How to calculate the force of water falling from a height of 6 meters?

Introduction How to calculate the impact of a waterfall from a height of 6 meters: F impact=MV=mgV=mg√2gh, V=√2gh=√2X9.8X6=10.83 Therefore: F impact=M

How to calculate the force of water falling from a height of 6 meters?

Solution: F Clash=MV=mgV=mg√2gh, V=√2gh=√2X9.8X6=10.83

So: F Clash=MV=6X9.8X10.83=58.8X10. 83=636.8((Newton)

Answer: The force of water falling from a height of 6 meters is 636.8 Newtons.

As faculty member, writing lesson plans is essential Yes, lesson plan is the main basis of teaching and plays a vital role So how should the lesson plan be written Here is the lesson plan? in large class for “The water game”. I hope you like it

Lesson plan 1 “The water game” for large classes

Context of. activity design

Take advantage of children's love of water and curiosity about water to give children the opportunity to play with water and enjoy. perceive the characteristics of water to consolidate their understanding of water

Activity objectives

1. Guide the children to play with it. various materialsials in the water and to perceive the phenomenon of “sinking” of different objects. " and "floating", cultivate children's ability to observe, compare and summarize.

2. Let them play. children feel the pleasure of water and produce a pleasant emotional experience.

3. Cultivate Children have good qualities of courage, confidence, cooperation and communication.

4. During activities, let children experience the joy of playing with their peers and be ready to play with them.

5. Thanks to the activities, children learn to play and experience the pleasure of the game. strong>Key points and educational difficulties

Perception of “sinking” phenomena and “floating” of different objects

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Preparation for the activity

1. Teachers, children and parents collect water play materials together: plastic products: fruit bottles,plastic toys, small buckets, etc. ; wooden products: building blocks, branches, ice cream sticks, leaves, etc. ; paper products: cardboard shells, crepe paper, newspapers, homework papers, cardboard boxes, etc. ; foam products, small stones, pebbles, small iron blocks, etc. and let children use plastic bags, mark them and put them. put them in the toy cupboard.

2. Before activities, check whether there are foreign objects at the bottom of the pool, whether the water is clean, and whether the water height is appropriate. >Program of the activity

1. Sensory play

Encourage children to play in the pool with the teacher (some are shy and don't want to go. Children who play in the pool are not required to play and are allowed to playing by the pool). Guide children to look at little feet or sandals in the water; try to hold the eau with both hands; place your palms flat in the water and insert your fingers into the water; experience water. The feeling of walking helps children remember and reproduce the knowledge they have learned in the past, such as: We see little feet in the water because the water is transparent and colorless. The water in your hands disappears after a while because the water is flowing etc. encourage children to express their feelings or discoveries, such as: putting their palms together. flat in water and use them. The force is greater than the force used to insert the finger into the water, and walking in water is slower than walking on land.

2. Auditory games.

Invite the children to put the materials in the plastic bag into the water one by one. Let children listen to and compare the sound of different materials being thrown into the water; try again, listen and compare the sound of different materials being thrown into water sinceis high and low places. The children repeatedly compared their experiences and discussed with each other, and came to the conclusion that the sound of throwing materials into the water from a high place is louder than that of materials from a low place. The sound of throwing heavy materials into the water is louder than that of throwing heavy materials into the water. that of lightweight materials. Let children close their eyes and imagine: the different sounds of summer rain and autumn rain (drizzle) hitting the water; remember the story "Gudong is coming", imagine the sound of papaya falling into water and understand why the little rabbit was scared and panicked.

3. Observation, comparison and induction games.

Observe the sinking and floating phenomena of different materials placed in water; compare light, heavy, thick, and thin materials; perceive the relationship between light materials, lourds, thick and thin and "sink" and "float"; summarize the Some materials will sink in water and some materials will float in water.

4. Tactile games.

Touch and feel with your hands which materials absorb water and which materials do not absorb water; which materials will rot when exposed to water, and which materials will remain intact when exposed to water; water.

5. Pack and organize the materials

Ask the children to collect all the materials in the water in plastic bags. no debris in the water. Provide environmental education to young children to protect water resources one by one

Note: In each of the above games, children are allowed to discuss, communicate. and cooperate fully, such as providing each other with materials, exchanging new discoveries, etc. In this way, children can improve their common skills.ication, experience the joy of sharing and experience the surprise and pleasure of “discovery and learning”.

