新课标物理必修1学案

2024-07-05

新课标物理必修1学案（精选6篇）

1.新课标物理必修1学案篇一

[高一物理必修一]

绪言物理学与人类的文明

一、教学目标

1.激发学生学好高中物理的积极性

2.使学生对物理学有概括的认识，它是现代科学和技术的重要基础。

3.知道怎样学好高中物理。

二、重点

理解学习物理的方法

三、难点

物理学的研究范围和学习方法

四、能力训练点

1.通过对绪言的学习，使学生感受和体会物理学的研究方法，领略物理理论的形成过程和物理学家的思维方法。

五、德育渗透点

1．通过对绪言的学习，培养学生科学探索、质疑精神，提高科学素质。

2．对绪言的学习，培养学生的辩证唯物观点，激发学习兴趣，培养创新意识和创新精神。

六、教学方法

讲授、讨论、多媒体

教学过程

一、导入新课

1.通过阅读课文，讲解高科技技术的应用，展示物理学美好的发展前景，激发学生学习物理的兴趣，开拓学生的知识视野。

2．播放序言的视频文件(教材光盘)

二、新课教学

1.物理学的研究对象：物理学是研究物质的内部结构、物质存在的基本形式以及它们的性质和运动规律的学科，物理学是一门实验科学，也是一门崇尚理性、重视逻辑推理的自然科学。

2.物理学与其他科学技术的关系：物理学是现代自然科学的基础之一，物理学在自然科学的各个领域都起着重要作用。

3.物理学与社会进步：物理学的发展孕育了技术的革新，促进了物质生产的繁荣，改变了人类的生产和生活方式，推动了社会的进步。

4.物理学与思维观念：丰富了人类对物质世界的认识，也改变和扩展着人类的思维方式。是人类思维观念进步的伟大阶梯。

5.物理学的未来：自然界中最常见的运动状态，往往既不是完全确定，也不是完全随机的，而是介于二者之间，但为理解这类现象的混沌理论还远未成熟。6.怎样学好物理

(1)学会预习，提前看书，上课认真听讲、养成做笔记的习惯。

(2)重视观察和实验，理论联系实际，注重知识的理解，讲求方法。(3)宏扬动手、动脑、探究和创新的精神。

(4)多问多思，独立完成作业和练习。

三、总结

四、作业：预习下一节课：第一章运动的描述第一节质点参考系和坐标系

2.高中新课标《化学必修一》篇二

关键词：提问质疑；创设情景；推举代表；登台表演

中图分类号：G632 文献标识码：B 文章编号：1002-7661（2015）07-312-02

这节课在知识和能力方面的教学目标是：使学生了解（1）钠的物理性质——可溶性。（2）钠的化学性质——与水的反应。（3）钠与水反应的生成物——氢氧化钠的特性。[来源：学科网]

过程与方法方面的教学目标是：使学生知道观察、实验、比较、分类等方法在研究物质性质过程中的应用。知道研究物质性质的一般程序。

情感、态度和价值观方面的教学目标是：通过引导学生活动、实验、探究，让他们体验怎样科学、合理地运用观察方法。体会实验方法在化学研究中的作用，激发学生学习化学的兴趣，让他们乐于探究物质变化的奥秘；利用他们亲手做漂白实验和阅读《身边的化学》栏目，培养他们将化学知识与生产生活相结合的意識。

那么，在这堂课的教学中，怎样才能很好地将“知识与技能、过程与方法、情感态度与价值观”这三方面相互联系，融为一体。真正体现知识、能力、态度三个方面的有机整合。把新课程的三维目标落到课堂教学的实处呢？经过认真钻研教材和充分准备实验，我设计了以下教学过程及教学环节。

一、提问质疑，创设情景

钠能与水反应吗？

美丽的焰火中有谁的贡献？

电影特技中失火的场景可以怎样设计？

工业广泛应用的污水处理剂是什么？

告诉学生这都是我们今天要探究的钠与水反应以及生成物之一氢氧化钠的功劳。通过以上问题引入新课：“钠与水的反应”

这些问题的提出和质疑，首先就让学生感到了今天所学的知识（钠和氢氧化物）是有魅力的、有价值的，不是枯燥而骇人听闻的，也不是虚无缥缈的空中楼阁，更不是毫无用处的“玄学”。我们以前和以后所学的知识和今天所研究的知识一样，是绿色的、鲜活，就在我们的身边。让同学们怀着对知识的深厚感情和浓厚的情绪投入下一步的教学环节。

二、分组实验设计实验方案

【实验指导】做钠与水反应的实验，首先，在小烧杯中加入约1/2的水，滴入1～2滴酚酞，取一小块金属钠，用滤纸吸干表面的煤油，放入水中，盖上玻璃片。注意观察现象，观察时应注意几方面内容：钠在水中的哪个部位反应，形态有何变化，如何运动，发出怎样的声音，溶液颜色有何变化？

（学生进行实验探究，教师巡视学生实验情况，对学生的不规范操作进行指导。）

【讨论交流】钠与水反应的实验现象是怎样的？尽量用规范的化学语言来描述。从这些现象能得出怎样的实验结论？

1、钠浮在水面上（浮）──钠的密度比水小。

2、立刻熔成一个闪亮的小球（熔）──钠的熔点较低，钠与水反应放热。

3、在水面四处游动，发出嘶嘶声，最后完全消失（游、响）──钠与水剧烈反应，生成气体。

4、反应后溶液由无色变为红色（红）──钠与水反应生成碱性物质。

【提出问题】生成的气体是什么？

【Flash实验演示】展示钠投入装有水、酚酞试液的U型管的课件，观察到生成的气体点燃时火焰为淡蓝色。

【引导思考】燃烧产生蓝色火焰的气体有哪些？

【学生回忆】可能是 CO、CH4、H2

【教师引导】我们的反应物是钠和水，不存在碳元素，所以产物应该是氮气。请写出反应方程式。

【学生书写】

2Na+2H2O =2NaOH+H2↑[来源：学。科。网]

【教师引导】该反应是否是氧化还原反应，谁是氧化剂，谁是还原剂？

【学生回答】是氧化还原反应，钠是还原剂，水是氧化剂。

【设疑】钠既能与氧气反应，又能与水反应，那么钠应该如何保存呢？

我们不能把钠暴露在空气中，因为它会跟氧气反应，也不能保存在水里，因为钠会与水反应，实验室选择保存钠的试剂应注意两个问题：

1、选用的试剂和钠不反应；

2、试剂的密度比钠小。

所以应选用什么试剂来保存钠呢？

【学生回答】煤油或石蜡油。[来源：学&科&网]

【问题】已知钠和四氯化碳不能反应，那么钠能否保存在四氯化碳中？

【学生回答】不能，四氯化碳密度比钠大，钠浮在四氯化碳上面，起不到隔绝空气的作用。

【问题】钠着火应该怎么扑灭？用水行吗？泡沫灭火器呢？

【讨论】不能用水灭火，水和钠可以反应生成可燃性气体H2；也不能用泡沫灭火器灭火，因为钠燃烧生成的Na2O2能够跟CO2反应生成助燃性气体氧气。所以应该用沙来扑灭。

学生分组讨论实验现象：各组同学讨论的非常热烈，集思广益，设计了实验方案和操作方法，并在教师的指导下进行了优化组合。这样的活动即复习了初中的有关知识和实验，又总结了今天所学的新知识，还体现了合作学习的优势。

讨论，不仅培养了学生的探究能力和思维能力，还可以使学生在语言表达中锻炼自己，寻找自信。这无疑为刚上高中进入陌生班级才几天的学生提供了一次很好的展示自己学习才能的机会。

三、推举代表登台表演

同学们在经过了群策群力的精心设计后，都在跃跃欲试。各组代表上台对他们的实验方案进行了：说明——演示——解释——评价。使课堂气氛活跃而热烈，达到了高潮。锻炼了学生的胆识和动手能力以及语言表达能力。学生在说——做——说中主动参与了学习，促进了他们化学语言和认识水平的提高以及与人交流合作的勇气。这时，教师再趁热打铁、恰到好处地给予点评和小结。

3.新课标物理必修1学案篇三

(Reading Part)

P2 Unit1

(Period 1 Warming up and Reading)

Step I Warming up

Do you know these famous scientists?( Show the Ss some pictures of great scientists and have them say what achievements they have made.)

Step II. Pre-reading

1.Background introduction to John Snow

John Snow (1813-1858) was born and worked as a doctor in Great Britain. He was originally an anesthetist(麻醉师).He was so famous that he became the doctor for Queen Victoria at the births of her many children.

Four outbreaks of cholera in the 1830s and 1840s killed many people in England. In 1854, “the most terrible outbreak of cholera which ever occurred in the kingdom” began. It was so violent and sudden that 127people died in the first three days.

2.Make up a questionName of illness cholera (霍乱)

Symptom(症状) severe vomit (呕吐) and diarrhea (腹泻)

Aftereffect Die quickly from a loss of liquid

What was the cause of this illness ? How did John Snow find it out? (Deductive thinking)

Step III. New words study

Show the Ss a picture of “Water pump”, teach the new words pump& handle and have a brief introduction to it.(e.g. There were some water pumps in different districts in England in the 1850s.. People could use them to pump the water for daily life, but if someone removed the handle from the water pump, it could not be used.

Step IV. Reading

Fast-reading:Read the passage quickly and find the number below and the relevant happenings in the passage.(Competition among groups)

Two theories The first suggested that…multiplied in the air;. The second suggested…absorbed this disease into their bodies with their meals.

In 1854

Another outbreak hit London.

500 , 10

More than 500people had died in 10 days.

16, 37, 38 and 40

These numbers in Broad Street near the water pump had many of the deaths

20 ,21; 8,9

20 and 21 Broad Street and 8 and 9 Cambridge Street had no deaths….They didn’t drink the water from the Broad Street pump.

These families worked in the pub at 7 Cambridge Street. They didn’t drink the water from the pump.

Careful reading

Read each paragraph and find out what evidence or approach is John Snow used in the stage of experiment, then fill in the chart below.

