DESIGN OF ENGLISH ELECTRONIC LECTURES FOR TEACHING CHAPTER “GASES”, PHYSICS 10th GRADE (2018)

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THE UNIVIERSITY OF DA NANG UNIVERSITY OF EDUCATION FACULTY OF PHYSICS

LE THI ANH TUYET

DESIGN OF ENGLISH ELECTRONIC LECTURES FOR TEACHING CHAPTER “GASES”, PHYSICS 10th GRADE

BACHELOR THESIS

Da Nang, 2018

THE UNIVIERSITY OF DA NANG UNIVERSITY OF EDUCATION FACULTY OF PHYSICS

LE THI ANH TUYET DESIGN OF ENGLISH ELECTRONIC LECTURES FOR TEACHING CHAPTER “GASES”, PHYSICS 10th GRADE

BACHELOR THESIS Major : Physics Teacher Cohort : 2014 - 2018 Supervisor: Dr. NGUYEN QUY TUAN

Da Nang, 2018

ACKNOWLEDGEMENTS

In completion of my thesis, I have received generous advice and help from many people whose lectures are very practical and useful. With deep respect and gratitude, I would like to express my sincere thanks to: Teachers in the Faculty of Physics, University of Education - the University of Da Nang taught, helped me equip the necessary and precious knowledge.

Dr. Nguyen Quy Tuan who is my supervisor has guided and helped generously me in the process of completing my thesis.

Tran Thi Anh Dao who is a Physics teacher at Le Quy Don high school shared her valuable experiences with me.

Finally, I would like to thank my family, my friends, who always care and encourage me.

Although I have tried in the capacity and scope to allow myself to complete this thesis, not avoid the shortcomings. I hope to receive the sympathy and enthusiastic comments of teachers and friends.

I sincerely thank!

Da Nang, April 2018 Student perform

LE THI ANH TUYET

I

TABLE OF CONTENTS ACKNOWLEDGEMENTS ...................................................................................... I ALPHABETICAL LIST OF ABBREVIATION AND PHRASES ................... IV LIST OF TABLES ................................................................................................... V LIST OF FIGURES ................................................................................................. V INTRODUCTION .....................................................................................................1 1. Rationale ...........................................................................................................1 2. Aims of the study .............................................................................................2 3. Research tasks ..................................................................................................2 4. Subjects and scope of the study .......................................................................2 5. Methods of study ..............................................................................................3 CONTENT………………………………………………………………………….4 CHAPTER 1: LITERATURE REVIEW AND PRACTICAL RESEARCH.....4 1.1. Theoretical background of teaching the natural sciences subjects in English .4 1.1.1. Levels of teaching the natural sciences subjects in English ....................4 1.1.2. The roles of teaching the natural sciences subjects in English ...............4

1.2. Practical basis of teaching the natural sciences subjects in English ................5 1.3. Electronic lectures ............................................................................................6 1.3.1. Electronic lecture concept .......................................................................6 1.3.2. The roles of electronic lecture in teaching Physics at high school ..........6 1.3.3. The process of designing English electronic lectures .............................7 1.3.4. Some notes for designing the electronic lectures ....................................9 CHAPTER 2: ENGLISH LESSON PLANS .......................................................11 2.1. Structural and content analysis of the chapter “Gases” .................................11 2.1.1. Characteristics of the chapter ................................................................11 2.1.2. Task of the chapter ................................................................................11 2.1.3. Schema of logic content knowledge of the chapter ...............................11 2.1.4. Standard of knowledge, skills of the chapter “Gases” ..........................12 2.2. Designing the process of teaching electronic lecture in the chapter “Gases” 13 2.2.1. Object ....................................................................................................13 2.2.2. Lesson structure .....................................................................................14 2.2.3. Specific teaching process ......................................................................14 II

CHAPTER 3: ENGLISH ELECTRONIC LECTURES ....................................59 3.1. Some electronic lectures in chapter “Gases” Physics 10th grade ...................59 3.1.1. Structure of matter and Kinetic molecular theory of gases ...................59 3.1.2. Isothermal process and Boyle – Mariotte’s Law ...................................71 3.1.3. Isochoric process and Charles’ Law ......................................................84 3.1.4. Equation of state of ideal gases .............................................................96 3.2. The rubric to evaluate the quality of electronic lectures ..............................107 CONCLUSION AND RECOMMENDATION ..................................................109

REFERENCES ......................................................................................................110

III

ALPHABETICAL LIST OF ABBREVIATION AND PHRASES

Association of Southeast Asian Nations

: ASEAN

Compact Disc Read Only Memory

: CD-ROM

Content and Language Integrated learning : CLIL Information technology

: IT

Video compact disc

: VCD

IV

LIST OF TABLES

Table 2-1 Standard of knowledge, skills of the chapter “gases” .............................13 Table 2-2 The rubric to evaluate the quality of electronic lectures .......................108

LIST OF FIGURES

Figure 1-1 The process of designing English electronic lecture ................................7 Figure 2-1 Schema of logic content knowledge of the chapter “Gases” .................12

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INTRODUCTION 1. Rationale In the world, many countries have chosen English as their second language. In keeping with the development of the times, in addition to implementing the project of teaching and learning foreign languages in the national education system, the Ministry of Education and Training encourages schools to have bilingual classes in science subjects such as Math, Physics...

Therefore, the project “Teaching and learning foreign languages in the national education system in the period 2008 – 2020� was approved by the Prime Minister on 30/9/2013. This is to aim at comprehensively renovating the teaching and learning of foreign languages in the national education system, implementing new curricula and teaching programs at all levels. It is expected that by 2015, a significant progress will be made in the level of proficiency in the use of foreign languages in human resources, especially in some priority areas. By 2020, most of Vietnamese youths graduating from secondary schools, colleges and universities have the ability to speak foreign languages independently, confidently in communication, learning, working in an integrated, multilingual and multicultural environment; foreign languages become the strength of the Vietnamese people, serving the progress of industrialization and modernization of the country [9].

At the present, some schools in the whole country have implemented Physics and some other science subjects teaching in English. However, that is difficult.

Schools must learn how to implement this pilot program. The two biggest difficulties are the lack of qualified English teachers and the lack of standardized, uniform programs. As for teachers, schools are passive, have to train them, foster or find sources of rent, contracts from the outside are the main. Except for a few schools, teachers are trained abroad, trained, and taught in English as Le Quy Don High School, Tran Dai Nghia High School, and the rest are having the same difficulty [10].

To overcome the status of teachers who do not reach the bilingual level, Physics teachers are not good at English. Conversely, teachers who are good at 1

English do not teach Physics. Teachers teaching in English, the University of Education - University of Da Nang has started to apply the standard output level 3 according to the framework of foreign language skills from the enrollment level of 2013-2017 and apply later. Bilingual teaching in some subjects specialized for students 2014-2018, 2015-2019...

Physics teaching in English will create the premise, foreign language skills for children participating in the International Olympic Games, the international contest of science and technology. The teaching of natural sciences in general and Physics in particular in English is necessary for us to soon integrate into the world and at the same time to create an environment of striving for both students and teachers, give opportunities to improve professional qualifications, adopt quickly of new knowledge. However, Physics teaching in English materials such as textbooks, exercise books, electronic lectures are very limited. Therefore, it is necessary to design of English electronic lectures for Physics teaching, which will help teachers to have additional materials and lectures.

Starting from the above reasons, I chose the topic: “Design of English electronic lectures for teaching chapter “Gases”, Physics 10th grade” to research.

2. Aims of the study  Design of English electronic lectures for teaching chapter “Gases”, Physics 10th grade to develop foreign language skills for students.  Evaluate the quality of electronic lectures.

3. Research tasks  Research the theoretical and practical basis of the topic.  Consult expert.  Design of English lesson plans, study cards, homework.  Design of English electronic lectures for teaching chapter “Gases”.  Design of the rubric to evaluate the quality of electronic lectures.

4. Subjects and scope of the study

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 The content of the chapter “Gases” in Physics 10th grade textbook and similar content in English.  Research scope: Chapter “Gases” textbook in Physics 10th grade.

5. Methods of study  Theoretical research method: research related material to the topic.  Practical research methods: rubric.

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CONTENT CHAPTER 1: LITERATURE REVIEW AND PRACTICAL RESEARCH

1.1. Theoretical background of teaching the natural sciences subjects in English 1.1.1. Levels of teaching the natural sciences subjects in English Depending on the specific situation, teachers and students can flexibly use teaching methods at different levels. For example, there are three levels of teachinglearning: Level 1: Teachers provide some Physics terms in English for students. Then teachers teach in the classroom, communicate mainly in Vietnamese. In this way, students will not be able to develop important skills in learning English, such as speaking, writing and communication skills.

Level 2: Bilingual teaching - simultaneous 50% English and 50% Vietnamese.

This approach is often used in complex situations, which are too new for students to catch up and fail to grasp the content of the problem.

Level 3: Teach and organize activities entirely in English. This method is often used when the level of students is the same and the content is not too complicated but relatively familiar with the students. By maximizing the use of this method, students will have the opportunity to improve their English language skills [5].

1.1.2. The roles of teaching the natural sciences subjects in English English is an international language widely used in wide variety of fields including science, technology and education. Therefore, English is a tool for us to access advanced education and modern science and technology. Vietnam is a developing country and international integration which help us to improve the efficiency of education and training, exchange and apply advanced technologies in the world.

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Teaching physics and natural sciences in English at high school that is a strategic direction that will help solve the high demand for quality human resources in the coming years [5].

1.2. Practical basis of teaching the natural sciences subjects in English In the current socio-economic context, Vietnam is gradually integrating into the world. In particular, the ASEAN Economic Community established on December 31st 2015, has brought more opportunities and challenges than ever for Vietnam in general and our country’s education in particular to train generations.

The

youth have the ability to study and work in the international

environment. Therefore English plays an important role.

Based on the results of the survey of 148 high school students in Da Nang City with the theme “the excitement of the students in learning bilingual language English-Vietnamese”, we find that most of the students look forward to study abroad and 28.6% of students prepare to study in developed countries using English as the United States. Thus, it is necessary to learn natural sciences in English, helping students increasingly contact to the world science. Today, most of students are aware of the importance of English [3].

