Physics Grade 10 Gas laws Isoprocesses Lesson plan (2)

Long-term plan section:

School:

Date:

Teacher name:

Class:

Number of students:

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Theme of the lesson

Isoprocesses

Learning objectives

To investigate pressure and temperature relationship at constant volume (Gay-Lussac’s law)

Lesson objectives

Learn to use Gay-Lussac’s Law and it’s connection to ideal gas law.

Link macroscopic properties of pressure, temperature and volume changes in events to ideal gas law and Gay-Lussac’s law as a special case with constant volume.

Assessment criteria

Students can use Gay-Lussac’s law to solve thermodynamics problems.

Language objectives

Students can use correct vocabulary to explain orally how the ideal gas model accounts for behavior of gases

These include words such as: solids, liquids, gases, microscopic, macroscopic, thermal energy, kinetic energy, heat, random, randomly moving, vibrations, bonds, melting, boiling.

Students learn to use phrases such as:

Heating the... increases the kinetic energy of the particles.

The particles move randomly.

The differences between a solid and a liquid are...

The differences between a liquid and a gas are...

Value links

Values of cooperation and understanding, on how many scientists worked to solve problems in industries over centuries in different cultures and countries.

How scientific discoveries are made, as well as how to solve problems by scientific enquiry are instilled by learning to communicate information in a precise and accurate way.

Cross curricular links

Links to uses of ideal gas laws in chemistry and industrial applications are useful in real life.

Previous learning

Ideal gas law, Charles and Boyle’s law for gases.

Lesson procedure

Planned stages

Planned activities

Resources

Beginning

10min

Students work in groups of two and are given a stack of cards. In groups of two students think of the key words from previous lessons on ideal gases and write them on the cards.

Differentiation:

Use the cards with keywords provided and prepared for ESL/weaker students.

The cards are then exchanged among groups and students have to make full coherent sentences (the cards suppose to be prepared – teacher cuts them in advance).

Students will read out the sentences at the end of the exercise.

Other students take notes on any new phrase or sentence which they haven’t met before. (10min)

Slides 1-3

Word document “Cards with keywords”

Middle

20min

Recall the general form of the ‘ideal gas law’ formula, using the accompanied PPT.

Ask students to describe the relationship between the temperature and pressure variables in the equation? Use the PPT to introduce the Gay-Lussac law as a special case of the ideal gas law. Compare it to the Charles and Boyle’s laws of previous lesson. Ask students ‘what characteristics do they have in common among the three laws?’ (5min)

Refer to the molecular kinetic theory for a qualitative description. (5min)

Demonstration: “Egg in the bottle” experiment or the ‘imploding can’ experiment. Ask students to explain the processes involved. (10min)

Health and Safety: Be aware of the sudden implosion effect of the cooled air in the can and make sure everyone wears goggles during the experiment. Teacher’s discretion to show the clip or demonstrate the effect.

Slide 4

Slides 5-6

Word document “Egg in the bottle”

Pdf document “imploding can”

Demonstration:

Can use video for the egg in the bottle experiment: https://www.youtube.com/watch?v=RG0U7t9AMFY

Can use video for the

imploding can’ experiment: https://www.youtube.com/watch?v=4zjkmZNvICI

End

10min

Ask students to answer questions provided on PPT

Students can work in groups to self-assess their progress and learn how problems can be tackled in different methods from each other. (10min)

Slides 7-9

Differentiation - how do you plan to provide more support? What tasks do you plan to set for more capable students?

Grading - How do you plan to check students' level of learning?

Health & Safety

Use cards with keywords provided and prepared for ESL/weaker students.

Students will solve problems and present their work in their groups at the end of the lesson. Teacher can check the self-assessment done by students.

Be aware of the cans exploding and wear goggles if necessary to protect the eyes. Take precautions with syringes, naked flames and electrical equipment if used.