MAOU Lyceum No. 64, Krasnodar Physics director Spitsyna L.I.

Work - participant of the All-Russian Festival of Pedagogical Creativity in 2017

The site is posted on the site to exchange work experience with colleagues

HOMEMADE DEVICES FOR EDUCATIONAL RESEARCH

IN LABORATORY PRACTICUM IN PHYSICS

Research project

"Physics and physical problems exist everywhere

in the world in which we live, work,

we love, we die." - J. Walker.

Introduction.

WITH early childhood, when with light hand teacher kindergarten Zoya Nikolaevna, “Kolya the Physicist” stuck with me, I am interested in physics as a theoretical and applied science.

Also in primary school, studying the materials available to me in encyclopedias, I identified for myself the range of the most interesting questions; Even then, radio electronics became the basis of extracurricular activities. In high school I began to pay special attention to such issues modern science, like nuclear and wave physics. In the specialized class, the study of human radiation safety problems in modern world.

The passion for design came with the book by Revich Yu. V. “ Entertaining electronics“, my reference books were the three-volume “Elementary Textbook of Physics” edited by G. S. Landsberg, “Physics Course” by A. A. Detlaf. and others.

Every person who considers himself a “techie” must learn to translate his, even the most fantastic, plans and ideas into independently made working models, instruments and devices in order to use them to confirm or refute these plans. Then, having completed general education, he gets the opportunity to look for ways, following which he will be able to bring his ideas to life.

The relevance of the topic “Do-it-yourself physics” is determined, firstly, by the possibility of technical creativity for each person, and secondly, by the opportunity to use homemade devices for educational purposes, which ensures the development of the student’s intellectual and creative abilities.

The development of communication technologies and truly limitless educational opportunities Internet networks today allow everyone to use them for the benefit of their development. What do I mean by this? The only thing is that now anyone who wants can “dive” into the endless ocean of available information about anything, in any form: videos, books, articles, websites. Today there are many different sites, forums, YOUTUBE channels that will gladly share with you knowledge in any field, and in particular in the field of applied radio electronics, mechanics, atomic nuclear physics, etc. It would be very cool if more people had a desire to learn something new, a desire to understand the world and transform it positively.

Problems solved in this work:

- realize the unity of theory and practice through the creation of homemade educational instruments and working models;

Apply theoretical knowledge acquired at the lyceum to select the design of models used to create homemade educational equipment;

Based on theoretical studies of physical processes, select the necessary equipment that meets the operating conditions;

Use available parts and blanks for non-standard use;

Popularize applied physics in youth environment, including among classmates, through involving them in extracurricular activities;

Contribute to the expansion of the practical part of the educational subject;

Promote the importance of students’ creative abilities in understanding the world around them.

MAIN PART

The competition project presents manufactured educational models and devices:

A miniature device for assessing the degree of radioactivity based on the Geiger-Muller counter SBM-20 (the most accessible of the existing samples).

Working model of Landsgorff diffusion chamber

A complex for visual experimental determination of the speed of light in a metal conductor.

A small device for measuring human reactions.

I present the theoretical foundations of physical processes, circuit diagrams and design features of devices.

§1. A miniature device for assessing the degree of radioactivity based on a Geiger-Muller counter - dosimeter self-made

The idea of ​​assembling a dosimeter haunted me for a very long time, and once I got around to it, I assembled it. In the photo on the left is a Geiger counter industrial production, on the right is a dosimeter based on it.

It is known that the main element of a dosimeter is a radiation sensor. The most accessible of them is the Geiger-Muller counter, the principle of which is based on the fact that ionizing particles can ionize a substance - knocking out electrons from the outer electronic layers. Inside the Geiger counter is the inert gas argon. Essentially, the counter is a capacitor that allows current to flow only when positive cations and free electrons are formed inside. A schematic diagram of how the device is turned on is shown in Fig. 170. One pair of ions is not enough, but due to the relatively high potential difference at the counter terminals, avalanche ionization occurs and a sufficiently large current arises so that the pulse can be detected.

A circuit based on an Atmel microcontroller, Atmega8A, was chosen as a recalculator. Indication of values ​​is carried out using an LCD display from the legendary Nokia 3310, and sound indication is carried out using a piezoelectric element taken from an alarm clock. High voltage to power the meter is achieved using a miniature transformer and a voltage multiplier using diodes and capacitors.

