8 The teaching plan design of "Sports and Strength", the first volume of science in the fifth grade of primary school, Education Press.

# Lesson 1 # Introduction Force is the reason for changing the motion state of an object-that is, when the object is acted by force (resultant force), the motion state (speed and direction, or size or direction) changes. I have prepared the following contents, hoping to help you!

Our little cable car

Teaching objectives

Scientific concept:

Gravity is the downward pull of an object due to the attraction of the earth.

A certain tension can make a stationary car move. The greater the tension, the faster the car moves.

Process and method:

Install a gravity-driven trolley; Do experiments on the relationship between tension and car speed; Verify your own speculation with experimental data.

Emotions, attitudes and values:

Pay attention to evidence collection and prove your point of view with evidence.

The teaching emphasis is the experiment of the relationship between tension and vehicle speed.

Teaching difficulties are verified by experimental data.

Prepare an experimental car for teaching, a thick thread, a small hook with iron washers, several iron washers and a stopwatch.

teaching process

First, import

1, show the car and ask: Is there any way you can make the car move?

Push and pull with a rope? )

2. exposure: then we will study the car pulled by the rope today.

Blackboard writing: Our small cable car

Second, install a small cable car.

1. Question: Can this car be converted into a small cable car?

Tell me how to change it.

2. Students' hands-on operation: Tie the thick thread to the car.

3. Question: How hard does it take to pull such a small cable car?

4. Question: Please think it over. Can other forces be used instead of human strength? Tell me why.

5. Students exchange and discuss: Hang a heavy object on the rope and let it pull the cart.

6. Show the hook and gasket for hanging the iron gasket, and let the students install the car.

Thirdly, the relationship between pulling force and automobile movement is studied.

1. Question: Just now, everyone was pulling the car with the power of the washer. How many washers did you find to pull the cart?

Students say different numbers.

2. The data of many groups are different. Why? There may be some problems.

3. Students exchange and discuss: ① Maybe each washing machine is a little different. ② Put the washers one by one until the car moves.

Students do experiments and get data.

5. Question: Just now we have obtained the data through experiments, and we know how many washers can be used to move the car. What do you think is the relationship between the tension and the movement of the car? How to prove it by experiments?

Students talk and speculate that the greater the tension, the faster the car moves, and the smaller the tension, the slower the car moves.

Tip: (1), mark the starting point and end point of the car movement. Every experiment should start from the starting point and end at the end point.

(2) Add washers several times at a time, and observe and record how the movement of the car changes.

6. Guide students to read the record form on page 7 1.

7. Students' experiments

8. Exchange of reports

Four. abstract

1, the greater the tension, the faster the car moves, and the smaller the tension, the slower the car moves.

In order to get accurate data, we need to repeat this experiment many times.

Use rubber bands as power

Teaching objectives

Scientific concept: elasticity is the power to restore the original shape caused by the change of object shape; The greater the elasticity of the rubber band, the longer the action time and the farther the car moves.

Process and method: use rubber band to power the car; Do an experiment on the relationship between the number of laps around the rubber band and the driving distance of the car.

Emotion, attitude and values: agree with the importance of careful experiment, data collection and interpretation.

The teaching emphasis is the experiment of the relationship between the number of rubber bands and the driving distance of the car.

Arrangement and interpretation of difficult data in teaching

A car for teaching preparation experiment, several thin rubber bands, thin thread and rope for measuring distance.

teaching process

First, import

1, show the car, q: What kind of force did we use to move the car last class?

Besides pulling force, what force can we use to make the car move?

3. exposure: today we will study the rubber-band powered car.

Blackboard writing: powered by rubber bands

Second, put a rubber band on the car.

1, Question: Then how can we use rubber bands as the power of cars?

Student discussion

2. Show the schematic diagram of automobile installation, and students can install it according to the schematic diagram.

3, debugging rubber power car

Thirdly, the experiment of the relationship between the number of winding turns of rubber warp yarn and the driving distance of the car.

1, problem found.

Guide: Have each set of rubber-band power cars been installed? Let's compare with your car and see which team's car runs farthest.

Student competition

2. Exchange discussions and find problems.

(1), the starting point and the ending point are not fixed.

