The purpose of the lesson: to test students' knowledge on the topics studied, to improve the skills of solving problems of various types.

During the classes

Checking homework

Students' answers according to the tables prepared at home

1. Application electromagnetic induction

2. Theory of the vortex field.

A 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

Vortex electric field...
so named 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 EMF induction 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 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 60ʹ to the lines of force. With 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.

Municipal Autonomous educational institution

additional vocational education

"Institute for Advanced Studies"

(MAOU DPO IPK)

Lesson

SUBJECT

"Electromagnetic induction"

Completed by: Peresypkina V.V.,

physics teacher, MBOU secondary school No. 36,

student of courses No. 5-B

Checked by: Perova T. Yu., Head of the Department of Theory and Methods general education

Novokuznetsk, 2015

Subject: Electromagnetic induction

Class: 11

Lesson type: Discovery of new knowledge

Equipment: Demonstration ammeter, bar magnet, solenoid coil, connecting wires.

The goal of the teacher: To contribute to the formation of students' knowledge on the topic "Electromagnetic induction" for a holistic perception of Maxwell's theory of electromagnetism and the ability to determine the significance of electromagnetic induction in the life of a civilized society.

Student goal: Learn to explain the phenomenon of "Electromagnetic induction" and apply new knowledge to describe (understand) the principle of operation of any power plant in the world (nuclear, thermal or hydroelectric power plant).

Planned results:

Personal: Understanding the importance of Michael Faraday's discovery of the phenomenon of electromagnetic induction;

Metasubject :

- regulatory UUD: Problem - "Electricity generates magnetism, and magnetism can generate electricity?". The experience of Michael Faraday and the topic of the lesson "Electromagnetic induction". Compare the experience with the problem of the lesson;

- cognitive UUD: Analyze the experience of Michael Faraday and, based on knowledge of electricity and magnetism, explain the appearance of an electric current in a closed wire when a magnet is lowered into it. Build a logical chain of reasoning (put forward a hypothesis) to explain the occurrence of an electric (induction) current in a solenoid and the dependence of the current on the speed forward movement magnet. Compare, find analogies and communicate information in a compressed form.

- communicative UUD : Organize learning interaction in the group. Analyze the slide "The principle of operation of the power plant." Use ICT to discover new knowledge.

Subject: Knowledge of the phenomenon "Electromagnetic induction" and understanding of the principle of operation of any type of power plant.

Technological map of the lesson

Didactic structure lesson*	Student activities	Teacher activity	Tasks for students, the implementation of which will lead to the achievement of the planned results	Planned results
				by UUD
Organizing time	Teacher greeting.	class greeting
Checking homework	Oral responses to teacher questions.	Frontal survey of the theoretical part of the homework.	Oral questions: Conditions for the occurrence of electric and magnetic fields; Properties of electric and magnetic fields; Conditions for the occurrence of electric current.	Cognitive: choose grounds for comparison, find analogies, be able to convey information in a compressed form.
Learning new material	1. Write down the problem (topic) of the lesson in a notebook and review the experience. 2. Repeat the experiment and try to answer problem questions. 3. Experimentally obtain the current of the largest and smallest values. 4. Formulate a hypothesis to explain the phenomenon of "Electromagnetic induction" and listen to the hypotheses of other groups. 5.Viewing the slide "The principle of operation of the power plant." Mark the main parts of the power plant.	1. Statement of the problem: “Electricity generates magnetism, and magnetism generates electricity? » ELECTRICITY ⇄ MAGNETISM 2. Demonstration of the experience of Michael Faraday "Electromagnetic induction". 3. PROBLEM QUESTIONS: Why does the ammeter needle deviate?; Why does the arrow deviate first to one side, then to the other?; Why does the deviation occur now by a large, then by a smaller amount? 3. Listen to the hypotheses formulated by different groups of students 4. Formulate the law of electromagnetic induction and once again experimentally verify the validity of this law. 5. Show the slide "The principle of operation of the power plant"	1. Observation of Faraday's experiment "Electromagnetic induction". 2. In small groups, repeat the Faraday experiment. 3. Orally answer the problematic questions posed by the teacher. 4. Formulate a hypothesis to explain the phenomenon "Electromagnetic induction". 5. Write in a notebook: Law of electromagnetic induction; The main components of the "heart" of the power plant; Note the commonality in the operation of power plants of any type.	Regulatory: posing the problem, reviewing the experience and comparing the experience with the problem of the lesson. Communicative: educational interaction in groups (explaining one's point of view and listening to other positions). Cognitive: discovery of new knowledge Personal: Understanding the Importance of Michael Faraday's Discovery of the Electromagnetic Induction Phenomenon
Fixing new material	Write down the condition for the occurrence of an induction current.	Formulate the definition of "Electromagnetic induction".	Answer the question: When does induced current occur?	Cognitive: discovery of new knowledge
The control	A correct record of the law of electromagnetic induction with an explanation of all physical quantities and units of measurement.	On the desk mathematical form records of the law of electromagnetic induction:	Write the name and units of measurement of all physical quantities in the law "Electromagnetic induction".	Cognitive: discovery of new knowledge
Reflection	Analyze the discovery of Michael Faraday and comprehend its importance in human life.	1. Having studied the phenomenon of "Electromagnetic induction", we will evaluate the importance of this phenomenon for human life. 2. Grading and critical remarks on work in groups.	Express your point of view on the significance of the discovery of electromagnetic induction in our life.	Personal: own position on understanding the importance of the phenomenon "Electromagnetic induction" for science and for the life of a civilized society.
Homework	burn homework.	Compare information from the textbook and the Internet on the phenomenon of "Electromagnetic induction".	Homework: 1. Textbook for grade 11 Myakishev G.Ya., chapter 2 "Electromagnetic induction". 2. Internet "Wikipedia", ru.wikipedia.org	Cognitive: choose bases for comparison, find analogies Communicative: using ICT to discover new knowledge.

