PHY_10_14_V1_LP_Practical applications of electromagnetic fields
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PHY_10_14_V1_LP_Practical applications of electromagnetic fields

Оценка 5
docx
07.05.2020
PHY_10_14_V1_LP_Practical applications of electromagnetic fields
PHY_10_14_V1_LP_Practical applications of electromagnetic fields.docx

Lesson plan

Long-term plan unit: Magnetic field

 

School:

Date:

 

Teacher name:

Grade: 10

 Number present:

 

Absent:

Theme of the lesson

Practical applications of electromagnetic fields

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

·         to analyse the operating principle of a cyclotron, magnetic trap, tokamak, hadron collider and to explain the nature of polar aurora;

 

Lesson objectives

By the end of this lesson, students will be able to:

·         Explain the operating principle of a cyclotron, magnetic trap, tokamak, hadron collider;

·         Explain the nature of the aurora borealis;

·         Analyse 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 cyclotron;

·         Calculate the speed of the proton in a cyclotron;

Assessment criteria

Application

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 cyclotron;

Calculate the speed of the proton in a cyclotron;

Analysis

Explain the nature of polar aurora;

Analyse the operating principle of a cyclotron, magnetic trap, tokamak, hadron collider;

Language objectives

 

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.

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, Chemistry

ICT skills

Research skills, use of video as introduction

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)

 

 

 

 

 

 

 

 

 

 

    (4-10 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

 

(W) Whole class work. WHITEBOARD – name it!

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. 

 

 

 

 

 

 

 

 

Middle

11-21 min

 

 

 

 

 

 

 

 

 

 

 

 

 

 

22-32 min

 

 

 

 

 

 

 

 

 

 

 

33-37 min

 

(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 path?

(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 kinetic energy?

(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.                                                                                                                                                           

                                                                                                                    [2]

(b) What would be the increase in speed of the proton of mass 1.7 ×10-27kg?

                                                                                                                                                                

                                                                                                                     [3]

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.

                                                                                                                                                          

                                                                                                                     [2]

(b) How long would it take this electron to travel one semi circle?

                                                                                                                                                                           

                                                                                                                     [3]

 (A) Assessment.

Pairs assess each other’s work and provide fair and helpful feedback by using an answer sheet.

 

 

 

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?

 


 

Lesson plan Long-term plan unit:

Lesson plan Long-term plan unit:

Previous learning Grade 8: magnetic fields; representation of fields by field lines; fields of permanent magnets

Previous learning Grade 8: magnetic fields; representation of fields by field lines; fields of permanent magnets

I) Individual work. Learners individually do

I) Individual work. Learners individually do

Did I stick to timings? What changes did

Did I stick to timings? What changes did
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