Electromagnetic Induction… · SHS3 Physics

Lesson notes

Learning Objectives

Indicator: 3.3.3.LI.1 - Explain inductance and obtain a mathematical expression for the relationship.

By the end of the lesson, learners can:

Differentiate between an inductor (a physical component) and inductance (a property of that component) using correct terminology and examples.
State the factors that affect the inductance of a coil (number of turns, coil area, core material, and coil length) and explain how each factor influences the value of inductance.
Recall and apply Faraday’s law of electromagnetic induction to derive the mathematical expression for inductance, L = NΦ/I.
Apply the inductance formula to calculate the inductance of a coil when given values of flux linkage and current, and solve numerical problems involving the factors that affect inductance.
Differentiate between self-inductance and mutual inductance, giving a practical example of each from everyday electrical devices.

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Curriculum details

Strand: Electric Field, Magnetic Field and Electronics (Strand 3)
Sub-strand: Electromagnetic Induction & Applications (3.3)
Content standard: 3.3.3.CS.2 - Demonstrate knowledge and understanding of induction. 3.3.3.LO.2 Explain the working principles of inductors and their applications.
Indicator: 3.3.3.LI.1 - Explain inductance and obtain a mathematical expression for the relationship.
Suggested placement: Semester 2, Week 8 (Week 28 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 186

Exemplars (from the NaCCA curriculum)

Talk for learning: Describe and distinguish between inductance and an inductor Explain the factors that affect inductance:
- number of wire turns in a coil
- coil area
- core material
- coil length Recall and apply Faraday's law to determine inductance Explain and differentiate self-inductance and mutual inductance
Foster respect and inclusion in physics, creating an inclusive and welcoming classroom environment that values the contributions of individuals from all backgrounds and genders.
Assessment (3.3.3.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.
Teaching and Learning Resources:
- Audio-visuals
- Internet
- Projectors
- YouTube
- Interactive virtual laboratory
- Practical
- Reference laboratory books setup