Middle school physical experiment demonstration device and learning method thereof

Abstract

The invention relates to a middle school physical experiment demonstration device and a learning method thereof and relates to an experiment device. An opening is arranged on an outer side wall of a cylinder, multiple plugging boards in interference fit with two inner side walls of the opening are arranged in the opening on the outer side wall of the cylinder, outer sides of the multiple pluggingboards are detachably provided with reducing type leakage nozzles, an outer surface of the cylinder is matched with annular boards matched with the cylinder in a gap matching mode, the annular boardsare provided with liquid collection boxes, the cylinder is clamped on a support, an upper portion of the support is hung with a spring dynamometer, a lower portion of the spring dynamometer is provided with a tightening sleeve rope, and an inner bottom surface of the cylinder is provided with a bottom fixed pulley. The experiment equipment is advantaged in that the experiment device not only can carry out demonstration teaching of the physical buoyancy experiment, but also can carry out targeted experimental demonstration on the buoyancy of the object at different depths in the solution, greatly deepens understanding and mastery of the physical buoyancy of students and greatly improves quality of teaching of teachers.

Description

technical field [0001] The invention relates to an experiment device, in particular to a middle school physics experiment demonstration device. Background technique [0002] As we all know, physics experiment has an irreplaceable position and role in physics teaching. It is not only a method and means in physics teaching, but also a learning goal for students. Strengthen the cultivation of students' experimental ability and improve students' interest in learning physics. Only when teachers pay attention to physical experiments in physics teaching can the effect of physics teaching be improved, and students can only truly feel the subject of physics by participating in physical experiments. where the charm lies. Physics experiments can enable students to understand the laws of physics intuitively, rather than through indoctrination by teachers, and lay a solid foundation for students to understand physical concepts, principles, laws, and rules. At the same time, when the ph...

AI Technical Summary

Problems solved by technology

[0006] 1. There are too many appliances used in the traditional physical buoyancy experiment, which is not easy to carry, and the demonstration effect is not good. Students cannot really understand the buoyancy phenomenon. The teaching effect of the demonstration experiment of the physical buoyancy phenomenon is not good. Therefore, there is an urgent need A demonstration tool for physical buoyancy experiments;

[0007] 2. The experimental equipment used in the traditional physical buoyancy experiment is relatively simple, which cannot satisfy the buoyancy experiment demonstration in various situations. Demonstration, judging and demonstrating the buoyancy of different objects of equal volume floating on the liquid surface and the buoyancy of being immersed in water, judging and demonstrating the buoyancy of the same object floating in different solutions, immersing the same object In the judgment and demonstration of the buoyancy in different solutions, students cannot comprehensively study the buoyancy phenomenon in different situations. The experimental method is relatively simple, and students cannot fully and deeply understand the buoyancy knowledge

[0008] 3. For the buoyancy of objects floating on the liquid surface with a density less than that of the solution, the buoyancy of the buoyancy on the liquid surface is not equal to the buoyancy of the submerged in the liquid. By making it submerged to measure the buoyancy it receives is different, when the object is pressed down with an external force to make it immersed, the object is prone to uneven force, flipping or ups and downs, and it is impossible to measure the volume of the water it displaces, and thus impossible Measure the buoyancy in different states

[0009] 4. At present, the experimental devices for studying buoyancy phenomena in physics are relatively simple, the operation is cumbersome, and the visibility is not good. The experimental devices can only demonstrate the buoyancy effect of one solution (such as water). If you need to demonstrate other solutions, you need to carry out Repeated operation wastes experimental time, and the demonstration effect of physical buoyancy phenomenon is not intuitive enough, and the teaching effect of improving physical buoyancy experimental phenomenon is not obvious;

[0010] 5. In the buoyancy experiment of the same object in solutions of different densities, it is necessary to prepare solutions of different densities. The commonly used solutions in the experiment are sodium chloride solutions of different concentrations. To prepare sodium chloride solutions of different solutions, teachers need to prepare Or temporary deployment will waste a lot of time and affect the progress of physics experiment teaching;

[0011] 6. Stirring rods are generally used to stir the sodium chloride solution, which is easy to stir unevenly, resulting in uneven concentration of the solution, and then the density of the solution used in actual operation is inconsistent with the density of the solution calculated in theory, resulting in inaccurate experimental measurement data

[0012] 7. When carrying out the experimental verification that the buoyancy of the object is only related to the volume of the solution displaced by the object in the buoyancy phenomenon, the solution discharged by the buoyancy needs to be specially placed in a separate container. This operation is very inconvenient and it is easy to make the solution Leakage, and when the buoyancy experiment needs to be carried out again, due to the leakage, it is often necessary to replenish the solution again, which increases the experimental steps and experiment time, and reduces the teaching efficiency;

