Course Profile Science, Workplace Preparation, Catholic

Unit 3: Electrical Circuits

Time: 20 hours

Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5

Unit Developers

Ann Harrison, Niagara CDSB

Jeffrey Martin, Niagara CDSB

Development Date: August 2000

Unit Description

Students demonstrate an understanding of the components and functions of electrical circuits that are commonly found at home and in the workplace. Students construct, analyse, and repair simple electrical circuits using schematic diagrams. They demonstrate the skills necessary to work with electrical tools and components and examine small everyday electrical devices and appliances. Students investigate the role electrical appliances play in the economy of the local community. They also investigate the impact of, and dependence on, electrical devices on our standard of living in view of the Catholic faith tradition.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: CGE 2b,c, e; 3c, d; 4a, f; 5a, e, f; 7i

Strand(s): Electrical Circuits

Overall Expectations: ECV.01E, ECV.02E, ECV.03E.

Specific Expectations: EC1.01E to EC1.07E, EC2.01E to EC2.07E, EC3.01E to EC3.03E.

Activity Titles (Time + Sequence)

Activity 1	Electrically Speaking	300 minutes
Activity 2	Drawing Circuits	300 minutes
Activity 3	Building an Electrical Device	225 minutes
Activity 4	Introduction to House Circuits	225 minutes
Activity 5	Appliance Disposal Tips	150 minutes

Prior Knowledge Required

Students review and build upon their understanding of electricity developed in Grade Six: Energy and Control - Electricity where they distinguished between current and static electricity and drew, designed, and built electrical circuits. As well, students entering this course from either the Grade Nine Academic or Applied courses have taken a full unit on electricity, which continued developing the concepts introduced in Grade Six.

Unit Planning Notes

Through the five activities, students create and maintain three reference sheets that they refer to and use when writing quizzes or tests. These reference sheets are the Electrical Vocabulary List, the Electrical Circuits Checklist, and the Schematic Symbols Reference Sheet. Students update their Workplace Portfolio throughout the unit by selecting examples of their work that demonstrate that they have acquired useful workplace skills. The Catholic perspective on science and technology should be an important focus in the planning of this unit. One way to develop this theme is through the use of reflective Journal entries following the Learning/Valuing/Acting Model as outlined in the Course Overview.

It is suggested that the lessons be kept short and teachers use a variety of methods and teaching strategies appropriate for students in the class. Teachers may need to work on students note-taking abilities and work habits. Teachers are advised to use a “need to know” approach in every activity/lesson (what do students need to know?), stressing the relevance of the activity/lesson to the workplace and students life. With this in mind, it is suggested that a survey be taken early in the course to determine the interests and job goals of students so that examples used will be relevant and interesting to them.

Prior to the unit, the teacher should ensure that the following items are collected and prepared:

· Activity 1 requires the preparation and mounting of a number of circuits on Bristol board or peg board. These circuits will be used for the introduction to electric circuits and for the first lab.

· Activity 1.3 requires the gathering of manufacturers brochures and consumer reports on various major appliances, e.g., refrigerators, stoves, washers, etc. and audio-visual equipment, e.g., televisions, stereos, etc.

· Activity 2 requires the collection of circuit control devices and a sampling of small home appliances.

· Activity 3 requires commercially available kits for the construction of an electric motor, a loudspeaker, an A.M. radio, or a telephone. If the purchase of kits is not an option, then resources, e.g., wire, nails, etc., required to build electric motors “from scratch” should be gathered and made available.

· Activity 4 requires a reference containing the electrical code of Ontario.

· Activity 5 requires knowledge of the municipal procedures for the disposal, and/or recycling of household appliances.

Teachers should be aware that students might have some misconceptions about electricity and electric circuits. Some of these may include, but are not be limited to:

· ideas that “the battery is the source of electrons” (rather, the battery provides the energy to push electrons that are already in the circuit);

· “electrons travel at the speed of light” (rather, the energy in the circuit travels at the speed of light, electrons travel relatively slowly);

· “each electron carries energy” (rather, the circuit carries the energy. The motion of the electrons allows energy to flow through the circuit).

These misconceptions (and others that students may have) will need to be addressed and clarified.

Throughout this unit, students should be reminded of the safe use of electricity. In particular teachers should ensure that:

· all equipment is used safely;

· only Canadian Safety Association (CSA) approved equipment is used;

· all circuits are checked by the teacher before a circuit is closed;

· if faulty appliances are brought in for examination, students should not be plugging these appliances in to test them (teachers may choose to remove the plugs entirely to ensure the appliances are not plugged in);

· safety resources available through the Science Teacher’s Association of Ontario (STAO) be consulted as required. These resources are available at - http://www.stao.org/safety.htm.

Teaching/Learning Strategies

This unit is intended to accommodate a number of different learning styles, interests, and abilities. While teacher-directed discussion and teacher demonstration are a component of the learning process; the emphasis should be on student-centred activities, such as manipulation of electrical components, brainstorming, report writing, class discussion and presentation, and group work. Students analyse problems related to electricity by a number of different means, including inquiry-based learning, and then present the information gained in a number of different ways. Once students have used brainstorming to identify a variety of options or solutions to a problem, they should analyse their suggested solution for the best one. The scientific method of solving problems, as described in the Course Overview, should be emphasized. At all times students should be encouraged to develop routines involving notebook completion and maintenance of all reference sheets. The emphasis throughout should be on short, student-centred activities with immediate oral or written feedback. Students continue to develop their skill at using computer-based simulations and their research skills.

Assessment and Evaluation

Achievement of expectations may be assessed using a variety of strategies and tools, such as teacher-student conferences, roving conferences, observation checklists, laboratory activity checklists and specific marking schemes, paper and pencil quizzes, rating scales, rubrics as well as oral and written presentations. A chart containing a suggested summary of the unit’s assessment and evaluation strategy is included. Sample rubrics are included in the course appendices.

Suggested Summary - Unit Assessment

Activity	Electrical Circuits Expectations	Category	Task	Tool	Type of Assessment
					D	F	S
1.1	EC 1.01 EC1.05, EC2.05	K I	Quiz Circuit Lab 1	Marking scheme Checklist	X X
1.2	EC1.04, EC1.05, EC2.05	C, MC, I	Circuit Lab 2	Marking Scheme		X
1.3	EC3.03 EC1.05, EC3.01	C, I K, C, I	Energy Consumption Illustration Purchase Report	Marking Scheme Project Rubric			X X
2.1	EC1.01, EC1.02 EC2.02, EC2.06	K, I, C, MC	Quiz	Marking Scheme		X	X
2.2	EC1.02	K, I, C, MC	Circuit Control Device Presentation	Rubric		X
2.3	EC1.01, EC1.02 EC2.03, EC2.06	K, C, MC	Notebook Check	Checklist		X
3	EC2.01, EC2.03, EC2.04	K	Build a Device	Checklist			X
Activity	Electrical Circuits Expectations	Category	Task	Tool	Type of Assessment
4.1	EC1.03, EC1.07 EC2.05, EC2.07	K	Notebook Check	Checklist		X
4.2	EC 1.06 EC2.07	I, C	Lab Activity	Rubric		X
4.3	EC 1.06	K, I, C, MC	Safety Poster	Rubric		X
4.4	EC1.02, EC1.03, EC1.06, EC1.07, EC2.07 EC3.02	K, C, MC K, C	Quiz Survival Plan	Marking Scheme Product Rubric		X	X
5	EC3.03	K, C, I	Appliance Disposal Sheet	Project Rubric			X

