Estudo das primeira e segunda leis da Termodinâmica com o emprego de experimentos e um motor Stirling

• Ano de defesa: 2019
• Autor(a) principal: Muller, André Henrique Torres
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado Profissional em Ensino de Física; Centro de Ciências Exatas; UFES; Programa de Pós-Graduação em Ensino de Física
• Palavras-chave em Português: Aprendizagem significativa de Ausubel; Motor Stirling; Termodinâmica; Ausubel meaningful learning; Stirling Motor hermodynamics; subject.br-rjbn; Ensino de Ciências e Matemática
• Link de acesso: http://repositorio.ufes.br/handle/10/13154

This dissertation presents a didactic sequence for the teaching of the first and second laws of thermodynamics using a prototype Stirling engine. Moreover, other experiments were developed, such as a rocket launcher using pieces of pipe and polyvinyl chloride connections coupled to a bottle a fixed tube and a pump to fill tires; a glass tube attached to a medical syringe; and a glass tube attached to a balloon. It was emphasize the demonstration of the physical concepts related to the experiments. The theoretical framework that supports the development of this didactic sequence, as well as the strategies for its use in the classroom, is based on David Ausubel's Theory of Significant Learning. This theory is based on the student's previous knowledge about heat, being this one of the subsumers used. Thus, this dissertation proposes the use of meaningful learning to bring to the student a form of teaching that satisfies him regarding his historical-cultural context, for the construction of knowledgement. The didactic sequence was applied in the second semester of 2018 in 02 classes of high school second grade of the public network of the State of Espírito Santo, consisting of 8 lectures and explanation about the following contents: (i) transformation of the ideal gases; (ii) work carried out in a gas transformation; (iii) 1st law of thermodynamics and its application to gaseous transformations; (iv) 2nd law of thermodynamics with its basic applications. A pre-test was applied prior to the use of the sequence and at the end of its usage, a post-test was applied. This pos-test aiming at determine if the student was able to identify the concepts of thermodynamics involved in the employed experiments, and how thermodynamics can be or is applied in his daily life on equipment andevents similar to that shown