Thermodynamic work Lesson plan (1)

Long-term plan section:

Fundamentals of Thermodynamics

School:

Date: ______________

Teacher(s):

Класс: 10

Number of attendees: ______

Absentees: ____

Lesson topic

Thermodynamic Work

Learning objectives

To use internal energy formulas of the monatomic and diatomic ideal gas in problem solving

Evaluation Criteria

- describe how to change the internal energy;

- determine the work from the graph of pressure versus volume P(V)

- apply the formula of work in thermodynamics

Language goals

Vocabulary and terminology specific to the subject:

Temperature, volume, pressure, izoprocesses, isobar, isochore, isotherm, monoatomic, diatomic, polyhydric, internal energy

A series of useful phrases for dialogue / writing:

The gas of work…

Negative because ...

Instilling values

Development of effective communication skills, respect for classmates

Intersubject

connections

Mathematics (derivation of formulas, graphs)

ICT skills

Search for additional information on the Internet.

Preliminary knowledge

Internal energy and ideal gas laws

Lesson Course

Scheduled Lesson Stages

Scheduled Lesson Activities

Resources

Beginning

5min.

(W)On the board there are pictures:

The teacher proposes to define general physical concepts for the illustrations provided by the student.

General: All bodies do work.

- Do the bodies do the same work?

- Identify the relationship between work and internal energy

(1 metal alloy, 2 body circulation;

3 chemical reaction; 4 piston gas injected or piston depressed)

Teacher then turns students’ attention to Figure 4: When does the gas do work or is the work done on gas?

How is this activity related to internal energy?

After receiving predictable answers from students, the subject will be familiar with the topic, purpose and criteria for achieving

Joint statement of the theme and objectives of the lesson:

Thermodynamic work.

- describe ways to change the internal energy;

- determine the work on the schedule of pressure versus volume p (v)

- apply the formula of work in thermodynamics

PPT

Slides 1-4

Middle

5min

10 min

17min

In order to change the internal energy of a substance, it is necessary to pass on to it some kind of thermal coupling or to do work on it.

Consideration of the concept of gas on the slide.

Video:

https://www.youtube.com/watch?v=Xcrco59p40o  03:00-06:00

(I)                Task1.Watch a video clip and answer the questions.:

1. What is the process considered in the figure?

2. What is the letter represents work?

3. What is the work of gas?

4. What is the formula of work?

5. If the process is isochoric what is the work equal to?

Then a discussion with the class.

In mechanics, the work of force is defined as the scalar product of the vectors of force and body displacement: .

(θ – angle between force and displacement vectors)

In the isochoric process(V = const) gas does not work, A = 0.

In the isobaric process(p = const) work done by gas is expressed by the ratio:

In an isothermal process, the gas temperature does not change, therefore, the internal energy of the gas does not change either, ΔU = 0.

The first law of thermodynamics for an isothermal process is expressed by the ratio Q = A.

Quantity of heat Q, received by gas in the process of isothermal expansion, goes to work on external bodies. Under isothermal compression, the work of external forces produced on the gas is converted into heat, which is transferred to the surrounding bodies.

Consider work in the isobaric process. Bring to the blackboard.

Gas before expansion and after

Derive the formula of work with isobaric process:A=pΔV

Generalformula:    with gives the area of ​​the rectangle abcd on the chart  

In general, the pressure is not kept constant. For example, in an isothermal process, the pressure varies inversely with the volume. But in this case, the work of gas A is equal to the area under the curve

1.      A gas bubble rises from the bottom of the reservoir. Does gas work?

2.      Is it possible to transfer some heat to the body without causing a rise in its temperature?

3.      4. Why do gases get hot during compression?

4.      Gas, when expanding from a volume of 2 · 10^-3 m³ to 6 · 10^-3 m³, performed work 600 J. Determine at what pressure the expansion process was performed.

5.      Gas can be transferred from state 1 to state 2 in two ways (see fig.). In what case is a big job being done? During which process will the change in the internal energy of the gas be greater?

6.      The gas that occupied the volume of 7 liters expanded to a volume of 33 liters at a constant pressure of 500 kPa. What work did the gas do?

https://www.youtube.com/watch?v=Xcrco59p40o

Slides 5-7

Slides 8-9

Worksheet

End

3min.

Reflection on learning objectives:

- describe how to change the internal energy;

- determine the work on the schedule of pressure versus volume p (v)

- apply the formula of work in thermodynamics

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

I plan to support them through a general discussion of the results of working with text with Internet sources, suggested text questions, and individual counseling.

Pairing, individual counseling

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:

- describe how to change the internal energy;

- determine the work on the schedule of pressure versus volume P(V)

- apply the formula of work in thermodynamics

- Solve all problems on their own without the help of a teacher

Lesson Reflexion

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?