PHY_10_8_V2_LP_Applications of magnetic forces and fields

Long-term plan unit: Magnetic field

School:

Date:

Teacher name:

Grade: 10

Number present:

Absent:

Theme of the lesson

Applications of magnetic forces and fields

Learning objectives that are achieved at this lesson (Subject Programme reference)

·         to explain the operating principle of electrical measuring instruments, electric engines;

Lesson objectives

By the end of this lesson, students will be able to:

·         Recall the basic elements of a motor and explain their function;

·         Explain the operating principle of an electric motor;

·         Use Fleming’s Left Hand Rule to find the direction of the force on a current-currying loop in a magnetic field;

·         Give some examples of the application of electric motors;

·         Construct a simple electric motor;

Assessment criteria

Knowledge

Recall the basic elements of a motor and explain their function;

Application

Use Fleming’s Left Hand Rule to find the direction of the force on a current-currying conductor in a magnetic field;

Give some examples of the application of electric motors;

Construct a simple electric motor;

Analysis

Explain the operating principle of an electric motor;

Language objectives

Subject-specific vocabulary & terminology

magnetic field direction

magnetic force

current-carrying conductor

Fleming’s Left Hand Rule

Magnetic field direction

Current-carrying conductor

Conventional current

Electrical measuring instrument

Useful set(s) of phrases for dialogue/writing

The thumb represents...

The first finger represents...

The second finger represents…

The magnetic force is perpendicular to...

The principle of electrical measuring instruments…

Type of differentiation

Differentiated poster-session , Collaborative Learning, Progressive Task with Digital resources

Values instilled at the lesson

Safety, Consideration to others, Co-operation, Opportunity for Life-Long Learning, Academic Integrity and Transparency, Respect for Self and Others

Cross-curricular links

Mathematics: solve problems using the equation F = BIL sin θ;

ICT skills

Previous learning

Grade 8: magnetic fields; representation of fields by field lines; fields of permanent magnets

Grade 8: electrical equations: V = IR, P = IV

Course of the lesson

Planned stages of the lesson

Planned activities at the lesson

Resources

Beginning

(0-3 min)

(4-14 min)

Teacher:

-Introduces the topic of day and spelling out the learning outcome they will possess after the study.

1. Organizational moment to acquaint students with the

·         The theme of the lesson

·         The objectives of the lesson

·         The criteria of success for the lesson

·         The plan of events for the lesson

(G) Group work. Fill in the blank spaces.

A simple DC motor has just 4 main parts:

• The Rotor, made up of a 1)................................. mounted on an axle to allow it to 2)..................................

• The 3).................................. which provides the magnetic field, from either

a 4)............................... magnet, or an 5)...........................................

• The Brushes, which maintain 6)......................... contact between the electricity supply and the rotating coil.

• The 7)...................................., which causes the current to 8)............................. every half-turn. The Motor Effect is also involved in the operation of a 9).....................

............................., and a moving-coil loudspeaker. In an electric meter, the needle moves along a calibrated scale because of the 10)............................ on a coil inside a 11).................................

(shape) magnetic field. In a loudspeaker, the sound is produced by 12)............................ of a speaker cone. In turn, this is made to vibrate by a coil’s magnetic field 13).....................................

with a permanent magnet.

Middle

15-35 min

(I) Individual work.

Set qualitative questions of electric motors and explain briefly their working principle.

Longer Response Questions

Ending

(36-40 min)

At the end of the lesson, learners reflect on their learning:

-           What has been learned

-           What remained unclear

-           What is necessary to work on

Where possible the learners could evaluate their own work as well as the work of their classmates using certain criteria.

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

·         Multiple Intelligences

-          Visual will watch the video

-          Analytical take information from the texts

·         Differentiation by questioning and dividing in group

·         Worksheet with varied difficulties

Assessment – how are you planning to check students’ learning?

The output for the worksheet will serve as assessment

Questions during the lesson will also serve as formative assessment.

Be careful when use the laser-coder

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?