INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 05,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 1217
METHODOLOGY FOR SOLVING VARIOUS TYPES OF PROBLEMS
CONCERNING THE LAWS OF DYNAMICS IN GENERAL SECONDARY SCHOOLS
M.O. Tokhirova
senior lecturer,
N.Z. Mamadaliyeva
N. (PhD) associate professor of Kokand State University
Nishonova Osiyoxon Tohirjon kizi,
Erkinova Madinabonu Ilyos kizi
students of Kokand State University
Abstract:
This article provides a simpler and more understandable explanation of the methods
for solving various types of problems related to the laws of dynamics in general secondary
schools. The article will help develop problem-solving methods in this area.
Keywords:
Qualitative problem, graphic problem, experimental problem, experiment, motion,
speed, acceleration.
Physics is a science that studies the laws of nature, and one of its main branches is mechanics,
in particular dynamics.
Dynamics is a branch that studies the relationship between the motion of bodies and the forces
that cause this motion, and is based on Newton's laws. Teaching the laws of dynamics in
general secondary schools plays an important role not only in forming students' theoretical
knowledge, but also in developing their logical thinking, physical thinking, and the ability to
independently overcome problem situations. In the educational process, theoretical knowledge
is transformed into practical skills by solving problems based on the laws of dynamics.
However, it is observed that students face many difficulties in this area. In particular, the lack
of a methodological approach to working with the interaction of forces, the influence of mass
on motion, acceleration, and other physical quantities creates problems.
From this point of view, one of the urgent issues is to develop a methodology for analyzing
problems related to the laws of dynamics and methods for solving them, and to convey them to
students in a simple and understandable way. The effectiveness of physics lessons can be
increased by classifying different types of problems and developing methods for solving them
based on an individual and group approach. The main goal of this work is to study the
methodology for solving problems based on the laws of dynamics, identify their types and
approaches adapted to the level of knowledge of students. This not only increases students'
interest in physics, but also forms their ability to analyze and understand physical phenomena in
real life.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 05,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 1218
Qualitative problems (or theoretical problems) help to understand the basic laws of physics and
develop logical thinking. Such problems usually do not require precise calculations, but rather
explain the essence of physical phenomena. Qualitative problems clearly explain physical
phenomena and their laws to students, teach them to apply theoretical knowledge in practice,
cultivate the correct attitude towards calculation problems, teach them to start solving any
problem by analyzing its physical content. Qualitative problems are given in order to
consolidate the material covered in the lesson.
Problem - 1. If a book on the table does not move, what forces act on it?
What does it mean if we push the book, but it Explanation:
The book is acted upon by the force of gravity downward and the reaction force of the table
upward. If we push the book, it initially moves, but the friction force acts and stops it.
Problem - 2. Under what conditions does a car move in a straight line and in a straight line?
What causes a car to accelerate or decelerate?
Explanation:
A car moves in a straight line only when all forces are in balance. If the engine’s thrust is
greater than friction and air resistance, it accelerates. When the brakes are applied, the friction
of the brakes creates a force opposing the motion and the car slows down.
Problem - 3. Under what forces does a cyclist moving in a circle act?
Why can turning at high speed be dangerous?
Explanation:eventually stops?
The bicycle turns under the influence of the centripetal force. If this force disappears, the
cyclist's movement will continue along a straight line, as a result of which he may fall.
Experimental problems. Experimental problems in physics are problems that are carried out in a
laboratory setting and are aimed at practical verification and confirmation of physical laws.
These problems help to study physical phenomena through experiments, understand
measurement methods, and develop scientific thinking. One of the most effective ways to
connect theory with practice is to solve experimental problems. A characteristic feature of
experimental problems is that laboratory or demonstration experiments are used to solve them.
In the process of solving experimental problems, students' activity and independence increase.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 05,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 1219
Because they do not get the necessary information to solve the problem ready-made from a
textbook or a set of problems, but from physical measurements that they perform themselves.
Another advantage of experimental problems is that these problems cannot be solved without
sufficient thinking. That is, students must extensively discuss the phenomena occurring in the
experiment. Because in experimental problems, unlike in laboratory work, the theory is not
given, the procedure for performing the work is not shown. It is sufficient to provide the
necessary equipment and materials, and ask for the information that needs to be found.
As we said above, students learn from a series of thoughts and considerations what physical
phenomenon is involved in the experiment, what physical law is being expressed. And finally,
they derive the final expression for the physical quantity that needs to be found in the
experimental problem. Analyzing the final expression, they obtain the quantities necessary to
solve the problem by directly measuring them. Let's see what has been said in the following
simple experimental problem:
Problem - 1. Given instruments: metric tape, chronometer (stopwatch), rope, weights.
