Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
UNIT OVERVIEW Sheela Ravindran & Joy Augustine Time 25 Hours Strand: Physics Unit: Grade 11: Electricity and Magnetism Big Ideas Relationships between electricity and magnetism are predictable. Electricity and magnetism have many technological applications. Technological applications that involve electromagnetism and energy transformations can affect society and the environment in positive and negative ways. Overall Expectations: F1. analyse the social, economic, and environmental impact of electrical energy production and technologies related to electromagnetism, and propose ways to improve the sustainability of electrical energy production; F2. investigate, in qualitative and quantitative terms, magnetic fields and electric circuits, and solve related problems; F3. demonstrate an understanding of the properties of magnetic fields, the principles of current and electron flow, and the operation of selected technologies that use these properties and principles to produce and transmit electrical energy. Accommodations/Modifications Modifications are made on an individual basis as determined by student needs and in consultation with special education staff. Modifications include reduced number of expectations and modified materials to ensure that the student can successfully access the curriculum. Note-taking assistance, Duplicated notes, Contracts Reinforcement Assistive technology, such as text-to-speech software ,Graphic organizers , Organization ,coaching ,Time-management aids Mind maps and Increased breaks. Page 1 of 10 UNIT OVERVIEW Sheela Ravindran & Joy Augustine Instructional Strategies Brainstorm Anchor Charts Question/Answer Drama Lecture Lab Activity Demonstration Graphic Organizers Think/Pair/Share Discussion Group Work Modeling Gallery Walk Jig-Saw Guest Lecturer Computer Lab Case study Problem Solving PMI Spider Map Various instructional strategies have been included to appeal to the various learning styles (audio, visual, kinesthetic) Assessment Strategies Diagnostic Assessment Response Journal Oral Report Assignment Quiz Class worksheet Checklist Questioning Rubric Mid unit Test Lab worksheet Lab questions Problem sets Homework End of Unit Test SEQUENCE RATIONALE The design of our Electricity & Magnetism Unit follows a sequence of lessons that focus on building content knowledge by using different methods of learning and inquiry. Linear, teacher directed lessons occur early in the unit with a rapid transition to student centered learning strategies once a basic content base is provided. The Anticipation Guide is used as a diagnostic tool to assess prior knowledge and reveal possible misconceptions about the Electricity & Magnetism. Visuals, in the form of videos, are used to provide interest. The lesson will also provide information about students’ ability to articulate their understanding. The videos will provide background knowledge. A worksheet will be completed by each student and graded to ensure that students focus on the lesson. As follow-up, Page 2 of 10 UNIT OVERVIEW Sheela Ravindran & Joy Augustine students will create posters based on the contributions of various scientists which they use to construct a class time line showing the scientists’ important contributions. Students will be accountable for taking notes from the work of their peers. Possible Misconception # 1 If students connect series/parallel circuits incorrectly, or use different wattage light bulbs, students may come to incorrect conclusions. It is important to have a large supply of the same wattage light bulbs. It is important to make sure everyone has proper notes for this section. Another common misconception is that water is an insulator of electricity. This could be addressed by brainstorming the reason for electric shocks that occurred this year on Hydro covers. Conception How come birds sitting on a High Tension electric lines do not get electric shocks even though the potential difference on these lines is very high (about 10,000V)? This could be addressed through brainstorming, co-operative learning, or conceptual map. Possible Misconception # 2 ( Adapted from the book - Teaching High School Science through Inquiry-Douglas Llewellyn) Students may think that static electricity is due to the transfer of electrons or protons. To clarify this misconception we have included a drama play about atoms, which will clearly demonstrate that the electron is the only portion of the atom that can move freely. Students may think that any pole on top of a building can act as a lightning rod. During the lesson, we will clarify that this is only true if it is has been properly grounded. Students may think that all renewable energy resources are environmentally safe. Bio-fuels still create carbon dioxide, as well as others like solar panels create environment waste when they no