Research On Comprehensive Inquiry Learning Design Of Liquid Pressure And Buoyancy

On the morning of September 13,2016,the research conference on the core literacy of Chinese students' development was held in Beijing,where the overall framework and basic connotation of the core literacy of Chinese students' development were announced.Among them,the dimension of scientific spirit is precisely the emphasis on students to ask questions and actively seek effective solutions,which coincides with inquiry and learning.Problem-based inquiry learning model is student-centered,teachers provide the learning process suitable scaffolding,so that students in the complex,real problem situation to find solutions to the problem.For junior high school students,the physical buoyancy part of junior high school is the focus is also difficult,but also a good carrier to explore learning.To the comprehensive review stage of mechanics students have enough knowledge and ability to explore and learn liquid pressure and buoyancy,to clarify buoyancy and related knowledge.Therefore,the author takes the knowledge and content of liquid pressure and buoyancy as the carrier,uses the literature method,experimental method,observation method,comparison method,etc.to carry on the study activity design research,and constantly modify the activity design according to the implementation.In this paper,the comprehensive inquiry learning activity design research is based on constructivism theory,inquiry learning theory,combined with teaching practice,to provide a specific situation for learning activities: what happens when a sealed plastic box is brought to the depth smiles 100 meters? Some students think water will go into the box,some students think the box will be crushed,others think this will not happen.In order to resolve the differences of opinion,students have to calculate the pressure of the water.The calculated value was so great that the students believed that the box must have been crushed.But further questions arise,which side is the first to be crushed? Students have to calculate the pressure on all sides.Analyzing the results of the calculations,the students were surprised to find that the plastic box was subjected to a bond ingress pressure equal to the buoyancy it was subjected to.In this regard,the students are full of doubts,the lower surface of the box is really under an upward pressure? Is this pressure(pressure)also only related to depth? To solve this problem,a new experiment was introduced: open a rectangular mouth at the bottom of the plasticbox,cover the mouth with a card,fill the box with water,students will see the poker card is watered down on the bottom of the box.Move the unit to an empty basin and fill the empty basin with water,and when the basin water is level with the water inside the plastic box,the cards leave the bottom of the box and float up.Through teaching practice,the design of this activity can make students acquire scientific knowledge to a certain extent and enhance students' confidence in learning physics and improve their ability to explore science.Through this study,the results are presented in the fourth chapter of the design.The design creates a situation that can arouse students' interest,carries out the classic buoyancy experiment,and carries on the problem-based inquiry learning activities according to the appropriate problem chain.It is hoped that students in this learning activity will truly understand the causes of buoyancy and integrate relevant knowledge.