Pakistan International School [English Section], Jeddah
Lesson Plan (SS)
Subject: Physics
Subject Teachers: Mr. Arif| Mr. Zeeshan | Ms. Rabia
Week No
Week Beginning
Week 23
Jan 6th, 2018
No. of lessons per week: 7
Class: Y10
Note: Week 22 is midterm break
Topic: Electromagnetism
Ref. Course Book: Physics
3rd
Ed by S. Pople
Syllabus Reference: IGCSE Physics - 0625
CHAPTER
TOPIC
CHAPTER
TOPIC
9.01
9.02
9.03
Magnets
Magnetic fields
Magnetic effect of current
4.1
4.6.4
The simple phenomenon of magnetism
The magnetic effect of a current
Learning objectives:
In this unit, learners will be introduced to the phenomenon of magnetism.
Whilst making students the lifelong learners, the CIE Assessment Objectives (AOs) are mainly kept in consideration
during the course of academic practice:
 AO1 Knowledge with understanding [MCQ-Ext-P2 & Theory Ext-P4 Structured]
Questions testing this objective will often begin with one of the following words: define, state, describe, explain (using your
knowledge and understanding) or outline.
 AO2 Handling information and problem solving [MCQ-Ext-P2 & Theory Ext-P4 Structured]
Questions testing these skills will often begin with one of the following words: predict, suggest, calculate or determine.

AO3 Experimental skills and investigations [Alternate to practical - P6]
Demonstrate knowledge of how to safely use techniques, apparatus and materials. plan experiments and investigations, make
and record observations, measurements and estimates, interpret and evaluate experimental observations and data, evaluate
methods and suggest possible improvements.
Learning Outcomes:
Students will be able to:
 Describe the forces between magnets, and between magnets and magnetic materials
 Give an account of induced magnetism
 Distinguish between magnetic and non-magnetic materials
 Describe methods of magnetisation, to include stroking with a magnet, use of d.c. in a coil and hammering in
a magnetic field
 Describe methods of demagnetisation, to include hammering, heating and use of a.c. in a coil
 Draw the pattern of magnetic field lines around a bar magnet
 Describe an experiment to identify the pattern of magnetic field lines, including the direction
 Explain that magnetic forces are due to interactions between magnetic fields
 Distinguish between the magnetic properties of soft iron and steel
 Distinguish between the design and use of permanent magnets and electromagnets
Resources:
Complete Physics for Cambridge IGCSE (Third Edition) By Stephen Pople
CIE Syllabus for Physics 0625,
IGCSE Physics 0625 Past Papers,
CIE Scheme of Work for Teaching Activities & Random (authentic) Internet Resources for pictures, power point
presentation, animations & simple lab devices and materials.
Lesson
No.
Methodology
L- 1/7
Topic: Magnetism
(4.1 Simple phenomenon of Magnetism) (Book chapter 9.01 Magnets)
10 min
Introduction:
 Open with the historic account of when electromagnetism was first discovered
and how it has contributed to our technology today.
 Split the term into two base concepts and take the route of magnetism.
 Give the students an overview of what they will be learning today.
 Define magnetism and point out the keywords in the definition.
3 min
20 min
2min
Trigger Activity:
 Place a magnet on the whiteboard and ask the students what they know about
the object and their understanding of how it works.
Lesson Development:
 Briefly touch where the word magnet comes from and explain the three main
properties of a magnet.
 Use ppt animations to demonstrate the forces of attraction and repulsion
Concept Checkpoint Question 1
 Further down the third property to elaborate the concept of ferrous materials.
 State the origin of term “ferrous”
 Differentiate between ferrous and non-ferrous materials using examples
Interaction
Pattern
*TT: Teacher
Active, Student
Receptive
*T-S: Teacher &
Students Equally
Active
*TT: Teacher
Active, Student
Receptive
Review Lesson Objectives:

Restate the learning objectives covered and provide a sneak-peek of the
objectives of the next lesson.
Evidence of Learning/Assessment:
 Student note-taking
 Concept Checkpoint Question 1
(Next Page)
*T-S: Teacher &
Students Equally
Active
Lesson
No.
Methodology
Interaction
Pattern
L- 2/7
Topic: Magnetism
(4.1 Simple phenomenon of Magnetism) (Book chapter 9.01 Magnets)
2 min
Recap:
 Briefly recap the important concepts of the previous lesson and pick up from
the end, stating what students will be learning today.
Trigger Question:
 Ask students: “Why are ferrous materials attracted to magnets?”
*T-S: Teacher &
Students Equally
Active
Lesson Development:
 Introduce the concept of induced magnetism.
 Describe the notion of magnetic domains and development of magnetic poles.
 Demonstrate the working of magnetic domains in ferrous materials. (video)
*TT: Teacher
Active, Student
Receptive
2 min
10 min
1 min
Trigger Question:

18 min
Ask students: What happens when induced magnetism fades away?
Why do different ferrous materials behave differently?
Lesson Development:



Describe an experiment to test the induced magnetism in two ferrous materials:
iron and steel
Introduce the concept of the hard and soft magnetic materials
Differentiate between the hard and soft magnetic properties (iron vs steel)
Concept Checkpoint Question 2 and Question 3
2 min
*T-S: Teacher &
Students Equally
Active
Review Lesson Objectives:

Restate the learning objectives covered and provide a sneak-peek of the
objectives of the next lesson.
Evidence of Learning/Assessment:
 Student note-taking
 Concept Checkpoint Question 2 and 3
*T-S: Teacher &
Students Equally
Active
Lesson
No.
Methodology
L- 3/7
Topic: Magnetism
(4.1 Simple phenomenon of Magnetism) (Book chapter 9.01 Magnets)
3 min
Recap:
 Briefly recap the important concepts of the previous lesson and pick up from
the end, stating what students will be learning today.
Trigger Question:
 Ask students: “How do you make a magnet?”
1 min
16 min
1 min
Lesson Development:
 Define magnetization
 Describe the three ways to magnetise a ferrous material
o Stroking Method
o Electrical Method (use of d.c. in coil)
o Hammering in a magnetic field
 How to determine poles of the magnet (in case of both methods)
 A short in-class demo of the stroking method using a bar magnet
*T-S: Teacher &
Students Equally
Active
*TT: Teacher
Active, Student
Receptive
Concept Checkpoint Question 4 and Question 5
Trigger Question:
12 min
Interaction
Pattern

Ask students: “How do you stop a magnet behaving like a magnet?”
*T-S: Teacher &
Students Equally
Active
Lesson Development:


2 min

Define demagnetization
Describe the three ways to demagnetise a ferrous material
o Heating
o Electrical Method (use of a.c. in coil)
o Hammering (Differentiate between this and previous one)
Briefly explain the difference between d.c. and a.c.
Review Lesson Objectives:

Restate the learning objectives covered and provide a sneak-peek of the
objectives of the next lesson.
Evidence of Learning/Assessment:
 Student note-taking
 Concept Checkpoint Question 4 and 5
*TT: Teacher
Active, Student
Receptive
*T-S: Teacher &
Students Equally
Active
Lesson
No.
Methodology
L- 4/7
Topic: Magnetism
(4.1 Simple phenomenon of Magnetism) (Book chapter 9.02 Magnetic Fields)
3 min
Recap:
 Briefly recap the important concepts of the previous lesson and pick up from
the end, stating what students will be learning today.
15 min
Lesson Development:
 Introduce magnetic fields
 Draw the magnetic fields around and inside a bar magnet
 Present variants to build understanding of patterns of fields around:
o Two bar magnets (same poles)
o Two bar magnets (opposite poles)
o Direction of lines of magnetic fields
 Define strength of magnetic field
 Explain the neutral point of magnetic field (in case of two same poles)
2 min
*T-S: Teacher &
Students Equally
Active
*TT: Teacher
Active, Student
Receptive
Concept Checkpoint Question 6 and Question 7
Trigger Question:
10 min
Interaction
Pattern

Ask students: “How does a compass work?”
*T-S: Teacher &
Students Equally
Active
Lesson Development:



