PHY_10_18_V1_LP_Applications of Magnetic Materials

Long-term plan unit:Magnetic field

School:

Date:

Teacher name:

Grade: 10

Number present:

Absent:

Theme of the lesson

Applications of Magnetic Materials

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

To analyse modern scopes of using magnetic substances (neodymium magnets, sensors, seismographs, metal detectors) and to discuss the tendency of their application;

Lesson objectives

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

·         Describe the applications of Neodymium magnets;

·         Describe the applications of Magnetic sensors;

·         Describe the applications of Metal detectors;

·         Describe the applications of Magnetic seismographs;

·         Analyse the modern applications of using magnetic materials;

Assessment criteria

Analysis

Describe at least five applications of Neodymium magnets;

Describe at least three applications of Magnetic sensors;

Describe at least three applications of Metal detectors;

Describe the working principle of  Magnetic seismographs;

Analyse the modern device’s applications  by  using magnetic materials;

Recall the tendency of each device’s applications;

Language objectives

Subject-specific vocabulary & terminology

diamagnetic, paramagnetic, ferromagnetic, neodymium magnets, sensors, seismographs, metal detectors

Useful set(s) of phrases for dialogue/writing

Magnetic materials are broadly classified as: diamagnetic, paramagnetic, and ferromagnetic.

The Neodymium Magnet is the most widely used type of Rare Earth Magnet.

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-curricularlinks

Mathematics, Chemistry

ICT skills

Presentation, the Internet

Previouslearning

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)

   (4-24 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

(G) Group work.

Groups 1, 3 and 4 present an Applications of Magnetic Materials for different devices and discuss the tendency of their application. Each group should prepare a presentation / posters on their own research.

Assessment criteria should be agreed in advance.

GROUP 1: Neodymium magnets

GROUP 2: Magnetic sensors

GROUP 3: Magnetic seismographs

GROUP 4: Metal detectors

Middle

25-29 min

   30-37 min

(A) Assessment.

Groups assess each other’s work and provide fair and helpful feedback by using a assessment criteria.

Quick Quiz  Part 1

1.      Neodymium magnets are a mixture of neodymium with _____ and _____.

A)    Iron, boron

B)    Iron, barium

C)    Iridium, boron

D)    Iridium, barium

2.      Which of the following does NOT use neodymium magnets?

A)    Earrings

B)    Motors

C)    Children's toys

D)    Batteries

3.      Neodymium is mixed with the element _____ to form didymium glass.

A)    Iridium

B)    Boron

C)    Praseodymium

D)    Potassium

Part 2

1.      Why Neodymium magnets are so strong?

2.      What is the use of magnetic sensor?

3.      What are  the use of Magnets in a seismograph?

(A) Assessment.

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

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?