[0014] (1) One is to observe the change of the position scale of the liquid level on the measuring cylinder or beaker to calculate the volume of the displaced liquid. However, during the buoyancy demonstration process, the stability of the liquid level of the solution is not easy to control, and it is necessary to wait for the liquid level to be static before measuring accurately. The process slows down, wastes time, and the range of liquid level changes is likely to be small, which is not conducive to reading. If the range of liquid level changes too large, it is easy to leak, and it is also easy to cause large experimental deviations due to the reading posture of the experimenter during reading, which may easily lead to inaccurate experimental data. Accurate, which in turn affects the experimental results and even demonstrates wrong and wrong experimental results, which misleads students and is not conducive to the learning of buoyancy knowledge; and the change range is not conducive to the performance of buoyancy and buoyancy experiment demonstrations;

[0015] (2) The second is to place a block on one side of the bottom of the beaker to make the beaker tilt, and place a keg under the mouth of the beaker, so that the solution overflowing during the buoyancy demonstration will flow into the keg when the counterweight falls into the solution. However, there are many inconveniences in this experimental method: first, it is necessary to ensure that the liquid level is just at the same level as the mouth of the beaker when the beaker is placed on an incline, and the solution cannot be lower than the mouth of the beaker, which has strict requirements on the height and placement of the pad , which makes the experimental operation more difficult and difficult for students to control; second, the beaker is placed at an angle, and the bottom pad is unstable, which is prone to shaking, causing the beaker to slip and make the experiment impossible; third, the measuring cylinder should be attached to the side wall of the beaker, and the beaker Unstable force, easy to dislocate and slide, resulting in easy leakage during the overflow process of the solution, resulting in inaccurate experimental measurement and affecting the accuracy of the experiment;

[0016] 9. When using a spring dynamometer, usually a teacher or student holds a spring dynamometer to measure the gravity of a heavy object and the force on an object immersed in water. During the measurement process, if the spring is held by a person The dynamometer is prone to reading errors, and the hand-held spring dynamometer will also cause inconvenience in reading;

[0017] 10. In the general experimental teaching process, there is usually a lot of liquid in the container box, which visually produces the effect of a large amount of water holding up the object. Students often have doubts whether the buoyancy is related to the depth of the object immersed in the liquid itself , the general experimental device cannot be conveniently demonstrated intuitively;

[0018] 11. In traditional buoyancy test equipment, thin wires are used to bind the counterweights and then hang them under the spring dynamometer. However, it is cumbersome to use thin wires to bind the counterweights. If the thin wires are bound with too few winding coils, the counterweights are easy Dropping, too much thin wire binding is cumbersome and wastes experimental time, and it is easy to produce dead knots with thin wire binding, which is very inconvenient to operate

[0019] 12. In physics teaching, the equipment used in the existing buoyancy experiments generally includes weights, beakers, water receiving containers and spring dynamometers, etc. When performing multi-resistance experiments, more experimental equipment is needed. Trivial, and the experimental equipment is scattered, there is no integrated buoyancy experimental device, and it is very inconvenient to find, manage and carry the experimental demonstration equipment

[0020] 13. A variety of experimental utensils are used in the experiment. It is particularly important to clean the utensils after use, because incomplete cleaning will not only affect the subsequent experimental results, but also affect the service life of the utensils. However, the current experimental utensils The cleaning solution used for cleaning has poor cleaning effect, which makes the inside of the container smelly, and even long-term storage leads to moldy and smelly experimental containers

[0021] To sum up, at present, in the teaching demonstration of the physical buoyancy phenomenon, the teaching effect of the demonstration experiment of the physical buoyancy phenomenon is not good, and the experimental equipment is relatively simple, the effect is not good, the students cannot really understand the buoyancy phenomenon, and there are still many problems to be solved Therefore, there is an urgent need for an integrated and integrated physical buoyancy experiment demonstration device, which can realize the judgment and demonstration of the buoyancy of different objects of equal mass floating on the liquid surface and the buoyancy of the buoyancy when they are immersed in water, and the same volume. Judgment and demonstration of the buoyancy of different objects floating on the liquid surface and the buoyancy of the same object when it is immersed in water, judgment and demonstration of the buoyancy of the same object floating in different solutions, the same object immersed in different solutions It is a comparative demonstration device for judging the size of the received buoyancy and demonstrating it. Therefore, it is necessary to propose an experimental device for physical buoyancy phenomena to solve the above problems, which has great teaching significance and use value

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