Abstract open lesson on the topic "Permanent electricity» I course (SPO)
The purpose of the lesson: Generalization of knowledge on the topic "Direct electric current".
Tasks:
educational: repeat the basic quantities, concepts, laws.
developing: establish logical connections between physical quantities, concepts, be able to generalize the knowledge gained.
educational: be able to work in groups, receive positive motivation from the knowledge gained.
Equipment:
interactive board
Laboratory equipment:
ammeter,
voltmeter,
2 resistors
switch,
wire connector.
visibility: electrical circuit, guide.
During the classes
Organizing time.
Introduction by the teacher. Today, guys, we have to summarize the studied material on the topic "Direct electric current", having made a trip around the country "Electricity". And let's start with the city "Crossroads".
The main part of the lesson.
1) "Crossroads". Time - 5 min.
Find the right way. All studied physical quantities are presented on the interactive board. Find the right road, draw lines in sequence.
The task is printed on sheets and distributed to all students and 1 student at the blackboard.
2) "Think City". Time - 2 min.
The question is written on the board. Orally. Who will answer first? (The PPS Presentation is used).
Question: Why does the number of units of measurement not correspond to the number of physical quantities?
Answer: 1) A (work), Q (amount of heat) - have the same unit of measure [J] Joule.
2) E ( electromotive force), U (voltage) - also have the same unit of measurement [V] - Volt.
3) "Formulgrad". One student from each group comes to the board. Time - 5 min.
Write down the formula. 3 people perform on the board, the rest of the students perform in workbooks.
4) "Priborograd". The interactive whiteboard contains the following table. Students on sheets with signed names answer with numbers (1-5), (2-6), etc. Time 3 min.
Barkovskaya Svetlana Evgenievna
Educational institution: MOU secondary school No. rp Kuzovatovo, Ulyanovsk region
Short description works: Non-standard tasks require non-standard thinking, their solution cannot be reduced to an algorithm. Therefore, along with traditional methods, it is necessary to equip students and heuristic methods solving problems that are based on fantasy, exaggeration, “getting used to” the object or phenomenon being studied, etc.
Sachuk Tatyana Ivanovna
Educational institution:
Brief job description: The presented lesson planning in physics is intended for students in grade 11 studying at profile level, compiled in accordance with the program for educational institutions recommended at the federal level: Exemplary program of secondary (complete) general education.
Sachuk Tatyana Ivanovna
Educational institution: GBOU secondary school No. 1 "OTs" them. hero Soviet Union S.V. Vavilova s. Borskoe
Brief job description: The presented lesson planning in physics is intended for students in grade 10 studying at basic level, compiled in accordance with the program for educational institutions recommended at the federal level: Exemplary program of secondary (complete) general education.
Physics is a branch of natural science that studies the most general laws of nature and matter. AT Russian schools physics is taught in grades 7-11 On our website, materials on physics are located in the sections: Lesson notes Technological maps Control and verification Laboratory and practical self-tests Preparation for USE Preparation to the OGE Olympiad tasks Quizzes and games extracurricular activities […]
Physics lesson plans on the Konspektek portal
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OOO The educational center"PROFESSIONAL"
Lesson outline
in physics
1st year college
on the topic "Basic provisions of molecular - kinetic theory»
Developed by: Bolotskaya Irina Alexandrovna, student of professional retraining courses "Physics: theory and methods of teaching in educational organization»
Checked: Derbinev Vladimir Vasilievich
Full name of the head practices
Zheleznogorsk 2016
Lesson topic : "Basic provisions of molecular - kinetic theory"
The date of the: 09/27/2016
Lesson type - combined
lesson technology.
The purpose of the lesson : To deepen and concretize students' ideas about the molecular - kinetic theory of the structure of matter.
Tasks.
Educational:
reveal the most important provisions of the molecular-kinetic theory;
to introduce students to the elements of the experimental method of studying phenomena;
creation theoretical basis for further study of general technical and special subjects curriculum college.
Developing:
development logical thinking students, the ability to use induction, deduction and reasoning by analogy;
formation of an understanding of the structure of physical science, i.e. what conclusions follow from the experiment and thus are experimental facts, what provisions are theoretical provisions (postulates), what provisions are the consequences of the theory.
Educational:
equipping students with the right methodological approach to cognitive and practical activities;
education of diligence, initiative and perseverance in overcoming difficulties.
Planned educational outcomes:
After the lesson, students should be able to: general competencies:
Basic terms, concepts: Brownian motion, molecular mass, molar mass, amount of matter, Avogadro's constant.
Equipment : multimedia equipment, presentation, test tubes with water and an aqueous solution of potassium permanganate (potassium permanganate), potatoes, potassium permanganate, 2 glass plates, brush.
Lesson plan
Lesson stageTime
organizational stage. Motivation.
The teacher expresses good wishes to the students, offers to wish each other good luck, to think about what is useful for successful work in the lesson.
2 minutes
Actualization of students' knowledge
Frontal conversation about the structure of matter
5 minutes
Learning new material
Conversation with frontal experiments. Group work.
20 minutes
Filling out table 1.
6 min
Phys. minute
Activity switching
2 minutes
Learning new material
Presentation session
10 minutes
Filling out table 1.
break for change
Rest
5 minutes
Students listen to the explanation, ask questions, work with notes (filling in table 2)
20 minutes
Primary fastening
Students solve problems
20 minutes
The teacher analyzes the mistakes, offers to compare the answers to assess their knowledge
2 minutes
Reflection
Students analyze what tasks caused them difficulties, fill in the table
1 min
Independent extracurricular work.
