Download Course: Grade 11 physics: University preparation, SPH3U Unit

Course: Grade 11 physics: University preparation, SPH3U
Unit: Electricity and Magnetism
Culminating Task: Creating a Generator AC or DC
Estimated Time: about 16 sessions
Group Members: Anonymous, Mariya Zelinska, Anonymous, Jimmy Lau
Due Date: January 17, 2014
(A) Overall Ministry Expectations
F2. investigate, in qualitative and quantitative terms, magnetic fields and electric circuits, and
solve related problems;
F3. demonstrate an understanding of the properties of magnetic fields, the principles of current
and electron flow, and the operation of selected technologies that use these properties and
principles to produce and transmit electrical energy.
(B) Introduction
This culminating task will allow you to gain an understanding of the application of what you
have learned in this unit about electricity, magnets, and electromagnetic induction. You gain a
better understanding of this unit by building a generator and discovering what each part does.
Building a generator helps you learn and understand that all the parts must be working
together to transform mechanical energy into electrical energy.
The generator works on the principle of electromagnetic induction discovered by Michael
Faraday in 1831-32. Faraday discovered that the above flow of electric charges could be
induced by moving an electrical conductor, such as a wire that contains electric charges, in a
magnetic field. This movement creates a voltage difference between the two ends of the wire
or electrical conductor, which in turn causes the electric charges to flow, thus generating
electric current.
(C) The Culminating Task
Working in a group of 3 students, design and build a generator that can easily demonstrate
electromagnetic induction. Your design should be both reliable and interesting. The task is
broken down into a number of items that need to be submitted to the teacher.
(D) Each group of students need to submit the following items for the
culminating task.
(1) List of Materials (1 page)
Make a list of materials that are necessary to build the electric generator and relate each
item in the list to the specific component of the generator. For example:
copper wires ---- the coils of the electromagnet
cylindrical iron core ---- the armature
Note that the teacher will provide each group of students all the material they need to
construct the electric generator.
(2) Design Diagram (1 page)
Draw a diagram of the prototype of the generator that clearly shows the major components
of the generator. Also include the description of functionality of each major component.
Include more than one diagram that shows the different views (e.g. top view and side view)
if that helps to show the different components of the generator.
(3) Prototype of the Electric Generator
Build the prototype of the generator using the items described in the list of materials. The
prototype should look alike the one depicted in the design diagram and should be
composed of the major components described in the same document.
Each group will have two work periods in class to build the prototype. However, students
are encouraged to start early after their list of materials and design diagram has been
approved by the teacher.
(4) Testing Procedures and Investigation Questions (2 pages)
The following strategies are suggested for testing the prototype of the generator:
(a) Using the rule of connecting voltmeters to load, suggest a generator-testing circuit that
would include the generator, one or two resistors, and a voltmeter. Discuss how the
circuit could be made more and less sensitive to the generator-rotation rate.
(b) Using the rule of connecting ammeters to load, suggest a generator-testing circuit that
would include the generator, one or two resistors, and an ammeter. Discuss how the
circuit could be made more and less sensitive to the generator-rotation rate.
(c) Using information available online, research the rule of connecting LEDs to power
supplies. Based on you finding, suggest a generator-testing circuit that would include a
resistor, an LED, and the generator instead of the power supply.
The testing procedures should include the circuit diagrams for the above 3 suggested ways
to test the generator.
Investigation and Discussion Questions:
(a) Even though your group needs to come up with the diagrams of the testing circuit for
the generator for the above 3 suggestions, your group only choose 1 suggestion as the
main strategy to test the generator.
(b) The generator should be considered working, if implementation of at least one of your
testing circuits (by your choice), consistently indicates presence of current pulses
through a load resistor.
(c) Discuss how thickness of coil wire, handle turning rate, and number of turns in the
generator coil would affect measured voltages and currents in these testing circuits.
(d) Based on your answers above, explain why an increased number of turns in a generator
coil (given that generator dimensions are kept the same) would not automatically result
in increased voltage and current in the testing circuits.
(5) Handout to Explain the Operation of the Electric Generator (1 page)
Design a handout that explains the operation of the generator by using the principles of
electromagnetism such as Oersted’s principle of electromagnetism, the right-hand rules,
Faraday’s law of electromagnetic induction and the Lenz’s law. It is recommended to use
diagrams to explain the operation of the generator in stages. Also, describe the interaction
between magnetic fields when the generator is running.
(E) Timeline of the submission of different items
Session numbers mentioned in the timeline are the lesson numbers within the 16-lesson unit.
