MOU "Secondary school No. 2" p. Babynino

Babyninsky district, Kaluga region

X research conference

"Gifted children are the future of Russia"

DIY Physics project

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, physics fascinated us, 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 the creation of devices with your own hands contributes to a better assimilation of laws and phenomena. Many different questions arise in the study of 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 devices.

Relevance: The manufacture of devices not only contributes to an increase in the level of knowledge, but is one of the ways to enhance the cognitive and project activities of students when studying physics in a basic school. On the other hand, such work serves good example socially useful labor: well-made home-made devices can significantly replenish the equipment of a school office. It is possible and necessary to make devices on the spot on your own. Home-made devices have another value: their manufacture, on the one hand, develops practical skills and abilities of the teacher and students, and on the other hand, it indicates creative work. Target: Make a device, a physics installation for demonstrating physical experiments with your own hands, explain its principle of operation, and 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 work.

4. Replenishment of the physics classroom with home-made devices made from improvised materials.

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

Project product: do-it-yourself devices, demonstration of experiments.

Project result: the 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 the following scheme:

Studying information from different sources on this issue.

The choice of research methods and practical mastery of them.

Collection of own material - acquisition of improvised materials, conducting experiments.

Analysis and formulation of conclusions.

I . Main part

Physics is the science of nature. It studies phenomena that occur both in space, and in the bowels of the earth, and on 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 is rare in nature, physicists tend 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 under study in a specially equipped room - a laboratory. They try not only to consider the phenomenon, but also to make measurements. All this scientists - physicists call experience or experiment.

We got excited about the idea - to make devices with our own hands. Conducting our scientific fun at home, we developed the main actions that allow you to successfully conduct the experiment:

Home experiments must meet the following requirements:

Safety during the conduct;

Minimum material costs;

Ease of implementation;

Value in the study and understanding of physics.

We have conducted several experiments on various topics of 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:

A large plastic bottle - 5 liters, a small plastic bottle - 0.6 liters, a cocktail tube, a piece of plastic.

The course of the experiment

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

Fix with a small piece of plastic.

Cut a small hole in a three-liter bottle.

Cut off the bottom of a small bottle.

We fix the small bottle in the large one with a cap, as shown in the photo.

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

Cut a hole in the cap of a large bottle.

Pour into a bottle of water.

Let's watch the flow of water.

Result : observe the formation of a fountain of water.

Conclusion: The pressure of the liquid column in the bottle acts on the water in the tube. 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.

Cut off the upper parts of plastic bottles, 15-20 cm high.

We connect the parts together with a rubber tube.

The course of the 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 was 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).

The course of the experiment No. 2

1. Let's observe the behavior of the water surface 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 were at different levels.

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

Conclusion

It is interesting to watch the experience conducted by the teacher. Conducting it yourself is doubly interesting.The experiment carried out with a device made by one's own hands is of great interest to the whole class. Such experiences help to better understand the material, establish relationships and draw the right conclusions.

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

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

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

We liked to make homemade devices, to conduct experiments. There are so many interesting things in the world of physics, so in the future we will:

Continue the study of this interesting science;

Conduct new experiments.

Bibliography

1. L. Galperstein "Funny Physics", Moscow, "Children's Literature", 1993.

Teaching equipment in 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.: Enlightenment, 2014

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

slide 1

Topic: Do-it-yourself physics instruments and simple experiments with them.

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

Novouspenka - 2008

slide 2

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

slide 3

HYPOTHESIS:

The made device, installation in physics for demonstrating physical phenomena with your own hands, apply in the lesson. In the absence of this device 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 are of great interest to students. Make devices missing from the laboratory. to make devices that cause difficulty in understanding theoretical material in physics.

slide 5

With uniform rotation of the handle, we see that the action of a periodically changing 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 cause the load to perform forced oscillations. Resonance is a phenomenon of a sharp increase in the amplitude of forced oscillations.

slide 6

Slide 7

EXPERIENCE 2: Jet Propulsion

We will install a funnel on a tripod in the ring, attach a tube with a tip to it. Pour water into the funnel, and when the water starts to flow from the end, the tube will deviate in the opposite direction. This is jet propulsion. Jet motion is the movement of a body that occurs when a part of it separates from it at any speed.

