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Course Profile (for a locally developed course)

Essential Science

Unit 4: Physics – Electricity

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

Time: 21 hours

Unit Description

Students gain an understanding of static and current electricity. Students build simple circuits that model circuits used in everyday life. They analyse this form of energy, energy transformations, conservation of energy, and the impact of each. Safety, experimentation, collaboration, and literacy are part of the focus of this unit.

Strand(s) and Expectations

Strand(s): Physics

Overall Expectations: PHV.01, PHV.02, PHV.03.

Specific Expectations: PHI1.01 to PH1.06, PH2.01A/B/C/D/E/F, PH2.02, PH2.03, PH3.01, PH3.02, PH3.03.

Activity Titles (Times and Sequence)

Activity 1	Static Electricity	185 minutes
Activity 2	Current Electricity - What Is A Circuit?	300 minutes
Activity 3	Series and Parallel Circuits	195 minutes
Activity 4	Using Electricity	430 minutes
Activity 5	Building A Model Electrical Car	150 minutes

Task Titles (Types, Time and Sequence)

Task	Type	Title	Time (minutes)
1.1	Diagnostic	Introduction to Static Electricity	55
1.2	Learning/Assessment	Modelling An Atom	30
1.3	Learning/Assessment	Static Electricity and Law Of Electric Charges	40
1.4	Learning/Assessment	Examples of Static Electricity	60
2.1	Diagnostic	Uses of Electricity	20
2.2	Learning	Parts of an Electrical Circuit	60
2.3	Learning/Assessment	Safety in the Lab and at Home	45
2.4	Learning	Building A Circuit and Drawing a Circuit Diagram	45
2.5	Assessment	Circuits	30
2.6	Diagnostic/Learning	Voltage	30
2.7	Learning	Current	30
2.8	Learning/Assessment	Recording Voltage and Current	40
3.1	Diagnostic/Learning	Introduction to Parallel Circuits	45
3.2	Learning	Circuits in Carousel	45
3.3	Assessment	Constructing Series and Parallel Circuits with Three Loads	30
3.4	Learning/Assessment	Household Wiring	30
3.5	Learning/Assessment	Careers and Hobbies Involving Electricity	45
4.1	Learning	Using Electricity To Do Work	20
4.2	Learning/Assessment	Reading An Electrical Bill	20
4.3	Diagnostic/Learning	Peak Trends in Energy Consumption	40
4.4	Assessment	Graphing Data From A Bill	40
4.5	Learning	Life Without Electricity	60
4.6	Assessment	Conservation Of Electricity Presentations	120
4.7	Learning	Environmental Effects Of Producing Electricity	40
4.8	Learning/Assessment	Alternative Sources of Electricity	90
5.1	Learning/Assessment	Introduction to Model Electric Car	30
5.2	Learning/Assessment	How Fast Can It Go?	120

Prior Learning Required

Electricity is taught in Grades 1, 3, 5 and 6 (Appendix OV-6). This unit is built without extensive reliance on previous work. Much is reviewed and reinforced.

General Unit Planning Notes

· Specific planning notes are included for each Activity and Task.

· There is a need for a large number of loads, wires, batteries, switches, and sources as the students are building many circuits. Teachers may want to arrange to borrow/share supplies from another classroom.

· It would be beneficial to arrange a guest speaker or plan a field trip as part of Activities 3.5and 5.3. These arrangements need to be made in advance.

· Activity 5.2 involves building a model car. Building one in advance will help ensure the teacher is comfortable with the procedure.

Learning/Teaching Strategies or Activities

	Strategy	Description
1	Demonstration, brainstorming, inquiry/experimental, teacher-led discussion, models (picture, dramatization), note-taking, worksheets, CSGL (jigsaw), learning log	Hands-on activities lead students from the concrete to the abstract. Worksheets and note-taking activities provide a structured organizer for students to record their learning. Co-operative small group learning activity (CSGL) encourages development of social skills and sharing of information. A variety of models help students in concept attainment.
2	brainstorming, models (schematic drawings, dramatization), learning log, worksheet, inquiry/experimental, reading for understanding, modelling/coaching, group work	Brainstorming and teacher-lead discussion allow students to go from the known to the unknown. Learning log helps students develop communication skills and making connections. A variety of models help students in concept attainment.
3	Inquiry/experimental, teacher-led discussion, demonstration, carousel, worksheet, group work, reading for understanding, research question	Carousel provides several opportunities to reinforce previous learning.
4	mind-map, learning log, worksheet, brainstorming, presentations, video, comparison activity	Presentations and a comparison activity engage students in organizing, and analysing information as well as making connections.
5	inquiry/experimental, worksheets, learning log, guest speaker, field trip	Group work is encouraged through the building of a model car.

Assessment/Evaluation

Learning Task	Expectations	Tool	Assessing	Who
1.2	PH1.01, PH3.03,	Worksheet Answer Key	knowledge, diagnostic	teacher
1.3	PH1.02	Worksheet Answer Key, Notebooks Are Important! Checklist	knowledge, diagnostic, communication	teacher
1.4	PH3.03	Worksheet Answer Key, Collaborative Group Work Rubric, SLL Rubric	knowledge, diagnostic, communication, and making connections	teacher student
2.3	PH2.01A	Notebooks Are Important Checklist!, SLL Rubric	knowledge, communication and making connections	teacher
2.4	PH1.03, PH1.05, PH2.01A/C, PH2.02	Checklist, Lab Safety Checklist, Lab Procedures Rubric	knowledge, communication, and inquiry	teacher student
2.5	PH1.03, PH1.05, PH2.01A/C, PH2.02	Worksheet Answer Key	knowledge, communication, and inquiry	teacher
2.7	PH2.01A	Worksheet Answer Key, Reading For Understanding Rubric	knowledge, communication	teacher
2.8	PH1.05, PH1.06, PH2.01A/C, PH2.02	Checklist, Lab Procedure Rubric	knowledge, inquiry, communication	teacher
3.2	PH2.02, PH2.01A/B/C/E	Worksheet Answer Key	knowledge and communication	teacher
3.3	PH2.02, PH2.01A/B/C/E	Checklist	knowledge and communication	teacher
3.4	PH3.01	Reading For Understanding Rubric	knowledge and communication	teacher
3.5	PH3.03 PH2.01D	SLL Rubric	connections and communication	teacher
4.1	PH1.04	SLL Rubric	knowledge, communication and making connections	teacher
4.2	PH2.01D/E	Worksheet Answer Key	inquiry and communication	teacher
4.4	PH2.01D/E	Worksheet Answer Key	inquiry and communication	teacher
4.5	PH3.02	Collaborative Group Work Rubric	communication	teacher student
4.6	PH3.02	Poster and Presentation Rubric, Worksheet Answer Key	knowledge and communication	teacher
4.7	PH3.02	Worksheet Answer Key	connections	student
4.8	PH2.01D/E/F	Comparison Activity Rubric, SLL Rubric	knowledge, communication, inquiry, and making connections	teacher
5.1	PH1.05	SLL Rubric	knowledge, communication, and making connections	teacher
5.2	PH2.03, PH2.01A/B/C/D/F	Worksheet Answer Key, Rubric for Collaborative Group Work	communication, making connections	teacher

Unit Resources

Bloch, Mars, et al. Science 9. Toronto: ITP Nelson, 1999.

Boltz, C.L. How Electricity is Made. New York: Facts on File Publications, 1989.
ISBN 0-8160-0039-5
This book would be a good resource for students finding information about sources of energy and electricity in the home.

Catherall, Ed. Exploring Electricity. Wayland, East Sussex England: 1989.
ISBN 0-7502-0266-1
This is an excellent resource that explains concepts of electricity in simple language.

Mackie, Dan, Electricity. Burlington, Hayes Publishing Limited: 1986.
ISBN 0-88625-133-8
Clear explanations about static and current electricity and suggestions for fun activities in which the students have to build circuits.

Malcolm, Douglas Jr. How to Build Electronic Projects. New York: McGraw-Hill Book Company, 1980.
ISBN 0-07-039760-0
A resource for students who want to build more complex electrical circuits. Could be used in co-operation with the technology department.

Rosen, Seymour. Physics Workshop 1. New York: Globe Book Company Inc., 1988.
ISBN 1-55675-709-3
Soft cover text with reading level grades 4-5 and an interest level 6-12. Topics range from electricity and energy transformations to the concept of pressure.

Rosen, Seymour. Physics Workshop 2. New York: Globe Book Company Inc., 1988.
ISBN 1-55675-710-7
Continuation of Physics Workshop 1. Topics range from static and current electricity, electric currents, and magnetism.

Stevenson, Paul et al. Sources of Electrical Energy. Toronto: Science Research Associates Canada Limited, 1982.
ISBN 0-574-09532-2
Part of the SEEDS series (Society, Environment and Energy Development Studies). Simple worksheets and experiment ideas.

Wolfe, Elgin, et al. SCIENCEPOWER 9. Toronto: McGraw Hill Ryerson, 1999.

