Download Unit 9: Electricity

Physical Science Curriculum Guide 2016-2017
Unit 9: Electricity
Overview
Standards Addressed During
Unit
Highlighted Nature of
Science Standards
SC.912.P.10.14
SC.912.P.10.15
SC.912.N.1.1
Students extend their understanding of Physical science as they learn about electricity and
magnetism. Students study electric current, voltage, resistance and power. Students learn
about the classification of materials as conductors, semiconductors, and insulators. Students
make relevant learning connections as they are actively engaged in laboratory investigations.
Students understand and practice safe research practices in the classroom laboratory
Fundamental Skills:
 Familiarity with scientific notation, atomic structure
 Familiarity of charged particles, electric current, electric fields
 Science laboratory safety practices
Coherence
Prior Learning Experiences:
 Magnetic forces are very closely related to electric forces and are thought of as different aspects of a single electromagnetic force. Moving electrically
charged objects produces magnetic forces and moving magnets produces electric forces.
 Semiconducting materials differ greatly in how well they conduct electrons, depending on the exact composition of the material.
 Electric currents in the earth's interior give the earth an extensive magnetic field, which we detect from the orientation of compass needles.
 Electric forces hold solid and liquid materials together and act between objects when they are in contact -- as in sticking or sliding friction.
This a working document that will continue to be revised and improved taking your feedback into consideration.
Pasco County Schools, 2016-2017
Physical Science Curriculum Guide 2016-2017
Unpacking the Standards: What do we want students to Know, Understand and Do (KUD)
The purpose of creating a Know, Understand, and Do Map (KUD) is to further the unwrapping of a standard to assist PLCs in answering question #1, “What do we
expect all students to learn?” It is important for PLCs to study the standards in the unit to ensure that all members have a mutual understanding of what student
learning will look and sound like when the standards are achieved. Additionally, collectively unwrapping the standard will help with the creation of the uni-dimensional
scale (for use with students). When creating a KUD, it is important to consider the standard under study within a K-12 progression and identify the prerequisite skills
that are essential for mastery.
Unit 8: Electricity
Unit Essential Question: What is the relationship between current, voltage, resistance and power?
Standard:
SC.912.P.10.14 Differentiate among conductors, semiconductors, and insulators.
SC.912.P.10.15 Investigate and explain the relationships among current, voltage, resistance, and power.
Understand
“Essential understandings,” or generalizations, represent ideas that are transferable to other contexts.
The ability of a material to conduct electricity depends on the level of opposition to the flow of current. The relationships between current, voltage,
resistance, and power are essential in understanding the path of electricity.
Know
Do
Declarative knowledge: Facts, vocabulary, information.
Procedural knowledge: Skills, strategies & processes that are transferrable
to other contexts.
1. Conductors allow charge to flow while insulators resist the flow of
1. Differentiate between conductors, semiconductors and insulators
electricity.
2. Describe band structure, valence electrons, and how the charges flow or
2. Current, voltage, resistance and power are affected by the material in
rearrange themselves between conductors and insulators.
which the electric charge flows.
3. Investigate and explain the relationships between current, voltage,
resistance and power
4. Use Ohm's and Kirchhoff's laws to explain the relationships among
circuits.
5. Measure how current, voltage, resistance, and power change by
modifying various types of circuits.
This a working document that will continue to be revised and improved taking your feedback into consideration.
Pasco County Schools, 2016-2017
PhysicalUnit
Science
Curriculum
Guide 2016-2017
Culminating
Performance
Task
Claims:
Students will design and construct a model of the circuits in a proposed new home. They must use their knowledge of electricity,
series and parallel circuits, and current. Students will measure how current, voltage, resistance, and power change by modifying
various types of circuits solving a real life problem.
Scenario/Problem:
Each student imagines that they are moving to a new home and have the opportunity to design the electrical features of her/his
bedroom. Using knowledge gained previously in the Electricity Unit, they construct a model of the electrical features of their room
accompanied by a labeled diagram. Students should also consider equal accessibility for the disabled in their home design. Through
a presentation, each student addresses their room's energy conserving features and the operation of their circuits.
Product/Evidence:
Students will present a physical model of the new home (computer generated or hand drawn, with an extended project as a 3D
Model).
Students will journal about their learning and the process that they undergo in building this presentation.
Differentiation:
The teacher may wish to scaffold and / or chunk different parts of the process including any or all of the following: research,
planning, argumentation and / or writing. Additional differentiation may be provided through teacher guidance, technology
availability and grouping
This a working document that will continue to be revised and improved taking your feedback into consideration.
Pasco County Schools, 2016-2017
Physical Science Curriculum Guide 2016-2017
Unit 8: Electricity
Concept: Differentiate among conductors, semiconductors, and insulators
Sample Scale
Score 4.0
Score 3.5
Score 3.0
Score 2.5
Score 2.0
Score 1.5
Score 1.0
In addition to 3.0, in-depth inferences and applications that go beyond what was taught, I can:
Research an animal that uses/produces electricity.
 Produce a presentation of their selected animal to include:
 A picture of their animal.
 A description and picture of their habitat
 A description and picture of the organ that produces or senses electricity
 A description of how the animal uses electricity
 How much electricity (volts, amps)
 Present to the class
I can do everything at a 3.0, and I can demonstrate partial success at score 4.0.
I can:
 Differentiate among conductors, semiconductors, and insulators.
 Define static electricity and discuss its causes.
 Explain what it means when an object is electrically charged.
 Discuss the relationship between like and unlike charges.
 Define electricity.
 Describe the components of an electric circuit.
 Explain the difference between a closed circuit and an open circuit.
The student exhibits no major errors or omissions
I can do everything at a 2.0, and I can demonstrate partial success at score 3.0.
I can:
Identify common conductors and insulators of electricity.
Recognize common objects that conduct electricity (conductors) and objects that do not conduct electricity
(insulators).
There are no major errors or omission regarding the simpler details and processes; however, the student
exhibits major errors or omissions regarding the more complex ideas and processes.
I can do everything at a 1.0, and I can demonstrate partial success at score 2.0.
With help, a partial understanding of some of the simpler details and processes and some of the more
complex ideas and processes the student is able to:
This a working document that will continue to be revised and improved taking your feedback into consideration.
Sample Performance Tasks
CPALMS Resource:
A Bright Idea
Resource ID#: 29449
CPALMS Resource:
Conductors vs. Insulators: An
Inquiry Lab
Resource ID#: 45852
CPALMS Resource:
Conductivity
Resource ID#: 52657
Pasco County Schools, 2016-2017
Physical Science Curriculum Guide 2016-2017
Key Learning: The flow of electricity is influenced by the relationships between several factors.
Concept: Conductors and Insulators
Driving Questions
Sample Formative Assessment Task
SC.912.P.10.14 Differentiate among
conductors, semiconductors, and
insulators.
1. How does the nature of the material determine how the current of Next to each item in the following list label
electricity will flow?
whether each is a conductor, insulator, or
semiconductor:
Student Investigations
Have students identify, through experimentation, ways in which
chemical energy can be transformed into electrical energy (e.g., build a
Vocabulary
Conductor, semiconductors, insulators, circuit using a lemon or a potato). Also add using different materials to
test as conductors, semiconductors, and insulators.
electric charge, electric force
rubber band
penny
nickel
toothpick
key
paper clip
brass
paper fastener
glass microscope slide
A game or challenge with a circuit and/or magnets • Complicated
switch in a device • Simple model with a circuit in, such as a house, car,
home or robot.
__________ 1. What supplies energy in an
Student Investigations
electric circuit?
a conductor b. light bulb c. a wire d. a battery
__________ 2. Which material is a conductor?
a. plastic b. silver c. glass d. wood
Student Investigations
Student Text:
Textbook and other complex text
sources
Holt Physical Science – Chapters 17
Glencoe-Chapter 6
Content to support standards can be
found in above referenced chapters
but the text should not be used as a
sole source of instruction.
Resources
Student Misconceptions:




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Students of all ages have difficulty reasoning that all parts of a circuit
are interrelated and influence each other.
They think of a change in the circuit affecting only those components
that come after the change. This "sequential" reasoning underlies
many problems that students have in understanding electric circuits
and is highly resistant to change.
Many students of all ages do not differentiate between electric
current and electric energy.
Students may think energy is lost, rather than conserved.
Some students may think that energy exists only when it’s visible.
This a working document that will continue to be revised and improved taking your feedback into consideration.
Deeper Learning Opportunities:
Video focus is on:
Difference among conductors, semiconductors
& insulators - modern physics
https://www.youtube.com/watch?v=ntauf_aqe
hA
Pasco County Schools, 2016-2017
Physical Science Curriculum Guide 2016-2017
Key Learning: The flow of electricity is influenced by the relationships between several factors.
Concept: Electricity
SC.912.P.10.15 Investigate and explain the
relationships among current, voltage,
resistance, and power.
SC.912.N.1.1 Define a problem based on a
specific body of knowledge, for example:
biology, chemistry, physics, and earth/space
science.
Vocabulary
Voltage, current, resistance, electric power,
electrical potential energy, potential
difference, circuit, series, parallel
Driving Questions
1. How is voltage, current, resistance and power
calculated?
2. What components are essential to completing the
path of electricity?
Student Investigations
Sample Formative Assessment Task
State Ohm’s Law: Learners review Ohm's Law and then work
12 problems. In each of the problems, students are given two
of the three variables (voltage, resistance, or current) and are
asked to solve for the third. (Click on link)
https://www.wisc-online.com/learn/careerclusters/stem/dce11904/ohms-law-practice-problems-1
Have students design and build electrical circuits (e.g.,
Have students identify sources of electricity and state
series circuits and parallel circuits) and describe the
whether the sources are renewable or non-renewable
function of their component parts (e.g., switches,
power). Also, have them determine the voltage and
Ask students to describe electrical conversions in everyday
resistance.
devices or systems (e.g. electrical energy to heat energy in a
toaster; electrical energy to mechanical energy in an electric
mixer)
Have students determine conditions that could affect the
consumption of electrical energy in the home and at school
(e.g. seasonal variations in heat and light
Student Text:
Holt Physical Science – Chapters 17
Glencoe-Chapter 6
Content to support standards can be found in above
referenced chapters but the text should not be used
as a sole source of instruction.
Video on Electricity:
https://www.youtube.com/watch?v=D2monVkCkX4
Resources
Student Misconceptions:
Students may think of the battery as the only source of
electrons which move in the circuit, i.e., the battery
releases electrons into the wires which play no active role.
Students do not readily recognize the magnetic effect of an
electric current.
Students may think that insulation around the wire
prevents the existence of magnetic forces when current
flows.
Students think batteries store a certain amount of current.
Students may think if wires are connected to a battery and
bulb, no matter where, a complete circuit is made.
This a working document that will continue to be revised and improved taking your feedback into consideration.
Deeper Learning Opportunities:
Have students identify sources of electricity and
state whether the sources are renewable or nonrenewable .
CPalms
Choose your path, series and parallel circuits
Circuit Construction Simulation
A Bright Idea
Pasco County Schools, 2016-2017