~~NOTOC~~ {{:electricity:electricity-banner-790x50.jpg|Electricity Banner}} ====== 2018 Stage3 T1 - ELECTRICITY (Physical World) ====== === NESA 2018 SCIENCE: OUTCOMES === ++++ A STUDENT (Read more...) | - describes how scientific understanding about the sources, transfer and transformation of electricity is related to making decisions about its use. - uses scientific knowledge about the transfer of light to solve problems that directly affect people’s lives ++++ === NESA 2018 SCIENCE: CONTENT === ++++ ELECTRICAL CIRCUITS (Read more...) | provide a means of transferring and transforming electricity. Students: - identify potential risks and demonstrate safe use when using electrical circuits and devices - demonstrate the need for a circuit to be complete to allow the transfer (flow) of electricity - construct simple circuits incorporating devices, eg switches and light globes - observe and describe how some devices transform (change) electricity to heat energy, light, sound or movement, eg hair dryers, light globes, bells and fans ++++ ++++ ENERGY FROM A VARIETY OF SOURCES (Read more...) | can be used to generate electricity and this knowledge can inform personal and community based decisions about using these sources sustainably. Students: - research and present ideas about the different ways electricity can be generated, eg burning coal or natural gas; solar, hydroelectric, geothermal, wind and wave-generated electricity - describe how scientific knowledge can be used to inform personal and community decisions about the use and conservation of sustainable sources of energy ++++ ++++ LIGHT FROM A SOURCE (Read more...) |forms shadows and can be absorbed, reflected and refracted. Students: - classify materials as transparent, opaque or translucent, based on whether light passes through them, is absorbed, reflected or scattered - observe and describe how the absorption of light by materials and objects forms shadows, eg building shading - gather evidence to support their predictions about how light travels and is reflected - research, using secondary sources to gather information about science understandings, discoveries and/or inventions that depend on the reflection and refraction of light and how these are used to solve problems that directly affect people's lives, eg mirrors, magnifiers, spectacles and prisms. ++++ * Source: [[http://syllabus.nesa.nsw.edu.au/assets/sciencek10/downloads/sciencek10_s3.pdf|NESA Science K-10 Syllabus - Stage 3 2018]] ---- === TEACHER BACKGROUND INFORMATION === === Formative Assessment ==== While teaching we want to collect evidence and data as to how the students are understanding the material. We then use that evidence to form or change what we do next. This process is commonly referred to as //Formative Assessment// //Formative assessment// can take many shapes, including: * observations * checks for understanding * asking questions (especially 'why' questions) * quizzes. Formative assessment is NOT designed to obtain a score for entry into a grade-book. A well recognised, research-based diagnostic tool (QUIZ) is available to aid formative assessment. At the top of each [[https://goo.gl/X633vd|QUIZ]], you will see something like: THIS IS A QUIZ - IT IS NOT A TEST It is to help you find & understand correct answers, not mark you down for incorrect answers! As a bonus, the evidence from 'pre' versus 'post' quiz scores provides an easy way for teachers to gain authentic comments for student reports. To get started, all teachers and students should first complete the [[https://goo.gl/X633vd|our school ELECTRICITY QUIZ]] - before commencing any teaching/learning activities. \\ 'Quite simply, if a learner’s thinking is superficial biased, weak, lacking depth or breadth then his learning will be superficial, biased, weak, and lacking depth or breadth. Thinking and learning are inextricably linked' - //Lane Clark// ((Lane Clark - http://www.laneclark.ca/interview-by-rodrigo-santodomingo-for-revista-magisterio-may-2015/ )) * 'It is not what you cover, it is what you uncover that is most important.' === Video: MIT Introduction to 8.02 Physics Electricity & Magnetism (5min) === {{ youtube>El3g9XtZ-iA?640x360 |Dr. Walter Lewin's introduction to 8.02 Physics II: Electricity and Magnetism}} * IF UNABLE TO ACCESS YOUTUBE, TRY:[[http://viewpure.comEl3g9XtZ-iA|Viewpure]] * How much [[https://www.youtube.com/watch?v=39vgSvnelNI|preparation is required]] to teach well? \\ ====== UNDERSTANDING ELECTRICITY ====== **QUIZ: Please complete the on-line [[https://goo.gl/X633vd|ELECTRICITY QUIZ]] now.** This quiz should be completed on commencement of the course and may be completed one or more times for pre and post-test use. Getting the 'correct' answers is unimportant - It is only a diagnostic tool to test for understanding. INTRODUCTION: * All activities described here have been trialled in Australian primary schools. This unit (Electricity ST3 2018) is designed to teach the core principals and to ensure students gain an understanding of electricity at the deepest level. It is not an easy topic and it is not easy to teach. Taking the harder path is justified by the belief that it is better to teach something that is difficult and correct than something that is easier but incorrect. * NOTE: Classroom activities may be recorded and some content published (requires: 'permission to publish' approval). === Video: What holds our world together? - Professor Walter Lewin (MIT) (2min) === {{ youtube>x1-SibwIPM4?start=51&end=120&640x360 |What holds our world together? Professor Walter Lewin }} * IF UNABLE TO ACCESS YOUTUBE, TRY:[[http://viewpure.com/x1-SibwIPM4?start=0&end=120|Viewpure]] * The full-length video is [[https://www.youtube.com/watch?v=Lx64cq0HeXY|available here]]. \\ SCIENCE: * Students will engage in a combination of classroom learning and flipped-classroom style homework. * The learning process will 'start with a misconception', as inspired by [[http://www.physics.usyd.edu.au/super/theses/PhD(Muller).pdf|Dr Derek Muller's PhD]] and [[https://www.youtube.com/user/1veritasium|Veritasium]] Youtube channel. * Students will be work in teams to construct electrical circuits and demonstrate how the circuit works to show what they know and have learned. * Students will identify the circuit components that form a continuous path for the flow of electrons (what about transformers or other components where there is no continuous path) * Students will describe and discuss how energy is transferred within an electrical circuit * Students will explain and discuss conductors & insulators in terms of categories of materials. \\ LITERACY: * Make a labelled journal diagram to represent how an electric circuit works (include at least one example of both a //pictoral// and a //schematic// [[https://en.wikipedia.org/wiki/Circuit_diagram|circuit diagram]] - [[https://phet.colorado.edu/en/simulation/circuit-construction-kit-dc-virtual-lab|for example.]] * Make a presentation to communicate their understanding of electric circuits * Reflect on their learning. Create a journal entry to describe 'what I used to think versus what I think now'. \\ EXAMPLE DESIGN + ASSESSMENT TASK: * Each group will build an electric motor using the components supplied by the teacher. * There will be prizes for the fastest and most efficient motors and circuits \\ CONCEPTS: * The students will first be engaged in discussion by a facilitator/scientist whose task is to work with and assist the classroom teacher. The discussions and tasks are designed to be performed in the framework of //Scientific Method//, and to help all students understand what electricity is, and how it works. === Each discussion starts with one or more misconception(s) about electricity: === Students will be asked to explain their current thoughts about: - Where does electricity come from? - How is electricity made? - Does electricity move quickly or slowly? - What is an electricity generator? - What is an electric motor? - What is a battery? - What is a conductor? - What is an insulator? - What is a circuit (how does energy get from the battery into the light globe)? ((Circuits - Sefton http://science.uniserve.edu.au/school/curric/stage6/phys/stw2002/sefton.pdf)) - What is a semi-conductor? - What is a switch? - What is a light? - How 'safe' is electricity? Following these discussions, students are challenged by hands-on activities designed to allow them to discover answers that will assist them overcome any misconceptions about electricity and circuits. === PRACTICAL WORK === **The on-line [[https://goo.gl/X633vd|ELECTRICITY QUIZ]] should be completed on commencement of the course and may be completed one or more times for pre and post-test use.** The teacher/facilitator will explain that students will work together in groups to build electronic circuits. Students may use on-line resources to experiment and [[https://phet.colorado.edu/en/simulation/circuit-construction-kit-dc-virtual-lab|create virtual circuits]], [[https://phet.colorado.edu/en/simulation/legacy/faraday|investigate Faraday's Law]] and experiment with electro-magnetism (may require Google CHROME browser)! Students must ensure that their circuit includes all four parts of a simple circuit: - Power Source -(a battery) - Conducting Path - (wire(s), foil or similar) - Switch - (mechanical device/foil pressure switch to turn device on/off) - Load - (apply power to a device or activate a lamp/LED). - If using a LED: - Demonstrate that a LED only lights when connected one way to power source - A LED is //semiconductor//. Semiconductors only conduct electricity under certain conditions. **It is extremely important that students come up with their own solutions and answers.** Teacher(s)/facilitator(s) MUST NOT provide prescriptive explanations, strategies or answers during practical activities. Students are encouraged to work collaboratively to come up with their own theories and solutions. **Students must be given continuous opportunities/reminders to compare 'what I used to think' with 'what I think now'** ====== EXAMPLE ACTIVITY - BUILDING A PUPPY SWITCH ====== === Video: RESTRICTED - LPS Electricity - 5/6 Awesome Design & Make a 'Puppy Switch' (2min) === {{ youtube>nQlzHgcDhDk?640x360 |LPS Electricity - 5/6 Awesome Design & Make a 'Puppy Switch' (2min) }} * IF UNABLE TO ACCESS YOUTUBE, TRY:[[http://viewpure.com/nQlzHgcDhDk|Viewpure]] * Lindfield PS, 5/6 Awesome Design & Make a 'Puppy Switch' * Some classroom activities are [[http://flipster.tv/doku.php?id=brainbox:young-creators:ycc-workshop-01:home|described here]] Another example of what was done at our school in 2017, where our school students interview students from other schools who presented their science projects at the [[http://flipster.tv/doku.php?id=brainbox:young-creators:ycc-videos:home|MAAS Young Creators Conference 2017]] === Video: our school Splice Savers at the Young Creators Conference 2017 (4min) === {{ youtube>Wg0XyLP9NuI?640x360 |Electricity - Invisible thinking}} * IF UNABLE TO ACCESS YOUTUBE,TRY:[[http://viewpure.com/Wg0XyLP9NuI|Viewpure]] * Additional/new activities will be customised to meet the particular needs and interests of your own students. * Teachers and facilitators can find [[http://amasci.com/elect/elefaq.html|most of the correct explanations summarised here.]], plus an explanation of [[http://www.abc.net.au/science/articles/2014/02/05/3937083.htm|an article published by ABC Australia]] why many school text-books and resources (Primary Connections?) should be avoided. \\ ====== LINKS TO RELATED QUESTIONS, ANSWERS & RESOURCES: ====== **The on-line [[https://goo.gl/X633vd|ELECTRICITY QUIZ]] should be completed on commencement of the course and may be completed one or more times for pre and post-test use.** * When the **[[https://goo.gl/X633vd|ELECTRICITY QUIZ]]** has been completed, students are sent results by email. * In the email, there is a link for more information, activities and experiments to help the student understand more about each question and the answer. * Students are encouraged to investigate, ask questions and design their own experiments. * There are lots of [[http://flipster.tv/doku.php?id=learn:circuits:energy-movement:home|hands-on activities]] in the [[http://flipster.tv/doku.php?id=learn:circuits:energy-movement:home|circuits]] section of this wiki. === ELECTRICITY: === === Video: Electricity (Explanatory TV Documentary Style) Bill Nye (6min) === {{ youtube>gixkpsrxk4Y?640x360 |Electricity - Bill Nye the Science Guy }} * IF UNABLE TO ACCESS YOUTUBE VIDEO, TRY:[[http://viewpure.com/gixkpsrxk4Y|Viewpure]] \\ **Most textbooks forget to mention where electrical energy comes from** QUESTION(s) **Where do you think electricity and electrical energy comes from?** * Do you think the the video explains what electricity is? * Do you think the the video explains where electrical energy comes from? * What do you think is the scientific definition for the word 'Electricity'? ((Scientific definition of Electricity - http://amasci.com/miscon/maxwell.html)) * Watt do you think! ---- === BATTERIES: === === Video: Batteries - ABC Catalyst TV Documentary - Watch first few mins (Total 29min) === {{ youtube>vWTlgTUkr5A?640x360 |Batteries - ABC Catalyst }} * IF UNABLE TO ACCESS YOUTUBE VIDEO, TRY:[[http://viewpure.com/vWTlgTUkr5A|Batteries - ABC Catalyst]] \\ **Most textbooks forget to mention how batteries have changed and why they are so important for the future** QUESTION(s) **Do you think batteries store electricity?** * Do you think the [[https://www.youtube.com/watch?v=vWTlgTUkr5A&t=280|this 3 minute explanation of how batteries work]] (in the video) is correct? * Watt do you think! ---- === ELECTRICAL CIRCUITS: === === Video: Symphony of Science - Ode to The Brain (Complex Electrical Circuits) === {{ youtube>JB7jSFeVz1U?640x360 |The Brain - An Electrical Circuit? (4min)}} * IF UNABLE TO ACCESS YOUTUBE VIDEO, TRY:[[http://viewpure.com/JB7jSFeVz1U|Symphony of Science - The Brain]] \\ **Many textbooks forget to mention a quite important example of an electrical circuit - the human brain:** QUESTION(s) **Do you think the human brain may be like an electrical circuit - or not?** * What are the similarities/differences between electrical circuits in your house/brain? * Watt do you think! ---- ====== HOMEWORK - LESSON 1 ====== HYPOTHESES & QUESTION(S): - When you build a house, all of the electricity is already in the wire. The electricity company does not make, supply or sell any electricity. - When you buy a battery, all of the electricity is already in the battery and never gets used up. Batteries do NOT store electricity. - What is a switch? - Can electricity travel through a switch that is turned 'off' (travel through an //open circuit//)? YOUR FINDINGS/ANSWERS: - Where do you look first for answers (for example; friends, teachers, parents, Internet)? - Were you surprised by anything that you discovered through research? - Have any of your ideas changed? What did you used to think and what do you think now? ---- ====== WHAT MOST TEXTBOOKS SAY (about electricity) ====== Many encyclopaedias, dictionaries, and textbooks tell the wrong story about the nature of //electricity//. They often say something like this: - **//Electricity//** is a type of energy. - **//Electric current//** is a flow of energy. **The above (and any similar statements) are wrong.** * Yes, electrical energy does exist. However, this energy cannot be called //electricity//. * Yes, electrical [[http://amasci.com/elect/charge1.html|charge]] does flow in the wires. However, this flow cannot be called //electricity// and it is not //electrical energy//. ====== WHAT MOST SCIENTISTS SAY (about electricity) ====== The term //electricity// (like //chemistry//) refers to an area of science. To avoid confusion, scientists prefer to only use the word //electricity// for the purpose of general conversation as the common use of the word 'electricity' means many different things to different people. ++++ SCIENTIFIC EXPERIMENTS HAVE SHOWN THAT (Read More...) | electrical **energy** and electrical **charge** flow in completely different ways in a circuit. All of the evidence that we have says that these are two completely different things. And so, when scientists say that two things are completely different, this means that they cannot both be the same thing; and so only one (or neither) of them could accurately be called //electricity//. The original, conventional scientific understanding is that **//electricity// is the the //stuff// that flows within copper wires, and this //stuff// is NOT a form of energy.** Confusion is most often the result of failing to understand the difference between the forest and the trees - Or in the case of electricity, the difference between **the waves** versus **the stuff that is waving** (the //medium// through which a wave travels). There is something about the //wave// that is different compared to, and not the same thing as, the stuff (the //medium//) through which the wave travels. For example, at the beach, the waves depend upon the presence of the water, but the water does not depend on the presence of the waves. On a perfectly still day when there may be almost no waves but the amount of water remains unchanged. The far-off surfer in search of a free ride, is only looking out for a wave - whilst generally ignoring water. In this example, the water is the //medium//, through which the waves travel as they deliver the energy necessary to lift and push the surfer toward the shore. ((The Water/Wave analogy is an imperfect but useful aid to help promote entry-level understanding of electrical fields)) **For another example, consider //sound waves// which move through a collections of air molecules ('the air').** * The air is the stuff that jiggles and vibrates when //sound waves// are traveling though it. * The electricity is the stuff that jiggles backward and/or moves forward in the wire when electrical energy is flowing. The //electrical energy// is more like the sound waves than the air: * The sound waves fly through the air at extremely high velocity (travel very fast). * The molecules in the air through which the sound travels, simply jiggle backward and forward and move a relatively small distance. The //sound// and the //air// are two entirely different things: a wave (sound) and it's medium (air). In a similar way, //electrical energy// and //electricity// are two completely different things: the energy-waves (electrical energy) and the medium (for example, the stuff in the wires) which guides them along. The **electricity** simply wiggles back and forth inside the AC power lines, while the **electrical energy** races forward outside of those same power lines. Here, we are using the word //electricity// in the way scientists have used it since //electricity// was first investigated. The word //electricity// is the name given to the stuff that flows inside the wires; where **a quantity of electrons** is **a quantity of electricity**, and where **the flows of electricity** are called **//electric current//.** * Reference Sources: [[http://www.abc.net.au/science/articles/2014/02/05/3937083.htm|ABC Science Australia]] [[http://science.uniserve.edu.au/school/curric/stage6/phys/stw2002/sefton.pdf|University of Sydney]] [[http://amasci.com/miscon/energ1.html|AMASCI 1999]] ++++ ---- ====== HELICOPTER CHALLENGE ====== Students will work in groups to design a helicopter ignition switch - A circuit designed to activate a 'helicopter' Before take-off, students need to perform three 'pre-flight take-off checks' and a fourth switch for take-off. ---- ++++ FOR OUR CLASSROOM CHALLENGE (Read More...) | we will need to build four pressure switches, each to be activated (by a rolling ball, or simple manual pressure) before take-off. The four switches are required to confirm that we have completed each of our pre-flight take-off checks: - One = Engine OK - Two = Weight OK - Three = Weather OK - Four = Take-off OK When the 'take-off' switch is pressed, students should complete a 5-10 seconds count-down, to make sure the rotor blades reach full speed. After that, any switch that is released (opened) should cause the helicopter to take-off and rise vertically Students (at discretion of teacher) may call out //Engine, Weight, Weather, Take-off// and/or number of seconds as they activate their switches. ++++ ---- === Video: LPS Helicopter, pre-take-off checks === {{ youtube>aFDR_7Ulqbw?640x360 |Helicopter pre-take-off checks (2min)}} * IF UNABLE TO ACCESS YOUTUBE VIDEO, TRY:[[http://viewpure.com/aFDR_7Ulqbw|Viewpure]] - ((Pre-take-off checks - https://www.helicopterground.com/blog/hover-pre-take-off-check)) ---- ++++ THE LPS AIRFORCE 'HELICOPTER IGNITION SWITCH' CHALLENGE (Read More...) | Each student group will design and build a 'helicopter ignition switch' (see 'circuit design' below), and awards