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Year 10 Spring term. P2.3 – Current in Electrical Circuits
This document contains
Page 1: lesson outline with overview of resources
Page 2 –10: individual lesson plans
Additional Science
(Physics – P2)
P2.3 – Current in Electrical Circuits
Resources
1
Static Electricity
2
Static to electric current
3
Potential Difference
Van de graaff and van de graaff stuff, gold leaf electroscope, polystyrene
block, cake tins, wig
Watch glasses and polythene and acetate rods, dusters
Van de graaff connected in series with 2 aluminium plates, graphite covered
balls on thread –hung between, to bounce between plates, insulated
teaspoon, insulated tablespoon, spot galvanometer in series with metal
plates., fluorescent bulb (to make glow by holding near van de graaff)
Electrolysis demo – carbon copper sulfate (doesn’t really matter though)
connected with a 2.5V bulb and ammeter in series.
Polystyrene Block to stand on, bin bags (x 15) to stand on to be insulated
from ground.
Demo of: Simple circuit with cell, 2.5V bulb and ammeter and voltmeter.
Lots of pennies (100 or so)
Water Circuit Model
Cell or PSU and as many buzzers as we have to with enough leads to connect
them all in series
Ping Pong balls
12V Bulbs, fixed PSU, ammeters, voltmeters, leads
4
Circuits
5
Resistance/Ohm’s Law
6
Filament Bulbs
7
Diodes
8
LDRs and Thermistors
9
2.3 Test
Variable PSUs, mounted resistors/lengths of constantan 35swg wire and
croc clips, leads, ammeters, voltmeters
Filament lamp 12V, 24W
Power supply, 0 to 12 V, DC to supply up to 4 A
Leads, 4 mm
Multimeters, 2, or 1 ammeter and 1 voltmeter of suitable ranges
Rheostat, e.g. 8 ohm rated at 5 A
Semiconductor diode - e.g. IN 5401
Protective resistor, at least 10 ohm
Power supply, 0 to 12 V, DC (or, better, small smooth stabilized 5 V supply)
Leads, 4 mm
Multimeters, 2, or 1 ammeter and 1 voltmeter of suitable ranges
Rheostat
Obtain the following apparatus: 1 x multimeter set initially on 200mA, 1 x
cell 1 x LDR, 3 x wires,
1 x sheet of A4 paper and a pair of scissors.
Obtain the following apparatus: 1 x multimeter, 1 x thermistor (inside
balloon), 1 x set of long wires, 1 x 250ml beaker, 1 x thermometer, 1 x
tripod/gauze/mat/bunsen.
HT and FT test
Year 10 Spring term. P2.3 – Current in Electrical Circuits
Activity and Resources.
Lesson 1
P2.3 –
Current in
Electrical
Circuits
Title: Static
Electricity
Text book
Collins
additional
pages 220-223
Keywords
Static,
Current,
atom,
nucleus,
electron,
proton,
neutron,
insulator,
conductor,
attract,
repel,
negative,
positive,
earthed.
Lesson objective; Lesson outcomes
Specification
P2.3.1 Static electricity
a) When certain insulating materials are rubbed against each other they become
electrically charged. Negatively charged electrons are rubbed off one material
and onto the other.
b) The material that gains electrons becomes negatively charged. The material
that loses electrons is left with an equal positive charge.
c) When two electrically charged objects are brought together they exert a force
on each other.
d) Two objects that carry the same type of charge repel. Two objects that carry
different types of charge attract.
e) Electrical charges can move easily through some substances, eg metals.
Objective: Be able to describe why things get charged up with
static and what forces are felt.
HSW: AF2 – Understanding the applications and implications of
science
Outcomes:
•
ALL MUST recall that rubbing insulators together leaves
them electrically charged and able to exert a force on each
other.
•
MOST SHOULD recall the effect of forces between
charged insulators.
•
SOME COULD explain the charge on insulators because
electrons are moved and explain how this is important in a
real life context.
Suggested teaching activities
Teaching and learning / Assessment
Starter Draw an atom and describe what is in it –
where the charges are. Watch a clip about static.
Demo the van de graaff and ask how does a balloon
stick to the wall? And what is lightning and how cab we
stop it?
Youtube clip on lightning
Main Activities
Practical of forces due to static
Students write their answers to the questions in
pairs:
how does a balloon stick to the wall? And what is
lightning and how can we stop it?
