Download Six Hours of connected instruction Lesson Plans for Learning

SIX HOURS OF CONNECTED INSTRUCTION
Lesson Plans for Learning Segment
Making Battery to Store Energy
Note: (I gave this booklet to my students because I believe that they will keep this
booklet for years so that one day they can use it if they pursue higher education
in Physics)
Volta demonstrates battery-making process to Napoleon in 1801
1
CONTENTS
CHAPTER I:
1. Lesson #1: Energy and Electric Charge, 06
2. Lesson # 2: Circuit, 13
3. Lesson # 3: Making Battery, 19
CHAPTER II:
1.
2.
3.
4.
5.
Do now, 24
Exit slip, 27
Homework, 30
A Picture Guide to Making Battery, 33
Periodic Table, 35
2
Class
Lesso
n
#1
902
#2
#3
Date
Time
March 11, Wednesday
(2 Period)
9:58 am to
11:39 am
March 12, Thursday
March 12, Thursday
(2 Periods)
8:18 am
9:08 am
March 13, Friday
(One Period)
1:22
to
2:09 PM
Lesson 1: Electricity—the most useful form of energy
2 Periods
Agenda
Do now
Lesson
Worksheet on electricity
Exit slip
Time
10 minutes
50 minutes
20 minutes
10 minutes
Mini lesson topics:
1.
2.
3.
4.
Energy level
Charge
Coulomb’s Law
Electric Field
DAY 1 HW: There are 2 HW: (1a) Electric Charge (1B) Electric Current
Lesson 2: Circuit
2 Periods
Agenda
Do now
Lesson
Worksheet circuit
Exit slip
Time
10 minutes
50 minutes
20 minutes
10 minutes
Mini lesson topics:
1.
2.
3.
4.
Electric potential
Uniform Electric Field
Current, voltage and resistance
Circuit
3
DAY 2 HW: There are 2 HW: (2a) Volt, Amps and Ohm; (2B) Battery
Lesson 3: Making battery
One Period
Agenda
Do now
Teacher will demonstrate how to
make the battery
Students will make battery as a
group
Students will use data to answer
questions and present their battery
Time
5 minutes
5 minutes
20 minutes
15 minutes
There is no Mini lesson today!
No exit slip
DAY 3 HW: There are 2 HW: (3a) Circuit and (3B) Measuring electricity
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G O A L
Over the past few days, you guys have learned from Ms. Danielle and myself
about different type of energy such as GPE and KE. We also have learned about
different forms of energy such as electrical energy, nuclear energy, solar energy,
thermal energy and heat energy. We will spend the next three/four days learning
about the most useful form of energy—ELECRICITY. But more importantly we will
learn how to store energy—by creating batteries. We are a little ahead of the
game because we have already learned the most useful fact about energy: it
cannot be created or destroyed, but transfer from one form to other. Our main goal
is to learn observe how this transfer is taking place! We will observe it by creating
battery because when connected in a circuit, a battery can produce electricity.
We will spend today, tomorrow and the day after to learn and understand the
theoretical part of the electricity. The day after tomorrow, we will put our
understanding in action: we will create battery to illuminate an electric bulb! On our
final day, students will be divided in 4 groups to make battery. I ask you to keep
one thing in mind: the better you understand the theoretical part, the better battery
you can make on the day after tomorrow to light a BULB. So let’s start.
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Lesson # 1
Teacher: Ms. A
Grade Level: 9th grade physics
(Wednesday)
From Energy to Electricity
Student Teacher: Mr. Bari
Date: March 11, 2015
ABC School, Room # 416
Wednesday, March 11, 2015
Standard:
Students will use mathematical analysis, scientific inquiry, and engineering design, as
appropriate, to pose questions, seek answers, and develop solutions.
Objective:
1. Plans for instruction build on each other (e.g., charge to energy) to support student
learning of science concepts (i.e., electricity) to investigate a phenomena (producing
lemons battery to light a bulb) and to generate evidence based argument (e.g., more
lemons means more voltages)
2. Address the needs of specific individuals with
Agenda
Do now
TIME
5 min
1. See Page # 24
Lesson
25 min
1. Energy Level (10 min)
It all starts with ATOM!
We have been familiar with the notion of atom since the time of Democritus (460 BC)
However, the working model of Atom did not begin to take shape until JJ Thomson’s discovery
of electron in 1897. He realized that atoms are naturally neutral but had no clue how charge
was arranged. That takes us to Thomson’s Plum Pudding Model to Rutherford’s Alpha
Scattering experiment.
6
He shot the alpha particles at very thin sheet of gold foil and expected the alpha particle pass
through the foil. However, he observed with surprise that some of the alpha particles deflected
an angle and some of them bounced back. He proposed three ideas (I will provide this info in
the classroom):
Write clearly and concisely
1. -----------------------------------------------------------------------------------------------------------2. -----------------------------------------------------------------------------------------------------------3. ------------------------------------------------------------------------------------------------------------
This takes us to the next level—Bohr Model of Atom developed by Neils Bohr. He observed
that excited hydrogen gas gave off spectrum of colors when viewed through a spectroscope.
But the spectrum was not continuous—that is, the colors were bright, sharp lines that were
separate from each other. This led him to associate the bright line spectra of these gases—
with a model of atom.
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He proposed that electron orbiting the nucleus do not radiate energy in the form of light while
they are in a particular orbit but only when they change orbits. Two things you need to write
down:
Write clearly and concisely
1. ------------------------------------------------------------------------------------------------------------
2. ------------------------------------------------------------------------------------------------------------
# 1: Consider the energy level diagram for a particular atom shown below:
Energy above ground state
E 4 = 7 eV
E 3 = 6 eV
E 2 = 4 eV
E 1 = 0 eV
a. An electron begins in ground state (E1) of this atom. How much energy must be
absorbed by the electron to reach the 4th energy level?
Answer:
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b. How much possible ways can this atom emit a photon if electron starts in the 4th energy
level?
Answer:
c. Electron drops from E4 to E2 and emits a photon, then drops from E2 to E 1 and emits
a second photon. Which of these emitted photons has the higher frequency?
Answer:
NOTE: This should take us to the final story—the story of QUANTUM MECHANICS. It’s a
branch of quantum physics developed by Einstein, Heisenberg and Schrodinger. However, I
will not tell you this story because that’s outside of our domain. However, I include the
following information so that you can read it in the future (hoping that you will never lose this
booklet!):
An electron configuration is, basically, an "address" that shows where the electrons can be
found in an atom, which is subdivided into "sublevels", which are further, divided into
"orbitals". The farther the energy level is from the nucleus, the higher the energy and more
electrons can fit into the larger space. The first energy level, the level closest to the nucleus,
has space for only one sublevel - called the 1s sublevel - which holds one orbital. Each orbital,
no matter which sublevel or energy level it is in, can hold a maximum of two electrons. So the
first energy level can hold two electrons.
If an atom has more than two electrons, then they will be found in higher energy levels. In the
second energy level there is more space than in the first energy level and we can see that
there are two sublevels, called the 2s and 2p sublevels. The 2s sublevel has just one orbital,
which can hold two electrons, but the 2p sublevel has three orbitals, which can hold a total of
six electrons (two electrons per orbital).
Examine the diagram below and then look at example 3 in your workbook. Both diagrams are
read from the bottom to the top.
4f, has 7orbitals called 4f and can have 14 eThe 4 energy level has 4 sublevels 4d, has 5 orbitals called 4d and can have 10ecalled:
4p, has 3 orbitals called 4p and can have 6e4s, has 1 orbital called 4s and can have 2eth
3d, has 5 orbitals called 3d and can have 10eThe 3rd energy level has 3 sublevels
3p, has 3 orbitals called 3p and can have 6ecalled:
3s, has 1 orbital called 3s and can have 2eThe 2nd energy level has 2
2p, has 3 orbitals called 2p and can have 6e-
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sublevels called:
2s, has 1 orbital called 2s and can have 2e-
The 1st energy level has 1 sublevel
called:
1s, has 1 orbital called 1s and can have 2e-
The sub-levels are filled with electrons by starting at the beginning of each arrow and following
it to the end. In other words, the order for filling in the sublevels becomes: 1s, 2s, 2p, 3s, 3p,
4s, 3d, 4p, 5s, 4d, 5p, 6s, 4f, 5d, 6p, 7s, 5f, 6d,7p.
