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Common misconceptionsThey think only one wire is needed to connect a battery to a cell.They think current is used up when it goes through a component.Pupils incorrectly use the word “battery” instead of “one cell”.The importance of the colour of the wire’s outer casing e.g. “Miss/Sir do I need a red or black wire in there to make it work?”Rich QuestionsDoes the colour of the wire make a difference?If electricity can kill you, how can it save lives?Where does electricity go when we switch off?Is it true that 'volts jolt but current kills?'Is electricity natural or man-made?Do bigger batteries make bulbs brighter?Are battery-powered appliances safe in the bathroom?Does electricity leak away?1 Title of lesson : How was electricity discovered?Prior Learning : At KS2 pupils are taught:To construct circuits, incorporating a battery or power supply and a range of switches, to make electrical devices work (e.g. buzzers and motors)How changing the number or type of components in a series circuit can make bulbs brighter or dimmerHow to represent series circuits by drawings and conventional symbols, and how to construct series circuits on the basis of drawings and diagramsLearning ObjectivesSuggested ActivitiesAll AFL should be underlinedDifferentiationAssessment (AFL or Summative)ResourcesSpec or AFsL3 State an area of modern life that has been improved by the invention of electricityL4 Describe how discovery the scientist made has benefited us and what have the drawbacks been.L5 Use examples to describe how the discovery the scientist made have benefited us and what the drawbacks have been.L6 Suggest one thing that scientists today could do to advance this area of science and technologyL7 Explain what scientists today could do to advance this area of science and technology.Starter:Ask students to go through their homes, room by room, making a list of the things that use electricity. Remind them to include machines used for entertainment, heating, cooling and cleaning.Board BlastMainElectricity was first discovered by the Greeks during ancient times. However, it wasn’t until the 1600s that scientists began to understand how electricity really worked. Over the next few centuries, physicists, chemists, inventors and other scientists learned a great deal about electricity. Ask students to choose a person from the list below. (make sure that each person has been covered, you could do a lucky dip)Have each student write a one-page summary of their chosen person’s contributions to the understanding of electricity. Encourage students to use library books and encyclopedia articles to learn more about their chosen topics.Andre Marie Ampere Charles Du Fay Benjamin Franklin Charles Augustin de Coulomb Michael FaradayLuigi Galvani Lord Kelvin Georg Ohm Count Alessandro VoltaPlenaryPyramid answersAsk individual pupils to read out that they have written and get, other students that have written about that person if they can add anything.Two stars and a Wish:Get pupils to write two things they have done well and something they could improve (you will need to model stars and wishes that pupils could use)ICT Organise information of different forms or from different sources to achieve a purpose. (Level 2)English Present information/ideas concisely, logically and persuasively. (Level 2)Give weaker student a list of questions to help them research each person, you could also give small groups specific peopleCreate a class board blast of the items and correct any misconceptions.Ask individual pupils to read out that they have written and get, other students that have written about that person if they can add anything.Two stars and a wishAF2Suggested Homework2 Title of lesson : shockingPrior Learning : At KS2 pupils are taught:To construct circuits, incorporating a battery or power supply and a range of switches, to make electrical devices work (e.g. buzzers and motors)How changing the number or type of components in a series circuit can make bulbs brighter or dimmerHow to represent series circuits by drawings and conventional symbols, and how to construct series circuits on the basis of drawings and diagramsLearning ObjectivesSuggested ActivitiesAll AFL should be underlinedDifferentiationAssessment (AFL or Summative)ResourcesSpec or AFsL4 be able to describe the action of a fuse. L5 be able to explain why mains electricity is dangerous. L6 be able to state the UK mains voltage and to link this with the level of danger.Starter - Hot stuff Ask the pupils to list as many devices that use electricity to produce heat as they can. Then they should list all of the other electrical devices that produce heat as a side effect [almost everything]. (5–10 mins)MainDue to the danger of mains electricity, there are a number of demonstrations in this lesson instead of a major practical activity for the pupils. The pupils should leave the lesson understanding the dangers of using mains electricity inappropriately, but they should not be afraid of its safe use.You should demonstrate:Electrical conduction through water A fuse blowing Allow low voltage lamps to heat upBathrooms needs to have electric lights and sockets for electric razors. Discuss how these are made safe in the bathroom [pull cords, extra earthing]. At the end of the lesson, remind the pupils that mains electricity is perfectly safe as long as it is used correctly. Plenary - Clear! a video clip of a patient being shocked to restart the heart. The doctor always shouts ‘Clear!’ Ask the pupils to explain why this is important. What would happen to anybody touching the patient? What could happen to any electronic equipment? (5–10 mins)Teaching suggestions ? Special needs. For these pupils concentrate on the safety features used to protect users from mains electricity. ? Extension. These pupils should take a look at mains electricity in other countries. They can find out about the supply in the USA. They could take a look at what alternating current is compared to direct current and find out about the mains frequencies used in the UK and USA. As an alternative, the pupils can look at the connection between resistance and the heating effect of a current. You can go through the model of electrons colliding with ions in the metal to release energy. ? Learning styles Visual: Watching various demonstrations. Auditory: Listening to, and giving, explanations about why mains electricity is dangerous. Interpersonal: Discussing the dangers of mains electricity in groups. DiscussionQ&AEquipment and materials required A 9 V battery (or low voltage d.c. power supply), a 500 cm3 beaker, distilled water, salt, a stirrer, a 3 V lamp, connecting leads. Details Set up a series circuit with the lamp and battery so that there is a gap between two leads. Place the two leads in a beaker of distilled water and the lamp will not light. Make sure that the pupils understand that you are using a low voltage and you would never try this with mains electricity. Gradually stir salt into the water and the lamp will light as the current passes through the solutionAF4Suggested HomeworkThe pupils can produce an electrical safety booklet containing a list of what we should and shouldn’t do with mains electricity.3 Title of lesson : Can you make a simple electric circuitPrior Learning : the history of electricity and what products around the home uses electricityLearning ObjectivesSuggested ActivitiesAll AFL should be underlinedDifferentiationAssessment (AFL or Summative)ResourcesSpec or AFsL3 Recognise a complete circuitL4 Draw a simple circuit diagramL5 Draw an accurate circuit diagram using the correct scientific symbolsL6 Be able to diagnose any problems with your circuit with some helpL7 Be able to diagnose and solve any problems with your circuit without any help.Starter : Draw the symbols on the board and give the pupils a list of what they represent and get them to write on their whiteboards what they mean. MainBuild a circuit using a bulb, a switch, 2 wires and a battery packDraw it, label itDo you know any of the scientific symbols for the equipment?How can you...?Make the bulb light upMake the bulb go outMake the bulb brighter/dimmerMake Two light bulbs light upMake two light bulbs light up to the same brightness (H)build a circuit that can turn a light on and off from two separate switches, like those on landings controlled from upstairs and downstairs. (H)(find as many ways as possible)Get pupils to draw their best circuit on the white board for making the bulb brighter or dimmer, they have to find as many ways as the possibly can.Encourage pupils to draw correct circuit diagrams using a ruler. Don’t allow any gaps at all, point out that the circuit would be incomplete; using little ‘blobs’ to show connections is a good idea.Have a class discussion about the pro and cons of each circuit. PlenaryWhat is electricity?Give pupils 5 minutes thinking time and chatting time in pairs to come up with some ideas about what electricity is.Get each pupil to write a short statement to answer the question.For higher ability groups do not give them the key wordsFor weaker groups use the building circuits worksheetVisual: Analysing circuit diagrams and their relationship to physical circuits. Auditory: Explaining verbally what is happening in a circuit. Kinaesthetic: Building and manipulating circuits. Interpersonal: Working in groups to discuss the function of circuits. Intrapersonal: Thinking back to their KS2 work on electricity.Whiteboard activity. This activity will give you some idea of what they have remembered from KS2Class discussion and teachers talking to individual pupils as they move around the classroom while pupils are doing the practicalThis activity will give you some ideas of their prior knowledge that you can build on in the next lessonElectricity KitsSuggested Homework4/5 Title of lesson : How does electricity light a bulbPrior Learning : Pupils should have an understanding of circuits, and what happens if you add more batteries to the brightness of a bulb and what happens to brightness if you increase the number of batteriesLearning ObjectivesSuggested ActivitiesAll AFL should be underlinedDifferentiationAssessment (AFL or Summative)ResourcesSpec or AFsL3 recall that electric current is measured in AmpsL4 describe an electric current as a flow of electronsL5 Explain how current changes when power supply changesL6 Be able to apply the model to a real life circuit to make a prediction on the brightness of a bulb.StarterSee worksheet : Diagrams of circuit symbols and their names. Could be cut up to form a card sort or used as snap or the memory game. Could be re-gigged to form dominoes.MainRole Play use the role play to explain series and parallel circuitsIn a complete circuit, there is a flow of charged particles and a transfer of energy from the battery to an energy user such as a light bulb. Students often confuse current with energy, and the role play helps them to discriminate between the two. It helps develop other ideas as well. For example, when students have got the idea that the ‘charged particles’ in the role play each get the same number of jellybeans, which they then give to the ‘light bulb’, on the board you can summarise what is happening.wait for a moment when the ‘charged particles’ are bunched up a bit or unevenly spread as they move around the circuit. Then call out ‘stop’ and ask the class what the ‘charged particles’ could do to represent the current in a circuit more accurately. Usually they pick up fairly quickly that the ‘charged particles’ need to be uniformly spread as they move around the circuit.‘Energy’ supplied by ‘battery’ per ‘charged particle’ = 2 Jellybeans/’Charged particle’ = 2 J/C‘Energy’ transferred to ‘light bulb’/used up per ‘charged particle’ = 2 Jellybeans/’Charged particle’ = 2 J/C(J to represent the number of joules of energy and C to representing the number of coulombs of charge, and that 1 joule/coulomb is the same as one volt)AFL: Get pupils to predict what would happen if the ‘battery’ gave each charged particle four jellybeansWhen they have got the idea that energy is conserved, go back to using a two jelly bean battery in the circuit; tell the class that if this was a real circuit, the light bulb would actually get a tiny bit less than two jelly beans from each charged particle, and ask why.Ask the students how the role play needs to be modified to model what happens when in a circuit with two light bulbs in series. This is a really difficult question for many students. Some will want to give both jelly beans to the first light globe. Talk about what that would mean in a real circuit – one bulb would glow and the other wouldn’t – which is contrary to what they observed during their experimental work when they set up two light bulbs in series.This presents a problem for lots of students – how do real charged particles ‘know’ in advance of arriving at the second light bulb that the second light bulb is present in the circuit and that they should ‘give’ the first light globe only half of what they had given it when it was the only light bulb in the circuit. It’s important to acknowledge this difficulty, for it is a problem that even applies to circuits with one light bulb – why is all the energy provided by the battery given to the light bulb? Before considering this issue, talk about the ways that scientists have to modify their ideas when their models or explanations do not explain some aspect of phenomena. Close the lesson by telling the students that scientists use the idea of fields to explain what determines how much energy the light globes receive in an electric circuit: tell them that it’s a bit like the changeable speed signs that we now have on our roads – the ones where the speed limit changes according to the time of day or traffic conditions. Just as the speed signs control the speed of traffic at different points on the road, the field controls how much energy the charged particles give to each light bulb in the circuit. And just as the speed signs can be changed to suit changes in the traffic conditions or time of day, so too the field can change to accommodate changes in the circuit. Reassure them that you’ll be following up these ideas in later lessons to help them better understand the ideas.Plenary,Draw a circuit on the board,Pupils are going to write a short story of the journey of an electron around a circuit You could add someone in to act as the ammeter Make the circuit harder for higher ability studentsCard sortVisually see pupils doing the role play and questioning of pupilsJelly beans or sweets in wrappersAF1Suggested Homework5/7 Title of lesson : Measuring current in Series and Parallel circuitsPrior Learning : Pupils need to have an understanding of how current flows around a circuitLearning ObjectivesSuggested ActivitiesAll AFL should be underlinedDifferentiationAssessment (AFL or Summative)ResourcesSpec or AFsL3 recognise a complete circuitL4 predict the ammeter readings anywhere in a series circuitL5 predict ammeter readings anywhere in a parallel circuitL6 suggest how current will change when the power or a component are altered in a circuitL7 use ideas about resistance to predict (within reason) how current will change when the power or a component are altered in a circuit.StarterCurrent beat the teacher WSCircle any mistakes they can spot in the passage, and explain in their book why each is a mistake.MainCurrent in a circuit WS.Pupils must build series and parallel circuits with ammeter in to investigate how/if current changes in a circuit. Get pupils to carry out the first series and parallel circuits and then get them to predict the current in the other circuits.Plenary True of false – White boards or traffic light cards can be usedH – introduce the idea of resistance. (the analogy of traffic cones on a motorway works well, in that every time you hit a cone you lose a bit of energy therefore resistance increase)? Learning styles Visual: Picturing electron movement. Auditory: Describing the flow of current in various circuits. Kinaesthetic: Constructing circuits. Interpersonal: Working in groups to set up circuits. Intrapersonal: Making deductions about the behaviour of current in parallel circuits.Check pupils knowledge of current.Current beat the teacher WSCurrent in a circuit WSElectricity_quiz pptAF1Suggested Homework6/7 Title of lesson : What fruit makes the best batteriesPrior Learning : understanding of currentLearning ObjectivesSuggested ActivitiesAll AFL should be underlinedDifferentiationAssessment (AFL or Summative)ResourcesSpec or AFsL3 recall the ‘push that allows electrons to flow around a circuit is produced by a batteryL4 describe that the ‘push provided by a battery/cell is measured by a voltmeter.L5 Explain that cells/batteries produce a voltage that causes an electric current in a complete circuit.L6 Explain how the size of a voltage depends on the number, and orientation, of the cells. Starter them to explain how they think it worksMain‘Fruit Batteries’ can take up a quite a bit of time but is well worth carrying out. With the higher attaining pupils you may wish to introduce the use of a voltmeter to measure voltage produced by the fruits. The results from the battery experiment can be varied, so get the groups to compare results with each other until they reach an appropriate conclusion about which fruit provides the highest voltage (usually kiwi). Talk about the fairness of comparing results across groups. After the practical is complete, you can show the pupils the inside of a simple battery to show that these depend on a chemical reaction to provide their voltage too. Discuss the energy transfer taking place inside the cell; chemical energy is transferred to electrical energy (and thermal energy warming up the cell). A battery ‘dies’ when all of the chemicals have reacted together.PlenaryGet pupils to draw a diagram and using what they have learnt in previous lessons they need to explain how the fruit batteries work.Lemon batteries could be done with a lower ability group or Lower attaining pupils will need quite a bit of support in building their circuits. You may want to limit each group to one type of fruit, and then they can investigate the effect of increasing the number of fruits without changing the type of fruit. The results can then be shared with other groups.H : Challenge higher attaining pupils to design a device that operates on ‘fruit power’. They can even work on a marketing campaign for their product. Remember, fruit is renewable.Visual: Designing an advertising campaign. Auditory: Discussing the uses and limitations of batteries. Kinaesthetic: Testing different fruits in a practical task. Interpersonal: Working in groups during experiments. Intrapersonal: Making conclusions about which fruit would make the best battery.Fruit batteries ppt (could use the lemon batteries if you have a lower ability group ppt)Per group: a range of citrus fruits (lemon, orange, kiwi, grapefruit) quartered, a 1.5 V bulb, a voltmeter and or milli-ammeter, a copper and a zinc electrode (just strips of the metal that won’t bend too much), connecting leads, crocodile clips, a tray.Suggested HomeworkHomework. The pupils could make a plan to test the claims about how long a rechargeable battery in a portable music player actually lasts. Can they really play music for 24 hours before needing to be recharged?Title of lesson : Wiring a house LAT Homework Prior Learning : Learning ObjectivesSuggested ActivitiesAll AFL should be underlinedDifferentiationAssessment (AFL or Summative)ResourcesSpec or AFsSee LAT sheetsStarter 10 minutes (8 minutes) Students write down two useful pieces of information about the topic. The higher ability students in the group write down any misconceptions they can think of that relate to the topic. The information and misconceptions are shared so that the group has familiarised itself with the topic.Main 40 minutes (34 minutes)Sheets given out. Teacher explains what the task is. Students attempt task.After 10 (8) minutes, the class is stopped and asked to quickly look at the level ladder to assess where they are. This emphasises the fact that they are using the target table to help them to gain a higher level. The targets they have met can be ticked off on the target sheet.Students continue with task.After another 10 (8) minutes, another source of information (e.g. a sheet or a text book) can be handed out.Plenary10 minutes (8 minutes)Students swap work and peer assess the work using red pens. They write down two targets for improvement for their peer using the target sheet. Provide Help sheet+ Task sheets 3-65-7 BADGER 7J Task Sheet (L5-7)How does a torch work?Suggested HomeworkTake work home to improve and research some of the targets8/9 Title of lesson : Energy types and transfersPrior Learning : Learning ObjectivesSuggested ActivitiesAll AFL should be underlinedDifferentiationAssessment (AFL or Summative)ResourcesSpec or AFsL3 be able to recall the different types of energyL4 be able to describe useful energyL5 be able to explain how energy is transferredL6 be able to explain how energy is transferred and that some of this energy is useful and some is wastedL7 Be able explain how energy is transferred using examples and discuss how to reduce wasted energyStarterExplain to students that they will be learning about energy over the next week. Ask students, What is energy? What are some examples of energy around us?Through their examples, help students understand that energy is a measure of the capability of an object or system to do work.This will probably be confusing to students at first. As they progress through the lesson, though, they will come to understand what this means.Explain to students that they will first be learning about the different types of energy. Ask, What is the output of each of these systems? In other words, what is the end product of each of these systems? Students should be familiar with these systems because they see them every day or have worked with them in class.The lighting of a bulb when a complete circuit is createdThe ringing of a doorbellToasterThe movement of the paper clips caused by theelectromagnetRadioHair dryerHold a whole class discussion around their answers. Write these answers on the board. Students should say something similar to:The lighting of a bulb when a complete circuit is created (light and heat)The ringing of a doorbell (sound)Toaster (heat and light)The movement of the paper clips caused by the electromagnet (movement)Radio (sound)Hair dryer (heat and wind)Explain that students just developed a list of different types of energy. These are all types of kinetic energy - or, the energy of motion. Explain that there's another type of energy - potential (or stored) energy. Ask students, What are some examples of potential energy? In other words, where is energy stored?Students ideally will mention that energy is stored in things like batteries, coal, food, etc.Explain that these different types of potential energy can be separated into four categoreis - chemical energy, stored mechanical energy, nuclear energy, and gravitational energy.Students may not bring up examples of stored mechanical energy or gravitational energy. If this is the case, prompt them to think of examples of these such as nuclear power.Because this unit focuses on electricity and electrical energy, this lesson does not delve deeply into the other energy types. If this is an important part of your standards you may want to spend more time discussing the other energy types.Refer students back to your original list of examples (lighting of bulb, ringing of doorbell, etc.). Ask students, If these are the outputs, what are the inputs? In other words, where did this energy come from?Discussing different energy sources isn't a high priority at this point, so simply trace the energy back to electrical energy. Most of the energy transformations in our lives involve electrical energy in some capacity.MainPart Two: Energy Transformations1. The next part of the lesson involves students learning about how one type of energy gets transformed into another type of energy. It is important that students understand that energy is neither created nor destroyed - it is simply transformed from one form into another form. 2. Have students think about the lighting of the bulbs using the circuits. Ask students, What are the energy transformations involved in the lighting of the light bulb?Students should say: the battery has stored chemical energy, the wires have electrical energy, and the bulb (when lit) has light energy and heat energy.Students may not agree about this. Engage students in debating about the different types of energy involved in the lighting of the bulb.3. If possible, bring in a toy car powered by batteries that makes sounds, lights up, and moves. Ask students, What are all the different forms of energy in this system?There are a variety of energy transformations taking place when the toy car moves, depending on the features of the car. Some examples include:Chemical energy (stored in the battery) is transformed into electrical energy which is in turn transformed into light and heat (the lighting of the headlights).Chemical energy (stored in the battery) is transformed into electrical energy which is in turn transformed into mechanical energy (movement of the wheels).Chemical energy (stored in the battery) is transformed into electrical energy which is in turn transformed into sound energy (the bells and whistles of the car).Part Two: Investigating Energy Transformations1. Place students into groups of three.2. Have each trio of students choose one system they want to investigate (or, assign each group a system). This system should include at least three different forms of energy and at least two different energy transformations. Examples include:Car: chemical energy (in the gas) is burned, causing the gases to expand rapidly. This expansion forces the piston to move (thus, the chemical energy is transformed into mechanical energy). The chemical energy stored in the battery is transformed into electrical energy which is then transformed into light energy (headlights) and sound energy (radio).Hair dryer: electrical energy is transformed into heat energy; electrical energy is also transformed into mechanical energy which is transformed into sound energy; electrical energy is also transformed into mechanical energy (the blowing of the air).Television: electrical energy is transformed into light energy and heat energy; electrical energy is transformed into sound energy.3. Have groups research how this system works. You may want to have them research this on the Internet, bring in the device from home (if they can take it apart and investigate its inner workings. If this is the case, make sure students use the proper safety precautions!), or give them specific information you find on the