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86 tayangan15 halamanScheme of work for Topic 5 - Electric currents

Jan 22, 2015

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Scheme of work for Topic 5 - Electric currents

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86 tayangan

Scheme of work for Topic 5 - Electric currents

© All Rights Reserved

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Scheme of work

Open-minded

Risk-takers

Knowledgeable

Communicators

Balanced

Principled

Caring

About this topic (key

ideas, questions and skills)

Learning goals

(Based on National

Curriculum for England or

IB Diploma statements)

Assessment

Inquirers

Reflective

Number of periods

Electrical devices dominate our modern life. To begin to start to understand what is happening

inside your computer or smart phone students need to develop and test a working model of

electricity that describes how current, potential difference (voltage) and resistance are related.

Year

Thinkers

22

11

This topic allows students to develop a scientific model and test it against reality using simple

electric circuits.

Develop and test a working model of current electricity in simple circuits

Understand calculations of current (Kirchhoffs 1st law) and potential difference (Kirchhoffs 2nd law): for series and parallel

circuits

Use symbolic representations of circuits

Understand the concept of resistance and know how to calculate it using V=IR

Know how to add resistances in series and parallel

Calculate the power transferred in an electric circuit using power = VI and power =I 2R

Key definitions short test and homeworks from Complete Physics text (C1)

Charlie the Coulomb modelling of electricity (C1, C2 and C4)

Investigation: how does the length of a wire affect its resistance (C2, C3 and C4)

(Refer to topics covered in

previous years)

Evaluation of prior

learning

End of topic test based on GCSE standard questions (C1 and C4)

In KS3 students will have studied:

Electric current, measured in amperes, in circuits, series and parallel circuits, currents add where branches meet and current

as flow of charge

Potential difference, measured in volts, battery and bulb ratings; resistance, measured in ohms, as the ratio of potential

difference (p.d.) to current

The differences in resistance between conducting and insulating components (quantitative).

Ask students to set up a variety of circuits using bulbs, cells, resistors, leads and switches. Ask students to explain the function of

each component in the circuit.

Introduce ammeters and voltmeters into the circuits above. What do they measure?

KS3 SAT questions on electricity.

Y11 Physics

Scheme of work

Open-minded

Risk-takers

Knowledgeable

Communicators

Balanced

Principled

Caring

Inquirers

Reflective

Thinkers

Potential difference

Session: 1

Electric current

Number of periods:

Resistance

Resistance is a measure of how difficult it is for current to

Learning activities and

products

Resources

flow expected

through a component.

Learning objectives

much energy one coulomb of charge transfers as it moves

through the component.

Know how to identify and correct circuit

problems (fault find for broken bulbs etc)

Be able to draw symbolic representations

of circuits

and building circuits

Circuit circus worksheet

Teacher assesses prior learning by observing and

questioning students as the complete the activities in

the circus

variables resistors.

Absorb Physics online - Simple circuits

Y11 Physics

Scheme of work

Open-minded

Risk-takers

Knowledgeable

Communicators

Balanced

Principled

Caring

Inquirers

Reflective

Thinkers

Higher order

thinking skills

questions

How could you use your apparatus to test that the cells and bulbs work properly?

Differentiation

possibilities

Language for

learning

Complete circuit, electric current, flow, voltage, blown bulb, flat battery, cell, connection, positive terminal, negative terminal, short circuit.

Notes

What changes would you make to the faulty circuit to make the bulbs light?

A short circuit is a route (loop) of zero resistance connecting the positive to negative terminals of a cell. This will cause a high current to flow and

may cause a fire.

Y11 Physics

Scheme of work

Open-minded

Session: 2

Risk-takers

Knowledgeable

Caring

Learning objectives

Communicators

Balanced

Principled

easily through conductors, but not

through insulators

Understand that current is the rate of

flow of electric charge

Understand that potential difference is

the difference in energy (Joules) per unit

charge (Coulombs) between two points

in a circuit

Explain using the electron flow model of

electricity why a conductor heats up

when a current flows through it

Appreciate that current splits up at a

junction (Kirchhoffs 1st law)

Inquirers

Number of periods:

conductors - link to static electricity topic

Pupil modelling of current flow round the classroom.

Students represent coulombs of charge, bulbs

ammeters, voltmeters and cells. Coulombs take energy

from the cell and give it to the bulbs.