* The didactic structure of the lesson is formed in accordance with the main stages of the lesson, but may vary depending on the type of lesson

State Budgetary Vocational Educational Institution of the Republic of Crimea "Dzhankoy Vocational College"
Development of an 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
Developing: promote development cognitive interest, mental activity and creative abilities of students; contribute to the development of memory, logical thinking, attentiveness, the ability to define and explain concepts, analyze and generalize, be critical of one’s answers and the answers of comrades, as well as the ability to use theoretical knowledge when solving problems. Educational: to promote the development of a sense of responsibility, independence, conscientiousness, maximum capacity for work, the development of the ability to work in a team, the ability to listen to their comrades and draw a conclusion, the education of positive motivation for obtaining knowledge, their practical orientation.
Type of lesson: lesson of generalization and systematization of knowledge.
Lesson form: intellectual game"Conquest to the Tops of Knowledge"
Teaching methods: verbal, visual, practical.
Forms of education: group form of education and individual form of education.
Elements of educational technologies:
information and communication technologies,
problem learning technology,
level differentiation technology,
gaming technologies.
TSO, handout: computer, multimedia projector, interactive board, presentation of the lesson, videos of experiments: "Ampere force", "Ampere force work", "Faraday's experiment", "The phenomenon of self-induction"; handout didactic material.
Technological map of the lesson
Stage of the lesson Tasks of the stage Forms of organization of educational activitiesActivity of the teacher Activities of studentsI. 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".
Actualization of basic knowledge Testing (Appendix No. 2)
Self-control of knowledge
Repeat previously acquired knowledge about the magnetic field and electromagnetic induction.
Individual Demonstrates on presentation slides questions to 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 - "Explain the experience." (Appendix No. 3)
Repeat, deepen and comprehend the previously studied material, highlight the basic knowledge in this topic. To teach to find cause-and-effect relationships, draw conclusions
Explains the purpose of the work, asks questions, draws the attention of students to the main conclusions, laws, leads students to comprehend the practical application of the knowledge gained, evaluates the answers.
Questions:
What is the ampere force?
.How to determine the direction of Ampere's 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 the correct answer - 1 point.
Stage 3 - Physical dictation (Appendix No. 4)

