Class: Senior Secondary School 1 (SS1, SS 1, SSS1, SSS 1)
Term: Second Term
Week: 9
Age: 15 years
Duration: 45 minutes
Subject: Basic Electricity
Curriculum Theme: Basic Electricity
Previous Lesson: Kirchhoff’s Voltage Law and Loop Calculations.
Topic: MAGNETS
Subject Matter: origin of magnets, description of magnets, properties of magnets, magnetic lines of flux, drawing magnetic field lines

Specific Objectives

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

Cognitive Domain:

Define a magnet and describe its origin.
State at least three properties of magnets.
Explain the concept of magnetic lines of flux.

Affective Domain:

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

Psychomotor Domain:

Demonstrate how to draw magnetic lines of flux for different magnet configurations.
Reproduce accurate drawings of magnetic field lines.

Collaborate with peers during practical demonstrations.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum for Basic Science and Technology (JSS 1-3)
State Unified Scheme of Work for Basic Electricity SSS 1
Basic Electricity for Senior Secondary Schools by E. C. Okeke
https://example.com/basic_electricity_magnets
https://example.com/magnetic_fields_explained

Instructional Materials

The teacher will teach this lesson with the aid of:

Bar magnets
Iron filings
Plain paper sheets
Charts showing magnetic fields of different magnets
A compass

Rationale for the Lesson

This lesson helps pupils understand the fundamental principles of magnetism, which is a key concept in basic electricity. Knowledge of magnets is important for understanding how many everyday devices like electric motors, generators, and speakers function, enabling pupils to appreciate the science behind these technologies.

Prerequisite/Previous Knowledge

Pupils should have basic knowledge of forces and different types of materials from their Junior Secondary School science classes.

Lesson Content/Board Summary

MAGNETS

Origin of Magnets

Magnets are materials that produce a magnetic field. The phenomenon of magnetism was first observed with naturally occurring stones called lodestones, which are natural magnets made of magnetite (an iron ore).

The origin of magnetism in materials is related to the arrangement and movement of electrons within their atoms.

Description of Magnets

A magnet has two poles: a North-seeking pole (North pole) and a South-seeking pole (South pole).

The following are characteristics of magnets:

The magnetic force is strongest at the poles.
When a magnet is suspended freely, its North pole points towards the Earth’s geographic North.
Magnets attract ferromagnetic materials like iron, nickel, and cobalt.

Properties of Magnets

The main properties of magnets include:

Attraction: Magnets attract ferromagnetic substances.
Repulsion: Like poles repel each other (North-North, South-South).
Attraction: Unlike poles attract each other (North-South).
Directional Property: A freely suspended magnet always rests in the North-South direction.
Induction: A magnet can induce magnetism in another magnetic material.

Magnetic Lines of Flux

Magnetic lines of flux (or magnetic field lines) are imaginary lines used to represent the direction and strength of a magnetic field.

The following are characteristics of magnetic lines of flux:

They originate from the North pole and end at the South pole outside the magnet.
They form continuous closed loops inside the magnet.
They never intersect each other.
They are closer together where the magnetic field is stronger (at the poles) and spread out where it is weaker.
The direction of the field line at any point is the direction a free North pole would move.

Drawing Magnetic Field Lines

Magnetic field lines can be visualized using iron filings or a small compass. To draw them, place a bar magnet on a paper and sprinkle iron filings around it. The filings align themselves along the field lines. Alternatively, a compass can be used to trace the path a North pole would take.

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 if they have ever played with magnets or seen them in use. The teacher then introduces the topic “Magnets” and states the lesson objectives.
Pupils’ Activity: Pupils respond to the teacher’s questions and listen attentively.
Learning Point: Pupils are engaged and aware of the lesson’s focus.

Step 2: Origin of Magnets

Time: 7 minutes
Teaching Skill: Explanation/Questioning
Teacher’s Activity: The teacher explains the historical discovery of magnets (lodestones) and briefly discusses the atomic basis of magnetism (electron movement). The teacher encourages pupils to ask questions.
Pupils’ Activity: Pupils listen, take notes, and ask questions for clarification.
Learning Point: Pupils understand how magnetism was discovered and its basic origin.

Step 3: Description and Properties of Magnets

Time: 8 minutes
Teaching Skill: Explanation/Demonstration
Teacher’s Activity: The teacher uses a bar magnet to demonstrate its poles and shows how it attracts iron filings. The teacher then explains and demonstrates the properties of magnets (attraction, repulsion of poles, directional property) using two bar magnets and a compass.
Pupils’ Activity: Pupils observe the demonstrations, participate in discussions, and identify the properties of magnets.
Learning Point: Pupils can describe a magnet and state its key properties.

Step 4: Magnetic Lines of Flux

Time: 7 minutes
Teaching Skill: Explanation/Visualisation
Teacher’s Activity: The teacher explains what magnetic lines of flux are and describes their characteristics using a chart showing magnetic field lines around a bar magnet. The teacher emphasizes that these lines never cross.
Pupils’ Activity: Pupils observe the charts, listen to the explanation, and understand the concept of magnetic field lines.
Learning Point: Pupils grasp the concept and characteristics of magnetic lines of flux.

Step 5: Drawing Magnetic Field Lines

Time: 8 minutes
Teaching Skill: Demonstration/Practical Application
Teacher’s Activity: The teacher demonstrates how to draw magnetic field lines using a bar magnet, paper, and iron filings. The teacher guides pupils on how to correctly interpret and sketch these lines, showing the direction with arrows.
Pupils’ Activity: Pupils observe the demonstration carefully and attempt to reproduce the drawings on their own paper or in groups.
Learning Point: Pupils learn the practical skill of drawing magnetic field lines.

Step 6: Class Activity/Discussion

Time: 5 minutes
Teaching Skill: Group Work/Problem Solving
Teacher’s Activity: The teacher divides pupils into small groups and provides each group with a bar magnet, paper, and iron filings. They are tasked with drawing the magnetic field lines and discussing their observations.
Pupils’ Activity: Pupils work in groups to perform the activity and discuss their findings.
Learning Point: Pupils reinforce their understanding through hands-on practice and peer interaction.

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 a magnet.
Mention three properties of a magnet.
What are magnetic lines of flux?
State two characteristics of magnetic lines of flux.
Draw the magnetic field lines around a single bar magnet.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 2 minutes
Teaching Skill: Summarization
Teacher’s Activity: The teacher summarizes the main points of the lesson, reiterating the definition, properties, and concept of magnetic field lines. The teacher assigns homework.
Pupils’ Activity: Pupils listen and copy the homework.
Learning Point: Pupils review the key concepts of the lesson.

Lesson Keywords

Magnet – A material or object that produces a magnetic field.
Magnetic field – A region around a magnetic material or a moving electric charge within which the force of magnetism acts.
Magnetic poles – The two regions at the ends of a magnet where the magnetic force is strongest (North and South).
Magnetic lines of flux – Imaginary lines representing the direction and strength of a magnetic field.
Ferromagnetic materials – Materials strongly attracted by magnets (e.g., iron, nickel, cobalt).

Differentiation

For pupils who grasp concepts quickly, the teacher can challenge them to research electromagnets or Earth’s magnetic field. For pupils needing more support, the teacher can provide simplified diagrams and offer one-on-one guidance during practical drawing activities, ensuring they use simpler magnets and fewer field lines to start.

Note for teachers using this lesson plan

Ensure all demonstration materials are ready before class. Supervise practical activities closely, especially when handling iron filings to avoid mess. Encourage pupils to draw neat and clear diagrams, emphasizing the direction of the field lines with arrows. Relate the concepts to real-world applications of magnets to enhance engagement.