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Year 10 Spring term. 2 P2.4 – Mains Electricity
This document contains
Page 1: lesson outline with overview of resources
Page 2 –10: individual lesson plans
P2.4 – Mains Electricity
Additional Science
(Physics – P2)
Resources
1
Household Electricity
2
Oscilloscope wired up to an alternating power supply and a battery for DC. (visualizer can be
used to enlarge and project for class)
Plugs to wire, (ends of wires should be pre-stripped to save time)
Youtube links as on PowerPoint
Electrical Safety
3
Fuses and circuit breakers
Demo: wire wool, croc clips, copper wire in clamp on stand, screen, copper wire in green plastic
(to melt) – fume cupboard (or by open window) selection of cartridge fuses.
Constantan wire of different diameters as shown on prac sheet. Ammeter, variable resistor,
psu, croc clips.
Fuses and circuit breaker cards – laminated - to sort (15 sets)
Standard Wire Gauge
(swg)
30
32
34
36
38
40
4
Power charge and current
5
Catch up
6
test
Wire Diameter
(mm)
0.315
0.274
0.234
0.193
0.152
0.122
demo lighting a filament lightbulb and a fluorescent light bulb using a microwave and
the Van de graaff
Yellow and red card and a whistle (for teacher – of playing verbal football)
HT and FT tests
Year 10 Spring term. 2 P2.4 – Mains Electricity
Activity and Resources.
Lesson 1
P2.4 –
Mains
Electricity
Title:
Household
Electricity
(AC/DC)
Text book
Collins
additional
pages p242243
Keywords
AC, DC,
Alternating,
Direct,
Current,
Charge,
Time,
Cathode Ray
Oscilloscope,
Period,
Frequency,
Hertz,
Potential
Difference,
Voltage,
Volts,
sinusoidal
Lesson objective; Lesson outcomes
Specification
P2.4.1 Household electricity
a) Cells and batteries supply current that always passes
in the same direction. This is called direct current (d.c.).
b) An alternating current (a.c.) is one that is constantly changing direction.
c) Mains electricity is an a.c. supply. In the UK it has a frequency of 50 cycles per
second (50 hertz) and is about 230V.
Candidates should be able to compare and calculate potential differences of
d.c. supplies and the peak potential differences of a.c. supplies from diagrams
of oscilloscope traces.
Higher Tier candidates should be able to determine the period and
hence the frequency of a supply from diagrams of oscilloscope traces.
Objective: Be able to describe AC and DC and be able to read
oscilloscope traces
HSW:
Outcomes:
•
All students should be able to describe the difference
between AC and DC
•
Most students should be able to compare DC voltages on an
oscilloscope and read the peak voltages of AC
•
Some students should be able to determine the period and
frequency of alternating current from reading a cathode ray
oscilloscope trace of AC.
Suggested teaching activities
Teaching and learning / Assessment
Starter
Household electricity quiz movie – (to the music of AC
DC!)
Main Activities
Demo oscilloscope with battery and AC supply
Circuit simulation
(http://phet.colorado.edu/en/simulation/circuitconstruction-kit-ac)
FT and HT worksheets on reading an oscilloscope
(numeracy)
Cloze activity on PowerPoint (literacy)
Differentiation: Outcome and
assistances in practical
V – PowerPoint on screen and practical
A – discussion
L – discussion
R/W –diagrams and explanations
Key skills:
observing, recording, , Calculating, ,
PLTS:. Teamworker: working with a
Extension: higher tier problems worksheet
Plenary –
Tell me two things
And/or wordsplat – keyword game (literacy)
Additional Resources and web links –
ECM: stay safe: understanding of how
electricity can be dangerous and how
to minimize the risks
Oscilloscope wired up to an alternating power supply and a
battery for DC. (visualizer can be used to enlarge and
project for class)
partner to answer worksheet q’s
Assessment –
Teacher assessment in plenary
Q & A assessment throughout
HW: homework questions –
Safety:
-
Year 10 Spring term. 2 P2.4 – Mains Electricity
Activity and Resources.