(2) The rubber band is broken

(3) The more times the rubber band is wound, the farther it runs.

3. Experimental verification

Instruct students to read the 73-page record sheet and start the experiment.

Step 4 explain

Question: Why does the rubber band go around many times and the car still runs far?

(1) students' interpretation

(2) Experiment: How to generate the force of rubber band.

(3) show the concept of elasticity, 74 pages of this book.

Four. abstract

Drive a car like a rocket

Teaching objectives

Scientific concept: when the gas in the balloon is ejected, it will produce a thrust opposite to the direction of the river, which is called recoil.

Process and method: Assemble the balloon car and study the recoil movement of the car.

Emotion, attitude and values: experience the importance of cooperation and form a positive attitude that is not afraid of suffering.

The teaching focus is on the recoil movement of the car.

An explanation of the difficulties in the teaching of automobile recoil.

Teaching preparation car recoil exercise experiment package, a long line, jet plane and other pictures.

teaching process

First, import

1, playing with balloons, the teacher let go of the inflatable balloon and the balloon flew away.

2. Students experiment and explain.

Where have you seen this phenomenon?

3. exposure: can this force be used to drive a car? In this lesson, we will learn to drive a car like a rocket.

Second, install cars.

1, exchange and discuss the installation method.

2. Show the schematic diagram of automobile installation

3. Students begin to operate.

Third, use balloons to drive cars.

1, debug the car.

2. Measure how far the car can travel.

(1) Discuss the measurement method.

(2) measurement

3. Question: How to make the car go further? Tell me why.

4. Experiment.

5. Show the concept of recoil.

6. Q: Do you know where the recoil is used?

(1) student report

(2) Show pictures of jets and rockets.

Four. abstract

1, Question: How can I make a stationary car move?

2. Question: How can I drive faster?

Measure the magnitude of the force

Teaching objectives

Scientific concept: the magnitude of force can be measured; Spring dynamometer is made by using the characteristics of spring "large force and long elongation"; The unit of force is cattle.

Process and method: force is measured by spring dynamometer; Make a simple rubber band dynamometer.

Emotion, attitude and values: establish a meticulous and step-by-step work attitude.

The focus of teaching is to use spring dynamometer to measure force.

Teaching difficulties

Prepare spring dynamometer, hook code, rubber band, paper clip and long cardboard for teaching.

teaching process

First, import

1. Talk: Today, I want to learn about a very important measuring tool with you. We should compare who is best at asking questions and finding problems.

2. Show the record form of our small cable car. Q: What do we use to express the tension in this form?

3. Question: How strong are the two, three and five washers? Can we measure it?

4. Uncover the topic: measure the strength.

Second, know the spring dynamometer

1, student exchange report: using spring dynamometer.

2. Question: Have you ever seen a spring dynamometer? Let's meet it together.

3. Courseware display: spring dynamometer. Guide: Please observe carefully. What information can be obtained from the spring dynamometer?

Students observe each group of spring dynamometer: lifting ring, pointer, scale plate and hook.

1 N = 100 gram force

Third, the use of spring dynamometer

1, the teacher shows the spring dynamometer.

Students try to measure the gravity of heavy objects.

3. Report the measurement data, find the problems, and lead to how to use the spring dynamometer to measure the force.

Show:

Attention should be paid to when using spring dynamometer to measure gravity:

(1) Pick up the dynamometer and check whether the pointer is in the "0" position first.

(2) When reading, the line of sight is flush with the pointer.

(3) The measured force cannot exceed the number marked on the dynamometer scale, so the gravity should be estimated first.

Measure the gravity of the objects around you with a spring dynamometer and record it in the table on page 78.

5. Exchange of reports

6. Measure the tension of the stationery bag with a spring dynamometer.

Fourthly, make a spring dynamometer.

1, discuss the manufacturing method.

2. How to draw the scale of dynamometer?

Motion and friction

Teaching objectives

Scientific concept: when an object moves on the surface of another object, friction occurs on the contact surface, which will produce friction; The magnitude of friction is related to the smoothness of the contact surface of the object; The magnitude of friction is related to the weight of the object.

Process and method: measuring friction; Speculate and design experiments to test the relationship between friction and contact surface and weight; Do a comparative experiment of friction.

Emotion, attitude and values: form a scientific spirit of careful experiments and drawing conclusions based on data.

The focus of teaching is to test the relationship between friction and contact surface and weight with experiments.

Teaching difficulty: doing friction contrast experiment.

Prepare a spring dynamometer, a rope, a few small items, a paper box, a load, and a piece of wood with different roughness on the front and back.

Pictures of new tires and old tires

teaching process

First, lead-in: understand the original level of students.

1. Show the tire tread pattern. Q: What do you think after reading these two pictures? (anti-slip, friction)

2. Guidance: How much do you know about friction?

3. Feel the friction, slide in the air with your hands, and then drag on the desktop with your hands. Tell me how you feel.

4. Guidance: This force that hinders hand movement is friction.

Expose the topic: movement and friction

5. Q: What do you think can be studied about friction?

Second, measure the friction.

1, Question: How to measure the friction of an object?

2. Students exchange and discuss.

Demonstration: We use a dynamometer to pull an object horizontally, and the force that just makes the object move is the friction it receives.

3. Measure the friction of objects such as hook code and pencil box.

4. Guess: What factors are related to the magnitude of friction?

Thirdly, the relationship between the magnitude of friction and the contact surface condition.

1, Question: Please guess, what effect will the contact surface of an object have on its friction?

Students speculate that the smoother the contact surface, the smaller the friction, and the rougher the contact surface, the greater the friction.

2. Can you prove it by experiment? Provide wooden boards with different roughness on the front and back.

Students design experiments with 8 1 page tables.

Don't change the conditions.

Condition to change ()

Friction (Newton)

3. Students experiment and record.

4. Exchange reports and draw conclusions.

Fourthly, the relationship between the magnitude of friction and the weight of an object.

1. What effect does the weight of an object have on its friction?

2. Design a comparative experiment

Don't change the conditions.

Condition to change ()

Friction (Newton)

3. Students' experiments

4. Exchange reports and draw conclusions.

Verb (abbreviation of verb) abstract

1, Question: Through the study of this lesson, what do we find out about the magnitude of friction?

2. Question: Besides the contact surface and weight of the object, what other factors may affect the friction on the object?

Sliding and rolling

Teaching objectives

Scientific concept:

The magnitude of friction is related to the motion mode of the object (rolling or sliding). For the same object, the rolling friction is greater than the sliding friction. A moving object will stop when it loses power, so that it is affected by friction; Ball bearing is a device that changes sliding into rolling.

Process and method:

Do a simple comparative experiment; Use simple objects to simulate ball bearings.

Emotions, attitudes and values:

By understanding the way humans improve the handling of heavy objects, we can feel the relationship between technology and society.

The focus of teaching is to prove that the rolling friction of the same object is less than the sliding friction through comparative experiments.

Teaching difficulties collate and analyze the data obtained from comparative experiments, and analyze the results.

A car for teaching preparation experiment, carton, load (hook code, small sandbag), spring dynamometer, adhesive tape, bottle caps, glass marbles.

teaching process

First, import

1. Displays scrolling and sliding cartoon pictures respectively. Question: What are they doing in these two pictures?

2, a box slides on the ground, a box rolls on the wood, blackboard writing: sliding and rolling.

3. Question: What do you have in mind? Why put some wood under the box?

(Because it takes less effort to roll wood than to slide it)

2. Comparative experiment: Comparison of sliding friction and rolling friction.

1. Question: According to what, rolling and sliding are more labor-saving?

Students will explain that rolling is more labor-saving than sliding according to their life experience.

3. Teacher's guidance: It is more labor-saving to understand scrolling than sliding in life, so can you prove it with more scientific data?

4. Students propose measurement methods.

5. Design how to measure the experiment.

(1) The contact area of the wheels is the same.

(2) The cars have the same load.

(3) Driving on the same road surface

6. record. Guide the students to the table on page 83.

7. Students do experiments and record data on the form.

8. Analyze the data and draw a conclusion.

9. Question: Why is scrolling more labor-saving than sliding?

(Rolling can reduce friction)

Third, manufacturing ball bearings.