Electron Configuration:


Form of notation that tells us where the electrons are located
Example: Helium = 1s2
1 = tells us that the electrons are in the first energy level
which is the closest to the nucleus
s = tells us that the electrons are in the s sub-shell
2 = tells us that the orbital is full
Part 3 – The Light Bulb
An illuminate bulb is noting but physics and chemistry in action. The chemistry is that energy
added to heat and the light is emitted in the visible spectrum. For this reason we can see the
light produced by a light bulb.
Argon, Ar 5
 gas inside the light bulb
 1s22s2 2p63s2 3p6
 or [Ne] 3s2 3p6
Tungsten, W 5
 filament inside the light bulb
 1s22s2 2p63s2 3p63d10 4s2 4p64d10 5s2 5p64f145d46s2
 or [Xe] 4f14 5d4 6s2
2. Charge (5 min)
Charge is the fundamental quantity that underlies all electrical phenomena. The symbol for
charge is q and SI unit is Coulomb (C). The fundamental carrier of negative charge is electron,
with a charge of -1.6 X 10^-19 C. Proton also carries same charge but it positive. When you
will make battery, keep one thing in mind, the transfer of charge mean transfer of electron.
When an object has surplus of electron, we say negatively charged and deficiency of electron
10
means positively charge. Like the Energy, charge is conserved during the transfer-taking
place so any charge lost by one object (in your case it will be zinc) will be gain by other object
(Cupper). The law of charge tells us that like charge repel each other and unlike charge attract
each other.
# 2: Lets say there are four charges (A, B, C, D) on my table here. Charge A attracts B but B
repels C, and C repels D and D is positively charge. What is the sign of charge A?
Answer:
# 3: Lets say two charge sphere of equal size carry a charge of +6 C and -4 C respectively.
The two spheres are brought in contact with one another for time sufficient to allow them to
reach equilibrium. They are then separated. What is the final charge of each sphere?
Answer:
3. Coulomb’s Law (5 min)
We now know that two charges exert either attractive or repulsive charges on each other. But
what is the nature of this force? It turns out that force between any two charge follow the same
basic Newton’s Law of Gravitation: F = K Q q/r^2 (K = 9 X 10^9 Nm^2/C^2
# 4: Two point charge q1 and q2 separated by distance r. What happen to force q2 if q1 is
double? What happen to q2, if q1 doubled and distance between charges also doubled?
Answer:
4. Electric Field (5 min)
Electric Fields exist in the region of space around a charged object. When another charged
object enters this electric field, you get electric forces.
Let’s say that you have a small positive charge q0 that is placed near a second charge that is
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larger and positive Q. The strength of the electric field E, at the location of q0 is defined as the
magnitude of the electric force acting on q0 divided by the charge of q0 . Student will follow the
instruction in the class to draw the electric filed below:
This is the electric field at the location of q0 produced by the charge of Q, NOT THE FIELD
PRODUCED BY q0. We sometimes call q0 a test charge.
Key Equation:
…………………………………………………
The electric field is a …………………………………………..
Drawings of positive charges and negative charges and the direction of the electric field done
on the whiteboard. Student will follow the instruction to graph it below:
Positive
Negative
# 5: A charge of +6 X 10^-6C is brought near a negative charge in a region where electric field
strength due to the negative charge 20N/C. What are the magnitude and direction of the force
acting on the positive charge?
Question
Problem Solving Activities (10)
DAY 1 Worksheet (open book)
Answer
#6 : Energy make transition from one level
to other. In order to calculate energy
involved in a particular transition, we
P - - - - N
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subtract final energy value from initial. If
the difference is negative, what type of
energy released by atom?
#7: Lets say there are four charges (q1,
q2, q3, q4) on my table here. Charge q1
attracts q2 but q2 repels q3, and q3 repels
q4 and q4 is positively charge. What is the
sign of charge q1?
#8: Two point charge Q and q separated
by distance r. What happen to force q if Q
is double? What happen to q, if Q doubled
and distance between charges also
doubled?
#9: A charge of +6 X 10^-6C is brought
near a negative charge in a region where
electric field strength due to the negative
charge 20N/C. What are the magnitude
and direction of the force acting on the
positive charge?