(1) List of Materials and the Design Diagram (Session 5 and session 7)
The draft copy of the list of materials and design diagram are to be submitted on session 5.
The group should revise the draft copy according to the suggestions made by the teacher.
The final copy need to be submitted on session 7.
(2) Prototype (Session 16)
The prototype is to be finished on session 16. On the same day, the functionality and
performance of the prototype is to be verified and measured according to the
testingprocedures. The prototype of each group is going to be evaluated by the teacher as
well as the students.
There will be 2 work periods in class that is available for the students to build their
prototypes. Tentatively, the work periods are session 8 and session 13.
(3) Testing Procedures(Session 12 and session 16)
The draft copy of the test procedures is to be submitted on session 12. The group should
revise the draft copy according to the suggestions made by the teacher and submit the final
copy on session 16, which could be used to evaluate the performance of the prototype.
(4) Handout and Investigation Questions (Session 16)
The handout that explains the operations of the generator is to be submitted on session 16.
Role of each student in the group
Even though the students work together in their groups to build the prototype and verify the
functionalities of the generator, they should split the work on other items of the culminating
task:
Student 1: make the list of materials and draw the design diagram
Student 2: write up the procedures to properly verify the functionalities of the prototype
Student 3: design the handout that explains the operation of the prototype.
Creating a Generator AC or DC Rubric
SECTION OF PROJECT
LEVEL 4
LEVEL 3
LEVEL 2
LEVEL 1
List of Materials
A list of all materials that
are necessary to build
the electric generator is
presented. The list of
materials also includes
relation
of each item in the list to
the specific component
of the generator.
4
Diagram of the
prototype of the
generator clearly shows
the major components
of the generator. A
diagram includes the
description of
functionality of each
major component. More
than one diagram that
shows the different
views (e.g. top view and
side view) is included.
8
The prototype looks alike
the one depicted in the
design diagram. The
prototype is composed
of the all major
components described in
the List of Materials.
A list of all materials that
are necessary to build the
electric generator is
presented.
The list of materials also
includes relation of at least
half of items in the list to
the specific component of
the generator.
3
Diagram of the prototype
of the generator clearly
shows the major
components of the
generator. A diagram
includes the description of
functionality of each major
component.
A list of all materials that
are necessary to build the
electric generator is
presented.
A list of at least half but
not all materials that are
necessary to build the
electric generator is
presented.
2
Diagram of the prototype
of the generator shows
the major components of
the generator.
A diagram includes the
description of
functionality of at least
half but not all of the
major components.
1
Diagram of the prototype
of the generator shows
the major components of
the generator.
6
The prototype looks alike
the one depicted in the
design diagram. The
prototype is composed of
at least more than half
major components
described in the List of
Materials.
12
The testing procedures
include the circuit diagrams
for the above 2 suggested
ways to test the generator.
Above 2 ways to test the
generator worked at every
attempt.
4
The prototype looks partly
alike the one depicted in
the design diagram. The
prototype is composed of
at least half major
components described in
the List of Materials.
2
The prototype looks
differently the one
depicted in the design
diagram. The prototype is
composed of less than
half major components
described in the List of
Materials.
4
The testing procedures
include the incomplete
circuit diagram for 1
suggested way to test the
generator.
6
A handout explains the
operation of the generator
by using the principles of
electromagnetism. The
handout includes diagrams
to explain the operation of
the generator in stages and
interaction between
magnetic fields.Less than 3
mistakes in spelling or
grammar in any portion of
project
4
A handout explains the
operation of the
generator by using the
principles of
electromagnetism.
Several (3-6) mistakes in
spelling or grammar in
any portion of project
2
A handout partly explains
the operation of the
generator by using the
principles of
electromagnetism.
Many (more than 6)
mistakes in spelling or
grammar in any portion of
project
6
4
2
Design Diagram
Prototype of Electric
Generator
Testing the Generator
Handout
16
The testing procedures
include the circuit
diagrams for the above 3
suggested ways to test
the generator. Above 3
ways to test the
generator worked at
every attempt.
8
A handout explains the
operation of the
generator by using the
principles of
electromagnetism. The
handout includes all
diagrams to explain the
operation of the
generator in stages and
interaction between
magnetic fields. No
mistakes in spelling or
grammar in any portion
of project
8
8
The testing procedures
include the circuit
diagram for the above 1
suggested way to test the
generator. Above 1 way to
test the generator
worked.
/44 TOTAL