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不久前在教学《探究自由落体运动》一课时,笔者让学生利用台面上的实验器材,探究自由落体运动的规律,并测出重力加速度。刚过了三分钟,第一小组就要求汇报实验结果。汇报如下:“我们小组共测量三次,第一次测得自由落体加速度9.81 m/s、第二次9.80m/s、第三次9.79 m/s,通过实验我们认为自由落体运动是匀加速度直线运动,重力加速度的数值为9.80 m/s。”实验数据和结论如此准确无误,显然学生的实验操作具有
Not long ago in the teaching “Exploring the Free Fall Movement,” a class, I let students use the experimental equipment on the table to explore the law of free fall and measure the acceleration of gravity. Just three minutes later, the first group asked to report the results of the experiment. Reported as follows: “Our group measured a total of three times, the first free-fall acceleration measured 9.81 m / s, the second 9.80m / s, the third 9.79 m / s, through experiments we think the free-fall movement is uniform acceleration Linear motion, the value of the gravitational acceleration of 9.80 m / s. ”Experimental data and conclusions so accurate, it is clear that the experimental operation of students with