Analysis of Physics Examination Paper in Senior Two (1)
First, the paper quality analysis
(A) the characteristics of the test paper
On the whole, the examination paper embodies the characteristics of physics teaching requirements advocated by the new curriculum and emphasizes the characteristics of scientific inquiry. Adhere to live questions, test basic test ability, unbiased questions and strange questions. The difficulty of the whole paper is moderate, which accords with the students' thinking characteristics. The question looks very kind, which makes students feel that learning physics can solve practical problems and is very useful. Reflect the orientation of curriculum concept: knowledge is used to solve problems, and the usual teaching should be closely linked with life practice, and the teacher's teaching should be closely linked with life practice. Judging from the test scores, there are not many high scores. The average score is more, and the failure rate is also more, and the ratio is about 1:4:5. The examination results are instructive and have certain guiding significance for future teaching work.
(B) quantitative analysis of test papers
1, content analysis of test paper (question type and score distribution)
The test paper consists of 3 major questions, 22 minor questions, full marks 100, multiple-choice questions 15 minor questions * * 60, fill-in-the-blank questions 4 minor questions, each with 2 points, involving experimental inquiry process 6 points, physical concept investigation and application 10 points, and * * 16 points. There are ***3 calculation problems, and there are ***24 points. The test paper covers a wide range and highlights key knowledge. The application of basic concepts and basic knowledge is as high as 55%, and the test questions with charts as the carrier account for 18. The score of each chapter is moderate. The difficulty of each small question is mostly controlled at around 0.6; But there are also some difficulties, such as 10, 15, 18, 2 1, 22, 2, 3.
2. Quantitative analysis of test papers
Reference students of the whole grade 1334. The full score of the whole paper is 100, which is divided into 98 points, the lowest score is 17 points, the average score is 56.22 points, and the top-notch rate is 50.07 (the top-notch line is 56 points).
Second, the error analysis in students' answers
The basic concept of 1. is unclear, and there are defects in mastering particle, reference system, distance and displacement, average speed and rate, acceleration, free fall motion, etc.
2. The basic formula is not well remembered, not well understood and not well applied.
3. The calculation ability is extremely poor, and the carelessness in calculation will not be changed.
4. Physical modeling ability is blank, physical scenario analysis is very lacking, topic scenarios will not be transformed into real scenarios, and processing analysis thinking is lacking.
Third, suggestions for future teaching
1, focusing on the teaching of basic knowledge
The new curriculum reform puts forward the requirements of "changing the curriculum to pay too much attention to knowledge transmission" and "changing from simply attaching importance to knowledge transmission to guiding students to learn to learn". This does not mean that the study of basic knowledge becomes insignificant, but that students should experience the process of observing physical phenomena and producing physical knowledge, develop good thinking habits through the study of basic physical knowledge, and take knowledge learning as the way and carrier to cultivate their abilities. Therefore, the teaching of basic knowledge of physics is not weakened but strengthened, which is more demanding and scientific.
2. Pay attention to experimental teaching.
The position and function of experiment in physics is very clear to any educator, so I don't need to repeat it here. The examination shows that experimental teaching is still a weak link in physics teaching. Physics teachers can't accurately understand the purpose of physics experiment teaching, and experiment for the sake of experiment; The physics experiment is only understood as an experimental operation; One-sided emphasis on the connection between experiment and knowledge, ignoring the cultivation of students' experimental ability and the education of students' experimental scientific views, methods and attitudes, is still widespread. Many students don't understand the experimental principle thoroughly, observe and analyze the experimental phenomena carefully, and don't master several commonly used methods (list method, image method, analysis method, etc.). ) to process the experimental data, so they seem helpless when answering the experimental questions. Pay attention to the cultivation of experimental ability in future teaching, including observation and understanding of experimental instruments, understanding of experimental process and prediction and analysis of experimental results.
3. Pay attention to students' physical exploration and comprehensive ability training.
Explore and synthesize the most striking features of science. The word "live" vividly expresses that the main examination of science in senior high school entrance examination is students' ability. In teaching, students should be encouraged to actively participate in the teaching process, so that students can develop good scientific thinking habits and form various abilities to solve problems through learning scientific knowledge, experiencing scientific process and understanding scientific methods.
4. Pay attention to contact with reality and be close to life.
Changing "teaching materials" into "teaching by teaching materials" can combine real life, pay attention to hot issues, create situations and dynamically generate teaching resources. For example, there are 22 questions in this exam, the combination analysis of free fall and vertical throwing. As long as the situational model is established, it is necessary to meet the conditional relationship, so there will be less points lost. Unfortunately, many students don't know how to build a situational model.
5. Optimize training.
Don't choose difficult, strange and off topic. We should choose some topics with new ideas, high quality, strong foundation and strong representation, and introduce migratory topics appropriately to reflect the characteristics of physics. It is helpful to the training of physical model construction.
Analysis of Physics Examination Paper in Senior Two (2)
I. Basic information
1, the test paper is divided into three major questions: first, multiple-choice questions, 10, 40 points; The second is to fill in the blanks (experimental part), 20 points; Finally, the calculation question, 4,40 points.
