UNIT Title:      Using electricity   LESSONS Lesson 1Lesson 2Lesson 3Lesson 4Lesson 5Lesson 9 13 14

 

 

 

Lesson  

1

Basic circuits /  symbols / complete loop

2

Conductors / insulators / resistors.
[H] electrons as current carriers – ions in electrolysis I = Q/t

3

The ammeter and the Ampere

4

The voltmeter and the volt
[H]  V = E/Q

5

R = V/I including change of subject

6

[H] V/I curves for:
             Ohmic resistor
             Flilament lamp
             Diode               
       + interpretation

[F] – could still build these circuits as an example of ohm’s law but the curves are not necessary to be learnt or interpreted.

7

[H]  Use of Semiconductor diode, LDR and Thermistor to control the current in electronic circuits + applications

8

[H]  Describe hoe light and temp affect LDR and Thermistor:
L↑ R↓  and T↑ R↓ 

9

D.C and A.C on a CRO

10

Electrical power – revision of the Watt and P=IV

11

Variable resistor design – use as a rheostat only – leading to …

12

Investigation: Factors affecting resistance of a wire - see mark scheme

13

Static electricity:  Charge, attraction and repulsion, role of electron transfer

14

Applications and hazards of static electricity – esp: synthetic clothing and the photocopier – show video: “the secret life of the photocopier”

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Lesson No: 1
 Module overview Lesson 1Lesson 2Lesson 3Lesson 4Lesson 5Lesson 9 13 14

Unit Headline:   Using electricity Unit No:  PD4

Lesson Headline:   Basic circuits /  symbols / complete loop
Objectives
Foundation
recognise that a complete loop is required for a circuit to work
  

Foundation & Higher: 
explain the behaviour of simple circuits in terms of the flow of electric charge

recognise that current involves a flow of electric charge
 

 

 Higher:
 

Lesson Outline:
Starter:   I like to find out what the pupil's recall from KS3 by doing a spot test on the circuit symbols.  You could use the interactive page here to help

Main: Circuit challenges - I ask the students to build then draw circuits that progressively test their circuit knowledge.  A good set of challenges to try is here.

Plenary:  pupils could summarise the concept of "complete loop" in terms of what is required for a current to flow.

 

Homework: 

Resources:  electricity trolley: voltmeters ammeters labpacks batteries wires croc clips switches bulbs, 2 way switches, variable resistors

Risk Assessment:  Ensure the pupils are advised not to use mains electricity for any activities in the module

Book Reference:

 Video clips:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Lesson No: 2
Module overviewLesson 1Lesson 2Lesson 3Lesson 4Lesson 5Lesson 9 13 14

Unit Headline:   Using electricity Unit No:  PD4

Lesson Headline:   Conductors / insulators / resistors.
[H] electrons as current carriers – ions in electrolysis I = Q/t
Objectives
Foundation:

state and recognise that an ammeter measures
the current in a circuit
 
state that current is measured in ampere (A)
 

Foundation & Higher: 

state and recognise that ammeters are connected in series

 Higher:

state that the charge carriers in a circuit are
• free electrons in metals
• ions during electrolysis

state and explain that current is the rate of flow of charge

state and use the quantitative relationship I=Q/t (to include change of subject)
 

Lesson Outline:

Starter :  Introduce the term - current - and demonstrate the ammeter - point out how to connect it in series

Main:  Could have a sequence of circuits set up around the lab in which the students have to write down the readings on the ammeters and come to some conclusions about current flow in series and parallel circuits.  Alternatively the students could build these circuits and use the ammeter to test for conduction and insulation for a number of materials.

[H]  Test the conductivity of an electrolysis arrangement - e.g. copper electrodes and copper sulphate solution.  Point out the solid copper sulphate is a non -conductor and reinforce that either free electrons in metals or ions in solutions are the charge carriers. 