Internet, in books, etc.PlenaryHave each group present the energy transformations that take place in their system. They should create some type of visual aid (poster, the "real" inside of their system, etc.). Their visual aid should represent the energy transformations that are occurring in that system.If you are short on time, simply place two groups together and have them present their information in smaller groups, rather than to the whole class.For lower ability groups you could do a circus activity where you would place different objects around the room and pupils will need to draw an energy transfer diagram for each.toy carAF1Suggested Homework10/11 Title of lesson : Ways that thermal energy is transferred Prior Learning : Learning ObjectivesSuggested ActivitiesAll AFL should be underlinedDifferentiationAssessment (AFL or Summative)ResourcesSpec or AFsL3 Pupils can recall that heat moves from one place to anotherL4 pupils can describe how heat moves from one place to another including how cooler materials can become hotter and vice verserL5 pupils can describe how heat is transferred using conduction, convection and radiationL6 pupils can explain how heat is transferred using conduction, convection and radiation.L7 pupils can explain using everyday examples of how heat is transferred using conduction, convection and radiation.Starter Introduce heat scenes. (EHM Les 5 Photos HO 5.2)Ask students: What happens when you hold a chocolate bar in your hand? Students will most likely say that it melts. Ask students to explain how this happens. Students should be able to explain that heat moves from your hand to the chocolate bar which raises the temperature of the chocolate, causing it to melt. A person’s hand is at a higher temperature (98.6oF or 37oC) than the chocolate bar (70oF or 20oC room temperature) and heat moves when matter at different temperatures interact. Heat moves from warmer matter to cooler matter.Explain to students that there are 10 photos displayed around the room. The photos are on chart paper and depict everyday situations involving heat transfers. Students, working in pairs, visit and observe each scene and consider how heat is moving in that picture. Post the following prompts:? What makes you think that heat is moving; is there any evidence that you see showing heat transfer?? Where does the heat come from and where does it go? (Hint: It may be helpful for students to remember which substances are at a higher temperatures and which are at lower temperatures.)? What questions do you have about this situation?Have each student pair find a scene to start their work. After discussing the scene with their partner, students are to write their ideas about the scene’s heat transfers on the chart paper below the photo. Students may also pose a question about the scene if they are uncertain about a particular aspect of the scene or want to know more. Explain to students that they should not be concerned if they are not sure about how heat is being transferred in the picture. The idea is for students to think about and discuss each scene and record their ideas and questions.Explain to students that after a given amount of time (approximately 2 minutes), they will be instructed to move to the next scene where they will observe the scene, read the comments already written on the paper by previous pair(s), and add their own ideas, comments, or question about the scene on the chart paper. Pairs will continue to rotate through the remaining scenes until all groups have visited each scene.Discuss observations.Review findings with the class by asking students which in scenes they thought the heat transfers were the easiest to identify and in which they thought were the most difficult. Discuss the heat transfers for a few of the scenes in detail and include the idea of heat sources. What are sources of heat and where are they in the scenes?A tip to help struggling students is to focus on the question, “Where does the heat come from and where is it going?” Once students are able to understand and believe that heat does in fact move, they can then consider directionality and how it moves.MainIntroduce the idea that heat travels in different ways.Ask the class to look at the scenes around the room again. As the students are looking again at the photos, say something such as: Notice how these photos show heat moving from object to object. Consider, is heat moving the same way in each of the photos. What do you think? It may also be helpful to revisit the melted chocolate bar ex- ample introduced at the start of the lesson. Ask students: In what other way could the chocolate bar be melted – other than the bar being in direct contact with a person’s hand? Students may suggest that the bar could be placed out in the Sun or warmed up over a campfire.Encourage students to examine the scenes and help them identify similarities and differences in the way they think heat is being transferred in the situations. Students will most likely be able to readily identify situations in which heat is being transferred by direct contact between two objects by (conduction) and via sun- light (radiation) even if they do not use those terms. Students may not suggest examples for convection as this is not as familiar to students as conduction or radiation. Do not spend too much time on this as students will have the opportunity to learn more about conduction, convection, and radiation momentarily.Introduce the concepts conduction, convection, and radiation.Provide each student with a copy of Student Handout 5.1: How Heat Travels (content summary) and Student Handout 5.2: How Heat Travels Content Organizer. Explain to students that there are three different ways that heat is transferred and they are called conduction, convection, and radiation. Note that they have seenevidence of these transfers in everyday situations but they may not have realized it. Explain to students that each of these transfers happens in different ways. These are described in the Student Handout 5.1 and in websites that students will visit. Explain to students that after they become familiar with each of type of transfer they will also take part in activities that will allow them to observe and discuss each type of transfer.Call students’ attention to the Student Handout 5.2 (content organizer). Explain to students that they are to use the graphic organizer to help them make sense of the different ways heat travels.Review and discuss the information on Student Handout 5.1.Allow students to visit the following websites either as a full class, in pairs, or as individuals depending on the availability of computers. If students are working in pairs or individually, point out that the sites have