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第页共页2023年机械能守恒定律说课稿优秀(十二篇)机械能守恒定律说课稿篇一《验证机械能守恒定律》选自人教版高中物理必修二第七章第九节。本节主要内容为:学生利用打点计时器,打下纸带,通过计算来验证重锤在下落的过程中机械能是否守恒。本节课,可以升华学生对上节课机械能守恒定律的理解,培养学生科学严谨的态度。又可以为接下来学习动量守恒,电荷守恒等定律打下根底,起到了承上启下的作用。因此本节课意义重大。基于该节课的内容和新课改的要求,制定如下教学目的:知识和技能目的:会用打点计时器打下的纸带计算物体运动的速度,掌握验证机械能守恒定律的实验原理。过程和方法目的:通过分组实验进步动手才能,协作才能,进步解决实际问题的才能。情感、态度、价值观目的:通过亲身的体验以及探究学习活动,进步学生学习热情、培养学生尊重客观事实的科学态度。通过对以上教材地位和教学目的的分析^p,本节课的教学重点是实验方案的设计与实验数据的处理;难点是实验误差的分析^p。方案。再分组讨论实验方案,并让各个小组选出代表以汇报的方式跟全班学生分享实验方案。然后各小组对所有的实验方案的优缺点进展讨论。再次让各个小组选出代表以汇报的方式跟全班学生分享优缺点。在所有小组都汇报完毕后,我做适当的总结。并引导学生确定最终的实验方案——利用重物的自由落体运动验证机械能守恒定律。这样设计课程,可以让学生积极主动参与到课堂里面来,更好地调动学习气氛。符合新课改要求:学生是学习的主人,突出学生的探究学习。还能进一步提升学生的自主探究才能。方案确定之后,我将提出第二个问题:实验得到什么结果,可以证明机械能守恒吗?引导学生考虑。通过提问得到结论:在任意点上,重物的势能和动能之和等于初始位置上重物的势能。在解答了这个问题后,接着提出第三个问题:如何计算在任意点上重物的动能。明确重物在任意位置的速度对与计算动能至关重要。分组实验、采集数据。方案:把纸带和重物固定在一起下落,用打点计时器在纸带上打点,记录下重物下落的高度,计算出对应的瞬时速度。然后,带着学生一起通过公式的推导得到速度的测量公式:精神。小结总结本次实验课主要探究的内容。方案。〔机动性作业〕机械能守恒定律说课稿篇二〔过渡句:教材是进展教学的评判凭据,是学生获取知识的重要来。首先,我对本节教材进展一定的分析^p。〕《机械能守恒定律》选自高中物理人教版必修2第七章第8节,本节课的主要内容是机械能的定义及机械能守恒定律。学生已经知道了重力、弹力及合外力做功对能量的影响,但是假如这三种能量都参与转化,会出现怎样的情况,这是学生亟待解决的问题,本节课中机械能守恒定律的建立已经到了“水到渠成”的时候;其次,本节课的学习也为下节学习能量守恒定律夯实根底。因此,本节课就本章内容而言,有着举足轻重的地位。〔过渡句:学生是学习的主人,学生已有的知识构造和认知程度,是老师授课的根据与出发点。〕我所面对的是高一学生,他们在初中已经学习过有关机械能的根本概念,对机械能并不生疏,承受起来相对轻松。通过前几节内容的学习,学生对机械能这一概念较初中也有了更深的认识,在此根底上学习机械能守恒定律会更容易些。〔过渡句:新课标指出,教学目的应包括知识与技能,过程与方法,情感态度与价值观这三个方面,而这三维目的又应是严密联络的一个有机整体,这告诉我们,在教学中应以知识与技能为主线,浸透情感态度价值观,并把前面两者充分表达在过程与方法中。因此,我将三维目的进展整合,确定本节课的教学目的为〕【知识与技能目的】【过程与方法目的】【情感态度价值观目的】思想,养成探究自然规律的科学态度,进步科学素养。【重点】【难点】相关内容。〕机械能守恒定律说课稿篇三:本节课时物理规律的教学,新教学大纲指出:要重视物理概念的和规律的教学,同时还要加`强才能的培养。因此这节课不仅要让学生掌握规律,还要引导学生积极主动地学习,培养他们独立考虑的习惯和才能。但也要注意防止把方法和才能当成新的知识向学生灌输。1、教材的地位、作用和特点从前后联络来看,这节课的内容有利于学生对功能关系的进一步认识;在理论推导的过程中,有利于强化学生对动能订立的理解;从思维方式上分析^p,有利于学生建立守恒的观念,为今后学习动量守恒、电荷守恒等守恒定律打下根底,起到了承上启下的作用。教材这样的安排,较好的表达了理论与理论的统一,使学生明白,物理规律不仅可以直接由实验得到,也可以用规律从理论上导出。