5Lenz rule, phenomenon of self-inductance
Оценка 4.7

5Lenz rule, phenomenon of self-inductance

Оценка 4.7
docx
07.05.2020
5Lenz rule, phenomenon of self-inductance
5Lenz rule, phenomenon of self-inductance.docx

Lesson plan

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

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, magnetic flux linkage using Faraday’s Law;

·         Explain the physical meaning of Lenz’s Law;

Assessment criteria

Application

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

Calculate emf, current, magnetic flux linkage 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)

 

 

 

 

 

 

 

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

4-10 min

 

 

 

 

 

 

 

 

 

   11-21 min

 

  

 

 

 

 

 

 

 

 

  22-34 min

 

 

   35-38 min

 

CONCEPTUAL question

Induction stove. In an induction stove an ac current exists in a coil that is the “burner” (a burner that never gets hot). Why will it heat a metal pan, usually iron, but not a glass container?

 

 

 

Practice with Lenz’s law

      In which direction is the current, induced in the circular loop for each situation in Figure below?

 

 

(A) Assessment.

The Teacher observes and assesses each student’s answer and provides fair and helpful feedback.

 

(P) Pair work.

Set qualitative structured questions in which learners calculate the emf, current and magnetic flux linkage using Faraday’s Law of Induction, Ohm’s Law, Lenz’s Law.

 

(A) Assessment.

Pairs checks and assesses each other’s answer and provides fair and helpful feedback by using an answer sheet.

 

 

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?

 


 

Lesson plan Long-term plan unit:

Lesson plan Long-term plan unit:

Planned activities at the lesson

Planned activities at the lesson

Ending 39-40 min

Ending 39-40 min

Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2:

Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2:
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