Physics 10 Grade Crystalline and amorphous bodies Lesson plan

Long-term plan unit: Liquid and solid bodies

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Grade:  10

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Theme of the lesson

Crystalline and amorphous bodies.

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

to distinguish the structures of crystalline and amorphous bodies using the examples of different solid bodies;

Lesson objectives

• To reveal the basic properties of crystalline and amorphous bodies and the dependence of these properties on the internal structure of the bodies; to work out the concepts of “isotropy and anisotropy”, “polymorphism”.
• Consider the quantitative characteristics of the mechanical properties of bodies.
• To acquaint students with various types of deformations of the solid and their characteristics.

Success/Assessment        criteria

Students be able to:

distinguish the molecular structure of crystalline and amorphous substances;

give examples of the use of crystalline and amorphous bodies;

solve problems on Hooke's law;

solve problems on determining the Young's modulus;

determine from the graph the Young's modulus for elastic deformation;

describe the stretch diagram;

can analyze the graph of the stretch chart;

understand and distinguish isotropy and anisotropy of substances.

Language objectives

Students use words and expressions to describe the structure and properties of crystalline and amorphous bodies. They can use words and phrases to compare two types of bodies.

Students will use the following terms:

Values instilled at the lesson

Respect and cooperation:

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

2. The teacher and students jointly define goals, criteria, rules for working in groups.

3. Pupils keep in order the workplace

Lifelong learning.

4. Pupils obtain information independently.

5. Know and understand the objectives of the lesson. Understand why this knowledge is needed.

Cross-curricular links

Chemistry: connection with this subject is observed when comparing the crystal structures of the body and the amorphous structure of substances

Anatomy: deformations occurring in the human body.

ICT skills 

Students work on the Internet to find information;

Students can analyze and interpret information from various online sources..

Previous learning

Grade 7: students are already familiar with the state of aggregation and the molecular structure of substances; they can describe the basic differences in the structure and properties of these species;

Grade 9: students can describe a tension diagram (graph of stress versus relative elongation) and understand the physical meaning of Hooke's Law, as well as describe the deformation and its types.

Course of the lesson

Planned stages of the lesson

Planned activities at the lesson

Resources

Beginning

0-1 min

(W) Preliminaries

Teacher and students greet each other. It creates a favorable atmosphere in the classroom.

- Good morning/afternoon, Dear students!

- Please, prepare for the lesson

Test readiness for lesson learners.

Slides 1-2

Middle

1-3 min

3-8min

8-13 min

13-15 min

15-17 min

17-20 min

20-22 min

22-23min

23-28 min

28-32 min

32-39 min

(W) Call stage

We live in a world in which most substances are in a solid state. We use various mechanisms, tools, devices. We live in houses and apartments. We have furniture, household appliances, modern means of communication: radio, television, computers, etc. But all this is solid. From a physical point of view, man is a solid body.

- So what are solid bodies?

Activating prior knowledge

(W) The teacher and the students define the objectives of the lesson and the success criteria for the lesson.

-So, what do you think about the lesson objectives for today?

(F) Group work

Students are divided into three groups by combining a single pattern from the pre-cut components of this picture (students must assemble a puzzle).

1 Group - crystal bodies

2 Group - amorphous bodies

Group 3 - application of crystals and amorphous bodies.

-          Please, complete the pictures and join to the group that you have the same pictures!

-           

Student performance and evaluation is done by other groups according to these evaluation criteria:

- illustrative material;

- the scientific validity of the material;

- indication of the source used;

- compliance with a given topic;

- time management

- distribution of roles / speakers in the group.

(F) Group assessment: students in groups give points to other members of the group, providing feedback.

(Т)Teacher systematization of knowledge.

- Now, let’s revise what we have studied today?

The teacher provides feedback to groups and to summarize the material studied and adjust it suggests students to get acquainted with the presentation.

(I) Consolidation and systematization of knowledge

1                    In order to systematize the material being studied, in the course of the conversation, students fill out the table “Crystalline and amorphous bodies” (Table 1)

(І) Self-assessment:

After the students have filled out the table, the teacher shows on the whiteboard (or distributes the printed table) and the students check the answer.

Mark: students mark in their notebooks with symbols

* - if the student has done everything correctly;

“- if the student made a minor mistake;

! - discrepancy of half of the volume of the executed task.

Next, the teacher reviews students' notebooks and conducts an additional explanatory conversation with students.

(Р) Laboratory research work “Observation of elastic and plastic deformations of bodies”

In this laboratory work, students should remember the material studied in grade 9 on the strain.

1. Stretch, then bend the eraser.

Answer the questions:

- How are the forces acting on the eraser when it is stretched and compressed?