Internet Resources

http://db.bbc.co.uk/education-webguides/pkg-main.p_home
(Starting point for web searches)

http://www.electricityforum.com/
(The electricity forum)

http://www.electricityforum.com/et/previous.htm
(Electricity Today Magazine)

http://www.oeb.gob.on.ca
(Ontario Energy Board)

http://www.ontariopowergeneration.com/
(Ontario Power Generation Comp)

http://www.onhydro.com/
(Ontario Hydro Services)

http://www.iemo.com/
(Independent Electricity Market Operator)

http://www.directelectricity.com/mcoffee/mcoffee_electricity.asp
(OPG – Electricity and Utility links)

Video Resources

Physical Science 1. Walt Disney Company: Magic Lantern Communications Ltd. (distributor), 1994. (37 minutes)
(Bill Nye: the Science Guy series, which uses wacky humour and interesting experiments to demonstrate basic physical science principles. The electricity component discusses electricity, magnetic fields, compasses, and MRI Application in medicine)

Electricity Agency for Instructional Technology, 1992. (15 minutes)
(Science for You series. Children learn how electric motors work, how batteries produce electricity and why we need to find safer, cleaner ways to generate electricity. Demonstrations illustrate electrons, electrical charges and currents.)

Activity 1: Static Electricity

Time: 185 minutes

Description

Students are introduced to the concept of static electricity and the structure of the atom. Through use of a co-operative small group learning structure, students discuss examples of electricity in everyday life.

Strand(s) and Expectations

Strand(s): Physics

Expectations: PH1.01, PH1.02, PH3.03.

Planning Notes

Equipment required for task:

· 1.1 and 1.3 - balloons, fur, string, ebonite rods, glass rods, silk, cotton, strips of acetate plastic, confetti, sawdust, cut out stars, 4 x 4 piece of glass, woolen cloth, metal plate, paper plate.

· 1.2 - simplified diagram of an atom, masking tape, bingo chips

· 1.4 - adapted/written Reading for Understanding articles on industrial uses of electrostatics

Prior Learning Required

This activity builds on what the students learned about static electricity in Grade 3.

Teaching/Learning Strategies

1.1 Diagnostic Task: Introduction to Static Electricity

Students observe teacher demonstrations and discuss why some charged objects attract, and others repel, each other. Time permitting, students perform experiments demonstrating electrostatic phenomena.

Teacher Facilitation

1. Perform the following demonstrations. After each demonstration ask students to suggest reasons for their observations and record these on the board.

a) Attach a piece of string to each of two balloons. Rub both balloons with fur. Hold both balloons by the string and try to bring them close together. [Note: The negatively charged balloons repel each other. Concept - like negative charges repel each other.]

b) Cut two small strips of acetate. Rub each strip with a piece of plastic bag. Bring the plastic strips close to one another. [Note: The positively charged acetate strips will repel each other. Concept - like positive charges repel each other.]

c) Optional: Rub an ebonite rod with fur (ebonite rod obtains a negative charge). Place a small amount of lycopodium powder (or sawdust) on the end. A few moments later– the particles “jumps off”. [Note: The particles become negatively charged and push away from each other and the rod].

d) Repeat demonstration b); however, this time rub the second strip of acetate with fur (negatively charging the acetate strip). [Note: The two strips with attract each other. Concept - unlike charges attract.]

e) Positively charge a plastic strip by rubbing it with a plastic bag. Then, place it near some confetti. [Note: The strip attracts the neutral confetti.] Repeat the same demonstration with a negatively charged acetate strip by rubbing with fur. [Note: Again, the acetate strip attracts the neutral confetti. Concept - charged objects attract neutral objects.]

f) Optional: If time permits, place both the piece of plastic bag and the fur near the confetti to show that they were also charged after they were rubbed with acetate.

g) Optional: If time permits, charge the acetate on one end only and place it near the confetti to show that the charge is localized to the area that has been rubbed.

h) Optional: If time permits, rub a balloon on shirt/sweater and place it against the wall. Ask students to suggest why the balloon would stick to the wall after it has been rubbed on a shirt.

Revisit the chalkboard notes and add any additional suggestions they may now have.

Optional: If time permits, provide students with material to perform other experiments related to static electricity (e.g., rubbing ebonite rods and glass rods with fur, silk, cotton) and placing them close to confetti, sawdust, water, etc.

Optional Demonstration: Extend the students’ exploration of like and unlike charges by creating “dancing stars”. Ask the students to cut ~25 small stars and place them on a metal plate. Put plate (with stars on it) under a piece of glass, supported on book, so that the glass is no more than 10 cm away from the plate and is not touching the plate. Rub the piece of glass with a woolen cloth. This should cause the stars to ‘dance’. Ask the students to explain what is happening to make the stars lift off the metal plate and then fall back down again. Ask the students to try the same experiment but this time with a paper plate and see if they get the same results.

Assessment

None: this is a diagnostic task. Law of Electric Charges is assessed in Task 1.3.

Accommodations

If students perform experiments, place them in heterogeneous groups to assist one another.

1.2 Learning/Assessment Task: Modelling an Atom

Students participate in a teacher-led discussion on the structure of an atom. Students draw and label a simplified diagram of an atom in their notes. Students, through dramatization, model the parts of the atom.

Teacher Facilitation

2. Remind students that everything is made of atoms and that atoms are tiny particles of matter.

Using diagrams, illustrate a model of an atom – neutrons, protons, and electrons. Tell students the charge on each particle.

Have students copy the diagram into their notes.

Dramatization: Assign each student to be a proton, electron, or neutron. Move desks away from center of classroom and put a large circle in center of classroom with masking tape. Have all the students representing protons and neutrons sit in middle of circle. Have the students representing electrons move around outside of the circle. Stress that the electrons are the only part of the atom that can move and that the protons and neutrons are “stuck” inside the nucleus.

Option: Use the overhead and model the atom with three colours of transparent bingo markers of different colours.

Prepare a cloze summary worksheet (Appendix 4.1) for students to complete.

Assessment

Assess the cloze worksheet using an answer key.

Accommodations

Provide a photocopy of teacher notes and use of peer helper/scribe for note taking.

1.3 Learning/Assessment Task: Static Electricity and Law of Electric Charges

Students develop an understanding of the separation of charge by going through a step-by-step progression of what happens when an ebonite rod is rubbed with fur. They then apply this knowledge to their observations made in Task 1.1 as they learn the Law of Electric Charges.

Teacher Facilitation

3. Revisit the structure of the atom. State that each atom has the same number of protons and electrons and that atoms are neutral.

4. Demonstrate on the chalkboard the transfer of electrons from cat's fur to an ebonite rod (Appendix 4.2). [Note: Explain to students that only electrons from the surface of atoms move.]

5. Provide a copy of the worksheet (Appendix 4.2) for students to complete.

6. State that static electricity is created when some electrons move from one object to another and stay there. The type of electricity is static in that it does not move continuously as opposed to current electricity.

7. Optional Dramatization: If time permits have students model how electrons move from the fur to the ebonite).

8. State that like charges repel (i.e. negative charges repel negative charges; positive charges repel positive charges). Use this law to review and explain Task 1.1 a-c.

9. State that unlike charges attract (i.e., negative charges attract positive charges and vice-versa) Use this law to review and explain Task 1.1 d.

10. State that the pieces of confetti in the task 1.1 are neutral and that charged objects attract neutral objects. Use this law to review and explain Task 1.1 e-h.

Assessment

Assess using a worksheet answer key. Asses notebooks using the Notebooks are Important! Checklist (Appendix OV-5).

Accommodations

Provide peer helper/scribe to assist in completion of worksheet.

1.4 Learning/Assessment Task: Examples of Static Electricity

Students read one article on static electricity and participate in a CSGL structure to learn about other static electricity applications in everyday life. Students complete an SLL worksheet.

Teacher Facilitation

11. Prepare Reading for Understanding articles that discuss static electricity in everyday life (e.g., about lightening, plastic wrap, electrostatic air filters, electrostatic painting, and fabric softener). See Appendix 4.3 for an example. The articles should include the concept of insulators and conductors. Include focus questions, e.g., What was the example of static electricity?, Where was the build up of charge located?, Draw a picture of how this happens and a connections question, e.g., How else could static electricity be used to assist us?.

12. Students read and complete the Reading for Understanding worksheet.

13. Choose a CSGL structure from Appendix OV-3 that is appropriate to the co-operative skills of the students (e.g., Round Robin or Round Table) and have students report the different uses of static electricity to one another.

14. Provide SLL worksheet with vocabulary words (e.g., insulator, conductor, electrons, charge, movement). Include focus questions, e.g., Describe one situation in which you encounter static electricity in your every day life and a connections question, e.g., How is static electricity used in the industry.

Assessment

Students self-assess their own worksheets using a worksheet answer key. Use the Rubric for Collaborative Group Work (Appendix OV-4) to assess how well the students worked in their groups. The SLL entry is assessed using the SLL Rubric (Appendix OV-2).

Accommodations

Have someone read articles out loud instead of having them read the articles on their own. Provide the option of a scribe to aid the students in completing the worksheets. Students may complete the SLL entry orally.

Resources

Magnetism: Static Electricity. Walt Disney Company: Magic Lantern Communications Ltd. (distributor), 1995.
In the second program, Static Electricity, students learn why socks stick together when taken from the dryer and the "shocking truth" when Bill Nye handles static electricity. (26 minutes).

Activity 2: Current Electricity - What Is A Circuit?

Time: 300 minutes

Description

Students are introduced to making circuits and how to draw circuit diagrams. There is a fun extension activity provided in which students make music with the circuits they create.

Strand(s) and Expectations

Strand(s): Physics

Expectations: PH1.03, PH1.05, PH1.06, PH2.01A/C, PH2.02, PH3.01.

Planning Notes

15. Before teaching task 2.2 familiarize yourself with common misconceptions (Appendix 4.4) that students have when learning about current electricity. Exercise caution so that students do not confuse voltage with power.

16. Obtain electrical safety brochures from your local hydro utility.

17. Equipment required for task:

· 2.2 - solar cell, wires, 1.5 V motor, switch, 1.5 V battery, 1.5 V light bulb, cardboard box, household light bulb, approximately 20 Styrofoam balls with toothpicks

· 2.5, 2.5 - loads, switches, wires, batteries

· 2.6 - variety of batteries of varying voltage, 1.5 V and 3.0 V batteries, wires, 1.5 V light bulb

· 2.7 - fuses (and a circuit breaker)

· 2.8 - loads, switches, wires, circuit diagrams, batteries, multimeter (or voltmeter and ammeter)

Prior Learning Required

This activity builds on what the students have learned about current electricity in Grade 6.

Teaching/Learning Strategies

2.1 Diagnostic Task: Uses of Electricity

Students brainstorm a list of ways electricity is used in everyday life and record this list into their notes.

Teacher Facilitation

18. Lead students through brainstorming activity on uses of electricity and make a chalkboard or overhead summary.

19. Assist students to record a variety of everyday uses in their notes.

20. Explore with students how they think the electrical devices they listed work.

Assessment

This is a diagnostic task that assesses prior knowledge/understanding.

Accommodations

Photocopy teacher’s notes for those who have difficulty writing.

2.2 Learning Task: Parts of an Electrical Circuit

Students model, using dramatization, how a circuit works. Students sketch their model circuit into their notes.

Teacher Facilitation

21. The focus of this task is to illustrate the different components of a circuit and what each does.

22. Recreate the solar cell circuit from Unit 1, Task 4.1 with solar cell, wires and motor.

23. Replace the solar cell with a 1.5 V battery/power source and discuss other sources that supply energy to electrons (e.g., generators, wall plugs)

24. Replace the motor with a light bulb and discuss other devices that do work (loads).

25. Dramatization: Create a “human” model of a circuit in which small Styrofoam balls represent electrons; students standing in a line represents a conducting wire; a student next to cardboard box represents a battery; and a student holding a light bulb represents a load.

a) Give all students, except the one representing the battery, a "parcel of electrons" (Styrofoam ball) to hold. This will avoid the misconception that the battery creates electrons. Students representing the wire before the light bulb start out with a parcel of electrons that have a toothpick. The toothpick represents the energy in the electron. [Note for teacher Information: The idea of a parcel of electrons instead of an electron will assist when dealing with current in Task 2.7]

b) Divide the cardboard box into two halves - one half representing the negative or “high energy” terminal and the other half representing the positive or “low energy” terminal. Place parcels of electrons (Styrofoam balls) inside both halves of the cardboard box. Attach a toothpick to each parcel of electrons in the “high energy” terminal to represent the energy the battery supplies to electrons.

c) All students stand in a circle. The student representing the battery takes a parcel of electrons (Styrofoam ball) out of the “high energy” or negative terminal and passes it to the first student representing the wire. As he/she does this the first student representing the wire passes his/her parcel of electrons to the next student representing the wire. This student, in turn, passes their parcel of electrons to the next person and so on until all students in the circuit have passed a parcel of electrons.

d) When the first parcel of electrons with a toothpick reaches the student representing the light bulb. He/she removes the toothpick and raises light bulb picture to represent that the light is on.

e) The last person in the circuit places their parcel of electrons in the “low energy” terminal portion of the battery. The student representing the battery removes the parcel of electrons, places a toothpick on it and puts it in the “high energy” terminal of the battery.

f) Emphasize that the only way the parcel of electrons can travel is if there is a complete path (circuit) through which the electrons can pass. Parcels of electrons move from the negative to the positive terminals of the battery.

Introduce a switch (control) into the circuit. Represent the switch by having one student separate two students representing the wire to model an open switch. The student representing the switch models a closed switch by reconnecting the two students. When the switch is closed, the light bulb is on (student holds light bulb in the air). When the switch is open, the light bulb is off (student holds light bulb down).

Lead students in note-taking activity on terminology (load, wires/conductor, switch/control, and source) and how to sketch the circuit. The sketch should not contain correct symbols at this point.

Assessment

This is an introductory activity and should not be formally assessed.

2.3 Learning/Assessment Task: Safety in the Lab and at Home

Students participate in a brainstorming activity, generate list of safety rules and write this list into their notes. Students complete an SLL entry worksheet on electrical safety in the lab and in the house.

Teacher Facilitation

26. Discuss electrical lab safety. For example:

a) batteries require safe handling because they contain acids or bases which can burn;

b) do not connect the two battery terminals with a wire or you will create a short circuit;

c) do not use bare wires;

d) have teacher check circuit before you close the switch or connect the power source;

e) turn off the power source before you connect the wires.

Lead a brainstorming session about electrical safety in the home.

Generate a list of electrical safety tips on the chalkboard. Have students copy this list into notes. See Appendix 4.5 for examples. Additional safety materials would be available from your local electricity utility.

Discuss ways to avoid short circuits in the home.

Prepare a SLL worksheet with a vocabulary (e.g., acid, battery, bare wire, short circuit, power source). Include focus question, e.g., “Describe two safety precautions an electrician might follow when working.” and a connections question, e.g., “List three electrical safety tips you would give a baby-sitter taking care of a children" or "Give your reasons for each choice.”

Assessment

Assess student notebooks using the Notebooks are Important Checklist! (Appendix OV-5). Assess SLL entry using the SLL Rubric (Appendix OV-2).

Accommodations

Photocopy teacher notes for a student who is having difficulty writing. Give students extra time to complete the SLL entry.

2.4 Learning Task: Building A Circuit and Drawing a Circuit Diagram

Students complete a circuit given one load, one switch, one source, and wires. Students sketch the circuit into their notes. Then, given the correct symbols, students draw a circuit diagram of this circuit.

Teacher Facilitation

27. Review safety rules established in Task 2.3.

28. Provide materials the students need to experiment with making a working circuit. [Note: Let the students experiment with making the circuit before you tell them how to do it.]

29. Instruct students to sketch their working circuit.

30. Describe the symbol for each part of the circuit.

31. Provide students with a chart of symbols used in circuit diagrams (Appendix 4.6).

32. Have them draw their circuit diagrams using these symbols.

33. Provide other circuits to practise drawing other circuit diagrams.

34. Require students to show the flow of electrons from negative to positive terminals.

Assessment

Use a checklist to do peer and diagnostic assessment of circuit diagrams. Assess lab performance using shortened versions of the Lab Safety Checklist (Appendix 1.2) and/or the Laboratory Procedures Rubric (Appendix 1.3).

Accommodations

Place students in pairs so they can assist each other in the making of the circuits and drawing circuit diagrams.

2.5 Assessment Task: Circuits

Given a word description of a closed circuit, students build the circuit. Students draw a circuit diagram of this circuit; label its components; and indicate the movement of electrons by using arrows. Students then draw a diagram of the same circuit with the switch open and indicate that the electrons do no flow in an open circuit by omitting the arrows.

Teacher Facilitation

35. Teacher assists students in recognizing that electrons only flow in a complete circuit.

36. Provide students with a word description of a simple series circuit.

37. Create a worksheet that leads students through this assessment task.

Assessment

Assess using a worksheet answer key.

Accommodations

Replace the word description of the circuit with a sketch.

2.6 Diagnostic/Learning Task: Voltage

Students participate in teacher led discussion on voltage. Students make a notebook entry on voltage.

Teacher Facilitation

38. Display a variety of batteries with different voltages. Review that the battery supplies the electrons with energy.

39. Demonstrate the effects of differing voltages on a 1.5 V light bulb by connecting it to a 1.5 V battery and a 3 V battery.

40. Introduce the concept of voltage, which is the energy or "punch" that an electron gets from the battery. This stored energy is delivered to a load such as a light bulb or toaster. Explain how the greater the voltage of the battery, the more energy or "punch" the electrons have to transfer to the load (e.g., a 3.0 V battery does not supply more electrons or current than a 1.5 V battery. It just provides more voltage or "punch" to the electrons to make the light bulb brighter.). State that voltage is measured in volts (symbol V).

41. [Note to teachers: Voltage or Potential Difference is the energy transferred per unit charge. It is not the same as force and not the same as energy, that is why it has a different name, V = E/Q. However, the simplified version above is recommended for this unit]

42. Lead students on short note-taking activity on voltage.

Assessment

This is an introductory activity on voltage and should not be formally assessed.

Accommodations

Provide teacher notes for students who have difficulty writing.

2.7 Learning Task: Current

Students participate in teacher-led discussion on current. Using the circuit model from Task 2.2, students model the concept of current. Students make a notebook entry on current. As an extension students complete a Reading for Understanding activity on voltage and current.

Teacher Facilitation

43. Introduce the idea that current is the flow of electrons (the number of parcels of electrons that pass by a point in a circuit in a given time). Discuss the fact that current is measured in amperes (symbol A).

Display a fuse and/or a circuit breaker. Explain that it is a safety device for some circuits. If the current is too high, wire in the fuse melts and breaks. A circuit breaker "trips" or "opens". This breaks the circuit the same as an open switch.

Recreate the student model of a circuit and have one student count the number of parcels of electrons that pass through a point in a circuit in a certain time period - this will be the current flowing through the circuit.

[Note: For teacher information, current is the quantity of charge to pass a given point in one second. If the parcel of electrons is a coulomb, the 6.25 x 1018 electrons have passed a point in one second. This number is a billion times larger than the world's population and is too large for students to comprehend.]

Lead students in making a notebook entry on current and voltage

Extension: If time permits, assign a Reading for Understanding article on how current and voltage affects the human body (see Appendix 4.7 for a sample Reading for Understanding article)

Assessment

This is an introductory activity on current and should not be formally assessed. If the extension activity is completed, assess it using a worksheet answer key and the Reading for Understanding Rubric (Appendix 1.13).

Accommodations

Provide video information instead of a text article on safety devices related to current and voltage. Read the article orally to students who have difficulty reading.

2.8 Learning/Assessment Task: Recording Voltage and Current.

Students create a circuit from a circuit diagram. Students connect a multimeter and record the measurement with correct units

Teacher Facilitation

44. [Note: Students are more likely to use a multimeter (which measures both voltage and current) on the work site than a voltmeter or ammeter. As such, this activity is written assuming the teacher has access to multimeters. If multimeters are not available – modify the activity accordingly].

45. Using a simple series circuit diagram on the chalkboard or overhead, demonstrate building the circuit from the diagram.

46. Organize students into groups of four. Give each group a slightly different series circuit diagram (using different loads and number of loads). Ask them to build the circuit.

47. Show students how to connect a multimeter to a circuit to measure voltage.

48. Give each group a multimeter, instruct them to measure and record the voltage across the source and across the load(s).

49. Show students how to connect a multimeter to a circuit to measure current.

50. Instruct the students to record the current of their circuit between the source and the load (s).

51. Walk around to each group to check their circuit construction and multimeter connections and readings.

52. Extension: If time permits, discuss reasons why the voltage is different across the loads.

Assessment

Prepare a checklist that the teacher can use while walking around the class checking students’ measurements of voltage and current. Monitor students’ lab performance using the Lab Procedures Rubric (Appendix 1.3).

Accommodations

Prepare a model circuit for the students to use when creating their circuit instead of having the students create the circuit from a diagram. Group students according to ability. Then assign groups so that the higher the ability group the more loads in their circuits.

Resources

Video

Electrical Current: Light and Optics. Walt Disney Company: Magic Lantern Communications Ltd. (distributor), 1995 (52 minutes).
In the first program, Electrical current, Bill Nye "gets a charge" explaining "watts up" with electricity.

Web Sites

http://www.physics.udel.edu/wwwusers/watson/scen103/99s/clas0308.html#links
(This site discusses the following electrical safety topics: the current effects on human body; fibrillation and resuscitation; dielectric breakdown and sparking. This site also has links to the following: Electrical Hazards from the MIT Safety Office; Electrical Safety from the Health and Safety Manual at the Lawrence Livermore National Lab; and Using Electricity Safely from Ohio Edison)

http://www-training.llnl.gov/wbt/hc/Electrical/Static.html
(static electricity and how it can do harm when cleaning your monitor with a wet cloth while the computer is on)

http://www-training.llnl.gov/wbt/hc/Electrical/Education.html
(effects of current on your body)

http://www-training.llnl.gov/wbt/hc/Electrical/Accident.html
(how to respond to an electrical accident)

http://www-training.llnl.gov/wbt/hc/Electrical/Responsibilities.html
(how to minimize electrical accidents and near accidents)

http://www-training.llnl.gov/wbt/hc/Electrical/EquipSafe.html
(tips on safely using electrical equipment)

http://www-training.llnl.gov/wbt/hc/Electrical/GFCI.html
(fuses and circuit breakers protect equipment and wiring while ground fault circuit interrupters protect people)

http://web.mit.edu/safety/apg/05/5-5.html
(ground faults and ground fault circuit interrupters- their operation and where they may be used)

http://www.miamisci.org/af/sln/frankenstein/safety.html

Activity 3: Series and Parallel Circuits

Time: 195 minutes

Description

Students complete a carousel activity exploring parallel and series circuits. Household wiring is also discussed.

Strand(s) and Expectations

Strand(s): Physics

Expectations: PH2.01A/B/C/E, PH2.02, PH3.01.

Planning Notes

Equipment required for task:

· 3.1 – 3V battery, wires, 1.5V light bulbs

· 3.2, 3.3 – variety of loads [Note: 1.5V buzzers can be purchased at Canadian Tire], switches, wires and sources

Prior Learning Required

This activity builds on what the students have learned about circuits in Grade 6.

Teaching/Learning Strategies

3.1 Diagnostic/Learning Task: Introduction to Parallel Circuits

Students, working in pairs, discover how to make a parallel circuit. Students then draw a circuit diagram using proper symbols.

Teacher Facilitation

53. Provide each pair of students with a 3V battery, wires (provide enough wires so light bulbs can be hooked up in parallel), and two 1.5V light bulbs. Instruct students to create a circuit.

54. Ask students to remove one light bulb from their circuit. [Note: If students have connected the light bulbs in series, then the other light bulb “go out”. If students have connected the light bulbs in parallel, then the other light bulb will remain on].

55. If any student(s) have connected the light bulbs in parallel, have them teach the other students how to make a parallel circuit.

56. If no students have connected the light bulbs in parallel, then ask them to try to build a circuit in which they can take out one light and the other light bulb remains on.

57. Lead a discussion on the difference between series and parallel circuits (i.e., when loads are connected in series and one load is removed, the other load(s) are not able to function. However, when loads are connected in parallel, and one load is removed the other load(s) remain functioning).

58. Demonstrate how to draw a circuit diagram of a parallel circuit.

59. Instruct students to draw a circuit diagram of their parallel circuit.

Assessment

Diagnostic assessment of circuit diagrams

Accommodations

Group students together so they can get assistance from their peers. Photocopy teacher notes on circuit diagrams so students do not need to create them on their own.

3.2 Learning/Assessment Task: Circuits in Carousel

Given a circuit diagram, students build the correct circuit and vice-versa.

Teacher Facilitation

60. Group students in pairs.

61. Set up three stations around the room as follows using a variety of different loads. Depending on class size, two or three sets of stations may be required. Matching the circuit to the correct sketch helps to check to see if the students have created the circuit correctly without the teacher directly doing this.

Station	Students Provided	Students Task
1	* series circuit diagram * number of sketches of circuits	* create the circuit * identify the type of circuit by disconnecting a load * match the circuit to the correct sketch
2	* parallel circuit diagram * number of sketches of circuits	* create the circuit * identify the type of circuit by disconnecting a load * match the circuit to the correct sketch
3	* parallel circuit	* identify the type of circuit by disconnecting a load * draw a correct circuit diagram

Create a worksheet in which the students identify the type of circuit, and either match it to the correct sketch or draw a circuit diagram

Assessment

Assess using a worksheet answer key.

Accommodations

Choose the grouping of students so their skills complement each other.

3.3 Assessment Task: Constructing Series and Parallel Circuits with Three Loads.

Given a word description, students construct two circuits containing three loads (one series and one parallel). Students then draw the circuit diagrams for the circuits. Students complete this activity in pairs; however, they must hand in the circuit diagrams individually

Teacher Facilitation

62. Create a checklist for assessing this task.

63. Provide students with required materials and a worksheet with descriptions of two circuits. Students construct both circuits and draw circuit diagrams:

a) A parallel circuit containing three loads. Any one load can be disconnected and the other two remaining loads remain operational.

b) A series circuit containing three loads. If one load is removed from the circuit, all other loads are no longer functional

Extension: If time permits, students can measure the voltage and current in the circuits using multimeters.

Assessment

During the task, the teacher records the successful building of the circuits. Upon task completion, students hand in circuit diagrams individually. Assess using a checklist.

Accommodations

Assign students to create circuit with two loads - something they have seen before.

3.4 Learning/Assessment Task: Household Wiring

Students complete Reading for Understanding article on uses of series and parallel circuit in a house.

Teacher Facilitation

64. Provide a Reading for Understanding worksheet on series and parallel circuits in a house (see Appendix 4.8 for an example).

Assessment

Assess using the Reading for Understanding Rubric (Appendix 1.13).

Accommodations

Read article out loud to student(s) for students that have difficulty reading.

3.5 Learning/Assessment Task: Careers and Hobbies Related to Electricity

Students produce a list of careers and hobbies related to electricity. Students complete an SLL worksheet.

Teacher Facilitation

65. Lead a brainstorming session on careers/hobbies related to electricity.

66. Provide students with information on the hobbies and careers listed. Information could come from: newspapers, the Internet, library searches, pamphlets from Ontario Hydro.

67. Consider inviting guest speakers from local hydro provider, inviting parents who work in the electrical field, planning a field trip to the Ontario Science Center or Science North, or planning a field trip to an electrical generation station to achieve this expectation.

68. Prepare an SLL worksheet with appropriate vocabulary (e.g., electricity, career, hydro). Include focus questions, e.g., A career or hobby related to electricity is ____________. It is related to electricity because _______________. I am interested in this career/hobby because _________ and a connections question, e.g., The way that technology may change this career/hobby in the future is _________.

Assessment

Assess SLL entry using the SLL Rubric (Appendix OV-2).

Accommodations

Allow more time for SLL completion for students who need it.

