Build a slope on the ground with 30 cm ~50 cm long wooden boards, so that the included angle between the slope and the ground is 30 (45, 60, etc.). ). Gently place a cylindrical object (such as an adhesive tape ring) on the top of the slope, release your hand and let it roll down automatically. After the object stops rolling, measure the distance it rolls on the ground.

2. Record the experimental data.

3. Calculation and reasoning of experimental results.

Compare the average values obtained each time and tell your findings. Most students have this conjecture before the experiment: the steeper the slope (that is, the greater the angle between the slope and the ground), the farther the object will roll along the ground after reaching the bottom of the slope. Is this conjecture correct? What is the relationship between the rolling distance of an object on the ground and the gradient of a slope? The textbook arranges students to correct the original conjecture and explore it through practical activities.

4. Matters needing attention in the experiment. When students do experiments, they should be reminded to put cylindrical objects on the top of the slope, not to be high for a while and low for a while; To make the object roll down automatically, you can't push it by hand or block it by hand; It is necessary to understand why the average of three rolling distances should be obtained in each experiment.

5. Contact life.

Let students contact with real life and discuss the relationship between stair slope and ground space. Why are the stairs of some buildings steep? And why are the stairs in some buildings gently repaired? For example, discuss their advantages and disadvantages.

6. summary.

The angle between the slope and the ground is different, and the rolling distance of the object is also different.