Download Electromagnetism - Stratford School Academy

Stratford School Academy
KS3 Schemes of Work
P4 - Electromagnetism
Number of weeks (between 6&8)
Content of the unit
 Current and voltage
 Series and parallel
 Resistance (Ohm's Law)
 Magnetic forces
 Magnetic materials
 Field lines
 Electromagnets
 Electromagnetic induction
Assumed prior learning (tested at the beginning of the unit)
 Notice that some forces need contact between two objects, but magnetic forces can act at a distance
 Observe how magnets attract or repel each other and attract some materials and not others
 Compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some
magnetic materials
 Describe magnets as having two poles
 Predict whether two magnets will attract or repel each other, depending on which poles are facing
 Identify common appliances that run on electricity
 Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers
 Identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a
battery
 Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit
 Recognise some common conductors and insulators, and associate metals with being good conductors.
Assessment points and tasks
Written feedback points
Learning Outcomes (tested at the end and related to subject competences)
- Pre-unit test (baseline)
- P4 GAT (formative)
- 6 mark question (formative)
- Scientific skills investigation (formative)
- End of unit test (summative)
- diagnostic marking on badger
- diagnostic marking on 6 mark question
- diagnostic marking on skills investigation
- feedback on progress after end of topic test
6 weeks
24 lessons
(*these opportunities in AfL column)
I can state that an electrical circuit must be complete and include a power source, wires and a component for electricity to flow
I can name some common components of electrical circuits
I can identify some common components of electrical circuits from the circuit symbol
I can state that electrical current is measured in amperes (amps)
I can state that the potential difference of a battery or cell is what causing the current to flow
I can state that potential difference is measured in volts
I can identify series and parallel circuits
I can state that a battery or cell of a higher potential difference will cause more current to flow
I can describe how a bulb of an increased potential difference will be brighter
I can state that resistance is a measurement of how easy or hard it is for current to flow through an object
I can state that electrical current is the same in all parts of a series circuit
I can draw the circuit symbols of some common components of electrical circuits
I can describe electrical current as the flow of charge in a circuit
I can give the symbol for the unit of current (A)
I can give the symbol for the unit of potential difference (V)
I can describe how electrical current splits up at a branch in a series circuit and add together when branches join
I can describe that objects of increased resistance allow less current to flow
I can state that resistance is measured in Ohms
I can identify and use the symbol for an Ohm
I can name the component used to measure potential difference
I can name the component used to measure electrical current
I can describe how to correctly connect an ammeter to a circuit
I can state that potential difference is the shared between the component in a series circuit
Page 1 of 11
Stratford School Academy
KS3 Schemes of Work
P4 - Electromagnetism
I can describe how in a parallel circuit the potential difference is the same for each branch as the battery or cell
I can calculate current when given charge and time
I can describe how to correctly connect an voltmeter to a circuit
I can calculate resistance, when given potential difference and current
I can discuss resistance in terms of electrical conductors and insulators
I can link electrical conduction and insulation with the structure of atoms
I can suggest some applications for materials of higher or lower resistance
I can identify electrical current as flowing from positive to negative in a solution or circuit
I can link electric current as the flow of charge with the structure of atoms
I can link electric current as the flow of charge with the structure of atoms
I can explain the difference and reason for electrical current and electron flow
I can describe the force between two charged objects as electrostatic force
I can describe electrostatic force as either repulsion or attraction
I can explain when objects will attract or repel each other due to electrostatic force
I can describe electrostatic force as a non-contact force where objects are affecting if there are inside the electric field of a charged object
I can describe how the movement of electrons can result in objects becoming charged with static electricity
I can state that when two materials are rubbed together electrons will be transferred
I can discuss some examples and applications of static electricity
I can explain how electrostatic force may attract a non-charged object through the induction of charge
I can draw the field lines surrounding a bar magnet
I can state the like poles repel and unlike poles attract
I can name the three magnetic materials
I can describe how to make an electromagnet
I can describe how to increase the strength of an electromagnet
I can list some uses of electromagnets
I can state that magnets may be temporary or permanent
I can state that magnetism is a non-contact force that will affect magnetic materials within the magnetic field
I can add arrows to show the direction of the field lines
I can label the north-seeking and south-seeking poles of a magnet, when given the field lines or details about repulsion or attraction
I can describe the Earth and compasses as examples of magnets
I can describe the relationship between distance between field lines and strength
I can state that a flow of electric current will produce a magnetic field
I can describe temporary and permanent magnets in terms of hard and soft magnetic materials
I can describe how a bar magnet inside an electromagnet field can be made to move
I can describe how to find the shape of a magnetic field using a compass
I can describe and explain attraction and repulsion in terms of the direction of field lines
I can explain why the geographical north pole of the Earth is actually a magnetic south pole
I can describe how magnetism may be induced
I can describe how to make a simple motor using electromagnetism and a bar magnet
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Stratford School Academy
KS3 Schemes of Work
P4 - Electromagnetism
Lesson
Clear learning
intentions
(KQ)
Clear success criteria
(Bands) (Keywords)
Hook
(starter)
Presentation of content
(teacher input)
Guided practice
(pupil activities)
1.