Reflection on teaching

“Guidance Schemes on Education in Kindergarten (Essay)” further highlights the idea of ​​enabling for children to actively learn. The design of “Discovery in Water - Large Class Science Teaching Activities” strives to reflect this idea and follows the three characteristics of children's learning:

First, Children's learning is directly driven by interests and needs. Playing with water interests young children, so they will be actively engaged, actively exploring, discovering and learning. Succeed in discovery learning and fully experience the joy of learning.

Second, children's learning is based on direct experience. Their understanding of things is perceptual, concrete and visuelle, and they need to use movement and various senses to help their thinking. It is therefore particularly important to offer children operational opportunities and to mobilize their different senses to participate.

Third, due to individual differences, each child has his own learning process. The interactive learning method between children makes children. Happy to accept. At the same time, communication and linguistic expression skills were developed.

Lesson plan "Water play" 2 for large classes

Objectives of the activity

1. Discover the joy of playing water games, understand the uses of water. and educate young children to save water.

2. Children can learn the characteristics of water through hands-on experiments and games.

3. Let children develop the good habit of thinking minnovative way when they encounter problems.

4. During activities, let children experience the joy of playing with their peers and be willing to play with their peers.

5. Make children feel happy and fun, and they should learn knowledge unconsciously.

Preparation for the activity

1. Preparation of game materials: empty bottles, bottles filled with water, lids, magnets, foam, stones, wooden blocks, plasticine. , plastic building blocks, water wheel, etc.

2. Encourage children to observe water features in play in the activity area and in daily life.

Activity Process

1. Present “water” in the form of riddles. Today, the teacher offers you a nice riddle. Let's see which child has the smartest little brain and can spin the fastest!

Devnet: "Play in the stream, sleep in the pond. Run in the river, laugh in the sea."

2. Question: Children, where will you meet? have you ever been in the water? What does the water you see look like? (Encourage children to describe when they see water).

3. The teacher prepared water and many toys for the children, and asked the children to do an experiment to see what changes happened to the water? (Experience the joy of playing with water and make discoveries from it) The teacher highlighted the experimental requirements: a: Carefully observe the experimental process and the changes that have occurred, b: Do not waste water , c: See which clothes of the child are kept clean and not wet.

4. Divide the game into three groups and the children can choose a group to participate in.

Group 1 - The ups and downs of water: "Put lots of toys in the water and seewhat's happening?" Group 2 - The flow of water: "Why can't the little basket hold the water?" Group 3 - The momentum of water: Water poured on the water wheel Why did the water wheel turn?

By allowing children to experiment, observe and tell stories with their own hands, children will become interested in experiments, observe, analyze and tell. Through experiments, we will guide children to tell the uses of water and cultivate children's divergent thinking )

5. this group and look. What did these children discover? Have the whole class observe the ups and downs, flows and changes. pulses the water and ask a. The children talked about their discoveries:

A. Understanding the momentum of water: Why do this group of children's waterwheels turn? (Chat with everyone) Professor XiaoNoeud: Yes! Water has momentum and power. Water can produce electricity with its power. Do you know what other uses water has besides producing electricity? (Divergent thinking allows children to continue exploring) Let’s take a look at what the next group of children discovered in the experiment?

B. The children in the sinking and floating group explained: After putting various things in the water, some things sank (stones, iron blocks, plasticine, magnets, bottles filled with water, etc.), and others sank. objects have sunk on the water (wood, foam, empty bottles, etc.), why does this happen? Together, they came to the conclusion that water floats.

Discuss together: Why do some bottles float on water and others sink underwater?

Using the children's discussion, the teacher's advice: when an empty bottle is covered with a copen, it will float on water because it is light, when a bottle filled with water is covered, it will sink; underwater because it's heavy.

Increase the difficulty and let the children experiment: Let's experiment again: How can we make the objects that float on water sink and make the sinking objects float? (Redo the experiment)

C. The children in the flow group explained: If you can't scoop the water with a small basket, it means the water is flowing.

Earlier, the children said that the water is flowing. Do you know what benefits flowing water brings us? (Help children say that water can flow to water the ground, water flowers, bathe, etc.).

