1. Knowledge and skills know the relationship between fluid pressure and current speed: high local pressure and strong local pressure; understanding of how upward pressure is generated. 2. Processes and methods are derived through observation, experimental investigation of fluid pressure and current speed, analytical reasoning of how aircraft lifts are generated; training of students in their ability to act through the production of “bird wing models”; 3. Emotions, attitudes and values combined with daily life phenomena to stimulate student interest; understanding history, deepening human literacy; teaching focus, hard fluid pressure and flow speed; and exploring how aircraft lifts are generated. Teaching equipment hardpapers, straws, two sheets of paper, a coin, notes, multimedia teaching video teaching process teachers' activities introduced: i want to fly higher, fly free in the sky like a bird, a dream of humanity for centuries. In order to realize this dream of humanity, which has been working constantly, do you know who designed the first glider based on the principles of bird flying? The students answer the questions, and if they can, the teacher will make the necessary additions; if not, the teacher, guided by the picture, will introduce otto leendal i, who is interested in introducing the new class (5 minutes) otto lilingtal 0tto lilienthal (1848-1896) as german engineer and glider, one of the world's air pioneers. He was the first to design and build a practical glider, the father of a glider known to the world. Now that the aeroplane designer has mastered the technology to fly large passenger planes, do you want to know? Then study with the teacher on the subject "sporting in fluids" students learn about the father of the glider... I don't know. Leelindar. Leads students to experience small experiments: experiment one, take two sheets of paper, hold two pieces of paper in hand, and let the paper fall naturally. If you blow down in the middle of two pieces of paper, guess how the two pieces of paper will move. Try experiment two, put a little piece of paper on the side of the mouth, breathe from the side of the note. The students did the work and said: "the two pieces of paper came together and the note flew." this is where they think they're going to be separated from the air-blow, which is different from the one they're going to move down, which makes students curious. To figure out why this is happening in two small experiments, let's look at the current speed and pressure above the note. The experiment: gas pressure and flow speed are asking questions: guesses and assumptions: experiment: students are going to jump up the coin on their own. From this experiment, what does flow speed have to do with pressure? Blowing the coin above leads to faster currents above the coins than below; higher coins indicate smaller pressure above the note than below; larger, smaller pressure above the coins indicate the relationship between current speeds and pressures? Watching the experimental phenomena, thinking and discussing the relationship between gas currents and pressure: pressure in the gas, high speeds in the direction, smaller pressure; smaller position, pressure is higher. Three, inspirational, summing up (10 minutes) the condition for change in the flow speed of the gas because of its mobility. How should we build on the conclusions we have just reached? Benuli's principle - fluids are under pressure in areas with high current speeds and are under pressure in areas with low current speeds. Students themselves use logical language to explain their conclusions and compare them with the book's conclusions. This is the famous benuli's principle iv, modeling, knowledge, migration, 10 minutes. Summary of the joint discussion between teachers and students: the air flow above the bird wing is fast and the pressure is small: the air flow below the bird wing is slow and strong. Therefore, students answer on the upper and lower surfaces of birds: enumerate common points (two wings, heads, tails, etc.); air wings and bird wings have almost the same structure; we can explain how lifts are generated by a relationship between current speed and pressure; pressure differentials, which result in uplifting on bird wings. Aircraft also need to lift; aircraft success is a typical example of survival; currents from above and below the bird wing lead to upswings; upswings indicate how the pressure is larger than above the bird wing; upswings from below the bird wing; downslides from the bird wing have almost the same structure; downslides from the bird wing have the same structure; downslides from the bird wing have the same structure; downslides from the bird wing can explain how the flow is smaller than above; downslides from the windway; downslides from the plane; downslides from the plane; ups; downslides from the stream; and downslides from the plane
