Class: Senior Secondary School 1 (SS1, SS 1, SSS1, SSS 1)
Term: 3rd Term
Week: 3
Age: 15 years
Duration: 45 minutes
Subject: Basic Electronics
Curriculum Theme: Basic Electronics
Previous Lesson: Magnets and Magnetic Field: Temporary and Permanent Magnets.
Topic: MAGNETS AND MAGNETIC FIELD: The law of attraction and repulsion.
Subject Matter: Law of attraction in magnets, law of repulsion in magnets, demonstrating attraction and repulsion, observing magnetic field patterns with iron filings.

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain:

Define magnetic attraction and repulsion.
State the law of attraction and the law of repulsion in magnets.
Identify the poles of a bar magnet.

Affective Domain:

Appreciate the importance of magnetic laws in various applications.
Show interest in observing magnetic phenomena.

Psychomotor Domain:

Demonstrate the law of attraction and repulsion using bar magnets.
Draw the magnetic field pattern observed with iron filings.

Work cooperatively during practical demonstrations.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum for Basic Science and Technology.
State Unified Scheme of Work for Basic Electronics SSS 1.
Basic Electronics for Senior Secondary Schools by a relevant author.
https://www.google.com/search?q=basic+electronics+sss1+curriculum
https://www.youtube.com/watch?v=sK3M2aD_P9U

Instructional Materials

The teacher will teach this lesson with the aid of:

Bar magnets
Iron filings
Sheets of paper
A compass

Rationale for the Lesson

Understanding the laws of magnetic attraction and repulsion helps pupils grasp how magnets behave. This knowledge is important because magnets are used in many everyday devices, such as speakers, motors, and magnetic closures, and understanding these laws helps explain their operation.

Prerequisite/Previous Knowledge

Pupils have a basic understanding of what a magnet is and that magnets have poles (North and South).

Lesson Content/Board Summary

MAGNETS AND MAGNETIC FIELD: The law of attraction and repulsion

Law of Attraction in Magnets

The law of attraction states that opposite poles of magnets attract each other. This means a North pole will attract a South pole.

Law of Repulsion in Magnets

The law of repulsion states that like poles of magnets repel each other. This means a North pole will repel another North pole, and a South pole will repel another South pole.

Demonstrating Attraction and Repulsion

Attraction can be demonstrated by bringing the North pole of one magnet close to the South pole of another magnet. Repulsion can be demonstrated by bringing two North poles or two South poles close to each other.

Observing Magnetic Field Patterns with Iron Filings

A magnetic field is the area around a magnet where its magnetic force can be felt. Iron filings can be used to visualize these invisible lines of force.

The following are observations when using iron filings:

Iron filings arrange themselves in patterns showing the magnetic field lines.
The lines emerge from the North pole and enter the South pole.
The lines are denser where the magnetic field is stronger, usually at the poles.
Magnetic field lines never cross each other.

Teaching Methods/Instructional Techniques

Discussion, Lecture, Demonstration, Question and Answer, Visual Aids

Instructional Procedures

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: The teacher greets the pupils and asks them to recall what they know about magnets, including their uses and properties. The teacher then introduces the topic: “Magnets and Magnetic Field: The law of attraction and repulsion.”
Pupils’ Activity: Pupils respond to the questions and listen attentively.
Learning Point: Pupils recall previous knowledge about magnets and are introduced to the lesson topic.

Step 2: Explanation of Law of Attraction

Time: 7 minutes
Teaching Skill: Explanation/Lecture
Teacher’s Activity: The teacher explains the law of attraction, stating that opposite poles (North and South) attract each other. The teacher uses a diagram or sketch on the board to illustrate this.
Pupils’ Activity: Pupils listen, take notes, and ask questions for clarification.
Learning Point: Pupils understand the law of attraction.

Step 3: Explanation of Law of Repulsion

Time: 7 minutes
Teaching Skill: Explanation/Lecture
Teacher’s Activity: The teacher explains the law of repulsion, stating that like poles (North-North or South-South) repel each other. The teacher uses a diagram or sketch on the board.
Pupils’ Activity: Pupils listen, take notes, and ask questions.
Learning Point: Pupils understand the law of repulsion.

Step 4: Demonstration of Attraction and Repulsion

Time: 10 minutes
Teaching Skill: Demonstration/Observation
Teacher’s Activity: The teacher uses two bar magnets to demonstrate both attraction (N-S poles) and repulsion (N-N or S-S poles) to the pupils. The teacher ensures all pupils can observe.
Pupils’ Activity: Pupils observe the demonstration carefully and describe what they see.
Learning Point: Pupils observe the practical application of the laws of attraction and repulsion.

Step 5: Observing Magnetic Field Patterns

Time: 8 minutes
Teaching Skill: Demonstration/Observation
Teacher’s Activity: The teacher places a bar magnet on a flat surface, covers it with a sheet of paper, and sprinkles iron filings on the paper. The teacher gently taps the paper to show the magnetic field lines. The teacher guides pupils to identify the poles and the direction of the field lines.
Pupils’ Activity: Pupils observe the patterns formed by the iron filings and discuss their observations.
Learning Point: Pupils visualize the magnetic field lines and understand how they are formed.

Step 6: Class Discussion and Summary

Time: 3 minutes
Teaching Skill: Discussion/Consolidation
Teacher’s Activity: The teacher leads a brief discussion, asking pupils to summarize the main points of the lesson, especially the two laws of magnetism and how magnetic fields are observed.
Pupils’ Activity: Pupils contribute to the discussion and help summarize the key concepts.
Learning Point: Pupils consolidate their understanding of the lesson.

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

Define magnetic attraction.
State the law of magnetic repulsion.
Describe how you would demonstrate magnetic attraction using two bar magnets.
Mention one way to observe magnetic field patterns.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 2 minutes
Teaching Skill: Wrap-up
Teacher’s Activity: The teacher summarizes the lesson, reiterates the importance of understanding magnetic laws, and gives pupils homework to draw the magnetic field pattern of a bar magnet.
Pupils’ Activity: Pupils listen to the summary and copy down the homework.
Learning Point: Pupils reinforce their learning and prepare for further study.

Lesson Keywords

Magnet – An object that produces a magnetic field and attracts or repels other magnets.
Magnetic field – The area around a magnet where its magnetic force is exerted.
Attraction – The force that pulls opposite magnetic poles together.
Repulsion – The force that pushes like magnetic poles apart.
North pole – One of the two ends of a magnet, typically pointing towards the Earth’s geographic North.
South pole – One of the two ends of a magnet, typically pointing towards the Earth’s geographic South.

Differentiation

For visual learners, the demonstrations with bar magnets and iron filings will be highly effective. Kinesthetic learners will benefit from handling the magnets and arranging the iron filings themselves if resources permit. For pupils needing more support, the teacher will provide simplified explanations and repeat key concepts. Advanced pupils can be challenged to research real-world applications of these magnetic laws.

Note for teachers using this lesson plan

Ensure that all pupils have a clear view of the demonstrations. Encourage active participation and questioning. Emphasize safety when handling magnets, especially to avoid pinching fingers. Have extra magnets and iron filings available for individual or group exploration if time and resources allow.