Design of English electronic lectures for teaching chapter “Gases”, Physics 10th grade

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

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

I

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

II

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

Theoretical background of teaching the natural sciences subjects in English 4 1.1 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

Practical basis of teaching the natural sciences subjects in English 5

1.2 Electronic lectures 6

1.3 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

Structural and content analysis of the chapter “Gases” 11

2.1 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

Designing the process of teaching electronic lecture in the chapter “Gases” 13 2.2 2.2.1 Object 13

2.2.2 Lesson structure 14

2.2.3 Specific teaching process 14

III

CHAPTER 3: ENGLISH ELECTRONIC LECTURES 59

Some electronic lectures in chapter “Gases” Physics 10th grade 59

3.1 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

The rubric to evaluate the quality of electronic lectures 107

3.2 CONCLUSION AND RECOMMENDATION 109

REFERENCES 110

IV

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

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

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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

 Theoretical research method: research related material to the topic

 Practical research methods: rubric

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 teaching-learning:

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]

Practical basis of teaching the natural sciences subjects in English

1.2.

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

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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

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

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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

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

Step 1 • Determine the purpose and requirements of the electronic lectures

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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 ROM, VCD: Now the information on the

CD-ROM 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

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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

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”

  State the characteristics of the ideal gases

  State the definition of Bolye - Mariotte, Charles’s 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 = const

Table 2-1 Standard of knowledge, skills of the chapter “Gases”

Designing the process of teaching electronic lecture in the chapter

2.2.

“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

 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

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

 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

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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

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

 The gas molecules are very small relative to the distance between them

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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

of matter

- Comments

- Molecules move incessantly, but

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

 Vocabulary

Structure of matter: Cấu tạo chất

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

1 Things you learned about structure of materials

- Matters are composed of separate particles called molecules

- Molecules move incessantly

- The more quickly the molecules move, the higher the temperature of the object

2 Molecular interaction foreces

- There are attractive force and repulsive force between molecules forming the object

- The magnitude of interaction forces depends on the distance between molecules

3 The states of matter: Solid, liquid and gas

 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

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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

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

exists in common state as solids,

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

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Teacher’s activities Students’ activities

- Teacher shows students the video

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

- Additional: In the random motion,

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

ideal gases: the molecules are point

masses with no volume; No

inter-molecule forces; The inter-molecules

elastically collide with each other or

with the walls of the containers

- Students observe

- 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 temperature of the gases

- Students listen

 Activity 3 (10’): Summary, application

Teacher’s activities Students’ activities

- Ask students to summarize the - Students summarize the main

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main points of the lesson

- Ask students to work in groups to

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”

points of the lesson

- Students discuss and answer

- Students receive assignments

2 Problems

What are the basic states of the water?

a.

Translate:……… Answer:………

Watch the video following link and work in groups to compare the b.

properties of solids, liquids, gases

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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

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

 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

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

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E Activities in class

Review (5’)

Teacher’s activities Students’ activities

- Question: Ask students

+ What is the pressure of gases?

+ What is the volume of gases?

- Comments

- Listen and answer the question

Learn the new lesson

 Activity 1 (5’): Problem

Teacher’s activities Students’ activities

- Have you ever been on the

airplane? When the airplane takes off

or landing, how does our ear feel?

- There are many people

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

an earache, tinnitus if the situation in

the airplane landing

- How about is the change in

atmospheric pressure when the airplane

landed?

- The gas pressure inside the ear is

smaller than the gas pressure outside

- Student answers based on practical experience: a feeling of an earache, tinnitus

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the ear Then, the force back into the

ear causing pain

- How about is the change in the gas

temperature, pressure and volume in

the middle ear when the airplane

landed?

- To more understand this

phenomenon and the relationship

between the gas pressure and volume

in the middle ear we go on today’s

lesson: “Isothermal process and Boyle

+ The gas volume in the middle ear decreases due to the eardrum being pressed backward

 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

- Comments

- Question: What are these

quantities called?

- The process of moving from one

state ( to another state

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( by processes of

transformation of state (or processes)

- Introduce the definition of

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

- Students listen

 Activity (3’): Isothermal process

Teacher’s activities Students’ activities

- Question: What is the definition’s

isothermal process?

- Comments

- In isothermal process, the

temperature is constant What is the

relationship between p and V? We

move to the experiment

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

 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

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the gas increases as the volume

decreases and reverse

- Ask the students to work in groups

to discuss and make preliminary

guesses about the qualitative

relationship between p and V

The teacher takes notes the group's

predictions on the board

- Ask students to find the way to

test these predictions right or wrong

- Introduce to the apparatus

- Teacher shows students the

experiment video

(source:

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

D2IT9bexGe8)

- Ask groups to process the data

according to their own predictions

Then coming to the board and present

the results of their groups then

comment and conclude

- Comment: This is the content of

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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

the isothermal process of a definite

amount of gases, the pressure is

inversely proportional to the volume

Equation: p.V = constant

- Teacher introduces English

physicists - Boyle and French physicist

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Teacher’s activities Students’ activities

- What is the cause of the condition

of ear pain when the airplane taking

off or landing? And how to overcome

it?

- 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

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, we can perform jaw

movements such as chewing,

swallowing, yawning, help open or

close Eustachinan tube and pressure

balance inside the ear

- Student answers

- Students watch

- Students listen

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- Ask students to summarize the

main points of the lesson

- Organize game “Who is the

fastest”

- Ask students to do homework,

learn vocabulary, the previous lesson

and prepare for lesson 30: Isochoric

process – Charles’ law

- Student summarizes the main points of the lesson

- Students participate in the game

- Students receive assignments