Lesson #1

Long-term plan unit: Electromagnetic induction

School:

Date:

Teacher name:

Grade: 10 EMN

Number present:

absent:

Theme of the lesson

Electric engine and direct current electrical generator

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

to investigate the acting model of an electric engine and to explain the received results in a well-argued manner using Faraday's law of induction and Lentz's law.

Lesson objectives

Students will describe the current model of the electric motor and explain the results using Faraday's law and Lenz's rule.

Success criteria

Student:

 describes the device model of the motor;

 arguments to explain the obtained results;

 uses Faraday's law and Lenz's rule.

Language objectives

Vocabulary and terminology of the lesson:

DC motor (DPT) — DC electric machine that converts DC electrical energy into mechanical energy.

The principle of operation of the DC motor can be given two descriptions:

1. movable frame (two rods with closed ends) with current in the magnetic field of the stator     

2. interaction of magnetic fields of the stator and rotor.

A DC generator is an electrical machine that converts mechanical energy into DC electrical energy.

Faraday experimentally found that when the magnetic flux in the conducting circuit EMF induction occurs Eind, equal to the rate of change of the magnetic flux through the surface, limited circuit, taken with a minus sign.

Experience shows that the induction current excited in a closed circuit when the magnetic flux changes is always directed so that the magnetic field created by it prevents the change in the magnetic flux causing the induction current. This statement, formulated in 1833, is called the Lenz rule.

Values instilled at the lesson

Throughout the lesson to instill openness, cooperation, respect, respect for school property, tolerance in relations with classmates.

Cross-curricular links

interdisciplinary integration with mathematics (solution of problems and derivation of the formulas)

ICT skills

Interactive whiteboard, Internet resources

Previous learning

A course of 8 classes. Transformers. Generators

Course of the lesson

Planned stages of the lesson

Planned activities at the lesson

Resources

0-2

Organizational moment

Goal-setting

2-10

10-30

30-40

(W) Express survey

1. The formula for induced EMF magnetic field.

2. In which case, the EMF induction will be maximum?

3. In which case, the EMF induction is zero?

4. The cause of EMF induction in a moving conductor

5.What is solenoid?

6.How are the lines of force directed inside and outside the solenoid?

7.The formula of the magnetic induction coil? What does it depend on?

8. What is called alternating current?

9. What is called direct current?

(W) New information:

Today we will get acquainted with the DC motors, we learn what an important role is played by the electric motors in the home, in the workplace.

Electric motors have taken such a strong place in our lives that now it is impossible to do without them: punch, grinder, screwdriver.

View video: Galileo. Experiment. Generator-engine

https://www.youtube.com/watch?v=Nfuz-bz9m-4

Little history:

• Faraday's experience confirmed the fundamental possibility of building an electric motor.

• In 1834, B. S. Jacobi created the world's first DC electric motor, which implemented the principle of direct rotation of the movable part of the engine. In 1838, this engine (0.5 kW) was tested on the Neva river to propel a boat with passengers, i.e. received the first practical application.

-          The principle of operation of the DC generator

-          Device DC machines

Conclusion:
Any DC machine can operate both in generator mode and in motor mode

-          Application

-          Advantages

-          Disadvantages

Conclusion:

Electric motors play a huge role in our modern life, if the electric motor had no light (application as a generator), there would be no water at home, since the electric motor is used in the pump, people could not lift heavy loads (use in a variety of cranes) …..

Multiple-choice tasks
«Device DC machines»

Presentation

Distributing material 1

Presentation

Distributing material 2

End

Feedback

-       What has been learned

-       What remained unclear

-       What is necessary to work on

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

Differentiation can be by task, by outcome, by individual support, by selection of teaching materials and resources taking into account individual abilities of learners (Theory of Multiple Intelligences by Gardner).

Differentiation can be used at any stage of the lesson keeping time management in mind.

Use this section to record the methods you will use to assess what students have learned during the lesson.

Health promoting techniques

Breaks and physical activities used.

Points from Safety rules used at this lesson.

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?