UNIT COVER PAGE
Regular & Honors Physics
Bremen Dist. 228
School District:
Department:
Unit Title: Electricity
Science
Physics
Course:
Grade Levels:
9, 11-12
Topic Areas: Circuits (Electrostatics, Electrical Storage – optional).
Time Frame:
3 weeks
Unit Designer(s):
Date Created:
5/23/2005
Date Modified:
Keith Kuykendall
Link to State Standards
13.A.5a
Design procedures and policies to eliminate or reduce risk in potentially hazardous
science activities.
13.B.5b Analyze and describe the processes and effects of scientific and technological
breakthroughs.
11.A.5a Formulate hypotheses referencing prior research and knowledge.
11.A.5c Conduct systematic controlled experiments to test the selected hypotheses.
12.D.4b Describe the effects of electromagnetic and nuclear forces including atomic and
molecular bonding, capacitance and nuclear reactions
12.D.5a Analyze factors that influence the relative motion of an object (e.g., friction, wind
shear, cross currents, potential differences).
11.11.01 Understand and follow procedures relating to scientific investigations, including
understanding the design and procedures used to test a hypothesis, organizing and
analyzing data accurately and precisely, producing and interpreting data tables and
graphs, performing appropriate calculations, applying basic statistical methods to the
data, and being able to evaluate conclusions.
12.11.80 Understand that the electrical force is a universal force that exists between any two
charged objects. Opposite charges attract, like charges repel. The strength of the
force is proportional to the charges, and, like gravity, it is inversely proportional to
the square of the distance between the charged bodies.
Link to Department Learner Program Outcomes (LPO)
5.9.1.2
5.12.2.1
5.13.1.3
5.10.1.1
TLW use scientific and/or technological instruments such as balances, meter
sticks, graduated cylinders and thermometers to make observations and/or
measurements.
TLW apply the scientific method to real life by collecting, analyzing and/or
evaluating data in an accurate and objective manner
TLW use basic math concepts to solve scientific problems.
TLW understand the terminology of science.
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Summary of Unit
Students will be instructed in the underlying principles of moving electrons through conductors
(fundamental electrically charged particles, principally electrons), Coulomb’s Law, definitions of
positive and negative charge, the fundamental law of electrostatics (opposites attract, likes repel).
These principles include Ohm’s Law and the included resistance (resistivity), current and electric
potential difference (electromotive force, voltage). Optional topics include the storage of electric
energy in lead storage cells and dry cells and the charging-discharging cycles of capacitors.
Applications of all topics to real-world problems will be included.
Resources
Textbook, teacher prepared supplements and lab guides. Multimedia.
Key Words
Ohm’s Law, Electrostatics, Electric Circuit, Capacitor, Dielectric, Capacitance, Electric Cell,
Battery, Electromotive Force, Electric Potential Difference, Electric Potential Energy, “IR
Drop”, Electric Current, Electrical Resistance, Resistively, Series Circuit, Parallel Circuit,
Kirchoff’s Laws, Electric Conductor, Electric Insulator, Positive Charge, Negative Charge,
Coulomb’s Law, Inverse Square Law.
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STAGE 1: IDENTIFY DESIRED RESULTS
Enduring Understandings
Students will understand that
Oppositely charged objects exert a mutual attractive force and like charged objects exert a mutual
repulsive force. (Coulomb’s Law)
The magnitude of the force (either repulsive or attractive) between any two charges is: (Ohm’s
Law)
 directly proportional to the product of magnitudes of the two charges.
 inversely proportional to the square of the distance between two charges.
 parallel to the direction of the line connecting the two charges
The amount of electric current is


directly proportional to the magnitude of the potential difference across a
conductor.
inversely proportional to the resistance of the conductor.
Batteries are reservoirs of chemical energy that can be converted to electric energy.
Capacitors store electric charge in a manner that permits the transmission of electric energy at a
much greater rate than batteries.
Essential Questions
Topic Area: Circuits (required)
1. How does the motion of a particular electron compare to the direction of the electric current when
a switch is closed to complete a circuit? (DC & AC)
2. How much resistance must be provided to a toaster if it is to provide 800 watts of cooking power
on normal household current?
3. Why are the more expensive “parallel wired” holiday lights superior to the cheaper “series wired”
systems?
4. How much money could your home save if each family member was conscientious about turning
out lights in empty rooms?
5. What conveniences do you take for granted that a person living without access to electric power
must do without?
6. What is most likely wrong when an appliance rated for 5 amperes repeatedly trips a 15 ampere
breaker, even though the breaker is in good shape and no other appliance is connected to the
circuit?
Topic Area: Electrostatics (optional)
1. How is it that a car is a safe place to be during a lightning storm?
2. How does a lighting rod protect a home?
3. What happens to your socks that make them stick together when they are removed from the
dryer?
4. Why is it that a neutral object can experience only attractive electric forces?
5. How would it feel to be an electron in a lightning rod as thunderstorm approached from a
distance?
6. What would happen to you if you were sitting on the hood of your car instead of inside it when it
was struck by lightning?