- How is the force of elasticity that occurs in an eraser during deformation, relative to the direction of displacement of its particles?

2. Flex the eraser. In which layers of the eraser did tensile strains occur, and which ones of compression?

3. Twist the eraser. What deformations does the torsion deformation consist of?

4. Subject deformations of compression piece of clay. Does its form recover after unloading?

5. Subject deformations stretching strip of gum. Does its form recover after unloading?

Pupils name types of deformations and give examples.

Intersubject integration with biology:

What types of deformities does the human body experience?

The human body is experiencing a sufficiently large mechanical load from its own weight and from muscular efforts that occur during work.

It is interesting that by the example of a person one can trace all types of deformation. Compression deformations experience the vertebral column and lower extremities and covers of the foot. Sprain deformations - upper limbs, ligaments, tendons, muscles. Bending deformations - spine, pelvic bones. Torsion deformation - neck when turning the head, body in the lower back when turning.

(W) Consider the elongation of the rod.

Introduce the concept of Hooke's law, stress and elongation. Students are familiar with these concepts from the 9th grade course. After students recall this theoretical material, we introduce the concepts of a Young's modulus.

These concepts and definitions can be entered  through the lecture material and as an independent work with information.

(Т)Problem-based question

- Take a look at the diagram of tensile material during deformation, what do you think, what properties does it have in different parts of the diagram? Materials with a significant flow area can withstand large deformations without destruction. Such materials are called plastic (plasticine, copper, gold).

If the area of ​​fluidity of the material is almost absent, it can withstand only small deformations without destruction. Such materials are called fragile (glass, brick, concrete, cast iron).

Describing the structure of crystals, we still used their ideal models. The difference between real and ideal crystals is that real crystals do not have the correct crystal lattice. They always contain violations of strict periodicity in the arrangement of atoms. These violations are called defects in crystals.

Defects are formed in the process of crystal growth under the influence of thermal movement of molecules, mechanical effects, irradiation by particle flows, due to the presence of impurities.

Point defects. Such defects arise when one of the atoms of the crystal lattice is replaced by an impurity atom (a), an atom is inserted between the lattice sites (b) or as a result of the formation of vacancies - the absence of an atom in one of the lattice sites (c). (The presence of point defects in a crystal strongly affects its properties.

At present, knowledge of crystals and their defects has reached such a level that it can be accurately predicted what the strength of various materials can be. Design principles for materials with predetermined properties have been developed. And it is extremely important to create supersonic airplanes, space rockets, cheap and durable cars, tractors, etc. It has become possible to increase the strength of materials and thereby reduce the weight of machines and mechanisms, increasing their reliability.

(Р)Problems solution

The solution of differentiated tasks.

Students in pairs solve qualitative problems on the determination of the properties of elasticity and plasticity from a tension diagram, as well as quantitative multi-level tasks for determining the Young's modulus, absolute and relative elongation, stress.

To compare the received answer with the true answer, on the teacher’s table a mark diagram with answers for students will be provided. With the help of a mark-scheme, students can find out where they made a mistake and correct their decision or ask for help from a teacher in case of complications in the decision.

Slide 3

Slide 4-5

А3, markers, textbook/laptops

Stick notes

Slides 4-16 (through the lesson plan)

Application 1

Devices and materials: 1) student's rubber (eraser); 2) a strip of gum; 3) a piece of plasticine.

Application 2

Application 3

End

39-40 min

(І)Reflection

«Knowledge Diagram»

- Using the stretch diagram for deformed bodies, create a similar diagram of your own knowledge. Specify with what knowledge you have questions, and with which your "strength" is most significant!

Also, students use special symbols to designate concepts and formulations in notebooks, with which the teacher can give feedback to students:

* - if the student has done everything correctly;

“- if the student made a minor mistake;

! - discrepancy of half of the volume of the executed task.

Stick notes

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

All students distinguish the structure of crystalline and amorphous bodies, indicate the difference in the properties of these bodies, reproduce knowledge of concepts from the section of deformation of bodies, can describe a stretching diagram

Most students compare the properties of crystalline and amorphous bodies, both from the side of physics and from the side of chemistry. Solve mid-level tasks.

Some students describe the stretching diagram themselves and solve advanced tasks without or with minimal help from the teacher.

(1)   (1) Group work - the work of students in a group, their involvement and contribution to the creation of a poster, making a speech

(2)   (2) Laboratory work - the ability to interpret the data and analyze the sequence of actions.

(3)   (3) Working with a table - correctly filling out a table and viewing students' self-assessment.

(4)   (4) Problem Solving - Understanding and knowing formulas are evaluated when solving problems

Health-saving technologies.

Used physical and active activities.

Items applied from the Safety Rules for 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 or achievements/difficulties of individuals that will inform my next lesson?