K = Knowledge/Understanding	C = Communication	D = Diagnostic
I = Inquiry	MC = Making Connections	F =Formative
S = Summative

Resources

Print

Andrews, W.A., T.J.E. Wolfe, R.S. Hedges, A. Kamel, and J.R. Percy. Science 10: An Introductory Study. Scarborough: Prentice Hall Inc., 1988. ISBN 0-13-794629-5

Black and Decker Home Improvement Library. Basic Wiring and Electrical Repairs. Minnesota: Creative Publishing International, 1990. ISBN 0-86573-715-0

Candido, J. L., E.S. James, R.S. Philips, B.D. Kaufman, and G.W. Wiley. Heath Science Connections 10. Canada: D.C. Heath Ltd., 1988. ISBN C87-095224-2

Catechism of the Catholic Church. Canadian Conference of Catholic Bishops, 1994.

Creative Homeowner’s Press. Basic Wiring for Canada. New Jersey: Creative Homeowners Press. 1998.
ISBN 1-58011-018-5

Dyer, Frank and William Tallman. Physics in Action. Toronto: Harcourt Brace Jovanovich, 1991.
ISBN 0-7747-1349-6

Goodwin, P. Physics Projects for Young Scientists. Toronto: Franklin Watts, 1991. ISBN 0-531-11070-2

Hirsch, A.J. Physics: A Practical Approach. Toronto: John Wiley and Sons, 1991. ISBN 0-471-79524-0

Hutton, G. Science, Technology, and You. Scarborough: Globe/Modern Curriculum Press, 1989.
ISBN 0- 88996-196-4

Knight, P.S. Electrical Code Simplified: Residential Wiring. Altona, Manitoba: Friesen Printers, 1999.
ISBN 0-920312-30-6.

Leon, G.D. Electronic Projects for Young Scientists. New York: Franklin Watts. 1991.
ISBN 0-531- 11071-0

Link, M. Path Through Scriptures. Tabor Publishing, 1987. (Should be available through Religion Department.)

Martindale, D., R. Heath, W. Konrad, and R. MacNaughton. Fundamentals of Physics: An Introductory Course. Canada: D. C. Heath Canada Ltd., 1987. ISBN 0-669-95113-7

New Fix-It-Yourself Manual: How to Repair, Clean and Maintain Anything and Everything in and Around Your Home. Canada: Reader’s Digest Editors, 1996. ISBN 0-895778718

Plumb, D., B. Ritter, E. James, and A. J. Hirsch. Science 9. Toronto: Nelson, 1999. ISBN 0-17-612032-7

Time Life Books. Complete Fix -It-Yourself Manual. New York: Prentice Hall Press, 1989.
ISBN 0-13- 921651-0

Wolfe, T.J.E., E. Brown, D. Parker, and F. Mustoe. Physics Today 1. Scarborough: Prentice -Hall Canada Inc., 1989. ISBN 0-13-669391-1

Wolfe, E., C. Clancy, G. Jasper, D. Lindenberg, D. Lynn, F. Mustoe, and R. Smythe. SCIENCEPOWER™ 9. Toronto: McGraw-Hill Ryerson, 1999. ISBN 0-07-560361-6

Websites

Appliance411.com Information Center - http://www.Appliance411.com

Better Business Bureau Consumer Services - http://www.bbbmbc.com

Canadian Centre for Ethics and Corporate Policy - http://www.ethicscentre.com

Electricity misconceptions - http://www.eskimo.com/~billb/miscon/elect.html

Electrical Safety Authority - www.esainspection.net/main.html

Energuide to Appliances - http://energuide.nrcan.ga.ca

Energy Alternatives - http://solstice,crest.org/index.shtml

Ethical Consumer - http://www.ethicalconsumer.org

How Appliances Work - http://howstuffworks.com

Ice Storm of 1998 - http://www.canoe.ca/CNEWSIceStorm/home.html

Physics Simulation Software - http://www.crocodile-clips.com/education

The Internet Consumer Recycling Guide - http://www.obviously.com/recycle

Video

“Befriending The Earth”: Dream of Earth Sciences Series. Thomas Berry in dialogue with Thomas Clarke. “Twenty-Third Publications”. 1990 - 13 part series of videos. Mystic Conn.

“Deadly Deceptions”. National INFACT. 56 Hanover St., Boston MA 02113, 1991

Electricity: The Invisible River of Energy. Colorado Springs: Great Pacific Media, 1996.

“Electric Current and Circuits and Electricity and Magnetism,” Physical Science Series - available from Magic Lantern Communications Ltd.

“Static and Current Electricity,” Physical Science II Series - available from Magic Lantern Communications Ltd.

“Static Electricity and Electrical Current.” Bill Nye The Science Guy Series - available from Magic Lantern Communications Ltd.

Software

Crocodile Clips - Physics Simulation Software. CD-ROM.

DC Circuits Physics Academic Software, available through Physics Curriculum and Instruction, 22585

Electronics Laboratory Simulator Software, available through Sargent-Welch

Exploration of Physics - Physics Simulation Library. CD-ROM, available through Physics Curriculum and Instruction, 22585 Woodhill Dr., Lakeville, MN 55044

Protolab Electronic Circuit Simulator, available through Sargent-Welch

Science Collection: Electricity. Omaha: Discovery Channel, 1999. CD-ROM, Win or Mac. available through Discoveryschool.com Software Store.

“The Motor Principle.” Fort Erie: Films for the Humanities and Sciences, 1999. 10 min. (#CLU3559)
CD-ROM

Virtual Physics: Escape from Braindeath. Omaha: Discovery Channel, 1999. CD-ROM, PC or Mac. available through Discoveryschool.com Software Store.

Kits

A.M. Radio Kit (Fisher Scientific)

Electric Motor Kit (Science Supply Companies like Boreal, etc.)

Loudspeaker Kit (Science Supply Companies like Boreal, etc.)

Telephone Kit (Fisher Scientific)

Activity 1: Electrically Speaking

Time: 300 minutes

Description

Students investigate some simple circuits in order to reacquaint themselves with the concepts of voltage, current, and resistance. Students also use product information, e.g., cost, energy efficiency, safety etc., as well as company information, e.g., location, importance to the local economy, to make a wise decision involving the purchase of electrical appliances.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

An Effective Communicator:

CGE2b - reads, understands, and uses written materials effectively;

CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;

CGE2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

A Collaborative Contributor:

CGE5a - works effectively as an interdependent team member;

CGE5e - respects the rights, responsibilities and contributions of self and others.

Strand(s): Electrical Circuits

Overall Expectations

ECV.01E - demonstrate an understanding of the components and functions of electrical circuits that are commonly found at home and in the workplace;

ECV.03E - investigate how electrical devices play a role in the economy of the local community and in the improvement of our standard of living.