#10: What is the relationship between GPE
and Voltage?
Exit Slip: See Page # 28 28
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Lesson # 2
Teacher: Ms. A
Grade Level: 9th grade physics
Electric Circuit.
Student Teacher: Mr. B
Date: March 11, 2015
ABC School, Room # 416
Thursday, March 12, 2015
Standard:
Solving interdisciplinary problems involves a variety of skills and strategies, including effective
work habits; gathering and processing information; generating and analyzing ideas; realizing
ideas; making connections among the common themes of mathematics, science, and
technology; and presenting results. collect, analyze, interpret, and present data, using
appropriate tools • If students participate in an extended, culminating mathematics, science,
and technology project, then students should: § work effectively § gather and process
information § generate and analyze ideas § observe common themes § realize ideas § present
results
http://www.p12.nysed.gov/ciai/mst/sci/documents/phycoresci.pdf
Objective:
The students will demonstrate knowledge of basic circuit concepts by solving problems on the
worksheet. The students will further enrich their understanding on circuit by solving problems
of 2 HW.
Agenda
Do now
TIME
5 min
See Page Number: 25
Time Line of Electricity
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Interactive Lesson
25 min
1. Electric Potential Energy (5 min)
Electric field is force per unit charge but electric potential is the protagonist of our story is this
guy: V= w/q. Danielle already taught us about conservation of energy. Now who can tell me
what it is? For example, if 10 Kg stone sits on the edge of a cliff 10 meter above the ground.
What would be the gravitational potential energy relative to ground? Good. Now let’s use that
knowledge to understand another type of energy: electricity. Do you remember what symbol
have you used for gravitational potential energy? Yes, it’s GPE. Now guess what symbol
should we use for electrical potential energy? It’s V!!
GPE
V
We have to work against gravity to
increase GPE (GPE= mgh)
We have to do work on charge to
move it against electric field. (V= w/q)
Very weak force
Very strong force
Example: Let’s say you need to left a
10 Kg stone 10 m above the ground.
How much work you have to do against
gravity?
Example: Let’s say we want to move a
positive charge from point A to point B
in electric field. How much work we
have to do?
To understand electric energy it is a good idea to first review gravitational potential
energy (since we already taught them this topic) and figure out similarities between
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them.
Gravitational Potential Energy
Student will draw it below by following the
instruction:
If you hold a baseball up in the air, at
the top, we can say that the object has
maximum
gravitational
potential
energy. If you drop the ball, it will
eventually be sitting on the ground, we
call it maximum kinetic energy.
W=mgh
Electric Potential Energy
Student will draw it below by following the
instruction:
If you guys follow the same ideas that you did
for GPE, you might see that there are
similarities between the GPE and EPE. Lets
say you place a positive charge near the
positive plate in EF between two plates. Like
the other one, we can say at the top we have
Maximum electric potential energy. However,
that charge does not want to be up there…so it
will eventually accelerated down. While it is
falling we know that the electric potential
energy is being converted to kinetic energy.
When it reaches the negative plate (its
reference point) it has no electric potential
energy remaining. It's all changed to kinetic
energy. If you want to get the charge back up
against the positive plate, you've got to do
some work. As you do your work (W = ΔE),
you are giving back electric potential energy to
the ball, until at the top it is back to having
maximum electric potential energy. This
change in electric potential energy is voltage.
# 11: A potential difference of 10 volts exists between two points, A and B, within an electric
field. What is the magnitude of charge that requires 2 X 10^-2 joule of work to move it from A
to B?
Answer:
16
2. Uniform Electric Field (5 min):
We can create an uniform EF in a region of space by placing two metal plate setting them
parallel to each other and separating them by distance d—and placing a voltage (battery)
across the plate so that one of the plate will be positive and other be negative. Student will
draw it below by following the instruction:
+ Charge will line up with – charge. This alignment, call capacitor, creates EF lines that run
from + charge to – charge. Capacitors are used to store charge and EF in a circuit that can be
used at a later time. The EF, V and d between plates related by the equation: E = V/d
#12: Two charged parallel conducting plates are separated by a distance d of 0.005 m and are
connected across a battery such that the EF between the plates is 300 V/M.
1. What is the voltage of the battery?
Answer:
2. Lets say Elona placed an electron halfway between the plates. Describe the motion of
the electron.
Answer:
3. What would happen if Miles place a neutron between the plates?
Answer:
3. Current, Voltage and Resistance (5 min)
When we connect a battery, wires and a light bulb in a circuit shown below, the bulb lights up.
But what is actually happening in the circuit?
17
Recall from yesterday that battery has a potential difference or voltage across its end: one end
is + and other is -. When we connect wire and bulb to the battery in a complete circuit, charge
begins to flow from one end of the battery to the other end causing the bulb to light. Such
movement of the charge is called current (I). I = q/t
When the battery connected to the circuit and EF is setup such that negative charge
experiences a force that pushes them in one direction through the wire. As electron move
through the light bulb filament, they generate heat and light that causes the light bulb filament
to glow.
As charge moves through circuit, it encounters resistance, which is electric equivalent to
friction. If there was no friction, then the relation between current and voltage would be I = V.
The resistance is R = V/I
Quantity
Battery Voltage
Current
Resistance
Notation
Unit
Symbol
4. There are two types of circuit: Series and parallel (5 min)
Series Circuit
Parallel Circuit
Definition
How they look like?
Equations
Current (I)
Current (I)
Voltage (V)
Voltage (V)
Resistance ®
Resistance ®
#13: Three resistors or 2, 6, and 10 are connected in series with 9 volt battery.
a. Draw the diagram
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b. What will the ammeter read?
c. What will the voltmeter read?
#14: Resistance 2, 3 and 12 are connected in a parallel to a battery of voltage 24V.
a. Draw a diagram
b. Total resistance in circuit?
c. What will the ammeter read
d. What will the voltmeter read?
Problem Solving Activities:
Question
DAY #2 Worksheet (open-book)
Answer
Question # 15: Two charged parallel conducting plates are separated by a distance d of
0.005 m and are connected across a battery such that the EF between the plates is 300
19
V/M.
1. What is the voltage of the battery?
2. Lets say Elona placed an electron halfway between the plates. Describe the motion
of the electron.
3. What would happen if Miles place a neutron between the plate?
Quantity
Symbol
Battery Voltage
Current
Resistance
Notation
Unit
#16: A simple circuit consists of 12-volt battery and a 6 register.
a. Draw the diagram of the circuit and include an ammeter & voltmeter
b. What will ammeter and voltmeter will read
c. What is the power dissipated in the resistor
# 17: Three resistors or 2, 6, and 10 are connected in series with 9 volt battery.
a. Draw the diagram
b. What will the ammeter read?
c. What will the voltmeter read?
Exit slip:
See Page # 29
Time 5 min
20
Lesson # 3
Teacher: Ms. A
Student Teacher: Mr. B
Grade Level: 9th grade physics
Date: March 11, 2015
Making Battery to light a BULB.
ABC School, Room # 416
Friday, March 13, 2015 (One Period)
Standard:
1. The central purpose of scientific inquiry is to develop explanations of natural
phenomena in a continuing, creative process.
2. Develop extended visual models and mathematical formulations to represent an
understanding of natural phenomena
3. Clarify ideas through reasoning, research, and discussion
S2.1 Devise ways of making observations to test proposed explanations. Design an
experiment to investigate the relationship between physical phenomena
S2.2 Refine research ideas through library investigations, including electronic information
retrieval and reviews of the literature, and through peer feedback obtained from review
and discussion.
S2.3 Develop and present proposals including formal hypotheses to test explanations; i.e.,
predict what should be observed under specific conditions if the explanation is true.
S2.4 Carry out a research plan for testing explanations, including selecting and developing
techniques, acquiring and building apparatus, and recording observations as necessary.
(Note:
T1.1 Students engage in the following steps of a design process: § initiate and carry out a
thorough investigation of an unfamiliar situation and identify needs and opportunities for
technological invention or innovation
Objective:
Students are expected to create lemon battery to light a a bulb.
Agenda
Do now
TIME
5 min
See Page #
Materials:
1.
2.
3.
4.
5.
6.
Copper wire
Penny and Nail
Voltmeter
1.5 volt LED bulb
Lemons
Plastic knife
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7. Steel wool (optional)
Student Activity
15 min
Student will follow following 10 steps to make a lemon battery (Follow the 7 steps very
carefully):
a. Shake and roll the lemon on a table to "activate" the electrolyte in the lemon.
b. Use the plastic knife to cut two small slices in the lemon about 1/2 inch apart
(see the picture at the end of this booklet).
c. Rub the zinc (Nail) and copper (Penny) firmly with the steel wool.
d. Insert the Nail and Penny into the slits on the lemon, being careful that the strips
not touch each other.
e. Now measure the voltage using Voltmeter. How much voltage each lemon
produces? (Hint: each lemon produces about .50 voltages.
f.
Do the math. (Hint: how many lemons you need to use to illuminate 1.5 voltages
LED bulb?)
g. Now use cupper wire instead of penny (wrap copper wire around your finger)
h. Make a circuit using Alligator clip
i.
Connect LED bulb
Caution: Safety Concerns: The lemon batteries cannot produce enough current to be
dangerous. You will not get electrocuted. The voltmeters should be handled with care. An adult
should be to conduct any experiment involving electricity.
22
Results Tabl(Collect the data):
Number of Lemons
Voltage Measured
Led Lit (Yes or No)?
Graph it using the data from above table:
READ THE FOLLOWING INFORMATION CAREFULLY TO ANSWER THE QUESTION
BELOW:
All batteries have a "POSITIVE" and "NEGATIVE" terminal (See figure below). We call them
ELECTRODE. One of the electrodes (NAIL) will tend to loss electrons and the other electrode
(Copper) will tend to gain electrons. The NAIL that loses electrons is called the anode. The
COPPER that gains electrons call cathode.
The copper wires act as conductors, allowing electrons to flow through them. Electric current
is a flow or pushing of electrons through a circuit from cathode, through a conductor, towards
the anode. Volts (voltage) is a measure of the force moving the electrons. The zinc (Nail)
23
gives up electrons more easily than the copper (Penny). Why?
Because the zinc is significantly more reactive with an ELECTOLYTE (ACID of LEMON) than
the copper. This creates a large potential energy difference (voltage) between the two
electrodes.
2. Lemon battery is similar to the first electrical battery invented in 1800 by Volta
3. Zinc (Nail) and Copper (Penny) are called electrodes and juice inside the lemon called
electrolyte.
4. Electric circuit allows chemical reaction because zinc (nail) inside the lemon dissolve
into the solution.
5. This Chemical reaction (between electrode and electrolyte) is called reduction.
6. Current created as ELECTRON are pushed from one (nail) electrode to other
(COPPER).
7. The Nail loses negatively electrons when it is dissolved in an acid. Thus, the zinc
electrode becomes more positively charged.
8. The copper (penny) gains negatively charged electrons that are pushed through the
wire from the zinc. The copper electrode becomes more negatively charged. The
negatively charged electrons begin to repel one another, which stops the flow of the
electrons.
The zinc (Nail) gives up electrons more easily than the copper (Penny). The zinc is significantly
more reactive with an acid than the copper. This creates a large potential energy difference
(voltage) between the two electrodes.
#18 Why is there a current? Explain?
9. Nail is made of ………… ………..& Penny is made of …………………….
10. Look at the Periodic Table Below and write the following information:
Zinc
Copper
Atomic Number
24
Atomic Mass
Proton
11. Fill out the table below:
Nail
Penny
Lemon
Made of
After dissolve with
solvent
#19: Explain the chemical reaction (What should be on the left & right box and what is
transferring from left to right box?
# 21: Answer the question below:
25
26
Below are the 3 Do Now for three lessons
Do Now #1:
27
Do Now # 2:
28
29
Do Now # 3
30
31
BELOW ARE ALL 3 EXIT SLIP
Exit Slip #1:
32
Exit Slip #2
33
Exit Slip # 3
34
BELOW ARE ALL 3 HW
HW#1
35
36
HW # 2
37
HW# 3
38
39
A Picture Guide to Make Electrical Battery using Lemon (For Jennifer and 3 other
targeted student
1. Nail (Zinc) & Penny (Copper)
2. LED Bulb
3. Electrolyte (Lemon)
4. Cathode (Nail) & Anode (Penny)
40
5. Circuit
6. LED Lights-up!
41
Look at the Periodic Table to find the information for # 18
42