Details
By type, this is a lesson in studying and consolidating new material, which is conducted as a lesson-research. The lesson uses a multimedia presentation. In this lesson, individual and collective forms of organization of learning were used. Used during the lesson verbal method, the visual method is the method of illustrations (poster) and the method of demonstrations (experience, presentation), as well as the method of problem presentation. During the lesson, student-centered learning is used.
The lesson introduces the basic concepts of electrodynamics: electromagnetic induction, induced current, the relationship between magnetic and electric fields. The lesson uses the technology of activity learning, the main focus is on independent work students to acquire new knowledge. Created problem situation. Schoolchildren know that a magnetic field arises around a current-carrying conductor. Can a magnetic field cause an electric current to flow?
During the lesson, a differentiated approach was used in the form of a multi-level test.
Lesson topic: “The phenomenon electromagnetic induction»
Type of lesson: a lesson in the complex acquisition of knowledge, skills, skills
Teaching methods: explanatory and illustrative, reproductive, partially exploratory.
Forms of organization cognitive activity:
frontal (frontal conversation at all stages of the lesson);
group
Lesson Objectives:
Teaching: to study the phenomenon of electromagnetic induction and the conditions for its occurrence, to show cause-and-effect relationships when observing the phenomenon of electromagnetic induction, to contribute to the actualization, consolidation and generalization of the knowledge gained, the independent construction of new knowledge;
developing: to promote the development of the ability to work in a group, develop logical thinking and attention, the ability to analyze, compare the results, draw appropriate conclusions.
Educational: to educate the cognitive need and interest in the subject;
Equipment: bar magnet, connecting wires, galvanometer, milliammeter, coils, current source, key, coil, arcuate magnet, rheostat, transformer, electric welding demonstration device.
On the board: a poster that indicates the stages of the class
During the classes
Organizing time
Good afternoon students. I welcome you to today's physics lesson, which I, Luneva Elena Nikolaevna, will conduct, and you will help me with this. The topic of our lesson is "The phenomenon of electromagnetic induction." Please write down the topic of the lesson in your notebook. State the aims and objectives of the lesson. Our lesson will be held under the motto: "Remember - look - draw conclusions - share ideas." You have cards on the tables with images of little men, which we will use at the end of the lesson.
Reflection: looked at each other - smiled, looking into each other's eyes.
Work on the topic of the lesson
Motivation and actualization of knowledge.
1. The figure shows three points: A, M, N. In which of them will the magnetic field of the current flowing through the conductor BC act on the magnetic needle with the greatest force, with the least force?
2. A current of the indicated direction is passed through the coil, inside of which there is a steel rod. Determine the poles of the resulting electromagnet. How can the position of the poles of this electromagnet be reversed? 
3. The figure shows two bare conductors connected to a current source, and a light aluminum tube AB. Determine the direction of the current in the tube AB, if, as a result of the interaction of this current with a magnetic field, the tube rolls along the conductors in the direction indicated in the figure. Which pole of the current source is positive and which is negative? 
4. The figure shows a wire loop placed in a uniform magnetic field. At what orientation of the circuit with respect to the lines of magnetic induction magnetic flux, penetrating the area of this contour, is maximum, equal to zero? 
5. Explain Oersted's experience. 
Formulation of the problem.
1820 Oersted concluded: "Electricity generates magnetism."
What do you think: "Can magnetism generate electricity"?
Such a task in early XIX centuries tried to solve many scientists. The English scientist M. Faraday also put it in front of him. In 1822 he wrote in his diary "Turn magnetism into electricity."
What needs to be done in order to obtain a magnetic field electricity?
Listen to the statements of the students.
It took M. Faraday almost 10 years to solve it.
Faraday's experiment: a coil connected to a galvanometer, we approach this coil and remove the magnet.
What do you observe when the magnet approaches the coil?
Why did the arrow deviate?
The magnet is in the coil, what do you see?
Why didn't the arrow deviate?
