PHY_10_14_V1_LP_Practical applications of electromagnetic fields
PHY_10_14_V1_LP_Practical applications of electromagnetic fields.docx
Theme of the lesson
Practical applications of electromagnetic
Learning objectives that are achieved at
this lesson (Subject Programme reference)
analyse the operating principle of a cyclotron, magnetic trap, tokamak,
hadron collider and to explain the nature of polar aurora;
By the end of this lesson, students will be able to:
operating principle of a cyclotron, magnetic trap, tokamak, hadron collider;
·Explain the nature of the aurora borealis;
the operating principle of a cyclotron, magnetic trap, tokamak, hadron
the radius of the circular path that this proton travels around in a
the energy gained by a proton in a cyclotron;
the speed of the proton in a cyclotron;
Explain the operating principle of a cyclotron,
magnetic trap, tokamak, hadron collider;
Calculate the radius of the circular path that this
proton travels around in a cyclotron;
Calculate the energy gained by a proton in a
Calculate the speed of the proton in a cyclotron;
Explain the nature of polar aurora;
Analyse the operating principle of a
cyclotron, magnetic trap, tokamak, hadron collider;
Subject-specific vocabulary & terminology
Magnetic field, charged particle, cyclotron, magnetic trap,
tokomak, Large hadron collider, aurora borealis.
Useful set(s) of phrases for dialogue/writing
Cyclotron: An early particle accelerator in which charged particles were
generated at a central source and accelerated spirally outward through a
fixed magnetic and alternating electric fields.
Differentiated poster-session ,
Collaborative Learning, Progressive Task with Digital resources
at the lesson
Safety, Consideration to others, Co-operation,
Opportunity for Life-Long Learning, Academic Integrity and Transparency,
Respect for Self and Others
Research skills, use of video as introduction
8: magnetic fields; representation of fields by field lines; fields of
Grade 8: electrical equations: V = IR,
P = IV
Course of the lesson
stages of the lesson
activities at the lesson
the topic of day and spelling out the learning outcome they will possess
after the study.
1. Organizational moment to
acquaint students with the
theme of the lesson
objectives of the lesson
criteria of success for the lesson
plan of events for the lesson
(W) Whole class work. WHITEBOARD –
As a starter of the lesson, ask learners name the apparatus
on presentation by using whiteboard. Each student should write with markers
on the whiteboard and raise it.
(I) Individual work.
Learners individually do Concept and
Calculation Test involving calculation with use of the formulae of
circular motion of charged particles in a cyclotron. Concept Test answers can
be found in the text which teacher provides each student.
Qualitative (Concept Test)
(1) How does the speed of the particles being
accelerated by a cyclotron change; (i) inside a dee and (ii) moving from one
dee to the other?
(2) What keeps the particles moving in a circular
(3) What two factors limit the maximum speed that
the particles can attain in a cyclotron?
(4) What are the limitations of a cyclotron and how
does the synchrotron overcome these limitations?
(5) Why do charged particles moving in a circle lose
(6) How is the energy of charged particles moving
inside the circular tunnel of a synchrotron maintained?
Quantitative (Calculation Test)
1. (a) Calculate the energy given to a proton when
it moves between 2 dees that have a potential of 1500V across them. The
charge on a proton is 1.6 × 10-19C.
(b) What would be the increase in speed of the
proton of mass 1.7 ×10-27kg?
2. (a) Calculate the radius of the circular path followed
by an electron travelling at a speed of 2.0 × 107 m/s when
it is in a magnetic field of 0.10T, perpendicular to it motion. The charge on
an electron is
1.6 × 10-19C
and the mass of an electron is 9.11 × 10-31kg.
(b) How long
would it take this electron to travel one semi circle?
Pairs assess each other’s work and provide fair and
helpful feedback by using an answer sheet.
At the end of
the lesson, learners reflect on their learning:
has been learned
is necessary to work on
the learners could evaluate their own work as well as the work of their
classmates using certain criteria.
– 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
will watch the video
take information from the texts
by questioning and dividing in group
with varied difficulties
Assessment – how
are you planning to check students’ learning?
The output for
the worksheet will serve as assessment
the lesson will also serve as formative assessment.
Be careful when use the laser-coder
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
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 or achievements/difficulties of
individuals that will inform my next lesson?
Lesson plan Long-term plan unit:
Previous learning Grade 8: magnetic fields; representation of fields by field lines; fields of permanent magnets