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用覆杯实验证明大气压强的存在,的确不愧是一个生动惊奇的好实验。我们发现要是让学生带着自己的杯子到教室、在老师做过后,让学生自己也动手做一做会大受学生的欢迎。这不仅有利于培养学生的动手能力,更可加强学生的亲身感受,从而加深对大气压强的认识。由于实验取材方便,便于全班学生一齐动手,因而我们特把这个实验安排在我校系列活动中,分批分班地让学生带了自己的杯子补做了这个实验,收到很好的效果。在学习热传导时,可把覆杯实验再搬到课堂上。做时,用纸片盖在盛水杯口,将杯子倒倒过来后,就问学生:若把托纸放到火上去烧将会怎样。回答中将会有人说纸要烧起来,也会有人说不会烧着的,正当大家急切地希望得到正确的答
With the cup experiment proved the existence of atmospheric pressure, indeed deserved to be a good experiment vividly surprised. We found it very popular for students to ask their students to come to the classroom with their own cup after the teacher had done it. This is not only conducive to the cultivation of students 'practical ability, but also enhance students' personal experience, so as to deepen their understanding of atmospheric pressure. Due to the convenience of experimental materials, it is convenient for the students in the class to work together. Therefore, we specially arranged this experiment in our school series of activities. Students were given a cup to make this experiment in batches, and received very good results . When learning heat conduction, the cupping experiment can be moved to the classroom again. When done, cover the mouth with a piece of paper in a cup of water, and when the cup is upside down, ask the student: What happens if the paper is put on the fire? There will be someone in the answer saying that if the paper is to be burnt, some people will say that it will not burn, just as everyone eagerly hopes to get the correct answer