Slide 8

Slide 9

EXPERIMENT 3: Sound waves.

Clamp a metal ruler in a vise. But it is worth noting that if most of the ruler acts as a vise, then, having caused its vibrations, 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, they are not visible. However, under certain conditions they can be heard.

Slide 10

slide 11

Experience 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 put a coin on top exactly opposite the opening of the bottle neck (Fig. 8). Inserting a ruler into the ring, hit it on the ring. If you do this abruptly, the ring will fly off and the coin will fall into the bottle. The ring moved so fast 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 support, the coin fell down. If the ring is moved aside 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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slide 13

Experience 5: A floating ball

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

Slide 14

slide 15

Experience 6: The movement of the body along the "dead loop"

"Using the "dead loop" device, you can 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 powered by 24V. a loop and flies out with a certain speed from the other end of the device 2. The ball is rolled up from the lowest height when the ball only describes the loop without breaking off from its upper 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.

slide 16

The movement of the body along the "dead loop"

Slide 17

Experience 7: Air is hot and air is cold

On the neck of an ordinary half-liter bottle, pull balloon(Fig. 10). Place the bottle in a saucepan 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 the ball more strongly. The air pressure inside the bottle will begin to rise and the balloon will inflate. After a while, move the bottle into 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 balloon will shrink as if the air has been sucked out of it. This is how you can see the dependence of air pressure on ambient temperature

Slide 18

Slide 19

Experiment 8: Stretching a rigid body

Taking the foam bar by the ends, stretch it. One can clearly see the increase in the distances between the molecules. It is also possible to imitate the occurrence in this case of intermolecular forces of attraction.

Municipal Budgetary Educational Institution "Mulma Secondary School of Vysokogorsky municipal district Republic of Tatarstan"

"Physical devices for do-it-yourself physics lessons"

(Project plan)

teacher of physics and computer science

2017

Individual topic on self-education

Introduction

Main part

Expected results and conclusions

Conclusion.

Individual self-education topic: « Development of intellectual abilities of students in the formation of research, project skills in the classroom and in extracurricular activities»

Introduction

In order to deliver the necessary experience, one must have instruments and measuring tools. And do not think that all devices are made in factories. In many cases, research facilities are built by the researchers themselves. At the same time, it is considered that the most talented researcher is the one who can experiment and get good results not only on complex, but also on simpler instruments. Complex equipment is reasonable to use only in cases where it is impossible to do without it. So do not neglect home-made devices - it is much more useful to make them yourself than to use purchased ones.

The invention of home-made devices provides direct practical benefits, increasing the efficiency of social production. The work of students in the field of technology contributes to the development of their creative thinking. Comprehensive knowledge of the surrounding world is achieved through observations and experiments. Therefore, a clear, distinct idea of ​​things and phenomena is created in students only by direct contact with them, by direct observation of phenomena and independent reproduction of them in experience.

We also consider the manufacture of home-made devices to be one of the main tasks for improving the educational equipment of the physics classroom.

There's a problem : First of all, the objects of work should be devices that physics classrooms need. Should not be made by anyone desired devices, then not used anywhere.
You should not take on work even if there is not sufficient confidence in its successful completion. This happens when it is difficult or impossible to obtain any materials or parts to make a device, and also when the processes for making a device and processing parts exceed the ability of students.

During the preparation of the project plan, put forward a hypothesis :

If physical and technical skills are formed within the framework of extracurricular activities, then: the level of formation of physical and technical skills will increase; the readiness for independent physical and technical activity will increase;

On the other hand, the presence of home-made devices in the school physics classroom expands the possibilities for improving the educational experiment and improves the organization of scientific research and design work.

