PHY_10_59_V2_LP_Artificial magnets. Solenoid
Оценка 5

PHY_10_59_V2_LP_Artificial magnets. Solenoid

Оценка 5
docx
08.05.2020
PHY_10_59_V2_LP_Artificial magnets. Solenoid
PHY_10_59_V2_LP_Artificial magnets. Solenoid.docx

Lesson plan

Long-term plan unit:  Magnetic Fields

School:

Date:

Teacher’s Name:

Grade:  10

Number Present:

Number Absent:

Theme of the Lesson

Artificial magnets. Solenoids

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

10.4.1.4 – to make an artificial magnet empirically and explain the scopes of its application;

10.4.1.5 – to explain the factors having an effect on a magnetic field of a solenoid.

 

Lesson Objectives

Learners can predict the direction of the force on a charge moving in a magnetic field

Success Criteria

Students will have achieved the objective if they are able to:

-make an artificial magnet empirically and explain the scopes of its application;

-explain the factors having an effect on a magnetic field of a solenoid;

Language Objectives

Learners can:

use Fleming’s Left Hand Rule to explain to other learners in the class the direction of the magnetic force on a current-carrying conductor (speaking and listening skills)

 

Subject-specific vocabulary & terminology:

Fleming’s Left-Hand Rule

magnetic field direction

current-carrying conductor

conventional current

 

Useful sets of phrases for dialogue and writing:

The thumb represents...

The first finger represents...

The second finger represents…

The magnetic force is perpendicular to...

Values instilled at the Lesson

Respect for other’s opinions. Group work. Problem-solving skills. Communication skills. Working with potentially harmful apparatus will help students develop a responsible attitude. And working in pairs and/groups encourages friendliness. Communication skills are encouraged by working with a partner and answering questions.

Cross-curricular Links

Lifelong learning of the topics today by applying their knowledge this day for their SET, SAT, final external summative examination and other examinations they will take in the future.

 

ICT Skills

Calculations using engineering calculators Ask the students to do further reading on the topic from the internet, especially from the Institute of Physics and PhET Colorado websites.

Previous Learning

 

magnetic fields; representation of fields by field lines; fields of permanent magnets

electrical equations: V = IR, P = IV

Course of the Lesson

Planned stages of the lesson in minutes.

Planned activities at the Lesson

Resources

00 – 5 

 

Teacher:

-Introduces the topic of day and spells out the learning outcomes they will possess after the study.

-Acquaint students with the following issues:

      The theme of the lesson

      The objectives of the lesson

      The criteria of success for the lesson

      The plan of events for the lesson

      Pre-teach the subject specific vocabulary.

Learners:

      Share their experiences with electromagnets and solenoids

 

-Introductory material and learning outcomes are displayed on the screen and/or table.

-Cambridge Endorsed and Recommended Coursebooks.

-Institute of Physics, Bilimland, Twig, and PhET Colorado websites.

-Smart, white, and chalk boards-You-Tube and Virtual Physical Laboratory simulations.

5 - 35

 

Teacher:

      Explains the properties and applications of electromagnets and solenoids.

      Describes, discuses, and explains the workings and applications of electromagnets

      Ask learners to make their own electromagnets and to determine factors that affect their strength.

      Gives questions on a worksheet

 

Learners:

      Discuss their experiences with electromagnets.

      Watch videos on electromagnets

      Make their own electromagnets and try to determine factors that determine their strengths.

      Answers questions about the videos.

•     Work in groups to develop presentations about applications of electromagnets.

      Attempt questions on the worksheet

 

A BBC Bitesize page on electromagnets:

http://www.bbc.co.uk/schools/ks3bitesize/science/energy_electricity_forces/magnets_electric_effects/revise4.shtml

 

A short video about electromagnets:

http://www.youtube.com/watch?v=LWey-OImGGs

 

This animation gives a simple explanation of the domain theory for the magnetisation of an iron rod:

http://www.youtube.com/watch?v=85dIRfKMlwM

 

Investigation of a current-carrying coil – practical electronics:

https://www.ruselectronic.com/katushka-induktivnosti/

35 - 40

 

Teacher:

      Highlights key concepts, definitions, and equations learnt using the concept map.

      Asks students to do questions on the worksheet provided.

      Looks forward to the next lesson.

 

Students:

      Attempt the questions given by the teacher.

      Summarize the main concepts, definitions, and equations learnt.

      Reflect on their own learning.

      Evaluate their own work and the work of their classmates.

 

Extension Work:

      Complete the flipped reading and research assignment before the next lesson.

 

Homework:

      Complete the specified thinking tasks for this lesson.

-Teacher uses concept map and worksheet or any other CLIL strategy.

 

      What has been learnt?

      What remained unclear?

      -What is necessary to work on?

 

What can I:

      stop doing?

      keep doing?

      start doing:

 

-Students to summarize main ideas, evaluate class processes, answer questions posed at the beginning of the lesson, and link both to the past and the future

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

Weak Learners:

Review the previous lesson.

Revise the topic on key terms used in magnetism benefit of the weak learners.

 

Strong Learners:

-To research the use of electromagnets and solenoids

Checking Students’ Learning:

-Using observation and the Question-Answer strategies at the start, during, and at the end of the lesson.

-Using the computer generated and/or tutor-feedback

-Using self, peer, and group feedback, online quizzes, and formative assessments.

-Checking the quality of their work and understanding from their notebooks, whiteboard work, answers on the active board, group presentations and discussions, developed posters, and responses on the worksheets.

Follow all standard laboratory procedures, rules, and regulations in the Schools’ Laboratory Safety Guide and to remain safety conscious always

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?

 

 

 

 

 


 

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Lesson plan Long-term plan unit:

Lesson plan Long-term plan unit:

Previous Learning magnetic fields; representation of fields by field lines; fields of permanent magnets electrical equations:

Previous Learning magnetic fields; representation of fields by field lines; fields of permanent magnets electrical equations:

Teacher: • Highlights key concepts, definitions, and equations learnt using the concept map

Teacher: • Highlights key concepts, definitions, and equations learnt using the concept map

Were the lesson objectives/learning objectives realistic?

Were the lesson objectives/learning objectives realistic?
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