Ozm definition in physics. Five minutes for kinesthetic. Modern physical picture of the world

Cheat sheet with formulas in physics for the Unified State Exam

and more (may be needed for grades 7, 8, 9, 10 and 11).

First, a picture that can be printed in a compact form.

Mechanics

1. Pressure P=F/S
2. Density ρ=m/V
3. Pressure at liquid depth P=ρ∙g∙h
4. Gravity Ft=mg
5. 5. Archimedean force Fa=ρ f ∙g∙Vt
6. Equation of motion for uniformly accelerated motion

X=X 0 + υ 0 ∙t+(a∙t 2)/2 S=( υ 2 -υ 0 2) /2a S=( υ +υ 0) ∙t /2

1. Velocity equation for uniformly accelerated motion υ =υ 0 +a∙t
2. Acceleration a=( υ -υ 0)/t
3. Circular speed υ =2πR/T
4. Centripetal acceleration a= υ 2/R
5. Relationship between period and frequency ν=1/T=ω/2π
6. Newton's II law F=ma
7. Hooke's law Fy=-kx
8. Law Universal gravity F=G∙M∙m/R 2
9. Weight of a body moving with acceleration a P=m(g+a)
10. Weight of a body moving with acceleration а↓ Р=m(g-a)
11. Friction force Ftr=µN
12. Body momentum p=m υ
13. Force impulse Ft=∆p
14. Moment of force M=F∙ℓ
15. Potential energy of a body raised above the ground Ep=mgh
16. Potential energy of an elastically deformed body Ep=kx 2 /2
17. Kinetic energy of the body Ek=m υ 2 /2
18. Work A=F∙S∙cosα
19. Power N=A/t=F∙ υ
20. Efficiency η=Ap/Az
21. Oscillation period of a mathematical pendulum T=2π√ℓ/g
22. Oscillation period spring pendulum T=2 π √m/k
23. The equation harmonic vibrationsХ=Хmax∙cos ωt
24. Relationship between wavelength, its speed and period λ= υ T

Molecular physics and thermodynamics

1. Amount of substance ν=N/Na
2. Molar mass M=m/ν
3. Wed. kin. energy of molecules monatomic gas Ek=3/2∙kT
4. Basic MKT equation P=nkT=1/3nm 0 υ 2
5. Gay-Lussac's law (isobaric process) V/T =const
6. Charles's law (isochoric process) P/T =const
7. Relative humidity φ=P/P 0 ∙100%
8. Int. energy ideal. monatomic gas U=3/2∙M/µ∙RT
9. Gas work A=P∙ΔV
10. Boyle–Mariotte law ( isothermal process) PV=const
11. Amount of heat during heating Q=Cm(T 2 -T 1)
12. Amount of heat during melting Q=λm
13. Amount of heat during vaporization Q=Lm
14. Amount of heat during fuel combustion Q=qm
15. Equation of state ideal gas PV=m/M∙RT
16. First law of thermodynamics ΔU=A+Q
17. Efficiency of heat engines η= (Q 1 - Q 2)/ Q 1
18. Efficiency is ideal. engines (Carnot cycle) η= (T 1 - T 2)/ T 1

