informs the topic of the lesson, forms goals, explains the practical significance of the material being studied.	Students perceive information, realize the significance of the upcoming lesson, remember the basic concepts covered in the previous lesson.
The stage of applying new knowledge and methods of action.		The teacher organizes the attention of students, instructs them, gives the task (“So, in order to solve the problems you will need the following formulas.”) - writes formulas on the board Focuses on important points in the course of laboratory work.	Listen to instructions and complete tasks. They write down for the teacher the formulas necessary to complete the task, and begin to complete the tasks.
Stage of consolidation of new knowledge.		Organizes the activities of students to reproduce the progress of the laboratory work ("Indicate the main stages of the laboratory work"), suggests answering a number of questions.	Students reproduce the algorithm of actions. Answer the questions posed by the teacher.
The stage of control and self-control of knowledge and methods of action.		Checks the assimilation of knowledge and methods of action of students, comments on the work of students, reveals inaccuracies in the course of laboratory work (“You made a mistake when calculating the formula ...”) - points to her, asks to correct the inaccuracy.	Reviewing your work, self-control. Eliminate shortcomings, hand over laboratory work to the teacher.
Summarizing stage.		Summarizes the lesson. Displays the results in the form of evaluation.	Summing up their own work.
The final stage		The teacher announces the topic of the next lesson. Saying goodbye to students. (Thank you bye!")	Students say goodbye to the teacher ("Goodbye!").

The structural main elements of laboratory work are:

Discussion by the teacher of the task with the group, answers to the questions of its members;

Independent collective execution of the task through reading, practical activities, distribution of private tasks among the members of the working group;

Teacher consultations in the learning process;

Discussion and evaluation of the results obtained by the members of the working group;

Written or oral report of students on the assignment;

Control survey of the teacher with the presentation of the working groups; [see table 1]

As a rule, all laboratory classes in a particular academic discipline are combined into a single system and are called "laboratory workshop", which allows us to talk about the existence of a significant similarity between laboratory and practical forms of conducting classes.

Laboratory work is the most valuable teaching method, characterized by the fact that the teacher, in order to acquire knowledge by students, organizes their activities in the laboratory. The use of laboratory work is useful in the teaching of many academic disciplines in cases where:

New knowledge seems to be difficult for verbal explanation, but it is well absorbed by students' independent observations of the processes being studied;

Students need to acquire practical knowledge.

The method of laboratory work consists in the fact that students independently reproduce phenomena, observe their course from all sides, and deduce laws, phenomena, or determine something from their observations. The significance of laboratory work lies in the fact that, independently displaying the phenomenon, students become face to face with the nature of this phenomenon and get the opportunity to directly observe the phenomenon under study. This method is very useful both in mastering knowledge and in introducing students to cognitive activity.

Laboratory work is carried out with varying degrees of independence of students. With a frontal organization, students perform the same types and stages of work as directed by the teacher or according to special instruction cards. In the research or heuristic setting of laboratory work, students receive a question, topic, assignments, and then they are given considerable independence in carrying out subject to certain instructions. In both cases, the success of laboratory work depends on how much it relies on the studied knowledge on the subject and how closely it is connected with the presentation of new material by the teacher. Laboratory work is successful when the teacher in one way or another led the students to the question, the answer to which they should receive from independently performed laboratory work. Laboratory work is set when all the new material is presented by the teacher and experimental reinforcement of the conclusions formulated by him is required.

The main condition for the successful completion of laboratory work is a specific task that is clear to students, i.e. knowing what question students should answer. This question is formulated by the teacher or given in writing.

Laboratory classes are a special construction of the link of formation and skills. It is built from the following steps:

Organizational - setting goals and updating knowledge;

Instruction, laboratory work;

Registration of results of supervision;

Definition of homework.

Laboratory studies have the goal of involving students in various actions to form skills and abilities based on previously acquired knowledge.

Students, relying on the knowledge gained in the lessons and other classes, independently perform laboratory work, take measurements, solve problems, and perform exercises.

With this form of learning, the actions of students are subject to less regulation. Students, conducting laboratory work, turn to textbooks, reference books, form general skills in working with certain sections of the curriculum, skills in working with devices, and work out an algorithm of actions. It is very important that students, receiving a task, learn to plan their activities for a certain period, to exercise self-control.

