61.62_Lesson Plan_

Long-term plan unit:  Electromagnetic Induction

School:

Date: Week/Lesson                           / 61 & 62

Teacher’s Name:

Grade:  10

Number Present:

Number Absent:

Theme of the Lesson

Electromagnetic Induction: Faraday’s and Lenz’s Laws

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

Learners can infer from appropriate experiments on electromagnetic induction that a changing magnetic flux can induce an e.m.f in a circuit

Lesson Objectives

10.4.2.1 – to explain the occurrence of electromotive force when changing the magnetic flux;

10.4.2.2 – to explain the Lentz's law;

Success Criteria

Students will have achieved the objective if they are able to:

-explain the occurrence of electromotive force when changing the magnetic flux;

- explain the Lentz's law;

Language Objectives

Learners can use a simple demonstration to explain the factors affecting the size and direction of the induced e.m.f in a coil

Subject-specific vocabulary & terminology:

-electromagnetic induction

-induced e.m.f

-magnetic flux

Useful sets of phrases for dialogue and 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…

Values instilled at the Lesson

Respect for other’s opinions. Group work. Problem-solving skills. Communication skills. Working with potentially harmful apparatus will help students develop a responsible attitude. And working in pairs and/groups encourages friendliness. Communication skills are encouraged by working with a partner and answering questions.

Cross-curricular Links

Lifelong learning of the topics today by applying their knowledge this day for their SET, SAT, final external summative examination and other examinations they will take in the future.

ICT Skills

Calculations using engineering calculators Ask the students to do further reading on the topic from the internet, especially from the Institute of Physics and PhET Colorado websites.

Previous Learning

·         magnetic fields; representation of fields by field lines; fields of permanent magnets and relationship between magnetic field and current in conductors

·         electrical equations: V = IR, P = IV

·          magnetic fields; flux density and the tesla

Course of the Lesson

Planned stages of the lesson in Minutes.

Planned activities at the Lesson

Resources

00 – 10 

Teacher:

-Introduces the topic of day and spells out the learning outcomes they will possess after the study.

-Acquaint students with the following issues:

•      The theme of the lesson

•      The objectives of the lesson

•      The criteria of success for the lesson

•      The plan of events for the lesson

•      Pre-teach the subject specific vocabulary.

Learners:

•      Share their experiences with electromagnetic induction

-Introductory material and learning outcomes are displayed on the screen and/or table.

-Cambridge Endorsed and Recommended Coursebooks.

-Institute of Physics, Bilimland, Twig, and PhET Colorado websites.

-Smart, white, and chalk boards-You-Tube and Virtual Physical Laboratory simulations.

11 - 70

Teacher:

•      Explains electromagnetic induction.

•      Describes, discuses, and explains the laws of electromagnetic induction.

•      Demonstrates the Faraday’s experiment involving a permanent magnet.

•      Asks learners to investigate the effects of moving a bar magnet into and out of a coil connected to a sensitive centre-zero galvanometer.

•      Discusses the results with the class and draw out the key points:

-There is an induced voltage in the (secondary) coil when the flux linkage changes.

-If a wire is moved parallel to the field lines there is no induced voltage.

-The size of the induced voltage depends on the rate of change of flux-linkage. (more obvious with the first experiment)

-Induced current in a closed circuit counterwork the changes of a magnetic flux caused by this current.

•      Explain Lenz’s law by using a magnet falling slowly in a copper tube by the existence of a magnetic field with opposite direction.

•      Gives questions on a worksheet

Learners:

•      Discuss their experiences with electromagnetic induction and its laws

•      Demonstrate and explain Faraday’s experiment involving a permanent magnet.

•       Demonstrate and explain Lenz’s law by using a magnet falling slowly in a copper tube by the existence of a magnetic field with opposite direction.

•      Watch videos on electromagnetic induction

•      Summarize their observations and conclusions findings.

•      Answers questions about the videos.

•      Attempt questions on the worksheet

To review the results of the moving magnet experiment:

http://www.youtube.com/watch?v=hajIIGHPeuU

A video provides a more in-depth survey of electromagnetic induction;

http://www.youtube.com/watch?annotation_id=annotation_595508&feature=iv&src_vid=hajIIGHPeuU&v=l-RjuauyuzM

Electromagnetic induction. Faraday’s experiments:

https://www.youtube.com/watch?v=mp7C6S2gawQ

Simulation of the ‘Faraday’s law’:

http://phet.colorado.edu/en/simulation/legacy/faraday

or

Simulation of the ‘Faraday’s law 2’:

http://phet.colorado.edu/en/simulation/faradays-law

The Faraday’s law by BBC:

http://www.bbc.co.uk/schools/gcsebitesize/science/add_ocr_pre_2011/electric_circuits/mainsproducedrev1.shtml

Lentz rule:

https://www.youtube.com/watch?v=M2e0JbIym-I&list=PLJ8TtQgi6QOqW-VQ0vB0XbzHz9_S8bh90&index=3

Lentz rule (experiment):

https://www.youtube.com/watch?v=q-Rd2DvlTU4

E.m.f induction in moving conductors:

https://www.youtube.com/watch?v=vGD4LWmAUv4&index=5&list=PLJ8TtQgi6QOqW-VQ0vB0XbzHz9_S8bh90

71 - 80

Teacher:

•      Highlights key concepts, definitions, and equations learnt using the concept map.

•      Asks students to do questions on the worksheet provided.

•      Looks forward to the next lesson.

Students:

•      Attempt the questions given by the teacher.

•      Summarize the main concepts, definitions, and equations learnt.

•      Reflect on their own learning.

•      Evaluate their own work and the work of their classmates.

Extension Work:

•      Complete the flipped reading and research assignment before the next lesson.

Homework:

•      Complete the specified thinking tasks for this lesson.

-Teacher uses concept map and worksheet or any other CLIL strategy.

•      What has been learnt?

•      What remained unclear?

•      -What is necessary to work on?

What can I:

•      stop doing?

•      keep doing?

•      start doing:

-Students to summarize main ideas, evaluate class processes, answer questions posed at the beginning of the lesson, and link both to the past and the future

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

Weak Learners:

Review the previous lesson.

Revise the topic on key terms used in magnetism benefit of the weak learners.

Strong Learners:

-To derive the following formula:

E=Bυlsinα

Checking Students’ Learning:

-Using observation and the Question-Answer strategies at the start, during, and at the end of the lesson.

-Using the computer generated and/or tutor-feedback

-Using self, peer, and group feedback, online quizzes, and formative assessments.

-Checking the quality of their work and understanding from their notebooks, whiteboard work, answers on the active board, group presentations and discussions, developed posters, and responses on the worksheets.

Follow all standard laboratory procedures, rules, and regulations in the Schools’ Laboratory Safety Guide and to remain safety conscious always

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?