Physics Grade 10 Gas laws Isoprocesses Lesson plan (3)

Long-term plan section:

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Theme of the lesson

Ideal Gas Law

Learning objectives

Learn to use the equation of state for an ideal gas expressed as:

Lesson objectives

Link the previously learned concepts of states of matter to the macroscopic behaviour of gas and ideal gases behaviour.

Assessment criteria

Students can define and identify when to use the ideal gas equation.

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

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

5min

Students are asked to list the properties of ideal gases and recall the knowledge from previous lessons on ideal gases. (5min)

Slide 1

Middle

30min

Recall the general form of the ‘ideal gas law’ formula, using the accompanied PPT. Ask students to describe the relationship between the temperature and volume variables in the equation? Why is that not simple? Ask the students to do the same exercise but replacing pressure and moles of mass constant. (5min)

Introduce the ideas and experiment done by J. Charles and describe Charles law. Demonstrate via the simulation (or via experimental lab or PHET gas properties simulation) how the law works.

Depending of time constraints, teacher can choose to show the video on Charles law. (5min)

Ask students to answer questions from the worksheet 1 and describe their observations using the words: linearly proportional, independent and variables, constant value. (5min)

Students attempt problems from worksheet 2. Discuss with the class, how to solve similar problems and applying problem solving skills to these types of questions. (10-15min)

Differentiation: More able students can investigate (worksheet 1) the difference between Kelvin and the Celsius scale. Teacher can provide students with a simple sketch of a V/T graph and ask students to extrapolate the graph to around (-273K).

Slide 1

Slide 2-4

Can use video on the behaviour of gases on Charles law: https://www.youtube.com/watch?v=IkRIKGN3i0k

Slide 5

Word document “Worksheet 1

Slide 6

Word document “Worksheet 2”

Slide 7

End

5min

Students can work in groups to self-assess their progress and learn how problems can be tackled in different methods from each other. (5min)

Slides 8-9

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

Students with higher ability will attempt more challenging open ended exercises on ‘Absolute Zero’.

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.

No specific for this lesson