PHY_10_14_V2_LP_Surface tension.Wetting,capillary phenomena

Long-term plan unit

Liquid and solid bodies 

School:

Grade 10

Teacher:

Date:

Absent

Lesson Topic

Research work on Surface tension and Capillarity in Liquid  

Learning objective

10.2.4.2 – to explain  the liquid surface tension and the role of the  capillary phenomena in daily life;

Lesson Objectives:

Students will be able to…

a)      Define the surface tension  and the capillary effect

b)      distinguish between wetting and non-wetting fluid

c)      describe the properties of a fluid

d)      explain the capillary effect  and the surface tension

Assessment Criteria

Learners achieve these lesson objectives if they correctly define the surface tension  and the capillary effect, distinguish between wetting and non-wetting fluid , describe the properties of a fluid, explain the capillary effect and the surface tension

Language objectives

Subject-specific vocabulary & terminology:

surface tension, capillary effect, wetting and non-wetting fluid, square, ball, sphere

Useful set(s) of phrases for dialogue/writing:

Surface tension is……

Surface tension has………….., or of energy per unit area.

Examples of Surface Tension:

 The surface of a liquid behaves like an……….. 

A surface molecule which is displaced by a small amount is………

Capillarity is the result of……, or ……, forces. 

Cross-curricular

Links

English vocabulary, Mathematics, Chemistry, Biology

ICT skills

Using a Smart board, laptops

Preliminary

Knowledge

Learners are familiar with

·         the key concepts of mechanic physics from Grades 7 and 9 such as forces, mechanical energy, properties of a fluid, attraction of molecules, substance structure, geometric shapes such as a sphere 

Lesson Procedure

Stages of the lesson

Activity planned for the current lesson

Sources

Knowledge activation

2 minutes

(W) Teacher greets the class, notes the date and registers students. Students indicate their presence verbally.

The teacher asks about the previous lesson content. Students provide answers

PHY_10_14_V2_P_Surface tension.Wetting,capillary phenomena

Setting the lesson objectives

2 minutes

Problem situation

Giant bubbles starter-think about:

What keeps the bubbles in shape?

How can a water strider “walk on water”?

How does tree transport the water to their leaves?

Why should you wash dishes with warm water rather than cold water?

Teacher introduces the Learning Objective and Lesson

Objectives.

Copy books

Studying new content

15 minutes

The teacher sorts students into pairs or groups of three depending on class size. Students sit according to the groupings created.

Each group is given a medium/media to research about and create a presentation. In small classes, some students may prepare individually. They should explore the topic that they had in the last lesson

Group1: Surface tension

Syringe, coin, water

Group 2: The  capillary

bulb, sand with different grains, water, roller-bandage

Group 3: Surface tension

Glass, paper clips, water

PHY_10_14_V2_DM_Surface tension.Wetting,capillary phenomena

Pipette, coin, water, soap

Three test tubes, sand of different grains, water, 20 cm of gauze (cotton mesh)

Glass, paper clips, water

Working

with the new

content

11 minutes

(G) (f) The students prepare PowerPoint presentations and explain their work to other groups.

They can write formulas on the board, draw graphs, and answer questions from other students. The teacher can support students and give feedback to each group.

Laptops

5 minutes

(W) On a note card or in small groups, have students brainstorm to come up with plausible answers to the following questions. Ask for the most in-depth answers they can provide.

In conclusion the teacher can ask:

1.       Define the term "wetting" and describe how total wetting, partial wetting and no wetting are different.

2.       What makes water stick to itself and form bubbles and droplets?

3.       Why do water droplets stick to things?

4.       What causes water to be absorbed by a paper towel or move up a capillary tube?

5.       Why do some drivers wax their cars?

6.       When you water a plant, no matter where in the pot you pour in the water, the water reaches all of the roots. How does it do this?

7.       Why does a paper towel absorb water, while a piece of plastic does not?

Reflection

5 minutes

Three-Minute Writing: Hand each student a note card. Instruct them to write down — in three minutes — everything they learned in today's lesson. It doesn't matter if the information is out of order. Small diagrams or drawings are fine. Encourage students to try to fill the note card front and back in the time given. Require that they do this from memory — they may not refer to their notes.

Teacher reviews the lesson objectives with students

Teacher issues homework for students

Note card

Homework

They read Course book/page 280-282 Douglas C. Giancoli and prepare a one-page summary of notes

Differentiation

Advanced students can do individual research into surface tension of water spiders. Physics of Life - The paradoxical locomotion of the water strider: http://www.youtube.com/watch?v=_owbGh089kU&list=PLku_E238-05knLnP8L_dAvmbWN1Dzy4jE

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

Question of students

Health and safety regulations

Safety rules in Physics Classroom

Reflection

Were the lesson objectives/learning objectives realistic? What did the learners learn today? What was the learning atmosphere like? 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 individuals that will inform my next lesson?