4Magnetic field_Electrical measurment instruments_Lesson plan

Long term plan section:

Magnetic Field

School:

Date:

Teacher’s name:

Class: 10

Number of attendees:

absent:

Lesson topic

Electrical measuring instruments

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

Explain the principle of operation explained with this fact of electrical appliances,motors, loudspeakers.

Assessment criteria

Student:

- explain a principle of electrical measuring instruments;

- explain a principle of electric motors;

- explain loudspeaker principle.

Language objectives

Students can:

Explain the principle of operation of electrical measuring instruments, electric motors, loudspeaker.

Vocabulary and terminology specific to the subject:

- vector of magnetic induction, Ampere's electrical appliance e s, v motor, loudspeaker.

Useful expressions for conversations and writing:

The effect of electrical appliances is based on ...

Instilling values

Cooperation

- The teacher creates a favorable, welcoming atmosphere for interaction ;

- The interaction of students with each other and with the teacher is carried out throughout all stages of the lesson.

Openness

- The teacher provides the same access to information;

- The teacher and students openly evaluate each other and justify the assessment, give feedback.

Interdisciplinary communication

Global awareness

ICT skills

Using Internet resources

Preliminary knowledge

Ampere Force . Left Hand Rule (Grade 10)

Ход урока

Scheduled Lesson Stages

Scheduled Lesson Activities

Resources

The beginning of the lesson

0- 7 min

Organizing time. Greetings students.

Work in pairs. Check homework. Pupils exchange notebooks, perform prepared tasks on the application of the left-hand rule.

For those who do not have the opportunity to get the job, you can offer tasks prepared by the teacher.

Mutual evaluation. Students return notebooks to owners who verify the correctness of their implementation.

Identify and resolve difficulties.

Slide 1

Slide 2

Middle of the lesson

7 -1 2 min

1 2 - 22 min

22-32 min

32-38 min

Discussion with the class.

“Where is Ampere's power applied?”

Work in pairs. Pupils are looking for an answer to a question in the Internet or reference books.

Discussion with the class. Pupils name the field of use of Ampere's force, the teacher writes down the variants on the blackboard .

Announcement of the topic of the lesson, learning objectives.

A joint definition of the objectives of the lesson.

Discussion of evaluation criteria.

Work in the "working" group x . Pupils study material, make notes in notebooks:

Group 1 - Electrical device e s;

2 group - electric motor and;

Group 3 - r loudspeaker .

Descriptors:

- describes the purpose of the device;

- explains the device device ;

- explains the principle of the device .

Work in "home" groups . Pupils tell their part of the material studied, students write in notebooks.

Mutual evaluation. After explaining, the students ask questions to the members of the group to evaluate their understanding.

Independent work. Pupils answer the test questions .

1. The direction of the Ampere force is determined by the rule

A)      Gimlet

B)      Left hand

C)      Lenz

D)      Right hand

2. A machine that converts electrical energy into mechanical energy.

A)      Ammeter

B)      Generator

C)      Speaker

D)      Electric motor

3. The use of force acting on a conductor with a current in a magnetic field is NOT used in ...

A)      Voltmeter

B)      Loudspeaker

C)      Manometer

D)      Microphone

4. The orienting effect of the magnetic field on the circuit with current is used in ...

A)      Loudspeakers

B)      Microphones

C)      Phones

D)      Electrical measuring instruments

5. Coil oscillations in time with current oscillations transmitted to the diaphragm, from the surface of which sound waves radiate occur in ...

A)      Ammeters

B)      Volmeters

C)      Generators

D)      Loudspeakers

Self assessment . Students review the answers with the sample on the slide.

Slide3

Slide 4

Slide 5

Slide 6 ,

Internet resources

application

Slide 7

End of the lesson

38 - 40 min

Reflection. Pupils fill in the table "Plus, minus, interesting."

Homework:

- repeat the theoretical material .

Slide 8

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?