We remove the magnet from the coil, what do we observe? Why did the arrow deviate? In which direction did the arrow deviate?
Why is there current in the coil?
Is it possible to change the current value?
How? What do I need to do?
What conclusion can be drawn from this experience?
Conclusion: An electric current arises when the number of magnetic induction lines penetrating a closed circuit changes.
We have considered only one way of generating electric current. There are several other ways to generate electricity. And now we will work in groups and solve experimental problems.
Group work.
Group 1: bar magnet, connecting wires, milliammeter, coil.
Task: Bring the magnet closer to the coil and move the magnet away from the coil.
What are you observing?
Why was there an electric current?
What will happen if you fix the magnet and start moving the coil relative to the magnet?
Group 2: current source, two coils (one is inserted into the other), connecting wires, milliammeter, key.
Close the key. Move one spool relative to the other spool. What are you observing?
Close and open the key and see what happens?
Why is there an electric current in the circuit?
Make a conclusion from the experiments done.
Group 3: current source, rheostat, 2 iron core coils, connecting wires, milliammeter.
Slowly move the rheostat slider and observe whether an electric current will appear in the circuit?
Why is there an electric current?
Now move the rheostat slider faster. What can you say about the magnitude of the current?
Make a conclusion from the experiments done.
Group 4: two magnets fixed in tripods, wire frame, connecting wires, milliammeter.
Rotate the frame slowly between the poles of the magnet. What will happen?
At what point does the needle of a milliammeter deviate?
Why does current appear in the frame, then disappear?
Draw conclusions from your experience.
Discussion of the results of the experiment
Methods for obtaining electric current.
The movement of the magnet relative to the coil;
The movement of the coil relative to the magnet;
Closing and opening the circuit;
Rotation of the frame inside the magnet;
Moving the slider of the rheostat;
The movement of one coil relative to another.
This current is called induction, its name indicates only the cause of the current.
Causes of electric current.
1. When changing the magnetic flux penetrating the area covered by the conductor;
2. Due to a change in the current strength in the circuit;
3. By changing the orientation of the contour in relation to the lines of magnetic induction.
Guys, let's draw a general conclusion from the experiments demonstrated.
Conclusion: In a closed circuit, which is placed in an alternating magnetic field, an electric current arises if and only if the number of lines of force penetrating the circuit changes.
The phenomenon that we have considered is called electromagnetic induction.
Definition: The phenomenon of electromagnetic induction consists in the occurrence of an induction current in a conducting circuit, which is either at rest in a magnetic field that changes in time, or moves in a constant magnetic field, in such a way that the number of lines of magnetic induction penetrating the circuit changes.
4. Application of electromagnetic induction.
The discovery of electromagnetic induction is one of the most remarkable scientific achievements of the first half of XIX century. It caused the emergence and rapid development of electrical and radio engineering. Electromagnetic induction is used in modern technology: metal detectors, electrodynamic microphone, in trains on magnetic cushions, in household microwave ovens, reading video and audio information from magnetic tapes.
Faraday was the first to construct an imperfect model of an electric current generator that turns mechanical energy rotation into a current, consisting of a copper disk rotating between the poles of a strong magnet. The current recorded by the galvanometer was weak, but the most important thing was done: the principle of constructing a current generator was found. You will study the device and the principle of operation of the generator in the next lesson.
Electromagnetic induction is used in various technical devices and devices. Consider such a device - this is a transformer.
A transformer is a device used to step up or step down an alternating voltage.
Transformer device: magnetically soft steel core, on which two coils with wire windings are put on. The primary winding is connected to an AC voltage source, the secondary winding is connected to the load.
Experience: 1. Connect a light bulb to the secondary winding of the transformer. Show how the light bulb burns when we remove the core connecting the windings, and when we close the coils with a core.
What are you observing? Why in the first case the bulb burns weaker than in the second case?
2. Remove the secondary coil from the transformer and, instead of this coil, put on and remove a wire coil on the rod, first without a core.
What are you observing?
Then close the circuit with a core.
What are you observing? Why does the light bulb burn brighter?
3. Instead of the second coil, we use a welding demonstration device. Show how a spark appears, how the electrodes melt.
Consolidation of the studied material.
What did we learn in today's lesson?
What is the phenomenon of electromagnetic induction?
What conditions are necessary for the existence of the phenomenon of electromagnetic induction?
How can you get an induction current?
What determines the magnitude of the induced current?
Summarizing. Homework.
1. § 49, exercise 39
2. Design creative work
State budget professional educational institution Republic of Crimea "Dzhankoy professional technical school»
Development open lesson
in physics
Generalization and systematization of knowledge on the topic:
"A magnetic field. Electromagnetic induction"
Developed by: physics teacher
Ashimova G.A.
2016
Lesson topic: Generalization and systematization of knowledge on the topic: “Magnetic field. Electromagnetic induction"
Lesson Objectives:
Educational : repeat, generalize and systematize knowledge of the topic: “Magnetic field. Electromagnetic induction"; contribute to the improvement of previously acquired knowledge
Educational : promote the development of cognitive interest, mental activity and creativity students; promote the development of memory logical thinking, attentiveness, the ability to define and explain concepts, analyze and generalize, be critical of their answers and the answers of comrades, as well as the ability to use theoretical knowledge in solving problems.
Educational : contribute to the development of a sense of responsibility, independence, conscientiousness, maximum ability to work, the development of the ability to work in a team, the ability to listen to their comrades and draw conclusions, the development of a positive motivation for obtaining knowledge, their practicalorientation.
Lesson type : a lesson on the generalization and systematization of knowledge.
Lesson Form : intellectual game"Conquest to the Tops of Knowledge"
Teaching methods: verbal, visual, practical.
Forms of study: group form of education and individual form of education.
Elements educational technologies:
information and communication technologies,
problem learning technology,
level differentiation technology,
gaming technologies.
TSO, handout: a computer,multimedia projector, interactiveboard, presentation of the lesson, videos of experiments: “Ampere force”, “Ampere force work”, “Faraday's experiment”, “Self-induction phenomenon”; handout didactic material.
Technological map of the lesson
Lesson stageStage tasks
Forms of organization of educational activities
Teacher activity
Student activities
I . Organizing time
Create a working mood among students and provide a business environment in the classroom.
Greets, checks readiness for the lesson, motivates academic work, informs the topic of the lesson and the work plan.
They greet the teacher, get acquainted with the handouts on the tables. Students independently formulate the objectives of the lesson(Appendix No. 1-Self-assessment sheet)
II . Repetition and generalization of knowledge
Stage 1 - "Warm-up".
Updating of basic knowledge Testing(Appendix No. 2)
Self-control of knowledge
Repeat previously acquired knowledge about the magnetic field and electromagnetic induction.
Individual dual
Demonstrates questions on presentation slides test tasks, comments on the tasks, explains, announces the evaluation criteria.
After the students' answers, announce the correct answers, sum up.
Students answer test questions. Then they rate themselves on a self-assessment sheet.
Scoring Criteria
1 point for every 4 correct answers, maximum 5 points
Stage 2 - Explainexperience ». (Appendix No. 3)
Repeat, deepen and comprehend the previously studied material, highlight the basic knowledge in this topic. Learn to find cause and effect relationships, draw conclusions
Individual dual
Video clips are shown - "Power of Ampere", "The work of the Ampere force”, “Faraday’s experience”, “Phenomena of self-induction”
Explains the purpose of the work, asks questions, draws students' attention to the main conclusions, laws, leads students to comprehension practical application acquired knowledge, evaluates the answers.
Questions:
What is the ampere force?
How to determine the direction of the ampere force?
How to determine the work of the Ampere force?
What is called electromagnetic induction?
Conditions for the occurrence of induced current.
Definition of self-induction.
