2019-2020年北师大版第一章《物质的状态及其变化》单元测试卷2(附答案).doc

2019-2020年北师大版第一章物质的状态及其变化单元测试卷2(附答案)一、单项选择题1下面列举的现象中，属于升华现象的是A夏天，冰棍周围冒“白气” B冬天玻璃窗上结冰花 C衣箱中防虫用的樟脑片日久变小 D湿衣服变干2工业上把石油炼成汽油、煤油等，采用的是把石油逐渐升温的方法来炼取的，它的主要依据是汽油、煤油的 ( )A熔点不同 B沸点不同C汽化热不同 D熔化热不同3夏天剥开冰棒纸时，可以看到冰棒的周围冒“白气”，这些“白气”是由空气中的水蒸气遇冷时 （ ）A升华形成的 B凝华形成的 C凝固形成的 D液化形成的4夏天,用棉被盖住冰棍,冰棍不易熔化,这是因为 ( )A冰棍的冷气不容易传到棉被外C棉被外的温度不容易传给冰棍C棉被外的热不容易传给冰棍D以上说法都不对5某同学做“研究影响蒸发快慢的因素”实验，如图所示，他在两块相同的玻璃片上分别滴上一滴水，观察图中情景可知该同学主要研究水的蒸发快慢是否与（ ）A 水的温度有关B 水的表面积有关C 水上方空气流动的快慢有关D 上述三种因素都有关6下图所示，温度计的使用情况中，正确的是（ ）A B C D 7下列物态变化过程中，属于放热过程的是（ ） A 凝固 B 汽化 C 熔化 D 升华8标准大气压下，在盛水的大烧杯内放着盛有80OC热水的大试管，如图所示，当对大烧杯内的水加热时，烧杯内的水很快就烧开，若继续加热，试管内的水将（ ） 升到OC而沸腾升到OC不能沸腾试管内水温保持80 OC不变 无法确定9下列说法中正确的是（） A物体吸收热量，温度一定升高 B物体温度不变，就一定没有吸热或放热 C物体放出热量，温度不一定降低 D物体吸收热量越多，温度就一定升高得越高图24-10如图2取两支同样的温度计，其中一支用浸有酒精的棉花包住了玻璃泡，将它们放在同一环境中，则 （ ） A包有棉花的温度计示数大 B包有棉花的温度计示数小 C两支温度计的示数一样 D无法确定 二、多项选择（每题2分，共6分） 11下面几种现象中属于升华的是（ ） A碘加热成蒸汽 B初冬的早晨草木上的霜 C海面上的大雾 D冰冻的衣服时间长了被冻干12下列现象中属于液化的是（ ） A夏天草上的露珠 B夏天自来水管出的“汗” C冬天的玻璃窗上的冰花 D冬天从外面进室内的人眼镜片上出现一层“雾”13夏天，游泳的人刚从河水中上岸，会感觉到比在水中冷，如果蹲下身子缩成团，又会觉得比站着暖和些，对上述现象，下列解释中正确的是（ ） A蹲着比站着暖和些是因为离水近一些，有利于从水中取得热量 B上岸后感到冷是因为岸上的气温比水温低 C上岸后感到冷是因为身上的水蒸发吸热造成的 D蹲着比站着暖和是因为减慢了蒸发吸热的速度三填空1没有甩过的体温计的读数是37.7，用两支这样的体温计给两个病人测体温如果病人的体温分别是37.5和38.4C，则两支体温计的读数将分别是 和 2寒冷的冬天，公园里冰雕作品的质量会一天天减少，这是 现象3磨刀师傅磨菜刀时，往磨刀石上洒水主要是为了 4吹气和哈气都是从人口出来的气夏天用口吹气能使热水变凉，这主要是因为加速热水 使水温降低冬天对着手哈气使手变暖，这是因为水蒸气遇冷 ，使手的温度升高5冬天，挂在室外的湿衣服会结冰，但结冰的衣服最后也会干，这是 现象6常用的液化石油气，是在 条件下，用 的方法使它成为液体贮存在钢瓶里的7制造金属工具时，为增大工件的硬度，将烧红的工件放入冷水中进行淬火，此时会发出“吱吱”的声音，并在水上冒出“白气”，这其中的物态变化过程是 8医生为病人检查牙齿时，拿一个带把的小镜子在酒精灯上稍微烤一烤，然后放入病人口腔内这样做的目的是 9用久了的灯泡会蒙上浅浅的黑色，这是因为钨丝受热时产生 现象出现钨蒸气，在灯泡内壁上产生的缘故10干湿泡温度计是用两个相同的温度计并列制成的在使用时，其中一个温度计下端的玻璃泡包着湿布，因为水在蒸发时要 ，所以这个温度计的读数要比另一个的读数 两个温度计的示数差值大，就表明空气中的水蒸气含量 11融雪天比下雪天更冷，这是因为雪熔化时要 热夏天，打开冰棒的包 装纸，常常会看到冰棒在冒“白气”，这是 现象12火箭刚发射时，高温火焰向下喷到发射台的地面，很多物体遇到这样高温火焰 将会 为了保护发射台底，就建了一个大水池，让火焰喷到水中，利 用水的 来吸收巨大的热量，我们在电视上看到火箭升空瞬间，伴有迅速扩展的庞大的白色气团是 形成的四实验 1如图所示温度计读数100010101020201010002020101010 甲 乙 甲_ 乙_ 2如图是甲乙两种物质的熔化图象从图中可以看出： 物质是晶体，它的熔点是 ，这种晶体在90时是处于 态 3温度计测量液体温度的主要步骤有: A 观察温度计的测量范围及最小分度值,选区适当的温度计B 估计被测液体的温度C 让温度计的玻璃泡跟被测液体充分接触D 取出温度计 E 读取温度计的示数,并记录数据 把以上步骤按实验合理顺序填写在下面横线空白处: (1)_ (2)_ (3)_ (4)_ (5)_4某同学做观察水的沸腾的实验: (1) 它的实验装置和读温度值的方法如图10所示,其中两处错误分别是:_, _ (2) 又开始加热到水沸腾后耗去一部分水,图11中能描述这一过程中温度随时间变化的图像是 ( )五、问答题1当水壶里的水被烧开以后，在壶盖小孔上方一定高度处才能看到“白气”，而紧靠小孔的地方看不到“白气”，这是为什么?2用锡焊的铁壶烧水，壶烧不坏若不装水把它放在火上就要烧坏，这是什么原因?3小刚想利用电冰箱降低室温，他先将冰箱的门打开，然后接通电源他这样做，能否达到降低室温的目的?为什么?4天气炎热时，向地上洒一些水，有时会感到凉爽，有时却感觉更热了，如何解释这种现象? 答案一1C2B3D4C5A6D7 A8A9C10B11 A D12AB D13C D二、填空题 1377，384 2升华3降温4蒸发，水蒸气在手上液化放热5升华6常温，增大压强7先汽化后液化8防止水蒸气在镜子上液化9升华，凝华10，吸热，小，少11，吸热，液化 12熔化，气化，液化 提示与解答 3刀与石头摩擦生热，刀的温度过高时钢质硬度会减小，刀刃就不锋利了洒水后，水吸收了热量，刀的温度就不能升高了 7烧红的金属工件温度很高，与水接触时，水的局部迅速汽化(沸腾)，发出响声水蒸气离开水面后遇冷降温而液化，变成“白气” 8小镜子若不加热，温度低于人体温度，进入口腔后，口腔中的水蒸气会镜面上液化，使镜面蒙上一层水雾，而不能正常反射光线了将镜子烧一烧温度高了就避免了水蒸气的液化三、117，82乙，80，液3B A CE D 4C四问答题 1靠近壶盖小孔的地方温度较高，水蒸气不能液化离小孔较远的地方温较低，水蒸气发生液化，形成细小的水珠，即出现“白气” 2壶内有水时加热，壶内的水温达到沸点后就不再升高，壶的温度只是比水的沸点略高一些，而达不到锡的熔点，因此壶烧不坏若壶内无水，壶的温度就能接近火焰的温度，而这样的高温已超过锡的熔点，锡熔化为液态，壶就漏水了 3不能因为电冰箱的制冷机工作后，冰箱冷冻室内的蒸发器温度降低，吸收空气中的热量，而与此同时，冰箱外部的冷凝器温度升高，将热量传给空气，室内空气的热量只是被冰箱吸收后又被放出，所以室温不会降低 4夏天，被烈日照射的地面是很热的，向地上洒一些水，水蒸发得很快水蒸发时要吸热，地面的温度要降低一些，地面对人的热辐射就会减弱那么此时人是否一定会感到凉爽呢?