PHYSICS_10_32_V2_LP_Superconductivity

Long-term plan unit:10.3 С Current in different environments

School:

Grade: 10

Number present:

Date

Absent:

Theme of the lesson:

Superconductivity.Perspectives of receiving high-temperature superconducting materials

Learning objective

To discuss the perspectives of receiving high-temperature superconducting materials;

Lesson objectives

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

Identify superconductors and their uses.

Discuss the need for a high-Tc superconductor.

Assessment criteria

Knowledge

Know superconductivity in terms of electric conduction

Analysis

Describe the uses of superconductors

Languageobjectives

Subject-specific vocabulary & terminology

superconductivity

zero electrical resistance

resistivity

superconducting state

absolute zerotemperature

Useful set(s) of phrases for dialogue/writing

SUPERCONDUCTIVITY  is the phenomenon of exactly zero electrical resistance.

Values links

This lesson returns students a few centuries ago, thereby creating a sense of responsibility for the next generation.

Cross-curricularlinks

Physics and Math calculations

ICT skills

The teacher use presentation and video material to explain the topic.

Previouslearning

Topics in this unit have already been met in Grade 8, so there should be a foundation of knowledge and understanding on which to build. However, learners will benefit from more opportunities to build circuits and to explore electrical characteristics. This should provide opportunities to practice data collection and recording and graph plotting skills which are relevant to all parts of this course and in other sciences. The work with potential dividers opens up ideas for the design of sensing and decision-making circuits.

Plan

Plannedtimings

Planned activities at the lesson

Resources

Beginning

      3 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

2. Review

What did you know about superconductivity in our last lesson?

Middle

     4-9 min

10-25 min

26-35 min

(P) Pairwork.   TRUE or FALSE

Learners in pairs by discussion show cards of their answers for the given statements to revise about superconductivity.

(I) Individual work. Perspectives of receiving high-temperature superconducting materials.

Learners are given questions to learn about perspectives of receiving high-temperature superconducting materials before discussion:

ü  High-temperature superconducting: What Is It and Why It Matters to Our Future?

ü  Discovery and composition of high-temperature superconductors.

ü  How it is receiving?

ü  Which materials are high-temperature superconductors?

ü  Applications and perspectives of receiving high-temperature superconducting materials.

After investigation in class all learners discuss and  summarisethe perspectives of receiving high-temperature superconducting materials.

(f) Assessment. Teacher assesses each student by observing during their individual work and during the discussion.

Appendix 1

End

36-39 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?

Healthandsafetycheck

Differentiation can be by task, by outcome, by individual support, by selection of teaching materials and resources taking into account individual abilities of learners (Theory of Multiple Intelligences by Gardner).

Differentiation can be used at any stage of the lesson keeping time management in mind.

Self-assessment – students see others answers, make adjustments in the own work.

Oral questioning – targeted questioning by teacher.

Written assessment – work at the blackboard and notebooks, controled by teacher.

Peer assessment – strong student help weaker students.

Students should observe basic safety precautions when working in the classroom.