Lesson plan 28

Long-term plan unit:

Kinematics of the liquids

School:

Date:

Teacher name:

Grade:  10

Number present:

absent:

Theme of the lesson

Continuity equation.

Learning objectives

·         to apply continuity equation  when solving experiment, calculation and qualitative problems;

Lesson

objectives

Students will know

 that:

Students will be able to:

·         solve problems using the  continuity equation

·         derive the continuity equation

Language

objectives

Terminology:

-          The flow rate of a liquid is a measure of the volume of liquid that moves in a certain amount of time.

-          Buoyant force- the upward force exerted by any fluid upon a body placed in it — compares Archimedes’ principle.

-          Bernoulli's principle is - a principle in hydrodynamics: the pressure in a stream of fluid is reduced as the speed of the flow is increased.

-          Bernoulli’s equation – states that the sum of the pressure, the potential energy per volume, and kinetic energy per volume has the same value at all points in a tube or pipe.

Useful set(s) of phrases for dialogue/writing

-          As the velocity increases, the pressure falls.

-          The volume flow rate is constant at all points in the tube.

-          As the tube gets narrower, the velocity increases.

-          As the cross-sectional area of the tube reduces, the flow velocity increases.

-          The liquid is accelerated by a pressure difference

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.

W Derivation of equation of continuity (with ppt)

When fluids move through a full pipe, the volume of fluid that enters the pipe must equal the volume of fluid that leaves the pipe, even if the diameter of the pipe changes. This is a restatement of the law of conservation of mass for fluids.

The volume of fluid moving through the pipe at any point can be quantified in terms of the volume flow rate, which is equal to the area of the pipe at that point multiplied by the velocity of the fluid. This volume flow rate must be constant throughout the pipe, therefore you can write the equation of continuity for fluids (also known as the fluid continuity equation) as:

continuity equation for fluids

This equation says that as the cross-section of the pipe gets smaller, the velocity of the fluid increases, and as the cross-section gets larger, the fluid velocity decreases. You may have applied this yourself in watering the flowers with a garden hose. If you want increase the velocity of the water coming from the end of the hose, you place your thumb over part of the opening of the hose, effectively decreasing the cross-sectional area of the hose’s end and increasing the velocity of the exiting water!

Solve problems

#1: Water runs through a water main of cross-sectional area 0.4 m² with a velocity of 6 m/s. Calculate the velocity of the water in the pipe when the pipe tapers down to a cross-sectional area of 0.3 m².

Answer: 

#2  Water enters a typical garden hose of diameter 1.6 cm with a velocity of 3 m/s. Calculate the exit velocity of water from the garden hose when a nozzle of diameter 0.5 cm is attached to the end of the hose.

Answer: First, find the cross-sectional areas of the entry (A₁) and exit (A₂) sides of the hose.

Next, apply the continuity equation for fluids to solve for the water velocity as it exits the hose (v₂).

ppt

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 orachievements/difficulties of individuals that will inform my next lesson?