Magnetic Effects of Current

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ELECTROMAGNETISM
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YEAR 11
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[Pick the date]
PREETI MANOJ
THE OXFORD SCHOOL - DUBAI
Electromagnetism Unit Plan

. UNIT OVERVIEW
A. Unit Plan Summary
This unit plan for Electromagnetism is designed for a high school course in General Physics. A conceptual, as
opposed to historical or thematic, teaching approach has been chosen for the instructional material and activities
of the unit, although some historical anecdotes, as well as themes such as motors and electric power, will be
included. The unit is targeted toward year 11 physics students with two years of algebra, but no calculus
preparation.. The textbook, which will be used primarily as a reference source rather than a curriculum guide, is
IGCSE PHYSICS by Stephen pople.
B. Goals
The goals for the unit may be logically grouped into three main categories: content knowledge, process skills,
and scientific dispositions.
Rationale
1) Needs of the Student
The content knowledge, process skills, and scientific dispositions learned in this unit are of vital interest to the
student. Students will experience the pleasure of knowing the how and the why behind many important aspects
of modern civilization, including the essential concept of energy conservation. Other widely-applicable topics
which underlie today's technology that will be addressed are motors, generators, and electrical power
generation.
Students also will benefit from acquiring the process skills we will cultivate in this unit. With these skills,
students will gain confidence in their ability to act, to put thought into practice. The possession of real-life,
practical skills will prove to be useful when solving problems and searching out answers to problems far beyond
the classroom. Such skills also allow students to be in a position to help others if and when the need arises.
Students can carry the scientific dispositions stressed in this unit into many other areas of their lives. Critical
thinking and objectivity are essential in weighing the claims of all sides of any issue, scientific or otherwise.
They also allow a student to thoughtfully examine his/her own views and the views of others, to search out and
analyze the points of disagreement, and to implement any changes needed for the student to construct a
consistent, rational outlook on life - a process that eludes subjective thinkers. Finally, those who can work well
with others make effective workers as well as managers, and are in high demand in the workplace.
2) Needs of the Society
The process skills developed in this unit will benefit society as well as the individual student. If problems in our
society are to be addressed, people who can think and act are required. This becomes clear when we
acknowledge the fact that thinkers, by themselves, accomplish nothing if people remain passive. The process
skills encouraged during this unit will help alleviate passivity by giving students the confidence to act as well as
think.
PREPARED BY PREETI MANOJ
3) Needs of the Subject Area

Electricity and magnetism are essential not only to physics, but to all scientific disciplines. Much of the hightechnology laboratory equipment of any area of science is largely based on the concepts of this unit. Knowledge
of the ideas here will aid the scientist in fully understanding his/her equipment, and will help insure that the
resulting data will be interpreted correctly and properly analyzed.
Process skills, too, carry over into any scientific field. Understanding the theory behind one's equipment is of
little use if one fails to know how to use the apparatus for investigating research questions.
The dispositions taught in this unit will hopefully serve to continue the tradition previously established by
science. Most scientists of the past have endeavored to search for the answers to Nature's mysteries in an "asobjective-as-humanly-possible" fashion. Although science would not be the same discipline without a healthy
dose of competition, science has also benefited, and will continue to benefit, from healthy doses of cooperation.
We hope that the dispositions acquired by the students during this unit will serve to reinforce these traits of the
scientific community
IV. MAJOR OBJECTIVES
By the end of this instructional unit, the student will be able to demonstrate the following objectives in writing,
and under test conditions, unless otherwise specified.
Content Knowledge Objectives
Given the direction of the current and the shape of a current-carrying conductor such as a straight wire or a
solenoid, sketch the configuration and direction of the induced magnetic field around the conductor.
Given the direction of the current in a conductor and the location and direction of the magnetic field, explain the
induced magnetic force in terms of the direction of the force and what materials are affected by the force.
List two factors that affect the magnitude of a current induced by moving a conductor through a magnetic field.
Explain how a galvanometer works using terms such as permanent magnet, pointer, pivot, coil, control spring,
induced magnetic field, and magnitude of allowable current.
Explain Lenz's Law in terms of the types of circuits to which it applies, the direction of the induced current and
the resulting force from that current, and how the Law is related to the idea of conservation of energy.
Describe an electric generator using terms such as mechanical energy, electrical energy, armature, slip ring, and
field magnet.
Describe an electric motor using terms such as mechanical energy, electrical energy, armature, slip ring, and
field magnet.
Explain how a transformer conforms to the idea of the conservation of energy.
List three fuel sources commonly used to produce electric power today.
Explain why the long-distance transmission of electric power is done using very high voltages by using the
terms transformer, current, heat loss, and efficiency.
Process Skill Objectives
Demonstrate electrical safety in the laboratory by performing the following behaviors during a laboratory test:
check for damp hands or a wet floor, turning off and unplugging electrical/magnetic equipment when adjusting
apparatus, and keeping one hand behind back at all times.
Given an input a-c current or voltage, sufficient wire, and a magnetic iron core, produce a transformer that will
theoretically provide a given output current or voltage.
Initiate and carry out one experiment using the scientific method by identifying a problem, determining an
approach and appropriate apparatus, proposing an hypothesis, setting up the apparatus, measuring and recording
the observed data, and drawing a logical conclusion from the gathered data.
Disposition Objectives
Given a complete description of an occurrence, analyze the situation, distinguishing clearly between
observation and inference, and write an hypothesis as a possible explanation for the occurrence.
Under anonymous conditions, write a one-page essay on what you liked/disliked in this instructional unit, what
changes could be incorporated that would better serve your needs, and how the studies in this unit changed or
did not change your appreciation and knowledge of science and E/M technology.
PROJECT OF THE MONTH
types of power plants - find advantages and disadvantages
Task: The tasks involved in this project are as follows:
Identify the pros and cons of various types of power plants, choose one type of plant for the project, and justify
your choice in a 3-page paper
Explain, in a 3-page paper (not including diagrams) how a large-scale electric generator works
Explain, in a 2-page paper, how electromagnetism is involved in the transmission of electric power from the
power plant to the consumer
Purpose: The purpose of this cooperative project is to relate the concepts we have learned in physics to
practical, real-world applications. We will also gain a basic understanding of how the various educational
disciplines come into play when we address a true-to-life situation
PROJECTS (The students can select)
1.
You can make a simple electromagnet, make an electric catapult, take pictures of a magnetic field
or make any other device that uses an electromagnet.
Your display can include a drawing of your experiment and a working model that works and
everyone can test. Materials needed for this project can be found at home or purchased locally.
2. Making an electric motor is easy, fun and an exciting experiment. There are varieties of
3.
4.
technologies used in manufacturing of electric motors. You will identify and report those as your
project
Efficiency of a motor
What happens to the efficiency of a motor as you change the mass it lifts.
LEARNING OBJECTIVES:
Describe the pattern of the magnetic field due to currents in straight wires and in solenoids.
Describe applications of the magnetic effect of current, including the action of a relay.
State the qualitative variation of the strength of the magnetic field over salient parts of the pattern.
Describe the effect on the magnetic field of changing the magnitude and direction of the current.
1.
The diagram below is a current carrying wire coming out of the page. Draw the magnetic field lines that will
be generated by this wire. Be sure to indicate the direction of the field lines.
2.
The diagram below is a loop of current-carrying wire. Arrows indicate the direction of the current. For
each location, A through E, indicate in the spaces below whether the magnetic field generated by the loop
of wire is directed into the page, out of the page, upward, downward, to the right, or to the left.
3. The diagram shows a cell connected to a copper wire which passes vertically through a horizontal card.
When the current is turned on, magnetic field lines are produced around the wire.
(a) (i) Add an arrow to the wire AB to show the direction of the conventional current.
(1)
(ii) Add an arrow to one of the magnetic field lines to show the direction of the magnetic field.
(1)
(b) (i) What is shown by the direction of a magnetic field line?
....................................................................................................................................................................................
.............................................................................................................................................................................(1)..
(ii) How can the shape and direction of one of the field lines on the horizontal card be demonstrated?
....................................................................................................................................................................................
....................................................................................................................................................................................
....................................................................................................................................................................................
..................................................................................................
(4)
4. The diagram shows an insulated copper coil wound on a plastic core and connected to a cell and a
switch.
(a) (i) Add an arrow to the wire AB to show the direction of the current when the switch is closed.
(1)
(ii) In the dotted box, add two lines to represent the shape and direction of the magnetic field when the current
passes through the coil.
(2)
(b) List three ways in which the strength of the magnetic field produced could be increased.
1 ....................................................................................................................................
2 ....................................................................................................................................
3 ....................................................................................................................................
(3)
5. Fig. 5.1 shows a wire passing through a hole in a horizontal, plastic board.
Fig.5.1
The wire carries a current vertically upwards. A student moves a small compass around the board and plots
the magnetic field lines due to the current.
(a) (i) Draw a diagram of the board as seen from above and mark on it the magnetic field lines due to the
current. [3]
(ii) The current is increased. Describe how the magnetic field changes. [1]
CHECKLIST
CHECKLIST
LESSON
OUTCOME
Describe the pattern
of the magnetic field
due to currents in
straight wires and in
solenoids.
Describe applications
of the magnetic effect
of current, including
the action of a relay.
State the qualitative
variation ofthestrength
of the magnetic field
over salient parts of
the pattern.
Describe the effect on
the magnetic field of
COMMENTS

changing the
magnitudeand
direction of the
current.
DAILY LESSON PLAN

SUBJECT: PHYSICS
UNIT: electricity and
DATE:
magnetism
TOPIC: Magnetic effects of current
YEAR: GRADE 11
LESSON # ........ OF.......
OUTCOME/S:
Students should be able to:
Students should be able to
Describe the pattern of the magnetic field

due to currents in straight wires and in
solenoids.
Describe applications of the magnetic
effect of current, including the action of a
relay.
State the qualitative variation of the
strength of the magnetic field over salient
parts of the pattern.
Describe the effect on the magnetic field
of changing the magnitude and direction
of the current
Describe the pattern of the magnetic

field due to currents in straight wires
and in solenoids.
Describe applications of the

magnetic effect of current, including
the action of a relay.
State the qualitative variation

ofthestrength of the magnetic field
over salient parts of the pattern.
Describe the effect on the magnetic

field of changing the magnitudeand
direction of the current.
LESSON OUTLINE:
Structure
Starter
Activities/Strategies
Begin by introducing new unit, Electricity and Magnetism. Ask students what kind of
experiences they have had with electricity. Ask for examples. Ask students what kind of
experiences they have had with magnetism. Ask for examples. Continue questioning. Do
the overhead electrical wires ever stick to, say, the garbage truck? Have you ever
received an electric shock from a refrigerator magnet? Have you personally witnessed
any demonstrable relationship between E and M? So why are electricity and magnetism
lumped together in this unit? Are they both equally unimportant and so we lump them
together to finish faster and get on to more important topics in physics? Suggest that

there may be no relationship between E and M.
Main activity
Once the unit is introduced explain the magnetic fields produced around a wire and
around a coil.Show a PPT to reinforce the concepts learnt.
Plenary
Students write the concepts in their notebook
Extended
VOCABULARY
Magnetic field
RESOURCES:
http://www.phy.ilstu.edu/pte/311unitplans/bergmann.html, PPT
EVALUATION/ HOMEWORK
Questions from the textbook
LEARNING OBJECTIVE
Describe an experiment that shows that a changing magnetic field can induce an e.m.f. in a circuit.
State the factors affecting the magnitude of an induced e.m.f.
Show understanding that the direction of an induced e.m.f. opposes the change causing it.
1. (a) The diagram shows a coil of wire connected to a sensitive ammeter. A bar magnet is moved towards the coil.
What is observed on the ammeter?

......................................................................................................................................................................... [1]
(b) What is observed if:
(i) the magnet is removed from the coil?
......................................................................................................................................................................... [1]
(ii) the magnet and coil move in the same direction at the same speed?
......................................................................................................................................................................... [1]
(c) (i) What name is given to the phenomenon referred to in (b)?
......................................................................................................................................................................... [1]
(ii) State three factors which determine the size of the current produced.
1. ..................................................................................................................................................................... [1]
2. ..................................................................................................................................................................... [1]
3. ..................................................................................................................................................................... [1]
2.
(a) To avoid cutting through cables, a gas company uses a device to detect their position before digging holes.
The magnetic field produced by the cable induces a voltage across the coil. This is registered on a meter
attached to the device.
The device cannot detect cables that carry a steady direct current. Explain the reason for this.
..............................................................................................................................................................................
..............................................................................................................................................................................
......................................................................................................................................................................... [2]
(b)Why is it better to use the coil vertically than horizontally?
..............................................................................................................................................................................
......................................................................................................................................................................... [2]
(c)State two ways in which you could get a larger reading on the meter.
1. ..................................................................................................................................................................... [1]
2. ..................................................................................................................................................................... [1]
3.
When a permanent bar magnet is moved into a solenoid as shown, a small deflection is recorded on the
sensitive galvanometer. Which change would increase the size of the reading?

a. Using the south pole instead of the north pole
b. Use less turns of wire

c. Pulling the magnet at the same speed at which it was inserted
d. Inserting a resistor in series with the galvanometer
e. Pushing the magnet in faster
Please justify your answer.
_______________________________________________________________________________________
_______________________________________________________________________________________
4.
Which diagram correctly gives the direction of the induced current when the magnet is moved as shown?
(a)
(b)
(c)
(d)
CHECKLIST
TOPIC
CHECKLIST
Describe an
experiment which
shows that a changing
magnetic field can
induce an e.m.f. in a
circuit.
State the factors

affecting the magnitude
of an induced e.m.f.
Show understanding
that the direction of an
induced e.m.f. opposes
the change causing it.
COMMENTS
DAILY LESSON PLAN

SUBJECT: PHYSICS
DATE:
magnetism
TOPIC: Magnetic effects of current
YEAR: GRADE 11
LESSON # ........ OF.......
OUTCOME/S:
Describe an experiment that shows that a

changing magnetic field can induce an
e.m.f. in a circuit.
State the factors affecting the magnitude
of an induced e.m.f.
Show understanding that the direction of
an induced e.m.f. opposes the change
causing it.
Describe an experiment which

shows that a changing magnetic field
can induce an e.m.f. in a circuit.
State the factors affecting the
magnitude of an induced e.m.f.
Show understand that the direction
of an induced e.m.f. opposes the
change causing it.
LESSON OUTLINE:
Structure
Starter
1. Before starting on the topic proper, ask the 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
Main activity
2. Introduce Faraday as a British scientist who conducted two important

experiments in 1831. 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. Introduce the notion of a changing magnetic field and the notion of
electromagnetic induction.
4. Get students to deduce the various factors affecting the size of the induced
current.
Plenary
Get students to summarise to the class the 3 main factors affecting the size of
the induced current. Conclude for students that the size of the induced current
is directly proportional to the rate of change of magnetic field lines cutting the
coil.
As an extension question to brighter students, ask them what could be a fourth
factor that could be used to increase the magnitude of the induced current
Extended
VOCABULARY
Zero-point galvanometer A variant of an ammeter
Induced current Electrical current created in a closed circuit due to a changing magnetic field
cutting the circuit.
Induced e.m.f. Electromotive force created in a circuit (closed or opened) due to a changing
magnetic field cutting the circuit.
RESOURCES:
www.teachersstupidchicken.com
Questions from textbook
LEARNING OBJECTIVE:
Describe a rotating-coil generator and the use of slip rings.

Sketch a graph of voltage output against time for a simple a.c. generator.
1. Determine the polarity of induced voltage between the ends of this wire loop, as it is rotated between
the two magnets:
2. In order to make the most practical AC generator (or alternator, as it is also known), which design makes
more sense: a stationary permanent magnet with a rotating wire coil, or a rotating permanent magnet with
a stationary wire coil? Explain your choice.
3. (a) What is meant by an alternating current ?

..............................................................................................................................................................................
......................................................................................................................................................................... [2]
(b)Which of the following graphs show an alternating current ?
4. If this wire (between the magnet poles) is moved in an upward direction, what polarity of voltage will the meter
indicate?
Describe the factors influencing the magnitude of the voltage induced by motion, and determine whether
this is an example of an electric motor or an electric generator.
CHECKLIST
CHECKLIST
TOPIC
Describe a rotatingcoil
generator and the
use of slip rings.
Sketch a graph of
voltage output against
time for a simple a.c.
generator
COMMENTS
DAILY LESSON PLAN

SUBJECT: PHYSICS
DATE:
magnetism
TOPIC:A.C.generator
YEAR: GRADE 11
LESSON # ........ OF.......
OUTCOME/S:
Describe the principle of operation of a

simple a.c. generator (rotating coil or
rotating magnet) and the use of slip
rings (where needed)
Sketch a graph of voltage output against
time for a simple a.c. generator (to be
covered
in
next
lesson
on
electromagnetic induction)
Show how the voltage output is
influenced by the speed of rotation,
number of coils, strength of magnetic
field. (to be covered in next lesson on
electromagnetic induction)
Describe a rotatingcoil
generator and the use of slip rings.
Sketch a graph of voltage output
against time for a simple a.c. generator
LESSON OUTLINE:
Structure
Starter
5. Before starting on the topic proper, ask the 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.
6. Recall that they have learnt about how a hydroelectric dam works. Introduce
a generator as a device that transforms mechanical energy to electrical

energy. Mention that the generator produces alternating current which is
transported to our homes. The generator is known as an a.c. generator.
Briefly describe that we would be learning how this generator works.
Next, give example of where a.c. generators
Main activity
. State that an a.c. generator is a device that uses the Principle of
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.
Emphasise the point that a changing magnetic field can be achieved either from
a moving magnet or a moving coil in a fixed magnetic field.
Introduce the various components (diagram in slide 12) of the simple a.c.
generator: the permanent magnets, the rotating coil, the axle of rotation, slip
rings and carbon brushes. Stress that a real generator consists of many turns of
coil (and not just one turn of coil).
Link what they have learnt about electromagnetic induction to how an a.c.
generator produces electricity. - as the coil rotates, the magnetic field through
the coil changes and therefore by electromagnetic induction, an e.m.f is induced
between the ends of the coil.
Explain the use of the slip rings - slip rings allow for the transfer of the induced
current in the rotating coil to the external circuit. Point out that each ring is
connected to one end of the coil and electrically connected by a conducting
carbon brush against which it slips to the external circuit.
Bring students' attention to the fluctuation of voltmeter reading and the red
trace on the graph at various positions of the coil. Show students that the
induced e.m.f. is oscillating between negative and positive. The induced current
is this known as an alternating current
Summarise what was taught for this lesson:
Plenary
What is meant by electromagnetic induction

The factors affecting electromagnetic induction (explain that the fourth
factor would be to include a soft iron core in the solenoid)
How a simple a.c. generator works
Extended
Get students to think about the differences in the voltage that is obtained from
wall plugs in the house and the voltage that is supplied by their handphone
batteries. Ask them how we can transform the voltage from the wall plug into a
voltage that can charge a handphone
VOCABULARY
Zero-point galvanometer A variant of an ammeter
Induced current Electrical current created in a closed circuit due to a changing magnetic field
cutting the circuit.
Induced e.m.f. Electromotive force created in a circuit (closed or opened) due to a changing
magnetic field cutting the circuit.
RESOURCES:
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
QUESTIONS FROM TEXTBOOK
LEARNING OBJECTIVE:
Describe an experiment to show that a force acts on a current-carrying conductor in a magnetic field, including
the effect of reversing:
(i) the current
(ii) the direction of the field
Describe an experiment to show the corresponding force on beams of charged particles.
State and use the relative directions of force, field and current.
State that a current-carrying coil in a magnetic field experiences a turning effect and that the effect is increased
by increasing the number of turns on the coil.
Relate this turning effect to the action of an electric motor.
Describe the effect of increasing the current
1. (a) A wire is positioned between two magnets. The wire is connected to a battery.
Describe what happens.

..............................................................................................................................................................................
......................................................................................................................................................................... [2]
(b) (i) The connections are reversed. Describe what happens now.
..............................................................................................................................................................................
......................................................................................................................................................................... [2]
(ii) The battery is replaced by a power supply that gives an alternating current. What is observed ?
......................................................................................................................................................................... [1]
2. (a) An electric motor is connected to the external circuit via a split ring commutator.
Explain the purpose of this.

..............................................................................................................................................................................
......................................................................................................................................................................... [3]
(b) (i) How could the motor be used as a generator ?
......................................................................................................................................................................... [1]
(ii) The current produced would be a varying direct current (dc).
What changes would be needed for the generator to produce an alternating current (ac) instead ?
..............................................................................................................................................................................
......................................................................................................................................................................... [2]
3. (a) A simplified electric motor consists of a coil of wire connected to a battery and positioned between two
magnets (see diagram).

(i) Use Flemings left-hand rule to predict the direction of the force on each arm of the coil.
..............................................................................................................................................................................
......................................................................................................................................................................... [2]
(ii) State the direction of motion of the coil.
......................................................................................................................................................................... [1]
(b) (i) After half a turn the coil will stop.What piece if equipment do you need to use to keep the coil moving ?
......................................................................................................................................................................... [1]
(ii) What does the piece of apparatus do ?
..............................................................................................................................................................................
......................................................................................................................................................................... [2]
4. (a) Name three machines, which make use of motors.
..............................................................................................................................................................................
..............................................................................................................................................................................
......................................................................................................................................................................... [3]
(b) Electric motors make use of carbon brushes.What two properties of carbon make it a good material to use?
..............................................................................................................................................................................
......................................................................................................................................................................... [2]
(c) State one way in which a motor can be made more powerful.
..............................................................................................................................................................................
......................................................................................................................................................................... [2]
CHECKLIST
TOPIC
Describe an
experiment to show
that a force acts on a
current-carrying
conductor in a
magnetic field,
including the effect
of reversing (i) the
current, (ii) the
direction of the field.
Describe an
experiment to show
the corresponding
force on beams of
charged particles.
State and use the
relative directions of
force, field and
current
State that a
current-carrying coil
in a magnetic field
experiences a
turning effect and
CHECKLIST
COMMENTS

that the effect is
increased by
increasing the
number of turns on
the coil.
Relate this turning
effect to the action of
an electric motor.
Describe the effect
of increasing the
current.
DAILY LESSON PLAN

