8electrical measuring instruments, electric engines
Оценка 4.7

# 8electrical measuring instruments, electric engines

Оценка 4.7
docx
07.05.2020
8electrical 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. ·         What happens? 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: §  Use Fleming’s Left Hand Rule for each side of the coil. §  Find which end of the coil becomes a N-pole. This end will be attracted to the S-pole of the magnet. Middle 9-24 min                           25-29 min (G) Group work. Station study Ask learners to divide into three groups and study deeply the working principle of electricity-measuring instruments, electric motor and a generator at different three station one by one. Teacher put materials at three stations and set a time for each station. Students were given the opportunity to share thinking with each other through group discussions and drawings. Teacher rotated around to groups to listen, clarify thinking and prompt further thinking. As a result of their studying, teacher asks from any students to explain the working principle of electricity-measuring instruments/electric motor/generator. Assessment criteria should be agreed in advance.   Ø  Station 1: Working Principle of an electric motor Ø  Station 2: Working Principle of Electrical measuring instruments Ø  Station 3: Working Principle of a generator   (D) Video demonstrations. Show video clips of the working principle of an electric motor and electric engines. 30-37 min (I) Individual work. Filling the gap 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?

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