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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: