Lesson Plan

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Lesson Plan
Grade: 10 Date: 25/02/2026
Subject: Physics
Lesson Topic: State that the direction of a magnetic field at a point is the direction of the force on the N pole of a magnet at that point
Learning Objective/s:
  • Describe the concept of magnetic field direction as the direction of force on a north pole.
  • Explain how a compass can be used to determine magnetic field direction.
  • Apply the relationship F = mB to identify the direction of the magnetic field at a point.
  • Identify common misconceptions about magnetic field direction and correct them.
Materials Needed:
  • Bar magnet
  • Small compass or free‑rotating bar magnet
  • Whiteboard and markers
  • Projector with slides
  • Worksheet with practice questions
  • Ruler and paper for drawing field lines
 Introduction:
Begin with a quick demonstration of a compass reacting to a nearby bar magnet to capture interest. Recall that magnetic fields are invisible regions where forces act on magnetic materials. Today’s success criteria: students will be able to state how the direction of a magnetic field is defined and show it using a compass.
Lesson Structure:
  1. Do‑now (5'): Students answer a short question on magnetic field lines from the previous lesson.
  2. Demonstration (10'): Teacher places a bar magnet and a compass, asks students to predict the needle’s direction.
  3. Guided inquiry (12'): Pairs place compasses at various points around the magnet, record observations, and infer field direction.
  4. Concept explanation (8'): Teacher consolidates findings, introduces the definition and the F = mB relationship.
  5. Misconception check (5'): Quick poll on common misconceptions, followed by discussion.
  6. Practice question (5'): Students answer the provided scenario individually, then review the answer.
  7. Summary (5'): Recap key points on field direction and field lines.
Conclusion:
Summarise that the magnetic field direction at any point is the direction a north pole would be pushed, illustrated by the compass needle. Ask students to write one‑sentence exit tickets describing how they would determine the field direction in a new situation. Assign homework to sketch field lines around a bar magnet and label the direction at three points.