The lesson plan of thermodynamics

School:

Teacher:

Short-term plan

Date:

Grade 10

Unit                 Fundamentals of thermodynamics

Lesson Topic

Application of the laws of thermodynamics

Learning objective

10.2.3.1 – to explain the first and the second laws of  thermodynamics

Lesson Objectives:

Students will know…

a)       State the First Law of thermodynamics

b)      Explain how the First Law of Thermodynamics applies to physical phenomena

c)      State and explain the second law of thermodynamics

Assessment Criteria

Learners achieve the learning objectives if  they correctly state the First Law of  thermodynamics; correctly explain the significance of the First Law and correctly compute values of  ΔU, ΔQ, p and ΔV  for given systems using the first law; State the second law of thermodynamics; explain the significance of the second law of thermodynamics.

Language objectives

Learners can: competently explain the first and second laws of thermodynamics and its linkages using the contextually relevant phrases and terminology

Subject-specific vocabulary & terminology   system, open, closed, internal, energy, change, work, input, output, positive, negative, sum, difference, enter

Useful set(s) of phrases for dialogue/writing

The First Law of Thermodynamics states that…;

The conditions under which the equation….;

Negative work is done when…;

When pressure is held constant ….;

The total energy of a closed …;

Internal energy increases if….;

The change in internal energy depends on…

The second law of thermodynamics refers to …

Cross-curricular

links

English vocabulary, Mathematics, Information Technology, Design and Technology,Chemistry,Biology

ICT skills

Using a Smart board, laptops

Preliminary

knowledge

Learners need to have studied Physics to Grade10. They need to be familiar with concepts such as the distinction between thermal energy (heat) and temperature. Learners need to know the atomic or molecular structure of solids, liquids and gases and the effect on the particles of a substance of raising its temperature. The terms conduction, convection and (IR) radiation should be known as should melting, freezing, boiling, condensation, evaporation and insulation. The learners need to be familiar with a variety of thermometers and will have encountered both the Celsius and Kelvin scales of temperature. The definitions of both specific heat capacity and specific latent heat need to be known.

Lesson Procedure

Stages of the lesson

Activity planned for the current lesson

Sources

Knowledge activation

3 minutes

(W) Teacher greets the class, notes the date and registers students. Students indicate their presence verbally.

The teacher asks about the previous lesson content. Students provide answers

Smartboard

4 minutes

(W)Starter activity: Students watch the video

https://www.youtube.com/watch?v=jNPUCmkKiE4

Show from 1:30-4:20 minutes

1.       Explain the concept of internal energy of a system

2.       State the ways of increasing internal energy of an object

The teacher  asks students to mention what they remember about systems: Facts, similarities, differences, open, closed, characteristics, boundaries, energy transfer processes and isolation, isolation methods. Students give their views about the points raised.

Smart board

Setting the lesson objectives

2 minutes

Teacher introduces the Learning Objective and Lesson Objectives. Students listen and keep printed the lesson objectives in their copy books.

Lesson plan displayed.

Printed copies of lesson objectives

Copy books

Studying new content

9 minutes

 (I) Open book assessment

Students read the course book (pages 413-414,419)

Students can read laws of thermodynamics from Coursebook (p.413-414.419)

(W)The teacher asks students to critique the First Law of Thermodynamics as a statement of the conservation of energy. Students explain that this law is equivalent to the principle of the conservation of energy.

Students state the law in the form ΔU = ΔQ – pΔV where W= pΔV is shown graphically.

Course book/page 413-414.419/

Giancoli

10 minutes

2 minutes

Activity: Learners research on the expanding and compressing gases, refrigerator,  task  to be   explanation

(D)(G)( Â)The teacher sorts students into pairs or groups of three depending on class size. Students sit according to the groupings created.

Pairs of students will have prepare for four (4) minutes each. Other students listen and write notes. Students represent by their work 4 minutes.

Group1: Expanding and compressing gases.

