2Lenz rule, phenomenon of self-inductance

Long-term plan unit:Magnetic field

School:

Date:

Teacher name:

Grade: 10

Number present:

Absent:

Theme of the lesson

Faraday law of induction. Lenz rule, phenomenon of self-inductance.

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

·         To use the law of electromagnetic induction in problem solving;

Lesson objectives

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

·         Recall and solve problems using Faraday’s law of electromagnetic induction and Lenz’s law;

·         Calculate emf, current, and magnetic fields using Faraday’s Law;

·         Explain the physical results of Lenz’s Law;

Assessment criteria

Application

Use Faraday’s law of electromagnetic induction and Lenz’s lawin problem solving;

Calculate emf, current, and magnetic fields using Faraday’s Law;

Language objectives

Subject-specific vocabulary & terminology

electromagnetic induction

inducede.m.f.

magnetic flux

self-inductance

Useful set(s) of phrases for dialogue/writing

There is an induced e.m.f. in the coil because...

The size of the induced e.m.f. increasesbecause...

The direction of the induced e.m.f. will reverse if…

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-curricularlinks

Mathematics, ICT

ICT skills

Presentation, the Internet

Previouslearning

Grade 8: magnetic fields; representation of fields by field lines; fields of permanent magnets and relationship between magnetic field and current in conductors

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

Grade 10: magnetic fields; flux densityand the tesla

Course of the lesson

Planned stages of the lesson

Planned activities at the lesson

Resources

Beginning

(0-3 min)

   (4-10 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

Matching

Learners match a sentences relating to electromagnetic induction. Individual students are called on to respond to questions and share their own answers.

Teacher used student’s responses to promote further learning…“What

could you add to that?” “Do you agree with that thinking?”

Choose one of a, b, c or d for each situation.

aDeflection in galvanometer

b  Deflection in galvanometer but in the opposite direction

c  No deflection in the galvanometer

dDeflection in galvanometer in one direction

Middle

11-15 min

16-33 min

   34-37 min

(D) Video demonstration. Phenomenon of self-inductance

Use or show a video of a Phenomenon of self-inductance. Then the teacher

defines the  self-inductance.

(P) Pair work.

Ask learners to solve a qualitative problems on use of the Faraday law of induction in pairs.

(A) Assessment.

Pairs check and assess each other’s work and provide fair and helpful feedback by using an answer.

Ending

38-40 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?