interactive components that they will need to click on to activate. Remind students to use the content organizer to record their findings as they visit each site.BBC – Education School Bitesize: Energy transfer by conduction, convection, and radiation. Animated diagrams and text explain the different ways heat is transferred. physics/energy/heat_energy_rev2.shtml Observe conduction, convection, and radiation.Conduct the following activities to illustrate heat transfer by conduction and then radiation. Let students know that some of the activities will be demonstrated by the teacher and some will be done by students in small groups or pairs. Instruct students to sketch and record their observations about each activity in their scientists’ notebooks. Ask students to label the heat source and the direction heat travels for each example. Remind students to title each type of heat transfer.Wax Dot Demonstration (Conduction)? With forceps or tongs, hold one end of a metal knitting needle that has wax dots of equal sizes stuck to it in intervals.? Heat the other end of the needle by putting it close to a candle.? Ask students to record their observations of what happened in their scientists’ notebooks and to describe their ideas about how the heat got from the source to the wax, causing it to melt.? Ask students what kind of heat transfer this is an example of and why.Incandescent Light Bulb Demonstration–Review (Radiation)? Turn on the light bulb and let it glow for a few moments.? Without touching the bulb, ask a volunteer to place his or her hands near the bulb and feel the heat from the bulb.Safety: Do not allow students to touch the bulb.? Ask students to record their observations of what happened in their scientists’ notebooks and to describe how the heat got from the bulb to the volunteer’s hands.? Remind students to label the heat source and the direction heat travels (Where is the heat coming from and where is it going?).? Ask students what kind of heat transfer this is an example of and why.Observing Convection (Students)? Distribute a copy of Student Handout 5.3: Observing Convection to each student.? Review procedures, including safety and clean up directions. Determine student groups.? Circulate among student groups as they work, asking questions and noting observations.? Discuss findings at the conclusion of the exercise as a class.Variations: Students could add rice, macaroni, or glitter to aid in observing “rolling” of material due to convection currents. Differ- ent groups of students could be assign different water tempera- tures and compare differences in motion. Allow each group to “perfect” their demonstration then share with classmates.Paper Spiral Demonstration (Convection):? Hold the spiral using the thread over a lit candle.? Remind students to label the heat source and the direction heat travels.? Ask students to observe what happens (the spiral will spin) and to describe why the spiral that motion occurs.? Ask students what kind of heat transfer this is an example of and why.Direct students to add information to Student Handout 5.2 (content organizer) from the activities.PlenaryRevisit heat scenes.Have student pairs adopt an energy scene from the opening photos exercise that they find particularly interesting given their new knowl- edge. (Alternately, scenes could be assigned to student pairs or small groups.) Provide each student pair a new piece of chart paper on which to write about their adopted scene. Give students the following task:? Review the comments initially posted by the class about their scene. With their new knowledge, reflect on whether or not they agree or disagree with those comments and provide reasons.? Below the scene on the new piece of chart paper, ask students to: 1.identify the evidence that heat is being transferred; 2.indicate the heat source; 3.note the direction(s) heat is moving and;4.describe the type(s) (convection, conduction, or radiation) of transfers taking place.ExtensionsStudent may:? figure out how popcorn could be made using all three methods of heat transfer: conduction, convection, and radiation. Visit three ways to cook popcorn: ? find out how astronauts “beat the heat” in outer space:? investigate how lava lamps work.? prepare snacks for hungry a “Grunucus.” This game requires knowledge of heat transfers to prepare snacks properly: ? learn about heat transfer and ocean currents: . lessonplans/programs/oceans/Q&APair workStudent Handout 5.1: How Heat Travels Student Handout 5.2:Wax dot demonstration: ? Metal knitting needle ? Wax shaped into pea sized dots ? Candle and matches ? Aluminum foil(to protect work surface) ? Heat resistant apron ? Safety goggles ? Access to fire extinguisherLight bulb demonstration: ? Incandescent light bulb (100 w) ? LampGroup setsStudent Handout 5.3:Observing Convection ? four 6 or 8-oz cups ? food coloring ? clear pie pan ? water samples (room temperature,hot water, cold water)Hot air spiral demonstration ? paper spiral cut out(Teacher Resource 5.3) ? thread ? candle and matches ? heat resistant apron ? safety goggles ? fire extinguisherNote: Demonstration can be done by holding spiral over a lamp with an incandescent light bulb.Teachers Domain: Heat Transfer An interactive tutorial explaining convection, conduction, and ra- diation. transferThree Methods of Heat Transfer: Conduction, Convection, and Radiation , Conduction, and Radiation condrad.htmNOAA’s National Weather Service – Jet Stream – Transfer of Energy[high level of content]MSN Encarta Heat_Transfer.htmlAF1Suggested Homeworkstudents will monitor their individual connections to energy by selecting up to three differ- ent 15-20 minute time periods during which they have a variety of connections to energy. For each time period, students will create an “Energy Snapshot” documenting the sequence of interactions between objects and consider the energy connections. Use the example outlined on Teacher Resource 1.2 to show students how to create a snapshot that tracks the activity sequence and show them how they might describe the energy they think is involved. Emphasize that students should enter descriptions for “How does this activity or event involve energy?” to the best of their ability. It is more important for students to enter events and connections they know than to try and identify different energy forms at this point. Determine a due date for students to complete the snapshots be- fore Lesson 6, when these snapshots will be examined.12/13 Title of lesson : Energy Connection – this lesson is taken from an American resourcePrior Learning : Learning ObjectivesSuggested ActivitiesAll AFL should be underlinedDifferentiationAssessment (AFL or Summative)ResourcesSpec or AFsL3 classify energy as renewable and non renewableL4 explain why it is important to use renewable energy resourcesL5 List arguments for and against renewable energyL6 Suggest how efficient our energy production isL7 discuss energy production and how electricity could be produced more efficiently. StarterExamination and discussion of students’ energy snapshots.Working in small groups of 3-4, students share their snapshots. Once all students have had the opportunity to share, ask the group to select 3 specific instances (discrete activities within their collective snapshots) and focus on identifying what provides the energy (the energy source), what is receiving the energy (the energy receiver), and what forms are involved as energy is transferred be- tween objects. Students should also discuss what energy transfers they think are “intended” and suggest transfers are “unintended.”Once students have finished examining their snapshots, briefly discuss with students the following:? What patterns or commonalities did you notice about energy receivers in your snapshots? ? What patterns or commonalities did you notice about the forms of energy involved in the transfers you monitored? What patterns or commonalities did you notice about the sources of energy involved in the various activities you monitored?.? How do you think the way humans have used energy has changed over time? For example, if this were 1950, what might be different about the energy snapshots? What do you think would be the same? If this were 1900, what do you think your energy snapshots would include? If it were 2050? What do you think accounts for these differences? MainConsider changes in energy use through history.Palmer Putnam podcast. Set the context and focus for viewing the podcast by asking students to consider as they listen:? How has the amount of energy people use changed throughout time and what explains these changes? Students should recognize that energy use worldwide dramatically changed with the discovery and use of petroleum in the 1860’s.? Do you think your snapshots are representative of how people across world use energy? What are some of the other ways energy is used by people in our society? The point of this question is two fold; initially, to get students thinking about energy beyond their own personal use and second, to help students recognize people’s use of energy (in all sectors) is heavily reliant on petroleum and nonrenewable energy sources. (check pupils understanding of renewable and non-renewable energy here, if they don’t know then adapt your lesson appropriately)They have most likely recognized people’s reliance on electricity but probably have not considered the energy sources for electricity.Introduce different methods of generating electricity.Connect the trends students already noticed about their personal reliance (through the examination of their snapshots on energy) to the use across Maine and the rest of the country.Ask students in the manner of a riddle: What does the boiling of water have to do with the generation of most electrical energy in the United Kingdom? (Consider setting up a small electric tea kettle or use another prop to catch students’ attention to this question.) Don’t answer the riddle but explain to students they will be exploring this in more detail.Give each pair of students a set of PowerSleuth power puzzle diagrams and their descriptions. Sets include: coal, natural gas, wind, water (hydro), and solar.Note: PowerSleuth puzzle diagrams can be downloaded without puzzle lines from: certain to call students’ attention to the diagram that shows water being used to generate electricity. Ask students to work in pairs, reviewing the various ways electricity can be generated by examining the different components of each process and reading the accompanying descriptions. As students review the diagrams, ask them to pay particular attention to the energy sources, energy receivers, and types of energy transfers and transformations that are taking place throughout the various steps of the process. Encourage pairs to map the transfers and transformations of energy by marking the diagrams with arrows and words. Let students know that energy transfers and transformations are complex in this process but that they should do their best in mapping what they can.As pairs work, circulate among students providing assistance, addressing questions, and encouraging students to examine the transfers and transformations of energy in depth.Call students together and discuss the similarities and differences they’ve noticed in the electrical generation methods. Explore the following points by asking questions such as:? What do the various methods of electrical generation have in common? (Several of the components of electrical generation are quite similar or the same. For example, all methods require an energy source that, which students may note, can be traced back to the sun. Several involve the burning of some sort of fuel for the purpose of generating steam. Steam is used to turn turbines which are connected to generators. All methods include distribution components (transmission lines, transformers, etc.).? What are some of the differences in the methods of electrical generation? (Some energy sources are renewable and some are non- renewable. Students may or may not refer to the sources using these terms and even if they do, it is worth identifying what sources each refers to. Renewable energy sources are those that can renew themselves or be replenished by natural processes. Energy from the sun, wind, and water are examples of renewable energy sources. Nonrenewable energy sources are those that cannot be replaced in a practical amount of time, making their amount limited to what is on the earth right now. Fossil fuels (such as coal, petroleum, and natural gas) take millions of years to form. Explain that electricity is considered a secondary energy source because as they have just examined, it is generated by transferring the energy of coal, natural gas, oil, water, and other natural sources, which are called primary sources. While the energy sources used to make electricity can be renewable or non-renewable, electricity itself is neither renewable nor non-renewable.)Point out to students that the final energy “receiver” depicted in these diagrams is labeled as “you.” students should recognize that the receiver might be a business such as a restaurant or store, a manufacturing facility, a hospital, a school, an airport, a movie theater, and so on. The receiver could be further traced to a specific device and even traced through the components of the specific device. The number and types of energy transfers and transformations that occur to make something such as a TV work are mind-boggling!Revisit: What does boiling water have to do with the generation of electricity?PlenaryClarify the connection of boiling water to the generation of electricity in terms of the transformation of chemical energy (released by burning a fuel such as coal or natural gas) into heat. Heat is transferred to the water that boils to produce steam (heat to mechanical/motion). As the steam expands, it turns the blades of a turbine (mechanical/motion). The turbine is connected to a generator that transfers mechanical/motion energy into electrical energy. (Optional) Consider showing students all or part of this 6 minute video clip which describes personal energy use, talks about efficiency being the key to meeting the energy demands of the future, and reviews the different steps and resources involved in electricity generation. All or part of the clip can be used to reinforce Step 5 and/or used to segue into looking at the energy efficiency focus in Step 6. ergy_part01/format:wmvHigherConsider efficiency in large-scale electrical production.Encourage students to re-examine the power generation diagrams to consider the efficiency of the energy transformations and transfers in each step of the process. For simplicity’s sake, it might be most useful to direct students to view the same diagram (either coal or natural gas) and display an overhead of the same diagram.Ask student to think back to the Interaction Stations and the discussion about what happens to energy as it is transferred to one object to another. Explain to students that the energy transfers and transformations that occur in a power plant are much like those that occur in the racer. Some of the energy is transferred to places and forms that are unintentional.Provide each student with a copy of Student Handout 6.2: Calculating the Efficiency of (Selected) Components of an Electrical Power Plant. Model the efficiency of transfers and transformations for the various components of the electricity generating process by directing students to place their cup of 100 counters (pennies or beans) just above the picture of the boiler in the coal diagram.Explain that the number of counters (in this case 100) represents the energy units available to boil the water in the boiler. Direct students to fill in 100 in the “Energy Input” column on the handout. Explain that the boiler is 77% efficient. Help students recognize that if the boiler is 77%, 77 units are going toward the “intended” effects, and 23 units of the 100 energy units are being transferred to places in ways that are unintended. Ask students to comment on what they think some of those unintended transfers might be. Stu- dents should suggest that some of the energy units get transferred and transformed to friction (thermal), radiant (light) and mechanical/motion energy.Have students enter “23” in the “energy transferred and trans- formed to unintended effects and have students remove 23 counters from their cups and place them aside. Have students fill in the number of energy units available for the next device in the electrical generation process. Have students move their cup to the turbine in the diagram.Continue to model the change in the units of energy available through the next few components of the electrical generation power plant. Have students complete the handout as the number of energy units for each device is calculated. Students may need additional instruction on how to calculate the number of units available to the next device, depending on their familiarity with percentages. Use the efficiency figures in the completed table to help guide students:PlenarySummarize learnings and bring lesson to a close.Spend some time discussing the overall efficiency of the power plant. Compare the overall efficiency to the efficiency of some of the system parts. After completing the final step, ask students: How much of the initial 100 units of energy actually gets used to heat hot water in the electric water heater? (25 units of energy)Higher section to lessonGroup discussions and teacher questioningPeer assessmentCounters (100 pennies or beans in small paper cups)Chart paper and markersMaine Energy Consumption Data “Energy Consumption” article Energy Consumption from NEED (National Energy Education Project) fobook_activities/IntInfo/ConsI.pdfTeacher Resource 6.1: PowerSleuth puzzle sets and Teacher Resource 6.2: PowerSleuth puzzle descriptionsCup, container, or picture of “boiling” water (optional, prop)Student Handout 6.1: Advance Organizer for Energy Consumption ArticleStudent Handout 6.2: Calculating the Efficiency of Selected) Components of an Electrical Power PlantCalculator (optional)Suggested Homework14/ 16 Title of lesson : LAT energy for an IslandPrior Learning : Learning ObjectivesSuggested ActivitiesAll AFL should be underlinedDifferentiationAssessment (AFL or Summative)ResourcesSpec or AFsL3 Identify some common fuels and name the fossil fuels. L4 Identify the main renewable energy resources.Say why some fuels are fossil fuels. L5 Explain the terms renewable and non-renewable resource.Explain how electricity can be made using different energy resources. Explain the difference between an energy resource and a fuel. Distinguish the terms “energy conservation” and “conservation of energy”.L6 Compare the advantages and disadvantages of using different energy resources.Argue the case for the conservation of fuels. L7 Compare the different methods in terms of the dissipation of energy andParadise Island You are fed up with the rat race of modern life and wish to set up a colony of like-minded people. You have sold your house and bought the currently uninhabited Paradise Island. You hope that the settlement will eventually be the size of a reasonable sized village of 500 homes. However, most people will only want to live there if they can enjoy a fairly good standard of living so you need to be able to generate electricity as well as providing the basic necessities of heat and light.Allow students to work in pairs to produce a model of their island, but each has to produce a brochure selling their energy modelYour task: You need funding for your project from a millionaire with an interest in alternative lifestyles. You must decide which way (or ways) you think you can provide the energy needs for the Islanders and write a report which will convince him to give you the money! You should consider all of the renewable ways of generating electricity (as well as the option of relying on non-renewable fuels being delivered by sea).By outcomeAt the end of each lesson get pupils to peer assess each others work use 2 stars and a wishPaper, card etcSuggested Homework ................
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