Homework assignment.
2 minutes
During the classes
Organizational stage (2 minutes)
Teacher: The doctrine of the structure and properties of matter is one of the fundamental questions of physics. Knowledge of MCT allows not only to delve deeper into the essence of the processes occurring inside a substance, but also to influence them, i.e. to obtain materials with desired properties, which is of no small importance for specialists in a number of industries (Slide 2, 3, 4).
Actualization of students' knowledge (5 minutes)
Questions for students:
What do we know about the structure of bodies?
What was the basis for the conclusion that the body consists of molecules?
What particles make up molecules?
What experiments confirm the existence and movement of molecules?
Students answer questions.
Learning new material (20 minutes)
teacher in highlights the main provisions of the ICB (Slide 5):
All substances - liquid, solid and gaseous- made up of tiny particlesMolecules that are themselves made up of atoms (“elementary molecules”).
Atoms and moleculesare in constant chaotic motion.
Particles interact with each otherforces that are electrical in nature. Gravitational interaction between particles is negligible.
Assignment to students: fill in 1 column of table 1 in the notebook. (Slide 6):
Table 1.
Basic provisions M K T
Experienced Justifications
1. All bodies are made up of molecules (atoms).
1. Diffusion - the mutual penetration of one substance into another (observed in gases, liquids and solids).
2. Divisibility of matter.
3.Observations of molecules with a microscope.
2. Molecules are in continuous chaotic motion, as a result of which they have a variety of speeds.
1. Diffusion.
2. Brownian motion - any particles of small size (≈ 1 micron) suspended in a gas or liquid make a zigzag motion. This movement is caused by impacts of the molecules of the medium in which the particles are suspended.
3. Gas pressure on the walls of the vessel.
4. The desire of gas to occupy the entire volume.
5. Experience of Stern.
3. Between molecules (atoms) there are interaction forces - forces of attraction and repulsion.
1.Deformation.
2. Experiments with lead cylinders.
3. Preservation of the shape of a solid body.
4. Surface tension of the liquid.
5. Properties of strength, elasticity, hardness, etc.
Phys. minute (2 minutes)
Learning new material (10 minutes)
Teacher : How can you check the truth of these statements?
Assignment to students: indicate which of the provisions of the ICT is confirmed by each experiment.
Experience #1(2 minutes)
Equipment: test tubes with water and with an aqueous solution of potassium permanganate (potassium permanganate).
Working process:
Take test tube No. 1 with water and add a few drops of potassium permanganate solution from test tube No. 2 into it.What are we seeing?
Add water to vial #1 from vial #2.What are we seeing? (diffusion - 1 MKT position)
Experience number 2.(2 minutes):
Equipment: potatoes, potassium permanganate.
Working process:
Take a potato fruit and add a few granules of potassium permanganate to the cut site.What are we seeing? (wetting - 2 position MKT)
Experience number 3. (2 min):
Equipment: 2 glass plates water solution in test tube No. 2, brush.
Working process:
Moisten two glass plates with a brush and then press firmly together. Then try to disconnect them.What are we seeing? (gluing - 3 position MKT)
Teacher: What other experiments confirm the provisions of the MKT?
Teacher: consider models of the structure of gases, liquids and solids (Slide 7)
Notebook entry (Slide 8):
The random random movement of molecules is calledthermal movement.
Confirmation of this nature of the movement of molecules was obtained in Brown's experiment (Slide 9).
At that time, a correct explanation of the cause of this movement was not given, and only after almost 80 years A. Einstein and M. Smoluchovsky built the theory of Brownian movement, and J. Perrin experimentally confirmed it.
From the consideration of Brown's experiments it is necessary to draw the following conclusions:
the motion of Brownian particles is caused by the impacts of the molecules of the substance in which the particles are suspended;
Brownian motion is continuous and random, it depends on the properties of the substance in which the particles are suspended;
the movement of Brownian particles makes it possible to judge the movement of the molecules of the medium in which these particles are located;
Brownian motion proves the existence of molecules, their motion and the continuous and chaotic nature of this motion.
Assignment to students: fill in the 2nd column of table 1 in the notebook. Ask questions, work with notes.
Teacher: All bodies have a discrete structure, consist of the smallest particles, called elementary. Interacting with each other, they form complex and very stable and chemically indivisible particles, called atoms of matter. atoms chemical elements as a result of electromagnetic interaction, they are interconnected and form even more complex particles of matter - molecules (Slide 11).
Experiments show that the molecules of various substances have different sizes, but to estimate the size of the molecules they take a value equal to 10 – 10 m. If you increase all sizes so many times that the molecule is visible (i.e. up to 0.1 mm), then the grain of sand would turn into a hundred-meter rock, the ant would increase to the size of an ocean ship, and the person would be 1700 km tall. Masses individual molecules and atoms are very small (m H20 ≈3 10 −26 kg), therefore, in the calculations, not absolute, but relative mass values are used.
Research students (20 minutes)
Assignment to students: fill in table 2. "Mass and sizes of molecules" in a notebook using textbook material (Slide 12):
Table 2.
Value
Definition
Formula
Units
Relative molecular (atomic) mass of a substance
The ratio of the mass of a molecule (atom) of a given substance to 1∕12 of the mass of a carbon atom
a.u.m.
Amount of substance
The ratio of the number of molecules (atoms) in a given macroscopic body to the number of atoms in 0.012 kg of carbon
A mole is the amount of a substance containing as many molecules (atoms) as there are atoms in 0.012 kg of carbon.
Molar mass
The mass of a substance taken in an amount of 1 mole.
M=m ₀ N A
10 −3 M r
Teacher: He talks about the forces of molecular interaction, their nature, scope, simultaneity of the forces of attraction and repulsion, the dependence of molecular forces on the distance between them. Explains the dependence of molecular forces on the distance between them (Slide 14, 15).
Generalization and systematization of knowledge (20 minutes)
Solve problems: (Slide 16, 17)
M r (H 2 S O 4 ) = 2 1 + 32 + 16 4 = 98 g/mol
How many molecules are there in 50 gAℓ ?
M r (Aℓ)= 27g/mol
N = ν NA ν = m / M
ν \u003d 50 g / 27 g / mol \u003d 1.85 mol
N = 1.85 6 10 ²³ = 11 10 ²³
Summing up and results of the lesson (2 minutes)
The teacher analyzes the mistakes, offers to compare the answers to assess their knowledge (Slide 16, 17)
Reflection(1 min)
The teacher reflects the lesson with the help of a card
Students analyze what tasks caused them difficulties, fill in the table:
Independent extracurricular work (homework (slide 18) ) (2 minutes)
Assignment to students:
1. 1 & 1.1 – 1.5
2. Fill in the table using the textbook material 1 1.5.
Aggregate state of matter
The nature of the movement of particles
The nature of the interaction of particles
Comparison E to and E R
Atoms and molecules are rigidly connected to each other, forming spatial crystal lattices - an ordered, periodically repeating arrangement of particles in space.
The molecular forces of interaction are so great that the particles cannot move away from their "neighbors". The thermal motion of particles is a chaotic oscillation about their equilibrium positions.
distant order
E k » E r
gases
Particles move freely, uniformly filling the entire volume. Their interaction with each other occurs only during a collision. In these collisions, an impulse is transferred, which causes the pressure of the gas.
The forces of molecular interaction are practically absent, so gases can easily compress and expand indefinitely.
E r « E k
Liquids
An ordered relative arrangement of neighboring particles is observed. Molecules make oscillating motion particles near the equilibrium position.
Under the influence external force in a liquid, the direction of particle jumps from one "sedentary" position to another appears along the direction of the force (fluidity).
E r ≈ E k
Plasma
A gas that contains a large number of both charged ions and free electrons. It can be obtained by heating a substance to very high temperatures (over 10,000 º C). Under these conditions, the substance is in a gaseous state, and all atoms turn into ions as a result of thermal collisions.
2. Solve problems:
[ 1 ] No. 1, No. 2 p. 46.
List of used literature
Dmitrieva V.F. Physics: textbook SPO. 15th ed., stereotype. –M.: Academy, 2011. .
Rymkevich A.P. Zadachnik. Grades 10-11: manual for general education. institution 16th ed.. stereotype ..- M: Bustard, 2012.
Theory and methods of teaching physics at school: Particular questions: Tutorial for stud. Ped. Universities / S.E. Kamenetsky, N.S. Purysheva, T.I. Nosova and others. Edited by S.E. Kamenetsky - M .: Publishing Center "Academy", 2000.
Introspection of the lesson
The lesson was held in 176, 1st year, specialty 15.02.07 Automation of technological processes and production (by industry), in the Krasnoyarsk Industrial College - a branch of the Federal State Autonomous educational institution higher education"National Research Nuclear University "MEPhI" (CPC NRNU MEPhI).
At this lesson, the goal was set: to deepen and concretize students' ideas about the molecular-kinetic theory of the structure of matter.
The type of lesson is the study of new material, and in form - combined, since along with the study new topic, the lesson is aimed at the formation of communicative and general technical skills in physics.
After the lesson, students should have mastered the following general competencies:
OK 2. Organize your own activities, choose typical methods and methods of implementation professional tasks evaluate their effectiveness and quality.
OK 4. Search and use the information necessary for the effective implementation of professional tasks, professional and personal development.
OK 6. Work in a team and team, communicate effectively with colleagues, management, consumers.
At the lesson, time was allotted for the formation of skills to explain and reveal the meaning of the observed phenomena.
In the "Molecular Physics" section, students study the behavior of a qualitatively new material object: a system consisting of a large number of particles (molecules and atoms), new form movement (thermal).
Many questions from molecular physics were considered in the basic course of the school, but this was only an initial acquaintance with this section of the physics course. The purpose of the lesson was to update, deepen and expand the knowledge that students have, to bring them to the level of concepts and a quantitative description of phenomena. The study of the section "Molecular physics makes it possible to continue acquaintance of students with experimental method research.
When planning the lesson, interdisciplinary connections were used: chemistry, biology, mathematics, general technical disciplines.
The stages of the lesson were distributed over time. Organized in class cognitive activity, various combinations of frontal group and individual work students.
The lesson was thought out in such a way that students themselves could perform simple tasks and immediately share their impressions of what they saw, and then explain them. The security regime was observed. Summed up the lesson.
The content of the lesson had a scientific, educational and developmental focus. Educational material was chosen correctly. The connection between theory and practice is traced.
When performing tasks, students were divided into groups of 4 people, which allowed them to exercise control and mutual control.
During the training, the following methods and techniques were used: various combinations of verbal, visual and practical methods (informational, reproductive, partially search, problematic, research). applied technical means training - PC, presentation. I tried to control the students verbally, which created a comfortable psychological environment, the students were not afraid to make mistakes and express their point of view on the ongoing processes.
The structure of the lesson corresponded to the goal and intent. The teacher-student relationship style contributes to the successful formation of good lesson outcomes. All the objectives of the lesson as a whole were achieved, and the tasks were completed.
A substance can be in three states of aggregation: solid, liquid and gaseous. Molecular physics is a branch of physics that studies physical properties bodies in various states of aggregation based on their molecular structure.
thermal motion- random (chaotic) movement of atoms or molecules of matter.
FOUNDATIONS OF MOLECULAR-KINETIC THEORY
Molecular kinetic theory - a theory that explains thermal phenomena in macroscopic bodies and the properties of these bodies based on their molecular structure.
The main provisions of the molecular kinetic theory:
- matter consists of particles - molecules and atoms, separated by gaps,
- these particles move randomly
- particles interact with each other.
MASS AND DIMENSIONS OF MOLECULES
The masses of molecules and atoms are very small. For example, the mass of one molecule of hydrogen is approximately 3.34 * 10 -27 kg, oxygen - 5.32 * 10 -26 kg. Mass of one carbon atom m 0C \u003d 1.995 * 10 -26 kg
Relative molecular (or atomic) mass of substance Mr called the ratio of the mass of a molecule (or atom) of a given substance to 1/12 of the mass of a carbon atom: (atomic mass unit).
The amount of substance is the ratio of the number of molecules N in a given body to the number of atoms in 0.012 kg of carbon N A:
mole- the amount of a substance containing as many molecules as there are atoms in 0.012 kg of carbon.
The number of molecules or atoms in 1 mole of a substance is called constant Avogadro:
Molar mass- mass of 1 mole of substance:
Molar and relative molecular weight substances are related by the ratio: M \u003d M r * 10 -3 kg / mol.
MOLECULE SPEED
Despite the random nature of the movement of molecules, their distribution in terms of velocities has the character of a certain regularity, which is called the Maxwell distribution.
The graph characterizing this distribution is called the Maxwell distribution curve. It shows that in a system of molecules at a given temperature there are very fast and very slow ones, but most of the molecules move at a certain speed, which is called the most probable. As the temperature rises, this most probable rate increases.
IDEAL GAS IN MOLECULAR-KINETIC THEORY
Ideal gas is a simplified gas model in which:
- gas molecules are considered material points,
- molecules do not interact with each other
- Molecules colliding with obstacles experience elastic interactions.
In other words, the movement of individual molecules of an ideal gas obeys the laws of mechanics. Real gases behave like ideal gases at sufficiently large rarefaction, when the distances between molecules are many times greater than their sizes.
The basic equation of the molecular kinetic theory can be written as
Speed is called root mean square speed.
TEMPERATURE
Any macroscopic body or group of macroscopic bodies is called thermodynamic system.
Thermal or thermodynamic equilibrium- such a state of a thermodynamic system in which all its macroscopic parameters remain unchanged: volume, pressure do not change, heat transfer does not occur, there are no transitions from one state of aggregation to another, etc. With unchanged external conditions any thermodynamic system spontaneously goes into a state of thermal equilibrium.
Temperature- a physical quantity characterizing the state of thermal equilibrium of a system of bodies: all bodies of the system that are in thermal equilibrium with each other have the same temperature.
Absolute zero temperature- the limiting temperature at which the pressure of an ideal gas at constant volume must be equal to zero or must be zero the volume of an ideal gas at constant pressure.
Thermometer- a device for measuring temperature. Typically, thermometers are calibrated on the Celsius scale: the temperature of water crystallization (ice melting) corresponds to 0 ° C, its boiling point is 100 ° C.
Kelvin introduced the absolute temperature scale, according to which zero temperature corresponds to absolute zero, the temperature unit on the Kelvin scale is equal to degrees Celsius: [T] = 1 K(Kelvin).
Relationship between temperature in energy units and temperature in degrees Kelvin:
where k\u003d 1.38 * 10 -23 J / K - Boltzmann's constant.
The relationship between the absolute scale and the Celsius scale:
T=t+273
where t is the temperature in degrees Celsius.
The average kinetic energy of the random motion of gas molecules is proportional to the absolute temperature:
Root mean square velocity of molecules
Taking into account equality (1), the basic equation of the molecular kinetic theory can be written as follows:
EQUATION OF STATE OF AN IDEAL GAS
Let a gas of mass m occupy a volume V at a temperature T and pressure R, a M is the molar mass of the gas. By definition, the concentration of gas molecules is: n = N/V, where N is the number of molecules.
Let us substitute this expression into the basic equation of the molecular kinetic theory:
the value R is called the universal gas constant, and the equation written as
called the ideal gas equation of state or the Mendeleev-Clapeyron equation. Normal conditions - gas pressure is equal to atmospheric ( R= 101.325 kPa) at the melting temperature of ice ( T = 273,15To).
1. Isothermal process
The process of changing the state of a thermodynamic system at a constant temperature is called isothermal.
If T = const, then
Boyle-Mariotte law
For a given mass of gas, the product of the pressure of the gas and its volume is constant if the temperature of the gas does not change: p 1 V 1 \u003d p 2 V 2 at T = const
A graph of a process occurring at a constant temperature is called an isotherm.
2. isobaric process
The process of changing the state of a thermodynamic system at constant pressure is called isobaric.
Gay-Lussac's law
The volume of a given mass of gas at constant pressure is directly proportional to the absolute temperature:
If the gas, having volume V 0, is under normal conditions: and then at constant pressure it goes into a state with temperature T and volume V, then we can write
Denoting
we get V=V 0 T
The coefficient is called the temperature coefficient of volumetric expansion of gases. The graph of a process occurring at constant pressure is called isobar.
3.Isochoric process
The process of changing the state of a thermodynamic system at a constant volume is called isochoric. If V = const, then
Charles' Law
The pressure of a given mass of gas at constant volume is directly proportional to the absolute temperature:
If the gas, having a volume V 0, is under normal conditions:
and then, preserving the volume, goes into a state with temperature T and pressure R, then we can write
The graph of a process occurring at constant volume is called isochore.
Example. What is the pressure of compressed air in a 20-liter cylinder at 12°C if the mass of this air is 2 kg?
From the ideal gas equation of state
determine the pressure.
Lesson outline
in physics
on the topic “The Mendeleev-Clapeyron Equation. Gas Laws»
Developed by: Goncharova S. D.
teacher of physics GBPOU LO
"Volkhov College of Transport Construction"
Volkhov
2016
Lesson topic: “Mendeleev-Clapeyron equation. Gas Laws»
the date of the : 1 0 .11.2016
Lesson type: combined
Lesson technology: group technology.
The purpose of the lesson: 1. Monitoring the completion of homework, assessing the level of previously acquired knowledge and skills.
2. Derivation of the relationship between the three macroscopic parameters of an ideal gas - the Mendeleev-Clapeyron equation, the study of special cases of the transition of a gas from one state to another (isoprocesses), when one of the macroscopic parameters is a constant value.
3. Development of students' scientific understanding of the ongoing processes in gases, physical speech, educational activity and independence of students; logical thinking; the ability to highlight the main thing, analyze, generalize, draw conclusions, develop an adequate assessment and self-esteem.
4. Education of discipline, accuracy, responsible attitude to educational work; formation of the ability to make decisions, work in a team.
Planned educational outcomes.
Knowledge of physical concepts: gas pressure, basic equation of the MKT of an ideal gas, gas state parameters, thermodynamic temperature scale, basic equation of state of a gas, Clapeyron's equation, Mendeleev's equation, universal gas constant, isoprocess, isothermal process, isochoric process, isobaric process, isotherm, isochore , isobar.
Knowledge of the units of measurement of gas parameters, patterns of changes in gas state parameters during isoprocesses,
Possession of gas laws: Boyle-Mariotte, Charles, Gay-Lussac;
The ability to detect the relationship between gas pressure and its microparameters, between pressure, its volume and temperature;
The formation of the ability to solve physical problems using the basic equation of the MKT, the Mendeleev-Clapeyron equation, gas laws, to read and build graphs of isoprocesses;
Formation of the ability to apply gas laws to explain physical phenomena in nature and for making practical decisions in everyday life:
Possession of methods of description, analysis of the received information and generalization.
Basic terms, concepts: basic equation of gas state, Mendeleea-Clapeyron equation, universal gas constant, isoprocess, isothermal process, isochoric process, isobaric process, isotherm, isochore, isobar.
Equipment: individual sheets, tests, computer, multimedia equipment, PowerPoint presentation.
Lesson plan
1. Motivation.
2. Checking homework.
3. Actualization of knowledge.
4. Learning new material.
5. Consolidation of the acquired knowledge.
6. Generalization of new material and primary control of acquired knowledge.
7. Homework.
8. Reflection.
Classes in the college are held in "pairs", i.e. the duration of the lesson is 90 minutes. This topic calculated for 90 minutes.
Relations in the group, communication preferences of students and the level of training in the discipline "Physics" were previously studied. This work was carried out with the aim of forming small groups for work in the lesson. A seating chart has been made. Groups are formed by 4-5 people sitting at adjacent desks in one row. This way of grouping allows the form of work (in pairs, individual) without time costs.
Forms of control and evaluation of the results of the lesson: oral survey, test tasks, written tasks (problem solving, filling in the table).
During the classes
Lesson stagesTeacher activity
Student activities
Planned educational outcomes
Organizing time
Greeting students, marking absentees in the journal, a positive attitude towards work.
Reports that they are studying the section “Fundamentals of Molecular Physics and Thermodynamics”, the topic “Fundamentals of Molecular Kinetic Theory. Ideal gas.
Greeting, preparation educational supplies, get ready for the lesson.
Positive attitude to the lesson.
Stage of control of previously acquired knowledge (fulfillment of d / z)
- In the last lesson, you studied the topic “The basic equation of the MKT of an ideal gas. Thermodynamic temperature scale".
Let's check how you coped with d.z.
Issuing tasks by options:
1. Test (Appendix 1);
2. Slide with keys to tasks;
3. Analysis of errors.
1. Performing a test, solving tasks.
2. Work in pairs.
Mutual verification. Grade. Entering an assessment into an individual card.
3. Analysis of errors made in the course of the task.
Raising a responsible attitude to educational work; Possession of physical concepts: the basic equation of the MKT of an ideal gas, the parameters of the state of the gas, the thermodynamic temperature scale; Ability to detect the relationship between gas pressure and its microparameters;
Development of activity, responsibility, independence, logical thinking.
The stage of formulating the topic of the lesson, setting goals (2 min.)
Teacher:
- In the previous lesson, you found out what is the relationship between gas pressure and its microparameters. This connection is expressed by the basic equation of the molecular-kinetic theory of an ideal gas. From the well-known formulas, we will derive the relationship between the three macroscopic parameters, write it in two forms: in the form obtained by Clapeyron, and the form obtained by Mendeleev;
Let us establish a relationship between three macroscopic gas parameters in gas processes occurring at a constant value of one of these three parameters, or isoprocesses: isothermal, isochoric and isobaric. So, the topic of today's lesson: “The Mendeleev-Clapeyron equation. Gas Laws.
(Slide with the topic of the lesson, purpose and objectives)
Write the topic of the lesson in a notebook.
Ability to set goals and objectives.
The stage of updating knowledge
Frontal survey, for the correct answer in the individual card, the teacher puts a “+” with a special color pen.
Let's recall the basic concepts and quantities with which we will work today:
1) What is called an ideal gas in MKT?
2) What gas parameters are called microscopic?
3) Name the macroparameters of the gas state, their designations and units. rev. in SI.
4) How is the average kinetic energy of the translational motion of molecules related to the thermodynamic temperature (formula)?
5) How is the average kinetic energy of the translational motion of molecules related to the root mean square velocity of motion?
6) What is the concentration of molecules? How is this value defined?
7) What is called the amount of substance? How is this value indicated and in what units is it measured?
8) What is the number of molecules (atoms) contained in 1 mole of a substance? What is this number called?
9) What is called molar mass?
10) Write down the basic equation of the MKT of an ideal gas. Name the quantities included in the formula expression.
They answer from a place by a raised hand or as directed by the teacher.
1) An ideal gas is a gas in which the interaction between molecules can be neglected.
2) Mass of a molecule (atom) m o ,
root mean square speed of molecules - v, the concentration of molecules is n.
3) Pressure, volume and temperature.
Р – pressure, units. rev. in SI - Pa.
V - volume, units rev. in SI - m 3 .
Т – temperature, unit of measure. in SI-K.
4) , where E k is the average kinetic energy of the translational motion of particles;
T - thermodynamic temperature;
k is the Boltzmann constant.
5) 
, where
m0 is the mass of the molecule;
v is the root-mean-square velocity of molecules.
6) Concentration - the ratio of the number of molecules to volume. 
, where
n – concentration;
N is the number of molecules;
V - volume.
7) The amount of substance is the ratio of the number of molecules in a given macroscopic body to the number of atoms contained in 12 g of carbon ( N A ): 
.
Unit rev. - moth.
8) 1 mole contains N A \u003d 6.02 10 23 mol -1.
N A is Avogadro's number.
9) Molar mass - the mass of 1 mole of a substance.
10) 
.
p - gas pressure.
n is the concentration.
m0 - mass of a molecule (atom).
v is the root-mean-square velocity of molecules (atoms).
Ability to prioritize;
Knowledge of the units of measurement of gas parameters, patterns of changes in the parameters of the gas state.
The development of physical speech.
The stage of learning new material
(25 min.)
At this stage, work is organized in groups. The teacher explains the criteria for evaluating the work at this stage.
As is known, the basic equation of the MKT of an ideal gas establishes the dependence of pressure on microparameters. But there is an equation that connects all three macroscopic gas parameters (pressure, volume, temperature). Now we will try to derive this equation.
1. Using the equation ; and get the dependency formulap
from T
.
2. Considering that , write a new equation.
3. Transform the equation so that all macroscopic parameters are on the left side of the equation.
4. Consider the resulting equation.
This equation was first derived in 1834 by the French scientist Benois Clapeyron. Taking only the case when the mass of a gas portion is constant, and, consequently, the number of particles is constant, he concluded: since 
, then 
- Clapeyron's equation.
5. In 1874, the Russian chemist Dmitri Ivanovich Mendeleev generalized this equation somewhat. He considered this equation for 1 mole of a substance:
mole, i.e. N = N A .
write down the new kind equations.
6. As you noticed, on the right side is the product of two constant values, respectively, the result will also be constant. This constant was called the universal gas constant and was designated R.
- Mendeleev's equation.
, we get: 
or
.
8. Given that 
9. Consider special cases - processes in gases, when one of the macroparameters is a constant value. Such processes are called isoprocesses ("isos" - equal). Isoprocesses in gases are isothermal, isochoric and isobaric.
10. Let's start with the isothermal process. An isothermal process is a process in gases that occurs at a constant amount of substance and a constant temperature: v=const , T =const .
Today we have considered the equation . For an isothermal process, the conclusion follows 
- Boyle-Mariotte law.
Or 
From this equation, you can make a proportion 
. Whence it can be seen that in an isothermal process, the pressure of a gas is inversely proportional to its volume.
What is a graph inverse proportionality?
The graph is a branch of the hyperbola - the isotherm.
11. An isochoric (isochoric) process is a process in gases that occurs at a constant amount of matter and a constant volume: v=const , V =const .
From for isochoric process => 
Charles' law.
Where can you get 
, i.e. gas pressure is directly proportional to temperature.
The graph is the isochore:
It should be noted that there is an area on the graph that is close to absolute zero temperature, in which this law is not fulfilled. Therefore, a straight line in a region close to zero should be represented by a dotted line.
12. Isobaric (isobaric) process a process in gases that occurs at a constant amount of substance and constant pressure is called: v=const , p =const .
From for isobaric process => 
- Gay-Lussac's law.
Where can you get 
, i.e. The volume of a gas is directly proportional to the temperature.
The graph is an isobar.
Work in groups: in groups, students are selected who monitor the work of the group and evaluate the work of each with a mark in an individual card.
Write down the derivation of the formulas in a notebook, compare the results with those ready on the slides.
1.
.
Because , then
.
Those. 
.
2. 
.
3. Multiply both sides of the equation byV and divide by T, we get:
4. Write down: - Clapeyron's equation.
5.
mole, i.e.N=
N A .
6.
- universal gas constant;
mol -1 * 1.38 10 -23 
.
- Mendeleev's equation.
7. In the case of an arbitrary amount of substance , we get:
or .