Resources

Internet

http://www.physics.udel.edu/wwwuswers/watson/scen103/99s/batt-bulb.html
(This site provides an extension activity in which students construct simple circuits using a combination of batteries and light bulbs. Students measure the relative brightness of the light bulbs with respect to a standard flashlight provided by the instructor)

http://www.physics.udel.edu/wwwusers/watson/scen103/house/index.html
(This site includes a demonstration of the progression of circuit loading, which involves calculating the increase in current on a household circuit as a series of devices are used to determine why a circuit was overloaded. An extension activity that can also be modified and used when teaching about electrical safety, and safety devices - such as fuses and circuit breakers)

http://www.physics.udel.edu/wwwusers/watson/scen103/copper2.html
(Ever wonder how a AA battery tester works? A circuit diagram is included. It also shows how to replace "copper2" in address with "copper1" to see how a 9 V battery tester works).

Electronics Workbench (1991); free Ontario licensed software
(Both Mac and IBM platform versions are available to all teachers and students in Ontario. This program models a workbench for electronics. The student picks parts from a bin for assembly onto a schematic. Once an analog or digital circuit is created, its activity can be simulated on the computer display. Test equipment is contained within the program.

Activity 4: Using Electricity

Time: 430 minutes

Description

Students explore the different ways electricity is transformed to other types of energy in household appliances. Trends in electrical consumption, ways to electrical energy, and comparing ways of producing electricity are examined and discussed by students.

Strand(s) and Expectations

Strand(s): Physics

Expectations: PH1.04, PH2.01B/D/E/F, PH3.02, PH3.03.

Planning Notes

69. Make connections to the mathematics and geography course that students are taking.

70. Equipment required for task:

· 4.1 – pictures of forms of energy (people sitting around a fire, a light bulb, a radio speaker)

· 4.2 – sample electricity bills

· 4.3 – graph of energy consumption vs. time of day

· 4.4 – six mythical monthly bills

· 4.5 – graph showing Ontario’s increasing demands for electricity

· 4.6 – materials for students to prepare posters/comic strips, video

· 4.7 – video on electricity production and the effects on the environment, probably available from local hydro utility

· 4.8 – video on alternative forms of energy

Prior Learning Required

This activity builds on what the students have learned about energy transformations and conservation of energy in Grade 5. It also uses graphing skills from mathematics.

Teaching/Learning Strategies

Learning Task 4.1: Using Electricity to do Work

Students generate a list of forms of energy. Students create a table indicating how electricity is transformed within common appliances. Students complete an SLL worksheet.

Teacher Facilitation

71. Provide pictures of forms of energy for students examine.

72. Have students describe what forms of energy they see in the picture (e.g., a light bulb produces light and heat, someone pushing something produces mechanical energy, a speaker produces sound energy).

73. Discuss with students that energy is the ability to do work; energy has many different forms; electricity is a form of energy; and that energy is neither created nor destroyed, it just changes form.

74. Create a table that shows electrical appliances. Electrical energy goes into the appliance. Have students identify the main energy type into which this energy is transformed. Also include other energy types. (e.g., In a hair dryer, electrical energy is changed mainly into heat energy. Air movement, sound energy, and light energy are also produced.)

75. Prepare an SLL worksheet with appropriate vocabulary (e.g., energy, transformation, heat, sound, mechanical). Include focus questions, e.g., Make a list of three electrical devices you use to get ready for school in the morning and identify the form(s) of energy that each device and a connections question, e.g., Create your own imaginary electrical device. List its function, and identify the energy transformations that it produces.

Assessment

Assess SLL entry using the SLL Rubric (Appendix OV-2)

Accommodations

Assign a peer helper to assist in writing the SLL entry.

4.2 Learning/Assessment Task: Reading an Electrical Bill

Students extract information from a household electrical bill.

Teacher Facilitation

76. Provide the students with a sample electrical bill, or a photocopy of a local bill, that has all parts labeled and simple definitions besides each label. The bill should include information such as: Account Number, Invoice date (date the bill was sent to the consumer), Months billed (number of months of service the bill is for), Account Name (the consumer’s name and mailing address), Amount due (amount due on or before due date), Due date (last day you can pay without penalty), Late Payment amount (amount includes 7% late payment charge), Energy Use (Energy consumed during this billing period measured in kilowatt hours, kWh), Energy Management Information (compares this months energy use with the same month last year).

77. Prepare a similar sample bill; however, this time the parts should not be labeled. Ask the students to label the parts of the bill.

78. Give students a blank table in which they enter information extracted from the sample bill.

79. Instruct students to answer questions about the bill, e.g., How did my electricity use compare to the same time last year? How much more would I have to pay if I pay my bill late?

80. Discuss the answers to the questions together in class.

Assessment

Assess table using a worksheet answer key.

Accommodations

Assign peer helpers to assist in filling out the chart.

4.3 Learning Task: Peak Trends in Energy Consumption

Students view graphs of energy consumption vs. time of day and discuss the peak provincial trends of electrical energy use. Students then create a graph from a data table.

Teacher Facilitation

81. Display a graph of commercial electricity use vs. time for the peak summer day and discuss trends (e.g., When is the most electricity used in business in the summer? Why do you think the peak is at this time?).

82. Discuss the fact that residential electrical use has different peak demands times, e.g., From the graph, when is largest or peak demand for household electricity? Why do you think there is a second peak at 9 PM? See graphs in Appendix 4.11. Discuss reasons why 6-8 PM is the peak energy consumption time for households. Compare with peak commercial energy-draw period.

83. Demonstrate how total residential summer electrical use can be graphed. [See Appendix 4.12]

84. Provide students with a data table of consumption vs. time of day for the peak winter day. Lead students through creating a graph of this data. [Appendix 4.12]

85. Have students identify the peak use time for the graph they created.

Assessment

This is an introductory activity on graphing and should not be formally assessed. However, teachers should formatively assess students' graphs and assist them in making improvements.

Accommodations

Students may want to create the graph using a spreadsheet program.

4.4 Assessment Task: Graphing Data from a Bill

Students extract information from home energy bills and record/summarize this information in a data table. Students construct a graph from energy bill data of kWh vs. month. Students answer questions relating to graph.

Teacher Facilitation

86. Co-ordinate organizing and analysing data and making tables and graphs with the Grade 9 mathematics teacher.

87. Teacher creates six mythical monthly bills. See Appendix 4.9 for sample bills.

88. Provide a worksheet that leads students through: creating a data table from information from the bill; graphing that data; and answering focus questions about the graph, e.g., What are the peak months of consumption?, What are the low times of consumption? and connections questions, e.g., Why do you think the peak times of electrical energy occurred when it did?, Do you think natural gas consumption would peak at the same time of year? Why?

Assessment

Assess using a worksheet answer key.

Accommodations

Students can assemble data table and make graph using a spread-sheet program.

4.5 Learning Task: Life without Electricity

In groups, students discuss what life would be like without electricity. Students brainstorm ways of conserving electricity and record these ideas in their notes.

Teacher Facilitation

89. Lead brief discussion on what life would be like without electricity. (Teacher may want to use the Ice Storm in January of 1998 as a starting point for discussion.)

Choose a CSGL structure from Appendix OV-3 that would be appropriate to the activity and the ability of your students (e.g., Think-Pair-Square or Round Robin). Group students and assign each group a household task or daily activity (e.g., making breakfast, doing laundry, watching a movie with friends and making popcorn, getting up and getting ready for school, being at school). Each group has to describe how that activity would be different if it had to be done without electricity.

Groups report back to class. Class makes a list of some of the things people could not do if they did not have electricity.

Present graph/data showing Ontario’s increasing demands on electricity. Look at trends and demands on use. Discuss conservation (i.e., We will not be able to meet demands indefinitely so how do we conserve?). (See Appendix 4.11.)

Lead students through brainstorming activity on ways to conserve electricity. Students record these ideas in their notes. Appendix 4.10 is a teacher resource for this activity.

Assessment

Peer- and teacher-assessment the Rubric for Collaborative Group Work (Appendix OV-4) to assess how well the students work in their groups.

Accommodations

Provide teacher notes on conversation list for students with difficulty writing.

4.6 Assessment Task: Conservation of Electricity Presentations

Students prepare a presentation (e.g., poster, video, newspaper ad, comic strip, song, or role play) on conservation and present it to the class. Students record information from each presentation using a handout with focus questions provided by teacher.

Teacher Facilitation

90. Provide students with presentation criteria and outline how each student will be assessed.

91. Instruct students to pick one conservation tip from the list generated in the last class. See Appendix 4.10 for suggestions. Instruct students to prepare a presentation that provide information about their conservation tip.

92. Arrange times for the students to deliver the presentation to the rest of the class.

93. Provide students with a worksheet they to fill in as they listen to their classmates’ presentations. In the worksheet, students record the conservation tip each classmate talks about as well as how that conservation tip helps to conserve electricity.

Assessment

Use a modified version of the Poster and Presentation Rubric to assess the presentation (Appendix 2.5). Assess the handout using an answer key.

Accommodations

Allow students to work in pairs to present the information. Provide teacher’s notes to aid students who have difficulty writing in completing the worksheet.

4.7 Learning Task: Environmental Effects of Producing Electricity

Students view video on electricity production (hydro, nuclear, fossil fuels) and its effects on the environment (damning of water, pollution, and non-renewable resources)

Teacher Facilitation

94. A video is probably available from your local energy utility or the Ontario Power Generation Corporation. The main sources of electricity in Ontario are falling water or hydro power (e.g., Niagara Falls GS), nuclear power (e.g., Bruce NGS), and burning of fossil fuels (e.g., Nanticoke GS.)

95. Discuss sustainability issues.

96. You may wish to prepare a short-answer question sheet to direct student viewing and for making a brief record of the information in the video.

