Learning objectives that are achieved at
this lesson(Subject Programme reference)
10.4.2.1 – to explain
the occurrence of electromotive force when changing the magnetic flux;
10.4.2.2 – to explain
the Lentz's law.
Learners can infer from appropriate
experiments on electromagnetic induction that a changing magnetic flux can
induce an e.m.f in a circuit.
Students will have achieved the
objective if they are able to:
-explain the occurrence of electromotive
force when changing the magnetic flux;
- explain the Lentz's law.
Learners can use a simple demonstration
to explain the factors affecting the size and direction of the induced e.m.f
in a coil
Subject-specific vocabulary &
Useful sets of phrases for dialogue and
-There is an induced e.m.f in the coil
-The size of the induced e.m.f increases
-The direction of the induced e.m.f will
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 the future.
Calculations using engineering
calculatorsAsk the students to do further reading on the topic
from the internet, especially from the Institute of Physics and PhET Colorado
representation of fields by field lines; fields of permanent magnets and
relationship between magnetic field and current in conductors
·electrical equations: V =
IR, P = IV
· magnetic fields; flux
density and the tesla
Course of the Lesson
stages of the lesson in Minutes.
activities at the Lesson
00 – 5
-Introduces the topic of day and spells
out the learning outcomes they will possess after the study.
-Acquaint students with the following
•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
•Share their experiences
with electromagnetic induction
-Introductory material and learning
outcomes are displayed on the screen and/or table.
-Cambridge Endorsed and Recommended
-Institute of Physics, Bilimland, Twig,
and PhET Colorado websites.
-Smart, white, and chalk boards-You-Tube
and Virtual Physical Laboratory simulations.
5 - 35
•Asks learners to
investigate the effects of moving a bar magnet into and out of a coil
connected to a sensitive centre-zero galvanometer.
•Discusses the results with the class and draw
out the key points:
-There is an induced voltage in the (secondary) coil when
the flux linkage changes.
-If a wire is moved parallel to the field lines there is
no induced voltage.
-The size of the induced voltage depends on the rate of
change of flux-linkage. (more obvious with the first experiment)
-Induced current in a closed circuit counterwork the
changes of a magnetic flux caused by this current.
•Explain Lenz’s law by using a magnet falling
slowly in a copper tube by the existence of a magnetic field with opposite
•Gives questions on a worksheet
•Demonstrate and explain Lenz’s law by using a
magnet falling slowly in a copper tube by the existence of a magnetic field
with opposite direction.
•Watch videos on electromagnetic induction
•Summarize their observations and conclusions
•Highlights key concepts,
definitions, and equations learnt using the concept map.
•Asks students to do questions on the worksheet
•Looks forward to the next
•Attempt the questions
given by the teacher.
•Summarize the main concepts, definitions, and
•Reflect on their own learning.
•Evaluate their own work
and the work of their classmates.
•Complete the flipped
reading and research assignment before the next lesson.
•Complete the specified
thinking tasks for this lesson.
uses concept map and worksheet or any other CLIL strategy.
•What has been learnt?
•What remained unclear?
•-What is necessary to work
What can I:
-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
– 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 lesson.
Revise the topic on key terms used in
magnetism benefit of the weak learners.
-To derive the following formula:
Checking Students’ Learning:
-Using observation and the
Question-Answer strategies at the start, during, and at the end of the
-Using the computer generated and/or
-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
the lesson objectives/learning objectives realistic? Did all learners achieve
my planned differentiation work well?
I stick to timings?
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
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
orachievements/difficulties of individuals that will inform my next lesson?
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Lesson plan Long-term plan unit:
Previous Learning · magnetic fields; representation of fields by field lines; fields of permanent magnets and relationship between magnetic field and current in conductors ·…
Summarize their observations and conclusions findings
Assessment – how are you planning to check students’ learning?Health and safety regulations