Specific Expectations

EC1.01E - describe the basic components and layout of a simple electrical circuit;

EC1.04E - analyse, in qualitative terms, the relationship among potential difference, electric current, and resistance in a complete electrical circuit (e.g., determine that the amount of current in an electrical circuit increases as the applied potential difference increases);

EC1.05E - identify the SI units for measuring energy, power, potential difference, current, and resistance;

EC2.05E - identify and appropriately use equipment for measuring potential difference, electrical current, and resistance (e.g., use multimeters and a galvanometer to make various measurements in an electrical circuit; use an oscilloscope to show the characteristics of the electrical current);

EC3.01E - conduct research to collect information on a piece of audio-visual equipment or a major appliance, using consumer reports, and make recommendations for a wise purchase based on cost effectiveness, energy efficiency, quality, and safety of product;

EC3.03E - identify and propose solutions to problems related to the environmental impact of the consumption of electrical energy and the disposal of used electrical appliance in Canada (e.g., alternatives to the wholesale discarding of old electrical devices; advantages and disadvantages of the recycling of outdated computer equipment or batteries).

Planning Notes

· Prepare a diagnostic quiz to assess students’ background knowledge of electrical terms/units.

· Prepare at least five simple circuits prior to this activity. They should include different numbers of cells (arranged in series and parallel), a switch, light bulbs (arranged in series and parallel) and meters (ammeters, voltmeters, ohmmeters and/or multimeters). These circuits should be attached to Bristol board or perhaps a stiffer material such as pegboard for easy display throughout the unit. At least one of the circuits must have a sufficiently low amount of current in order to demonstrate the use of the galvanometer.

· Ensure these devices are available: digital and analog voltmeters and ammeters, a galvanometer.

· Prepare a handout (Electrical Vocabulary List) that students use to define terms and units of measurement throughout this unit. This vocabulary list is to be placed in the student’s Notebook for reference throughout the unit.

· Prepare a checklist for students to follow when they are assembling a circuit. The checklist must include a check for the proper connection of any meters and the approval of the teacher before the switch is closed. (See sample, Appendix 1.)

· Obtain manufacturers brochures for major electrical appliances (fridges, stoves, microwaves, televisions, stereos, etc.) for Activity 1.3. At least three brochures for each type of appliance should be used so that students can make a wise purchase.

· Make copies of consumer reports and energuide information available for students to use in
Activity 1.3.

· Book the Library/Resource Centre or arrange for Internet access for students to research some background information on the companies, e.g., location, number of employees, net earnings, etc., whose products they are purchasing (Activity 1.3).

· Prepare a handout (see sample, Appendix 2) for Activity 1.3.

Prior Knowledge Required

· Grade 6: Energy and Control - Electricity

· Grade 9: Physics: The Characteristics of Electricity (Academic) or Electrical Applications (Applied)

Teaching/Learning Strategies

Activity 1.1: Electric Circuits Revisited

The teacher:

· gives a diagnostic quiz to assess students’ background knowledge of electrical terms/units;

· sets up displays of simple circuits:

· cells in series with a voltmeter, ammeter, bulb, and switch,

· cells in parallel with a voltmeter, ammeter, bulb, and switch,

· battery, light bulbs in series with an ammeter, voltmeters and a switch,

· battery, light bulbs in parallel with a voltmeter, ammeters and a switch,

· battery with a resistor, voltmeter, ammeter and a switch;

· uses the displays to review terms and units of measure on the prepared handouts with students;

· discusses misconceptions regarding electricity and current;

· instructs students to fill in definitions on their Electrical Vocabulary List as they are introduced;

· reviews and demonstrates how to read meters and how to connect them in electrical circuits;

· instructs students to prepare an observation chart with the headings: Circuit Description, Voltage, Current, Resistance;

· divides students into groups and assigns each group one of the prepared circuits;

· indicates specific locations on each circuit where students are to practise measuring voltage, current, and resistance values (with appropriate units of measure);

· assesses students’ skills at using meters and units of measure through roving conferences with the groups;

· instructs students to include the assessment sheets into their Workplace Portfolio.

Students:

· complete a diagnostic quiz to assess their background knowledge of electrical terms/units;

· write definitions to the terms on their Electrical Vocabulary List;

· in groups, measure and record voltage, current, and resistance values (with the appropriate units) at the various locations for one of the prepared circuits using both analog and digital meters;

· include the measurement activity assessment sheets into their Workplace Portfolio.

Activity 1.2: Current vs. Voltage

The teacher:

· prepares a number of identical circuits as per Diagram 1 below;

· assigns students into groups;

· introduces the variable total voltage component of the lab (the addition of more batteries in series);

· instructs students to make an observation chart in their Lab book with the headings:

· Total Voltage, Voltage Across R1, Voltage Across R2, Voltage Across R3, Current Through R1, Current Through R2, Current Through R3, Resistance R1, Resistance R2, Resistance R3;

· assigns the following questions for student analysis: How does the voltage across each resistor change as the total voltage increases? How does the current through each resistor change as the total voltage increases? How does the resistance across each resistor compare?

· assists students in the analysis of their data;

· assesses student analysis.

Students:

· measure the voltage, current, and resistance at the designated locations within the circuit for the indicated voltages;

· record the values in the prepared table in their Lab book;

· answer the assigned questions and peer share their results;

· write a discussion of their results focusing on: how the electrical current changes as the voltage in the circuit was increased, and how the resistance values remained constant as the voltage was increased,

· submit an individual report on the analysis of their circuit (this report must contain their table of values, answers to assigned questions as well as the discussion of their results).

Activity 1.3: Making a Wise Purchase

The teacher:

· reviews the definitions of electrical energy, electrical power, and energy efficiency;

· instructs students to update their vocabulary list;

· pairs students and assigns each grouping a major appliance, e.g., refrigerator, stove, washer etc., and a piece of audio-visual equipment, e.g., stereo, television etc.;

· uses the appliance brochures to show how the definitions are used by the manufacturers;

· leads a class discussion on the impact of the over consumption of electrical energy on the environment in Canada;

· assigns students to small groups to brainstorm some potential solutions to the impact of energy consumption on our environment;

· assesses individual student’s potential solutions;

· leads a class discussion on the ethical practices of some companies in the context of the social teachings of the Church, e.g., human rights, environmental stewardship etc.;

· instructs students that to make a wise purchase they need to consider the following points: cost, energy consumption, energy efficiency, quality of product, safety of the product, knowledge of manufacturer’s ethical practices;

· reviews the ethical use of the Internet;

· distributes the handout to each group listing the points to be considered (see Appendix 2);

· conferences with each group to give feedback on their considerations of the points listed on the handout;

· assesses the individual student’s report on their purchase.