From the 2011 – 2012 school year, the teaching Math and the natural sciences subjects in English has been implemented in some high schools but it has some difficulties. First, it is difficult for teachers: Teachers in the subject areas have difficulty teaching natural sciences in English due to limited English. English teachers can’t teach natural science subjects because of lack of professional knowledge. Subject teachers often have difficulty in: Explaining concepts in appropriate language to present concepts, questions, interpretations, clarify the content of knowledge in English; Use specialized terminology, science vocabulary and its pronunciation. In fact, many students have studied English for many years in the lower classes is very good in English, and teachers flinch to give lectures to these students. Next, difficulties for students: Students have difficulty in explaining the meaning of logical connections in Mathematics and Science. With difficult professional issues, if teachers use English for teaching, students will not understand when the foreign language is still a barrier. Each student has a different 5

ability in English and wishes to receive a variety of support from the teacher. In addition, there are learning material problems: It’s often difficult for teachers and students to find appropriate science material for classes. They do not find additional materials for educational programs or it takes too long to adapt to the English material in the foreign documentary program. Currently, publishers are producing English language content for their own programs [2]. But these materials have not been censored by the Ministry of Education and Training.

In recent years, there has been an urgent need for teaching science in English, so some authors have studied the subject: Pham Kim Chung has studied the topic: “Organizing the teaching of natural sciences in English for high school students”. Presentation of the experimental results of Developing a teaching and learning plan for physics for the 10th grade students of the High School of Education Science in Hanoi in May 2017 with 26 English multiple choice questions. The effectiveness of teaching CLIL helps students improve their ability to use English to study natural sciences; increase the excitement, promote the positive, active, improve the quality of teaching [2].

Physics Classes in bilingual English - Vietnamese Optical part, grade 11 Physics by Le Hang [11]; Design of English-Vietnamese bilingual electronic lectures of chapter “Dynamics of particle”, Physics 10th grade by Nguyen Thi Tinh Le [3], etc.

Teach Physics in English: A Continuing Professional Development for NonNative English-Speaking Teachers in Thailand by Chaninan Pruekpramool [8].

1.3. Electronic lectures 1.3.1. Electronic lecture concept Electronic lecture is a form of classroom-based programming in which all teaching plans are programmed by the teacher through a multimedia environment created by the computer [4].

1.3.2. The roles of electronic lecture in teaching Physics at high school Physics is an experimental science, so in teaching Physics, experimenting is a very important part that not only increases the attractiveness of the subject, but also helps students understand the deeply theory. But more important is to give students 6

a visual acumen. However, in a class with limited time, experiment apparatus and experiments are difficult to observe with the naked eye, the use of virtual experiments, flash, video, images are integrated in the electronic lecture is very effective for teaching Physics at high school.

Thus, electronic lecture has very important role in teaching Physics, providing knowledge and useful materials for teaching.

1.3.3. The process of designing English electronic lectures Step 1

• Determine the purpose and requirements of the electronic lectures

• Select basic knowledge, focus, generalization, and high filtering to Step 2 organize them into slides Step 3 Step 4

• Collection of material related to the content, construction of documentation • Develop scripts for the electronic lectures

• Select the language or demonstration software to build the electronic Step 5 lectures Step 6

• Run the program, repair and finish

Figure 1-1 The process of designing English electronic lecture Step 1. Determine the purpose and requirements of the electronic lectures The goal here is the learning objective, not the instructional goal. Read textbooks, incorporate local and foreign references to understand the content and purpose of each item in the lesson. On that basis, determine the target of the whole lesson about knowledge, skills and attitudes. That is the goal of the lesson.

Step 2. Select basic knowledge, focus, generalization, and high filtering to organize them into slides This is an important step in expressing the whole contents of the lecture. The contents of the slides should be really distilled from the basic knowledge of each 7

chapter, item and paragraph. The amount of information contained in a slide is not so much, so the teacher must have synthesized and generalized thinking to select and filter the most basic knowledge into the slide. This step, teachers do well, the electronic lectures will ensure knowledge transfer.

Step 3. Collection of material related to the content, construction of documentation In addition to the collection of materials to supplement and expand knowledge from books and related reference materials; it is important and necessary to build a documentation store. This is a necessary condition for effective exploitation of the PowerPoint software program, the more abundant the archives, the higher the possibility of exploitation, the more diverse.

Sources for teachers to collect documentation: - Information on the Internet: This is really a huge information store; we can search information by topic. By search engines, we go to the website related to the topic to find.

- The information on the CD-ROM, VCD: Now the information on the CDROM and VCD is very rich, can select the necessary information for the content of the lecture to enter the archives.

In addition, the pictures and information related to the content of the lecture are very rich can be an important source for us to add to the archives.

Step 4. Develop scripts for the electronic lectures This is an important step in the design of the lecture. The construction script must ensure the principles of pedagogy and contents of basic knowledge of the lecture, meeting the set objectives and requirements.

Discovering and exploiting the strengths of PowerPoint to enhance the activeness of cognitive processes in learners’ learning activities.

Construction scenarios depend on the products that are available in the archives. Teachers need to make the right choice to build quality scripts.

Step 5. Select the language or demonstration software to build the electronic lecture 8

Once the materials are available, the basic knowledge is selected; the teacher needs to select the language and the demonstration software to conduct the electronic lectures. Depending on the specific content that information on each slide can be text, graphics, pictures, sound and video. The text should be brief, dynamic.

Use a common, simple font; the color of the text is uniform. Presentations should use block diagrams so that participants can immediately see the logical structure of the content to be presented.

For each lecture should use the frame, the background color uniform for the slide. Limit the use of too bright or contrasting colors. On the other hand, it should not be too much to use the demonstration software in a “flying� manner to attract unnecessary curiosity for learners, dispersing the students' attention. It is important to use the demonstration software to focus on the core content, to fully exploit the underlying ideas within the demonstration audience by addressing issues, guidelines, and organization. Develop cognitive to develop the thinking of the learner.

Finally, make the link between the slides logically. This is an important work that creates the advantages of electronic lecture so we need to maximize the linking ability, thanks to this linking ability that the lecture is organized flexibly to help students acquire the knowledge.

Step 6. Run the program, repair and finish After the design is completed, they must be run and check, especially the link to carry out repairing and finishing.

1.3.4. Some notes for designing the electronic lectures The color of the background: Teachers should follow the principle of contrast; the slideshow will be more prominent. For example, using dark background colors use only bright or white text. In contrast, use only bold text (black, dark blue, dark red, etc.) on a white or bright background.

Fonts: Fonts should be bold, clear and neat. Use basic fonts such as Times New Roman and Arial of Unicode or VNI-times of VIN-Windows.

Size: Select the appropriate font size, the font size of the title is usually 32, the normal letter is 28.

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Layout content: Teachers should not overlay the background image from top left down to left, which should leave space evenly on both sides and in the appropriate proportion (usually 1/5), to ensure aesthetics, sharpness and no loss of detail when projected onto the screen.

In addition, the pictures, photos or clips may be good, but they are faint we should not be used because it does not provide the information specified as desired.

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CHAPTER 2: ENGLISH LESSON PLANS

2.1. Structural and content analysis of the chapter “Gases” 2.1.1. Characteristics of the chapter The chapter “Gases” is the beginning of the Thermodynamics, describing the structure of the substance, the contents of the gas molecular dynamics, the process equations and the corresponding experimental laws, and the state equation of the gas. ideal. This chapter also deals with the concept of absolute temperature. The knowledge of gases has been mentioned in the Physical Education Program (6th and 8th grades), but most are qualitative. In the 10th grade program, the gas knowledge system was expanded and structured more rigorously.

2.1.2. Task of the chapter The “Gases” chapter is the basis for the next section of knowledge. Students can understand the phenomena, properties and laws of gases at both micro and macro levels. It can be said that this chapter is a bridge linking mechanical knowledge (macro level) with contents of the structure, transformation (micro level). Therefore, this chapter is of particular importance in the Physics 10th grade program.

2.1.3. Schema of logic content knowledge of the chapter

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Figure 2-1 Schema of logic content knowledge of the chapter “Gases”

2.1.4. Standard of knowledge, skills of the chapter “Gases”

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THEME

LEVELS NEEDED Knowledge

a) Kinetic

  State the basic contents of the kinetic molecular

molecular

theory of gases.

theory of gases.

  State the characteristics of the ideal gases.   State the definition of Bolye - Mariotte, Charles’s

b) Isothermal, isochoric

and

isobaric processes

for

the ideal gases.

Law.   State the definition of the absolute temperature.   State the parameters p, V, T determine the state of the gases.   Write the equation of state of the ideal gases

c)

=

The const.

equation ideal gas.

of

Skills   Apply molecular dynamics to explain the shape, volume of gases, liquids, solids.   Draw the thermal, isochoric and isobaric lines in the diagram.   Apply the equation of state of the ideal gases to solve problems.

Table 2-1 Standard of knowledge, skills of the chapter “Gases” 2.2. Designing the process of teaching electronic lecture in the chapter “Gases” 2.2.1. Object  Enhance students’ ability to learn about Physics and language.  Improve students’ confidence in listening, speaking, reading and writing skills.

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 Understand and solve problems in English.  Students can refer to scientific materials written in English.

2.2.2. Lesson structure  Electronic lectureis entirely in English: content, images, videos are in English.  Vocabulary, handouts with relevant questions and problems provided by the teacher at the previous lesson.  Teacher delivers content in English.  The exercises are compiled in English.

2.2.3. Specific teaching process 2.2.3.1. Structure of matter and Kinetic molecular theory of gases A. Objectives Knowledge Students will be able to:  State the basic contents about the structure of matters.  Compare properties of solids, liquids and gases.  State the basic content of kinetic molecular theory of gases.  State the characteristics of ideal gases.

Skills  Application of molecular distance, molecular motions and molecular interactions to explain the volume and shape characteristics of gases, liquids and solids matter.  Explain some phenomena in life-related to the lesson.  Practice listening, speaking, reading and writing.

Attitudes Interested in learning physics, favorite, exploring science.

B. Method Group method, the question and answer technique.

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C. Preparation Students  Review the knowledge you have learned about the structure of matters in grade 8.  Prepare the new lesson through the study card provided by the teacher.

Teacher  Handouts with relevant questions and problems.  PowerPoint slides.

D. Contents written on board

LESSON 28:

STRUCTURE OF MATTERS

KINETIC MOLECULAR THEORY OF GASES

 Vocabulary Structure of matter: Cấu tạo chất Kinetic molecular theory of gases: Thuyết động học phân tử chất khí Temperature: Nhiệt độ Volume: Thể tích Pressure: Áp suất Ideal gas: Khí lí tưởng Random: Hỗn loạn Incessant: Không ngừng I. Structure of matter 1. Structure of matter  All matter is composed of atoms. Atoms often groups with other atoms to form what we call molecule.  Molecules move incessantly.  If the temperature increases, the particles will be moving faster.

15

2. Molecular interaction forces  There are the attractive force and repulsive force between molecules forming the object.  The magnitude of interaction forces depends on the distance between molecules: + At the short distance:

>

+ At the long distance:

<

+ At very long distance: F = 0 2. The states of matter: Solids

Liquids

Gases

Molecular distance

Short

Medium

Long

Intermolecular force

Strongest

Medium

Weakest

Motion of molecules

Vibration only

Move randomly but with limited slide past each other

Move randomly

Shape

Defined

No defined

No defined

Volume

Defined

Defined

No defined

Volume (V): The amount of space, particles have to exist inside of the containers.

II. Kinetic molecular theory of gases 1. The basic content of the kinetic molecular theory of gases ď&#x20AC;­ The gas molecules are very small relative to the distance between them.

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 The gas molecules are in rapid random motion; the average velocity of the molecules is directly related to the temperature of the gas.  In the random motion, the molecules collide with each other and with the walls of the container.

2. Ideal gases  The molecules are point masses with no volume.  No inter-molecule forces.  The molecules elastically collide with each other or with the walls of the containers.

E. Activities in class  Problem: Ice, water and steam are made up of the same kind of molecules as water molecules. What are the differences between ice, water and stream? To answer this question we go to today’s lesson: “Structure of matter and kinetic molecular theory of gases”.  Activity 1 (25’): Structure of matter Teacher’s activities

Students’ activities

- Ask students to state the structure

- Student answer.

of matter.

- Comments.

- Molecules move incessantly, but

- Students receive the problem.

why do things keep their shape and volume? To answer this conflict we go to part 2 Molecular interaction forces.

- Notification:

There

are

the

attractive force and repulsive force between molecules forming the object 17

- Students listen.

so objects can retain their shape and volume. The magnitude of interaction forces

depends

on

the

distance

between molecules.

- Additional: At the short distance, the repulsive force is bigger than the

- Students record.

attractive force. At the long distance, the attractive force is bigger than the repulsive force. At the distance is very long, force does not match.

- We already know that the matter

- Students observe the video and

exists in common state as solids, discuss: liquids, gases. What are differences between these states? Ask students to work in groups to compare the properties of solids, liquids, gases:

Teacher shows the students the video.

- Comments.

ď ś Activity 2 (10â&#x20AC;&#x2122;): Kinetic molecular theory of gases

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Teacher’s activities

Students’ activities

- Teacher shows students the video

- Students observe.

about the motion of gas molecules.

Source: https://www.youtube.com/watch?v=bR i_3KSeRfk&t=305s - Ask students to state about the structure of the gases.

- Student

answers:

The

gas

molecules are very small relative to the distance between molecules. The gas molecules are in rapid random motion. The average velocity of the molecules is directly related to the

- Additional: In the random motion,

temperature of the gases.

the molecules collide with each other and with the walls of container act on the walls with a significant force. This force causes the gas pressure to the walls of the container.

- Information: The properties of

- Students listen.

ideal gases: the molecules are point masses with no volume; No intermolecule

forces;

The

molecules

elastically collide with each other or with the walls of the containers.

 Activity 3 (10’): Summary, application Teacher’s activities

Students’ activities

- Ask students to summarize the 19

- Students summarize the main

main points of the lesson.

points of the lesson.

- Ask students to work in groups to

- Students discuss and answer.

discuss and complete the crossword.

Ask students to do homework, review on previous lessons learn vocabulary and prepare for a new lesson: “Isothermal process and Boyle Mariotte’s law”.

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- Students receive assignments.

STUDY CARD

1. Vocabulary Translate the words below into Vietnamese Structure of matter: …………………………………………………

Kinetic molecular theory of gases: …………………………………

Temperature: ……………………………………………………….

Volume: ……………………………………………………………

Pressure: …………………………………………………………..

Ideal gas: ………………………………………………………….

Random: …………………………………………………………..

Incessant: ………………………………………………………….

2. Problems a. What are the basic states of the water?

Translate:………………………………………………………….

Answer:…………………………………………………………… b. Watch the video following link and work in groups to compare the properties of solids, liquids, gases Translate:…………………………………………………………… ………………………………………………………………………

Source: https://www.youtube.com/watch?v=o2qM4o8e_Vo Solids

Liquids

Molecular distance Intermolecular force Motion of molecules Shape Volume

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Gases

Handout: Crossword

Across 4. Containing most widely separated particle.

5. Material made of rubber, that can stretch and then return to its original size.

6. Describe chance or undirected motion.

Down 1. Results from collisions of gas molecules with the inside walls of their container.

2. Phase characterized by definite shape and volume.

3. The amount of space something takes up.

Key:

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HOMEWORK Choose the correct answer Quiz 1: Place the following states of matter in order from least dense to most dense A. Solids, liquids, gases.

B. Gases, liquids, solids.

C. Liquids, gases, solids.

D. Solids, gases, liquids.

Quiz 2: Which of the following explains why gases are less dense than solids?

A. Gases have faster moving particles that are very close together.

B. Gases have slow moving particles that are very close together.

C. Gases have faster moving particles that are far apart.

D. Gases have slow moving particles that are close together.

Quiz 3: The main idea of the kinetic molecular theory of gases is that all molecules have A. Mass.

B. Motion/movement.

C. Volume.

D. Moles.

Quiz 4: The intermolecular forces between gas molecules are A. Very strong.

B. Extremely important.

C. Not significant at normal temperatures and pressures.

D. All of the above.

Quiz 5: Higher pressure means ________ collisions between gas particles.

A. more.

B. less.

C. faster.

D. harder.

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2.2.3.2. Isothermal process and Boyle – Mariotte’s Law A. Objectives Knowledge Students will be able to:  Know the definition the state and the state parameters of an amount of gas.  Understand the definition of an isothermal process.  State the Boyle – Mariotte’s Law. Skills Students will be able to:  Practice experiments related to isothermal processes.  Collect and analyze data from the experiment.  Draw graphs of the isothermal process on (p-V) diagram.  Apply the law to solve problems.  Practice listening, speaking, reading, writing.

Attitude  Be interested in finding out about the physical phenomena related to the content of the lesson.  Contact physics knowledge with real-life, actively and creativity learn.

B. Method The question and answer technique, group method.

C. Preparation Students  Review on the knowledge of the previous lesson.  Prepare the new lesson through the study card provided by teacher.

Teacher  Handouts with relevant questions and problems.  PowerPoint slides.

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D. Contents written on board

LESSON 29: ISOTHERMAL PROCESS BOYLE – MARIOTTE’S LAW  Vocabulary The transformation of states: Quá trình biến đổi trạng thái Parameter: Thông số Isothermal process: Quá trình đẳng nhiệt Isotherm: Đường đẳng nhiệt Hyperbolic line: Đường Hypebol I. States and the transformation of states: 1. States: The state of an amount of gas is specified by the volume V (m3), pressure p (Pa), and temperature T (K).

2. The transformation of states: (

The gases can transform one state ( into another state by processes of transformation of state (or processes).

Isoprocess is a process in which one parameter is constant.

2. Isothermal processes:

The process of state transformation of a definite amount of gases in which the temperature is unchanged is isothermal processes.

II. Experiment: 1. Apparatus: 2. Progression:

25

3. Results: Volume V

Pressure p

15

2.0

30

17

1.75

29.75

20

1.5

30

24

1.25

30

p.V

Comment: + If V increases, p will decrease and reverse. + p.V = constant.

III. Boyle – Mariotte’s Law:  Stated: In the isothermal process of a definite amount of gases, the pressure is inversely proportional to the volume.  The equation of Boyle – Mariotte’s Law: p.V = constant or p IV. Isotherm:  The line expressing the change of pressure according to the volume at the constant temperature is called isotherm.  In the (p, V) diagram, the isotherm is a hyperbolic line.

26

E. Activities in class.

Review (5’) Teacher’s activities

Students’ activities

- Question: Ask students

- Listen and answer the question.

+ What is the pressure of gases? + What is the volume of gases?

- Comments.

Learn the new lesson  Activity 1 (5’): Problem Teacher’s activities

Students’ activities

- Have you ever been on the

- Student answers based on practical

airplane? When the airplane takes off experience: a feeling of an earache, or landing, how does our ear feel?

- There

are

many

tinnitus.

people

- Students listen.

experiencing this phenomenon when traveling by airplane. What is the cause of this phenomenon? And how to overcome it? Let's find out together.

- Ask students to guess the cause of

- Students guess: Due to the change in atmospheric pressure.

an earache, tinnitus if the situation in the airplane landing.

- How about is the change in atmospheric pressure when the airplane

- Student

answers:

pressure increases as it goes down.

landed?

- The gas pressure inside the ear is smaller than the gas pressure outside 27

Atmospheric

- Students listen.

the ear. Then, the force back into the ear causing pain.

- How about is the change in the gas

- Students comment:

temperature, pressure and volume in

+ The gas temperature is constant due to the air conditioning. the middle ear when the airplane landed?

+ The gas pressure in the middle ear tends to increase to equal the atmospheric pressure. + The gas volume in the middle ear decreases due to the eardrum being pressed backward.

-To

more

phenomenon

understand

and

the

this

relationship

between the gas pressure and volume in the middle ear we go on today’s lesson: “Isothermal process and Boyle - Mariotte's law”.

 Activity 2 (5’): State and the transformation of states.

Teacher’s activities

Students’ activities

- Question: Which are the states of the gases determined by? And units of those quantities.

- Student answers:  Pressure p (Pa)  Volume V (m3)  Temperature T (K)

- Comments.

- Question:

What

are

these

quantities called?

- The process of moving from one state

(

to

another

state 28

- Student answer: Parameters of the amount of gases.

- Students listen.

(

by

processes

of

transformation of state (or processes).

- Introduce

the

definition

of

- Students listen.

isoprocess: isoprocess is a process in which one parameter is constant.

