Lesson Plan | Socioemotional Learning | Thermodynamics: Gas Pressure

Objectives

Duration: 10 to 15 minutes

The purpose of this stage of the Socioemotional Lesson Plan is to introduce students to the concept of gas pressure, establishing a solid foundation for understanding the principles of thermodynamics. Furthermore, this stage aims to spark students' interest and curiosity, preparing them cognitively and emotionally for the subsequent activities that will explore these concepts in a practical and applied manner.

Main Goals

1. Understand that pressure is the normal force applied to a surface, divided by the area.

2. Calculate the pressure of a gas in a container.

Introduction

Duration: 15 to 20 minutes

Emotional Warm-up Activity

Deep Breathing for Focus and Presence

The chosen emotional warm-up activity is Deep Breathing. This technique helps students calm down and focus on the present, promoting a more receptive mental state for learning. The practice of Deep Breathing involves slow, deep inhalation through the nose, holding the breath for a few seconds, and then exhaling slowly through the mouth. This technique not only improves concentration but also helps reduce anxiety and increase overall well-being.

1. Ask students to sit comfortably in their chairs, with their feet flat on the floor and their hands resting on their knees.

2. Instruct students to close their eyes or gaze at a quiet point in the room.

3. Guide students to take a deep breath in through their nose, counting to four.

4. Ask them to hold their breath for a moment, counting to four again.

5. Instruct them to exhale slowly through their mouth, counting to six.

6. Repeat the deep breathing process for about five minutes, encouraging students to focus on the sensation of air entering and leaving their body.

7. After the practice, ask students to slowly open their eyes and do a brief reflection on how they feel, sharing if they wish.

Content Contextualization

Thermodynamics is an essential part of physics that helps us understand how energy is transferred and transformed in different processes. Gas pressure is a fundamental concept within this field and can be observed in various everyday situations. For example, the pressure in a car's tires is crucial for the safety and efficiency of the vehicle. Another common situation is the operation of hot air balloons, where the pressure of the hot air inside the balloon causes it to rise. By understanding these processes, students will be able to relate theory to practice and recognize the importance of understanding physics in their daily lives.

Development

Duration: 60 to 75 minutes

Theoretical Framework

Duration: 20 to 25 minutes

1. Pressure: Pressure is defined as the normal force applied to a surface divided by the area of that surface. The mathematical formula is P = F/A, where P is pressure, F is force, and A is area.

2. Force: Force is an interaction that, when unbalanced, causes a change in the motion of an object. It is measured in Newtons (N) in the International System of Units (SI).

3. Unit of Pressure: The unit of pressure in SI is the Pascal (Pa), which is equal to one Newton per square meter (N/m²). Other common units include atmosphere (atm), millimeters of mercury (mmHg), and pounds per square inch (psi).

4. Ideal Gas: An ideal gas is a theoretical model that helps understand the behavior of gases. It is assumed that the molecules of an ideal gas do not interact with each other and occupy negligible space.

5. Ideal Gas Law: PV = nRT, where P is pressure, V is volume, n is the amount of substance (in moles), R is the ideal gas constant, and T is the temperature in Kelvin.

6. Practical Example: Consider a syringe with a movable plunger. When the plunger is pushed, the volume of gas inside the syringe decreases, increasing the pressure (as long as the temperature remains constant).

7. Analogies: Compare the pressure of a gas in a container with the pressure exerted by a group of people pushing a door. The total force exerted by the people divided by the area of the door represents the pressure.

Socioemotional Feedback Activity

Duration: 30 to 35 minutes

Experiment with Balloons and Gas Pressure

Students will conduct a practical experiment in groups, using balloons to understand how gas pressure varies with volume. They will inflate balloons of different sizes and measure the internal pressure using manometers, relating the results to the theory discussed.

1. Form groups of 3 to 4 students.

2. Distribute one balloon, one manometer, and one ruler to each group.

3. Ask students to inflate the balloon to a certain diameter and measure the internal pressure with the manometer.

4. Record the results and repeat the process by inflating the balloon to different diameters.

5. Groups should calculate the pressure for each diameter and discuss their observations.

6. Each group will present their conclusions and compare them with the theory discussed in class.

Group Discussion

After conducting the experiment, promote a group discussion. Use the RULER method to guide the discussion:

• Recognize: Ask students to identify the emotions they felt during the activity. Ask if they felt curiosity, frustration, enthusiasm, etc.
• Understand: Discuss the causes of the emotions. Ask why they felt these emotions. Was it due to the difficulty of the experiment, group work, or the discovery of something new?
• Label: Encourage students to correctly name the emotions they felt. Explain the importance of accurately identifying emotions to understand them better.
• Express: Guide students to express their emotions appropriately. Create a safe environment where everyone can share their experiences without judgment.
• Regulate: Teach techniques for regulating emotions, such as deep breathing or mindfulness techniques, and how these can help in future stressful or anxious situations.

This way, in addition to consolidating theoretical knowledge, students develop essential socioemotional skills for their personal and academic growth.

Conclusion

Duration: 20 to 25 minutes

Emotional Reflection and Regulation

Suggest that students write a brief paragraph or discuss in small groups about the challenges faced during the lesson and how they managed their emotions. They may reflect on specific moments when they felt frustration, enthusiasm, or curiosity, and how they dealt with those emotions. Encourage them to think about the strategies they used to stay calm, collaborate with peers, and persist in tasks.

Objective: The objective of this activity is to encourage students to engage in self-assessment and emotional regulation. By reflecting on their experiences, students can identify effective strategies for dealing with challenging situations, applying these skills both in academic contexts and in their personal lives. This promotes self-knowledge and self-control, which are fundamental for socioemotional development.

Closure and A Look Into The Future

Explain to students the importance of setting goals for their personal and academic growth. Ask each student to establish a goal related to the content studied, such as improving their understanding of thermodynamics concepts or applying this knowledge in practical situations. Additionally, encourage them to set a personal goal, such as developing collaboration skills or better managing stress during challenging activities.

Possible Goal Ideas:

1. Understand and apply the formula for the pressure of a gas in different contexts.

2. Improve the ability to work in groups and collaborate with peers.

3. Develop emotional regulation techniques to deal with frustration and challenges.

4. Deepen knowledge about the relationship between pressure, volume, and temperature in gases. Objective: The purpose of this subsection is to strengthen students' autonomy and the practical application of learning, encouraging continued academic and personal development. Setting clear goals helps students focus on their progress, both in terms of content understanding and their socioemotional growth, promoting a more holistic and integrated learning.