Relevance

The manufacture of devices leads not only to an increase in the level of knowledge, it reveals the main direction of students' activity, it is one of the ways to enhance the cognitive and project activities of students when studying physics in grades 7-11. When working on the device, we are moving away from "chalk" physics. A dry formula comes to life, an idea materializes, a complete and clear understanding arises. On the other hand, similar work is a good example of socially useful work: well-made home-made devices can significantly replenish the equipment of a school office. It is possible and necessary to make devices on the spot on your own. Home-made devices have another constant value: their manufacture, on the one hand, develops practical skills and abilities of the teacher and students, and on the other hand, testifies to creative work, the methodological growth of the teacher, the use of project and research work. Some home-made devices may turn out to be methodologically more successful than industrial ones, more visual and easier to use, more understandable to students. Others make it possible to carry out experiments more completely and more consistently with the help of existing industrial instruments, expand the possibility of their use, which is of very important methodological significance.

The significance of project activities in modern conditions, in the context of the implementation of the Federal State Educational Standards LLC.

The use of various forms of learning - group work, discussion, presentation of joint projects using modern technologies, the need to be sociable, contact in various social groups, the ability to work together in different areas, preventing conflict situations or worthily leaving them - contribute to the development of communicative competence. Organizational competence includes planning, conducting research, organizing research activities. In the process of research, schoolchildren develop information competencies (search, analysis, generalization, evaluation of information). They master the skills competent work with various sources of information: books, textbooks, reference books, encyclopedias, catalogs, dictionaries, Internet sites. These competencies provide a mechanism for student self-determination in situations of educational and other activities. The individual educational trajectory of the student and the program of his life as a whole depend on them.

I put the following goal:

identification of gifted children and support of interest in deep study of specialized subjects; creative development personality; development of interest in engineering and research professions; instilling elements of a research culture, which is carried out through the organization of research activities of schoolchildren; socialization of personality as a way of cognition: from the formation of key competencies to personal competencies.Make devices, installations in physics to demonstrate physical phenomena, explain the principle of operation of each device and demonstrate their work

To achieve this goal, put forward the following tasks :

study scientific and popular literature on the creation of home-made devices;

make devices on specific topics that cause difficulty in understanding theoretical material in physics;

make devices missing in the laboratory;

develop interest in the study of astronomy and physics;

cultivate perseverance in achieving the goal, perseverance.

The following stages of work and implementation timelines were determined:

February 2017.

Accumulation of theoretical and practical knowledge and skills;

March - April 2017

Preparation of sketch drawings, drawings, project schemes;

Selection of the most successful project option and short description the principle of its action;

Preliminary calculation and approximate determination of the parameters of the elements that make up the selected project option;

Fundamental theoretical solution and development of the project itself;

Selection of parts, mat

Mental anticipation of materials, tools and measuring instruments to materialize the project; all the main stages of the assembly of the material layout of the project;

Systematic control of their activities in the manufacture of the device (installation);

Taking characteristics from the manufactured device (installation) and comparing them with the expected ones (design analysis);

Translation of the layout into the completed design of the device (installation) (practical implementation of the project);

December 2017

Defense of the project at a special conference and demonstration of devices (installations) (public presentation).

The following will be used during the project research methods:

Theoretical analysis of scientific literature;

Designing educational material.

Project type: creative.

Practical value of the work:

The results of the work can be used by physics teachers in schools in our district.

Expected results:

If the goals of the project are achieved, then the following results can be expected

Obtaining a qualitatively new result, expressed in the development of the student's cognitive abilities and his independence in educational and cognitive activities.

To study and test patterns, clarify and develop fundamental concepts, reveal research methods and instill skills in measuring physical quantities,

Show the possibility of controlling physical processes and phenomena,

Select devices, instruments, equipment adequate to the studied real phenomenon or process,

Understand the role of experience in the knowledge of natural phenomena,

Create harmony between theoretical and empirical values.

Conclusion

1. Self-made physical installations have a greater didactic impact.

2. Home-made installations are created for specific conditions.

3. Home-made installations are a priori more reliable.

4. Homemade installations are much cheaper than state-owned appliances.

5. Homemade installations often determine the fate of a student.

The manufacture of devices, as part of the project activity, is used by a physics teacher in the context of the introduction of the Federal State Educational Standard. Work on the manufacture of instruments of many students captivates so much that they devote all their free time to it. Such students are irreplaceable assistants teacher in the preparation of class demonstrations, laboratory work, workshops. First of all, it can be said about such students who are passionate about physics in advance that in the future they will become excellent production workers - it is easier for them to master a machine, machine tool, technology. Along the way, the ability to do things with one's own hands is acquired; honesty and responsibility for the work done by you are brought up. It is a matter of honor to make the device so that everyone understands, everyone climbs the step that you have already climbed.

But in this case, the main thing is different: being carried away by devices and experiments, often demonstrating their operation, talking about the device and principle of operation to their comrades, the guys pass a kind of test for suitability for the teaching profession, they are potential candidates for pedagogical educational institutions. Demonstration of the finished device by the author in front of his comrades during a physics lesson is the best assessment of his work and the opportunity to note his merits to the class. If this is not possible, then we will demonstrate a public review, a presentation of the manufactured devices during some extra-curricular activities. This is a covert advertisement for the type of activity for the manufacture of home-made devices, which contributes to the wide involvement of other students in this work. We must not lose sight of the important circumstance that this work will benefit not only the students, but also the school: in this way, a concrete connection will be made between education and socially useful work, with project activity.

Conclusion.

Now everything important has been said. It's great if my project "charges" with creative optimism, makes someone believe in themselves. After all, this is its main goal: to present the complex accessible, worth any effort and capable of giving a person an incomparable joy of comprehension, discovery. Perhaps our project will inspire someone to be creative. After all, creative vivacity is like a strong elastic spring, harboring the charge of a powerful blow. No wonder the wise aphorism says:“Only a beginner creator is omnipotent!”

Municipal educational institution

Ryazanovskaya secondary school

PROJECT WORK

MANUFACTURE OF PHYSICAL EQUIPMENT WITH YOUR HANDS

Completed

8th grade students

Gusyatnikov, Ivan

Kanashuk Stanislav,

Physics teacher

Samorukova I.G.

Rp Ryazanovskiy, 2019

Introduction.

Main part.

1. Purpose of the device;

   tools and materials;

   Device manufacturing;

   General view of the device;

   Features of the demonstration of the device.

Conclusion.

Bibliography.

INTRODUCTION

In order to deliver the necessary experience, instruments are needed. But if they are not in the laboratory of the office, then some equipment for a demonstration experiment can be made by hand. We decided to give some things a second life. The paper presents installations for use in physics lessons in grade 8 on the topic "Liquid pressure"

GOAL:

make devices, installations in physics for demonstrating physical phenomena with your own hands, explain the principle of operation of each device and demonstrate their work.

HYPOTHESIS:

a device made, a physics installation for demonstrating physical phenomena with one's own hands, to be used in the classroom when demonstrating and explaining the topic.

TASKS:

Make devices that are of great interest to students.

Make devices that are not 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 recent times when the material and technical base in schools has significantly weakened, 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 OF 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. Fill the bottle incompletely with water. Press down on the top of the bottle with your hands. Watch the phenomenon.

1.4. RESULT . Observe the flow of water from the holes in the form of identical streams.

1.5. CONCLUSION. The pressure exerted on the fluid is transmitted unchanged to every point in 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, tubes from felt-tip pens, plasticine.

2.2. MANUFACTURING OF THE DEVICE . Take 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 holes. Watch the phenomenon.

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

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 greater the height, the greater the pressure of the liquidp= gh).

3. DEVICE - communicating vessels.

3.1. TOOLS AND MATERIALS.The lower parts from two plastic bottles of different sections, tubes from felt-tip pens, a drill, water.