Pre unit
test
How much do I
know from KS2?
To complete exam
Word-search on
keywords from KS2
Mind map of what pupils
remember from KS2 as
refreshers before exam
Pupils complete baseline
test in silence
2.
Conducto
rs and
insulator
s
What’s the
difference
between a
conductor and an
insulator?
I can give the names of
some conductors and
insulators (H)
I can state what is
needed for current to
flow in a circuit (G)
I can describe electrical
current in terms of the
rate of flow of charge (E)
I can explain why metals
can conduct electricity in
terms of free electrons
(C)
I can identify some
common components of
electrical circuits from
the circuit symbol (G)
I can draw the circuit
symbols of some
common components of
electrical circuits (F)
I can describe how to
correctly connect an
ammeter to a circuit (D)
I can explain the
difference between
conventional current and
electron flow (C)
Show lots of
materials. Pupils put
into table of ‘good
conductors’ and ‘poor
conductors’
Describe conductors and
insulators using the idea
of water flowing through
the circuit.
Experiment. Pupils test
out the conductivity of
different materials.
Bulb, clips, powerpack,
wires, box of different
conductors and
insulators (glass, wood,
plastic, graphite and
metal strip
Pupil complete sentences:
One thing I know about this
topic is…
One thing I don’t
understand is…
One question I have is…
Match up card game.
Pupils match definitions
and labels to the circuit
parts.
Bulb, wires, switch,
crocodile clips, battery
Exit Pass. Pupils answer
one question about the
topic before being allowed
to leave.
3.
Circuits
What is a circuit
and how do we
draw one?
Link to the atomic
structure for more able
Show everyday
symbols. Pupils write
what they mean and
why symbols are
important
Show components. State
what they do.
Have pupils hold each
component
Complete worksheet on
circuit parts
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Requisition (per group)
Independent practice
(homework)
Closure
(AfL)
None
Pupil complete sentences:
One thing I know about this
topic is…
One thing I don’t
understand is…
One question I have is…
Stratford School Academy
KS3 Schemes of Work
P4 - Electromagnetism
4.
Potential
Differenc
e and
Current
What is potential
difference?
5.
Series
and
Parallel
What’s the
difference
between series
and parallel?
I can state that potential
difference is measured in
Volts and current in
Amps (H)
I can define potential
difference and current
(G)
I can describe the effects
of increasing the
potential difference on
the brightness of a bulb
(E)
I can devise a model to
represent potential
difference and current in
a circuit (C)
I can identify series and
parallel circuits (G)
I can build a series and
parallel circuit with 2
bulbs (F)
I can draw circuits
diagrams for series and
parallel circuits (E)
I can explain the
difference between
series and parallel
circuits in terms of
elections (C)
Hangman
Explain voltage using a
circuit water model as
Show pupils clock that the things pushing the
operates with fruit or current.
veg (potato) of an
open battery and get Extend by introducing
them to discuss how it the idea of energy.
works
Voltage= energy/charge
Pupils’ carryout fruity
battery experiment with
various fruits. Pupils to
record results, compare
with each other until the
reach a conclusion about
which fruit provides the
highest voltage and
feedback what they have
found out
Fruity batteries
Guess the keyword
game. Pictures shown
pupils guess the key
word.
Pupils can then carry out
the ‘Measuring current’
activity, placing the
ammeter at various
positions and record
their results. Pupils can
now do the ‘Switches in
control’ activity; they
should attempt to
measure the voltages
across components in
parallel. Measuring the
voltage across
components in parallel
circuits will be
particularly difficult for
some. Compare results
and feedback conclusion
to class
bulbs, wires, cells,
ammeter, voltmeter
Start by making sure that
the pupils understand
the meaning of the word
‘series’ as in ‘one after
another’ and parallel as
‘across each other’ in
parallel. Teacher to give
pupils step by step demo
on connecting a simple
circuit
Page 4 of 11
Fruits (oranges, pear)
terminals, wires, clips
Mini-white board quiz.
Pupils answer questions
about the properties of
metals on the mini-white
boards.
Best of 5. Pupils are given 5
questions about the topic
and answer then in full
sentences.
Stratford School Academy
KS3 Schemes of Work
P4 - Electromagnetism
6.
How does current
Current
behave in a
in circuits circuit?
7.
How does voltage
Voltage
behave in a
in circuits circuit?
I can state that electrical
current is the same in all
parts of a series circuit
(F)
I can measure current
correctly using an
ammeter (E)
I can describe how in a
parallel circuit the
potential difference is
the same for each
branch as the battery or
cell (D)
I can explain the rules of
current in terms of
electrons (C)
Show the pupils some
everyday symbols and
ask them to explain
what they mean,
starting with symbols
that give strong visual
clues about their
meaning and move
onto the more
abstract. Include the
symbols for a switch,
lamp and battery.
I can state that voltage is
measured in Volts (F)
I can measure voltage
correctly using an
voltmeter (E)
I can describe what
happens to voltage in a
series and parallel circuit
(D)
I can explain the rules of
voltage in terms of
energy of electrons (C)
Fill in the gaps. Pupils
fill in the gaps to
explain what happens
in a circuit
Teacher to show pupils
arrange of component
ask them to identify
what they are- WCRS.
Teacher to show pupils a
diagram of a central
heating system (from
boardworks electricity
slide 2). Demo:
Controlling current using
Variable resistor and a
bulb. Pupils to explain
what’s happening to the
current.
Pupils to work in pairs to
compare how a central
heating system is like an
electrical circuit.
Feedback to the class-
cells, bulbs, switches,
rheostat
Beat the teacher. The
teacher will read a passage
with 5 mistakes. Pupils pick
out the 5 mistakes.
Circuits trolley
Guess the word. Teacher
thinks of a word and the
pupils ask yes or no
questions to try and guess
the word.
Teacher show pupils
how to build circuit
component by
component starting with
the cell.
Define voltage
Describe how the charge
is affected by voltage.
Use the equation to
calculate voltage.
Brainstorm devices that
supply a potential
difference (voltage)
Experiment - measuring
the voltage of different
combinations of
batteries.
Complete worksheet on
voltage calculations
Mini-white board quiz
Page 5 of 11
Stratford School Academy
KS3 Schemes of Work
P4 - Electromagnetism
8.
Resistanc
e
9.
Calculati
ng
resistanc
e
What is
resistance?
How can I
calculate
resistance?
10. Resist How do we plan
ance an investigation?
inves
tigati
on
I can define the term
resistance in terms of
flow of electrons (E)
I can describe the effect
of resistance on current
(D)
I can explain the effect of
resistance on current (C)
I can analyse the effect
of resistance on
temperature of a wire
based on particle
collisions (B)
Explain resistance with
PowerPoint.
Pupil demo, get pupils to
demonstrate resistance
as stopping someone
from moving.
I can state the units of
resistance (F)
I can calculate resistance
using Ohm’s law, when
given voltage and
current (E)
I can use calculations to
make predictions about
circuits (D)
I can rearrange Ohms
Law to find voltage or
current (C)
I can use it. Show
pupils a formula
triangle and a list of
instructions on how
to use it. Pupils
choose which
instructions are
correct and which are
wrong.
Put pupils into 3 groups;
low, middle and high.
I can describe some
safety precautions
during scientific
investigations (H)
I can identify the
independent and
dependent variables in
an investigation (F)
I can identify the control
variables in an
investigation (E)
I can explain the
importance of control
variables (B)
Match up
investigation
definitions:
Independent
Dependent
Control
Hypothesis
Risk assessment
Method
Prediction
Introduce investigation.
Explain how to calculate
current and resistance.
Hypothesis:
The length of a wire
affects the resistance
Connect a circuit with a
bulb, then add a variable
resistor. Describe the
effects
Bulb, battery, variable
resistor, ammeter,
voltmeter
Traffic lights. Pupils use the
traffic lights at the back of
their planners to answer
questions about the lesson.
Calculators
Top explainer. Pupils have
30 seconds to explain what
they learnt today. Pupils
vote for the best. Give
criteria.
Demo:
Wire to test
Powerpack
Ammeter
Voltmeter
Wires
C-Clips
Application of knowledge:
The class discusses Which
food has the most energy
and why.
Discuss limitations of result
for example did they use
the same amount of food
and water?
Suggest improvements
Answer worksheet
questions on resistance
Worksheet questions on
calculating current and
resistance. High ability
group given materials to
come up with an
explanation of how to
use the equation.
Middle-Answer the
questions and peer
assess
Low- supported by the
teacher and buddy up
with middle group.
Pupils write plan
including:
Hypothesis
Variables
Prediction
Equipment
Method
Risk assessment
Extension: Why must we
control variables?
Page 6 of 11
Stratford School Academy
KS3 Schemes of Work
P4 - Electromagnetism
11. Resist How do we
ance represent our
inves results?
tigati
on
12. Resist How do we write
ance an evaluation and
inves conclusion?
tigati
on
I can apply mathematical
concepts to calculate
results (average) (H)
I can present
observations and data
using an appropriate
table (F)
I can present
observations and data
using an appropriate line
graph (D)
I can identify and explain
any anomalous results
(C)
I can interpret
observations and data to
identify simple patterns
of correlation (G)
I can draw more
complex conclusions
from the interpretation
of data (D)
I can present reasoned
explanations of
conclusions from data, in
relation to predictions
and hypotheses (C)
I can evaluate data, with
reference to potential
sources of random and
systematic error (B)
Show a poorly drawn
results table – pupils
need to find mistakes
and improve for their
results
Demonstrate method.
Discuss risk assessment.
Discuss how to calculate
average and draw a
graph.
Pupils carry out
experiment. Pupils
repeat readings and find
average.
Extension: Pupils draw
graph of results.
Wire to test
Powerpack
Ammeter
Voltmeter
Wires
C-Clips
Discuss how the model
apply to the digestive
system
Show a poorly drawn
graph – pupils spot
mistakes
Demonstrate how to
draw graph
Discuss what should be
included in evaluation
and conclusion.
Pupils draw graph
Pupils write evaluation
and conclusion
Graph paper, rulers
Peer-assess SPAG
Page 7 of 11
Stratford School Academy
KS3 Schemes of Work
P4 - Electromagnetism
13.
Useful
Resistanc
e
How can
resistance be
useful?
14.
Static
Electricit
y
What is static
electricity?
I can draw the circuit
symbols for and LDR and
a thermistor (F)
I can suggest a use for an
LDR or thermistor (E)
I can describe what
happens to the current
when using an LDR or
thermistor (D)
I can sketch a graph of
current against light
intensity or temperature
for an LDR or thermistor
(C)
I can state which charges
will attract and which
will repel (F)
I can describe how an
object becomes statically
charged (E)
I can explain (D)
I can apply my
knowledge of static
electricity to explain a
use of static electricity
(C)
Picture to do with
lesson, gradually
uncover with
animated shapes on
ppt and students
guess what it is
Show a picture of
static electricity
affecting someone.
Pupils describe what
they see.
PowerPoints explaining
the basics of static
electricity.
Demo Van der Graff
generator.
Health and safety make
sure pupil is stood on
insulator. And that the
generator is “Earthed”
before the pupil removes
their hand
Explain and improve.
Pupils write detailed
explanations of what
they’ve witnessed. Key
words displayed on the
board.
Pupils carry out static
experiments then
explain them in their
books.
-LDR, lamp, wires,
Powerpack, ammeter,
voltmeter
-Thermistor, beaker,
ice, kettle, Powerpack,
ammeter, voltmeter,
wires
Traffic lights. Pupils use the
traffic lights at the back of
their planners to answer
questions about the lesson.
Static Experiments – 1
set per table
2 x polythene rod and
cloth, plus:-
Guess the word. Teacher
thinks of a word and the
pupils ask yes or no
questions to try and guess
the word.
1. Tissue paper –
small squares of
tissue in a petri
dish
2. Polythene rod –
polythene rod,
watch glass
3. Balloon
Demo: Gold leaf
electroscope, cloth and
polythene rod.
Van der Graff generator
Page 8 of 11
Stratford School Academy
KS3 Schemes of Work
P4 - Electromagnetism
15.
Magnets
What is a magnet?
16. Earth How is the Earth
’s
like a giant
Magn magnet?
etism
I can name the three
magnetic materials (G)
I can describe the effect
like poles and unlike
poles will have on each
other (F)
I can identify the
magnetic field around a
magnet (E)
I can explain where a
magnetic field is
strongest in terms of
field lines (D)
Word search of
keywords
Can I draw the magnetic
field around the Earth?
(E)
Can I describe how
animals use the Earth’s
magnetic field for
navigation (D)
Can I explain how the
Earth’s magnetic field
protects us from harmful
radiation from the Sun
(C)
Can I analyse the
evidence for changing
magnetic poles of the
Earth (B)
How does a homing
pigeon find its way
home.
Pupils may already be
aware of the idea of
poles and they will know
that these are found at
the ends of the bar. The
‘opposites attract’ idea
will be commonly
known, but some pupils
will be confused by the
term ‘like’ so use
alternative phrases as
well such as ‘same
poles’.
Show Earth’s magnetic
field.
Discuss idea of
navigation using Earth’s
magnetic field.
Pupils to carry out
experiment with magnet
to find the poles and find
out what happens when
two bar of magnets are
close to each other.
Discuss results and
feedback to class
Show the pupils a range
of diagrams of various
combinations of
magnets. Ask them to
describe what would
happen to these.
Pupils do reading
comprehension on
homing pigeons.
Pupils use bar magnet to
find shape of Earth’s
magnetic field.
17. Comp How does a
ass
compass work?
Page 9 of 11
Iron filing.
Bar magnet, compass
(per pupil)
Pupil complete sentences:
One thing I know about this
topic is…
One thing I don’t
understand is…
One question I have is…
Stratford School Academy
KS3 Schemes of Work
P4 - Electromagnetism
18.
Electrom
agnets
How do we use
electromagnets to
do work?
I can state a use of an
electromagnet (F)
I can describe how to
increase the strength of
an electromagnet (E)
I can explain how the
strength of the
electromagnet can be
varied (D)
I can suggest
improvements I could
make to make an
electromagnet more
useful (C)
*see GAT level ladder
Odd one out – 4 pics,
find the odd one out,
give a reason.
Show the pupils an
electromagnet made
from a coil of wire and
contrast with the
photograph in the pupil
book. Demonstrate that
the field around a
solenoid only exists
when there is a current.
Place a set of plotting
compasses around it and
turning it on and off.
Pupils make an
electromagnet
investigating how ‘the
number of turns in coils
affect its strength’
compare results,
feedback conclusion to
clas
19.
GAT:
Scrap
Heap
Challeng
e
What level am I
working at?
True/false of magnets
Introduce GAT task –
scrap heap challenge
Pupils complete GAT
20.
GAT:
Scrap
Heap
Challeng
e
What level am I
working at?
*see GAT level ladder
True/false of
magnets
Introduce GAT task –
scrap heap challenge
Pupils complete GAT
21.
Electrom
agnetic
Induction
How can we use a
magnet to
produce
electricity?
I can state that electricity
is produced by a
generator (F)
I can describe how a
magnet and coil of wire
can be used to induce a
voltage (E)
I can explain how to
increase the size of the
voltage induced (D)
I can analyse the energy
transfers that take place
in a generator (C)
Anagrams – mix up
words, can put in
alphabetical order,
keep the same order
and remove the
vowels, write the
letters in a circle
solenoid, nail, power
pack
Pupils answer questions on
what they found out from
the experiment. These are
read to the class by the
teacher.
Guess the word. Teacher
thinks of a word and the
pupils ask yes or no
questions to try and guess
the word.
Page 10 of 11
Stratford School Academy
KS3 Schemes of Work
P4 - Electromagnetism
22.
Revision
How much do I know?
Wrong words –
Paragraph about the
topic but with the key
words
wrong/swapped
places. Students
identify where it is
wrong and correct it
Quick recap of key words Identity areas of
to do with magnets and
weakness
circuits key concepts
Make revision notes
Produce a mind map for
the topic
A3 Paper, colouring
pencils, coloured paper
Pupils RAG check list and
identify areas to revise at
home.
23.
End of Topic Test
How much do I know?
Complete test
Questions about the test
Complete test
Complete title page on new
unit
Supervise pupils
Page 11 of 11