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CHEMISTRY LESSON PLANS FORM 3

FORM 3

TERM 1

SUBJECT: CHEMISTRY.

TOPIC 1: GAS LAWS.

TEACHER’S NAME: …………………………………………       TSC NO: …………….    

SCHOOL/ INSTITUTION  : ……………………………………………………………….

FORM: 3                                                          TERM: 1                          YEAR……………..

NUMBER OF STUDENTS…….                     SUBJECT:  CHEMISTRY

TOPIC: GAS LAWS.

SUB-TOPIC: BOYLE’S LAW.

WEEK: ……..                                                 LESSON NUMBER: ……..

DATE: ……..                                                  TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-State Boyle’s law.

-Explain Boyle’s law using kinetic theory of matter.

-Represent Boyle’s law mathematically and graphically.

-Solve further problems involving Boyle’s law.

-Plot and interpret graphs involving pressure and volume of gases.

LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5 MINUTES INTRODUCTION

State the Boyle’s law.

Discussion.

Questions and answers.

 

-Chalk board/white board.

-A piece of chalk/ marker pen.

 

K.L.B. BK III

PP. 1-5

 

30 MINUTES BODY DEVELOPMENT

-State Boyle’s law.

-Explain Boyle’s law using kinetic theory of matter.

-Represent Boyle’s law mathematically and graphically.

-Solve further problems involving Boyle’s law.

-Plot and interpret graphs involving pressure and volume of gases.

 

-State Boyle’s law.

-Explain Boyle’s law using kinetic theory of matter.

-Represent Boyle’s law mathematically and graphically.

-Solve further problems involving Boyle’s law.

-Plot and interpret graphs involving pressure and volume of gases.

 

Chart

Volume-pressure relationship.

Syringes.

Calculators.

Graph papers.

K.L.B. BK III

PP. 1-5

Longhorn Book III

PP 1 -8

5 MINUTES CONCLUSION

Giving assignments.

 

Questions and answers.

 

-Chalk board/white board.

-A piece of chalk/ marker pen.

 

K.L.B. BK III

PP. 1-5

 

 

SELF-EVALUATION:­­­­­­­­­­­­­­­­­­­_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

TEACHER’S NAME: …………………………………………       TSC NO: …………….    

SCHOOL/ INSTITUTION  : ……………………………………………………………….

FORM: 3                                                          TERM: 1                          YEAR……………..

NUMBER OF STUDENTS…….                     SUBJECT:  CHEMISTRY

TOPIC: GAS LAWS.

SUB-TOPIC: CHARLE’S LAW.

WEEK: ……..                                                 LESSON NUMBER: ……..

DATE: ……..                                                  TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

State Charles’ law.

Explain Charles’ law using kinetic theory of matter.

Convert temperature in degree Celsius to Kelvin and vice-versa.

Express Charles’ law with equations.

Give a graphical representation of Charles’ law.

Solve numerical problems based on Charles’ Law.

 

LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5 MINUTES INTRODUCTION

-State Charles’ law.

 

 

Discussion.

Questions and answers.

 

-Chalk board/white board.

-A piece of chalk/ marker pen.

 

Longhorn Book III  PP 9-14

 

30 MINUTES BODY DEVELOPMENT

Teacher demonstration:- To show expansion of air when heated and contraction when pressure is constant.

Explain increase in volume when temperature is raised.

Q/A: – relation between volume and temperature, leading to Charles’ law.

Teacher explains inter-conversion of the units.

Students complete a table of temperature in the two units

Derive equations from volume and temperature relationship.

 

Exposition: – Teacher exposes a volume-temperature graph and extrapolates it to obtain the absolute temperature. The definition of absolute temperature is exposed.

Worked examples.

Supervised exercise.

 

Teacher demonstration:- To show expansion of air when heated and contraction when pressure is constant.

Explain increase in volume when temperature is raised.

Q/A: – relation between volume and temperature, leading to Charles’ law.

Teacher explains inter-conversion of the units.

Students complete a table of temperature in the two units

Derive equations from volume and temperature relationship.

 

Exposition: – Teacher exposes a volume-temperature graph and extrapolates it to obtain the absolute temperature. The definition of absolute temperature is exposed.

Worked examples.

Supervised exercise.

 

Calculators.

Colored water,

Glass tube,

Warm water,

Cork and

Flask.

K.L.B.

BK III  P. 6-12

 

Longhorn Book III  PP 9-14

 

5 MINUTES CONCLUSION

Giving assignment on the sub-topic.

 

Questions and answers.

 

-Chalk board/white board.

-A piece of chalk/ marker pen.

 

Longhorn Book III  PP 9-14

 

 

SELF-EVALUATION:­­­­­­­­­­­­­­­­­­­_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

TEACHER’S NAME: …………………………………………       TSC NO: …………….    

SCHOOL/ INSTITUTION  : ……………………………………………………………….

FORM: 3                                                          TERM: 1                          YEAR……………..

NUMBER OF STUDENTS…….                     SUBJECT:  CHEMISTRY

TOPIC: GAS LAWS.

SUB-TOPIC: COMBINED LAW.

WEEK: ……..                                                 LESSON NUMBER: ……..

DATE: ……..                                                  TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Derive the Gas Law.

-Derive the combined gas law equation.

-Solve numerical problems using the equation.

 

LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5 MINUTES INTRODUCTION

Explain and deduce a formulae for the combined gas equation.

Discussion.

Questions and answers.

 

-Chalk board/white board.

-A piece of chalk/ marker pen.

 

K.L.B.

BK III P. 12

 

30 MINUTES BODY DEVELOPMENT

Q/A: – Combining Boyle’s and Charles’ Laws.

Worked examples.

Q/A: – Combining Boyle’s and Charles’ Laws.

Worked examples.

Calculators. K.L.B.

BK III P. 12

 

Longhorn Book III  PP 14-16

 

5 MINUTES CONCLUSION

Oral evaluation on the sub-topic.

 

Questions and answers.

 

-Chalk board/white board.

-A piece of chalk/ marker pen.

 

K.L.B.

BK III P. 12

 

 

SELF-EVALUATION:­­­­­­­­­­­­­­­­­­­_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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