Why does the light bulb not immediately stop glowing after the circuit is turned off.
Why does one lamp light up later than the other?
Where are these phenomena used in practice?
Students explain the experience and answer additional questions.
For a correct answer - 1 point.
Stage 3 - Physical dictation (Appendix No. 4)
Repeat basic concepts, quantitieson this topic
Individual dual, steam room
Invites students to answer questions. The task and the time limit are repeated twice. After recording the answers, students are asked to check the assignment.
Students are invited to raise their hands - those who received marks "5", then "4", "3" and who have dashes. Thus, the teacher finds out the level of students' performance of the dictation.
They answer the questions of the physical dictation, carry out mutual checks, put their assessment on the self-assessment sheet.
To do this, students exchange notebooks with a neighbor on the desk, sheets with the correct answers are distributed, then they put in the margins “+” if the answer is correct and “-” if the answer is incorrect.
Evaluation criteria:
For 9-10 correct answers - mark "5" For 7-8 correct answers - mark "4" For 5-6 correct answers - mark "3" Less than 5 correct answers - mark "2"»
Stage 4 - "Find the mistake!"
Group work
Repeat the basic formulas on the topic studied
group
Distributes tasks to groups, explains the order of execution, evaluates students' answers.
A series of formulas is written on the blackboard. Groups are given sheets with formulas. Errors were made in four out of five formulas. The task of students is to find errors, point to the correct entry of the formula.
Time limit - 5 minutes
Then the group goes to the board, takes turns pointing out mistakes or claiming that the formula is written correctly. The group earns as many points as there are correct answers.Students put marks on the knowledge control sheet.
Stage 5 - Problem solving - ( Application No. 5 ).
There is an expression on the board: To know physics means to be able to solve problems. (Enrico Fermi)
Groups receive differentiated tasks.
Groups have the right to choose a task
Repeat the application of the basic laws on this topic in solving problems.
group
Formulates the goal of this stage, motivates the activity of students in solving problems, explains the choice of the type of problems, checks the correctness of the solution and design of problems, sums up.
Independently solve problems in notebooks. Then one of the students goes to the blackboard and writes down the solution to the chosen problem.
Students put marks on the knowledge control sheet.
III . Summary of the lesson.
Psummarize the lesson, evaluate the work
Individual dual
Carries out instructions for calculating the average mark and sums up the work of students and the lesson.
studentscalculate the average score for the lesson and hand over the control sheet to the teacher.
Grading a lesson.
Evaluation criteria:
"5" - 24.25 points
"4" - 20-23 points
"3" - 15-19 points
"2" - less than 15 points
IV .Homework:
(Appendix No. 6)
Announces homework:
Make a crossword on the topic: “Magnetic field. Electromagnetic induction".
Fill in the table: "Comparative characteristics of the properties of magnetic and electric fields"(Appendix No. 6)
Write down homework in a notebook
Reflection (Appendix No. 7)
Conduct reflection, assess your mood
Individual dual
Invites students to reflect (motivations and ways of activity) - Set the flags on the poster with the image of the mountain "Peak of Knowledge"
Analyze and evaluate their work in class. Attach flags on the poster with the image of the mountain "Pin of Knowledge"
Application No. 1
Assessment sheet
F.I. studentStages of the lesson; assessment method
Group work
Warm-up (testing)
(self-control)
(maximum 5 points)
2. Explain the experience
(evaluates
teacher)
( maximum - 5 points )
3. Physical
dictation
(mutual control)
( maximum - 5 points)
4. "Find the mistake"
(assessed by the teacher)
( maximum - 5 points)
5. Problem solving
(assessed by the teacher
( maximum - 5 points)
General
score
Lesson grade
Evaluation criteria:
"5" - 24.25 points
"4" - 20-23 points
"3" - 15-19 points
"2" - less than 15 points.
Appendix 2
Test on the topic: “Magnetic field. Electromagnetic induction"
1. What is the source magnetic field?
A) an immobile charged particle;AT) any charged body;
With) any moving body;D) moving charged particle.
2. What is the main characteristic of the magnetic field?
A) magnetic flux;B)
Ampere power;
C) Lorentz force;D) vector of magnetic induction.
3. Select the formula for calculating the modulus of the magnetic induction vector.
BUT) ;B) ;
C) ;
D) .
4. Indicate the direction of the magnetic induction vector of the field at point A, located on the axis of the circular current. (Fig. 1).
fig.1
A) to the rightB) to the left;C) to us;D) from U.S;E) up;F) down.
5. Choose the formula for the modulus of the Ampère force vector.
BUT);B) ;
C) ;
D) .
6. In Fig. 2, the arrow indicates the direction of the current in the conductor located between the poles of the magnet. In which direction will the conductor move?
fig.2
A) to the rightB) to the left;C) to us;D) from U.S;E) up;F) down.
7. How does the Lorentz force act on a particle at rest?
A) acts perpendicular to the vector of magnetic induction;
B) acts parallel to the magnetic induction vector;
C) It does not work.
8. At what point in the figure (see Fig. 3) does the magnetic field of the current flowing through the MN conductor act on the magnetic needle with the least force?
fig.3
A) at point A;B) At point B;C) at point B.
9. How do two parallel conductors interact if the electric current flows in them in opposite directions?
A) The force of interaction is zero.
C) Conductors are attracted.
C) Conductors repel.
10. How do two coils interact (see Fig. 4) when currents of the indicated directions pass through them?
fig.4
A) are attractedB) are repelled;C) do not interact.
11.
What is the name of the phenomenon of the occurrence of an electric current in a closed circuit when the magnetic flux through the circuit changes?
A) electrostatic induction.B) The phenomenon of magnetization.
C) self-inductionD)Electrolysis. E) Electromagnetic induction.
12. Who discovered the phenomenon of electromagnetic induction?
BUT)X. Oersted.B)Sh. Pendant.C) A. Volta.
D) A. Ampere.E) M. Faraday.F) D. Maxwell.
13. What is the name of the physical quantity equal to the product of the module B of the magnetic field induction and the area S of the surface penetrated by the magnetic field, and the cosine
angle a between the induction vector B and the normal n to this surface?
A) inductance.B) Magnetic flux.C) Magnetic induction.
D) Self-induction.E) The energy of the magnetic field.
14. Which of the following expressions determines the EMF of induction in a closed circuit?
A) B) C) D) E)
15. When a bar magnet is pushed into a metal ring and pulled out of it, an induction current occurs in the ring. This current creates a magnetic field. By which pole is the magnetic field of the current in the ring directed to: 1) the retractable north pole magnet and 2) the retractable north pole of the magnet.
A)1 - northern, 2 - northern.B) 1 - southern, 2 - southern.
C) 1 - south, 2 - north.D) 1 - northern, 2 - southern.
16. The unit of which physical quantity is 1 Weber?
A) magnetic field induction.B)Electrical capacity.
C) Self-induction.D) magnetic flux.E) Inductance.
17. What is the name of the unit of measure for inductance?
A) Tesla.B) Weber.C)Gauss.D) Farad.E) Henry.
18. What expression determines the relationship between the energy of the magnetic flux in the circuit and the inductance L circuit and current strength I in a loop?
BUT).B). C) LI 2 , D) LI
19 . The inductive current arising in a closed circuit with its magnetic field counteracts the change in the magnetic flux by which it was caused - this is ...
a) The right hand rule.B) Rule of the left hand.
C) Gimlet rule.D) Lenz's rule.
20 . Two identical lamps are included in the source circuit direct current, the first in series with the resistor, the second in series with the coil. In which of the lamps (Fig. 5), when the key K is closed, will the current reach its maximum value later than the other?
rice. 5
A) In the first.
B) In the second.
C) In the first and second at the same time.
D) In the first, if the resistance of the resistor is greater than the resistance of the coil.
E) In the second, if the coil resistance is greater than the resistance of the resistor.
Application No. 3
Exercise "Explain Experience"
Videos of experiments: Ampere force, work of Ampere forces, Faraday's experiment, the phenomenon of self-induction.
Description of experiments
ExperienceThe work of Ampere forces.
Under the action of the Ampere force, the conductor moves in one direction or another, depending on the direction of the current strength, and, therefore, the force does work.
Experience Self-induction.
Two bulbs are connected to a current source, one through a rheostat, the other through an inductor. When the key is closed, it can be seen that the bulb connected through the rheostat lights up earlier. A light bulb connected through an inductor ignites later, since an EMF of self-induction arises in the coil, which prevents a change in the current strength. If you often close and open the circuit, then the light bulb connected through the inductor does not have time to light up.
Experience.
Ampere power.
When a current is passed through a conductor in a magnetic field, a perpendicular force acts on it. lines of force magnetic field. When the direction of the current strength is reversed, the direction of the force is reversed.
F= IBlsin
Experiment_Faraday.
When a magnet is introduced into a coil connected to an ammeter, an induction current arises in the circuit. When removed, an induction current also occurs, but in a different direction. It can be seen that the induction current depends on the direction of movement of the magnet, and which pole it is introduced. The strength of the current depends on the speed of the magnet.
Appendix 4
Physical dictation, designed for 8-10 minutes, is designed to assess knowledge on the “MAGNETIC FIELD. ELECTROMAGNETIC INDUCTION"
Physical dictation consistsandt of 10 basic physical terms, phenomena, formulas, and 10 questions to them.
(The student himself chooses the correct, in his opinion, answer and puts the number of his answer in front of the question number)
I OPTIONQuestion
Answer
1
MICHAEL FARADEY
№__
2
AMPERE
№__
3
INDUCTANCE
№__
4
MAGNETIC INDUCTION
№__
5
LORENTZ FORCE
№__
6
SELF-INDUCTION
№__
7
A MAGNETIC FIELD
№__
8
SOLENOID
№__
9
ELECTROMAGNETIC INDUCTION
№__
10
INDUCTION CURRENT
№__
II OPTION
Question
Answer
1
INDUCTION CURRENT
№__
2
ELECTROMAGNETIC INDUCTION
№__
3
SOLENOID
№__
4
A MAGNETIC FIELD
№__
5
SELF-INDUCTION
№__
6
LORENTZ FORCE
№__
7
MAGNETIC INDUCTION
№__
8
INDUCTANCE
№__
9
AMPERE
№__
10
MICHAEL FARADEY
№__
QUESTIONS FOR PHYSICAL DICTING
The purpose of the lesson: test students' knowledge on the topic studied, improve problem solving skills various kinds.
During the classes
Examination homework
Students' answers according to the tables prepared at home
1. Application of electromagnetic induction
Question to Faraday: "What is the use of this?" Faraday's answer: "What good can a newborn be?" | 1. Generation of electricity by generators. 2. Transformation of electrical energy. 3. Induction coils. 4. Welding transformer. 5. Induction furnaces 6. Induction flaw detectors. 7. Measuring transformers. 8. Electrodynamic microphones. 9. Betatrons 10. MHD generators | "Useless" The newborn has turned into a miracle - hero and changed the face of the earth R. Feynman |
2. Theory of the vortex field.
Electric charges | Fields acting on electric charges |
|
Static | M V=0 V=0 | Only electric field |
moving | Electrical and magnetic |
sA changing magnetic field causes the appearance of a special electric field – vortex, which causes the displacement of resting electric charges.
Maxwell's explanation of the phenomenon of electromagnetic induction.
~ B̄Ē displacement of charges ξi
The vortex electric field is named so 
ΔE/Δt≠0
because in it, in contrast to ΔE/Δt = 0
electrostatic, tension lines
closed.
The vortex electric field is excited not electric charges, but by an alternating magnetic field. 1. The direction of the lines of force coincides with the direction of the induction current. 2.F̄=qĒ 3 Field work on a closed path is not equal to zero. 4. The work of moving a single positive charge is numerically equal to the induction EMF in this conductor.
Solving computational problems
No. 1. In the coil, the current changes during 0.25 s by 5 A. In this case, an EMF of self-induction equal to 100 V is excited. What is the inductance of the coil?
Decision. ξi= – LΔI/Δt; L = – ξi Δt/ΔI; L= - 100 0.25/5 = - 5 H
Decision. WM=L I2/2; WM= 20 36/2= 360.
No. 3. Determine the EMF of induction in a frame containing 20 turns and located in a magnetic field. It is known that the magnetic flux changes in 0.16 s from 0.1 to 0.26 Wb.
Decision. ξi = nΔФ/Δt; ΔФ= Ф2-Ф1; ξi = 20 0.16/0.16 = 20 V.
No. 4. A conductor 50 cm long moves in a uniform magnetic field with an induction of 0.4 T at an angle of 60' to the lines of force. At what speed must the conductor move in order for an EMF equal to 1 V to arise in it?
Decision. ξi = VBL sinα; V= ξi/ BLsinα V= 10 m/s
Summing up the lesson
Homework:§11, no. 936, 935.
- The purpose of the lesson: to formulate the quantitative law of electromagnetic induction; students should learn what is the EMF of magnetic induction and what is magnetic flux. Lesson progress Checking homework...
- The purpose of the lesson: to form the concept that the EMF of induction can occur either in a stationary conductor placed in a changing magnetic field, or in a moving conductor in a constant ...
- The purpose of the lesson: to find out what causes the induction EMF in moving conductors placed in a constant magnetic field; bring students to the conclusion that a force acts on charges ...
- The purpose of the lesson: control of assimilation by students of the studied topic, development of logical thinking, improvement of computational skills. Lesson flow Organizing students to complete control work Option 1 #1. Phenomenon...
- The purpose of the lesson: to form students' understanding of the electric and magnetic fields, as a single whole - the electromagnetic field. Lesson progress Checking homework by testing ...
- The purpose of the lesson: to form the idea that a change in the current strength in a conductor creates a vortex will, which can either accelerate or decelerate moving electrons. During the classes...
- The purpose of the lesson: to find out how the discovery of electromagnetic induction took place; to form the concept of electromagnetic induction, the significance of Faraday's discovery for modern electrical engineering. Course of the lesson 1. Analysis of the control work ...
- The purpose of the lesson: to introduce the concept electromotive force; get Ohm's law for a closed circuit; to give students an idea of the difference between EMF, voltage and potential difference. Move...
- The purpose of the lesson: to consider the device and the principle of operation of transformers; give evidence that electric current would never have had such a wide application, if at one time ...
- The purpose of the lesson: to form an idea of the magnetic field as a form of matter; expand students' knowledge about magnetic interactions. Course of the lesson 1. Analysis of the test 2. Learning a new ...
- The purpose of the lesson: to teach students to determine the direction and module of Ampere's force; direction and modulus of magnetic induction. Lesson progress Checking homework by testing method No. 1. When ...
- The purpose of the lesson: to form an idea of the energy that an electric current has in a conductor and the energy of the magnetic field created by the current. Lesson progress Checking homework by testing ...
- The purpose of the lesson: to acquaint students with the history of the struggle between the concepts of close action and action at a distance; with flawed theories, introduce the concept of electric field strength, form the ability to depict electrical ...
- The purpose of the lesson: to generalize and systematize the knowledge of students on the topic studied, to develop the ability to analyze, compare, improve the ability of students to solve qualitative, graphic, computational problems. Lesson progress Revise...
- The purpose of the lesson: to form the concept of the modulus of magnetic induction and the Ampere force; be able to solve problems to determine these quantities. Course of the lesson Checking homework by the method of individual ...