Teaching design of temperature in eighth grade

Part I: Teaching Design of Physics 3.1 Temperature in Grade 8 of New People's Education Press

Part I: teaching material analysis

Temperature is the first section of the third chapter "Changes of Physical State" in junior middle school physics textbook of People's Education Press. The teaching of this chapter starts with "temperature" and "the use of thermometer", not only because they are the preparatory knowledge of this chapter, but also because the change of state of matter revolves around "whether the temperature changes". It can be said that "temperature" is the core of "the change of state of matter", and learning to use "thermometer" is the basic skill to learn this chapter.

Second, the analysis of academic situation

The eighth-grade students are active in thinking, curious and eager for knowledge, but weak in practical ability. In addition, they have just come into contact with physics, and they lack understanding of the basic links of scientific inquiry and necessary logical knowledge. Therefore, we should introduce the common phenomena of students, so that students can gradually understand and apply scientific knowledge. Students have a certain understanding of temperature in their daily life, and it is not difficult to understand it. Although students of "thermometer" may have come into contact with it in their daily life, there are still some doubts about the making principle and operating specifications of thermometer. Therefore, in class, we should pay attention to training students to describe concepts in scientific terms, standardize the use of thermometer to measure temperature and highlight the education of scientific methods.

Third, teaching objectives

Knowledge and skills

1. Understand the concept of temperature;

2. Understand the common temperature values in the living environment; 3, will use a thermometer to measure the temperature. Process and method

1. Understand the structure of thermometer through observation and experiment;

2, through learning activities, enable students to master the use of thermometers. Emotion, attitude and values

Through teaching activities, students' interest in learning and thirst for knowledge of science are stimulated, and students are willing to explore natural phenomena and physics principles in daily life.

IV. Teaching emphases and difficulties

Emphasis: the concept of temperature; Correct use of thermometers to measure temperature and can read the readings of various thermometers. Difficulties: the structure and principle of thermometer; Comparison between clinical thermometer and laboratory thermometer

V. Teaching preparation

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Wide-mouth bottle, colored water, rubber stopper, thin glass tube, experimental thermometer, thermometer, thermometer, beaker (3 for each table, medium size), multimedia courseware, boiled water and cold water

VI. Teaching process

3. 2. centigrade scale's regulations: (1) symbol: ℃.

(2) The temperature of an ice-water mixture at atmospheric pressure is ℃; The temperature of boiling water is 1℃. 3. Thermometer

(1) Structure: glass bulb, glass tube, capillary tube, etc. (2) Working principle: liquid expands when heated and contracts when cooled. 4. thermometer

(1) measuring range: 35-42℃ (2) dividing value: .1℃

(3) structure: bend the thin glass tube and shake it before use.

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Part II: Physics for Grade 8 of People's Education Press Chapter IV "Temperature" Teaching Plan

Teaching Design of Temperature in Section 1

Teaching Objectives:

1. Knowledge and Skills Objectives:

(1) Knowing that temperature indicates the degree of cold and hot objects and the regulations of Celsius temperature.

(2) Understand the working principle of liquid thermometer, and use thermometer to measure temperature.

(3) Cultivate students' practical ability and self-study ability.

2. process and method objectives:

(1) to cultivate students' ability to observe, analyze and ask questions.

(2) initially cultivate students' creative thinking and creativity.

3. Emotional attitude and values:

(1) Cultivate students' rigorous scientific attitude and healthy mentality of mutual cooperation and friendly coexistence.

(2) Cultivate students' awareness of caring for the environment.

(Note: The setting of teaching objectives fully embodies the concept of Physics Curriculum Standards. In this teaching, students should not only understand the principle and structure of thermometer, but also master the basic knowledge and skills such as the correct use of thermometer. More importantly, this class takes the above knowledge as the carrier to cultivate students' scientific attitude of being willing to explore and be brave in innovation, and their healthy psychology of cooperating and getting along well with each other, so as to cultivate students' interest in learning physics. )

Teaching emphasis:

1. With the self-made demonstration thermometer as equipment, the principle and structure of liquid thermometer are obtained by students through observation, analysis and creation.

2. Through students' hands-on experiments, reading textbooks and discussing with each other, how to use the thermometer correctly is summarized.

Teaching difficulties:

How to gradually cultivate the awareness of autonomous learning of underachievers in the teaching process.

(Note: The establishment of teaching emphases and difficulties focuses on cultivating students' abilities of hands-on, self-study, observation, analysis and creation, and their awareness of cooperation and active participation in learning. ) Teaching methods: observation experiment, self-study discussion and inquiry learning.

teaching process:

1. Introduction

1. Show slides, students observe pictures

Students talk about their feelings after observation, and introduce the topic "Temperature"

2. Newly taught

First section temperature

2. Student experiment 1

Students touch hot and cold water cups with their hands and tell their feelings. Guide students to sum up the concept of

temperature: in physics, the degree of heat and cold of an object is called temperature. (Cold objects have low temperatures and hot objects have high temperatures)

Let a few students touch two glasses of water again.

teacher: is it accurate to judge the temperature by feeling? What should I do to know the temperature of an object accurately?

(1): Principle and structure of thermometer

Teacher: What thermometers do you know? What is its structure?

(note: cultivate students' ability to observe, think and ask questions. )

students discuss in groups and ask questions.

(Description: The teacher writes on the blackboard the problems that students put forward to solve in this class; Give praise to the students who actively ask questions. Some students may ask questions that are not consistent with this section. Teachers should not ignore them and give reasonable explanations. Don't dampen students' enthusiasm for thinking and speaking.

1. Teachers demonstrate homemade thermometers.

teacher: when this device is put into a beaker filled with hot water, students guess what may happen.

students discuss and answer. The teacher put the device in a beaker filled with hot water and the students observed it.

teacher: now, what will happen if you take this device out of hot water and put it in a beaker filled with cold water? Students guess and answer.

The teacher took the device out of the hot water and put it in a beaker filled with cold water. Students observe phenomena.

teacher: what is this phenomenon called?

student: heat expands and cold contracts.

teacher: can a temperature measuring device be made according to the principle that liquid expands when heated and contracts when cooled? What is this device called?

student: thermometer

teacher: now who can tell the measuring principle of liquid thermometer?

The teacher holds a homemade thermometer.

teacher: can you use this device to measure the temperature of liquid? What defects do you think it has? (Note: The design of this question is mainly based on students' observation, which arouses students' enthusiasm for learning through their emotional factors. )

The teacher takes out the demonstration thermometer

Teacher: This thermometer has been improved and is perfect. Now let's look at this thermometer. Are you satisfied?

teacher: who can describe the structure of this thermometer?

(2), Celsius temperature

1. Provisions of Celsius temperature

Students read the textbook P69 and discuss: how to stipulate degrees Celsius, 1 degrees Celsius and 1 degree Celsius.

2. Reading and writing the temperature in Celsius: Show the draft of the weather forecast and ask the students to play the announcer to broadcast the weather forecast. Who wants to?

Weather forecast for January 26th, 212 in Ningxia

Hello, audience! It will be sunny and cloudy from night to tomorrow in Ningxia, with a northerly wind of 3-4 and a temperature of -15℃ to 2℃. It will be cloudy from night to day after tomorrow. Recently, the temperature is low, so please pay attention to cold protection and warmth.

(Students should read, encourage in time, correct misunderstandings and cultivate students' self-confidence)

3. Understand the structure of thermometer and introduce the measuring range and dividing value on thermometer.

(3) Use of thermometer

Teacher: What should I do before using a thermometer?

Students read the textbook P49 "Use of Thermometer" and give feedback.

teacher: what are the common mistakes in using thermometers? How to use thermometer correctly?

Students read several key points of P49 using thermometer and measure the temperature of water, and show them in groups

(Note: Students summed up how to use thermometer correctly through hands-on practice, self-study, discussion and demonstration, which impressed them deeply and improved their self-study ability and problem analysis ability. )

Teachers briefly summarize how to use thermometers correctly:

(4), thermometer

1. Teachers show thermometers, students observe and understand the structure of thermometers, especially the function of necking. Teacher: Where have students seen thermometers, and what did doctors do before using them?

Student: I've seen it in the hospital. Doctors should shake it a few times before using it.

Teacher: It's normal to be sick. Students should strengthen their exercise and go to the hospital as little as possible.

(Note: remind students to strengthen exercise and cultivate students' awareness of caring for their bodies) Students read P69 "thermometer"

Summary of knowledge: Students are responsible.

(5), summary

(6), blackboard design

Section 1 Temperature

1. The degree of heat and cold of an object is called temperature

2. Thermometer

(1) stipulation of centigrade temperature

(2) structure of thermometer

(3) use of thermometer

(4) thermometer and its use

Part III: Teaching plan of temperature in the first quarter of chapter III in physics for eighth grade

Section I Temperature

Teaching objectives

1.

● Understand the common temperature values in the living environment;

a thermometer will be used to measure the temperature.

2. Process and method

● Understand the structure of the thermometer through observation and experiment;

● Make students master the use of thermometers through learning activities;

3. Emotion, attitude and values

● Through teaching activities, students' interest in learning and thirst for knowledge of science are stimulated, so that students are willing to explore natural phenomena and physics principles in daily life.

Teaching process

1. Creating scenarios and introducing topics

1. Teacher: In our daily life, we often hear such a dialogue: "It's so hot today!" "Yes, autumn is coming. Why is the temperature so high?" "But it's cold when I get up in the morning"

Teacher: What can we get from this conversation?

health: cold, hot.

teacher: in physics, the degree of heat and cold of an object is called temperature.

2. Put ice water, tap water and hot enough water in three beakers to guide students to experience "cold" and "hot". Teacher: Why does the same cup of tap water have two different cold and hot feelings in almost the same time?

health: it seems that people's feelings are unreliable.

teacher: in daily life, people often judge things by their own experiences and feelings, but these experiences and feelings are not all reliable, and sometimes mistakes occur. Therefore, in order to accurately judge the temperature, we must learn new knowledge by means of thermometer

2. Step by step.

Teacher: Have you ever observed similar phenomena? When boiling water at home, if the water in the kettle is too full and the water has just started to boil, it will overflow.

health: yes.

teacher: very good! Then we give it a physical name ── thermal expansion and contraction combined with textbook P47 to introduce the principle of thermometer.

Teacher: Thermometers are made according to the law that liquids expand with heat and contract with cold. According to different temperature measuring environments, the temperature measuring substances in thermometers are generally different, which can be alcohol, mercury or kerosene. Let the students look at Figure 3.1-2. Various commonly used thermometers < P > Teacher: Different thermometers have their own wonderful uses. Today, we are studying common glass liquid thermometers, which are basically the same in structure, including: liquid bubble, thin inner tube, glass column engraved with indicators, and alcohol thermometer, kerosene thermometer and mercury thermometer are commonly used according to different liquids in the bubble.

Teacher: Since temperature is a physical quantity used to measure the degree of heat and cold of an object, it should have its own unit. Let's find out the answer by observing the thermometer.

a. the meaning of the letter "℃" means the temperature of centigrade (put forward by Perseus of Sweden).

regulation of b. degrees celsius: at one atmospheric pressure, the temperature of the mixture of ice and water is recorded as degrees celsius (you will know more about "one atmospheric pressure" in later study).

c.1 degrees celsius: at one atmospheric pressure, the temperature when water boils is recorded as 1 degrees celsius.

D.1 degrees Celsius: 1 equal parts between and 1 degrees Celsius, each equal part represents 1 degree Celsius. The normal body temperature of the human body is 37℃, which is pronounced as 37℃. In the tent of Everest camp, the temperature is-15℃, which is pronounced as-15℃ or-15℃.

In the CCTV report, all the hosts read the temperature as 1 degrees and 16 degrees. Do you think it's appropriate? Test you with a topic: "25℃". Can you read it? How to write "28 degrees Celsius"? How to write "MINUS 8 degrees Celsius"?

3. Try to explore and learn to use

Teacher: Look at the two thermometers on the experimental table. Can you tell the difference between them?

health a: one measures the normal temperature, and the other measures the body temperature.

health b: the number ranges marked above are different.

raw c: each cell indicates a different temperature.

health d: the bottom of the thermometer is curved.

health e: the glass column of the thermometer is not round.

F: The glass column of the thermometer can play a magnifying role.

teacher: very good! The students all made a careful observation. There are two requirements that we must abide by when learning measurement from today ── observation range and dividing value.

a. range-the highest temperature that can be measured.