Schematic diagram of the dosimeter:

The device shows the dose rate value γ and x-ray radiation in microroentgens, with an upper limit of 65mR/h.

When the filter cover is removed, the surface of the Geiger counter is exposed and the device can detect β-radiation. Let me note - just record, not measure, since the degree of activity of β-drugs is measured by flux density - the number of particles per unit area. And the efficiency of SBM-20 to β-radiation is very low; it is designed only for photon radiation.

I liked the circuit because the high-voltage part is correctly implemented - the number of pulses for charging the meter's power capacitor is proportional to the number of recorded pulses. Thanks to this, the device has been working for a year and a half without switching off, using 7 AA batteries.

I purchased almost all the components for the assembly on the Adyghe radio market, with the exception of the Geiger counter - I purchased it from the online store.

Reliability and efficiency of the device confirmed Thus: continuous operation of the device for one and a half years and the possibility of constant monitoring show that:

The device readings range from 6 to 14 microroentgens per hour, which does not exceed the permissible limit of 50 microroentgens per hour;

The radiation background in classrooms, in the microdistrict of my residence, directly in the apartment fully complies with radiation safety standards (NRB - 99/2009), approved by the Resolution of the Chief State Sanitary Doctor Russian Federation dated July 7, 2009 No. 47.

IN Everyday life, it turns out that it is not so easy for a person to get into an area with increased radioactivity. If this happens, the device will notify me sound signal, which makes a homemade device a guarantor of the radiation safety of its designer.

§ 2. Working model of a Langsdorff diffusion chamber.

2.1. Basics of radioactivity and methods of studying it.

Radioactivity is the ability of atomic nuclei to decay spontaneously or under the influence of external radiation. The discovery of this remarkable property of some chemical substances owned by Henri Becquerel in February 1896. Radioactivity is a phenomenon that proves the complex structure of the atomic nucleus, in which the nuclei of atoms fall apart, while almost all radioactive substances have a certain half-life - a period of time during which half of all atoms in the sample will decay radioactive substance. During radioactive decay, ionizing particles are emitted from the nuclei of atoms. These can be the nuclei of helium atoms - α-particles, free electrons or positrons - β - particles, γ - rays - electromagnetic waves. Ionizing particles also include protons and neutrons, which have high energy.

Today it is known that the vast majority chemical elements have radioactive isotopes. There are such isotopes among water molecules - the source of life on Earth.

2.2. How to detect ionizing radiation?

It is currently possible to detect, that is, detect ionizing radiation using Geiger-Muller counters, scintillation detectors, ionization chambers, and track detectors. The latter can not only detect the presence of radiation, but also allow the observer to see how the particles flew according to the shape of the track. Scintillation detectors are good for their high sensitivity and light output proportional to the particle energy - the number of photons emitted when a substance absorbs a certain amount of energy.

It is known that each isotope has a different energy of emitted particles, so using a scintillation detector it is possible to identify an isotope without chemical or spectral analysis. With the help of track detectors, it is also possible to identify an isotope by placing the camera in a uniform magnetic field, in which case the tracks will be curved.

Ionizing particles of radioactive bodies can be detected and their characteristics can be studied using special devices, called “track”. These include devices that can show the trace of a moving ionizing particle. These can be: Wilson chambers, Landsgorff diffusion chambers, spark and bubble chambers.

2.3. Homemade diffusion chamber

Soon after the homemade dosimeter began to work stably, I realized that the dosimeter was not enough for me and I needed to do something else. I ended up building a diffusion chamber invented by Alexander Langsdorff in 1936. And today for scientific research a camera can be used, the diagram of which is shown in the figure:

Diffusion - an improved cloud chamber. The improvement lies in the fact that to obtain supersaturated steam, it is not adiabatic expansion that is used, but the diffusion of vapor from the heated region of the chamber to the cold one, that is, the steam in the chamber overcomes a certain temperature gradient.

2.4. Features of the camera assembly process

To operate the device prerequisite is the presence of a temperature difference of 50-700C, while heating one side of the chamber is impractical, because the alcohol will evaporate quickly. This means that you need to cool the lower part of the chamber to - 30°C. This temperature can be achieved by evaporating dry ice or Peltier elements. The choice fell in favor of the latter, because, frankly, I was too lazy to get ice, and a portion of ice will only serve once, while the Peltier elements will serve as many times as needed. The principle of their operation is based on the Peltier effect - heat transfer during the flow electric current.