Students:

· update their vocabulary list;

· brainstorm potential solutions to the environmental impact of the consumption of energy in Canada;

· create and submit an individual illustration of some potential solutions to the environmental impact of the consumption of energy in Canada;

· as a group, review the brochures, consumer resources, and energuide information regarding their electrical appliances;

· as a group, determine which brand of major appliance to purchase and which brand of audio- visual equipment to purchase, based on cost, electrical consumption, energy efficiency, quality of product, safety of product and background knowledge of the manufacturer;

· write and submit a one-page summary of their individual choice being sure to outline the factors that influenced their decision.

Assessment/Evaluation Techniques

· Diagnostic quiz assesses students’ background knowledge of electrical terms/units. (EC1.01E)

· Lab skills can be assessed for Knowledge/Understanding using a lab skills checklist. (EC1.05E, EC2.05E)

· Individual student analysis of the complex circuit (Activity 1.2) can be assessed for Inquiry, Communication and Making Connections using a marking scheme. (EC1.04E, EC1.05E, EC2.05E)

· Individual student illustration on potential solutions to the environmental impact of the consumption of electrical energy in Canada can be assessed for Inquiry and Communication using a marking scheme. (EC3.03E)

· Individual student purchase report can be assessed for Knowledge/Understanding, Inquiry, and Communication using a project rubric (Appendix A4). (EC1.05E, EC3.01E)

Accommodations

· The teacher, should ensure that groups are heterogeneous.

· Where a student has an IEP, this activity should accommodate the modifications as outlined in the Plan.

· ESL/ELD students should have opportunities to demonstrate their learning by alternative means, e.g., spoken English, direct demonstration, pictorial representation. At the same time, instruction in written, science-specific language continues.

· For students with physical or learning impairments, roles and duties should be modified to permit participation regardless of the impairment. Where possible, peers encourage to assist students to permit participation in group and individual activities.

· Assist students by “chunking” assignment components and require each chunk to be submitted at assigned times.

· For enrichment students could design and build a circuit to perform a specific task, e.g., a circuit with two light bulbs that are always lit but with a switch that controls another light bulb.

Resources

Websites

Appliance411.com Information Center - http://www.Appliance411.com

Better Business Bureau Consumer Services - http://www.bbbmbc.com

Canadian Centre for Ethics and Corporate Policy - http://www.ethicscentre.com

Energuide to Appliances - http://energuide.nrcan.ga.ca

Ethical Consumer - http://www.ethicalconsumer.org

Activity 2: Drawing Circuits

Time: 300 minutes

Description

The components of a circuit are reviewed and an understanding of circuit control is developed through drawing circuit diagrams for series and parallel situations. Students learn how to go from circuit descriptions to diagrams to actual circuits and back. Teachers and students work through analysing circuits for faults and apply this knowledge to the repair of small home appliances.

Strand (s) and Expectations

Ontario Catholic School Graduate Expectations

An Effective Communicator:

CGE 2b - reads, understands, and uses written materials effectively;

CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others.

A Reflective and Creative Thinker:

CGE 3c - thinks reflectively and creatively to evaluate situations and solve problems;

CGE 3d - makes decisions in light of gospel values with an informed moral conscience.

A Self-Directed, Responsible, Life Long Learner:

CGE 4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

CGE 4f - applies effective communication, decision-making, problem-solving, time and resource management skills.

A Collaborative Contributor:

CGE 5a - works effectively as an interdependent team member;

CGE 5f - exercises Christian leadership in the achievement of individual and group goals.

Strand(s): Electrical Circuits

Overall Expectations

ECV.01 - demonstrate an understanding of the components and functions of electrical circuits that are commonly found in the home;

ECV.02 - construct, analyse, and repair simple electrical circuits, using schematic diagrams, working with electrical tools and components and examining small everyday electrical devices and appliances.

Specific Expectations

EC1.01 - describe the basic components and layout of a simple electrical circuit;

EC1.02 - describe common electrical components that regulate the flow of electricity or that are used as safety mechanisms in circuits (e.g., switches, bimetallic strips, resistors, fuses, ground fault interrupters (GFIs), surge protectors);

EC2.02 - design and draw schematic diagrams for electrical circuits with the aid of a computer or by hand;

EC2.03 - safely construct simple electrical circuits from conventional schematic diagrams that include common electrical symbols (e.g., symbols for DC and AC power sources, switches, potentiometers, resistors, bulbs, measurement devices such as ammeters and voltmeters, grounds);

EC2.06 - analyse electrical circuits or computer simulations of electrical circuits, identify any faults and make corrections (e.g., repair a defective small household appliance).

Planning Notes

· Prior to the activity, assemble and test all electrical equipment to make sure that it is functioning.

· Plan to check Notebooks and vocabulary lists periodically according to a pre-designed checklist.

· Ensure that students use their Electrical Vocabulary List and their Schematic Symbols Reference Sheet.

· Ensure that all rules for drawing schematic diagrams are followed.

· Construct the circuits that students will use for drawing schematic diagrams.

· Have available computer software that students can use to draw circuits.

· Ensure that the steps of the Electrical Circuits Checklist (Appendix 1) are followed each time a circuit is constructed.

· Ensure that all proper safety procedures are followed.

· Photocopy several different types of circuit diagrams for use, including some circuits, which are improperly connected.

· Have available for examination several different types of household control devices, e.g., light switches, fuses, thermostats, ground fault interrupters (GFIs), circuit breakers, etc.

· Contact the Library/Resource Centre and gather resources for the circuit control device assignment.

· Have available chart paper, markers, poster board, etc. for the circuit control activity.

· Have available a selection of small home appliances or electrical devices.

Prior Knowledge Required

· Grade Six: Energy and Control - Electricity, students learned about circuits, switches and circuit diagrams

· Grade Nine (Academic or Applied):

· students learned about the properties of current electricity

· students designed, drew, and constructed series and parallel circuit to perform specific functions

Teaching/Learning Strategies

Activity 2.1: Schematic Diagrams

The teacher:

· reviews the terms power source, e.g., battery or cell, load, switch, connecting wires, ammeter, open circuit, closed circuit, resistor and potentiometer and their schematic symbols through the use of teacher-produced worksheets and overheads;

· helps students to create a Schematic Symbols Reference Sheet which summarizes the components of an electrical circuit and their schematic symbols;

· reviews with students, the proper technique for drawing circuit diagrams;

· reviews the relationship between written descriptions of circuits and their schematic diagram, using specific of examples;

· has several circuits built and displayed around the lab room for students to use, and test and from which they will draw the schematic diagram in their Lab book;

· has computer simulation software with circuit diagrams available for use in drawing and interpreting circuit diagrams;

· assigns several different circuits and circuit combinations to be built;

· reminds students to adhere to circuit checklist (Appendix 1);

· approves all circuits before the power is turned on;

· provides feedback to students during the lab activity.

Students:

· create a Schematic Symbols Reference Sheet;

· work through an activity sheet of simple circuit diagrams and describe the circuit in words;

· draw several circuits or circuit combinations from their descriptions into their Lab book;

· examine pre-built circuits, describe their functions, and draw their schematic diagram in the Lab book;

· use computer simulation software, if available, to draw circuit diagrams;

· draw, construct, and test specific circuits based on descriptions provided by the teacher;

· adhere to the steps of the Circuit Checklist each time a circuit is built.

Activity 2.2: Circuit Control

The teacher:

· has available samples of different circuit control devices;

· reviews the importance of open and closed circuits and has students add these definitions to their Electrical Vocabulary List;

· reviews the need for circuit control devices by reinforcing concerns for safe use of electricity;

· assigns students worksheet on circuit control devices in the home (see Appendix 3);

· groups students in pairs for the control device co-operative activity in which each pair researches one control device and answers questions: What is the device? How does it function to open and close a circuit? - What dangers could develop if this device is not present? Students also list at least three practical applications of this device in the home or the workplace

· with the aid of library resource personnel, has resources available for researching circuit control devices;

· reviews policies regarding ethical use of the Internet;

· conferences with students during their research to provide feedback as to their progress;

· collects worksheet on circuit control devices in the home;

· assists students in preparing to present their research results.

Students:

· examine some samples of control devices seen around the home;

· add definitions of open circuit, closed circuit and circuit control devices to their Electrical Vocabulary List;

· completes and submits worksheet (Appendix 3) on circuit control devices;

· work in assigned groups to research and examine a circuit control device, e.g., GFIs, bimetallic strip, switch, push button etc.;

· using the Internet and/or other resources provided by the teacher, work in their group to come up with answers to the following questions: What is the device? How does it function to open and close a circuit? What dangers could develop if this device is not present? Students list at least three practical applications of this device in the home or the workplace;

· develop a presentation of the information for sharing with the class in the form of an oral presentation, an advertisement, a demonstration, or a model;

· present the information to the class;

· create a summary in their Notebooks of the information gained from the other presentations through a graphical organizer such as a concept map;

· write a reflection in their Journal using the Learning/Valuing/Acting Model on the importance of circuit control devices in the home.

Activity 2.3: Circuit Faults - What’s Wrong with This?

The teacher:

· leads a class discussion on common circuit faults;

· prepares worksheet with schematics of faulty circuits;

· has set up some circuits containing simple faults using actual circuits or computer simulations;

· relates faulty circuits to problems that can occur in appliances or electrical devices, e.g., burnt out light, frayed cords, blown fuse, used battery, battery inserted the wrong way etc.;

· creates a number of scenarios of a simple appliance or electrical device that is not working for students to analyse;

· has available some samples of faulty appliances for students to examine for the cause of the malfunction;

· ensures that students do not attempt to plug in faulty appliances;

· prepares a pen and paper matching quiz on the topics covered in this activity.

Students:

· participate in class discussion on potential electrical faults;

· analyse, diagnose, and suggest repairs for a given set of faulty circuits (in the form of teach-prepared worksheets, computer simulations, or actual circuits);

· examine scenarios for faults and work in groups to suggest ways to fix these faults;

· record in their Notebooks common electrical faults and their repairs in a chart format;

· examine some faulty home appliances and suggest ways these may be fixed (CAUTION: THESE DEVICES SHOULD NOT BE PLUGGED IN!);

· writes a pencil and paper matching quiz.

Assessment/Evaluation Techniques

· Notebooks, Lab books, and Vocabulary lists should be checked to assess students’ completion and Communication using a checklist (EC 1.01, EC1.02, EC2.03, EC 2.06);

· during the lab activity students’ skill at drawing schematic diagrams and constructing circuits is assessed for Inquiry and Communication using a checklist (EC1.01, EC2.03, EC2.02);

· a pencil and paper matching quiz is given to assess students’ Knowledge/Understanding, Inquiry, Communication, Making Connections (EC 1.01, EC1.02, EC2.02, EC 2.06);

· worksheet is assessed for completion, Knowledge/Understanding, and Communication using a product rubric (EC 1.02);

· presentation of individual component of electrical circuit control device is assessed for Knowledge/ Understanding, Inquiry, Communication, and Making Connections using a prepared rubric (EC1.02).

Accommodations

· See Activity 1 for general accommodations.

· Possible enrichment activities may include having students design a game board such as a buzzer response signal or build a simple wiring loop game such as the Steady Hand Game (see How Science Works in the print references).

Resources

Hahn, J. How Science Works. London: Dorling Kindersley Ltd., 1991. ISBN 0-7621-0249-7

Websites

Electrical Safety Authority - http://www.esainspection.net/main.html

Energuide to Appliances - http://energuide.nrcan.gc.ca/

How appliances work - http://howstuffworks.com

Physics Simulation Software - http://www.crocodile-clips.com/education

Activity 3: Building an Electrical Device

Time: 225 minutes

Description

Students build an electrical device such as a motor, loudspeaker, A.M. radio, or a telephone using commercially prepared kits. After assembling one of these devices, students test the effectiveness of the device.

Strand(s) and Expectations

Ontario Catholic Graduate Expectations

An Effective Communicator:

CGE2b - reads, understands, and uses written materials effectively;

CGE2c - presents information and ideas clearly and honestly and with sensitivity to others.

A Reflective and Creative Thinker:

CGE3c - thinks reflectively and creatively to evaluate situations and solve problems.

A Self-Directed, Responsible, Life Long Learner:

CGE4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

CGE4f - applies effective communication, decision-making, problem-solving, time and resource management skills.

A Collaborative Contributor:

CGE5a - works effectively as an interdependent team member;

CGE5f - exercises Christian leadership in the achievement of individual and group goals.

Strand(s): Electrical Circuits

Overall Expectations

ECV.02 - construct, analyse, and repair simple electrical circuits, using schematic diagrams, working with electrical tools and components, and examine small everyday electrical devices and appliances.

Specific Expectations

EC2.01E - build a simple electrical device, accurately following a clear set of instructions and circuit diagrams (e.g., construct and test a simple electrical device such as a loudspeaker, electric motor);

EC2.03E - safely construct simple electrical circuits from conventional schematic diagrams that include common electrical symbols (e.g., symbols for DC and AC power sources, switches, potentiometers, resistors, bulbs, measurement devices such as ammeters and voltmeters, grounds);

EC2.04E - safely use appropriate tools for constructing electrical circuits (e.g., soldering irons, wire strippers, crimping tools, screwdrivers, and a variety of common connectors).

Planning Notes

· Ensure that all materials and tools are available.

· Prepare a handout showing how the orientation of the magnetic field around an electromagnet (north and south poles) varies with the direction of the windings of the wire around the iron nail (clockwise versus counter-clockwise).

· There are prepared kits commercially available for building an electric motor, a loudspeaker, an A.M. radio, a telephone, a wireless microphone and a stereo cassette player (from Fisher Scientific, Boreal, Cenco, etc.). If the purchase of kits is not an option, then there are three possible procedures for building an electric motor. Details of these procedures can be found in physics textbooks:

· Method 1 involves taping loops of wire to a pencil, which will rotate (in the presence of an electromagnetic field) when the switch is closed,

· Method 2 involves a more complex system of windings,

· Method 3 is similar to Method 2 but involves the cutting and sealing of glass tubing, thereby introducing a safety concern.

· Ensure all devices and circuits are inspected before students test the functionality of their systems.