Paragraph Stages in an experiment Example in this investigation

1 Find a problem What causes cholera?

2 Make up a question Which theory is correct?

3 Think of a method Collect data on those who were ill or died and where they got their water.

4 Collect results Plot information on a map to find out where people died or did not die.

5 Analyze results Analyze the water to see if that is the cause of the illness.

6 Repeat if necessary Find other evidence to confirm your conclusion.

7 Make a conclusion The water is to blame. The source of all drinking water should be examined so that it is safe.

Step V. Discussion

1.What’s the significance of Snow’s famous cholera map ?

2.If you were John Snow, how would you investigate the cholera?

Step VI. Summary

Step VII. Homework assignment

1.Finish Ex.1 on P42.

2. Retell the story.

3. Prepare for tomorrow’s dictation.

P9 Unit2 The United Kingdom

(Period 1 Warming up and Reading)

Step 1 Warming up& lead-in

1. Game playing

T: Morning everybody! You see, nowadays, travelling abroad are becoming more and more popular. So if you have a chance to go aboard, which country do you want to go most? How much do you know about that country?

T: Very good! Just now some of you shared your ideas, and now let’s play a short game: Guess which country it is! Altogether there are 8 groups, you are asked to choose one item and guess which country it is according to the related information offered to you.

1. People----America

2. Music----Argentina

3. Video----Australia

4. Food-----Italy

5. Shooping----France

6. Architecture-----China

7. Poetry-----the UK

Step2 Pre-Reading

1. Brainstorming :

T: Now you have a chance to go to the UK. , before you go there you’d better go to the library to search for some information about the country. What kind of information about it you want to find out?

S: geography, literature, politics, sports, sightseeings, cultures, ethnic groups, famous

cities, food, history, language, fashion, life styles …….

T: How much do you know about these?

Step 3 Reading

1. Fast-reading.

1)Task 1:Question: What kinds of information are mentioned in the text?

(sports, geography, history, flag, London, The biggest country England, flag, invasions).

2) Task 2:How many parts can this passage be divided into and what the main idea of each part is?.

Part1(para1-4): How the UK came into being

Part2 (para5): England is divided into 3 zones.

Part3 (para6): The reason why London became the cultural capital of England.

2. Careful reading

Part 1

1) T: Very good! So could you tell me how many countries the UK consists of and what they are?

S: The UK consists of four countries, that is England, Wales, Scotland and Northern Ireland.

2) T: Exactly! Then does these four countries united in one day?

S: No.

T: Then how can the UK come into being?

S: First there was only England, then in the 13th century AD, Wales was linked to the England, and in 1603, the two were joined to Scotland to make the Great Britain come into being. Later, Northern Ireland was united to the Great Britain to form the UK.

T: Wonderful job! Actually the history can be shown in the national flag called the Union Jack.

3) T: By the way, you see, the flag Union Jack only unites England, Scotland and Northern Ireland, with Wales left out. So do you know why?

S: Because it is usually assumed to be part of England.

T: Yes! And according to the passage, although the four countries belong to the UK, they are still quite different in some aspects, so in what ways are the four countries different?

S: They are different in international relations. They have different educational and legal systems as well as football teams.

Part 2

T: Among the four countries, England is the largest, and for connivance it is divided into 3 zones. What are they?

S: The South of England, the Midlands and the North.

T: Good! And now could you tell me what the feature of each zone?

Most population settled in The South of England.

Most of the large industrial cities are in the North and the Midlands.

Many cities have famous football teams.

Part 3

1) T: So we all know the UK has a long history and of course rich culture, and the cultural center is, obviously, the capital city London. So why can London become the cultural center ?

S: Because there are a lot of historical treasure in London.

T: Why there are so many historical treasure in London?

S: London has been influenced by some invaders.

2) T: Actually, in the England history, altogether there are four invasions, do you know what they are?

S: The Romans; The Anglo-Saxons; the Vikings; the Normans.

T: What did they left in England?

S: the Romans left towns and roads, the Anglo-Saxons language and government, the Vikings influence the vocabulary and place-names of the North and the Normans castles and words for food.

Step 4. Post-Reading

1. Task 1 Role-play

Two students act as tourist guides, and two students act as the tourists who want to go to the UK. Before they start, they ask the guides some background information of the UK.

2. Task 2 Discussion of ideas

This is an opportunity to allow students to draw connections in the history and the geography of England. Ask students work in groups of 4, and every group choose 1 topic. At last the group leader should give a representation of their ideas.

1) What similarity is there between the invasions of the Romans and the Normans?

2) What similarity is there between the invasions of the Anglo-Saxons and the Vikings?

3) Why does London only have evidence from three of the four invaders?

4) What geographical factors make it difficult to invade England successfully?

3. Task 3 Debate

In the history of the UK. , there are some important inventions. Those invaders ruled the country for sometime. They brought pains to the local people, but at the same time, they also brought something new to the country, which is important for the making up of its history.

“Is the inventions good or bad to the country Britain?”