longer are used. These issues will be addressed in discussion when the students present their posters. Page 3 of 10 UNIT OVERVIEW Sheela Ravindran & Joy Augustine Lessons & Specific Expectations 1 2 Lesson (Title and Topic) Expectation Codes Why study Magnetism and Electricity? F3.1, F3.9, A2.1 Electrostatic - Electric Charges and Forces F2.1 [C], A1.11 Achievement Categories K Beach Ball Brainstorming Activity: Have students stand in a circle and state 2 things they already know about magnetism or electricity as they pass the ball around the group (diagnostic) 10min Guest Speaker: Invite guest speakers (preferably an electrical engineer and an electrician) into the class. Ask them to talk about safety practices at work, career choices, and how their knowledge of magnetism and electricity is relevant in their daily work. 20min for each speaker. Ask students to complete a graphic organizer with all the things they know about magnetism and electricity and all the things they learned. Assessment: Each student in the class should be prepared to ask a question at the end of the presentation or state one thing that they learned from the presentation and hand in the graphic organizer 10min. Hook: If your school has a Van De Graff generator allow students to each experience what it feels like. 5min Demonstration: Lay a wooden 2x4 on an inverted watch glass on a large table. Charge a vinyl strip with a wool cloth by rubbing the two. Place the strip close to the 2x4. Electrostatic forces will move it. 5min. Power Point Presentation: Electrical Structure of Matter- include atoms, protons, neutrons, positive ions, negative ions, Review Fundamental Laws of Electric Charges. 10min. Investigation: Set up a lab where students can experience electrical charges Induction and grounding. Activity 12.1.1 on page 429 (Nelson) 20min. Assessment: Ask students to copy table 2 on page 430 and complete accompanying practice questions in think /pair / share format. Have students present different answers 20min. I C Learning Strategies Assessment Strategies A X Brainstorm Diagnostic Assessment Anchor Chart Question/ Answer/ x X Class Worksheet Graphic Organizer x Lecture Lab activity x x x Demonstratio n Graphic organizers Lab worksheet Response Journal x Class worksheet Page 4 of 10 UNIT OVERVIEW 3 Electric Fields and Electric Charge F2.6 [AI], A1.13 Sheela Ravindran & Joy Augustine Hook: Coulomb's experiment - Hang a light horizontal bar from a support wire. Take a charged object towards the bar observe the distance the bar moves. 10min. Problem Solving: With acetate paper and a overhead projector work out problems using Coulomb's law, Millikan's elementary charge and the formula Q=Ne. 30min. Assessment: Have some students present their solutions to the class from page 436 (Nelson) 20min T/P/S Lab investigation Checklist Lab questions Lab activity Discussion/ Lecture x 4 Electric Current F2.1, F2.6 [AI], F3.8 x Class worksheet Role Playing: Post the definitions of Ampere, electric current and electric flow on the board. Also explain what alternating current and direct current mean. Provide an example for each definition 20min. In groups of 6-8 ask students to prepare a visual representation of the five concepts using themselves as props and provide a narration to connect their role playing to the concepts 20min. Problem Solving: use formulas and proper calculations to answer section questions 20min. Assessment: Checklist - make sure each group demonstrates the concepts correctly. Discussion Brainstorm Lecture x x Group Work 5 Electric Potential Difference F2.1 F2.6 [AI] Discussion or Socratic Episode to explain the concept of how gravitational potential energy is similar to electric potential energy and how they differ 10min. Activity: Provide students with voltmeters and set up several different simple circuits around the class where students can go and measure 10min. Assign section questions on page 445. Help them to solve problems by analysing and interpreting quantitative data questions 25min. Assessment: ask students to write an anecdotal record comparing electric potential difference to a personal life experience 15min Page 5 of 10 x x x x Class Worksheet/ Oral Report/ Questioning Journal Mid-Unit Test UNIT OVERVIEW 6 Kirchhoff's Laws for Electric Circuits F2.1 [C], F2.2 [AI], F2.3 [PR, C], F3.4 Sheela Ravindran & Joy Augustine Hook: Construct a circuit with many different devices and insert 2 errors in your circuit (if you have the equipment construct the actual model otherwise just draw it out on the board using proper symbols) ask the students to prepare a legend for all the different materials you used. Also, ask them to spot any errors in your circuit.10min Jigsaw Activity: Make sure the number of students adds up evenly into groups of 5. Assign different topics for each home group to learn (1.Kirchhoff's Voltage and Current Law 2. Conservation of Charge Law 3. Conservation of Energy Law 4. Parallel and Series Circuits 5. Circuit Symbols) After 10min send students to expert groups where each student takes a turn teaching the group what they learned from the home group 20min. Experimenting: In the same groups allow students to construct their own circuits 10min. Assessment: Peer Evaluation- each student must complete an evaluation of a circuit. The teacher should make the marking scheme/rubric with criteria and levels with the students. 10min X X Graphic organizer Diagnostic assessment Anchor Chart Demo/ Lecture Venn Diagram Class work x X 7 Electric ResistanceOhm's Law F1.1 [AI, C], F2.2 [AI], F3.4, A1.8, A2.2 Explain Ohm's Law. Talk briefly about his contributions to science and life. Define Resistance, Display the relationship between Potential Difference (V) and Current (A) as a graph, and provide the equation R = V / I 12min. Assessment: Lab Bell Ringer. Set up 8 stations around the classroom with different diagrams of circuits for students to analyse. Allow students to rotate through each station. Rotate every 6min. Students can analyse diagrams recording results and answers on a score card to be handed in. Lab activity Group Work(pairs) Lab worksheet Class work x Page 6 of 10 UNIT OVERVIEW 8 Power in Electric Circuits F2.1 [C], F2.2, F2.6 [AI], A1.8 Sheela Ravindran & Joy Augustine Hook: Review Movies: Science Key Concept Series: Physics - Electricity and Magnetism. Benchmark Media 15min Problem Solving: Using a overhead projector and transparent acetate paper work through sample problems with students from page 466 and section 12.7. Make sure you review Problem solving procedure (Given, Required to Find, Formulas, Analysis, Calculations, Conclusion) mathematical concepts, proper SI units, and appropriate terminology. Cooperative Learning: Assign different questions to pairs of students. Allow 10min to complete. Students can present their answers 20min. Assessment : numerical problem - evaluate the answer they produce Modeling Checklist Lab activity x 9 MagnetismPoles, Fields and Forces F2.4 [PR], F3.1, F3.5, F3.8 Hook: Using a strand of string tie a bar magnet to a stand. Make sure it is centered and perfectly horizontal. Ask the students what they think will happen and why. 5-10min Power Point Presentation: Create a visual presentation of the Magnetic Structure of Magnets - including N and S poles, properties and field lines. Review the Fundamental Laws of magnetic poles. Provide students with bar magnets to experience for themselves each law. 20min Investigation: In partners get students to draw 3D lines of Magnetic Fields. Students can use a bar magnet with clear acetate sheets and iron filings (safety goggles) and a bar magnet with a compass to outline the field lines. Repeat activity with two magnets and draw distorted field lines. Assessment: Checklist for each picture- make sure the laws and properties are evident. Post the pictures around the room. Assign sec. 13.1 and 13.2 (Nelson) for reading. x Group Discussion Journal Response Modeling Checklist Flow chart X x Journal Page 7 of 10 UNIT OVERVIEW 10 11 Magnetic Materials Oersted's Law F3.1, F2.5 [PR], F3.4, F3.5 Sheela Ravindran & Joy Augustine Hook: Demonstration: Magnetic Induction - Activity procedure is on pg 476 Physics 11 textbook (Nelson). Explain the demonstration with the students using chart paper to draw a picture and jot down some properties as well as ask a few probing questions: In terms of magnetic induction, is the iron of the nail soft or hard? explain. 10min Student Presentation: Divide students into six groups, give them chart paper and get them to prepare the same presentation for : Demagnetization, Reverse Magnetization, Breaking a Bar Magnet, Magnetic Saturation, Induced Magnetism by earth, Keepers for Bar Magnets. Students need to prepare visual aid- chart paper, demonstration, and valid properties 40min Assessment: Self Evaluation rubric 10min Hook: Set up an electric current through a conductor. Ask a student to point you in the right direction (N for example) using a compass and the current on. Ask another student to point you in the same direction with a compass near the conductor with the current off. 10min Make sure the set-up is correct and safe. Ask students to brainstorm possible explanations 5min. Investigation: Activity 13.3.1 pg 480. 30min Assessment: Formal Lab Report and Exit Ticket with a diagram of the right - hand rule. 15min x x Magnetic Field of a Coil or Solenoid F1.1, F3.1, A1.8 Lab Report Lab activity Lab Report x Gallery Walk x x Lecture x 12 Group work (in pairs) Lab activity Experimenting: Activity13.4.1. on pg 484 (Nelson) 30min Assessment: Short answer essay - Explain why the 3 factors affecting the magnetic field of a coil work. Also select one application of electromagnetism in technology and explain in detail its significance in society or the environment 25min. Exit ticket: draw and explain the right-hand rule for a coil conductor 5min Problem Set Cause & Effect Map Lab Activity Lab report Short Answer Lecture Spider Map x 13 The Motor F2.8 [PR, AI], Investigation 13.5.1 : Motor principle. Have students perform the activity Page 8 of 10 x x X X x Mid Unit Test UNIT OVERVIEW 14 15 16 17 Principle F3.4, F3.5, F3.6 Constructing a DC motor F2.8 [PR, AI], A1.7 Faraday's Discovery Direction of Induced Current Lenz's Law Electric Generators: AC and DC F2.7[PR, AI, C], F3.4, F3.5, A2.2 F1.1 [AI, C] F2.7 [PR, AI, C], F3.4, F3.5, A1.10 F2.1 [C], F2.8 [PR, AI], F3.6, F3.7, A1.2, A1.4 Sheela Ravindran & Joy Augustine on page 492 (Nelson) 30min. Complete a lab report in the form of a Journal Entry. Assign reading section 13.6 pgs494-502 (Nelson) 20min. Assessment: Checklist for proper lab skills, check if motor works (why or why not) and Exit Ticket for the right-hand rule for the motor principle 10min. Hook: Bring in old electric motors from remote controlled cars or other devices, allow students to look at the different parts and make connections between structures and functions. 15min Take apart a bigger electric motor together 15min. Lab Activity: Construct a simple DC Motor - Activity 13.6.1 on page 498 (Nelson) 25min. Assessment: ask students to prepare a Case Study for a practical use of the Motor Principle: some examples are Moving-coil loudspeaker, galvanometer, and electric motor. Ask them to construct a miniprototype of the device. Provide students with the rubric and case study format 5min. Demonstration: Electromagnetic Induction - Activity is outlined on page 507 10min. Investigation: Inducing current in a coiled conductor 14.1.1 pg 508. 20min. Inquiry: Set up Faraday's Iron Ring (transformer)- Allow students to hypothesize and answer the questions on page 510 (Nelson) together in pairs. 10min. Assessment: Interview the students as though they were Faraday and ask them to explain how the iron ring example works? 20min Communicate to the class how a television tube works including specific reference to Lenz's Law, social/economic impact on society 15min. Ask students to complete Investigation on page 513 (Nelson) 10min. Students can gather data on another real life device that relies upon Lenz's Law and analyse the social/economic impact on society 20min. Students can select organize and record relative information in the form of a graphic organizer and justify their conclusions with a mini presentation 15min. Assessment: Checklist and Probing Questions. Allow students to construct their own Electric Generators in small groups. Observe which materials and equipment they choose to use 40min. Provide them with a checklist of scenarios (AC vs. DC), and different objectives (Maximizing output). Page 9 of 10 X Jigsaw Group Work PMI chart Diagnostic Assessment Observationa l Checklist Rubric x x Guest Lecturer Or Field trip Computer Lab Independent Case Study x Quiz Assignment x Lecture Modeling x x Problem Solving GRASP Problem Set Lecture/ Problem Solving Problem Set X UNIT OVERVIEW 18 The Transformer F2.1 [C], F2.6 [AI], F3.8, F3.9 Sheela Ravindran & Joy Augustine Assessment: Safety- make sure that students are working safely with the materials. Peer Evaluation and class Mini-Presentation - Provide marking rubric 20min Transformers are safety hazards Do not perform teacher demonstration unless you are comfortable doing Investigation 14.4.1 on page 523 (Nelson) 20min. Ask students to prepare diagrams on chart paper in small groups outlining the differences of step-up and step-down transformers 20min. Solve problems: Work through a few word problems with students on overhead projector 20min. Assessment: Numerical Problem to be handed in on paper. GRASP x Rubric x 19 Distribution of Electrical Energy 20 Review and Study Period F2.1 [C] 2.6 [AI] Independent Study: Read 529- 536 (Nelson) Complete problems, Create a question sheet for the Case Study: Magnetic Information Storage. Create a list of interview questions to ask people with careers in Electricity and magnetism both sets of questions should focus on the social and economic impact their technologies have on the world 55 min. Assessment: Exit ticket - interesting fact you learned 5min Video: Scientific Eyes Series V - Electricity and Magnetism. Britannica. circuits, electromagnetism and current safety. 20min. Read chapter summary, Define Key Terms, Complete chapter reviews pg 538-539 and pg 504-505.(Nelson). Students can finish presentations and old assignments. 30min Assessment : Rating scale of how productive each student was with their independent study period 10min. Expectation F1.2 will be covered in the culminating task K-Knowledge/understanding I –Thinking & Investigation C – Communication A- Application Page 10 of 10 x x x x X X X x x x Computer Simulation Unit Test