Laboratory work is carried out not only in subjects in which laboratory work is planned, but also in those subjects in which the development of skills and abilities is envisaged.

The laboratory classes are dominated by practical teaching methods. If we rely on the classification of methods according to the nature of cognitive activity, then it should be noted that in these classes mainly partially search, reproductive methods are used.

A laboratory lesson as a form of training for developing the skills of students is more productive than a lesson in the formation of skills. At this lesson, there is no strict regulation of the educational activities of students, a lot of room is given for the manifestation of their initiative and ingenuity. Thanks to this, students perform a large amount of tasks, a large number of training actions.

A laboratory lesson is more effective than a lesson, it contributes to the formation of independence as a personality trait: students themselves plan their work, more consciously strive for a goal, more effectively engage in self-control. However, it should be noted that laboratory classes are held only after lessons and other forms of organization of training.

In vocational training, laboratory work occupies an intermediate position between theoretical and industrial training and serves as one of the most important means of implementing theory and practice. At the same time, on the one hand, the consolidation and improvement of students' knowledge is achieved, on the other hand, they form certain professional skills, which are then applied in the process of industrial training.

Table 2. The content of laboratory classes.


Front work
Workshop work
Share in total study time, %
High-quality work on the observation of physical phenomena
Work on the study of measuring instruments and the measurement of physical quantities
Establishment of quantitative relationships between physical quantities (verification of physical laws)
Definition of a physical constant
The study of physical and technical devices and installations

The number of laboratory works in grades 8-10, the share of study time allotted for them, as well as the distribution of works according to their content are shown in the table.

As can be seen from the table [cf. Table 2] for one-hour sessions, 46 papers should be selected from the 58 workshop papers recommended in the program.

Over the past 30 years, there has been a constant trend in schools to increase the time devoted to laboratory classes. And now the program states that "it is desirable to expand the number of frontal laboratory work."

In universities, 35-40% of the study time is allocated for laboratory classes in general physics, i.e. twice as much as in grades 9-10 of secondary school. Therefore, we can tentatively assume that the allocation of about a third of the study time to laboratory work in physics should be considered the upper limit.

Table 3. Share of study time in schools

It also follows from the tables that, in general, the proportion of study time for laboratory classes in the senior grades (8-11) slightly increases compared to the junior (7) grades. [cm. Table 3] The nature of laboratory work is also changing. In grades 7-8, these are frontal laboratory work and numerous, but short-term frontal experiments, and in grades 9-11, the increase in time for laboratory classes occurs mainly due to more complex and lengthy physical practicums. This specificity should be taken into account by the teacher, especially in terms of developing students' skills for independent work, preparing them for further studies in special educational institutions and for work.

2. Types of laboratory work

Laboratory work is a practical lesson that is carried out both individually and with a group of students; goal its implementation of the following basic principles:

Laboratory work integrates theoretical and methodological knowledge and practical skills of students in a single process of educational and research activities. The experiment in its modern form plays an increasingly important role in the training of specialists who must have the skills of research work from the first steps of their professional activities.

In laboratory work, the integration of theoretical and methodological knowledge with the practical skills and abilities of students is carried out in conditions of varying degrees of proximity to real professional activities. Group work plays a special role here. The maximum degree of approximation to future professional activity is achieved during the internship at specific work posts.

Taking as a basis the content of laboratory work, the following are distinguished:kinds :

Observation and analysis of various phenomena, processes;

Observation and analysis of the device operation of the equipment;

Study of qualitative and quantitative dependencies between phenomena;

The study of the device and methods of using the control and measuring instrument.

For didactic purposes, laboratory work is divided into illustrative and research; according to the methods of organization - into frontal and non-frontal.

The teacher manages the laboratory work in the form of instruction (introductory and current), the main task of which is to create an indicative basis for students to perform the tasks most effectively. In the classroom, instruction cards are used. To this end, it is recommended to instruct students to independently develop plans for conducting experiments, to offer them to select the sequence of work.

So, laboratory work, as a form of organizing learning, most fully implements the developmental tasks of learning. It contributes to the formation of skills and abilities, develops the abilities of students, teaches them to plan their activities and exercise self-control, effectively forms cognitive interests. armed with a variety of activities.

