Practical work 5 in physics. View the contents of the document "Practical work Mechanical and sound waves." View the contents of the document "Practical Work Laws of Electrolysis"
QBasic programming task.
Task in MS Access DBMS
In accordance with table 1, the option number is selected. The task is performed in MS Access in accordance with an example.
Option 1
1. Create a table: Number of products
2. Create a table: The total cost of production
Product Code).
Cost of production
Unit Cost: Total Cost / Quantity
6. Upon request, create a report Cost of production (Field Total: Total Cost).
Option 2
1. Create a table: Sown area
2. Create a table: Gross tax
3. Create forms for the created tables.
4. Create a data schema (field link Culture code).
Service → Data Schema
5. Based on the tables, create a query: Crop yields
Productivity: Gross harvest / Sown area
6. Upon request, create a report Crop yields (Field total: Sown area).
Option 3
1. Create a table: Number of products
2. Create a table: total cost
Unit Cost: Total Cost / Number of Products
6. Upon request, create a report (Total for the field: Total cost).
Option 4
1. Create a table: Basic salary
2. Create a table: Additional salary
3. Create forms for the created tables.
4. Create a data schema (field link Personnel Number).
5. Based on the tables, create a query:
Total: Basic salary + Additional salary
6. Upon request, create a report Payroll calculation (Field total: Total).
Option 5
1. Create a table: Number of products
2. Create a table: Production cost
Unit Cost: Product Cost / Number of Products
6. Upon request, create a report Calculation of unit cost (Field total: Cost of production).
Option 6
1. Create a table: A list of employees
2. Create a table: Hours worked
3. Create forms for the created tables.
4. Create a data schema (field link Personnel Number).
5. Based on the tables, create a query: Payroll calculation
Amount: Hours worked * Tariff rate
6. Upon request, create a report Payroll calculation (Field totals: Hours worked, Amount).
Option 7
1. Create a table : Staff
2. Create a table: Salary
3. Create forms for the created tables.
4. Create a data schema (field link Personnel Number).
5. Based on the tables, create a query: Payroll calculation
Tax: Salary * 0.13
Payout Amount: Salary - Tax
6. Upon request, create a report Payroll calculation (Field totals: Salary, Tax, Payout amount).
Option 8
1. Create a table: Planned output
2. Create a table: Actual yield
Deviation: Actual yield - planned output
6. Upon request, create a report Deviation from the output plan
Option 9
1. Create a table: Number of tractors
2. Create a table: Conversion rate
3. Create forms for the created tables.
4. Create a data schema (field link Tractor code).
5. Based on the tables, create a query:
Number of conventional tractors: Number * Translation coefficient
6. Upon request, create a report Determining the number of conventional tractors (Field total: Number of conventional tractors).