3.2. MANUFACTURING OF THE DEVICE . Cut off the lower 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 set 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 OF THE DEVICE . Take a plastic bottle, cut off the bottom and top. You will have a cylinder. Tie a balloon to the bottom.

4.3. PROGRESS OF THE EXPERIMENT. Pour water into the device. Lower the manufactured device into a vessel with 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. The pressure increases with depth.

CONCLUSION

As a result of our work, we:

conducted experiments proving the existence of atmospheric pressure;

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

We liked to study pressure, make home-made devices, conduct experiments. But there are many interesting things in the world that you can still learn, so in the future:

We will continue to study this interesting science,

We will manufacture new instruments for demonstrating physical phenomena.

USED ​​BOOKS

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

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

MAOU lyceum No. 64 of Krasnodar Physics teacher Spitsyna L.I.

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

The site is hosted on the site for the exchange of experience with colleagues

HOME-MADE DEVICES FOR EDUCATIONAL RESEARCH

IN THE LABORATORY WORKSHOP 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.

FROM early childhood when with light hand educator kindergarten Zoya Nikolaevna, “Kolya the Physicist” stuck to 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 determined for myself the range of the most interesting questions; even then, radio electronics became the basis of extracurricular pastime. In high school, I began to pay special attention to such issues. modern science like nuclear and wave physics. In the profile class, the study of the problems of human radiation safety in modern world.

Passion for design came along with Revich's book "Entertaining Electronics" by Yu. and others.

Every person who considers himself a “techie” must learn to translate his own, even the most fantastic, plans and ideas into self-made working models, instruments and devices in order to confirm or refute these ideas with their help. Then, having completed his 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 "Physics with your own hands" is determined, firstly, by the possibility of technical creativity for each person, and secondly, by the ability to use home-made devices for educational purposes, which ensures the development of the intellectual and creative abilities of the student.

The development of communication technologies and the truly limitless educational possibilities of the Internet allow everyone today to use them for the benefit of their development. What do I want to say? Only 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 knowledge with you in any field, and in particular, in the field of applied radio electronics, mechanics, physics atomic nucleus etc. It would be very nice if more people had a craving for the development of something new, a craving for knowledge of the world and its positive transformation.

Tasks to be solved in this work:

- to realize the unity of theory and practice through the creation of self-made training devices, operating models;

Apply the theoretical knowledge gained at the Lyceum to select the design of models used to create home-made educational equipment;

Based on theoretical studies of physical processes, choose necessary equipment corresponding to the operating conditions;

Use available parts, blanks for their non-standard application;

To popularize applied physics among the youth, including among classmates, by involving them in extracurricular activities;

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

To promote the importance of the creative abilities of students in the knowledge of the world around them.

MAIN PART

The competition project presents the manufactured training 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).

A working model of the Landsgorf diffusion chamber

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

A small device for measuring human reaction.

I represent theoretical basis physical processes, schematic diagrams and design features of devices.

§one. A miniature instrument for assessing the degree of radioactivity based on a Geiger-Muller counter - a dosimeter of our own manufacture

The idea to assemble a dosimeter visited me for a very long time, and once my hands reached, I assembled it. On the left is a Geiger counter. industrial production, on the right - a dosimeter based on it.

It is known that the main element of the dosimeter is the 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 matter - knock out electrons from the outer electronic layers. Inside the Geiger counter is the inert gas argon. In fact, the counter is a capacitor that passes current only when positive cations and free electrons are formed inside. circuit diagram turning on the device is shown in fig. 170. One pair of ions is not enough, but because of the relatively high potential difference at the terminals of the counter, avalanche ionization occurs and a sufficiently large current arises so that a pulse can be detected.

A circuit based on the campaign microcontroller Atmel - Atmega8A was chosen as a counting device. Indication of values ​​is carried out using the LCD display from the legendary Nokia 3310, and sound indication - through a piezoelectric element taken from the alarm clock. The high voltage for powering the meter is achieved using a miniature transformer and a voltage multiplier on diodes and capacitors.

