Science 10 Electrical Energy PDF

BASIC EDUCATION ASSISTANCE FOR MINDANAO
LEARNING GUIDE
Year 4 Science
Electrical energy generation, transmission and use
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Written, edited and produced by Basic Education Assistance for Mindanao, August 2008

YEAR 4 SCIENCE
ELECTRICAL ENERGY GENERATION, TRANSMISSION AND USE
Information about this Learning Guide

Recommended number of lessons for this Learning Guide: 10
Basic Education Curriculum Competencies

Fourth Year Science: Electrical energy generation and transmission, and
use
Explain electromagnetic induction
Discuss how electromagnetic induction is applied to generators and transformers
Differentiate a step-up from a step-down transformer
Describe the energy transformation in electrical power plants
Describe the energy transformation in electrical energy from a power station to the
community
Discuss the working principle of an electric motor
Differentiate a motor from a generator
Discuss the transformation of electrical energy to different forms
Objectives
To explain electromagnetic induction.
To elaborate how electromagnetic induction is applied to generators, transformers and
motors.
To differentiate a step up from a step - down transformer.
Describe the energy transformation in electrical power plants
Discuss the working principle of an electric motor
Differentiate a motor from a generator
Discuss the transformation of electrical energy to different forms.
Essential concepts, knowledge and understandings targeted

Electromagnetic induction is an effect thereby producing electricity from a magnet. It
can be best explained by the Faraday's Law which states that: " An electric field is
induced whenever a magnetic field is changing."
Electromagnetic induction as applied to generators could be explained by Lenz's Law
which states that an induced current always flows in a direction that opposes the
change that induced it. In order to induce current, a conductor must move across field
lines. The induced current creates an electromagnet that repels the magnet you are
pushing through a coil. The magnitude of the induced current is the function of the
number of coils, so the more coils, the more work must be expended to push the
magnet through the coil.
Electromagnetic induction in motors and generators is an excellent way to show that
the difference between these devices is one of function, not structure. Both motors and
generators have field magnets, armatures and commutators. Motors can act as
Basic Education Assistance for Mindanao

Learning Guide, August 2008

YEAR 4 SCIENCE
generators and vice versa. The motor uses electric current to create the magnetic field
in the stator(fixed field magnets of the motor) as well as the rotor (moving magnet).
Transformers are designed with a closed ( circular ) core to produce a continuous path
for magnetic flux, which ensures that the secondary cuts all of the flux lines generated
by the expanding and collapsing field of the primary. Transformers are those that
transform one value of a voltage to either higher or lower value. Step-up transformers
have more turns in the secondary than the primary. Step-down transforms have fewer
turns in the secondary and higher in the primary. Step down transformers reduce voltage
so it is appropriate for homes and businesses.
Electrical energy is of limited use to us unless we have ways to convert it to beneficial
forms. Household appliances are devices that convert electrical to energy useful forms.
Specific vocabulary introduced

Electromagnetic induction - it is a process of producing electricity from a magnet.
Generators - these are devices for producing electrical energy in power stations. These
devices transform mechanical energy into electric energy.
Transformers - these are devices that transforms or changes voltage from one value to
another of greater or smaller value.
Step-up transformer - a transformer that produces a higher voltage in the secondary
than the primary coil.
Step-down transformer - a transformer that produces a higher voltage in the primary
than in the secondary coil.
Electric motor - This device transforms electric energy into mechanical energy.
Lenz's Law - "The direction of the current is such as to oppose the change causing it".
Armature - The U - shaped wire ( coil and the core )of a motor.
Magnet - a body, as a piece of iron or steel, that possesses the property of attracting
certain substances, as iron. It has north and south pole.
Faraday's Law - "The size of the induced electromagnetic force is directly proportional
to the rate at which the conductor cuts magnetic field lines."
Suggested organizational strategies

Prepare the needed materials for the activities.
To set the classroom in a manner that students can perform the activities about the
application of electromagnetic induction to generators, transformers and motors.
Activities in this Learning Guide

Activity 1: Volta
Multiple Intelligences
Verbal/Linguistic
Interpersonal


YEAR 4 SCIENCE
Skills
Use information
Knowledge of major ideas
Understanding information
Activity 2: I Know that....

Verbal/Linguistic
Interpersonal
Skills
Use information
Relate knowledge from several areas
Activity 3: Are you trying to induce me?

Verbal/Linguistic
Logical/Mathematical
Skills
Predict, draw conclusions
Order, group, infer causes
Make choices based on reasoned argument
Interpret facts, compare, contrast
Grasp meaning
Text Types
Procedural Recount
Activity 4: Induce me again

Verbal/Linguistic
Skills
Order, group, infer causes


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Text Types
Procedural Recount
Activity 5: Let's generate electricity

Verbal/Linguistic
Interpersonal
Skills
Use information
Generalize from given facts
Translate knowledge into new context
Solve problems using required skills or knowledge
Use methods, concepts, theories in new situations
Activity 6: More Power!

Verbal/Linguistic
Intrapersonal
Skills
Use information
Organization of parts
Relate knowledge from several areas
Text Types
Personal Response
Activity 7: Step up...Step down

Verbal/Linguistic
Interpersonal
Skills
Predict consequences
Grasp meaning


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Activity 8: Let's motor

Verbal/Linguistic
Interpersonal
Skills
Text Types
Explanation
Activity 9: Discover the Secret Scientist

Intrapersonal
Skills
Mastery of subject matter
Activity 10: Let's make a simple generator

Intrapersonal
Visual/Spatial
Body/Kinaesthetic
Skills
Use information
Activity 11: Let's build a simple motor

Intrapersonal
Visual/Spatial
Body/Kinaesthetic


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Skills
Use information
Activity 12: I know that revisited

Verbal/Linguistic
Skills
Generalize from given facts
Key Assessment Strategies

Student Participation Checklist as the tool in assessing students' particiaption in doing
the activity.
Rubric scoring for the group work.
Class Reporting
Checking of students outputs in the activity.


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Mind Map
The Mind Map displays the organization and relationship between the concepts and
activities in this Learning Guide in a visual form. It is included to provide visual clues on
the structure of the guide and to provide an opportunity for you, the teacher, to
reorganize the guide to suit your particular context.
Stages of Learning
The following stages have been identified as optimal in this unit. It should be noted that
the stages do not represent individual lessons. Rather, they are a series of stages over one
or more lessons and indicate the suggested steps in the development of the targeted
competencies and in the achievement of the stated objectives.
Assessment
All six Stages of Learning in this Learning Guide may include some advice on possible
formative assessment ideas to assist you in determining the effectiveness of that stage on
student learning. It can also provide information about whether the learning goals set for
that stage have been achieved. Where possible, and if needed, teachers can use the
formative assessment tasks for summative assessment purposes i.e as measures of student
performance. It is important that your students know what they will be assessed on.
1. Activating Prior Learning

This stage aims to engage or focus the learners by asking them to call to mind what they
know about the topic and connect it with their past learning. Activities could involve making
personal connections.
Background or purpose
In this stage, students should be able to recall their previous ideas about electricity and
magnetism.
Strategy
BUBBLE QUOTES This strategy allows for different perspectives of a particular topic to
be presented in a non threatening manner. Identify a particular topic and allow students
to express their own ideas into a bubble quote. New bubbles can be added to allow more
people to join and for new ideas to be documented.