2、教学目的知识目的:理解机械能守恒定律的内容,在详细问题中能判断机械能守恒的条件。才能目的:初步学会从能量转化和守恒的观点来解释物理现象,并能将所学知识应用于实际情境中。在归纳机械能守恒定律的使用条件时,培养学生独立考虑的才能,归纳总结的才能以及口头表达才能。情感目的:激发学生学习兴趣,培养学生自信心以及严谨认真的科学态度。3、教学重点通过严密的理论推导使学生获得必要的理性认识,正确理机械能守恒定律的内容以及定律是否成立的断定条件。4、教学难点学生抽象思维尚处于起步阶段,对功、能等物理量理解不够深入,要从功能转化关系理解机械能守恒的条件有一定难度。本节主要采用讲授法、讨论法、归纳法相结合的启发式教学方法。通过师生一起探究得出物理规律及适用条件,充分调动学生积极性,充分表达“老师主导、学生主体”的教学原那么。1、为适应高一学生的认识和思维开展程度,根据新课内容要求,创设“自由落体、平抛、沿斜面下滑”三个物理情境作为铺垫,由易到难,引导学生进展理论-认识-再理论-再认识,完成认识上的`飞跃。2、通过设疑,启发学生考虑在归纳机械能守恒定律的使用条件时,引导学生进展讨论,鼓励学生提出自己的观点,并能加以评价,培养学生的学习兴趣以及对物理学习的自信心。分为引入、新课、联络稳固、作业四个步骤。以生活中常见情境为例,让学生分析^p动能、势能的互相转化,提出机械能如何变化的问题,顺势引入新课;创设三个不同情境〔同前〕,让学生用所学知识进展分析^p,在师生共同讨论下得出机械能守恒定律的内容。以三个情境为例,让学生自由讨论定律成立的条件,老师进展适当引导,最后共同得到适用条件。然后通过适当的课堂练习让学生对新学知识进展稳固和加深理解。通过以下实例让学生课后去进展讨论让a球拉到一样高度,分析^pa到达右侧所能到达的高度。机械能守恒定律说课稿篇四1.学会利用自由落体运动验证机械能守恒定律。2.进一步纯熟掌握应用计时器打纸带研究物体运动的方法。1.验证机械能守恒定律的实验原理和步骤。2.验证机械能守恒定律实验的考前须知。验证机械能守恒定律实验的考前须知。一、实验原理物体在自由下落过程中,重力势能减少,动能增加。假如忽略空气阻力,只有重力做功,物体的机械能守恒,重力势能的减少等于动能的增加。设物体的质量为m,借助打点计时器打下纸带,由纸带测算出至某时刻下落的高度h及该时刻的瞬时速度v;进而求得重力势能的减少量│△ep│=mgh和动能的增加量△ek=1/2mv2;比拟│△ep│和△ek,假设在误差允许的范围内相等,即可验证机械能守恒。测定第n点的瞬时速度vn:根据"物体做匀变速直线运动,在某段时间内的平均速度等于这段时间中间时刻的瞬时速度",用公式vn=〔hn+1-hn-1〕/2t计算〔t为打下相邻两点的时间间隔〕。二、实验器材电火花计时器〔或电磁打点计时器〕,交流电,纸带〔复写纸片〕,重物〔带纸带夹子〕,导线,刻度尺,铁架台〔带夹子〕。三、实验步骤〔1〕按图装置固定好计时器,并用导线将计时器接到电压适宜的交流电上〔电火花计时器要接到220v交流电上,电磁打点计时器要接到4v~6v的交流低压电上〕。〔2〕将纸带的一端用小夹子固定在重物上,使另一端穿过计时器的限位孔,用手竖直提着纸带,使重物静止在靠近计时器的地方。〔3〕接通电,松开纸带,让重物自由下落,计时器就在纸带上打下一系列小点。〔4〕换几条纸带,重做上面的实验。〔5〕从几条打上了点的纸带上挑选第一、二两点间的间隔接近2mm且点迹明晰的纸带进展测量。〔6〕在挑选出的纸带上,先记下打第一个点的位置0〔或a〕,再任意选取几个点1、2、3〔或b、c、d〕等,用刻度尺量出各点到0的间隔h1、h2、h3等,如下图。〔7〕用公式vn=〔hn+1-hn-1〕/2t计算出各点对应的瞬时速度v1、v2、v3等。〔8〕计算出各点对应的势能减少量mghn和动能的增加量1/2mvn2的值,进展比拟,得出结论。四、实验记录五、实验结论在只有重力做功的情况下,物体的重力势能和动能可以互相转化,但机械能的总量保持不变。六、实验考前须知〔1〕计时器要竖直地架稳、放正。架稳就是要结实、稳定。重物下落时它不振动;放正就是使上下两个限位孔在同一竖直平面内一条竖直线上与纸带运动方向一样,以减小纸带运动时与限位孔的摩擦〔可用手提住固定好重物的纸带上端,上下拉动纸带,寻找一个手感阻力最小的位置〕。