What is ozm in physics. Physical foundations of mechanics

OZM

autumn-winter maximum load

energ.

A source: http://www.regnum.ru/expnews/194335.html

OZM

fragmentation mine

Dictionary: Dictionary of abbreviations and acronyms of the army and special services. Compiled by A. A. Shchelokov. - M .: OOO "AST Publishing House", ZAO "Geleos Publishing House", 2003. - 318 p.

OZM

experimental plant of mechanical engineering

Dictionary: S. Fadeev. Dictionary of abbreviations of the modern Russian language. - S.-Pb .: Polytechnic, 1997 .-- 527 p.

OZM

earthmoving machinery department

OZM

material master

comp.

Dictionary of abbreviations and acronyms... Academician. 2015.

See what "OZM" is in other dictionaries:

OZM-3- Soviet anti-personnel jumping fragmentation mine of circular destruction. It was developed in the USSR. Its origin comes from the German SMI 35 jump mine during the Second World War. When the fuse is triggered, the fire of the flame ... ... Wikipedia

OZM-4- OZM 4 anti-personnel jumping fragmentation mine of circular destruction. It was developed in the USSR. Its origin comes from the German SMI 44 jump mine during the Second World War. When the fuse is triggered, the fire of the flame ... ... Wikipedia

OZM-72- OZM 72 anti-personnel jumping fragmentation mine of circular destruction It was developed in the USSR. It stands for fragmentation mine. Its origin comes from the German jumping mine SMI 44 during the Second ... ... Wikipedia

OZM- See Diagnostic and Statistical Manual. Psychology. A Ya. Dictionary reference book / Per. from English K. S. Tkachenko. M .: FAIR PRESS. Mike Cordwell. 2000 ... Big psychological encyclopedia

OZM- Experimental plant of mechanical engineering, fragmentation barrage mine, division of earth-moving machines ... Dictionary of abbreviations of the Russian language

Mine OZM-72- OZM 72 anti-personnel jumping fragmentation mine of circular destruction. It was developed in the USSR. Its origin comes from the German SMI 44 jump mine during the Second World War. When the fuse is triggered, the fire of the flame ... ... Wikipedia

Bouncing mine- Diagram of detonation of a jumping mine It is a type of anti-personnel mine. Its origin comes from the German Schrapnell Mine jumping out of the time of the First ... Wikipedia

Shrapnel- This term has other meanings, see Shrapnel (disambiguation). Diaphragm shrapnel device ... Wikipedia

African Party for the Independence of Guinea and Cape Verde Islands- (Partido africano da independência da Guine e Cabo Verde - PAIGC, PAIGC), Revolutionary Democratic Party of the Republic of Guinea Bissau (RSL). Founded in September 1956 (until 1960 it was called the African Independence Party). Founder and ... ... Encyclopedic reference book "Africa"

Lecture number 1
Physics in the cognition of matter,
fields, space and time.
Kalensky Alexander
Vasilevich
Doctor of Physics and Mathematics, Professor of HTTi
HM

Physics and chemistry

Physics as a science has evolved over
centuries-old history of development
humanity.
Physics studies the most common
patterns of natural phenomena, structure and
properties of matter, laws of its motion,
changes and transformation of one species into another.
CHEMISTRY - the science of chemical elements, their
compounds and transformations occurring
as a result of chemical reactions.
Chemistry is a science that studies properties,
structure and composition of substances, transformation of substances and
the laws by which they occur.

Physics is the science of nature

Physics operates with two objects of matter:
substance and fields.
The first type of matter - particles (matter) -
form atoms, molecules and bodies consisting of them.
The second kind - physical fields - a kind of matter,
through which are carried out
interactions between bodies. Examples of such
fields are the electromagnetic field,
gravitational and a number of others. Different kinds
matter can interact and transform
into each other.

Physics

Physics is one of the most ancient sciences about
nature. The word physics comes from
the Greek word fuzis, which means nature.
Aristotle (384 BC - 322 BC)
The greatest of the ancients
scientists who introduced to science
the word "physics".

Tasks

The process of learning and establishing the laws of physics
complex and diverse. Physics is faced with the following
tasks:
a) explore natural phenomena and
establish the laws by which they
obey;
b) establish a causal
connection between open phenomena and
phenomena studied earlier.

Basic methods of scientific knowledge

1) observation, i.e. the study of phenomena in natural
setting;
2) experiment - the study of phenomena by their
playback in a laboratory setting.
Experiment has a great advantage over observation, since
sometimes allows you to speed up or slow down the observed phenomenon, and also
repeat it many times;
3)
hypothesis - a scientific hypothesis put forward for
explanations of the observed phenomena.
Any hypothesis requires verification and proof. If she does not enter
a contradiction with any of the experimental facts, then it goes
4) theory - a scientific assumption that has become a law.
Physical theory gives qualitative and quantitative
explanation to a whole group of natural phenomena with a single
points of view.

The limits of applicability of physical laws and theories

Applicability limits
theory
are determined
physical
simplifying
assumptions
made when setting the problem and in
the process of derivation of relations.
Correspondence Principle: Predictions
new theory must match
predictions
the old
theory
the limits of its applicability.
with
v

Modern physical picture of the world

the substance consists of the smallest
particles,
between
which
exists
several
types
fundamental interactions:
strong,
"Great
weak
Union"
electromagnetic,
gravitational.

Mechanics
Kinematics
Dynamics
Statics
Conservation laws in mechanics
Mechanical vibrations and waves
VOLKENSHTEIN V.S. Collection of problems in general
physics course // Textbook. - 11th ed.,
revised M .: Nauka, Main edition of physical and mathematical literature, 1985. - 384 p.

10. Kinematics

1.
Mechanical movement and its types
2.
Relativity of mechanical movement
3.
Speed.
4.
Acceleration.
5.
Uniform movement.
6.
Rectilinear uniformly accelerated motion.
7.
Free fall (acceleration of free fall).
8.
The movement of the body in a circle. Centripetal
acceleration.

11.physical model

V school physics other often occurs
understanding the term physical model as
"A simplified version of the physical system
(process), preserving its (his) main
features ".
The physical model can be
stand-alone installation, device,
device allowing to produce
physical modeling by substitution
studied physical process like him
a process of the same physical nature.

12. Example

The descent vehicle (Phoenix) by parachute.
Shooting with MRO camera high
resolution, from a distance of about 760 km
Floating air bubble

13. Physical quantities

Physical quantity - property
material object or phenomenon,
qualitatively common for
class of objects or phenomena, but in
quantitatively
individual for each of them.
Physical quantities are of the genus
(homogeneous quantities: length width),
unit and value.

14. Physical quantities

Diversity physical quantities streamlined
using systems of physical quantities.
Allocate basic and derived quantities,
which are derived from the main ones at
help equations of communication. In the International
system of quantities C (International System of
Quantities, ISQ) seven
quantities:
L - length;
M is the mass;
T is time;
I is the current strength;
Θ - temperature;
N is the amount of substance;
J - luminous intensity.

15. Dimension of physical quantity

The main
magnitudes
Dimensionally Sim
st
ox
Description
SI unit
second (s)
Time
T
t
Duration of the event.
Length
L
N
l
n
The length of the object in one
measurement.
meter (m)
Number of the same type
structural units, of which
the substance consists.
mol (mol)
m
The quantity that determines
inertial and gravitational
properties of bodies.
kilogram
(kg)
Iv
The amount of light energy,
radiated in a given direction
per unit of time
candela (cd)
I
Flowing in a unit of time
charge.
ampere (A)
T
Average kinetic
the energy of the particles of the object.
kelvin (K)
Quantity
substances
Weight
The power of light
Current strength
Temperature
M
J
I
Θ

16. Determination of dimension

Determination of dimension
In general
dim (x) =
Tα LβNγ M δ Jε Iζ Θ η
Product of symbols of basic quantities in
various
degrees.
At
defining
dimensions
degree
may
to be
positive,
negative
and
zero,
apply
standard
mathematical operations. If in dimension
quantity, there are no factors with
non-zero
degrees,
then
magnitude
called dimensionless.

17. Example

Example
The magnitude
The equation
connections
Dimension in
SI
Name
units
Speed
V = l / t
L1T-1
No
L1T-2
No
M1L1T-2
Newton
L3
No
Accelerated a = V / t = l / t2
not
Force F = ma = ml / t2
Volume
V = l3

18. What do you need to know?

Matter, interaction and motion.
Space and time. Physics subject.
Physical research methods.
Physical model. Abstractness and
limited models. The role of the experiment
and theories in physical research.
Macroscopic and microscopic
methods for describing physical phenomena.
Physical quantities and their measurement.
Units of measurement of physical quantities.
Physics and Philosophy. Physics and Mathematics.
The importance of physics for chemistry.

19. Basic concepts of kinematics

19.02.2017
Basic concepts
kinematics
Frame of reference
Material point
Trajectory, path, movement

20. Definitions

Mechanical movement
the change
provisions
body
are called
relatively
other bodies over time.
The main task of mechanics (OZM)
is an
any
definition
moment
provisions
time,
if
body
v
known
position and speed of the body in the initial
moment of time. (An analogue of the Cauchy problem in
chemistry)

21. Material point

Body,
dimensions
whom
can
neglected in the conditions under consideration
task is called a material point.
The body can be mistaken for a material point,
if:
1.it moves forward, while it
must not turn or rotate.
2.it travels the distance significantly
exceeding its size.

22. Reference system

The frame of reference is formed by:
coordinate system,
reference body,
device for determining the time.
z, m
mind
HM

23. 24. Relativity of motion

Example: from the shelf of a moving car
falls
suitcase.
Define
view
suitcase trajectory relative to:
Wagon (straight line segment);
Earth (parabola arc);
Conclusion: the shape of the trajectory depends on
selected frame of reference.

25.

V
s
s
A

26. Definitions

The trajectory of movement is a line in space, along
which the body moves.
The path is the length of the path.
s m
Displacement is a vector connecting the initial
position of the body with its subsequent position.
s m

27. Differences between path and movement

Move and traversed
physical quantities:
way
–
this is
various
1.
The displacement is a vector quantity, and the traversed
path is scalar.
2.
Moving
matches
on
magnitude
with
traversed path only with a straight line
movement in one direction, in all others
cases, the displacement is less.
3.
At
movement
body
way
maybe
only
increase, and the displacement modulus can be
increase as well as decrease.

28. Solve problems

Two
body,
have made
moving
the same
straightforward,
moving.
Do you have to pass the same
their way?
The ball fell from a height of 4 m, bounced and was
caught at a height of 1 m.Find a path and
ball movement module.

29. Solve the problem

At the initial moment of time, the body was in
point with a coordinate of -2 m, and then moved
to a point with a coordinate of 5 m. Construct a vector
moving.
Given:
xA = -2 m
Solution:
s
A
V
xB = 5 m
s?
Ha
0
1
xB
HM

30. Solve the problem

At the initial moment of time, the body
was at a point with coordinates (-3; 3) m,
and then moved to point with
coordinate (3; -2) m. Construct the vector
moving.
Given:
A (-3; 3) m
B (3; -2) m
s?
Solution:

31. Solution:

mind
A
ya
s
1
Ha
xB
HM
0 1
uv
V

32. Problem

The figure shows graphs of dependence on time
path and travel module for two different
movements. Which graph is the error? Answer
justify.
s
s
0
t
0
t

33. What do you need to know?

Mechanical movement is a change with the flow.
time position of the body in space relative to
other bodies.
The main task of mechanics is to determine
position of the body in space at any time,
if the position and speed of the body at the initial
moment.
The frame of reference consists of:
- reference bodies;
- associated coordinate system;
- hours.
A body whose dimensions in this problem can be neglected,
is called a material point.
The trajectory of body movement is called an imaginary line.
in the space along which the body moves.
The path is the length of the path.
The movement of the body is called a directed segment,
carried out from the initial position of the body to its position in
a given moment in time.