2. Examination scope: People's Education Publishing House, the standard experimental textbook of ordinary high school curriculum, Physics Elective 3- 1.
Second, the topic comments
1: A physical scientific thinking method involving analogy, combining the knowledge of electrostatic force, translational motion and coordinate system.
2. The electric field and magnetic field are compared, and their similarities and differences are investigated.
3. electromotive force, which requires a high degree of familiarity with the concept.
4. The density of magnetic induction line represents the magnitude of magnetic induction intensity. Different stress states of electrified wires in magnetic field.
5. Electric field line, equipotential surface density, Newton's second law, and determine the stress according to the motion state.
6. The factors that affect the capacitance of parallel plate capacitor and the capacitance calculation formula of capacitor.
7. Ohm's law of closed circuit, Ohm's law of some circuits, knowledge of sliding rheostat, knowing which physical quantity of electrical appliances to measure with an electric meter.
8. Ohm's law of closed circuit, the relationship between power and voltage and resistance.
9. This problem is a rare good one, which integrates the movement of capacitance, magnetic field, electric field, circuit and charged particles in the electric field and magnetic field, and can be described as interlocking.
10: The movement of charged particles in the magnetic field draws the trajectory of particles, and the period and movement time can be calculated.
1 1: the motion of charged particles in a magnetic field, and the qualified answer is obtained through the expression of radius.
12: The ohmmeter is operating correctly, and the meter reading is problematic.
13: from the textbook ohm's law and drawing volt-ampere characteristic curve of small bulbs, I know the partial voltage connection method of sliding rheostat and the internal connection method of ammeter.
14: It can be said that non-pure resistance circuits such as motors are also examples in textbooks. Mastering the working principle and usage of the motor can solve this problem smoothly. This question is relatively simple.
15: It integrates electric field, gravity field, kinetic energy theorem, friction work, circular motion and other related knowledge, and has a high degree of synthesis, which is a moderately difficult topic. The process and method of this topic are profound.
16: This question is misunderstood. Many students regard the radius of the circular groove trajectory as the radius of the trajectory when the particle is only subjected to Lorentz force. Combine circular motion and kinetic energy theorem (law of conservation of mechanical energy). The analysis of stress and motion state is the key. Then according to Newton's second law, the physical equations are listed. In physics, iconic keywords that often appear, such as "smoothness", "rigidity", "slowness" and "dot", should be able to understand their physical meanings.
17: chapter on constant current and synthesis of charged particles moving in electric and magnetic fields. Can draw the trajectory of particles, find the central angle and calculate the radius. This problem requires high ability to solve equations.
Third, comprehensive evaluation.
This paper embodies the requirements of curriculum standards and curriculum reform for knowledge and skills, and pays attention to the testing of processes and methods. The difficulty of the topic is moderate. I have seen and done it at ordinary times, but it is still difficult to get high marks. This reflects that students have a little knowledge of physical knowledge, concepts and laws, and are unable to grasp the essence, which is in a vague state and specious. Generally speaking, this paper has no digression and strange questions, and it is a good question suitable for students with medium physics scores.
Fourth, teaching reflection.
1, the first round of teaching should focus on cultivating students' physical thinking and scientific methods, as well as their ability to find and solve problems.
2, a solid physical concept, master the laws, laws and theorems of physics. Some questions have been repeatedly tested. Why can't students do it? Draw water with a sieve, fail to sew the net of physical knowledge firmly, be eager for success, and ignore basic knowledge, which is the fatal reason.
3. In the future physics teaching, slow down, lay a solid foundation, pay attention to the influence of scientific thinking methods, cultivate students' habit of thinking and solve physics problems rationally.
4. Senior high school physics requires students to have mathematical knowledge, especially to formulate and solve equations according to physical laws. They should consciously demonstrate and guide students to establish and solve equations in their usual teaching and practice, and analyze known numbers and physical quantities to be solved.
5. Standardize problem-solving steps and writing format.
Analysis of Physics Examination Paper in Senior Two (3)
I. Overall impression
The physical examination questions in the final exam of senior two in Suqian City cover a wide range, including electrostatic field, constant current, magnetic field, electromagnetic induction and so on. Full score 120, the physics test paper has no strange questions, partial questions, complicated mathematical calculations and other problems, and the number of questions is moderate.
The proportion of difficult, medium and easy questions is about 2︰7︰ 1. Physics test questions are not unfamiliar to students in the test questions structure, and the knowledge points are comprehensively investigated, so this is a relatively acceptable test paper for candidates. Generally speaking, this paper can guide physics teaching to break through the tactics of questioning the sea, strengthen the summary of knowledge structure, methods and problem-solving ideas, comprehensively apply the learned principles and methods to analyze problems and cultivate scientific literacy.
There are 1943 students in our school taking the physics exam, with an average score of 70.56. The higher error rates are 5, 7, 10, 12, 14, 15 and 16. The main reasons for the mistakes are the lack of comprehensive ability to analyze problems by using the knowledge learned, the unclear analysis of the force and specific motion of objects, the inability to convert actual problems into concrete physical models, and the poor ability to solve physical problems by using mathematical methods.
Second, the fault analysis
The fifth question of multiple-choice questions did not specifically analyze the direction of field strength of B and D, and then synthesized the actual field strength of two points by parallelogram rule, which led many students to choose A wrongly. It is difficult for students to analyze the potential after the superposition of two electric fields, and it will take a long time for those students who can't do the problems flexibly but can't get the specific results in the end. This topic can actually be analyzed from the relationship between the work done by electric field force and the change of potential energy and potential energy.
Many students chose A, C or B by mistake in question 7. The specific reason is that it is not clear what formula is used to calculate the induced current, the power of external force and the heat generated in the coil when it enters. I don't know because when the coil moves at a uniform speed, the power of the external force is equal to the power of the coil traction. Generally speaking, I still haven't mastered the ideas and methods of analyzing problems.
Question 9, multiple-choice question, it is impossible to correctly use Ampere's rule and left-handed rule to judge the direction of magnetic field around current and the Lorentz force on moving charge in magnetic field, and it is impossible to imagine the distribution of magnetic field around the superposition of two straight lines. As a result, the correct answer could not be selected.
Experimental question 12, for the selection of electrical experimental equipment, students can not flexibly consider the principles of safety, accuracy, convenience and economy, which leads to the inability to choose suitable equipment, reflecting the lack of students' comprehensive analysis ability.
The calculation problem 14 can't correctly analyze the force and motion of the conductor bar after it is released, so the force characteristics of the conductor bar when it is stable can't be found, and it is not clear which forces do work and which energies participate in the transformation in the process of achieving stability.
In the calculation problem 15, the trajectory diagram of the key moment cannot be drawn, and the failure to find the critical condition is the main reason for losing points.
The main reason for the calculation problem 16 is that the motion nature of each stage is not clearly analyzed, the motion trajectory of each stage is not accurately drawn, and the geometric relationship is inaccurate.
Third, the outstanding characteristics of the test questions
1. Experimental investigation: Pay more attention to the examination of basic knowledge and ability of physical experiments.
The transition of the experimental questions is smooth, and there are no difficult steps, but the necessary knowledge points and ability points of the candidates are comprehensively investigated. For example, electrical experiments examine equipment selection, image and data processing. It is a relatively basic experiment for students, and puts forward higher requirements for candidates' ability to choose equipment, use image processing problems and analyze errors.
2. Pay attention to the examination of the ability to analyze problems by combining mathematics with numbers and shapes.
Investigate the ability of combining mathematics with physics and attach importance to the combination of numbers and shapes. It can list the relationship, geometric relationship and trigonometric function between physical quantities according to specific problems, draw the trajectory diagram, deduce and solve it, and draw physical conclusions according to the results. The examination paper reflects the requirements for candidates' ability to deal with physical problems by applying mathematics.
Question 5 examines the examinee's ability to understand the combination of numbers and shapes; Experimental question 12 examines the data processing ability and the combination of numbers and shapes of images made according to experimental data points; 15 is the uniform circular motion of charged particles in a uniform magnetic field only under Lorentz force, and its calculation involves plane geometry knowledge.
The combination of mathematics and physical analysis is one of the focuses of college entrance examination in recent years. However, due to the limitation of students' mathematical knowledge, they lack a systematic understanding of the methods and steps of using image analysis experiments, and often don't know how to start when encountering such image problems. Therefore, we should constantly and consciously cultivate students' ability in this respect in our usual teaching.
3. Pay attention to comprehensive ability and basic scientific literacy.
While paying attention to the examination of basic knowledge and skills, the comprehensive physical ability and scientific literacy of candidates are highlighted. Some questions are not difficult to think about, but they are increasingly avoiding pure memory questions. Most questions appear in the form of simple application on the basis of understanding, requiring candidates to make one or two logical inferences in the process of answering questions, which reflects the further deepening and promotion of the new curriculum reform from the guidance.
Fourth, suggestions for future propositions.
1, the scope of the proposition is consistent with the teaching progress required by the spirit of the superior document, and the chapter of alternating current is not tested in this exam.
2. Language narrative should carefully consider individual topics, be consistent with the stem of the topic, and not be ambiguous. For example, option C for 2 questions, option A for 8 questions, option D for 10, and option D for 15 do not emphasize the gravity of particles. Some statements on these topics are inconsistent, contradictory or inaccurate.
3. It is right to emphasize the originality or adaptation of the test questions, but it should be carefully scrutinized and revised repeatedly, and more people should be found to review them to prevent scientific mistakes. For example, the ninth question becomes a multiple-choice question, and the image and equipment of 12 question are contradictory.
4. As a phased semester pass exam, we should highlight the key points, test whatever we teach, and strive to increase the coverage of the test questions. For example, the readings of screw micrometer and vernier caliper, the modification of watt-hour meter, and the principle and use of multi-purpose watt-hour meter are all ignored in the examination questions.
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