Www.eccurriculum.co.za



|SUBJECT: |GR: | |

| |11 |DATE: _____________________________ |

|PHYSICAL SCIENCES | | |

| | |DURATION: 1week_____________________Total time:4 HRS |

|CORE KNOWLEDGE AREA | |ASSESSMENT STANDARDS |

|ELECTRICITY AND MAGNETISM | | |

|______________ | | |

|THEME: | | |

|ELECTROMAGNETISM | | |

| | | |

|_____________________ | | |

|CONTEXT: | | |

|PHOTOCOPIERS,FINGERPRINT, LIGHTNING,CAMERA| | |

|FLASHES | | |

| |LO |1. Practical Scientific enquiry and | |2. Constructing and applying scientific| |3. The nature of science and its relationships to technology, society |√ |

| | |problem solving. | |knowledge. |√ |and the environment. | |

| |AS 1 |Conducting an | |Recalling and stating specified |√ |Evaluating knowledge claims and science’s inability to stand in |√ |

| | |investigation | |concepts | |isolation from other fields | |

| |AS 2 |Interpreting data to draw conclusions | |Indicating and explaining |√ |Evaluating the impact of science on human development |√ |

| | | | |relationships | | | |

| |AS 3 |Solving problems |√ |Applying scientific knowledge |√ |Evaluating the impact of science on the environment and sustainable |√ |

| | | | | | |development | |

| | | | | | | | |

| |AS 4 |Communicating and presenting information| |

| | |and scientific arguments | |

|Concepts |Teaching Strategy |Resources |Evidence of achievement |Assessment Strategy |Actual time |

| | | | | |Taken |

| |Teacher activity |Learner activity | | |Method/Form |Tools | |

|* Magnetic field associated with |Introduces the Right Hand rule for a |Observe and do activities |Textbook, exercises |Able to provide evidence for the existence of a |Question and answer |Checklist | |

|current |straight conductor ,loop, solenoid |based on demonstrations. | |magnetic field near current carrying wire and |Teacher | | |

|*Current induced by changing |using demonstration. | | |also use the right hand rule to determine the | | | |

|magnetic field | | | |magnetic field associated with | | | |

|*Transformers | | | |Straight conductor | | | |

|* Motion of a charged particle |Introduces Faraday’s law by inserting | | |Loop wire | | | |

|in a magnetic fieid |magnet into a coil and use galvanometer| | |solenoid | | | |

| |Introduces calculations on induced emf | | | | | | |

| |using Faradays Law |Observe and explain concepts| | | | | |

| |ε =-N∆φ/∆t |in the demonstration to be |Textbook, |able to state Faraday’s law | | | |

| |where φ =BA is the magnetic Flux |able to state Faradays law |calculators and | | |checklist | |

| |Introduces transformers using simple | |exercise books | | | | |

| |activities and ask questions using |Do calculations | | | | | |

| |magnet in a coil ( Faraday’s Law ). | | | | | | |

| |Use the expression | | | | | | |

| |VS / VP = NS / NP | | | | | | |

| |And do activities to differentiate | | | | | | |

| |between step up and Step down | | | | | | |

| |transformer | | | | | | |

| |Introduces motion of a charged | | | | | | |

| |particle in a magnetic field using |Draw sketches of Transformers| | | | | |

| |activities e.g |also use Faraday’s Law to |Textbook, | | | | |

| |F= qvB |explain how transformers work|calculators and |Able to do calculations |Question and answer | | |

| | |in words and pictures. |exercise books | |Teacher |Memo | |

| | |Do calculations on | | |Peer-peer | | |

| | |transformers | | | | | |

| | | | | | | | |

| | | | | |Question and answer | | |

| | | | | |Teacher | | |

| | | | | |Peer-peer | | |

| | | | | | | | |

| | |To calculate force exerted on| | | | | |

| | |a charge that is moving at | | | | | |

| | |right angles to magnetic | | | | | |

| | |field using activities |Textbook, | | | | |

| | | |calculators and | | | | |

| | | |exercise books |Able to do calculations based on F =qvB | | | |

| | | |worksheet | | |Memo | |

| | | | | | | | |

| | | | | | | | |

| | | | | | | | |

| | | | | | | | |

| | | | | | | | |

| | | | | | | | |

| | | | | | | | |

| | | | | | | | |

| | | | | | | | |

| | | | | | | | |

| | | | | | | | |

| | | | | | | | |

| | | | | | | | |

| | | | | | | | |

| | | | | | | | |

| | | | | | | | |

| | | | | | | | |

| | | | | | | | |

| | | | | | | | |

| | | | | | | | |

| | | | | | | | |

| | | | | | | | |

| | | | | | | | |

| | | | | | | | |

| | | | | | | | |

| | | | | | | | |

| | | | | | | | |

| | | | | | | | |

| | | | | | | | |

| | | | | | | | |

| | | | | | | | |

| | | | | | | | |

| | | | | | | | |

| | | | | | | | |

|Enrichment: More different activities are given according to different level of understanding. |Integration: Mathematics , English, Geography, Mechanical Engineering. |

| | |

|Remedial work: Corrections and feedback |Expanded opportunities: Case studies , Research. |

| | |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download