Assessment

Self-assessment of question sheet using an answer key.

Accommodations

Provide closed-caption video for students with students hearing impairment.

4.8: Learning/Assessment Task: Alternative Sources of Electricity

Students view video on alternative sources of electricity (wind, solar, geothermal, tidal, biomass, and burning garbage). Students compare/contrast an alternative source of electricity with a main source of electricity).

Teacher Facilitation

97. Show video on alternative sources of electricity.

98. Prepare a short note on the chalkboard summarizing the main points on the video.

99. Instruct students to choose an alternative source of electricity and compare/contrast it with one of the traditional sources of electricity discussed in Task 4.7 (hydro, nuclear or fossil fuels).

100. Demonstrate how a graphic organizer (e.g., a Venn diagram) or a chart with comparison categories (e.g., energy source or fuel, renewable or non-renewable, waste products, relative cost of energy production, distance to consumer, environmental issues) to aid students in organizing their data.

101. Prepare information sheets on both the traditional and alternative sources of electricity. These information sheets should have enough information to allow students to complete this task. Additional sources of information can be found in the library, the Internet, CD-ROM’s, and a variety of pamphlets.

102. Prepare an SLL worksheet with vocabulary such as wind, solar, geothermal, nuclear, hydro, fossil fuels. Include focus questions, e.g., What source of electricity should be used in Ontario? Why? and a connections question, e.g., Jobs I could get that would involve helping conserve electricity are.

Assessment

Create a rubric to assess the comparison activity. [Note: The rubric should not assess knowledge. It should assess the inquiry/communication skills outlined in expectations PH2.01E, and PH2.01F]. Assess the SLL worksheet entry using SLL Rubric (Appendix OV-2).

Accommodations

Allow students to complete a verbal instead of written research report. Provide additional time for completion of the SLL entry

Resources

Internet

http://www.physics.udel.edu/wwwusers/watson/scen103/problems/hairdryer.html
(This site provides word problem, which challenges the students to figure out which of two roommates should pay a utility premium for electricity, based on what they use.)

http://www.torontohydro.com/docs/energysaver_cooling2.htm
(Seven easy ways to ensure that your air conditioner is performing efficiently and your home is comfortable.)

http://www.torontohydro.com/docs/windmills_pressrelease.htm
(Toronto Hydro outlines their proposal to build two 20-storey wind turbines)

http://www.ontariopowergeneration.com

Videos

Electricity. Agency for Instructional Technology, 1992 (15 minutes)
(from the Science for You series - Children learn how electric motors work, how batteries produce electricity, and why we need to find safer, cleaner ways to generate electricity. Demonstrations illustrate electrons, electrical charges, and currents.)

Hydro Electricity. Bist/Ley Productions/OCEA, 1991 (15 minutes)
(from The Green Earth Club series - shows how hydroelectricity is generated, and the structures built to produce it.)

Electricity, ATV/ASN Productions, 1990 (30 min.)
(from the Wonder Why series and geared to Grades 5-9 - It discusses how electricity is what makes the world go around and how there were many people who helped us to discover what electricity is. It looks at what electricity is and how we depend on it. Students find out that there are many ways to get electricity and travel to power plants to see where it is generated. They also find out that it is important to conserve electricity. This program shows that electricity is found everywhere – from thunderstorms to combs to wall sockets.

Newspaper Articles

McAndrew, Brian. "Pollution Doubles at Coal-Fire Plant." Toronto Star, (April 6, 1999)
(Discusses the issues around the doubling of smog-producing air pollution coming from the Lakeview power plant near Toronto.)

Papp, Leslie. "Power Lines Linked to Leukemia Risk." Toronto Star, (June 16, 1999)
(Youngsters exposed to high electromagnetic levels from electrical wiring face a greater risk of childhood leukemia.)

Lu, Vanessa. "Bell Blaze Puts City on a Hold for a Day." Toronto Star, (July 17, 1999)
(An electrical panel in a downtown Toronto Bell Telephone switching station explodes, causing a small fire which cuts the communication lines out of the heart of Toronto’s economy for more than five hours.)

Activity 5: Culminating Activity – Building A Model Electrical Car

Time: 195 minutes

Description

The focus of the activity is bringing together the ideas of the unit and working in groups. Model cars are created in which functioning motors are built using the circuits learned throughout the unit.

Strand(s) and Expectations

Strand(s): Physics

Expectations: PH2.03, PH1.05, PH2.01A/B/C/D/F, PH3.03.

Planning Notes

103. Build and test one of these cars before assigning the project to students.

104. Equipment required for task:

· 5.1 - batteries, wires, motors

· 5.2 - thick cardboard, 1.5 V motors, switch, 1.5 V batteries, wires, wheels, axles (thin aluminum or copper rods- wire coat hanger), 0.5 cm wooden dowel cut to 0.5 cm length, paint, scotch or electrical tape, small nail

· 5.3 - information on hobbies and careers related to electricity

In Task 5.3 you may want to arrange for a guest speaker or a class trip

Prior Learning Required

This activity builds on what students have learned throughout this unit.

Teaching/Learning Strategies

5.1 Learning/Assessment Task: Batteries in Series or Parallel

Students are introduced to model car assignment. Students complete two circuits, one with batteries connected in series, one with the batteries connected in parallel. Students complete an SLL entry worksheet.

Teacher Facilitation

105. Introduce assignment [see Appendix 4.13] on building a working model car. The cars are raced to see which car runs the fastest

106. Review concept of voltage with students as being the energy stored in electrons. Display batteries of different voltages and review the idea that the greater the voltage of a battery, the greater the energy that is supplied to electrons. Ask the students how voltage is measured. Ask the students how a motor would react to changes in voltage (i.e., different levels of energy in the electrons).

107. Show batteries hooked up in series and batteries hooked up in parallel and ask students to predict which type of connection supplies the circuit with a greater voltage and therefore cause the motor to run faster.

108. Provide students with two circuit diagrams, one with the batteries hooked up in parallel, and one with the batteries hooked up in series. Instruct students to conduct an investigation to determine whether two batteries connected in series or two batteries connected in parallel cause the motor to spin the fastest.

109. Prepare an SLL worksheet using vocabulary (voltage, motor, speed, parallel, series), focus questions, e.g., The motor turned the fastest when I connected the batteries in ____________ because _______ and a connections question, e.g., When I build the model car, ways I can design the car so that it will move quickly are ______________.

110. Extension: If time permits, have students measure the voltage across the batteries in their various trials in strategy 2 and see which type of battery hook up results in the greatest voltage.

Assessment

Assess the SLL worksheet using the SLL Rubric (Appendix OV-2).

Accommodations

Provide students with a model of the parallel and series connections for the batteries instead of having them create them from a circuit diagram. Provide a peer helper/scribe for students who have difficulty in writing.

5.2 Learning/Assessment Task: How Fast Can It Go?

In groups, students build a model car. Students race their car against other cars made. Individually, students complete a worksheet that summarizes the concepts of the unit. As an extension, students time how long it takes for the car to travel in one-metre intervals and construct a distance vs. time graph.

Teacher Facilitation

111. Show students additional components of model car (piece of cardboard for the body of the car, four small wheels, and electric tape to connect things, metal rod to connect the wheels through the body of the car, etc. - see Appendix 4.13).

112. Highlight the following building tips: use electrical tape to connect batteries to car chassis (body); use straws for the metal rods to go through so the axles can turn freely

113. Choose group size (two to four students) appropriate to the ability of your students to work co-operatively.

114. Provide each group with materials needed to build the car. Encourage students to request material that they can use to decorate and name their car.

115. Give students a worksheet that leads them through the building of the car. Students complete the worksheet individually.

116. Organize a car race.

117. Extension: If time permits, record the time it takes for the car to travel a set distance. Have students calculate their car’s speed using the formula speed = distance/time.

Assessment

Assess the worksheet using a worksheet answer key. The quality of the model cars should not be assessed nor the winner of the car race. This activity is meant to foster group work and creativity. Use the Rubric for Collaborative Group Work (Appendix OV-4) to assess how well the students worked in their groups.

Accommodations

Arrange the groupings of students so that the student’s individual skills complement each other.

APPENDICES UNIT 4

Appendix 4.1: Atoms

Reference for Unit 4, Task 1.2

Label the diagram of the atom and complete the following sentences with the words provided in the word box.

Word Box		atoms	neutral	nucleus	same
charge	electrons	negative	not	positive	smallest
protons	neutrons	can	electrons

Everything is made up of tiny particles called ________________. Atoms are the ________________ part of something.

An atom is made up of three basic parts – ________________ , ________________ and electrons. Electrons have a ________________ charge (-). Protons have a ________________ charge (+). Neutrons do not have a charge. They are neutral. Protons and neutrons are located together inside the ________________ of an atom. Protons and neutrons can ________________ move. Electrons ________________ move around the nucleus. ________________ are the only part of the atom that can move.

Atoms usually have the ________________ number of protons and electrons. The positive charges from the protons and the negative charges from the ________________ cancel each other out. Therefore, atoms usually have no charge. Things that have no ________________ are called neutral. Atoms are usually neutral. Since objects are made up of atoms, objects are usually ________________.

Appendix 4.2: Static Electricity

Reference for Unit 4, Task 1.3

The only part of the atom that moves is the electron. When electrons move from one place to another and then stay at that place, it is called static electricity. An example of creating static electricity is rubbing an ebonite rod with fur.

Rubbing an Ebonite Rod with Fur

Before Rubbing During Rubbing After Rubbing

Before Rubbing

Draw and equal number of electrons (-) and protons(+) on the fur. Draw an equal number of electrons (-) and protons (+) on the ebonite rod. They are both neutral.

During Rubbing

Draw another fur touching the ebonite rod. When the ebonite rod is rubbed with fur, the electrons move from the fur to the ebonite rod. Show extra electrons on the ebonite rod.

After Rubbing

Draw the fur and ebonite rod separated. Make certain the ebonite rod has more electrons (-) than protons (+). This means the rod has a negative charge. Make certain the fur has more protons (+) than electrons (-). It has a positive change.

Law of Electric Charges

118. Like charges repel or move away from each other.

positive (+) and positive (+) repel

negative (-) and negative (-) repel

119. Unlike charges attract each other.

positive (+) and negative (-) attract

negative (-) and positive (+) attract

120. Charged objects attract neutral or uncharged objects.

positive (+) and neutral (O) attract

negative (-) and neutral (O) attract

Appendix 4.3: Electrostatic Painting

Reference for Unit 4 Task 1.4

Name: __________________________

Electrostatic Painting

This method is used to paint car parts. A spray gun mixes powdered paint with a stream of air. The gun is charged with electricity. The electricity puts a positive charge on each particle of paint.

A metal car part, like a fender, hangs from a hook. It moves along a metal track. Electricity in the track gives the part a negative charge.

The gun sprays the part with the positive paint particles. Unlike charges attract so the paint particles stick to the metal part.

The painted part is heated to 150°C. This melts and bakes the paint onto the part. When the part cools, the paint becomes smooth and hard.

Any paint that does not stick to the part is collected and reused. This wastes less paint than using liquid spray paint such as you use in a spray can at home. This reduces pollution.

Anything metal can be painted using this electrostatic powder coating method.

121. The paint particles have a ___________________ charge.

122. The metal part has a __________________ charge.

123. The paint sticks to the metal because _______________________ charges attract.

124. What happens to excess paint particles?

125. Why do they paint metal this way?

Name 5 items at home or at school that can be painted this way.

(Adapted from "Painting with Powder." Toronto Star, (July 10, 1999): page J4)

Appendix 4.4: Misconceptions in Current Electricity

Reference for Unit 4, Teacher Reference for Activity 2

Misconceptions in Current Electricity

Misconception	Scientific Explanation
Battery Current Origin The invisible substance (current) moving in an operating circuit originates in the battery.	CIRCUIT Current Origin Moving charge is a normal constituent of all conducting parts of an electric circuit. Movement through wires involves replacement and recycling of this constituent.
Battery as a Current Source The battery is the source of constant electric current.	Battery as a Potential Source The battery is the source of electric potential which is the causal agent of current propulsion.
Current Diminution Current in an electrical circuit is consumed.	Current Conservation Current in an electrical circuit is conserved.
Current Devaluation Current in an electrical circuit is devalued as it moves around the circuit.	Current Maintenance Current in an electrical circuit is maintained as it moves around a circuit.
Current Independence A battery of a given voltage always gives out a constant current. The current is independent of the circuit to which the battery is connected.	Current Dependence A battery of a given voltage causes a current to flow; the amount of current is dependent on the circuit to which the battery is connected.
Voltage/Current Equivalence Electric current and potential difference are equivalent quantities and behave in the same way.	Voltage/Current Differences Electric current and potential difference are different quantities and behave in different ways.
Local Reasoning Students tend to focus their attention entirely on what is happening at one point in a circuit and ignore what is happening elsewhere.	National Reasoning Students must consider the total circuit. A change in one part of a circuit can affect properties elsewhere in the circuit.

WJT Elgin Wolfe, OISE/UT. Reproduced with permission

Appendix 4.5: Home Electrical Safety Tips

Reference for Unit 4, Teacher Reference for Task 2.3

The following is a list of some home electrical safety tips the teacher can use as a resource for the brainstorming activity in task 2.3.

126. Keep appliances and other electrical devices in good repair.

127. Unplug appliances/devices before attempting to repair them.

128. Turn off breakers/fuses before working on household circuits.

129. Exercise caution when handling electrical devices near water or wet areas (e.g., don’t use a hairdryer while in the bathtub, power tools when standing in wet areas, or an electric mower on wet grass).

130. Avoid overloading circuit (e.g., multiple socket devices in an outlet or multiple power bars). The wires could overheat and cause a fire.

131. Don’t insert a penny in fuse boxes when a fuse is blown.

132. Don’t replace a blown fuse with a fuse of a higher rating.

133. If a fuse “blows”/circuit breaker “trips” repeatedly, have an electrician identify the cause of the problem

134. Check outlets for loose fitting plugs, which can overheat and lead to a fire.

135. Place safety covers on all unused outlets that are accessible to children.

136. Only Type C fire extinguishers are safe for use on electrical fires. Don’t pour water on electrical fires. Unplug equipment and use baking soda, a recommended dry chemical or a Type C fire extinguisher.

137. Don’t try to hide electrical cords under rugs. Don’t rest furniture on electrical cords

138. Don’t staple or nail electrical cords to the wall or baseboard.

139. Use extension cords only on a temporary basis.

140. Don’t remove grounding pin on a three-prong plug to fit a two-prong outlet. Don’t jam a three-prong plug into a two-prong outlet.

141. Replace or repair worn out electrical cords

142. Always hold the plug when you disconnect a device from an electrical outlet. Don’t disconnect the device by pulling on the cord.

143. Disconnect appliances such as toasters, coffee makers and irons as soon as you have used them.

144. Don’t plant tall trees under power lines.

145. Don’t use indoor Christmas lights outdoors

146. Fly kites only in open fields, far from any power lines. Don’t touch a kite that is tangled in a power line. Don’t fly a kite in wet or stormy weather

Appendix 4.6: Symbols Used in Circuit Diagrams

Reference for Unit 4, Task 2.4

Symbols Used In Circuit Diagrams

_____________
Wire	Battery
Switch	Resistor
Voltmeter	Light Bulb
Speaker	Ammeter
Multimeter

Appendix 4.7: Voltage, Current, and You

Reference for Unit 4, Task 2.7.

Voltage, Current, and You

Electricity can be measured by its voltage and/or its current. Voltage is the energy stored in electrons and is measured in volts (V). Current is the number of parcels of electrons that flow in a circuit and is measured in amperes (A).

Avoid coming in contact with electricity. When electricity starts its journey from a power station to your home the voltage can be as high as 500 000 V. Although the voltage is reduced to 120 V or 240 V before it reaches your home it is still high enough to kill you.

Many people don’t know it, but current is also very dangerous. The wires in most homes can carry a current of 15 A – this is 300 times greater than the current required to kill you!

How does current affect your body? The nerves in your body are like tiny wires that carry electricity to your muscles. The current in your nerves causes your muscles to contract (get shorter). Your heart is a muscle. When your heart muscle contracts it pumps blood throughout your body. This is natural. However, it only takes a small additional amount of current flowing through your heart to cause the heart muscles to stop contracting properly. When this happens, the heart no longer pumps blood and you usually die. The muscles in your chest may become paralyzed if a small additional amount of current flows through them. This can cause you to stop breathing. Finally, a current as small as 1 A can cause serious electrical burns.

If a current is flowing through someone, do not touch him or her or the current may flow through him/her to you. Turn the main power off and seek medical aid.

A. Circle the correct answer:

1. The energy stored in electrons. ___ (A) voltage (B) current (C) power

2. The flow of electrons is called… ___ (A) voltage (B) power (C) current

3. Voltage is measured in…___ (A) current (B) volts (C) amperes

4. Current is measured in…___ (A) amperes (B) volts (C) current

Appendix 4.7: Voltage, Current, and You (Continued)

B. Circle True or False

1. You can die if you touch a 120 V wire. True or False

2. A small amount of current can cause serious burns. True or False

3. Current is not very dangerous. True or False

C. Complete the following sentences. Use the words below.

paralyzed

contract

heart

breathing

1. Current causes your muscles to ________________ .

2. The muscles in your chest may become ________________ if a small amount of additional current flows through them.

3. When your chest is paralyzed you can stop ________________ .

4. When additional current passes through your ________________ it stops contracting properly.

D. Answer the following questions in sentences.

1. Why should you not touch someone if electricity is passing through them?

3. How can you get medical aid where you live?

Appendix 4.8: Household Wiring

Reference for Unit 4 task 3.4

Household Wiring

When you turn off the light can you still watch TV? If the stereo is off, can the light still be on? Almost every electrical item in your home is wired in parallel. When one item is switched off, others can still run. The only item wired in series is your fuse box or circuit breaker panel. The fuse or circuit breaker can cut off electricity for safety reasons. Below is a diagram of a possible branch circuit in your living room.

147. Write a P for parallel beside each item wired in parallel in the diagram.

Write an S for series beside the panel/fuse box.

Electricity enters a circuit box in your home. There are branch circuits that carry electricity to different parts of your home. Each branch circuit has a fuse or circuit breaker. The fuse or circuit breaker is a safety device that “blows” or opens when too much current tries to flow through the branch circuit. Too much current will cause the wiring to overheat. This might cause a fire. The fuse or circuit breaker cuts off the electricity to that branch when it “blows”. A fuse or circuit breaker is usually for 15, 20 or 40 amperes (A).

