What physics experiments are done at the high school level

Experiment 1 Measurement of length

Experiment 2 Study of uniformly variable linear motion

Experiment 3 Investigating the relationship between elastic force and spring elongation

Experiment 4 Verifying the Parallelogram Rule of Forces

Experiment 5 Investigating acceleration as a function of force and mass

Experiment 6 Investigating the relationship between work and change in velocity

Experiment 7 Verifying the Law of Conservation of Mechanical Energy

Experiment 8 Depicting the electrical resistance of a metal Experiment 7 Verifying the law of conservation of mechanical energy

Experiment 8 Determining the resistivity of metals

Experiment 9 Depicting the volt-ampere characteristic curve of a small light bulb

Experiment 10 Determining the electromotive force and the internal resistance of a power supply

Experiment 11 Practicing the use of a multi-meter

Experiment 12 Simple applications of a sensor

Experiment 13 Estimating the size of a molecule using the oil film method

Experiment 14 Determining the acceleration of gravity using a pendulum

Experiment 15 Determining the refractive index of glass

Experiment 16 Measuring the wavelength of light using double-slit interference

Experiment 17 Verifying the Law of Conservation of Momentum

What are some of the interesting Chemistry experiments that have taken place in high school

Writing with a Black Pen in Red

A student devised a "black pen" experiment. A student designed a fun experiment called "writing red with a black pen". Filter paper was first moistened with a mixture of sodium chloride and colorless phenolphthalein, and then laid flat on a piece of platinum, and when the power was turned on, a pencil was used to write on the filter paper, and red writing appeared. Accordingly, the following description is correct

A The pencil end is used as the anode, and a reduction reaction occurs B The platinum sheet end is used as the cathode

C A small amount of chlorine gas is produced at the pencil end D Point a is the negative pole, and point b is the positive pole

Intentions of the question This question is mainly to check the knowledge related to electrochemistry (electrolysis of saturated saline water, and the chemistry of chlorine gas), but the test question is designed very innovatively, and it is used "Black pen writing red" interesting experiments, the textbook experiments for the necessary conversion, focusing on the examination of students' understanding of the experimental principles, at the same time, "I wish you success" four words, but also reflects the college entrance examination on the humanistic care of students.

Problem solving ideas this is actually an electrolysis of saturated saline content, students should be immediately converted to textbook experiments electrolysis process, as the pencil can write red letters, indicating that the pencil end of the pencil has a significant alkaline, there is hydrogen emission, belonging to the cathode, then platinum sheet end as the anode, chlorine gas is produced in this pole, occurs in oxidation, and the cathode is connected to the negative pole of the power supply, the anode is connected to the power source of the positive level, so the D is correct. .

What steps are involved in a physics experiment?

Generally speaking, the steps of physics experiments are 1. discovering the problem; 2. making conjectures and hypotheses; 3. designing and developing experiments; 4. conducting experiments and drawing conclusions; 5 evaluation; 6. communication and discussion. And specific experimental steps may vary, feel free to ask questions .

What are the ways to improve physics performance at the high school level

More problems, there will not get it, in fact, get the most basic on the line

All the experiments in physics at the junior high school level?

Physics is an experiment-based discipline, the focus of experimental teaching. In the full-time compulsory education "Physics Curriculum Standards" (experimental draft) clearly states: "scientific inquiry is both the learning objectives of students, but also one of the important teaching methods. The inclusion of scientific inquiry in the content standards is aimed at transforming the focus of learning from over-emphasizing the transmission and accumulation of knowledge to the process of knowledge inquiry, and from students' passive acceptance of knowledge to their active acquisition of knowledge. Thus cultivating students' scientific inquiry ability, the scientific attitude of seeking truth from facts and the spirit of exploration of innovation." It can be seen how important the process and method of scientific inquiry. Junior high school physics experiment inquiry methods are varied, correctly mastering the inquiry methods of physics experiments, helps to reveal the physical phenomena to be studied, the essential properties of physical laws and internal laws. The following is my common methods of inquiry in physics laboratory teaching, for reference only.