will be issued for achievement of various design features (see below). A single, 'helicopter' device will be used to ensure a 'fair test'. The helicopter system will be supplied by the teacher and the sequentially connected to each of the switch systems. The teacher and students will agree on the best way to measure and assess the ignition switch/helicopter performances. **Awards** will be issued to: - The group who are able to launch the helicopter and achieve the highest measured height. - Each group who are able to design a switch circuit that will launch the helicopter. - Each group who are able to design a switch circuit that will start the helicopter. **Materials** will be supplied to each group, including: * A single 1.5V AA battery. * A single 1.5V light globe. * Five hook-up wires with alligator clips attached to each end. * A ball (or similar rolling 'switch activator)' * A piece of aluminium foil * Masking tape, scissors, paper, card and similar trash supplied on the day. **Circuit Design** can be completed using only the materials supplied in the list above: - The circuit must include four, student built, pressure/touch switches.' - The switches are activated manually or by one or more rolling balls (supplied by teacher) - Each group will be allowed up to three attempts to launch, with up to one minute to allow for modifications between launches - The final score for each group will be the best of the three tries. ++++ ---- === ADVANCED === * [[http://flipster.tv/doku.php?id=learn:circuits:example-activities:home&s[]=pressure&s[]=switch|Build simple pressure switches and stuff]] * [[https://en.wikipedia.org/wiki/Solenoid|Soledoids (example of linear motor)]] * [[https://www.youtube.com/watch?v=ru032Mfsfig|Electricity Explained - Advanced, Atomic Level]] * [[https://www.youtube.com/watch?v=Lx64cq0HeXY|What holds our world together? The Full Version - Prof. Walter Lewin]] * [[https://www.youtube.com/watch?v=TFlVWf8JX4A|Electricity - A whole science degree in a single 10 minute video]] * [[https://www.youtube.com/watch?v=y00fPzC-xiA|Ultimate DIY Motor example]] * [[https://www.youtube.com/watch?v=dOAJfr8XLek|Magic tricks with motors & magnets]] * [[http://www.education.vic.gov.au/school/teachers/teachingresources/discipline/science/continuum/Pages/electriccircuit.aspx#1|VIC Education - Electricity & Circuits]] * [[http://amasci.com/search.html|Random links to advanced electricity information and projects]] * [[https://www.youtube.com/watch?v=C1-klL3B9LU|Everything you didn't know about motors]] * [[https://phet.colorado.edu/sims/html/faradays-law/latest/faradays-law_en.html|Phet - Faradays Law - electromagnetic on-line interactive]] === Richard Feynman on School Science Textbooks === 'Everything was a little bit ambiguous -- they weren't smart enough to understand what was meant by "rigor." They were faking it. They were teaching something they didn't understand, and which was, in fact, useless, at that time, for the child.' - Source: ((Judging books by their covers - http://www.textbookleague.org/103feyn.htm)) === Albert Einsten on Electricity === If you're swayed by authorities, then listen to Albert Einstein, from his 1938 book Evolution of Physics: "The electric fluid flowing through the wire is the negative one, directed, therefore, from lower to higher potential... The next important question is whether the structure of this negative fluid is "granular," whether or not it is composed of electric quanta. Again a number of independent experiments show that there is no doubt as to the existence of an elementary quantum of negative electricity. The negative electric fluid is constructed of grains, just as the beach is composed of grains of sand, or a house built of bricks. This result was forumlated most clearly by J. J. Thomson, about forty years ago. The elementary quantity of negative electricity are called electrons." - Einstein/Infeld, EVOLUTION OF PHYSICS 1938, p 253 So even Einstein believes that "electricity" is not electromagnetic energy, but instead is the same as Charge (it is Coulombs rather than Joules.) ((Einstein about electricity - http://amasci.com/miscon/maxwell.html#max)) === REFERENCES ===