34.

Uniform movement is
body movement at which its speed
remains constant (
),that is
moves at the same speed all the time, and
no acceleration or deceleration occurs
).
Rectilinear motion is
body movement in a straight line, that is
the trajectory we get is straight.
Uniform rectilinear speed

Cheat sheet with formulas in physics for the exam

and not only (may need 7, 8, 9, 10 and 11 grades).

First, a picture that can be printed in a compact form.

Mechanics

Pressure P = F / S
Density ρ = m / V
Pressure at the depth of the liquid P = ρ ∙ g ∙ h
Gravity Fт = mg
5. Archimedean force Fa = ρ w ∙ g ∙ Vт
Equation of motion for uniformly accelerated motion

X = X 0 + υ 0 ∙ t + (a ∙ t 2) / 2 S = ( υ 2 -υ 0 2) / 2а S = ( υ +υ 0) ∙ t / 2

Equation of speed for uniformly accelerated motion υ =υ 0 + a ∙ t
Acceleration a = ( υ -υ 0) / t
Circular speed υ = 2πR / T
Centripetal acceleration a = υ 2 / R
Relationship between the period and the frequency ν = 1 / T = ω / 2π
II Newton's law F = ma
Hooke's law Fy = -kx
The law of gravitation F = G ∙ M ∙ m / R 2
Weight of a body moving with acceleration a P = m (g + a)
Weight of a body moving with acceleration a ↓ P = m (g-a)
Friction force Ffr = µN
Body momentum p = m υ
Force impulse Ft = ∆p
Moment of force M = F ∙ ℓ
Potential energy of a body raised above the ground Ep = mgh
Potential energy of an elastically deformed body Ep = kx 2/2
Kinetic energy of the body Ek = m υ 2 /2
Work A = F ∙ S ∙ cosα
Power N = A / t = F ∙ υ
Efficiency η = Ap / Az
The oscillation period of the mathematical pendulum T = 2π√ℓ / g
The period of oscillation of a spring pendulum T = 2 π √m / k
The equation harmonic vibrations X = Xmax ∙ cos ωt
Relationship between wavelength, its speed and period λ = υ T

Molecular physics and thermodynamics

Amount of substance ν = N / Na
Molar mass М = m / ν
Wed kin. energy of molecules of a monatomic gas Ek = 3/2 ∙ kT
Basic equation of MKT P = nkT = 1 / 3nm 0 υ 2
Gay - Lussac's law (isobaric process) V / T = const
Charles's law (isochoric process) P / T = const
Relative humidity φ = P / P 0 ∙ 100%
Int. energy is ideal. monatomic gas U = 3/2 ∙ M / µ ∙ RT
Gas work A = P ∙ ΔV
Boyle's law - Mariotte (isothermal process) PV = const
The amount of heat during heating Q = Cm (T 2 -T 1)
The amount of heat during melting Q = λm
The amount of heat during vaporization Q = Lm
The amount of heat during fuel combustion Q = qm
Ideal gas equation of state PV = m / M ∙ RT
The first law of thermodynamics ΔU = A + Q
Efficiency of heat engines η = (Q 1 - Q 2) / Q 1
Efficiency is ideal. engines (Carnot cycle) η = (T 1 - T 2) / T 1

Electrostatics and electrodynamics - physics formulas

Coulomb's law F = k ∙ q 1 ∙ q 2 / R 2
Electric field strength E = F / q
The tension of the email field of a point charge E = k ∙ q / R 2
Surface charge density σ = q / S
The tension of the email field of the infinite plane E = 2πkσ
Dielectric constant ε = E 0 / E
Potential energy interaction. charges W = k ∙ q 1 q 2 / R
Potential φ = W / q
Point charge potential φ = k ∙ q / R
Voltage U = A / q
For a uniform electric field U = E ∙ d
Electric capacity C = q / U
Electric capacity of a flat capacitor C = S ∙ ε ∙ε 0 / d
Energy of a charged capacitor W = qU / 2 = q² / 2С = CU² / 2
Current I = q / t
Conductor resistance R = ρ ∙ ℓ / S
Ohm's law for a section of a circuit I = U / R
The laws of the last. compounds I 1 = I 2 = I, U 1 + U 2 = U, R 1 + R 2 = R
Parallel laws conn. U 1 = U 2 = U, I 1 + I 2 = I, 1 / R 1 + 1 / R 2 = 1 / R
Power electric current P = I ∙ U
Joule-Lenz law Q = I 2 Rt
Ohm's law for the complete circuit I = ε / (R + r)
Short-circuit current (R = 0) I = ε / r
Magnetic induction vector B = Fmax / ℓ ∙ I
Ampere force Fa = IBℓsin α
Lorentz force Fl = Bqυsin α
Magnetic flux Ф = BSсos α Ф = LI
Law electromagnetic induction Ei = ΔФ / Δt
EMF of induction in the motion conductor Ei = Bℓ υ sinα
EMF of self-induction Esi = -L ∙ ΔI / Δt
Energy magnetic field coils Wm = LI 2/2
Oscillation period qty. contour T = 2π ∙ √LC
Inductive resistance X L = ωL = 2πLν
Capacitive resistance Xc = 1 / ωC
The effective value of the current Id = Imax / √2,
RMS voltage value Uд = Umax / √2
Impedance Z = √ (Xc-X L) 2 + R 2

Optics

The law of refraction of light n 21 = n 2 / n 1 = υ 1 / υ 2
Refractive index n 21 = sin α / sin γ
Thin lens formula 1 / F = 1 / d + 1 / f
Optical power of the lens D = 1 / F
max interference: Δd = kλ,
min interference: Δd = (2k + 1) λ / 2
Differential lattice d ∙ sin φ = k λ

The quantum physics

F-la Einstein for the photoeffect hν = Aout + Ek, Ek = U s e
Red border of the photoelectric effect ν к = Aout / h
Photon momentum P = mc = h / λ = E / s

Atomic Nuclear Physics

Physics teaching in Russian schools is traditionally conducted by an audiovisual method: the teacher explains the material and demonstrates the experiments, or the students, under the guidance of the teacher, make their own way to knowledge with the help of experiments, textbooks, and discussions.

There are many methods, but in each class there are children who are only present (quietly or not) at this celebration of intelligence called good physics lesson... They are not interested because they do not understand. Such students come to life only in laboratory work. Only that which has passed "through the hands" becomes for them an element of knowledge. Kinesthetics- students who are aware of the essence and coherence of the material through other than sight and hearing, sense organs and through movement. Physics lessons provide a lot of opportunities for cognition through movement. The inclusion of these techniques in the lesson is very lively, provides all students, not just kinesthetics, the opportunity to look at the material in a different way. These techniques are applicable to students of any age. Below are examples of educational five-minute work with those things that are always on student desks, and experiments with the simplest equipment on the example of studying mechanics in the 9th grade.

1. The concept of mechanical movement. OZM

We randomly place objects from the pencil case on the table (an eraser, a pen, a sharpener, a compass ...) and remember their location. We ask the neighbor to move one object and describe the change in its position. We move the body to the previous position. And now the questions: What happened to the body? (The body moved, moved.) How can you describe the change in body position? (Concerning other bodies.). What else has changed besides body position? (Time.)

We repeat the experiment with another body on our own and pronounce (at the suggestion of the teacher) a change in the state of the body. We solve the OZM!

2. Reference system. Moving. We tie a small object to a long thread - paper, a stub of a pencil, but best of all a toy small bug or fly. We fix the free end of the thread with the button on the far left corner of the desk, take this point as the origin. Selecting the axes NS and Y along the edges of the desk. Pulling on the thread, let our "insect" crawl on the desk. We define several positions and write down the coordinates ( x, y). We raise the "insect" into the air, consider the possibilities of its flight, fix several positions (coordinates x, y, z). Determine (measure with a ruler) displacement in each case when moving along a plane. It is very good to confirm this with a drawing or calculation.

It is useful to do the experiment together with a neighbor on the desk, choosing different frames of reference and comparing the results.

3. Types of movement. Material point. As instructed by the teacher, we take a sheet of paper and set it in motion - translational uniform, rotational uniform, translational uneven, etc. When studying uniform and uniformly accelerated motion, it can be very interesting to model it by moving a pencil case, an eraser, a fountain pen in different directions - horizontally and vertically - at different speeds, evenly and with acceleration or deceleration. It is even better if the movement is accompanied by an appropriate sound, as kids do when playing with cars. Using the metronome, we estimate both the speed of uniform movement of the body on the table and the average speed of the uneven movement of various bodies, and then compare our results with those of different students.

4. Equally accelerated movement. Just as in experiment 3, we consider how the body moves when the vectors are co-directed and counter-directed a and 0 (acceleration and deceleration). Using the handle as an indicator of the direction of the selected reference axis, we consider the signs of the projections of velocities and acceleration and, accordingly, simulate the movement according to the coordinate equation and the velocity equation (initial speed 0.1 m / s 2, acceleration 0.3 m / s 2).

5. Relativity of motion. When studying the relativity of motion and the law of addition of Galileo's velocities, we use a table as a fixed frame of reference, and a textbook and an eraser on it (like a moving body) as a moving frame of reference. We simulate: 1) the situation of doubling the speed of the eraser relative to the table, moving the textbook in the same direction as the eraser; 2) the situation of rest of the eraser relative to the table, moving the eraser in one direction, and the textbook in the opposite direction; 3) "swimming" with an eraser "river" (table) for different directions of the river (movement of the textbook) when adding mutually perpendicular velocities.

6. Free fall. The traditional demo experience - comparing the fall time of a flattened sheet of paper (folded and then crumpled - it is better to take thin and soft paper) is much more useful to set as frontal. Students will better understand that the speed of a fall is determined by the shape of the body (air resistance), and not by its mass. It is easier to pass from the analysis of this independent experience to the experiments of Galileo.

7. Free fall time. A well-known, but always effective experiment in determining the reaction time of a student: one of the couple sitting at a desk releases a ruler (approximately 30 cm long) with zero division down, the second, after waiting for the start, tries to catch the ruler with his index and thumbs... According to indications l capture sites calculate the reaction time of each student ( t=), discuss the results and accuracy of the experiment.

8. Movement of the body thrown vertically upward. This experience is only possible in a well-organized and disciplined classroom. when studying the movement of a body thrown vertically upwards, throwing up an eraser, we achieve that the time of its movement is 1 s and 1.5 s (according to the metronome beats). Knowing the flight time, we estimate the throwing speed = gt flight / 2, we will check the accuracy of the calculation by measuring the lift height and assess the effect of air resistance.

9. Newton's second law. 1) Consider the change in the speed of iron balls of different masses under the action of a strip magnet (movement in a straight line) and draw a conclusion about the effect of mass on the acceleration of a body (measure the speed). 2) We carry out a similar experiment, but with two magnets stacked in parallel, with the same poles in one direction. We draw a conclusion about the influence of the magnitude of the magnetic force on acceleration and change in speed. 3) We roll the ball perpendicular to the strip magnet and observe the transition of a straight path to a curved one. We draw a conclusion about the change in the velocity vector in this case as well.

10. Newton's third law. When studying Newton's third law, you can use the palms of the students themselves: we suggest that they fold their palms in front of their chest and try to move one palm (not shoulders!) With the other. Students immediately understand that there is one interaction, two forces, two interacting bodies, forces are equal and oppositely directed.

Joyful children's faces, which reflect a sense of understanding the essence of laws and phenomena, passed not only through analytical thinking, the associative series of examples given, but also through bodily sensations, is the best reward for the time and effort spent on organizing, conducting and joint analysis of these simple experiments.