Physics Grade 10 Gas laws Isoprocesses Lesson plan (5)

Long-term plan section:

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Theme of the lesson

Isoprocesses

Learning objectives

To investigate pressure and gas volume relationship at constant temperature (Boyle-Marriot law)

Lesson objectives

Learn to simplify the equation of state for an ideal gas to arrive at Boyle’s law, expressed as: use  to get PV = constant at a fixed temperature and amount of gas.

Link the previously learned ideal gas law to Boyle’s law.

Assessment criteria

Students can solve problems using Boyle’s law.

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 and how it can be simplified to get Boyle-Marriot law under constant temperature and fixed amount of gas.

Lesson procedure

Planned stages

Planned activities

Resources

Beginning

5min

Students are introduced the topic and learning objectives of the lesson first. Students are asked to complete the worksheet on kinetic theory and the pressure linked to the molecular motion (in ideal gases). Students recall the knowledge from previous lessons on ideal gases. (5min)

Slides 1-2

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 as constant instead of changing variables. Ask if they find it possible to describe the relationship now! (5min)

Introduce the ideas and experiment done by Boyle and describe Boyle’s law.

Demonstrate via the simulation (or via experimental lab or PHET gas properties simulation) how the law works.

Ask students to answer questions from the “Worksheet on Boyle’s law” (10min)

Differentiation: More able students can use laptops to read on the history of the discovery of Boyle’s law and think about how it was possible few centuries ago!

OR

Use the PHET simulation for observing Boyle’s Law

Slide 3

Slide 4

https://www.youtube.com/watch?v=H4zJQ1EdGqs

https://www.youtube.com/watch?v=Ijr9FoeKAL8

PHET simulation: https://phet.colorado.edu/en/simulation/legacy/gas-properties

Slides 5-8

End

5min

Students can present their answer for the worksheet to the class and self-assess their progress. Teacher can provide the answer sheet in printed form if time is a constraint. (5min)

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 to gather more in-depth background knowledge on the discovery of Boyle’s law.

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