The first experiment after assembly made it clear that one element was not enough to obtain the required temperature difference; two elements had to be used. They are supplied with different voltages, the lower one is more, the upper one is less. This is due to this: the lower the temperature that needs to be achieved in the chamber, the more heat needs to be removed.

Once I got my hands on the elements, I had to do a lot of experimenting to get the temperature right. Bottom part The element is cooled by a computer radiator with heat (ammonia) pipes and two 120 mm coolers. According to rough calculations, the cooler dissipates about 100 watts of heat into the air. I decided not to bother with the power supply, so I used a pulsed computer one with a total power of 250 watts, which after taking measurements turned out to be enough.

Next, I built a case from sheet plywood for integrity and ease of storage of the device. It turned out not exactly neat, but quite practical. I made the camera itself, where tracks of moving charged particles or photon rays are formed, from a cut pipe and plexiglass, but a vertical view did not provide good image contrast. I broke it and threw it away, now I use a glass goblet as a transparent camera. Cheap and cheerful. Appearance cameras - in the photo.

Both the thorium-232 isotope found in the electrode for argon-arc welding (it is used in them to ionize the air near the electrode and, as a result, easier ignition of the arc), and daughter decomposition products (DPR) can be used as a “raw material” for work. radon contained in the air, coming mainly with water and gas. To collect DPR I use tablets activated carbon- a good absorbent. In order for the ions of interest to us to be attracted to the tablet, I connect a voltage multiplier to it with a negative terminal.

2.5. Ion trap.

Another important element structures - a trap for ions formed as a result of the ionization of atoms by ionizing particles. Structurally, it is a mains voltage multiplier with a multiplication factor equal to 3, and at the output of the multiplier there are negative charges. This is due to the fact that as a result of ionization, electrons are knocked out from the outer atomic shell, as a result of which the atom becomes a cation. The chamber uses a trap whose circuit is based on the use of a Cockcroft-Walton voltage multiplier.

The electrical circuit of the multiplier looks like:

Operation of the camera, its results

The diffusion chamber, after numerous trial runs, was used as experimental equipment when performing laboratory work on the topic “Study of tracks of charged particles”, held in the 11th grade of MAOU Lyceum No. 64 on February 11, 2015. Photographs of the tracks obtained through the camera were recorded on the interactive whiteboard and used to determine the type of particles.

As in industrial equipment, in a homemade chamber we were able to observe the following: the wider the track, the more particles there are, therefore, the thicker tracks belong to alpha particles, which have a large radius and mass, and as a result, greater kinetic energy, larger number ionized atoms per millimeter of flight.

§ 3. Complex for visual experimental determination of the quantity

speed of light in a metal conductor.

Let me begin, perhaps, with the fact that the speed of light has always been considered to me something incredible, incomprehensible, and to some extent impossible, until I found on the Internet circuit diagrams of a two-channel oscilloscope that was lying around, with broken synchronization, which cannot be repaired. made it possible to study the shapes of electrical signals. But fate was very favorable to me; I managed to determine the cause of the breakdown of the synchronization unit and eliminate it. It turned out that the microassembly, the signal switch, was faulty. Using a diagram from the Internet, I made a copy of this microassembly from parts purchased at my favorite radio market.

I took a twenty-meter shielded television wire and assembled a simple high-frequency signal generator using 74HC00 inverters. One end of the wire supplied a signal, simultaneously recording it from the same point with the first channel of the oscilloscope; from the second, the signal was captured with the second channel, recording the time difference between the edges of the received signals.

I divided the length of the wire - 20 meters by this time, and got something similar to 3 * 108 m/s.

I am enclosing the principle electrical diagram(where would we be without her?):

The appearance of the high-frequency generator is shown in the photo. Using available (free) software"Sprint-Layout 5.0" created the board drawing.

3. 1. A little about making boards:

The board itself, as usual, was made using the "LUT" technology - a folk laser-iron technology developed by the inhabitants of the Internet. The technology is as follows: take one or two-layer foil fiberglass, carefully sand it with sandpaper until it shines, then with a rag moistened with gasoline or alcohol. Next, a drawing is printed on a laser printer, which must be applied to the board. A design is printed in mirror image onto glossy paper, and then using an iron, the toner on the glossy paper is transferred to the copper foil covering the PCB. Later under the stream warm water The paper rolls off the board with your fingers, leaving a board with a printed pattern. Now we immerse this product in a ferric chloride solution, stir for about five minutes, then remove the board on which the copper remains only under the toner from the printer. Sandpaper remove the toner, treat it again with alcohol or gasoline, then cover it with soldering flux. Using a soldering iron and a tinned television cable braid, we move along the board, thereby covering the copper with a layer of tin, which is necessary for subsequent soldering of components and to protect the copper from corrosion.

We wash the board from flux using acetone, for example. We solder all components, wires and coat them with non-conductive varnish. We wait a day for the varnish to dry. Done, the board is ready for use.

I have been using this method for many years now, and it has never failed me.

§ 4. A small device for measuring human reactions.

Work to improve this device is still ongoing.

Device in use in the following way: after power is supplied to the microcontroller, the device goes into the mode of cyclically enumerating the values ​​of a certain variable “C”. After pressing the button, the program pauses and assigns the value that at that moment was in the variable, the value of which changed cyclically. Thus, a random number is obtained in the variable “C”. You might say, “Why not use the random() function or something like that?”

But the fact is that in the language in which I write - BASCOM AVR, there is no such function due to its inferior set of commands, since this is a language for microcontrollers with a small amount of RAM and low computing power. After pressing the button, the program lights up four zeros on the display and starts a timer that waits for a period of time proportional to the value of the variable “C”. After a specified period of time has elapsed, the program lights up four eights and starts a timer that counts the time until the button is pressed.

If you press the button at the moment between the ignition of zeros and eights, the program will stop and display dashes. If the button was pressed after the eights appeared, then the program will display the time in milliseconds that elapsed after the eights appeared and before the button was pressed, this will be the person’s reaction time. All that remains is to calculate the arithmetic mean of the results of several measurements.

This device uses an Atmel microcontroller model ATtiny2313. On board the chip has two kilobytes of flash memory, 128 bytes of RAM, eight-bit and ten-bit timers, four pulse-width modulation (PWM) channels, and fifteen fully accessible I/O ports.

To display information, a seven-segment, four-digit LED indicator with a common anode is used. The indication is implemented dynamically, that is, all segments of all bits are connected in parallel, but the common pins are not parallel. Thus, the indicator has twelve pins: four pins are common for digits, the remaining eight are distributed as follows: seven segments for numbers and one for a point.

Conclusion

Physics is a fundamental natural science, the study of which allows one to understand the world around a child through educational, inventive, design, and creative activities.

Setting a goal: to construct physical devices to use them in the educational process, I set the task of popularizing physics as a science, not only theoretical, but also applied, among peers, proving that it is possible to understand, feel, and accept the world around us only through knowledge and creativity. As the proverb says, “it’s better to see once than to hear a hundred times,” that is, in order to grasp the vast world at least a little, you need to learn to interact with it not only through paper and pencil, but also with the help of a soldering iron and wires, parts and microcircuits .

Testing and operation of homemade devices proves their viability and competitiveness.

I am infinitely grateful that my life, starting from the age of three, was directed into a technical, inventive and design direction by my grandfather, Nikolai Andreevich Didenko, who taught physics and mathematics at the Abadzekh secondary school for more than twenty years, and worked as programmers in scientific research for more than twenty years. ROSNEFT technical center.

List of used literature.

Nalivaiko B.A. Directory of Semiconductor Devices. Ultrahigh frequency diodes. IGP "RASCO" 1992, 223 p.

Myakishev G. Ya., Bukhovtsev B. B. Physics 11th grade, M., Education, 2014, 400 p.

Revich Yu. V. Entertaining electronics. 2nd edition, 2009 BHV-Petersburg, 720 p.

Tom Titus. Scientific fun: physics without instruments, chemistry without a laboratory. M., 2008, 224 p.

Chechik N. O. Fainshtein S. M. Electron multipliers, GITTL 1957, 440 pp.

Shilov V.F. Homemade devices on radio electronics, M., Education, 1973, 88 p.

Wikipedia is a free encyclopedia. Access mode

Municipal educational institution

Ryazanovskaya average comprehensive school

PROJECT WORK

MANUFACTURING PHYSICAL EQUIPMENT WITH YOUR OWN HANDS

Completed

8th grade students

Gusyatnikov Ivan,

Kanashuk Stanislav,

Physics teacher

Samorukova I.G.

RP Ryazanovsky, 2019

Introduction.

Main part.

1. Purpose of the device;

   tools and materials;

   Manufacturing of the device;

   General view of the device;

   Features of the device demonstration.

Conclusion.

Bibliography.

INTRODUCTION

In order to carry out the necessary experiment, instruments are needed. But if they are not in the office laboratory, then some equipment for the demonstration experiment can be made with your own hands. We decided to give some things a second life. The work presents installations for use in physics lessons in grade 8 on the topic “Pressure of Liquids”

TARGET:

make instruments, physics installations to demonstrate physical phenomena with your own hands, explain the principle of operation of each device and demonstrate their operation.

HYPOTHESIS:

Use the made device, installation in physics to demonstrate physical phenomena with your own hands in lessons when demonstrating and explaining the topic.

TASKS:

Make devices that arouse great interest among students.

Make instruments that are not available in the laboratory.

Make devices that cause difficulty in understanding theoretical material in physics.

PRACTICAL SIGNIFICANCE OF THE PROJECT

The significance of this work lies in the fact that Lately, when the material and technical base in schools has weakened significantly, experiments using these installations help to form some concepts in the study of physics; devices are made from waste material.

MAIN PART.

1. DEVICE For demonstration of Pascal's law.

1.1. TOOLS AND MATERIALS . Plastic bottle, awl, water.

1.2. MANUFACTURING THE DEVICE . Make holes with an awl from the bottom of the vessel at a distance of 10-15 cm in different places.

1.3. PROGRESS OF THE EXPERIMENT. Partially fill the bottle with water. Press with your hands on top part bottles. Observe the phenomenon.

1.4. RESULT . Observe water flowing out of the holes in the form of identical streams.

1.5. CONCLUSION. The pressure exerted on the fluid is transmitted without change to every point of the fluid.

2. DEVICE for demonstrationdependence of liquid pressure on the height of the liquid column.

2.1. TOOLS AND MATERIALS. Plastic bottle, drill, water, felt-tip pen tubes, plasticine.

2.2. MANUFACTURING THE DEVICE . Take a plastic bottle with a capacity of 1.5-2 liters.We make several holes in a plastic bottle at different heights (d≈ 5 mm). Place the tubes from the helium pen into the holes.

2.3. PROGRESS OF THE EXPERIMENT. Fill the bottle with water (pre-close the holes with tape). Open the holes. Observe the phenomenon.

2.4. RESULT . Water flows further from the hole located below.

2.5. CONCLUSION. The pressure of the liquid on the bottom and walls of the vessel depends on the height of the liquid column (the higher the height, the greater the liquid pressurep= gh).

3. DEVICE - communicating vessels.

3.1. TOOLS AND MATERIALS.Lower parts from two plastic bottles different sections, felt-tip pen tubes, drill, water.

3.2. MANUFACTURING THE DEVICE . Cut off the bottom parts of plastic bottles, 15-20 cm high. Connect the parts together with rubber tubes.

3.3. PROGRESS OF THE EXPERIMENT. Pour water into one of the resulting vessels. Observe the behavior of the surface of the water in the vessels.

3.4. RESULT . The water levels in the vessels will be at the same level.

3.5. CONCLUSION. In communicating vessels of any shape, the surfaces of a homogeneous liquid are installed at the same level.

4. DEVICE to demonstrate pressure in a liquid or gas.

4.1. TOOLS AND MATERIALS.Plastic bottle, balloon, knife, water.

4.2. MANUFACTURING THE DEVICE . Take a plastic bottle, cut off the bottom and top. You will get a cylinder. Tie a balloon to the bottom.

4.3. PROGRESS OF THE EXPERIMENT. Pour water into the device you have made. Place the completed device in a container of water. Observe a physical phenomenon

4.4. RESULT . There is pressure inside the liquid.

4.5. CONCLUSION. At the same level, it is the same in all directions. With depth, pressure increases.

CONCLUSION

As a result of our work, we:

conducted experiments to prove the existence atmospheric pressure;

created home-made devices demonstrating the dependence of liquid pressure on the height of the liquid column, Pascal's law.

We enjoyed studying pressure, making homemade devices, and conducting experiments. But there is a lot of interesting things in the world that you can still learn, so in the future:

We will continue to study this interesting science,

We will produce new devices to demonstrate physical phenomena.

USED ​​BOOKS

1. Teaching equipment for physics in high school. Edited by A.A. Pokrovsky-M.: Education, 1973.

2. Physics. 8th grade: textbook / N.S. Purysheva, N.E. Vazheevskaya. –M.: Bustard, 2015.

Summary: Coin and balloon experiment. Entertaining physics for children. Fascinating physics. Do-it-yourself physics experiments. Entertaining experiments in physics.

This experiment is wonderful example actions of centrifugal and centripetal forces.

To conduct the experiment you will need:

A balloon (preferably a pale color so that when inflated it is as transparent as possible) - a coin - threads

Work plan:

1. Place a coin inside the ball.

2. Inflate the balloon.

3. Tie it with thread.

4. Take the ball with one hand by the end where the thread is. Make several rotational movements with your hand.

5. After some time, the coin will begin to rotate in a circle inside the ball.

6. Now with your other hand, fix the ball from below in a stationary position.

7. The coin will continue to spin for another 30 seconds or more.

Explanation of experience:

When an object rotates, a force called centrifugal force occurs. Have you ridden the carousel? You felt a force throwing you outward from the axis of rotation. This is centrifugal force. When you spin the ball, a centrifugal force acts on the coin, which presses it against the inner surface of the ball. At the same time, the ball itself acts on it, creating a centripetal force. The interaction of these two forces causes the coin to spin around.

Municipal educational institution "Secondary school No. 2" Babynino village

Babyninsky district, Kaluga region

X research conference

“Gifted children are the future of Russia”

Project "Physics with your own hands"

Prepared by the students

7 "B" class Larkova Victoria

7 "B" class Kalinicheva Maria

Head Kochanova E.V.

Babynino village, 2018

Table of contents

Introduction page 3

Theoretical part p.5

experimental part

Fountain model p.6

Communicating vessels page 9

Conclusion page 11

References page 13

Introduction

This academic year we plunged into the world of a very complex but interesting science that is necessary for every person. From the first lessons we were fascinated by physics; we wanted to learn more and more new things. Physics is not only physical quantities, formulas, laws, but also experiments. Physical experiments can be done with anything: pencils, glasses, coins, plastic bottles.

Physics is an experimental science, so creating instruments with your own hands contributes to a better understanding of laws and phenomena. Many different questions arise when studying each topic. The teacher, of course, can answer them, but how interesting and exciting it is to get the answers yourself, especially using hand-made instruments.

Relevance: Making instruments not only helps to increase the level of knowledge, but is one of the ways to activate cognitive and project activities students when studying physics in primary school. On the other hand, such work serves good example socially useful work: successfully made homemade devices can significantly supplement the equipment of a school office. It is possible and necessary to make devices on site on your own. Homemade devices also have another value: their production, on the one hand, develops in the teacher and students practical skills and skills, and on the other hand, indicates creative work.Target: Make a device, a physics installation for demonstration physical experiments with your own hands, explain its principle of operation, demonstrate the operation of the device.
Tasks:

1. Study scientific and popular literature.

2. Learn to apply scientific knowledge to explain physical phenomena.

3. Make devices at home and demonstrate their operation.

4. Replenishment of the physics classroom with homemade devices made from scrap materials.

Hypothesis: Use the made device, a physics installation for demonstrating physical phenomena with your own hands in the lesson.

Project product: DIY devices, demonstration of experiments.

Project result: interest of students, the formation of their idea that physics as a science is not divorced from real life, development of motivation for learning physics.

Research methods: analysis, observation, experiment.

The work was carried out according to following diagram:

Studying information from various sources on this issue.

Selection of research methods and practical mastery of them.

Collection own material– collecting available materials, conducting experiments.

Analysis and formulation of conclusions.

I . Main part

Physics is the science of nature. She studies phenomena that occur in space, in the bowels of the earth, on the earth, and in the atmosphere - in a word, everywhere. Such phenomena are called physical phenomena. When observing an unfamiliar phenomenon, physicists try to understand how and why it occurs. If, for example, a phenomenon occurs quickly or occurs rarely in nature, physicists strive to see it as many times as necessary in order to identify the conditions under which it occurs and establish the corresponding patterns. If possible, scientists reproduce the phenomenon being studied in a specially equipped room - a laboratory. They try not only to examine the phenomenon, but also to make measurements. Scientists – physicists – call all this experience or experiment.

We were inspired by the idea of ​​making our own devices. Carrying out our scientific fun at home, we developed basic actions that allow you to conduct the experiment successfully:

Home experiments must meet the following requirements:

Safety during carrying out;

Minimum material costs;

Ease of implementation;

Value in learning and understanding physics.

We conducted several experiments on various topics in the 7th grade physics course. Let's present some of them, interesting and at the same time easy to implement.

Experimental part.

Fountain model

Target: Show the simplest model fountain

Equipment:

Large plastic bottle - 5 liters, small plastic bottle - 0.6 liters, cocktail straw, piece of plastic.

Progress of the experiment

We bend the tube at the base with the letter G.

Secure it with a small piece of plastic.

Cut a small hole in a three-liter bottle.

Cut off the bottom of a small bottle.

Secure the small bottle into the large one using a cap, as shown in the photo.

Insert the tube into the cap of a small bottle. Secure with plasticine.

Cut a hole in the cap of a large bottle.

Let's pour water into a bottle.

Let's watch the flow of water.

Result : We observe the formation of a water fountain.

Conclusion: The water in the tube is affected by the pressure of the liquid column in the bottle. The more water in the bottle, the larger the fountain will be, since the pressure depends on the height of the liquid column.

Communicating vessels

Equipment: upper parts from plastic bottles of different sections, rubber tube.

Let's cut off the top parts of plastic bottles, 15-20cm high.

We connect the parts together with a rubber tube.

Progress of experiment No. 1

Target : show the location of the surface of a homogeneous liquid in communicating vessels.

1.Pour water into one of the resulting vessels.

2. We see that the water in the vessels is at the same level.

Conclusion: in communicating vessels of any shape, the surfaces of a homogeneous liquid are set at the same level (provided that the air pressure above the liquid is the same).

Progress of experiment No. 2

1. Let’s observe the behavior of the surface of water in vessels filled with different liquids. Pour the same amount of water and detergent into communicating vessels.

2. We see that the liquids in the vessels are at different levels.

Conclusion : in communicating vessels, heterogeneous liquids are established at different levels.

Conclusion

It is interesting to observe the experiment conducted by the teacher. Carrying it out yourself is doubly interesting.The experiment carried out with a hand-made device arouses great interest among the whole class. Such experiments help to better understand the material, establish connections and draw the right conclusions.

We conducted a survey among seventh grade students and found out whether physics lessons with experiments are more interesting, and whether our classmates would like to make a device with their own hands. The results turned out like this:

Most students believe that physics lessons become more interesting with experiments.

More than half of the surveyed classmates would like to make instruments for physics lessons.

We enjoyed making homemade instruments and conducting experiments. There are so many interesting things in the world of physics, so in the future we will:

Continue studying this interesting science;

Conduct new experiments.

Bibliography

1. L. Galpershtein “Funny Physics”, Moscow, “Children’s Literature”, 1993.

Teaching equipment for physics in high school. Edited by A.A. Pokrovsky “Enlightenment”, 2014

2. Textbook on physics by A. V. Peryshkina, E. M. Gutnik “Physics” for grade 7; 2016

3. ME AND. Perelman “Entertaining tasks and experiments”, Moscow, “Children’s Literature”, 2015.

4. Physics: Reference materials: O.F. Kabardin Textbook for students. – 3rd ed. – M.: Education, 2014.

5.//class-fizika.spb.ru/index.php/opit/659-op-davsif

Slide 1

Topic: DIY physics devices and simple experiments with them.

Work completed by: 9th grade student - Roma Davydov Supervisor: physics teacher - Khovrich Lyubov Vladimirovna

Novouspenka – 2008

Slide 2

Make a device, a physics installation to demonstrate physical phenomena with your own hands. Explain the operating principle of this device. Demonstrate the operation of this device.

