Physics tests fipi oge gia. Exam conditions

Before the start of the new academic year, demo versions of the OGE 2019 in physics (GRA 9th grade) were published on the official website of the FIPI.

The results of the OGE exam in physics in grade 9 can be used when admitting students to specialized classes in high school. A guideline for selection into specialized classes can be an indicator whose lower limit corresponds to 30 points.

Demo version of the OGE in physics 2019 (grade 9) from FIPI with answers

Changes in CMM 2019 compared to 2018

There are no changes in the structure and content of the CMM.

Characteristics of the structure and content of KIM OGE 2019 in physics

Each version of CMM consists of two parts and contains 26 tasks that differ in form and level of complexity.

Part 1 contains 22 tasks, of which 13 tasks with a short answer in the form of one number, eight tasks that require a short answer in the form of a number or a set of numbers, and one task with a detailed answer. Tasks 1, 6, 9, 15 and 19 with a short answer are tasks to establish the correspondence of positions presented in two sets, or tasks to select two correct statements from the proposed list (multiple choice).

Part 2 contains four tasks (23–26), for which you need to provide a detailed answer. Task 23 is a laboratory work that uses laboratory equipment.

Duration of the OGE in physics

The approximate time to complete the tasks is:

1) for tasks of a basic level of complexity - from 2 to 5 minutes;

2) for tasks of increased complexity – from 6 to 15 minutes;

3) for tasks of a high level of complexity - from 20 to 30 minutes.

180 minutes are allotted to complete the entire examination work.

Exam conditions

The exam is held in physics classrooms. If necessary, you can use other rooms that meet the requirements of safe work when performing experimental tasks of the examination work.

During the exam, in each classroom there is a specialist in conducting instructions and providing laboratory work, who conducts safety briefings before the exam and monitors compliance with safe labor rules while students are working with laboratory equipment.

Sample safety instructions are given in Appendix 3*.

Sets of laboratory equipment for performing laboratory work (task 23) are prepared in advance, before the exam. To prepare laboratory equipment, the venues are informed one or two days before the exam of the numbers of the equipment sets that will be used in the exam.

The criteria for checking the performance of laboratory work require the use of standardized laboratory equipment within the framework of the OGE. The list of equipment sets for performing experimental tasks is compiled on the basis of standard sets for frontal work in physics, as well as on the basis of “GIA Laboratory” sets. The composition of these sets/kits meets the reliability requirements and requirements for the design of experimental tasks of the OGE examination task bank.

The numbers and descriptions of the equipment included in the kits are given in Appendix 2* “List of equipment kits”.

If any instruments and materials are not available at the examination points, the equipment can be replaced with similar equipment with different characteristics. In order to ensure an objective assessment of the performance of laboratory work by OGE participants, in the event of replacement of equipment with a similar one with other characteristics, it is necessary to bring to the attention of the subject commission experts who check the completion of tasks a description of the characteristics of the equipment actually used in the exam.

* see demo version

Specification
control measuring materials for carrying out
in 2019 main state exam in PHYSICS

1. Purpose of CMM for OGE- to assess the level of general education training in physics of graduates of IX grades of general education organizations for the purpose of state final certification of graduates. The exam results can be used when admitting students to specialized classes in secondary schools.

The OGE is conducted in accordance with the Federal Law of the Russian Federation dated December 29, 2012 No. 273-FZ “On Education in the Russian Federation”.

2. Documents defining the content of CMM

The content of the examination work is determined on the basis of the Federal component of the state standard of basic general education in physics (Order of the Ministry of Education of Russia dated 03/05/2004 No. 1089 “On approval of the Federal component of state educational standards of primary general, basic general and secondary (complete) general education”).

3. Approaches to content selection and CMM structure development

The approaches to the selection of controlled content elements used in the design of CMM variants ensure the requirement of functional completeness of the test, since in each variant the mastery of all sections of the basic school physics course is checked and tasks of all taxonomic levels are offered for each section. At the same time, the content elements that are most important from an ideological point of view or necessary for the successful continuation of education are tested in the same version of the CMM with tasks of different levels of complexity.

The structure of the KIM version ensures testing of all types of activities provided for by the Federal component of the state educational standard (taking into account the restrictions imposed by the conditions of mass written testing of students’ knowledge and skills): mastering the conceptual apparatus of a primary school physics course, mastering methodological knowledge and experimental skills, using educational tasks of texts of physical content, application of knowledge in solving calculation problems and explaining physical phenomena and processes in situations of a practice-oriented nature.

