5 measuring instruments, electric engines
Оценка 4.7

5 measuring instruments, electric engines

Оценка 4.7
docx
07.05.2020
5 measuring instruments, electric engines
5 measuring instruments, electric engines.docx

Lesson plan

Long-term plan unit:Magnetic field

School:

Date:

Teacher name:

Grade: 10                                           

Number present:

Absent:

Theme of the lesson

The working principle of electrical measuring instruments, electric engines

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

·         to explain the operating principle of electrical measuring instruments, electric engines;

Lesson objectives

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

·         Know  the structure of an electric motor;

·         Describe the structure of an electric motor;

·         Recall the basic elements of a motor and explain their function;

·         Explain the operating principle of an electric motor;

·         Explain the operating principle of an electric engine;

·         Explain the operating principle of Electrical measuring instruments;

·         Understand how the force on a current-currying conductor  can be used to explain the motor effect;

·         Use Fleming’s Left Hand Rule to find the direction of the force on a current-currying loop in a magnetic field;

Assessment criteria

Knowledge

Know  the composition of an electric motor;

Recall the basic elements of a motor and explain their function;

Understanding

Understand how the force on a current-currying conductor  can be used to explain the motor effect;

Application

Use Fleming’s Left Hand Rule to find the direction of the force on a current-currying loop in a magnetic field;

Explain the operating principle of an electric motor;

Explain the operating principle of an electric engine;

Explain the operating principle of Electrical measuring instruments;

Language objectives

 

Subject-specific vocabulary & terminology

magnetic field direction

magnetic force

current-carrying conductor

Fleming’s Left Hand Rule

Magnetic field direction

Current-carrying conductor

Conventional current

Electrical measuring instrument

Useful set(s) of phrases for dialogue/writing

The thumb represents...

The first finger represents...

The second finger represents…

The magnetic force is perpendicular to...

The principle of electrical measuring instruments…

 

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-curricular links

Mathematics, ICT

ICT skills

Youtube, presentation

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

(0-3 min)

 

 

 

 

 

 

 

 

 

 

(4-8 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

 

(T)(D) Teacher demonstration.

Show the effect of a magnetic field on a current loop. This is a principle of a simple direct current motor. Show the operational principle of this motor.

 

·         Wind several turns of wire round a cork and hang it, from a clump, between the poles of magnet as shown. Pass a current briefly through the coil.

ü  What happens?

ü   Does the coil turn the  opposite way if you reverse the current?

There are two ways to find the direction of rotation in the diagram:

Ø  Use Fleming’s Left Hand Rule for each side of the coil.

Ø  Find which end of the coil becomes a N-pole. This end will be attracted to the S-pole of the magnet.

 

Middle

9-27 min

 

 

 

 

 

 

 

(G) Group work.

Ask learners to divide in groups and study the operational principle of electricity-measuring instruments, electric motor and a generator 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: Working Principle of an Electric Motor

      GROUP 2: Working Principle of Electrical measuring instruments

      GROUP 3: Working Principle of a generator.

(T) Teacher explanation.

The study of the new material is based on the explanation of the topic by the teacher accompanied by a presentation as a additional material.

 

 

 

28-37 min

 

 

 

 

(P) Pair work. Filling the gap

1.

 

2.   

 

 

 

 

 

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?

 


 

Lesson plan Long-term plan unit:

Lesson plan Long-term plan unit:

Language objectives Subject-specific vocabulary & terminology magnetic field direction magnetic force current-carrying conductor

Language objectives Subject-specific vocabulary & terminology magnetic field direction magnetic force current-carrying conductor

What happens? ü Does the coil turn the opposite way if you reverse the current?

What happens? ü Does the coil turn the opposite way if you reverse the current?

Ending (38-40 min) At the end of the lesson, learners reflect on their learning: -

Ending (38-40 min) At the end of the lesson, learners reflect on their learning: -

Were the lesson objectives/learning objectives realistic?

Were the lesson objectives/learning objectives realistic?
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