Lesson Plan

Lesson Plan
Topic: Understanding how Motors and Generators Operate
Subject: Tech. Ed.
Title of Lesson: Motors and Generators Grade: 10-12
Teacher Name/s: Tom Leuthner, Battle Lake School
1. Learning Goal:
Students will gain an understanding of how motors and generators operate by
Constructing a working model of a fixed magnet DC motor.
2. Objective:
By constructing a fixed magnet DC motor, students will be able to:
1. Identify and describe the components of a DC motor.
2. Trouble Shoot and correct basic circuit faults.
3. Use diagrams and text to explain the operation of a fixed magnet DC motor.
Minnesota State Standards that are addressed in this lesson are:
The nature of science and engineering: 3.1.1.1.1
3.1.1.2.1
3.1.1.2.2
4.1.2.2.1
4.1.2.2.2
5.1.1.2.1
6.1.3.1.1
8.1.3.3.3
9.1.2.2.2
Physical Science 4.2.3.2.3
6.2.3.2.2
9.2.3.2.1
9.2.3.2.5
9P.2.3.2.3
9P.2.3.2.4

3. Prior teacher preparation and knowledge of students:
Teachers must collect the materials listed on the handout. A good resource for this
material is www.kelvin.com for a complete list of materials; please reference the handout
on constructing a Fixed Magnet DC Motor.
Students will need a basic understanding of electrical charges. A good starting point is to
watch a power point presentation on DC motor fundamentals. Another example would
be to show the students an example of an electromagnet, and in so doing create a simple
circuit using batteries, or a DC power supply.
4. List of materials/resources.
Small Magnets (4-6 per motor)
Large Paper Clips
Alligator clip test leads 2 per motor
1/16” drill bit
D size battery holder
Wire cutters
D sized Alkaline Dry Cell
Clear Tape
Exacto knives, 1 per group
Needle Nose pliers
Wooden Block approximately ¾” x 4” x 4”
Enameled Magnet Wire 24-18 gauge approximately 24inches per motor
Toilet Paper Rolls, or a Wooden Dowel of approximately the same diameter.
5. Lesson Procedure
Introduction:
Review the handout on motor terminology.
Watch the power point presentation on DC motor fundamentals.
Review the handout on how to construct a fixed magnet DC motor.
Exploring/Development
Working individually, or in pairs, students will construct a fixed magnet DC motor.
As students progress through the project, ask them to identify the various parts and
the purpose they serve to allow the motor to operate. Students will be presented with
various problem solving opportunities, encourage them to try there own ideas to reach
the desired solution.
Instructors should use their judgment, when dealing with students with special needs.
Additional supervision or adaptations may be necessary. E.g. teacher aide must be
present with student at all times during the activity to prevent injury.

Summarizing and Practice
As students progress through the lesson, it’s best to use good questioning techniques
to allow students the opportunity to think about the project as they are constructing it.
Questions to ask may include:
“What is the name of the part you are building”
“What purpose does the part serve in the operation of an electric motor”
“Can you think of a way to improve the performance of the part”
At the completion of the project, have the students show their projects to other
members of the class. Ask them what they learned about motors, and what methods,
or problem solving skills they used to help it perform better.
An excellent follow-up activity would be to explore the inner parts of an actual
electric motor from a small appliance. See if students can identify the various parts.
6. Assessment/Evaluation
There are several ways to assess this lesson.
1. Students are able to research and define the necessary terminology related to
electric motors and generators.
2. Students are able to construct a working model of a fixed magnet DC electric
motor.
3. Students are able to identify the parts and explain their purpose in an electric
motor.
4. Students will be required to pass a written test with at least 75% accuracy.

7. Reflection.
In order for this lesson to be a success, students must have an understanding of how
the project is assembled. This is best accomplished by reading through the
instructions as a group first, then allowing the students to access their supplies.
Another recommendation would be to build the project first ahead of time and find
out what areas might need additional explanation, or problem solving.
As a final measure of what the students have learned, students should be able to
produce a working model of a fixed magnet DC motor, identify and explain the
purpose of the various parts of the motor and pass a test with no less than 75%
accuracy.
“This workforce solution was funded by a grant awarded under Workforce Innovation in Regional Economic Development
(WIRED) as implemented by the U.S. Department of Labor’s Employment and Training Administration. The solution was
created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of
Labor makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information,
including any information on linked sites and including, but not limited to, accuracy of the information or its completeness,
timeliness, usefulness, adequacy, continued availability, or ownership. This solution is copyrighted by the institution that
created it. Internal use by an organization and/or personal use by an individual for non‐commercial purposes is permissible.
All other uses require the prior authorization of the copyright owner.”