Learning objectives that are
achieved at this lesson(Subject
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.
Learners can predict
the direction of the force on a charge moving in a magnetic field
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;
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)
vocabulary & terminology:
Fleming’s Left-Hand Rule
magnetic field direction
Useful sets of
phrases for dialogue and writing:
The first finger
The second finger
The magnetic force is
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.
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
engineering calculatorsAsk the
students to do further reading on the topic from the internet, especially
from the Institute of Physics and PhET Colorado websites.
representation of fields by field lines; fields of permanent magnets
V = IR, P = IV
Course of the Lesson
stages of the lesson in minutes.
activities at the Lesson
Teacher activity: introduce a lesson topic
Summary of the main properties of magnets in terms of field
and types of materials, magnetic and non-magnetic properties
Iron, nickel, steel, plastic
Magnets and types of magnets
is a solenoid?
Activities: Power Presentation and whiteboard, used to introduce terms
related to magnetic fields in connection with the design of an electromagnet.
activities: answer questions in a presentation, students take notes and ask
Assignment for the teacher: distribute worksheets and assignments for practical work. Work in pairs. It is necessary to assemble the electromagnet. Instruments: nail, copper wiring, galvanometer, voltmeter, paper clips, magnetic needle.
How to make an artificial magnet?
Student activities: individual groups collect electromagnets using the materials provided, in accordance with these practical instructions.
Teacher activity: to encourage students to create devices. Constantly monitor, including how well they can organize and work together in a team.
Student activities: After
students have received instructions for assembling an electromagnet, they
should - collect solenoid - assemble an electromagnet (understand how a
solenoid differs from an electromagnet) -determine the dependence of the
magnetic field of the solenoid on the strength of the electric current
(change the electric current, count the number of clips) - -determine the
dependence of the magnetic field of the solenoid on the number of turns of
the coil (measure the electric current, count the number of clips)).
Formative evaluation questions
a box of questions.
What has been learned?
What remains to be understood?
What you need to work?
– how do you plan to give more support? How do you plan to challenge the more
– how are you planning to check students’ learning?
and safety regulations
Review the previous
Revise the topic on
key terms used in magnetism benefit of the weak learners.
-To research the use
of electromagnets and solenoids
and the Question-Answer strategies at the start, during, and at the end of
-Using the computer
generated and/or tutor-feedback
-Using self, peer,
and group feedback, onlinequizzes, 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
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
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.
two things went really well (consider both teaching and learning)?
two things would have improved the lesson (consider both teaching and
What have I
learned from this lesson about the class orachievements/difficulties
of individuals that will inform my next lesson?
Lesson plan Long-term plan unit:
Previous Learning magnetic fields; representation of fields by field lines; fields of permanent magnets electrical equations:
Discussion: Formative evaluation questions
What two things would have improved the lesson (consider both teaching and learning)? 1: 2: