Introduction. An analysis of the domestic experience that has been accumulated in recent years in various academic disciplines, as well as foreign experience shows that with sufficient thoroughness in the compilation of tasks, subject to a number of requirements and the correct application of methods

Final tests for the course of physics of foundations Noah school

Explanatory note:

The development represents the final tests in physics in the structure of the OGE for the course of the basic school for students in grades 7, 8 and 9. Each work offers 2 options, there are instructions and keys.

Target:control of students' knowledge and skills by completing assignments.

Lesson type:lesson on checking, assessing and correcting knowledge.

Sources:

1. Open bank of FIPI tasks ( http://www.fipi.ru/content/otkrytyy-bank-zadaniy-oge ) - Date of access: 05/13/2017.

2. L.A. Kirik. Physics. 7th grade. Multilevel independent and control work. Second generation standards. - M .: ILEKSA, 2014.

3. L.A. Kirik. Physics. 8th grade. Multilevel independent and control work. Second generation standards. - M .: ILEKSA, 2014.

4. A. V. Chebotareva. Physics tests. Grade 7: to the textbook A. V. Peryshkin "Physics. 7 class ". - M .: Publishing house "Exam", 2012.

5. A. V. Chebotareva. Physics tests. Grade 8: to the textbook A. V. Peryshkin "Physics. 8 cl. ". - M .: Publishing house "Exam", 2012.

Option number 1

We wish you success!

Final test in physics for the course of grade 7

Option number 2

Work instructions

For execution test work in physics 45 minutes are allotted. The work consists of 3 parts and includes 10 tasks.

Part 1 contains 5 tasks (1-5). Each task is given 4 answer options, of which only 1 is correct. When completing the assignment of part 1 in the notebook for tests, make a note: "Part 1", put down the numbers of the assignments in order and write down the number of the selected answer in the test. If you chose the wrong number, then cross out this number with a cross, and put the number of the correct answer next to it.

Part 2 includes 3 tasks with a short answer (6-8). When completing the tasks of part 2, the answer is written in a notebook for tests. In this case, an entry is made: "Part 2", numbers of tasks are put down in order and a sequence of digits of the answer is recorded. If you write down an incorrect answer, cross it out and write a new one next to it.

Part 3 contains 2 tasks (9-10), to which a detailed answer should be given. The answers to the tasks of part 3 are recorded in the notebook for tests, after the entry: "Part 3". When performing the tasks of Part 3, the value of the desired value should be written in the units that are indicated in the condition of the task. If there is no such indication, then the value of the quantity should be recorded in the International System of Units (SI).

It is allowed to use a non-programmable calculator for calculations.

When completing assignments, you can use the draft. Draft entries do not count towards grading work.

We advise you to complete the tasks in the order in which they are given. In order to save time, skip the task that you cannot complete immediately and move on to the next. If, after completing all the work, you have time left, then you can return to the missed tasks.

For each correct answer in "Part 1" 1 point is given, in "Part 2" 1-2 points, in "Part 3" - from 1 to 3 points. The points you received for all completed tasks are summed up. The maximum number of points is 17.

Grade 5 is given for more than 88% of the work done (15-17 points).

Mark 4 is given for more than 70% of the work performed (12-14 points).

Mark 3 is given for more than 50% of the work performed (9-11 points).

Try to complete as many tasks as possible and gain as many large quantity points.

We wish you success!

Below are the reference data that you may need to get the job done.

Final test in physics for the course of grade 8

Option number 1

Work instructions

45 minutes are allotted for the completion of the test in physics. The work consists of 3 parts and includes 10 tasks.

It is allowed to use a non-programmable calculator for calculations.

When completing assignments, you can use the draft. Draft entries do not count towards grading work.

Grade 5 is given for more than 88% of the work done (15-17 points).

Mark 4 is given for more than 70% of the work performed (12-14 points).

Mark 3 is given for more than 50% of the work performed (9-11 points).

Try to complete as many tasks as possible and score as many points as possible.

We wish you success!

Below are the reference data that you may need to get the job done.

Option number 2

Work instructions

45 minutes are allotted for the completion of the test in physics. The work consists of 3 parts and includes 10 tasks.

It is allowed to use a non-programmable calculator for calculations.

When completing assignments, you can use the draft. Draft entries do not count towards grading work.

Grade 5 is given for more than 88% of the work done (15-17 points).

Mark 4 is given for more than 70% of the work performed (12-14 points).

Mark 3 is given for more than 50% of the work performed (9-11 points).

Try to complete as many tasks as possible and score as many points as possible.

We wish you success!

Below are the reference data that you may need to get the job done.

Option number 1

Work instructions

45 minutes are allotted for the completion of the test in physics. The work consists of 3 parts and includes 10 tasks.

It is allowed to use a non-programmable calculator for calculations.

When completing assignments, you can use the draft. Draft entries do not count towards grading work.

Grade 5 is given for more than 88% of the work done (15-17 points).

Mark 4 is given for more than 70% of the work performed (12-14 points).

Mark 3 is given for more than 50% of the work performed (9-11 points).

Try to complete as many tasks as possible and score as many points as possible.

We wish you success!

Below are the reference data that you may need to get the job done.

Final test in physics for the course of grade 9

Option number 2

Work instructions

45 minutes are allotted for the completion of the test in physics. The work consists of 3 parts and includes 10 tasks.

It is allowed to use a non-programmable calculator for calculations.

When completing assignments, you can use the draft. Draft entries do not count towards grading work.

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

MINISTRY OF EDUCATION OF THE REPUBLIC OF BELARUS

INSTITUTION OF EDUCATION

"BREST STATE UNIVERSITY NAMED AFTER AS PUSHKIN"

Faculty of Physics

Department of Physics Methods and OTD

Test control of students' knowledge in physics

Thesis in the theory and practice of teaching and education,

specialty Physics

Completed:

Supervisor:

Content

Introduction

§ 1. Types of tests in physics
§ 4. Generalization and systematization of knowledge in physics in preparation for centralized testing
Chapter 3. Organization and results of the pedagogical experiment
Conclusion
List of used literature
Application. (test 2007)

Introduction

Until now, the main type of control of students' knowledge in physics was written control work, including 2-3 tasks or questions. This type of control has a number of advantages: it makes it possible to establish a qualitative picture of the assimilation of the passed material, as well as to identify shortcomings in the knowledge of students. It is also easy to use - having a large number problem books and teaching aids in physics, the teacher can easily pick up the tasks for the test options and reproduce them. At the same time, this method determines some specific features that do not meet the requirements for the final control of knowledge.

Namely: the amount of test knowledge is small. Analysis of control works in mechanics shows that it often covers only 30-50% of the material covered. Two or three tasks or questions are not able to cover the topic or section fully enough;

checking tests is a very time-consuming operation that takes up a lot of teachers' time.

Recently, the search for objective quantitative measures of knowledge has attracted the attention of methodologists to the test methodology for verifying knowledge.

In the pedagogical literature, the following characteristic features of the tests are noted:

1) the relative simplicity of the procedure and the necessary equipment;

2) direct fixation of results;

3) the possibility of using both for individual work and for testing the knowledge of entire groups of students;

4) convenience of mathematical processing;

5) short duration;

6) the presence of established standard norms.

As you know, testing is widely used abroad (USA, Great Britain, Holland and Japan). In recent years, this method has also attracted interest in the countries of the former Soviet Union. Now on the territory of the Russian Federation, the Unified State Exam, a unified state exam, which is built in the form of a test, has been adopted as the final test of knowledge.

Testing is also used as a method of knowledge control on the territory of modern Ukraine.

An analysis of the domestic experience that has been accumulated in recent years in various academic disciplines, as well as foreign experience, shows that with sufficient thoroughness in the preparation of tasks, subject to a number of requirements and the correct application of the methods of mathematical statistics, it is possible to use tests as objective measures of knowledge.

The purpose This thesis is an in-depth study of the test of knowledge as a new effective form of knowledge control, as well as the use of a test of knowledge in the final control in physics.

In the course of the thesis, the following were solved tasks:

1. Study and analysis of scientific and pedagogical literature on the testing of knowledge.

2. Acquaintance with the experience of applying the test of knowledge in our country and abroad.

3. Preparation and implementation of the final control of knowledge in physics in the 11th grade of secondary school on the topic "Electric current in liquids. Electrolysis. Laws of electrolysis"

4. Analysis of the results of experimental tests of the final examination of knowledge in physics in the 11th grade.

In the process of working on the diploma, the content and technology of centralized testing in physics were studied, as the most developing area of the final test of the knowledge of students and graduates of schools. Also, tests №1 of the Central Bank of Belarus in 2007 and 2008 were solved.

Chapter 1. Psychological and pedagogical bases of testing knowledge, abilities and skills in physics

§ 1. The main functions of testing knowledge, abilities and skills in the educational process

The study and analysis of scientific and pedagogical literature on the topic of the thesis,,, led to the following results and conclusions:

In training, control and accounting of knowledge and skills plays an essential role. The main function of control of knowledge in the educational process is to guide and manage the educational activities of students. Knowledge control contributes to the development of the creative forces and abilities of students and is carried out in full accordance with the principles of teaching.

As a result of the control, it is established:

depth, completeness of acquired knowledge.

the readiness of the class to assimilate new knowledge.

the level of independent work of students.

difficulties, mistakes of students in understanding certain issues.

Knowledge control is the final stage in training and an integral part of training. The essence of knowledge control is to determine the quality of students' assimilation of educational material and increase their responsibility in educational work.

Knowledge control serves the purpose of improving the educational process. In case of detection of unsatisfactory knowledge among students, the teacher must revise, make changes to the organization and methodology of educational work.

When only individual students are found to have unsatisfactory knowledge, the teacher makes changes in the individual work with students.

Knowledge control is carried out on the basis of scientifically grounded and empirically proven principles, which include:

Objectivity.

Comprehensiveness.

Individual, differentiated and nurturing nature of knowledge testing and assessment. There are a number of control methods, i.e. the ways by which the effectiveness of the educational and cognitive activity of students and the pedagogical work of the teacher is determined.

The main ones are:

1. Planned, systematic observation of the teacher over the educational work of students in the classroom and outside the classroom.

2. Methods of oral control, which include: interviewing students, control reading of maps, drawings, graphs, technical or technological documentation.

3. Methods of written control - dictations and statements, written answers to questions, solving various problems and exercises.

In comparison with oral written control, it is characterized by high efficiency in time, the manifestation of greater independence by students, the ability to simultaneously identify the general readiness of the class and each student individually. However, written control is marked by the presence of certain difficulties in the organization and implementation, as well as the need to spend a significant amount of time by the teacher to check the work performed.

The same methods include testing the knowledge, skills and abilities of students.

4. Methods of practical control. These methods are: solving various experimental problems, performing laboratory work, conducting simple experiments, observations, individual operations in school training workshops, and others. The same group includes methods of graphic control: the ability to execute drawings, graphs, diagrams, diagrams.

5. Exams. This is a separate type of knowledge control. It is carried out for the purpose of a final check of the educational work of students, serves as a means of state control over the work of teachers and schools.

All of the above methods of knowledge control are organically combined with other aspects of the upbringing and teaching process.

The main types of knowledge control are: current, periodic and final control.

Current control is carried out by the teacher at each lesson, in the course of daily work, through frontal and individual interviews, heuristic conversations, checking homework. This type of control helps to increase interest in learning, systematic independent work of students, fostering a sense of responsibility for the assigned task.

Periodic control serves to check the educational activities of students in the assimilation of a relatively large amount of material. It is usually carried out after studying a logically completed part, a section of the program, or at the end of the study period.

Final control is carried out at the end of each academic year.

Correct implementation of all types of control helps to obtain appropriate results.

At the moment, the tasks of the Ministry of Education of the Republic of Belarus are being implemented: to give the younger generation a deep and solid knowledge of the foundations of science, to develop skills and the ability to apply them in practice, to form a materialistic worldview.

Improvement of the educational process also provides for the improvement of the control of knowledge, skills and abilities of students.

§ 2. Forms of control of knowledge, skills and abilities

Since the same content of education can be expressed verbally, figuratively, in action, then information about the quality of assimilation teaching material and the development of students should be different in form. The main forms of monitoring students' academic achievements in physics are oral (individual and frontal), written, practical and their combination. The choice of the form of control depends on the content and specifics of the educational material, the stage of training, age and individual characteristics of students, etc.

Depending on the didactic conditions (learning goals, types of control, stage of training, etc.), methods are determined by which this or that form of control allows you to obtain the most objective information about the quality educational process and the results of educational activities of students. The main methods of testing and assessing knowledge and skills in physics: conversation (frontal survey), individual survey, independent and control work, testing method, laboratory and practical work, physical dictations, tests, abstracts, etc.

We will define didactic requirements and briefly describe the main forms and methods of testing and assessing students' knowledge and skills in physics.

Verbal check, which is carried out at the beginning of the lesson, as a rule, is an introduction to the study of new material, serves the purposes of updating the basic knowledge (and not only their control). Relying on knowledge gained earlier allows you to create problem situations, which is of great importance for their conscious and lasting assimilation. For example, when starting to study Ohm's law for a complete circuit, it is necessary to update students' knowledge about external forces and their significance in creating a stationary current, about the role of a current source in a circuit, about EMF, etc.

Questions for the student's oral answer should be formulated on key problems and require not only the presentation of educational material, but also the analysis of physical phenomena in various situations. In this case, students are required not only to know the factual material, the ability to express it in their own words, but also conditions are created for the development of logical thinking, the ability to compare, to identify features of similarity and differences in objects and phenomena.

The student's oral response should not be interrupted unless absolutely necessary. This can only be done if there are gross errors in it. If the student has difficulty answering, he is offered leading questions that help him overcome particular difficulties. Auxiliary questions are offered after the answer to clarify the actual state of knowledge of the student.

Oral answers should be accompanied by pictures, diagrams, demonstration of those feasible for performing experiments. The student answering at the blackboard should be given time to think about the answer, and with the class, for example, conduct a frontal survey, check homework, or solve an oral computational problem.

Individual oral examination of knowledge in physics contributes to the development of logical thinking and oral speech of students, allows you to follow the train of thoughts of the respondent, to study his individual qualities and personal properties, to identify the level of mental development.

disadvantages individual oral examination of knowledge in physics:

It is not suitable for identifying most of the skills and abilities that are formed in the study of physics;

It is difficult to equalize the measure of revealing the knowledge of students, since these are oral questions, and it is difficult to make them equal for all respondents;

It is difficult to achieve sustained whole-class attention when a student responds. In this regard, it is advisable to invite students to review the answers of their comrades, to correct and supplement them. Substantial and correct additions should be considered when assessing knowledge.

Frontal an oral test of knowledge is usually carried out in the form of a conversation at all stages of the lesson: to update basic knowledge, during repetition, in the process of studying new material, during independent work. The proposed questions require a short answer and the whole class should participate in the conversation. At the same time, the activity of students, their interest increases, and attention develops.

However, such a test of knowledge must be combined with an individual one, since students get used to answering small questions and then it is difficult for them to give logically consistent detailed answers.

With a frontal oral test, the student can be assessed after its completion and at the end of classes, taking into account the work at all stages of the lesson.

Frontal check allows you to assess a large number of students in one lesson; contributes to the development of skills to accurately express their thoughts; the checking functions go well with the functions of generalized repetition and systematization of knowledge. However, with such a test, it is difficult to objectively assess the knowledge of students, since each of them has the opportunity to answer what he knows well.

In practice, physics teachers use compacted knowledge testing; at a time when some students answer orally, others do written, graphic, experimental assignments, etc.

Written verification in physics is carried out when performing control and independent work, educational projects, writing reports and abstracts.

Control works are carried out after studying major topics or sections of the physics course. Their content includes theoretical questions, quantitative and qualitative problems. This takes into account the need to identify all levels of learning by students (actual knowledge; the ability to apply knowledge in a familiar situation; creative application of knowledge in modified and unfamiliar conditions).

Control works, as a rule, include 10 tasks corresponding to the accepted five levels of mastering the educational material in physics (2 tasks of each level). Tasks (in the form of tests and word problems) can involve the formulation of laws, writing formulas, reading graphs, explaining phenomena, solving 2-3 step problems, as well as combined and creative tasks, etc.

Current control and independent work (calculated for part of the lesson) in content and structure are compiled in a similar way, but include a smaller number of assignments (usually 5).

Individual students are encouraged to write essays. Some abstracts are read out in class, discussed and graded.

A written test of knowledge is more objective than an oral one. It requires students to be more precise in expressing thoughts and complete independence. At the same time, it is easier to implement the equality of measures for revealing the knowledge of students. This test of knowledge in physics contributes to the development of writing skills and saves teaching time (all students in the class are tested, the number of grades is increased).

In cases where it is necessary to check the assimilation of students of physical definitions, formulas, graphs, terms, etc., it is effective physical dictationT.D To conduct it, the teacher must select a control text in the form of questions or logically incomplete expressions that students must finish writing. For example, the text of a dictation to check the assimilation of a graphic image of equal-variable motion may have the following content:

The body, the graph of the speed of movement of which is given in the figure, has an initial speed ...

The acceleration of this body is equal to ...

The equation for the speed of movement of the body has the form ...

Conducting a physical dictation allows you to dose the time for completing each task, contributes to the development of students' attention, and disciplines them.

§ 3. Test control of knowledge

Currently, the testing method is used to control the results of students' learning activities. It is based on the use of a special system consisting of a large number of test tasks requiring a short answer or a choice from a set of proposed ones.

In many countries of the world, intellectual tests are widespread - special tasks for studying the individual psychological characteristics of a person (the level of giftedness, the speed of mental processes, persistence, the ability to self-control, etc.) and to identify abilities (spatial representations, the ability to operate with numbers, etc.). ). Tests are also used to study small groups (crews, teams, teams), in clinical psychology, in psychological and pedagogical research.

Test(from the English word test - check, task) is a system of tasks that allows you to measure the level of assimilation of knowledge, the degree of development of certain psychological qualities, abilities, personality traits.

The founders of testing are F. Galton, C. Spearman, J. Cattel, A. Binet, T. Simon. The term "mental test" itself was coined by Cattell in 1890. The beginning of the development of modern testology - the mass application of tests in practice, is associated with the name of the French physician Binet, who, in collaboration with Simon, developed a metric scale of mental development known as the "Binet-Simon test".

The widespread use, development and improvement of tests has been facilitated by a number of advantages that this method provides. Tests allow you to assess an individual in accordance with the stated purpose of the research; provide the possibility of obtaining a quantitative assessment based on the quantification of the qualitative parameters of the personality, the convenience of mathematical processing; are a relatively quick way of assessing a large number unknown persons; contribute to the objectivity of assessments that do not depend on the subjective attitudes of the person conducting the research; ensure the comparability of information obtained by different researchers on different subjects.

It is possible to manage and correct any process only on the basis of control data over its course, and the process of educational activity is no exception. The effectiveness of the application of standards is possible only in conditions of objective control of students' knowledge and skills. There are two methods of control - subjective and objective.

Subjective control method means identifying, measuring and evaluating knowledge,

skills, skills, based on the personal ideas of the examiner. This assessment method

knowledge is not suitable for final control, since it does not have the required accuracy and reproducibility of results.

Objective control means control that has the required accuracy, reproducibility of results.

The tool that allows you to objectively assess the quality of assimilation is a criterion-orientational test, which combines a control task and a standard by which one can judge by the quality of assimilation.

However, as real practice shows, it is not always possible to achieve a sufficient degree of objectivity and efficiency of control in training.

As a result, the understanding of the learning activity of students is often reduced.

For the operational control of knowledge and skills in physics of secondary school students, didactic materials are traditionally used - specially selected and systematized exercises.

The planned results of teaching physics, specified in the program in the form of specific requirements for the knowledge and skills of students, allows the use of such a form of control as tests.

If the knowledge of students is checked by the testing method, then control tasks are drawn up on the basis of element-by-element analysis, i.e. the elements of knowledge to be checked are clearly distinguished: the required level of their assimilation is determined and tasks are formulated in such a way that their implementation requires the use of the selected elements of knowledge of the corresponding level. When drawing up tasks, the belonging of elements to one of the structural components of physical knowledge (phenomenon, concept, law, etc.) is also taken into account, and the sequence of their presentation usually corresponds to the structure and logic of construction study topic(or section). Thus, the test control work should include tasks to identify all levels of knowledge, taking into account their structure. The same element of knowledge can be tested at any level. This will make it possible to identify the level of knowledge of each student.

When organizing and conducting a test examination of knowledge, the following requirements must be met:

Determine what needs to be revealed with the help of the test (knowledge of factual material, understanding, ability to apply knowledge, etc.), and highlight the criteria for what is revealed (memory properties, the ability to conduct logical operations, the presence of essential signs of quick wits, etc.), those. find out the purpose of the test, as well as its difficulty;

Clearly organize the working conditions for students, set the time limits for the performance of test tasks, the procedure for collecting and processing the data obtained;

Compare the results of testing and traditional methods of control of knowledge, and in case of discrepancy one should not make generalized and categorical conclusions about the mental abilities of students.

In the practice of teaching physics, tests of success (or achievements) are most famous - purposeful systems of tasks for testing and assessing students' knowledge on a certain part of the educational material. In this case, the test results can be used to analyze the individual characteristics of the assimilation of knowledge, to determine the content of work with students in each specific case. The testing method is also useful for identifying the effectiveness of various teaching methods and techniques, when deciding on the use of a certain physics textbook, visual aids, videos and other methodological tools. It is widely and successfully used in our republic to test and assess the knowledge of applicants in secondary and higher educational institutions.

Besides , certain requirements are imposed on tests:

Validity(adequacy) of the test, i.e. the degree of conformity of the control task to the material being checked, taking into account the objectives of the study. Each test must be characterized by a certain level of difficulty and fully correspond to the level of knowledge that it is tested.

Reliability test, i.e. compliance of the test results with actual knowledge, which is an indicator of the measurement accuracy. One way to determine the reliability of a test is that students are presented with two (or more) options for equivalent items, and if the results agree well, they are considered reliable;

"Weighing" significance the test is expressed by a certain number of points assigned to each task. This is usually done by a group of experts;

Wording and the test should be clear, concise, unambiguous and understandable to each student. It should contain only one task for a given level. This should provide the student with an understanding of what knowledge needs to be demonstrated, what activity and to what extent to perform.

These properties of the test should lead to its unambiguity, i.e. the absence of discrepancies in the assessment of test results by different teachers.

When choosing criteria for evaluating tests, also taken into account thinking skills that should be obtained by students in the learning process:

* information skills(learns, remembers);

* understanding(explains, shows);

* application(demonstrates);

* analysis(ponders, reasoning);

* synthesis ( combines, models);

* comparative assessment(compares by parameters),

This allows you to determine the level of difficulty of the test.

The validity of a test reflects what the test should measure and how well it does it; shows the extent to which the test measures the quality (property, abilities, etc.) for the assessment of which it is intended. Tests that are not valid are not practical. Allocate three types of validity:

Substantial- gives answers to the questions whether the content of the test covers the entire complex of software requirements for knowledge of a given specific subject and to what extent these tasks (selected from a variety of possible ones) are suitable for assessing knowledge in this subject;

Empirical- means checking a test with another test measuring the same indicator as this one in order to assess the individual predictive value of the test;

Conceptual- is established by proving the correctness of the theoretical concepts underlying the test.

The reliability of a test is a question of to what extent repeating it will produce the same results. The increase in the reliability of the test is facilitated by its simplicity, strict adherence to testing conditions, exclusion of the possibility of the influence of extraneous factors (hints, cheating, etc.).

The predictive value of the test means that the test must be such that the results of the examination can be used in subsequent activities, for example, when repeating poorly learned material.

General didactic requirements for the control of knowledge include: systematicity, depth, comprehensiveness, objectivity, individualization, publicity, differentiability of assessments.

From this point of view, traditional means of control of knowledge have a lot of disadvantages... These include, for example, the following:

1) Large expenditures of labor and time for successful surveys (at exams), checking written tests;

2) Low efficiency in the use of control results to control the course of the educational process;

3) Absolutely unsatisfactory objectivity of the assessment of students' knowledge, the impossibility of comparing the assessments received or from different teachers, or, even more so, in different educational institutions.

Chapter 2. Knowledge test control technique

§ 1. Types of tests in physics

Tests are very diverse and therefore there are numerous classifications according to various criteria. Depending on which feature is the basis of the classification, the following main types of tests are distinguished:

By the nature of the answer - the so-called. "closed" (selective), or the so-called. "open" (constructive);

For didactic purposes - to reproduce educational material, to apply knowledge in familiar or new situations, etc.;

According to the level of mastering the educational material - tests of 1-5 levels;

By types of checks - current, thematic, periodic, final;

By appointment - teaching, monitoring, diagnostic, etc.;

By the nature of the wording - verbal, sign, numerical, etc.

We will give a brief description of some types of test items and those basic principles that are followed in their preparation.

"Closed" test items contain a set of ready-made answers with one correct one. The subject must indicate the correct answer. The correct answer is the one for which all the information contained in the task is used. The simplest form of a "closed" test requires the subject to identify one of two alternative solutions: "yes - no" or "true - false".

V " open" tasks, the subject must independently give the correct answer. Such tasks can take the form of questions, demand to exclude unnecessary things, add what is missing, supplement, systematize, solve, etc.

Varieties of multiple choice questions are alternate answer questions and correlation questions. Each of these types of questions provides sufficient effectiveness of verification at its various stages.

Alternative answer questions provide students with significant opportunities to guess the correct answer. Therefore, they are expediently used in cases where such guessing by students does not make sense. For example: in the process of programmed learning of new material. Moreover, the correlation presupposes the presence of 3-5 questions in the tasks on the same concept, law, phenomenon, and this turns out to be very useful in consolidating the educational material. However, during the final check in conditions of limited time for performing work, tasks composed of correlation questions do not sufficiently cover the program material.

Free-answer questions satisfy many requirements, but at the same time create significant difficulties in the verification of works. During the final control, one of the forms of test work seems to be the most effective - tasks with a choice of answer, in which several answers are attached to each question to choose the correct one.

The effectiveness of using this form when checking knowledge is ensured by the fact that tasks satisfy a number of specific requirements for the final control.

Test assignments for testing knowledge in physics are built on the basis of didactic principles of teaching and control (scientific nature, accessibility, consistency, connection between theory and practice, etc.). In addition, tests are developed taking into account the structure of knowledge in physics, i.e. they include tasks to identify the level of assimilation of all elements of physical knowledge (facts, phenomena, concepts, processes, laws, theories, experimental and practical skills, etc.), which allows for complete and comprehensive control of knowledge.

One of the essential principles of test development is taking into account the structure of the knowledge assimilation process, i.e. those levels of knowledge and skills that students can achieve in the process of studying physics. There are different approaches and opinions on this issue. It is productive to believe that in the learning process, students can achieve five levels of assimilation of educational material:

First level(low) - actions on recognition, recognition and differentiation of concepts (objects of study).

Second level(satisfactory) - actions to reproduce educational material (objects of study) at the memory level.

Third level(medium) - actions to reproduce educational material (objects of study) at the level of understanding; description and analysis of actions with objects of study.

Fourth level(sufficient) - actions to apply knowledge in a familiar situation according to the model; explanation of the essence of the objects of study; performing actions with clearly defined rules; application of knowledge based on algorithmic prescriptions for solving new educational problems.

The fifth level(high) - actions about the application of knowledge in unfamiliar, non-standard situations to solve qualitatively new problems; independent actions to describe, explain and transform objects of study.

The most widely used in our time are the following types of tests:

Single-choice tests. For each task, several answer options are offered, of which only one is correct. In physics, these are usually formulas, or definitions of physical quantities and laws.

Tests with multiple answers. More than one correct answer can be included in the answer options, but in different forms. Or, the answers may not be correct. Then, as a result, each number of tasks should be assigned numbers of correct answers, or a dash.

Supplement tests. In these tests, tasks are formatted with missing words or characters. The gap must be filled in by students.

Cross selection tests. They offer several tasks at once and several answers to them. It is recommended to plan more responses than assignments. As a result, the student must provide a string of two-digit numbers. These tests can also be unambiguous and multiple-valued.

Identification tests. They use graphical objects or analytical descriptions.

Improving the methodology of teaching the subject, we came to the conclusion that a very important component of modern teaching technology is a test as a tool for measuring the level of knowledge and complexity of tasks.

During the educational process, the test performs the following functions:

diagnostic;

educational;

organizing;

developing and educating.

Advantages and Disadvantages of Multiple Choice Assignments.

On the basis of the studied literature, we can highlight the following advantages of tasks with a choice of answer:

Tasks with a choice of answer allow with a high degree of accuracy to determine the indicators of mastery of the material both by each student individually and by the class as a whole. This opportunity is due to the simplicity of filling out the answer to the questions in this form of verification. The lack of time for students to complete the answer, allows you to increase the number of questions included in each assignment. This circumstance, in turn, leads to the possibility of checking in each variant of the task not only a whole complex of skills and knowledge (as in traditional tests), but assimilation of the final elements of many knowledge separately.

Tasks with a choice of answer create an opportunity for the teacher to differentiate the knowledge of students while observing a unified approach to them. A unified approach is ensured by the fact that all students receive the same assignment, or equivalent options. At the same time, tasks with a choice of answer also have the possibility of a differentiated test of knowledge, because they may contain questions of different complexity. Among them there are those over which, etc. "strong" students will have to think seriously. In order to get a good grade, they need to answer these questions. Therefore, these students are loaded during the entire process of checking knowledge, which significantly reduces their ability to help a neighbor, give cheat or suggest.

Work on the assignment requires serious efforts from "strong" students, and therefore the children, having coped with it, receive moral satisfaction, a real proof of their capabilities. This circumstance stimulates them to further work.

The so-called "weak" students do not suffer from the presence of difficult questions in the tasks, because they can focus their attention on less difficult questions, the correct answers to which allow them to receive satisfactory grades.

Thus, this form of work allows all students to maximize their strength and knowledge.

Multiple choice questions provide a clear standard for grading. This feature is ensured by the fact that during their development, a list of correct answers to all questions is compiled, which does not allow for discrepancies. In addition, the normalization of estimates is established in advance by the number of correct answers to the questions of the assignment. As a result, student performance is assessed regardless of who checked it. This eliminates the disadvantages that occur in the assessment of traditional tests.

Of all tests, including different types of tests, multiple choice items provide the greatest ease of checking student work and suitability for statistical processing by machine checking.

Checking the work by the teacher comes down to comparing the indexes of the answers chosen by the students for each question with the code of the correct answers. Such a comparison can be made using pre-prepared stencils with holes in the places corresponding to the correct answers.

Tasks with a choice of answer are able to correspond to most of the tasks that teach and educate the character facing the final control of knowledge.

Multiple choice items can be a useful tool for many educational research. This circumstance is explained by the possibility of obtaining a quantitative picture of assimilation based on the results of assignments with a choice of answer.

As can be seen from the above analysis, multiple choice assignments satisfy most of the material requirements for the final test of knowledge. A number of specific features of this form of testing create the best opportunities for quantitative measurement of the assimilation of knowledge.

However, like other forms of testing, multiple choice questions have disadvantages.

Due to the large number of questions contained in them, tasks with a choice of answer do not allow testing the ability of students to solve combined tasks. With the ability to identify students' knowledge of individual elements, multiple choice assignments are ineffective when it is required to test a whole range of skills and knowledge.

Multiple choice items also do not test media culture.

The answer options contained in them inevitably serve as a hint for students and can significantly reduce their independence. When choosing an answer, the possibility of guessing is not excluded.

In tasks with the choice of one correct answer out of three, the probability of guessing is 1/3, which leads to the fact that one third of all tasks can be solved not due to knowledge of the training material, but due to the answers at random. In a test consisting of, say, thirty tasks, there may be about ten such "correct" answers, for which teachers can give the usual three points. But this is a wrong practice. It is no coincidence that students and schoolchildren like tasks with three answers, where there is always a real possibility of guessing.

The phenomenon of guessing the correct answers in the theory of pedagogical measurements has been studied repeatedly; it is considered as a source of measurement errors - the greater, the greater the proportion of guessed correct answers. To correct test scores of the subjects, the formula is used

Xci = Xi - W / k-1

where Xci is the subject's guess-corrected test score. Hence the meaning of the index: from English. corrected, i denotes the number of the subject.

Xi - test score of test subject i, without correction;

Wi is the number of erroneous answers for the same subject.

k is the number of answers in the test items.

This formula is used under the assumption that the subject does not know the correct answer to any task and tries to answer at random throughout the test. In it, the most likely number of answers, which can be guessed without knowing anything, is subtracted from the accumulated score.

If we take, for example, a test consisting of 30 tasks with four answers, then in the case of 20 correct and 10 incorrect answers, we get Xci = 20 - 10 / 4-1 = 16, 6, or 17 points rounded. It can be seen from the structure of this formula that with an increase in the number of correct answers, the number of points deducted per guess in tasks with four answers decreases noticeably. From which it is clear that well-trained subjects should not be bothered by the correction of points for guesswork.

The situation is slightly better in the tasks with the choice of one correct answer out of five answers. Such tasks are widely used in all Russian and foreign testing centers. With a choice of five answers, the correct answers can be guessed in about a fifth of the total number of tasks. As a result, the subjects receive points that they did not deserve. This is one of the most common forms of distortion of test results due to outdated and imperfect form of tasks.

§ 2. Test control of knowledge on the topic "Electric current in liquids. Electrolysis. Laws of electrolysis"

The physics curriculum requires students to know what the carriers of electrical charges in liquids are. Distilled water is non-conductive. Aqueous solutions or molten electrolytes (acids, bases and salts) have electrical conductivity. The carriers of electric charges in them are positive and negative ions. Electric current in electrolytes is the ordered movement of these ions in an electric field created between the electrodes dipped in the electrolyte.

Students get acquainted with the laws of electrolysis: the first law says that the mass of a substance released on any of the electrodes is directly proportional to the charge passed through the electrolyte.

m = K * q = K * I * t

Second law: the electrochemical equivalent is proportional to the chemical equivalent of a given substance:

You can introduce students to the combined Faraday law for electrolysis.

At the same time, students should not only remember these laws, but also be able to apply them when solving problems on a given topic.

As noted earlier, to assess students' knowledge on a 10-point scale, the final test should cover the entire material of the topic, include tasks of all levels of difficulty.

It should contain tasks of the first level - actions for recognition, recognition and differentiation of concepts (objects of study).

The second level is actions to reproduce educational material (objects of study) at the memory level.

And the third level - actions to reproduce educational material (objects of study) at the level of understanding; description and analysis of actions with objects of study.

There may be students in the class who do not want to be limited to six points. For these students, the test should contain items that require a higher level of intelligence.

To ensure independence, it was necessary to draw up at least two versions of the tests.

It is also possible that some of the students after graduating from high school will try to take tests of centralized testing in physics and enter technical universities. To implement the continuity of school tests and CT tests, it was necessary to use general approaches.

It was advisable to use a collection of tasks in physics for conducting final exams for a high school course, testing, entrance exams to higher educational institutions and other aids. At the same time, it was necessary to take into account the peculiarities of the experimental 11 "G" class.

As a result, the following two versions of the test were drawn up on the topic "Electric current in liquids. Electrolysis. Laws of electrolysis".

Experimental test options for validation work:

Option 1.

№ 1. Obtaining exact metal copies of relief products using electrolysis is called:

1) electroplating

2) electroplating

3) dissociation

4) refining

No. 2. Tinning is an electrolytic coating of a metal with a layer:

1) zinc

2) tin

3) nickel

4) lead

No. 3. The process of obtaining highly pure metals using electrolysis is called:

1) electroplating

2) electroplating

3) distillation

4) refining

No. 4. The authorship of the laws of electrolysis belongs to:

1) G. Devi

2) A. Lavoisier

3) M. Faraday

4) A. Avogadro

No. 5. Electrolysis is:

1) the decay of the electrolyte into ions

№ 6. How many minutes lasted nickel plating with a current of 2 A, if the mass of the precipitated nickel is 1.8 g? The electrochemical equivalent of nickel is 0.3 mg / C.

1) 10

2) 20

3) 30

4) 40

5) 50

6) find it difficult to answer

№ 7. Which of the following values corresponds to the unit of measurement of the Faraday constant in SI?

1) kg / mol

2) Cl / mol

3) A * s / mol

4) A * mol / s

5) A / mol

No. 8. The part must be coated with a 50 µm thick layer of chrome. How long will it take to cover, if the current density rate for chromium plating is 2 kA / m 2

№ 9. Knowing the Faraday constant and using the periodic table, find the electrochemical equivalents of two - and tetravalent tin.

№ 10. After what time interval? T will the copper anode become thinner by? X = 0.04 mm, if the current density during electrolysis is 1.25 A / m2?

Option 2.

No. 1. Electrolysis is:

1) the decay of the electrolyte into ions

2) interaction of cations or anions with water

3) redox reactions under the influence of electric current

4) the passage of electric current through the electrolyte solution

No. 2. The process of obtaining highly pure metals using electrolysis is called:

1) electroplating

2) electroplating

3) distillation

4) refining

No. 3. A positively charged electrode is called:

1) cation

2) cathode

3) anion

4) anode

No. 4. Faraday's first law:

1) the mass of the substance released on any of the electrodes is directly proportional to the strength of the current.

2) The electrochemical equivalent is proportional to the chemical equivalent of a given substance.

3) the mass of the substance released at any of the electrodes is directly proportional to the charge passed through the electrolyte.

4) There is no correct answer

No. 5. In electrolytes, charge carriers are:

1) electrons

2) electrons and ions

3) ions

4) electrons and holes

№ 6. How many minutes lasted nickel plating with a current of 2 A, if the mass of the precipitated nickel is 3.2 g? The electrochemical equivalent of nickel is 0.3 mg / C.

1) 44

2) 75

3) 56

4) 89

5) 100

6) find it difficult to answer

№ 7. Which of the following ratios corresponds to the unit of measurement of the electrochemical equivalent, through the basic SI units?

1)

2)

3)

4)

5)

№ 8. How long did nickel plating take if a 1.8 g layer of nickel was deposited on the product? Current strength 2A.

No. 9. The part must be coated with a 62 µm thick chromium layer. How long will it take to cover, if the current density rate for chromium plating is 2 kA / m 2

№ 10. Determine the time interval? T, which is required for the electrolytic coating of the product with a layer of gold, thickness d = 5 mm, if the current density j = 10 A / m 2 in a solution of gold chloride.

§ 3. Centralized physics testing

In 2002, an organization RIKZ, the Republican Institute for Knowledge Control, was created in Belarus. As an experiment, in the same year, pedagogical tests were passed in the Republic. Russian Federation, which were prepared by the Russian Academy of Sciences, and already in the next 2003, based on previous experience, RIKZ conducted the first centralized testing for applicants in our country.

Since 2004, the practice of conducting CT has become more and more widespread in Belarus: the knowledge of future applicants is checked using state tests.

Some of them are required, some are optional. The applicant registers for the test and then takes it in the general audience together with other test subjects. Tests in one subject are held on the same day throughout the country, so all applicants are in the same conditions.

At the beginning, the tests were carried out in April-May. Before the official state tests, you can take a rehearsal test. This is a good practice: you can get an idea of the testing procedure itself and gain experience in filling out documents and correctly allocating time.

Tests are prepared and verified by the Republican Institute for Knowledge Control. A reliable system of test security is provided, therefore, getting exam questions on the Internet before the test is excluded. Therefore, you do not need to trust the charlatans who every year try to sell answers on the Internet. After checking the tests, a certificate is issued indicating the amount of points received (from 0 to 100), which applicants then submit to the admissions office of the university. Applicants who have received from 1 to 8 points inclusive are not allowed to participate in the competition for admission to the university (2008).

Centralized a This physics test lasts 180 minutes (3 astronomical hours). During testing, you can use only the simplest calculators that only add, subtract, multiply, divide, calculate percentages. Programmable calculators are prohibited. Cheat sheets and mobile devices are removed from testing, and the next opportunity to take the test will be only a year later.

For centralized testing (CT) in Belarus in 2007, 10 equivalent test variants were prepared. Each option offered 30 problems:

23 problems in physics of an open type (A1 - A23): for each problem 5 answers are offered, of which you need to choose only one correct one. 7 problems in physics of a closed type (B1 - B7): you need to solve the problem and write the answer to the form, having previously rounded it according to the rounding rules.

The average score on testing in physics in Belarus in 2007 was 24 out of 100 possible (for comparison: in mathematics - 32). The maximum score in physics was 95.

In 2008, the structure of the test changed somewhat, although the total number of problems remained the same (30 problems):

1st group of problems (A1 - A18) - 18 problems in physics of an open type: for each problem, 5 answer options are offered, of which you need to choose only one correct one.

2nd group of problems (B1 - B12) - 12 problems in physics of a closed type: it is required to solve the problem and write down the answer received in the form, having previously rounded it according to the rules of rounding.

Statistical data on the results of CT in physics for 2008 will be published in analytical collections, which are being prepared for publication in each subject (including physics). In the Mogilev region, the average score on the CT in physics was 19.83 (about 5 thousand applicants, according to the newspaper "Mogilevskie vedomosti"). The maximum score is 100 points. For comparison: the average score on testing in physics as a whole in Belarus in 2007 was 24 out of 100 possible. The maximum point scored was = 95.

In accordance with the decree of the Ministry of Education of the Republic of Belarus (No. 55 of 07/01/2008), applicants who have received from 1 to 7 points in physics, inclusive, are not allowed to participate in the competition for admission to a university. In other words, only starting with 8 points, the mark of the entrance test in physics is considered positive. For comparison: in 2007 there were 14 points.

Centralized testing is a form of entrance examinations organized on the basis of pedagogical tests, standardized procedures for conducting test control, processing, analyzing and presenting the results, used to conduct a competition for admission to institutions of higher, secondary specialized and vocational education of the Republic of Belarus.

Educational material, checks the formed knowledge and skills. This, in turn, refers to centralized testing - this is a form of entrance examinations organized on the basis of pedagogical tests, standardized procedures for conducting test control, processing, analyzing and presenting results, used to conduct a competition for admission to institutions that provide higher, secondary special and professional -technical education.

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Option 1

Part A

1. The internal energy of a lead body will change if:

a) hit him hard with a hammer; b) raise it above the ground;

c) throw it horizontally; d) cannot be changed.

and has the dimension J / kg?

3. If the bodies repel each other, it means that they are charged ...

4. From which pole of the magnet do the magnetic field lines come out?

a) from the north; b) from the south; c) from both poles; d) do not come out.

5. The angle between the incident and reflected rays is 60 degrees.

What is the angle of reflection?

a) 20 degrees; b) 30 degrees; c) 60 degrees; c) 0 degrees.

Part B

6. What amount of heat must be imparted to water of mass 1 kg to heat it from 10 ° to 20 ° WITH ? Specific heat capacity of water 4200 J / kg ° C?

a) 21000 J; b) 4200 J; c) 42000 J; d) 2100 J.

7. The work done by the current in 600 seconds is 15000 J.

What is the power of the current?

a) 15 W; b) 25 W; c) 150 W. d) 250 W.

8. The focal length of the collecting lens is 0.1 m.

The optical power of this lens is equal to:

a) 10 diopters; b) 25 diopters; c) 1 diopters; d) 4 diopters.

Part C

9.Voltage in an iron conductor with a length of 100 cm and a section of 1 mm 2 is equal to 0.3 V ... Iron resistivity 0.1 Ohm mm 2 / m ... Calculate the amperage in the steel conductor.

Final control of knowledge in physics in the 8th grade option 2

Part A

INSTRUCTIONS for the final test.In the tasks of part A, you must choose the correct answer; in part B, write down the formula and choose the correct answer; in part C for a detailed solution.

1. The internal energy of bodies depends on:

a) mechanical movement of the body; b) body temperature;

c) body shape; d) body volume.

2. What physical quantity is indicated by the letter L and has the dimension J / kg?

a) specific heat; b) specific heat of combustion of fuel;

c) specific heat of fusion; d) specific heat of vaporization.

3. If charged bodies are mutually attracted, then they are charged ...

a) negative; b) differently; c) of the same name; d) positive.

4. If both an electric and a magnetic field exist around an electric charge, then this charge:

a) moves; b) motionless;

c) the presence of magnetic and electric fields does not depend on the state of charge;

d) magnetic and electric fields cannot exist simultaneously.

5. The angle of incidence of the beam is 60 degrees. What is the sum of the angles of incidence and reflection?

a) 60 degrees; b) 90 degrees; c) 120 degrees; d) 0 degrees.

Part B

6. What amount of heat is required to heat a piece of copper weighing 4 kg from 25 ° C to 50 ° C? The specific heat capacity of copper is 400 J / kg o C.

a) 8000 J; b) 4000 J; c) 80,000 J; d) 40,000 J.

7. Calculate the value of the current in the winding of the electric iron, if, when you turn it on to the 220 V it consumes power 880 Tue

a) 0.25 A; b) 4 A; c) 2.5 A; d) 10 A A.

8. The focal length of the collecting lens is 0.25 m ... The optical power of this lens is equal to:

a) 40 diopters; b) 25 diopters; c) 1 diopters; d) 4 diopters.

Part C

9. Current in a steel conductor length 140 cm and a cross-sectional area of 0.2 mm 2 is equal to 250 mA ... What is the voltage at the ends of this conductor? Resistivity of steel 0.15 Ohm mm 2 / m

Final control of knowledge in physics in the 8th grade

Option 3

INSTRUCTIONS for the final test.In the tasks of part A, you must choose the correct answer; in part B, write down the formula and choose the correct answer;

in part C for a detailed solution.

Part A

1. What type of heat transfer is observed when a room is heated with a water heating battery?

a) thermal conductivity; b) convection; c) radiation.

D) in all three ways the same.

2. During boiling, the temperature of the liquid ...

a) increases; b) does not change; c) decreases;

D) there is no correct answer.

3 Resistance is calculated by the formula:

a) R = I / U; b) R = U / I; c) R = U * I; d) there is no correct formula.

4. If an electric charge moves, then around it there is:

a) only a magnetic field; b) only an electric field;

c) both electric and magnetic fields; d) there is no field.

5. What image is obtained on the human retina?

Part B

6. How much heat will be released in a conductor with resistance 1 Ohm for 30 seconds at an amperage of 4 A ?

a) 1 J; b) 8 J c) 120 J; d) 480 J.

7. Two conductors with resistance R1 = 100 Ohm and R2 = 100 Ohm connected in parallel. What is their total resistance?

a) 60 Ohm; b) 250 Ohm; c) 50 Ohm; d) 100 Ohm.

8. The focal length of the collecting lens is 0.05 m. The optical power of this lens is:

a) 10 diopters; b) 20 diopters; c) 1 diopters; d) 4 diopters.

Part C

9.For heating 3 liters of water from 18 0 C to 100 0 C centigrade steam is admitted to the water. Determine the mass of the steam. (Specific heat of vaporization of water 2.3 106 J / kg , specific heat of water 4200 J / kg ° С , density of water 1000 kg / m 3).

Final control of knowledge in physics in the 8th grade

Option 4

INSTRUCTIONS for the final test.In the tasks of part A, you must choose the correct answer; in part B, write down the formula and choose the correct answer;

in part C for a detailed solution.

Part A

1. In what way is the most heat from a fire transferred to the human body?

a) radiation; b) convection;

c) thermal conductivity; d) in all three ways the same.

2. When a solid melts, its temperature is ...

a) increases; b) decreases; c) does not change; G)there is no right answer.

3. The current strength is calculated by the formula:

a) I = R / U; b) I = U / R. c) I = U * R; d) there is no correct formula.

4. When the current in the electromagnet circuit decreases, the magnetic field ...

a) will intensify; b) decrease; c) will not change; G)there is no right answer.

5. What image is obtained on the film in the camera?

a) enlarged, real, inverted;

b) reduced, real, inverted;

c) enlarged, imaginary, direct; d) reduced, imaginary, direct.

Part B

6. Determine the energy consumed by a flashlight bulb for 120 seconds, if the voltage across it is 2.5 V, and the current strength is 0.2 A.

a) 1 J; b) 6 J; c) 60 J; d) 10 J.

7. Two conductors with resistance R1 = 150 Ohm and R2 = 100 Ohm connected in series. What is their total resistance?

a) 60 Ohm; b) 250 Ohm; c) 50 Ohm; d) 125 Ohm.

Test purpose

The test allows Form of conducting - 45 minutes.

Test structure

View document content
"Final control of knowledge in physics in the 8th grade"

Final control of knowledge in physics in the 8th grade

Test purpose: to evaluate the general education of students involved in the basic school program (authors: E. M. Gutnik, A. V. Peryshkin -Physics 7-9 grades of the collection: “Programs for educational institutions“ Physics ”Moscow, Drofa -2004”), in physics for the course of the 8th grade, studying according to the textbook "Physics. 8th grade" edited by A.V. Peryshkin. The content of the final work corresponds to the Federal component of the state standard of basic general education in physics.

The test allows check the following activities: understanding the meaning of physical concepts; physical phenomena; physical quantities; physical laws. Ability to solve problems of various levels of complexity, to express units of physical quantities in units of the International System, to practically apply knowledge. Form of conducting test thematic control: in writing. Such a test provides an individual approach, will quickly and efficiently assess the success of each student in mastering knowledge and skills that meet the mandatory requirements of the curriculum. The test uses a closed and open form of tasks: one of several. This test contains tasks of different difficulty levels. Work time - 45 minutes.

Test structure: 2 options for the final work with the choice of 1 correct answer, each consists of 14 tasks. In the tasks of part A, you must choose the correct answer; in part B, write down the formula and choose the correct answer; in part C, choose an answer and make a detailed decision.

Test score:

one task from part A - 1 point;

one task from part B - 2 points;

one task from part C - 3 points (with the correct solution of the entire task).

Only 22 points.

Evaluation criteria:

2 points are given if there is a formula and the answer is correct. If one of these conditions is met, then 1 point is given.

3 points are given if the correct solution is given, i.e. a short condition is correctly written, the SI system, formulas are written, mathematical calculations are performed, the answer is presented.

2 points are given in the event that an error was made in the recording of a brief condition or in the SI system, or there is no numerical calculation, or an error was made in mathematical calculations.

1 point is given if not all the initial formulas necessary for solving the problem are written or all formulas are written, but one of them contains a mistake.

Option 1

INSTRUCTIONS

Part A

1. The internal energy of a lead body will change if:

a) hit him hard with a hammer; b) raise it above the ground;

c) throw it horizontally; d) cannot be changed.

2. What kind of heat transfer is observed when a room is heated with a water heating battery?

a) thermal conductivity; b) convection; c) radiation; d) in all three ways the same.

3. What physical quantity is designated by the letter ƛ and has the dimension of J / kg?

4. During boiling, the temperature of the liquid ...

a) increases; b) does not change;

c) decreases; d) there is no correct answer.

5. If the bodies repel each other, it means that they are charged ...

6. Resistance is calculated by the formula:

a) R = I / U; b) R = U / I; c) R = U * I; d) there is no correct formula.

7. From which pole of the magnet do the magnetic field lines come out?

a) from the north; b) from the south; c) from both poles; d) do not come out.

8. If an electric charge moves, then around it there is:

a) only a magnetic field; b) only an electric field;

c) both electric and magnetic fields; d) there is no field.

Part B

9. What amount of heat must be imparted to water weighing 1 kg in order to heat it from 10 ° С to 20 ° С? The specific heat capacity of water is 4200 J / kg ° С?

a) 21000 J; b) 4200 J; c) 42000 J; d) 2100 J.

10. How much heat will be released in a conductor with a resistance of 1 Ohm within 30 seconds at a current of 4 A?

a) 1 J; b) 8 J; c) 120 J; d) 480 J.

11. The work done by the current in 600 seconds is 15,000 J. What is the power of the current?

a) 15 W; b) 25 W; c) 150 W; d) 250 W.

12. Two conductors with resistance R 1 = 100 Ohm and R 2 = 100 Ohm are connected in parallel. What is their total resistance?

a) 60 Ohm; b) 250 Ohm; c) 50 Ohm; d) 100 Ohm.

Part C

13. To heat 3 liters of water from 180 ° C to 1000 ° C, centigrade steam is injected into the water. Determine the mass of the steam. (The specific heat of vaporization of water is 2.3 J / kg, the specific heat capacity of water is 4200 J / kg ° C, and the density of water is 1000 kg / m3).

a) 450 kg; b) 1 kg c) 5 kg; d) 0.45 kg.

14. The voltage in an iron conductor with a length of 100 cm and a cross-section of 1 mm2 is 0.3 V. The specific resistance of iron is 0.1 Ohm · mm2 / m. Calculate the amperage in the steel conductor.

a) 10 A; b) 3 A; c) 1 A; d) 0.3 A.

Examination in physics for pupils __ 8 "__" class

Surname First name________________________

Option 2

INSTRUCTIONS on the completion of the final test.

For each task, several answers are given, of which only one correct answer. In task A, choose the correct answer and circle the number of the selected answer. In tasks B, write down the formula Make the calculations and circle the number of the selected answer. In tasks C, circle the number of the selected answer, and complete the detailed solution on separate sheets.

Part A

1. The internal energy of bodies depends on:

a) mechanical movement of the body; b) body temperature; c) body shape; d) body volume.

2. In what way is the most heat from a fire transferred to the human body?

a) radiation; b) convection; c) thermal conductivity d) in all three ways the same.

3. What physical quantity is designated by the letter L and has the dimension of J / kg?

a) specific heat; b) specific heat of combustion of fuel;

c) specific heat of fusion; d) specific heat of vaporization.

4. When a solid melts, its temperature is ...

a) increases; b) decreases; c) does not change; d) there is no correct answer.

5. If charged bodies are mutually attracted, then they are charged ...

a) negative; b) differently; c) of the same name; d) positive.

6. The current strength is calculated by the formula:

a) I = R / U; b) I = U / R. c) I = U * R; d) there is no correct formula.

7. If both an electric and a magnetic field exist around an electric charge, then this charge:

a) moves; b) motionless;

c) the presence of magnetic and electric fields does not depend on the state of charge;

d) magnetic and electric fields cannot exist simultaneously.

8. When the current in the electromagnet circuit decreases, the magnetic field ...

a) will intensify; b) decrease; c) will not change; d) there is no correct answer.

.Part B

9. What amount of heat is required to heat a piece of copper weighing 4 kg from

25 ° C to 50 ° C? The specific heat capacity of copper is 400 J / kg ° C.

a) 8000 J; b) 4000 J; c) 80,000 J; d) 40,000 J.

10. Determine the energy consumed by a flashlight bulb for 120 seconds, if the voltage across it is 2.5 V and the current strength is 0.2 A.

a) 1 J; b) 6 J; c) 60 J; d) 10 J.

11. Calculate the value of the current in the winding of an electric iron, if, when connected to a 220 V network, it consumes 880 watts.

a) 0.25 A b) 4 A; c) 2.5 A; d) 10 A.

12. Two conductors with resistance R1 = 150 Ohm and R2 = 100 Ohm are connected in series. What is their total resistance?

a) 60 Ohm; b) 250 Ohm; c) 50 Ohm; d) 125 Ohm.

Part C

13. How much energy will be released during crystallization and cooling from the melting temperature of 327 ° C to 27 ° C of a lead plate 2 cm · 5 cm · 10 cm in size? (Specific heat of crystallization of lead 0.25 J / kg, specific heat of lead 140 J / kg ° C, density of lead 11300 kg / m3).

a) 15 kJ; b) 2.5 kJ; c) 25 kJ; d) 75 kJ.

14. The current in a steel conductor with a length of 140 cm and a cross-sectional area of 0.2 mm2 is 250 mA. What is the voltage at the ends of this conductor? Resistivity of steel 0.15 Ohm mm2 / m

a) 1.5 V; b) 0.5 V; c) 0.26 V; d) 3B

1. Scale for converting the number of correct answers into an assessment on a five-point scale

Number of points scored
Score in points

2... Distribution of tasks for the main topics of the physics course

Theme	Quantity Assignments	Difficulty level
Theme	Quantity Assignments
Thermal phenomena

Electrical phenomena
Electromagnetic phenomena
Light phenomena

3... Table of distribution of tasks in the final test by difficulty levels

tasks

in the test

№ themes

difficulty level

4. Answers

tasks

the answer

(1 option)

Answer

(Option 2)

Verification protocol of control work

pupils of grade 8 MBOU "Secondary School No. 2"

Date: 2018

Teacher: Malinovkina E. B.

Number of students:

The number of students who completed the work:

Implementation: 100% Quality: 75% Average score: 4

Job No.

Number of points

Number of students

% completion

Job No.
Number of points
Number of students
% completion

Major mistakes

Theme	Number of mistakes
Thermal phenomena
Change in aggregate states of matter
Electrical phenomena
Electromagnetic phenomena