Describe the magnetic field of the Earth
Explain the difference between True North and Magnetic North of the Earth
Describe the connection between the direction of magnetic field lines and the
compass.
2 min
Review Lesson Objectives:

Restate the learning objectives covered and provide a sneak-peek of the
objectives of the next lesson.
Evidence of Learning/Assessment:
 Student note-taking
 Concept Checkpoint Question 6 and 7
*TT: Teacher
Active, Student
Receptive
*T-S: Teacher &
Students Equally
Active
Lesson
No.
Methodology
L- 5/7
Topic: Magnetism
(4.1 Simple phenomenon of Magnetism) (Book chapter 9.02 Magnetic Fields)
3 min
Recap:
 Briefly recap the important concepts of the previous lesson and pick up from
the end, stating what students will be learning today.
15 min
In-class Activity:

15 min
Plotting lines of fields of a bar magnet using a compass
Interaction
Pattern
*T-S: Teacher &
Students Equally
Active
*T-S: Teacher &
Students Equally
Active
Lesson Development:


Distinguish between electromagnets and permanent magnets
State examples of usage of electromagnets
*TT: Teacher
Active, Student
Receptive
Trigger Question:

2 min
Ask students: “Can you think of any other examples of electromagnets?”
Review Lesson Objectives:

Restate the learning objectives covered and provide a sneak-peek of the
objectives of the next lesson.
Evidence of Learning/Assessment:
 Student note-taking
 Plot graphs
*T-S: Teacher &
Students Equally
Active
Lesson
No.
Methodology
L- 6/7
Topic: The magnetic effect of a current
(4.6.4 The magnetic effect of a current) (Book chapter 9.03 Magnetic effect of a current)
5 min
Recap:
 Briefly recap the important concepts of the previous lesson and pick up from
the end, stating what students will be learning today.
5 min
Oral Revision Exercise:

2 min
20 min
*T-S: Teacher &
Students Equally
Active
Ask students: “So how do you think electromagnets work? How does the
electrical method of magnetization work?”
Lesson Development:





Explain the development of a magnetic field around current
Describe the pattern of this magnetic field in:
o Straight wire
o Solenoid (coil)
Describe methods to determine the direction of magnetic fields and poles
o Right-hand grip rule
State that the direction of a magnetic field line at a point is the direction of the
force on the N pole of a magnet at that point
Explain how the strength of magnetic field changes over salient parts
Concept Check Questions 8 and Question 9
Review Lesson Objectives:

3 min
*T-S: Teacher &
Students Equally
Active
Ask students to orally answer the questions from previously covered topics
Trigger Question:

Interaction
Pattern
Restate the learning objectives covered and provide a sneak-peek of the
objectives of the next lesson.
Evidence of Learning/Assessment:
 Student note-taking
 Concept Check Questions 8 & 9
*TT: Teacher
Active, Student
Receptive
Lesson
No.
Methodology
L- 7/7
Topic: The magnetic effect of a current
(4.6.4 The magnetic effect of a current) (Book chapter 9.03 Magnetic effect of a current)
3 min
Recap:
 Briefly recap the important concepts of the previous lesson and pick up from
the end, stating what students will be learning today.
15 min
Lesson Development:
 Describe the effects on the magnetic field (due to current) by:
o Changing magnitude of the current
o Changing direction of the current
Concept Check Questions 10, Question 11 and Question 12

15 min
*T-S: Teacher &
Students Equally
Active
*TT: Teacher
Active, Student
Receptive
Describe the applications of magnetic effect of current
o Action of relay
Past Paper Exercise:


2 min
Interaction
Pattern
Form groups and ask students to attempt to solve Question No. on page
Solve along on with the help of hints and provide final solution on the board
Review Lesson Objectives:

Restate the learning objectives covered and provide a sneak-peek of the
objectives of the next lesson.
Evidence of Learning/Assessment:
 Student note-taking
 Concept Check Questions 10, 11 & 12
 Past Paper Solution
*T-S: Teacher &
Students Equally
Active