Plenary: A mental model is useful at this stage - e.g. water flowing in a hot water system - or circuit training in the gym - where the kids are forced to run around in circles (a circuit) while the teacher batters them to run faster (the battery) and they queue up to get through some of the obstacles - the resistance.  The "speed" they all can run depends on these two - and models the current

 

Homework: 

Resources:  electricity trolley: voltmeters ammeters labpacks batteries wires croc clips switches bulbs, 2 way switches, variable resistors, various conducting and insulating materials, various ionic solutions (eg copper sulphate, sodium chloride) and carbon electrolysis rods

Risk Assessment:

Book Reference:

 Video clips:


 

 

 

 

 

 

 

 

 

 

 

 

 

 

Lesson No: 3
Module overviewLesson 1Lesson 2Lesson 3Lesson 4Lesson 5Lesson 9 13 14

Unit Headline:   Using electricity Unit No:   PD4

Lesson Headline:  the ampere and the ammeter
Objectives
Foundation:

state and recognise that an ammeter measures
the current in a circuit
 
state that current is measured in ampere (A)
 

Foundation & Higher: 

state and recognise that ammeters are connected in series

 Higher:

state that the charge carriers in a circuit are
• free electrons in metals
• ions during electrolysis

state and explain that current is the rate of flow of charge

state and use the quantitative relationship I=Q/t (to include change of subject)
 

Lesson Outline:

Starter:  Ask the pupils to discuss a mental model for the keywords - current, voltage & resistance.  Discuss the "Amp" in terms of rate of flow.

Main: More reinforcement of last time's learning - using an ammeter in various circuits to notice that current splits up in parallel branches of a circuit and is the same in series parts of the circuit.

[H] calculations involving I = Q/t  - discuss the ampere as rate of flow - measured in charges per second - since the charge on one electron is insignificantly small we wait for more than one - i.e. a whole bus load of electrons to pass any given point in the circuit in one second - and this is the coulomb per second = the ampere.

 

 

Homework:

Resources: electricity trolley: voltmeters ammeters labpacks batteries wires croc clips switches bulbs

Risk Assessment:

Book Reference:

 Video clips:

 


 

 

 

 

 

 

 

 

 

 

Lesson No: 4
Module overviewLesson 1Lesson 2Lesson 3Lesson 4Lesson 5Lesson 9 13 14

Unit Headline:   Using electricity Unit No:   PD4

Lesson Headline:   The voltmeter and the volt  [H]  V = E/Q
Objectives
Foundation
 state that a voltmeter measures the potential difference (pd) in a circuit in volt (V)

state and recognise that voltmeters are connected in parallel

Foundation & Higher: 
state that a voltmeter measures the potential
difference (pd) in a circuit in volt (V)

state and recognise that voltmeters are
connected in parallel
 

 Higher:
state and explain that pd is the energy transferred per unit charge flowing

 

Lesson Outline: 

Starter:  Another mental model - an old "musket" type gun - the amount of gunpowder represents the voltage, the speed of the bullets is related to the current - firing through custard is resistance ...?   I know I know ... but it helped some students.

Main - could set up some voltage type circuits and point out that we don't break the circuit to measure voltage (or p.d.)  so it is measured in parallel - unit: volts.  Could compare voltage in series and parallel - but this is not explicitly asked for in the syllabus.

Plenary: Summarise the circuit symbols met so far

Homework:

Resources: electricity trolley: voltmeters ammeters labpacks batteries wires croc clips switches bulbs

Risk Assessment:

Book Reference:

 Video clips:



 

 

 

 

 

 

Lesson No: 5
Module overviewLesson 1Lesson 2Lesson 3Lesson 4Lesson 5Lesson 9 13 14

Unit Headline:   Using electricity Unit No:   PD4

Lesson Headline:   Resistance: R = V/I
Objectives
Foundation:

state and recognise how resistors can be used to
change the current in a circuit
 

Foundation & Higher: 

• for a given resistor, current increases as pd increases and vice versa
• for a fixed pd, current decreases as
resistance increases and vice versa

recall and use the quantitative relationship R = V/I to calculate resistance (change of subject
not required)

 

 Higher:

use the quantitative relationships between
current, potential difference (pd) and
resistance
• be able to recall the quantitative
relationship R = V/I
• be able to use the quantitative relationship R = V/I (including change of subject)

Lesson Outline:

Starter:  Mental model part 3(?)  this is a good one for p.d. and resistance and ohm's law - imagine moths in a tube - they will be attracted to the ends - to the light.  If we make one end much brighter than the other - then the difference in brightness models the potential difference.  The rate of flow of the moths coming out the tube is the current.  If someone stuck some cotton wool balls into this tube - we could figure this out by comparing the flow of the moths and the brightness of our bulb - bright bulb & slow rate of moth flow = large resistance in the tube.  This is a nice intro to ohm's law for bright groups.  Its probably gibberish to slower groups.

