1 Ampere’s experiments

Long-term plan unit:Magnetic field

School:

Date:

Teacher name:

Grade: 10

Number present:

Absent:

Theme of the lesson

Interaction between the conductor and current, Ampere’s experiments.

Learning objectives that are achieved at this lesson (Subject Programme reference)

·         To explain the physical meaning of magnetic induction vector based on problem solving and modern technological advances (magnetic levitation train, etc.)

Lesson objectives

By the end of this lesson, students will be able to:

Describe the effects of the magnetic force between two conductors;

Know that the size of the force also depends on the size of the magnetic field;

Conclude that currents in the same direction attract each other, currents in opposite directions repel each other;

Assessment criteria

Knowledge

Know that the size of the force also depends on the size of the magnetic field;

Application

Can set up apparatus then observe the attraction and repulsion between two parallel currents;

Analysis

Describe the effects of the magnetic force between two conductors;

Synthesis

Conclude that currents in the same direction attract each other, currents in opposite directions repel each other;

Evaluation

Appreciate that a force might act on a current-carrying conductor placed in a magnetic field;

Language objectives

Subject-specific vocabulary & terminology

magnetic field direction

magnetic force

current

Useful set(s) of phrases for dialogue/writing

Currents in the same direction attract each other, currents in opposite directions repel each other.

Type of differentiation

Differentiated poster-session , Collaborative Learning, Progressive Task with Digital resources

Values instilled at the lesson

Safety, Consideration to others, Co-operation, Opportunity for Life-Long Learning, Academic Integrity and Transparency, Respect for Self and Others

Cross-curricular links

·         Chemistry: atom model

·         Mathematics: measure the angles

ICT skills

Research skills, use of video as introduction

Previous learning

Grade 8: magnetic fields; representation of fields by field lines; fields of permanent magnets

Grade 8: electrical equations: V = IR, P = IV

Course of the lesson

Planned stages of the lesson

Planned activities at the lesson

Resources

Beginning

(0-3 min)

(4-6 min)

Teacher:

-Introduces the topic of day and spelling out the learning outcome they will possess after the study.

1. Organizational moment to acquaint students with the

·         The theme of the lesson

·         The objectives of the lesson

·         The criteria of success for the lesson

·         The plan of events for the lesson

(T) Teacher starting.

It is important to recall that current-carrying conductors create a magnetic field around them. Ask the following question:

·         if we place two current-carrying conductors close to each other, will they interact?

If yes, will the nature of interaction differ in case the currents flow in one direction and in opposite directions?

Middle

7-20 min

(E) Experiment.

a.      The force on a current in a magnetic field

The current passes through a strip of aluminium foil. The movement of this foil shows the size and direction of the force. The foil is placed in the magnetic field of a large permanent magnet and connected to the power supply.

1.         Set the power supply to 1 V, switch on, and observe what happens to the foil.

2.         Increase the power supply to 2 V. What happens?

3.         Now reverse the connection to the power supply. What happens?

4.         Finally, reverse the magnet. What happens to the foil?

What you have seen

1.         The size of the force on a current in a magnetic field depends on the size of the current.

2.         The direction of the force depends on the direction of the current and the direction of the magnetic field.

3.         The direction of the force is at right angles to the current and to

the magnetic field.     

4.         You have not seen that the size of the force also depends on the size of the magnetic field. But you can show that the magnetic field is essential to the force by removing the magnet!

b.      The force between two currents

Set up two strips of foil as shown in the diagram and connect the power supply.

1.         First, arrange the connections so the current is passing down both strips of foil. Set the power supply to 1 V. Switch on and describe what happens.

2.         Increase the power supply to 2 V. What happens now?

3.         Arrange the connections so that the current is passing up both strips of foil. What     happens?

4.         Finally arrange the connections so the current is passing up one foil and down the other. What is the result?

What you have seen

1.         The size of the force between currents depends on the size of the current.

2.         The direction of the force depends on the current directions. If they are in the same direction they attract. If they are in opposite directions, they repel. Like currents attract, unlike currents repel.

21-35 min

Conceptual Questions

1. What is the nature of force between two parallel current carrying wires in the same direction?

The magnetic force expression can be used to calculate the force. The direction is obtained from the right hand rule. Note that two wires carrying current in the same direction attract each other, and they repel if the currents are opposite in direction.

2. Why do two parallel wires repel?

The magnetic field of the left-hand current causes a force on the right-hand current that is a repulsion so we know -- from Newton's Third Law -- that the two currents repel each other.

3. Do perpendicular wires exert magnetic force each other?

Yes. Two wires repel each other when carrying current in opposite directions—the force on each wire is equal in magnitude and opposite in direction. Parallel wires exert magnetic forces on each other. ... correct Perpendicular wires exert no net force on one another, but there will be a torque.

4. How does current affect magnetic field?

Current is directly proportional to magnetic force for a straight current carrying conductor in a uniform magnetic field. So the force is directly proportional to the size of the current. ... If the current is is reduced to a third of the initial value the force will also reduce to a third of its initial value.

Ending

(36-40 min)

At the end of the lesson, learners reflect on their learning:

-           What has been learned

-           What remained unclear

-           What is necessary to work on

Where possible the learners could evaluate their own work as well as the work of their classmates using certain criteria.

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check students’ learning?

Health and safety regulations

·         Multiple Intelligences

-          Visual will watch the video

-          Analytical take information from the texts

·         Differentiation by questioning and dividing in group

·         Worksheet with varied difficulties

Assessment – how are you planning to check students’ learning?

The output for the worksheet will serve as assessment

Questions during the lesson will also serve as formative assessment.

Be careful when use the laser-coder

Reflection

Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?

If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson. 

Summary 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 achievements/difficulties of individuals that will inform my next lesson?