- In today’s lesson, we will learn about the isothermal process of gases.

Now, we move to the next part.

 Activity (3’): Isothermal process Teacher’s activities

Students’ activities

- Question: What is the definition’s isothermal process?

- Student answers: The process of state transformation of the definite amount of gas in which temperature is unchanged is isothermal processes.

- Comments.

- In

isothermal

process,

the

temperature is constant. What is the relationship between p and V? We move to the experiment.

 Activity 4 (12’): Experiment Teacher’s activities

Students’ activities

- Through the introduction of the lesson, we can hypothesize: When a certain volume of gas is transferred in the isothermal process, the pressure of 29

the gas increases as the volume decreases and reverse.

- Ask the students to work in groups to

discuss

guesses

and

make

preliminary

the

qualitative

about

relationship between p and V. The teacher takes notes the group's predictions on the board.

- Ask students to find the way to

- Students guess the relationship between p and V: ď&#x20AC;Ť = constant ď&#x20AC;Ť p.V = constant - Carry on the experiment to determine the p and V pairs of a

test these predictions right or wrong.

definite amount of gases.

- Introduce to the apparatus.

- Teacher

shows

students

- Students listen.

the

- Students

watch

and

results:

experiment video.

Volume V

Pressure p

15

2.0

17

1.75

according to their own predictions.

20

1.5

Then coming to the board and present

24

1.25

(source: https://www.youtube.com/watch?v= D2IT9bexGe8) - Ask groups to process the data

the

results

of

record

their

groups

then

comment and conclude.

- Work in groups, discuss and

- Comment: This is the content of present the results to the class.

Boyle-Mariotte's law.

Comment: In this experiment the 30

product of multiplication p and V is constant.

- Students listen.

 Activity 5 (5’) : Boyle – Mariotte’s law Teacher’s activities

Students’ activities

- Sate of Boyle – Mariotte’s Law: In

- Students listen.

the isothermal process of a definite amount of gases, the pressure is inversely proportional to the volume.

Equation: p.V = constant - Teacher

introduces

- Students listen.

English

physicists - Boyle and French physicist - Mariotte.  Activity 6 (5’) : Isotherm Teacher’s activities

Students’ activities

-

We have p.V = const

- Students listen.

-

What is the graph?

- Student comments: the graph has hyperbolic curve shape.

 Activity 7 (5’): Summary 31

Teacherâ&#x20AC;&#x2122;s activities

Studentsâ&#x20AC;&#x2122; activities - Student answers.

- What is the cause of the condition of ear pain when the airplane taking off or landing? And how to overcome it?

- Students watch.

- Teacher introduces a picture of the structure of the ear: The outer ear and middle ear are separated by the eardrum. The middle ear is filled with air and a Eustachian tube connects the middle ear and nasopharynx. When we yawn or swallow, this tube opens to air from the nose and mouth to the middle ear so that the air pressure of the middle ear and outer ear are equal.

- Check the answer and give the

- Students listen.

explanation: When the plane landed, the eardrum was forced back inward due to the pressure difference, this is an isothermal process, so

when

volume decreases, the pressure in the middle ear increases causing pain in the eardrum. In the middle ear there is a tube of Eustachinan connected to the nose and mouth, so to avoid this situation, movements

we

can such

perform as

jaw

chewing,

swallowing, yawning,...help open or close Eustachinan tube and pressure balance inside the ear.

32

- Ask students to summarize the main points of the lesson.

- Student

summarizes

the

main

points of the lesson.

- Organize game “Who is the

- Students participate in the game.

fastest”.

- Students receive assignments.

- Ask students to do homework, learn vocabulary, the previous lesson and prepare for lesson 30: Isochoric process – Charles’ law.

33

STUDY CARD

 Vocabulary Translate the words below into Vietnamese The transformation of states: ………………………………………

Parameter: ………………………………………………………….

Isothermal process: …………………………………………………

Isotherm: ……………………………………………………………

Hyperbolic line: …………………………………………………….

1. Problems a. Have you ever been on the airplane?

Translate:…………………………………………………………….

Answer:……………………………………………………………… b. When the airplane takes off or landing, how does our ear feel?

Translate:…………………………………………………………….

Answer:……………………………………………………………… c. Determine the units of the following quantities: p (pressure), V (volume), T (temperature).

Translate:……………………………………………………………..

Answer:………………………………………………………………. d. Watch the video following link and complete table below Source: https://www.youtube.com/watch?v=D2IT9bexGe8 Translate:…………………………………………………………….

Times

Volume

1.

2.

3.

4.

34

Pressure

EXERCISES

Quiz 1. In the isothermal process, which parameter is constant?

A. Temperature.

C. Mass.

B. Volume.

D. Pressure.

Quiz 2. Which is the equation of Boyle â&#x20AC;&#x201C; Mariotte Law? A. p1.V2 = p2.V1.

C. = constant.

B. p.V = constant.

D. = constant.

Quiz 3. At constant temperature, what does happen to the pressure when the volume is doubled?

A. Double.

C. Unchanged.

B. Halve.

D. Quadruple.

Quiz 4. A sample of hydrogen has a volume of 25 L under a pressure of 5 atm. What will the pressure of this gas be if the volume were decreased to 5 L? A. 5 atm.

C. 15 atm.

B. 10 atm.

D. 25 atm.

35

HOMEWORK

Task 1: Choose the correct answer 1. What type of relationship to pressure and volume have?

A. Direct.

C. No relationship.

B. Inverse.

D. All are incorrect.

2. What is the new volume of the gas if the pressure on 350 L of oxygen at 720 mmHg is decreased to 600 mmHg? A. 420 L.

C. 4200 L.

B. 29.16 L.

D. 291.6 L.

3. Boyle â&#x20AC;&#x201C; Mariotte's law: When _______ is held constant, the pressure and volume of a gas are ________ proportional.

A. temperature, equally.

C. temperature, inversely.

B. mass, inversely.

D. All is incorrect.

Task 2: Translate and solve the exercises below 1. Calculate the final volume of a gas if the pressure of a 4.0 L sample is changed from 2.5 atm to 5.0 atm?

2. A gas with a volume of 4 L at a pressure of 204 kPa is allowed to expand to a volume of 12 L. What is the pressure the container if the temperature remains constant?

36

2.2.3.3. Isochoric process and Charles’ Law A. Objectives Knowledge Students will be able to:  State definition of isochoric process.  Express and write the equation of Charles’s law.  Draw the graph of isochoric process on (p, T) diagram.  Practice listening, speaking, reading and writing.  Apply the law to solve problems.

Attitudes  Be interested in learning about the physical phenomena related to the content of the lesson.  Contact physics knowledge with real-life, actively and creativity learn.

B. Method Group method, the question and answer technique.

C. Preparation Student  Review on the knowledge of the previous lesson.  Prepare the new lesson through the study card provided by teacher.

Teacher  PowerPoint slides.  Handouts with relevant questions and problems.

D. Contents written on board

37

LESSON 30: ISOCHORIC PROCESS CHARLES’S LAW  Vocabulary Isochoric process: Quá trình đẳng tích Absolute temperature: Nhiệt độ tuyệt đối Directly proportional: Tỉ lệ thuận Isochoric line: Đường đẳng tích The origin: Gốc tọa độ I. Isochoric process: The process of state transformation in which the volume is unchanged is isochoric process.

II. Charles’ Law: 1. Absolute temperature: If the temperature drops to -2730C, molecules don’t move. Therefore, Kelvin suggested a temperature is begging at 0 k called absolute zero: T (K) = T (oC) + 273 2. Experiment: 3. Result: p

T

(mmHg)

(K)

1.

948

373

2.54

2.

838

324.5

2.58

3.

770

297

2.59

4.

715

273

2.61

Times

38



= constant

3. Charles’ Law: In the isochoric process of a definite amount of gases, the pressure is directly proportional to the absolute temperature.

Equation: = constant or

=

III. Isochoric line In (p,T) diagram, the isochoric line is the straight line that goes through the origin.

E. Activities in class Review (8’) Teacher’s activities

Students’ activities

- Ask students to complete the

- Complete the worksheet.

worksheet.

- Comments.

Learn the new lesson  Activity 1 (2’): Isochoric process Teacher’s activities

Students’ activities

- Ask students to state definition of isochoric process.

- Student answers: The process of state transformation of a definite amount of gases in which the volume

39

is unchanged is called isochoric process.

According to Boyle – Mariotte’s law: In the isothermal process of a definite amount of gases, the pressure is

inversely

proportional

to

the

volume. What is the relationship between

pressure

and

absolute

temperature in the isochoric process?

We will find the answer in the next part “Charles’ law”.  Activity (15’): Charles’ law

Teacher’s activities - Introduce

Students’ activities

the

absolute

- Students listen.

- T (K) = 273 + T (0C)

temperature.

- Ask students to covert degree C to K.

- Students guess the relationship

- Ask students to discuss and guess between p, T: p.T = const; = const the relationship between p, T.

- Students listen.

- Describe the experiment.

- Teacher

show

students

the

- Students watch.

experiment video.

- Write the results on the board: p

T

(mmHg)

(K)

1.

948

373

2.

838

324.5

3.

770

297

4.

715

273

Times

40

- When the temperature increases, the → Why did T increase and p also molecules move faster. Then the gas increase?

molecules collide with wall => the pressure is increased.

- Ask groups to process the data

- Students work in groups.

according to their own predictions. From the results of data processing, we Then coming to the board and present infer: the results of their groups then

p = const T

comment and conclude.

- In

- What is the relationship between

the

isochoric

process,

pressure of an amount of gas is directly

p and T in the isochoric process?

proportional to absolute temperature: p

T.

- Comments.

- Students listen.

- Example:

- Identify:

A

sealed

oxygen at

container

contains

C and pressure

the

Pa.

If the tank is exposed to the sun at C, How much the pressure in the Execute: container will be?

Apply Charles’ law, we have: = p1.T2 105.600 → p2 = = = 2.105 Pa. T1 300

Charles’ law says the relationship between the pressure p and the temperature T in isochoric process.

How is this relationship shown in the graph? We will learn in part III “Isochoric line”.

 Activity 3 (10’): Isochoric line

41

Teacher’s activities

Students’ activities

- We have: = const => p = const.T

- Students listen.