The task models used in the examination work are designed for the use of blank technology (similar to the Unified State Examination) and the possibility of automated verification of part 1 of the work. The objectivity of checking tasks with a detailed answer is ensured by uniform assessment criteria and the participation of several independent experts evaluating one work.

The OGE in physics is an exam of students' choice and performs two main functions: the final certification of primary school graduates and the creation of conditions for differentiating students when entering specialized classes of secondary school. For these purposes, the CMM includes tasks of three levels of complexity. Completing tasks of a basic level of complexity allows you to assess the level of mastery of the most significant content elements of the standard in primary school physics and mastery of the most important types of activities, and completing tasks of increased and high levels of complexity - the degree of preparedness of the student to continue education at the next stage of education, taking into account the further level of study of the subject (basic or profile).

4. Connection of the OGE exam model with the Unified State Exam KIM

The examination model of the OGE and the KIM Unified State Examination in Physics are built on the basis of a unified concept for assessing the educational achievements of students in the subject “Physics”. Unified approaches are ensured, first of all, by checking all types of activities formed within the framework of teaching the subject. In this case, similar work structures are used, as well as a single bank of task models. Continuity in the formation of various types of activities is reflected in the content of tasks, as well as in the system for assessing tasks with a detailed answer.

It is possible to note two significant differences between the exam model of the OGE and the KIM Unified State Examination. Thus, the technological features of the Unified State Exam do not allow for full control of the development of experimental skills, and this type of activity is tested indirectly using specially designed tasks based on photographs. Carrying out the OGE does not contain such restrictions, so an experimental task was introduced into the work, performed on real equipment. In addition, in the examination model of the OGE, a block on testing techniques for working with a variety of physical information is more widely represented.

5. Characteristics of the structure and content of CMM

Each version of the CMM consists of two parts and contains 26 tasks that differ in form and level of complexity (Table 1).

Part 1 contains 22 tasks, of which 13 tasks require a short answer in the form of a single number, eight tasks that require a short answer in the form of a number or a set of numbers, and one task with a detailed answer. Tasks 1, 6, 9, 15 and 19 with a short answer are tasks to establish the correspondence of positions presented in two sets, or tasks to select two correct statements from the proposed list (multiple choice).

Part 2 contains four tasks (23-26), for which you need to provide a detailed answer. Task 23 is a practical task that uses laboratory equipment.

Basic general education

Demo version of OGE-2019 in physics

Download the demo version of the OGE 2019 along with the codifier and specification from the link below:

Follow the information about our webinars and broadcasts on the YouTube channel; very soon we will discuss preparation for the OGE in physics.

The publication is addressed to 9th grade students to prepare for the OGE in physics. The manual includes: 800 tasks of different types; answers to all tasks. All educational topics are presented, knowledge of which is tested by exam. The publication will assist teachers in preparing students for the OGE in physics.

Analysis of tasks for the demo version of the OGE in physics 2019

At this webinar we will look in detail at all the tasks of the first part of the OGE in physics from 1 to 19. A brief analysis, solution and answer will be given for each task. The demo version of the OGE-2019 itself is posted on the FIPI website. It exactly repeats the demo version of OGE-2018, being its copy.

Exercise 1

For each physical concept in the first column, select a corresponding example from the second column.

Write down the selected numbers in the table under the corresponding letters.

Solution

This task is quite simple, but in collections for preparation for the OGE and in training versions there are sometimes more complex tasks that require knowledge of the definitions of various physical concepts, terms, and phenomena. In order for students to remember these terms and their definitions well, it is best to keep a dictionary of physical terms from the 7th grade, so that it is more convenient for students to learn the most important theoretical concepts, laws, and remember the definitions of physical quantities and phenomena. In this case, the physical quantity (that is, that which can be measured) is mass, the unit of physical quantity (that is, that in which the quantity can be measured) is the newton (unit of force), and the device (that which can measure the quantity) is scales.

Answer: 315.

The figure shows graphs of the change in air pressure Δ p from time t for sound waves emitted by two tuning forks. Compare the amplitude of pressure changes and the pitch of the waves.

1. The amplitude of the pressure change is the same; The pitch of the first sound is higher than the second.
2. The pitch is the same; the amplitude of pressure changes in the first wave is smaller than in the second.
3. The amplitude of the pressure change and the pitch are the same.
4. The amplitude of the pressure change and the pitch are different.

Solution

This activity tests students' knowledge on the topic of vibrations and waves. In fact, here in order to complete the task you need to remember a lot about fluctuations. Firstly, that amplitude is the maximum value of the measured value, that is, the highest point on the graph, which means the amplitude of fluctuations in the first wave is greater than in the second. Students are also required to understand that by the distance between the peaks of the graph along the time axis it is possible to determine the period of oscillation and then it will be clear that in the first wave the period of oscillation is less, and since the frequency is the inverse of the period, the frequency in the first wave is greater than in the second . You also need to know that the pitch of the tone is determined by the frequency of vibrations and the higher the frequency, the higher the tone, and therefore the height of the first wave will be greater than the second. Thus, both the frequency and amplitude of oscillations in these waves will be different, and in the first wave both of these characteristics are greater than in the second.

Answer: 4.

Task 3

Which of the following statements is true?

The force of universal gravity between the Earth and the Moon

A. depends on the masses of the Earth and the Moon.

B. is the reason for the rotation of the Moon around the Earth.

1. only A
2. only B
3. neither A nor B
4. both A and B

Solution

The law of universal gravitation, which is discussed in this assignment, is studied, for example, using Peryshkin’s textbook in the 9th grade and in sufficient detail. Here it is necessary to remember the law itself, which says that the force of mutual attraction between two bodies is directly proportional to the product of the masses of the bodies (and therefore depends on the masses of both bodies) and inversely proportional to the square of the distance between them. In addition, it is good if students understand that the cause of any change in speed, both in magnitude and in direction, is some kind of force, and in this case, it is the gravitational force that changes the direction of the Moon’s speed, which is why the Moon rotates around the Earth. Therefore, both statements will be true.

Answer: 4.

Body mass m, thrown vertically upward from the surface of the earth with an initial speed v 0, rose to maximum height h 0 . Air resistance is negligible. Total mechanical energy of a body at some intermediate height h equal to

Solution

Task 4 is quite interesting and quite difficult, as it requires the student to have a fairly deep understanding of the essence of the law of conservation of mechanical energy. In my opinion, in many textbooks this law and examples of its application are given insufficient attention. Therefore, students very often make mistakes in such tasks. To correctly complete this task, the student must understand well that when a body moves in the absence of air resistance, the total mechanical energy of the body at any point will be the same. This means that at some intermediate height h the body will have both potential energy and some kinetic energy, having a certain speed v. But in the answer options there is no formula with this speed v. Therefore, the total mechanical energy at some intermediate point can be equated to the initial kinetic energy ( mv 0 2 /2), and to the final (at the top point) potential ( mgh 0).

Answer: 2.

Cylinder 1 is weighed alternately with cylinder 2 of the same volume, and then with cylinder 3, which has a smaller volume (see figure).

The cylinder(s) has the maximum average density

1. 1 and 3

Solution

In this task, the student is required to have a very good understanding of the relationship between such quantities as mass, volume and density of a body. He needs to have a good understanding of concepts such as directly proportional quantities and inversely proportional quantities. And although this topic is included in the 6th grade mathematics course, we often have to talk about it in physics lessons. Based on the definition of density as the ratio of mass to volume, we can conclude that with equal volumes of the first and second bodies, the first has greater mass than the second, and therefore greater density, since density is directly proportional to the mass of the body. But if the masses of the third and first bodies are equal, the third has a smaller volume, and therefore greater density, than the first, since the density of a body is inversely proportional to volume. This means that body 3 will have the maximum density.

Answer: 3.

On a body at rest located on a smooth horizontal plane at the moment of time t= 0 two horizontal forces begin to act (see figure). Determine how the module of the body’s velocity and the module of the body’s acceleration change with time after this.

1. increases
2. decreases
3. does not change

Solution

This problem is devoted to Newton's second law and the rule for calculating the resultant force. The concepts of vector and vector projection are quite difficult for many 9th graders. So I try to get around these concepts. To this end, I formulate fairly simple and understandable rules for calculating the resultant force:

1. if the forces are directed in one direction, their values ​​must be added;
2. if in the opposite direction, subtract;
3. if the forces are perpendicular to the motion of the body, then they do not participate in the calculation of the resultant. In accordance with the second rule, in this case we obtain that F total (this is how I denote the resultant force) = 2.5 – 1 = 1.5 N. And since F total is not equal to zero, then the acceleration of the body will also not be equal to zero, which means the body will move with uniform acceleration (motion with variable acceleration is unknown to 9th graders). That is, the acceleration will remain unchanged, but the speed of the body, since it was at rest at the beginning, will increase.

Answer: 13.

A cylinder was attached to the dynamometer as shown in Figure 1. The cylinder was then completely submerged in water (Figure 2).

Determine the volume of the cylinder.

Answer: ___________ cm 3.

Solution

Task 7 is always a mechanics problem. In this case, this task is an illustration of laboratory work on measuring the buoyant (Archimedean) force, which is carried out according to any program and with any textbooks in the 7th grade. In Figure 1, the dynamometer determines the weight of the body in the air - R 1 = 8 N, and in Figure 2 the weight of the body in the liquid is determined - R 2 = 3 N, therefore the Archimedean force is equal to their difference F arch = 8 – 3 = 5 N. Similar laboratory work can be encountered by students during the exam itself in task 23. But here, in addition to determining the Archimedean force itself, you need to use its formula:

F arkh = ρ f · g V Pogr

It is necessary to express the volume of the body from this formula, calculate it and convert the resulting answer from cubic meters to cubic centimeters. Thus, in order to cope with this task, the student must know the formula of Archimedean force itself, be able to transform formulas, expressing other quantities from them, and be able to convert one unit of measurement to another. All this is quite difficult for many children and therefore this task belongs to tasks of increased difficulty. But then the question arises, why is it worth only one point, if in other tasks to get the same one point you just need to guess the correct option and that’s it. This is more than strange.

Answer: 500 cm 3.

Task 8

One of the provisions of the molecular kinetic theory of the structure of matter is that “particles of matter (molecules, atoms, ions) are in continuous chaotic motion.” What do the words “continuous movement” mean?

1. Particles move in a certain direction all the time.
2. The movement of particles of matter does not obey any laws.
3. The particles all move together in one direction or another.
4. The movement of molecules never stops.

Solution

And here is an example of a task for which you can get 1 point, practically without thinking and without knowing anything about the provisions of the molecular kinetic theory. You just need to understand the meaning of the phrase “continuous movement” and guess that this is a movement that never stops. That is, this task has little to do with physics. This is more of a literature task - to understand the meaning of a phrase. And compare this task with the previous one. Is it reasonable to evaluate both tasks equally at 1 point? Don't think.

Answer: 4.

Using the chart data, select from the list provided two true statements. Indicate their numbers.

1. The initial temperature of the water is t 1 .
2. The BV section corresponds to the process of water crystallization in the calorimeter.
3. Point B corresponds to the time when a state of thermal equilibrium was established in the water-ice system.
4. By the time thermal equilibrium was established, all the ice in the calorimeter had melted.
5. The process corresponding to the AB section occurs with the absorption of energy.

Solution

Task 9 involves testing students’ skills to analyze a graph of changes in body temperature and determine the processes occurring on the graph. If only more teaching time could be devoted to graphic tasks, this skill would be perfectly developed, but this is precisely what teachers are sorely lacking - time. This is why even in such seemingly uncomplicated tasks, students make mistakes. In this case, section AB corresponds to the process of cooling water from t 1 °C to 0 °C, the BW section corresponds to the process of water crystallization, and the GW section corresponds to the process of heating ice from t 2 to 0 °C.

Answer: 12.

The figure shows a graph of temperature dependence t of a solid body from the amount of heat it receives Q. Body weight 2 kg. What is the specific heat capacity of the substance of this body?

Solution

And in this task, or rather the task, it is necessary to determine the initial body temperature according to the schedule t 1 = 150 °C, final body temperature t 2 = 200 °C and the amount of heat received by the body Q= 50 kJ. Then convert the amount of heat to joules: Q= 50,000 J. And then, as in problem 7, transform the formula, expressing the specific heat capacity of the substance from it:

Q = With· m·( t 2 – t 1)

As you can see, here you also need to be able to convert quantities from one unit to another and convert formulas, but the task is worth only 1 point.

Answer: 500.

Task 11

A metal plate with a positive charge of modulus equal to 10 e lost six electrons when illuminated. What was the charge on the plate?

1. +16 e
2. –16th

Solution

This is a fairly simple task to understand the physical meaning of the concept of charge. The presence of a charge on a body means a deficiency (positive charge) or excess (negative charge) of electrons on its surface. If students remember well that the charge of an electron is negative both from the physics course and from the chemistry course, then they will easily understand that since the plate had a positive charge of 10 e, this means that it has lost 10 electrons. And since during illumination it lost six more electrons, its charge will become +16 e.

Answer: 3.

The figure shows a diagram of an electrical circuit consisting of three resistors and two keys K1 and K2. To points A And IN constant voltage is applied. The maximum amount of heat released in a circuit in 1 s can be obtained by

1. if only key K1 is closed
2. if only key K2 is closed
3. if both keys are closed
4. if both keys are open

Solution

This task, in my opinion, is far from the easiest for a student. And again the question of the adequacy of assessment arises. Here the student should see that when the switches are closed, other resistors will be added in parallel to the bottom resistor. At the same time, he must remember that adding a resistor in parallel reduces the total resistance of the circuit, since 1/ R = 1/R 1 + 1/R 2 + ... And this is no longer easy to both remember and understand. Further, in accordance with Ohm's law for a section of the circuit I = U/R, a decrease in the total resistance of the circuit leads to an increase in the current in the circuit. This means that the student should have a pretty good idea of ​​the inverse relationship between current and resistance. And finally, according to the Joule-Lenz law, Q = I 2 Rt, which means an increase in current will lead to an increase in the amount of heat released (a decrease in resistance has little effect, since the amount of heat is directly proportional to the square of the current). This means that in order for the maximum amount of heat to be released in the circuit, the resistance of the circuit must be minimal, which means the circuit must contain the maximum number of parallel connected resistors. That is, you need to close both keys. Agree, this is a very difficult task for any student, unless you do it at random.

Answer: 3.

A permanent magnet with its north pole is inserted into a coil closed to a galvanometer (see figure).

If you introduce a magnet into the coil with the south pole at the same speed, then the readings of the galvanometer will approximately correspond to the figure.

Solution

This task is best done experimentally. And even studying the topic “Electromagnetic induction,” I believe, should not go beyond the scope of the experiment. For students in grades 8–9, this is quite enough - to know that when a magnet moves inside a coil, an electric induction current begins to flow through it and that the direction of this current changes to the opposite when the direction of movement of the magnet itself changes or when the poles change, and the angle of deflection of the milliammeter needle (galvanometer) depends on the speed of the magnet. Children learn all this very well when they do these experiments with their own hands and see everything with their own eyes. And it is not at all necessary to introduce the concepts of magnetic flux and induced emf as part of the study of this topic - this is redundant at this stage of training. So those who have independently carried out similar experiments know for sure that if you introduce a magnet into the coil with the other pole at the same speed, the galvanometer needle will deviate by the same angle, but in the opposite direction.

Answer: 2.

The figure shows three objects: A, B and C. The image of which object(s) in a thin converging lens, the focal length of which F, will be diminished, inverted and real?

1. only A
2. only B
3. only in
4. all three items

Solution

A fairly simple task for those who either know how to construct an image in a lens using two rays, or have done an experiment on obtaining an image in a converging lens on a screen on their own. In both cases, it will be easy to understand that the image is reduced, inverted and valid only if the object is located behind the double focus of the collecting lens. It must be said that a student may come across such an experiment during the exam itself, so when preparing for the exam, it is advisable to conduct all possible experiments and laboratory work again together with a teacher or tutor, if this is possible.

Answer: 1.

Task 15

A man looks from the page of a book to the clouds outside the window. How do the focal length and optical power of the lens of the human eye change?

Establish a correspondence between physical quantities and their possible changes.

For each quantity, determine the corresponding nature of the change:

1. increases
2. decreases
3. does not change

Write down the selected numbers for each physical quantity in the table.

The numbers in the answer may be repeated.

Solution

Here I would like to be very indignant towards the developers of CMMs. Do they really think that a ninth grader should know the contents of 7th, 8th and 9th grade physics textbooks by heart?! After all, you won’t find more than two or three sentences about the phenomenon of accommodation described in this assignment in any textbook by any author. I consider assignments of this kind to be inappropriate for students. But in this case, one thing can be said - the student will have to be guided only by logic and the formula for the optical power of the lens D = 1/F. The closer the object is located, the shorter the focal length should be, because this object in any case should be behind the double focus of the lens. This means that if you move your gaze from a close object (a book page) to a distant one (clouds), then the focal length should increase. And since the optical power is the inverse of the focal length, it will, on the contrary, decrease.

Answer: 12

Task 16

The electric motor operates at a voltage of 220 V and a current of 40 A. What is the useful power of the engine if it is known that its efficiency is 75%?

Answer: ________ kW.

Solution

This problem again shows us the inadequacy of assessment, as well as problems 7 and 10. Only one point for a problem in which you need to transform the efficiency formula, expressing the useful power from it. I will add to this the fact that not a single textbook says that efficiency can be calculated as the ratio of useful power to total, but only as the ratio of useful work to total. That is, the student learns this only if he has solved a sufficiently large number of problems in which the efficiency was calculated not only as a ratio of work, but also as a ratio of power. Let's ask a question - did the teacher have enough time to solve such problems? Hardly. In addition to difficulties with the efficiency formula, in this task the student must remember and apply the current power formula R = UI. Further, expressing the useful power R n = nUI(here n is the designation of efficiency), it must not only be calculated, but also the result must be converted from watts to kilowatts.

Answer: 6,6.

Task 17

The following nuclear reaction occurred: What particle X was released as a result of the reaction?

1. α particle
2. β particle
3. neutron
4. proton

Solution

To correctly solve this task, the student needs to know the laws of conservation of mass and charge numbers, as well as the designations of some particles. In accordance with the laws of conservation of mass (upper) and charge (lower) numbers, we find that the mass and charge of the resulting particle are equal to 1. Consequently, this particle will be a proton.

Answer: 4.

Write down the result of measuring atmospheric pressure using an aneroid barometer (see figure), taking into account that the measurement error is equal to the value of the pressure.

1. (750 ± 5) mm Hg. Art.
2. (755 ± 1) mm Hg. Art.
3. (107 ± 1) Pa
4. (100.7 ± 0.1) Pa

Solution

But I think there should be as many tasks as this in the exam. I am convinced that the ability to use various measuring instruments and determine their readings is one of the most important skills that students should master as a result of studying physics in primary school. This skill includes determining the required scale, if the device has two of them, determining the scale division value, understanding the concept of instrument error and its connection with the division price, and taking the readings themselves. Unfortunately, in this task there is absolutely no test of the ability to determine the error and associate it with the division price. Because the answer options are formulated in such a way that the student only needs to notice two simple things - firstly, that the upper scale is graduated in kilopascals (there is a signature x1000 Pa in front of the scale), and there are no kilopascals in the answer options, and secondly, that the instrument needle is exactly halfway between the 750 and 760 marks, which means the device shows 755 mmHg. Art., which immediately answers the question and does not require determining either the division price or the error of the device.

Answer: 2.

During the lesson, the teacher sequentially conducted experiments to measure the sliding friction force during uniform movement of a block with a load on two different horizontal surfaces (see figure).

Select from the list provided two statements consistent with the experiments performed. Indicate their numbers.

1. The friction force depends on the mass of the block with the load.
2. The friction force depends on the speed of movement of the block.
3. The friction force depends on the angle of inclination of the plane of movement.
4. The friction force depends on the surface on which the block moves.
5. The sliding friction for the second surface is greater.

Solution

In this task, the student is required to analyze the result of some experiment and choose the correct conclusions about the observed dependencies. The correctness of completing such a task depends on how well the student has developed the ability to draw conclusions about dependencies based on the results of the experiment. To do this, in my practice, at the end of each laboratory work, I ask all the guys to write as a conclusion the answers to some questions, which I myself compose for each laboratory work. The questions are designed in such a way that students need to draw conclusions about how one quantity depends on another, or does not depend, or it is impossible to draw such a conclusion, since the experimental conditions do not allow it to be made. For example, in this task, in two experiments, the friction force was measured, and only the materials of the surface on which the block moved were changed in the experiments. This means that, based on the results of such experiments, it is impossible to draw a conclusion about the dependence of the friction force on the mass of the load, or the dependence of the friction force on the speed of movement, or the dependence of the friction force on the angle of inclination of the surface.

Answer: 45.

We looked at all tasks from 1 to 19, solved them, analyzed some of the features of these tasks, and discussed the adequacy of the assessment (more precisely, its lack). This concludes our webinar. Next time we will look in detail at the tasks of the second part of the 9th grade physics exam - these are tasks from 23 to 26.

In conclusion, I will say that I categorically do not accept tasks 20–22 and fundamentally disagree with the developers that such tasks should generally be in CMMs. I consider them not only useless, but also dangerous, since they only increase the stress of a student who has to read an obscure and completely unfamiliar scientific text, and even answer questions about this text. This kind of task has no place in the OGE in physics. This type of task can be used in various types of research, where it is necessary to identify students’ ability to work with unfamiliar or completely unfamiliar text, understand its content and meaning, and analyze it. But in the physics exam for a basic school course, there should be only those tasks whose content does not go beyond the scope of this course itself. This should be the main condition. And tasks 20–22 violate precisely this most important condition.

Thank you for your attention. See you again at our webinars.

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Answer: Use the instructions in the “For Teacher” section.

Answer: In the “test parameters”.

Answer: Click on the button to select a topic, then on the work icon to attach it to the topic.

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Answer: In the “Teacher” section you can create your own tasks; the answers to them cannot be found anywhere. At the same time, while doing work at home, students can ask a relative, tutor or classmate for advice.

Answer: At any time in the test parameters.

Answer: For the work created in the “Teacher” section, you can see the solutions by clicking on the work and the student’s name.

Answer: In the class journal, click on the work number, a summary table will appear for each student and each assignment, and the average score for each assignment will be calculated.

FIPI (Federal Institute of Pedagogical Measurements) is a state scientific institution operating in the following areas:

• scientific research and provision of final tests of the OGE and the Unified State Exam;
• development and testing of CMMs for various subjects;
• development of a system for assessing final certifications for students in grades 9 and 11;
• technical support and maintenance of information resources of Rosobrnadzor;
• development and distribution of teaching aids and collections;
• organization of conferences;
• participation in international educational programs and projects.

The official information portal of FIPI (http://www.fipi.ru) provides the opportunity to obtain the most up-to-date information on the issues of passing the OGE and the Unified State Exam 2018. The institute's website contains:

1. Documents that form the regulatory framework for the final certification of graduates.
2. Specifications and codifiers for all subjects.
3. Demo versions of tasks from different years, developed by FIPI, which will help students of 9th and 11th grades prepare for tests.
4. Training collections for self-preparation.
5. Analytical and methodological materials.

Innovations of the OGE 2018 for 9th grades

Working to improve the level of education of graduates of secondary schools, lyceums and gymnasiums, FIPI is introducing a number of significant changes that will affect 9th grade students taking the OGE in the 2017-2018 academic year.

Required subjects

Unlike previous years, in 2018, ninth-graders will have to demonstrate knowledge in 5 subjects, two of which (Russian language and mathematics) will definitely be mandatory, and three more students will be able to choose independently, based on the following list:

• social science;
• story;
• physics;
• Informatics;
• biology;
• geography;
• chemistry;
• literature;
• foreign language: English, German, French or Spanish.

The discussion about the number of compulsory OGE subjects has not yet been completed. It is quite possible that, without the right to choose, they will have to take not 2 but 4 subjects, and ninth-graders will be able to choose only one themselves, based on the direction chosen for further education.

According to the Ministry of Education and Science, history and a foreign language claim to be mandatory.

Unified CMM system

Over the years, tasks for the OGE have been developed by teachers of educational institutions, taking into account the level of training and profile of the educational institution. Starting from 2018, uniform tasks will be offered to all schools, lyceums and gymnasiums of the Russian Federation, which FIPI specialists have been working on for a long time.

The solution has three main goals:

1. Set uniform criteria for assessing knowledge in certain subjects.
2. See the real level of training of 9th grade graduates.
3. Build a unified educational trajectory for educational institutions in different regions of the country.

The weight of the OGE assessment

In the 2017-2018 academic year, ninth-graders should take their preparation more seriously, because the exam results will now affect the overall certificate score. This fact is especially important for those who want to change their usual school life to study at one of the prestigious colleges or lyceums in Russia.

Overcoming the minimum threshold in at least 4 mandatory out of 5 subjects taken is a prerequisite for obtaining a certificate!

But students who failed to pass the OGE the first time will get a second (and even third) chance. Although, it will be possible to retake only 2 out of 5 subjects.

Oral part in Russian

Graduates of 2018 will have to take oral Russian. This decision was made after the results of an audit showed that many regional schools do not provide students with a sufficient level of proficiency in the Russian language, which is a necessary condition for entry into any university in the country.

About the innovation, watch Anna Mozharova’s video:

You will find more up-to-date information about what innovations await students completing 9th grade in the 2017-2018 academic year, as well as what changes FIPI plans to make to the OGE in individual subjects on the pages of our information portal.

OGE schedule 2018