Step5 Homework

1. Read the text and try to find out some important or difficult words and expressions.

2. Write a short summary of the passage.

3. Preview “Learning about Language-Discovering useful words and expressions”.

P17 Unit3 Life in the Future

(Periods 1-2 Warming up and reading)

Step 1 warming up

Talk about how many changes there have been in the last one thousand years. And what changes we might expect to find in the next one thousand years

Step 2: pre-reading

1.Can you tell what problems people are facing today?

2.what problems do you think people in the future will have overcome? Which ones will still be there or even worse in AD3005?

(Key: 1The problem of population will be solved, have begun to Control the birth rate. //2The problems will be still there, and will even worse.// 3I don’t think so. Now scientists are trying their best to develop new resources that human beings can make use of ,such as solar energy. In my opinion……)

Step 3： fast reading

1. Read the text for the first time and tell what the text is about?

It’s an e-mail written by a man Who has taken up a trip to the future.

2. Look at the following sentence, there are in wrong order, tell me the correct order for these sentence

A. We were transported into the future by a comfortable time capsule.

B. I arrived a t Wang Ping’s home and everything in his house made me surprised.

C.I won a travel to the year AD3005

D. I have my first try to master a hovering carriage.

Step 4 careful reading

1.Answer the following questions:

1.Why did I have the chance to travel to the year AD3005?

2. What is a “ time lag”?

3. How did I feel when I was in the capsule?

4. Who guides my trip?

5.Why did my guide give me some tables?

6.Who transported us to the future?

Key:

1. I took up the prize I won the year before.

2. “Time lag” means a person gets flashbacks from his previous time period.

3. The seats in the capsule are very comfortable.

4. My friend Wang Ping is my guide to the future.

5. The tablets could help me feel less nervous and uncertain

6. Wang Ping’s parents’ company transported us to the future.

2. Comprehending

Practice by doing the comprehending exercise Exercise 1-2 on Page 19

Sample answers Ex.1

Good changes

Bad changes

Time travel Can travel to

Different times

as you wish After-effects of travel

transport .can move swiftly Disorganized, difficult to

find way

houses save living space Short of space

Towns Busy, look like

markets Easy to get lost

Air quality Own family

oxygen supply Poor quality in public places

Sample answers Ex.2

I think the writer has an optimistic view of the future. He was very excited when he traveled to the year AD 3005 an d couldn’t believe if was true. From this, we can see he is eager to go to the future. Though he was hit by the lack of fresh air,---

P25 Unit 4 Making the news

(Period 1 Warming up and Reading)

(整合warming up, Pre-reading, Reading 与 Comprehending四部分)

Step I. Elaboration (warming up):

Help the students to relate their known knowledge to the topic that will be learned

Task 1 :( group discussion) Talk about jobs in China Daily?

Types of jobs What it involves

reporter

Task2: Predict what is going to be learned by looking at the title of the text. Which type of job will be talked about in the text?

Step II. Prediction (pre-reading):

Task : Predict the main idea of the text by discussing the following questions:

1. What are the qualities a good news reporter needs to have?

(Have group discussion first and then finish Part 1 individually)

2. What your first day at school was like? How would you feel on your first day at work? (Group discussion)

Step III. Skimming, scanning, analyzing (Reading & Comprehending)

Task 1: Read the text quickly to get a general idea of the text.

Task 2: Divide the passage into three sections and match the following main ideas to the three sections：

1)How to get an accurate story

2)How to protect a story from accusations

How to become a reporter

The skills needed

The importance of listening

Stages in researching a story

How to check facts

How to deal with accusations of printing lies

3)Work in a team

Task 3 Read quickly to find out the information to fill in the form below

Task 4: Tell what is required for a reporter and a photographer

patient; imaginative ; well-organized; technically good; polite; concise; thorough; creative; curious; careful; gifted; professional

Step IV. Summarizing

Task 8: Write a summary of the text

Step V. Assignment

Read an English newspaper and retell the main idea of one article in it.

P33 Unit 5 First aid

(Period 1 Warming up and Reading)

Step 1 Revision

1. Greet the whole class as usual

2. The teacher checks the students’ homework: show some pictures about some common injuries and review some words, some useful expressions and the information about first aid.

Step 2 Pre-reading

First let the students talk about the picture (page 33)

What kind of first aid would you perform in the situation of burning?

Step 3 While-reading

1) Skim for general idea. How many parts are the text and what are they?

Five parts

1.The purpose of skin

2.Cause of burns

3.Types of burns

4.Symptoms of burns

5.First aid treatment

2)Scanning : read the text quickly and do the multiple choices (page 36)

3)Detail reading: Filling in the blanks

What can skin do for our body ?

Protect you against diseases, poisons and the sun’s harmful rays.

Keep you warm or cool

Prevent you from losing water

Gives you sense of touch

Causes of burns

You can get burnt by :

hot liquidssteam,fire, radiation,the sun, electricity and chemicals

What are the three types of burns?

First degree:

Not serious; affect only the top layer of the skin; feel better a day or two

Second degree

Affect both the top and the second layer of the skin; serious; take a few weeks to heal

Third degree

Affect all three layers of the skin and any tissue and organs under the skin; very severe injuries; victim must get to a hospital at once.

3. Why do you think clothes and jewellery near burns should be removed?

Because this may break any blisters and the wound may get infected.

Step 4 Home work

1. Finish the Exes in p36.

4.新课标物理必修1学案篇四

Language points

Words

1. prefer :

a: Which kind of transportation do you prefer?

I prefer train.

I prfer to take a train.

I prefer taking a train.

I prefer taking a train to taking a bus.

I prefer to take a train rather than take a bus.

用法总结:a.

Translation.

我宁愿洗衣服而不愿做饭。

----------------------------。

我宁愿步行也不愿乘车去那儿。

------------------------------。

2. persuade: Then she persuade me to buy one.

用法总结: ____________________________.

Translation:

She persuaded her son to change his mind.

____________________________________________.

尽管他不想去，我还是说服他去上学。

_____________________________________________________.

Compare：

I advised him to gve up, but he didn’t.

=_______________________________________________.

Translation:__________________________________________.

3. insist: She insisted that she organise the trip properly.

He insisted that he should be treated fairly.

He insisted that he was right.

The baby insisted on coming with me.

用法总结:a.

Translation:

1. 我坚决主张我们马上开始。

____________________________________________.

2. He insisted that he had done nothing wrong.

_________________________________________.

4. experience

n. ___________ He is a teacher with much experience.

___________ Travelling along the river is really an interesting experience.

v. ____________. You can experience nature while travelling.

扩展：experienced：词性：_______.

He is an experienced teacher.

Translation:_____________________________.

5. breathe：词性 ________.读音__________.

breath：词性_________.读音__________.

Phrases:

1. After graduating from college, … 词性：_____________.

After he graduated from college, …. _____________

After graduation from college,…. ______________

类似用法的词还有：________________________

2. She didn’t know the best way of getting to places

做某事的方式（way）

= the way ________________.

= the way that _____________________.

Sentences

1. It was my sister who first had the idea to cycle along the Mekong River.

强调句构成：

--------------------。

还原句子:________________________________________.

根据划线部分，把下面句子变成强调句：

I saw him in the street yesterday.

_____________________________________________.

_____________________________________________________.

__________________________________________________.

What he said was interesting.

________________________________________________.

I didn’t leave here until I finished my work.

______________________________________________.

2. When are we leaving and when are we coming back?

用法：

写一个类似用法的句子:_____________________________________.

3. It was fun especially as it gradually became much warmer.

Fun 词性：________名词.

背下列句子：

It is fun to have a cool drink .

What fun it is to jump and sing in a one-horse open sleigh!

Have fun!

4. Once she has made up her mind, nothing can change it.

Once 1. 意思：__________adv.. I have been there once.

Translation: __________________________________________.

2. 意思：__________conj. Once you understand the rule, you’ll have no

further difficulty.

Translation:____________________________________.

Once seen, it can never be forgotten.

答案：

words

1. prefer a. prefer+n

b. prefer+to do

c. prefer+doing

d. prefer doing to doing

e. prefer to do rather than do

translation: I prefer washing to cooking. Or I prefer to wash rather than cook.

I prefer going there on foot to going there by bus.

I prefer to go there on foot rather go there by bus.

2. persuade 总结：persuade sb. to do sth.

Translation: 她说服他儿子改变了主意。

I persuaded him to go there though he didn’t want to.

Compare: = I tried to persuade him to give up， but he didn’t.

Translation: 我试图说服他放弃，但他不听。

3. insist

总结 a. insist +宾语从句（should +原形）

b. insist +宾语从句（should 可省略）

c. insist +宾语从句（陈述语气）

d. insist on +doing

translation：I insist that we (should) begin at once.

他坚持说他没有做错任何事情。

4. experience

n. 不可数名词

可数名词

v. 体验

扩展：形容词

他是一个有经验的老师。

5. breath n. /breZ/ breathe v. /br`:/

Phrases

1. after 词性：介词连词介词

类似用法; before

2=the way to get to places

= the way that we could get to places

Sentences

1. 构成： It is(was) +that(who)+其它成分

还原：My sister first had the idea to cycle along the Mekong River.

变强调句：

It was I who saw him in the street yesterday.

It was him who I saw in the street yesterday.

It was in the street that I saw him yesterday.

It was yesterday that I saw him in the street.

It was what he said that was interesting.

It was not until I finished my work that I left here.

2. 用法：现在进行时表将来

类似句子：Where are we staying at night?

