of molecular-kinetic theory Ideal gas Lesson plan

Long-term plan section: Fundamental principles of molecular-kinetic theory

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Theme of the lesson

Ideal Gas

Learning objectives

To apply the fundamental equation of the MKT in problem solving  ()

Lesson objectives

Link the previously learned concepts of states of matter to the macroscopic behaviour of gas and ideal gases behaviour.

Assessment criteria

Students can define and identify when to use the ideal gas equation.

Language objectives

Students can use correct vocabulary to explain orally how the ideal gas model accounts for behavior of gases (speaking and listening skills).

These include words such as: solids, liquids, gases, microscopic, macroscopic, thermal energy, kinetic energy, heat, random, randomly moving, vibrations, bonds, melting, boiling.

Students learn to use phrases such as:

Heating the... increases the kinetic energy of the particles.

The particles move randomly.

The differences between a solid and a liquid are...

The differences between a liquid and a gas are...

Value links

Values of cooperation and understanding, on how many scientists worked to solve problems in industries over centuries in different cultures and countries.

How scientific discoveries are made, as well as how to solve problems by scientific enquiry are instilled by learning to communicate information in a precise and accurate way.

Cross curricular links

Links to uses of ideal gas laws in chemistry and industrial applications are useful in real life.

Previous learning

Grade 8: States of matter and thermal energy transfer between substances. How microscopic and macroscopic behavior of matter can be linked qualitatively.

Lesson procedure

Planned stages

Planned activities

Resources

Beginning

0-7

Quick review of previous materials (7 min)

Slides 1-10

Middle

8-18

19-36

The students are organized in small group (2-3 people) and discuss on the simulations provided in the cycle (every group is given 2 minutes to observe the simulation and discuss it; then the group are making switch until group #1 comes to the simulation they started with). (10 min)

The students are given one of three possible options: either Worksheet 1,2 or 3 according to their abilities decided by the teacher (18 min).

Note: the problems of worksheet 1 can be given as a quick assessment, so might be separated among the students to work on them individually or in pairs.

The teacher walks across the classroom taking notes on individual students and providing help to the students who struggles with the solutions.

Slide 11

Microsoft Word document “Simulations”

Slide 12

Word documents “Worksheets 1-3”

End

37-40

Students can work in groups to self-assess their progress and learn how problems can be tackled in different methods from each other. (3 min)

Differentiation - how do you plan to provide more support? What tasks do you plan to set for more capable students?

Grading - How do you plan to check students' level of learning?

Health & Safety

Students with higher ability will attempt more challenging questions, whilst all students will complete the graded questions with rising levels of difficulty throughout the lesson.

Students will solve problems and present their work in their groups at the end of the lesson. Teacher can check the self-assessment done by students.

Be aware of balloon exploding and wear goggles if necessary to protect the eyes. Take precautions with syringes and electrical equipment.