In such a lesson, the activity of the teacher is specific. Plan the work of students in advance, he exercises operational control, provides assistance, support and makes adjustments to their activities. Summing up the work, the teacher contributes to the formation of adequate self-esteem in students and an appropriate attitude towards the teacher.

2.1 Frontal laboratory work

Laboratory experiment is one of the main methods of teaching physics in educational institutions. In the educational process, it performs three main functions:

It is a source of new knowledge, the fundamental basis of theories;

A means of visualization, "live contemplation", an illustration of the studied phenomena;

The criterion of the truth of the acquired knowledge, the means of revealing their practical applications.

In addition, a laboratory experiment is an effective means of educating and developing students; development of their physical thinking, cognitive independence, creative abilities, intellectual and practical skills.

Laboratory works correspond to the main didactic principles of teaching: the principles of consciousness, creative activity, student independence, developmental learning, a differentiated approach to students, compliance of the content with the age characteristics of students, the strength of mastering knowledge and skills.

Laboratory work can be classified according to different criteria:

forms of organization

type of guides

time and place of execution,

didactic goals and objectives,

type of activity of students and teachers, etc.

Scheme 1. Classification of laboratory work by features:

The most used for the basic level of teaching physics (for secondary schools, gymnasiums)

observation of physical phenomena and processes, measurement of physical quantities, study of relationships between physical quantities, etc.

According to the forms of organization: under the guidance of a teacher, the class performs the same work, using the same and simple equipment.

By type of guidance: with the oral guidance of the teacher and with written instructions.

According to didactic goals and objectives: study of new educational material (acquisition of new knowledge); repetition, generalization, systematization of previously studied educational material; formation of experimental knowledge and skills of students and their application.

By the nature of the cognitive activity of students: reproductive, illustrative, partially exploratory, research.

Laboratory work involves the following:

1. Formulation of the purpose of the work performed.

2. Selection and indication in the report of the equipment required for operation.

3. Recording the measurement results in a table.

4. Processing of measurement results in the form of calculations, graphs.

5. Calculation of measurement errors.

6. Conclusions based on the results of the work performed.

Before conducting laboratory work, students must be introduced to the safety precautions when performing this work.

For each laboratory work, a prerequisite is the preparation of a report. This is important for the formation of students' generalized skills in describing a physical experiment, checking the performance of work and assessing the knowledge and skills of students.

1) the name of the laboratory work;

2) the purpose of the work;

3) a list of the main equipment (measuring and other instruments);

4) a brief description of the measurement method and measuring installation, accompanied by a schematic drawing, drawing, electrical or optical circuit and calculation formulas;

5) recording the results of measurements, calculations and conclusion.

2.2 Fphysics workshop (OFP)

The physical workshop occupies one of the central places in the process of training highly qualified physicists. Work on its creation was started by A.G. Stoletov in the second half of the 19th century.

In 1872 Stoletov, with the help of the then head of the Department of Physics of the Faculty of Physics and Mathematics of Moscow University, Professor N.A. Lyubimov, managed to create an educational and scientific laboratory, laying the foundations for the first physical workshop for experimental teaching of students. This workshop has been continuously improved and expanded. This work was headed by a student of A.G. Stoletova A.P. Sokolov (1854-1928), he is rightfully considered the creator of the first physical workshop at the university.

In 1909 was issued a guide to practical classes in physics for university students - "Physical Practice", the author of which was prof. A.P. Sokolov. This year can be considered the year when the physics workshop was fully formed at Moscow University as one of the structures in the system of teaching physics.

In 1926 the 2nd edition of the "Physical Practice" was published, supplemented and revised by professors A.P. Sokolov and K.P. Yakovlev (it contained a description of 63 problems in the main sections of physics), and in 1937 - the 3rd edition, significantly supplemented and revised by V.G. Koritsky, E.S. Chetverikova and E.S. Shepeteva. In connection with the increased requirements for the teaching of physics at the Faculty of Physics of Moscow University, the number of problems in this edition was significantly increased (up to 75), the book was changed both in content and in the nature of presentation. "Physical Practice" (3rd ed.), together with the 4th edition, published in 1938 and little changed, were the main manuals for experimental classes in general physics at the Physics Department of Moscow State University for 25 years, from 1937 to 1962. , when (already in the new building of the faculty on the Lenin Hills) a new "Physical Practice" was published under the editorship of prof. IN AND. Iveronova.

Immediately after the move of Moscow State University to the Lenin Hills, the OFP expanded greatly. Instead of 50 tasks in 1951. it already had 150 titles with about 400 installations in 1968. A methodological commission for the development of general physical education was created under the leadership of prof. I.A. Yakovlev. In different years, the OFP was headed by V.G. Zubov, L.P. Strelkova, V.S. Nikolsky, D.F. Kiselev, A.M. Saletsky and now I.V. Mitin. The workshop was divided into 4 departments, which were headed by the heads: the department of mechanics - A.G. Belyankin, A.I. Slepkov, A.S. Nifanov; molecular physics and thermal phenomena - A.G. Belyankin, P.S. Bulkin; electricity and magnetism - V.S. Nikolsky, V.N. Slutsky, V.I. Kozlov; optics - I.A. Yakovlev, S.A. Ivanov, I.V. Mitin.

For the training of service personnel, an evening technical school for laboratory assistants was created at the university; at the faculty level, it was headed by Assoc. V.D. Gusev. As a result, in a short time it was possible to create a whole corps of qualified workers. In each of the departments of general physical education, seniors were appointed from among the most experienced technicians, engineers, laboratory assistants: in the department of mechanics - O.I. Starostin, in the Department of Molecular Physics - S.V. Zubrykina, T.I. Malova, in the department of electricity and magnetism - N.N. Gorovaya, in the department of optics - Z.N. Kozlova, A.S. Polyakov. In the OFP, the supervision of each laboratory (room) was organized by the teachers of the department. In addition, a mechanical workshop was established to service the installations and ensure the possibility of continuous training in the laboratories of the General Physician.

Immediately after the Physics Department moved to a new building, workshops were created at the Department of General Physics - metalwork, turning, assembly, glass blowing, as well as a drawing and engineering graphics office (headed by Assoc. Prof. N.N. Zhuravlev), where 1st year students studied half of the first semester. After the abolition of these units (at the end of the 70s), a workshop "Introduction to Experimental Technique" (VTEK) was organized, where first-year students get acquainted with various measuring instruments, the basics of electrical and radio measurements (the heads of this unit were D.A. Sobolev , and then S.A. Kirov).

Significant transformations of general physical education required the development of a new textbook for physics practicum. Such a manual was published in 1962 - the one-volume "Physical Practice" edited by V.I. Iveronova, at that time the head of the department of general physics. The compilers of this book were A.G. Belyankin, G.P. Motulevich, E.S. Chetverikov and I.A. Yakovlev. 37 teachers participated in the setting of 139 tasks included in this edition, almost half of all tasks were set by I.A. Yakovlev (31 tasks), A.G. Belyankin (23 tasks) and E.S. Chetverikova (11 problems). In 1967-68. the 2nd edition of the "Physical Workshop" was published, edited by V.I. Iveronova, in two volumes, revised and supplemented (there were 166 problems in this edition).

The creation of new tasks, the introduction of computers and the continuous modernization of existing installations required constant efforts to create new descriptions of the current tasks of the workshop. In this great work, in addition to the heads of sections, many teachers of the department participated. By the beginning of the 90s, edited by A.N. Matveev and D.F. Kiselev published three volumes of the "General Physical Practice" (mechanics, molecular physics, electricity and magnetism), various collections of new problems and a large number of descriptions of individual problems. The total volume of published printed matter amounted to about 100 printed sheets.

In each section of the workshop there are works that are performed on automated installations. Work on the automation of the workshop began with the appearance of such developments in the scientific laboratories of the department. The pioneers of automation were the employees of the group Assoc. L.P. Avakyants, in which the main part of the work was carried out by A.V. Chervyakov and I.A. Whales. As a result, an automated system for managing a physical experiment with software and educational and methodological support was developed and created. The basis of this system is a universal microprocessor unit for interfacing a computer with experimental setups.

This block allows you to automate the most time-consuming tasks of the workshop, in which the study of physical phenomena is associated with the acquisition, systematization and subsequent processing of a large amount of experimental data. At the moment, in all sections of the workshop, more than ten automated tasks are presented, which can be simultaneously performed by more than 30 students of the 1st and 2nd courses.

Currently, OFP has about 25 laboratories, which host 140 tasks (about 300 installations).

2.3 Development of researchlaboratoryin physics classAnd

The modern school basically forms skills and abilities, gives knowledge to students and does not develop (or very weakly) at the same time the personality, i.e. there is no process of effective qualitative and quantitative changes in the human body.

The contradiction that arises in this case is the discrepancy between the order of modern society in a developed personality and what the school can give, working with old methods.

The importance of my work lies also in the fact that, speaking about the search for ways to improve the learning process, one should keep in mind the improvement of not only the methods of imparting new knowledge, but also the improvement of the methods of forming students' skills and abilities.

And in modern schools, more attention is paid to improving the methods of obtaining knowledge, rather than developing skills and abilities. This is the second contradiction.

Having studied the “pyramid of knowledge” according to J. Martin, I came to the conclusion that students learn and memorize 70% of the volume of educational material through practical actions, therefore the development of general educational skills through laboratory work is also relevant.

And here a third contradiction emerges between the old forms of laboratory work and the ability of students to perform this work.

This problem is relevant for me personally. In connection with the transition to concentric education in grades 10-11 under the program of Kasyanov V.A., it is possible to perform laboratory work on the notebooks included in the textbook kit. Students have different levels of development of general educational skills and abilities, and are forced to perform laboratory work on ready-made developments, without creativity in designing the course of work.

After analyzing all these contradictions, I set myself the problem: “For the development of general educational skills and abilities, a phased introduction to reproductive forms of laboratory work and research tasks is necessary.” I put forward a hypothesis to solve this problem: "Such techniques in the methodology of laboratory work are available to all students and there is an opportunity to develop high-level learning skills."

For the implementation of pedagogical research, I set myself the following tasks:

1. To study the periodic aspects of the influence of research laboratory work on the development of the student's personality.

2. Develop research techniques in the laboratory work of the school course.

3. Carry out diagnostics of learning to identify the experimental class.

4. Conducting various types of surveys to create the most favorable and effective methods of pedagogical research.

5. Determination of the initial level (NU), the achieved level (DU) of students on the issues under study.

6. Implementation of an assessment of the increase in the development of general educational skills and analysis of the result.

In connection with the reform of society, the main goal of education is currently relevant - the development of the individual. Development is a process of quantitative and qualitative changes in the human body. The result of development is the formation of man as a biological species, as a social being. If a person reaches a level of development that allows him to be considered a carrier of consciousness and self-awareness, capable of independent transformative activity, then such a person is called a personality. A person is not born as a person, but becomes one in the process of development. I agree with the statement of I.P. Podlasy about the possibility of becoming a person only in activity, in practice showing, revealing his inner properties, laid down by nature and shaped in him by life and upbringing.

And since the “driving force” of development is the struggle of contradictions, in my opinion, at present, one of the contradictions is the contradiction between the creation of a competitive personality and the experience that a person accumulates in life.

A special part of universal human experience is the process itself, the mode of activity. It can partly be described using language. It can be reproduced only in the activity itself, therefore, possession of it is characterized by a special quality of the individual - skills and abilities.

Skill - the ability of a person to effectively perform a certain activity on the basis of acquired knowledge in new conditions.

Skills are characterized, first of all, by the ability to comprehend the available information with the help of knowledge, draw up a plan for achieving goals, regulate and control the process of activity.

In the process of frequent execution, simple skills can be automated, i.e. move into skills - the ability to perform some action without phased control.

The development of learning skills for the knowledge of the world around the personality is currently very important, because. they are common to any kind of activity, i.e. can be used at any stage of a person's life.

Selevko G.K. singled out the followinggeneral educationskills and abilities:

1. Teachings to the skills of planning educational activities;

2. Skills and abilities to organize their work;

3. Skills and skills of perception of information (work with various sources);

4. Skills and skills of mental activity;

5. Skills and abilities to assess and comprehend the results of their actions.

The process of development of general educational skills and abilities is preceded by the process of their formation. One of the methods for the formation of general educational skills and abilities is the method proposed by Usova A.V. - the formation of skills and abilities according to generalized plans that can be used at any stage of personality development at school, in any subject. Widely using generalized plans in the course of my work, I try not to forget that the successful formation of skills and abilities depends on:

1) from students' awareness of the importance of mastering the skills to perform a given action;

2) from the presence of a specific goal of the action;

3) then understanding the scientific foundations of action;

4) from the definition of the main structural components of the action (such structural components play the role of strong points of the action);

5) from determining the most rational sequence of operations, i.e., from building a model (algorithm) of action (through collective or independent searches);

6) from organizing a small number of eliminations, in which the actions are subject to control by the teacher;

7) from the presence of various forms of teaching students by the method of self-control;

8) the existence of an organization of exercises that require students to independently perform this action if conditions change;

9) on the effectiveness of using a certain skill when performing an action to master new, more complex skills in more complex activities.

One of the possibilities for the formation and further development of educational skills and abilities in a physics lesson is the use of a laboratory teaching method.

Moreover, this method is the most effective for the development of skills and abilities. I came to this conclusion by studying the table "Comparative effectiveness of teaching methods." So, the laboratory method better than other methods contributes to the development of practical labor skills; the ability to acquire, systematize and apply knowledge; skills to strengthen knowledge and skills. In addition, the laboratory method is equally suitable for the development of such personality traits as thinking, cognitive interest, activity, memory, will, the ability to express one's thoughts, as well as emotions.

Convinced in my practice of the validity of these statements, I use the laboratory teaching method to develop general educational skills and abilities in physics lessons. And as a special case - through research laboratory work.

The essence of the research method of teaching lies in the fact that it provides for creativity in the activities of students. Elements of research in conducting laboratory work develop learning skills, taking into account the individual abilities of students to achieve various stages of creativity.

Research laboratory work, carried out both individually and in groups, cant follow the next plan:

1. The teacher reports the problem, for the solution of which laboratory work is being carried out.

2. Knowledge is not communicated to students. Students independently receive them in the process of research. Students choose the means to achieve results themselves, i.e. become active explorers.

3. The teacher manages the research process.

The laboratory research method of conducting physics classes helps students develop the followinggeneral educationskills and abilities:

1) Cognitive skills and abilities:

* analysis and synthesis;

* descriptions of observed phenomena;

* formulation of goals and objectives;

* putting forward a hypothesis and predicting the result;

* use of mathematical symbols;

* establishment of causal relationships.

2) Organizational skills and abilities:

* experiment planning;

* rational use of time;

* the correct organization of the workplace when performing laboratory work.

3) Technical skills and abilities:

* the use of measuring instruments and the measurement of physical quantities;

* mathematical processing of the result;

* selection of material for laboratory work;

* Assembly of the installation, scheme of the experiment;

* use of educational and technical literature;

* taking into account the rules of TB;

* calculation of calculation error;

* registration of results (diagrams, tables, graphs).

4) Skills and skills of cooperation:

* discussion of the task and distribution of responsibilities;

* mutual assistance and mutual control (self-control);

* discussion of the results and formulation of the conclusion.

Having done the work on selecting material for the topic of my research, I came to the conclusion: “There are no main and non-essential teaching methods, but, depending on the goals, objectives and educational requirements of the society, you need to use those that are most relevant at the moment, according to this topic, in a given class, for a given individual.

At present, the development of educational skills and abilities of the individual is the most urgent task of education, i.e. in changing life situations, only a person who can transfer ZUN to a new situation can be competitive.

3. Methodology for conducting laboratoryworks

To conduct laboratory work at school, a certain number of devices are needed so that students can see the readings of the devices and see what this or that device is like. In the school physics laboratory there are such devices as: thermometer, ammeter, voltmeter, rheostat, caliper, etc.

All devices in the school comply with the regulatory and technical parameters (NTP), which allows the student to perform laboratory work without the intervention of a teacher.

1.Purpose: temperature measurement.

1) the thermometer is stored in a case;

2) protect the device, especially its tank with alcohol or mercury, from shock;

remember: mercury vapor is poisonous!

