7Electric current in solutions and fused electrolytes. Law of Electrolysis

Long-term plan unit:10.3 С Current in different environments

School:

Grade: 10

Number present:

Date

Absent:

Theme of the lesson:

Electric current in solutions and fused electrolytes.  Law of Electrolysis.

Learning objective

To describe an electric current in electrolytes and use the laws of electrolysis in problem solving;

Lesson objectives

By the end of this lesson, students will be able

·         describe an electric current in electrolytes

·         use the laws of electrolysis in problem solving;

Assess criteria

Application

Solve problems using laws of electrolysis

Analysis

Describe an electric current in electrolytes

Languageobjectives

Subject-specific vocabulary & terminology

Electric current

Electrolysis

Charged particles

Ions

electrode

molten

ionic solutions

fused electrolytes

Useful set(s) of phrases for dialogue/writing

Passing an electric current through a liquid (solutions and fused electrolytes) is called ELECTROLYSIS.

The electric current enters the liquid at the positive plate (called the anode) and leaves it at the negative plate (called the cathode).

In liquids the current is carried by ions. Ions are charged particles (atoms or groups of atoms).

Values links

This lesson returns students a few centuries ago, thereby creating a sense of responsibility for the next generation.

Cross-curricularlinks

Physics and Chemistry, Math calculations

ICT skills

The teacher use presentation and video material to explain the topic.

Previouslearning

Topics in this unit have already been met in Grade 8, so there should be a foundation of knowledge and understanding on which to build. However, learners will benefit from more opportunities to build circuits and to explore electrical characteristics. This should provide opportunities to practice data collection and recording and graph plotting skills which are relevant to all parts of this course and in other sciences. The work with potential dividers opens up ideas for the design of sensing and decision-making circuits.

Plan

Plannedtimings

Planned activities at the lesson

Resources

Beginning

7 min

Teacher:

-Introduces the topic of day and spelling out the learning outcome they will possess after the study.

1. Organizational moment to acquaint students with the

• The theme of the lesson
• The objectives of the lesson
• The criteria of success for the lesson
• The plan of events for the lesson

2.Review

(D) Demonstration. Electrolysis

a. Pure water                    b. Ionic Solution

Conclusion:

Pure water does not conducts an electric current.

Ionic solutions conducts a current.

Middle

8-12 min

13-20 min

21-25 min

      26-30 min

31-39 min

(I) Individual work.Electrolysis

Learners individually investigate about Electrolysis by using internet resources.

(G) Group work.Law of Electrolysis

Divide students into two groups and ask to investigate about Law of Electrolysis:

Ø  GROUP 1: Faraday’s First Law of Electrolysis

Ø  GROUP 2: Faraday’s Second Law of Electrolysis

After finishing they will present their posters in class and answer the questions.

(T) Teacher explanation. Law of Electrolysis

Teacher expand the topic by explanation.

(W) Whole class work.Filling the gap

(f) Formative assessment. Worksheet

Appendix 1

Appendix 2

End

36-39 min

At the end of the lesson, learners reflect on their learning:

-           What has been learned

-           What remained unclear

-           What is necessary to work on

Where possible the learners could evaluate their own work as well as the work of their classmates using certain criteria.

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check students’ learning?

Healthandsafetycheck

Differentiation can be by task, by outcome, by individual support, by selection of teaching materials and resources taking into account individual abilities of learners (Theory of Multiple Intelligences by Gardner).

Differentiation can be used at any stage of the lesson keeping time management in mind.

Self-assessment – students see others answers, make adjustments in the own work.

Oral questioning – targeted questioning by teacher.

Written assessment – work at the blackboard and notebooks, controled by teacher.

Peer assessment – strong student help weaker students.

Students should observe basic safety precautions when working in the classroom.