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Materials
Student Activity Sheet 1, Volta, page 22
marking pens
masking tapes
Activity 1- Volta
1. Reproduce and cut out the topics for the activity in Teacher Resource Sheet 1, page 39.
The topics are to be placed at the center of the bubble quotes on Activity Sheet 1.
2. The topics can be assigned to separate or all groups as you wish.
3. Organize about seven groups of students.
4. Ask each group to select their leader, secretary and a reporter.
5. Encourage students to actively participate in their group tasks.
6. Distribute Student Activity 1, Volta,page 22
7. Guide them to follow the procedure in the activity sheet.
8. When the students have finished, get the reporter of each group to present their
respective outputs to the whole class. List some mentioned terms on the board.
9. Conduct a class discussion about the responses to the activity to serve as a sort of
review of the previously learned concepts of electricity and magnetism.
10.Emphasize its connection to the present topic.
Background information about the topics are provided for your reference in Teacher
Resource Sheet 2, page 40.
Formative Assessment
Students' participation in the group activity will be assessed using the Student
Participation Checklist found on page 42. The teacher may revise the activity into a game
and the points may not be recorded or graded as it is only recalling prior knowledge of the
students.
Roundup
The students in this stage should have given their own ideas about electricity and
magnetism. Somehow some of the ideas might be of use in the following activities.
2. Setting the Context

This stage introduces the students to what will happen in the lessons. The teacher sets the
objectives/expectations for the learning experience and an overview how the learning
experience will fit into the larger scheme.
This stage informs the students about the contents of the Learning Guide. Some of the
outputs in the previous stage will be utilized in the suggested activity.
Strategy
KWL Chart a chart to ascertain what students Know about a topic, what they Want to
know and what they have Learned about the topic. In this stage, this strategy serves as a
bridge to a new concept or lesson.

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Materials
Enlarged KWL Chart (Student Activity 2 page 23)
marking pen or colored pens
masking tape
Activity 2: I know that...

1. Make use of the previous groupings of the students.
2. Post an enlarged KWL Chart on the board. Explain how the chart is used.
3. For the first column, you may ask:
Which of the listed words on the board are already known to you?
4. Guide them to write those words under the K (what I Know?) column.
5. For the second column, you may ask:
Which among the words on the board would you want to know more about?
6. Guide them to write those words under the W (what I Want to know?) column.
7. Inform them that the words they listed in the first two columns will be the focus of the
sequence of lessons on electricity. The last column (L) will be revisited at the end of
the sequence of lessons. Introduce the objectives of the lessons as well.
Students' participation in the group activity will be assessed and recorded using the
Student Participation Checklist found on page 42.
Roundup
Students should have expressed what they know and want to know more about the topic.
They should already be aware of the lesson and its objectives.
3. Learning Activity Sequence

This stage provides the information about the topic and the activities for the students.
Students should be encouraged to discover their own information.
The activities in this stage will focus on electromagnetic induction as applied to
generators, transformers and motors. This also includes energy generation, transmission,
use and transformation of electrical energy into different forms.
Activity 3: Are you trying to induce me?

Strategy:
LABORATORY WORK. In this strategy the students will have the opportunity to do hands-on
activities. These will enable them to draw the concepts from the results of the activity
undertaken.
CLASS DISCUSSION. This strategy augments students' understanding of the concept where
the teacher presents an enhancing lecture about the topic. This will facilitate
clarification of some misconceptions on the presentation made by the students.

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Materials
Student Activity Sheet 3, Are you trying to induce me?, pages 24 to 25,
compass
galvanometer
wire, bar magnet, U magnet ,
plastic tray for materials
pair of scissors
coil
Instructions
1. Make use of the previous groupings of students.
2. Ask them to choose a leader, materials manager, secretary, and a reporter.
3. Encourage the participation of each member. The active participation of all the
members of the group determines the plus factor for the group also.
4. Distribute Student Activity Sheet 3, Are you trying to induce me?,pages 24 to 25. It is
recommended that you allow all groups to perform each of the two experiments.
5. Tell them to read and follow the instructions given in the activity sheet.
6. Point out that they need to answer the questions provided in the activity sheet.
7. After the tasks have been completed, ask the reporter of one group to present their
results of the first experiment to the class. Seek input from other groups after the
report has been delivered.
8. Your aim here is to arrive at a shared and correct understanding of the concepts
involved, using the students' own results as starting point. Use the Guide Questions
in the Activity Sheet to help you achieve this.
You will need to check each group's output. How you do this is up to you whether by
having each group present or by collecting and checking their results and conclusions.
Conduct a class discussion to augment the students' understanding of the important
concepts on electromagnetic induction. Refer to the Teachers Resource Sheet found on
page 43 for assistance. You should arrive at a qualitative statement of Faraday's Law.
Roundup
Use the result of the class discussion as a formal and logical conclusion to the activity. The
student's should record this conclusion as a statement of their learning to date.
Activity 4: Induce me again!

Repeat the process as outlined in Activity3.
Refer to Student Activity Sheet 4, Induce me again!,pages 26 to 27.

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Activity 5: Let's generate electricity

Strategy:
SMALL GROUP WORK and DISCUSSION. In this strategy, students will be formed into
smaller groups where they maybe able to complete a task, then discuss and reflect on
their outputs. This is a good avenue for the students to share their own ideas about the
topic which is related to the previous activity undertaken.
Materials:
a sheet of manila paper for each group.
Instructions
1. Organize the students into small groups.
2. Ask them to choose a leader, materials manager, secretary,and a reporter.
4. Use Student Activity Sheet 5 on page 28 as a reference. You can reproduce the sheet
and hand to the students, re-write the instructions on manila paper or even deliver the
instructions verbally. Please change the activity to suit our own needs.
5. Encourage the students to be imaginative. You never know they might produce an
original, revolutionary idea.
6. The point of the exercise is for the students to think about how to use the idea of
Electromagnetic Induction to provide a source of electricity. The outputs should be
used to generate class discussions about the strengths and weaknesses of the designs.
Resources:
If you have access to the internet, there are some wonderful resources you can use to
supplement the student's experience.
Simple generator
There is a video of a simple Electrical Generator on the LeGS website at
http://legs.beam.org.ph/lr%3Blgs/view?_e=MC0,%27itemId%3A%27,[3914]]&_id=yk5zLA.254
5
You can download and play the video to provide some ideas for the students. Instructions
are available from http://www.amasci.com/amateur/coilgen.html.
Simulation
Download the generator.jar file from the LeGS website at
http://legs.beam.org.ph/lr%3Blgs/view?_e=MC0,%27itemId%3A%27,[3914]]&_id=yk5zLA.254
5
You will need Java 1.5 installed on your computer to run the simulation. You can check
your computer's current version of Java.
Windows users:
From a command line (Start menu->All Programs->Accessories->Command Prompt), type:
java-version followed by the enter key. You should see some text which will include
something like "(build 1.4.2_05_05-b04)"; this number is the version of Java you are using.
If you receive an error, Java is not properly installed.