Option 10
1. Create a table: Fertilized area
2. Create a table: Fertilizer rate
3. Create forms for the created tables.
4. Create a data schema (field link Culture code).
5. Based on the tables, create a query: The need of the farm for udoshaving
Need: Fertilized area * Fertilizer rate
6. Upon request, create a report Fertilizer needs (Field totals: Fertilized area, Need).
Option 11
1. Create a table: A list of employees
2. Create a table: Salary
3. Create forms for the created tables.
4. Create a data schema (field link Personnel Number).
5. Based on the tables, create a query:
Bonus: Salary * 0.5
Total Amount: Salary + Bonus
6. Upon request, create a report Payroll (Field totals: Salary, Bonus, Sum of total).
Option 12
1. Create a table: Fodder produced
3. Create forms for the created tables.
4. Create a data schema (field link Feed Code).
5. Based on the tables, create a query: The ratio of feed production and their needs
2. Create a table: Fuel price
Fuel and lubricants cost: Quantity * Price
6. Upon request, create a report Calculation of the cost of fuel and lubricants (Field total: Fuel and lubricants cost).
Option 14
1. Create a table: A list of employees
2. Create a table: Salary
3. Create forms for the created tables.
4. Create a data schema (field link Personnel Number).
5. Based on the tables, create a query: Payroll calculation
Tax: Salary * 0.13
Payout Amount: Salary - Tax
6. Upon request, create a report Payroll calculation (Results: Salary, Tax, Payout amount).
Option 15
1. Create a table: Scope of work
2. Create a table: Pricing
3. Create a data schema (field link Job Type Code).
4. Based on 2 tables, create a query: The cost of types of work
Cost of work: Volume of work performed * Prices per unit. executed works
5. Upon request, create a report The cost of types of work (Summary: Cost of work).
An example of the task:
1. Create a table: A list of employees
3. Create forms for the created tables.
4. Create a data schema (field link The code).
5. Based on the tables, create a query: Income tax calculation
Income tax: Salary * 0.13
6. Upon request, create a report Income tax calculation (Field total: Salary, Income tax).
Decision:
1. Create a database file.
2. Create using Constructor Employee List table:
4. Similarly, create the Salary table.
5. In mode Masters create forms for tables and enter data into tables.
6. Create a data scheme by selecting the Work with Databases - Data Schema tab.
The table adding window will appear:
Add tables and link them in the Code field.
7. Based on tables in mode Constructor create request: Income tax calculation.
8. Add a new Income Tax field and enter the formula using the builder:
9. As a result, we obtain the following:
10. Based on a request in mode Masters create a report Income tax calculation.
11. In the design mode, edit the report by adding totals for the Salary and Income tax fields. To do this, open the created report in Design mode by right-clicking on it and selecting Designer.
12. We will expand the field of the report note and add a new field by clicking on the button ab |and releasing it in the right place on the Note field of the report.
A free field appears:
You must enter the formula:
13. After saving the report, open it in viewing mode:
In accordance with table 1, the option number is selected. Tasks are performed in accordance with an example.
Option 1
y: 
.
2. Draw up a diagram of the algorithm and a program for calculating the value y: 
at a\u003e 0 and 
at a £ 0.
3. To draw up a diagram of the algorithm and a program for determining the values x: 
when it changes yfrom at-first to at-finite in increments h.
4. To draw up a diagram of the algorithm and a program for calculating the arithmetic mean of the positive elements of the array B.
Option 2
1. To draw up a diagram of the algorithm and a program for calculating the value 
.
a: 
at b\u003e 0 and 
at b £ 0.
b: 
when it changes afrom a-first to a-finite in increments h.
4. To draw up a diagram of the algorithm and a program for determining the number of negative elements in the array K.
Option 3
1. To draw up a diagram of the algorithm and a program for calculating the value at: 
.
at: 
at a\u003e 0 and 
at a £ 0.
3. To draw up a diagram of the algorithm and a program for calculating values m: 
when changing a variable afrom a-primary to a-finite in increments h.
4. To draw up a diagram of the algorithm and a program for determining the number of positive and negative elements in an array of IN .
Option 4
1. To draw up a diagram of the algorithm and a calculation program 
.
at: 
at x\u003e 0 and 
at x £ 0.
at: 
when it changes x from x-primary to x-final step h.
4. To draw up a diagram of the algorithm and a program for outputting elements of a one-dimensional array Awhose value is greater than 25.
Option 5
1. To draw up a diagram of the algorithm and a program for calculating the values at: 
.
2. To draw up a diagram of the algorithm and a program for calculating the value x: 
at a\u003e 0 and 
at a £ 0.
3. Draw up a diagram of the algorithm and a program for calculating values at: 
when it changes xfrom x-primary to x-final step h.
4. To draw up a diagram of the algorithm and a program for calculating the results of dividing two arrays A, b, write the result to an array C.
Option 6
1. To draw up a diagram of the algorithm and a program for calculating the value x: 
.
2. To draw up a diagram of the algorithm and a program for calculating the value at: 
at c £ 0 and 
at c\u003e 0.
3. To draw up a diagram of the algorithm and a program for calculating values from: 
when it changes a from a-first to a-finite in increments h.
4. To draw up a diagram of the algorithm and a program for determining positive elements in an array A.
Option 7
1. To draw up a diagram of the algorithm and a calculation program 
.
2. To draw up a diagram of the algorithm and a program for calculating the value at: 
at m £ 0 and 
at m\u003e 0.
3. To draw up a diagram of the algorithm and a program for calculating values n: 
when it changes a from a-primary to a-finite in increments h.
4. To draw up a diagram of the algorithm and a program for calculating the sum of the elements of the array X.
Option 8
1. To draw up a diagram of the algorithm and a determination program 
.
2. To draw up a diagram of the algorithm and a program for calculating the value a: 
at x\u003e 0 and 
at x £ 0.
3. To draw up a diagram of the algorithm and a program for calculating values l: 
when it changes bfrom b-first to b-finite in increments h.
Y whose values \u200b\u200bare less 15 .
Option 9
1. To draw up a diagram of the algorithm and a program for calculating the value from: 
. The source data and the result to print.
2. To draw up a diagram of the algorithm and a program for calculating the value from: 
at x £ 0 and 
at x\u003e 0.
3. To draw up a diagram of the algorithm and a program for calculating values at: 
when changing a variable b from b-first to b-finite in increments h.
4. To draw up a diagram of the algorithm and a program for calculating the product of positive elements of the array C.
Option 10
1. To draw up a diagram of the algorithm and a program for calculating the value t: 
.
2. To draw up a diagram of the algorithm and a program for calculating the value x: 
at b £ 0 and 
at b\u003e 0.
3. To draw up a diagram of the algorithm and a program for calculating values x: 
when it changes at from at-first to at-finite in increments h.
4. Draw up an algorithm diagram and an array selection program A numbers are more than 5.
Option 11
1. To draw up a diagram of the algorithm and a program for calculating the value at: 
.
2. To draw up a diagram of the algorithm and a program for calculating the value x: 
if d\u003e 0 and 
if d £ 0.
3. To draw up a diagram of the algorithm and a program for calculating the value at: 
when changing a variable bfrom b-first to b-finite in increments h.
4. To draw up a diagram of the algorithm and a program for determining array elements Cwhose values \u200b\u200bare greater 9 .
Option 12
1. To draw up a diagram of the algorithm and a program for determining the value k: 
.
2. To draw up a diagram of the algorithm and a program for calculating the value x: 
at y £ 0 and 
at y\u003e 0.
3. To draw up a diagram of the algorithm and a program for calculating the value k: 
when it changes x from x-first to x-finite in increments h.
4. To draw up a diagram of the algorithm and a program for calculating the product of array elements X.
Option 13
1. To draw up a diagram of the algorithm and a program for calculating the value from: 
.
2. To draw up a diagram of the algorithm and a program for calculating the value x: 
at z\u003e 0 and 
at z≤0.
3. To draw up a diagram of the algorithm and a program for calculating values s: 
when changing a variable x from x-first to x-finite in increments h.
4. To draw up a diagram of the algorithm and a program for calculating the product of elements of two arrays Xand B. The product is written to the array K.
Option 14
1. To draw up a diagram of the algorithm and a program for calculating the value at: 
.
2. Draw up a diagram of the algorithm and a program for determining the value at: 
at b\u003e 0 and 
at b £ 0.
3. To draw up a diagram of the algorithm and a program for calculating values a: 
when changing a variable at from at-first to at-finite in increments h.
4. To draw up a diagram of the algorithm and a program for calculating the sum of the negative elements of the array A.
Option 15
at: 
.
2. Draw up a diagram of the algorithm and a calculation program at: 
at x\u003e 0 and 
at x £ 0.
3. To draw up a diagram of the algorithm and a program for calculating values z: 
where is the variable x varies from x-first to x-finite in increments h.
4. To draw up a diagram of the algorithm and a program for determining the number of positive and negative elements in an array B.
Example:
1. To draw up a diagram of the algorithm and a program for calculating values at: 
.
at x\u003e 0 and 
at x £ 0.
| N |
| I \u003d 1 |
| X (i) |
| X (i)<0 |
| X (i) |
| i \u003d i + 1 |
| i≤N |
| the end |
Practical work number 1
Subject: “Determining the price of dividing the scale of devices”
Purpose of work: Learn to apply the technique of determining the price of the division of the scale of the device.
Equipment: three measuring devices (student's ruler, thermometer, beaker, etc.), cards with pictures of devices.
Theory:
The rule for determining the price of division of the device.
1) Find two adjacent numbers on the scale of the device, subtract the smaller from the larger.
3) Divide the difference in numbers by the number of divisions between them.
Working process:
1. Repeat the rule of finding the division price of the device.
2. Using the rule to determine the price of division of devices.
3. The results are written in the table.
4. Write a conclusion.
Table:
| Device name | Division price (unit) |
|
Additional task: Determine the temperature in the classroom, time, pressure, taking into account the division price of devices.
Practical work No. 2
Theme: “Relativity of movement. Uniform and uneven movement. Speed. Units of Speed. "
Purpose of work: Compare uniform and uneven movement. Find different frames of reference for the same body. Determine the speed of the body. Convert arbitrary units to basic.
Equipment: Easy-moving trolleys, (tube with water containing an air bubble), bars, measuring tapes, stopwatch.
Theory:
Uniform movement is one in which the body travels the same path over equal intervals of time.
Uneven movement is one in which the body travels an unequal path for equal periods of time.
Absolute rest and absolute movement in nature does not exist. For the same body, one can always find such a frame of reference relative to which the body moves, and such a frame of reference relative to which is at rest.
Speed \u200b\u200bcharacterizes the speed of movement of the body. It is calculated by the formula: v \u003d S / ț.
The basic units of speed: m / s.
Working process:
1. Using a slightly moving trolley and applying constant force to it, observe uniform movement.
2. Using a slightly moving trolley and applying a variable force to it, observe uneven movement.
3. During the movement of the cart with the bar, find such a reference body relative to which the block moves, and such a reference body relative to which it is at rest.
4. Measure the distance the cart has traveled.
5. Measure the time the trolley has traveled a given distance.
7. The report is issued in the form of a table.
8. Write a conclusion.
Table:
| Distance, s (m) | Time, ț (s) | Speed, v (m / s) | Speed, v (km / h) |
|
Additional task: Give an example of the relativity of motion.
Practical work No. 3
Theme: “The path, movement and coordinate of the body in a rectilinear uniform motion”
Purpose of work:
Equipment:
Theory:
1. At what distance was the tank, if a bullet fired by a soldier from an anti-tank rifle at a speed of 3600 km / h overtook him after 0.5 s?
2. Find the speed if the path traveled by the body in 3 minutes is 5.4 km.
3. On one bump 60 cm long, the Kolobok rose uniformly for 25 seconds, and rolled down from the same bump at a speed of 25 cm / s. At what average speed did the kolobok move?
Practical work No. 3
Topic: “The path, movement and coordinate of the body in a rectilinear uniform motion”
Purpose of work: Repeat the concepts of path, movement, coordinate from courses in mathematics and geography. Determine the coordinate of the body with uniform rectilinear motion.
Equipment: Virtual demonstration of a moving body in a curved line, in a straight line, measuring tapes.
Theory:
The path is the length of the path.
Movement is the shortest distance between the start and end points of movement.
The coordinate of the body moving rectilinearly and uniformly can be calculated by the formula: x \u003d x₀ + s or s \u003d x₀ + v · ț
Working process:
1. Repeat the concept of movement, path and coordinate.
2. Draw graphically the path and movement of a moving body.
3. Repeat the rule and formulas for determining the coordinates of the body at any point on the trajectory with uniform rectilinear motion.
4. Solve problems:
1) The cyclist, moving in a straight road at a speed of 12 km / h, drove past the observer from north to south. Where was the cyclist 2 hours north? Where will he be in 1.5 hours?
2) The body moves uniformly and rectilinearly, the trajectory of its movement AB is shown on the axis OX. Scale: 1 division - 10 cm. Determine the coordinates of the body at the beginning and at the end of the movement.
A IN
ABOUT X
3) Experimental task: Considering the origin of the entrance door to the office to determine the location of the location.
