Lesson Plan

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Lesson Plan
Grade: 10 Date: 17/01/2026
Subject: Physics
Lesson Topic: Know that the direction of an induced e.m.f. opposes the change causing it
Learning Objective/s:
  • Describe Lenz’s law and its representation by the negative sign in Faraday’s law.
  • Explain how to determine the direction of an induced emf using the right‑hand rule for generators.
  • Apply a four‑step procedure to predict the direction of induced current for given changes in magnetic flux.
  • Analyse real‑world applications (generators, eddy‑current brakes) that rely on the opposing nature of induced emf.
Materials Needed:
  • Projector or interactive whiteboard
  • Printed worksheets with flux‑change scenarios
  • Coil and bar‑magnet demonstration set
  • Multimeter (optional for measuring induced emf)
  • Right‑hand rule handout
  • Whiteboard and markers
 Introduction:
Begin with a quick demonstration: move a magnet toward a coil and ask students what they expect to happen. Recall that changing magnetic flux induces an emf, linking to previous lessons on Faraday’s law. Explain that today’s success criteria are to predict the direction of the induced current using Lenz’s law and the right‑hand rule.
Lesson Structure:
  1. Do‑now (5'): Students answer a short question on magnetic flux change on a worksheet.
  2. Demonstration (10'): Teacher shows a magnet‑coil demo; students observe the direction of induced current with a LED or galvanometer.
  3. Mini‑lecture (10'): Review Faraday’s law, introduce the negative sign, and explain Lenz’s law qualitatively.
  4. Guided practice (15'): Work through the four‑step procedure for determining emf direction using examples (magnet approaching, rotating loop); students record answers.
  5. Collaborative activity (10'): In pairs, students create their own coil‑magnet scenarios, predict current direction, and test with a multimeter.
  6. Check for understanding (5'): Quick exit quiz on Lenz’s law.
  7. Summary & homework (5'): Recap key points and assign a worksheet on generators and eddy‑current brakes.
Conclusion:
Summarise that the induced emf always acts to oppose the change that created it, reinforcing the principle of energy conservation. Ask students to write one real‑world example where this principle is crucial as an exit ticket. For homework, complete the worksheet on generators and eddy‑current braking systems.