Reflective

Thinkers

Resources

Complete physics p.182

Electricity pupil modelling cards (V, A, cells and

joule cards and stop clocks).

Furry Elephant simulation

current, p.d. and resistance, and compare them with

the accepted scientific definitions

Higher order

thinking skills

questions

How can the electron flow model be used to explain why a conductor heats up when electricity flows through it?

Differentiation

possibilities

Language for

learning

Current, potential difference (voltage), resistance, flow, charge (Coulomb), ammeter (amperes), voltmeter (volts)

How would you expect the coulombs to behave if we added one more route for the electricity to flow round the circuit?

Evaluate how useful the model is in explaining how a light switch turns on a light bulb.

Y11 Physics

Scheme of work

Open-minded

Notes

Risk-takers

Knowledgeable

Communicators

Balanced

Principled

Caring

Inquirers

Reflective

Thinkers

FT and HT

Metals are good conductors of electricity because some of the electrons from their atoms can move freely throughout the metal

structure.

An electric current is a flow of charged particles.

When electrical charge flows through a resistor, electrical energy is transferred as heat.

Current is the rate of flow of electric charge. 1 Ampere = 1 Coulomb per second

Potential difference is the difference in energy per coulomb between two points in an electric circuit.1 Volt = 1 Joule per Coulomb

Y11 Physics

Scheme of work

Open-minded

Session: 3

Risk-takers

Knowledgeable

Caring

based on the Charlie the Coulomb story

Describe the journey of Charlie the

Coulomb around a circuit explaining analogies

for current, voltage and resistance.

Inquirers

Reflective

Thinkers

Number of periods:

Learning objectives

Communicators

Balanced

Principled

answer questions from the Charlie the Coulomb worksheet.

Higher order

thinking skills

questions

Differentiation

possibilities

Language for

learning

Notes

Resources

Charlie the Coulomb booklet pdf

Describe how resistance is represented in the story and evaluate how useful the model is in developing understanding of electricity.

Y11 Physics

Scheme of work

Open-minded

Session: 4

Risk-takers

Knowledgeable

charge

Be able to explain the difference

between direct (dc) and alternating (ac)

current.

Solve problems involving flow of charge

using Q=It

Higher order

thinking skills

questions

Differentiation

possibilities

Language for

learning

Notes

Caring

Learning objectives

Communicators

Balanced

Principled

Inquirers

Reflective

Thinkers

Number of periods:

Resources

Physics - the formula bits booklets

Y11 Physics

Scheme of work

Open-minded

Session: 5

Risk-takers

Knowledgeable

ammeters in a circuit.

Know how to use a multimeter to

measure current and pd.

Understand what is meant by resistance

Know how to calculate the resistance of

a component using V=IR.

Be able to add resistors in series and

parallel

Higher order

thinking skills

questions

Caring

Learning objectives

Communicators

Balanced

Principled

various items (bulbs, resistors, pencil lead).

Questions form Physics - The formula bits booklet

Inquirers

Reflective

Number of periods:

Thinkers

Resources

Complete physics p.186/7 & 188/9

Multimeters, cells, bulbs, resistors and resistor

holders, pencil leads, leads and resistor colour

code sheet

Physics - The Formula bits booklet

Absorb Physics online - Ohms law

Absorb Physics online - Combinations of resistors

Design, conduct and evaluate an experiment to test the rules for adding resistance in series (FT) and parallel circuits (HT).

Differentiation

possibilities

Language for

learning

Y11 Physics

Scheme of work

Open-minded

Notes

Risk-takers

Knowledgeable

Communicators

Balanced

Principled

Caring

Inquirers

Reflective

Thinkers

FT & HT

V =IR

Potential difference, current and resistance are related as shown: potential difference = current x resistance

The resistance of a component tells you how many volts of potential difference are needed to push 1 Ampere of current through the component.

RT R R 2

If two or more resistors are combined in series their total resistance is given by the equation:

HT

RT

If two or more resistors are combined in parallel their total resistance is given by the equation:

1

1

R1

R2

Y11 Physics

Scheme of work

Open-minded

Session: 6

Risk-takers

Knowledgeable

Caring

Learning objectives

Communicators

Balanced

Principled

series.

Identify series and parallel circuits.

Understand Kirchhoffs 1st and 2nd law.

Solve circuit problems involving current

and pd in series and parallel circuits.

Inquirers

Investigation - Testing Kirchhoffs laws. Students

design circuits to test the laws by making predictions of

current and pd in circuits. They test their predictions by

experiment.

o Worksheet HT and FT - Testing Kirchhoffs laws

Thinkers

Number of periods:

Reflective

Resources

Complete physics p.184/5 & p.191

Bulbs, cells, resistors, leads, multimeters and

ammeters

Absorb Physics online - Current in circuits

Absorb Physics online - Voltage in circuits

https://phet.colorado.edu/en/simulation/circuitconstruction-kit-dc - PhET dc circuit simulation

Higher order

thinking skills

questions

What circuit would you build, and what would you measure to test Kirchhoffs 1 st / 2nd law?

Differentiation

possibilities

Worksheets for HT and FT with suggested circuits to use or with open ended questions. Students choose which sheet to follow.

Language for

learning

Evaluate the accuracy of your predictions made using your model of electricity developed in session 2.

Y11 Physics

Scheme of work

Open-minded

Notes

Risk-takers

Knowledgeable

Communicators

Balanced

Principled

Caring

Inquirers

Reflective

Thinkers

FT and HT

When components are connected in series:

the same current flows through each component

the total potential difference of the supply is shared between them

When components are connected in parallel:

there is the same potential difference across each component

the current through each component depends on its resistance; the greater the resistance; the smaller the current

the total current through the whole circuit is the sum of the currents through the separate components

The potential difference provided by cells connected in series is the sum of the potential difference of each cell separately (bearing in mind the

direction in which they are connected).

Y11 Physics

Scheme of work

Open-minded

Session: 7

Risk-takers

Knowledgeable

Caring

Learning objectives

Communicators

Balanced

Principled

characteristics of a filament lamp and resistor

at constant temperature.

State Ohms law and identify ohmic and

non-ohmic components.

Inquirers

resistors. Students plot graphs of current and voltage for a

bulb and a resistor (use a potential divider)

Resources

Complete physics p.186/7 & 188/9

Bulbs, cells, resistors, leads, multimeters and

rheostats.

Absorb Physics online - I-V graphs

Spreadsheet

Higher order

thinking skills

questions

Does the current through an electrical device double when the voltage doubles? How can we test this idea?

Differentiation

possibilities

Differentiation by outcome.

Language for

learning

Characteristic, curved line, non-linear, straight line, linear, proportional, resistance, temperature

Analyse the differences between the I/V characteristics of a filament lamp and resistor at constant temperature.

Describe how the resistance of a filament lamp changes with increased temperature.

Thinkers

Number of periods:

Reflective

Y11 Physics

Scheme of work

Open-minded

Notes

Risk-takers

Knowledgeable

Communicators

Balanced

Principled

Caring

Inquirers

Reflective

Ohms law states that: The current through a resistor (at a constant temperature) is proportional to the voltage across the resistor.

The resistance of a filament lamp increases as the temperature of the filament increases.

The resistance of resistor is constant provided its temperature remains constant.

Thinkers

Y11 Physics

Scheme of work

Open-minded

Session: 7

Risk-takers

Knowledgeable

Caring

by an electrical component.

Know how to choose the correct fuse for

an electrical appliance.

Be able to explain how the fuse and

Earth wire help make electricity safe.

Inquirers

Reflective

Thinkers

Number of periods:

Learning objectives

Communicators

Balanced

Principled

The power equation P=VI

Questions from Physics - The formula bits booklets

pages 4/5

Absorb Physics online - Section on Electrical safety

Higher order

thinking skills

questions

Differentiation

possibilities

Language for

learning

Notes

FT and HT

Resources

Complete physics p.196/7

Physics - The formula bits booklet

Absorb Physics online - Electrical safety

power = potential difference x current

A fuse is used to turn off the electricity supply if the current to a device gets too high. A 5A fuse will blow (melt) if the current through it exceeds

5A

Y11 Physics

Scheme of work

Open-minded

Session: 9

Risk-takers

Communicators

Balanced

Principled

Caring

Summative assessment

Learning objectives

Knowledgeable

Inquirers

Number of periods:

Reflective

Resources

Topic test

Thinkers

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