6Electromagnetic_induction_DC_generator_and_an_electric_engine_LessonPlan

Long-term plan unit: 4C Electromagnetic induction

School:

Date:

Teacher name:

Grade: 10

Number present:

absent:

Theme of the lesson

Faraday's law and Lentz’s law-Application

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

-to explain the received results in a well-argued manner using Faraday's law of induction and Lentz's law.

-to investigate the acting model of an electric engine

Lesson objectives

Learners be able to:

·         Define Faraday’s and Lentz’s law

·  describe the phenomenon of induction;

·  calculate the induced EMF;

·  calculate the magnitude of flux;

·   explain the phenomenon of electromagnetic induction;

·  give an example to explain Lenz's Law;

Success criteria

Learners be able to:

·                     Apply  Faraday’s and Lentz’s law in action

·                     Explain the results of Faraday’s and Lentz’s law

·                     investigate the acting model of an electric engine

·                     to do 80% of the questions in the worksheet

·                     Define and use the terms

–                             Faraday’s law

–                             Lentz’s law

Language objectives

Learners be able to:

-give a definition of Faraday’s law and Lentz’s law

Subject-specific vocabulary & terminology:

Learners will define and use the terms

Values instilled at the

lesson

Working in groups and discussion

Students develop a habit of creative attitude to the implementation of tasks, cooperation, ability to listen to classmates, openness, an academic honesty

Cross-curricular links

Mathematics ( use of formula)

English (lesson is conducted using English language )

ICT skills

Work with notebook and use Internet

Previous learning

Faraday’s law

Lentz’s law

Course of the lesson

Planned stages of the lesson

Planned activities at the lesson

Resources

Beginning

2min

3 min

1. Brainstorming question

Where to apply Faraday’s law?

A group discussion

Students discuss their own ideas

A teacher explains the lesson objectives and learning outcomes

PowerPoint presentation

LObjectives

Middle

10 min

10 min

10 min

2. Demonstration of EM induction

Demonstrate what is electromagnetic induction using a galvanometer, coils, and a strong magnet.  Connect the galvanometer and coils to form a closed circuit.  Then move the magnet back and forth near the coils.  Students will see the pointer of the galvanometer swings.

Ask students to do the same using the equipment provided to them. 

Ask them to pay attention to the relationship between the directions of the movements of the magnet and the pointer. 

Ask them to think what induced the current in the circuit. 

Students conclude their experiments

If they cannot figure out the reason, tell them an electromotive force will be induced in a piece of conductor or a circuit only if a changing magnetic field exists near the conductor or circuit.

3.Teacher  reviews the Faraday’s law using Questions-Answers method

·         Why current do induced in the circuit?

·         How do you name this current?

·         How to determine the direction of induced current?

·         Why current induces when only magnet is in action?

Students conclude Faraday’s law and Lentz’s law

An stationary magnet does not cause a flow of current in a stationary conductor, just as an immobile electric charge does not produce a magnetic field. The movement of a magnet in relation to a conductor results in the flow of current across the conductor, just as the movement of charges in a conductor produces a magnetic field.

Lentz's Law

The direction of the induced current is such that the magnetic field produced by the current will oppose the change which produces it. The above statement is called Lentz's Law.

4. Students work on worksheets

Learners to attempt questions on laminar and turbulent flow. In case difficulties teacher can provide differentiated feedback to students.

Formative assessment:

·         Teacher gives feedback;

Students self-assess and pear assess;

Pptx

A galvanometer, coils, and a strong magnet. 

pptx

pptx

pptx

Worksheet 1

End

5min

At the end of the lesson, learners reflect on their learning:

-               What do I know before?

-               What has been learned?

-               What remained unclear

-               What is necessary to work on

Students have to answer one of above questions in brief. If student prefers to write, they can use different stickers

Reflection

Coloured stickers

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

Values instilled at the lesson

Most learners should be able to recall the main aspects of the specified areas.

Some learners will not be able to attempt all the questions. In this case teacher gives a differentiated scaffolding.

Work in pairs.

A weak student can ask questions from their peers. A gifted student can answer to the questions

Learners who are able to finish worksheet 1, will be given extra worksheet 2.

In the beginning of the lesson:

Oral feedback

Differentiated feedback

Differentiated scaffolding

In the middle:

Teacher comments on students worksheet1,2 and gives feedback if someone needs a help teacher gives a differentiated scaffolding

At the end of the lesson:

Learners reflect on their learning: Students have to answer one of above questions in brief. If student prefers to write, they can use different stickers

Students to place their bags in designated areas to avoid minor accidents.

During the work with the different materials (pen, pencil, spring, sharp objects) students must follow SAFETY RULES in the physics lab.

During the break time the lab assistant have to ventilate a classroom.

Students develop a habit of creative attitude to the implementation of tasks, cooperation, ability to listen to classmates, openness, an academic honesty