3 fun：不可数名词

4 曾经，一度 adv. 我曾经去过那里。

5.新课标物理必修1学案篇五

重力势能（第1课时）教学设计

设计思想

《重力势能》这节课是学生第一次从定量的角度学习能量的具体表达形式。在以后的学习过程中，能量概念的重要性会被学生逐步认识到，因而本节课的内容具有非常重要的意义。就内容的呈现方式来看，本节课有探究课的特点。因而从教学的角度来看，宜采取师生互动、引导、启发的教学方式。

学情分析

1.知识层面：重力势能是学生在初中已经接触过的，但当时只停留在定性的分析上。新课应注意对知识从定性到定量的转化。

2.能力层面：高一学生对事物的认知还停留在具体的形象思维上，抽象的逻辑思维的建立还需要时间。所以在教学中我们要借助实验、视频等直观手段逐渐引入抽象的物理概念。

教学目标

物理观念

1.正确理解重力势能的概念；

2.正确理解重力做功的特点。

科学思维

1.发展学生分析、概括和科学推理能力；

2.能运用重力势能表达式计算重力势能；

3.能利用重力做功与重力势能的关系解决一些实际问题。

实验探究

1.能描述和探究影响重力势能的因素；

2.会实验验证重力做功与路径无关。

科学态度与责任

1.知道重力势能的相对性及其与地球系统共有性，形成科学的物质观；

2.渗透从生活中来，到生活中去的科学方法，激发和培养学生探索自然规律的兴趣；

3.通过学生之间的讨论交流与协作探究，培养团队合作精神；

4.培养学生遵守社会公德，防止高空坠物。

教学重难点

1．重力做功的特点；

2．重力势能的概念。

教学资源

体积相同质量不同的塑料球（1个）和铁球（2个）；装有沙子的塑料桶；多媒体展台

教法设计

引导式、启发式、探究式、分组讨论

教学过程

教师活动

学生活动

设计意图

引入新课

在前一章万有引力的学习中我们曾经提到过一个有趣的故事：

[PPT展示：牛顿与苹果的图片]

那就是牛顿在被苹果砸中脑袋之后，开始思考地球上的引力与天体间引力的关系，最终得出了伟大的万有引力定律！今天，老师也拿来了一个苹果，想让同学们也当一回牛顿，感受一下被苹果砸中脑袋的感觉！谁想来试试？

如果我再从更高的地方释放呢？比如10层楼高？小小苹果能有多大威力？有人做了一个类似实验，我们来看一段视频。

[PPT播放视频：苹果高空坠落]

实验结果还是很震撼的！小苹果竟然蕴含了大能量！原因是什么？

大家在初中时已经学过，物体由于被举高而具有的能量叫做——重力势能，今天我们将更进一步学习重力势能的知识和应用。

[PPT展示标题]

[板书：§7.4重力势能]

感受从头顶掉落苹果砸中脑袋

观看影片

回答问题

激发学生的好奇心，引起共鸣

新课教学

一、影响重力势能的因素

那么重力势能的大小可能与哪些因素相关呢？你是如何想到的？

重力势能的大小要通过一定的途径展现出来，就像刚才看到的视频中苹果从高处落下可以砸碎玻璃，我给大家提供了一套简单的实验装置来检验你的猜想。

[PPT展示：学生分组实验仪器图片]

介绍装置：体积相同质量不同的塑料球（1个）和铁球（2个）；装有沙子的塑料桶，大家讨论一下可以如何探究？这里用到了哪种实验方法？

[板书：一、影响重力势能的因素]

教师：请大家汇报一下实验结果。

[PPT播放：实验视频]

实验说明，质量越大的物体，能量越大，释放高度越高的物体，能量越大。

[板书：影响因素：质量、高度]

回答问题：

不同质量的球从同一高度释放，相同质量的球从不同高度释放，观察小球进入沙子的深度。

控制变量法

分组实验

让学生分析问题，提出实验方案，让他们体验探索、发现的成就感

直观的实验现象引发学生思考

新课教学

二、重力做功的特点

现在我们知道了重力势能与物体的质量和高度有关，那么到底该怎样定量的表达重力势能呢？其实在前面的教材里，已经给出方法了，大家来看教材第57页最上面第一段话，请一位同学来读一下这段话。

[PPT展示：教材内容]

对于寻找重力势能的定量的表达，这段话能给你什么启示吗？

重力势能释放的过程离不开重力做功，所以，我们就先从重力做功分析入手！

[板书：二、重力做功的特点]

物体的真实下落过程其实要比我们做的实验复杂的多，大家来看这幅图。

[PPT展示：幼儿园小朋友滑滑梯走不同路径]

提问：直接滑竿，滑斜坡，滑弯道，这几种情况下重力功如何求？

为了研究问题方便，我们通常把问题简化成物理模型：

[PPT：三种不同路径类型]

小球从A运动到B，已知A、B的高度，求重力功，请两位同学到黑板上写出前两种类型的计算过程。

[板书：两种情况下都有：WG=mgh1-mgh2]

图3该怎么办？前面两种小球运动的路径是直线运动，图3的任意曲线如何处理？大家有没有好的办法？有什么办法能将变化的位移方向变成不变的呢？在咱们以前的学习中有没有遇到过类似的问题，如何化变量为不变量的？

[PPT展示：匀变速运动位移时间关系的求法]

总结：这种方法叫微元法，那么对于现在这种情况可不可以类比一下，用微元法来求图3中小球重力做的功？

[板书：

WG=mg△h1+mg△h2+……=mgh1-mgh2]

通过计算，我们发现重力做功有什么特点？

[板书：重力做功与路径无关，只与初、末位置高度差有关]