Prior Knowledge Required

· Grade 6: Energy and Control - Electricity

· Grade 9: Physics - The Characteristics of Electricity (Academic) or Electrical Applications (Applied)

Teaching/Learning Strategies

The teacher:

· reviews the concept of electromagnetism by demonstrating the attraction and repulsion between two electromagnets (iron nails wrapped with wire);

· stresses the importance of consistency when wrapping wire around the iron nail (clockwise versus counter-clockwise);

· instructs students to label the poles of the electromagnets on their handouts;

· assigns each student an electrical device (kit) to build;

· conferences with each student during the activity to ensure procedures are being followed;

· inspects each circuit before connecting the power supply;

· assesses students through observations during the activity.

Students:

· label the poles of the electromagnets on their handout;

· build the electric motor or loudspeaker;

· follow their Electric Circuit Checklist to connect their electrical device to a power supply;

· ask the teacher to inspect their circuit before testing the functionality of their device;

· assist each other to repair devices that do not function properly.

Assessment/Evaluation Techniques

· Lab techniques can be assessed for Knowledge/Understanding and Inquiry through teacher observation using a suitable checklist. (EC2.01E, EC2.03E, EC2.04E)

Accommodations

· See Activity 1 for general accommodations.

· Possible enrichment activities include: building and displaying another electrical device from the list given in the planning notes; researching the role of electromagnets in buzzers, door bells, telephones, etc.

Resources

Kits

A.M. Radio Kit (Fisher Scientific)

Electric Motor Kit (Science Supply Companies such as Boreal, etc.)

Loudspeaker Kit (Science Supply Companies such as Boreal, etc.)

Telephone Kit (Fisher Scientific)

Goodwin, P. Physics Projects for Young Scientists. Toronto: Franklin Watts, 1991.ISBN 0-531-11070-2

Videos

“The Motor Principle.” Fort Erie: Films for the Humanities and Sciences, 1999. 10 min. (#CLU3559)

Activity 4: Introduction to House Circuits

Time: 225 minutes

Description

Students examine household circuits. They also look at how recent household wiring practices accommodate the ever-increasing electrical demands of the typical Canadian household. A group project to find alternate energy sources in the community acts as a framework for developing a survival plan in the case of a prolonged power outage.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

An Effective Communicator:

CGE 2b - reads, understands, and uses written materials effectively;

CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others;

CGE 2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

A Reflective and Creative Thinker:

CGE 3c - thinks reflectively and creatively to evaluate situations and solve problems;

CGE 3d - makes decisions in light of gospel values with an informed moral conscience.

A Self-Directed, Responsible, Life Long Learner:

CGE 4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

CGE 4f - applies effective communication, decision-making, problem-solving, time and resource management skills.

A Collaborative Contributor:

CGE 5a - works effectively as an interdependent team member;

CGE 5e - respects the rights, responsibilities, and contributions of self and others;

CGE 5f - exercises Christian leadership in the achievement of individual and group goals.

A Responsible Citizen:

CGE 7i - respects the environment and uses resources wisely.

Strand(s): Electrical Circuits

Overall Expectations

ECV.01 - demonstrate an understanding of the components and functions of electrical circuits that are commonly found in the home;

ECV.03 - investigate how electrical devices play a role in the economy of the local community and in the improvement of our standard of living.

Specific Expectations

EC 1.03 - explain the difference between direct current and alternating current and identify situations in which each is used (e.g., compare the use of direct current in portable appliances such as a flashlight to the use of alternating current in household appliances);

EC1.06 - describe the proper safety procedures necessary for working with electrical systems at home and in the workplace, and identify situations in which electrical circuits can be fire hazards and dangerous to human life (e.g., describe the potential hazards related to the use of power tools and electric lawnmowers in the rain);

EC1.07 - identify some household appliances that require 110V AC (e.g., microwave oven, blender) and some that require 220V AC to operate (e.g., conventional oven, clothes dryer);

EC2.05 - identify and appropriately use equipment for measuring potential difference, electrical current, and resistance (e.g., use multimeters and a galvanometer to make various measurements in an electrical circuit; use an oscilloscope to show the characteristics of the electrical current);

EC2.07 - draw a schematic diagram of the normal electrical circuits in a house and identify the maximum fused current for each, as prescribed by recent Building Codes;

EC3.02 - devise a household plan for survival in the event of a prolonged power disruption (e.g., identify alternative sources of energy that are readily available in the community).

Planning Notes

· Have available several home appliances or their pictures/advertisements, from which students can obtain the power and voltage requirements.

· Plan to check Notebooks, Vocabulary lists, and Journals periodically for marking according to a pre-designed checklist.

· Prepare handouts in advance.

· Have available art materials for creating and designing a safety poster.

· Have available resources, which describe the Ice Storm of 1998. Contact the library resource personnel for assistance with this assignment.

· Invite a guest speaker familiar with electrical codes and house wiring.

· Prepare a quiz on the electrical requirements of appliances, home wiring, regulations and safety precautions.

Prior Knowledge Required

· in Grade Six: Energy and Control - Electricity, students learned about circuits, switches and circuit diagrams

· in Grade 9 (Academic and Applied) students:

· learned about the properties of current electricity

· designed and constructed circuits to perform specific functions

Teaching/Learning Strategies

Activity 4.1: AC/DC

The teacher:

· identifies the differences between AC and DC current and provides practical examples of each;

· has students record the definitions of AC and DC on their Electrical Vocabulary List;

· demonstrates, using an oscilloscope, the differences between AC and DC current;

· leads a discussion on why houses are wired for AC;

· identifies the differences between appliances that use 220V and those which use 110V;

· instructs students to examine a series of household appliances or their pictures/advertisements and record the power and voltage requirements for each appliance.

Students:

· add the definitions of AC and DC power to their Electrical Vocabulary List;

· record in their Notebook the observed differences between AC and DC current from the oscilloscope demonstration;

· create in their Notebook a list of electrical devices that they use on a daily basis and identify whether the power source is AC or DC;

· suggest reasons why houses are wired for AC and not for DC;

· summarize in their Notebook, the major differences between the types of appliances that are AC and those which are DC;

· examine a series of household appliances or their pictures/advertisements and record the power and voltage requirements for each appliance;

· summarize in their Notebook the appliances which are 110V and those which are 220V.

Activity 4.2: Wiring Your Home

The teacher:

· reviews the differences between loads placed in series and parallel;

· provides some home wiring schemes and discusses their practicality, e.g., the problem with having two lamps in a room in series with each other, or two outlets in the kitchen on the same circuit;

· identifies the distribution of electricity within a home;

· reviews some normal electrical circuits in homes as prescribed by current electrical codes;

· groups students into groups of three or four;

· assigns each group a particular room in the home for the electrical code assignment (Appendix 4);

· allows for class time for completion of electrical code assignment and conferences with groups to provide feedback;

· collects individual portions of the electrical code assignment for assessment;

· creates scenarios of hazardous wiring or electrical usage situations for students to analyse using a think/pair/share strategy, e.g., using electrical appliances while in the tub, having all outlets in the kitchen on the same circuit, improper use of extension cords;

· discusses safety mechanisms present in household wiring or in workplace situations, e.g., circuit breakers, fuses, lock out procedures;

· discusses ethical uses of electricity in regards to environmental stewardship, e.g. wise use of electricity to conserve resources;

· encourages students to write a Journal reflection using the Learning/Valuing/Acting model on their role in conserving energy.

