Lesson plan 26

Long-term plan unit:

Kinematics of the liquids

School:

Date:

Grade:  10

Number present:

absent:

Theme of the lesson

Hydrodynamics.

Learning objectives

·          Know, understand and apply the basic concepts of Fluid Mechanics to solve problem

Lesson

objectives

Students will know

 that:

Students will be able to:

·          understand the behaviour and properties of fluids

·         get the knowledge about viscosity of liquids.

·         understand the quantity, coefficient of viscosity and the various factors affecting its value.

Language

objectives

Define language objectives, including examples of vocabulary and phrases.

Subject-specific vocabulary & terminology:

•      Ideal liquid

•      Real liquid

•      Viscosity

•      Thickened liquids

•       thin liquids

Cross-

curricular

links

Discuss possible cross-curricular link with a colleague or refer to primary sources of other subjects

Indicate how the cross-curricular integration is implemented in the classroom (through activities and/or content)

ICT

skills

Describe what kind of ICT skills the students will be able to develop at the lesson

Planned stages of the lesson

Planned activities at the lesson

Resources

Beginning

Middle

Teachers greet and register students. Students greet teachers and indicate their presence.

Teachers introduce the learning and lesson objectives.

to repeat the covered topics in last lessons

Activity1   Puzzle

1. It can transmit forces in one direction.
2. A kind of shoe to walk on the snow without sinking.
3. The perpendicular force acting on a unit area.
4. It transmits the pressure, not the force.
5. It is a state of matter.
6. Liquid pressure is directly proportional to it.
7. The system that has two chambers and a connecting pipe to transfer liquid between the chambers.

Activity2   Fill in the blanks with the appropriate words.

Pressure is the perpendicular ………………………... acting per unit area.

The smaller …………………..……, the larger the pressure.

The reason why we use snowshoes is to ………………… pressure.

The pressure of a liquid depends on the …………… and the ……………. of the liquid.

At a …………………. depth the pressure is the same in every direction.

Solids transmit …………………. only  in one direction.

 ……..……………….. don^’t transmit force but they transmit……………..

Hydraulic lifts are called …………… multipliers.

A liquid finds its own ………………..

New information

This experiment will take measurements of a time when dropped marble will reach the bottom.  

Demo1

 Discuss  about  dropping marbles in different viscous liquids 

Solve problems

1)      If a 10kg stone and a 1kg stone is dropped from the same height which will reach the ground first?

2)      1. Water flows between two plates of which the upper one is stationary and the lower one is moving with a velocity V. What will be the velocity of the fluid in contact with the upper plate?

a) V

b) N ⁄ 2

c) 2V

d) 0

Answer: d

Explanation: According to the No-Slip condition, the relative velocity between the plate and the fluid in contact with it must be zero. Thus, the velocity of the fluid in contact with the upper plate is 0 and that with the lower plate is V.

3)       The viscous force the relative motion between the adjacent layers of a fluid in motion.Which one of the flowing fits best in the sentence?

a) opposes

b) never affects

c) facilitates

d) may effect under certain conditions

View Answer

Answer: a

Explanation: Viscosity is the internal friction of a fluid in motion. It is the property by the virtue of which the relative motion between two adjacent fluid layers is opposed.

End

Students answer questions to check their learning of the objectives of the day. Teachers check the work done right away and give feedback.

Teachers summarizes the main points of the lesson. Students listen and comment.

Students write the homework.

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?

Health and safety regulations

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.

Use this section to record the methods you will use to assess what students have learned during the lesson.

Health promoting techniques

Breaks and physical activities used.

Points from Safety rules used at this lesson.

Reflection

Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?

If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson. 

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or achievements/difficulties of individuals that will inform my next lesson?