Lesson 2
P2.4 –
Mains
Electricity
Title:
Electrical
Safety
Text book
Collins
additional
pages 244-245
Keywords
Neutral,
live, earth,
current,
voltage,
doubleinsulation,
cable,
cable-grip
Lesson objective; Lesson outcomes
Specification
d)
Most electrical appliances are connected to the mains
using cable and a three-pin plug
e)
The structure of electrical cable.
f)
The structure and wiring of a three-pin plug.
Objective:
To understand the dangers of electricity and how to wire a plug
safely.
Suggested teaching activities
Starter
Literacy Exercise – In pairs, students read through the
Electrical Dangers Leaflet and decide upon the 3(or 5 or
10 depending on group) most important keywords and
discuss in their pair why. As a class after 5 minutes,
discuss why pairs have chosen words and what they have
learnt.
Demo how to wire a plug (video clip/ could use visualizer to
enlarge and project)
Main Activities
HSW: AF2 – Understanding the applications and implications of
science.
Outcomes:
•
All students must know when electricity is being used
dangerously and that the 3 pins of a plug are connected to
Earth, Live and Neutral.
•
Most students should be able to describe if a plug has been
wired properly or not from a diagram.
•
Some students could be able to explain what a fuse and the
Earth wire do.
1 – Give a time limit and students should try and wire a
plug in pairs,
once they have completed this and taken them apart they
should:
2 – use the worksheet to complete the task;
You must use the keywords to describe how electricity is
dangerous and then label the diagram of the plug
correctly.
You should describe and colour in the wires correctly and
be able to describe what a plug is made from and why.
You could be able to explain what a fuse and the Earth
wire do using the keywords.
This is then peer assessed as per the criteria
Plenary –
Wordsplat
Additional Resources and web links –
Plugs to wire, (ends of wires should be pre-stripped to
save time)
Youtube links as on PowerPoint
Teaching and learning / Assessment
Differentiation: Outcome and
assistances in practical
V – PowerPoint on screen and practical
A – discussion
K – Practical
L – discussion
R/W –diagrams and explanations
Key skills:
observing, recording, analyzing,
evaluating, Calculating, Identifying
variables,
PLTS:.
Teamworker: working
with a partner to answer
worksheet q’s
ECM: stay safe: understanding of how
electricity can be dangerous and how
to minimize the risks
Assessment –
Teacher assessment in plenary
Q & A assessment throughout
HW: homework questions –
Safety: DO NOT PLUG PLUGS INTO
SOCKETS. If able to turn off student plug
sockets do this, otherwise ensure that
plugs cannot be plugged into the sockets.
Change rooms if necessary to ensure that
no sockets are available. Plugging them in
can cause severe injury and death and in
this circumstance immediate call to
emergency services must be made.
Year 10 Spring term. 2 P2.4 – Mains Electricity
Activity and Resources.
Lesson 3
P2.4 –
Mains
Electricity
Title: Fuses
and Circuit
Breakers
Text book
Collins additional
pages 246-247
Keywords
Fuse, RCCB,
Earth, double
insulation,
diameter,
electromagnet,
current,
resistance
Lesson objective; Lesson outcomes
Specification
g) If an electrical fault causes too great a current, the circuit is disconnected by
a fuse or a circuit breaker in the live wire.
h) When the current in a fuse wire exceeds the rating of the fuse it will melt,
breaking the circuit.
i)
Some circuits are protected by Residual Current
Circuit Breakers (RCCBs).
j) Appliances with metal cases are usually earthed.
k) The earth wire and fuse together protect the wiring of the circuit.
Objective:
To understand how fuses and circuit breakers work.
HSW: AF2 – Understanding the applications and implications of
science
Outcomes:
•
All students should be able to recall how a fuse works and
that there are different types of fuse and state that
circuit breakers are safer than fuses.
•
Most students should be able to describe how a fuse works
and they are different to circuit breakers.
•
Some students should be able to explain how circuit
breakers work and why they are safer than fuses.
•
Suggested teaching activities
Starter
Why don’t birds get electrocuted when on power lines?
Youtube clip – link on powerpoint
Main Activities
Explain how fuses and circuit breakers (RCCBs) work and ask
students to organise the information.
Demonstrate fuses investigation (worksheet)
Plenary –
Discuss results with class, what have they found out?
Discuss their evaluations.
Additional Resources and web links –
Demo: wire wool, croc clips, copper wire in clamp on stand,
screen, copper wire in green plastic (to melt) – fume
cupboard (or by open window) selection of cartridge fuses.
Constantan wire of different diameters as shown on prac
sheet. Ammeter, variable resistor, psu, croc clips.
Standard Wire Gauge
(swg)
30
32
34
36
38
40
Wire Diameter
(mm)
0.315
0.274
0.234
0.193
0.152
0.122
Teaching and learning /
Assessment
Differentiation: Outcome and
assistances in practical
V – PowerPoint on screen and
practical
A – discussion
K – Practical
L – discussion
R/W –diagrams and explanations
Key skills:
observing, recording, analyzing,
evaluating, Calculating, Identifying
variables,
PLTS:.
Teamworker: working
with a partner to answer
worksheet q’s
ECM: stay safe: understanding of
how electricity can be dangerous
and how to minimize the risks
Assessment –
Teacher assessment in plenary
Q & A assessment throughout
HW: homework questions –
Safety: Very hot wires – DO NOT
TOUCH. If burnt – run under cold tap
for 10 minutes. Fumes from plastic
will be toxic – only do in very well
ventilated area or fume cupboard,
those suffering from asthma should
observe from a distance. Fire from
paper – to demonstrate heat from
wire, make sure heat proof mats and
bucket of water available to put out
paper.
Year 10 Spring term. 2 P2.4 – Mains Electricity
Activity and Resources.
Lesson 4
P2.4 –
Mains
Electricity
Title:
Power,
charge and
current
Text book
Collins
additional
pages 248-249
Keywords
Efficiency,
CFL, power,
charge,
current,
voltage
Lesson objective; Lesson outcomes
Specification
P2.4.2 Current, charge and power
a) When an electrical charge flows through a resistor, the resistor gets hot.
b) The rate at which energy is transferred by an appliance is called the power.
P=E/t
c) Power, potential difference and current are related by the equation: P=IV
d) Energy transferred, potential difference and charge are related by the
equation: E = V x Q
Objective:
To apply equations of power, electrical energy and potential
difference to different situations.
HSW: AF2 – Understanding the applications and implications of
science
Outcomes:
•
All students should be able to apply the equation of power to
different situations and understand that heat is given off by
light bulbs and that different lights have different
efficiencies.
•
Most students should be able to recall the equation for
power and apply the equations of charge and voltage to
different situations.
•
Some students may be able to derive the equation for
electrical power and apply it.
•
Suggested teaching activities
Starter
Show the lightbulb art exhibition and discuss the
differencs between filament and CFL lamps
Could demo lighting a lightbulb using a microwave and
the Van de graaff
Main Activities
Use the worksheet to help go through equations and
questions
Plenary –
Quiz linked to outcomes
Additional Resources and web links –
demo lighting a filament lightbulb and a fluorescent
light bulb using a microwave and the Van de graaff
Teaching and learning / Assessment
Differentiation: Outcome and
assistances in practical
V – PowerPoint on screen and practical
A – discussion
K – Practical
L – discussion
R/W –diagrams and explanations
Key skills:
observing, recording, analyzing,
evaluating, Calculating, Identifying
variables,
PLTS:.
Teamworker: working
with a partner to answer
worksheet q’s
ECM: stay safe: understanding of how
electricity can be dangerous and how
to minimize the risks
Assessment –
Teacher assessment in plenary
Q & A assessment throughout
HW: homework questions –
Safety: nobody with heart problems should
go near van de graaff
Hold on tightly to light bulbs to avoid
dropping and smashing. Any glass that is
broken could cause cuts and so should be
swept away asap.
Year 10 Spring term. 2 P2.4 – Mains Electricity
Activity and Resources.
Lesson 5
P2.4 –
Mains
Electricity
Title: catch
up
Text book
Collins
additional
pages 250-251
Keywords
Lesson objective; Lesson outcomes
Specification
Objective:
HSW:
Outcomes:
•
Suggested teaching activities
Starter
Main Activities
Plenary –
Additional Resources and web links –
Use this lesson to mop up any lessons not
taught because of missed lessons and time
constraints – otherwise use it to revise for test
next lesson.
Pages 250-251 are an excellent review/revision
assessment task to do.
This can be peer and self assessed or can play
verbal football (as page 166 teacher’s toolkit)
Rules on powerpoint
Teaching and learning / Assessment
Differentiation: Outcome and
assistances in practical
V – PowerPoint on screen and practical
A – discussion
K – Practical
L – discussion
R/W –diagrams and explanations
Key skills:
observing, recording, analyzing,
evaluating, Calculating, Identifying
variables,
PLTS:.
ECM:
Assessment –
Teacher assessment in plenary
Q & A assessment throughout
HW: homework questions –
Safety:
Year 10 Spring term. 2 P2.4 – Mains Electricity
Activity and Resources.
Lesson 6
P2.4
Mains
electricity
Title: Test
Text book
Lesson objective; Lesson outcomes
Specification
Objective:
To test knowledge so far
HSW:
Outcomes:
Suggested teaching activities
Starter test conditions
Main Activities
test
Plenary –
If time review test
Additional Resources and web links –
Teaching and learning / Assessment
Differentiation: Outcome and
assistances in practical
V – PowerPoint on screen and practical
A – discussion
K – Practical
L – discussion
R/W –diagrams and explanations
Key skills:
observing, recording, analyzing,
evaluating, Calculating, Identifying
variables,
PLTS:.
ECM:
Keywords
Assessment –
Teacher assessment in plenary
Q & A assessment throughout
HW: homework questions –
Safety:
Year 10 Spring term. 2 P2.4 – Mains Electricity
Activity and Resources.
Lesson 7
P2.4 –
Radioactivity
Lesson objective; Lesson outcomes
Specification
P2.5 What happens when radioactive substances decay, and the uses and dangers of their
Emissions
Title: Atoms
Radioactive substances emit radiation from the nuclei of their atoms all the time. These nuclear
and
radiations can be very useful but may also be very dangerous. It is important to understand the
radiation
properties of different types of nuclear radiation. To understand what happens to radioactive
Text book
Collins
additional
pages
substances when they decay, we need to understand the structure of the atoms from which they
are made. The use of radioactive sources depends on their penetrating power and half-life.
Candidates should use their skills, knowledge
and understanding to:
■ evaluate the effect of occupation and/or location on the level of background radiation and
radiation dose
■ evaluate the possible hazards associated with the use of different types of nuclear radiation
Suggested teaching activities
Starter
Radioactive top trumps – getting to
know radioactivity
Main Activities
Demonstrate the penetration abilities
of alpha beta and gamma
Describe background radiation and
describe what alpha beta and gamma
are
Radioactive decay worksheet for
HT
Plenary – test your partner
Additional Resources and web links
–
Panax kit and sparky thing
Teaching and learning / Assessment
Differentiation: Outcome and
assistances in practical
V – PowerPoint on screen and practical
A – discussion
K – Practical
L – discussion
R/W –diagrams and explanations
Key skills:
observing, recording, analyzing,
evaluating, Calculating, Identifying
variables,
Teamworker: working with a
partner to answer worksheet
q’s
Year 10 Spring term. 2 P2.4 – Mains Electricity
Keywords
■ evaluate measures that can be taken to reduce exposure to nuclear radiations
■ evaluate the appropriateness of radioactive sources for particular uses, including as tracers, in
terms of the type(s) of radiation emitted and their half-lives
■ explain how results from the Rutherford and Marsden scattering experiments led to the ‘plum
pudding’ model being replaced by the nuclear model.
P2.5.1 Atomic structure
a) The basic structure of an atom is a small central nucleus composed of protons and neutrons
surrounded by electrons.
b) The relative masses and relative electric charges of protons, neutrons and electrons.
c) In an atom the number of electrons is equal to the number of protons in the nucleus. The atom
has no overall electrical charge.
d) Atoms may lose or gain electrons to form charged particles called ions.
e) The atoms of an element always have the same number of protons, but have a different number
of neutrons for each isotope. The total number of protons in an atom is called its atomic number.
The total number of protons and neutrons in an atom is called its mass number.
P2.5.2 Atoms and radiation
a) Some substances give out radiation from the nuclei of their atoms all the time, whatever
happens to them. These substances are said to be radioactive.
a) The origins of background radiation.
b)
Identification of an alpha particle as two neutrons and two protons, the same as a helium
nucleus, a beta particle as an electron from the nucleus and gamma radiation as
electromagnetic radiation.
Nuclear equations to show single alpha and beta decay. HT only
Objective:
Be able to describe the 3 types of radioactivity, recall their penetration power and be
able to write decay equations.
HSW:
Outcomes:
•
ALL MUST be able to state the 3 types of radioactivity and describe what is
meant by the term “Background Radiation”.
•
MOST SHOULD be able to describe what an Isotope is and describe how
different radioactivity can penetrate different materials.
•
SOME COULD explain why different radioactivity can penetrate different
materials and be able to describe radioactive decay using equations.
•
ECM: stay safe: understanding of how
electricity can be dangerous and how
to minimize the risks
Assessment –
Teacher assessment in plenary
Q & A assessment throughout
HW: homework questions –
Safety:
Students should not handle radioactive
kit.
Students should be a metre away and
any persons using the kit should have
had training from the school radiation
officer (RJS)
Year 10 Spring term. 2 P2.4 – Mains Electricity
Activity and Resources.
Lesson 8
P2.5 –
Atomic
radiation
Title:
Text book
Collins
additional
pages
Lesson objective; Lesson outcomes
Specification
Objective:
HSW:
Outcomes:
•
Suggested teaching activities
Starter
Main Activities
Plenary –
Additional Resources and web links –
Teaching and learning / Assessment
Differentiation: Outcome and
assistances in practical
V – PowerPoint on screen and practical
A – discussion
K – Practical
L – discussion
R/W –diagrams and explanations
Key skills:
observing, recording, analyzing,
evaluating, Calculating, Identifying
variables,
Teamworker: working with a
partner to answer worksheet
q’s
Keywords
ECM: stay safe: understanding of how
electricity can be dangerous and how
to minimize the risks
Assessment –
Teacher assessment in plenary
Q & A assessment throughout
HW: homework questions –
Safety:
Students should not handle radioactive
kit.
Students should be a metre away
and any persons using the kit
should have had training from the
school radiation officer (RJS)
Year 10 Spring term. 2 P2.4 – Mains Electricity
Activity and Resources.
Lesson 9
P2.5
Atomic
Radiation
Title: Test
Text book
Keywords
All in topic
Lesson objective; Lesson outcomes
Specification
Objective:
To test knowledge so far
HSW:
Outcomes:
Suggested teaching activities
Starter test conditions
Main Activities
test
Plenary –
If time review test
Additional Resources and web links –
Teaching and learning / Assessment
Differentiation: Outcome and
assistances in practical
V – PowerPoint on screen and practical
A – discussion
K – Practical
L – discussion
R/W – copy and complete
exercise/diagrams and explanations
Key skills:
observing, recording, analyzing,
evaluating, Calculating, Identifying
variables,
PLTS:.
ECM:
.
Assessment –
Teacher assessment in plenary
Q & A assessment throughout
HW: homework questions
Safety: