| Lesson Plan |
| Grade: |
Date: 25/02/2026 |
| Subject: Physics |
| Lesson Topic: Know that many important systems of communications rely on electromagnetic radiation including: (a) mobile phones (cell phones) and wireless internet use microwaves because microwaves can penetrate some walls and only require a short aerial for trans |
Learning Objective/s:
- Describe why specific regions of the electromagnetic spectrum are chosen for particular communication systems.
- Explain how microwaves, radio waves, and visible/infrared light enable mobile phones, Bluetooth, and fibre‑optic networks.
- Apply the relationship c = λf to calculate wavelength or frequency for given communication bands.
- Compare the advantages and limitations of microwave, radio‑wave, and fibre‑optic communication technologies.
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Materials Needed:
- Projector and screen
- Handout with EM‑spectrum table and comparison chart
- Calculator (or classroom computers)
- Worksheet with practice calculations and table‑filling activity
- Image or short video of a fibre‑optic cable and antenna
- Clickers or paper for quick exit tickets
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Introduction:
Begin with a rapid poll: “Which devices did you use today to send a message?” Use responses to highlight mobile phones, Wi‑Fi, Bluetooth headsets, and cable TV. Connect these everyday tools to the electromagnetic spectrum and state that today’s success criteria are to identify the EM region each system uses and to justify why that region is chosen.
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Lesson Structure:
- Do‑Now (5 min): short quiz on the parts of the EM spectrum.
- Mini‑lecture (10 min): overview of microwaves, radio waves, and visible/infrared light, focusing on propagation traits.
- Interactive demonstration (15 min): show diagram of a phone, Bluetooth headset, and fibre‑optic cable; discuss antenna size, wall penetration, and total internal reflection.
- Guided practice (10 min): students calculate the wavelength of a 2.4 GHz Bluetooth signal using c = λf.
- Comparative activity (10 min): groups complete a table comparing mobile‑phone/Wi‑Fi, Bluetooth, and fibre‑optic systems (frequency, wavelength, advantages, limitations).
- Check for understanding (5 min): exit‑ticket question – “Which EM region would you choose for a new indoor sensor and why?”
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Conclusion:
Recap the three key EM regions and their suitability for different communication technologies. Collect exit tickets to gauge understanding, then assign homework: research another communication system (e.g., satellite TV or RFID) and identify its EM region and why it is appropriate.
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