Physics Grade 10 Gas laws Isoprocesses Lesson plan

Long-term plan section:

School:

Date:

Teacher name:

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Number of students:

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Theme of the lesson

Isoprocesses

Learning objectives

To apply gas laws when solving calculations and graphics problems

Lesson objectives

Link the previously learned concepts of states of matter to the macroscopic behaviour of gas and ideal gases behavior with one parameter kept constant

Assessment criteria

Students can prepare and present the information about gas laws in creative way (posters presentation)

Students can define and identify how to modify the ideal gas equation to the form of Gay-Lussac’s, Boyle-Marriot and Charle’s law and know when to apply which one

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: monoatomic, diatomic, polyatomic, expansion, compression, inversely proportional, directly proportional, linear proportionality, increase, decrease.

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

Grade 7-8: States of matter and thermal energy transfer between substances. How microscopic and macroscopic behavior of matter can be linked qualitatively.

Lesson procedure

Planned stages

Planned activities

Resources

Beginning

3min

Students are familiarized with lesson’s topic, learning objectives and assessment criteria.

Slides 1-3

Middle

35min

Students are organized into four group in order to work on posters:

1)     Fundamental equation of molecular-kinetic theory of gases

2)     Boyle-Marriot’s law

3)     Charles’ law

4)     Gay-Lussac’s law

Students are given the task to prepare poster about their topic (10 min)

After the posters are ready each group is given 3 min to present it in front of the class: 2 min to present + 1 min to answer the questions from the class (optional)

The students will be revised and generalized the topic of “Ideal gas laws” in that way before having formative assessment on the topic

Formative assessment (12 min)

Colored pencils or markers, paper of at least A3 size (A2 is preferred)

Slides 4-5

Slides 3-4

Word document “Criteria of assessment”

Slides 6-7

Slide 8

Word document “Formative assessment”

End

2min

Reflection:

Success ladder (provide the students with the printed version of the last slide)

Slide 9

Word document “Reflection”

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

Students with higher ability in both English and physics (language and content) might take the leading part during presentation of posters

Teacher should organize the groups so that students with different abilities are mixed up with inside

Students’ work on posters is being assessed according to the assessment criteria for the posters (can be done by teacher or even better peer-assessment of students)

The formative assessment is being checked and the feedback is being provided on the next lesson

Not specific 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?