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Macintosh users:
From the Apple menu, click on "About this Mac", then on "More Info...". You will find the
Java software version under "Software->Applications".
Download:
You can download Java from http://www.java.com/en/index.jsp
Activity 6: More Power!

Strategy: Jigsaw
Jigsaw is a structure for small group work that encourages participation, cooperative
learning and group responsibilities.
Students are formed into Base Groups and each student is given an aspect of a topic to
discuss or research. Students research their aspect and prepare to report back to their
home group. Students take turns to report on their aspect of the topic.
Materials
The students will need access to sources of information about Power Plants such as the
internet, text books, library reference books or brochures from Power companies.
Instructions
Student Activity 6 on page 29 provides brief information about the various types of Power
Plants.
Get the students to familiarize themselves with the different types.
Group the students into groups of about 5. Assign each group one of the Power Plant types.
On page 30 there are a series of questions or tasks. Ask the groups to assign one question
or task to one or a pair of students in that group.
You may wish to allocate class time to the activity or present it as an assignment to be
researched outside of class time. Give them adequate time to complete the research,
come together as a group and combine their findings into a single presentation.
Alternative Research Projects
Below are 4 alternative research projects you may wish to assign your students.
1. Where do you get your electricity from? Find out what type of power stations are used
in Mindanao and where they are located.
2. There are other less common forms of power plants. Find out about Geo-thermal, Tidal
or Thermoelectric Power Plants.
3. How is the issue of Global Warming influenced by particular types of Power Plants, and
what is being done about it.
Use the Rubric on page 51 to get the students to assess each member's contribution to the
final group output. Use the results to gauge the success of the activity and of individual
student's learning.

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Roundup
Get the students to share the group's output with the rest of the class. They may wish to
present in a variety of ways that reflect the joint contribution. Use the presentations to
draw questions from the other students and to lead discussions about the group's findings.
Conduct a short lecture to augment students' understanding of the important concepts on
the transformation of electrical energy into different forms. Refer to the Teacher Resource
Sheet 5, page 46 for assistance.
Activity 7: Step up....Step down...

In this activity students will investigate how an induced magnetic field from one circuit
can induce a current in a second circuit, and determine what factors are involved. These
are the basic principles behind electrical transformers.
Strategy
LABORATORY WORK. In this strategy the students will have the opportunity to do hands-on
activities. This will enable them to draw the concepts from the results of the activity
undertaken.
CLASS DISCUSSION. This strategy augments students' understanding of the concept where
the teacher presents an enhancing lecture about the topic. This will facilitate
clarification of some misconceptions on the presentation made by the students.
Materials
Student Activity 7, Step up....Step down..., page 31
1V AC Power Supply
Iron Ccores
Copper wire
Bulb ( 2.5V, 0.3A )
Instructions
1. Form about seven groups.
2. Ask them to choose a leader, materials manager, secretary,and a reporter.
4. Distribute Student Activity Sheet 7, page 31. It is recommended that you allow all
groups to perform the task in this activity.
5. Tell them to read and follow the instructions given in the Activity Sheet.
6. Point out that they need to answer the questions provided in the Activity Sheet.
7. After the task has been completed, ask the reporter of one group to present their
results of one task to the class. Seek input from other groups after the report has been
delivered.
8. Your aim here is to arrive at a shared and correct understanding of the concepts
involved using the students' own results as starting point. Use the Guide Questions in
the Activity Sheet to help you achieve this.
9. Refer to Teacher Resource Sheet 7 on page 49 for the answers.

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Participation Checklist found on page. A rubric scoring for group work can be used to
assess the students outputs found on page 42.
Roundup
Get the students to record the key concepts dealt with in their personal journal.
Activity 8: Let's Motor!

In this activity the students will explore the basic principles of an electric motor and
examine the energy changes that occur.
Strategy
SMALL GROUP WORK and DISCUSSION. In this strategy, students will be formed into
smaller groups where they may be able to complete a task, then discuss and reflect on
their outputs. This is a good avenue for the students to share their own ideas about the
topic which is related to the previous activity undertaken.
Materials
Student Activity 8, Let's Motor, page 32
Instructions
Organize the students into small groups preferably in pairs or threes.
Ask them to read the material in the Activity Sheet. Alternatively, give a short lecture on
the workings of the electric motor as outlined in the Activity Sheet.
Get them to perform the tasks as outlined in the Activity Sheet. Decide how you would like
the students to present and report their outputs. Some may even want to build a model,
though they will be given the opportunity to build a real motor in Student Activity 11.
Use the results of the students' group work to identify weaknesses in understanding and
deal with these issues in a class discussion. Other students should be given the opportunity
to react to whatever is presented.
Roundup
Summarize the students' outputs, and provide some further key points as necessary.
The key points are:
That a current carrying conductor in a magnetic field experiences a force.
If the current is perpendicular to the magnetic field, then the force on the conductor is
perpendicular to both. (This is a qualitative statement of Lenz's Law. Lenz's Law is
outside the scope of the course, however you may wish to discuss it to help the students
understand how the forces involved make the motor work).
If the direction of the current is reversed, then the direction of the force is reversed.
By changing the direction of the current, either by using Alternating Current (AC) or by
using a commutator, at the right moment, the coil will continue to rotate.

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The electric motor is essentially an electric generator in makeup. In one, the movement
creates the current. In the other, the current creates the movement. The difference
between these devices is one of function, not structure. Stress that both motors and
generators have the same components and that motors can act as generators and vice
versa.
Electric motors are devices which transforms electrical energy into mechanical energy
(and heat and sound energy). This device is used in homes and businesses.
In an electric motor, electrical energy is transformed to kinetic energy (and heat and
sound energy).
Get the students to record these findings in their journal.
4. Check for Understanding of the Topic or Skill

This stage is for teachers to find out how much students have understood before they apply
it to other learning experiences.
Teachers in this stage will be able to check how well students have learned the lessons
from the activities previously done.
Strategy
INDIVIDUAL OR SMALL GROUP WORK. In this strategy, students will work individually or in
small groups to complete a task. This is a good avenue for the students to share their own
ideas about the topic which is related to the previous activity undertaken.
Materials
Student Activity 9, Discover the Secret Scientist, page 34
Activity 9: Discover the Secret Scientist

1. This is an opportunity for the students to work individually, in pairs or small groups to
reflect in an entertaining way on the concepts that have been introduced in this
Learning Guide.
2. Ask the students to fill in the boxes with the correct words.
3. Some letters have a superscript number next to them. After filling in all the boxes,
transfer the letters in those boxes with superscripts to the corresponding boxes at the
bottom of the page to discover the name of the scientist whose picture appears on te
page.
4. Refer to Teacher Resource Sheet 5, page 46 for the correct answers.
By checking that the students arrive at the correct name of the scientist (Michael Faraday)
will provide evidence that they have completed the task successfully.
Work with the groups to ensure they are arriving at the correct responses. Assist them if
they are having difficulty by prompting them to remember the findings from the preceding
activities.
Roundup
In this stage, teacher should have checked whether the topic on electromagnetic induction
as applied to generators, transformers and motors have been fully understood by the

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students. Transformation of electrical energy to different forms should have also been
discussed.
5. Practice and Application

In this stage, students consolidate their learning through independent or guided practice and
transfer their learning to new or different situations.
Students will be able to put into practice the concepts involved and the knowledge gained
from the activities.
Activity 10: Let's make a simple generator.

In this activity, students will build a model of a generator using commonly available and
inexpensive materials.
The instructions have been adapted from Dr Jonathan Hare, The University of Sussex.
Refer to http://www.creative-science.org.uk/gen1.html
Strategy
MODEL MAKING: Using this strategy students get to build working models of machines using
the concepts dealt with in Stage 3 of the Learning Guide.
Materials
Student Activity 10, Let's make a simple generator.,page 35
Cardboard from a cereal box for example
Iron nail with head 6mm diameter, 15cm long
Reel (approx. 25m) of enameled copper wire (30 SWG or ~0.3mm diameter)
Strong Button Magnet
Torch bulb (6V, 0.06A) and holder or better still a Light Emitting Diode (LED)
Hand drill (standard toolbox type)
Instructions
Prepare the materials well before hand. Some of them may be gathered by the
students.
Get the students to work in small groups so that everyone has an opportunity to help
construct the model.
Provide the instructions by photocopying the activity pages or by preparing a manila
paper instruction sheet.
The success in making the model work does not necessarily indicate an understanding of
the concepts of electromagnetic induction, but asking them to explain how it works does.
Follow up the activity by posing questions to the groups or by asking them to present and
report on the workings of the model. Useful, full-class discussions can arise from these
situations.

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Roundup
Students should have answered the problems given in the activities satisfactorily.
performed the activity given them in a problem. They should have solved the situation in
the task.
Activity 11: Let's build a simple motor

In this activity the students will get to build a very simple electric motor from readily
available materials.
Strategy
MODEL MAKING: Using this strategy students get to build working models of machines using
the concepts dealt with in Stage 3 of the Learning Guide.
Materials
Student Activity 11, Let's build a simple motor, page 37
A size C or D battery
A battery holder is optional. Students can tape connecting leads to the ends of the
battery as an alternative
Small pieces of electrical connecting wire
A magnet. A ceramic magnet is best, however just about any magnet you have available
will work, provided it is relatively strong.
Some enamel coated 22 gauge (or thicker) magnet wire. You will only need about a
meter of wire. Old speakers, transformers or motors are an ideal source.
Small piece of polystyrene, cardboard or softwood for the base.
Instructions
Prepare the materials well before hand. Some of them may be gathered by the
students.
Get the students to work in small groups so that everyone has an opportunity to help
construct the model.
Provide the instructions by photocopying the activity pages or by preparing a manila
paper instruction sheet.
The success in making the model work does not necessarily indicate an understanding of
the concepts of electromagnetic induction, but asking them to explain how it works does.
Now is where the secret trick comes in, the thing that makes the motor work. It is a secret
trick because it is a small and subtle thing, and is very hard to see when the motor is
running. Even people who know a lot about motors may be puzzled until they examine it
closely and find the secret.
The idea behind the model is that the rotor is going to rest on two supports made of bare
wire (the safety pins). These supports will be attached to each end of the battery, so
electricity can flow from one support into the rotor and back through the other support to
the battery. In this position, the rotor experiences a force and will begin to rotate. But
this will only happen when the bare half of the wire is facing down, touching the supports.
When the bare copper half is facing up, the insulated half is touching the supports, and no
current can flow. The rotor's momentum will cause it to continue to rotate until it gets
back to the original position, where it gets another kick. It is like paddling a bicycle
wheel where you only push the wheel once every rotation.

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Follow up the activity by posing questions to the groups or by asking them to present and
report on the workings of the model. Useful, full-class discussions can arise from these
situations.
Roundup
Students should have answered the problems given in the activities satisfactorily.
performed the activity given them in a problem. They should have solved the situation in
the task.
Activity 12: In the Real World

The students have learned the basic principles of electromagnetic induction, and how
those principles are applied to the generator, motor, transformer and power stations. But
electric generators, motors and transformers are in wide use in everyday life. Some
examples include:
the starter motor of a vehicle
the generator or alternator of a vehicle
a vehicle's speedometer
the bicycle light generator
an electric fan
welders
mobile phone chargers
...and many more.
It may be useful to generate a discussion about these applications. Get the students to
brainstorm to see how many applications they can think of.
Also, it may be useful to invite a local electrical engineer or mechanic to bring some
examples to school, pull them apart to discover how they operate. Relate the mechanics
back to the fundamental principles learned during their course of study in this Learning
Guide.
6. Closure
This stage brings the series of lessons to a formal conclusion. Teachers may refocus the
objectives and summarize the learning gained. Teachers can also foreshadow the next set of
learning experiences and make the relevant links.
In this stage, students should be able to write what they have Learned in the KWL Chart
previously used in the second stage of this guide.
Strategy
KWL CHART Revisited. This is a chart to ascertain what students Know about a topic, what
they Want to know and what they have Learned about a topic. At this stage, the last L
column, what I have Learned, will be filled in to know what students learned from the
lesson.
Materials
KWL Chart used in the second stage

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marking pens
Activity 13 I learned that...

Guide the students to refocus their attention to the partially completed KWL chart in stage
2. Let them fill in the 3rd, or L column, what I have Learned.
Participation Checklist found in page 42.
Roundup
Students should have filled out all the columns in the KWL Chart. Their responses in the
third column of the chart should show whether or not they have achieved the objectives of
the lesson.
Teacher Evaluation
(To be completed by the teacher using this Teachers Guide)
The ways I will evaluate the success of my teaching this unit are:
1.
2.
3.

21

YEAR 4 SCIENCE
Student Activity 1
Volta
Directions: Brainstorm ideas about the topic and write your ideas in the bubbles.

22

YEAR 4 SCIENCE
Student Activity 2
KWL Chart
I know that...
What I Know
What I Want to know

What I have Learned
23

YEAR 4 SCIENCE
Student Activity 3
Are you trying to induce me?
Purpose of this activity
In this activity you will see if you can create
an electrical current in a wire by moving it in
a magnetic field (the area close to a magnet
in which it exerts a force on another object).
Materials:
Ushaped magnet, galvanometer, wire
1. Set up the materials as in the figure
below.
2. What do you think the purpose of the galvanometer is in this experiment? How
can you test your idea?
3. Hold the wire at rest between the poles of the magnet. Take note of any
movement of the galvanometer needle.

24

YEAR 4 SCIENCE
4. Now, move the wire in each of the six directions shown in the figure.
Take note of which direction/s of the wire's motion produced a deflection of the
galvanometer's needle.
5. Now try it all again, but change the speed at which you move the wire.
6. Design a table to record your results. The table should indicate the things you
tried and the observations you made.
Now, interpret the results you have recorded and write a sentence or two to
describe the phenomenon.

25

YEAR 4 SCIENCE
Student Activity 4
Induce me again!
This is a similar experiment to Part A above, except that here you will move the
magnet, not the wire.
1. Set up the materials as in the figure below.
2. Push the magnet into the coil, north pole first. Hold it still inside the coil. Then
withdraw the magnet . Now move it in and out faster. Now more slowly. Observe
the deflection of the needle of the galvanometer.
3. Repeat this step, this time pushing the south pole of the magnet into the coil.
4. Design a table to record your results. The table should indicate the things you
tried and the observations you made.

26

YEAR 4 SCIENCE
Interpret the results you have recorded and write a sentence or two to describe the
phenomenon.

27

YEAR 4 SCIENCE
Student Activity 5
Let's generate electricity
Introduction
In Activity 3a and Activity 3b, you managed to generate an electric current by
having relative motion between a conductor (wire) and a magnetic field. A machine
that creates an electric current in this way is called an ELECTRIC GENERATOR.
You will have noticed that the direction of the current you created, called the
INDUCED CURRENT, depends on the direction of the relative motion between the
conductor and the magnetic field. A current that constantly changes direction is
called an ALTERNATING CURRENT. A current that does not change direction is called
a DIRECT CURRENT.
Now, here's your chance to design an
Electric generator.
With the others in your group, think of how
you might put together one or more
conductors and a magnetic field to generate
a source of electricity for your home.
A couple of things you might consider in
your design:
1. What mechanism will you use to
provide the constant relative motion
between the conductor and magnetic
field?
2. What factors might you build into
your design to increase the value of
the induced current?
You are expected to provide a diagram of your invention together with a
description of it's construction and method of operation.

28

YEAR 4 SCIENCE
Student Activity 6
More Power!
You now know how to generate electricity. So how do Electric Power Stations
generate the electricity needed to power your homes and industry?
Well, the mechanism is essentially the same. All we need are huge magnets and
huge coils. The coils rotate inside the magnets inducing a current in the wires. And
we need something to rotate the coils. Power Stations use a number of means to
rotate the coils. Most commonly, they use a fuel to produce steam, which drives a
turbine, which rotate the coils.
Coal fired plants
Coal fired plants burn coal to produce steam that drives a steam turbine. This in
turn drives a generator.
Gas Powered Plants
Most gas powered plants are similar to a brown coal station, except that the
boiler is heated by gas instead of coal. Some use the gas to directly drive a gas
turbine, much like a jet engine. This turbine then drives the generator.
Hydro generators
Hydro generators are normally located at the outlet of purpose-built dams, where
the fall of water through the dam wall drives the turbines.
Wind powered generation
This form of generation uses the kinetic energy of the wind to turn huge blades at
the top of a tower, which then drives the generator directly.
Solar Powered Plants
These plants use the thermal energy of the sun to convert water to steam,
driving turbines and therefore the generators.
Nuclear Power Plants
Nuclear plants use the energy released during controlled nuclear fission reactions
to produce the steam that drives the generator turbines.

29

YEAR 4 SCIENCE
Now it is your turn.

Form groups as instructed by your teacher. You will be assigned one of the types of
power plants above.
Your task is to find out more about that type of power plant, specifically:
1. The layout of a typical plant what it looks like, the plant's different
components and how they are linked.
2. Where such plants are commonly found.
3. The advantages and disadvantages of that type of plant.
4. The energy transformations that occur in the creation of electricity in that type
of plant.
5. How the electricity gets from the station to your home.
The topics will be divided up so that each member will work on one of the aspects
of the project. Decide who will work on what question.
After the time allocated by your teacher, you will combine your findings into a
single presentation.
You may present your project in whatever manner the group chooses, but be aware
that your teacher will be assessing your efforts.

30

YEAR 4 SCIENCE
Student Activity 7
Step up...Step down...
Purpose of this activity
In this activity you investigate how an induced magnetic field from one circuit can
induce a current in a second circuit, and determine what factors are involved.
You will see the difference in the brightness of the lamp as we:
pull the C-cores apart slightly
increase the secondary turns to 15
decrease the secondary turns to 5
Materials: 1V AC Power Supply,
Iron Ccores, copper wire, bulb
( 2.5V, 0.3A )
Connect the apparatus as in the
diagram. The 1V high-current
power unit supplies alternating
current to the primary and the
lamp detects the secondary
current.
Guide questions:
1. What happens to the brightness of the lamp as we pull the C cores apart
slightly?
2. If we increase the secondary turns by 5, 10 or 15, what is its effect to the

brightness of the lamp?
3. How about if we decrease the secondary turns by 5? Is there any significant

change in the brightness of the lamp?

31

YEAR 4 SCIENCE
Student Activity 8
Let's Motor!
You have seen how the relative motion between a conductor and a magnetic field
will induce an electric current in the conductor. The Electric Generator uses this
principle to provide the electricity that lights our homes and powers our electric
fans.
In this process, kinetic (movement) energy is transformed into electrical energy.
FORCE
MOTION
ELECTRICITY
The electric motor is essentially the reverse of a generator. That is, the electric
motor uses an electric current to produce motion. So, electrical energy is
transformed into kinetic energy.
ELECTRICITY
FORCE
MOTION
It is beyond the scope of your course, but

to explain how an electric motor works,
you need to understand that the force on
the conductor, the current through the
wire and the direction of the magnetic
field are all at right angles to each other.
In the diagram below, the force on the left
hand of the coil is up and the force on the
right hand of the coil is down.
Under these conditions, the coil will come
to rest in a vertical position. But the
momentum of the coil will mean it will pass the vertical position a little before it
comes to rest. If we change the direction of the current at this precise moment,
the directions of the force will also reverse, and the coil will continue to rotate.
The mechanisms used to reverse the current are either split rings or the
commutator. The split rings are used for alternating currents while the commutator
is used for direct currents. direct (non-changing) currents, while the diagrams
below show the two different mechanisms.

32

YEAR 4 SCIENCE
Now it's your turn

1. Explain in your own words, using diagrams where necessary, to explain how the
coil will rotate through a full revolution.
2. What factors do you think will affect the speed of the electric motor? Explain
your reasons.
3. Explain the energy changes that are occurring when the motor is running.

33

YEAR 4 SCIENCE
Student Activity 9
Discover the Secret Scientist
13
When a conductor is moved through a
field, a current is
2
in the conductor, thereby converting

3
energy to
moved, the
energy. The more quickly the conductor is

is the current. The stronger the magnetic
12
, the greater is the
An electrical
uses an external source of
to rotate a series of coils in a

1
field in order to produce electricity, thereby converting

energy to
energy.
A power station generally uses fuel to
water to produce steam,
which turns a turbines, which in turn drives a generator to produce

14
10
In an electric motor,
passes through a series of coils
11
within a
field. The coils then

.
converts the voltage in one coil to a larger or

7
smaller
in an adjacent coil.
Now transfer the corresponding letters to the boxes below to find the name of the
scientist in the picture.
1

10
11
12
13
14
34

YEAR 4 SCIENCE
Student Activity 10
Let's make a simple generator.
The following has been adapted from Dr Jonathan Hare, The University of Sussex.
Refer to http://www.creative-science.org.uk/gen1.html
Materials needed
Cardboard from a cereal box for example
Iron nail with head 6mm diameter, 15cm long
Reel (approx. 25m) of enameled copper wire 30 Gauge or about 0.3mm diameter
Strong Button Magnet
Torch bulb (6V, 0.06A) and holder or better still a Light Emitting Diode (LED)
Hand drill (standard toolbox type)
1. Make up two cardboard circles about 3cm in diameter (1-2 mm thick). Carefully
pierce a hole in the middle of the circles. Find a large (10-15 cm long, 6 mm
wide) clean nail having a large head. Thread one of the circles onto the nail and
push right up to the head.
2. Cover the last 3-4 cm of the nail with a single layer of insulation tape (leave the
nail head uncovered). Push the second circle onto the nail but only so far as the
insulation tape. Add more tape onto the other side of the circle to fix the circle
in place. You should now have a ready made 'spool' on which to wind the coil.

35

YEAR 4 SCIENCE
3. Get some thin insulated copper wire (say 25m or so of 30SWG, approximately.
0.3mm diameter) leave about 20-30 cm free and start to wind turns onto the
insulated part of the nail between the two circles. Wind 1000 to 1500 turns (the
exact number does not matter much and will depend on how neat you can get
them on before they spill over the restraining cardboard circles). Leave another
20-30 cm free at the end and then cut the wire. Tape up the whole assembly so
that the wire does not come undone.
4. Take the free ends of the wires and scrape off the insulation. Wire them to a
bulb or to an LED. Get someone to hold the free end of the nail or secure it
some other way and bring a magnet close to the head of the nail. Hold it about
5mm or so from the head and rapidly move the magnet from side to side, or,
better still, rotate it using a hand drill. The Bulb or LED will light showing
generation of electricity.
Questions:
What happens when (or if) you:
1. Spin the magnet faster? Why?
2. Move the magnet further from the coil? Why? Try it.
3. Increased the number of turns in the coil? Why? You may want to try it.

36

YEAR 4 SCIENCE
Student Activity 11
Let's build a simple motor
This motor is very simple and easy to make using a battery, a magnet, and a small
coil of wire you make yourself. Have fun!
Materials
A size C or D battery
A battery holder (optional)
Small pieces of electrical connecting wire
A magnet
Some enamel coated 22 gauge (or thicker) magnet wire. You will only need about
a meter of wire
Small piece of cardboard or softwood for the base.
Procedure
1. Start by winding the coil, the part of the motor that moves. To make the coil
nice and round, wind it on a cylindrical form, such as a pentel pen or a small
battery. The diameter is not critical, but should be related to the wire size. Thin
wire requires a small coil, thick wire requires a larger
coil.
2. Leave a few centimeters of wire free at one end to
form a tail, then wind about 20 turns around the coil
form. The coil will end up looking like the photo on
the right.
3. Now carefully pull the coil off of the form, holding the
wire so it doesn't spring out of shape.
4. To make the coil hold its shape permanently, wrap and tie each free end of the
wire around the coil a couple of times, making sure that the new binding turns
are exactly opposite each other, so the coil can turn easily
on the axis formed by the two free ends of wire, like a
wheel. Cut off the excess wire a few centimeters from the
rotor to form a second tail.
If this method of holding the coil together is too difficult,
use scotch tape or electrical tape to do the job. The
important thing is to keep the coil together, and to have the two ends of the
wire anchored well, and aligned in a straight line, so they form a good axle.

37

YEAR 4 SCIENCE
5. On one tail, use fine sandpaper or a knife to completely remove the insulation
from the wire. On the other tail, hold the rotor vertically, lay the tail on a table
and lightly sand or scrape off the insulation from the top half of the wire only.
6. The next step is to make the axle supports. In the

photo, safety pins are stuck into a polystyrene base,
but you can use cardboard or softwood. with the coil
inserted through the eyes of the pins. You may like to
design your own axle support system.
7. Connect one end of the battery to one of the safety
pins, and the other end to the second pin.
8. You may have to give it a gentle push to get it started,
but it should begin to spin rapidly. If it doesn't spin,
try pushing it in the opposite direction and make sure
that all of the insulation has been removed from the
wire ends. If it spins erratically, check that the tails
on the coil are centered on the sides of the coil.
Further Experiments and questions:
1. Why do we scrape only half the insulation off one of the tails? What would
happen if we scraped all the insulation off both ends? You may want to try it.
2. Try making different shaped coils and seeing how they work. Is the circle the
best shape? Try squares, ovals, etc. Make a display showing each of the coils you
tried with a short summary of the results underneath them.
3. Try varying the number of turns of wire in the coil. Does even or odd number of
turns matter? Does the number of turns determine the speed? Again, include the
different coils in the display and describe the results.
4. Turn the coil slowly by hand and feel the magnetic attraction at each position of
the coil. Make drawings showing the different coil positions and describe how
the attractions vary at each position.

38

YEAR 4 SCIENCE
Teacher Resource Sheet 1: Volta

Below are the topics to be considered in this activity. Make copies or reproduce the
template in Student Activity 1 on page 22 and either place the cards below, or
write the text, in the center box.
Characteristics of Magnets
Magnetic fields
Voltage
Electric charges
Electric Current
Resistance
Instruments
used in measuring current
and voltage
39

YEAR 4 SCIENCE
Teacher Resource Sheet 2: Volta

1. Characteristics of a Magnet
A magnet is a material that can exert a noticeable force on other materials without
actually touching them. This force is known as a magnetic force and may either
attract or repel. The Earth itself is a huge magnet. It has north and south poles.
Other magnets are known as electromagnets. They are made by surrounding ferromagnetic materials with a coil of wire. When an electric current is passed through
the coil, these materials act as a magnet. When the current is turned off, the
materials stop acting as a magnet.
2. Magnetic fields
A magnetic field is a region where magnetic materials experience a force. Magnetic
fields surround electric currents, magnets, and changing electric fields.
3. Volts
Volts are the units of the Potential Difference (or voltage) an electrical energy
source possesses. It is the difference in potential that will drive a current
through a conductor. Strictly, it is the electric potential energy per unit charge,
measured in joules per coulomb. When we say that a battery is 6 Volts, then it
possesses 6 joules for every coulomb of charge.
4. Electric charges
Electric charge is a fundamental conserved property of some subatomic particles
which determines their electromagnetic interaction. It is described in terms of an
excess (negative) or deficiency (positive) of electrons. Electrically charged matter
is influenced by, and produces, electromagnetic fields.
5. Electric current
Electric current is the rate of flow of charges in an electric circuit, measured in
Amperes, or Coulombs/second. The value of the current depends on the EMF
(voltage) of the energy source (usually a battery) and the resistance of the
conductor (usually a wire).
6. Resistance
Electrical resistance is a measure of the degree to which an object opposes an
electric current through it, measured in ohms. The resistance of an object
determines the amount of current through it for a given potential difference
across the object.
There is a relationship between the Resistance, Potential Difference and Current in
an electrical circuit given by Ohm's Law:
R=
V
I
, where
R is the resistance of the object, measured in ohms

40

YEAR 4 SCIENCE
V is the potential difference across the conductor, measured in volts

I is the current through the object, measured in amperes
7. Instruments used in measuring current, voltage and resistance
A voltmeter measures the electrical potential difference between two points in an
electric circuit.
An Ammeter measures the current through a circuit or part of a circuit.
An Ohmmeter is an instrument that measures electrical resistance, the opposition
to the flow of an electric current, in a circuit.

