Subject: - Currituck County Schools
|Subject: Physics |Timeframe Needed for Completion: 14 days |
|Grade Level: 11,12 | |
|Unit Title: Unit 8: Electricity |Grading Period: 2nd 9wks |
|New 2009 goals are in red | |
|Big Idea/Theme: Static and Current Electricity |
|Understandings: Students will understand how static electricity if produced. |
|Students will understand how the electroscope works. |
|Students will understand how series and parallel circuits conduct electricity. |
|Students will understand voltage, amperes and electrical resistance in combination circuits. |
|Essential Questions: |Curriculum Goals/Objectives (to be assessed at the end of the unit/quarter) |
|Why do we get shocked in the winter when touching metal objects? |3.1.1 |
|How is electricity produced? |Explain qualitatively the fundamental properties of the interactions of charged objects. |
|What is an electrical circuit? |• Identify basic principles related to the nature of electrical charge – like charges repel and opposite charges attract; there are two |
|What is lightning? |types of electric charge (positive and negative); positively charged objects have an electron deficiency while negatively charged objects |
| |have an excess of electrons. |
| |• Conclude that charge is conserved in a closed system – since charge is a result of fundamental properties of particles, charge (like |
| |atoms) cannot be created nor destroyed. |
| | |
| | |
| |3.1.2 Explain the geometries and magnitudes of electric fields. |
| |• Construct diagrams to illustrate electric fields and explain its vector nature: |
| |♣ around single positive and negative charges, |
| |♣ between a pair of like charges, |
| |♣ between a pair of unlike charges, |
| |♣ two oppositely charged parallel plates, |
| |♣ a hollow sphere, |
| |♣ an irregular shaped metal object. |
| |• Compare the strength of various points in an electric field where |
| |♣ and for a point charge |
| |♣ for the uniform electric field between parallel plates. VEd= |
| |• Distinguish between charge distribution on plates and a hollow conducting sphere where no electric field exists inside. |
| | |
| |3.1.3 Explain how Coulomb’s law relates to the electrostatic interactions among charged objects. |
| | |
| |• Conceptually and mathematically explain electrical attraction and repulsion using Coulomb’s law - the electrical force is directly |
| |proportional to the product of two charges and inversely proportional to the square of the distance between them, . 122ekqqFd= |
| |• Determine the magnitude and direction of an electric force between two charges. |
| | |
| |3.1.4 Explain the mechanisms for producing electrostatic charges including charging by friction, conduction, and induction. |
| |Explain situations where objects become charged (by friction, conduction or induction) in terms of the transfer or rearrangement of |
| |electrons: |
| |• two neutral objects charged by friction, |
| |• a neutral object becoming positively charged by induction and conduction, |
| |• a neutral object becoming negatively charged by induction and conduction. |
| | |
| |3.1.5 Explain how differences in electrostatic potentials relate to the potential energy of charged objects. |
| |• Compare work done on an object by lifting (changes in location in a gravitational field) to work done on a charged particle by pushing |
| |it |
| |against the electric field of a charged object – both positive and negative. |
| |• Define electric potential energy as the energy of a charge based on its location and distinguish electric potential (voltage) as being |
| |the |
| |same for all charges. |
| |• Conclude that a gravitational field is always in one direction while electric fields have two possible directions; by convention, the |
| |direction is determined by the direction of force on a positive test charge – away from (out of) a positive charge and toward (into) a |
| |negative charge. |
| | |
| |2.3.1 Explain Ohm’s law in relation to electric circuits. |
| | |
| |• Recognize that a difference in potential (voltage) creates current within a conductor; the amount of current also depends on the |
| |resistance of the conductor. |
| |• Develop a cause-and-effect model for current in a circuit - current is directly proportional to the voltage and inversely proportional |
| |to |
| |the resistance (Ohm’s law), |
| |• Given a schematic circuit diagram, determine current, voltage, or resistance from two known quantities. |
| | |
| |2.3.2 Differentiate the behavior of moving charges in conductors and insulators. |
| |• Identify conductors as materials that have electrons that are free to move throughout the sample; Metals are good conductors of |
| |electrical charge. |
| |• Identify insulators as materials where electrons are held tightly to individual nuclei; Rubber and glass are examples of insulators that|
| | |
| |because of their properties develop static charge readily through friction with other materials. |
| |• Explain classification as a conductor or insulator based on the ability of electric charge to move through the material. |
| | |
| |2.3.3 Compare the general characteristics of AC and DC systems without calculations. |
| |Compare alternating and direct current systems based on the source of electrical energy, transmission over distances, ease of use in |
| |varied |
| |electrical devices, etc. |
| | |
| |2.3.4 Analyze electric systems in terms of their energy and power. |
| |• Develop the concept of power using dimensional analysis (unit cancellation) where electrical power can be calculated from current, |
| |voltage and/or resistance measurements, |
| |• Since power is defined as the rate of work done or energy transferred, energy used by a device can be calculated by multiplying power |
| |and time, |
| | |
| |2.3.5 Analyze systems with multiple potential differences and resistors connected in series and parallel circuits, both conceptually |
| |and mathematically, in terms of voltage, current and resistance. |
| |• Analyze series circuits to distinguish the following patterns for current, voltage, and equivalent resistance: |
| |♣ Current is the same throughout the circuit |
| |♣ Voltage drop across each resistor is proportional to the resistance and additive for the circuit, |
| |♣ Equivalent resistance for the circuit is the sum of resistances, |
| |• Analyze parallel circuits to distinguish the following patterns for current, voltage, and equivalent resistance: |
| |♣ Current in parallel branches divides in an inverse proportion to the resistance; the sum of the current through each device equals |
| |the current supplied |
| |♣ Voltage drop across each branch is the same |
| |♣ Equivalent resistance for the parallel branch is the inverse of the sum of the resistance reciprocals, |
| |(Equivalent resistance in a parallel arrangement is lower than any one resistance in the arrangement.) |
| |• Conclude that multiple potential difference (voltage) sources are additive when arranged in series; current moving from positive to |
| |negative constitutes a negative potential difference. (e.g. - Two six volt batteries in series connecting positive to negative terminals |
| |have a combined potential difference of twelve volts; a six volt battery in series connecting positive to positive terminals with a three |
| |volt battery would establish a combined potential difference of three volts.) Network circuits where a second emf is located in a |
| |branch should not be included in the standard level course. |
| |• Analyze series-parallel combination circuits by determining equivalent resistance of portions of the circuit until it can be reduced to |
| |a |
| |simple series or parallel circuit. |
| | |
| | |
| | |
|Essential Skills/Vocabulary: |Assessment Tasks: |
|Conduct investigations involving static electricity. |Major test, quizzes, homework |
|Analyze the nature of electrical charge. |Lab on Series Circuits |
|The two different kinds of electric charge are defined as positive and negative. |Lab on Parallel Circuits |
|Like charges repel and unlike charges attract. |Lab on Combination Circuits |
|Understand that matter is neutral when charges are balanced and becomes charged |Website on Electricity and Building Circuits |
|when there is a transfer of electrons. |Rotational Lab |
|Recognize the three methods of charge transfer are friction, conduction, and |(Students rotate around 6 lab tables and observe electrical phenomena) |
|induction. | ( FOR SUPPLIES NEEDED TO ACCOMPANY THE BELOW “INQUIRY SUPPORT LABS”)|
|Understand that electric charge is conserved (neither created nor destroyed and | |
|may be transferred from one object to another). |Electrostatic lab-investigating electrostatics using common household items such as making an electroscope from cellophane tape, balloons |
|Calculate the electrostatic force between any two point charges using the |or pie pans |
|equation: [pic] |Inquiry Support Lab: Sticky Tape Lab |
|Apply the inverse square relationship between the force and the distance between |Current and resistance lab |
|the charges. |Inquiry Support Lab: Circuit Activity |
|Apply the proportional relationship between the force and the product of the |Inquiry Support Lab: Verifying Ohm’s Law |
|charges. |Inquiry Support Lab: Ohm’s Law Activity |
|Cite evidence from experiments to support the existence of two kinds of charge, |Inquiry Support Lab: Current and Voltage for Resistors in Series, Parallel, and Mixed Circuits |
|the neutrality of most matter, and explain charging by friction, conduction and | |
|induction. |Inquiry Support Lab: Voltage Activity |
|Apply Ohm’s Law: [pic] | |
|Solve simple circuit problems. | |
|Graph results from investigations. | |
|Observe how potential difference, current and resistance affect the brightness of | |
|light bulbs in circuits with batteries. | |
|Design and conduct investigations to measure potential difference and current in | |
|direct current circuits with resistors and batteries. | |
|Series circuits | |
|Recognize that current is the same throughout the circuit: [pic] | |
|Recognize that voltage divides proportionally to the resistance. The sum of the | |
|voltage drops across the circuit equals the potential difference supplied to the | |
|circuit: [pic] | |
|Calculate equivalent resistance: [pic] | |
|Apply Ohm’s law to series circuits. | |
|Parallel circuits | |
|Recognize that current divides in inverse proportion to the resistance. The sum | |
|of the current through each device equals the current supplied to the circuit: | |
|[pic] | |
|Recognize that the voltage drop across each branch is the same: [pic] | |
|Calculate equivalent resistance: [pic] | |
|Apply Ohm’s law to parallel circuits. | |
|Combination circuits | |
|Calculate equivalent resistance. | |
|Develop a conceptual understanding of voltage and current in a combination | |
|circuit. | |
| | |
|AC/DC Systems | |
|Calculate and compare alternating and direct current systems based on the source | |
|of electrical energy. | |
| | |
|Materials Suggestions: |
| ( FOR SUPPLIES NEEDED TO ACCOMPANY THE BELOW “INQUIRY SUPPORT LABS”) |
| |
|Transparent tape |
|Soda can |
|Styrofoam cup. |
|Dry cell |
|Wire flashlight bulb |
|10 watt power resistors |
|6- 1.5 V dry cells |
|Ammeter |
|Voltmeter |
|One variable voltage DC power supply, one ammeter and one voltmeter (or two multimeters) per group of 2 – 4 students. |
|Various resistors. |
|Various connecting wires. |
|Graphing software. |
|21st Century Skills |Activity |
|Communication Skills | |
|Conveying thought or opinions |Analysis questions in all labs |
|effectively | |
|When presenting information, |Data collection in all Lab Activities |
|distinguishing between relevant and | |
|irrelevant information | |
|Explaining a concept to others |Sign Off—Sticky Tape lab |
| |Circuit Activity |
| |Ohm’s Law activity |
|Interviewing others or being |Sign Off—Sticky Tape lab |
|interviewed |Circuit Activity |
|Computer Knowledge | |
|Using word-processing and database |Making graphs in labs |
|programs | |
|Developing visual aides for |Sticky Tape Lab |
|presentations | |
|Using a computer for communication |Sticky Tape |
| |Ohm’s Law Activity |
|Learning new software programs |Circuit Web link |
|Employability Skills | |
|Assuming responsibility for own |Sticky Tape |
|learning |Activities |
| |Sign Off –Circuit & Ohm’s law Activity |
|Persisting until job is completed | |
|Working independently |Sticky Tape |
|Developing career interest/goals | |
|Responding to criticism or questions |Sign Off –Sticky Tape |
| |Ohm’s Law |
|Information-retrieval Skills | |
|Searching for information via the |Voltage Activity |
|computer | |
|Searching for print information |Current and Voltage for Resistors in Series & Parallel |
|Searching for information using |Current and Voltage for Resistors in Series & Parallel |
|community members | |
|Language Skills - Reading | |
|Following written directions |Most of the activities can be presented as opportunities for students to follow written |
| |directions. The teacher will have to work with most students to develop this skill over |
| |time. |
|Identifying cause and effect |Sticky Tape |
|relationships |Ohm’s Law |
|Summarizing main points after reading | |
|Locating and choosing appropriate |All lab activities |
|reference materials | |
|Reading for personal learning | |
|Language Skill - Writing | |
|Using language accurately | |
|Organizing and relating ideas when |“Explain” and “Evaluate” sections in all lab activities |
|writing | |
|Proofing and Editing | |
|Synthesizing information from several |Current and Voltage for Resistors in Series & Parallel |
|sources |Sign Off Activity |
|Documenting sources | |
|Developing an outline | |
|Writing to persuade or justify a |Sign Off Activity |
|position | |
|Creating memos, letters, other forms of| |
|correspondence | |
|Teamwork | |
|Taking initiative |All lab activities |
| |Sign Off Activity |
|Working on a team |All lab activities |
| |Sign Off Activity |
|Thinking/Problem-Solving Skills | |
|Identifying key problems or questions |All lab activities |
| |Sign Off Activity |
|Evaluating results |All lab activities |
| |Sign Off Activity |
|Developing strategies to address | |
|problems | |
|Developing an action plan or timeline | |
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