Handling rules for measurements:

1) make sure that the contact of the thermometer with the medium whose temperature is being measured is not disturbed, do not touch the walls and bottom of the vessel with the device;

2) after immersing the thermometer in the medium, wait for some time until the level of alcohol or mercury stops moving; only after that do the counting;

3) when taking readings, place your eye on the line perpendicular to the scale of the device and drawn through the reference point [see Figure 1]

Figure 1. thermometer

2. Purpose: current measurement.

Storage and safety precautions:

1. protect from shock and shaking;

2. in the case of "off-scale" - the pointer goes beyond the scale - immediately open the circuit!

Inclusion rules:

1) the "+" terminal of the device is connected respectively to the "+" terminal of the current source, in a circuit consisting only of a current source, the ammeter cannot be turned on, the connection is possible only through a load (resistance);

2) the device is connected in series with the circuit element in which the current is to be measured;

3) the working position of the school laboratory ammeter is horizontal [see figure 2]

Figure 2. Ammeter

3. Purpose: to measure DC voltage (on the scale the sign "DC")

Storage and safety precautions:

1) protect from shock and shaking;

2) do not include in the circuit with a voltage greater than the maximum allowable;

3) in case of "overshoot", open the circuit immediately!

Inclusion rules:

1. Connect in parallel with the load or current source.

2. Observe the polarity: connect the terminal marked with the "+" sign to the "+" of the source.

3. The working position of the school voltmeter is horizontal (the sign ® on the scale) [see figure 3]

Figure 3. Voltmeter

4. Purpose: regulation of the current strength in the circuit.

Storage and safety rules.

1. Protect the device from shock.

2. Avoid excessively strong current and heating of the rheostat winding.

3. Monitor the condition of the insulating parts of the device.

4. Do not touch live parts.

At the end of the laboratory work, the teacher asks control questions that must be answered when defending the laboratory work [see Figure 4]

Figure 4. Rheostat

3.1 Organization and methodology of laboratory work

1. Laboratory work is a type of training session that contributes to the formation of practical skills in students in this subject. It must be carried out in specially equipped laboratories.

Before conducting laboratory work, the teacher conducts a detailed safety briefing, and each student signs in a special journal about his receipt.

The teacher conducting laboratory work is responsible for ensuring that students comply with safety regulations.

2. The teacher must carefully organize the conduct of laboratory work and take all measures to develop students' independence, initiative and creativity in its implementation.

3. To perform laboratory work, students are given a written task no later than 2-3 days before the start of its conduct, indicating the purpose, content and sequence of work, visual aids, literature, allotted time, control questions and the content of the report, rules for handling laboratory equipment and technical and fire safety measures.

The admission of students to conduct laboratory work is made after checking the assimilation of the sequence of laboratory work and control questions specified in the assignment, including safety rules. A student who missed laboratory work is obliged to complete it at his own time, within the time period set by the teacher.

4. To conduct laboratory work, the head of the laboratory or laboratory assistant is appointed to help the teacher, who is obliged to:

Prepare the necessary equipment, material part and tools;

Monitor the performance of the work of students, providing them with assistance if necessary, but without limiting their independence;

Monitor the correct use of equipment, instruments, tools, the exact implementation of safety rules by students and the productivity of the use of study time.

As a rule, the performance of laboratory work should be individual. No more than 2-3 students are located at the workplace, and each of them independently performs work and submits a report. Group performance of laboratory work by the method of their demonstration is not allowed.

5. For each laboratory work, the student, after submitting the report and the corresponding verification of theoretical knowledge and practical skills, is given an assessment.

Students who do not have a grade in at least one laboratory work will not be given a final grade.

3.2 Instructions forTBwhen working with installations and simulators

When performing laboratory work, precautions must be observed that guarantee the safety of the work of the maintenance personnel and exclude the possibility of fire, damage to installations, simulators and their systems and equipment, electrical circuits, high voltage shock (220 V) and spontaneous switching on of equipment.

1. Before turning on the power to the stands and installations from 220 V sockets, make sure through the plug connector:

That all gas stations and switches of consumers and sources of electricity are set to the "Off" position.

Set the switches with the neutral position to the "Neutral" position.

2. When the power is turned on, if there is a smell of smoke, gas station operation, instruments going off scale, power supply to the installation, turn off the stand, inform the teacher, head. laboratory.

