PHY_10_60_V1_LP_Artificial magnets. Solenoid
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# PHY_10_60_V1_LP_Artificial magnets. Solenoid

Оценка 5
docx
08.05.2020
PHY_10_60_V1_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 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` 5 - 35 Magnets and types of magnets Magnets Presentation What is a solenoid? presentation "Solenoid" Teacher Activities: Power Presentation and whiteboard, used to introduce terms related to magnetic fields in connection with the design of an electromagnet. Student activities: answer questions in a presentation, students take notes and ask questions online. `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)).  Discussion: Formative evaluation questions Ppt Lab work FA 35 - 40 Reflection: a box of questions.  - What has been learned? - What remains to be understood? - What you need to work? 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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