〔2〕打点前的纸带必须平直,不要卷曲,否那么纸带在下落时会卷到计时器的上边缘上,从而增大了阻力,导致实验误差过大。〔3〕接通电前,提纸带的手必须拿稳纸带,并使纸带保持竖直,然后接通电,待计时器正常工作后,再松开纸带让重物下落,以保证第一个点迹是一个明晰的小点。〔4〕对重物的要求:选用密度大、质量大些的物体,以减小运动中阻力的影响〔使重力远大于阻力〕。〔5〕纸带的挑选:应挑选第一、二两点间的间隔接近2mm且点迹明晰的纸带进展测量。这是因为:本实验的前提是在重物做自由落体运动的情况下,通过研究重力势能的减少量与动能的增加量是否相等来验证机械能是否守恒的,故应保证纸带〔重物〕是在打第一个点的瞬间开场下落。计时器每隔o.02s打一次点,做自由落体运动的物体在最初0.02s内下落的间隔h1=1/2gt2=1/2×9.8×0.022m=0.002m=2mm,所以假设纸带第一、二两点间的间隔接近2mm,就意味着重物是在打第一个点时的瞬间开场下落的,从而满足本次实验的前提条件〔打第一个点物体的初速度为零,开场做自由落体运动〕。〔6〕测量下落高度时,必须从起点o量起。为了减小测量的相对误差,选取的计数点要离o点适当远些〔纸带也不宜过长,其有效长度可在60cm~80cm以内〕。〔7〕本实验并不需要知道重力势能减少量和动能增加量的详细数值,只要对mgh与1/2mv2进展比拟〔实际上只要验证1/2v2=gh即可〕以到达验证机械能守恒的目的,所以不必测出重物的质量。七、误差分析^p〔1〕做好本实验的关键是尽量减小重物下落过程中的阻力,但阻力不可能完全消除。本实验中,误差的主要来是纸带摩擦和空气阻力。由于重物及纸带在下落中要不断地克制阻力做功,因此物体动能的增加量必稍小于重力势能的减少量,这是系统误差。减小系统误差的方法有选用密度大的实心重物,重物下落前纸带应保持竖直,选用电火花计时器等。〔2〕由于测量长度会造成误差,属偶尔误差,减少方法一是测间隔都应从起点0量起,下落高度h适当大些〔过小,h不易测准确;过大,阻力影响造成的误差大〕,二是多测几次取平均值。【例一】在"验证机械能守恒定律"的实验中,打点计时器所用电的频率为50hz,查得当地的重力加速度g=9.80m/s2.某同学选择了一条理想的纸带,用刻度尺测量时计数点对应刻度尺上的读数如下图。图中o点是打点计时器打出的第一个点,a、b、c、d分别是每打两个点取出的计数点。根据以上数据,可知重物由o点运动到b点时:〔1〕重力势能的减少量为多少?〔2〕动能的增加量是多少?〔3〕根据计算的数据可得出什么结论?产生误差的主要原因是什么?机械能守恒定律说课稿篇五《机械能守恒定律》是人教版高中新教材必修2第七章第8节,本节内容从理论推导过程中,强化学生对动能定理的进一步理解;机械能守恒定律属物理规律教学,是对功能关系的进一步认识,是学生理解能量的转化与守恒的铺垫,为今后学习动量守恒、电荷守恒打下根底。它结合动量守恒定律是解决力学综合题的核心,而这类问题又常伴随着较为复杂的运动过程和受力特点是充分考察学生抽象思维才能、分析^p才能、应用才能的关键点。根据上述教材构造与内容分析^p,根据课程标准,考虑到学生已有的认知构造、心理特征,制定如下教学目的:1、知道什么是机械能;2、知道物体的动能和势能可以互相转化;3、掌握机械能守恒的条件;1、培养学生发现和提出问题,并利用已有知识探究学习新知识的才能;2、通过能量守恒的教学,使学生树立科学观点,理解和运用自然规律,并用来解决实际问题。重点:掌握机械能守恒定律的推导、建立过程,理解机械能守恒定律的内容;在详细的问题中能断定机械能是否守恒,并能列出定律的数学表达式。难点:从能的转化和功能关系出发理解机械能守恒的条件。主要采用讲授法、讨论法、归纳法相结合的启发式教学方法。通过师生一起探究得出物理规律及适用条件,充分调动学生积极性,充分表达"老师主导、学生主体"的教学原那么。采用情景→问题→分析^p与活动→总结的教学设计形式,以老师指导下的学生活动为主。让学生真正成为学习的主体。这种运用归纳法的思想,从一个个典型的物理情景中总结出科学的结论,可以大大调动学生学习的积极性和主动性。本节课的教学过程中通过观察生活中的常见形变,巧用引导性提问,激发学生的积极性,让学生在轻松、自主、讨论的学习气氛中总结出本节的主要内容从而完成学习任务。〔引入新课〕用多媒体展示下述物理情景:a.运发动投出铅球;b.弹簧的一端接在气垫导轨的一端,另一端和滑块相连,让滑块在程度的轨道上做往复运动。1.动能和势能的转化依次演示自由落体、竖直上抛、滚摆、单摆和弹簧振子,提醒学生注意观察物体运动中动能、势能的变化情况。让学生考虑上述演示过程中动能和势能有什么变化。2.探究规律找出机械能不变的条件只受重力做功作用分析^p只有弹力做功分析^p结论:在只有重力或弹力做功的物体系统内,动能与势能可以互相转化,而总的机械能保持不变,这就叫机械能守恒定律。3、才能训练例1、在间隔地面20m高处以15m/s的初速度程度抛出一小球,不计空气阻力,取g=10m/s2,求小球落地速度大小。引导学生考虑分析^p,提出问题:〔1〕前面学习过应用运动合成与分解的方法处理平抛运动,如今能否应用机械能守恒定律解决这类问题?〔2〕小球抛出后至落地之前的运动过程中,是否满足机械能守恒的条件?如何应用机械能守恒定律解决问题?提出问题:请考虑用机械能守恒定律解决问题与用运动合成解决问题的差异是什么?4、引导学生学会应用机械能守恒定律解题的根本步骤。5、总结归纳本课学习,我们通过演示实验归纳总结了动能和势能之间可以发生互相转化,理解了只有重力做功或只有弹簧弹力做功的情况下,物体的机械能总量不变,通过简单的实例分析^p、加深对机械能守恒定律的理解。机械能守恒定律说课稿篇六知识与才能:掌握机械能守恒定律,知道它的含义和适用条件;会利用守恒条件判断机械能是否守恒。过程与方法:学生会推导机械能守恒定律;会用归纳的方法提出守恒条件;加深对功能关系的理解。情感态度价值观:通过分析^p事物发生的条件,学习和体会"详细情况详细分析^p""透过现象看本质"的方法,理解自然规律,应用自然规律。学生推导机械能守恒定律,并掌握该定律及其适用条件。从能的转化和功能关系出发理解机械能守恒的条件并且判断是否守恒。讲授法,比照归纳,实例分析^p的方法。功和能关系如何?动能定理的内容和表达式是什么?重力所做的功与物体重力势能的变化之间有什么关系?〔一〕机械能1、概念:物体的动能、势能的总和。e=ek+ep2、机械能是标量,具有相对性〔需要设定势能参考平面〕3、机械能之间可以互相转化〔学生举例,老师补充〕〔二〕机械能守恒定律的推导1、实例分析^p:〔提早布置的作业,课上检查,讲评〕学生发现:只有重力做功时,物体的动能和势能互相转化,但机械能总量保持不变。假如有阻力做功,那么总量有变化。〔1〕2、理论推导过程考虑题一:如下图,一个质量为m的物体自由下落,经过高度为h1的a点时速度为v1,下落到高度h2为的b点时速度为v2,试写出物体在a点时的机械能和在b点时的机械能,并找到这二个机械能之间的数量关系。〔2〕考虑题二:如下图,一个质量为m的物体做平抛运动,经过高度为h1的a点时速度为v1,经过高度为h2的b点时速度为v2,写出物体在位置a、b时的机械能的表达式并找出这二个机械能之间的关系。初状态:a点的机械能等于末状态:b点的机械能等于物体只受重力的作用,据动能定理得:〔1〕据重力做功与重力势能的关系得到:wg=mgh1-mgh2〔2〕由〔1〕〔2〕两式可得移项得:学生讨论:上述表达式说明了什么问题?讨论后:学生代表答复等号左边是物体在初位置时的机械能,等号右边是物体在末位置时的机械能,该式表示:动能和势能之和即总的机械能保持不变。老师提问:假如有阻力做功呢?上面的两边还会相等吗?学生答复:不相等。结论:只有重力做功时,动能和重力势能互相转化,但机械能总量保持不变。〔三〕机械能守恒定律1、内容:在只有重力做功时,物体的动能和重力势能发生互相转化,但机械能总量保持不变。2、理解:〔1〕条件:〔由学生分析^p、讨论〕a:只受重力作用b:不只受得力作用,但其它力不做功〔学生举例〕〔2〕表达式〔机械能总量始终保持不变〕〔动能的增加量等于重力势能的减少量〕〔3〕机械能守恒定律是能量转化与守恒的特殊情况。守恒是指在运动的整个过程中"时时、处处"总量不变,而不仅仅是初状态和末状态总量相等。〔4〕只有弹簧弹力做功时,弹性势能和动能间互相转化,但物体和弹簧系统机械能总量保持不变。〔理论推导中的重力做功改成弹簧弹力做功,重力势能改为弹性势能〕〔四〕稳固练习1、关于物体的机械能是否守恒的表达,以下说法中正确的选项是:a、竖直下落的物体,机械能一定守恒;b、做匀变速直线运动的物体,机械能一定守恒;c、外力对物体所做的功等于0时,机械能一定守恒;d、物体假设只有重力做功,机械能一定守恒。