8. Considering that , where µ is the molar mass, we get - the Mendeleev-Clapeyron equation.
9. Isoprocesses - processes occurring in gases with a constant amount of matter and one constant macroparameter.
10. Isothermal process: v=const , T =const .
Because , v=const , T =const => - Boyle-Mariotte law.
Or
Those. - (p ~ 1/V ).
Hyperbola.
The graph isisotherm .
11. Isochoric (isochoric) process: v=const , V =const .
From => Charles' law.
Or => , (p ~ T ).
Schedule - isochore :
12.Isobaric (isobaric) process:v=const , p =const .
From => - Gay-Lussac's law.
Those. => . (V~T).
Schedule - isobar .
Possession of physical concepts: gas state parameters, Mendeleev-Clapeyron equation, universal gas constant, isoprocess, isothermal process, isochoric process, isobaric process, isotherm, isochore, isobar.
Knowledge of units of measurement of gas parameters, patterns of changes in gas state parameters during isoprocesses.
The ability to detect the relationship between gas pressure, volume and temperature.
Ability to think logically; highlight the main thing, draw conclusions.
The development of physical speech.
Ability to make decisions and work in a team.
The stage of consolidating the acquired knowledge. Problem solving
(14 min.)
Group work. Groups earn extra points if they suggest reasonable steps to solve the problem.
- Now we will complete the tasks using the new knowledge.
1. What is the pressure of 1 kg of nitrogen in a volume of 1 m 3 at a temperature of 27 about C?
Write down what is given and what to find.
What equation establishes the relationship between the macroparameters of a gas?
2. Graphs of processes are given in various coordinate systems
Find in all three coordinate systems:
Isotherms;
3. At a temperature of 27 ° C, the gas pressure in a closed vessel was 75 kPa. What will be the pressure of this gas at a temperature of -13 o C?
Mendeleev-Clapeyron equation.
V \u003d 1 m 3
t=27oC
m =1 kg
µ(N 2)=28g/mol
R \u003d 8.31 J / mol K
T=300K
28∙10 -3 kg/mol
p-?
Calculations:
t 1 \u003d 27 o C
p 1 \u003d 75 kPa
t 2 \u003d -13 o C
300oK
75∙10 3 Pa
263oC
p2-?
According to Charles's law: p / T \u003d const.
p 1 / T 1 \u003d p 2 / T 2,
p 1 T 2 \u003d p 2 T 1,
p 2 \u003d p 1 T 2 / T 1,
p 2 \u003d 75 10 3 263 / 300 \u003d 65 kPa.
Answer: 65kPa.
The ability to solve physical problems using the Mendeleev-Clapeyron equation, gas laws, read and build graphs of isoprocesses.
The development of independence, accuracy, attentiveness.
Generalization of the topic of the lesson and primary control of knowledge
1. Let's summarize today's lesson. What new did you learn in the lesson?
(Front survey).
2. Fill in the table:
Table on the slide.
3. Complete test tasks.
(Issue test items).
4. Key to the test and evaluation criteria.
What questions remain unclear to you?
1. Using the abstract, the textbook answers questions.
2. Fill in the table:
3. Test execution. Individual work.
4. Work in pairs Mutual checking and marking.
If there are questions, then ask. Answers can be given by students to whom these questions are clear or by the teacher.
The ability to highlight the main thing, to generalize and analyze.
The development of physical speech.
Formation of a responsible attitude to assessment and self-assessment; objectivity of the assessment.
Evaluation stage. (2 minutes.)
Grading a lesson.
Refer to your individual cards. Marks appeared throughout the session. Output the arithmetic mean for the entire lesson. Name your marks.
Each student on 3-4 marks (oral answers, test for d / z, work in the lesson, test at the end of the lesson) as the arithmetic mean determine the mark for the lesson, those responsible in the groups control the correctness and objectivity of setting marks.
Formation of a responsible attitude to assessment and self-assessment; objectivity of the assessment.
Homework
The next lesson is l.r. "Verification of the Boyle-Mariotte Law".
1. Prepare answers to test questions to l.r. (questions on the stand in the office and on the college website).
2. §§4.10-4.12, answer questions 20-25 on p. 123, learn the definitions of isoprocesses, know the output M-K equations be able to read and plot isoprocesses.
3. Analyze an example of solving problem No. 2, p. 123
solve problems Nos. 3-5, p.125.
4*. Optional: Prepare a report on the history of the discovery of gas laws.
Write down homework.
Formation of a responsible attitude to educational work, attentiveness, accuracy.
Reflection stage
Dear friends! Our lesson has come to an end. Leave your feedback about the lesson.
Thanks everyone for the lesson! I wish you success in your other studies.
Students fill out a questionnaire (Appendix 3).
Ability to evaluate and self-assess.
List of used literature :
Dmitrieva V.F. Physics for professions and specialties of a technical profile. Textbook. - M., 2014;
Dmitrieva V.F. Physics for professions and specialties of a technical profile. Collection of tasks. - M., 2014;
Dmitrieva V.F. Vasiliev L.I. Physics for professions and specialties of a technical profile. Control materials. - M.2016.
Methods of teaching physics in high school: Private questions / Ed. S. E. Kamenetsky, L.A. Ivanova. – M.: Enlightenment, 1987. – 336 p.
Methods of teaching physics in high school: Molecular physics. Electrodynamics / Ed. S. Ya. Shamash. - M.: Enlightenment, 1987. - 256 p.
Smirnov A. V. Method of application information technologies in teaching physics. - M.: Publishing Center "Academy", 2008. - 240 p.
Appendix 1
Ideal gas. Temperature.
Option 1
1. The gas pressure on the vessel wall is due to ...
A. attraction of molecules to each other
B. collisions of molecules with vessel walls
B. collision of gas molecules with each other
G. penetration of molecules through the walls of the vessel
2. How did the pressure of an ideal gas change if, in a given volume, the speed of each gas molecule increased by 2 times, and the concentration of molecules remained unchanged?
A. increased 2 times
B. increased 4 times
V. decreased by 2 times
G. decreased by 4 times
3. With an increase in the temperature of an ideal gas in a sealed vessel, its pressure increases. This is because as the temperature rises...
A. the size of gas molecules increases
B. the energy of movement of gas molecules increases
B. the potential energy of gas molecules increases
G. the randomness of the movement of gas molecules increases
4. How will the concentration of gas molecules change when the volume of the vessel is reduced by 2 times?
A. will increase by 2 times
B. will decrease by 2 times
V. will not change
G. will decrease by 4 times
5. As the temperature decreases, the average kinetic energy of molecules
A. increase
B. decrease
V. will not change
G. sometimes increase, sometimes decrease
6. If, at a constant temperature, the gas concentration decreases by 3 times, then the pressure:
c) will decrease by 3 times; d) will increase by 3 times.
7. How many times will the kinetic energy of the gas change if its temperature decreases by 4 times:
8. Match the expression and the formula
AT) 
9. The average kinetic energy of gas molecules is 2.25 ∙ 10 -20 J. At what temperature is the gas?
a) 465 K; b) 1087 K; c) 1347 K; d) 974 K.
10. Find the concentration of oxygen molecules if its pressure is 0.2 MPa and the mean square velocity of the molecules is 700 m/s.
Criteria for evaluation: "5" - 11 -12 points;
"4" - 9-10 points
"3" - 6-8 points
"2" - 0-5 points
Ideal gas. Temperature.
Average kinetic energy of particle motion
Option 2.
Tasks 1-8 are worth 1 point, tasks 9-10 - 2 points.
The maximum score for a job is 12.
A gas is called ideal if:
a) the interaction between its molecules is negligible;
b) the kinetic energy of the molecules is much less potential energy;
c) the kinetic energy of molecules is much greater than the potential energy;
d) similar to a rarefied gas.
2. If the root-mean-square velocity of molecules is reduced by a factor of 3 (for n = co nst), then the ideal gas pressure
A) increase by 9 times B) decrease by 3 times
C) decrease by 9 times D) increase by 3 times.
3. The gas pressure will be the greater than:
a) the speed of movement of molecules is greater; b) more molecules hit the wall;
c) does not depend on the speed of movement of molecules; d) Answers a) and b) are correct.
4. With an increase in the volume of the vessel by 2 times, the concentration of gas molecules ...
A. will increase by 2 times
B. will decrease by 2 times
V. will not change
G. will decrease by 4 times
5. Average kinetic energy thermal motion molecules of an ideal gas with an increase in the absolute temperature of the gas by 3 times
A) will increase by 3 times. b) will decrease by 3 times. B) decrease by 9 times
D) will increase by 9 times.
6. If, at a constant temperature, the gas concentration increases by 3 times, then the pressure:
a) will increase by 9 times; b) will not change
c) will decrease by 3 times; d) will increase by 3 times.
7. How many times will the kinetic energy of a gas change if its temperature increases by 4 times:
a) will decrease by 16 times; b) will increase by 16 times;
c) will increase by 4 times; d) will decrease by 4 times.
8. Match
Celsius Temperature (°C)Temperature Kelvin (K)
1) 0
A) 273
2) 27
B) 246
3) – 273.
C) 0
D) 300
9. What is the concentration of oxygen molecules (molar mass 32 g / mol), if the root-mean-square speed of their movement at a pressure of 0.2 MPa is 300 m / s
a) 0.3 ∙ 10 26 m 3; b) 1.3 ∙ 10 26 m 3; c) 13∙ 10 26 m 3; d) 2.6 ∙ 10. 26 m 3
10. The ampoule contains hydrogen (H 2). Determine the pressure of a gas if its concentration is 2 · 10 25 m -3 , and the root mean squarethe speed of movement of hydrogen molecules is 500 m/s.
Criteria for evaluation: "5" - 11 -12 points;
"4" - 9-10 points
"3" - 6-8 points
"2" - 0-5 points
Keys to the test and assessment criteria
Criteria for evaluation: "5" - 11 -12 points;"4" - 9-10 points
"3" - 6-8 points
"2" - 0-5 points
Annex 2
Mendeleev-Clapeyron equation. Gas laws
Option 1
Each task is worth 1 point.
1.
Expression 
is an
A) Charles's law, B) Boyle-Mariotte's law,
C) the Mendeleev-Clapeyron equation, D) the Gay-Lussac law.
2. In an isochoric process in a gas, it does not change (at t= = const ) it:
A) pressure. B) volume. B) temperature.
3. The isobaric process in an ideal gas is represented by a graph
4. Expression (
Annex 3
Task for students to reflect on their activities.
It is proposed to fill out a short questionnaire:
1. I worked at the lesson2. With my work in the lesson, I
3. The lesson seemed to me
4. The material of the lesson was
5. I evaluate my work in the lesson (evaluate the work on a 10-point scale).
6. Homework seems to me
active / passive
happy / not happy
short / long
clear / not clear
useful / useless
interesting / boring
1 2 3 4 5 6 7 8 9 10
easy / difficult
interesting / uninteresting