4. Write a conclusion.
Practical work No. 4
Topic:
Purpose of work: Learn to apply knowledge in solving problems on the topic "Gravity. Body weight. Weightlessness".
Equipment: Job Cards.
Theory:
1) Gravity is the force with which the Earth acts on all bodies. Attached to the body and directed vertically down.
2) Weight is the force with which the body acts on a support or suspension.
3) Weightlessness - no support, no suspension.
4) Overload - occurs with increasing speed vertically up.
Solve the problem:
1) The mass of a leaf tearing off a birch is 0.1 g, and the mass of a cat Yashka, dreaming about birds and tearing off the same birch, is 10 kg. How many times the gravity acting on the planning leaf is less than the gravity acting on the cat?
2) Knowing your weight, determine the weight of your body.
3) Does gravity cease to act on Vovochka, who has already flown from the roof to the surface of planet Earth.
4) On a dining table in a plate, lined on all sides with pickles, lies a loaf of bread weighing 3 kg. Calculate the effective gravity on the loaf and describe how the weight of the loaf affects the cucumbers.
5) Graphically depict gravity, weight acting on bodies.
Practical work No. 5
Theme: “Solving high-quality and computational problems”
Purpose of work: Learn to apply the "Hooke Law" in solving problems.
Equipment: Job Cards
Theory:
1) Hooke's law - the force of elasticity arising from elastic deformations, directly proportional to the numerical value of the change in length
2) When the springs are connected in series and in parallel, the stiffness changes.
TO to
Solve the problem:
1) Under the action of a force of 20 N, the spring is stretched by 12 cm. What force will stretch the spring by 15 cm.
2) Find the stiffness of the spring, which, under the action of a force of 10 N, was extended by 10 cm.
3) Why does a steel ball bounce well from stone and bounce badly from asphalt?
4) When weeding crops manually, weeds should not be pulled out of the ground too quickly. Why?
5) How to make a 10N kettlebell stretch the dynamometer spring with a force greater than 10N?
6) There are several dynamometers designed to measure strength up to 4N. How to use these instruments to measure body weight greater than 4H?
Practical work No. 6
Topic: “Forces in mechanics”
Purpose of work: Learn to determine the forces of gravity, elasticity, friction using a dynamometer and know the differences between them.
Equipment: Dynamometer, metal plate, sandpaper, wooden ruler, bars of various weights.
Theory:
1) Dynamometer - a device for measuring forces
2) Gravity is the force with which the Earth acts on all bodies. Attached to the body and directed vertically down.
3) Elastic force - a force arising from elastic deformations, directly proportional to the numerical value of the length change
4) Friction - a force that occurs when one body moves on the surface of another.
Working process:
1. Measure the gravity of the bars.
2. Measure the elasticity of the bars.
3. Measure the friction force of the bars.
| (wood to wood) | (wood for metal) | (tree on a rough plane) |
|||
Practical work No. 7
Topic:“The solution of high-quality and computational problems”
Purpose of work: Learn to apply knowledge in solving problems on the topic of "Pressure".
Equipment: Job Cards.
Theory:
1) Pressure is the ratio of the force to the area over which the force acts in the perpendicular direction.
2) The formula for calculating the pressure of solids: p \u003d F / S.
3) Pascal's Law: The pressure of liquids and gases is transmitted in all directions equally.
4) The pressure of the liquid and gas caused by the action of gravity is determined by the formula: p \u003d pgh
Solve the problem:
1. The force of 100 N acts on an area of \u200b\u200b200 cm². Determine the pressure.
2. The air surrounding us exerts pressure on all bodies. What force acts on the surface of the table, the dimensions of which are 60cm x 80cm? (atmospheric pressure 10 5 Pa)
3. How the pressure of the liquid column on the Moon will change compared to the Earth; on Mars?
4. Determine the pressure at a depth of 0.6 m in water, kerosene, mercury.
5. Will the tire pressure of your bicycle change if your grandmother sits in the saddle instead of you, and does his grandfather ride on the frame?
Answers: 1) 5kPa, 2) 48kN, 3) on the moon and Mars the pressure is less than on earth, 4) 6kPa, 4.8kPa, 81.6kPa, 5) yes, it will increase.
Practical work number 8
Topic:“The solution of high-quality and computational problems”
Purpose of work: Learn to apply knowledge in solving problems on the topic “Archimedean force. Swimming conditions tel. Areometers ”.
Equipment: Job Cards.
Theory:
3) Conditions for swimming bodies:
If gravity is greater than Archimedean force, then the body sinks and settles at the bottom;
If the gravity acting on the body is exactly equal in magnitude to the Archimedean force, then the body will be in balance inside the fluid;
When Archimedean force is greater than gravity, the body floats to the surface of the water, but part of the body usually remains immersed in the liquid.
4) Hydrometer - a device for measuring the density of a liquid.
Solve the problem:
1. Will a body weighing 350 kg and a volume of 0.4 m³ float on the surface of the water?
2. A wooden block in the shape of a parallelepiped floats on the surface of the water. The depth of the submerged part of the bar is 4 cm, a part of the bar 1 cm high comes out above the surface of the water. Find the density of the tree.
3. Determine what material the antique product is made of if its weight in air is 170 N and in water - 150 N.
4. Why does a plucked chicken drown in an unsalted soup, and swim in an salted soup?
5. Why can not burning kerosene be extinguished with water?
Practical work No. 9
Topic:"Verification of the law of Archimedes"
Purpose of work: Compare body weight in air and in liquid.
Equipment: a tripod with a clutch and a foot, a dynamometer, a thick-walled glass, a measuring cylinder, several bodies with tied loops of thread, a vessel with water.
Theory:
1) A buoyant force acts upward on a body immersed in a liquid (gas) and is equal in magnitude to the weight of the liquid (gas) that this body displaces - this is the formulation of the Archimedes law.
2) The formula for calculating the buoyancy force acting on a body immersed in a liquid or gas: F \u003d pVg.
Working process:
1. Use a measuring cylinder to measure body volume.
2. Fasten the dynamometer in a tripod, draw the body to the dynamometer hook using a loop of thread and find the weight of the body in the air.
3. Substitute a glass of water under the body and lower the clutch with the foot and dynamometer until the whole body is in water. Find the body weight in water and calculate the buoyancy force.
4. Knowing body volume and water density, check if the buoyancy force is equal to the weight of the displaced fluid.
5. Do the experiment with another body. The results of the experiments write in the table.
Table:
| Body test | Body volume V, cm³ | Body weight in air P, N | Body weight in water P, N | Buoyancy force F, H | The weight of the displaced fluid P, N |
|
Additional task:
1.Two characters of the folk tale, negative and positive, were alternately immersed in three liquids: in boiled water, in icy water and milk. In which case was the buoyancy force greater?
2. Where does solid crucian carp have more weight, in its own lake or in a strange pan?
Practical work number 10
Topic:“The solution of high-quality and computational problems”
Purpose of work: Learn to apply knowledge in solving problems on the topic “Work. Power. Energy"
Equipment: Job Cards.
Theory:
1) Work is a physical quantity equal to the product of the force applied to the body to move under the influence of this force.
2) If the body has done the work, then the body has energy.
3) Types of mechanical energy: Kinetic - the energy of motion and potential - the energy of interaction.
4) The formula for calculating kinetic energy:
5) Formulas for calculating potential energy: mgh;
6) Power is a value indicating the speed of work.
Solve the problem:
1. While Petina’s friends were engaged in socially useful work, Petya, weighing 35 kg, climbed to the very top of a birch tree whose height was 12 m. What kind of mechanical work did Petya do.
2. The power of the four-year-old Gulmira is 100 watts. What work will she do in 30 seconds without stopping and without stopping?
3. Seventh grader Marat pushing in the school buffet first graders in 1 min. He completed a job equal to 4200 J. What is the power of a seventh grader uncontrollably rushing for food.
4. The boy took his sister on a sled to kindergarten, and then returned home the same way with empty sleds. He applied the same or different force to the sled rope on the way to the garden and home. Justify the answer. Compare the work done by the boy on the way there and back.
