Lesson Plan

Lesson : Physics School :

Date : Teacher Name : Muhammad Fakhri
Class : Number Present : Number Absent :
Learning objectives to 1. To understand that internal energy is determined by the state of the
which this lesson is system
contributing 2. To Introduce the first law of thermodynamics
Lesson objectives 1. Students are able to understand the meaning of Internal Energy
2. Students are able to understand the first law of thermodynamics
3. Students are able to exploitation the thermodynamics concept
Vocabulary, Internal Energy, Gases, pressure
terminology and
phrases
Previous learning Kinetic theory of gases
Plan
Planned timings Planned activities Resources
Beginning 1. Define internal energy and Books
check learners’ understanding
by asking simple questions e.g.
if a container of gas is taken
for a drive on the motorway,
does this increase the gas’s
internal energy? External
changes cannot affect the
internal energy of the
molecules of a system.
2. Relate internal energy to the
changes of state and ideal gas
laws already covered. Cooling
a substance decreases the
internal energy and reduces
the pressure. Heating a
substance increases kinetic
energy and may increase the
potential energy if the
substance changes state.
Middle 1. Introduce the first law of Books
thermodynamics and link to Board work
the conservation of energy as
 covered in Unit 5 Work, The first law of thermodynamics:
energy and power. www.khanacademy.org/science/
2. Introduce the example of a physics/thermodynamics/laws-of-
fixed mass of gas trapped in a thermodynamics/a/what-is-the-
container with a tightly fitting first-law-of-
piston that moves up and thermodynamics
down, compressing the gas or
allowing the gas to expand. Teacher notes and learner
Ask learners to suggest how worksheets on the first law of
the temperature, or the internal thermodynamics:
energy, of the gas can be https://spark.iop.org/episode-605-
increased. They may suggest first-law-thermodynamics
compressing the gas, which
requires work to be done on
the system, or heating the
container, which requires
energy to be added to the
system.
3. Direct learners to consider how
the internal energy changes as
heat enters/exits the system
and as positive/negative work
is done on the gas.
4. Direct learners to derive W =
pΔV for the work done when
the volume of a gas changes at
constant pressure from the
definition of work done from
Unit 5 and pressure from Unit
6 Density, pressure and
deformation of solids.
End Learners can investigate changes of States of Matter simulation:
state for water by starting with ice in a https://phet.colorado.edu/en/
beaker and taking measurements of simulation/states-of-matter
time and temperature as it heats to
boiling over a Bunsen burner.
Learners can plot a temperature– time
graph and qualitatively describe the
changes observed.
Alternatively, learners can investigate
 changes of state using a substance that
is solid at room temperature e.g.
cetyl alcohol. Heat the substance in a
test tube by placing in a warm water
bath, remove from the bath and
observe the drop of temperature over
time as it solidifies. Learners can plot
a temperature–time graph.
Demonstrate changes of state using the
States of Matter simulation.
Additional information
Differentiation : How Assessment : How are you planning Health and safety check : ICT
do you plan to give to check learners’ learning? links
more support? How
do you plan to
challenge the more
able learners?
Using cooperative1. Provide practice questions to test Be careful in carrying out the
learning methods and students' abilities practicum if the practicum is
giving appreciation to 2. Students do practical activities in carried out directly.
the best groups. groups (which are assessed for
their activeness and cooperation)
3. Students are given an assignment
in the form of a practicum report
Reflection and evaluation
Reflection Use the space below to reflect on your lesson. Answer the most relevant
Were the lesson questions from the box on the left about your lesson.
objectives realistic?
What did the learners
learn today?
What was the learning
atmosphere like?
Did my planned
differentiation work
well?
Did I stick to timings?
What changes did I
make from my plan and
why?
Summery evaluation
What two things went really well? (Consider both teaching and learning.)
1.
2.

What two things would have improved the lesson? (Consider both teaching and learning.)
1.
2.

What have I learned from this lesson about the class or individuals that will inform my next
lesson?
1. Define and use density
2. Define and use pressure
3. Derive, from the definitions of pressure and density, the equation for hydrostatic pressure ∆p
= ρg∆h
4. Use the equation ∆p = ρg∆h
5. Understand that the upthrust acting on an object in a fluid is due to a difference in hydrostatic
pressure
6. Calculate the upthrust acting on an object in a fluid using the equation F = ρgV (Archimedes’
principle)