41

YEAR 4 SCIENCE
Teacher Resource Sheet 3

Assessment Tool: Class Participation Checklist
Direction. Check the box that corresponds to the observed behavior of the
students. This tool will be used for the different activities.
Name of Students
Alert to
Respond
Shows spirit
of
volunteerism
Attentive Follows
to Task
instructions
Listens to
Does not
others ideas disrupt
the class
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.

42

YEAR 4 SCIENCE

Are you trying to induce me?
Electromagnetic Induction
Producing a potential difference in a conductor from a changing magnetic field is
called electromagnetic induction.
Two ways of demonstrating electromagnetic induction are shown below. This is the
principle behind the construction of generators and electric motors.
a. Straight wire and Ushaped magnet.
First, the wire is held at rest between the poles of
the magnet and the galvanometer. It is then moved
in each of the six directions as shown. Only when it
is moving upwards (direction 1) or downwards
(direction 2) is there a deflection on the
Students should also note that the strength of the
induced current, as measured by the deflection of
the galvanometer needle, is greater if the wire is
moved more quickly.
b. Bar magnet and coil.
The magnet is pushed into the coil, one pole
first, then held still inside it. It is then
withdrawn. The galvanometer shows that
current is induced in the coil in one direction
as the magnet moves in and in the opposite
direction as it is removed. There is no
deflection when the magnet is at rest. The
results are the same if the coil is moved
instead of the magnet, e.g. Only relative
motion between the magnet and the coil is needed.
Again, the faster the magnet (or coil) is moved, the stronger the current as
measured by the galvanometer.
The common, agreed output from the students should be that the galvanometer
needle registers a current only when there is relative motion between the lines
of magnetic force and the conductor, and that the strength of the current
depends on how quickly the motion occurs.
You will need to introduce the concept of induction. An Electromotive Force (EMF)
is induced in a conductor if there is relative motion between the conductor and a
magnetic field. If the conductor forms a closed circuit, an induced current is
produced. This is essentially Faraday's Law (see below).

43

YEAR 4 SCIENCE
Faraday's Law
To explain electromagnetic induction, Faraday suggested that an electromagnetic
force (emf) is induced in a conductor whenever it 'cuts' magnetic field lines, e.g.
moves across them, but not when it moves along them (parallel to them) or is at
rest. If the conductor forms part of a complete circuit, an induced current is also
produced.
Faraday found, and it can be shown with apparatus like that in Figure 2 that the
induced e.m.f. increases with increases of :
the speed of motion of the magnet or coil;
the number of turns on the coil; and
the strength of the magnet
These facts led him to state a law.
The size of the induced e.m.f. is directly proportional to the rate at which
the conductor cuts magnetic field lines.
Lenz's Law
The direction of the induced current can be predicted by a law proposed by a
Russian scientist, Lenz.
The direction of the induced current is such as to
oppose the change causing it.
According to Lenz's Law, the induced current should flow in a direction which
makes the coil behave like a magnet with its top a north pole. The downward
motion of the magnet will then be opposed as shown below:

44

YEAR 4 SCIENCE
When the magnet is withdrawn, the top of the coil should become a south pole and
attract the north pole of the magnet , so hindering its removal. The induced
current is thus in the opposite direction to that when the magnet approaches.
Lenz's Law is an example of the principle of conservation of energy. If the current
caused opposite poles to attract each other, electrical energy would be created
from nothing. As it is, mechanical energy is provided by whoever moves the
magnet, to overcome the forces that cause the magnet move in a separate
direction.
For a straight wire moving at right angles to a magnetic field, Lenz's Law can be
interpreted using a version of the right-hand rule. Imagine a positive charge within
the wire.
As the wire moves so does the positive charge in it, constituting a conventional
current. If the thuMb points to the direction of Motion of the wire and the Fingers
point in the direction of the magnetic Field (from north to south), the Palm Pushes
in the direction of the current induced in the wire ).
(Duncan , Tom and Saunders, Roger.Action Physics: Heinemann Educational Australia, 1989)

45

YEAR 4 SCIENCE
Electrical Energy Transformation

Energy is the ability to do work, to make something move. Different forms of
energy can be used to do work.
Electrical energy is of limited use to us unless are we have ways to convert it to
beneficial forms. Household appliances are devices that convert electrical energy
to useful energy. The electrical energy might have been produced by heat, light,
nuclear, chemical or mechanical energy.
Mechanical energy can be changed to electrical energy. This energy is produced
through an electric generator. Nearly all the electric energy used today is produced
by electric generators. Most of the energy used to operate electric generators
comes from turbines. The turbine is turned by mechanical energy . Moving water is
an example of mechanical energy. The principle in all generators is the same: there
are coils of wire rotating in magnetic fields.
Light energy can be used to produce electrical energy by using the photoelectric
cell and the solar battery. When light shines on certain materials, an electric
current is produced. This is called the photoelectric effect. Solar cells produce
electricity directly from sunlight. Solar cells are made of a material called silicon
which when hit by a ray of light, gives off electrons. As long as light keeps hitting
the silicon, an electric current is sent out.
Heat energy can be changed to an electric current by a method called the
thermoelectric effect. To create this effect, a thermocouple is used to generate
electricity as a result of differences in conductivity of two different materials. if
the sun's rays are focused on a thermocouple using huge mirrors, significant power
can be generated.
Nuclear energy produces electricity through the controlled fission of radioactive
elements. The heat from this reaction changes water into steam, which then drives
turbines to produce electricity.

46

YEAR 4 SCIENCE

Stepup...Step-down
An alternating current is changing all the time and if it flows in a primary coil, an
alternating electromotive force and current are induced in the secondary coil.
In the figure , of Student Activity Sheet 5, the 1V high current power unit supplies
alternating current to the primary and the lamp detects the secondary current.
Transformer equation:
A transformer transforms an alternating voltage from one value to another greater
or smaller value. It has primary and secondary coils wound on a complete soft iron
core, either on top of the other or on separate limbs of the core.
An alternating voltage applied to the primary induces an alternating voltage in the

secondary whose value can be shown for an ideal transformer, to be given by:
Secondary voltage Secondary Turns
=
Primary Voltage
Primary Turns
In symbols:
Vs
Vp
Ns
Np
where :
Vs = secondary voltage
Ns = number of secondary turns
Vp = primary voltage
Np = number of primary turns
A step up transformer has more turns in the secondary than on the primary and
secondary voltage is greater than the primary voltage.