Slide 3

HYPOTHESIS:

Use the made device, a physics installation for demonstrating physical phenomena with your own hands in the lesson. If this device is not available in the physical laboratory, this device will be able to replace the missing installation when demonstrating and explaining the topic.

Slide 4

Make devices that arouse great interest among students. Make devices that are not available in the laboratory. make devices that cause difficulty in understanding theoretical material in physics.

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With uniform rotation of the handle, we see that the action of a periodically changed force will be transmitted to the load through the spring. Changing with a frequency equal to the frequency of rotation of the handle, this force will force the load to perform forced vibrations. Resonance is the phenomenon of a sharp increase in the amplitude of forced vibrations.

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EXPERIENCE 2: Jet propulsion

We will install a funnel in a ring on a tripod and attach a tube with a tip to it. We pour water into the funnel, and when the water begins to flow out from the end, the tube will bend in the opposite direction. This is reactive movement. Reactive motion is the movement of a body that occurs when some part of it is separated from it at any speed.

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EXPERIMENT 3: Sound waves.

Let's put it in a vice metal ruler. But it is worth noting that if most of the ruler acts as a vice, then, having caused it to oscillate, we will not hear the waves generated by it. But if we shorten the protruding part of the ruler and thereby increase the frequency of its oscillations, then we will hear the generated Elastic waves, propagating in the air, as well as inside liquid and solid bodies, but are not visible. However, under certain conditions they can be heard.

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Experiment 4: Coin in a bottle

Coin in a bottle. Want to see the law of inertia in action? Prepare a half-liter milk bottle, a cardboard ring 25 mm wide and 0 100 mm wide and a two-kopeck coin. Place the ring on the neck of the bottle, and place a coin on top exactly opposite the hole in the neck of the bottle (Fig. 8). After inserting a ruler into the ring, hit the ring with it. If you do this abruptly, the ring will fly off and the coin will fall into the bottle. The ring moved so quickly that its movement did not have time to be transferred to the coin, and according to the law of inertia, it remained in place. And having lost its support, the coin fell down. If the ring is moved to the side more slowly, the coin will “feel” this movement. The trajectory of its fall will change, and it will not fall into the neck of the bottle.

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Experiment 5: Floating Ball

When you blow, a stream of air lifts the balloon above the tube. But the air pressure inside the jet is less than the pressure of the “quiet” air surrounding the jet. Therefore, the ball is located in a kind of air funnel, the walls of which are formed by the surrounding air. By smoothly reducing the speed of the jet from the upper hole, it is not difficult to “land” the ball on former place For this experiment you will need an L-shaped tube, such as glass, and a lightweight foam ball. Close the top hole of the tube with a ball (Fig. 9) and blow into the side hole. Contrary to expectation, the ball will not fly away from the tube, but will begin to hover above it. Why is this happening?

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Experiment 6: Body movement in a “dead loop”

"Using the "dead loop" device, it is possible to demonstrate a number of experiments on the dynamics of a material point along a circle. The demonstration is carried out in the following order: 1. The ball is rolled along the rails from the highest point of the inclined rails, where it is held by an electromagnet, which is powered by 24 V. The ball steadily describes loop and flies out at a certain speed from the other end of the device.2 The ball is rolled down from the lowest height, when the ball only describes the loop without falling off from its top point.3 From an even lower height, when the ball, not reaching the top of the loop, breaks away from it and falls, describing a parabola in the air inside the loop.

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Body movement in a "dead loop"

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Experiment 7: Hot air and cold air

Stretch a balloon onto the neck of an ordinary half-liter bottle (Fig. 10). Place the bottle in a saucepan with hot water. The air inside the bottle will begin to heat up. The molecules of the gases that make up it will move faster and faster as the temperature rises. They will bombard the walls of the bottle and ball more strongly. The air pressure inside the bottle will begin to increase and the balloon will begin to inflate. After some time, transfer the bottle to a saucepan with cold water. The air in the bottle will begin to cool, the movement of molecules will slow down, and the pressure will drop. The ball will wrinkle as if the air has been pumped out of it. This is how you can verify the dependence of air pressure on the ambient temperature

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Experiment 8: Tension of a rigid body

Taking the foam block by the ends, stretch it. The increase in distances between molecules is clearly visible. It is also possible to simulate the occurrence of inter-molecular attractive forces in this case.