SUBJECT: PHYSICS
DATE:
magnetism
TOPIC: d.c. motor
YEAR: GRADE 11
LESSON # ........ OF.......
OUTCOME/S:
Describe an experiment to show that a

force acts on a current-carrying conductor
in a magnetic field, including the effect of
reversing:
(i) the current
(ii) the direction of the field
Describe an experiment to show the

corresponding force on beams of charged
Particles
State and use the relative directions of
force,field and current.
State that a current-carrying coil in a
magnetic field experiences a turning effect
and that the effect is increased by
increasing the number of turns on the coil.
Relate this turning effect to the action of
anelectric motor
Describe the effect of increasing the
current
Describe an experiment to show that a

force acts on a current-carrying
conductor in a magnetic field,
including the effect of reversing (i) the
current, (ii) the direction of the field.
Describe an experiment to show the
corresponding force on beams
of charged particles.
State and use the relative directions of
force, field and current.
State that a current-carrying coil in
a magnetic field experiences a turning
effect and that the effect is increased by
increasing the number of turns on
the
coil.
Relate this turning effect to the action of
an electric motor
LESSON OUTLINE:
Structure
Starter
Introduce a motor as a device that transforms electrical energy to mechanical

energy.
Main activity
Introduce the various components (diagram in slide 12) of the simple d.c. motor:
the permanent magnets, the rotating coil, the axle of rotation, split rings and
carbon brushes. Ask students to list machines that use the spinning motion of motors to
do work. Have students identify the kind of mechanical work done by the spinning parts
of each of these machines. (A power lawnmower's spinning blades cut grass; a car's
spinning wheels move the car down the street; a tape player's spinning spool advances

the audio or video tape)
Plenary
Extended
Summarise what was taught for this lesson.
Ask students to discuss what life might have been like before electric motors came into
common use. What might your community have been like
VOCABULARY
d.c.motor, split rings
RESOURCES:
www.pbs.org , PPT slides
LEARNING OBJECTIVE:
Describe the production and detection of cathode rays

Describe their deflection in electric fields
State that the particles emitted in thermionic emission are electrons
Describe (in outline) the basic structure and action of a cathode-ray oscilloscope (detailed circuits are not
required)
Use and describe the use of a cathode-ray oscilloscope to display waveforms
CHECKLIST
TOPIC
CHECKLIST
Describe the production and
detection of cathode rays
Describe their deflection in
electricfields.
State that the particles emitted in
thermionic emission are electrons.
Describe in outline the basic
structure, and action, of a cathoderay oscilloscope (detailed circuits
are not
required)
Use and describe the use of a
cathode-ray oscilloscope to display
waveforms.
COMMENTS
DAILY LESSON PLAN

SUBJECT: PHYSICS

magnetism
TOPIC: Cathode ray oscilloscope
DATE:
YEAR: GRADE 11
LESSON # ........ OF.......
OUTCOME/S:
Describe the production and detection of

cathode rays
Describe their deflection in electric fields
State that the particles emitted in thermionic
emission are electrons
Describe (in outline) the basic structure and
action of a cathode-ray oscilloscope (detailed
circuits are not required)
Use and describe the use of a cathode-ray
oscilloscope to display waveforms
Describe the production and detection

of cathode rays
Describe their deflection in
electricfields.
State that the particles emitted in
thermionic emission are electrons.
Describe in outline the basic structure,
and action, of a cathode-ray
oscilloscope (detailed circuits are not
required)
Use and describe the use of a cathoderay oscilloscope to display waveforms.
LESSON OUTLINE:
Structure
Starter
Main activity
Ask the students how the television works.
Discuss the main parts of the oscilloscope.Explain the working and use of
oscilloscope as a measuring instrument.
Plenary
Students summarise the concepts learnt.
Extended
VOCABULARY
Cathode ray tube, thermionic diode
RESOURCES
www.tes.co.uk
LEARNING OBJECTIVE :
Describe the construction of a basic iron-cored transformer as used for voltage transformations.
Recall and use the equation (Vp /Vs) = (Np /Ns).
Describe the use of the transformer in highvoltage transmission of electricity.
Give the advantages of high-voltage transmission.
Describe the principle of operation of a transformer.
Recall and use the equation Vp Ip = Vs Is (for 100% efficiency).
Explain why energy losses in cables are lower when the voltage is high.
1.
Look at the following transformer. The source of electricity is on the left. Therefore, the primary coil is on
the left, and the secondary is on the right.
Fill in the following chart for this transformer. Would this be a step-up or step-down (circle one)?
2. For the above transformer what is the output voltage if it is only 75% efficient?
3. A transformer has a primary coil with 200 turns, and a secondary coil with 2000 turns. The input voltage is 120
VAC, and runs at 1800 Watts. What is the output voltage?
2. A transformer cannot be used to run a 230 V, 100 W mains lamp directly from a 12 V car battery.
Which one of the following is the correct reason for this?

a) The internal resistance of the battery will not allow enough current in the primary coil.
b) Eddy currents in the iron core will heat up the iron core.
c) The current from the battery will produce a steady flux in the secondary coil.
3. An alternating supply delivers a current of 0.025 A at 12 V to the primary coil of a transformer. A 20

resistor is connected to the secondary coil.
a) The current in the secondary circuit is 0.110 A.
the power input
power input = .................. W
the power output
power output = ................ W
the efficiency
efficiency = .................... %
b) The frequency of the supply is increased. The power input is kept constant. The current in the secondary coil
falls to 0.105 A.
Calculate the new efficiency of the transformer.
4.
CHECKLIST
TOPIC
Describe the construction of a basic iron-cored
transformer as used for voltage transformations.
Recall and use the equation (Vp/Vs ) =(Np/Ns).
Describe the use of the transformerinhighvoltage
transmission of electricity.
Give the advantages of high voltage
transmission.
Describe the principle of operation of a
Transformer.
Recall and use the equation VpIp = VsIs (for
100% efficiency).
Discuss the energy loss in cables.
CHECKLIST
COMMENTS

Magnetic Effects of Current

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THE OXFORD SCHOOL - DUBAI

Electromagnetism Unit Plan

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THE OXFORD SCHOOL - DUBAI

3) Needs of the Subject Area

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THE OXFORD SCHOOL - DUBAI

PREPARED BY PREETI MANOJ

THE OXFORD SCHOOL - DUBAI

PREPARED BY PREETI MANOJ

THE OXFORD SCHOOL - DUBAI

PREPARED BY PREETI MANOJ

THE OXFORD SCHOOL - DUBAI

PREPARED BY PREETI MANOJ

THE OXFORD SCHOOL - DUBAI

THE OXFORD SCHOOL - DUBAI

PREPARED BY PREETI MANOJ

THE OXFORD SCHOOL - DUBAI

DAILY LESSON PLAN

UNIT: electricity and

TOPIC: Magnetic effects of current

Students should be able to:

Students should be able to

Describe the pattern of the magnetic field

Describe the pattern of the magnetic

Describe applications of the

State the qualitative variation

Describe the effect on the magnetic

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THE OXFORD SCHOOL - DUBAI

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THE OXFORD SCHOOL - DUBAI

What is observed on the ammeter?

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THE OXFORD SCHOOL - DUBAI

b. Use less turns of wire

State the factors

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THE OXFORD SCHOOL - DUBAI

DAILY LESSON PLAN

TOPIC: Magnetic effects of current

Students should be able to:

Students should be able to

Describe an experiment that shows that a

Describe an experiment which

2. Introduce Faraday as a British scientist who conducted two important

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THE OXFORD SCHOOL - DUBAI

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THE OXFORD SCHOOL - DUBAI

Describe a rotating-coil generator and the use of slip rings.

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3. (a) What is meant by an alternating current ?

(b)Which of the following graphs show an alternating current ?

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THE OXFORD SCHOOL - DUBAI

PREPARED BY PREETI MANOJ

THE OXFORD SCHOOL - DUBAI

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THE OXFORD SCHOOL - DUBAI

DAILY LESSON PLAN