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 Wysłany: Sob 22:35, 15 Sty 2011 Temat postu: Point Line Plane Review Act _1976 |
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Point Line Plane Review Act
Grasp is more thorough and solid. Applications such as Lenz's law. Lenz's law it is always the direction of induced current obstruction of the original magnetic flux magnetic flux of the original increase in the direction of the magnetic field induced current 40 * of the original magnetic flux corresponding decrease in the direction of the magnetic field induced current with them the same 4, I use the amp set l 1.3 compared to determine the direction of induced current are interrelated and easy to mix together to compare the knowledge to identify essential differences. Contact and who has a physical concept of the essential difference between them by comparing the differences, deepen understanding, enhance memory. EMF such as voltage and power comparison: a simple form, the two concepts in a clear area in the minds of students distinguished from 1.4 Analogy: the knowledge to put together similar comparison, guide students to identify their common characteristics, better understanding, enhance memory. For example, many physical quantities are defined by the ratio, such as speed, acceleration, power, field strength, electric potential, capacitance, etc.,[link widoczny dla zalogowanych], the definition of type and size of their decisions is often a different type, such as R = U / I, while the size determines the type R = pL / S, such as these, the analog sum up, the typical electric field and gravitational field analogy is the analogy of knowledge, the electric field can abstract and difficult concept for students to better grasp quickly. 2 main types of knowledge point connection is established between the different knowledge horizontal-vertical contact points, to the knowledge points organically linked to relevant knowledge from the plate, find a central role in a number of concepts and rules for clues, for review extension of the knowledge system, knowledge structure clearly revealed. If the concept of force, through the one thousand one hundred and eleven eleven thousand one hundred and eleven ~ 1, '3 11 No. 4 April 2003, l2 Technical Physics Teaching TECHNICALPHYSICSIEACHINGV0Ll1No. 4Dec. King of static friction and discussion 20o3 K (Jiangsu Food Science College Huaian 223001) to solve physical problems, often have a variety of methods. Has acceleration: a physical problem to solve, another point to make some further exploration port = (m + discussion on this topic there will be further understanding of physics. The following m + m.). Example. Between A and the static 1A, B static friction between you? Friction size. = Figure I in the object A and the contact surface and ground were rough, force acting on the F,[link widoczny dla zalogowanych], A, is still at a relatively static. A, there is no static friction between the Figure l, only the ground between the static friction. If we are beyond the point of view from Earth, A and B touch with the earth, why static friction is only found in contact with the surface of the earth do? Envisaged in A, Diego came alive again in the body following an object C,[link widoczny dla zalogowanych], as shown in Figure 2 shown, C and the contact surface roughness, surface smooth. When the force F acting on a body, for acceleration along the three objects, they remain relatively static. System, the whole basis of physics, can lead to the classification of force, force analysis, synthesis and decomposition of force, force interactions, the equilibrium condition of the object, the contact force and motion. 3 the use of divergent thinking, the surface extension of the basic knowledge mastered, divergent thinking to guide students to identify relevant knowledge and knowledge point of the range of problem-solving methods. For example, the subject of the magnetic field in general include three categories; basic conceptual understanding of the multiple choice, fill in the blank; the balance of current-carrying wire, movement of charged particles in a magnetic field problem of the movement and the deflection of the question. The first student to find out if the concept of the Figure 2m (m + m mouth + mc); object C and the size of static friction between the plant c0 = mc (+ m mouth + m.), Then the D: fco =: mc. When m> ntc time, D> fco; time when m = mc,[link widoczny dla zalogowanych], D = plant c0; when the mc \c0 ~ 'fAo. This shows that in the two contact surfaces are the existence of static friction, it independent of the object in which the upper and lower positions, the size and B the static friction force of two objects in contact with the mass ratio. So m = mass of the Earth,[link widoczny dla zalogowanych], the /. c0 \The plant c0 = FMc / (m + mB + Mc) = F can be seen in Figure 1 A and between objects is not without static friction, static friction is very small can be ignored but nothing more. Han and extension to answer; second question asked students to analyze the current-carrying conductor suffered the size of the magnetic field strength, application of F-type co = 0 can be solved, the third title key is to find out the size of the Lorentz force and direction, to provide centripetal force to seize the plant ho, no work characteristics, the application F = m / R and the functional principles that can change the status quo. In short, the summary point line and plane method so that students in the learning process to form a tight network of knowledge, training the students concluded, induction capacity. Is an effective means of improving teaching quality. * 41 *
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