- In (p,T) diagram, the isochoric

- What is the graph?

line is the straight line that goes through the origin.

- Student proves:

- Ask students to prove: V1 <V2

 Activity 4 (10’): Summary Teacher’s activities

Students’ activities

- Ask students to summarize the main points of the lesson.

- Ask

students

to

- Students

summarize

the main

points of the lesson. answer

the

- Students answer.

question.

- Ask students to do homework, learn vocabularies, the previous lesson and prepare for lesson 31: “Equation of state of ideal gases”.

42

- Students receive assignments.

Name______________ Worksheet: Boyle – Mariotte’s Law 1. Boyle – Mariotte’s Law: When (1)____________ is held constant, the pressure and volume of a definite amount of gases are (2)____________ proportional.

2. Mathematically, Boyle – Mariotte’s law is stated p.V = (3)____________ or p1 .V1 = (4)____________.

(a)constant; (b) inversely; (c) the volume; (d) p2 .V2; (e) the temperature 3. At a pressure of 405 kPa, the volume of amount gases is 6.00 cm3. Assuming the temperature remains constant; at what pressure will the new volume be 4.00 cm3?

A. 60.75 kPa.

B. 607.5 kPa.

C. 60.75 Pa.

D. 607.5 Pa.

4. A volume of gases at 1.10 atm was measured at 326 cm3. What will be the volume if the pressure is adjusted to 1.90 atm?

A. 188.7

. B. 18.87

.

C. 0.1887

Answer: 1. (1) – (e); (2) – (b); 2. (3) – (a); (4) – (d); 3. B. 4. D.

43

D. 0.1887 L.

STUDY CARD

 Vocabulary Translate the words below into Vietnamese Isochoric process: ……………………………………………………

Absolute temperature: ……………………………………………….

Directly proportional: ……………………………………………….

Isochoric line: ……………………………………………………….

The origin: …………………………………………………………..

1. Problems a. Which is the parameter constant in the isochoric process?

Translate:…………………………………………………………….

Answer:……………………………………………………………… b. Convert degree C to K Translate:…………………………………………………………….

Answer:……………………………………………………………… c. Watch the video following link and complete table below Source: https://www.youtube.com/watch?v=1pVVZGOBIVg Translate:………………………………………………………………

Times

p

T

(mmHg)

(K)

1.

2.

3.

4.

44

EXERCISES Quiz 1: Which is the equation of Charles's law?

A.

p1 p2 = .

T2 T1

B. = constant.

C. p.V = constant.

D. = constant.

Quiz 2: A gas has a pressure of 1.50 atm at a temperature of 273 K. What will the pressure be at 410 K? A. 0.99 atm.

C. 2.25 atm.

B. 0.75 atm.

D. 2.5 atm.

Quiz 3: Which is the correct equation for converting degrees C to K? A. T (K) = T (oC) + 273.

B. T (K) = T (oC) + 237.

C. T (K) = T (oC) + 273.

D. T (K) = T (oC) + 273.

Quiz 4: The relationship of which two variables are compared in Charlesâ&#x20AC;&#x2122; Law? A. Pressure & volume.

B. Volume & temperature.

C. Temperature & pressure.

D. Volume & moles.

45

HOMEWORK Task 1. Choose the correct answer Quiz 1: An isochoric process is one in which A. The temperature is constant.

B. The pressure is constant.

C. The volume is constant.

D. No heat enters or leaves the system.

Quiz 2:

A sample of gas is heated in a sealed container from 27°C to

127°C. The volume of gas stays constant. What is the final pressure of the gas if the initial pressure is 1.2 . 105 Pa? A. 1.2 . 105 Pa. B. 1.4 . 105 Pa. C. 1.6 . 105 Pa. D. 2.0 . 105 Pa. Quiz 3: What is the relationship between the pressure and temperature of a fixed mass of gas at constant volume?

A. Gas pressure is directly proportional to gas temperature.

B. Gas pressure is conversely proportional to gas temperature.

C. Gas pressure is inversely proportional to gas temperature.

D. All is incorrect.

Task 2: Translate and solve the following exercises 1. The oxygen tanks on the sideline can be very dangerous if heated.

Suppose an oxygen tank has a pressure of 120 atm at a room temperature of 25°C. If the temperature on the turf or field increases to 51°C, what will the resulting pressure of the oxygen tank be if the volume and amount of gas does not change?

2. Gas, initially at a temperature of 27°C and pressure 100 kPa, is heated at constant volume until its temperature is 150°C. Assuming no loss of gas, determine the final pressure of the gas.

46

2.2.3.4. Equation of state of ideal gases A. Objectives Knowledge Students will be able to:  Summarize the result of Boyle – Mariotte’s and Charles’ law to find equation express dependence of three quantities: temperature, volume, pressure’s amount definite of gases.  State the definition of the isobaric process, write the relationship between volume and temperature in this process.

Skills  Practice listening, speaking, reading, writing.  To distinguish real gases and ideal gases.  Apply the law to solve problems.  From the equation of state to deduce the equations for the isothermal, isochoric and isobaric processes.  Draw the graph of the isobaric process in the (V,T) diagram.

Attitude  Be interested in learning about the physical phenomena related to the content of the lesson.  Contact physics knowledge with real-life, actively and creativity learn.

B. Method Question and answer method.

C. Preparation Student  Review on the knowledge of the previous lesson.  Prepare the new lesson through study card provided by teacher.

Teacher  PowerPoint slides.  Handouts with relevant questions and problems.

47

D. Contents written the board LESSON 31: EQUATION OF STATE OF IDEAL GASES  Vocabulary Intermediate state: Trạng thái trung gian Equation of state: Phương trình trạng thái Isobaric line: Đường đẳng áp Real gases: Khí thực I. Real gases and ideal gases  Only ideal gases follow laws of gases that you have learned.  When we don’t need high accuracy, we can apply laws of ideal gases to pressure, volume and temperature of real gases.

II. Equation of state of ideal gases

To consider amount of defined gas:

+ 11’: Isothermal p1V1 = p’V2 (1) + 1’2: Isochoric =

=>

(2)

.

48

Substitute (2) into (1), we have: p1 V 1 = =>

. =

(3)

=>

= constant (4)

Equation (4) is called equation of State of ideal gases. ď ś Note: +

, the magnitude of constant depends only on the amount

of gas are considering. + With 1 mole gas

= R = 8.31 J/(mol.K), R is called

constantâ&#x20AC;&#x2122;s ideal gas.

III. Isobaric process 1. Isobaric process A process in which the pressure is constant is called isobaric process. + State 1: p, V1, T1. + State 2: p, V2, T2.

2. Relation between p and V When p= constant, Eq.(3) is rewritten: =

=>

=

or

= constant

In the isobaric process of a definite amount of gases, the volume is directly proportional to the absolute temperature.

3. Isobaric lines In (V,T) diagram, the isobaric line is the straight line that goes through the origin.

49

E. Activities in class Review (5’) Teacher’s activities

Students’ activities

- Question: Ask students

- Listen and answer question.

+What is the content of Charles’ law? +Determine the pressure change when a constant volume of gas at 1.00 atm is heated from 20.0 ˚C to 30.0 ˚C. - Comments.

Learn the new lesson  Activity 1: (5’) Problem Teacher’s activities

Students’ activities

- Base on the previous lesson, what

- Students

answer:

when

the

is the relationship between the pressure

temperature is constant, the pressure is

and

inversely

volume

at

the

constant

proportional

with

the

temperature? What is the relationship volume. When the volume is constant, between the pressure and temperature

the pressure is directly proportional to

at the constant volume?

the temperature.

- Show students the video about a

- Students watch the video.

ping - pong dipped in hot water.

- What happened?

- Students answer: The ping - pong is stretched.

- Ask students to comment on the change of the temperature, pressure,

- Student

comments:

temperature and volume are increased,

volume in the ping - pong when dipped the pressure is decreased. in hot water.

50

The

In this case, all three p, V, T are changed, so what is the relationship between them? We will be known this problem at lesson 31 “Equation of state of ideal gases”.

 Activity 2 (5’): Real gases and ideal gases

Teacher’s activities - Ask

students

to

repeat

Students’ activities the

- The molecules are point masses with no volume. No molecule forces.

properties of ideal gases.

The molecules elastically collide with each other or with the walls. The molecules collide with each other or with the walls of the containers. All of these collisions are elastic.

- Take the example of real gas.

- The gas which is excited in real such as oxygen, nitrogen, carbon dioxide...

- The

- So, how are the real gases

real

gases

have

the

intermolecular force.

different from ideal gases?

- No. Only the ideal gases comply - We learned two laws of gases that

with these two laws.

are Boyle – Mariotte’s law and Charles’ law. Are all the gases obeyed by these two laws?

- At the normal temperature and

- When do the real gases behave as pressure, we can consider the real gases the same as the ideal gases. the ideal gases?

Without high accuracy requirements, 51

ideal gas laws can be applied to calculate the pressure, volume and temperature of real gases.

 Activity 3 (15’): Equation of state of ideal gases Teacher’s activities - Consider a definite

Students’ activities

amount of

gases:

- Students listen and draw the graph.

- Look at the graph, from the state

- Student answers: From state (1) to

(1) to state (1’), which parameter is not state (1’) the temperature is changed? What is that process? unchanged, that is isothermal process.

- What is the law that corresponds to this process? The equation?

- Boyle – Mariotte’s law. The equation: p1V1 = p’V2 (1)

- Similar, when changing from the

- The volume is unchanged.

state (1’) to state (2), which parameter isochoric process. is not changed?

- Charles’ law. The equation: - What is the law that corresponds to = => p’ = (2) this process? And equation?

- From two the equation (1) and (2), 52

Substitute (2) into (1), we have:

The

what do we infer thing?

p1V1 = =>

=

(3)

=>

=constant (4)

- Students listen.

- Equation (4) is called is the equation of state of ideal gases or Clapeyron equation.

 Activity 4 (5’): Isobaric process Teacher’s activities

Students’ activities - The

- What is the isobaric process?

isobaric

process

is

the

transformation of the state of a definite amount of gases in which pressure is unchanged. + State 1: p, V1,T1. + State 2: p, V2,T2.

- We can see from state (1) to state (2) that the pressure is unchanged, only V and T are changed. To know how the relationship between these two parameters to each other we go the next part.

