Lecture content: teaching material analysis; Teaching law; Teaching process; Design concept.
Textbook analysis
Student: Fluid mechanics is very common in life, but students lack rational thinking and understanding of fluid mechanics, so students have a strong interest in scenario creation and experimental exploration in this class. However, due to the lack of experimental design ability of students, teachers should stimulate interest and guide skills in time.
Position and function: This section is the foundation of fluid mechanics and the extension and expansion of liquid pressure and atmospheric pressure. It is mainly composed of two knowledge points: "the relationship between fluid pressure and flow velocity" and "how the lift of aircraft is generated" derived from it.
The textbook grasps the characteristics of junior high school students' strong curiosity and thirst for knowledge, and stimulates students to think actively and explore the laws of physics with experimental inquiry and model display, so that students can further move from life to physics and return to life from physics.
According to the actual situation of students and their existing knowledge reserves, combined with my understanding of teaching materials, the teaching objectives of this section are determined as follows:
Teaching objectives:
(1) Knowledge and skills:
1, to understand the relationship between fluid pressure and flow.
2. Understand how the lift of aircraft is generated.
3. Understand the phenomena related to fluid pressure and velocity in life.
(2) Process and method:
1, through observation, understand the phenomenon that the pressure of fluid is related to the flow rate.
2. Experience the lift force generated by the fluid pressure difference through exploratory experiments.
(3) Emotion, attitude and values:
1. Through the study of this section, students can further feel the charm of physics, thus making them love physics and science more.
2. Through this section, further cultivate students' communication and discussion, and the spirit of unity and cooperation.
Teaching emphases and difficulties:
Emphasis: the relationship between pressure and flow of fluid.
Difficulties: The relationship between fluid pressure and flow rate is used to explain the phenomena in daily life.
Teaching aid preparation: demonstration equipment: hair dryer, sink, water, table tennis, two paper boats, sink, mineral water bottle, etc. Grouping equipment: a piece of white paper, an aluminum coin of 1 angle, scales, wing models made by students, etc.
Teaching law
The teaching of this section is student-centered and teacher-led, guiding students to learn physical knowledge from some phenomena in life, and then using the learned physical knowledge to explain some physical phenomena in life.
Teaching design
Teaching process: the teaching process of "situational introduction-experimental inquiry-applied reflection-extracurricular expansion" is adopted.
Teaching mode: "study according to plan, explore cooperatively"-In view of the prominent position of "experimental inquiry" in physics teaching, the mode of "study according to plan, explore cooperatively" is used instead of "study according to plan, show and stimulate learning", and students are divided into six cooperative learning groups.
Achievement of the goal: apply knowledge to real life, cultivate students' lifelong interest in inquiry and good thinking habits, and enable students to learn the scientific practice ability of being good at observation and induction.
Feedback control measures: adhere to the combination of process evaluation and result evaluation, know students' learning situation in time through self-evaluation and mutual evaluation, and adjust teaching activities appropriately according to specific teaching contents.
teaching process
1. Questioning the status quo and introducing new courses:
Scenario creation 1: Let a student play table tennis with a funnel!
Scene 2: Blow up, but table tennis won't go away!
Scene 3: Put a ping-pong ball beside the basin, paddle in the middle with a stick, and observe the phenomenon.
Design concept: Creating interesting and suspicious scenes aims at arousing students' strong thirst for knowledge-a good beginning is half the battle.
Introduce the concept of fluid: both gas and liquid have fluidity, which is called fluid.
Blackboard: 8.4. Relationship between fluid pressure and flow velocity
Exploring and understanding new knowledge experimentally;
First, explore the relationship between gas pressure and flow;
1. Question: What is the relationship between fluid pressure and flow?
2, guess and hypothesis:
Guess 1: The faster the liquid and gas flow, the greater their pressure.
Conjecture 2: The faster the liquid and gas flow, the smaller the pressure.
Conjecture 3: The faster the liquid and gas flow, the greater their pressure.
Design concept: cultivate students' scientific guessing ability-without bold guessing, there will be no great discovery.
3. Design and conduct experiments.
Student activities 1:
Experiment 1: Put a piece of paper under your lips with both hands, and the other end will droop naturally. Blow horizontally along the top of the paper and observe the phenomenon.
Experiment 2: Please hold two pieces of paper in your hand, let the paper droop naturally, and blow air between the two pieces of paper to observe the phenomenon.
Think while doing: analyze the similarities between the phenomena in these two experiments. Guess why?
Experiment 3: Demonstration: Put two ping-pong balls on both sides of two fixed parallel glass tubes, and then ask students to blow air into the middle of the ping-pong balls with a big straw to observe the phenomenon.
Design concept: Students draw a conclusion through the analysis and generalization of the above three experimental phenomena-to cultivate students' ability to analyze, demonstrate and summarize.
It is concluded that the pressure of gas is small where the flow velocity is large and strong where the flow velocity is small-multimedia blackboard writing.
Second, explore the relationship between liquid pressure and flow;
Lead: The pressure difference of gas will produce such a wonderful effect. Is there a similar property between pressure and flow rate of liquid?
Scene introduction: 19 12, the accidental collision between "Olympics" and "Hawk".
Student activity 2:
Two paper boats are floating on the water. Ask the students to spray water into the middle with a mineral water bottle to see if the boat is separated to both sides or close to the middle.
According to the relationship between gas pressure and flow rate, this paper thinks about the reason why two paper boats are close together-to cultivate the ability of analogical reasoning training.
It is concluded that the pressure of liquid is small where the flow velocity is large and strong where the flow velocity is small-multimedia blackboard writing.
Student activity 3:
Coin high jump competition-carry out inquiry activities in the form of competitions to quickly stimulate students' enthusiasm for participation.
Presupposition: When the students really blow up the coins, they are all excited and experience how amazing the power of science is in amazement!
Knowledge feedback: try to explain the experiment of stimulating interest and guiding the classroom, so that students can find the reason through exchange and discussion?
Scene reinforcement: the experiment of blowing table tennis with a hair dryer-put the table tennis in the mouth of the hair dryer, no matter which direction it faces, it seems that the table tennis is attracted by something and will not fall.
Student summary: blackboard writing: where the flow velocity is high, the fluid pressure is low, and where the flow velocity is low, the fluid pressure is high.
Design concept: The purpose of changing one experimental inquiry into multiple experimental inquiries in the textbook is to stimulate and maintain students' interest in learning, and to make experimental phenomena more convincing and deepen students' memory of what they have learned through induction and generalization.
Pay attention to science and technology and integrate into life.
Third, explore the causes of aircraft lift;
Introduction: The dynamic picture of the plane taking off-dozens of tons of planes take off and fly freely in the air. What power does it rely on? -It is easier to cultivate students' problem consciousness by using intuitive scenarios.
Student activity 4:
Take out the small production work arranged last time-the A-type wing model is folded according to the size on the right, and blow horizontally at the position of the thin line at the front end of the "wing" with your mouth to observe the phenomenon? The teacher emphasizes the shape of the wing, and the students think about the causes of lift?
Scene simulation, dispel doubts-the advantage of using animation is intuitive and easy for students to accept.
Then guide the students to analyze through pictures: at the same time, the airflow above the wing is farther and faster than the airflow below.
It is concluded that the pressure difference between the upper and lower surfaces of the wing is caused by different flow velocities and forms upward lift.
Fourth, explore the fluid phenomenon in life:
Can you use the knowledge you have learned today to explain the life phenomenon in the case? Presupport and prepare several life pictures and natural phenomena related to the knowledge of fluid pressure.
Design concept: one is to consolidate the knowledge learned, and the other is to make students feel the knowledge of fluid pressure around them, and it is widely used.
Picture situation: the railway station platform should be set with safety lines, and no one is allowed to enter.
Picture situation: "August autumn is roaring, rolling up my three hairs"-Du Fu's poem.
Picture situation: Why is the umbrella sucked up when it rains and meets strong wind?
Picture: How did the groundhog and mouse turn their nests into "air conditioning systems"?
Video scene: simulating a tornado-why can the drain pipe suck up the paper and throw it into the air?
Experimental scene: Why does the paper cup jump out when blowing horizontally at the mouth of the paper cup?
-Six groups draw lots, each group explains one, and compare which group has clear thinking, concise language and thorough reasoning!
Design concept: learning by case study, cooperative inquiry, applying what you have learned and improving your ability-cultivate the spirit of communication and cooperation in the group and train students' thinking ability, induction and generalization ability and language expression ability.
Presupposition: Using six life scenes designed in the study plan, let students apply what they have learned, guide students to return to life from physics, and try to solve some practical problems with newly learned knowledge, which not only consolidates new knowledge, but also improves students' various abilities.
Explore practice and get out of the classroom
Picture situation: Encourage students to make airplane models according to the principle of fluid mechanics, and hold an airplane model competition one week later to see whose model flies high and long-use your hands and brains, apply what you have learned, stimulate interest and develop intelligence.
Talk about harvest:
Talk about the gains of this class in groups and sum up what you have learned in this class: knowledge and skills, processes and methods, feelings and experiences, and what you want to know.
Design concept: the refinement of knowledge and skills, the expansion of processes and methods, and the sublimation of emotional attitudes and values.
arrange work
Table tennis is our sports advantage in Jining No.12 Middle School and the pride of our school ... Loop ball is the most practical technology in table tennis. Please check the principle of "loop ball" online.
Homework design concept: Emotionally: seeking truth from facts and inspiring pride; Knowledge: apply what you have learned and extend it after class; Ability: stimulate interest and develop expertise.
time management
Students' dominant position and teachers' leading role must complement each other-both opening and closing. In terms of time arrangement, teachers should revise it appropriately and master it flexibly.