PHY_10_6_V2_LP_Isoprocesses

Long-term plan unit: 

School:

Date:

Teacher name:  

Grade:

Number present:

absent:

Theme of the lesson

Isoprocesses. Graphs of Isoprocesses.

Learning objectives(s) that this lesson is contributing to

10.2.2.1 – to apply the ideal gas law and distinguish the gas law graphs;

Lesson objectives

All pupils: know the ideal gas state equation, the concept of gas laws; To distinguish between isoprocess graphs; Separation of isothermal, isochorous and  isobaric process;

The overwhelming part is the ability to distinguish between the volume of gas and the pressure change at a constant temperature, the process of changing the temperature and gas volume at constant pressure, the temperature and gas pressure changes in a constant volume; Drawing isoprocess graphs on the P(T), V(T), P(V) axis; Knowledge of the processes that correspond to each part of the graphs given in P(V), P(T), V(T);

Some students will be able to: use the gas laws in solving problems in isoprocesses; to convert the Isoprocess transformation graphs into the P(T), V(T), P(V) coordinates;

Evaluation criteria

ü  Isoprocesses can distinguish graphs;

ü  Isothermal, isochoric and isoborous processes can be distinguished from one another;

ü  The graphs can be plotted on the axis of PT, VT, PV coordinates;

ü  knows the processes that correspond to each part of the graphs given in diagrams rV, pT, VT;

ü  Transformation of processes of change of processes of the processes can be transformed on the axis of PT, VT, PV coordinates;

Guiding question

Course vocabulary and terminology:

Useful words and phrases for dialogue and writing:

If the temperature is constant, the pressure ..., volume ...

If the volume is constant, the pressure ..., temperature ...

If pressure is constant, volume ..., temperature ...

Values instilled at the lesson

1. The teacher creates a favorable, friendly atmosphere for interaction

2. The teacher and students together determine the goals, criteria, rules of working in groups.

3. The teacher and students use the quotations of the great people of Kazakhstan

4. A student assesses specific situations from the legal, social, economic, political, environmental, technological point of view

Cross-curricular links

Chemistry: Avogadro constant and Moles quantities also described in Chemistry subject.

Previous learning

Grade 8: Solid bodies, Liquids and gases structure; brown movement; gas pressure; p = F / A; heat energy transmission; heat from heat to cold; thermal equilibrium; simple molecular-kinetic model.

Grade 9: The laws of  Newtonian mechanics and observance of  traffic laws.

Course of the lesson

Planned timings

Planned activities at the lesson

Resources

Beginning

10 min

(T, W) Class greetings. An organization moment

(G) Divide students into 3 groups through "Paper clippings".

Group I «Pressure»

Group II «Volume»

Group III «Temperature»

(W) «Brainstorming»

Aim: Creating conditions for the new topic by linking pupils with what they have learned from previous lesson.

- What do you understand as macroscopic bodies?

- What parameters are called macroscopic?

- What is the physical meaning of temperature?

- What kind of temperature scales do you know?

- What is the basic equation of the molecular-kinetic theory?

- Average kinetic motion of chaos of molecules

Feedback: «Traffic light»

-          I don’t understand

-          Understand a little bit

-          I understood

https://www.twig-bilim.kz/search/?search=%D0%93%D0%B0%D0%B7%20%D0%B7%D0%B0%D2%A3%D0%B4%D0%B0%D1%80%D1%8B

PHY_10_6_V2_DM_Isoprocesses

Middle

15 min

10 min

"Motivation" If one of the thermodynamic parameter remained constant, how would the remaining parameters change?

(W) Teacher's action: Introduces the topic of the lesson and the learning objectives

(G) "Conceptual map" method (poster)

Teacher's Activity: Now you will work in 3 groups. Your task to made Conceptual Card (Poster) on the topic and derive Gas laws from Ideal gas state equation. One student from the group will make presentation (no more than 2 minutes for a group).

Finally, the presentation of each group would be assessed on the same criteria.

Student activity: Students work with textbooks.

Group 1: Isothermal process (T = const)

Group 2: Isobaric process (P = const)

Group 3: Isochoric process (V = const)

Descriptor:

- defines the isobaric process, summarizes the Gay-Lussac law;

- defines the isothermal process, summarizes the law of Boyle-Marriott;

- defines the isochoric process, summarizes the Charter law

- displays graphs in each case;

- decoration.

Feedback: "Percentage Speaks"

                           He showed high activity, fulfilled his tasks, explained

                            ways of solving problems

                         He gave examples and drew graphs.

                        Could not provide proofs.

Feedback: "Interpretation"

2) (G) Work with an A3. Isoprocesses. Drawing graphs.

Teacher’s action: Gives to each group a differentiated task for a presentation.

Student’s action: Draws isoprocess graphs on the A3

Group 1 DRAW graph of

i. Isothermal process on the pV coordinate;

ii. On the pT coordinates;

iii. On the VT coordinates;

Group 2

i. the isobaric process on the pV coordinates;

ii. On the pT coordinates;

iii. On the VT coordinates;

Group 3

i. The isochoric process on the pV coordinate;

ii. On the PT;

iii. On the VT;

Descriptor:

- Correct graphs on the pV coordinate;

- Correct graphs on the pT coordinate;

- Correct graphs on the VT coordinate.

Feedback: «Smile»

          - All right

          - Partly right

          - It's not right

PHY_10_6_V2_P_Isoprocesses

extra 2

PHY_10_6_V2_DM_Isoprocesses

End

5 min

(W) Students’ Reflection

Home task: Ideal gas state equation. Isoprocesses.

(W/I) Summarize the material.

Reflection:

-       What has been learned

-       What remained unclear

-       What is necessary to work on

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

Give problem questions

Student-student assessment

Student-teacher assessment

Rules of Technics of Safety at physics room

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?