 Activity 5 (5’): Relation between p and V

53

Teacher’s activities

Students’ activities

- When p = const, how is the

- Students write on the board:

equation rewritten?

We have: =

= =>

=

=> = constant - Ask the students to comment.

- In the isobaric process of a definite amount of gas, the volume is directly proportional

with

the

absolute

temperature.

- Example: An amount of ideal gases have the temperature at the

- Students solve example.

first state is 27oC. Determine the temperature of gas after heating isobaric; know the volume increase 3 times.

Execute: We have:

=

=> T2 =

= 900K

 Activity 6 (5’): Isobaric line Teacher’s activities

Students’ activities - Students listen.

- We have = const => V= const.T What

is

diagram?

the

graph

in

- In (V,T) diagram, the isobaric line

(V,T)

is the straight line that goes through the origin.

54

- Students prove:

- Ask students to prove: p1<p2

 Activity 7 (5’): Summary Teacher’s activities

Students’ activities

- Ask students to summarize the main points of the lesson.

- Students

summarize

the

points of the lesson.

- Ask students to do homework,

- Students receive assignments.

review on the previous lessons.

55

main

STUDY CARD 1. Vocabulary Translate the words below into Vietnamese Intermediate state: …………………………………………………

Equation of state: ………………………………………………….

Isobaric line: ………………………………………………………

Real gases: …………………………………………………………

2. Problems a. What are the properties of ideal gases? Example.

Translate:……………………………………………………………

Answer:…………………………………………………………….. ……………………………………………………………………… ……………………………………………………………………… b. When do the real gases behave as the ideal gases?

Translate:………………………………………………………….

Answer:……………………………………………………………. c. Look at the graph and answer the following questions Translate:……………………………………………………………

d. What is the process from state (1) to state (1’)? And the equation? ………………………………………………………………………… e. What is the process from state (1’) to state (2)? And the equation? …………………………………………………………………………

56

EXERCISES 1. The formulary does not match with the equation of State of ideal gases: A.

= constant.

C. p.V

B.

= constant.

D.

. =

.

2. There are 40 liters of helium in a balloon at 100 K. If the temperature of the balloon is increased to 200 K, what will the new volume of the balloon be?

A. 54 L.

C. 80 L.

B. 45 L.

D. 45.5 L.

3. 10 L of a gas is collected at 100 K and allowed to expand to 30 L. What is the new temperature?

A. 270 K.

C. 400 K.

B. 250 K.

D. 300 K.

57

HOMEWORK Task 1: Choose the correct answer 1. If 200 ml of a gas at 27°C is cooled to -33°C at a constant pressure, the volume will be A. 250 ml.

C. 196 ml.

B. 204 ml.

D. 190 ml.

2. The volume of a sample of a gas at 273 oC is 200 liters. If the volume is decreased to 100 liters at constant pressure, what will be the new temperature of the gas?

A. 0 K.

C. 273 K.

B. 546 K.

D. 100 K.

Task 2: Translate and solve the following exercises 1. In a room where the temperature is T = 300 K, a football has been inflated to a gauge pressure of p = 89 kPa. The football is then taken to the field, where the temperature is T = 270 K. What will the footballâ&#x20AC;&#x2122;s gauge pressure be when its temperature becomes equal to the temperature of the air on the field? Assume the air follows the ideal gas law and that the atmospheric pressure that day was p = 101 kPa. 2. A shadow detector was not built to increase the volume to 1000

when

flying in atmospheric atmospheres at a pressure of 0.05 atm and at a temperature of 200 K. What is the gas pressure at the pump? Know when the balloon pump volume 75

and at a temperature of 300 K.

58

CHAPTER 3: ENGLISH ELECTRONIC LECTURES

3.1. Some electronic lectures in chapter “Gases” Physics 10th grade 3.1.1. Structure of matter and Kinetic molecular theory of gases

Problem

What are the differences among ice, water and stream?

1

59

2

Incessant Không ngừng

Ideal gas Khí lí tưởng

Random Hỗn loạn

Kinetic molecular theory of gases Thuyết động học phân tử chất khí 3

60

I. Structure of matter

II. Kinetic molecular theory of gases

1. Structure of matter

1. Basic content of the kinetic molecular theory of gases

2. Molecular interaction forces

2. Ideal gas

III. Summary

3. The states of matter: solid, liquid and gas 4

I. Structure of matter

I. Structure of matter 1. Structure of matter  All matter is composed of atoms. Atoms often groups with other atoms to form what we call molecule.  Molecules move incessantly.

 If the temperature increases, the particles will be moving faster.

5

61

I. Structure of matter

I. Structure of matter 1. Structure of matter 2. Molecular interaction forces  At short distance:

>

 At long distance:

<

 At very long distance: F = 0 6

I. Structure of matter

I. Structure of matter 1. Structure of matter 2. Molecular interaction forces 3. The states of matter: Solids, liquids and gases

7

62

I. Structure of matter

3. The states of matter Solids Liquids Gases Molecular distance

Intermolecular force

Work in groups: compare the properties of solids, liquids and gases

Motion of molecules Shape Volume 8

Source: https://www.youtube.com/watch?v=o2qM4o8e_Vo

63

9

I. Structure of matter

3. The states of matter Solids

Liquids

Gases

Short

Medium

Long

Strongest

Medium

Weakest

Motion of molecules

Vibration only

Move randomly but with limited slide past each other

Move randomly

Shape

Defined

No defined

No defined

Volume

Defined

Defined

No defined

Molecular distance Intermolecular force

10

Source: https://www.youtube.com/watch?v=bRi_3KSeRfk&t=305s

64

11

II. Kinetic Molecular Theory of gases II. Kinetic Molecular Theory of gases

1. Basic content of the Kinetic Molecular Theory of Gases ď&#x201A;§ The gas molecules are very small relative to the distance between them. ď&#x201A;§ The gas molecules are in rapid random motion, the average velocity of the molecules is directly related to the temperature of the gases.

12

II. Kinetic Molecular Theory of gases II. Kinetic Molecular Theory of gases

1. Basic content of the Kinetic Molecular Theory of Gases ď&#x201A;§ In the random motion, the molecules collide with each other and with the walls of the containers and apply pressure on them.

13

65

II. Kinetic Molecular Theory of gases II. Kinetic Molecular Theory of gases

1. Basic content of the Kinetic Molecular Theory of Gases 2. Ideal gases • The molecules are point particles with no volume.

• No inter-molecule forces.

• The molecules elastically collide with each other or with the walls of the containers.

14

15

66

Discuss in group and complete the crossword:

16

Down 1. Results from collisions of gas molecules with the inside walls of their container.

2. Phase characterized by definite shape and volume.

3. The amount of space something takes up.

Across 4. Containing most widely separated particle.

5. Material made with rubber, that can stretch and then return to its original size.

17 6. Describe chance or undirected motion.

67

18

Quiz 1. Gases are similar to liquids in that: A. They take the shape of their container B. They have a definite volume.

C. They are both considered fluids.

D. They cannot be compressed.

19

68

Quiz 2. How do gas molecules move?

A. In an orderly fashion.

B. In straight-line paths.

C. Randomly.

D. In a circular motion.

20

HOMEWORK Choose the correct answer Quiz 1: The intermolecular forces between gas molecules are A. Very strong.

B. Extremely important.

C. Not significant at normal temperatures and pressures.

D. All of the above.

Quiz 2: Higher pressure means ______________ collisions between gas molecules.

A. more.

B. less.

C. faster.

D. harder.

69

21

Quiz 3: Place the following states of matter in order from least dense to most dense A. Solids, liquids, gases.

B. Gases, liquids, solids.

C. Liquids, gases, solids.

D. Solids, gases, liquids.

Quiz 4: Which of the following explains why gases are less dense than solids?

A. Gases have faster moving particles that are very close together.

B. Gases have slow moving particles that are very close together.

C. Gases have faster moving particles that are far apart.

D. Gases have slow moving particles that are close together.

22

Website

1.https://www.cohassetk12.org/cms/lib010/MA019075 30/Centricity/Domain/345/Intro%20Chem%20A/Uni t%203%20-%20States%20of%20Matter/33%20KMT%20Worksheet%20SOL.pdf 2. https://www.youtube.com/watch?v=o2qM4o8e_Vo 3.https://www.khanacademy.org/science/physics/ther modynamics/temp-kinetic-theory-ideal-gaslaw/a/what-is-the-ideal-gas-law 23

70

3.1.2. Isothermal process and Boyle â&#x20AC;&#x201C; Mariotteâ&#x20AC;&#x2122;s Law

1

2

1. What is pressure of gases?

The gas molecules are in constant rapid random motion, they collide with the wall of the containers and apply pressure on them.

2. What is volume of gases?

The amount of space, particles have to exist inside of the containers.

1

When the air plane takes off or landing, how does our ear feel?

2

71

3

Parameter Thông số

Isothermal process Quá trình đẳng nhiệt 4

72

States and the transformation of states I

Isotherm

V

II

Isothermal processes

CONTENT

Boyle – Mariotte’s Law

I. States and the transformation of states

IV

III

Experiment 5

I. States and the transformation of states: 1. States: The state of an amount of gases is specified by: • The volume V (m3) • The pressure p (Pa) • The temperature T (K)

6

73

I. States and the transformation of states

2.The transformation of states: ď&#x201A;§ The gases can transform one state (p1 , V1 , T1 ) into another state (p2 , V2 , T2 ) by processes of transformation of state (or processes).

STATE 2

STATE 1

ď&#x201A;§

.

T2 V2 p2

T1 V1 p1

Isoprocess is a process in which one parameter is constant.

7

II. Isothermal processes: T2 STATE 2: V. 2 p2

II. Isothermal processes:

The process of state transformation of a

definite amount of gases in which temperature is unchanged is isothermal processes.

8

74

III. Experiment: 1. Apparatus: Manometer

III. Experiment:

Volumeter 9

2. Progression:

What is the qualitative relationship between p and V?

III. Experiment:

Source: https://www.youtube.com/watch?v=D2IT9bexGe8

75

10

III. Experiment: 1. Apparatus: 2. Progression: 3. Results: Volume V

Pressure p

24

1.25

20

1.5

17

1.75

15

2.0

III. Experiment

11

3.Results:

III. Experiment

Volume V

Pressure p

P.V

24 20 17 15

1.25 1.5 1.75 2.0

30 30 29.75 30

As V decreases, p increases:

p.V = constant 12

76

IV. Boyle – Mariotte’s Law: • Stated: In the isothermal process of the definite amount of gases, pressure is inversely proportional to the volume.

• The equation of Boyle – Mariotte’s Law: p.V = constant IV. Boyle Mariotte’s Law

Or p ∝

13

Robert Boyle (1627-1691) British physicist. He published the law in 1662

Edme Mariotte (1620-1684) French physicist. He published the law in 1676 14

77

V. Isotherm:

â&#x20AC;˘ The line expressing the change of pressure according to volume at the constant temperature is called isotherm. â&#x20AC;˘ In (p,V) diagram, isotherm is a hyperbolic line. p

(p1, V1)

p1

(p2, V2)

p2 V. Isotherm

0 V1

V

V2

15

Hyperbolic line

16

78

What is the cause of the condition of ear pain when the plane take off or landing? And how to overcome it?

17

18

79

Who is the fastest?

19

1. In isothermal process, which parameter is constant?

A. Temperature.

C. Volume.

B. Mass.

D. Pressure.

20

80

2. Which is the equation of Boyle â&#x20AC;&#x201C; Mariotteâ&#x20AC;&#x2122;s Law?

A. p1.V2 = p2.V1.

B. p.V=constant.

C. = constant.

D. = constant.

21

3. At constant temperature, what does happen to the pressure when the volume is doubled?

C. Halve.

A. Double.

B. Unchanged.

D. Quadruple.

22

81

4. A sample of hydrogen has a volume of 25 L under a pressure of 5 atm. What will the pressure of this gas be if the volume is decreased to 5 L?

A. 5 atm.

C. 15 atm.

B. 10 atm.

D. 25 atm.

23

Homework: Task 1: Choose the correct answer 1. What type of relationship to pressure and volume have?

A. Direct.

C. No relationship.

B. Inverse.

D. All is incorrect.

2. What is the new volume of the gas if the pressure on 350 L of oxygen at 720 mmHg is decreased to 600 mmHg? A. 420 L. C. 4200 L. B. 29.16 L. D. 291.6 L. 3. Boyle â&#x20AC;&#x201C; Mariotte's law : When _______ is held constant, the pressure and volume of a gas are ________ proportional.

A. temperature, equally.

C. temperature, inversely.

B. mass, inversely.

D. All is incorrect.

24

82

Homework: Task 2: Translate and solve the following exercises 1. Calculate the final volume of a gas if the pressure of a 4.0 L sample is changed from 2.5 atm to 5.0 atm?

2. A gas with a volume of 4 L at a pressure of 204 kPa is allowed to expand to a volume of 12 L. What is the pressure the container if the temperature remains constant?

25

1. Nguyễn Hà Ngọc Viên (2017), Thiết kế và tổ chức các tình huống vấn đề khi dẫn nhập các bài học thuộc chương “Chất khí”-Vật lí 10, Khóa luận tốt nghiệp trường Đại học Sư phạm – Đại học Đà Nẵng.

2. Boyle – Mariotte’s Law, (2012), Retrieved 28/02/2018, from www.youtube.com/watch?v=D2IT9bexGe8 3. Science History Institute, (December 1, 2017), Retrieved February 28, 2018, from Robert Boyle: www.sciencehistory.org/historical-profile/robert-boyle 26

83

3.1.3. Isochoric process and Charles’ Law

Name______________ Worksheet: Boyle – Mariotte’s Law (e) 1. Boyle – Mariotte’s Law: When (1)________ is held constant, the pressure and volume of a definite amount of gas are (2)____________ proportional. (b) 2. Mathematically, Boyle – Mariotte’s law is stated p.V =(3)____________ or p1 .V1 = (4)____________. (a) (d) (a) constant; (b) inversely; (c) the volume; (d) p2 .V2; (e) the temperature.

1

Name______________ Worksheet: Boyle – Mariotte’s Law 3. At a pressure of 405 kPa, the volume of a gas is 6.00 cm3. Assuming the temperature remains constant, at what pressure will the new volume be 4.00 cm3?

A. 60.75 kPa. B. 607.5 kPa. C. 60.75 Pa. D. 607.5 Pa. 4. A volume of gas at 1.10 atm was measured at 326 cm3.

What will be the volume if the pressure is adjusted to 1.90 atm?

A. 188.7 m3 .

B. 18.87 cm3 .

C. 0.1887 m3 D. 0.1887 L. 2

84

3

Isochoric process Quá trình đẳng tích

Absolute temperature Nhiệt độ tuyệt đối

The origin Gốc tọa độ

Isochoric line Đường đẳng tích

Directly proportional Tỉ lệ thuận

4

85

I. Isochoric process

II. Charlesâ&#x20AC;&#x2122; Law

III. Isochoric line

5

I. Isochoric process

I. Isochoric process

T2 V. 2 p2

STATE 1

STATE 2

T1 V1 p1 V1 = V2

The process of state transformation of a

definite amount of gases in which the volume is unchanged is isochoric processes.

6

86

II. Charles’ Law 1. Absolute temperature:

II. Charles’ Law

If the temperature drops to -2730C, molecules don’t move. Therefore, Kelvin suggested a temperature are begging at 0 (K) called absolute zero: T (K) = T (oC) + 273

7

II. Charles’ Law 1. Absolute temperature: 2. Experiment:

II. Charles’ Law

What is the qualitative relationship between p and T?

Source: https://www.youtube.com/watch?v=1pVVZGOBIVg

87

8

II. Charles’ Law 2. Experiment:  Result:

II. Charles’ Law

Times

p (mmHg)

T (K)

1

948

373

2

838

324.5

3

770

297

4

715

273 9

II. Charles’ Law 2. Experiment:  Result:

II. Charles’ Law

p

T

(mmHg)

(K)

948

373

2.54

838

324.5

2.58

770

297

2.59

715

273

2.61

= constant

88

10

II. Charles’ Law

II. Charles’ Law

1. Absolute temperature: 2. Experiment: 3. Charles’ Law In the isochoric process of a definite amount of gases, the pressure is directly proportional to the absolute temperature. = constant Or

=

=…

11

II. Charles’ Law

II. Charles’ Law

1. Absolute temperature: 2. Experiment: 3. Charles’ Law Example: A sealed container contains oxygen at C and pressure Pa . If the tank is exposed to sun at C, how much the pressure in the container will be?

12

89

 Identify: State 1:

II. Charles’ Law

T2 = 327 + 273 State 2: = . 600 K P2 = ?

T1 = 27 + 273 =300 K p1 =

V1 = V2

 Execute: Apply Charles’s Law, we have: 1 = 2 1

→ p2 =

1 T2 1

=

2

1 3

= 2.105 Pa. 13

III. Isochoric line =

=> p = const.T What is the graph?

III. Isochoric line In (p,T) diagram, the isochoric line is the straight line that goes through the origin.

14

90

Prove

p(Pa)

V 2

p

2

(2)

p

1

0

(1)

V 1 T(K)

T

15

Straight line through the origin

= constant

16

91

Quiz 1: Which is the equation of Charles's law?

A. B.

=

C. p.V = const.

D.

= const.

= const.

17

Quiz 2: A gas has a pressure of 1.50 atm at a temperature of 273 K. What will the pressure be at 410 K?

A. 0.99 atm.

C. 2.25 atm.

B. 0.75 atm.

D. 2.5 atm.

18

92

Quiz 3: Which is the correct equation for converting degrees C to K?

A. T (K) = T(0C) + 273.

C. T (K) = T(0C) + 237.

B. T (K) = T(0C) - 273.

D. T (K) = T(0C) - 237.

19

Quiz 4: Which variables are in the relationship in Charlesâ&#x20AC;&#x2122; Law?

A. Volume & temperature.

C. Pressure & volume.

B. Temperature & pressure.

D. Volume & moles .

20

93

HOMEWORK Task 1. Choose the correct answer 1. An isochoric process is one in which A. The temperature is constant.

B. The pressure is constant.

C. The volume is constant.

D. No heat enters or leaves the system.

2. A sample of gas is heated in a sealed container from 27 C to 127 C. The volume of gas stays constant. What is the final pressure of the gas if the initial pressure is 1.2 .

105 Pa? A. 1.2 . 105 Pa. B. 1.4 . 105 Pa. C. 1.6 . 105 Pa. D. 2.0 . 105 Pa. 21

HOMEWORK 3. What is the relationship between the pressure and temperature of a fixed mass of gas at constant volume?

A.Gas pressure is directly proportional to gas temperature.

B.Gas pressure is conversely proportional to gas temperature.

C.Gas pressure is inversely proportional to gas temperature.

D.All are incorrect.

22

94

HOMEWORK Task 2: Translate and solve the following exercises 1. The oxygen tanks on the sideline can be very dangerous if heated. Suppose an oxygen tank has a pressure of 120 atm at a room temperature of 25 C. If the temperature on the turf or field increases to 51 C, what will the resulting pressure of the oxygen tank be if the volume and amount of gas does not change?

2. Gas, initially at a temperature of 27 C and pressure 100 kPa, is heated at constant volume until its temperature is 150 C. Assuming no loss of gas, determine the final pressure of the gas.

23

REFERENCES

1. Lương Duyên Bình (Tổng Chủ biên kiêm Chủ biên), Vật lí 10, Nhà xuất bản Giáo Dục.

2. https://www.youtube.com/watch?v=1pVVZGOBIVg 8

24

95

3.1.4. Equation of state of ideal gases

1. What is contents of Charles’ law?

When ____________ the volume is held constant, the pressure and directly proportional. temperature of a gas are _________ 2. Determine the pressure change when a constant volume of gas at 1.00 atm is heated from 20.0 ˚C to 30.0 ˚C. Execute: Apply Charles’s Law, we have: 1 = 2 1

→ p2 =

1 T2 1

=

2

1 3 3 2 3

= 1.03 atm.

1

PROBLEM

What is the relationship between p,V and T?

Source: https://www.youtube.com/watch?v=JTD45FWdxmY 2

96

3

Intermediate state trạng thái trung gian

Vocabulary

Equation of state Phương trình trạng thái

Isobaric line đường đẳng áp

4

97

I. Real and ideal gases

II. Equation state of ideal gases

III. Isobaric process

5

I. Real gases and ideal gases

I. Real gases and ideal gases  Only ideal gases follow laws of gases that you have learned.  When we don’t need high accuracy, we can apply laws of ideal gases to pressure, volume and temperature of real gases.

6

98

II. Equation of State of Ideal gases This is a graph representing What is the p (Pa) the process of transformingprocess from the state in (p,V) diagram. state 1 to state 1’?

What is the process from 2 state 1’ to state 2? p2 1 • 11’: Isothermal p1 T2 p1V1 = p’V2 (1) 1’ p’ T1 • 1’2: Isochorics ′ = 2 (2) 1 2 O V V V (L) 1

2

7

II. Equation of State of Ideal gases 11’: Isothermal p1V1 = p’V2 (1) II. Equation of State of Ideal 1’2: Isochoric ′ = 2 gases 1

=> p′ =

2

1

2

(2)

2

Substitute (2) into (1), we have: p2 T1 V2 p1 V1 = T2 1 1 =Constant (4) = 2 2 (3) => 1

2

8

99

II. Equation of state of ideal gases = Constant (4) II. Equation of State of Ideal gases

Equation (4) is called equation of state of ideal gases.

Note: + = const, The magnitude of constant depends only on the amount of gases are considering. + With 1 mol gas: = const = R = 8,31 J/(mol.K), R is called ideal gases constant.

9

III. Isobaric process 1. Isobaric process .

III. Isobaric process

STATE 1

T2 V2 p2

STATE 2

T1 V1 p1 p1 = p2

The process transforming the state without changing the gas pressure is called isobaric process.

10

100

III. Isobaric process 1. Isobaric process 2. Relation between V and T When p = const, Eq.(3) is rewritter: 1

III. Isobaric process

1

=

2 2

=>

1 1

=

2 2

= const

=>

In the isobaric process of a definite amount of gases, the volume is directly proportional to the absolute temperature.

11

III. Isobaric process 1. Isobaric process 2. Relation between V and T

III. Isobaric process

Example: The amount of ideal gases have the temperature at the first state is 27oC. Determine the temperature of gas after heating isobaric, know the volume is increase 3 times.

12

101

Identify:

T2 = ?

V2 =. 3V1 p2

STATE 2

T1 = 27 + 273 = 300 K V1 STATE 1 p1 p1 = p2

Execute: We have: => T2 =

1

2 1

=

3

1 1

2

=

3 1 1

2

= 900K 13

III. Isobaric process 3. Isobaric lines =

=> V = const.T What is the graph?

III. Isobaric process

In (V,T) diagram, the isobaric line is the straight line that goes through the origin.

14

102

Prove

V

(2)

V2

V1

(1)

0

T

T

15

Equation of State of Ideal gases: =

Isothermal process Isochoric process T = const: V = const: = =

Isobaric process p = const: =

16

103

Quiz 1. The formulary does not match with the equation of State of ideal gases: A. A.

= const.

B.

= const. p.V â&#x2C6;? T.

C. D. .

1

1 1

=

2

2 2

..

17

Quiz 2. There are 40 liters of helium in a balloon at

100 K. If the temperature of the balloon is increased to 200 K, what will the new volume of the balloon be?

A. 54 L. B. 45 L. C. 80 L. D. 45.5 L.

18

104

Quiz 3. 10 L of gases is collected at 100 K and allowed to expand to 30 L. What is the new temperature?

A. 270 K. B. 250K. C. 400 K. D. 300 K. 19

HOMEWORK Task 1: Choose the correct answer 1. If 200 ml of a gas at 27°C is cooled to -33°C at a constant pressure, the volume will be A. 250 ml.

C. 196 ml.

B. 204 ml.

D. 190 ml.

2. The volume of a sample of a gas at 273 oC is 200 liters. If the volume is decreased to 100 liters at constant pressure, what will be the new temperature of the gas?

A. 0 K. C. 273 K. B. 546 K. D. 100 K. 20

105

HOMEWORK Task 2: Translate and solve the exercises

1. A shadow detector was not built to increase the volume to 1000 m3 when flying in atmospheric atmospheres at a pressure of 0.05 atm and at a temperature of 200 K. What is the gas pressure at the pump? Know when the balloon pump volume 75m3 and at a temperature of 300 K. 2. In a room where the temperature is T = 300 K, a football has been inflated to a gauge pressure of p = 89 kPa. The football is then taken to the field, where the temperature is T = 270 K. What will the football’s gauge pressure be when its temperature becomes equal to the temperature of the air on the field? Assume the air follows the ideal gas law and that the atmospheric pressure that day was p = 101 kPa. 21

REFERENCES

1. Lương Duyên Bình (Tổng Chủ biên kiêm Chủ biên), Vật lí 10, Nhà xuất bản Giáo Dục.

2. https://www.youtube.com/watch?v=1pVVZGOBIVg 8

24

106

3.2. The rubric to evaluate the quality of electronic lectures Evaluation level: Very bad/

Very good/

Good/

Not good/

Very suitable

Suitable

Inappropriate

4

3

2

Evaluation level 4

1. Ensuring standard of knowledge, skills of the program.

2. Ensuring the accuracy of the content of knowledge, in accordance with the subject and method of teaching. The slide is not too much, the content between the slides are logic and tight.

3. Provide vocabulary and syllabus accordant with the content of the unit.

4. Presentation of core knowledge, The opened questions appropriate to the content of the lesson. Exercises are

the content

reasonably designed.

5. The lecture has visual and animated images in accordance with the lecture content,

creating

excitement

and

impression for students.

6. The English videos demonstrate the lively content of the lesson, clarify the focus of the lesson and help students to practice listening.

Criteria

of

inappropriate 1

Criteria

Criteria of

Very

7. Beautiful and intuitive presentation, 107

3

2

1

the form

highlighting knowledge. Pictures are clear and font size is large enough to see.

Beautiful

and

intuitive

presentation,

highlighting knowledge.

8. The

interface

is

friendly,

aesthetically pleasing and suitable for the student

age,

creating

a

sense

of

excitement in learning.

9. Use of Video, Audio, Image, Flash, Embed, Linkâ&#x20AC;Ś 10. The teacher mastered the technique, Technical

manipulation smoothly, the presentation

criteria

did not malfunction.

11. The pace of the presentation and the delivery of the unit is moderate, consistent with the ability of the majority of students. Students follow and write the lesson on time.

12. Implementing teaching objectives.

13. Students are active and interested in learning

Effective criteria

14. Students are improved the skills of listening, speaking, reading and writing in English.

15. Promote the outstanding effect of IT which black boards and other teaching materials are difficult to achieve.

Table 3-1 The rubric to evaluate the quality of electronic lectures

108

CONCLUSION AND RECOMMENDATION

1. Conclusion Through process research topic “Design of English electronic lectures for teaching chapter “Gases”, Physics 10th grade” I have obtained some the following results:  Clarify the rationale for sciences teaching in English and electronic lecture.

Specifically, the levels and roles of teaching the natural sciences in English, electronic lecture and its role, the process of designing English electronic lecture.  Successfully design lesson plans, electronic lectures and study cards in English for 4 lessons in chapter “Gases”: Structure of matter and Kinetic molecules theory of gases; Isothermal process and Boyle-Mariotte’s Law; Isochoric process and Charles’s Law; Equation of state of ideal gases.  Design of the rubric to evaluate the quality of electronic lectures.

2. Recommendation Through researching the topic I have some recommendations as follows:  High schools should be facilitating for teaching Physics in English.  It is necessary to teaching subjects in English in order to train future teachers who are good at both specialized knowledge and English.  Facilitate, assist students to participate in training programs in Physics teaching in English.

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REFERENCES Vietnamese [1]. Lương Duyên Bình (Tổng Chủ biên kiêm Chủ biên), Vật lí 10, Nhà xuất bản Giáo Dục.

[2]. Pham Kim Chung (10/2017), Tổ chức dạy học các môn khoa học tự nhiên bằng tiếng Anh cho học sinh ở trường trung học phổ thông, Tạp chí Khoa học Giáo dục.

[3]. Nguyễn Thị Tĩnh Lệ (2017), Thiết kế bài giảng điện tử song ngữ Anh - Việt chương “Động lực học chất điểm”, Khóa luận tốt nghiệp trường Đại học Sư phạm – Đại học Đà Nẵng.

[4]. Lê Thị Liên (2012), Thiết kế bài giảng điện tử theo phương pháp dạy học chương trình hóa, Khóa luận tốt nghiệp trường Đại học Sư phạm – Đại học Đà Nẵng.

[5]. Nguyễn Thị Trúc Nguyên (2014), Nghiên cứu phương pháp dạy học hóa học bằng tiếng Anh ở trường THPT (Áp dụng cho chương trình hóa 11), Luận văn thạc sĩ khoa học Giáo dục trường Đại học Sư phạm Vinh.

[6]. Nguyễn Hà Ngọc Viên (2017), Thiết kế và tổ chức các tình huống vấn đề khi dẫn nhập các bài học thuộc chương “Chất khí”-Vật lí 10, Khóa luận tốt nghiệp trường Đại học Sư phạm – Đại học Đà Nẵng.

English [7]. Raymond A. Serway, John W. Jewett, Jr. (2014), Physics for Scientists and Engineers with Modern Physics, 9th Ed, Cengage Learning, USA. [8]. Chaninan Pruekpramool (2016), Teaching Physics in English: A Continuing Professional Development for Non-Native English-Speaking Teachers in Thailand, Journal of Education and Learning, Canadian Center of Science and Education.

Website [9]. Dạy và học ngoại ngữ trong hệ thống giáo dục quốc dân giai đoạn 2008-2020, Ngày truy cập 22/11/2017, Đề án ngoại ngữ quốc gia: http://p2020.ehou.edu.vn/dean-ngoai-ngu-quoc-gia/

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[10]. Khánh Bình, Sài Gòn thống nhất online, Ngày truy cập 23/11/2017, trang Giáo Dục: http://www.sggp.org.vn/day-cac-mon-khoa-hoc-tu-nhien-bang-tienganh-thay-tro-cung-duoi-128150.html [11]. Lê Hằng, Thư viện Vật lí, Ngày truy cập 26/11/2017, Lớp học Vật lí bằng song ngữ Anh – Việt phần quang hình học, Vật lí 11: http://lophoc.thuvienvatly.com/course/view.php?id=92

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THE OPINION OF SUPERVISOR

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