这要看具体情况人是否感到凉爽，除温度因素外，还与空气的湿度(空气中水蒸气的含量)有关人的皮肤随时都在分泌汗液，汗液蒸发时就从人的身上带走热量蒸发越块，人就感到越凉汗液蒸发得快慢，除了与温度、空气流动快慢、皮肤裸露的面积有关外，还与空气的湿度有关，湿度越大，蒸发就越慢地面上洒的水快速蒸发时，附近的空气湿度就会增大如果此时有风，湿度增大的空气很快被吹跑了，就不会影响人体汗液的蒸发，再加上地面温度的降低，人就会感到凉爽但是如果没有风，湿度增大的空气包围着人体，人的汗液蒸发就大大受阻，尽管地面温度低了，但人反倒感觉闷热附送：2019-2020年北师大版英语三年级（一年级起点）上册Unit4Dinnertime6课时教学设计第一课时：【教学目标】A. Have the children to know each part of the house their owned in English.B. To be able to tell the story in English.【学情分析】学生有一定的房间摆设和做客的经验【教学需要】录音机 磁带 教学挂图【教学设计分析】.Warm up:A. Review the question and answer structures about:“ Whose (ruler) is this?” and “whose (pencils) are these?”,“It is / they are ( Davids).”B. Hold up (Anns) bag. Ask,“is this (Tommys) bag?”, Elicit, “ no, it isnt. Its sallys bag.”.The new lessons:Set the sceneA. Ask about the rooms in students homes in Chinese.B. Elicit the name of each room in English and write on the board.C. Students listen and repeat after teacher.talk about the storyA. Teacher shows picture about a house and say, “this is a house.” Students repeat the sentence.B. Point to the room with the television. Say, “this is the living room.” Students repeat the sentence.C. Repeat the procedure for the other three rooms.D. Teacher points to the living room again. Say, “is this the living room?” elicit, “yes. Its the living room.” Repeat for the other rooms.E. Divide the class into three groups to be Ann, Ken, and Bobby. Play the tape again. Have each group join in with the tape when their character speaks.第二课时：【教学目标】A. the structure “What is he doing?” to learn.B. The song “we are cooking.” To sing.【学情分析】学生初步熟悉“this is。,is that.?”句型，掌握一定词汇【教学准备】录音机 磁带 教学挂图【教学设计分析】.warm up:A. Students read the story after the tape.B. Review the core words in this Unit.The new lessons:words to learnA. Hold up the flashcard for painting. model the question, “what is (she) doing?” have students repeat the question after you.B. Now say, “(she) is painting.” Have the children repeat.C. Divide the class into two groups. Hold up one flashcard at a time and have one group ask the question, “what is (she) doing?” the other group should respond, “she is painting.”D. Repeat the procedure for sleeping, cooking, playing, and washing, painting.E. Listen and repeat after the tape.listen to thisA. Have students look at the picture two minutes.B. Model the question, “what is bobby doing?” elicit, “bobby is cooking.” Students pair work.C. Listen two times and write the numbers.lets singA. tell students that they are going to learn a new song. Explain the meaning of dinner, now, and dishes before playing the song.B. Play the tape, encourage students to chap in time to the music.C. Play the tape again, this time stopping after each line. Have the students proctors singing each line after they hear it on the tapeD. Now play the song again without stopping, and have the children sing along.第三课时：【教学目标】A. review the structure in this Unit: “what are you doing?” and “Im seeping.B . To use the structure in the daily life.【学情分析】掌握了四单元单词，初步掌握“what is he doing”句型【教学准备】录音机 磁带 教学挂图【教学设计分析】Review :A. Read the story together.B. Play bingo game.The practice:talk togetherA Hold up the flashcard for sleeping. Pretend to be sleeping. Now say, “Im sleeping.”B .Choose a child to e to the front and have him or her hold up the flashcard for eating. Have the child pretend to be eating. Ask, “what are you doing?” elicit, “Im eating.” C. Play guessing game.Listen and checkA. Have students look at the picture two minute.B. Model the question, “what is she doing?” and “she is eating.” Pair work.C. Listen and write the numbers.read, trace, and match A. Teacher shows the picture and say, “this is the bedroom.”B. Read the sentence aloud and have the children repeat it after you.C. Now have students point to the corresponding picture in their books.D. Red the procedure for the other sentences.E. Read each sentence again and this time have the children drawn a line connecting each sentence to its correct picture.F. Ask the children to trace the words in each sentence.第四课时：【教学目标】have the children to recognize the sounds of letter “O” and “OA”.【学情分析】熟练掌握“what is he doing? this is.”句型【教学准备】录音机 磁带 教学挂图【教学设计分析】Warm up A. Review the story.B. Review the roduce /o/A. Write the letter o on the board. Explain that you are going to say two words with the letter o in them. One word has a short /o/ sound (dog) and the other word has a long /o/ sound (coat). Ask the students listen and watch as you model the short /o/ and long /o/.B. Turn to uncle Bookys ABC at the back of the student book and point to the row of /o/words.sounds and lettersA. Play the tape of dog and sock. Ask, “do these words have a short /o/ sound or a long /o/ sound?”B. play the tape again and have the students say the words aloud.C. Repeat the procedure for the words.listen for /o/A. Teacher says that three of the words have a same /o/ sound but one word has a different /o/ sound.B. Play the first four words on the tape and have the students point to each short /o/ word as they hear it.C. Repeat the procedure for the next line.read with uncle Booky.A. Play the tape for the first 6words. Have the students point to the same sound.B. Tell them to figure out how to read the last two words.C. Students listen and repeat.uncle Bookys blackboardA. Have the students open their books and read it.B. Write down the structures.set homeworkA. read the story B. sing the song C. touch , ask and answer第五课时：【教学目标】A. have the children to say the rhyme with the tape.B. To catch the core words.【学情分析】学生有一定的歌谣韵律基础【教学准备】录音机 磁带 教学挂图【教学设计分析】warm upA. Read the story together.B. Review the cards for this unit. hold up one of the cards and elicit the correct sentence form the students.C. Sing the songtrace and say A. For each picture elicit the correct sentence from children.read ,check, and colorA. Teacher explains to students that they are going to read the sentences and decide which one matches the picture.B. Point to each word in turn as you read the words aloud to the class.C. Have the children say the words after teacher and touch them in their books.D. After each pair of sentences, ask the children which one matches the picture. Then have them check the