Application of the first law of thermodynamics to isoprocesses Lesson plan

Long-term plan section:

Fundamentals of thermodynamics

School:

Date: _______________________

Teacher’s Name:

Class: 10 ____

Number of attendees: ______

Absentees: ____

Lesson topic

Application of the first law of thermodynamics to isoprocesses

Learning objectives that are achieved in this lesson (link to the curriculum)

To apply the first law of thermodynamics to isoprocesses and adiabatic processes

Lesson objectives

Students will

- apply the first law of thermodynamics to isoprocesses;

- apply the first law of thermodynamics when solving problems

Evaluation Criteria

Students can:

- write the expression of the first law of thermodynamics for each isoprocess;

- apply the first law of thermodynamics to the analysis of the isoprocess graph;

- apply the first law of thermodynamics in solving problems.

Language goals

Vocabulary and terminology specific to the subject:

Subject vocabulary and terminology:

A series of useful phrases for dialogue / writing:

Because ……. remains constant, then in the first law thermodynamics will be equal to / a ....

According to the schedule we can conclude that this process is .... because …. at the same time the work of gas ... ..., its change in internal energy accordingly, the amount of heat ...

Work is equal ... because ... ..

The change in internal energy is equal to .......

The amount of heat transferred to the system ... because ... ..

Instilling values

Humanity

Throughout the lesson, instill openness, cooperation, respect, tolerance in relationships with classmates through work in pairs

The imparting of values ​​is carried out through / through discussion of the key points of the topic in groups.

Interdisciplinary communication

Relationship with mathematics: working with formulas, with graphs, physical quantities and their units of measurement.

key skills

Critical thinking

Preliminary knowledge

The work of gas, the change in internal energy, the amount of heat, the first law of thermodynamics, graphics and laws of isoprocesses (previous topics in this section).

Lesson Proper

Planned Stages of the Lesson

Planned Lesson Activities

Resources

Beginning

8 min.

The teacher welcomes students and offers to perform the following tasks in pairs.

Work in pairs

Exercise 1.

The table below describes the processes taking place in the real world, which can be approximately considered as isoprocesses.

Read the description of the isoprocess in the first column.

(a) in the second column, write the name of the isoprocess;

(b) highlight / underline keywords in the first column that allowed you to determine the name of the isoprocess;

(c) in the third column, write down the descriptors describing this isoprocess:

(i) a macroparameter that remains constant.

(ii) gas law for a given isoprocess.

Discussion of the assignment.

Slides 1-2

Word document “Cards for beggining”

Slide 3

Middle

15 min

15 min

Class work with teacher comments.

Task 2

Task 3

Slide 4

Word document “Instruction card”

End

2 min

Reflection on the assessment of students' level of mastering the topic, using the table.

For students.

Assess the level of achievement of the lesson criteria by ticking the appropriate box.

Homework: repeat the textbook, the material studied.

Slides 5-8

Differentiation - how do you plan to provide more support? What tasks do you plan to set for more capable students?

Grading - How do you plan to check students' level of learning?

Health & Safety

Support is planned through the repetition of the parameters of the isoprocesses through work in pairs, where students can help each other and the subsequent general class discussion.

The organization of the study of new material through the work with graphics and text with gaps. At the stage of independent work, a collective discussion of the description of the schedule in groups. Discussion of the summary table and mutual consultation and counseling at the problem solving stage.

Through individual problem solving at the end of the lesson

Creating a favorable psychological atmosphere, the compliance of tasks to the level of preparedness of students, the change of activities, counseling.

What tasks do you plan to set for more capable students?

Providing advice to students who have difficulty

Students will:

Most students will:

Some learners will be:

- record the expression of the first law of thermodynamics for each isoprocess;

- apply the first law of thermodynamics to the analysis of the isoprocess graph;

- apply the first law of thermodynamics in solving simple problems;

- apply the first law of thermodynamics in solving complex problems.

Lesson reflection

Use this section to reflect on the lesson. Answer the most important questions about your lesson from the left column.

Were the objectives of the lesson / learning objectives realistic?

Have all students reached the DH?

If not, why not?

Is the differentiation correct in the lesson?

Have the lesson temporal stages been sustained?

What were the deviations from the lesson plan and why?

Overall rating

What are two aspects of the lesson that went well (think about both teaching and learning)?

1:

2:

What could contribute to improving the lesson (think about both teaching and learning)?

1:

2:

What did I find out during the lesson about the class or the achievements / difficulties of individual students, what should I look for in subsequent lessons?