Repeat the basic concepts, values ​​on this topic Individual, 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.
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.
The time limit is 5 minutes Then the group goes to the board, in turn points out mistakes or claims 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 - (Appendix 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 when solving problems. Group Formulates the purpose 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.
Summarize the lesson, evaluate the work
Individual Carries out instructions for calculating the average grade and summarizes the work of students and the lesson.
Students calculate 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 Suggests students to conduct reflection (motivations and methods of activity) - Check the boxes on the poster with the image of the mountain "Peak of Knowledge" Analyze and evaluate their work in the lesson. Attach flags on the poster with the image of the mountain "Pin of Knowledge"
Application No. 1
Assessment sheet
F.I. student Stages of the lesson; assessment method
Individual work Group work Warm-up (testing)
(self-control)
(maximum 5 points) 2. Explain the experience
(assessed by the 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 Grade per lesson
Evaluation criteria:
"5" - 24.25 points
"4" - 20-23 points
"3" - 15-19 points
"2" - less than 15 points.
Annex 2
Test on the topic: “Magnetic field. Electromagnetic induction"
1. What is the source of the magnetic field?
A) an immobile charged particle; C) any charged body; C) any moving body; D) a moving charged particle. 2. What is the main characteristic of a magnetic field? A) magnetic flux; B) the power of Ampere;
C) Lorentz force; D) magnetic induction vector.
3. Choose a formula for calculating the modulus of the magnetic induction vector. A) ; 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 right B) to the left; C) to us; D) from us; E) up; F) down. 5. Choose the formula for the modulus of the Ampere force vector. A); 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 right B) to the left; C) to us; D) from us; E) up; F) down. 7. How does the Lorentz force act on a particle at rest? A) acts perpendicular to the magnetic induction vector; B) acts parallel to the magnetic induction vector; C) 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 electricity do they flow 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 attracted B) repel; 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-induction D) Electrolysis. E) Electromagnetic induction.
12. Who discovered the phenomenon of electromagnetic induction?
A) x. Oersted. B)Sh. Pendant. C) A. Volta.
D) A. Amp. 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 by the area S of the surface penetrated by the magnetic field, and the cosine of the angle a between the vector B of the induction and the normal n to this surface?
A) inductance. B) Magnetic flux. C) Magnetic induction.
D) Self-induction. E) Magnetic field energy.
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 - north, 2 - north. B) 1 - south, 2 - south.
C) 1 - south, 2 - north. D) 1 - northern, 2 - southern.
16. The unit of measurement of what physical quantity is 1 Weber?
A) magnetic field induction. B) Electric 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 with the inductance L of the circuit and the current strength I in the circuit?
BUT). B).C)LI2,D)LI
19. The induction 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) Right hand rule. B) Left hand rule.
C) Gimlet's rule. D) Lenz's rule.
20. Two identical lamps are connected to a DC source circuit, the first in series with a resistor, the second in series with a 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 resistance of the coil is greater than the resistance of the resistor.
Application No. 3
Task "Explain the experience"
Videos of experiments: Ampere force, work of Ampere forces, Faraday's experiment, the phenomenon of self-induction.
Description of experiments
Experience
The 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, it is acted upon by a force directed perpendicular to the lines of force of the 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
Recommendations for the implementation of physical dictation.
Physical dictation, designed for 8-10 minutes, is designed to assess knowledge on the “MAGNETIC FIELD. ELECTROMAGNETIC INDUCTION"
Physical dictation consists 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 OPTION
Question answer
1 MICHAEL FARADEY No.__
2 AMP #__
3 INDUCTANCE #__
4 MAGNETIC INDUCTION No.__
5 LORENTZ FORCE #__
6 SELF-INDUCTION No.__
7 MAGNETIC FIELD #__
8 SOLENOID #__
9 ELECTROMAGNETIC INDUCTION No.__
10 INDUCTION CURRENT #__
II OPTION
Question answer
1 INDUCTION CURRENT #__
2 ELECTROMAGNETIC INDUCTION No.__
3 SOLENOID #__
4 MAGNETIC FIELD #__
5 SELF-INDUCTION No.__
6 LORENTZ FORCE #__
7 MAGNETIC INDUCTION No.__
8 INDUCTANCE #__
9 AMP #__
10 MICHAEL FARADEY #__
QUESTIONS FOR PHYSICAL DICTING

educational - to consolidate and generalize knowledge, skills, to form an idea of ​​the process of scientific knowledge;

cognitive - further formation of skills to explain physical phenomena, using the phenomenon of electromagnetic induction and Lenz's rule;

developing - to improve the intellectual abilities and mental skills of students, the communicative properties of speech; familiarization with an example of generalization and systematization of the studied; the formation of the ability to generalize the material (on the issues: electromagnetic induction, Lenz's rule, magnetic flux, the law of electromagnetic induction, vortex electric field, self-induction, energy of the magnetic field of the current, electromagnetic field); development of the horizons of schoolchildren;

educational - to form a materialistic worldview of students and moral qualities personality; showing the use of the phenomenon of electromagnetic induction in science and technology.

Brief summary of the lesson.

1. Organizing time

(Task: creation of a favorable psychological mood).

2. Preparation for repetition and generalization of the material covered

(Task: to organize and purposefully direct the cognitive activity of students; method of learning - conversation).

• Motivation.

In 1821, the great English scientist wrote in his diary: “Turn magnetism into electricity” ( Picture 1). After 10 years, this problem was solved by him.

The topic of our lesson is the phenomenon of electromagnetic induction.

• Formulation of the purpose of the lesson.

Electromagnetic induction is a physical phenomenon. There is a unified approach to the study of physical phenomena (cf. Generalized plan for studying the phenomenon. ). The purpose of the lesson is to consolidate and generalize knowledge, skills on the topic of electromagnetic induction.

1. Updating the basic knowledge of students

(Task: repeat and deepen the knowledge necessary to repeat the material covered; learning method - heuristic conversation; form of organization of cognitive activity (FOPD) - frontal; teaching method - reproductive).

Repetition of the basic concepts on the topic (the phenomenon of electromagnetic induction, Lenz's rule, etc.).

2. Repetition of the material covered

(Task: repeat the basic concepts and laws; FOPD - independent work in a group; teaching methods - research, inductive). Review basic safety requirements.

• Formation of groups of 2 - 3 people, each of which receives a task.

Card number 1. Discovery of electromagnetic induction.

1. When and by whom was the phenomenon of electromagnetic induction discovered?
2. What is the phenomenon of electromagnetic induction?

Card number 2. Experiment.

1. Faraday's experiment (galvanometer, coil, magnet).

a) setting experience;
b) demonstration of experience.

2. Under what conditions does a current flow in a closed conducting circuit?

1. Lenz's rule (formulation).
2. How is the direction of the induced current determined? (Application of Lenz's rule).

Card number 4. Magnetic flux.

1. What physical quantity characterizes the magnetic field at each point in space?
2. What physical quantity characterizes the distribution of a magnetic field over a surface bounded by a closed contour?
   a) formula;
   b) units of measurement.

Card number 5. Task (application of the Lenz rule).

Determine the direction of the induction current in a closed circuit.

Card number 6. The law of electromagnetic induction.

1. How is the law of electromagnetic induction formulated?

a) mathematical notation;
b) the wording of the law.

2. Why is there a minus sign in the law of electromagnetic induction?

Card number 7. Task (the law of electromagnetic induction).

A circular wire coil with an area of ​​2·10 -3 m 2 is in a uniform magnetic field, the induction of which changes uniformly by 0.1 T in 0.4 s. The plane of the coil is perpendicular to the lines of induction. What is the emf that occurs in the coil?

Card number 8. Vortex electric field.

Compare electrostatic and vortex electric fields and answer the following questions: what is the source of each of these fields? How are fields discovered? What is the work done to move the charge along a closed path in these fields? What is the difference lines of force these fields?

Card number 9. The emergence of EMF induction.

1. What is the nature of an external force that causes the appearance of an induction current in a fixed conductor?
2. What is the nature of the external force causing the appearance of an induction current in a moving conductor (formula, quantities included in the formula)?

Card number 10. Self-induction.

1. What is called self-induction? Explain the experience.
2. What is the inductance of a conductor?
   a) what does it depend on?
   b) units of measurement;
   c) what is the EMF of self-induction (formula).

Card number 11. The energy of the magnetic field of the current.

1. Why does a source need to expend energy to create a current?
2. What is the energy of the electric current (formula, quantities included in the formula, units of measurement)?

Card number 12. Electromagnetic field.

1. What process produces a magnetic field? / alternating electric?
2. List the properties of an electromagnetic field.

Run experience;
- solve a problem;
- answer the questions;
- prepare a message for oral or written response (one representative of the group). Operating time 5 - 6 min. (students complete tasks, the teacher provides advisory assistance).

• Group reports
(tasks: to prove the connection between electric and magnetic fields, to develop the speech culture of the respondents, the ability to generalize the material and highlight the main thing, to educate the moral qualities of the individual associated with relationships in the class team; teaching method - inductive; method of learning - heuristic conversation).

Listen to the messages of the representatives of the groups and draw conclusions, which are drawn up by the teacher on the blackboard ( Figure 2).

1. Generalization of the material covered

(Task: consolidate and generalize knowledge and skills; teaching method - reproductive; method of learning - conversation).

Summarize the conclusions made by the groups and drawn up by the teacher on the blackboard, as well as repeat the phenomenon of electromagnetic induction according to a generalized plan for studying the phenomenon.

Generalized plan for studying the phenomenon.

1. External signs of the phenomenon.
2. the conditions for its passage.
3. Experimental reproduction of the phenomenon.
4. The mechanism of the phenomenon.
5. Quantitative characteristics phenomena.
6. His explanation is based on theory.
7. Practical use phenomena.
8. The impact of the phenomenon on man and nature.

1. Summing up the lesson

(Task: to form a system of knowledge about the process of scientific knowledge; teaching methods - inductive, reproductive).

To repeat the phenomenon of electromagnetic induction, we used the method of scientific knowledge. Its foundations were laid in the Middle Ages by G. Galileo. The scheme of the method is as follows:

Accumulation of facts;

Building a theory;

Experimental proof of the hypothesis;

Practical application of the theory.

The method of scientific knowledge makes it possible to objectively reflect reality not only in physics, but also in other areas of science.

2. Homework Information

(Task: explain the methodology for doing homework, motivate the obligation to complete).

On house: summary chapter 1, write a summary of the topic using generalized plan studying the phenomenon.

3. Revealing the result of the lesson

(Task: get information about the degree of assimilation of the material by students; FOPD - individual; reception of training - exercises).

Students can be offered tasks with a choice of answers or a physical dictation.

DEMONSTRATIONS: Faraday's experiment (magnet, coil, galvanometer), self-induction phenomenon (current source, 50 Ohm rheostat, 3600 turns coil, two low-voltage lamps, key), Faraday's portrait, rebus (

OPEN LESSON in grade 11

"Generalization of knowledge on the topic of electromagnetic induction"

The purpose of the lesson : Generalize and systematize knowledge on the topic "Electromagnetic induction"

Tasks:

1. Deepening previously acquired knowledge based on understanding the essential, most significant characteristics and relationships reflected through the structure of knowledge.

2. Formation of activities for recognizing and reproducing situations that correspond to knowledge of the topic "Electromagnetic induction";

3. Formation and development of UUD through the organization of work in groups;

4. Development of creative abilities of students, the ability to analyze, model, generalize;

5. Raising a sense of responsibility and mutual assistance;

6. Expanding the horizons of students;

7. Evaluation of the results of work.

Equipment: demonstration galvanometer, bar magnet, coil, transformer model, inertial flashlight, mobile phone, charger, multimedia projector, screen, computer.

Explanations for the lesson :

Students are given homework to review educational material on the topic: "Electromagnetic induction", prepare three presentations: "Biography of M. Faraday", "Application of the EMP phenomenon". In preparation for the lesson, you can use educational literature, encyclopedias, reference books, electronic textbook, Internet resources.

Lesson plan:

Organizing time.

Preparation for the main stage of the lesson - entering the lesson (motivation, updating knowledge).

Checking homework.

Generalization of the studied, assimilation of new knowledge and methods of activity:

a) frontal survey;

b) group work.

Application and consolidation of knowledge and methods of activity:

a) solving qualitative problems;

b) solving experimental problems;

c) making presentations.

6. The result of the lesson.

7. Homework.

8. Reflection.

During the classes:

1. Organizing time.

Teacher: Greetings. Check readiness for the lesson.

2. Entry into the lesson.

Teacher - Guys, on the territory of our school, an electric wire has been laid underground, through which an electric current flows. The wire needs to be replaced. How to determine the location of the wire with the help of devices. Name the device or devices. Explain its application, recall the physical phenomena on the basis of which their use can be explained. (Compass or magnetic needle. The arrow will deviate, because. there is a magnetic field around a current-carrying conductor, and it acts with some force on a magnetic needle).

On the demonstration table: an inertial flashlight, a transformer model, a mobile phone with a charger. The teacher poses the question to the children: “What unites all these devices?”

Suggested student response: "The operation of these devices is based on the EMR phenomenon."

Students are encouraged to formulate the topic and purpose of the lesson.

The teacher writes on the board the topic of the lesson: "Generalization of knowledge on the topic of electromagnetic induction."

3. Checking homework.

Teacher: Checking d / z will take place at different stages of the lesson, please be careful and active in the lesson!

4. Generalization of what has been studied, assimilation of new knowledge and methods of activity.

Introductory conversation with elements of a frontal survey based on presentation No. 1

Teacher:The law of electromagnetic induction is one of the most important fundamental laws of physics, which explains numerous phenomena in inanimate and living nature and which, therefore, underlies many sections of modern electrical and radio engineering and their practical applications.

The phenomenon of electromagnetic induction is used in many areas of science and technology (energy, medicine, metallurgical industry, electronics, electrical engineering, etc.).The discovery of this phenomenon played a decisive role in technological progress. modern society. This phenomenon is the physical basis of modern electrical engineering, providing industry, transport, communications, agriculture, construction and other industries, life and culture of people with electric energy.

Teacher: Guys, the EMP phenomenon was studied in the elementary school in the 9th grade and in the high school in the 11th grade. Let's try to highlight what knowledge you received in grade 9 and what new things you learned in grade 11 on this topic.

Students: In the 9th grade, the EMP phenomenon was studied at a qualitative level, Faraday's experiments were studied and carried out, laboratory work"Studying the phenomenon of EMR", solved qualitative problems on the topic. In grade 11 - repetition of what has been studied, new ones are introduced physical quantities, Faraday's law (EMR law) was formulated, Lenz's rule (to determine the direction of the induction current), the phenomenon of self-induction, Henry's experiments were studied, computational and qualitative problems were solved.

Teacher : And now, with the help of a small presentation called “Silent Film”, we will repeat the most important thing in this topic. Guys, your task is to voice the frames.

Presentation #1.

Teacher : English physicist Michael Faraday wrote in his working diary "Turn magnetism into electricity." Faraday was surein the unified nature of electrical and magnetic phenomena , so it is no coincidence that the first and most important step in the discovery of electromagnetic interactions was made by him. For a deeper and more complete assimilation of the material, we will repeat the knowledge on the topic "Electrical and magnetic fields» Let's hold comparative characteristic properties of electric and magnetic fields.

Teacher: Now, for group work, the class is divided into three groups. Each group has its own task. Max Time execution - 15 minutes. After completion, each group will choose a speaker and present their assignment. The time for the report on the completed task is no more than 3 minutes. At the end of each group, a sheet with student grades is presented to the teacher on the table. Please be objective.

Task for 1 group : Structure the main content of the EMP topic. The table contains a component of the structure of knowledge elements, it is necessary to fill in its content.

2. If Ф>0, then В↓ I AT;

3. If f<0, то ВВ;

4.I i - according to the gimlet rule.

EMR applications: alternating current generators, transformers, recording and playback of information using magnetic tapes, metal detectors, in electrical engineering, medicine, etc.

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L - inductance (H), F - magnetic flux (Wb)

Task for the third group : Compose questions on the topic "EMP phenomenon". Questions should be of different levels of complexity: reproductive - at least 5 (to reproduce the information of the topic studied on the basis of the textbook by G.Ya. Myakishev physics grade 11), expanding - at least 3 (material that goes beyond the study of physics within two hours, with the involvement of educational literature, for example, a textbook by V. A. Kasyanov physics grade 11, G. N. Stepanova physics grade 10, part 2, etc.), developing (using additional literature, reference books, encyclopedias, the Internet).

For example:

- reproductive :

1. What is the EMP phenomenon?

2. Formulate the EMP law.

3. How to determine the direction of the induction current?

4. Self-induction, inductance - what is a physical concept, what is a physical quantity? Give a definition.

5. How to determine the energy of a magnetic field?

- expanding:

1. What are Foucault currents? Where and why do they occur?

2. The principle of operation of an electrodynamic microphone.

3. What is the principle of operation of electric furnaces for melting metals based on?

4. What is the relaxation time of the L-R chain?

- developing:

1. The first electrical devices that used the phenomenon of EMP were induction coils. What was the first successful practical application of the induction coil?Answer : The first successful application of an induction coil in practice was carried out in the early 40s of the 19th century by the Russian academician B.S. Yakobi (1801-1874) for igniting powder charges of underwater electric mines. The minefields built under his leadership in the Gulf of Finland blocked the path to Kronstadt for two Anglo-French squadrons. A huge Anglo-French squadron, consisting of 80 ships with a total of 3600 guns, unsuccessfully tried to break through to Kronstadt. After the flagship "Merlin" collided with an underwater electric mine, the squadron was forced to leave the Baltic Sea. In Europe, then they had no idea about electric underwater mines.

2. By whom and when was the induction coil first used as a transformer?Answer : For the first time, the talented Russian electrical engineer Pavel Nikolaevich Yablochkov (1847-18940) used an induction coil as a transformer. In 1876, he invented the famous "electric candle" - the first source of electric light, which was widely used and known as the "Russian light". Thanks to its simplicity, the "electric candle" spread throughout Europe within a few months and even reached the chambers of the Persian Shah and the King of Cambodia. For the simultaneous inclusion of several "candles" in the network, Yablochkov invented systems for "crushing electrical energy" by means of induction coils. He received patents for a “candle” and a scheme for their inclusion in 1876 in France, where he was forced to leave Russia so as not to fall into a “debt hole”.

Speech by students based on the results of work in groups (3 minutes per speech). At the end of the work, they hand over to the teacher a sheet with grades for the work.

5. Application of knowledge and methods of activity .

a) solving quality problems

Teacher : Guys, now let's try to apply our knowledge to solving problems. On the screen you see tasks for determining the direction of the strength of the induction current. assignment for the whole class. Runtime 2 minutes.

Determine the direction of movement of the conductor in a magnetic field

Determine the direction of the induction emf

b) fulfillment of the experimental task

Equipment: galvanometer, coil, wires.

Exercise: use the equipment to show one of the experiments of M. Faraday and determine the direction of the induction current in the coil.

c) performance of students with presentations:

Biography of M. Faraday;

Application of the EMR phenomenon.

6. Summary of the lesson

Teacher: Ask students to summarize the lesson.

7. Homework.

Prepare developmental questions on the topic studied (for students with a high level of motivation)

8. Reflection .

Students are invited to evaluate the work in a group according to a certain algorithm;

Answer the questions of the questionnaire, which allows you to carry out introspection, give a qualitative and quantitative assessment of the lesson;

Express your attitude to the lesson in the form of a specific symbol.

The lesson was developed by a physics teacher MBOU secondary school No. 192

Kirovsky district of Novosibirsk - Konurina S.I.

2012

Knowledge element structure component

Physical quantities

physical phenomena

Properties of bodies, objects, phenomena

Structural forms of matter

Laws and regulations

Methods of knowledge

Devices, mechanisms, installations

Dear guys!

Based on the results of the lesson, I ask you to fill out a questionnaire that allows you to carry out self-analysis, give a qualitative and quantitative assessment of the lesson.

Complete the sentences

Possible answers

Reasoning for the selected answer

I worked in class

Active / passive

With my work in the classroom, I

Satisfied / not satisfied

The lesson seemed to me

short / long

for the lesson i

Not tired / tired

My mood

It got better / got worse /

hasn't changed

The lesson material was

Understood / Not Understood

Useful / useless

interesting / boring

Homework seems to me

easy / difficult

Interesting / not interested

Surname, name of the student _____________________________

Task number 1.

100 turns of insulated wire with a diameter of 0.2 mm are wound on a children's hoop. Connect the ends of this wire with two wires at least 2 m long to the terminals of a school demonstration galvanometer. Take with your right hand that part of the hoop from which these wires depart. Holding the hoop in front of you on an outstretched arm so that the arm is in the same plane with it, turn the arm and hand in one direction, and then quickly in the opposite direction 180 degrees. The galvanometer needle will deviate from the zero position. Explain this phenomenon.

Task number 2.

A copper ring moves past the pole of a bar magnet at a constant speed, the plane of which is perpendicular to the axis of the magnet. Will an electric current be induced in this ring?