Cyclic processes and their effeciency, Carnot cycle Lesson plan (1)

Long-term plan unit:

Fundamentals of thermodynamics

School:

Date:

Teacher Name:

Grade: 10

Number present:

Absent:

Topic:

Cyclic processes and their efficiency, Carnot cycle

Learning objectives that are achieved at this lesson (Subject Program reference)

·         to describe Carnot cycle for an ideal heat engine;

·         to apply the formula of the heat engine efficiency in problem solving;

Lesson objectives

Students will be able to:

·         understand and describe principles of work of heat engines;

·         state the factors affecting efficiency or heat loss;

·     recall and apply  ;

·         describe the Carnot cycle;

Assessment criteria

Learners can:

·         describe principles of work of heat engines;

·         discuss ways on how to increase efficiency;

·         state the factors affecting efficiency or heat loss;

·     apply   to solve problems;

·         describe the Carnot cycle

Language objectives

Learners can:

- describe orally and in writing a relationship between two variables

- put technical terms into context  and define the terms:

Values instilled at 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: Inverse and Direct Relationship Graphs and Equations

·         Chemistry: Kinetic Molecular Theory, Gas laws, Isoprocesses

·         English: Stating/explaning results from the demonstration

ICT skills

Internet link simulation for heat engine

http://www.animatedengines.com/otto.html

Planned stages of the lesson

Planned activities at the lesson

Resources

(2 min)

Preliminaries  (1 min)

·         Good morning everyone.

·         How are you today?

·         Please sit down.

·         Do you have any questions about your homework?

(5 min)

Problem question | Group Discussion (3)

How does a steam engine work?

How do you think what is the topic today?

Present Topic, lesson objectives and assessment criteria (1 min)

Topic:

Efficiency, Carnot Cycle

Lesson objectives:

·         understand and describe principles of work of heat engines;

·         state the factors affecting efficiency or heat loss;

·     recall and apply  ;

·         describe the Carnot cycle;

Assessment criteria:

·         describe principles of work of heat engines;

·         discuss ways on how to increase efficiency;

·         state the factors affecting efficiency or heat loss;

·     apply   to solve problems;

·         describe the Carnot cycle;

Slide 1

Slide 2-4

Beginning

(25+6 min)

Lecture (20 min)

Heat engines transform input heat into work in accordance with the laws of thermodynamics. For instance, as we learned in the previous Concept, increasing the temperature of a gas at constant volume will increase its pressure. This pressure can be transformed into a force that moves a piston.

The mechanics of a basic heat engine involve the following steps:

•         Heat is supplied to the engine from some source at a higher temperature (T_h).

•         Some of this heat is transferred into mechanical energy through work done (W).

•         The rest of the input heat is transferred to some source at a lower temperature (T_c) until the system is in its original state.

The efficiency of an engine is define as the ratio of net work performed to input heat; this is the fraction of heat energy converted to mechanical energy by the engine:

What can be the maximum efficiency for a heat engine?

An ideal engine, the most efficient theoretically possible, is called a Carnot Engine.

Its efficiency is given by the following formula, where the temperatures are, respectively, the temperature of the exhaust environment and the temperature of the heat input, in Kelvins.

Solving worked problems from PPT

Slide 5-11

(2 min)

Reflection

Students write on sticky notes how they feel about this topic and what they can do to improve their performance.

Sticky notes

Differentiation

·         Differentiated problems -  students answer questions of their choice using the differentiated problem

·         The activities are differentiated:

1. use of demonstration for visual learners

2. use of drawing for spatial learners

3. use of research for analytical learners

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

(1)   High-order thinking skills (HOTS) questions from the demonstration – students hypothesize, observe and explain the demonstration

(2)   Matching/Estimating – students use critical thinking in analysing information to match items correctly 

(3)   Research skills- students research about the factors affecting efficiency

(4)   Differentiated problem – students answer questions of their choice using the differentiated problem

Health and safety regulations

Use test tube holder when holding hot test tube

Point the mouth of the test tube away from the people

Reflection

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