Download SPH3U -Electricity and Magnetism Unit Overview

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.
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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,
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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.
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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
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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
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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