Lesson plan
Longterm plan unit: Magnetic field 
School: 

Date: 
Teacher name: 

Grade: 10 
Number present: 
Absent: 

Theme of the lesson 
Lorentz force. Motion of a charged particle in the magnetic field 

Learning objectives that are achieved at this lesson (Subject Programme reference) 
· to investigate the effect of a magnetic field on moving charged particles; 

Lesson objectives 
By the end of this lesson, students will be able to: · Predict the direction of the force on a charge moving in a magnetic field by using Fleming’s left hand rule; · Recall and solve problems using F = qB sin ; · Describe and analyse qualitatively the deflection of beams of charged particles by uniform electric and uniform magnetic fields; · Describe the effects of magnetic fields on moving charges; · Calculate the magnetic force on a moving charge; · Use the Fleming’s left hand rule to determine the velocity of a charge, the direction of the magnetic field, and the direction of the magnetic force on a moving charge; 

Assessment criteria 
Application Calculate the magnetic force on a moving charge; Use the Fleming’s left hand rule to determine the velocity of a charge, the direction of the magnetic field, and the direction of the magnetic force on a moving charge; Predict the direction of the force on a charge moving in a magnetic field by using Fleming’s left hand rule; Recall and solve problems using F = qB sin ; Analysis Describe and analyse qualitatively the deflection of beams of charged particles by uniform electric and uniform magnetic fields; Describe the effects of magnetic fields on moving charges; 

Language objectives

Subjectspecific vocabulary & terminology magnetic force on a moving charge a beam of electrons electron gun Fleming’s lefthand rule deflected up the page deflected down the page into the page out of page the magnetic flux density B (strength of the magnetic field) the charge Q on the particle the speed v of the particle Useful set(s) of phrases for dialogue/writing A charged particle entering at right angles to a uniform magnetic field describes a circular path because the magnetic force is perpendicular to the velocity. 

Type of differentiation 
Differentiated postersession , Collaborative Learning, Progressive Task with Digital resources 

Values instilled at the lesson

Safety, Consideration to others, Cooperation, Opportunity for LifeLong Learning, Academic Integrity and Transparency, Respect for Self and Others 

Crosscurricular links 
Mathematics: deducing the equation F = qB sin ; 

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 (03 min)
(46 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
Teacher shows a picture on presentation and asks students· What does “the whole picture” mean?
A bubble chamber image of the tracks of subatomic particles. The tracks curve because the charged particles are affected by the presence of a magnetic field.
Our lesson today is……. 


Middle 727 min

(D) Demonstration: Bending an electron beam If a fine beam electron tube is available, the sight of the paths left by electrons travelling in a circular path when a magnetic field is applied makes a good introduction to this lesson. If the apparatus is not available, then using a picture offers an alternative approach to students to explain.
Electron beam tubes An electron beam tube (Figure) can be used to demonstrate the magnetic force on a moving charge. A beam of electrons is produced by an ‘electron gun’, and magnets or electromagnets are used to apply a magnetic field.
The magnetic force on a moving charge The factors that determine the size of the force on a moving charge in a uniform magnetic field. It will depend on: ■■ the magnetic flux density B (strength of the magnetic field) ■■ the charge Q on the particle ■■ the speed v of the particle.
Discussion: Deducing F = BeV Suppose we have such a particle with a charge q, moving at a speed v, at right angles to a magnetic field of flux density B. In a time t, the charge will move a distance L = v∙t and is equivalent to a current I = q / t. Force on the current F = BIL = B ∙ q / t ∙ v ∙ t = Bqv If the field and current are at an angle q, then the formula will be modified to F = Bqv sinϑ The force F is always at right angles to the particle’s velocity v, and its direction can be found using the Fleming’s lefthand rule.



2837 min

(I) Individual work. WHITEBOARD ACTIVITY Teacher provides students with a mini whiteboard or a A4 paper and markers. As students know the answer for each question, they write and show it to teacher. Teacher check and assess students ability to use Fleming’s left hand rule to determine the velocity of a charge, the direction of the magnetic field, and the direction of the magnetic force on a moving charge. 1. What is the direction of the magnetic force on a positive charge that moves as shown in each of the six cases shown below:
2. What is the maximum force on an aluminum rod with a charge that you pass between the poles of a 1.50 T permanent magnet at a speed of 5.00 m/s? In what direction is the force?



Ending (3840 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 lasercoder 

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? 

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