Electrostatics and electrodynamics - formulas in physics

1. Coulomb's law F=k∙q 1 ∙q 2 /R 2
2. Tension electric field E=F/q
3. Electrical tension point charge field E=k∙q/R 2
4. Surface charge density σ = q/S
5. Electrical tension fields of an infinite plane E=2πkσ
6. Dielectric constant ε=E 0 /E
7. Potential energy of interaction. charges W= k∙q 1 q 2 /R
8. Potential φ=W/q
9. Point charge potential φ=k∙q/R
10. Voltage U=A/q
11. For a uniform electric field U=E∙d
12. Electric capacity C=q/U
13. Electric capacity of a flat capacitor C=S∙ ε ∙ε 0 /d
14. Energy of a charged capacitor W=qU/2=q²/2С=CU²/2
15. Current strength I=q/t
16. Conductor resistance R=ρ∙ℓ/S
17. Ohm's law for the circuit section I=U/R
18. Laws of the last. connections I 1 =I 2 =I, U 1 +U 2 =U, R 1 +R 2 =R
19. Laws parallel. conn. U 1 =U 2 =U, I 1 +I 2 =I, 1/R 1 +1/R 2 =1/R
20. Power electric current P=I∙U
21. Joule-Lenz law Q=I 2 Rt
22. Ohm's law for a complete circuit I=ε/(R+r)
23. Short circuit current (R=0) I=ε/r
24. Magnetic induction vector B=Fmax/ℓ∙I
25. Ampere power Fa=IBℓsin α
26. Lorentz force Fl=Bqυsin α
27. Magnetic flux Ф=BSсos α Ф=LI
28. Law electromagnetic induction Ei=ΔФ/Δt
29. Induction emf in a moving conductor Ei=Вℓ υ sinα
30. Self-induction EMF Esi=-L∙ΔI/Δt
31. Energy magnetic field coils Wm=LI 2 /2
32. Oscillation period no. circuit T=2π ∙√LC
33. Inductive reactance X L =ωL=2πLν
34. Capacitance Xc=1/ωC
35. Effective current value Id=Imax/√2,
36. Effective voltage value Ud=Umax/√2
37. Impedance Z=√(Xc-X L) 2 +R 2

Optics

1. Law of light refraction n 21 =n 2 /n 1 = υ 1 / υ 2
2. Refractive index n 21 =sin α/sin γ
3. Formula thin lens 1/F=1/d + 1/f
4. Lens optical power D=1/F
5. max interference: Δd=kλ,
6. min interference: Δd=(2k+1)λ/2
7. Differential grid d∙sin φ=k λ

The quantum physics

1. Einstein's formula for the photoelectric effect hν=Aout+Ek, Ek=U z e
2. Red border of the photoelectric effect ν k = Aout/h
3. Photon momentum P=mc=h/ λ=E/s

Physics of the atomic nucleus

The teaching of physics in Russian schools is traditionally conducted using the audiovisual method: the teacher explains the material and shows experiments, or students, under the guidance of the teacher, pave their own way to knowledge with the help of experiments, a textbook, and discussions.

There are many methods, but in every class there are children who are only present (quietly or not very) at this festival of intelligence called good lesson physicists. They are not interested because it is unclear. Such students come to life only during laboratory work. Only what has passed through their hands becomes an element of knowledge for them. Kinesthetics– students who understand the essence and coherence of the material through sense organs other than sight and hearing and through movement. Physics lessons provide a lot of opportunities for learning through movement. Incorporating these techniques into a lesson greatly enlivens it and provides all students, not just kinesthetic learners, with the opportunity to look at the material differently. These techniques are applicable when working with students of any age. Below are examples of educational five-minute works with those things that are always on student desks, and experiments with the simplest equipment using the example of studying mechanics in the 9th grade.

1. The concept of mechanical movement. OZM

We randomly place objects from a pencil case on the table (eraser, pen, sharpener, compass...) and remember their location. We ask the neighbor to move one object and describe the change in its position. We move the body to its previous position. And now the questions: What happened to the body? (The body moved, moved.) How can you describe the change in body position? (Regarding other bodies.) What else changed besides body position? (Time.)

We repeat the experiment with another body on our own and pronounce (at the teacher’s suggestion) the change in the state of the body. We solve OZM!

2. Frame of reference. Moving. We tie a small object to a long thread - paper, a pencil stub, but best of all a small toy bug or fly. We fasten the free end of the thread with a button on the far left corner of the desk, taking this point as the starting point. Selecting axes X And Y along the edges of the desk. By pulling the thread, we allow our “insect” to crawl along the desk. We determine several positions and write down the coordinates ( x, y). We lift the “insect” into the air, consider the possibilities of its flight, fix several positions (coordinates x, y, z). We determine (measure with a ruler) the displacement in each case when moving along the plane. It is very good to confirm this with a drawing or calculation.

It is useful to do the experiment together with your desk neighbor, choosing different systems counting and comparing the results.

3. Types of movement. Material point. According to the teacher’s instructions, we take a sheet of paper and set it in motion - uniform translational, uniform rotational, non-uniform translational, etc. When studying uniform and uniformly accelerated motion, it can be very interesting to simulate it by moving a pencil case, eraser, or pen in different directions - horizontally and vertically - at different speeds, uniformly and with acceleration or deceleration. It’s even better if the movement is accompanied by an appropriate sound, as kids do when playing with cars. Using a metronome, we estimate both the speed of uniform movement of a body on the table and the average speed of uneven movement of various bodies, and then compare our results with the results of different students.

4. Uniformly accelerated motion. Just as in experiment 3, we consider how a body moves when the vectors are co-directional and counter-directional a and 0 (acceleration and deceleration). Using the handle as an indicator of the direction of the selected reference axis, we consider the signs of the projections of velocities and acceleration and, accordingly, model the movement according to the coordinate equation and the velocity equation (initial speed 0.1 m/s 2 , acceleration 0.3 m/s 2 ).

5. Relativity of motion. When studying the relativity of motion and Galileo’s law of addition of velocities, we use a table as a fixed reference system, and a textbook and an eraser on it (as a moving body) as a moving reference system. We simulate: 1) the situation of doubling the speed of the eraser relative to the table, moving the textbook in the same direction as the eraser; 2) a situation where the eraser is at rest relative to the table, moving the eraser in one direction and the textbook in the opposite direction; 3) “swimming” with an eraser “river” (table) for different directions of river flow (movement of the textbook) when adding mutually perpendicular velocities.

6. Free fall. The traditional demonstration experiment - comparing the time of fall of a straightened sheet of paper (folded and then crumpled - it is better to take thin and soft paper) is much more useful to put as a frontal one. Students better understand that falling speed is determined by the shape of a body (air resistance), not by its mass. From the analysis of this independent experience it is easier to move on to the experiments of Galileo.

7. Free fall time. A well-known but always effective experiment is to determine the reaction time of a student: one of the pair sitting at a desk releases the ruler (approximately 30 cm long) with a zero division down, the second, after waiting for the start, tries to catch the ruler with his index and thumb. According to indications l capture locations calculate the reaction time of each student ( t= ), discuss the results and accuracy of the experiment.

8. Movement of a body thrown vertically upward. This experience is only possible in a well-organized and disciplined classroom. When studying the movement of a body thrown vertically upward, by tossing the eraser, we ensure that the time of its movement is 1 s and 1.5 s (according to the beats of the metronome). Knowing the flight time, we estimate the throwing speed = gt flight /2, we will check the accuracy of the calculation by measuring the height of the rise and assessing the influence of air resistance.

9. Newton's second law. 1) We consider the change in the speed of iron balls of different masses under the influence of a strip magnet (movement in a straight line) and draw a conclusion about the effect of mass on the acceleration of the body (we measure the speed). 2) We carry out a similar experiment, but with two magnets folded in parallel, with the same poles in one direction. We draw a conclusion about the influence of the magnitude of the magnetic force on acceleration and change in speed. 3) We roll the ball perpendicular to the strip magnet and observe the transition of a rectilinear trajectory to a curved one. We conclude that the velocity vector changes in this case as well.

10. Newton's third law. When studying Newton's third law, you can use the palms of the students themselves: we invite them to fold their palms in front of their chests and try to move one palm (not their shoulders!) to the other. Students immediately understand that there is one interaction, two forces, two interacting bodies, the forces are equal and oppositely directed.

Joyful children's faces, which reflect the feeling of understanding the essence of laws and phenomena, passed not only through analytical thinking, the associative series of examples given, but also through bodily sensations, are the best reward for the time and effort spent on organizing, conducting and joint analysis of these simple experiments.

Lecture No. 1
Physics in the knowledge of matter,
fields, space and time.
Kalensky Alexander
Vasilevich
Doctor of Physical and Mathematical Sciences, Professor of KhTT
HM

Physics and chemistry

Physics as a science has developed over the course of
centuries-old history of development
humanity.
Physics studies the most general
patterns of natural phenomena, structure and
properties of matter, laws of its motion,
changes and transformation from one type to another.
CHEMISTRY - the science of chemical elements, their
connections and transformations occurring
as a result of chemical reactions.
Chemistry is a science that studies the properties,
structure and composition of substances, transformations of substances and
the laws by which they occur.

Physics - the science of nature

Physics operates with two objects of matter:
matter and fields.
The first type of matter – particles (substance) –
form atoms, molecules and bodies consisting of them.
Second type - physical fields– type of matter,
through which
interactions between bodies. Examples of such
fields are electromagnetic field,
gravitational and a number of others. Different kinds
matter can interact and transform
into each other.

Physics

Physics is one of the most ancient sciences about
nature. The word physics comes from
from the Greek word physis, which means nature.
Aristotle (384 BC - 322 BC)
BC) The greatest of the ancients
scientists who introduced science
the word "physics".

Tasks

The process of learning and establishing the laws of physics
complex and diverse. Physics faces the following
tasks:
a) explore natural phenomena and
establish laws by which they
obey;
b) establish cause and effect
connection between open phenomena and
phenomena previously studied.

Basic methods of scientific knowledge

1) observation, i.e. the study of phenomena in natural
environment;
2) experiment - the study of phenomena through their
reproduction in a laboratory setting.
Experiment has a great advantage over observation because
sometimes allows you to speed up or slow down the observed phenomenon, as well as
repeat it many times;
3)
hypothesis - a scientific assumption put forward for
explanations of observed phenomena.
Any hypothesis requires testing and proof. If she doesn't join
contradiction with any of the experimental facts, then it goes
4) theory – a scientific assumption that has become a law.
Physical theory gives qualitative and quantitative
explanation of a whole group of natural phenomena with a single
points of view.

Limits of applicability of physical laws and theories

Limits of applicability
theories
are determined
physical
simplifying
assumptions
made when setting the problem and in
the process of deriving relations.
The Correspondence Principle: Predictions
new theory must coincide
predictions
former
theories
limits of its applicability.
With
V

Modern physical picture of the world

matter consists of tiny
particles,
between
which
exists
some
types
fundamental interactions:
strong,
"Great
weak,
Union"
electromagnetic,
gravitational.

Mechanics
Kinematics
Dynamics
Statics
Conservation laws in mechanics
Mechanical vibrations and waves
VOLKENSTEIN V.S. Collection of problems in general
physics course // Textbook. - 11th ed.,
reworked M.: Nauka, Main editorial office of physical and mathematical literature, 1985. - 384 p.

10. Kinematics

1.
Mechanical movement and its types
2.
Relativity of mechanical motion
3.
Speed.
4.
Acceleration.
5.
Uniform movement.
6.
Rectilinear uniformly accelerated motion.
7.
Free fall (free fall acceleration).
8.
Movement of a body in a circle. Centripetal
acceleration.

11. physical model

In school physics we often encounter something else
understanding the term physical model as
"a simplified version of the physical system
(process) preserving its (his) main
traits."
The physical model can be
separate installation, device,
device that makes it possible to produce
physical modeling by substitution
studied physical process like him
a process of the same physical nature.

12. Example

Descent module (Phoenix) on a parachute.
Shooting with a high-quality MRO camera
resolution, from a distance of about 760 km
Pop-up air bubble

13. Physical quantities

Physical quantity - property
material object or phenomenon,
general in qualitative terms for
class of objects or phenomena, but in
quantitatively
individual for each of them.
Physical quantities have a genus
(uniform dimensions: length width),
unit of measurement and value.

14. Physical quantities

Diversity physical quantities is being sorted
using systems of physical quantities.
There are basic and derived quantities,
which are derived from the basic ones
using communication equations. In the International
system of quantities C (International System of
Quantities, ISQ) seven were selected as the main
quantities:
L - length;
M - mass;
T - time;
I - current strength;
Θ - temperature;
N is the amount of substance;
J - luminous intensity.