I. Control variables method.

In the study of physical problems involving several variables, often take only one condition is allowed to change, the other conditions remain unchanged method to explore. Control variables method is often used to explore the laws of physics in the experimental teaching. For example: in the study of "resistance on the relationship between current and voltage", to determine the object is the current, after guiding students to use the control variables method of inquiry experiment. First control a physical quantity - resistance is unchanged, the study of the relationship between current and voltage, and then control another physical quantity - voltage is unchanged, the study of the relationship between current and resistance, and finally synthesize these relationships to draw conclusions. Another example is the study of "the effect of pressure and which factors", "the conductor's resistance and those factors", "the size of friction and which factors" and so on. Teachers in the experimental ideas and methods of teaching should be carefully designed to create scenarios, step by step, so that students master and will apply.

Second, equivalent alternative method.

Equivalence is a way to capture the two seemingly different physical processes, seeking the same effect. Use this to explore physical concepts and laws to solve physical problems. The new curriculum reform is not confined to the textbook, in the study of the general method of measuring density, I designed can not directly measure the mass or volume of the investigation of the experimental questions. For example, with the following equipment: spring dynamometer, empty mineral water bottles, fine line, enough water and milk, try to measure the density of milk. Analysis: the mass of milk can be measured directly with a spring dynamometer, the volume of milk (the volume of the bottle) can be replaced by the mass and density of water, the problem can be solved. After that, and designed "and other mass", "and other pressure", "and other buoyancy" type of inquiry to measure the density of substances, the students' creative ability to be cultivated.

Third, the problem transformation method.

In order to transform the abstract into intuitive, difficult to easy, so that the unknown content to the intuitive, known problems, the implementation of the "variable replacement". Such as current invisible. Can't touch, we can test the three main effects of the current through the conductor whether the current through. Another example: we can study the phenomenon of atmospheric pressure through the study of experiments, from the small magnetic needle N, S deflection to know the existence of magnetic fields, from the solid, liquid, gas diffusion experiments to know the irregular movement of molecules. Teaching not only to the relevant concepts, laws clearly, but also to teach students to explore the method of such problems.

Fourth, the analogical method.

According to the two objects, in some aspects of the similarity or identity, and so on in other aspects of the similarity or the same. This method of inquiry from the special to the special, it can inspire and develop our thinking, give us a scientific hypothesis and explore new concepts of the way, the development of physics, the learning of physics has a huge role for students. For example, "voltage" is the focus of teaching, but also the difficulty of teaching. Difficult in the more abstract voltage, can not be directly experimental, the teaching of voltage by analogy with water pressure, the specific investigation process is: 1, from the water pressure experiment summarizes the water pressure is the water pipe in the water to move directionally to form the reason for the water flow; 2, guide the students to discuss the voltage is to make the charge in the circuit to move directionally to form the reason for the current; 3, the teacher summarizes the pumping machine is to provide the two ends of the water pipe water pressure device; 4, to guide the students to conclude that power is to provide the circuit of water pressure; 4, to guide the power supply is to provide the circuit of water pressure. , leading students to conclude that a power supply is a device that provides a voltage at both ends of a circuit. The whole process, although it takes more time, however, to train students in scientific thinking method is very beneficial. As the Soviet scholar Vakharov said: "analogies like lightning, can illuminate the dark corners of the subject students learn".

V. Deduction.

The thinking method of reasoning from general to individual. Application, often the general judgment as a starting point for reasoning (the major premise), the narrative intermediary judgment called the minor premise, by the major premise and the minor premise to deduce the results (conclusion). Such as exploring nature has two charges, "and only two charges", the experiment, through the following experimental facts:

1, silk rubbed two glass rods repel each other - they have the same kind of charge.

2. Two rubber rods rubbed by fur repel each other - they have the same kind of charge to repel each other.

3. Silk rubbed glass rods and fur rubbed rubber rods attract each other - they have different charges, so there are two kinds of charges.

4, a variety of substances rubbed against each other, all with the silk rubbed glass rods will be attracted to the fur rubbed rubber rods repel; all with the fur rubbed rubber rods want to attract will be rubbed with the silk rubbed glass rods repel from this conclusion: there are two kinds of charge in nature, and only two kinds of electric charge. If the teacher only gives the above conclusions, do not pay attention to the process of inquiry, the opportunity of research methods education is missed.

Six, abstraction and idealization method

In physics laboratory teaching, abstraction is an important method. Junior high school about kinetic energy, potential energy, through the demonstration of rolling balls, lifting high weights, compressed springs and other experiments can do the fact that work, guiding students to analyze, compare, synthesize, generalize the formation of kinetic energy, the concept of potential energy, is the abstraction of things *** with the same essential features.

In order to explore a class of things **** the same essential features; to isolate a certain nature of matter, motion; to idealize the experimental process.

The idealization of science is different from unfounded fantasy, and has its objective basis. Objective existence of complex things with a variety of characteristics, in a variety of conditions. But in a certain phenomenon is not all the nature, all the conditions play an equally important role, but only one or a few play a major role, the rest do not play a role, or the role is very small. Idealization is the process of highlighting the properties or conditions that play a major role while completely ignoring the others. For example, in the teaching of levers, why is the lever used a uniformly thick and thin straight rod, and what is the purpose of hanging it centrally by a thread? Through the discussion to make students clear that the experimental lever can be regarded as an ideal lightweight lever, the lever is only subject to the role of power and resistance, so that the study of the lever's equilibrium conditions of the problem is simplified, it is easy to come up with the equilibrium conditions of the lever.

In the experimental investigation, sometimes in order to highlight the essence of things, it is inevitable to ignore some of the secondary contradictions, some of the idealized conditions to limit. Such as "the study of the principle of work" experimental teaching, must not take into account the lever, pulley weight and friction; "the study of mechanical energy conversion and the law of conservation", should not take into account the rolling pendulum by the air and friction resistance, etc. Some of the physical model is idealized. Some are idealized physical models, such as "pivot point", "smooth frictionless horizontal surface"; light rod and pulley without gravity; in the study of the formula of liquid pressure, the assumption of a column of liquid; the use of U-type connectors when the Pu liquid sheet to study the relationship between pressure, etc.. Some are idealizations of abstract models, the introduction of magnetic inductance in the study of magnetic fields; the use of light rays to describe the propagation of light and so on.

Ideal experiment is based on real scientific experiments, seize the main contradictions, ignore the secondary contradictions, according to the laws of logic, the process of further analysis, reasoning. Galileo is from the slotted ball rolled down on another slotted, the latter the smaller the slope, the ball rolled farther on the basis of the experiment, put forward his ideal experiment. The use of this idealization can cultivate and develop students' ability to imagine and logical reasoning.

While recognizing the characteristics of the idealization method, students should also be made aware of the fact that laws derived under certain idealized conditions apply only under (or very close to) those conditions.

VII. Comparison method

"Comparison" is a common method of inquiry, is to find out the differences between things and **** the same point of the research method, through the comparison of the same features or different features between things, such a method of research is the comparison method. Teachers can guide students through experimental comparison to introduce the concept of specific heat. In the two beakers were filled with equal mass of water and kerosene, heated with the same electric heater, measured when their temperature rises to the same value; the time required to energize the electricity is different, that is, the amount of heat absorbed is different, which reflects the characteristics of the substance - the specific heat; "study of the conditions of the object floating and sinking "When using the same lead toothpaste shell, first made into a box into the water, floating on the water surface, and then the toothpaste shell squeezed into a ball into the water, the results of sinking. Through the comparison of the conditions of floating and sinking objects; different substances in the unit volume of the mass of different comparisons to the concept of density and so on. This is not only very easy to learn and master, but also to make a deeper impression on students.

Eight, the chart method

The image is to describe the physical process, reveal the laws of physics, one of the important methods of solving physical problems, it has the image, intuitive, dynamic changes in the process of clarity and so on, can simplify the physical problem, so that the process of optimizing the investigation, effective and simple. For example, in the investigation of the melting process of Nai, the experimental information will be made as follows: Figure (a)

It is easy to understand the characteristics of the melting of crystals. When synthesizing the change of state of matter. According to the experimental facts, the synthesis of the six changes of state, and heat absorption (exothermic) relationship.

Chart method is also commonly used in experimental teaching, through a large number of experiments to observe, obtain information, and then processed and organized to rise as a rule. Such as the investigation of "the law of convex lens imaging", according to the following table to explore the experiment, it is easy to derive the law of convex lens imaging

object to the convex lens

distance (U) image to the convex lens

distance (V) the size of the image

(magnified or reduced) like the positive inverted

(upright or inverted) like the real

(false image or solid image) p> (Imaginary or real)

U>2f f2f Shrinking Inverted solid image

U=2f V=2f Equal size Inverted solid image

F2f V>2f Zoomed in Inverted solid image

U=2f Not an image

(A parallel ray)

U v>u Zoomed in Orthogonal imaginary image

< p> These are some common methods of inquiry, there are other research methods in junior high school physics laboratory teaching. Such as observation, conjecture (hypothesis) method, symmetry method, formula method and so on. How to guide students to choose the appropriate method of inquiry, to find problems and solve problems, is to cultivate the spirit of innovation, improve students' scientific literacy key.

What experiments with onions at the high school level

Two experiments with onions at the high school level: the experiment of mass-wall separation and the experiment of observing cell mitosis.

What are the recent physics experiments

Unit 1 Atomic Physics 1-1 The Seeman Effect 1-2 Blackbody Radiation 1-3 Atomic Spectroscopy Unit 2 Nuclear Detection Techniques 2-1 Geiger-Miller Counter and Statistical Laws of Nuclear Decay 2-2 Verification of Relativistic Effects of Fast Electrons 2-3 Absorption of Beta Rays by Matter 2-4 Absorption of Gamma Rays by Matter Unit 3 Microwave Experiments 3-1 Measurement of the Voltage Standing Wave Ratio in a Microwave System Measurement of Voltage Standing Wave Ratio 3-2 Microwave Optics Unit IV MAGNETIC***VIBRATIONS 4-0 Fundamentals of Magnetic***Vibrations 4-1 Nuclear Magnetic***Vibrations 4-2 Microwave Electron Paramagnetic***Vibrations 4-3 Microwave Ferromagnetic***Vibrations 4-4 Optically Pumped Magnetic***Vibrations Unit V RADIUM AND OPTICS 5-1 Mode Analysis of Helium-Neon Radiator 5-2 Electro-Optical Effects and Electro-Optical Modulation in Crystals 5-3 Elliptic Measurements of Dielectric Film Thickness and Refractive Index 5-4 Single Photon Counting 5-5 Meikelsen Interferometry for Measurement of Refractive Index of Gases 5-6 Spatial Single Point Optical Coherence Chromatography Unit VI Optical Communication Technology 6-1 Transmission of Audio Signals in Optical Fibers 6-2 Coding of Digital Signals and their Transmission in Optical Fibers Unit VII Vacuum and Cryogenics 7-1 Obtaining Vacuum and its Measurement 7-2 Zero Resistance Phenomenon in High Temperature Superconductors Unit VIII Solid Material Quotient Test 8-1 Thermal conductivity measurement by thermal wave method (dynamic method) 8-2 Thermal conductivity measurement by flash method Unit 9 Circuits and Physical Measurement 9-1 Chaos in Nonlinear Circuits 9-2 Lock-in Amplifiers

Difficult to Ionize Substances What are the difficult to ionize substances at the high school level What are the difficult to ionize substances

Inorganic: weak acids and weak bases, (which is why the weak acids can not produce strong acids)

Water

Inorganic salts, most of them are easily ionized

Organic matter: most of the organic matter is difficult to ionize, but some are not, such as ethanol, sucrose, they can not be ionized, it is

non-electrolyte, all the heavy metal salts of organic acids and most of the transition metal salts of organic acids are

difficult to ionize substances.