PHY_10_34_V2_LP_Charges in E

Long-term plan unit:

School:  

Date:  

Teacher name:

Grade: 10

Number present:

absent:

Topic

Motion of charged particles in a uniform electric field

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

10.3.1.2 – to describe the effect of the electrostatic field on a motion of a charged particle;

Lesson objectives

Learners should be able to

-          Students know and understand the motion of the charged particle in a uniform electric field;

-          Students can draw the trajectory of the charged particles entering to the E field;

-          Apply formulas for the net force and the acceleration of the moving charged particle in  a uniform electric field in problem solving;

-          Students know the working principle of the CRT can label the main parts of the cathode ray oscilloscope.

Assessment criteria

-        Describe the motion of the charged particle in a uniform electric field;

-        Draw the trajectory of the charged particles entering to the E field;

-        Apply equations the net force and the acceleration of the moving charged particle in  a uniform electric field in problem solving and calculate them;

-        Label  the main parts of the cathode ray oscilloscope;

Describe the working principle of the CRT can label

Language objectives

Subject-specific vocabulary & terminology:

Students can:

Write the counterpart of these terms in Kazakh/Russian language.

Useful sets of phrases for dialogue and writing:

1.      What is CRT?

2.      For what reason an electron gun is used?

3.      Responsibility of the vertical and horizontal  plates…

4.      How do we call the screen on which  electrons gives a bright spot

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: Use math skills to derive equations.Know the parabolic shape

ICT skills

Research skills to find information from PHET simulations.

Previous learning

Uniform and non uniform electric field. Field lines.

Course of the lesson

Planned stages of the lesson

Planned activities at the lesson

Resources

Beginning

5 min

Preliminaries (5 min)

Setting the mood.

Present the topic and the learning objectives.

Starter activity:

Students asked to draw a uniform electric field lines between two parallel plates that are d distance away from each other.

As they draw lines teacher ask them properties of these lines.

Brainstorming question: What will be if we place an electron near to the negative plate?

Slides of ppt of the lesson;

Task sheets;

Middle

5 min

10 min

10 min

8 min

Students give different answers and teacher complete them with slides and derive the equation for the acceleration of the charged particle in a uniform electric field.

Problem Solving activity:

Teacher might ask a volunteer to come to the board and solve problem in discuss with the class.

Teacher ask questions and navigate students in order to get the end of the problem.

Students asked to solve and analyze the next problem in pairs. At the end student are given the marking scheme and pairs check their answers.

After solving these problems students teacher might extend the theory in to the case when charged particle enters E field at right angles, and move in a parabolic way.

Teacher introduce an application of topic and a cathode ray tube. Students asked to watch a short video and answer following questions:

1.      What is CRT?

2.      For what reason an electron gun is used?

3.      Responsibility of the vertical and horizontal  plates

4.      How do we call the screen on which electrons gives a bright spot?

At the end of the 1.25 minutes students share with their answers.

Students try to label parts of the CRO and compare that with the answer.

Slides of ppt of the lesson;

Calculators;

Task sheets;

A video material;

Constant quantities sheet;

End

2 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?

Home work: Review worksheet problems

Slides of ppt of the lesson;

Stickers

Differentiation – how do you plan to give more support?

An additional support will be given to those student who are struggling with understanding of the task or solving problems.

How do you plan to challenge the more able learners?

More able learners can help others in analyzing a marking scheme 

Assessment – how are you planning to check students’ learning?

Asking  HOTS questions.

Teacher questioning.

Differentiation can be by task, by outcome, by individual support, by selection of teaching materials

Differentiation can be used at any stage of the lesson keeping time management in mind.

Use this section to record the methods you will use to assess what students have learned during the lesson.

Short Quiz

Board work

Seat work

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)?

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?

AP p77 (Flow from a reservoir)