2The operating principle of electromagnetic devices

Long-term plan unit:Magnetic field

School:

Date:

Teacher name:

Grade: 10

Number present:

Absent:

Theme of the lesson

The operating principle of electromagnetic devices

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

To analyse the operating principle of electromagnetic devices (electromagnetic relay, generator and transformer);

Lesson objectives

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

Use Faraday’s law of electromagnetic induction to explain the operating principle of electromagnetic devices;

Explain simple applications of electromagnetic induction;

Describe the operating principle of electromagnetic relay;

Describe the operating principle of generator;

Describe the operating principle of transformer;

Assessment criteria

Application

    Use Faraday’s law of electromagnetic induction to explain the operating principle of electromagnetic relay, generator and transformer;

Analysis

    Explain the working principle of electromagnetic relay;

    Explain the working principle generator;

    Explain the working principle of transformer;

Language objectives

Subject-specific vocabulary & terminology

electromagnetic induction

inducede.m.f.

magnetic flux

relay

generator

transformer

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. increases because...

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, Chemistry

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)

   (4-7min)

Our lesson today is…….

How is wind power converted into electricity?

Most of the electricity we use is generated by electromagnetic induction. This process goes on in the generators at work in power stations, in wind turbines (Figure) and, on a much smaller scale, in bicycle dynamos. It is the process whereby a conductor and a magnetic field are moved relative to each other to induce, or generate, a current or electromotive force (e.m.f.).

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

Middle

8-28 min

   29-35 min

   36-38 min

(G) Group work.

Ask learners to divide into 3  groups and study the operational principle of electromagnetic relay, generator and transformer based on a given model. The results of group works should be given in the form of presentations to be defended by learners. Assessment criteria should be agreed in advance.

GROUP 1: electromagnetic relay

GROUP 2: generator

GROUP 3: transformer

(A) Assessment.

Groups assess each other’s presentations and provide fair and helpful feedback by using a assessment criteria.

(I) Individual work. MisConceptual Questions

Learners individually answer the MisConceptual Questions. They can use A, B, C, D and E cards to show their answers. The questions are shown at the interactive board.

Laminate a set of cards so every member of the class has five, with A,B,C, D and E written on them. Ask questions with five answers, and then learners show you their answer.

Encourage them not to look at other people’s responses so as to copy.

(A) Assessment.

The Teacher checks and assesses each student’s answer and provide fair and helpful feedback.

Ending

39-40 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?