Long-term plan unit: Magnetic field |
School: |
||||||
Date: |
Teacher name: |
||||||
Grade: 10 |
Number present: |
Absent: |
|||||
Theme of the lesson |
Field density of the infinitely straight and circular conductors with current. Right-hand screw rule. |
||||||
Learning objectives that are achieved at this lesson (Subject Programme reference) |
· to explain the physical meaning of magnetic induction vector based on problem solving and modern technological advances (magnetic levitation train, etc.) |
||||||
Lesson objectives |
· to explain the physical meaning of magnetic induction vector based on problem solving and modern technological advances (magnetic levitation train, etc.) |
||||||
Success/Assessment criteria |
Students must be able to · explain the magnetic field density · explain the field density of the infinitely straight conductor with current; · describe magnetic induction vector; · describe solution of the problem; |
||||||
Language objectives
|
Learners can: describe the magnetic field using by different terms and phrases Magnetic field, magnetic field induction, magnetic flux, infinitely |
||||||
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 |
· Chemistry: atom model · Mathematics: adding up of charges to obtain wanted charge |
||||||
ICT skills |
Research skills, use of video as introduction |
||||||
Previous learning |
Some background to the study of the magnetism (8 grade) |
||||||
Course of the lesson |
|||||||
Planned stages of the lesson |
Planned activities at the lesson |
Resources |
|||||
Beginning (0-2 min)
(2-7 min) |
(T)Preliminaries (2 min) Setting the mood. Greet students. 1. Good morning/afternoon everyone, please sit down. 2. Can anyone tell me what we studied last meeting? 3. Did you do your homework?
(G)Discussions about the homework If you have any problems with solution exercises, let’s discuss about it Solve on the board the difficult problems from homework (maybe about the magnetic field lines) |
|
|||||
Middle 7-10 min
10-15 min
15-20 min
20-40 min
40-60 min
60-75 min
|
(G)Dividing the group Cut the 4 picture into the pieces that you need (if you have 12 students, so cut the pictures by 3) Pass it on to the students (we can do it randomly or divide students into the group before pass the picture) Students may complete the picture. 1 picture – 1 Group (T)Lesson objectives and assessment criteria -Now, look at the board, we have the pictures here, How Do you think, what’s differences between them? (use wire/wireless, speed of the data transmission) - Actually, they use different channels, to transmit the information Show the different type of channels that they use and name the lesson objective for today’s lesson
Demonstration Connect to the power supply some wires with solenoid. You can place the compass near the wire and after that turn on the power supply/ Students can notice that the arrow of the compass started to move. Next, turn off your power supply and students can notice that arrow is rotated back to initial position.
(G) Presentation Explain to students the Field density of the infinitely straight and circular conductors with current. Right-hand screw rule. There are slides with shorltly explanation about the topic and some additional materials. (T)Teacher explanation Discuss the ppt to clear explanations about the different channels of communication
(G) Group work Students will find the information about uses of the magnet (G) (f) Learners discuss and compare the relative advantages of wire pairs, coaxial cables and optic fibres relative to radio communication of speech and data in terms of: analyze the principle of operation of the cyclotron, magnetic trap, tokomak, hadron collider and explain the nature of the aurora; They should use ideas already established when dealing with Magnetic field to explain their answers. This section allows student to show what they have understood from the section on magnetic field and allows teachers and learners to provide formative assessment.
Worksheet for the calculate the magnetic field in the infinitely straight and circular conductors with current Descriptors: - Data given in SI unit; - The diagram showed correctly; - Formula that used is correct; - Calculation done is correct; - Answer given in the SI unit; - Answer given in correct Significan figure number; |
21-22 Dividing groups Picture (any 4 pictures with magnets)
Power supply, wires, solenoid (not must equipment) and magnet compass
ppt |
|||||
Ending (80 min) |
Homework (2 min) Complete the presentation of uses the magnets in different jobs |
Homework |
|||||
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? |
|||||||
Материалы на данной страницы взяты из открытых источников либо размещены пользователем в соответствии с договором-офертой сайта. Вы можете сообщить о нарушении.