2、以下运动的物体,不计空气阻力,机械能不守恒的是:a、起重机吊起物体匀速上升;b、物体做平抛运动;c、圆锥摆球在程度面内做匀速圆周运动;3、从离地高为h的阳台上以速度v竖直向上抛出质量为m的物体,它上升h后又返回下落,最后落在地面上,那么一列说法中正确的选项是〔不计空气阻力,以地面为参考面〕a、物体在最高点时机械能为mg〔h+h〕;b、物体落地时的机械能为mg〔h+h〕+1/2mv2;c、物体落地时的机械能为mgh+1/2mv2;d、物体在落回过程中,过阳台时的机械能为mgh+1/2mv24、将物体由地面竖直上抛,假如不计空气阻力,物体可以到达的最大高度为h,当物体在上升过程中的某一位置,它的动能是重力势能的2倍,那么这一位置的高度为a.2h/3b.h/2c.h/3d.h/4。机械能守恒定律说课稿篇七������������ö¤ï¿½ï¿½ðµï¿½ï¿½ï¿½øºã¶¨ï¿½é¡ï¿½ñ¡ï¿½ï¿½ï¿½ë½ì°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½þ¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½âµú¾å½ú¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½òªï¿½ï¿½ï¿½ï¿½îªï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ã´ï¿½ï¿½ï¿½ê±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ö½ï¿½ï¿½ï¿½ï¿½í¨ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ö¤ï¿½ø´ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä¹ï¿½ï¿½ï¿½ï¿½ð»ï¿½ðµï¿½ï¿½ï¿½ç·ï¿½ï¿½øºã¡£ï¿½ï¿½ï¿½ú¿î£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï½ú¿î»ï¿½ðµï¿½ï¿½ï¿½øºã¶¨ï¿½éµï¿½ï¿½ï¿½ï¿½â£¬ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï½ï¿½ï¿½ï¿½ì¬ï¿½è¡ï¿½ï¿½ö¿ï¿½ï¿½ï¿½îªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï°ï¿½ï¿½ï¿½ï¿½ï¿½øºã£¬ï¿½ï¿½ï¿½ï¿½øºï¿½è¶ï¿½ï¿½é´ï¿½ï¿½â»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë³ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½âµï¿½ï¿½ï¿½ï¿½ã¡ï¿½ï¿½ï¿½ë±ï¿½ï¿½ú¿ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ø´ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ú¸ã½ú¿îµï¿½ï¿½ï¿½ï¿½ýºï¿½ï¿½â¿î¸äµï¿½òªï¿½ï¿½ï¿½æ¶ï¿½ï¿½ï¿½ï¿½â½ï¿½ñ§ä¿ï¿½ê£ºï¿½ï¿½ï¿½ï¿½öªê¶ï¿½í¼ï¿½ï¿½ï¿½ä¿ï¿½ê£ºï¿½ï¿½ï¿½ã´ï¿½ï¿½ï¿½ê±ï¿½ï¿½ï¿½ï¿½ï¿½âµï¿½ö½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë¶ï¿½ï¿½ï¿½ï¿½ù¶è£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ö¤ï¿½ï¿½ðµï¿½ï¿½ï¿½øºã¶¨ï¿½éµï¿½êµï¿½ï¿½ô­ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ìºí·ï¿½ï¿½ï¿½ä¿ï¿½ê£ºí¨ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½êµï¿½ï¿½ï¿½ï¿½ß¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð­ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ß½ï¿½ï¿½êµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð¡ï¿½ì¬ï¿½è¡ï¿½ï¿½ï¿½öµï¿½ï¿½ä¿ï¿½ê£ºí¨ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ô¼ï¿½ì½ï¿½ï¿½ñ§ï°ï¿½î¶¯ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ñ§ï°ï¿½ï¿½ï¿½é¡¢ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ø¿í¹ï¿½ï¿½ï¿½êµï¿½ä¿ï¿½ñ§ì¬ï¿½è¡ï¿½ï¿½ï¿½ï¿½ï¿½í¨ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï½ì²äµï¿½î»ï¿½í½ï¿½ñ§ä¿ï¿½ï¿½ä·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ú¿îµä½ï¿½ñ§ï¿½øµï¿½ï¿½ï¿½êµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½êµï¿½ï¿½ï¿½ï¿½ï¿½ýµä´ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñµï¿½ï¿½ï¿½êµï¿½ï¿½ï¿½ï¿½ï¿½ä·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ù·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½êµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã¸ï¿½ï¿½ï¿½ð¡ï¿½ï¿½ñ¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ô»ã±¨ï¿½ä·ï¿½ê½ï¿½ï¿½è«ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½êµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½è»ï¿½ï¿½ï¿½ð¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ðµï¿½êµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½è±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½û¡ï¿½ï¿½ù´ï¿½ï¿½ã¸ï¿½ï¿½ï¿½ð¡ï¿½ï¿½ñ¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ô»ã±¨ï¿½ä·ï¿½ê½ï¿½ï¿½è«ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½è±ï¿½ã¡£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð¡ï¿½é¶¼ï¿½ã±¨ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½êµï¿½ï¿½ï¿½ï¿½ü½á¡£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½è·ï¿½ï¿½ï¿½ï¿½ï¿½õµï¿½êµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë¶ï¿½ï¿½ï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