PHY_10_7_V2_LP_Adiabatic process

Long-term plan unit: 

School:

Date:

Teacher name:  

Grade:

Number present:

absent:

Theme of the lesson

 Adiabatic processes.

Learning objectives(s) that this lesson is contributing to

10.2.2.1 – application of the basic equation of ideal gas state and separation of isoprocess graphs

Lesson objectives

analyze and explain everyday examples that illustrate the first law of thermodynamics; distinguish graphs of adiabatic and isothermal processes;

Evaluation criteria

Using. Using the the first law of thermodynamics  and solving problems

Analysis. distinguish graphs of adiabatic and isothermal processes

Guiding question

Boyle’s law: pressure and volume

ü  as one increases, the other decreases 

ü  inversely proportional

ü  pressure is caused by moving molecules hitting container walls

Charles’s Law: volume and temperature

ü  If pressure is constant, gases is expand when heated

ü  When temperature, gas molecules move faster and collide with walls more often with greater force

ü  to keep the p constant the V must increases 

Gay-Lussac's Law

For a gas, temperature and pressure directly proportional

Value links

1. The teacher creates a favorable, friendly atmosphere for interaction

2. The teacher and students together determine the goals, criteria, rules of working in groups.

3. A student assesses specific situations from the legal, social, economic, political, environmental, technological point of view

Cross curricular links

Mathematics: Solving not so straightforward equations, describing graphs of inversely proportional quantities requires some mathematical skills

Previous learning

Ideal gas. The basic equation of molecular-kinetic theory. Isoprocesses

Course of the lesson

Planned timings

Planned activities at the lesson

Resources

Beginning

10    in

1.      Class greetings. An organization moment(T, W)

Task. «Brainstorming»

Aim: repeat the terminology on this topic for a deeper understanding of the studying material.

Teacher’s action: ask questions to students. Listen to student responses.

Student’s action: answer questions, share their thoughts.

Feedback: teacher-student, student-student

• What is your own warmth?

• What is the amount of heat?

• What is the unit of warmth?

• The law of energy rotation and conservation in thermodynamics?

•

Middle

30 min

10 min

 II. (W) Classroom work. Watching Video. First law of thermodynamics. The adiabatic process. www.Bilimland.kz

(T) Teacher's Comment.

 An adiabatic process is one in which no heat is exchanged

For example in: bicycle chamber, air flare, diesel engines, earth atmosphere, dry ice.

Conditions for the adiabatic process:

a) A process that takes place in a   perfectly insulated container (in the Deward bowl, thermos)

(b) A process that happens so quickly that there is not enough time for heat exchange

c) The process should pass through a large amount of gas (atmospheric) and gas changes in individual settings in smaller areas does not go through.

(W) Classroom work. Video view. Adiabatic increase.

Teacher’s action: Displays the video clip. Students are given the instructions to watch videos carefully. "How does gas temperature change when adiabatic compression takes place?"

Student’s action: Watches the video carefully. Looking for answers to the questions. They share their thoughts, exchange views

Pair  work "Reports in the Envelope".

Aim: application of the first law of thermodynamics to isoprocesses, application of formulas on the adiabatic process.

Teacher’s action: Allows students to print reports in the envelope in pairs. Introduces the Descriptor.

Student’s action: Makes a report using the knowledge gained at the lesson.

Descriptor:

- Record the terms of the report;

- Returns units of measurement to SI;

- Efficiently uses the formula.

(I). Individual work.

"Filling a Semantic Card".

Put the "+" sign at the intersection of the question and the right answer. (there may be two answers to the question)

PHY_10_7_V2_P_Adiabatic process

PHY_10_7_V2_DM_Adiabatic process

End

3 min

(W) Students’ Reflection

Home task: Practical assignment

(D) Remove the bicycle pump and put your finger on the tip. Instantaneous dial-ups encourage readers to experience a significant increase in temperature. Slowly sweat it - no further increase in temperature.

(I) Ask students to build a volumetric graph for insulating and adiabatic compression (as in the above-mentioned bicycle pump).

(W/I) Summarize the material.

Reflection:

-       What has been learned

-       What remained unclear

-       What is necessary to work on

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

Give problem questions

Student-student assessment

Student-teacher assessment

Rules of Technics of Safety at a physics room

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. 

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or achievements/difficulties of individuals that will inform my next lesson?