Physics Grade 10 Gas laws Ideal gas law Lesson plan (1)

Long-term plan unit:

Gas laws

School:

Date:

Teacher name:                                      

Grade: 10

Number present:

Absent:

Theme of the lesson

Ideal gas law

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

To apply the ideal gas law in problem solving

Lesson objectives

In this lesson, the students will:

1.      Review the laws of Boyle, Charles, and Gay-Lussac

2.      Distinguish between isothermal, isobaric, and isochoric processes.

3.      Plot graphs of each type of process in on PV, PT, and VT plots

Success criteria

•      Know the graphs of isothermal, isobaric and isochoric processes;

•      analyze the thermodynamic parameters of the graphs of isothermal, isobaric, and isochoric processes;

•      construct graphs of isothermal, isobaric and isochoric processes in different coordinate systems (PV, PT and VT).

Language objectives

Subject-specific vocabulary & terminology:

Isothermal, isobaric, isochoric (isovolumetric, isometric), cyclic process.  Draw the process on the axes…

Useful sets of phrases for dialogue and writing:     In its initial state, a gas occupies a volume…;  Construct a graph of the isobaric process of the ideal gas at a pressure of…;   Name each section of this cycle, and for each section identify the process that is occurring: compression, expansion, heating, or cooling;  The figure below shows a closed cyclical process on the coordinate axes V-T for a constant mass of an ideal gas

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.  Finally, connections can be made to biology in a discussion of how different organisms have adapted to different air pressures (both at high elevations and below sea level.

ICT skills

Students will use calculators to solve problems.

Previous learning

Students have briefly studied graphs of isoprocesses in 8^th grade, and have learn the laws of Boyle, Charles, and Boyle in a previous lesson.  Students will be given time before a presentation by the teacher to demonstrate their prior knowledge.  This will allow the teacher to focus on student misconceptions rather than repeating information that is already clear to students.

Course of the lesson

Planned stages of the lesson

Planned activities at the lesson

Resources

Beginning

0-3

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 2-4

Middle

3-13

14-29

29-39

Review activity – Think, Pair, Share: Students will be given 3 questions.  They should think individually for three minutes, they will then have 3 minutes to discuss their answers with a partner, and finally the teacher will call on students at random to share their answer to a question with the class.

Assessing prior knowledge: Students will individually or in pairs fill out a graphic organizer for each type of isoprocess. 

Students will be given 10 minutes to work; after 10 minutes, students will be shown the answers and the teacher will explain to them anything that was not clear.

Student pair activity on drawing graphs of isoprocesses: students will be given a piece of paper with three graphs on it.  The graph on the left will be a p-V graph.  Using this graph, students should sketch the middle graph.  After completing the second graph, students will fold their papers so that the left graph is hidden, and walk around the room to find the person who has the same original graph.  Once they find that person, they should compare their graphs and together construct the graph on the right.

Slide 5

Slides 6-9

Word document “Graphical organizer”

Slide 10

Word document “Pair work”

End

39-40

Reflection: Students will answer the following questions with a thumbs up/middle/down

1)      I know the differences between isothermal, isobaric, and isochoric processes.

2)      I can plot graphs of isobaric, isochoric, and isothermal processes.

3)      I know which gas law corresponds to each isoprocess.

Slide 11

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

Since students will be assessed on their prior knowledge at the beginning of the lesson, strong students can lead the discussion when the correct answers are discussed.

When students are working in pairs on problems they can be grouped in such a way that meets the learning needs of each student.

Students will self-assess their prior knowledge by comparing their graphic organizer to the correct one shown in the presentation.

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?