Lesson Plan

Lesson : Electromagnetic School : Sekolah Bogor Raya

Induction

Date : 24 January 2024 Teacher : Dwi Febriana Rochmah

Class : Grade 9 | Number present : | Number Absent :

Relevance to IGCSE syllabus : Transformer, High voltage transmission of electricity, A.C.

generation and D.C. motor application

Know a conductor moving across magnetic field or a

changing magnetic field linking with a conductor can
induce an e.m.f. in the conductor

Describe an experiment to demonstrate electromagnetic

induction.

State the factors affecting the magnetic of an induced

Lesson objectives emf.

Know that the direction of an induced e.m.f. opposes the

change causing it.

State and use the relative directions of force field and

induced current

Vocabulary, terminology, and ● e.m.f : electromotive force - the electrical work

phrases done by a source in moving a unit charge
● deflected : caused to move
● flux : the rate of flow of something across an area
● magnetic flux : a measure of the quantity of
magnetic field surrounding a magnetic object

Aim of this lesson:

1. The student can understand the concept of induced e.m.f. are created by changing
the magnetic field such as moving a conductor across a magnetic field.
2. The student can demonstrate electromagnetic induction using real experiment or
Phet Laboratory simulation.
3. The student has an understanding of factors that affect the magnetic field of an
induced emf.
4. The student can relate the direction of an induced e.m.f. opposes the change
causing it by applying Faraday and Lenz’s Law
5. The students are able to solve different cases of N-S magnet bars or the reversed
one and understand the meaning of the relative directions of the force field and
induced current.
 Lesson Plan

Plan

Materials needed :
- Laptops
- Galvanometer /Light bulb / Very low amperemeter
- Different kind of magnets
- Magnet
- Compass
- Different kind of batteries or power supply

Planned timings Planned activities Resources

2 mins- Introduction Preparation and Motivation

5 mins - Beginning part Introduce the topic of electromagnetic 1. Chew et al, 2021.
Cambridge IGCSE Physics
of EM Induction Topic induction and explain the learning Student’s Book. Malaysia :
outcomes MC Education
2. Chew et al, 2021.
Cambridge IGCSE Physics
Theory Workbook. Malaysia
: MC Education
3. Kenneth, 2015. Cambridge
IGCSE Physics Laboratory
Practical Book. UK : Hodder
Education

5-10 mins Core Part I Ask questions to students about the
discovery of electromagnetic induction and
lead them to how Faraday discovered EM
induction using a simple kit in box 1 and
4. PHET LAB, 2023 (online).
Faraday’s Law Simulation.
Accessed at :
https://phet.colorado.edu/en
/simulations/faradays-law.

Phet simulation. The students were divided

into two groups. The teacher will offer them
two lucky ice cream sticks. Stick 1 will ask
group 1 to open this link:

https://phet.colorado.edu/en/simulations/far
adays-law

The other group will get Stick 2 where the

group will try an experiment kit in box 1 at
the same time. Box 1 has an experiment kit
inside and has a similar learning outcome
with group 1. They are expected to be able
to find out what is happening to the light
bulb/ voltmeter/ galvanometer.
1) when the magnet bar is being -in and
-out through the solenoid.
2) when placed inside the coil without any
movement (stationary).
3) when the rate of movement of the
magnet is slower and faster.
4) when the polarity of the magnet is
reversed.
 Lesson Plan (continued)

After this activity, the teacher distributes

Classwork 1 and 2. The students are
expected to be able to define how the e.m.f
can be induced in a conductor through the
change of magnetic field.

The teacher continues to explain the

concept of Faraday’s Law and Lenz’s Law.
Now, the teacher will shows further how
galvanometer shows when :
1) The S pole of the bar magnet moved into
and out the solenoid;
2) The N pole of the bar magnet moved into
and out the solenoid.

The triggers the students what factor that

affects the magnitude of an induced e.m.f.
before continuing the next activity.

5-10 mins - Core Part II The teacher will distribute Box 2 - The
Passing the Coils play.

The student will observe what makes the

swing increase. The student will change the
magnet, solenoid, and the number of
batteries through simple play of “Passing
the Coils!”. The teacher will ask students to
count 1 until 6.

● Student with number 1. Try to swing

the solenoid no.1 then tell what
happens to the student with number
2.
● Student with number 2. Try the
swing with solenoid no.2 then tell
what happen to student with
number 3
● Student with number 3. Try the
swing with solenoid no.3 then tell
what happened to the student with
number 4.
● Student with number 4. Changing
the potential difference to the power
supply, observe then explain what
happened to student 5 with number
5.
● Student with number 5. Changing
the magnet with a small magnet or
 Lesson Plan continued

blue and red magnet, observe, then

explain what happened to student
with number 6.
● Student with number 6. Conclude
the factor that can increase the
amount of induced e.m.f.

The teacher then leads them to get the

three factors that increase the induced
e.m.f. such as:
1. number of turns in the solenoid
2. strength of magnet
3. speed at which the magnet moves
with respect to the solenoid.

Extra Activity : “
The teacher shows what inside box 2 and
ask the student who dare himself/ herself to
try the Swinger and tell what he / she gains
from this activity.

3 mins - Reflection Teacher asks the students how the lesson
is, in particular to deliver the lesson
objectives. The teacher could ask what
objective went well and what object that
the student could improve. Then, the
teacher ended the class.
5. UCLES, 2020. Teacher
Guide Incorporating language
learning support Cambridge
IGCSE™ / Cambridge IGCSE
(9–1) Physics 0625 / 0972.
Accessed online:
https://schoolsupporthub.cambri
dgeinternational.org/

After the class, the teacher evaluate and

reflect based on this point:
- Were the lesson objectives
realistic?

- What did the learners learn today?

- What was the learning atmosphere

like?

- Did I stick to timings?

- What changes did I make from my

plan and why
Classwork 1 :

Challenge 1 : Find out 10 terms in the puzzle.

1. The process through which an e.m.f is induced in a conductor is called __________.

2. An e.m.f is ___________________ in a conductor when the conductor is in a

changing magnetic field.

3. An induced _______________________ in a solenoid can be detected by

connecting a ________________________ to the ends of the solenoid. When there
is an e.m.f, the pointer of the _________________________ is
__________________________.
 Classwork 2

Using puzzle in the form 1, challenge yourself to answer this question:

1) A law of ______________states that the magnitude of the _____________in a circuit

is directly proportional to the rate of change of magnetic ________ through the
circuit.
2) Another law states that the direction of the _________is such that the magnetic field
created by the induced current always opposes the change producing it.
3) Draw a ring around all the factors that change the magnitude of induced e.m.f.
metal the wire is made from number of the solenoids

strength of the magnet temperature of the wire

speed of magnet thickness of the wire

Challenge 3 : Fleming’s Right Hand Rule

Label the figure with the terms given in the Fleming’s right hand rule.

___________________

________________________

___________________
Relation of Galvanometer and Magnet position and movement

The figure below shows a magnet being pushed into a solenoid. The galvanometer is
deflected to the right.

Complete the sketches of the galvanometer for the position and movements of the
magnet.

Position and Galvanometer Position and Galvanometer

movement Movement

(a) (b)

As shown in the The magnet is moving,

diagram above, but completely inside the
magnet is pushed solenoid.
faster toward the
solenoid

( c) (d)

As shown in the The magnet is moving

diagram , but the out of the other end of
magnet is pulled away the solenoid.
from the solenoid

(e) (f)

The magnet is As shown in the

stationary, close to the diagram above, the
solenoid. magnet is reversed, so
that the S pole is
pushed into the
solenoid.

(g) (h)

The magnet is The magnet has the S

stationary in the center pole closest to the
of the solenoid. solenoid and is pulled
away from the
solenoid.
Experiment 1 - Phet Laboratory

Objective :
To demonstrate the laws of electromagnetic induction using Phet Laboratory
Simulation

Procedure :
1. Run the Faraday’s Law Simulation by go to the link :
https://phet.colorado.edu/sims/html/faradays-law/latest/faradays-law_en.html

2. Set the loop (choose 1) and note what happens to the light bulb when :
- The magnet is not moving and is not in the loop
- The magnet is moving and is not in the loop
- The magnet is not moving and is in the loop
- The magnet is moving and is in the loop
3. Set the loop (with less number of turns) and note what happens to the
deflected needle and compare it with the previous one.
4. Record your observation by answering the questions from Classwork 2.

Experiment 2 - Faraday’s Law (Passing the CoiL!)

Procedure :
1. Push a bar magnet towards the end of the solenoid.
2. Find a way to increase the angle of deflection of the galvanometer needle.
3. Explain which pole is induced at end A of the solenoid

Extra Experiment - The Swingers

Procedure :
Try several coils with different number of turns below the magnet that is
placed under the swing, then make an observation.