5. 10 identical boys fall into a pit 1 m deep in 10 s. The average density of the boy is 1000 kg / m³, the volume of each boy is 0, 004m³. What is the kinetic energy of the boys at the time of landing.
Answers: 1) 4200 J, 2) 3000 J, 3) 70 W, 4) A 1 A 2, 5) 0.2 J
Practical work No. 11
Topic:"The efficiency of a simple mechanism."
Purpose of work: Determine the efficiency of the lever.
Equipment: dynamometer, lever, set of weights, student ruler, tripod with foot and clutch.
Theory:
1) A lever is a solid that rotates around a fixed fulcrum.
2) The lever is in equilibrium if the sum of the moments of forces acting clockwise is equal to the sum of the moments of forces acting counterclockwise.
3) A moment of power is a product of force on the shoulder.
4) Leverage - the shortest distance from the axis of rotation to the line of action of the force.
Task:
One aggressive force wanted to occupy the lever, but at that moment, on the other side of the lever, the peacekeeping arrived. A peacemaking force of 200 N. had a shoulder of 4 meters, an aggressive force had a shoulder of 2 meters. Calculate the moments of these two forces, and tell me who will win when one force begins to act clockwise and the other against.
Working process:
1. Attach the lever to the tripod.
2. Determine the weight of the load using a dynamometer and hang it on one of the shoulders of the lever, holding the second shoulder with your hand, achieving balance of the lever.
3. Measure the distance from the table to the load.
4. Using a dynamometer attached to the second shoulder, lift the load 5 cm.
5. Determine the dynamometer reading.
6. Measure the distance that the second shoulder has lowered.
10. Fill in the table and draw a conclusion.
Table:
Additional task: Suggest ways to increase lever efficiency.
Practical work No. 12
Topic:“The solution of high-quality and computational problems”
Purpose of work: Learn to apply knowledge in solving problems on the topic “Interaction tel. Traffic. Pressure. Work, power, energy. "
Equipment: Job Cards.
Solve the problem:
1. Petya was traveling by electric train to his grandmother, and two phenomena unknown to him mocked him all the way. One at each stop pushed Petya forward, and the other, when the car moved off, pulled back. What are these hooligan phenomena and can the transport police cope with them?
2. The car drove the first half of the way at a speed of 50 km / h, and the second half of the way at a speed of 40 km / h. Find average speed all the way.
3. The mass of Uncle Bori is 79 kg., The floor area occupied by the legs of Bori is 0.02 m². Determine the pressure that D. Borya will exert on the insoles of his own shoes when he puts them on.
4. What was the mass of the body, abandoned on the roof of the house, with a height of 15 m. And having a potential energy of 300 J.
5. What capacity does the waterfall have if 8000 m³ of water falls every second? The height of the waterfall is 15 m.
6. Two forces equal to 1H and 2H are applied to the balanced lever. Under what condition is the balance of the lever maintained.
Answers 1) inertia, 2) 45 km / h, 3) 39.5 kPa, 4) 2 kg, 5) 1200 * 10 6 W, 6) 2 m and 1 m
Baitөleu Madina Baitөleuқyzy
Educational institution: KSU "school №24" Temirtau
Short job description:Laboratory work "Checking the law of conservation of momentum" Purpose: to determine the momenta of the closed system before and after the interaction of the bodies included in it, and to check the law of conservation of momentum, to calculate the absolute and relative errors of direct measurements of the flight range of one of the balls. Instruments and accessories: a tripod with a foot, 2 balls of the same volume and different weight, a tray for launching the ball, sheets of white and carbon paper, tape measure, electronic scales.
Physics is a branch of natural science that studies the most general laws of nature and matter. In Russian schools, physics is taught in grades 7-11. On our website, physics materials are located in the sections: Summaries of lessons Technological maps Control and verification Laboratory and practical Self-tests Tests Preparation for the Unified State Examination Preparation for the Unified State Examination Olympics Quizzes and games Extra-curricular activities [...]
