Lesson plan
Long-term plan unit: Electromagnetic Induction |
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Theme of the Lesson |
Electromagnetic Devices (generator, electromagnetic relay, and transformer) |
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Learning objectives that are achieved at this lesson (Subject Programme reference) |
Learners can infer from appropriate experiments on electromagnetic induction that a changing magnetic flux can induce an e.m.f in a circuit |
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Lesson objectives |
10.4.2.3 – to explain the operating principle of electromagnetic devices (electromagnetic relay, generator and transformer) |
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Evaluation criteria |
Students will have achieved the objective if they are able to explain the operating principle of electromagnetic devices (electromagnetic relay, generator and transformer)
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Language Objectives |
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 & terminology: -electromagnetic induction -induced e.m.f -magnetic flux Useful sets of phrases for dialogue and writing: -There is an induced e.m.f in the coil because... -The size of the induced e.m.f increases because... -The direction of the induced e.m.f will reverse if… |
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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. |
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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.
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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. |
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Previous Learning
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· magnetic fields; 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. |
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Course of the Lesson |
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Planned stages of the lesson in Minutes. |
Planned activities at the Lesson |
Resources |
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00 – 10
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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 the operations of magnetic relays, generators, and transformers. |
-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. |
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10 - 30
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Teacher: • Describes, discuses, and explains the principles of the operations of the generator, electromagnetic relay, and transformer. • Uses both videos and animations to explain the principles of the operations of electromagnetic devices. • Asks learners to perform tasks with use of animations and video footage.
Learners: • Discuss their experiences with electromagnetic induction and its laws • Demonstrate and explain the principles of the operations of electromagnetic devices in groups/pairs . • Perform tasks with use of animations and video footage. • Summarize their observations and conclusions findings. • Answers questions about the videos.
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Self-induction: https://www.youtube.com/watch?v=IqblMu50tnE
Calculation of induction: https://www.youtube.com/watch?v=kTKwbPUi0e4
Video showing the induction heating: https://www.youtube.com/watch?v=jPvXzmyl4UM
This animation compares a simple a.c. generator using slip rings with a simple d.c. generator using a split-ring commutator. http://www.youtube.com/watch?v=0huObSCPK14
This animation is useful when explaining how a simple a.c. generator works: http://www.youtube.com/watch?v=i-j-1j2gD28
Bicycle generator: https://yandex.kz/video/search?text=велосипедный%20генератор&path=wizard&noreask=1&filmId=
Useful video showing the operational principle of transformers: http://www.youtube.com/watch?v=ZjwzpoCiF8A |
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30 - 40
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Teacher: • Highlights key concepts, definitions, and equations learnt using the concept map. • 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. • Complete worksheet |
-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 |
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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 |
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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 |
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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?
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Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson. |
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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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