Application of the first law of thermodynamics to isoprocesses Lesson plan (1)

Long-term plan unit:

Fundamentals of thermodynamics

School:

Date:

Teacher Names:

Grade: 10

Number present:

Absent:

Topic:

Application of the first law of thermodynamics to isoprocesses

Learning objectives that are achieved at this lesson

To apply the first law of thermodynamics to isoprocesses and adiabatic process; 

Lesson objectives

· Explain that this law is equivalent to the principle of the conservation of energy;

· State it in the form ΔU = Q + P·ΔV;

· Distinguish between the work done by the gas and the work done on the gas;

Assessment criteria

Ø    Write the first law of thermodynamics and define each variable in it;

Ø    Students can apply first law of thermodynamics by solving problems about it, using the equation ;

Ø    Solve problems that require the calculation of heat, using the formulas: Q = mL and Q = cm;

Ø    Solve problems that require the calculation of work, using the formulas: W = P·ΔV  and      W = P·;

Ø    Solve problems that require the calculation of the change in internal energy, using the formulas:  =  for a mono-atomic gas,  =  for a di-atomic gas,  =  for a tri-atomic gas.

Language objectives

Learners can:

- put technical terms into context

- define the terms:

Type of lesson

Formation of new knowledge

Values instilled in the lesson

Safety, Consideration to others, Co-operation, Opportunity for Life-Long Learning, Academic Integrity and Transparency, Respect for Self and Others

Cross-curricular links

Mathematics: Calculations using equations and positive and negatives signs, representing quantities coming into or going out of the system.

 Chemistry: atomic and molecular vibrations, kinetic molecular theory

ICT skills

Internet videos (www.youtube.com);Using of laptops for pHET simulations

Planned stages of the lesson

Planned activities at the lesson

Resources

3 min

2 min

5 мин

5+3 мин

Introduction

1)- We will now perform a demonstration to show the 2 difference processes.

- We will use a bicycle pump to compress air.

- First we will pump slowly.

- Touch the pump.

- What do you feel?

- Is it heating up? (Answer: No, the temperature is constant. This illustrates an isothermal process.)

2)- Now we will pump fast.

-Touch the pump.

- What do you feel? (Answer: It heats up because temperature is not constant.  If we were to insulate I with a thick wall, the heat would also not be able to escape. But it would still become warmer on the inside. Thus temperature is not constant. This illustrates an adiabatic process)

Topic and lesson objectives

-         Our topic for second lesson: «Isothermal and adiabatic processes and revision on the 1^st Law of Thermodynamics

-   What do you think are the learning objectives?

-   The learning objectives for today are to:

-         Distinguish between adiabatic and isothermal processes

-     To apply the first law of thermodynamics to isoprocesses and adiabatic process; 

Discuss demonstration and insert main differences between the processes using presentation.

Work in pairs: Table Completion:  DU = Q + W

-   Complete the  following  table

-   You have 5 minutes

-   After 5 minutes we will check your answers in the board.

Assessment criteria

Ø    Write the first law of thermodynamics and define each variable in it;

Ø    Students can apply first law of thermodynamics by solving problems about it, using the equation ;

Discussion of filled table, make corrections and give feedback if necessary.

bicycle pump

slide 1-2

slide 3

slide 4-6

slide 7-8

7+2 min

8+2 min

Solving problems

In this part of the lesson, students in pairs and individually solve assignment tasks, after which they check themselves according to the answers. The teacher after each stage gives feedback on emerging issues. This technique allows students to work at their own pace.

Work in pairs:

- “You will now solve multiple choice questions in pairs

-  You have 7 minutes

- After 7 minutes, we will check your answers according to the mark scheme

- If you need help you may ask your friend or your teacher.”

Individual work:

- “You will now solve structured problems individually

- You have 8 minutes

- If you need help you may ask your friend or your teacher.”

Assessment criteria

Ø    Write the first law of thermodynamics and define each variable in it;

Ø    Students can apply first law of thermodynamics by solving problems about it, using the equation ;

Ø    Solve problems that require the calculation of heat, using the formulas: Q = mL and Q = cm;

Ø    Solve problems that require the calculation of work, using the formulas: W = p and    W = p;

Ø    Solve problems that require the calculation of the change in internal energy, using the formulas:  =  for a mono-atomic gas,  =  for a di-atomic gas,  =  for a tri-atomic gas.

slide 9

Worksheets

3 min

Reflection

 Use blob tree to determine students’ feeling about their progress through the content.

Hand out one per group (4 groups)

-     Please divide into 4 groups

-     In your group…

-     Please color in the blob that corresponds with your feeling about the content of this lesson.

Then explain to your group why you feel this way and what you are going to do to improve your feeling (if it needs improvement).

slide  11

Reflection paper

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check students’ learning?

Health and safety regulations

Multiple Intelligences

-                     Visual students will watch the video

-                     Logical-Mathematical students will solve some difficult problems

Oral questioning and feedback.

The teacher will check the quality of answers on the students’ worksheets. The output for the worksheet will serve as assessment

Questions during the lesson will also serve as formative assessment.

There should be good ventilation in the classroom

The temperature in the classroom should be appropriate for effective learning to take place, around 25°C.

Students should be reminded to adhere to all safety rules in the laboratory.

Reflection

Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?

If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.