Physics 10 Grade Saturated and Unsaturated steam Lesson plan

Short-term plan

School:

Date:

Teacher’s names:

Grade: 10

Number present:

Absent:

Theme of the Lesson:

Saturated and unsaturated steam, vapor concentration

Learning objective(s) that this lesson is contributing to and assessment criteria

ü to define relative humidity using a hygrometer and a psychrometer;

Lesson objectives

Most learners will be able to:

ü Recall and understand the terms mean-square velocity, saturated and unsaturated vapours, surface tension, capillary effect

Some learners will be able to:

ü So self-study on Dalton’s Law of partial pressures viz: p_TOTAL = p₁ + p₂ + p₃ + … + p_n

A few learners will be able to:

ü to give the concept of saturated and unsaturated steam, boiling, air humidity, dew point;experimentally determine the dependence of the saturated steam pressure on temperature; develop skills in the technique of experimental determination of air humidity using a psychrometer; familiarize students with the principle of operation of instruments for determining the humidity of the air;

Success criteria

Learners should be able to define the term mean-square velocity; define the terms saturated and unsaturated vapours, surface tension and capillary effect; define vapour pressure (partial pressure needed).

School’s mission, vision and Global Citizenship

To contribute to the development of intellectual and successful people with high moral values ready for lifelong learning.

Value links

·        A happy student, open for intercultural communication, changes, and leadership

·        Positive staff, motivated for continuous professional development

·        School community, responsible to and for the world, the country and their families

Cross curricular links

ICT

ICT skills

Multimedia and graphics, digital imagery and sound, communication and collaboration, handling data

Pastoral Care

Treat student’s as individuals and address their learning and personal needs

Previous learning

Evaporation, condensation, solid, liquid gaseous phases

Health and safety

Short physical exercises in between the activities; demonstration to be completed by the teachers – student safety is managed

Plan

Planned timings

Planned activities

Resources

1^st lesson

Beginning

5 min

- Students, the nature that surrounds us is very diverse. And today the snowflakes in the lesson are colored in different colors. Choose your favorite snowflake.

( Students choose snowflakes of different colors - this color determines the group in which the child will work ).

Snowflakes paper

Middle

33 min

ІІ. Definition of the purpose and objectives of the lesson

Teacher. Snowflakes knowingly flew to us today. They offer each group an association to say: a group of blue snowflakes - the word water, a group of purple snowflakes - the word air, a group of purple snowflakes - the word rain, a group of green snowflakes - the word snow, a group of brown snowflakes - the word teapot. (The students set up associative bushes and write them down on the sheets. After that, the associations that have arisen are discussed and the goal and objectives of the lesson are defined

III. Mainstreaming knowledge

Teacher. Students, we have already decided what we will do in the class. Or maybe we do not need to learn a new topic? Let's try to answer the questions. You can discuss the answers in groups and write them on sheets of paper.(Questions are displayed on the screen. Students answer on the sheets).

Questions:

- Why is it that in our city cold and heat are so hard transferred? 
“Why is it that in our city the heat is so difficult to tolerate even 25 ^o С, although in other places even the high temperature is tolerated more easily? 
“Why do patterns appear on windows in winter?” 
- Why if the hot tea is blowing, then it cools faster? 
- Why are sick people so attentive to the weather forecast when air humidity is transmitted?

Teacher. You can see that you could not immediately give answers. We will not check all the answers now, we will check them at the end of the lesson.

ІV. Learning new material

1. Determination of saturated and unsaturated steam. The teacher conducts multimedia demonstrations: the features of saturated vapors, the transition of unsaturated steam to the saturation state with a decrease in volume. Based on this, conclusions are made (slides 3-4). (Students independently formulate and write down the conclusions in a notebook).

Conclusions of students and writing in notebooks:

• A vapor that is in thermodynamic equilibrium with its liquid is called saturated.
• The vapor pressure at which the fluid is in equilibrium with its vapor is called the saturated vapor pressure.
• The pressure of saturated steam depends only on its chemical composition and temperature and does not depend on the amount of volume it occupies.
• With increasing temperature, not only the speed of molecules increases, but also their concentration.

2. Isotherms of real gases (slide 5). The teacher considers individual limiting cases and draws conclusions with the students.

Conclusions of students and writing in notebooks:

• If the temperature of the gas is lower than critical, then the gas will not become liquid at any pressure;
• If the temperature of the gas is equal to the critical one, then the gas will go into a liquid state and without going to the saturation state;
• If the gas temperature is less than the critical one, then isothermal compression will cause the gas at the beginning to saturation and then to the liquid state.

3. Boil. Demonstrations: boiling process, boiling under reduced pressure (slide 6).

Conclusions of students and writing in notebooks:

• Boiling begins at a temperature at which the pressure of saturated steam in the bubbles is compared with the pressure in the liquid;
• The higher the external pressure, the higher the boiling point;
• The boiling point can be reduced by reducing the external pressure.

4. Humidity, dew point (slides 7).

Teacher. There is always some water vapor in the air. If there is a lot of water vapor, we say that the air is humid, if it is small it is dry. But how to define this "a lot" or "a little"? Let's solve two problems and compare the results. 
The conditions of the tasks. What is the largest amount of water vapor that can be contained in 1 m ^{3 of} air at a temperature of 20 ^o С? 5 ^o С? When comparing the results, the concepts of absolute and relative humidity, dew point are derived.

Conclusions of students and writing in notebooks:

• The pressure that water vapor would produce if all other gases were absent is called the partial pressure of water vapor;
• The water vapor content in 1 m ^{3 of} air is called absolute humidity;
• Relative humidity of air is the ratio of the partial pressure of water vapor contained in the air to the pressure of saturated water vapor at the same temperature;
• The temperature at which the water vapor becomes saturated is called the dew point.

5. Devices for determining the relative humidity of air (slide 8)

V. Practicing practical skills

1. Students do laboratory work “Determination of Relative Humidity” and define a “comfort zone” for a physics classroom (slide 9).

2. Each group of students in 5 minutes makes up a generalized characteristic of various natural phenomena: fog, clouds, dew, frost, and pargelia. Student responses are compared with answers on slides. (The task to prepare the characteristic of various natural phenomena was home).

3. Problem solving.

The teacher solves the first task on the blackboard, the students solve the second independently in notebooks, etc.

VI. Consolidation of the material studied

Teacher. I invite you to return to the beginning of our lesson and once again answer the problem questions. Let's compare the answers and determine what we have learned today, what conclusions can be drawn.

(Each group answers one question, the answer is discussed and conclusions are drawn).

(slides 1, 2).

End

2 min

VII. Reflection

Teacher. We have come to the end of the lesson. Take each one your own snowflake and write down on the back side the three words that you remember most of all for the lesson.

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

Different questions are asked to students differentiating according to their cognitive ability. Gifted students will be expected to answer the advanced questions and challenged students may answer standard level questions.

Oral questioning and feedback.

The teacher will check the quality of answers on the students’ worksheets.

There should be good ventilation in the classroom

The temperature in the classroom should be appropriate for effective learning to take place, around 25°C.

Students should be reminded to adhere to all safety rules in the laboratory.

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?