Week 9 Current Electricity
Task 1 Electrical Circuits and Circuit Diagrams
 Text Page 185  Use a ruler and a pencil to record the circuit symbols in your notebook.
 Analyse Figure 6.1.6 and state the similarities and differences between each diagram.
 Four different simple circuits are set up around the room. Rotate through the four different circuits and use the conventional circuit symbols to depict each in your notebook.
Task 2 Consolidation of methods to generate electricity
Review the electrochemical cell and its components.
Show how one half cell produces electrons which carry their charge through conducting wires.
Demonstrate an understanding that it is the flow of this charge that does work. Examples include light globe, motors, heaters.
Explain the meaning of the terms and use them correctly in context; conductor, insulator, electrode, electrolyte, circuit, lead, cell, battery, voltage, current, resistance, series, parallel.
Draw neatly the circuit components in circuits. These can be found above in the page banner.
Show how one half cell produces electrons which carry their charge through conducting wires.
Demonstrate an understanding that it is the flow of this charge that does work. Examples include light globe, motors, heaters.
Explain the meaning of the terms and use them correctly in context; conductor, insulator, electrode, electrolyte, circuit, lead, cell, battery, voltage, current, resistance, series, parallel.
Draw neatly the circuit components in circuits. These can be found above in the page banner.
Task 3 Consolidation of concepts of voltage, current and resistance.
Copy the diagram of an electrochemical cell pictured to the right.
Complete the questions which appear below. Charge Two types of charge are ________________ and __________________ . Unlike charges _______________ each other. Metal conductors carry _____________ charge. This negative charge is carried by particles called ____________________ . In the solutions of the electrochemical cells there are ________ and ____________ charges. Positive charge is carried by ______________ . Negative charge is carried by _____________ . 

Potential Difference or Voltage
1. Complete the equation and sentence beneath each half cell.
2. Draw an arrow on the leads to show the direction of flow of negative charge on the electrons
3. Draw the negative symbol on the correct electrode.
4. Draw the positive symbol on the correct electrode.
5. Describe where you have seen the positive and negative symbols on commercial examples of an electrochemical cell.
6. For anything to flow, or move, there must be a force acting. The force driving the electrons is called the Electromotive force, or Potential difference. Another term is VOLTAGE.
7. The unit of potential difference is the volt (V). The symbol for voltage is V
8. A zinc nitrate solution has a concentration of 1.0M and produces a voltage of 0.73volts. Calculate the concentration of a zinc nitrate solution that will produce 9 volts from an electrochemical cell.
ThinkPairShare for the following questions (4 minutes)
Current
Imagine each student in the class could carry a little negative charge. All students get squashed into the “atrium” of the classroom. There is a low door and a narrow little hall leading from the classroom to another atrium. On the direction of the teacher all students leave the atrium carrying their charges.
1. Describe what would happen to the charges as the students were let loose along the hall.
2. What quantities could you use to measure this flow?
3. How could you describe this phenomenon to another person?
4. This is an analogy for electrical current. Explain the meaning of electrical current.
5. The unit of electrical current is the amp (A). The symbol for current is I.
Class discussion and recording of the concepts of electrical current and the unit.
ThinkPairShare for the following questions (2 minutes)
Resistance
1. Suggest methods you could use to resist the flow of students from the atrium to our lab.
2. How is this transposed into electrical resistance? Explain how this analogy helps us think about charge, resistance, potential difference and current.
3. The unit of electrical resistance is the ohm. The symbol for resistance is R.
Class discussion and recording of the concepts of electrical resistance and the unit.
1. Complete the equation and sentence beneath each half cell.
2. Draw an arrow on the leads to show the direction of flow of negative charge on the electrons
3. Draw the negative symbol on the correct electrode.
4. Draw the positive symbol on the correct electrode.
5. Describe where you have seen the positive and negative symbols on commercial examples of an electrochemical cell.
6. For anything to flow, or move, there must be a force acting. The force driving the electrons is called the Electromotive force, or Potential difference. Another term is VOLTAGE.
7. The unit of potential difference is the volt (V). The symbol for voltage is V
8. A zinc nitrate solution has a concentration of 1.0M and produces a voltage of 0.73volts. Calculate the concentration of a zinc nitrate solution that will produce 9 volts from an electrochemical cell.
ThinkPairShare for the following questions (4 minutes)
Current
Imagine each student in the class could carry a little negative charge. All students get squashed into the “atrium” of the classroom. There is a low door and a narrow little hall leading from the classroom to another atrium. On the direction of the teacher all students leave the atrium carrying their charges.
1. Describe what would happen to the charges as the students were let loose along the hall.
2. What quantities could you use to measure this flow?
3. How could you describe this phenomenon to another person?
4. This is an analogy for electrical current. Explain the meaning of electrical current.
5. The unit of electrical current is the amp (A). The symbol for current is I.
Class discussion and recording of the concepts of electrical current and the unit.
ThinkPairShare for the following questions (2 minutes)
Resistance
1. Suggest methods you could use to resist the flow of students from the atrium to our lab.
2. How is this transposed into electrical resistance? Explain how this analogy helps us think about charge, resistance, potential difference and current.
3. The unit of electrical resistance is the ohm. The symbol for resistance is R.
Class discussion and recording of the concepts of electrical resistance and the unit.
Task 4 Lights Out!
Poor planning and a few mishaps leave two caveexploring friends in the dark. Will they be able to build a torch in 30 seconds out of the random materials in their backpacks, or will they be lost in the gloom indefinitely?
Step 1. (5 minutes) Individually; Read through the Lights Out Scene in the document below. Step 2. (5 minutes) Form Groups by TRITOSING the tables. This will make two groups of three students who will work together. Organise the roles of the group members as outlined in the paper document. The recorder may download this document found in the right hand column. Step 3. (10 minutes) Discussion, recording and planning on document.

Credits:
This case was written by Jonathan Toebbe (MS student, Anthropology, Emory University, Atlanta, GA), a fellow of the Emory University PRISM program (http://www.prism.emory.edu). Author may be contacted at jtoebbe@kentdenver.org. Lights Out! Group Planning and Report Sheet

Assessment
The assessment is divided into two parts:
Students will need to include circuit diagrams and appropriate circuit and electrical terminology in their explanations.
The assessment is divided into two parts:
 a written portion and
 an inclass activity.
Students will need to include circuit diagrams and appropriate circuit and electrical terminology in their explanations.
Task 4  Electrical circuits
1. Copy and learn the symbols from the banner above.
2. Use correct electrical symbols to draw a circuit that you set up last week with a cell, three leads, a voltmeter, a switch.
2. Use correct electrical symbols to draw a circuit that you set up last week with a cell, three leads, a voltmeter, a switch.
Task 5  Circuits
Pop Quiz Measuring Electricity
Text page 195
Answer questions 1 to 3
Check for understanding
Answer questions 4 to 8
Text page 195
Answer questions 1 to 3
Check for understanding
Answer questions 4 to 8
Task 6  Series and Parallel Circuits
Text page 199
Read and then describe the features of a series circuit.
Text page 200
Read and describe the features of a parallel circuit.
Practical Activity page 206
Series and Parallel Circuits
Write the Purpose
Gather the materials
Follow Procedure
Write answers to the Discussion questions.
Pack away the equipment.
Read and then describe the features of a series circuit.
Text page 200
Read and describe the features of a parallel circuit.
Practical Activity page 206
Series and Parallel Circuits
Write the Purpose
Gather the materials
Follow Procedure
Write answers to the Discussion questions.
Pack away the equipment.
Extension Questions left column
1. Draw a circuit to make one globe glow brighter. Write the conventional name for this type of circuit as the heading of this column. 2. Explain, using electrical concepts why this happened. 3. Describe what would happen if the lead is broken. 4. Draw a circuit with one cell, leads, three globes in series. 5. Adding globes will cause each globe added to _________________ 6. This type of circuit forms a ____________ pathway for current to flow. 7. Write the name of this type of circuit as the HEADING for the column. 
Extension Questions left column
1.Draw a circuit to make the globe glow for a longer time. Write the conventional name for this type of circuit as the heading. 2. Explain, using electrical concepts why this happened. 3. Describe what would happen if the lead is broken between the cells. 4. Draw a circuit with one cell, leads, three globes in parallel. 5. Adding globes will cause each globe added to _________________ 6. This type of circuit forms a split pathway so the ___________ current to flows to each globe. 7. Write the name of this type of circuit as the HEADING for the column. 
Task 5  Last lesson week 9
Read SA2 Focus 3.6 Answer questions 1 to 13. If you do not have a text book you can find the text pages below as a slideshow below. Pause the show to read.
Refer to SA2 Focus 3.7
1. Write the heading of Focus 3.7
2. Write the subheading
a. READ the material
b. COVER the material
c. WRITE notes of the main points under this subheading
d. CHECK your notes
3. Now turn to the questions on page 107 and find the subheading that you have just recorded notes for. Read the questions and check that you have answered them in your notes. If not answer only the questions that you have not already answered until you get to question 10.
4. Repeat steps 2 to 3 for each new subheading until notetaking for Focus 3.7 is complete.
1. Write the heading of Focus 3.7
2. Write the subheading
a. READ the material
b. COVER the material
c. WRITE notes of the main points under this subheading
d. CHECK your notes
3. Now turn to the questions on page 107 and find the subheading that you have just recorded notes for. Read the questions and check that you have answered them in your notes. If not answer only the questions that you have not already answered until you get to question 10.
4. Repeat steps 2 to 3 for each new subheading until notetaking for Focus 3.7 is complete.
You may download the spreadsheet to the right to help build a MindMap.
On A3 paper, or an Excel spreadsheet