Swap their answer with the nearest pair an peer mark
Redraft if necessary or review the learning by writing
a verse of a poem (literacy)
Plenary –
Tell me 2 things
And word splat to reinforce keywards
Additional Resources and web links –
Van de graaff and van de graaff stuff
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, analysing,
PLTS:. Team workers – Work
collaboratively with others.
Watch glasses and polythene and acetate rods,
dusters
ECM: stay safe – how to identify and
minimize risk
Assessment –
Teacher assessment in plenary
Q & A assessment throughout
HW: homework questions –
differentiated task for all
Stretch and challenge for G&T (top
sets)
Safety: take care when demonstrating
van de graaff. No students with heart
problems/pace makers should go near it.
Students should stay a safe distance to
ensure that they do not get shocked and
they should put their phones.ipods away
in their bags before going near it.
Year 10 Spring term. P2.3 – Current in Electrical Circuits
Activity and Resources.
Lesson 2
P2.3 –
Current in
Electrical
Circuits
Title: Static
charge to
Electric
Current
Text book
Collins
additional
pages 220-223
Keywords
Static,
Current,
Amp,
Coulomb,
Second,
atom,
nucleus,
electron,
proton,
neutron,
insulator,
conductor,
ion,
negative,
positive,
earthed.
Lesson objective; Lesson outcomes
Suggested teaching activities
Starter
Specification
P2.3.2 Electrical circuits
a)
Electric current is a flow of electric
charge.
The size of the electric current is the rate of
flow of electric charge. The size of the current
is given by the equation: I=Q/t
Objective:
Know what electric current is and
how it can flow through some
substances.
HSW: AF2 – Understanding the
applications and implications of
science
Outcomes:
•
All students should be able to
know the units for current,
charge and time and know how
to discharge a charged object.
•
Most students should be able
to define what electric current
is use the equation: current =
charge / time
•
Some students should be able
to remember and rearrange
the equation: current = charge
/ time.
Who was Benjamin Franklin? Why is he son important? Watch the youtube clip to exaplain
http://www.youtube.com/watch?v=-SChcy3IGlg&feature=related
Main Activities
Use van de Graaff demonstrations to show how current flows:
Spark in air
spooning sugar.- move sugar – a bigger spoon moves it quicker.
Spooning charge from metal plate onto coulomb meter, (to show that electrons are real things
but just very small.) A bigger spoon moves more charge.
Bouncing balls – instead of using a spoon, a bouncing ball will move between the plates –
describe how it is repelled from one side and attracted to the other and then bounces in
between – use the spot galvo to show the current flow, the quicker the bounce, the more
current flows.
Hold a fluorescent tube near the van de graaff to show it lighting up and explain how it does
this.
Class demo – use a line of students to show charge flowing from van de graaff to earthed end.
(students in between must be insulated) – Do not charge up more than 2 students to
demonstrate this so that the level of current remains safe. Could Video this and play as
plenary instead of youtube clip
Q=It question sheet, give a time limit. (students could work in pairs) self assess (Numeracy)
Think – Pair – share. Give students some time to discuss the answers to 8a-d. Groups should
come up with their best answers and then peer assess other groups answers.
Plenary –
Students should try to answer questions on last slide to assess outcomes and watch youtube
clip (5min20s) on electric fences and current flow.
Or if demo videod, play this instead
Additional Resources and web links –
Van de graaff connected in series with 2 aluminium plates, graphite covered balls on thread –
hung between, to bounce between plates, insulated teaspoon, insulated tablespoon, sugar or
salt and a jar to spoon it into, coulomb meter. spot galvanometer in series with metal plates.,
fluorescent bulb (to make glow by holding near van de graaff)
Electrolysis demo – carbon copper sulfate (doesn’t really matter though) connected with a
2.5V bulb and ammeter in series.
Polystyrene Block to stand on, bin bags (x 15) to stand on to be insulated from ground.
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 and
evaluations
Key skills:
observing, recording, analyzing,
evaluating, Calculating, Identifying
variables,
PLTS:. Team workers – Work
collaboratively with others.
ECM: stay safe – how to identify and
minimize risk
.
Assessment –
Teacher assessment in plenary
Q & A assessment throughout
HW: homework questions
Safety: take care when demonstrating
van de graaff. No students with heart
problems/pace makers should go near it.
Students should stay a safe distance to
ensure that they do not get shocked and
they should put their phones.ipods away
in their bags before going near it.
Year 10 Spring term. P2.3 – Current in Electrical Circuits
Activity and Resources.
