Artificial tornado. In one of the books by N. Ye. Zhukovsky, the following installation for obtaining an artificial tornado is described. At a distance of 3 m above a vat of water, a hollow pulley 1 m in diameter with several radial partitions is placed (Fig. 119). With the rapid rotation of the pulley, a spinning water tornado rises from the vat towards it. Explain the phenomenon. What is the reason for the formation of a tornado in nature?
"Universal barometer" by M. V. Lomonosov (Fig. 87). The device consists of a barometric tube filled with mercury with a ball A at the top. The tube is connected by a capillary B to another ball containing dry air. The device is used to measure tiny changes in force atmospheric pressure... Understand how this device works.
N. A. Lyubimov's device. Professor of Moscow University N. A. Lyubimov was the first scientist who experimentally investigated the phenomenon of weightlessness. One of his instruments (Fig. 66) was a panel l with loops that could fall along the vertical guide wires. On the panel l a vessel with water is strengthened 2. Inside the vessel with the help of a rod passing through the vessel lid, a large cork is placed 3. Water tends to push out the cork, and the latter, stretching the pru. line 4, holds the arrow on right side screen. Will the arrow keep its position relative to the vessel if the device falls?
municipal budgetary educational institution "Mulminskaya secondary school of the Vysokogorsky municipal district of the Republic of Tatarstan"
"Do-it-yourself physical devices for physics lessons"
(Project plan)
physics and computer science teacher
2017 year.
Individual topic for self-education
Introduction
Main part
Expected results and conclusions
Conclusion.
Individual self-education topic: « The development of the intellectual abilities of students during the formation of research, project skills in the lesson and in extracurricular activities»
Introduction
In order to provide the necessary experience, you need to have instruments and measuring instruments. And don't think that all appliances are made in factories. In many cases, research facilities are built by the researchers themselves. At the same time, it is believed that the more talented is the researcher who can deliver experience and get good results not only on complex, but also on simpler devices. It is reasonable to use sophisticated equipment only in cases when it is impossible to do without it. So do not neglect home-made devices - it is much more useful to make them yourself than to use purchased ones.
The invention of self-made devices provides immediate practical benefits, increasing the efficiency of social production. Students' technical work contributes to their development creative thinking... Comprehensive knowledge of the surrounding world is achieved through observations and experiments. Therefore, for students a clear, distinct idea of things and phenomena is created only through direct contact with them, through direct observation of the phenomena and independent reproduction of them by experience.
We also consider the manufacture of homemade devices to be one of the main tasks for improving the educational equipment of the physics classroom.
There is a problem
:
The objects of work, first of all, should be the devices that physics classrooms need. You should not make devices that are useless to anyone, then not used anywhere.
You should not take on work even if there is not sufficient confidence in its successful completion. This happens when it is difficult or impossible to obtain any materials or parts for the manufacture of the device, and also when the processes for the manufacture of the device and the processing of parts exceed the capabilities of the students.
During the preparation of the project plan, I put forward a hypothesis :
If physical and technical skills are formed within the framework of extracurricular activities, then: the level of formation of physical and technical skills will increase; readiness for independent physical and technical activities will increase;
On the other hand, the presence of self-made devices in the school physics classroom expands the possibilities for improving the educational experiment and improves the organization of research and design work.
The manufacture of devices leads not only to an increase in the level of knowledge, reveals the main direction of students' activity, is one of the ways to activate cognitive and project activities students in the study of physics in grades 7-11. When working on the device, we move away from "chalk" physics. A dry formula comes to life, an idea materializes, a complete and clear understanding emerges. On the other hand, such work is good example socially useful work: well done homemade appliances can significantly replenish the equipment of the school office. It is possible and necessary to make devices on site on your own. Home-made devices have another permanent value: their manufacture, on the one hand, develops practical skills and abilities in the teacher and students, and on the other hand, it testifies to creative work, the methodological growth of the teacher, the use of design and research work... Some home-made devices may turn out to be methodologically more successful than industrial ones, more visual and simple in operation, more understandable for students. Others make it possible to carry out an experiment more fully and consistently with the help of existing industrial devices, expand the possibility of their use, which is of very important methodological significance.
The importance of project activities in modern conditions, in the context of the implementation of FGOS LLC.
The use of various forms of training - group work, discussion, presentation of joint projects using modern technologies, the need to be sociable, contact in various social groups, the ability to work together in different areas, preventing conflict situations or getting out of them with dignity - contribute to the development of communicative competence. Organizational competence includes planning, conducting research, organizing research activities. In the process of research, students develop information competencies (search, analysis, generalization, assessment of information). They master the skills of competently working with various sources of information: books, textbooks, reference books, encyclopedias, catalogs, dictionaries, Internet sites. These competencies provide a mechanism for the student's self-determination in situations of educational and other activities. The individual educational trajectory of the student and the program of his life as a whole depend on them.
I put the following purpose:
identification of gifted children and support of interest in in-depth study of specialized subjects; creative personality development; developing interest in engineering and research professions; instilling elements of research culture, which is carried out through the organization of research activities of schoolchildren; socialization of the individual as a path of knowledge: from the formation of key competencies to personal competencies.Make devices, installations in physics to demonstrate physical phenomena, explain the principle of operation of each device and demonstrate their work
To achieve this goal, put forward the following tasks :
study scientific and popular literature on the creation of homemade devices;
to make instruments on specific topics that cause difficulty in understanding theoretical material in physics;
make devices missing in the laboratory;
develop an interest in the study of astronomy and physics;
to cultivate perseverance in achieving the set goal, perseverance.
The following stages of work and implementation timeframes were identified:
February 2017.
Accumulation of theoretical and practical knowledge and skills;
March - April 2017
Drawing up sketches, drawings, project diagrams;
Choosing the most successful project option and short description the principle of its action;
Preliminary calculation and approximate determination of the parameters of the elements that make up the selected project option;
Fundamental theoretical solution and development of the project itself;
Selection of parts, mat
Mental anticipation of materials, tools and measuring devices for the materialization of the project; all the main stages of the assembly of the material model of the project;
Systematic control of its activities in the manufacture of the device (installation);
Taking characteristics from the manufactured device (installation) and comparing them with the expected ones (project analysis);
Translation of the model into a completed design of the device (installation) (practical implementation of the project);
December 2017
Project defense at a special conference and demonstration of devices (installations) (public presentation).
During the work on the project, the following will be used research methods:
Theoretical analysis scientific literature;
Design of educational material.
Project type: creative.
The practical value of the work:
The results of the work can be used by physics teachers in schools in our area.
Expected results:
If the goals of the project are achieved, then the following results can be expected
Obtaining a qualitatively new result, expressed in the development of the student's cognitive abilities and his independence in educational and cognitive activities.
Study and test patterns, clarify and develop fundamental concepts, reveal research methods and instill skills in measuring physical quantities,
Show control ability physical processes and phenomena
Select devices, instruments, equipment adequate to the studied real phenomenon or process,
Understand the role of experience in the knowledge of natural phenomena,
Create harmony between theoretical and empirical values.
Conclusion
1. Self-made physical attitudes have greater didactic output.
2. Homemade installations are created for specific conditions.
3. Self-made installations are a priori more reliable.
4. Homemade installations are much cheaper than government appliances.
5. Self-made attitudes often determine the fate of the student.
The manufacture of devices, as part of the design activity, is used by a physics teacher in the context of the implementation of the Federal State Educational Standard. The work on the manufacture of devices is so exciting for many students that they devote all their free time to it. Such students are indispensable assistants to the teacher in preparing classroom demonstrations, laboratory work, workshops. First of all, it can be said about such students, who are keen on physics, that in the future they will become excellent production workers - it is easier for them to master a machine, a machine tool, and a technique. Along the way, the ability to do things with your own hands is acquired; honesty and responsibility for the work done by you is brought up. It is a matter of honor to make the device so that everyone understands, everyone climbs the step that you have already climbed.
But in this case, the main thing is different: being carried away by devices and experiments, often demonstrating their action, telling about the structure and principle of action to their comrades, the guys undergo a kind of test for suitability for the teaching profession, they are potential candidates for teaching schools... Demonstration of the finished device by the author in front of his comrades during a physics lesson is the best assessment of his work and an opportunity to celebrate his services to the class. If this is not possible, then we will demonstrate a public review, a presentation of the manufactured devices during some extracurricular activities. This is an unspoken advertisement for the DIY activity, which encourages widespread involvement of other students in this work. One should not lose sight of the important circumstance that this work will benefit not only the students, but also the school: in this way, a concrete connection between teaching and socially useful work, with project activities will be realized.
Conclusion.
Now, as if everything important has been said. It's great if my project will "charge" with creative optimism, make someone believe in their strength. Indeed, this is its main goal: to present the complex as accessible, worth any effort and capable of giving a person an incomparable joy of comprehension and discovery. Perhaps our project will inspire someone to be creative. After all, creative vigor is like a strong elastic spring that harbors a charge of a powerful blow. No wonder the wise aphorism says:"Only a beginner creator is omnipotent!"
Slide 1
Topic: Do-it-yourself physics instruments and simple experiments with them.
Work performed by: 9th grade student - Davydov Roma Supervisor: physics teacher - Khovrich Lyubov Vladimirovna
Novouspenka - 2008
Slide 2
Make a device, a physics installation for demonstrating physical phenomena with your own hands. Explain how this device works. Demonstrate the operation of this device.
Slide 3
HYPOTHESIS:
The made device, a physics installation for demonstrating physical phenomena with your own hands, apply in the lesson. In the absence of this device in the physical laboratory, this device will be able to replace the missing installation when demonstrating and explaining the topic.
Slide 4
Make appliances of great interest to students. Make devices missing from the laboratory. to make devices causing difficulty in understanding theoretical material in physics.
Slide 5
With uniform rotation of the handle, we see that the action of a periodically changed force will be transmitted to the load through the spring. Changing with a frequency equal to the rotational speed of the handle, this force will force the load to perform forced vibrations. Resonance is a phenomenon of a sharp increase in the amplitude of forced vibrations.
Slide 6
Slide 7
EXPERIENCE 2: Jet Propulsion
Place a funnel on a tripod in a ring, and attach a tube with a tip to it. Pour water into the funnel, and when the water starts flowing out from the end, the tube will deflect in the opposite direction. This is jet propulsion. Reactive motion is the movement of a body that occurs when a part of it separates from it at any speed.
Slide 8
Slide 9
EXPERIENCE 3: Sound waves.
Clamp a metal ruler in a vice. But it is worth noting that if a large part of the ruler acts as a grip, then, having caused its vibrations, we will not hear the waves generated by it. But if we shorten the protruding part of the ruler and thereby increase the frequency of its oscillations, then we will hear the generated elastic waves, propagating in the air, as well as inside liquid and solid bodies, are not visible. However, with certain conditions you can hear them.
Slide 10
Slide 11
Test 4: Coin in a Bottle
Coin in a bottle. Want to see the law of inertia in action? Prepare a half-liter milk bottle, a 25 mm and 0 100 mm wide cardboard ring and a two-kopeck coin. Place the ring on the neck of the bottle and place a coin on top exactly opposite the opening of the neck of the bottle (fig. 8). Slide a ruler into the ring and hit the ring with it. If you do this abruptly, the ring will fly off and the coin will fall into the bottle. The ring moved so quickly that its movement did not have time to be transmitted to the coin and, according to the law of inertia, remained in place. And having lost support, the coin fell down. If you move the ring to the side more slowly, the coin will “feel” this movement. The trajectory of its fall will change, and it will not fall into the neck of the bottle.
Slide 12
Slide 13
Test 5: Floating Ball
As you blow, the blast of air lifts the balloon above the tube. But the air pressure inside the jet is less than the pressure of the "calm" air surrounding the jet. Therefore, the ball is in a kind of air funnel, the walls of which are formed by the surrounding air. Smoothly reducing the speed of the jet from the upper hole, it is not difficult to "put" the ball in its original place. For this experiment you will need an L-shaped tube, for example, a glass one, and a light foam ball. Close the top hole of the tube with a ball (fig. 9) and blow into the side hole. Contrary to expectations, the ball will not fly off the tube, but will start hovering over it. Why is this happening?
Slide 14
Slide 15
Experiment 6: Body Loop
"With the help of the device" dead loop "you can demonstrate a number of experiments on the dynamics of a material point in a circle. The demonstration is carried out in the following order: 1. The ball is rolled along the rails from the highest point of the inclined rails, where it is held by an electromagnet, which is powered by 24V. loop and at some speed flies out from the other end of the device.2 The ball is rolled from the lowest height when the ball only describes the loop, without breaking off from the top point of it3. describing a parabola in the air inside the loop.
Slide 16
Body movement in a loop
Slide 17
Test 7: The air is hot and the air is cold
Pull a balloon over the neck of an ordinary half-liter bottle (Fig. 10). Place the bottle in a pot of hot water. The air inside the bottle will start to heat up. The gas molecules that make up it will move faster and faster as the temperature rises. They will bombard the walls of the bottle and the ball more strongly. The air pressure inside the bottle will begin to rise and the balloon will swell. After a while, move the bottle to a saucepan with cold water... The air in the bottle will start to cool down, the movement of molecules will slow down, and the pressure will drop. The ball shrinks as if air had been pumped out of it. This is how you can verify the dependence of air pressure on ambient temperature.
Slide 18
Slide 19
Test 8: Stretching a Solid
Taking the foam block by the ends, we stretch it. An increase in the distances between molecules is clearly visible. It is also possible to simulate the appearance in this case of intermolecular forces of attraction.
The text of the work is placed without images and formulas.
The full version of the work is available in the "Work files" tab in PDF format
annotation
In this academic year, I began to study this very interesting science necessary for every person. From the very first lesson, physics fascinated me, lit a fire in me of a desire to learn new things and get to the bottom of the truth, drew me into thought, led me to interesting ideas ...
Physics is not only scientific books and complex instruments, not only huge laboratories. Physics is also tricks shown in a circle of friends, these are funny stories and funny homemade toys. Physical experiments can be done with a ladle, glass, potato, pencil balls, glasses, pencils, plastic bottles, coins, needles, etc. Nails and straws, matches and cans, cardboard scraps and even water droplets - everything will go into action! (3)
Relevance: physics is an experimental science and the creation of instruments with your own hands contributes to a better assimilation of laws and phenomena.
Many different questions arise when studying each topic. Many can be answered by the teacher, but how wonderful it is to get the answers through your own independent research!
Target: make devices in physics to demonstrate some physical phenomena with your own hands, explain the principle of operation of each device and demonstrate their work.
Tasks:
Study scientific and popular literature.
Learn to apply scientific knowledge to explain physical phenomena.
Make appliances of great interest to students.
Replenishment of the physics room with homemade devices made from scrap materials.
To consider in more depth the question of the practical use of the laws of physics.
Project product: hand-made devices, videos of physical experiments.
Project result: the interest of students, the formation of an idea in them that physics as a science is not divorced from real life, the development of motivation for teaching physics.
Research methods: analysis, observation, experiment.
The work was carried out according to the following scheme:
Formulation of the problem.
Study of information from various sources on this issue.
The choice of research methods and their practical mastery.
Collection own material- acquisition of materials at hand, conducting experiments.
Analysis and generalization.
Formulation of conclusions.
In the course of the work, the following physical research methods:
I. Physical experience
The experiment consisted of the following stages:
Clarification of the conditions of the experiment.
This stage provides for acquaintance with the conditions of the experiment, determination of the list of necessary improvised devices and materials and safe conditions during the experiment.
Drawing up a sequence of actions.
At this stage, the procedure for conducting the experiment was outlined, if necessary, new materials were added.
Conducting the experiment.
Simulation is the foundation of any physical research. During the experiments, we simulated the device of the fountain, reproduced ancient experiments: "Vase Tantala", "Cartesian diver", created physical toys and devices for demonstrating physical laws and phenomena.
In total, we have modeled, conducted and scientifically explained 12 entertaining physical experiments.
MAIN PART.
Physics translated from Greek is the science of nature. Physics studies phenomena that occur in space, and in the bowels of the earth, and on earth, and in the atmosphere - in a word, everywhere. Such common phenomena are called physical phenomena.
Observing an unfamiliar phenomenon, physicists try to understand how and why it happens. If, for example, a phenomenon occurs quickly or rarely occurs in nature, physicists strive to see it as many times as necessary in order to identify the conditions under which it occurs and to establish the corresponding laws. If possible, scientists reproduce the phenomenon under study in a specially equipped room - a laboratory. They try not only to consider the phenomenon, but also to make measurements. All this scientists - physicists call experience or experiment.
Observation does not end, but only begins the study of the phenomenon. The facts obtained in the course of observation must be explained using already existing knowledge. This is the stage of theoretical comprehension.
In order to make sure that the explanation found is correct, scientists are testing it experimentally. (6)
Thus, the study of a physical phenomenon usually goes through the following stages:
Observation
Experiment
Theoretical justification
Practical use
Carrying out my scientific fun at home, I have developed the basic actions that allow you to successfully conduct an experiment:
For home experimental assignments, I put forward the following requirements:
safety during carrying out;
minimum material costs;
ease of implementation;
value in learning and understanding physics.
I have carried out many experiments on various topics of the 7th grade physics course. I will present some of them, in my opinion, the most interesting and at the same time easy to perform.
2.2 Experiments and devices on the topic "Mechanical phenomena"
Experience number 1. « Coil - creep»
Materials: a wooden spool of thread, a nail (or a wooden skewer), soap, an elastic band.
Sequencing
Is friction harmful or beneficial?
To understand this better, make a crawling reel toy. This is the simplest rubber motor toy.
Take an ordinary old spool of thread and serrate the edges of both of its cheeks with a penknife. Fold a strip of rubber 70-80 mm in length in half and push it into the hole of the coil. In the loop of the elastic band, which looks out from one end, we put a piece of a match 15 mm long.
Attach a soap washer to the other cheek of the coil. Cut a circle out of a hard, dry remnant about 3 mm thick. The diameter of the circle is about 15 mm, the diameter of the hole in it is 3 mm. Put a brand new, shiny steel nail 50-60 mm long on the soap washer and tie the ends of the rubber band with a reliable knot over this nail. Turning the nail, we wind up the creeping coil until a piece of a match begins to scroll on the other side.
Put the coil on the floor. The rubber band, unwinding, will carry the coil, and the end of the nail will slide along the floor! No matter how simple this toy is, I knew the guys who made several of these "crawlers" at once and arranged whole "tank battles". The reel won, crushing the other one under itself, or knocking it over, or throwing it off the table. The “vanquished” were removed from the “battlefield”. Having played enough with the crawling coil, remember that this is not just a toy, but a scientific device.
Scientific explanation
Where does friction occur here? Let's start with a broken match. When we start the gum, it stretches and more and more presses the piece to the cheek of the coil. There is friction between the debris and the cheek. If this friction did not exist, the match piece would spin completely freely and the crawling coil would not even be able to turn even one turn! And to make it even better, we make a hollow in the cheek for a match. Hence, friction is useful here. It helps the work of the mechanism we have made.
And with the other cheek of the coil, the situation is quite the opposite. Here the nail should rotate as easily as possible, as freely as possible. The easier it slides on the cheek, the further the creeper will go. This means that friction is harmful here. It interferes with the operation of the mechanism. It needs to be reduced. That is why a soap washer is placed between the cheek and the nail. It reduces friction and acts as a lubricant.
Now let's look at the edges of the cheeks. These are the "wheels" of our toy, we will serrate them with a knife. For what? Yes, so that they better adhere to the floor, so that they create friction, do not "slip", as the drivers and drivers say. Friction is useful here!
Yes, they have such a word. Indeed, in rain or ice, the wheels of the locomotive skid, spin on the rails, it cannot take a heavy train from its place. The driver has to turn on a device that pours sand onto the rails. For what? Yes, in order to increase friction. And when braking in ice, sand also falls on the rails. Otherwise, you will not stop! And when driving on a slippery road, special chains are put on the wheels of the car. They also increase friction: they improve the grip of the wheels.
Remember: friction stops the car when all the gasoline runs out. But if there was no wheel friction on the road, the car would not be able to move even with a full tank of gasoline. Its wheels would turn, skid like on ice!
Finally, the creeper coil has friction in one more place. This is the friction of the end of the nail against the floor, along which it crawls after the coil. This friction is harmful. It gets in the way, it hinders the movement of the coil. But it is difficult to do anything here. Maybe sand the end of the nail with a fine sandpaper. As simple as our toy is, it helped to figure it out.
Where parts of the mechanism have to move, friction is harmful and must be reduced, and where parts must not move, where good adhesion is needed, friction is useful and must be increased.
And friction is also needed in the brakes. The creeper does not have them, it barely crawls anyway. And all real wheeled cars have brakes: it would be too dangerous to drive without brakes. (9)
Experience number 2.« Wheel on the slide»
Materials: cardboard or thick paper, plasticine, paints (to paint the wheel)
Sequencing
You rarely see a wheel rolling upward by itself. But we will try to make such a miracle. Glue the wheel out of cardboard or thick paper. On the inside we stick a hefty piece of plasticine somewhere in one place.
Ready? Now we put the wheel on an inclined plane (slide) so that a piece of plasticine is at the top and slightly on the side of the rise. If you now release the wheel, then due to the additional weight it will calmly roll up! (2)
Indeed, it is rolling upward. And then it stops altogether on the slope. Why? Remember the Vantka-vstanka toy. When Vanka is deflected, trying to put him down, the center of gravity of the toy rises. This is how it is done. So he strives for a position in which his center of gravity is located below everything, and ... gets up. It looks paradoxical for us.
It's the same with a wheel on a slide.
Scientific explanation
When we stick plasticine, we shift the center of gravity of the object so that it quickly returns to a state of equilibrium (minimum potential energy, the lowest position of the center of gravity) rolling up. And then, when this state is reached, he stops altogether.
In both cases, there is a sinker inside the volume of low density (we have plasticine), as a result of which the toy tends to occupy a position strictly defined by the design, due to the shift of the center of gravity.
Everything in the world strives for a state of balance. (2)
Experiments and devices on the topic "Hydrostatics"
Experience No. 1 "Carthusian diver"
Materials: bottle, pipette (or matches weighted with wire), diver figurine (or any other)
Sequencing
This entertaining experience is about three hundred years old. He is attributed to the French scientist Rene Descartes (in Latin his surname is Cartesius). The experience was so popular that a toy was created on its basis, which was called the "Carthusian diver". The device was a glass cylinder filled with water, in which a figure of a man was floating vertically. The figurine was at the top of the vessel. When pressed on the rubber film covering the top of the cylinder, the figure slowly sank down to the bottom. When they stopped pressing, the figure went up. (8)
Let's do this experiment in a simpler way: a pipette will play the role of a diver, and an ordinary bottle will serve as a vessel. Fill the bottle with water, leaving two to three millimeters to the edge. Take a pipette, put some water in it and put it in the neck of the bottle. It should be at or slightly above the level of the water in the bottle with its upper rubber end. In this case, it is necessary to ensure that the pipette plunges from a light push with a finger, and then floats itself up again. Now, placing your thumb or the soft part of your hand on the neck of the bottle so as to close its opening, press on the layer of air that is above the water. The pipette will go to the bottom of the bottle. Loosen the pressure of your finger or palm - it will float up again. We squeezed the air in the neck of the bottle a little, and this pressure was transferred to the water. (9)
If at the beginning of the experiment the "diver" does not obey you, then it is necessary to adjust the initial amount of water in the pipette.
Scientific explanation
When the pipette is at the bottom of the bottle, it is easy to see how water enters the pipette from the increased pressure on the air in the neck of the bottle, and when the pressure is released, it leaves it.
This device can be improved by pulling a piece of bicycle tube or film from a balloon over the neck of the bottle. Then it will be easier to control our "diver". Together with the pipette, match divers also swam. Their behavior is easily explained by Pascal's laws. (4)
Experience number 2. Siphon - "Vase of Tantalus"
Materials: rubber tube, transparent vase, container (into which water will go),
Sequencing
At the end of the last century, there was a toy called "Vase Tantala". She, like the famous "Carthusian diver", enjoyed great success with the public. This toy was also based on a physical phenomenon - on the action of a siphon, a tube from which water flows out even when its curved part is above the water level. It is only important that the tube is first filled with water.
When making this toy, you will have to use your sculptor skills.
But why such a strange name - "Tantalus Vase"? There is a Greek myth about the Lydian king Tantalus, who was condemned by Zeus to eternal torment. He had to suffer all the time from hunger and thirst: standing in the water, he could not get drunk. The water teased him, rising to the very mouth, but as soon as Tantalus leaned a little towards her, she instantly disappeared. After a while, the water appeared again, disappeared again, and this went on all the time. The same thing happened with the fruits of the trees, with which he could satisfy his hunger. The branches instantly moved away from his hands, as soon as he wanted to pick the fruit.
So, on the episode with water, with its periodic appearance and disappearance, the toy that we can make is based. Take the plastic container from under the cake packaging and drill a small hole in the bottom. If you do not have such a vessel, then you will have to take a liter jar and very carefully drill a hole in its bottom with a drill. With round files, the hole in the glass can be gradually enlarged to the desired size.
Before sculpting a Tantalus figurine, make a water outlet. A rubber tube is tightly inserted into the hole in the bottom of the vessel. Inside the vessel, the tube is bent in a loop, its end reaches the very bottom, but does not rest against the bottom. The top of the loop should be at the chest level of the future Tantalus figurine. After making notes on the tube, remove it from the vessel for ease of use. Stick the loop with plasticine and shape it into a rock. And in front of it, place a figurine of Tantalus sculpted from plasticine. It is necessary that Tantalus stood at full height with his head tilted to the future water level and with his mouth open. Nobody knows how the mythical Tantalus was imagined, so do not skimp on imagination, even if it looks even caricatured for you. But in order for the figurine to stand steadily at the bottom of the vessel, mold it in a wide, long robe. The end of the tube, which will be in the vessel, let it peep out imperceptibly from the plasticine rock near the bottom.
When everything is ready, place the vessel on a board with a tube hole, and place a vessel under the tube to drain the water. Drape these devices so that you cannot see where the water disappears. When pouring water into the tantalum jar, adjust the jet to be thinner than the jet that will flow out. (4)
Scientific explanation
We got an automatic siphon. The water gradually fills the jar. The rubber tube is also filled up to the very top of the loop. When the tube is full, water will begin to flow out and will continue to flow until its level is below the tube outlet at Tantalus's feet.
The outflow stops and the vessel is refilled. When the entire tube is filled with water again, water will start flowing out again. And this will continue as long as a stream of water is poured into the vessel. (9)
Experience number 3.« Water in the sieve»
Materials: bottle with lid, needle (to make holes in the bottle)
Sequencing
When the stopper is not open, the atmosphere squeezes water out of the bottle, which has tiny holes in it. But if you screw the plug, only the air pressure in the bottle acts on the water, but its pressure is small and the water does not pour out! (nine)
Scientific explanation
This is one of the experiments demonstrating atmospheric pressure.
Experience number 4.« The simplest fountain»
Materials: glass tube, rubber tube, container.
Sequencing
In order to build a fountain, take plastic bottle with the bottom cut off or glass from a kerosene lamp, pick up the cork that covers the narrow end. Let's make a through hole in the cork. It can be drilled, turned with a faceted awl, or burned through with a hot nail. A glass tube, bent in the shape of the letter "U" or a plastic tube should fit tightly into the hole.
We pinch the opening of the tube with our finger, turn the bottle or lamp glass upside down and fill it with water. When you open the exit from the pipe, the water will pour out of it with a fountain. It will run until the water level in the large vessel is equal to the open end of the tube. (3)
Scientific explanation
I made a fountain working on the property of communicating vessels .
Experience number 5.« Swimming bodies»
Materials: plasticine.
Sequencing
I know that a force is at work on bodies that have been loaded into liquid or gas. But not all bodies float in water. So, for example, if a piece of plasticine is thrown into water, it will drown. But if you mold a boat out of it, it will float. This model can be used to study the navigation of ships.
Experience number 6. "A drop of oil"
Materials: alcohol, water, vegetable oil.
Everyone knows that if you drop oil on water, it will spread out in a thin layer. But I put a drop of oil in a weightless state. Knowing the laws of floating bodies, I created conditions under which a drop of oil takes an almost spherical shape and is inside a liquid.
Scientific explanation
Bodies float in a liquid if their density is less than that of the liquid. In the volumetric figure of the ship, the average density is less than the density of water. The density of the oil is less than the density of water, but more than the density of alcohol, so if you carefully pour alcohol into water, the oil sinks in alcohol, but floats at the interface between the liquids. Therefore, I placed a drop of oil in a state of weightlessness, and it takes an almost spherical shape. (6)
Experiments and devices on the topic "Thermal phenomena"
Experience number 1. "Convection flows"
Materials: kite, heat source.
Sequencing
There is a cunning snake in the world. She feels the movement of air currents better than people. Now we will check whether the air is really so still in a closed room.
Scientific explanation
The cunning snake really notices what people do not see. She feels when the air rises up. With the help of convection, air flows move: warm air rises up. He turns a cunning snake. Convection currents constantly surround us in nature. In the atmosphere, convection flows are winds, the water cycle in nature. (9)
2.5 Experiments and devices on the topic "Light phenomena"
Experience number 1.« Pinhole camera»
Materials: cylindrical box from Pringles chips, paper thin.
Sequencing
A small camera obscura is easy to make from a tin, or better yet, from a cylindrical box of Pringles chips. A neat hole is pierced with a needle on one side, and on the other, the bottom is sealed with thin translucent paper. The camera obscura is ready.
But it is much more interesting to take real photos with a pinhole camera. Cut a small hole in a black-painted matchbox, seal it with foil and pierce a tiny hole no more than 0.5 mm in diameter with a needle.
Pass through Matchbox photographic film, sealing all the slots so as not to light up the frames. The "lens", that is, the hole in the foil, needs to be covered with something or tightly covered, imitating the shutter. (09)
Scientific explanation
The obscura camera operates on the laws of geometric optics.
2.6 Experiments and devices on the topic "Electrical phenomena"
Experience number 1.« Electric cowboy»
Materials: plasticine (to sculpt the head of a coward), ebony shelves
Sequencing
Sculpt a head with the most frightened face you can out of plasticine, and put this head on a fountain pen (of course, closed). Fix the handle in some kind of support. Make a hat out of a tinfoil wrapper from processed cheese, tea, chocolate and glue it to the plasticine head. Cut the "hair" from tissue paper into strips 2-3 mm wide and 10 centimeters long and glue to the cap. These papery hairs will hang in a mess.
Now electrify your wand well and bring it to your panties. He is terribly afraid of electricity; the hair on his head began to stir, Touch the staniole cap with your wand. Even run the sticks sideways over the free area of the stoniol. The horror of the electric panties will reach its limit: his hair will stand on end! Scientific explanation
Experiments with a coward have shown that electricity can not only attract, but also repel. There are two types of electricity "+" and "-". What is the difference between positive and negative electricity? Charges of the same name are repelled, and unlike charges are attracted. (5)
CONCLUSION
All the phenomena observed during entertaining experiments have a scientific explanation, for this we used the fundamental laws of physics and the properties of the matter around us - the laws of hydrostatics and mechanics, the law of straightness of light propagation, reflection, electromagnetic interactions.
In accordance with the task, all experiments were carried out using only cheap, small-sized materials at hand, home-made devices were made during them, including a device for demonstrating electrification, experiments are safe, visual, simple in design
Conclusion:
Analyzing the results of entertaining experiments, I became convinced that school knowledge is quite applicable to solving practical issues.
I have carried out various experiments. As a result of observation, comparison, calculations, measurements, experiments, I observed the following phenomena and laws:
Natural and forced convection, Archimedes force, floating bodies, inertia, stable and unstable equilibrium, Pascal's law, atmospheric pressure, communicating vessels, hydrostatic pressure, friction, electrification, light phenomena.
I liked making homemade devices, conducting experiments. But there are many interesting things in the world that can still be learned, so in the future:
I will continue to study this interesting science;
I hope that my classmates will be interested in this problem, and I will try to help them;
In the future, I will conduct new experiments.
It is interesting to watch the teacher's experience. Carrying it out is doubly more interesting. And to conduct an experiment with a device made and designed by one's own hands is of great interest to the whole class. In such experiments, it is easy to establish a relationship and conclude how the given setup works.
List of studied literature and Internet resources
M.I. Bludov "Conversations on Physics", Moscow, 1974.
A. Dmitriev "Grandfather's Chest", Moscow, "Divo", 1994
L. Halperstein "Hello, Physics", Moscow, 1967.
L. Halperstein "Amusing Physics", Moscow, "Children's Literature", 1993.
F.V. Rabiza "Amusing Physics", Moscow, "Children's Literature", 2000.
ME AND. Perelman "Entertaining tasks and experiences", Moscow, "Children's literature" 1972.
A. Tomilin "I want to know everything", Moscow, 1981.
Magazine "Young Technician"
//class-fizika.spb.ru/index.php/opit/659-op-davsif
Municipal educational institution
Ryazanovskaya secondary school
PROJECT WORK
MANUFACTURING PHYSICAL EQUIPMENT WITH YOUR OWN HANDS
Completed
grade 8 students
Gusyatnikov Ivan,
Stanislav Kanashuk,
Physics teacher
I. G. Samorukova
rp Ryazanovsky, 2019
Introduction.
Main part.
Appointment of the device;
tools and materials;
Manufacturing of the device;
General view of the device;
Features of the demonstration of the device.
Conclusion.
Bibliography.
INTRODUCTION
In order to provide the necessary experience, instruments are needed. But if they are not in the laboratory of the office, then some equipment for the demonstration experiment can be made by hand. We decided to give some things a second life. The work presents installations for use in physics lessons in grade 8 on the topic "Pressure of liquids"
PURPOSE:
make devices, physics installations for demonstrating physical phenomena with our own hands, explain the principle of operation of each device and demonstrate their work.
HYPOTHESIS:
a device made, an installation in physics for demonstrating physical phenomena with your own hands to use in the classroom when demonstrating and explaining the topic.
TASKS:
Make appliances of great interest to students.
Make instruments that are missing from the laboratory.
Make devices that make it difficult to understand theoretical material in physics.
PRACTICAL IMPORTANCE OF THE PROJECT
The significance of this work lies in the fact that recently, when the material and technical base in schools has significantly weakened, experiments with the use of these installations help to form some concepts in the study of physics; devices are made from waste material.
MAIN PART.
1. DEVICE for demonstration of Pascal's law.
1.1. TOOLS AND MATERIALS ... Plastic bottle, awl, water.
1.2. DEVICE MANUFACTURING . Make holes with an awl from the bottom of the vessel at a distance of 10-15 cm in different places.
1.3. EXPERIMENTAL PROCESS. Do not fill the bottle completely with water. Press down on the top of the bottle with your hands. Observe the phenomenon.
1.4. RESULT ... Observe the flow of water from the holes in the form of identical streams.
1.5. CONCLUSION. The pressure applied to the fluid is transmitted unchanged to every point in the fluid.
2. DEVICE for demonstrationdependence of fluid pressure on the height of the fluid column.
2.1. TOOLS AND MATERIALS. Plastic bottle, drill, water, felt-tip sticks, plasticine.
2.2. DEVICE MANUFACTURING . Take a plastic bottle with a capacity of 1.5-2 liters.We make several holes in a plastic bottle at different heights (d≈ 5 mm). Place the tubes from the helium pen into the holes.
2.3. EXPERIMENTAL PROCESS. Fill the bottle with water (seal the holes with tape). Open the holes. Observe the phenomenon.
2.4. RESULT . The water from the hole below flows out further.
2.5. CONCLUSION. The pressure of the liquid on the bottom and walls of the vessel depends on the height of the liquid column (the higher the height, the greater the pressure of the liquidp= gh).
3. DEVICE - communicating vessels.
3.1. TOOLS AND MATERIALS.The lower parts from two plastic bottles of different sections, tubes from markers, a drill, water.
3.2. DEVICE MANUFACTURING . Cut off the lower parts of plastic bottles, 15-20 cm high. Connect the parts together with rubber tubes.
3.3. EXPERIMENTAL PROCESS. Pour water into one of the resulting vessels. Observe the behavior of the water surface in the vessels.
3.4. RESULT . The water levels in the vessels will be at the same level.
3.5. CONCLUSION. In communicating vessels of any shape, the surfaces of a homogeneous liquid are set at the same level.
4. DEVICE to demonstrate the pressure in a liquid or gas.
4.1. TOOLS AND MATERIALS.Plastic bottle, balloon, knife, water.
4.2. DEVICE MANUFACTURING . Take a plastic bottle, cut off the bottom and top. You will have a cylinder. Tie a balloon to the bottom.
4.3. EXPERIMENTAL PROCESS. Pour water into the made device. Immerse the manufactured device in a vessel with water. Observe a physical phenomenon
4.4. RESULT . There is pressure inside the fluid.
4.5. CONCLUSION. At the same level, it is the same in all directions. The pressure increases with depth.
CONCLUSION
As a result of our work, we:
conducted experiments proving the existence of atmospheric pressure;
created home-made devices that demonstrate the dependence of fluid pressure on the height of the fluid column, Pascal's law.
We liked to study pressure, make homemade devices, conduct experiments. But there are many interesting things in the world that can still be learned, so in the future:
We will continue to study this interesting science,
We will manufacture new devices for the demonstration of physical phenomena.
USED BOOKS
1. Educational equipment for physics in high school... Edited by A.A. Pokrovsky-M .: Education, 1973.
2. Physics. 8th grade: textbook / N.S. Purysheva, N.E. Vazheevskaya. –M .: Bustard, 2015.
