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

V


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

2


 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.

3


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.

4


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.
9


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.

10


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

11


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

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

12


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.
13


 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.
14


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
 The gas molecules are very small relative to the distance between
them.
16


 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.

 Activity 2 (10’): Kinetic molecular theory of gases

18