Group2: How does the refrigerator work?

https://physics.info/refrigerators/

Group3: ‘THERMODYNAMIC PROCESS’

/ worksheet /

1st group is given to research about Expanding and compressing gases.

Discussion: Understanding the equation

a.Practise using the equation and sign convention. Ask them happens to the internal energy as a gas is compressed or if it expands against an external pressure (such as air).

b.To compress a gas, you have to do work on it. This transfers energy to its particles, so they move faster – the gas is hotter.

c.If a gas expands against the atmosphere, it must do work to push back the atmosphere. Its particles lose energy and move more slowly, so its temperature falls.

d.How would such changes be observed? That is, what does a change in U represent? Note that it affects not just temperature but also possibly the state of a gas

When heat energy is supplied to a gas two things may happen:

•          the internal energy of the gas may increase

•          the gas may do external work

Assessment criteria: 

·         All of the tasks must be performed adequately for the learner to be seen as passing the learning outcome.

·         If the tasks are performed adequately, the student will be awarded a ‘pass’.

·         If two or more of the tasks are judged to have been performed in an above average manner, the student will be awarded a merit.

·         be able to solve problems quantitatively by determining the thermodynamic properties of systems

·         be able to determine the thermodynamic properties of problems where phase changes occur

Laptops

Headphones/earphones OR

Printed lists of sites for each student

https://physics.info/refrigerators/

worksheet

5 minutes

(W) The teacher show the PowerPoint presentation and explains the first  and second laws of thermodynamics.  The teacher ask questions about the topic, students answer, teacher check for mistakes and give the right answers.

Answer these questions:

1.How can we keep track of energy as it is transferred from one system to another?

2.How can we calculate the amount of internal energy--a quantity that seems to be hidden within the very "guts" of matter?

 3.Further, what is the difference between temperature and heat, and between heat and work?

Important: The first law of thermodynamics is a version of the law of conservation of energy specialized for thermodynamic systems. It is usually formulated by stating that the change in the internal energy of a closed system is equal to the amount of heat supplied to the system, minus the amount of work done by the system on its surroundings. The law of conservation of energy can be stated like this: The energy of an isolated system is constant.

 Students wil have writing important  information materials.

Presentation

10 minutes

(I) (f) Students complete the  Laws of Thermodynamics Quiz - Softschools.com

The teacher checks students’ work as they carry out the task.

Assessment criteria: 

The assessed work is as good as could reasonably be expected from a student at this level. It is uniformly-excellent in meeting the task specifications. It contains no major lapses and very few (if any) minor lapses.

Excellent (9-10 marks)

Work of very high quality, but not quite as good as could reasonably be expected from a student at this level. It is uniformly very good and sometimes excellent in meeting the task specifications. It contains no major lapses and few minor lapses.

 Very Good (7-8 marks)

Taken as a whole the work is very good in meeting the task specification. It contains no major lapses but does contain a number of minor lapses.

Good (6-7 marks)

Taken as a whole the work is good in meeting the task specifications. It may contain a small number of major and minor lapses or no major lapses but significant minor lapses.

Satisfactory (4-5 marks)

Whiteboard/chalkboard

Worksheets

http://www.softschools.com/quizzes/science/laws_of_thermodynamics/quiz1690.html

Reflection

2 minutes

The teacher asks questions:

a)       State the First Law of thermodynamics

b)      Explain how the First Law of Thermodynamics applies to physical phenomena

c)      State and explain the second law of thermodynamics

OR

How would you rate the activity overall (excellent, good, fair, poor)?

 How would your students rate the activity overall (excellent, good, fair, poor)?

What would make the activity more useful to you?

Prezentation

Stickers

Homework

They answer question Reading Worksheet on the First law of Thermodynamic and Course book/page 413-414.419/ Giancoli

Reflection on the taught lesson

1) Have all students attained the LO? If not, why?

2) How did the differentiation contribute to the achievement of the objectives of the lesson?

3) Have the time allotment in every part of the lesson been followed?

4) What were the deviations from the lesson plan and why?

5) What could help improve the lesson (think of both teaching and learning)?