1Magnetic field_Ampere force problem solving_Lesson plan

Long term plan section:

Magnetic Field

School:

Date:

Teacher’s name:

Class: 10

Number of attendees:

absent:

Lesson topic

Ampere force problem solving

Learning objectives that are achieved in this lesson (link to the curriculum)

10.4.4.2 - explain the principle of operation of electrical measuring instruments, electric motors.

Lesson objectives

Apply Ampere's formula to solve problems

Assessment criteria

Student:

- knows the formula F = BI l sin α ;

- applies the Ampere force formula to solve problems

Language objectives

Students can:

Explain the dependence of force   Ampere on the conductor length, current strength, magnetic field induction and the angle between the current element and the magnetic induction vector.

Vocabulary and terminology specific to the subject:

- conductor with current, magnetic induction vector, magnetic field direction , Ampere force.

Useful expressions for conversations and writing:

The strength of the Ampere depends on ... The force characteristic of the magnetic field is ... 1 T is ...

Instilling values

Cooperation

- The teacher creates a favorable, welcoming atmosphere for interaction

- Feedback "teacher-student", "student-student" is carried out throughout the lesson.

Lifelong learning

Pupils get information on their own.

The teacher provides an opportunity for students to solve problems.

Observes continuity in the study of topics, sections, curriculum.

Interdisciplinary communication

Global awareness

ICT skills

Using online resources

Preliminary knowledge

Ampere Force (Grade 10)

Ход урока

Scheduled Lesson Stages

Scheduled Lesson Activities

Resources

The beginning of the lesson

0-1 min

1- 4 min

Organizing time.Greetings students.

Check the level of assimilation of theoretical material.

1.         Ted in pairs. Students ask each other questions prepared at home (one “thin” and one “fat”) .

2.         For those who have not prepared the questions, we can offer ready-made.

3.         Mutual evaluation.Students check each other's responses .

Announcement of the topic of the lesson, learning objectives.

A joint definition of the objectives of the lesson.

Discussion of assessment criteria.

Slide 1

Slide 2

Slide 3

Slide 4

Middle of the lesson

4-38 min

Independent work.Problem solving

1. Determine the force with which a magnetic field with an induction of 10 mT acts on a conductor with a current of 50 A , if the length of the active part of the conductor is 0.1 m. The field and the current are mutually perpendicular.

2. What is the magnetic field induction in which a0.5 H force acts on a conductor 20 cm long in active part ? The current in the conductor 2 A. The conductor is perpendicular to the induction of the magnetic field.

3. Find the length of the active part of the conductor, which is in a uniform magnetic field with an induction of 1.5 T, if a 4A current flows through the conductor and a force of 0.02H acts on it from the side of the field. The field and current are located at an angle of 45 ^{° to} each other.

4. What is the current strength in a conductor located at an angle of 60 ⁰to the vector of magnetic induction, if it has a force of 0.425 N, the length of the active part of the conductor is 5 cm , and the modulus of the magnetic induction vector is 0.4 Tl?

5. At what angle is the conductor in a magnetic field with an induction of 2.6 Tl if current flows through it 12 A , and the length of the active part of the conductor 10 cm. A force of 1.56 is applied to the conductor in the field H?

6. By horizontal conductor with a length of 20 cm and a mass of 4 g, a current of 10 A. flows. Na d and theinduction (modulus and direction) of the magnetic field in which the conductor needs to be placed so that the force of gravity is balanced by the Ampere force.

7 *. Conductor ab of lengthl and mass m is suspended on thin wires. When current passes through it, it is deflected in a uniform magnetic field so that the filaments form an angle α with the vertical. Determine the magnetic field induction.

8 ** . On horizontal rails that are in vertical uniform ­nom magnetic field, lies a steel bar, perpendicular to the rails. Bar length   a = 15 cm , mass m = 300 g, the coefficient of friction between the bar and therails is 0.2. To bar budge on it is necessary to pass the current I = 40 A. Whatinduction AT magnetic field?

9 ** . In a uniform magnetic field whose induction is 2 T and on ­corrected at an angle of 30 ° to the vertical, a straight conductor with a mass of 2 kg is moving vertically upwards , through which acurrent flows 4 A. 3 seconds after the start of movement, the conductor has a speed of 10 m / s.Oprah ­ divide the length of the conductor.

Descriptors:

- writes "Dano" ;

- expresses the values ​​of quantities in SI ;

- write down the formula for the power of Ampere;

- expresses the required value from the formula;

- calculates the desired value .

Self assessment . Students compare the answers with the sample from the teacher and fill in the assessment table , noting in green, the problem solved independently, yellow - with a hint, red - with a detailed explanation .

appendix

Slide 5

End of the lesson

37 - 40 min

Reflection. Pupilsanalyze the self-assessmenttable , note which tasks were solved easily, when solving which problems arose, outline ways to solve them .

Homework:

- §10.2;

- solve any two problems from the proposed resource.

Slide 6

Slide 7

http://fizmat.by/kursy/magnetizm/sila_Ampera/test280

Differentiation - how do you plan to provide more support? What tasks do you plan to set for more capable students?

Grading - How do you plan to check students' level of learning?

Health & Safety 

 

Differentiation is expressed in the expected result from a particular student, in providing individual support to the student.

Additional teachersupport is provided at the stage of learning new material .

Mutual evaluation at the stages of checking homework, comprehension ;

With self-esteem at the stage ofconsolidation .

Compliance with safety regulations when conducting classes in the office of physics.

Lesson reflection

Were the objectives of the lesson / learning objectives realistic?

Have all students reached the LO?

If not, why not?

Is the differentiation correct in the lesson?

Were the time stages of the lesson sustained?

What were the deviations from the lesson plan and why?

Use this section to reflect on the lesson. Answer the most important questions about your lesson from the left column. 

Overall rating

What two aspects of the lesson went well (think about both teaching and learning)?

1:

2:

What could contribute to improving the lesson (think about both teaching and learning)?

1:

2:

What I reveal l (a) for a lesson on the class or achievements / difficulties of individual students, on the need to pay attention to the next lesson?