Download Unit 8 - Youngstown City Schools

Youngstown City Schools
SCIENCE: PHYSICS
UNIT #8: ELECTRICITY- - (4 WEEKS)
SYNOPSIS: This unit focuses
ENABLERS: friction, contact, induction, charge, electric field, vector sum, conservation of electric charge,
Coulomb’s law, point charges, AC, DC, series circuit, parallel circuit, resistance, ohm, voltage, ampere,
resistor, potential difference, current, loop rule, closed loop, power, magnetic field.
STANDARDS
XI. ELECTRICITY
A. The students will analyze the nature of electrical charges.
B. The students will demonstrate their knowledge of charging objects (friction, contact, and
induction).
C. The students will investigate the electrical charging of objects due to transfer of charge.
D. The students will demonstrate their knowledge of electric fields and electric potential energy.
E. The students will learn that the equation, E = Fe / q, can be used to calculate the electric field
strength, the electric force or the electric charge.
F. The students will learn that the superposition of charge states that the electric field caused by
a collection of charges is equal to the vector sum of the electric fields caused by the
individual charges.
G. The students will investigate the law of conservation of electric charge.
H. The students will investigate Coulomb’s Law which states that two charged objects, which
are small compared to the distance between them, can be modeled as point charges. The
forces between point charges are proportional to the product of the charges and inversely
proportional to the square of the distance between the point charges. Fe = ke q1q2/r2
I. The students will analyze the relationship among force, charge, and distance summarized in
Coulomb’s Law.
J. The students will learn about DC circuits:
a. Ohm’s Law
b. Applying conservations of charge and energy (junction and loop rules)
K. The students will analyze and measure the relationship among potential difference, current,
and resistance in a direct current circuit.
L. The students will learn how resistance is measured in ohms and has different cumulative
effects when added to series and parallel circuits.
M. The students will learn that the potential difference, or voltage (∆V) across an energy source
is the potential energy different (∆E) supplied by the energy source per unit charge (q)
[∆V=∆E/q]
N. The students will learn that the electric potential difference across a resistor is the product of
the current and the resistance (∆V = IR)
O. The students will learn that the junction rule states in a closed system such as a circuit, the
current flowing into a branch point junction must equal the total current flowing out of the
junction.
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P. The students will learn that the loop rule states that energy is conserved for any closed loop,
Q.
R.
S.
T.
U.
V.
W.
X.
Y.
Z.
the energy put into the system by the battery must equal the energy that is transformed by
the resistors. For circuits with resistors in series, this means that ∆Vbattery = ∆V1 + ∆V2 + ∆V3
+…
The students will learn that the rate of energy transfer (power) across each resistor is equal
to the product of the current through and the voltage drop across each resistor (P=∆VI) and
Pbattery = I∆V1 + I∆V2 + I∆V3 + … = I∆Vbattery
The students will analyze and measure the relationship among current, voltage, and
resistance in circuits.
The students will investigate series, parallel and series-parallel combination circuits.
The students will investigate magnetic fields and energy.
The students will demonstrate their knowledge of magnetic potential energy that states when
two attracting or repelling magnetic poles interact, the kinetic energies of both objects change
but neither is acting as the energy source or the receiver. Instead, the energy is transferred
into or out of the magnetic field around the system as magnetic potential energy.
The students will investigate electromagnetic interactions.
The students will demonstrate their knowledge of the flow of charged particles that creates a
magnetic field around the moving particles or the current carrying wire.
The students will analyze and measure the nature of power in an electrical circuit.
The students will show the interactions between electricity and magnetism must be explored
in the laboratory setting.
The students will do experiments with the inner workings of motors, generators, and
electromagnets. Current technologies using these principles will be explored.
LITERACY STANDARDS
Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate, synthesize
multiple sources on the subject, demonstrating understanding of the subject under investigation. WHST.7
TEACHER
NOTES
MOTIVATION
1. Teacher will demonstrate van de Graff machine with students forming a linked chain.
2. Teacher shows video of static ball (need web address)
3. Students set both personal and academic goals for this Unit.
4. Preview the authentic assessment
TEACHING-LEARNING
TEACHER NOTES
1. Teacher-led discussion about different types of waves and oscillations using a slinky and
string. Students will define key terms using vocabulary strategies and foldables: node,
frequency, wavelength, amplitude, crest, trough. Students will observe waves with an
oscilloscope, wave tank, and tuning forks. Students will use a metal hanger and forefinger to
demonstrate the amplitude of sound waves when striking the hanger with a pencil. The
amplitude will be magnified if you use a piece of Styrofoam inserted at the tip of the hanger
Teachers: note that the
following website has lots
of great lessons for
different subjects in this as
well as other units.
http://phet.colorado.edu
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TEACHER NOTES
TEACHING-LEARNING
(by the forefinger) and strike it with a pencil. Students will be challenged to use a variety of
materials that can also amplify the sound. (XI.A – XI.C)
2. Teacher can use discretion to choose which virtual lab students can perform from the
TEACHER NOTES
TRADITIONAL ASSESSMENT (20% of grade)
1. UNIT TEST
TEACHER NOTES
TEACHER ASSESSMENT (50% of grade)
1. 2- AND 4-POINT QUESTIONS
2. LAB REPORTS
TEACHER NOTES
AUTHENTIC ASSESSMENT(30% of grade)
1. Students evaluate their goals for the Unit.
2. Students have to build a working model of a four-room house showing working series and
parallel circuits and explain what is happening.
3. RST.9
Tim and Traci,
I have enclosed a couple of ideas for this unit. Use them if you wish. You guys, with Suzette, will be
finishing this unit.
Gary
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http://www.cln.org/themes/electricity.html
http://amasci.com/elect/vwatt1.html
http://www.discoveryeducation.com/teachers/free-lesson-plans/understanding-electricity.cfm
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Physics
http://mhhe.com/physsci/physical/giambattista/circuits/circuits.html
http://jersey.uoregon.edu/vlab/Voltage/
http://www.zerobio.com/elect_problems.htm
Millikans oil drop expereiment
http://www.youtube.com/watch?v=XMfYHag7Liw
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