1. Where is rolling friction used to reduce friction?

(Four-wheel drive ball bearing that students are very familiar with)

2. Introduce the working principle of ball bearing.

3. Make ball bearings according to the tips in the textbook.

Four. abstract

1. Discussion: Which machines also use rolling friction?

2. Discussion: Where is the sliding friction used?

Sports and design

Teaching objectives

Scientific concept:

Friction is sometimes useful and sometimes harmful to us; When working, sometimes it is necessary to increase the friction force and sometimes it is necessary to decrease the friction force.

Process and method:

Use the existing knowledge and experience to make your own judgment and explanation on whether friction is beneficial or harmful; Find out the design of increasing or decreasing friction on the bicycle and make your own explanation.

Emotions, attitudes and values:

Recognize that we should analyze a problem from different aspects; Form an attitude of analyzing daily things with scientific knowledge, thinking diligently and boldly explaining.

The focus of teaching is to find out and explain the friction-increasing or friction-reducing design of bicycles and other means of transportation.

Teaching difficulties judge and explain the advantages and disadvantages of friction.

Teaching preparation related pictures, baby carriages in kind.

teaching process

First, import

1. Show pictures of people sliding and cars sliding. Question: What do these two pictures show?

4. Expose the topic: So where does the design need to increase friction and where does the design need to reduce friction? Blackboard Writing: Movement and Design

Second, what is this design for?

1, students for example: where to increase friction, where to reduce friction.

2. The teacher shows the pictures and asks the students to explain why they want this design.

3. Ask: What methods did they use to increase friction or decrease friction respectively?

(1) Increase the roughness of the contact surface;

(2) Changing sliding friction into rolling friction.

4. Students discuss and communicate.

Third, find a good design on the bike.

1, Guidance: These designs have been used in many vehicles, such as bicycles that we often use.

2. Show your little bike. Please find out where we need to increase friction and where we need to reduce friction on our bicycles.

3. Students explore.

4. Q: What methods are used to increase or decrease friction in these places?

(1) Brake: Increase the pressure.

(2) Chain and tire: increase the roughness of contact surface.

(3) Axle, directional shaft and pedal shaft: ball bearings.

5. Organize information and exchange reports.

Four. abstract

Design and manufacture small racing cars.

Teaching objectives

Scientific concept:

Technical design has certain procedures; Technical design needs to apply scientific concepts, communicate with each other and implement procedures.

Process and method:

Design and manufacture small racing cars.

Emotions, attitudes and values:

The relationship between new products and new things in science and technology, and the understanding that science and technology will bring benefits to human and social development; Cultivate interest in technical design and hands-on production and stimulate the spirit of innovation; Respect the fruits of your own and others' labor.

Teaching focuses on designing and making small racing cars.

Difficulties in teaching realize that science and technology will bring benefits to human and social development.

Teaching Preparation Students Preparation: Materials and tools for making small racing cars.

teaching process

First, import

1. Show pictures of various cars. Q: Please tell me about the design features of these cars.

2. Student introduction.

3. Exposure: We also came to Dangdang as a small engineer to design and make racing cars.

Design and manufacture small racing cars.

Second, how do engineers design racing cars?

1, Question: What is a real racing car like?

It shows that "the real racing car should reach the speed of more than 300 kilometers per hour, and at the same time try to be stable and safe."

And photos of racing cars.

2. Question: What design features of this car meet the above requirements?

3. Students observe and discuss.

4. Exchange reports.

(1) The tire is very wide, which can increase friction and avoid slipping.

(2) Design a powerful engine.

(3) The car body has a low center of gravity, wide wheel spacing and stable movement.

(4) The body is streamlined, and the resistance is minimal.

Third, design our small racing car.

1, transition question: So, how do engineers design racing cars?

2. What problems should be considered when designing a small racing car?

3. Show the challenge task

(1) The body length cannot exceed 25cm.

(2) powered by rubber bands or balloons;

(3) The longer the exercise distance, the better.

4. Students discuss the design scheme.

Fourth, make and show our racing cars.

1. Students make small racing cars according to the design.

2. Testing and competition.

Verb (abbreviation of verb) abstract