15. Dimension of a physical quantity

Basic
quantities
Dimensions Sim
there is
ox
Description
SI unit
second (s)
Time
T
t
Duration of the event.
Length
L
N
l
n
The length of an object in one
measurement.
meter (m)
Number of similar
structural units, of which
consists of matter.
mole (mol)
m
The quantity that determines
inertial and gravitational
properties of bodies
kilogram
(kg)
IV
The amount of light energy
emitted in a given direction
per unit of time
candela (cd)
I
Flowing per unit time
charge.
ampere (A)
T
Average kinetic
energy of the object's particles.
kelvin (K)
Quantity
substances
Weight
The power of light
Current strength
Temperature
M
J
I
Θ

16. Determination of dimension

Definition of dimension
In general
dim(x) =
Tα LβNγ M δ Jε Iζ Θ η
Product of symbols of basic quantities in
various
degrees.
At
definition
dimensions
degrees
can
be
positive,
negative
And
zero,
apply
standard
mathematical operations. If in dimension
there are no factors left with
non-zero
degrees,
That
magnitude
called dimensionless.

17. Example

Example
Magnitude
The equation
communications
Dimension in
SI
Name
units
Speed
V=l/t
L1T-1
No
L1T-2
No
M1L1T-2
Newton
L3
No
Accelerated a= V/t =l/t2
no
Force F=ma=ml/t2
Volume
V=l3

18. What do you need to know?

Matter, interaction and movement.
Space and time. Physics subject.
Methods of physical research.
Physical model. Abstractness and
limited models. The role of experiment
and theories in physical research.
Macroscopic and microscopic
methods for describing physical phenomena.
Physical quantities and their measurement.
Units of measurement of physical quantities.
Physics and philosophy. Physics and mathematics.
The importance of physics for chemistry.

19. Basic concepts of kinematics

19.02.2017
Basic Concepts
kinematics
Reference system
Material point
Trajectory, path, movement

20. Definitions

Mechanical movement
change
provisions
body
called
relatively
other bodies over time.
The main task of mechanics (OPM)
is
any
definition
moment
provisions
time,
If
body
V
known
position and speed of the body at the initial
moment of time. (An analogue of the Cauchy problem in
chemistry)

21. Material point

Body,
sizes
whom
Can
neglected in the conditions under consideration
problem is called a material point.
The body can be taken as a material point,
If:
1. it moves progressively, while it
should not turn or rotate.
2. it travels a considerable distance
exceeding its size.

22. Frame of reference

The reference system is formed by:
coordinate system,
reference body,
device for determining time.
z, m
mind
Hm

23.

24. Relativity of motion

Example: from the shelf of a moving carriage
falls
suitcase.
Define
view
suitcase trajectory relative to:
Car (straight segment);
Earth (parabola arc);
Conclusion: the shape of the trajectory depends on
selected reference system.

25.

IN
s
s
A

26. Definitions

The trajectory of movement is a line in space, along
which the body moves.
The path is the length of the trajectory.
s m
Displacement is a vector connecting the initial
body position with its subsequent position.
s m

27. Differences between path and movement

Moved and passed
physical quantities:
path
–
This
different
1.
Displacement is a vector quantity, and distance traveled
path is scalar.
2.
Moving
matches
By
size
With
the distance traveled only in a straight line
movement in one direction, in all others
In cases there is less movement.
3.
At
movement
body
path
Maybe
only
increase, and the displacement module can be either
increase as well as decrease.

28. Solve problems

Two
bodies,
committed
moving
the same
straight forward,
movement.
Do the completed courses have to be the same?
their ways?
The ball fell from a height of 4 m, bounced and was
caught at a height of 1 m. Find the path and
ball movement module.

