Master class "syncwine at physics lessons". Master class "syncwine in physics lessons" A molecule is what a substance consists of

Sinkwine in physics lessons

For the first time, I came across the concept of "cinquain" in 2007, taking advanced training courses "Actual problems of Kazakhstani education" in Stepnogorsk.

What is "sinkwine"?

Cinquain originated in the United States as a form of poetry. It was designed by the American poetess Adelaide Crepsey. The traditional cinquain consists of five lines and is based on counting the words in each of its verses. There are several types of cinquain: mirror, reverse, crown, etc.

But I, as a subject teacher of physics, am interested in didactic syncwine - the technique of critical thinking through reading and writing.

In didactic syncwine:

1 subject line, contains one word (usually a noun) that denotes the subject or object in question

2 line - two words (adjectives) describing the features and properties of an object or object

3 line - three words (verbs) describing the characteristic properties of the object

4 line - a phrase or sentence expressing a personal attitude to the described subject or object

Line 5 - one word - a synonym for an object or object.

I used to think that cinquain is used in the lessons of Kazakh, Russian languages or literature, but it turns out that it can be used in all subjects. So I began to apply this technique of critical thinking technology in my lessons in the eighth grade. physics is a complex subject and not all students are given it, the use of syncwine teaches you to use concepts meaningfully and is a fast, effective tool for analyzing, synthesizing and generalizing this concept. Students can compose syncwines independently, in pairs, as well as in groups. After passing the theoretical material, I often use it as a reflection. Compiling a syncwine can also be used as homework. And all students - successful and poorly performing students cope with this task - this is a manifestation and realization of creative, intellectual abilities.

Temperature

Absolute, critical

rises, falls, changes

determines the degree of heating of bodies

magnitude

Energy

potential, critical

change, save

transforms from one species to another

Joule

Charge

positive, negative

attract, repel, interact

moving from one body to another

Pendant

Charge

On teris

аserlesedі, tebіledі, taratyladi

electleu kezinde payda bolada

electron

Energy

Kinetical, potential

saktalady, ainalady, ozgeredі

Procesterde saktalu zagy oryndalady

zhymys

Atom

Kishkentai neutral

Bolіnedі құralady auysady

on, teris ionga ainalada

The more diverse the forms and methods in our work, the more likely it is that the student in your lesson will not be bored, and he will go to lessons with pleasure and interest.

Akmola region

Yereymentausky district

KSU Ulentinsky secondary school

physics teacher Zhaniyeva G.T.

The lesson involves working in groups of 4-5 people (5 groups). Each group receives a specific task, performs it, enters the results into a table and draws a conclusion. Then the groups report on the results and a general conclusion is made.

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Development of a summary of a lesson in physics

In 7th grade on the topic

"Studying the Archimedean Force"

with the application of the technological map of the lesson

Mironova Svetlana Nikolaevna

physics teacher MBOU

"Kingisepp Secondary School No. 1"

2016

Lesson summary on the topic "Archimedean force"

7th grade

Lesson Objectives:

educational: establish on what factors the buoyancy force depends; find out the conditions of navigation tel.

Developing - develop the ability to learn independently; develop the ability to experimentally determine the force of Archimedes when changing values; develop the ability to apply the formula for calculating the Archimedean force; develop the ability to draw conclusions based on the learned educational material, the development of logical thinking.

Educational - to form a positive motivation for the study of physics, bringing the educational material closer to life situations; educate independence on the one hand and the ability to work in a team on the other.

Lesson type: lesson - practice.

Leading technology:technology of dialogue interaction.

Methods :

According to didactic goals and means of teaching:

learning – heuristic

teaching - informing

teachings – partially exploratory, research

According to the source of information:

verbal - conversation, work with didactic material;

visual - demonstration, organization of observation of the process of the experiment;

practical – independent work in groups (experimental studies)

Laboratory equipment for demonstrating experiments on the teacher's table:

A vessel with ordinary water, a vessel with salt water, a cork, a potato ball, a plasticine ball, a boat from the same plasticine.

Laboratory equipment for conducting experiments on the school desk:

Each group has its own equipment.

Planned learning outcomes.

Based on acquired knowledge and conducted research be able to explain the appearance of the Archimedean force, its dependence on the volume of the body and the density of the liquid, the conditions for swimming bodies, nat manifestation of the Archimedean force in everyday life.

Parameters for assessing students' knowledge:

activity in the classroom;

the quality of the experimental results.

DURING THE CLASSES

I. Organizational part(greeting, checking readiness for the lesson, emotional mood)

Hello guys!

Greet each other.

And I am glad to welcome you to the lesson, where we will continue to open new pages of physics. Interesting discoveries lie ahead.

Ready?

Yes!

Then let's get started...

II. Goal setting and motivation

I will start the lesson with an excerpt from the story of A.P. Chekhov "Steppe". It will help us formulate the theme of the lesson and the purpose.

“Egorushka ... took a run and flew from a height of one and a half yards. Describing an arc in the air, he fell into the water, sank deep, did not reach the bottom, some force, cold and pleasant to the touch, picked him up and carried him back up.

What power are we talking about?

It is called the Archimedean force in honor of the ancient Greek scientist Archimedes, who first pointed out its existence and calculated its value.

What is the topic of today's lesson?

The study of Archimedean force - write the topic of the lesson.

And how can you find the magnitude of the buoyant force acting on Yegorushka?

F vyt. = P in air .- P in liquid

Our goal?

Find out what the Archimedean force depends on.

problem question. Suggest what factors will influence the value of the buoyancy force.

Possible assumptions: (hypotheses)

body volume
body density
body shape
liquid density
immersion depth

III. Experimental tasks.

Assignment to the first team.

Equipment: a vessel with water, a dynamometer, aluminum and copper cylinders on threads.

Progress:

1. Write down the densities of the bodies and compare them.

2. Using the equipment, determine the Archimedean forces acting on the cylinders.

3. Compare the Archimedean forces.

5. Make a conclusion about the dependence (independence) of the Archimedean force on the density of the body.

Report Form

Conclusion:

Assignment to the second team.

Equipment: a vessel with water, a dynamometer, two plastic cylinders of different volumes on threads.

Progress:

1. Using the equipment, determine the Archimedean forces acting on the cylinders.

3. Compare the Archimedean forces.

4. Enter the results in the report form.

5. Make a conclusion about the dependence (independence) of the Archimedean force on the volume of the body.

Report Form

Conclusion:

Assignment to the third team.

Equipment: a vessel with clean water, a vessel with salt water, a vessel with sunflower oil, a dynamometer, an aluminum cylinder on a thread.

Progress:

1. Write down the densities of these liquids and compare them.

2. Using the equipment, determine the Archimedean force acting on the cylinder in each fluid.

3. Compare the Archimedean forces.

4. Enter the results in the report form.

5. Make a conclusion about the dependence (independence) of the Archimedean force on the density of the liquid.

Report Form

Liquid	Liquid density, kg/m3	Cylinder weight in air, N	Cylinder weight in liquid, N	Archimedean force, N
The water is clean
salty water
Vegetable oil

Conclusion:

Task for the fourth team.

Equipment : a vessel with water, a dynamometer, an aluminum cylinder on a thread.

Progress:

1. Using the equipment, determine the Archimedean forces acting on the cylinder by immersing it to a depth h1, h2, h3.

3. Compare the Archimedean forces.

4. Enter the results in the report form.

5. Make a conclusion about the dependence (independence) of the Archimedean force on the depth of immersion of the body.

Report Form

Immersion depth	Cylinder weight in air, N	Cylinder weight in water, N	Archimedean force, N

Conclusion:

Task for the fifth team.

Equipment: a vessel with water, a dynamometer, bodies made of plasticine of different volumes in the form of a ball, cube, cylinder on threads.

Progress:

1. Using the equipment, determine the Archimedean forces acting on bodies of various shapes.

3. Compare the Archimedean forces.

4. Enter the results in the report form.

5. Make a conclusion about the dependence (independence) of the Archimedean force on the shape of the body.

Report Form

body	Body weight in air, N	Body weight in water, N	Archimedean force, N
Ball
Cube
Cylinder

Conclusion:

After receiving the results, each group verbally reports on their work and reports their findings. The conclusions are written by students in notebooks, and by the teacher - on the board in the form of a table:

What will the formula look like to calculate the Archimedes force?

Fa=pzhgvt

Task on the board:

What is the Archimedean force acting on a body with a volume of 134 cm 3 in water and kerosene?

Answer: 1.34 N; 1.072 N - Conclusion?

IV. Fizminutka: the teacher reads the poem and shows the exercises, and the guys, sitting behind him, repeat.

V. Finding out the conditions for floating bodies.

What forces will act on a body immersed in a liquid?

The force of gravity directed vertically downwards and the force of Archimedes directed vertically upwards.

How big can these forces be?

Greater than, less than or equal to each other.

Then we establish the behavior of the body in the fluid depending on the ratio of these forces.

Drawing on the board:

An excerpt from Ivanov's novel "Primordial Rus'" tellsas a scout warrior Ratibor is going to quietly cross to the other side of the river. To do this, he took a long cane. “To breathe underwater. The swimmer covered his nostrils and ears with yellow wax... Holding the reed by the end with his lips, he disappeared under the water and with both hands picked up a stone the size of a cow's head. Having tied the load with a thin rope, Ratibor made a noose for his hand.

What is the purpose of the stone in this example?

A cork body floats in water;

A ball of potatoes sinks in water but floats in salt water;

A plasticine ball sinks in water, and a plasticine boat floats in water.

What's the matter? Why do some bodies float while others sink?

How many interesting things are around us! Let's try to answer some questions, shall we?

What will be the goal of our next assignment?

Find out the conditions of navigation tel.

Teamwork.

Assignment to the first team.

Equipment: vessel with water, different bodies.

Progress:

1. Lower the body in turn into the water: a steel nail, a porcelain roller, a copper coin.

3. Compare the Archimedean forces.

Report Form

Conclusion:

Assignment to the second team.

Equipment: vessel with water, different bodies.

Progress:

1. Dip the body in turn: an iron ball, a piece of marble, a plexiglass body

2. Find out which ones sink and which ones float.

3. Compare the Archimedean forces.

4. Record the results of the observations in the report form.

5. Draw a conclusion under what condition bodies sink (float) in a liquid.

Report Form

Conclusion:

Assignment to the third team.

Equipment: vessel with water, different bodies.

Progress:

2. Find out which ones sink and which ones float.

3. Compare the Archimedean forces.

4. Record the results of the observations in the report form.

5. Draw a conclusion under what condition bodies sink (float) in a liquid.

Report Form

Conclusion:

Task for the fourth team.

Equipment: vessel with water, different bodies.

Progress:

1. Lower the bodies into the water in turn: a cork body, a wooden cube.

2. Find out which ones sink and which ones float.

3. Compare the Archimedean forces.

4. Record the results of the observations in the report form.

5. Draw a conclusion under what condition bodies sink (float) in a liquid.

Report Form

Conclusion:

Task for the fifth team.

Equipment: vessel with water, different bodies.

Progress:

1. Dip the body in turn: a paraffin bar, an ice bar

2. Find out which ones sink and which ones float.

3. Compare the Archimedean forces.

4. Record the results of the observations in the report form.

5. Draw a conclusion under what condition bodies sink (float) in a liquid.

Report Form

Conclusion:

After receiving the results, each group verbally reports on their work and reports their findings. The conclusions are written by students in notebooks, and by the teacher - on the blackboard:

Ƿt > ƿzh - the body is drowning

Ƿt ƿzh - the body floats

Ƿt \u003d ƿzh - the body floats

“... Our cook went for a swim, but the bay did not accept him. He threw his legs high, and with all his desire he could not plunge deeply into the water. This amused the team and improved his bad mood ... "

Why couldn't the cook swim in the bay?

VI. Summing up the lesson. Reflection.

So, how to make the body float? Children's answers.

What tasks did we set for ourselves?

1. Find out what the strength of Archimedes depends on.

2. Find out the conditions of navigation tel.

Have we achieved our goals?

What word did Archimedes shout out when he found the solution? E V R I C A!!!

Reflection.

Each student is given a picture: the guys must decorate the ball in accordance with their mood.

The body floats on the surfaceI liked the lesson because I understood everything.

A body floats in a liquidI didn't really like the lesson because I didn't understand everything.

The body drowned I did not like the lesson at all, because I did not understand anything.

Homework:

Write a syncwine on the topic "Archimedean power."

Technological map of the lesson on the topic "Archimedean force"

7th grade

Lesson stage		Teacher activity	Student activities	Result	Universal learning activities
Organizational	Organizes preparatory activities		Prepare the workplace	Ready for the lesson	Personal UUD: moral and ethical assessmentCommunicativeUUD: listening skills
Goal setting and motivation	An excerpt from A.P. Chekhov's story "The Steppe" Creates a problem situation necessary for setting a learning task		Recall what they know about the subject under study (The action of liquid and gas on a body immersed in them) Organize information. They make assumptions. Formulate what you want to know.	Students formulate the topic of the lesson and determine the objectives of the lesson A body immersed in a liquid loses as much of its weight as the weight of the liquid displaced by it.	Cognitive UUD: Analyze, work independently
Primary assimilation of new knowledge ("discovery" of new knowledge)	Organizes experiments in groups and discussion of the results 1 The group finds out the dependence (independence) of Fa on the density of the body. 2 The group finds out the dependence (independence) of Fa on the volume of the body. 3 The group finds out the dependence (independence) of Fa on the density of the liquid. 4 The group finds out the dependence (independence) of Fa on the depth of immersion of the body. 5 The group finds out the dependence (independence) of Fa on the shape of the body.		Conducting own experiments, putting forward hypotheses, discussing them, formulating conclusions, correcting them It was found that Fa does not depend on the density of the body. Found out that Fa depends on the volume of the body. Found out that Fa depends on the density of the liquid It was found that Fa does not depend on the depth of the body's immersion. Found out that Fa does not depend on the shape of the body.	Conducted experience, recorded conclusions; the conclusion about the buoyancy force is made by the students themselves	Personal UUD Regulatory UUDDetermination of the sequence of intermediate goals, taking into account the final result; control of the method of action and its result; making necessary additions and adjustmentsCognitive UUD:Drawing up a plan and sequence of actions; predicting the result and choosing the most effective ways to solve problems depending on specific conditionsCommunicative UUD:Planning learning collaboration with teacher and peers,ways of interaction; the ability to express one's thoughts in accordance with the tasks and conditions of communication; possession of monologue and dialogic forms of speech
Initial check of understanding	Organizes a frontal check of understanding of new material		Solution of the problem at the docks and comparison of calculations with the results of experiments.	Understanding the basic concepts and lesson material	Cognitive UUD: Communicative UUD:Ability to express your thoughts
Fizminutka	Reads a poem and shows movements		Repeat after the teacher	Changing activities increases further mental alertness and alertness
Primary consolidation of new knowledge	Creates a problematic situation that can be resolved on the basis of the experiments and conclusions drawn. 1 and 2 Groups find out the conditions under which the body sinks 3 and 4 Groups find out the conditions under which the body floats 5 The group finds out the condition of the body swimming inside the liquid		Perform the task in a team, discuss the results, fill out the report forms and write down the conclusion. We found out that the body sinks when the density of the body is greater than the density of the liquid. We found out that the body floats when the density of the body is less than the density of the liquid. We found out that the body floats when the density of the body is approximately equal to the density of the liquid. The closer the density of the body to the density of the liquid, the greater part of the body will be inside the liquid.	Through the organization of group practical work, students independently draw conclusions and explain the results.	Personal UUD Ability to navigate social roles and interpersonal relationshipsRegulatory UUDIndependent activation of thought processes, control of the correctness of the comparison of information, correction of one's reasoningCognitive UUD: Self-creation of ways to solve problems of a creative natureCommunicative UUD:Skill to work in team. Ability to express your thoughts
Summing up the lesson (reflection of educational knowledge)	Organizes a discussion of the results of the lesson		Answer questions (if necessary, discuss the answers in groups). Formulate conclusions about achieving the goal of the lesson	Formulation by students: what objectives of the lesson were achieved during the lesson	Personal UUD: Assessing the personal significance of the information received in the lesson from a practical point of viewCognitive UUD: Ability to generalize, formulate a conclusion
Information about homework, briefing on its implementation	Sinkwine on the topic "Archimedean power"		Perception, awareness of D / Z, recording	Recording by students D / Z in diaries	Personal UUD: Assessing the level of complexity of D / Z when choosing it for students to perform on their ownRegulatory UUD: ABOUT students organizing their learning activities
Reflection of learning activities	Invites students to choose a phrase and complete the corresponding picture: body floats on the surfaceI liked the lesson because I understood everything. body floats in liquidI didn't really like the lesson, because not everything was clear. body drowned I didn't like the lesson at all because I didn't understand anything.		Choose a phrase and make a drawing in accordance with their own internal assessment	Analysis of the results of their own activities; identification of existing gaps in acquired knowledge	Personal UUD: Ability to analyze the results of their own activities; identify existing gaps in acquired knowledgeRegulatory UUD: ABOUT organization by students of their educational activities depending on the identified gaps in the acquired new knowledge; the ability to exercise self-control and self-esteem.

Sinkwine in physics lessons

Everyone shouldn't know this.

but it's so interesting!

The use of modern educational technologies is a necessary condition for achieving a new quality of education. The state educational standard in physics involves the mastery of a number of research, design, information and communication skills by students, therefore, in the practice of my work, I actively use elements of technology for the development of critical thinking, information and design technologies.

In my teaching activities, I work on the formation of critical thinking in physics lessons in the context of the transition to the new Federal State Educational Standards LLC.

“Critical thinking is an intellectually organized process aimed at actively comprehending, applying, analyzing, summarizing or evaluating information received or created through observation, experience, reflection, reasoning or communication as a guide to action or the formation of a belief” (National Council for development of critical thinking, USA).

Critical thinking is one of the innovative ways to unlock the spiritual potential of a person, as well as a special moral activity, which consists in spiritual introspection as a way of relating to life, in the fight against one’s own shortcomings and overcoming doubts about one’s own strengths and capabilities (D. Kluster “What is critical thinking ?"). The American scientist M. Scriven calls critical thinking as an educational value "along with the ability to read and write."

The theory of the development of critical thinking by S. A. Terno is based on an idealized object - a model of critical thinking. According to the systematic approach, the designed model reflects the properties, composition, function and genesis of critical thinking.

The development of critical thinking helps the student learn to learn, and not absorb ready-made knowledge. In physics lessons I use such methods of developing critical thinking as “I believe - I don’t believe”, clusters, syncwine.

Sincwine:

this is a five-line poetic form that arose in the United States in the early 20th century under the influence of Japanese poetry;

it is a technique for developing critical thinking through reading and writing.

Writing cinquain is a form of free creativity that requires the author to be able to find the most significant elements in the information material, draw conclusions and briefly formulate them. The relative simplicity of building a syncwine allows you to quickly get the result. This work requires thoughtful reflection based on a rich conceptual stock, as well as a developed figurative thinking. The method is effective both when working with lagging behind, and when working with gifted children. Every child has a real opportunity to become successful, to feel the joy of the learning process. And this is the most important thing in our work.

In the methodology, cinquain is a fast, effective tool for the analysis, synthesis and generalization of concepts and information. It teaches you to use concepts meaningfully and determine your attitude to the problem under consideration, using only five lines. The child, on the basis of large amounts of information, developing his ability to analyze, composes a relatively small text. The compilation of this text requires relatively little time, although it has a rigid framework in the form of presentation.

1 line- the theme of syncwine, contains one word (usually a noun or pronoun), which denotes the object or subject that will be discussed.

2 line-two words (most often adjectives or participles), they give a description of the signs and properties of the object or object selected in the syncwine.

3 line- formed by three verbs or gerunds describing the characteristic properties of the object.

4 line- a four-word phrase expressing the personal attitude of the author of the syncwine to the described object or object.

line 5- one word-summary characterizing the essence of the subject or object.

From the point of view of pedagogy, the procedure for compiling a syncwine allows you to harmoniously combine the elements of all three main educational campaigns: informational, activity-oriented and student-oriented.

How do I use it in my practice?

Firstly, you can compose a text both at school, in the classroom, and at home, as homework. Children can perform it as an individual task or as an addition to the main one.

Physics.

Necessary, interesting.

Explores, develops, helps to think.

Physics is the science of nature.

Chikinov Ilya, 7A

Temperature.

measurable, dependent.

It goes up, it goes down, it changes.

The degree of body heat.

Value.

Kozlov Alexander, 8A

Lens

convex, concave

Collects, disperses, refracts

Used in optical instruments

Daria Abramova, 11th grade

Secondly, you can work on compiling a syncwine both independently and in pairs and even in a group. Having considered any theoretical material in the lesson, I propose, as a reflection, to compose a syncwine together. If students with different abilities are in a pair (and as a rule this happens), then a stronger student, using the feasible support of the second, analyzes what has been learned. More difficult is group work. Here, in addition to intellectual abilities, the child must also show communicative abilities.

Molecule.

Small, mobile.

Moves, attracts, repels.

A molecule is what a substance is made of.

Izotova Rimma, Semenov Ilya, 8B

Thirdly, this technique can be used both for analyzing a rather narrow concept (for example, when considering the concept of "Manometer"), and when studying a fairly voluminous material. Having studied such a complex topic as the laws of conservation and transformation of energy, I give such a task as creative.

Pressure gauge.

Liquid, metal.

Measures and clarifies.

Manometer - for measuring pressure.

Tikhonova Anna, 7B

The law of conservation and transformation of energy.

Necessary, useful.

Transformed, preserved, not changed.

Energy is transformed from one form to another.

One of the basic laws of nature.

Izotova Rimma, 8B

Fourthly, you can come up with a huge number of ways to work with a finished syncwine. For example, you can compose a short story on a given topic, using a cinquain prepared at home as a hint. It is possible, using all your knowledge on the topic, to make a correction and improve the text created by a friend, or the text with deliberately planned mistakes made. Finally, you can learn to determine the theme of syncwine with a missing part, for example, without the first line.

(Internal combustion engine).

Widespread, thermal.

Lets in, compresses, works, releases.

Converts internal energy into mechanical energy.

(thermal motion).

Messy, changeable.

They oscillate, they move, they accelerate.

The temperature depends on the speed.

The movement of molecules.

(Voltage).

Variable, constant.

Changes, measures, characterizes.

Charge transfer work.

Potential difference.

I actively use the writing of syncwines already in the 5th grade (I teach the course "Introduction to natural science subjects"). During the study of the topic “Pressure of solids, liquids and gases”, students at each lesson received a cinquain on the topic of the lesson as homework.

Pressure.

High, low.

Change, measure, calculate.

The action of a force on a support.

Physical quantity.

Strativnaya Alena, 5B

Pascal's law.

Necessary, important.

Explains, shows, works.

The pressure is the same in all directions.

Hydraulic Press.

Parshina Anastasia, 5A

After studying the topic, they completed a creative project: “The syncwines on the topic“ Pressure ”are designed in the form of a book - baby.

Within the framework of the city seminar, I conducted together with the teacher of the Russian language Rubtsova L.G. master class "Sinquain at physics lessons".

I use cinquain not only in the classroom, but also in extracurricular activities. For example, the lesson "Learning to write syncwine" in the 6th grade, where I am the class teacher:

Energetic, kind.

Learn, play, participate.

The team of people.

Ilyinsky Nikita

Daddy.

Smart, hardworking.

Loves, cares, swears.

Dad can do anything.

Family man.

Martynova Sofia

Stone, wooden.

It stands, protects, protects.

The house is a comfortable home.

Byzova Ekaterina

Class hour on the topic "Who am I? What am I? ”, As a result of which 6th grade students wrote syncwines about themselves:

Nikita

Kind, active.

I learn, I develop, I walk.

I like myself.

Elmail

Kind, friendly.

Friends, worries, jumps.

Wants to know a lot.

Smart, beautiful.

Study, sing, dance.

Anya is the class leader.

Girlfriend.

Mother's Day Event:

Mother.

Beautiful, kind.

Feeds, clothes, loves.

Mother's hands are warm.

Ozhiganova Anna

Mother.

Kind, cheerful.

Protects, helps, cares.

Mom is my favorite.

Parent.

Obotnin Vasily

Mother.

Smart, kind.

Cooking, cleaning, helping.

Mom is the best adviser.

Yumatova Marina

Parent meeting on the topic "My family":

Family.

Happy, responsible.

We play, we play, we live.

It's fun to walk together.

Kondratieva Svetlana Yurievna

Family.

Friendly, strong.

Support, help, inspire.

I, you, he, she are a close-knit family together.

Novikova Natalya Vladimirovna

Family.

Friendly, athletic.

We have fun, we help, we rejoice.

Together we can do everything.

Obotnin Alexey Anatolievich

Master class on the topic "Sinkwine in physics lessons"

Everyone shouldn't know this, but it's so interesting!

"Science and art are as closely linked as the lungs and the heart."

L.N. Tolstoy

The physicist Maxwell was fond of poetry.

Known literary translations

Wiener, the founder of cybernetics.

Seriously engaged in painting

astronomer Copernicus.

cinquain

this is a five-line poetic form that arose in the United States in the early 20th century under the influence of Japanese poetry;
it is a technique for developing critical thinking through reading and writing.

Didactic cinquain

1 line- the theme of syncwine, contains one word (usually a noun or pronoun), which denotes the object or subject that will be discussed.
2 line-two words (most often adjectives or participles), they give a description of the signs and properties of the object or object selected in the syncwine.
3 line- formed by three verbs or gerunds describing the characteristic properties of the object.
4 line- a four-word phrase expressing the personal attitude of the author of the syncwine to the described object or object.
line 5- one word-summary characterizing the essence of the subject or object.