Schematic diagram of the dosimeter:

The device shows the value of the dose rate γ and X-ray radiation in micro-roentgens, s upper limit at 65mR/h.

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

I liked the circuit because the high-voltage part was correctly implemented in it - the number of pulses for charging the counter power capacitor is proportional to the number of recorded pulses. Thanks to this, the device has been working without shutdowns for a year and a half, having spent 7 AA batteries.

I bought almost all the components for assembly at the Adyghe radio market, with the exception of the Geiger counter - I bought it in the online store.

Reliability and efficiency of the device confirmed thus: continuous one and a half year operation of the device and the possibility of constant monitoring show that:

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

The radiation background in the classrooms, in the microdistrict of my residence, directly in the apartment fully complies with the radiation safety standards (NRB - 99/2009), approved by the Decree of the Chief State Sanitary Doctor Russian Federation dated July 07, 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 inform me with a sound signal, which makes the home-made device a guarantor of the radiation safety of its designer.

§ 2. The working model of the Langsdorf diffusion chamber.

2.1. Fundamentals of radioactivity and methods of its study.

Radioactivity - the ability of atomic nuclei to decay spontaneously or under the influence of external radiation. The discovery of this remarkable property of certain chemicals belongs to 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 - the period of time during which half of all atoms of the radioactive substance decay in the sample. 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, neutrons, which have high energy.

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

2.2. How to detect ionizing radiation?

It is currently possible to detect, that is, to detect ionizing radiation, using Geiger-Muller counters, scintillation detectors, ionization chambers, track detectors. The latter can not only detect the fact of the presence of radiation, but also allow the observer to see how the particles flew along 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, therefore, 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, while the tracks will be curved.

Ionizing particles of radioactive bodies can be detected, 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: cloud chambers, Landsgorf diffusion chambers, spark and bubble chambers.

2.3. Diffusion chamber of our own production

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. As a result, I assembled a diffusion chamber, invented by Alexander Langsdorf 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, not adiabatic expansion is used, but vapor diffusion from the heated region of the chamber to the cold one, that is, the vapor in the chamber overcomes a certain temperature gradient.

2.4. Features of the camera assembly process

For the operation of the device, a prerequisite is the presence of a temperature difference of 50-700C, while heating one side of the chamber is impractical, because. alcohol will evaporate quickly. So, it is necessary to cool the lower part of the chamber to -30°C. This temperature can be provided by evaporating dry ice or Peltier elements. The choice fell in favor of the latter, because I was, honestly, too lazy to get ice, and a portion of ice will serve once, and Peltier elements - as many as you like. The principle of their operation is based on the Peltier effect - the transfer of heat during 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 the following: the lower the temperature must be reached in the chamber, the more heat must be removed.

Once I got the elements, I had to experiment a lot to get the right temperature. The lower part of the element is cooled by a computer radiator with heat (ammonia) pipes and two 120mm 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, with a total power of 250 watts, after taking measurements, this turned out to be enough.

Next, I built the case out of plywood for integrity and ease of storage of the device. It turned out not quite neat, but quite practical. The camera itself, where tracks of moving charged particles or photon rays are formed, I made from a cut pipe and plexiglass, but the vertical view did not give good contrast to the image. 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.

As a "raw material" for work, both the thorium-232 isotope located 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 the daughter decay products (DPR) can be used radon contained in the air, coming mainly with water and gas. To collect DPR, I use activated charcoal tablets - 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 design element is the trap of ions formed as a result of ionization of atoms by ionizing particles. Structurally, it is a mains voltage multiplier with a multiplication factor equal to 3, and there are negative charges at the output of the multiplier. 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, the circuit of which is based on the use of a Cockcroft-Walton voltage multiplier.