Main - introduce = R = V/I  and get the students to calculate the value of some unknown resistors and then compare to actual values.

[H]igher students will need to handle a change of subject so give some example calculations.

Plenary - quick set of R=V/I calculations

 

Homework:

Resources: electricity trolley: voltmeters ammeters labpacks batteries wires croc clips switches bulbs, variety of resistors (labelled A - G ranging from values of around 100 ohm to 1kohm - so that students cannot tell what the value is but teacher can check it out), multimeters

Risk Assessment:

Book Reference:

 Video clips:


 

 

 

 

 

 

 

 

 

Lesson No: 6
Module overviewLesson 1Lesson 2Lesson 3Lesson 4Lesson 5Lesson 9 13 14

Unit Headline:   Using electricity Unit No:   PD4

Lesson Headline:   [H] V/I curves
Objectives
Foundation
 

Foundation & Higher: 
 

 Higher:

explain how current varies with pd:
 • in an ohmic resistor
 • in a filament bulb
 • in a diode
 
 

Lesson Outline:

Homework:

Starter - Some more V/I calculations as a spot test

Main -

Resources: high power resistors, 12V lamps, diodes, component holders, multimeters, ammeters & voltmeters, batteries, croc clips, leads, switches etc

Risk Assessment:

Book Reference:

 Video clips:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Lesson No: 7
Module overviewLesson 1Lesson 2Lesson 3Lesson 4Lesson 5Lesson 9 13 14

Unit Headline:   Using electricity Unit No:   PD4

Lesson Headline:   [H]  Use of Semiconductor diode, LDR and Thermistor to control the current in electronic circuits + applications
Objectives
Foundation
 

Foundation & Higher: 
 

 Higher:

describe how semiconductor diodes, light dependent resistors (LDRs) and thermistors
may be used to control electric currents describe qualitatively how light and temperature affect the resistance of LDRs and thermistors
• increase in brightness reduces
resistance of LDR and vice versa
• increases in temperature reduces
resistance of thermistor
 

Lesson Outline:

Homework:

Resources: high power resistors, 12V lamps, diodes, component holders, multimeters, ammeters & voltmeters, batteries, croc clips, leads, switches etc

Risk Assessment:

Book Reference:

 Video clips:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Lesson No: 8
Module overviewLesson 1Lesson 2Lesson 3Lesson 4Lesson 5Lesson 9 13 14

Unit Headline:   Using electricity Unit No:   PD4

Lesson Headline:   [H]  Describe how light and temp affect LDR and Thermistor:
L↑ R↓  and T↑ R↓ 

Objectives
Foundation
 

Foundation & Higher: 
 

 Higher:

describe how semiconductor diodes, light dependent resistors (LDRs) and thermistors
may be used to control electric currents describe qualitatively how light and temperature affect the resistance of LDRs and thermistors
• increase in brightness reduces
resistance of LDR and vice versa
• increases in temperature reduces
resistance of thermistor
 

Lesson Outline:

Homework:

Resources: basic electricity trolley + LDRs and Thermistors

Risk Assessment:

Book Reference:

 Video clips:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Lesson No: 9
Module overviewLesson 1Lesson 2Lesson 3Lesson 4Lesson 5Lesson 9 13 14

Unit Headline:   Using electricity Unit No:   PD4

Lesson Headline:   D.C and A.C on a CRO
Objectives
Foundation
state and recognise that batteries produce
direct current (dc)

state and recognise that mains electricity is
supplied as alternating current (ac)

Foundation & Higher: 

describe the difference between dc and ac
• in terms of current flow
• as shown by displays on a cathode ray
oscilloscope (C.R.O.) (not to include
rectification)
 

 Higher:
 

Lesson Outline:

Homework:

Resources: CRO, battery, labpack, leads, croc clips, signal generator, ac dynamo + bulb

Risk Assessment:

Book Reference:

 Video clips:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Lesson No: 10
Module overviewLesson 1Lesson 2Lesson 3Lesson 4Lesson 5Lesson 9 13 14

Unit Headline:   Using electricity Unit No:   PD4

Lesson Headline:   Electrical power – revision of the Watt and P=IV
Objectives
Foundation
 

Foundation & Higher: 

state and use the quantitative relationship between
power, voltage and current
• P = IV
(no change of subject)
 

 Higher:
state and use the quantitative relationship
between power, voltage and current
• P = IV
(to include change of subject)

Lesson Outline:

Homework:

Resources: basic electricity apparatus trolley, ammeters, voltmeters, variety of resistors, variable resistors and nichrome wire

Risk Assessment:

Book Reference:

 Video clips:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Lesson No: 11
Module overviewLesson 1Lesson 2Lesson 3Lesson 4Lesson 5Lesson 9 13 14

Unit Headline:   Using electricity Unit No:   PD4

Lesson Headline:   Variable resistor design – use as a rheostat only
Objectives
Foundation
 

Foundation & Higher: 

describe how variable resistors can be used
change the current in a circuit
• variable resistor configured as a rheostat only describe the relationships between current, potential difference (pd) and resistance
 

 Higher:
 

Lesson Outline:

Homework:

Resources: basic electricity apparatus trolley, ammeters, voltmeters, variety of resistors, variable resistors and nichrome wire, rheostats

Risk Assessment:

Book Reference:

 Video clips:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Lesson No: 12
Module overviewLesson 1Lesson 2Lesson 3Lesson 4Lesson 5Lesson 9 13 14

Unit Headline:   Using electricity Unit No:   PD4

Lesson Headline:   Investigation: Factors affecting resistance of a wire
Objectives
Foundation
 

Foundation & Higher: 
 

 Higher:
 

Lesson Outline:

Homework:

Resources: basic electricity apparatus trolley, ammeters, voltmeters, variety of resistors, variable resistors and nichrome wire, leads and croc clips, lots of leads, metre rules, micrometer screw gauge
Mark Scheme

Risk Assessment:

Book Reference:

 Video clips:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Lesson No: 13
Module overviewLesson 1Lesson 2Lesson 3Lesson 4Lesson 5Lesson 9 13 14

Unit Headline:   Using electricity Unit No:   PD4

Lesson Headline:   Static electricity:  Charge, attraction and repulsion, role of electron transfer
Objectives
Foundation

state and recognise that insulating materials can
become charged when rubbed with another
insulating material

state and recognise that when some materials are rubbed they attract other objects
• small pieces of paper or cork to a rubbed
comb or strip of plastic

 

Foundation & Higher: 

state that there are two kinds of charge:
• positive
• negative

state and recognise that like charges repel and unlike charges attract

 

 Higher:
 

Lesson Outline:

Homework:

Resources:  plastic rods, cloths, Gold Leaf Electroscope, Van der Graaf accessories,  fan heater,  shuttling ball expt

Risk Assessment:

Book Reference:

 Video clips:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Lesson No: 14
Module overviewLesson 1Lesson 2Lesson 3Lesson 4Lesson 5Lesson 9 13 14

Unit Headline:   Using electricity Unit No:   PD4

Lesson Headline:   Applications and hazards of static electricity – esp: synthetic clothing and the photocopier – show video: “the secret life of the photocopier”
Objectives
Foundation

recognise and describe how you can get an electrostatic shock from charged objects
• synthetic clothing
recognise and describe how you can get an
electrostatic shock if you become charged and
then become earthed
• stepping out of a car after it has been driven
• touching water pipes after walking on a carpet
recognise and describe how static electricity can be useful
• paint spraying
• photocopiers/laser printers
(detailed structural knowledge not required)

 

Foundation & Higher: 

 

state and recognise that electrostatic phenomena are caused by the transfer of electrons
explain how static electricity can be dangerous when:
• fuelling aircraft
• in atmospheres where explosions could
occur

explain how static electricity can be useful
• paint spraying
• photocopiers/laser printers (detailed structural knowledge not required)
 

 Higher:

Interpret static electricity in terms of the
movement of electrons
• a positive charge due to lack of
electrons
• a negative charge due to an excess of
electrons

Lesson Outline:

Homework:

Resources: plastic rods, cloths, Gold Leaf Electroscope, Van der Graaf accessories,  fan heater,  shuttling ball expt, tv and VCR - secret life of the photocopier

Risk Assessment:

Book Reference:

 Video clips: