Kims of trial oge in physics. The Russian-British School Algorithm is an opportunity to get trained and successfully prepare for admission to the best foreign and Russian universities

State final certification of 2019 in physics for grade 9 graduates educational institutions is carried out in order to assess the level of general education of graduates in this discipline. The tasks test knowledge of the following sections of physics:

Physical concepts. Physical quantities, their units and instruments for measurement.
mechanical movement. Uniform and uniformly accelerated motion. Free fall. Circular movement. Mechanical oscillations and waves.
Newton's laws. Forces in nature.
Law of conservation of momentum. Law of energy conservation. mechanical work and power. simple mechanisms.
Pressure. Pascal's law. Law of Archimedes. The density of matter.
Physical phenomena and laws in mechanics. Process analysis.
mechanical phenomena.
Thermal phenomena.
Physical phenomena and laws. Process analysis.
Electrification of tel.
D.C.
A magnetic field. Electromagnetic induction.
Electromagnetic vibrations and waves. Elements of optics.
Physical phenomena and laws in electrodynamics. Process analysis.
electromagnetic phenomena.
Radioactivity. Rutherford's experiments. Composition atomic nucleus. Nuclear reactions.
Possession of the basics of knowledge about the methods of scientific knowledge.

Dates for passing the OGE in physics 2019:
June 11 (Tuesday), June 14 (Friday).

Changes in structure and content examination work 2019 compared to 2018 are absent.

In this section you will find online tests, which will help you prepare for the delivery of the OGE (GIA) in physics. We wish you success!

The standard OGE test (GIA-9) of the 2019 format in physics consists of two parts. The first part contains 21 tasks with a short answer, the second part contains 4 tasks with a detailed answer. In this regard, only the first part (ie 21 tasks) is presented in this test. According to the current structure of the exam, among these tasks, only 16 answers are offered. However, for the convenience of passing the tests, the website administration decided to offer answers in all tasks. But for tasks in which answer options are not provided by the compilers of real control and measurement materials (CMMs), the number of answer options has been significantly increased in order to bring our test as close as possible to what you will have to face at the end school year.

The standard OGE test (GIA-9) of the 2019 format in physics consists of two parts. The first part contains 21 tasks with a short answer, the second part contains 4 tasks with a detailed answer. In this regard, only the first part (ie 21 tasks) is presented in this test. According to the current structure of the exam, among these tasks, only 16 answers are offered. However, for the convenience of passing the tests, the website administration decided to offer answers in all tasks. But for tasks in which answer options are not provided by the compilers of real control and measurement materials (KIMs), the number of answer options has been significantly increased in order to bring our test as close as possible to what you will have to face at the end of the school year.

The standard OGE test (GIA-9) of the 2018 format in physics consists of two parts. The first part contains 21 tasks with a short answer, the second part contains 4 tasks with a detailed answer. In this regard, only the first part (ie 21 tasks) is presented in this test. According to the current structure of the exam, among these tasks, only 16 answers are offered. However, for the convenience of passing the tests, the website administration decided to offer answers in all tasks. But for tasks in which answer options are not provided by the compilers of real control and measurement materials (KIMs), the number of answer options has been significantly increased in order to bring our test as close as possible to what you will have to face at the end of the school year.

The standard OGE test (GIA-9) of the 2017 format in physics consists of two parts. The first part contains 21 tasks with a short answer, the second part contains 4 tasks with a detailed answer. In this regard, only the first part (ie 21 tasks) is presented in this test. According to the current structure of the exam, among these tasks, only 16 answers are offered. However, for the convenience of passing the tests, the website administration decided to offer answers in all tasks. But for tasks in which answer options are not provided by the compilers of real control and measurement materials (KIMs), the number of answer options has been significantly increased in order to bring our test as close as possible to what you will have to face at the end of the school year.

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one correct answer

Below are the reference data that you may need when doing the job:
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There are 18 questions in the test, you only need to choose one correct answer

Education:

University of London, UK
Moscow Technological University

PhD

Pedagogical experience: 17 years

“If a student gives a wrong answer, I don’t immediately tell him about it. Instead, I ask why he thinks so and how he came to this conclusion. Only by communicating and interacting with the material can a student learn. It is impossible to operate with only one correct answer. I like Socrates' ideas about teaching."

Ilya

Education:

Moscow State University M. V. Lomonosov
University of Bern, Switzerland

PhD in Chemistry and Molecular Science

Pedagogical experience: 9 years

“A good education has little to do with learning tricks successful delivery tests.A good education develops a person, gives a deep understanding of the world around us.

Sergei

Education:

Moscow State Pedagogical University, Faculty of Physics
Harvard University, USA

Candidate of Physical and Mathematical Sciences

Pedagogical experience: 14 years old

“Physics is easy. Math is easy."

Ekaterina

Education:

Moscow State University M. V. Lomonosov

PhD in Biology

Pedagogical experience: 10 years

“I think that learning is not just the transfer of knowledge in a subject. The task of the teacher is to make the subject interesting, to show its internal structure and logic, to teach the student to think within this structure, to establish connections between individual topics, as well as with other areas of science. Biology is very exciting and closely related to other sciences. We use math to calculate, draw on concepts from physics, draw on chemistry, and even discuss ethical and economic issues. Biology concerns all of us - we are part of wildlife, we constantly interact with it and often use it for our own purposes. I want to show my students that knowledge about our body and the world that surrounds us is very important for everyone, and the relevance of biological and medical research will only grow.”

Basil

Education:

Moscow State University M. V. Lomonosov
Russian School of Economics

Pedagogical experience: 9 years

"IN modern world Mathematics occupies one of the most important places, both in science and Everyday life. My goal is to explain to students that mathematics is very interesting and not difficult at all.”

Anastasia

Education:

The University of Leeds, UK
Cambridge CELTA Certificate

Pedagogical experience: 5 years

“I like working with people. It is important for me to see that my work makes a difference in people's lives. I would describe myself as an energetic, enthusiastic and innovative teacher. My attitude to work is always to strive for development and learning.

Elena

Education:

Russian State University for the Humanities, Institute of Philology and History
Bucknell University, USA
Cambridge CELTA Certificate

Pedagogical experience: 7 years

“What I love most about my job is seeing my students progress. That is why I came into this profession at the time. The most important quality good teacher, in my opinion, this is a genuine interest in one's own subject, which is certainly transmitted to students. However, more practical teaching skills are also important, such as planning lessons, selecting materials, and developing interesting, interactive activities. This is the only way to make the learning process both effective and fun. I try by any means to increase the interest of students in the humanities and instill in them such necessary skills today as critical thinking, text analysis, and the ability to clearly and structuredly express their thoughts in writing.

Natalia

Education:

Financial University under the Government of the Russian Federation
MGIMO

Pedagogical experience: 7 years

“A student is not a vessel to be filled, but a torch to be lit.”

Alexey

Education:

Moscow Institute of Foreign Languages

Pedagogical experience: 6 years

“Over the years of teaching, I have formed the opinion that working with children and adolescents is separate view art. While still a student, I became interested in the process of teaching languages from the inside, and since then I continue to discover new facets for myself. Speaking on foreign languages, people get unlimited opportunities to learn about other cultures and societies. In our craft, it is important not only to teach competently, but also to motivate the student, because the world around us provides so many opportunities for learning new things!”

Ekaterina

Education:

American University, Lebanon
Hokkaido University, Japan

PhD in Biological sciences

Pedagogical experience: 10 years

“I think I was born to be a teacher. I like to keep students interested in any topic I teach. Biology is my favorite, it is the most exciting subject to study and explore. As a teacher, I set myself three important tasks: to get students interested in my subject, to make sure that they understand every detail and do well on the exam.”

Stephen

Education:

University of Oxford, Keble College

Pedagogical experience: 11 years

“Confidence and love for the subject being studied. Without these two qualities, I am sure, there will be no real study. A person can learn something and give out knowledge when needed, but a true understanding of a subject occurs only when a person sincerely believes that this subject is part of him. And the student achieves this through questions, arguments, reflections, and risks.”

This page contains demonstration OGE options in physics for grade 9 for 2009 - 2019.

Demo Options OGE in physics contain tasks of two types: tasks where you need to give a short answer, and tasks where you need to give a detailed answer.

To all the tasks of all demonstration options for the OGE in physics answers are given, and tasks with a detailed answer are provided with detailed solutions and instructions for grading.

To perform some tasks, it is required to assemble an experimental setup based on standard sets for frontal work in physics. We also provide a list of required laboratory equipment.

IN demo version of the OGE 2019 in physics compared to 2018 demo no changes.

Demonstration options for the OGE in physics

Note that demonstration versions of the OGE in physics are presented in pdf format, and to view them you need to have installed, for example, the freely distributed software package Adobe Reader on your computer.

Demonstration version of the OGE in physics for 2009

Demonstration version of the OGE in physics for 2010

Demonstration version of the OGE in physics for 2011

Demonstration version of the OGE in physics for 2012

Demonstration version of the OGE in physics for 2013

Demonstration version of the OGE in physics for 2014

Demonstration version of the OGE in physics for 2015

Demonstration version of the OGE in physics for 2016

Demonstration version of the OGE in physics for 2017

Demonstration version of the OGE in physics for 2018

Demo version of the OGE in physics for 2019

List of laboratory equipment

The scale for recalculating the primary score for the performance of the examination paper
on a five-point scale

a scale for recalculating the primary score for the completion of the examination paper in 2018 into a mark on a five-point scale;
a scale for recalculating the primary score for the performance of the examination paper in 2017 into a mark on a five-point scale;
a scale for recalculating the primary score for completing the examination paper in 2016 into a mark on a five-point scale.
a scale for recalculating the primary score for the performance of the examination paper in 2015 into a mark on a five-point scale.
a scale for recalculating the primary score for the performance of the examination paper in 2014 into a mark on a five-point scale.
a scale for recalculating the primary score for the performance of the examination paper in 2013 into a mark on a five-point scale.

Physics demo changes

Demonstration versions of the OGE in physics 2009 - 2014 consisted of 3 parts: tasks with a choice of answers, tasks with a short answer, tasks with a detailed answer.

In 2013 in demo version of the OGE in physics the following changes:

It was added task 8 with a choice of answers- on thermal phenomena,
It was added task 23 with a short answer– understanding and analysis of experimental data presented in the form of a table, graph or figure (scheme),
It was the number of tasks with a detailed answer has been increased to five: task 19 of part 1 was added to four tasks with a detailed answer of part 3 - on the use of information from the text of the physical content.

In 2014 demo version of the OGE in physics 2014 in relation to the previous year in terms of structure and content did not change, however, were criteria changed evaluation of tasks with a detailed answer.

In 2015, there was variant structure changed:

Option became be in two parts.
Numbering assignments has become through throughout the variant without letter designations A, B, C.
The form of recording the answer in tasks with a choice of answers has been changed: the answer has become necessary to write digit with the number of the correct answer(not circled).

In 2016 in demo version of the OGE in physics happened significant changes:

Total Jobs reduced to 26.
Number of short answer items increased to 8
Maximum score for all work did not change(still - 40 points).

IN demo versions of the OGE 2017 - 2019 in physics compared to 2016 demo there were no changes.

For students in grades 8 and 9 who want to prepare well and pass OGE in mathematics or Russian for a high score The educational center"Resolvent" holds

We also have organized for schoolchildren

Preparation for the OGE and the Unified State Examination

Main general education

UMK line A. V. Peryshkina. Physics (7-9)

Getting ready for the OGE in physics: task number 23

In the 9th grade, for the first time, students face mandatory state exams. What does this mean for the teacher? Firstly, the task is to set the children up for intensive preparation for certification work. But the most important thing: not just to give full knowledge in your subject, but to explain what kind of tasks you have to perform, to analyze typical examples, mistakes and give students all the tools to succeed in the exam.

When preparing for the OGE, experimental task No. 23 raises the most questions. It is the most difficult, respectively, and the most time is allotted for it - 30 minutes. And for its successful implementation, you can get the most points - 4. This task begins the second part of the work. If we look into the codifier, we will see that the controlled content elements here are mechanical and electromagnetism phenomena. Students must show the ability to work with physical instruments and measuring instruments.

There are 8 standard kits equipment that you may need for the exam. Which ones will be used becomes known a few days before the exam, so it is advisable to conduct additional training before the exam with the tools that will be used; be sure to repeat how to take readings from instruments. If the exam is held on the territory of another school, the teacher can arrive there in advance to see the kits ready for work. The teacher preparing the instruments for the exam should pay attention to their serviceability, especially those subject to wear and tear. For example, using an old battery may result in the student simply not being able to set the required amperage.