The electrical circuit of the multiplier has the form:

Operation of the camera, its results

The diffusion chamber, after numerous test runs, was used as experimental equipment in the laboratory work on the topic "Study of the tracks of charged particles", held in the 11th grade of the Moscow Autonomous Educational Institution of Lyceum No. 64 on February 11, 2015. Photographs of the tracks taken by the camera were captured on an interactive whiteboard and used to determine the type of particles.

As in industrial equipment, the following was observed in a self-made chamber: the wider the track, the more particles there are, therefore, the thicker tracks belong to alpha particles that have a large radius and mass, and as a result, a greater kinetic energy, a greater number of ionized atoms per millimeter span.

§ 3. Complex for visual experimental determination of the quantity

the speed of light in a metal conductor.

I’ll start, perhaps, with the fact that the speed of light has always been considered something incredible, incomprehensible, to some extent impossible for me, until I found on the Internet the circuit diagrams of a two-channel oscilloscope lying around with broken synchronization, which can’t be repaired without repair. made it possible to study the forms of electrical signals. But fate was very favorable to me, I managed to determine the cause of the failure of the synchronization unit and eliminate it. It turned out that the microassembly - the signal switch - was faulty. According to the scheme from the Internet, I made a copy of this microassembly from parts purchased at my favorite radio market.

I took a shielded television twenty-meter wire, assembled a simple high-frequency signal generator on 74HC00 inverters. H one end of the wire gave a signal, simultaneously removing it from the same point with the first channel of the oscilloscope, from the second the signal was removed by the second channel, fixing the time difference between the fronts of the received signals.

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

I enclose the principal wiring diagram(where without it?):

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 the manufacture of boards:

The board itself, as usual, was made using the LUT technology - a popular laser-ironing technology developed by the inhabitants of the Internet. The technology is as follows: one or two-layer foil fiberglass is taken, carefully processed with sandpaper to a shine, 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. In a mirror image, a pattern is printed on glossy paper, and then with the help of an iron, the toner on glossy paper is transferred to the copper foil covering the textolite. Later, under a stream of 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 solution of ferric chloride, stir for about five minutes, then remove the board, on which copper remained only under the toner from the printer. We remove the toner with sandpaper, again we process it with alcohol or gasoline, then we cover it with soldering flux. With the help of a soldering iron and a tinned braid of a television cable, we drive along the board, thereby covering the copper with a layer of tin, which is necessary for subsequent soldering of components and to protect copper from corrosion.

We wash the board from the flux with acetone, for example. We solder all components, wires and cover with non-conductive varnish. We wait a day until the varnish dries. Done, the board is ready to go.

I have been using this method for years and it has never let me down.

§ 4. A small device for measuring human reaction.

Work to improve this device is still going on.

The device is used as follows: after power is supplied to the microcontroller, the device switches to the mode of cyclic selection of the values ​​of a certain variable "C". After pressing the button, the program pauses and assigns the value that was at that moment in the variable, the value of which changed cyclically. Thus, in the variable "C" a random number is obtained. You would say: "Why not use the random () function or something like that?".

But the fact is that in the language in which I write - in 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, low computing power. After pressing the button, the program lights 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 the specified period of time has elapsed, the program lights 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 appearance of the eights, then the program will display the time in milliseconds elapsed after the ignition of the eights and before pressing the button, this will be the human reaction time. It remains only to calculate the arithmetic mean of the results of several measurements.

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

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

Conclusion

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

Setting the goal: to design physical devices for use 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, accept the world around us only through knowledge and creativity. As the proverb says “it’s better to see once than hear a hundred times”, that is, in order to at least slightly embrace the vast world, you need to learn how to interact with it not only with paper and pencil, but also with the help of a soldering iron and wires, parts and microcircuits .

Approbation and operation of home-made devices proves their viability and competitiveness.

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

List of used literature.

Nalivaiko B.A. Directory Semiconductors. Microwave diodes. IGP "RASKO" 1992, 223 p.

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

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

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

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

Shilov V.F. Home-made devices for radio electronics, M., Education, 1973, 88 p.

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