Professional Documents
Culture Documents
EM Induction Lesson Plan (Final)
EM Induction Lesson Plan (Final)
Lesson Plan on
Electromagnetic Induction
Introduction.................................................................................1
Development of Lesson Plan.......................................................3
References...................................................................................8
Annexes
Annex A - Powerpoint Slides
Annex B - Screen Capture of Solenoid Video Demo
Annex C - Screen Capture of Iron Ring Applet
Annex D - Screen Capture of Solenoid Applet
Annex E - Screen Capture of A.C. Generator Applet
Annex F - In-class worksheet
Annex G - Homework Assignment
Lesson Plan – Electromagnetic Induction
Introduction
Subject: Pure Physics
Pre-requisite Knowledge:
1. Students have learnt how to describe conventional current direction in a simple
circuit, including using dots and crosses in three-dimensional space.
2. Students have learnt the fundamental properties of magnetism (direction of
magnetic field in relation to North and South Pole).
3. Students have learnt how to describe the magnetic fields produced by a current
carrying wire (Right Hand Screw Rule).
4. Students have been introduced to forces on a current-carrying conductor in a
magnetic field. Students are able to apply Fleming’s left-hand rule.
5. Students can demonstrate how a d.c. motor works.
1
Lesson Plan – Electromagnetic Induction
Common Misconceptions:
Generating electricity requires no work.
When generating electricity, only the magnet can move.
Voltage can only be induced in a closed circuit.
Magnetic flux, rather than change of magnetic flux, causes an
induced e.m.f.
Water in dams causes electricity.
Worksheets:
1. In-class worksheet on factors affecting magnitude of induced e.m.f. and direction
of induced current (Annex F)
2. Homework worksheet on electromagnetic induction and a.c. generator (Annex G)
Reflection:
After my micro-teaching in class, some modifications can be made to improve on the
lesson:
While loading the quicktime video demos, error boxes kept appearing.
Although the videos managed to run, the error boxes disrupted the general
flow of the lesson. Such problems could have been corrected by trying them
out a day before on the computer that was to be used for the demo.
If time permits, a short slide on the British scientist Faraday could be included
to introduce students to his work.
While explaining that electromagnetic induction is proportional to the rate of
change of magnetic field cutting a coil of wire, a diagram or even an
animation could be shown to better illustrate what is meant by magnetic field
lines cutting the coil.
As the galvanometer readings cannot be clearly seen in the videos, students
filling up the in-class worksheet could only fill in qualitative readings. Zoom-
ins on the galvanometer could have been shown in the videos to give a clearer
picture of the magnitude of the deflections.
When concluding on the factors affecting the magnitude of induced current,
the extraneous variable of number of coils per unit length should have been
mentioned instead of the absolute number of coils.
2
Lesson Plan – Electromagnetic Induction
(b) Lesson intro 1. Before starting on the topic proper, ask the Slide 3 5 min
students the following questions:
- How do we get electricity in our homes?
- Where does electricity come from?
- How do we “create” electricity?
Pause and let students think about these
questions before recalling what they learnt in
Sec 3 on the transformation of mechanical to
electrical energy.
(c) Lesson proper 5. Introduce Faraday as a British scientist who Slides 8 – 9 5 min
covering SIO conducted two important experiments in Java applet
(a) 1831. on Faraday’s
iron ring
6. Show java applet on the web demonstrating experiment
Faraday’s iron ring experiment. After the
applet, ask students what they observe. Recall
what they have learnt about induced
magnetism. Mention that the magnetic field
from the right coil creates a current in the left
coil as can be seen from the moving compass.
Explain the notion of induced current.
3
Lesson Plan – Electromagnetic Induction
4
Lesson Plan – Electromagnetic Induction
(d) The a.c. 13. Recall the introduction of today’s lesson Slide 13 10 min
generator - about the a.c. generator. State that an a.c.
covering SIO generator is a device that uses the Principle of
(c) Electromagnetic induction to transform
mechanical energy to electrical energy. Add
that work needs to be done on the generator to
produce electricity. Recall examples of other
sources of mechanical energy: wind, tides,
rising steam, etc.
16. Show applet on a.c. generator. Use the applet Slide 14 10 min
to demonstrate how the coil (made of wires) Applet on
rotate between the magnetic field - Point out a.c.
5
Lesson Plan – Electromagnetic Induction
6
Lesson Plan – Electromagnetic Induction
7
Lesson Plan – Electromagnetic Induction
References
1. Chew, C., Leong, S. C. & Chow, S. F. (2000). Physics - A Course for 'O' Level
(2nd edition). Federal Publications. Singapore.
2. Chew, A. (2005). O-Level Classified Physics: Past Examination Questions.
Singapore Asian Publications. Singapore
3. http://www.walter-fendt.de/ph14e/generator_e.htm
4. http://micro.magnet.fsu.edu/electromag/java/faraday/
5. http://micro.magnet.fsu.edu/electromag/java/faraday2/
6. http://www.senokopower.com.sg
7. http://www.tuaspower.com.sg
8. Cliparts from http://www.clipart.com
8
Lesson Plan – Electromagnetic Induction
Part 1 – Getting students to deduce the factors affecting size of induced e.m.f.
4 video demos will be shown in class. Students are to fill in the in-class worksheet
provided in Annex F and deduce the factors affecting the size of the induced e.m.f.
(The visualiser, if present, would be used to show the first demo to give students a
better idea of the circuit and apparatus.)
B-1
Lesson Plan – Electromagnetic Induction
Part 2 – Getting students to deduce the factors affecting the direction of induced
current
2 video demos will be shown in class. Students are to fill in the second part of the in-
class worksheet provided in Annex F and deduce the factors affecting the direction of
the induced current.
Before starting this part of the demo, students will be shown with the aid of a compass
how to locate the north pole of the magnet.
The start of the video shows clearly the direction in which the wire is coiled. Students
are then to note the sign of the current registered when the north/south pole enters and
exits the coil.
B-2
Lesson Plan – Electromagnetic Induction
http://micro.magnet.fsu.edu/electromag/java/faraday/
C-1
Lesson Plan – Electromagnetic Induction
http://micro.magnet.fsu.edu/electromag/java/faraday2/
D-1
Lesson Plan – Electromagnetic Induction
http://home.a city.de/walter.fendt/phe/generator_e.htm
E-1