O estudo da Termodinâmica utilizando como objeto de ensino-aprendizagem o modelo do motor de combustão e de um refrigerador

• Ano de defesa: 2018
• Autor(a) principal: Aguiar, João Paulo Procópio de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Ensino de Física; Termodinâmica; Produto educacional; Motores
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/36215

This work arose from a need that has been increasingly common in High School, which is the contextualization of the subjects studied in the classroom. Normally, when teaching Physics, many equations and concepts are presented, but they are several times distant from the student's daily life, which makes for some of them physics a difficult discipline to be learned and even uninteresting to be studied. Thus, to demystify all this, we decided to develop a small book of Thermodynamics (Educational Product), intended for both teachers and students, presenting as teaching-learning object the model of an automobile engine and the engine of a refrigerator . In this educational product, several interesting topics were chosen, namely: the internal combustion engine; understanding the operation of the engine (gasoline, alcohol and diesel engine); cars and society; care for proper engine operation; greenhouse effect; the refrigerator; understanding the refrigeration. In this way, a study on the main thermodynamic concepts (heat, temperature, etc.) can be developed in an integrated way to several cross-cutting themes (environment, ecology, environmental impacts of means of transport and use of fossil fuels, etc.). ). In addition, suggestions for complementary readings, from simple experiments to science fairs and an extensive list of ENEM (National High School Examination) exercises are presented. Thus, it is believed that it is possible to guide more the process of teaching and learning with this motivation, because they are really interesting themes and that can awaken the great "key" if you really want to learn: curiosity. It is intended, therefore, to make the space of the classroom a really dialogical and not monological space, showing the student the greatness that Physical science presents and its integration with other areas.