High school physics, which appears to be fragmented in terms of knowledge points, a multiplicity of formulas and subject variations, is essentially based on physical models as skeletons, logic as threads and methodology as a complete system of inner cores. Many of our students are not well educated in physics, not in subject matter, but rather in isolation, intermingling and migration. The following is a three-pronged approach to teaching you how to build a high school physical knowledge system。
I. Definitions first: the central structure of high school physics
There are three levels of high school physics:
1. Conceptual hierarchy: basic knowledge points of power, motion, energy, field, circuit, wave, atom, etc.
2. Model problem layer: flat rate, circular motion, plate model, electromagnetic field deflection, circuit dynamic analysis, etc.
3. Methodological layers of thinking: stress analysis, image techniques, equivalents, overall isolation, critical extremes, constant thinking, etc。
The key to building a system is not a back formula, but a line of “conceptual pattern modeling methods”。
Ii. A four-step approach to building a physical knowledge system
Step one: combe the frame in a modular manner with a skeleton
Five main modules of the high school physics core, first creating a large catalogue, then filling in details:
1. Mechanical (core foundation): momentodynamic receptivity analysis of the law of newton's motion and energy kinetic constant mechanical vibrations and waves
Electromagnetics (focus of advanced examinations): emps electromagnetics translating currents
Thermal: molecular kinetic theory, ideal gas state equation, thermodynamic law
4. Optical and modern physics: geometric optical, photo properties, atomic physics, atomic nuclei
5. Experimental topics: mechanical experiments, electron experiments (instruments, principles, errors, data processing)
Operational recommendations:
For each chapter, a headchart of thinking is used to draw the conditions for application of the core formula of the first heading and the second knowledge point, such as:
Newton's second law analyzes stress and is decomposing the criticality of the connector model。
Step 2: deepening the conceptual essence, rejecting the hard back formula
Physical formulas are not stand-alone calculations, and each formula has physical meaning, applicable conditions, vector direction, which is the flesh of the system。
1. Distinguishing between definitions and decisions:
Example: a = no v/not definition, a = f/m decision
2. Clarity of vectors: speed, strength, acceleration, field strength, all vectors, bearing in mind direction
Bearing in mind the scope of application:
Newton's law is only macro-low speed; kinetic constants need to satisfy a zero-coherent force; mechanical persistence only works with gravity/bulb。
Systemic understanding: when a formula is encountered, it connects immediately: what is the physical amount it describes? What kind of movement/models are addressed? What's the connection to the other formulas
Step three: the physical model is at the heart of the theme and methodology
Eighty per cent of the topics of high school physics are studied in classical models, which are bridges between points of knowledge and issues。
- mechanical model: plate model, conveyor belt, spring model, flat/round motion, chase and encounter
- electromagnetic model: voltage of charged particles in the electric field, magnetic field round exercise, electromagnetic sensor double-bar model, electrical dynamic analysis
Building on:
Three points under each model:
1. Model characteristics
2. Knowledge points used (reception, energy, momentum, electromagnetic field, etc.)
3. Common solution methods (corporate isolation, kinetic theorem, constant, image)。
The knowledge is naturally networked by seeing the theme recognition model calling for the corresponding pattern selection method。
Step 4: mistakes over thematic integration to fill gaps in the system
1. The error is not just a revision; it is a classification: it is a conceptual confusion, it is not a model, it is a methodological error or a computational error
2. Categorizing the same fault lines under corresponding modules and models to mark the weak points
3. Regularly perform cross-modular combinations such as mechanics + energy, electromagnetic + mechanics, training in knowledge migration, and breaking through modular barriers。
Iii. Daily learning habits and strengthening knowledge systems
1. Pre-curricular drawing of the chapter framework, after-school filling in details, and weekly re-discretion of the thought map
2. Forced to say the following: which model is this? Which law? Why this way
3. Distinguishing easy-to-mix points by contrast: e. G., kinetic theorem vs kinetic energy theorem, electric field strength vs electric force, left hand rule vs right hand rule
4. Focus on experiments: experimental principles, operations, error analysis can help you understand physical law by its very nature and improve the system。
Summary
The establishment of a high-school physical knowledge system is the process of developing a framework for understanding the essence of modelling and consolidating gaps。
Large modules are first streamlined, concepts, formulae, models, methodologies are linked, and finally the barriers to knowledge are broken through brushing and retrofitting. For a while, you'll find that the subject is no longer mundane, that the knowledge points are interlinked and that the solution is becoming clearer。
