论文部分内容阅读
现行物理书上的计算题,一般是“题中需要用的数据都给了出来,用不着的数据都不给”。这不是训练学生的好方法,容易引入死记硬凑的歧途。而值得提倡的是这类题目:“应该多给些数据,让学生分析判断,自已动手查手册或者估计。而多给的数据又要恰到好处,决非故弄玄虚”。这样对培养能力有好处。列举三例,加以剖析。例1:图1所示,磁电式电流计和导电滑轨相连接。设磁电式电流计矩形线圈长为L_1,宽为L_2,共有N匝,其电阻为R_0,均匀辐向分布的磁场其磁感应强度大小为B_0;导电滑轨在磁感应强度为B的匀强磁场中,
The computational problems in the current physics books are generally “the data needed for the questions are given out, and the data that are not needed are not given.” This is not a good way to train students, and it is easy to introduce rogue astray. It is worth proposing such questions: “More data should be given to students for analysis and judgment. Manuals or estimates are self-examined. The data given to them must be just right, and they must not be tricks.” This is good for training ability. List three cases and analyze them. Example 1: As shown in Fig. 1, a magnetoelectric current meter and a conductive slide rail are connected. The magnetoelectric current meter rectangular coil length L_1, width L_2, a total of N 匝, its resistance is R_0, uniform radial distribution of the magnetic field strength of the B_0; conductive track in the magnetic induction intensity B of the uniform magnetic field in,