The items that use electricity are called loads. Some common loads and the current they use are show in the chart below.

Load	Typical Current Used (amperes)
Light bulb	0.5 A
Kettle	12.5 A
Toaster	8 A
Hair dryer	10 A
Refrigerator	1.7A
Microwave oven	5 A
Iron	11 A

If you plug too many loads into one circuit, the circuit breaker will “blow”. For example, using the chart, a kettle (12.5 A) and a toaster (8 A) on the same circuit need 20.5 A. This will “blow" or "trip" a 15 A circuit breaker.

Where is the circuit box for your home?

What is the purpose of a circuit breaker or fuse?

Will two hair dryers blow a 15 A circuit breaker? Why?

Your bathroom may have a special circuit breaker right in the outlet. It has a little red button on it. It is called a GFCI (Ground Fault Circuit Interrupter). If you stand in water while using a hairdryer, you could become part of the circuit. The breaker in the GFCI blows immediately. It protects you from the surge of current.

Do you have a GFCI in your home?

Appendix 4.9: Electrical Bill Data

Reference for Unit 4, Task 4.4.

(This information can be used to create sample electrical bills)

	Bill 1 · Account Number: 1234567 · Invoice date February 24, 1998 · Months billed 2 · Amount due $180.11 · Due date March 9, 1998 · Late Payment amount $192.71 · Energy Use 650 kWh · Energy Management information: average daily consumption this billing period, 11 kWh average daily consumption last year at this time, 12 kWh	Bill 4 · Account Number: 1234567 · Invoice date August 24, 1998 · Months billed 2 · Amount due $128.29 · Due date Sept. 7, 1998 · Late Payment amount $132.27 · Energy Use 465 kWh · Energy Management information: average daily consumption this billing period, 7 kWh average daily consumption last year at this time, 9 kWh
Bill 2 · Account Number: 1234567 · Invoice date April 27, 1998 · Months billed 2 · Amount due $164.25 · Due date May 9, 1998 · Late Payment amount $175.74 · Energy Use 591 kWh · Energy Management information: average daily consumption this billing period, 10 kWh average daily consumption last year at this time, 13 kWh
			Bill 5 · Account Number: 1234567 · Invoice date October 28, 1998 · Months billed 2 · Amount due $134.45 · Due date November 7, 1998 · Late Payment amount $143.86 · Energy Use 484 kWh · Energy Management information: average daily consumption this billing period, 8 kWh average daily consumption last year at this time, 9 kWh
Bill 3 · Account Number: 1234567 · Invoice date June 24, 1998 · Months billed 2 · Amount due $119.45 · Due date July 11^, 1998 · Late Payment amount $127.81 · Energy Use 430 kWh · Energy Management information: average daily consumption this billing period, 7 kWh average daily consumption last year at this time, 4 kWh
			Bill 6 · Account Number: 1234567 · Invoice date December 12, 1998 · Months billed 2 · Account Name Ms. Consumer · Amount due $176.45 · Due date January 9, 1998 · Late Payment amount $188.80 · Energy Use 635 kWh · Energy Management information: average daily consumption this billing period, 11 kWh average daily consumption last year at this time, 13 kWh

Appendix 4.10: Ways to Conserve Energy in Your Home

Reference for Unit 4, Teacher Resource for brainstorming session in Task 4.5

148. Regularly clean and replace air conditioner filters.

Change furnace filters regularly.

Clean the lint filter on your clothes dryer after every load and vacuum the lint from the motor, drum, and pipes at least once a year.

Use your microwave to cook. It reduces heat output and uses less than half the energy of a conventional oven.

Don’t peek while foods are cooking. Each peek costs 20% of the energy in the oven.

Use full loads when using your dishwasher, clothes washer and dryer.

Thaw frozen foods before putting them in the oven.

Don’t boil any more water than you need for tea, coffee, or hot chocolate.

Cook vegetables in the least amount of water possible. Then turn down the heat when boiling starts.

Cook concentrated foods such as turnips in a microwave oven.

Turn off the TV and stereo when you are not using them. Turn off lights when they are not in use.

Adjust thermostat to provide comfort without overheating. General rule: the setting should be 21°C when relaxing, 20°C when working around the house, 18°C when sleeping at night, and 16°C when the house is empty. [Note: A forced-air oil or gas furnace uses electricity to operate the fan!]

Turn down your electric water heater and lower the thermostat in your fridge if away for more than two days.

During the summer, turn off the air conditioning at night, open the windows and enjoy the comfort of cool evening air. This also improves air quality and removes humid air.

Turn off the oven before cooking time is up. The heat in the oven will finish the job.

Don’t bother preheating the oven if the cooking time is more than one hour.

Run the dishwasher only when there is a full load. Run the dishwasher at off peak consumption times.

Let dishes air dry instead of using the dryer cycle on a dishwasher.

On sunny windy days, dry clothes on the yard line instead of in the dryer.

Use detergent formulated for washing clothes in cold water and save on energy to heat hot water.

Make sure refrigerators and freezers are properly sealed.

Weather strip and caulk windows and doors.

Place insulation between living space and unheated areas, such as exterior walls and attic floors.

Close damper in fireplace when not in use.

Wrap the hot water tank in an extra blanket of insulation.

Wrap hot water pipes with insulation.

Fix leaking hot water taps.

Place your refrigerator well away from the stove, direct sunlight, and heating vents.

Leave at least 10 cm between the wall and the back of a refrigerator.

Clean the condenser coils on the refrigerator regularly.

Clean dust and dirt from light fixtures.

Close curtains and blinds to keep out direct sunlight in summer. Let the sun in during the winter.

Set the thermostat on the hot water tank as low as possible (say 60°C).

Set air conditioner’s thermostat to 24 or 25°C. Turn off air conditioner or raise the temperature when you’re not at home. Consider using a fan instead.

Consider using compact fluorescent light bulbs.

Replace large wattage incandescent bulbs with the smallest possible wattage for the job.

Use low flow showerheads, timers, and motion detectors.

Use hand tools rather than power tools for small repair jobs.

Appendix 4.11: Ontario Electricity Consumption

Reference Unit 4, for Tasks 4.3 and 4.5

Ontario Residential Electricity Consumption During Typical Summer and Winter Days

Ontario Commercial Electricity Consumption During Typical Summer and Winter Days

Change in Use of Electricity in Ontario

(Electricity Use in GWh vs. Years 1986-1998)

This table shows the historic variation in electricity consumption. The recession of 1990 was followed by three more years of load reduction. Since 1994, consumption is increasing again.

Appendix 4.12: Graphing Residential Use of Electricity

Graph this data of total electricity use by Ontario homes on a summer day

Appendix 4.13: Building a Model Car

Reference for Unit 4, Task 5.2

Materials needed per group to make model car:

· 4 wheels (diameter 2 cm) can be bought at science supply stores;

· 2 axles (6 cm long) should be thin aluminum or copper rods (obtained from shop or use a wire hanger);

· 1–1.5 V DC motor;

· 1–0.5cm dowel cut 0.5 cm in length. Alternatively, use an eraser from the end of a pencil;

· 2 small drinking straws;

· wires, should have alligator clips on the end so they can be easily attached to the battery;

· minimum of 1–1.5 V battery;

· minimum of 1 battery holder;

· piece of cardboard (thickness of cardboard you find on a cardboard box);

· tape;

· small nails (to hammer hole into wooden dowel).

To Make Model:

149. Cut cardboard to size 15 cm long and 4 cm wide

Attach dowel or eraser to motor shaft by using a small nail to create a hole through the centre of the dowel or eraser. Put the shaft of the motor through the hole.

Cut drinking straws to 6 cm.

Attach drinking straws with tape to underside of cardboard.

Appendix 4.13: Building a Model Car (Continued)

Slide axles inside the straw and attach wheels to the axles.

Check to see that the wheels turn easily over a smooth surface.

Mount motor securely to top end of cardboard with tape. Make sure the doweling on the motor makes contact with the wheel. It is the friction between the doweling and the wheel that cause the wheels to turn.

Place battery inside battery-holder. Attach the battery-holder to the cardboard with tape.

Attach wires from the battery-holder to the motor. (When students are doing this, they should create the circuit they decided upon in Task 5.1 and use this circuit to power the motor).

Appendix 4.13: Building a Model Car (Continued)

Questions to lead students through the building of the model:

150. Check off as you collect the following items:

q 4 wheels (diameter 2 cm)

q 2 axles (6 cm long)

q 1–1.5 V DC motor

q 1–0.5cm dowel cut 0.5 cm in length or eraser from end of pencil.

q 2 small drinking straws to hold axles

q wires to connect battery to motor

q minimum of 1–1.5 V battery with battery holder

q piece of cardboard for car body

q tape

q small nails

The doweling should be placed on the shaft of the motor. Once your car is built, the doweling should be touching one of the back wheels of your car. Why do you think this is needed?

The straws help the metal rods turn freely. Draw a picture of what you think it might look like on your car.

Where will you attach the axles to the cardboard chassis (body) of the car? How will you attach them?

Draw a circuit diagram of the electrical circuit from Task 5.1 that will make your motor turn.

How will you secure your circuit onto the chases of the car?

What decorations will you put on the car?

Individual questions each student is to complete:

1. Draw a schematic diagram of the electrical circuit in your group’s car.

2. Label the components of your circuit.

3. Show the movement of the electrons around the circuit.

4. What energy transformations occurred in the motor?

5. How could the build up of static electricity between the straws and the axles be reduced?

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