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
10.4.2.1 – to explain the
occurrence of electromotive force when changing the magnetic flux;
10.4.2.2 – to explain the
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;
Learners can use a simple demonstration to
explain the factors affecting the size and direction of the induced e.m.f in
Subject-specific vocabulary &
Useful sets of phrases for dialogue and
-There is an induced e.m.f in the coil
-The size of the induced e.m.f increases
-The direction of the induced e.m.f will
Values instilled at
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.
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.
Calculations using engineering calculatorsAsk the students to do further reading on the topic from
the internet, especially from the Institute of Physics and PhET Colorado
·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
stages of the lesson in Minutes.
activities at the Lesson
00 – 10
-Introduces the topic of day and spells out
the learning outcomes they will possess after the study.
-Acquaint students with the following
•The theme of the lesson
objectives of the lesson
of success for the lesson
•The plan of
events for the lesson
•Pre-teach the subject specific vocabulary.
•Share their experiences with electromagnetic induction
-Introductory material and learning
outcomes are displayed on the screen and/or table.
-Cambridge Endorsed and Recommended
-Institute of Physics, Bilimland, Twig, and
PhET Colorado websites.
-Smart, white, and chalk boards-You-Tube
and Virtual Physical Laboratory simulations.
11 - 70
•Explains electromagnetic induction.
discuses, and explains the laws of electromagnetic induction.
the Faraday’s experiment involving a permanent magnet.
to investigate the effects of moving a bar magnet into and out of a coil
connected to a sensitive centre-zero galvanometer.
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
-Induced current in a
closed circuit counterwork the changes of a magnetic flux caused by this
Lenz’s law by using a magnet falling slowly in a copper tube by the existence
of a magnetic field with opposite direction.
questions on a worksheet
•Discuss their experiences with electromagnetic induction and its
explain Faraday’s experiment involving a permanent magnet.
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.
on electromagnetic induction
their observations and conclusions findings.
questions about the videos.
•Attempt questions on the worksheet
To review the results of the moving magnet
A video provides a more in-depth survey of
•Highlights key concepts, definitions, and equations learnt using
the concept map.
to do questions on the worksheet provided.
•Looks forward to the next lesson.
•Attempt the questions given by the teacher.
main concepts, definitions, and equations learnt.
their own learning.
•Evaluate their own work and the work of their classmates.
•Complete the flipped reading and research assignment before the
•Complete the specified thinking tasks for this lesson.
uses concept map and worksheet or any other CLIL strategy.
•What has been learnt?
•-What is necessary to work on?
What can I:
-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
– how do you plan to give more support? How do you plan to challenge the more
– how are you planning to check students’ learning?
and safety regulations
Review the previous lesson.
Revise the topic on key terms used in magnetism
benefit of the weak learners.
-To derive the following formula:
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
-Using self, peer, and group feedback,
onlinequizzes, 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
the lesson objectives/learning objectives realistic? Did all learners achieve
my planned differentiation work well?
I stick to timings?
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.
What two things
went really well (consider both teaching and learning)?
What two things
would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class orachievements/difficulties
of individuals that will inform my next lesson?
Скачано с www.znanio.ru
Grade 10 Lesson plan
ICT Skills Calculations using engineering calculators
The size of the induced voltage depends on the rate of change of flux-linkage
Teacher: • Highlights key concepts, definitions, and equations learnt using the concept map
Strong Learners: -To derive the following formula: