P4 - Electromagnetism

Transcription

1 Number of weeks (between 6&8) Content of the unit Assumed prior learning (tested at the beginning of the unit) Current and voltage Notice that some forces need contact between two objects, but magnetic forces can act at a distance 6 weeks Series and parallel Observe how magnets attract or repel each other and attract some materials and not others 24 lessons Resistance (Ohm's Law) Compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some Magnetic forces magnetic materials Magnetic materials Describe magnets as having two poles Field lines Predict whether two magnets will attract or repel each other, depending on which poles are facing Electromagnets Identify common appliances that run on electricity Electromagnetic induction Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers Identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit Recognise some common conductors and insulators, and associate metals with being good conductors. Assessment points and tasks Written feedback points Learning Outcomes (tested at the end and related to subject competences) - Pre-unit test (baseline) - P4 GAT (formative) - 6 mark question (formative) - Scientific skills investigation (formative) - End of unit test (summative) - diagnostic marking on badger - diagnostic marking on 6 mark question - diagnostic marking on skills investigation - feedback on progress after end of topic test (*these opportunities in AfL column) I can state that an electrical circuit must be complete and include a power source, wires and a component for electricity to flow I can name some common components of electrical circuits I can identify some common components of electrical circuits from the circuit symbol I can state that electrical current is measured in amperes (amps) I can state that the potential difference of a battery or cell is what causing the current to flow I can state that potential difference is measured in volts I can identify series and parallel circuits I can state that a battery or cell of a higher potential difference will cause more current to flow I can describe how a bulb of an increased potential difference will be brighter I can state that resistance is a measurement of how easy or hard it is for current to flow through an object I can state that electrical current is the same in all parts of a series circuit I can draw the circuit symbols of some common components of electrical circuits I can describe electrical current as the flow of charge in a circuit I can give the symbol for the unit of current (A) I can give the symbol for the unit of potential difference (V) I can describe how electrical current splits up at a branch in a series circuit and add together when branches join I can describe that objects of increased resistance allow less current to flow I can state that resistance is measured in Ohms I can identify and use the symbol for an Ohm I can name the component used to measure potential difference I can name the component used to measure electrical current I can describe how to correctly connect an ammeter to a circuit I can state that potential difference is the shared between the component in a series circuit Page 1 of 11

2 I can describe how in a parallel circuit the potential difference is the same for each branch as the battery or cell I can calculate current when given charge and time I can describe how to correctly connect an voltmeter to a circuit I can calculate resistance, when given potential difference and current I can discuss resistance in terms of electrical conductors and insulators I can link electrical conduction and insulation with the structure of atoms I can suggest some applications for materials of higher or lower resistance I can identify electrical current as flowing from positive to negative in a solution or circuit I can link electric current as the flow of charge with the structure of atoms I can link electric current as the flow of charge with the structure of atoms I can explain the difference and reason for electrical current and electron flow I can describe the force between two charged objects as electrostatic force I can describe electrostatic force as either repulsion or attraction I can explain when objects will attract or repel each other due to electrostatic force I can describe electrostatic force as a non-contact force where objects are affecting if there are inside the electric field of a charged object I can describe how the movement of electrons can result in objects becoming charged with static electricity I can state that when two materials are rubbed together electrons will be transferred I can discuss some examples and applications of static electricity I can explain how electrostatic force may attract a non-charged object through the induction of charge I can draw the field lines surrounding a bar magnet I can state the like poles repel and unlike poles attract I can name the three magnetic materials I can describe how to make an electromagnet I can describe how to increase the strength of an electromagnet I can list some uses of electromagnets I can state that magnets may be temporary or permanent I can state that magnetism is a non-contact force that will affect magnetic materials within the magnetic field I can add arrows to show the direction of the field lines I can label the north-seeking and south-seeking poles of a magnet, when given the field lines or details about repulsion or attraction I can describe the Earth and compasses as examples of magnets I can describe the relationship between distance between field lines and strength I can state that a flow of electric current will produce a magnetic field I can describe temporary and permanent magnets in terms of hard and soft magnetic materials I can describe how a bar magnet inside an electromagnet field can be made to move I can describe how to find the shape of a magnetic field using a compass I can describe and explain attraction and repulsion in terms of the direction of field lines I can explain why the geographical north pole of the Earth is actually a magnetic south pole I can describe how magnetism may be induced I can describe how to make a simple motor using electromagnetism and a bar magnet Page 2 of 11

3 Lesson 1. Pre unit test Clear learning intentions (KQ) How much do I know from KS2? Clear success criteria (Bands) (Keywords) To complete exam Hook (starter) Word-search on keywords from KS2 Presentation of content (teacher input) Mind map of what pupils remember from KS2 as refreshers before exam Guided practice (pupil activities) Pupils complete baseline test in silence Requisition (per group) Independent practice (homework) None Closure (AfL) Pupil complete sentences: One thing I know about this topic is One thing I don t understand is One question I have is 2. Conducto rs and insulator s 3. Circuits What s the difference between a conductor and an insulator? What is a circuit and how do we draw one? I can give the names of some conductors and insulators (H) I can state what is needed for current to flow in a circuit (G) I can describe electrical current in terms of the rate of flow of charge (E) I can explain why metals can conduct electricity in terms of free electrons (C) I can identify some common components of electrical circuits from the circuit symbol (G) I can draw the circuit symbols of some common components of electrical circuits (F) I can describe how to correctly connect an ammeter to a circuit (D) I can explain the difference between conventional current and electron flow (C) Show lots of materials. Pupils put into table of good conductors and poor conductors Show everyday symbols. Pupils write what they mean and why symbols are important Describe conductors and insulators using the idea of water flowing through the circuit. Link to the atomic structure for more able Show components. State what they do. Have pupils hold each component Experiment. Pupils test out the conductivity of different materials. Match up card game. Pupils match definitions and labels to the circuit parts. Complete worksheet on circuit parts Bulb, clips, powerpack, wires, box of different conductors and insulators (glass, wood, plastic, graphite and metal strip Bulb, wires, switch, crocodile clips, battery Pupil complete sentences: One thing I know about this topic is One thing I don t understand is One question I have is Exit Pass. Pupils answer one question about the topic before being allowed to leave. Page 3 of 11

4 4. Potential Differenc e and Current 5. Series and Parallel What is potential difference? What s the difference between series and parallel? I can state that potential difference is measured in Volts and current in Amps (H) I can define potential difference and current (G) I can describe the effects of increasing the potential difference on the brightness of a bulb (E) I can devise a model to represent potential difference and current in a circuit (C) I can identify series and parallel circuits (G) I can build a series and parallel circuit with 2 bulbs (F) I can draw circuits diagrams for series and parallel circuits (E) I can explain the difference between series and parallel circuits in terms of elections (C) Hangman Show pupils clock that operates with fruit or veg (potato) of an open battery and get them to discuss how it works Guess the keyword game. Pictures shown pupils guess the key word. Explain voltage using a circuit water model as the things pushing the current. Extend by introducing the idea of energy. Voltage= energy/charge Start by making sure that the pupils understand the meaning of the word series as in one after another and parallel as across each other in parallel. Teacher to give pupils step by step demo on connecting a simple circuit Pupils carryout fruity battery experiment with various fruits. Pupils to record results, compare with each other until the reach a conclusion about which fruit provides the highest voltage and feedback what they have found out Pupils can then carry out the Measuring current activity, placing the ammeter at various positions and record their results. Pupils can now do the Switches in control activity; they should attempt to measure the voltages across components in parallel. Measuring the voltage across components in parallel circuits will be particularly difficult for some. Compare results and feedback conclusion to class Fruity batteries Fruits (oranges, pear) terminals, wires, clips bulbs, wires, cells, ammeter, voltmeter Mini-white board quiz. Pupils answer questions about the properties of metals on the mini-white boards. Best of 5. Pupils are given 5 questions about the topic and answer then in full sentences. Page 4 of 11

5 6. Current in circuits How does current behave in a circuit? I can state that electrical current is the same in all parts of a series circuit (F) I can measure current correctly using an ammeter (E) I can describe how in a parallel circuit the potential difference is the same for each branch as the battery or cell (D) I can explain the rules of current in terms of electrons (C) Show the pupils some everyday symbols and ask them to explain what they mean, starting with symbols that give strong visual clues about their meaning and move onto the more abstract. Include the symbols for a switch, lamp and battery. Teacher to show pupils arrange of component ask them to identify what they are- WCRS. Teacher to show pupils a diagram of a central heating system (from boardworks electricity slide 2). Demo: Controlling current using Variable resistor and a bulb. Pupils to explain what s happening to the current. Teacher show pupils how to build circuit component by component starting with the cell. Pupils to work in pairs to compare how a central heating system is like an electrical circuit. Feedback to the class- cells, bulbs, switches, rheostat Beat the teacher. The teacher will read a passage with 5 mistakes. Pupils pick out the 5 mistakes. 7. Voltage in circuits How does voltage behave in a circuit? I can state that voltage is measured in Volts (F) I can measure voltage correctly using an voltmeter (E) I can describe what happens to voltage in a series and parallel circuit (D) I can explain the rules of voltage in terms of energy of electrons (C) Fill in the gaps. Pupils fill in the gaps to explain what happens in a circuit Define voltage Describe how the charge is affected by voltage. Use the equation to calculate voltage. Brainstorm devices that supply a potential difference (voltage) Experiment - measuring the voltage of different combinations of batteries. Complete worksheet on voltage calculations Mini-white board quiz Circuits trolley Guess the word. Teacher thinks of a word and the pupils ask yes or no questions to try and guess the word. Page 5 of 11

6 8. Resistanc e What is resistance? I can define the term resistance in terms of flow of electrons (E) I can describe the effect of resistance on current (D) I can explain the effect of resistance on current (C) I can analyse the effect of resistance on temperature of a wire based on particle collisions (B) Explain resistance with PowerPoint. Pupil demo, get pupils to demonstrate resistance as stopping someone from moving. Connect a circuit with a bulb, then add a variable resistor. Describe the effects Answer worksheet questions on resistance Bulb, battery, variable resistor, ammeter, voltmeter Traffic lights. Pupils use the traffic lights at the back of their planners to answer questions about the lesson. 9. Calculati ng resistanc e 10. Resist ance inves tigati on How can I calculate resistance? How do we plan an investigation? I can state the units of resistance (F) I can calculate resistance using Ohm s law, when given voltage and current (E) I can use calculations to make predictions about circuits (D) I can rearrange Ohms Law to find voltage or current (C) I can describe some safety precautions during scientific investigations (H) I can identify the independent and dependent variables in an investigation (F) I can identify the control variables in an investigation (E) I can explain the importance of control variables (B) I can use it. Show pupils a formula triangle and a list of instructions on how to use it. Pupils choose which instructions are correct and which are wrong. Match up investigation definitions: Independent Dependent Control Hypothesis Risk assessment Method Prediction Put pupils into 3 groups; low, middle and high. Explain how to calculate current and resistance. Introduce investigation. Hypothesis: The length of a wire affects the resistance Worksheet questions on calculating current and resistance. High ability group given materials to come up with an explanation of how to use the equation. Middle-Answer the questions and peer assess Low- supported by the teacher and buddy up with middle group. Pupils write plan including: Hypothesis Variables Prediction Equipment Method Risk assessment Extension: Why must we control variables? Calculators Demo: Wire to test Powerpack Ammeter Voltmeter Wires C-Clips Top explainer. Pupils have 30 seconds to explain what they learnt today. Pupils vote for the best. Give criteria. Application of knowledge: The class discusses Which food has the most energy and why. Discuss limitations of result for example did they use the same amount of food and water? Suggest improvements Page 6 of 11

7 11. Resist ance inves tigati on 12. Resist ance inves tigati on How do we represent our results? How do we write an evaluation and conclusion? I can apply mathematical concepts to calculate results (average) (H) I can present observations and data using an appropriate table (F) I can present observations and data using an appropriate line graph (D) I can identify and explain any anomalous results (C) I can interpret observations and data to identify simple patterns of correlation (G) I can draw more complex conclusions from the interpretation of data (D) I can present reasoned explanations of conclusions from data, in relation to predictions and hypotheses (C) I can evaluate data, with reference to potential sources of random and systematic error (B) Show a poorly drawn results table pupils need to find mistakes and improve for their results Show a poorly drawn graph pupils spot mistakes Demonstrate method. Discuss risk assessment. Discuss how to calculate average and draw a graph. Demonstrate how to draw graph Discuss what should be included in evaluation and conclusion. Pupils carry out experiment. Pupils repeat readings and find average. Extension: Pupils draw graph of results. Pupils draw graph Pupils write evaluation and conclusion Wire to test Powerpack Ammeter Voltmeter Wires C-Clips Graph paper, rulers Discuss how the model apply to the digestive system Peer-assess SPAG Page 7 of 11

8 13. Useful Resistanc e 14. Static Electricit y How can resistance be useful? What is static electricity? I can draw the circuit symbols for and LDR and a thermistor (F) I can suggest a use for an LDR or thermistor (E) I can describe what happens to the current when using an LDR or thermistor (D) I can sketch a graph of current against light intensity or temperature for an LDR or thermistor (C) I can state which charges will attract and which will repel (F) I can describe how an object becomes statically charged (E) I can explain (D) I can apply my knowledge of static electricity to explain a use of static electricity (C) Picture to do with lesson, gradually uncover with animated shapes on ppt and students guess what it is Show a picture of static electricity affecting someone. Pupils describe what they see. PowerPoints explaining the basics of static electricity. Demo Van der Graff generator. Health and safety make sure pupil is stood on insulator. And that the generator is Earthed before the pupil removes their hand Explain and improve. Pupils write detailed explanations of what they ve witnessed. Key words displayed on the board. Pupils carry out static experiments then explain them in their books. -LDR, lamp, wires, Powerpack, ammeter, voltmeter -Thermistor, beaker, ice, kettle, Powerpack, ammeter, voltmeter, wires Static Experiments 1 set per table 2 x polythene rod and cloth, plus:- 1. Tissue paper small squares of tissue in a petri dish 2. Polythene rod polythene rod, watch glass 3. Balloon Traffic lights. Pupils use the traffic lights at the back of their planners to answer questions about the lesson. Guess the word. Teacher thinks of a word and the pupils ask yes or no questions to try and guess the word. Demo: Gold leaf electroscope, cloth and polythene rod. Van der Graff generator Page 8 of 11

9 15. Magnets 16. Earth s Magn etism 17. Comp ass What is a magnet? How is the Earth like a giant magnet? How does a compass work? I can name the three magnetic materials (G) I can describe the effect like poles and unlike poles will have on each other (F) I can identify the magnetic field around a magnet (E) I can explain where a magnetic field is strongest in terms of field lines (D) Can I draw the magnetic field around the Earth? (E) Can I describe how animals use the Earth s magnetic field for navigation (D) Can I explain how the Earth s magnetic field protects us from harmful radiation from the Sun (C) Can I analyse the evidence for changing magnetic poles of the Earth (B) Word search of keywords How does a homing pigeon find its way home. Pupils may already be aware of the idea of poles and they will know that these are found at the ends of the bar. The opposites attract idea will be commonly known, but some pupils will be confused by the term like so use alternative phrases as well such as same poles. Show Earth s magnetic field. Discuss idea of navigation using Earth s magnetic field. Pupils to carry out experiment with magnet to find the poles and find out what happens when two bar of magnets are close to each other. Discuss results and feedback to class Show the pupils a range of diagrams of various combinations of magnets. Ask them to describe what would happen to these. Pupils do reading comprehension on homing pigeons. Pupils use bar magnet to find shape of Earth s magnetic field. Iron filing. Bar magnet, compass (per pupil) Pupil complete sentences: One thing I know about this topic is One thing I don t understand is One question I have is Page 9 of 11

10 18. Electrom agnets 19. GAT: Scrap Heap Challeng e How do we use electromagnets to do work? What level am I working at? I can state a use of an electromagnet (F) I can describe how to increase the strength of an electromagnet (E) I can explain how the strength of the electromagnet can be varied (D) I can suggest improvements I could make to make an electromagnet more useful (C) Odd one out 4 pics, find the odd one out, give a reason. Show the pupils an electromagnet made from a coil of wire and contrast with the photograph in the pupil book. Demonstrate that the field around a solenoid only exists when there is a current. Place a set of plotting compasses around it and turning it on and off. *see GAT level ladder True/false of magnets Introduce GAT task scrap heap challenge Pupils make an electromagnet investigating how the number of turns in coils affect its strength compare results, feedback conclusion to clas Pupils complete GAT solenoid, nail, power pack Pupils answer questions on what they found out from the experiment. These are read to the class by the teacher. 20. GAT: Scrap Heap Challeng e What level am I working at? *see GAT level ladder True/false of magnets Introduce GAT task scrap heap challenge Pupils complete GAT 21. Electrom agnetic Induction How can we use a magnet to produce electricity? I can state that electricity is produced by a generator (F) I can describe how a magnet and coil of wire can be used to induce a voltage (E) I can explain how to increase the size of the voltage induced (D) I can analyse the energy transfers that take place in a generator (C) Anagrams mix up words, can put in alphabetical order, keep the same order and remove the vowels, write the letters in a circle Guess the word. Teacher thinks of a word and the pupils ask yes or no questions to try and guess the word. Page 10 of 11

11 22. Revision How much do I know? Wrong words Paragraph about the topic but with the key words wrong/swapped places. Students identify where it is wrong and correct it Quick recap of key words to do with magnets and circuits key concepts Identity areas of weakness Make revision notes Produce a mind map for the topic A3 Paper, colouring pencils, coloured paper Pupils RAG check list and identify areas to revise at home. 23. End of Topic Test How much do I know? Complete test Questions about the test Supervise pupils Complete test Complete title page on new unit Page 11 of 11