47

YEAR 4 SCIENCE
For example, if the secondary turns has twice as many turns as the primary, secondary
voltage is about twice as primary voltage. In a step-down transformer , there are fewer
turns in the secondary than in the primary and secondary voltage is less than the primary
voltage.
(Duncan, Tom and Saunders, Roger. Action Physics: Heinemann Educational Australia, 1989)

48

YEAR 4 SCIENCE

Answer Key for Student Activity 8
13
When a conductor is moved through a M A G N E T

I
C field, a current is
N D U C E D in the conductor, thereby converting K
energy to E L E C T R
N E T
C A L energy. The more quickly the conductor is
moved, the L A R G E R is the current. The stronger the magnetic

8
12
E L D , the greater is the C U R R E N T .
An electrical G E N E R A T O R uses an external source of

E N E R G Y to rotate a series of coils in a
1
M A G N E T
K
C field in order to produce electricity, thereby converting
N E T
C energy to E L E C T R
C A L energy.
A power station generally uses fuel to H E A T water to produce steam,

which turns a turbines, which in turn drives a generator to produce
6
14
E L E C T R
10
In an electric motor, E L E C T R
11
within a M A G N E T
T Y
T Y passes through a series of coils
C field. The coils then
R O T A T E.
9
A T R A N S
F O R M E R converts the voltage in one coil to a larger or

7
smaller V O L T A G E in an adjacent coil.

Now transfer the corresponding letters to the boxes below to find the name of the
scientist in the picture.
1
10
11
12
13
14

49

YEAR 4 SCIENCE

Rubric for Small Group Work
Beginning
Developing
Accomplished
Exemplary
(1 pt)
(2 pts)
(3 pts)
(4 pts)
Contribution
One or more
members do not
contribute.
All members
contribute, but
some contribute
more than others.
All members
contribute equally.
All members
contribute equally
and some even
contribute more
than what is
required.
Cooperation
Teacher
intervention
needed often to
help group
cooperate.
Members work well

together some of
the time. Some
teachers'
intervention
needed.
Members work well All members work

together most of
well together all of
the time.
the time. Assist
others when
needed.
On task
Team needs
Team is on task
frequent reminders some of the time.
to get on task.
Needs teacher
reminders.
Team is on task
most of the time.
Does not need any
teacher reminders.
Team is on task all

of the time. Does
not need any
teacher reminders.
Communication
Members need
frequent teacher
intervention to
listen to each
other and speak to
each other
appropriately.
All members listen

to each other and
speak to each
other in equal
amounts.
Each member
listens well to
other members.
Members need
some teacher
intervention to be
able to listen to
each other and
speak to each
other
appropriately.
Each member
speaks in friendly
and encouraging
tones.
Total points : _________________________

50

YEAR 4 SCIENCE

Rubric for Student Activity 5: More Power!
Each group member will complete an evaluation on his/her group. This will assist in determining
part of the Project grade for each group/member. The evaluation needs to contain information
about the following items:
Quality of the information contributed to the group
Quantity of the information contributed to the group
How well each group member worked alone and within the group
Each group member's contribution to the final presentation.
Each group member will assign a numerical grade from 1 to 10 for every member of the group. Each
student will have to justify the grade given with detailed supporting statements. The teacher
reserves the right to have the final numerical grade selection.
Group Number/Name:
Each group needs to list
each group members Name
in the same order below
Numerical
Grade

Detailed Supporting Statements
51

YEAR 4 SCIENCE
For the Teacher: Translate the information in this Learning Guide into the following matrix to help you prepare your lesson plans.
Stage
1. Activating Prior 2. Setting the

Learning
Context
3. Learning
Activity Sequence
4. Check for
Understanding
5. Practice and
Application
6. Closure
Strategies
Activities from the

Learning Guide
Extra activities you

may wish to include
Materials and
planning needed
Estimated time for

this Stage
Total time for the Learning Guide

Total number of lessons needed for this Learning Guide
52

Science 10 Electrical Energy PDF

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BASIC EDUCATION ASSISTANCE FOR MINDANAO

BASIC EDUCATION ASSISTANCE FOR MINDANAO

Information about this Learning Guide

Basic Education Curriculum Competencies

Essential concepts, knowledge and understandings targeted

Basic Education Assistance for Mindanao

BASIC EDUCATION ASSISTANCE FOR MINDANAO

Specific vocabulary introduced

Suggested organizational strategies

Activities in this Learning Guide

Basic Education Assistance for Mindanao

BASIC EDUCATION ASSISTANCE FOR MINDANAO

Activity 2: I Know that....

Activity 3: Are you trying to induce me?

Activity 4: Induce me again

Basic Education Assistance for Mindanao

BASIC EDUCATION ASSISTANCE FOR MINDANAO

Activity 5: Let's generate electricity

Activity 6: More Power!

Activity 7: Step up...Step down

Basic Education Assistance for Mindanao

BASIC EDUCATION ASSISTANCE FOR MINDANAO

Activity 8: Let's motor

Activity 9: Discover the Secret Scientist

Activity 10: Let's make a simple generator

Activity 11: Let's build a simple motor

Basic Education Assistance for Mindanao

BASIC EDUCATION ASSISTANCE FOR MINDANAO

Activity 12: I know that revisited

Key Assessment Strategies

Basic Education Assistance for Mindanao

BASIC EDUCATION ASSISTANCE FOR MINDANAO

1. Activating Prior Learning

Basic Education Assistance for Mindanao

BASIC EDUCATION ASSISTANCE FOR MINDANAO

2. Setting the Context

Basic Education Assistance for Mindanao

BASIC EDUCATION ASSISTANCE FOR MINDANAO

Activity 2: I know that...

3. Learning Activity Sequence

Activity 3: Are you trying to induce me?

Basic Education Assistance for Mindanao

BASIC EDUCATION ASSISTANCE FOR MINDANAO

Activity 4: Induce me again!

Basic Education Assistance for Mindanao

BASIC EDUCATION ASSISTANCE FOR MINDANAO

Activity 5: Let's generate electricity

Basic Education Assistance for Mindanao

BASIC EDUCATION ASSISTANCE FOR MINDANAO

Activity 6: More Power!

Basic Education Assistance for Mindanao

BASIC EDUCATION ASSISTANCE FOR MINDANAO

Activity 7: Step up....Step down...

Basic Education Assistance for Mindanao

BASIC EDUCATION ASSISTANCE FOR MINDANAO

Activity 8: Let's Motor!

Basic Education Assistance for Mindanao

BASIC EDUCATION ASSISTANCE FOR MINDANAO

4. Check for Understanding of the Topic or Skill

Activity 9: Discover the Secret Scientist

Basic Education Assistance for Mindanao

BASIC EDUCATION ASSISTANCE FOR MINDANAO

5. Practice and Application