Reflection on light and heat teaching

Part 1: Reflection on Light and Heat Teaching

In the course of teaching "Light and Heat", let students know that many light sources are also hot when they are shining. The sun brings us light, but it also brings us the temperature. The amount of light is closely related to the strength and the temperature and the temperature.
In order to prove this theory, we need to do an experiment of "light intensity and temperature":
Divide the students into groups of four, and let a student hold the thermometer against the sun against the wall, first recording the original temperature on the thermometer. Then, let a student take a small mirror to reflect the light of the sun, and put the light on the thermometer. After a few minutes, record how much the temperature on the thermometer has warmed up; then, add a mirror to illuminate it, and then record the temperature rise in a few minutes; finally The three mirrors are illuminated together and concentrated to raise the temperature of the thermometer.
According to the principle, it should be possible to obtain a definite experimental result. As the number of small mirrors continues to increase, the concentration of light is getting stronger and stronger, and the temperature should rise significantly. However, the experiment failed. No matter how many mirrors are used, the temperature on the thermometer does not rise, and some drops instead!
How come back? It turned out that the weather was cold and the sun was weak. Therefore, the effect of collecting light is very poor. The temperature of the thermometer is displayed at the beginning of the room temperature. The longer the time is outside, the lower the temperature is. So the experiment failed.
Therefore, I know that this experiment should be placed in the school soon. In September, the sunlight is strong. The reflection effect of one side and the multi-faceted mirror is obvious. The temperature outside is not cold and will not cause the temperature of the thermometer to drop.

Part 2: Reflection on Light and Heat Teaching

The teaching of the "Light" unit in the Science of Science and Technology is to look at the face of God, especially the three lessons of "Shadow in the Sun", "Light and Heat", "How to Get More Light and Heat". Leaving the sun is "a good woman is difficult to be without rice." But this month the sun always hides and hides with me. It is rainy and rainy. The sun is faint and faint. The most annoying thing is that there is a sunny day before class. We are all ready to take materials to the classroom for two minutes. It’s overcast, and the sun is coming out again. The beauty of the day is not so beautiful that the teaching of these lessons has been delayed. These two days, the old days are finally open, let us complete these lessons. Let me talk about the experience and thinking of the lesson of "Light and Heat".
Outdoor classes have always been a class where students like teachers to have headaches. Because science classes have many problems outdoors, such as discipline is not easy to maintain, students' attention is easy to disperse outdoors, and even it takes a lot of time for students to concentrate on the queue, which will undoubtedly consume classroom teaching time, leading to classroom teaching. The mission is not finished. In order to avoid the above problems, when I teach the course "Light and Heat", I will do my best and set aside time to experiment with students. Make an appointment with the students before class, follow the rules of inquiry, and use the reward system to encourage each student to seriously complete their inquiry tasks. The teacher elaborated, the students were divided into labor and cooperation, and the responsibilities were clear, which greatly improved the efficiency of classroom teaching.
We usually use the 4-person group for experimentation. In the course of this class, I will explore the two groups into a large group according to the number of learning tools and the content of the inquiry activities. The number of each group is about 8 people. Then let the students discuss and divide the work as follows: One person is responsible for holding the thermometer standing in the shadow, five people are responsible for five plane mirrors, one person reading, one person recording. If there are more or less people, the team leader can adjust according to the group's inquiry.
For students, the design of the experimental program is the focus of learning, and because of the outdoor class time, I designed a gradient when leading students to design experimental programs, so that students can complete the design of the experimental program as quickly as possible along the ladder. The problem with the experiment is that I throw it directly to the students, letting students guess the relationship between the intensity of light and temperature. Then I used the way of asking questions to lead: "How can I get strong light?" A stone stirs up a thousand waves, students listen to each other's own opinions, and some say that they can use a few plane mirrors to reflect the light to a place, so the light is strong. Some said that a magnifying glass can be used, because there is a strong spot under the magnifying glass... The children's answer is very exciting. I showed five plane mirrors and a thermometer and continued to ask: "How can I get different light and strong light? With these materials, can you design experiments to prove your point of view?” After the group discussion and communication, the students started the inquiry activities... The time taken to introduce and discuss the experimental program was controlled within ten minutes.
In science class, collecting data is very important. It is a precious material in the process of student inquiry and a prerequisite for obtaining scientific conclusions. When students get the data, they need to analyze the data. I recorded the data obtained by the whole class in the summary table, and then let the students compare horizontally. The data is more and more large, indicating that the temperature is high when the light intensity is high and the temperature is low when the light is weak. Then I asked the students to look at the data in the vertical direction. They would find that different groups of people used the same number of plane mirrors to measure different temperature readings. Why? The students analyzed this: the number of plane mirrors used is the same, and the reason for the difference in temperature may be that some students are unstable when they take the mirror to reflect the sunlight, and the flares cause the reflected sunlight to be different; different thermometers may also have errors; Errors may also occur when reading. From the analysis of students, it is not difficult to see that in-depth analysis of data is very useful for the cultivation of students' thinking rigor.

Part 3: Reflection on Light and Heat Teaching

I talked about the lesson of light and heat today, and I feel a lot. Although it is already autumn, but today's day is so high and blue, the sun is surprisingly good, rare and splendid. Make the experiments in this lesson very successful. In the first half of the experiment, a mirror and a multi-faceted mirror were projected onto the wall, and a thermometer was used to measure the temperature of the person. A comparison found that the reflected light from the multi-faceted mirror caused the water column of the thermometer to rise quickly, while the light from one mirror was raised by the thermometer. So the students quickly came to a conclusion: the stronger the light, the higher the temperature.
The experiment of collecting light with a magnifying glass was also very successful. The students brought a few dry leaves, and with the bright sunshine, they gathered the light on the leaves. After a while, the leaves dried up, and some smoked. Even the flames were set off. It’s spectacular. The students were delighted to discover that the light from the gathering was very strong and the temperature was very high, which actually lit the leaves. Later, I asked the students to switch to green leaves to experiment and see if they could be lit in a few minutes. As a result, the students were disappointed. The green leaves are not so easy to ignite. Why is this? I asked the students: Some students said: Because there is moisture in the green leaves, don’t you love the fire? I smiled and said yes, it is this reason that the green leaves are not on fire. The classmates are still unsatisfied when the bell rings.

Part 4: Reflection on Light and Heat Teaching

Our school will conduct research activities every semester. I will teach the science "Light and Heat" lesson this semester. I learned a lot after teaching.
As a qualified science teacher, preparation materials, knowledge, group design activities, etc. need to be fully and comprehensively considered.
The teaching of Science focuses on cultivating students' interest and enabling students to learn actively, which is required by the New Curriculum Standard.
In the course of teaching "Light and Heat", students first learned that many light sources are also hot when they are shining. The sun brings us light, but it also brings us the temperature. Then, everyone guessed how much light is closely related to strength and weakness and temperature.
In order to prove this theory, we need to do an experiment of "light intensity and temperature":
Divide the students into groups of eight, and let a student hold the thermometer against the sun against the wall, first recording the original temperature on the thermometer. Then, let a student take a small mirror to reflect the light of the sun, and put the light on the thermometer. After a few minutes, record how much the temperature on the thermometer has warmed up; then, add a mirror to illuminate it, and then record the temperature rise in a few minutes; finally The three mirrors are illuminated together and concentrated to raise the temperature of the thermometer.
I need several mirrors, I borrowed from three classes of students. The thermometer was borrowed from the science laboratory. The printing of the record sheet, especially the weather needs sunshine!
In the classroom, through in-depth inquiry activities, students can analyze and study the life examples, propose their own research problems, and independently design experimental plans, select experimental materials, conduct experimental research, and obtain experimental conclusions. . In the inquiry activities, attention was paid to mutual cooperation and observational research within the group. In the process of scientific inquiry, we must pay attention to the methods of students' scientific research, the way of thinking, and the students' independent research activities, and cultivate students' scientific literacy in research activities. At the same time, the design of the teaching link is based on the student's existing cognitive foundation, allowing students to enjoy each other's research results, reach a consensus, and form a conclusion. The evaluation of students not only pays attention to the understanding and mastery of knowledge and skills and the process experience of scientific inquiry, but also pays attention to the formation and development of their emotions and attitudes, can actively communicate and cooperate with their peers, and actively participate in inquiry activities. The evaluation is conducted in various forms such as teacher evaluation, student evaluation, and self-evaluation, and attaches importance to the evaluation of students' problems, problems, and practical ability. “It embodies the role of organizers and guides of teaching activities. This not only enables students to have a successful experience, but also further stimulates students' interest in inquiry.
The National Science Curriculum is a science enlightenment course that aims to cultivate scientific literacy. The formation of students' scientific literacy is a long-term and arduous task, but I believe that as a science teacher, we will fully devote ourselves to the exploration of science teaching in a spirit of perseverance. Enrich yourself, improve yourself, improve yourself, and contribute to the cause of education.

Part 5: Reflection on Light and Heat Teaching

In the optical unit, many experiments need to be carried out on the playground, such as measuring the length of the shadow, measuring the temperature, measuring the degree of heat absorption with different colors of paper, also need to go to the playground. However, because the current season can't bring the children to the playground, I feel that this type of course does not actually measure the lack of some experience of self-experience. The problems found may also be passive.
The light unit of the new textbook has no content about the refraction of light, but in the following, "How to absorb more light and heat" requires children to understand that sunlight is composed of multiple colors of light. And I added this part of the teaching in the classroom, I feel that the help of the children's understanding is more gradient, and the students are more likely to recognize the problem.
When it comes to seeing the color of various objects, many students say that this object is such a color, or is dyed. How to help our children raise awareness is to tell or help analyze is a good way.
The problem of dirty snow melting or the quick snow melting is quick to raise the issue, helping students to improve their understanding a little. Recognize the relationship between color and the ability to absorb heat. Contact the actual better to help students understand the fast absorption of heat in dark colors. But the ability to reflect light is weak, such a conclusion. To guide the students to analyze, don't give a hard answer.