PHY_10_64_V1_LP_Faraday law of induction

Long-term plan unit:  Electromagnetic Induction

School:

Date:

Teacher’s Name:

Grade:  

Number Present:

Number Absent:

Theme of the Lesson

Electromagnetic Induction: Faraday’s and Lenz’s Laws

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.

Lesson Objectives

Learners can infer from appropriate experiments on electromagnetic induction that a changing magnetic flux can induce an e.m.f in a circuit

Evaluation Criteria

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;

Language Objectives

Language learning objective

Learners can:

explain Lenz’s law.

Subject-specific vocabulary & terminology:

Magnetic field lines, magnetic field direction, current-carrying conductor, conventional current, strength of magnetic field, field density, changing magnetic field, direction of induced current

Useful sets of phrases for dialogue and writing:

The magnetic flux is...

Lenz’s law states that...

Values instilled at the Lesson

Develop skills for situation analysis and application type

Cross-curricular Links

The development of mathematical literacy through a decision of settlement problems

ICT Skills

Use of simulation to show force in a current-carrying conductor and understanding

Previous Learning

Knowledge on magnets and magnetic fields is very essential.

Course of the Lesson

Planned stages of the lesson in Minutes.

Planned activities at the Lesson

Resources

00 – 5

Starter: Draw magnetic field patterns around magnetic bars between different poles.

What do you understand by Faraday’s law? Discussion

Write down everything you know about magnets

•       How do they work?

•       What can you do with them?

•       What different types of magnets are there?

5 - 35

Students to investigate the effects of moving a bar magnet into and out of a coil connected to a sensitive centre-zero galvanometer.

Teacher, discuss 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)
• The direction of the induced voltage (deflection of galvanometer) is such as to oppose the change causing it.

Flux-linkage can be changed by ‘flux-cutting (first experiment) or by flux-changing (second experiment).

The animation is played to reinforce the conclusion drawn.

During each demonstration the learners are engaged in discussion using question and answer method.

All learners engage in problem solving activity..

Teacher, guides learners through problem solving.

Teacher

demonstrates mutual induction using two coils placed one on top of the other.

Show the pulse of induced voltage in a secondary coil when current is switched on and off through the primary coil.

Students suggest how a continuous voltage could be generated in the secondary. Then demonstrate the effect using an A.C. supply connected to the primary and an oscilloscope connected to the secondary.

During each demonstration the learners are engaged in discussion using question and answer method.

Here are video clips that could be used if apparatus is not available to carry out these experiments or else to review the results of the moving magnet experiment:

http://www.youtube.com/watch?v=hajIIGHPeuU

This longer video provides a more in depth survey of electromagnetic induction and goes further than is required but may be of interest to teachers and for use with able groups. Alternatively it can be used for the demonstrations only:

http://www.youtube.com/watch?annotation_id=annotation_595508&feature=iv&src_vid=hajIIGHPeuU&v=l-RjuauyuzM

This BBC bitesize page discusses Faraday’s Law:

http://www.bbc.co.uk/schools/gcsebitesize/science/add_ocr_pre_2011/electric_circuits/mainsproducedrev1.shtml

A helpful video showing how transformers work and discussing the underlying physics:

http://www.youtube.com/watch?v=ZjwzpoCiF8A

35-40

Reinforce the LO’s

Answer any questions pupils may have/clarify understanding

Reflect on their learning:

-       What has been learned

-       What remained unclear

-       What is necessary to work on

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 derive the following formula:

E=Bυlsinα

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?