Task: Perform an experiment on the free fall of a weight and determine its acceleration of free
fall.
Solution method: Measure the height, measure the time of the weight's fall with a stopwatch
and calculate it according to the formula
Problem - 2. Equipment provided: dynamometer, suspended load, scales.
Task: Determine the relationship between mass and force and verify the formula for
gravitational force through experiment.
Solution: Measure the gravitational force of objects of different masses suspended from a
dynamometer and compare the results.
Problem - 3. Equipment provided: Use a dynamic cart and a pulling load.
Solution: Measure the acceleration of the cart under the influence of various forces.
Check using the formula F=ma.
As the force increases, the acceleration also increases, and as the mass increases, the
acceleration decreases.
Graphic problems. With the help of these graphic problems, the basic laws of dynamics can be
understood more easily and clearly. By correctly understanding and analyzing graphs, it is
possible to better understand physical phenomena. In the process of solving graphic problems,
students deeply master the basics of physics. In the process of solving graphic problems in the
lesson and in the process of independently completing homework, students see the
interrelationships of physics and mathematics in practice. Graphic problems also develop
students' thinking skills.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 05,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 1220
Problem - 1. The mass of an object is given and the force acting on it is measured at different
values. It is necessary to measure the acceleration of the object and obtain a graph between
force and acceleration.
If the mass of the object is constant in the relationship between force and acceleration, the
graph will be straight. Based on the formula F = ma.
Problem - 2. The object is moving at the same speed. Construct a graph between speed and time.
Draw a graph.
If the object moves at a constant speed, the graph will be a straight line.
A straight line on the graph indicates that the speed is constant.
Problem - 3: Determine the graphical relationship between the force applied to an object and
the time of movement. Draw a graph:
If the force does not change over time, the graph of the relationship between force and
acceleration will be constant. If the force changes over time (for example, increases), the graph
will be curved.
In conclusion, problems based on the laws of dynamics are the main tool for understanding
Newton's laws and applying them to real-life situations.
The division of problems into types (simple, complex, graphical, experimentally based) serves
to develop students' abilities at different levels.
Methodological approaches - form students' independent thinking skills through step-by-step
problem solving, the use of graphic images, and physical modeling.
It is important to explain problems related to the laws of dynamics using various
methodological methods in order to increase students' motivation, develop creativity, and
ensure interdisciplinary connections.
Innovative approaches (interactive lessons, digital platforms, problem-solving based on
experiments) increase students' interest in the subject and encourage them to apply theoretical
knowledge in practice.
Literature:
1.
Тохирова, М. О. (2021). МАКТАБДА ФИЗИКА ҚОНУНЛАРИГА ДОИР
ФАНЛАРАРО
ТАТБИҚИЙ
ГРАФИК
МАСАЛАЛАРНИ
EЧИШ
МEТОДИКАСИ. Academic research in educational sciences, 2(CSPI conference 3), 626-
631.
2.
Otaqo‘ziyevna, T. M., & Xonzodabegim, A. (2022). YORUG’LIKNING TARQALISHI,
QAYTISHI
VA
SINISHI
MAVZUSINI
ZAMONAVIY
PEDAGOGIK
TEXNALOGIYALARI
ASOSIDA
TASHKIL
ETISH
USULLARI.
Ta’lim
fidoyilari, 22(7), 452-457.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 05,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 1221
3. Toxirova, M. (2021). Maktabda fizika qonunlariga doir fanlararo tatbiqiy grafik
masalalarni yechish metodikasi.
Zamonaviy ta’limda matematika, fizika va raqamli
texnologiyalarning dolzarb muammolari va yutuqlari.
Chirchiq davlat pedagogika instituti
mavzusidagi respublika ilmiy amaliy konferensiyasi to’plami, 11, 874-877.
4. Mamadaliyeva, N. Z., et al. "APPLICATION OF THE LAWS OF CONSERVATION TO
THE PROCESS OF PROBLEM SOLVING." Gospodarka i Innowacje. 41 (2023): 540-545.
5.
Mamadaliyeva Nargizaxon Zokirjon qizi and Rahimjonova Kamolaxon Rustamjon qizi.
"METHODICALS OF TEACHING THE TOPIC OF ELECTRIC FIELD STRENGTH ON
THE BASIS OF MODERN PEDAGOGICAL TECHNOLOGIES." Science and innovation
3. Special Issue 57 (2024): 240-243.
