the molecular-kinetic theory of gases Lesson plan

Long-term plan unit:

Fundamental principles of molecular-kinetic theory

School:

Date:

Teacher name:                                      

Grade: 10

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Theme of the lesson

Fundamental equation of the molecular-kinetic theory of gases

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

To apply the fundamental equation of the MKT in problem solving

Lesson objectives

In this lesson, the students will solve problems using basic equation of MKT

Success criteria

•      Can solve problems on basic equation of MKT

Language objectives

Subject-specific vocabulary & terminology:

Combined gas law; proportionality constant; root mean square speed, partial pressure

Useful sets of phrases for dialogue and writing:    Assume that the volume of the tyre remains constant.  Estimate the root-mean-square speed of helium atoms near the surface of the sun…; the molecules of gas are assumed to behave as hard elastic identical spheres.

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.

ICT skills

Students will use calculators to solve problems.

Previous learning

Students have studied states of matter and gas laws in 9^th grade, so the first part of the lesson will allow students to demonstrate their knowledge so the teacher can adjust his or her presentation to their needs.

Course of the lesson

Planned stages of the lesson

Planned activities at the lesson

Resources

Beginning

0-3

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

Slides 1-3

Middle

4-13

14-39

Recall the formulas of fundamental equation of molecular-kinetic theory, kinetic energy of molecules of the ideal gas and root-mean-square speed of molecules’ motion

Students are divided into 4 groups. The solving problem is organized in station manner – groups are walking round the class on “station” and write their solutions on provided sheets of A4 paper

At the end of station work the solutions are compared with original and discussed

Slides 4-8

Word document “Station work”

Word document “Station work solutions”

End

39-40

Summary reflection: thumbs up method – students rise the thumb up if they really liked the lesson and have no questions to ask; place it in middle position if something unclear remained; point thumb down if nothing was done successfully

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

The gas laws will be explained conceptually, with graphs, mathematically, and with demonstrations to make the information more easily understood for students of all learning styles.

Students will be asked to summarize their knowledge orally at the end of the lesson and will take a written formative assessment on this topic in a later lesson.

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?