3. Eliminating defects, opening panels and performing other work on the installations and the simulator by cadets without a teacher are PROHIBITED.

4. It is forbidden for several cadets to turn on, turn off and work with installations and simulators at the same time.

Only one cadet performs a demonstration of the systems, the rest observe or work in turn.

5. After completing the work, turn off the installations and simulators, turn off the gas stations, power sources, put all the toggle switches in their original position, disconnect the SHRs and the plug from the 220 V socket.

Conclusion

In the course of the study, the tasks were solved: the concept of "laboratory lesson", the methodology for its implementation, the curriculum were considered, and a laboratory lesson was developed for a physics lesson.

Thus, the goal of the study - designing a training session in the form of a laboratory session - was achieved.

In conclusion, the following can be said on this issue. The laboratory lesson is a necessary part of the educational process and is mainly aimed at:

Formation of a bright, holistic image of the studied definitions and concepts; for independent reconstruction of the studied material, formulation of conclusions and assessments;

Development and improvement of the skills to analyze, analyze the material covered, formulate one's own judgments and argue them.

Currently, in secondary specialized educational institutions, the role of a laboratory lesson is far from being given the last place, since behind the above social, worldview and behavioral skills there are, of course, more “mundane” learning skills, without which students will not be able to cope with the tasks of a laboratory lesson. On the other hand, it is on it, and not in the usual lesson, in independent work, which is the main content of the lesson, that the formation of the experience of social communication and civic behavior of students takes place.

Listusedliterature

1. A.A. Pokrovsky. Frontal laboratory classes in physics in high school. Ed. M.: Enlightenment, 1977, 178

2. Internet resource, www.temp - tsure.ru

3. A.V. Usova, Methods of teaching physics in grades 7-8 of secondary school. Teacher's Manual - ed. Moscow: Enlightenment, 1990, 190

4. V.P. Orekhov, A. V. Usova. Methods of teaching physics in grades 8-10 of secondary school. M.: Enlightenment. 1980, 190

5. Bugaev A.M. Methods of teaching physics in high school. Theoretical basis. M.: Enlightenment, 1981,180

6. Khoroshavin S.A. Physical experiments in high school: 6th - 7th grades. M.: Enlightenment, 1988, 125

7. A.A. Pokrovsky. Demonstration experiment in physics in high school. Part 1. M.: Enlightenment, 1978, 159

8. Burov V.A. Workshop on physics in the 8th grade. M., Enlightenment, 1972,465

9. Demkovich V.P. Measurements in the course of physics at a secondary school M., Prosveshchenie, 1970, 474

10. A.A. Pokrovsky. Demonstration course in physics. M., Enlightenment, 1972, 1978, part 1,2, 423

11. Znamensky P.A. Laboratory classes in physics in high school. M., Uchpedgiz, 1955, part 1 and 2, 463

12. Pokrovsky S.F. Watch and explore for yourself. M., Education, 1966.143

13. Reznikov L.P., Shaman S.Ya., Evenchik E.E. Methods of conducting physics in high school. M., Education, 1974, 406

14. Kruglikov, G.I. Methods of vocational training with practical work. M.: Ed. center "Academy", 2005,122

15. Rykova E.A. "New Pedagogical Research" Vocational Education No. 4 2003,118

16. Internet resource, www.ed.gov.ru

18. Internet resource, http://physics03.narod.ru/Interes/pribor.htm

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7th grade
Determining the thickness of a coin.
Determination of the average speed of a person.
Calculation of the mass of water in the aquarium.
Determination of the density of soap.
Determination of the mass and weight of air in a living room by density and volume.
Calculation of the mass of water in the aquarium
Calculation k of paper stiffness.
Determining the pressure of a solid body on a support
Calculation of liquid pressure on the bottom and walls of the vessel
Studying the principle of operation of a piston liquid pump
Calculation of the force with which the atmosphere presses on the surface of the table.
Does the body float or sink?
Calculation of the work done when lifting from the first to the second floor of a house or school.
	An example of practical homework in pdf format “Determining the Thickness of a Coin”

Practical work on physics calculation. The work of students with devices in physics lessons. Number and name of the laboratory work

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