PHY_10_26_V1_TG_Mechanical and magnetic energy
Оценка 4.7

PHY_10_26_V1_TG_Mechanical and magnetic energy

Оценка 4.7
docx
07.05.2020
PHY_10_26_V1_TG_Mechanical and magnetic energy
PHY_10_26_V1_TG_Mechanical and magnetic energy.docx

Teacher Guides of the Lesson

Theoretical material for the lesson, definitions for concepts 

 

Instructions for demonstrations and safety

Warning: experiments should be performed under the supervision of teachers or students follow the instructions of safety procedures.

Additional guidelines for organizing a lesson 

1.      Organization moment. Establishing emotional state. Checking for absent students.

2.      Teacher introduces the topic and objectives of the lesson, assess criteria.

3.      Teacher organizes a class discussion on various types of energy. Then gives the definition of mechanical and magnetic energies.

4.      Teacher asks learners to divide into 3 groups and make a comparison table between mechanical and magnetic energy in terms of sources, formulae, properties and so on. Each group produces a poster which shows these very clearly. Once they have created their posters, a spokesperson from each group can explain it to the rest of the class and then the class can vote for the poster which makes comparison effectively.

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

6.      Use Post-it notes to evaluate learning. Individuals can answer:

Ø  What have I learnt?

Ø  What have I found easy?

Ø  What have I found difficult?

Ø  What do I want to know now?

 

 

 

Recommendations for formative assessment

 

Activity1. Students discuss learning objectives and assess criteria.

          Activity2. Class discussion.

          Activity3. Learners are divided into 3 groups and make a comparison table between mechanical

                            and magnetic energy in terms of sources, formulae, properties and so on. Each group

                            produces a poster which shows these very clearly. Once they have created their

                            posters, a spokesperson from each group can explain it to the rest of the class and

                            then the class can vote for the poster which makes comparison effectively.

 

             Activity4. Groups assess each other’s posters by using assessment criteria and provide fair and   

                             helpful feedback.

     Activity5. Use Post-it notes to evaluate learning. Individuals can answer:

4  What have I learnt?

4  What have I found easy?

4  What have I found difficult?

4  What do I want to know now?

 

Answers, criteria for assignments, additional materials for the lesson

 

Assessment criteria

Analysis

      Describe factors affecting the energy stored in a magnetic field;

      At least five comparative sentences;

      Make a qualitative comparison between mechanical and magnetic energy;

List of useful links and literature

Douglas C. Giancoli, Physics Principles with Applications, Seventh edition 2014.

Keith Johnson Physics for You IGCSE Updated Edition 2011

AS and A level Physics, Cambridge University Press CIE Web site

 

 


 

Teacher Guides of the Lesson

Teacher Guides of the Lesson

Activity4. Groups assess each other’s posters by using assessment criteria and provide fair and helpful feedback

Activity4. Groups assess each other’s posters by using assessment criteria and provide fair and helpful feedback
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