6. Question: “Water has many uses, so what should children do when using water in the future? (Children will discuss freely first, then the teacher will summarize) Teacher summary:The children learned a lot from the experience just now Regarding the use of water, and knowing that we must save water and not waste it in the future, we must not only saving water, but also applying the knowledge we have gained to our lives in the future.

7. Complete the activity for the children. Did you have fun just now? The teacher is also very happy, because the children in my class have discovered many properties and uses of water thanks to their skillful hands and intelligent minds.

I also know that I am. The children in this class really like to work. Let's clean up the activity room together. The teacher collects toys with the children (cultivate children's good habits, their independence). and love of work.)

< p>Reflection on the activities

Advantages: Thanks to the “Water games” activity, children canent discover the characteristics and uses of water. , how to save water, etc. through various games. During the activity, the children were able to actively participate in the activities. Their imagination really surprised me. They discovered so many problems and so many innovative ways to play during the experiment. they have been immersed in the exploration and fun of the game, knowing that friends cooperate with each other, think together, discover problems and innovate over time, etc., they achieve the activity goals in a relaxed game and pleasant, and the effect is very good.

Cons: The activity is a bit small, activities for kids are limited, and playing with the water made the kids a bit cramped. Some children spilled water on the floor, making the activity room a bit dirty.

Lesson plan for large class "The water game" 3

Objectives of the activity

1. Through children's hands-on experiments and games, they can perceive the characteristics. some water.

2. Understand the uses of water and educate young children to save water.

3. Be willing to try boldly and share your experiences with your peers.

4. Fully experience that science is around you and spark an interest in discovery, exploration and communication in life.

5. Cultivate interest in exploring nature.

Preparation for the activity

1. Encourage children to observe water features in activity area play and daily life.

2. Preparation of game materials: containers, salt, sugar, several water wheels and alcohol lamps.

Program of the activity

1. Guess the water in the form of riddles

2. Question: Where did you see water? (Encourage children toscream when they see water.)

3. Today the teacher prepared water and toys for the children and asked them to do an experiment to see what happens to the water?

Experimental requirements: Carefully observe the experimental process and the changes that have occurred, and do not waste water.

4. Divide the game into 5 groups and the children can choose a group to participate in.

1) The Three-State Water Set: What did you find after heating the ice?

2) Dissolution group: After putting the salt and sugar into the water and stirring, why did they disappear?

3) Sinking and floating group: What are the different phenomena when launching?

4) Mobile group: Why can't the small basket hold water?

5) Momentum Group: Why does the water truck spin when you pour water on it?

5.

1) Hey, kids,come to this group and take a look. What did these children find? Invite the whole class to observe the phenomenon of melting ice and ask a child to describe their findings: Heating Heating

Ice------Water------Water vapor< /p>

Question: a. What must be done to turn water vapor into ice?

b. In summer it rained a lot and the ground was wet. Why did the water on the ground dry up when the sun rose? (Inspire children's thinking flexibility and apply the knowledge they have acquired in life.)

2) The children in the dissolution group explained: Put the salt, sugar and sand in the water. After stirring, salt, sugar and. sugar is dissolved in water, but sand is not dissolved, which means water can dissolve some things and others it can't.

3) The children of the sinking and floating group explained: Putting various things after being in the water, some things sank and others floated on the water, indicating that water has buoyancy.

4) The children in the mobile group explained: If you can't collect water with a small basket, it means the water is leaking.

5) The water momentum group: the water pours onto the water wheel, and the water wheel rotates, indicating that the water has momentum and power.

Through the above children's practical experiments, observations and narration, children's interest in practical experiments, observation, analysis and narration skills have been cultivated.

Thinking about activities

In teaching, children are very interested in operations and exploration. Through operations, children can experience the process and joy of research and innovation. , in activities we use the exchange and discussion of life experiences,multimedia orientation, divergent thinking, innovation and imagination, operational experiments, innovative experience exchanges, recording and synthesis and other activities to guide children to innovate and use their brains to think. The teacher provides appropriate exploration materials and lets the children try it for themselves. Focus on exploration and innovation, form cooperative inquiry-type interaction between teachers and children, and cultivate children's thinking imagination and innovation ability.

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