Students:

· analyse circuit diagrams of household wiring and discuss potential problems that can occur from the wiring (e.g., if one light in series is off, all the lights would be off);

· complete electrical code assignment (Appendix 4) and submit individual responses;

· examine hazardous scenarios in a think/pair/share situation and record responses in their Notebook;

· create their own scenario of a use of electricity that could prove to be a fire hazard or a threat to human life;

· examine household safety mechanisms such as circuit breakers and fuses, and record how they are used in their Notebook;

· take a survey of their home or workplace and list safety mechanisms that are present;

· share with class the list of safety mechanisms found in their home or workplace;

· write a reflection in their Journal on the importance of energy conservation to our role as stewards of the earth.

Activity 4.3: Electrical Safety

The teacher:

· leads a discussion of safe ways to use electricity in the home or workplace, e.g., not using electrical power tools in the rain, not using appliances with frayed cords, not using multiple appliances on the same extension cord, etc.;

· introduces the home or workplace electrical safety poster assignment;

· asks students to add the safety poster to their Workplace Portfolio.

Students:

· create an electrical safety poster by hand or through the use of computer graphics that could be used to teach about electrical safety in the home or workplace, e.g., Do and Don’t pictures;

· keep their Safety Poster in their Workplace Portfolio.

Activity 4.4: Life Without Electricity

The teacher:

· provides, with the help of library resource personnel, resources which describe the Ice Storm of 1998;

· leads a class discussion on Ice Storm reading by focusing on the need for all members of a community to work together to help each other through;

· stresses the role we have as Catholics in providing service to others in need;

· asks students to complete a Journal reflection using the Learning/Valuing/Acting Model on the Ice Storm;

· divides the class into groups of four required for the alternative energy task;

· has chart paper or alternative available for presentation of ideas;

· encourages development of ideas in regards to a survival plan for a prolonged power outage;

· leads a discussion on our reliance on electrical power and makes comparison to third world countries within the context of the social teachings of the Church.

Students:

· read about the effect of the Ice Storm of 1998 on Montreal and Eastern Ontario;

· participate in class discussion on the importance of serving others in times of need;

· write reflections in their Journal using the Learning/Valuing/Acting Model on what it would be like to go five days without power and how they would respond in such a situation;

· work within a group to brainstorm ideas on alternative energy sources available for daily survival, e.g., generators, propane and wood stoves;

· present the group’s ideas to the class using chart paper or alternative;

· brainstorm ideas for what to do as an individual and as a community in the case of a prolonged power outage;

· analyse these ideas by sorting them from the most important to the least important;

· create a personal survival plan for a prolonged power outage and record it in their Notebooks;

· participate in class discussion/reflection which compares our use of power with that of developing nations, students reflect on their own personal values and need to create a more just society;

· write a quiz on electrical requirements of appliances, home wiring, regulations and safety precautions.

Assessment/Evaluation Techniques

· Notebooks and vocabulary lists should be checked to assess students’ completion and Communication using a checklist. (EC1.02, EC 1.03, EC 1.07, EC 2.05, EC 2.07 )

· Individual portion of Electrical Code Assignment can be assessed for Knowledge/Understanding, Inquiry, Communication and Making Connections using a product rubric. (EC 2.07)

· Analysis of home wiring diagrams and hazards is assessed for Inquiry and Communication using a roving conference. (EC1.06, EC 2.07)

· Safety posters can be assessed for Knowledge/Understanding, Inquiry, Communication and Making Connections using a pre-established rubric or rating scale. (EC 1.06)

· Survival plan should be assessed to determine students’ Knowledge/Understanding, Communication, Making Connections according to a rubric. (EC 3.02)

· A quiz, given at the end of the activity, can assess a students’ knowledge, Understanding and problem solving skills in regards to electrical requirements of appliances, home wiring, regulations and safety precautions, use of matching, true-false and safety pictures (circle the error) type questions should be included. (EC 1.02, EC 1.03, EC 1.06, EC 1.07, EC 2.07)

Accommodations

· See Activity 1 for general accommodations.

· Possible enrichment activities include:

· examine the ways that cell phones or portable music players can be adapted to go from AC to DC power,

· conduct a comparison of their lives, and the lives of youth in third world countries, many of whom have no access to sources of electrical power.

· Where facilities exist, have students visit the technology department construction class to view a wall that is being built and wired.

Resources

Leon, G.D. Electronic Projects for Young Scientists. New York: Franklin Watts. 1991.
ISBN 0-531- 11071-0

New Fix-It-Yourself Manual: How to Repair, Clean and Maintain Anything and Everything in and Around Your Home. Canada: Reader’s Digest Editors, 1996. ISBN 0-895778718

Time Life Books. Complete Fix -It-Yourself Manual. New York: Prentice Hall Press, 1989.
ISBN 0-13- 921651-0

Websites

Electrical Safety Authority - http://www.esainspection.net/main.html

Energuide to Appliances - http://energuide.nrcan.gc.ca/

Energy Alternatives - http://solstice,crest.org/index.shtml

How appliances work - http://howstuffworks.com

Ice Storm of 1998 - http://www.canoe.ca/CNEWSIceStorm/home.html

Video

Electricity: The Invisible River of Energy. Colorado Springs: Great Pacific Media, 1996.

Activity 5: Appliance Disposal Tips

Time: 150 minutes

Description

Students identify and propose solutions to problems related to the disposal of used electrical appliances in Canada. As informed citizens, students investigate the disposal of old electrical devices within their own communities and its impact on the environment.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

An Effective Communicator:

CGE 2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

A Reflective and Creative Thinker:

CGE 3c - thinks reflectively and creatively to evaluate situations and solve problems;

CGE 3d - makes decisions in light of gospel values with an informed moral conscience.

A Responsible Citizen:

CGE 7i - respects the environment and uses resources wisely.

Strand(s): Electrical Circuits

Overall Expectations

ECV.03E - investigate how electrical devices play a role in the economy of the local community and in the improvement of our standard of living.

Specific Expectations

Planning Notes

· Students should work with the same partner they had in Activity 1.3, Making a Wise Purchase, but should trade their electrical appliance so that students have some variety.

· Ensure chart paper is available for listing the advantages and disadvantages of recycling.

· Collect the materials required for students to create a Appliance Disposal Tips bulletin board.

· During class discussions, encourage students to consider their roles as stewards of the earth and the importance of proper disposal of appliances.

· Invite a guest speaker to discuss how the local community disposes of appliances or obtain brochures, Internet information, etc. dealing with appliance disposal that students could use in the classroom.

· During this activity students update their Workplace Portfolio by highlighting the skills they have demonstrated within this unit that would be useful in the workplace.

Prior Knowledge Required

· Grade 6: Energy and Control - Electricity

· Grade 9: Physics - The Characteristics of Electricity (Academic) or Electrical Applications (Applied)

Teaching/Learning Strategies

The teacher:

· leads a class discussion to create a concept map of electrical devices and appliances used in the home and the workplace;

· directs students to make a list of possible problems communities face as consumers decide to buy new appliances and need to dispose of the used items;

· leads a class discussion on the advantages and/or disadvantages of repairing used appliances instead of buying new ones;

· reviews the concept of recycling by considering familiar recyclable items, e.g., newsprint;

· leads a class discussion of the advantages and disadvantages of recycling electrical-related equipment, e.g., computers, batteries, etc.;

· introduces the terms ‘recovery’ and ‘reclaiming’;

· introduces the appliance disposal fact sheet, on a plain sheet of paper, students draw or provide a picture of their assigned appliance and describe the disposal procedure used in their community; questions to consider could include: Who is responsible for collection? What is the cost to the consumer? Where is the item brought and what process is followed? Are there any other alternatives available to the homeowner?

· invites a guest speaker or provides print material on the disposal of appliances in their community;

· assigns students to groups, in which, students pair/share the information on the disposal of their appliance;

· conferences with each group to ensure they remain on task;

· collects and assesses the appliance disposal fact sheet;

· provides the materials for students to create a Appliance Disposal Tips bulletin board;

· instructs students to write a Journal reflection on the environmental impact of the disposal of used electrical appliances in Canada;

· instructs students to write a reflection in their Journal regarding the benefits of repairing a used appliance instead of disposing of it (following the Learning/Valuing/Acting Model);

· conferences with students to ensure that they have updated their Workplace Portfolio.

Students:

· brainstorm to determine the many electrical devices and appliances found in their everyday lives;

· in groups identify possible problems associated with the disposal of used electrical appliances;

· describe recycling and list the advantages and disadvantages of recycling electrical-related equipment in their notebooks;

· individually prepare and submit an appliance disposal fact sheet;

· in their assigned groups, pair/share their information on the disposal of their appliance;

· as a class, create an Appliance Disposal Tips bulletin board;

· write a Journal reflection commenting on the environmental impact of the disposal of used electrical appliances in Canada;

· write a Journal reflection using the Learning/Valuing/Acting model regarding the benefits of repairing used appliances instead of disposing of them;

· update their Workplace Portfolio by highlighting specific skills that they have demonstrated within this unit that would be useful in the workplace.

Assessment/Evaluation Techniques

· The appliance disposal fact sheet can be assessed for Knowledge/Understanding, Inquiry and Communication using a project rubric (Appendix A4). (EC3.03E)

Accommodations

· See Activity 1 for general accommodations.

· Possible enrichment activities:

· comparing two similar products from competing manufacturers to identify which best suits the needs of their family;

· writing an article for the school newspaper that discusses whether recycling should be mandated by law.

Resources

Plumb, D., B. Ritter, E. James, and A. J. Hirsch. Science 9. Toronto: Nelson, 1999. ISBN 0-17-612032-7

Websites

The Internet Consumer Recycling Guide - http://www.obviously.com/recycle

Unit 3: Appendix 1

Circuit Checklist

STEPS INVOLVED		DONE?
1	Identify all necessary components, connecting wires, tools and measuring devices needed to build the circuit shown in the schematic diagram.
2	Gather all necessary components, connecting wires, tools, and measuring devices needed to build the circuit shown in the schematic diagram.
3	Lay out the components and connecting wires according to the schematic diagram
4	Assemble the circuit (not connected to the power supply) making sure that the switch is in the open position.
5	Connect the circuit to the power supply making sure that the switch is still in the open position.
6	Determine where measurements of current, voltage, and/or resistance need to be taken within the circuit.
7	Check the polarity of the circuit and the measuring device before placing the measuring device into the circuit. (Trace the circuit from the negative terminal of the power supply to determine where to connect the negative terminal of the measuring device.)
8	Install measuring devices in the circuit, at the appropriate locations, abiding by the polarity of the circuit
9	Have teacher check circuit before closing switch
10	Close switch to check the functioning of the circuit (and measuring devices) then open the switch
11	If the circuit (or measuring devices) did not function as expected, check the schematic diagram, the connections, and the devices to locate the problem
12	Close the switch to perform the measurements and then open the switch
13	If necessary, remove specific measuring devices and place them in different locations in order to measure other quantities. Have teacher check circuit again before closing switch.
14	Close the switch to perform the measurements and then open the switch
15	Repeat Steps 12 and 13 as necessary in order to complete all required measurements

Unit 3: Appendix 2

(Appliance Purchase)

Appliance:

Points to Consider	Manufacturer A ______________	Manufacturer B ______________	Manufacturer C ______________
cost
energy consumption(in KWH)
energy efficiency
quality of product
safety of product
knowledge of manufacturer, i.e., reliability, level of consumer support

Discussion of results:

Which product would you buy? Why?

Unit 3: Appendix 3

The teacher should assign this activity at the beginning of Activity 2.2 (Circuit Control). Students complete it and return it the next day.

Worksheet: Circuit Control Devices

A circuit control device is defined as:

Examples of these devices are:

Complete the following table by doing a survey of circuit control devices found within the home. Try to find at least six devices from inside (kitchen, family or living room, bathroom), three from the garden area and three from the car.

Circuit Control Device	Location (room, appliance, etc.)	Description of how and when it is used.

Questions:

Complete each of the following questions in the spaces provided.

1. a.) Which circuit control device was used the most?

b.) Which circuit control device was used the least?

2. Were there any circuit control devices mentioned in class that you couldn’t find in your home? If so, what were they?

3. List three ways that the flow of electric current into a light bulb in a simple circuit can be stopped.

4. If you have a job, consider some of the control devices used at work and then answer these questions (if you don’t have a job ask your parent/guardian for help).

a.) Are there any circuit control devices used at work? What are they?

b.) How are these devices similar to the devices found around the home.

c.) How are these devices different from the devices found around the home?

Unit 3: Appendix 4

Teachers should assign a particular room to each group of students, but have each student answer specific questions. Possible rooms to consider would include the kitchen, bathroom, basement, etc.

Electrical Code Assignment

Imagine that you are about to renovate your home and hope to do as much work as possible yourself. You know that this renovation will involve doing some electrical work.

A: What electrical needs might the room have?:

As a group begin by brainstorming the electrical needs of the room, e.g., number and type of switches, number and type of outlets, safety requirements, etc. When you are doing this, remember to consider any special requirements in terms of outlets, voltage requirements, safety concerns, etc. Record all your ideas. In your group, come up with a list of the electrical needs for your room. Check these with your teacher. Divide these up evenly among the group members, e.g., one person gets outlets, one person gets overhead lights, etc.

B: Electrical Code for Safety

Obtain a copy of the electrical code appropriate for the room you are working on. Consult the electrical code to identify installation practices, which ensure household safety, e.g., how to install a bathroom receptacle. Look up any essential requirements for safely wiring your room, e.g., distance between outlets, need for GFIs, height above floor, the type of wire to be used, etc. Create a summary of the electrical need and its safe wiring requirements. Share your findings with others in your group. Be prepared to present this information to the remainder of the class.