117 Charged particles accelerators

Long-term plan unit: Magnetic field

School:

Date:  

Teacher name:

Grade: 10

Number present:

absent:

Theme of the lesson

Charged particles accelerators.

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

·         To analyze the operating  principle of a cyclotron, magnetic trap, tokamak, hadron collider and to explain nature of polar aurora.

·         To investigate the effect of a magnetic  field on moving particles

Lesson objectives

·         Explain that presence of an electric field makes charge accelerate

·         Explain that magnetic field only changes direction, but not magnitude of charge’s velocity

·         Understand the motion of a charged particle in the simultaneous presence of both electric and magnetic fields

·         use the term “crossed fields” to mean simultaneous presence of electric and magnetic fields at right angle.

Success criteria

Language objectives

Students discuss effect of force acting on a moving charges by the magnetic field.

Subject-specific vocabulary & terminology:

Direction, magnitude, parabolic path,  straight line, circular path,  magnitude, direction, force, angle, charge, velocity, work done by a field

Useful sets of phrases for dialogue and writing:

Both electric and magnetic fields impart acceleration to the charged particle.

But, there is a qualification for magnetic field as acceleration due to magnetic field relates only to the change of direction of motion.

Electric force is along electric field and is capable to bring about change in both direction and magnitude depending upon the initial direction of velocity of the charged particle with respect to electric field.

Values instilled at the lesson

Collaboration and communication foster both positive interdependence and individual accountability. 

Being a citizen-student collaborating with diverse individuals, organizations, and communities inside and outside of the university setting, respecting your own and others' personal and cultural histories. 

Cross-curricular links

Math knowledge helps students calculate angles and rearrange equations.

ICT skills

Students can access interactive visual concept https://www.wiley.com/college/halliday/0470469080/simulations/sim16/sim16.html

Previous learning

Origin of force on a moving charge.

Formula for the force acting on a charge in magnetic field.

Course of the lesson

Planned stages of the lesson

Planned activities at the lesson

Resources

Beginning

(0-5 minutes)

Lead-in:  Warm up

Start lesson with video about Aurora borealis.  Ask students about the explanation they can give to phenomenon

https://www.youtube.com/watch?v=fVsONlc3OUY

Middle

(6-26 minutes)

(27-38 minutes)

New lesson discovery.

This activity take about 70 minutes in general. So it takes two 40 minutes periods to cover all the stages.

Split all students into 5 groups. All of them are going to  investigate and explain one of the following topics.

1. Tokamak

2. cyclotron,

3. magnetic trap,

4. hadron collider

5. polar aurora

During their investigation students should pay attention on:

1. Physical laws that explain working principle of an apparatus

2. Application

Teacher provides printed resources and list of internet links to  videos and presentations. Students can use other resources if they want.

Also pay attention on the goal of this activity: have full understanding of the working principle of apparatus and should be able to explain it to other students.

This activity can be used as a formative assessment and in order to differentiate students and interest them.

Teacher could give the easiest topic (aurora) to weak students with low  interest in studying physics.

First stage of presentation: students change places in order to explain their own topic to other students.

Half of the students stays on their places, while others are seat next to students left on their places.

Another three stations left for the next lesson

Links list  paper

End

(39-40 minutes)

Teacher explains that  this activity will be continued on the next lesson.

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

Majority explain working principle of accelerators  of charged particles

Some students correctly state applications of accelerators in science.

Certain group are able to explain problems in widely application of nuclear reactors.

Students organize information in correct order.

Students explain working principle of  accelerators of  charged particles.

Health and Safety: Safety Tips

Keep work areas and apparatus clean and neat. Always dean up any clutter made during lab work, rearrange apparatus in an orderly manner, and report any damaged or missing items.

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?