Lesson 3
P2.3 –
Current in
Electrical
Circuits
Title:
Potential
Difference
Text book
Martin P 184185
Keywords
Current,
Amp,
Charge,
Coulomb,
electron,
insulator,
conductor,
energy,
Potential
Difference,
Voltage,
Volts.
Lesson objective; Lesson outcomes
Specification
b)
The potential difference (voltage)
between two points in an electric circuit is the
work done (energy transferred) per coulomb of
charge that passes between the points. V=W/Q
Objective: Be able to describe what
potential difference in an electrical
circuit is.
HSW: AF1 – Thinking Scientifically –
Using and evaluating models to
describe abstract ideas.
Outcomes:
•
All students should know the
units for Potential Difference,
Work Done and Charge and know
how electrical energy flows in
circuits.
•
Most students should be able to
define what Potential
Difference is use the equation:
PD = Work / Charge and be able
to describe the difference
between electron flow and
conventional current.
•
Some students should be able
to remember and rearrange the
equation:
PD = Work / Charge.
Suggested teaching activities
Starter
Brainpop review video on Powerpoint slide 1 about electricity
review questions of what we need to know
Main Activities
Demonstrate a simple circuit and describe the current flow (conventional verses electron
flow) and potential difference across components – describe how we measure current and
potential difference.
Student model a circuit, students walk around the edge of the room (they are the charge)
one student is the cell, they give pennies out. One student is a component (a buzzer/bell is
good (they can make the noise!). Stop the model often and describe who has coins and how
this is like the potential difference. Give two coins at a time, what happens to the noise of
the bell? Put another bell in the circuit, what must we do with the coins?
Students describe and evaluate the model. (literacy)
Demonstrate the Water Circuit Model and ask them to describe and evaluate this – is it
better than the student model? (literacy)
Potential Difference Worksheet
Peer mark (Numeracy)
Do extension questions (7a and b) as a class by demonstrating a number of buzzers in series
with a power supply. And demonstrate the ping pong ball circuit model. (literacy)
Plenary –
Tell me 2 things
Outcomes Quiz/Hotseat
Additional Resources and web links –
Demo of: Simple circuit with cell, 2.5V bulb and ammeter and voltmeter.
Lots of pennies (100 or so)
Water Circuit Model
Cell or PSU and as many buzzers as we have to with enough leads to connect them
all in series
Ping Pong balls
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 and
evaluations
Key skills:
observing, recording, analyzing,
evaluating, Calculating, Identifying
variables,
PLTS:. Team workers – Work
collaboratively with others.
ECM: stay safe – how to identify and
minimize risk
.
Assessment –
Teacher assessment in plenary
Q & A assessment throughout
HW: homework questions
Safety: Make sure that floor is clear
and bags are put away to ensure there is
no trip hazard.
When students are throwing ping pong
balls ensure they do not throw at
students faces (or eyes)
Year 10 Spring term. P2.3 – Current in Electrical Circuits
Activity and Resources.
Lesson 4
P2.3 –
Current in
Electrical
Circuits
Title:
Circuits
Text book
Collins
Additional
GCSE P224225
Keywords
Current,
Amp,
Voltage,
Volts,
switch,
bulb, fuse,
cell,
battery,
LDR, LED,
ammeter,
voltmeter,
buzzer,
thermistor,
resistor,
variable
resistor.
Lesson objective; Lesson outcomes
Specification
c) circuit diagrams using standard circuit symbols
Suggested teaching activities
Starter
Use the flashcards to draw all the standard circuit
symbols
i) The current through a component depends on its resistance. The greater the
Main Activities
resistance the smaller the current for a given potential difference across the
Demonstrate how to build a series and parallel circuit and
component.
how to test for current and voltage
j) The potential difference provided by cells connected in series is the sum of the
Plenary –
potential difference of each cell (depending on the direction in which they are
Review with gap fill activity and
connected).
Tell me 2 things
k) For components connected in series:
Additional Resources and web links –
■ there is the same current through each component
12V Bulbs, fixed PSU, ammeters, voltmeters,
■ the total potential difference of the supply is shared between the
leads
components.
I) For components connected in parallel:
■ the potential difference across each component is the same
■ the total current through the whole circuit is the sum of the currents through the
separate components.
Objective:
Be able to draw and make circuits and test Current and Potential
Difference.
HSW: AF2 – Understanding the applications and
implications of science.
Outcomes:
•
All students should be able to remember, interpret and draw
standard circuit symbols.
•
Most students should be able to set up circuits that test for
current and potential difference.
•
Some students should be able to understand how current
and potential difference vary in series and parallel circuits.
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:. Team workers – Work
collaboratively with others.
ECM: stay safe – how to identify and
minimize risk
.
Assessment –
Teacher assessment in plenary
Q & A assessment throughout
HW: homework questions
Safety:
Keep bags and coats out of the way so
there are no trip hazards.
Year 10 Spring term. P2.3 – Current in Electrical Circuits
Activity and Resources.
Lesson 5
P2.3 –
Current in
Electrical
Circuits
Title:
Text book
Lesson objective; Lesson outcomes
Specification
Starter
Resistance Song
Main Activities
d) Current-potential difference graphs are used to
show how the current through a component varies with the potential difference
across it.
e) The current-potential difference graphs for a resistor at constant temperature.
f) The resistance of a component can be found by measuring the current
through, and potential difference across, the component.
g) The current through a resistor (at a constant temperature) is directly
proportional to the potential difference across the resistor.
h) Calculate current, potential difference or resistance using the equation: V = I
R
k) For components connected in series:
■ the total resistance is the sum of the resistance of each component
Keywords
Current (I),
Amp,
Voltage (V),
Volts,
ammeter,
voltmeter,
resistor,
variable
resistor,
resistance
(R), Ohm,
directly
proportional.
Suggested teaching activities
Objective:
Be able to describe what resistance is and calculate it.
HSW: AF4 – Using investigative approaches
Outcomes:
•
All students should be able to describe that resistance
restricts the flow of current and understand that resistors
add in series.
•
Most students should be able to test circuits for current
and potential difference and describe Ohm’s Law and use the
definition of resistance in calculations.
•
Some students should be able to interpret graphs that
relate to current-potential difference and describe
resistance in terms of ions and electrons.
Define resistance and do some calculations
Ohm’s Law practical to get I-V graph. (numeracy)
Plenary –
Review with gap fill and
Tell me 2 things
Additional Resources and web links –
Variable PSUs, mounted resistors/lengths of
constantan 35swg wire and croc clips, leads,
ammeters, voltmeters
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:. Team workers – Work
collaboratively with others.
ECM: stay safe – how to identify and
minimize risk
.
Assessment –
Teacher assessment in plenary
Q & A assessment throughout
HW: homework questions
Safety: Keep bags and coats out of
the way so there are no trip
hazards. Resistors/wires will get hot
and so should not be kept on and
should not be touched. In case of
burn, place area affected under a
cold tap for as long as necessary.
Year 10 Spring term. P2.3 – Current in Electrical Circuits
Activity and Resources.
Lesson 6
P2.3 –
Current in
Electrical
Circuits
Title:
Filament
Lamps
Text book
Collins P228
Keywords
Current (I),
Amp,
Voltage (V),
Volts,
ammeter,
voltmeter,
resistor,
filament
lamp,
resistance
(R), Ohm.
Lesson objective; Lesson outcomes
Specification
m) The resistance of a filament bulb increases as the temperature of the filament
increases. (All students need to know this and to draw I-V Graph)
Objective:
Be able to describe what the resistance of a filament bulb.
HSW: AF4 – Using investigative approaches
Outcomes:
•
All students should be able to describe that resistors will
get hot.
•
Most students should be able to test circuits for current
and potential difference and describe that the resistance of
a filament bulb varies as the potential difference varies.
•
Some students should be able to explain why the resistance
of a filament bulb varies as the potential difference varies.
Suggested teaching activities
Starter
Reminder of Resistance
Main Activities
Measure Current through and voltage across a filament
lamp and draw graph (numeracy)
Plenary –
Outcomes quiz
Additional Resources and web links –
Filament lamp 12V, 24W
Power supply, 0 to 12 V, DC to supply up to 4 A
Leads, 4 mm
Multimeters, 2, or 1 ammeter and 1 voltmeter of suitable
ranges
Rheostat
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:. Team workers – Work
collaboratively with others.
ECM: stay safe – how to identify and
minimize risk
.
Assessment –
Teacher assessment in plenary
Q & A assessment throughout
HW: homework questions
Safety: Keep bags and coats out of
the way so there are no trip
hazards. Bulbs will get hot and so
should not be kept on and should not
be touched. In case of burn, place
area affected under a cold tap for
as long as necessary.
Year 10 Spring term. P2.3 – Current in Electrical Circuits
Activity and Resources.
Lesson 7
P2.3 –
Current in
Electrical
Circuits
Title:
Diodes
Text book
Collins P 229
Keywords
Current (I),
Amp,
Voltage (V),
Volts,
ammeter,
voltmeter,
resistor,
diode, LED,
resistance
(R), Ohm.
Lesson objective; Lesson outcomes
Specification
n) The current through a diode flows in one direction only. The diode has a very
high resistance in the reverse direction. (students should draw I-V graph)
o) An LED emits light when a current flows through it in the forward direction.
Objective: Be able to describe how the resistance of a diode
varies.
HSW: : AF4 – Using investigative approaches
Outcomes:
•
All students should be able to describe that not all
components conduct electricity by Ohm’s Law.
•
Most students should be able to test circuits for current
and potential difference and describe that the resistance of
a diode varies as the potential difference varies.
•
Some students should be able to recall the shape of the
graph and relate it to the resistance of a diode as the
potential difference varies across it.
Suggested teaching activities
Starter
How does an LED work You tube
http://www.youtube.com/watch?v=5GQq8W5xu3c
Main Activities
Measure Current through and voltage across an LED
and draw graph (numeracy)
Plenary –
Hotseat
Additional Resources and web links –







Rheostat, e.g. 8 ohm rated at 5 A
Semiconductor diode - e.g. IN 5401
Protective resistor, at least 10 ohm
Power supply, 0 to 12 V, DC (or, better,
small smooth stabilized 5 V supply)
Leads, 4 mm
Multimeters, 2, or 1 ammeter and 1
voltmeter of suitable ranges
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:. Team workers – Work
collaboratively with others.
ECM: stay safe – how to identify and
minimize risk
.
Assessment –
Teacher assessment in plenary
Q & A assessment throughout
HW: homework questions
HW: homework questions
Safety: Keep bags and coats out of
the way so there are no trip
hazards.
Year 10 Spring term. P2.3 – Current in Electrical Circuits
Activity and Resources.
Lesson 8
P2.3 –
Current in
Electrical
Circuits
Title:
Thermistors
and LDRs
Text book
Collins P 229
Keywords
Current (I),
Amp,
Voltage (V),
Volts,
ammeter,
voltmeter,
resistor,
thermistor,
LDR,
resistance
(R), Ohm.
Lesson objective; Lesson outcomes
Specification
p) The resistance of a light-dependent resistor (LDR) decreases as light
intensity increases.
q) The resistance of a thermistor decreases as the temperature increases.
Objective:
Be able to describe how the resistance of LDRs and Thermistors
varies.
HSW: AF4 – Using investigative approaches
Outcomes:
•
All students should be able to describe that not all
components conduct electricity by Ohm’s Law.
•
Most students should be able to describe the shape of
Resistance-Light Intensity Graph for an LDR and ResistanceTemperature Graph for a Thermistor.
•
Some students should be able to explain that semiconductor
components use energy to release electrons and that this
reduces resistance.
Suggested teaching activities
Starter
Explain (by student modelling) that in metals, giving
energy increases resistance because the lattice
vibrates more. But in LDRs (and thermistors) which are
semiconductors, giving energy knocks more conducting
electrons out of their bonds and means that resistance
goes down. Demo LDR prac. Demonstrate thermistor
prac.
Main Activities
Students carry out prac. Half do LDR – Half do
Thermistor. Share class results.
Draw graph of resistance against light intensity. Draw
graph of resistance against temp. (numeracy)
LDR worksheet
Thermistor Worksheet
Plenary –
Components Taboo
Additional Resources and web links –
Obtain the following apparatus: 1 x multimeter set
initially on 200mA, 1 x cell 1 x LDR, 3 x
wires,
1 x sheet of A4 paper and a pair of
scissors.
Obtain the following apparatus: 1 x
multimeter, 1 x thermistor (inside balloon),
1 x set of long wires, 1 x 250ml beaker, 1
x thermometer, 1 x
tripod/gauze/mat/bunsen.
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:. Team workers – Work
collaboratively with others.
ECM: stay safe – how to identify and
minimize risk
.
Assessment –
Teacher assessment in plenary
Q & A assessment throughout
HW: revision for test
Safety: Keep bags and coats out of
the way so there are no trip
hazards. Bulbs will get hot and so
should not be kept on and should not
be touched as will bunsens and
scalding water. In case of
burn/scald, place area affected
under a cold tap for as long as
necessary.
Year 10 Spring term. P2.3 – Current in Electrical Circuits
Activity and Resources.
Lesson 9
P2.3 –
Current in
Electrical
Circuits
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: