of molecular-kinetic theory Ideal gas Lesson plan

Long-term plan unit:

Fundamental principles of molecular-kinetic theory

School:

Date:

Teacher name:                                      

Grade: 10

Number present:

Absent:

Theme of the lesson

Ideal gas

Learning objectives that are achieved at this lesson (Subject Program reference)

To describe the model of the ideal gas

Lesson objectives

In this lesson, the students will:

1.      Review the gas laws and identify examples of them.

2.      Learn Dalton’s Law and how it can be applied in different situations.

3.      Solve problems using MKT, gas laws, and Dalton’s Law.

Success criteria

•      concludes pressure depending on the volume at a constant temperature;

•      knows Boyle's law;

•      solves problems using Boyle's Law.

•      concludes the volume depending on the temperature at a constant pressure;

•      knows the law of Gay-Lussac;

•      solves the problem by using the law of Gay-Lussac.

Language objectives

Subject-specific vocabulary & terminology:

Combined gas law; proportionality constant; root mean square speed, partial pressure

Useful sets of phrases for dialogue and writing:    Assume that the volume of the tyre remains constant.  Estimate the root-mean-square speed of helium atoms near the surface of the sun…; the molecules of gas are assumed to behave as hard elastic identical spheres.

Cross-curricular links

Students will be encouraged to recall what they already know from chemistry classes about gas laws.  Additionally, a connection can be drawn to mathematics about how directly and indirectly proportional relationships are represented both algebraically and mathematically.

ICT skills

Students will use calculators to solve problems.

Previous learning

Students have studied states of matter and gas laws in 9^th grade, so the first part of the lesson will allow students to demonstrate their knowledge so the teacher can adjust his or her presentation to their needs.

Course of the lesson

Planned stages of the lesson

Planned activities at the lesson

Resources

Beginning

3 minutes

Starter: Students will answer the question from the starter in their copybooks.

Organizational moment to acquaint students with the

·         Theme of the lesson

·         The objectives of the lesson

·         The criteria of success for the lesson

·         The plan of events for the lesson

Slide 1

Slides 2-5

Middle

10 min

15 min

10 min

“Chalk Talk”: The teacher will introduce the theme of gas laws and ideal gases, and will give a marker to three students.  Students with markers will go to the board and write one thing they know (or think they know) on the board.  Once they have written one thing, they will give the marker to another student.  This process will be repeated until a large amount of information is on the board.  The teacher should observe the students to make sure that each student writes at least one thing on the board.  After 5-7 minutes, the teacher will look at the board with the students and correct any mistakes.

Presentation about the gas laws (Boyle, Charles, Gay-Lussac) with demonstrations.  This presentation should be adjusted in length/detail based on the amount of prior knowledge demonstrated in the chalk talk activity.

Demonstrations—students will be shown each demonstration and 1) explain what is happening and 2) identify which gas law it is demonstrating.

Boyle: students will take a plastic syringe, and blocking the end with their thumb, will decrease the volume and observe how the pressure changes.

Charles: A balloon with a string tied to the end will be placed outside the window.  After a few minutes the balloon will be pulled back inside and students will observe the change in volume caused by the change in temperature.

Gay-Lussac: a candle will be placed in a dish with a small amount of water in the bottom.  After the candle is lit, a glass or beaker will be placed over the candle.  The water should rise up in a column as the candle extinguishes and the air inside cools.

Slide 6

Slides 7-12,

14-20

Slide 13

Balloon with string attached (to hang out of window), plastic syringe (a few for several people in the class to use), a small candle, a dish, a glass or beaker, and water.

End

2 minutes

Homework: solving problems

Word document “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

The gas laws will be explained conceptually, with graphs, mathematically, and with demonstrations to make the information more easily understood for students of all learning styles.

Students will be asked to summarize their knowledge orally at the end of the lesson and will take a written formative assessment on this topic in a later lesson.

During the lesson their understanding will be assessed with checkpoint questions.

Students will be given a short break in the middle of the lesson to stand and stretch.

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?