Teaching design of junior high school physics

2023 junior high school physics teaching design 5 articles

Physics is a subject that studies the most general laws of material movement and the basic structure of material. So what are the instructional designs for junior high school physics? The following is my junior high school physics teaching design, I hope you like it!

The teaching goal of junior high school physics teaching design (selected text1);

1, scientific concept: know that magnets are magnetic.

2. Methods and process objectives: We can explore specific things and phenomena independently and cooperatively, so as to understand the magnetic characteristics of magnets.

3. Emotion, attitude and values: Experience the happiness of cooperation and communication in the inquiry activities, and be willing to explore and discover the mysteries of things around you.

Emphasis and difficulty in teaching: understanding the basic properties of magnets.

Teaching preparation:

Used for observation and demonstration: magnets, needles, etc. of various shapes.

Group experiment: magnets, copper wires, paper clips, pins, small nails, toothpicks, erasers, glass beads, screws, coins, iron wires, etc.

Teaching process:

First of all, exciting introduction:

1. Do students like watching magic? How about the teacher performing a magic trick for everyone here today? (Show pen and money). Do you believe that I can repair the money after I can put a pen through it?

Now the teacher will show you something. (Teacher demonstrates) Isn't it amazing? The students boldly guessed how I did it.

By the way, in fact, magic is not magical. It is accomplished by skillfully using some scientific knowledge. Today, the magnet helped the teacher a lot. In this lesson, we will learn the secret of magnets. (Courseware presents the topic and writes it on the blackboard: studying magnets)

Interest is the best teacher for students. Stimulate students' interest in learning through the introduction of magic. Driven by strong curiosity, students are involuntarily brought into the classroom by the situation designed by the teacher. Different methods can get twice the result with half the effort. Of course, this pen is a magic pen that I prepared in advance.

Second, understand the shape and use of magnets.

1. Have all the students played with magnets? Who can tell me what shape the magnet you are playing with is?

2. Student report.

Just now, the students talked about magnets with so many shapes. Let's sum it up and divide it into these categories. The courseware shows magnets of various shapes for students to identify.

Most of the magnets that students see in their daily life are strip or ring-shaped. With the help of courseware, students can learn more about magnets with other shapes and realize that magnets have various shapes, thus stimulating students' interest in exploring magnets.

Although the magnets shown above have different shapes, they all have similarities. Please observe them carefully and talk about them.

After careful observation, we can find that the magnets in the picture are marked with letters "N" and "S", so the teacher doesn't have to talk about the meanings of "N" and "S" first, which will pave the way for later learning about the North and South poles.

There are so many magnets, do you know where they are used? What is this for? (Let the students talk more) such as compass, magnetic toy, disk, etc.

Knowing that magnets are closely related to life, knowing that science is around, it comes from life and serves life.

Third, inquiry activities.

Explore the basic characteristics of magnets

(1) magnetic experimental activities 1. Instruct students to attract different objects with magnets. The teacher prepared some different items for each group. Before starting work, the teacher should talk about the activity rules and precautions (precautions for slide show). How do the students in the group discuss learning first? During the experiment, everyone should pay attention to observation, make experimental records in time, and fill in the experimental record form. The team leader came up to collect experimental materials.

Through experiments, we can find that magnets can attract iron objects. We call this characteristic of a magnet magnetism. (Courseware demonstration)

Experiment 2: Arrange the sucked nails. It can be found that magnetism can be transmitted, and the more it is transmitted, the smaller it is.

Students should know that magnets attract iron objects in daily life, so they should prepare more different kinds of things when preparing for this class. In classroom teaching, I give full play to students' subjectivity and explore "what objects magnets attract" by means of group cooperation, so that students can attract different objects through their own hands-on operation to see which objects they can attract. Then arrange the sucked nails by playing games. It not only trains children's hands-on ability, but also allows them to learn knowledge in play.

(2) Magnetic poles

Let the students discuss first, is the magnetic field intensity of each part of the magnet the same? How to verify?

Experiment 3: Ask students to attract small nails with different parts of the magnet and observe which part has the strongest magnetism.

Use different parts of the magnet to absorb iron. It can be found that the part with the greatest magnetic force is the magnetic pole.

The magnetic pole of a magnet is not only strong, but also indicates the North and South poles. The teacher demonstrated hanging three magnets with different shapes in the air with a string, waiting for stillness. Compared with the compass, the north end of the magnet is the North Pole, which is represented by "N", and the south end is the South Pole, which is represented by "S". The south pole of the magnet always points to the southern end of the earth, and the north pole always points to the northern end of the earth. Therefore, we also call the s pole of the magnet the south pole and the n pole of the magnet the north pole. (blackboard writing: marking north and south)

Let's reveal the meaning of "S" and "N" mentioned above, and let the students do their own experiments, and soon they will find that the poles are the most magnetic. ]

(3) Like-sex repulsion, opposite-sex attraction.

Experiment 4: We just used a magnet in our research. What if we put two bar magnets together? Let's start the experiment and record the observed phenomena and findings. The team leader received a bar magnet. You try to put the same magnetic pole and different magnetic poles of the magnet together and see what happens.

In the above links, teachers mainly give students the opportunity to explore independently. In the exploration activities, students found wonderful and interesting phenomena between magnets and between magnets and objects, which stimulated students' desire to explore and enhanced children's exploration ability.

Fourthly, introduce Sina and compass.

(1) Teacher shows: compass. The compass is actually a small magnet. It always leads at one end and points north at the other. One end of the guide rail becomes the south pole, which is indicated by "S".

One end of the north becomes the North Pole, which is represented by "n". Compass is one of the four great inventions in ancient China, which was called Sina in the Warring States Period. Magnets and compasses have the same characteristics. )

Compasses also use magnets to indicate the properties of the north and south poles. Mostly used for military or field travel and investigation.

Fifth, the application of magnets in our lives. (Shown by slide)

Magnets are widely used in our lives. Such as door suction, magnetic disks and magnetic refrigerator doors.

Teacher: 1. Before class, I accidentally dropped a nail into the sink full of water. If my hands are required not to get wet, is there any way to help the teacher take them out? Know the way, operate.

Xiaohua accidentally dropped the nail into the rice while playing. Would you please try to separate the nails from the rice?

Connect with life and apply what you have learned. After exploring the magnetism of magnets, I designed such a problem that children will immediately think of using magnets. Solving practical problems in life with what we have learned is the ultimate goal of our study of science.

Sixth, expand and extend.

1, summary: Through this lesson, we found many properties of magnets. Do you have any questions about magnets?

2. Extension: We can use the magnetism of magnets to design many toys, so that each student can go home and make a magnetic toy. All kinds of magnetic toys can't be designed, we can imitate them. Next class, we will compare whose design is the most creative and who finds the most problems.

Teaching Design of Physics in Junior High School (Part II) Teaching Design of Force

[Analysis of Academic Situation]

Students are both "familiar" and "unfamiliar" with force. Among them, "familiarity" means that students have a lot of "pre-concepts" and common sense about force before learning this chapter, and there are also a lot of vocabulary related to force in their lives. The students seem to be very familiar with force. "Unfamiliar" emphasizes that force is a basic physical concept, with specific connotation and scientific definition, rich physical content, which is unfamiliar to students; There is also a lack of understanding of the interaction of forces. For example, it is generally believed that magnets are attractive to iron, while iron is not attractive to magnets. Therefore, teaching should start with "familiarity", pay full attention to and make use of students' experience, so that students can experience some scientific inquiry processes and experience some scientific methods without gradually interrupting observation, experiment, analysis and induction, introduce students into the scientific world, and turn "strangeness" into "familiarity" in the scientific sense.

[Teaching objectives]

The new curriculum standard explains that traditional science education focuses on teaching natural science knowledge, that is, teaching students the general laws of natural science and instilling a lot of knowledge into students. However, the modern view of science education holds that besides imparting scientific knowledge and training skills, science education should also focus on cultivating students' interest and ability in exploration, good thinking habits and innovative consciousness, so that they can establish a correct view of science, that is, from emphasizing the acquisition of scientific knowledge content to understanding scientific process, from emphasizing the simple accumulation of knowledge to exploring knowledge. On the basis of these basic concepts, the new curriculum sets three-dimensional training objectives: knowledge and skills, process and method, emotional attitude and values. It is clear that this class should achieve the following teaching objectives:

1, knowledge and skills: (1) Understand the concept of power;

(2) mutual cognition;

(3) the role of cognition.

2. Process and method: (1) Grasp the further observation, comparison and analysis of various phenomena and find them out.

The basic methods of scientifically summarizing and summarizing the interrelationships and * * * *;

(2) From single imparting knowledge and accepting learning to guiding students to actively explore and kiss.

Experience, analyze, communicate and cooperate, so that students can design their own experiments and master science.

The method of inquiry.

3. Emotions, attitudes and values:

From imparting knowledge and accepting learning to guiding students to actively explore, experience and analyze; Cultivate students' interest in learning physics, make them willing to explore and work hard, and cultivate students' spirit of cooperation and communication.

[Instructional design and process]

1, Introduction to the new lesson: In the last chapter, we studied the phenomena and laws of light propagation. Besides sound and light, force and electricity are also common phenomena in our lives. Today, let's learn "force" first.

[Demonstration]: A. Carry a bucket of water; B, please pull the fitness spring.

[Question]: Usually we say "study hard" and "try to carry water", which sentence is a descriptive phenomenon?

[Inspiration]: Can you cite some phenomena of force?

2. Force generation

[Introduction]: (Record the examples given by students)

List:

People play football.

Ma Dui Chera

[Inspiration]: Can living objects contribute, and can inanimate objects also contribute?

(Record the examples given by classmates)

Vehicle ground pressure

Magnets attract and repel magnets.

[Summary]: The effect of objects on objects

Force is the action of one object on another.

[Deepening the understanding of the problem]: There is a powerful effect between objects that are in contact. Can there be a powerful effect between objects that are not in contact?

[Demonstration]: A, the big U-shaped magnet attracts a bunch of pins;

B, live wires attract/repel each other (with thin tin as conductor).

3. Interaction of forces

[Introduction]: Let's further discuss: What are the same laws when various forces act on objects?

[Inspiration]: How do you feel when your two index fingers are locked? What happens if one of them is loosened?

[Student activities]

[Guidance]: Fingers hook fingers, and the sensory power is mutual; One finger can't contribute, and the other can't contribute.

[Experimental Inquiry]: (with group experiment tips)

[Instruments provided]: two spring dynamometers, a sink and two foam blocks (in it).

Two nuts are fixed at both ends of one piece of foam, and two small magnets are fixed at both ends of the other piece, and then the packaging looks exactly the same.

[Student Activities and Communication]: Students introduce themselves on the platform with the help of a physical projector.

Design the experiment and summarize the conclusion.

[Introduction]: A, with two spring dynamometer, it shows that the function of force is mutual.

Equal in size and changing at the same time; B, floating on the surface of the foam boat, can you tell which one has a magnet? No: if two people let go at the same time, they will move closer to the middle; If one is fixed, the other will be attracted; It shows that although magnets attract nuts, nuts also attract magnets.

[Summary]: The action of force is mutual, that is, when one object acts on another object, the other object also acts on it; We call one of the objects a force applying object and the other a force applying object. However, it should be noted that they are not only exerting force, but also being stressed, but the research focuses are different.

4, the role of force

[Introduction]: How can we know the interaction between objects?

[Experimental demonstration]: The magnet changes the movement direction of the steel ball, and the spring is deformed after hanging heavy objects.

[Student experiment]: the effect of experience;

[Instruments provided]: a large glass plate, three chess pieces and a plastic bag of water.

[Student Activity]: A. Put the chess piece B. Put the water bag on different contact surfaces and observe.

Contact surface deformation

[Summary]: Force can change the direction of motion of an object and make it deform.

5. Class summary

[Teaching reflection]:

First, this class is rich in experiments. Students establish the abstract concept of force on the basis of a large amount of perceptual knowledge, which conforms to students' cognitive characteristics, and the links are compact and natural, which has received good teaching results and laid a good foundation for subsequent courses. This lesson begins with the familiar life experiences of students. In a democratic and lively atmosphere, students learn the knowledge of ability through colorful experimental activities, and the teaching objectives such as "knowledge and skills, process and method, emotional attitude and values" permeate all aspects of teaching well. In addition, the use of inquiry-based teaching methods such as group activities and participatory communication, and the all-round activities of students' hands, eyes and brains have fully mobilized students' enthusiasm, which not only enlivened the classroom atmosphere, but also exercised students' cooperative learning ability and received good teaching results.

Second, the interaction of forces between objects is mutual, and it is difficult for students to deeply understand the interaction, so it is the difficulty of this lesson. Teachers should let students experience it personally, and then draw conclusions according to the phenomenon. This is a good opportunity to cultivate students' ability to analyze and summarize problems, and it is also the primary stage to guide students to study physical problems. It must not be used as a substitute. Therefore, the key to teaching is to design experiments well. The most outstanding advantage of this class is rich experiments and ingenious design, which makes the class full and compact and interesting. Here is a brief introduction to personal experiments:

1. "The action of force is mutual" inquiry experiment;

[Manufacturing method]: Take a foam board, cut out two cuboids with a length of 5cm, a height of 1cm and a width of 1cm, fix two small magnets at both ends of the foam board (which can be pried out from the flip chart magnetic sticker), fix two nuts with the same mass as the magnets at both ends of the other foam board, and then wrap them with waterproof tape, so that the two "two" magnets. Provide sink and water.

[Question Design]: Please give it a try and see if you can distinguish the two through experiments.

2. Demonstration experiment of "Magnets can change the direction of steel balls"

First, let students observe the straight rolling of a steel ball on a horizontal table (for example, let a steel ball roll from the chute to the table and then roll freely). Then, put a magnet with strong magnetic force near the track where the steel ball rolls (multiple bar magnets can be put together). Then let the steel ball roll down from the chute, and you can see that the steel ball deviates from the original straight line, changes the direction of movement and makes a curved movement. During the experiment, we should pay attention to adjusting the rolling speed of the steel ball (that is, the height of the released steel ball). If the speed is too fast, the track change is not obvious; If the speed is too slow, the steel ball may be attracted by the magnet. At the same time, the position of the magnet should be adjusted to obtain the best effect. After adjusting the position, you can make a mark to improve the success rate of the experiment.

Attachment 1: summary of grouping experiments

A scientific inquiry: the interaction of forces 1 question: fingers buckle fingers.

(1) What does it feel like to pull it out at the same time?

(2) Can only one hand contribute and the other hand not? (3) Why?

2 conjecture and hypothesis:

3 Planning and designing experiments

4 carry out experiments

5 communication and cooperation 6 draw a conclusion

The action of two forces

Experiment 1: lift a plastic bag filled with water, observe the shape of its bottom, and then put it on different surfaces to observe the change of contact surface.

Experiment 2: Using glass plates and chess pieces, the experiment explores: What changes can the action of force cause in the motion state of an object?

Teaching Design of Physics in Junior High School (Part III) I. Teaching Purpose

1, through the teaching of this course, students can know pulley, its function and its application in practice.

2. Cultivate students' experimental ability and comprehensive analysis ability.

3. Let students realize that natural things are regular. Only by mastering the laws of nature can we make better use of and transform nature.

Second, teaching preparation.

Group experimental materials: two pulleys, iron frame, string, hook code, dynamometer.

Presentation materials: the same set of grouping materials. A big pulley and two thick hemp ropes (used to assemble the moving pulley and tug of war). Three wall charts or slides (map of crown block on flagpole; Diagram of crown block and moving pulley on crane; Schematic diagram of pulley block).

Third, the teaching process

(A) Teaching introduction

Say: Do you know any device on the flagpole that can help us raise the flag more easily?

Learn a new course

1, guide students to know the structure and types of pulleys.

(1) Explanation:

This kind of wheel, which is installed at the top of the flagpole and has grooves on the edge and can rotate around the shaft, is called pulley.

(Show pulley, explain)

Pulley is also a simple machine. (blackboard writing topic)

There are two kinds of pulleys, and the pulley fixed on the bracket is called crown block.

Pulled by a rope that is not fixed in the groove, a pulley that moves up and down with a heavy object is called a moving pulley.

(2) Ask questions, where else have you seen pulleys?

2. Guide students to understand the function of crown block.

(1) Discussion: What do you think the crown block at the top of the flagpole is for?

(2) Experiment 1 (crown block didn't save effort).

① Demonstrate and introduce the experimental devices and methods.

② Students are divided into groups (check codes at both ends of the rope)

③ Students dress up and report the experimental results. (Hang 1 hooks at both ends of the rope to keep balance)

④ Discussion: What do you mean? (Explain that it is neither labor-saving nor laborious)

(3) Discussion

Dialogue: Since the crown block has no labor-saving function, it must have other functions if it is installed at the top of a high flagpole. Do you think it's strange (report after group discussion) to push it down and the flag will be raised. Work is convenient.

(4) Teacher's summary:

Through the above experiments and discussions, we know that the crown block has no labor-saving function, but it can change the direction of force and make the work convenient.

3. Guide students to know the function of moving pulley.

(1) Discussion: What is the function of moving pulley? The teacher hopes that students can point out that moving pulley is inconvenient to work, and moving pulley can save labor. )

(2) Demonstration experiment (game: tug of war).

Fix one end of the rope on the wall, assemble a moving pulley, and use the function of the moving pulley to make a weak classmate tug-of-war with a strong classmate, and the weak classmate wins. )

(The weak students were defeated by removing the pulley device and tug of war)

After the game, the teacher questioned: Why?

(3) Experiment 2 (moving pulley saves labor).

① Measure the force used when lifting the hook code and pulley in groups.

After the measurement, the students report and the teacher records it on the blackboard.

② Group experiment. Students are required to assemble and operate independently. )

(3) Report the experimental results and the teacher will write them down on the blackboard.

④ Discussion: Through the above research, what do you think the moving pulley is for? (Moving pulleys can save labor)

4. Guide students to know the function of pulley block.

(1) Through the above research, we know the function of crown block and moving pulley (fill in the conclusion of textbook P48).

(2) Discussion: What are the advantages of crown block and moving pulley? What are their shortcomings?

How to combine the advantages of two kinds of pulleys is labor-saving and convenient?

(3) Group experiment: Students independently assembled pulley block experiment.

Teachers should pay attention to sliding when using hook code experiments.

(4) Teacher's summary: The combination of crown block and moving pulley is called pulley block. The pulley block can give full play to the respective advantages of crown block and moving pulley.

(Students fill in P49 conclusion)

(3) Consolidate

Q: What pulley is used on the crane? What does it do? (Display crane map)

(4) Transfer

Observe the places around you where pulleys are used.

Teaching Design of Physics in Junior High School (Part 4) I. Teaching Objectives

1, to understand the application examples of simple circuits in life,

2. According to the characteristics of series-parallel circuit, the structure of simple circuit is analyzed.

3, through simple circuit design and circuit connection, train students' thinking ability, cultivate students' practical ability and scientific literacy,

Second, the key points and difficulties

This lesson focuses on the ideas and specific methods of simple circuit design. Circuit design is very difficult, and the difficulty in the experiment is how to connect the circuits correctly.

Third, teaching methods.

By connecting with real life, this paper discusses examples of using simple circuits in AC life.

Fourth, teaching instruments.

Circuit components of the Swan Castle circuit model student experiment (including two batteries, two unipolar switches, a light bulb and lamp holder, a buzzer and six wires)

Five, teaching program design

1, Introduction

Everyone has heard of Disney Castle, right? ! Its prototype is taken from Neuschwanstein Castle in Bavaria, Germany, and it is a model of Neuschwanstein Castle. It is very difficult to take care of such a huge building. To this end, we will design an alarm system for Neuschwanstein today.

2. Main contents: alarm circuit design and student wiring experiment circuit diagram.

Example: Design an alarm circuit

When the switch S of the alarm system is closed, the indicator light is on and the alarm bell does not ring; As soon as the uninvited guest entered the gate, the alarm rang.

Taking the alarm circuit of Swan Castle as an example, the steps of simple circuit design are divided into five steps: the first step is to analyze which circuit components are needed; The second step is to analyze the connection mode between electrical appliances; Step 3, judge the connection mode between the switch and the electrical appliance; Step 4, draw a circuit diagram and then connect the circuit diagram; Step five, check.

After the students draw the circuit diagram, analyze the problems existing in the circuit diagram, and optimize and evaluate the students' circuit diagram with the principle of symmetrical correspondence. It is also necessary to reorganize the design ideas of examples to make up for the lack of thinking and understanding of students when designing circuits.

Before students experiment, we should first emphasize the problems that need to be paid attention to in the experiment: ① This is a buzzer, and this end of the red line is the positive electrode; (2) In the process of connection, the switch should always be closed; (3) When wiring, locate first, and then connect in sequence; When in parallel, connect one of the branches first; Try to touch.

In students' experiments, it is necessary to find out the problems existing in students in time and give guidance, so that students who have completed the experiment can help students who have not completed the experiment to complete the experiment and make full use of class time.

3. Classroom exercise: the safety belt is not tied with a reminder circuit.

The 45-second public service advertisement "Heaven can wait, fasten your seat belt!" The important role of seat belts is described. Therefore, the reminder circuit without seat belt plays an important role in ensuring life safety and cannot be ignored!

The Traffic Safety Law stipulates that drivers must use seat belts when motor vehicles are running. The principle of the reminder function circuit without the seat belt is as follows: ① The driver sits in the seat, which is equivalent to closing the switch S; ② Fasten your seat belt, which is equivalent to closing switch S1; (3) When the driver is sitting in the seat, if the seat belt is not fastened, the indicator light will be on; If you fasten your seat belt, the indicator light will go out. Please draw the circuit diagram according to the above requirements.

Abstract of intransitive verbs

Summarize the knowledge learned in class and the problems existing in students' experiments.

Seven, thinking about the problem:

Door half-open reminding circuit

There is an indicator light on the dashboard of the car to remind the driver whether the door is closed. As long as one of the four doors is not closed, the indicator light will be on. Please design the circuit diagram.

Teaching objectives of junior high school physics teaching design (selected five)

1. Know the two necessary factors for doing things.

2. Understand the definition, calculation formula and unit of work, and make simple calculations with hard formulas.

3. Know how it works.

Emphasis and difficulty in teaching

Teaching focus

Understand the concept of work.

Teaching difficulties

Judgment is the calculation of whether an object does work or not.

teaching tool

Wood block, wood board, string, spring dynamometer, trolley, lever and bracket, hook code, pulley, thin thread and ruler (two)

teaching process

First, the introduction of new courses.

Ask the students to answer the meaning of "work" in daily life. Think about the meaning of "work" in mechanics.

Demonstration experiment: pull the wooden block and the car with the same force on the horizontal long board.

Observe the motion state of the wood block and the car, and think and evaluate the role of these two forces.

Introduce the content of this lesson on the basis of experiments.

Second, implement the new curriculum.

1. Guide students to summarize the exact meaning of "work" in mechanics through demonstration experiments before class;

If a force acts on an object and makes it pass a distance in the direction of the force, the force is effective. Mechanically speaking, this force has done work.

2. Ask students to observe textbook drawing 14. 1- 1 work done by intermediate force and 14. Analysis and summary of examples of force not doing work in 1-2. What are the same characteristics of doing work in mechanics? Summary of group discussion.

Writing on the blackboard: two elements of mechanical work;

One is the force acting on the object.

The second is the distance the object moves in the direction of this force.

3. Case analysis (breakthrough)

For example. What examples of work do you find around you? Compare and see who observes life most carefully. Students may give many examples? For example, cranes lift heavy objects, rockets take off, carriages move forward and so on. Teachers affirm correct examples and guide the correction of wrong examples. Next, let's see if there is any work done in the example here.

(1) Whether the weightlifter works on the barbell when lifting it. Did you do any work when you stayed at a height for 5 seconds?

(2) The ball moves in a straight line at a uniform speed on the smooth horizontal ground. What force acts on the ball in the vertical direction? Do you work? Is it stressed horizontally? Do you work?

(3) The crane makes the goods move a certain distance at a constant speed in the horizontal direction. Did the pulling force do work on the goods?

Guide the students to analyze and summarize under what circumstances they don't do their homework according to the above examples.

Through the above study, we know that work can't be done without two necessary factors, and we know that work can't be done in three situations. Then let's guess, which factors in mechanics may be related to the size of work? Guide students to read textbooks with questions.

Third, the calculation of work.

In mechanics, work is equal to the product of force and the distance that an object moves in the direction of force.

Blackboard writing: formula for calculating work;

Work = force × distance W=Fs

Unit: Joule, short for focal symbol J.

1 angle =1nom (1j =1nom)

Show examples to inspire students to analyze and calculate.

Fourth, working principles.

1, inspire students to put forward the topic of inquiry: Is the use of machinery labor-saving?

2. Guide students to explore experiments.

3. Analyze the experimental data to inspire students to discuss and summarize the working principle.

Ask questions and guess. Inspired by the teacher, the experimental scheme was designed and analyzed on the basis of the experiment.

Ask the students to talk about their understanding of this class, what they want to know and how they feel about this class. The teacher will give them emotional encouragement.

Verb (abbreviation for verb) assigns homework.

Estimate how much work you did to overcome your own gravity when you went upstairs to the classroom.

Each group evaluates and communicates this course.

Summary after class

No matter whether the machinery itself is heavy or not, it takes more distance to save labor by machinery, and it is definitely laborious to save distance. It is impossible to save labor and distance. It is impossible to save work with any machinery. This is how it works.