Qualitative laboratory and practical work in physics at the Conspektek portal
Theoretical knowledge not supported by practice is often worthless. That is why practical work is so important in the educational process. They help to better understand the material and acquire an important skill in using theory. Nevertheless, each teacher who sets as his task the compilation of high-quality test material that would help to effectively assess the level of knowledge gained and help students to better understand the material studied is a non-trivial task that requires a lot of time and effort.
The ready-made practical and laboratory work on physics collected on our website will help in this difficult process, which are sent to us by the best teachers from all over the country. These materials incorporate the rich experience and teaching skills of the compilers. They are made in strict accordance with the Federal State Educational Standard; therefore, they can be safely used in the educational process.
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MINISTRY OF EDUCATION OF THE REPUBLIC OF BASHKORTOSTAN
PRACTICAL WORKS ON DISCIPLINE
PHYSICS
Compiled by: Moiseeva Aigul Firdavisovna, physics teacher GBPOU ONK
EXPLANATORY NOTE
The purpose of teaching the discipline is to study the basics of electric and magnetic circuits: properties and characteristics of electric and magnetic fields; study of the properties of electrical circuits of direct and alternating current. Physics is a basic discipline, with the help of which other special disciplines are mastered in the training of specialists with secondary specialized education (technicians) and skilled workers for enterprises in the oil industry.
When studying a subject, one should rely on the basic knowledge of students in the field of physics. Questions that were previously studied in a physics course can be considered overviewly or recommended for independent study. It is necessary to observe the unity of terminology and designations in accordance with the current standards of the International System of Units, pay special attention to the importance of standardization.
When choosing formulas in the calculations, you should use the International System of Units (SI), letter symbols of physical quantities and conventional graphic symbols in accordance with GOST ESKD.
Practical training of students in the subject is provided by a systematic solution of electrical problems and laboratory work.
The curriculum provides for the implementation of practical work in the discipline.
| Thematic planning of practical work | ||
| Guidelines for solving problems | ||
| Literature |
Thematic planning of practical work
| Topic | Practical work | number hours |
| Physical processes in electrical circuits | 1. Electric current and its parameters | |
| Calculation of simple electrical circuits | 2. Calculation of electrical circuits with an arbitrary connection of elements and one source. 3. Circuit design using electrical potential. Building a potential chart | |
| Methods for calculating complex electrical circuits | 4. Calculation of direct current circuits by the method of superposition, by the method of loop currents. | |
| Electric field | 5. The calculation of electrostatic circuits | |
| Magnetic field and electromagnetic induction | 6. Application of the law of total current. Magnetic Circuit Design | |
| Linear AC Circuits | 7. The calculation of linear AC circuits |
Guidelines for solving problems
From the very beginning, you need to carefully read the condition of the problem. It often happens that after we read the task and write in the “Given” a short condition of the task, we suddenly find a lack of data. First of all, it is proposed to start the search with the text itself. There are several points to pay attention to. For example, some figures may be written in writing, and some indicators may be indicated in the question. But simply writing off the data in the “given” is not enough. It is necessary to transfer all the data into a single system of units, the so-called SI (kilogram, meter, second, degree, ampere, etc.)
And we need to determine what is required of us to find and write down, but this item usually does not cause difficulties.
There is one more thing that is very important. Many even believe that it is half the task. As you may have guessed, this is a drawing. If the drawing was made clearly and clearly, then looking at it you can immediately understand what, where and how to do it.
After we have compiled a brief condition of the problem and drawn a picture, it's time to begin the crucial stage - solving the problem. First, remember the basic formulas, laws, and rules of the topic on which the task is based.
Thus, to the recorded “Given,” “Find,” drawn drawing, a list of formulas and laws was added. Now everything is ready to begin. Then start, but for simplicity we advise you to start with a formula where there is that unknown, which must be found by the condition of the problem. After that, it is necessary to determine which data in this formula is specified by the condition and which is not. For them to write already other formulas for their finding.
The data is already substituted into the final formula, after which the value is calculated. A dimensionality check is carried out in order to make sure that all the substitutions and transformations are done, right.