Lesson plan Semiconductors

Long-term plan unit: Electric current in different media

School

Date:

Teacher name:

Grade: 10

Number present:

absent:

Theme of the lesson

Semiconductordevices

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

10.3.3.3 - Give examples on the use of semiconductor devices

Lesson objectives

Be able to:

ü  know the types of semiconductor devices

ü  semiconductor property

ü  understand the operating principle of semiconductor devices

ü  know the scope of semiconductor devices in everyday life and technology

Success criteria

·         Knows the types of semiconductor devices

·         Knows and understands the property of semiconductors

·         Understands the principle of semiconductor devices

• Gives examples on the scope of semiconductor devices

Language objectives

Subject-specific vocabulary & terminology:

Students will use the following terms-

Values instilled at thelesson

Global citizenship, critical thinking, real life application.

Cross-curricular links

Interdisciplinary communication in the lesson is realized through the use of cross-cutting themes with chemistry. The lesson has a close relationship with this subject, since the lesson discusses the structure of the atom, the valence of substances.

ICT skills

Bilimland , Phetcolorado

Previous learning

From the 8th grade course, students are familiar with the electrical properties of substances under the themes "Providers and non-conductors of electricity"

Course of the lesson

Planned stages of the lesson

Planned activities at the lesson

Resources

Beginning

2min

8min

5min

Organizational moment: Creating a positive atmosphere (musical greeting with positive words)

Knowledge Updating (Consists of two stages)

Stage 1: Work in pairs. Each pair of students is given a task (resource1). The correct answer is displayed on the interactive whiteboard. Each couple appreciates their work.

Stage 2 Teacher to  lead in discussion using a power point presentation on the following:

What substances are called conductors?

What substances are called dielectrics?

And what caused the difference in electrical properties of conductors and dielectrics? Why do some substances conduct current, others do not?

What are they connected with?

And what about semiconductors?

 Perhaps there are charges that, under certain conditions, become free

Together with the teacher, the students determine the lesson topic, the goal of the lesson and develop the evaluation criteria

resource1

PPT

Middle

20min

10мин

10min

5min

8min

7min

Division into 2 groups using colored stickers

Problem situation (Practical work in a group (Laboratory equipment with instructions is given out to each group (Appendix No. 2). After performing practical work, each group prepares a report on the results of the experiment)

Group 1 Experiment with resistor and thermistor

2group Experiment with resistor and photoresistor

Teacher to  lead in discussion using a power point presentation on the following:

* Based on the experiments done, what about semiconductors? *What are these substances?

* Consider where these semiconductor properties can be used (for example, temperature dependence).

* How can I use light dependency?

* What is the reason for the change in resistance, the transition of a substance from the state of a dielectric to a conducting state? With what it can be connected? (Student Assumptions)

* Where do the additional charge carriers come from, why are there more of them ?.

Studying a new topic (A teacher using video materials and a presentation gives information about the structure of semiconductors, about the mechanism of conductivity and the types of semiconductor devices used in engineering.)

Practical work in the group: "The study of the unilateral conductivity of a semiconductor diode"

Students to sit for a short formative assessment. (resource № 3)

 Students to do individual work.

Summing up (the teacher gives feedback on the work of the students for the lesson and each student shares his or her achievement of the learning objectives according to the evaluation criteria)

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

-       What has been learned

-       What remained unclear

-       What is necessary to work on

Laboratory equipment (photoresistor resistor, power supply, wires, current meters)

PPT

Laboratory equipment (photoresistor resistor, power supply, wires, current meters)

Worksheet

End

5min

Reflection: Two stars and one wish (Determination of the effectiveness and usefulness of the class through the pupils' self-assessment)

Homework: To consolidate the material covered, think over the following tasks and provide their solution:

1. How to use a semiconductor diode to protect radio equipment from polarity reversal?

2. There is an electrical circuit, which includes four series-connected elements - two light bulbs a and b and two switches A and B. In this case, each switch lights only one, only “its” light bulb. In order to light both bulbs, you need to simultaneously close both switches.

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

All students will know substances related to semiconductors, about the mechanism of semiconductor conductivity, the scope of semiconductors. Idea generators (students with high motivation) will support their classmates in a group. Throughout the lesson the teacher will support the students. The following differentiation principles will be implemented: creativity, deepening of the topic, individual approach and differentiated approach when creating a pair and a group.

In the beginning of the lesson:

Oral feedback

Differentiated feedback

Differentiated scaffolding

Self assessment

Students have to assess their own work

A teacher gives them Differentiated feedback

In the middle:

Teacher comments on students worksheet1 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 the classroom.

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:

What two things would have improved the lesson (consider both teaching and learning)?

1:

what have I learned from this lesson about the class or achievements/difficulties of individuals that will inform my next lessons