It is necessary to check whether the devices match the specified values. If they do not match, then the true values \u200b\u200bare indicated in special forms, and not those that are recorded in official sets.

The teacher responsible for administering the exam may be assisted by a technician. He also monitors compliance with safety regulations during the exam and can intervene in the course of the assignment. Students should be reminded that if they notice a malfunction of any device during the task, they should report it immediately.

There are three types of experimental items found on the physics exam.

Type 1. "Indirect measurements of physical quantities." Includes 12 themes:

Matter density
Strength of Archimedes
Sliding friction coefficient
Spring rate
Period and frequency of oscillations of a mathematical pendulum
Moment of force acting on the lever
Work is the elastic force when lifting a load with a movable or fixed block
The work of the friction force
Optical power of converging lens
Electrical resistance resistor
Work electric current
Electric current power.

Type 2. "Representation experimental results in the form of tables or graphs and the formulation of a conclusion based on the experimental data obtained. Includes 5 themes:

The dependence of the elastic force arising in the spring on the degree of deformation of the spring
The dependence of the period of oscillation of a mathematical pendulum on the length of the thread
Dependence of the current strength arising in the conductor on the voltage at the ends of the conductor
Dependence of sliding friction force on normal pressure force
Properties of an image obtained with a converging lens

Type 3. "Experimental verification of physical laws and consequences." Includes 2 themes:

Law serial connection resistors for electrical voltage
Law parallel connection resistors for electric current

Preparation for the OGE in physics: tips for the student

It is important to be very precise in writing down everything that the rules require on the answer sheet. When checking your work, it is worth taking another look to see if anything is missing: a schematic drawing, a formula for calculating the desired value, the results of direct measurements, calculations, the numerical value of the desired value, the conclusion, etc., depending on the conditions. The absence of at least one indicator will lead to a decrease in the score.
For additional measurements entered in the form, the score is not reduced.
Drawings must be done very carefully, sloppy schemes also take away a point. It is important to learn to control the indication of all units of measurement
When writing down the answer, the student should not indicate the error, but it is worth conveying to him the information that the verifier has criteria and the correct answer already contains the boundaries of the interval within which the correct result may turn out.

Preparation for an exam in general and for an experimental task in particular cannot be spontaneous. It is almost impossible to complete tasks without constantly developing skills in working with laboratory equipment. Therefore, teachers are encouraged to familiarize themselves with the demo versions of the examination paper and analyze typical tasks during the laboratory.

You can see a detailed analysis of all types of tasks inwebinar

In the development, experience is collected and summarized in solving problems proposed at the OGE in physics in grade 9, within the framework of the "kinematics" section. rectilinear motion". The author tried to develop a short course in which, using the example of parsing basic simple tasks understanding is formed general principle problem solving on this topic. Development contains 19 unique assignments from detailed analysis each, and for some tasks several ways of solving are indicated, which, according to the author, should contribute to a deep and complete assimilation of methods for solving such tasks. Almost all tasks are author's, but each of them reflects the features of the tasks of the OGE form. The vast majority of tasks are focused on graphical representation, which contributes to the formation of meta-subject skills. In addition, the development contains the minimum required theoretical material, which is a "concentration" of general theory for a given section. It can be used by the teacher in preparation for a regular lesson, during extra classes, and is also designed for a student who independently prepares for passing the OGE in physics.

Toolkit(presentation) “Electromagnetic oscillations and waves. Preparation for the State Examination" is compiled in accordance with the requirements for the State final certification(GIA) in physics in 2013 and is intended to prepare graduates of the basic school for the exam.
In development are brief information on the topic (in accordance with the GIA codifier) and the Plan of the demonstration version of the examination paper (Electromagnetic oscillations and waves), accompanied by animation and video clips.

The target audience: for grade 9

Methodological guide (presentation) “Air humidity. Preparing for the GIA” was compiled in accordance with the requirements for the State Final Attestation (GIA) in physics in 2010 and is intended to prepare graduates of the basic school for the exam.
The development contains brief information on the topic (in accordance with the GIA codifier) and the Plan for the demonstration version of the examination paper (Air humidity), accompanied by animation and video clips.

Methodological guide (presentation) “Evaporation and condensation. Boiling liquid. Preparing for the GIA” was compiled in accordance with the requirements for the State Final Attestation (GIA) in physics in 2010 and is intended to prepare graduates of the basic school for the exam.
The development contains brief information on the topic (in accordance with the GIA codifier) and the Plan of the demonstration version of the examination paper (Evaporation and condensation. Liquid boiling), accompanied by animation and video clips.
The brevity and clarity of presentation allows you to quickly and accurately repeat the material covered when repeating the course of physics in grade 9, as well as using examples of demo versions of the GIA in physics in 2008-2010 to show the application of basic laws and formulas in options examination tasks level A and B.
The manual can also be used for grades 10-11 when repeating the relevant topics, which will help orient students to the exam of choice in the final years.

The development contains brief information on the topic (in accordance with the GIA codifier) and the Plan of the demonstration version of the examination paper (Mechanical vibrations and waves. Sound), accompanied by animation and video clips.
The brevity and clarity of presentation allows you to quickly and accurately repeat the material covered when repeating the course of physics in grade 9, as well as using the examples of demo versions of the GIA in physics in 2008-2010 to show the application of the basic laws and formulas in the variants of examination tasks of level A and B.

The methodological guide has been compiled to help teachers and students who take the GIA in physics based on FIPI materials to prepare for the exam in new form; contains examples of designing experimental tasks from part 3. The manual can also be used in physics lessons in grades 7-9 for laboratory work ah, because description of some laboratory work is not given in the textbook.

Methodological guide (presentation) “Law of Archimedes. Preparing for the GIA” was compiled in accordance with the requirements for the State Final Attestation (GIA) in physics in 2010 and is intended to prepare graduates of the basic school for the exam.
The development provides brief information on the topic (in accordance with the GIA codifier) and the Plan of the demonstration version of the examination paper (Archimedes' Law), accompanied by animation and video clips.
The brevity and clarity of presentation allows you to quickly and accurately repeat the material covered when repeating the course of physics in grade 9, as well as using the examples of demo versions of the GIA in physics in 2008-2010 to show the application of the basic laws and formulas in the variants of examination tasks of level A and B.

The manual can also be used for grades 10-11 when repeating the relevant topics, which will help orient students to the exam of choice in the final years.

Methodological guide (presentation) “Pascal's law. Preparing for the GIA” was compiled in accordance with the requirements for the State Final Attestation (GIA) in physics in 2010 and is intended to prepare graduates of the basic school for the exam.
The development provides brief information on the topic (in accordance with the GIA codifier) and the Plan of the demonstration version of the examination paper (Pascal's Law), accompanied by animation and video clips.

Methodological guide (presentation) “Pressure. Atmosphere pressure. Preparing for the GIA” was compiled in accordance with the requirements for the State Final Attestation (GIA) in physics in 2010 and is intended to prepare graduates of the basic school for the exam.
The development contains brief information on the topic (in accordance with the GIA codifier) and the Plan of the demonstration version of the examination paper (Pressure. Atmospheric pressure), accompanied by animation and video clips.
The brevity and clarity of presentation allows you to quickly and accurately repeat the material covered when repeating the course of physics in grade 9, as well as using the examples of demo versions of the GIA in physics in 2008-2010 to show the application of the basic laws and formulas in the variants of examination tasks of level A and B.
The manual can also be used for grades 10-11 when repeating the relevant topics, which will help orient students to the exam of choice in the final years.

Methodological guide (presentation) “Simple mechanisms. efficiency simple mechanisms. Preparing for the GIA” was compiled in accordance with the requirements for the State Final Attestation (GIA) in physics in 2010 and is intended to prepare graduates of the basic school for the exam.
The development provides brief information on the topic (in accordance with the GIA codifier) and the Plan of the demonstration version of the examination paper (Simple mechanisms. Efficiency of simple mechanisms), accompanied by animation and video clips.

The brevity and clarity of presentation allows you to quickly and accurately repeat the material covered when repeating the course of physics in grade 9, as well as using the examples of demo versions of the GIA in physics in 2008-2010 to show the application of the basic laws and formulas in the variants of examination tasks of level A and B.
The manual can also be used for grades 10-11 when repeating the relevant topics, which will help orient students to the exam of choice in the final years.