29. Solve the problem

At the initial moment of time the body was in
point with coordinate -2 m, and then moved
to a point with a coordinate of 5 m. Construct a vector
movement.
Given:
xA = -2 m
Solution:
s
A
IN
xB = 5 m
s?
Ha
0
1
xB
Hm

30. Solve the problem

At the initial moment of time the body
was located at a point with coordinates (-3; 3) m,
and then moved to the point with
coordinate (3; -2) m. Construct a vector
movement.
Given:
A (-3; 3) m
In (3; -2) m
s?
Solution:

31. Solution:

mind
A
ua
s
1
Ha
xB
Hm
0 1
UV
IN

32. Problem

The figure shows graphs of dependence on time
path and movement module for two different
movements. Which graph has an error? Answer
justify.
s
s
0
t
0
t

33. What do you need to know?

Mechanical movement is change with flow.
time of body position in space relative to
other phones
The main task of mechanics is to determine
position of the body in space at any time,
if the position and speed of the body at the initial
moment.
The reference system consists of:
– bodies of reference;
– the coordinate system associated with it;
- hours.
A body whose dimensions can be neglected in this problem is
called a material point.
The trajectory of a body's movement is an imaginary line
in the space through which the body moves.
The path is the length of the trajectory.
The movement of a body is a directed segment,
carried out from the initial position of the body to its position in
this moment in time.

34.

Uniform movement is what it is
movement of a body at which its speed
remains constant (
),that is
moves at the same speed all the time, and
no acceleration or deceleration occurs
).
Rectilinear movement is
body movement in a straight line, that is
The trajectory we get is straight.
Speed ​​of uniform straight line

5c OZM and ways to solve it for rectilinear motion 10

A pedestrian moves at a speed of 3.6 km/h. A cyclist is moving towards him at a speed of -6 m/s. Find the speed of the pedestrian relative to the cyclist.

1) 2 s 2) 3 s 3) 4 s 4) 1.5 s

6c OZM and ways to solve it for rectilinear motion 10

The car moves at a speed of 36 km/h. A cyclist is moving towards him at a speed of 6 m/s. Find the speed of the car relative to the cyclist.

1) 0 2) g , downward 3) g , upward 4) g /2

1) 50 cm 2) 60 cm 3) 1600 cm 4) 180 cm

1) 9 s 2) 8 s 3) 6 s 4) 3 s

5 The acceleration of a cyclist on a downhill road is 1.5 m/s. 2 On this downhill, his speed increases by 15 m/s. A cyclist finishes his descent after starting through

7c OZM and ways to solve it for rectilinear motion 10

1 A pedestrian moves at a speed of 3.6 km/h. A cyclist is moving towards him at a speed of -6 m/s. Find the speed of the pedestrian relative to the cyclist.

1) 2.4 m/s 2) -5 m/s 3) 7m/s 4) -7m/s

2. The ball is thrown vertically upward. What is its acceleration at the top point of the trajectory, where its speed is 0?

1) 0 2) g , downward 3) g , upward 4) g /2

3. The train starts off and moves with uniform acceleration. In the first second he covers a distance of 5 cm. How much distance will he travel in the fourth second?

1) 35 cm 2) 50 cm 3) 60 cm 4) 70 cm

4 A stone is thrown vertically upward at a speed of 20 m/s. How long was the stone in flight?

1) 2 s 2) 3 s 3) 4 s 4) 1.5 s

5 The acceleration of a cyclist on a downhill road is 1.2 m/s 2 .

On this descent, its speed increases by 18 m/s. A cyclist finishes his descent after starting through

1) 0.07 s 2) 7.5 s 3) 15 s 4) 21.6 s

8c OZM and ways to solve it for rectilinear motion 10

The car is moving at a speed of -36 km/h. A cyclist is moving towards him at a speed of 6 m/s. Find the speed of the car relative to the cyclist.

1) 30 m/s 2) -10 m/s 3) 16 m/s 4) -16 m/s

1) 0 2) g , downward 3) g , upward 4) g /2

2. The ball is thrown vertically upward. What is its acceleration at the halfway point?

3. The tram starts and moves with uniform acceleration. In the first second he covers a distance of 0.2 m. How far will he travel in the fifth second?

1) 50 cm 2) 60 cm 3) 160 cm 4) 180 cm

1) 9 s 2) 8 s 3) 6 s 4) 3 s

4 An arrow is shot vertically upward at a speed of 30 m/s. How long did the arrow stay in flight?

5 The acceleration of a cyclist on a downhill road is 1.5 m/s 2 . On this descent, its speed increases by 15 m/s. A cyclist finishes his descent after starting through