为了验证理论推导，我们做个实验验证一下，这里两个不同路轨的轨道，高度相同，从同一高度释放两个球，观察它们飞出后的落点，如果重力做功相同，它们最后从轨道末端飞出的情况应该一样，根据平抛原理，落点的距离应该一致，这里摩擦力的影响比较小，我们忽略不计。

[实验检验：重力做功与路径无关]

[PPT播放：实验视频和图片]

自主阅读教材57页

回答问题

板书图1和图2的计算过程

回答问题

总结方法

观察实验

自主阅读

建立模型

理论推导

自主阅读

对比迁移

加深印象

实验验证

新课教学

三、重力势能

实验再次说明了事实！现在我们来观察一下这个表达式，式中“mgh”在做功的表达式中反复出现，书中提到：“mgh”是一个具有特殊意义的物理量，为何说它特殊？阅读教材64至65页，寻找答案！

总结：“mgh1”代表位置1的量，“mgh2”代表位置2的量，这两者仅仅是位置的不同，做功等于这个跟位置有关的量的变化，而与路径无关，而功的大小等于能量的变化，另一方面，式子本身含有质量和高度，与势能特征相符！势能的定义（由位置决定的能量）又再次强调了与位置相关的特性，所以“mgh”就是重力势能表达式！

[板书：三、重力势能

Ep=mgh]

［板书：WG=mgh1-mgh2=Ep1-

Ep2=

—（Ep2-

Ep1）=

—△Ep]

我们结合实例来运用一下，看下面这个情景：

[PPT：起重机例题]

边总结边板书

［板书：WG＞０，Ep1＞Ep2，Ep减小；

WG＜０，Ep1＜Ep2，Ep增加]

自主阅读教材，回答问题

计算例题

联系已有知识，培养知识迁移能力，思考问题的能力，训练逻辑思维。

培养学生的运用知识能力。

新课教学

四、重力势能的相对性

我们再回到牛顿的苹果问题来看看，当年砸中牛顿的那个苹果有多大势能？

［PPT：苹果例题］

同一个苹果怎么会有不同的重力势能？计算重力势能前要先选取零势能面，选取的参考面不同，结果也会有不同，有的大，有的小，有的是正数，有没有可能是负数？苹果的重力势能可不可能算出负数？

［板书：Ep取决于零势面的选取，Ep＜０表示在参考面以下］

［PPT：再计算掉落到头顶的势能变化量］

计算结果相同，说明重力势能的变化量与零势能面的选取无关！

［板书：ΔEP与零势面无关］

计算出不同的势能结果

分析问题

回答问题

分组计算，分别以头顶、脚面、山脚下为参考面计算结果。

对比思考。

运用既有知识解决问题的能力。

巩固知识

学以致用

牛顿被苹果砸中作为一个故事被传为佳话，但现实生活中估计没有人喜欢被从高处掉落的东西砸中，所以我们经常看到有这样的警示标志：

［PPT：高空坠物警示牌］

因为在高处的物体具有很大的重力势能，所以一定不要高空抛物！

重力势能也不总是那么可怕的，既然是一种能量，人们就想要加以利用，我们想办法让重力势能变成为人们服务的能源。

［PPT播放：重力灯视频］

结束语：希望将来大家能开发出更多简便可行的利用重力势能的装置为人类造福！

联系生活实际

增强学生的社会公德意识，用知识改变生活的实例。

小结

从知识和科学方法两个方面小结

问大家一个问题：知识与获得知识的方法，谁更重要？大家不必急着回答这个问题，这是一个需要思考的问题，答案也不是唯一的。我相信，二十年以后，在座的大部分同学都会将今天我们学到的重力势能的知识忘得一干二净，但我希望，二十年后，今天这堂课还能给你留下点什么。

板书设计

重力势能

重力做功与重力势能改变的关系

重力势能的相对性

6.新课标物理必修1学案篇六

Scientists Contributions

1. Alexander Graham Bell A. electricity / famous kite experiment

2. Thomas Edison B. the First telephone

3. Laite Brothers C. the electric bulb

4. Madame Curie D. black holes in Universe / A Brief History of Time

5. Franklin E. Theory of Gravity

6. Steven Hawking F. the First Plane

7. Elbert Einstein G. Radium / radioactivity

8. Isaac Newton H. the secrets of the atom and of the universe / the Theory of relativity

9. Charles Darwin I. astronomy curriculum

10. Zhang Heng J. penicillin

11. Yuan Longping K. famous Leaning Tower of Pisa experiment

12. Qian Xuesen L. invent television

13. Alexander Fleming M. the earliest seismograph

14. John Baird N. China’s aerospace / (Father of the Chinese space programme)

15. Ray Tomlinson O. Agriculture / (Father of Hybrid Rice)

16. Galileo Galilei his P. first e-mail message

17. Nicolaus Copernicus Q. the Theory of Evolution / The Origin of Species

II. Read the passage and then choose the best answers:

1. John Snow finally proved the theory he believed by _______.

A. gathering information with the help of a map

B. looking into the source of the water for Broad Street and Cambridge Street

C. separating those who suffered cholera from those who didn’t

D. both A and B

2. What did John Snow’s test show?

A. Cholera was spread in a cloud of gas. B. The beer in the pub was polluted.

C. Cholera attacked the people in the whole district. D. Cholera was spread by germs.

3. Which of the following methods is NOT the correct way to prevent the disease from happening again?

A. Examine the source of all water supplies.

B. Find the new methods of dealing with polluted water.

C. Instruct the water companies not to provide polluted water for people.

D. Don’t use the water from the water pumps.

4. Which of the following statements is TRUE according to the text?

A. John Snow was famous doctor for easing the birth of babies.

B. A woman and her daughter died of cholera because they didn’t follow John Snow’s advice.

C. Finally “King Cholera” was defeated thanks to John Snow’s strong determination and careful work.

D. John Snow was an American doctor.

5. The text mainly tells us that _______.

A. the cause of cholera was polluted water B. John Snow was a famous doctor in London

C. cholera was a deadly disease D. John Snow did some research and helped to solve “King Cholera”

6. The story shows us that John Snow was a _______ scientist.

A. kind and patient B. strong-minded and kind C. selfish and diligent D. careful and observant

7. Which of the following statements best summarizes the main idea of the text?

A. As a famous doctor, John Snow had two famous theories about how cholera spread.

B. John Snow proved the second theory about how cholera spread was right at last.

C. Through his research, John Snow found a polluted well and stopped people from drinking it.

D. John Snow found the cause of cholera and how to control it through his careful research.

8. According to hid research, John Snow proved that _____ played a key role in the spread of cholera.

A. gases B. water C. germs D. wells

9. Through the passage, we may conclude that right steps for a scientific experiment should probably be ______.

a. Making a question b. Finding supporting evidence c. Collecting information

d. Finding a problem e. Making a conclusion f. Analyzing the results

g. Thinking of a method

A. g d a c f b e B. d a c g f b e C. d a g c f b e D. g d c a f b e

10. The text is written as a(n) _______.

A. report B. description C. creative story D. essay

11. Which of the following did John Snow think is the most important to defeat a disease?

A. Finding its cause. B. Finding its cure. C. Finding its result. D. Finding its harm.

12. On the map of the textbook, we can see ______ had the most deaths from cholera.

A. No. 40 Broad Street B. No.8 Cambridge Street C. No.21 Broad Street D. No.9 Cambridge Street

13. Some houses in No. 20, 21 Broad Street had no deaths in the outbreak of cholera, because ______.

A. they worked in the pub at 7 Cambridge Street which had cleaner conditions

B. they had drunk free beer instead of water from the Broad Street pump

C. the beer they had drunk could prevent against cholera

D. they had known the water from the Broad Street pump was dangerous to drink

14. It seemed that _______.

A. polluted water played a key role in spreading cholera

B. Broad Street and Cambridge Street have their own water pumps

C. cholera spread through air

D. John Snow found the cause of cholera by accident

15. The main idea of this passage is ______.

A. how John Snow found the cause of cholera B. how John Snow stopped cholera

C. how John Snow did his research D. about John Snow’s life and his discovery

III. Complete the following form:

John Snow Defeats “King Cholera”

The Style of the passage A (1)_________ by John Snow

The problem Nobody knew the (2) _______ of the serious disease of cholera

The cause Idea 1: strange cloud in the air attacked people.

Idea 2: (3) __________________

The method Collect data from the next cholera attack to test the two (4) _______, try to prove which one was correct.

The results He found that the deaths around the Broad Street pump and the supporting evidence showed that cholera was caused by the (5) ________.

Idea 1 or 2? Why? (6) _______ because there was a connection between the drinking water and the deaths.

The conclusion John Snow was able to show that cholera could be defeated now that its cause was known.

IV. Complete the following passage with the proper words:

John Snow was a well-known doctor in London in the ___1___ century. He wanted to find the ___2__ of cholera in order to defeat it. In 1854 when a cholera ___3___ out, he began to gather information. He ___4____ on a map where all the dead people had lived and he found that many people who had drunk the dirty water from the __5____ died. So he decided that the polluted water carried cholera. He suggested that the __6___ of all water supplies be __7____ and the water companies were ____8___ not to ___9____ people to polluted water any more. Finally, “King Cholera” was ___10_____.

V. 参考词汇：

contagion 传染病 rabies 狂犬病 influenza 流行性感冒 epidemic 疫症 SARS 非典

malaria 疟疾 plague 瘟疫 smallpox 天花 pest 鼠疫 cholera 霍乱

bird flu 禽流感 hepatitis 肝炎 AIDS 艾滋病 dengue fever 登革热 swine flu 猪流感

Keys: I BCFGA DHEQM ONJLD KLI

II DDDCD BDCCA AABAB

III 1) report 2)cause, 3)people absorbed the disease with their meals,4) theories, 5)polluted water, 6) Idea 2

IV 19th cause broke marked pump source examined instructed expose defeated

★ 郑伯克段于鄢翻译

★ 郑伯克段于鄢文言文翻译及注解

★ 《罗曼罗兰》粤教版高一必修教学设计

★ 传记文体知识(粤教版高一必修) 教案教学设计