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Topic Area: Batteries & Capacitors (optional)
1. What variables can be adjusted to change the ability of a capacitor to store electric
charge?
2. How does the charging system for the flash on a camera work?
3. How is a capacitor like a water tower?
4. In what ways would your life be different if it weren’t for storage batteries?
5. How would you feel if you were required to be “plugged-in” in order to talk on the phone
or listen to music?
6. As the battery on your camera gets low, the intensity of your flash unit remains
unchanged while the time that passes before you get the green “flash ready” lamp may
increase. Why?
Knowledge and Skills
Students will know
like charged objects exert a mutual attractive force while opposite charged objects exert a mutual
repulsive force.
Coulomb’s Law.
Electrons are the primary carriers of electric charge.
Ohm’s Law
The characteristics of parallel circuits.
The characteristics of series circuits.
The fundamental differences between AC and DC electricity.
The characteristics of household electrical circuits.
Work done to charge a battery is stored as chemical potential energy within the battery.
A capacitor stores electric charge.
Students will be able to
apply knowledge of the nature of electric forces to explain natural phenomena such as lightning.
test a charged system to determine whether it possesses positive or negative charge and explain
with reference to electrons why it is so.
apply Coulomb’s Law to determine the magnitude and direction of electric forces (honors classes
in systems of several point charges, regular classes for pairs of charges).
determine potential difference (voltage), resistance and current for a circuit that obeys Ohm’s law
propose change in a circuit that will cause it to perform in a specified manner
determine the potential available from various series and parallel systems of electric cells.
report advantages and disadvantages of cells in series relative to cells in parallel.
discuss utility of batteries with respect to “internal resistance.”
discuss the advantages and disadvantages of capacitors relative to batteries.
Students will be familiar with
historical development of static electricity knowledge. (Ben Franklin)
the charge of an electron
Kirchoff’s rules (at least honors)
the effect’s of semiconductors on an electric circuit
the characteristics of capacitors and how each affects capacitance
oxidation and reduction, anode and cathode and how each relates to a storage battery
basic anatomy of the human nervous system
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STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
What evidence will show that students understand?
Required Assessments (brief description)
Circuits: (required)
Regular – Explanation of electric charge
Honors – Determining energy use of favorite electronic device
Electrostatics: (optional)
Regular – Prepare and teach a lesson on electrostatics
Honors – Design a home lightening rod
Batteries & Capacitors: (optional)
Regular – Compare a capacitor to a water tower
Honors – Research limitations of an electric car
Other Assessments (brief description)
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PLAN LEARNING EXPERIENCES AND INSTRUCTION
What sequence of teaching and learning experiences will equip students
to develop and demonstrate the desired understandings?
Learning Activities
W
How will you ensure that all students know where they are headed in the unit, why they are
headed there, and how they will be evaluated?
Students will receive:
 A unit summary and list of learning objectives
 A reference chart of key relationships
 An outline of planned activities
H
How will you hook students at the beginning of the unit?
A series of electrostatics demonstrations with pith balls, electroscopes, Van deGraff generators,
etc.
E
What events will help students experience and explore the big idea and questions in the unit?
How will you equip them with needed skills and knowledge?
Various laboratory activities including:
 Electrostatic basics
 Wheatstone Bridge
 Capacitance charge/discharge cycle
 Text readings
 Problem and question sets
R
How will you cause students to reflect and rethink? How will you guide them in rehearsing,
revising, and refining their work?
Principally by asking students to answer probing questions regarding observed phenomena during
and after lab activities.
E
How will you help students to exhibit and self-evaluate their growing skills, knowledge, and
understanding throughout the unit?
Frequent short question sets and practice problems.
T
How will you tailor and otherwise personalize the learning plan to optimize the engagement and
effectiveness of ALL students, without compromising the goals of the unit?
Emphasis on multiple approaches – laboratory, direct instruction, reading and multimedia
including computer simulation.
O
How will you organize and sequence the learning activities to optimize the engagement and
achievement of ALL students?
The topics will focus on a key experiment as central to that theme. Discussions and problems will
all be traceable to aspects of the central experiment.
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Essential Questions at Topic Level
Use the six facets of understanding to generate possible essential questions for the topic
of your three-circle audit (curricular priorities).
Explanation
Interpretation
How does the motion of a
particular electron compare to
the direction of the electric
current when a switch is
closed to complete a circuit?
What is might be wrong
when an appliance rated
for 5 amperes repeatedly
trips a 15 ampere
breaker?
Application
How much resistance must
be provided to a toaster if it
is to provide 800 watts of
cooking power on normal
household current?
(Topic Area)
Circuits
(required)
Empathy
What conveniences do
you take for granted
that a person living
without access to
electric power must do
without?
Perspective
Self-Knowledge
How much money could your
home save if each family
member was conscientious
about turning out lights in
empty rooms?
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How much should the
contribution of electric
power production to
global warming concern
us?
7
Student Performance Task
Unit: Electricity - Circuits
Task: Explanation
Course: Regular Physics
Time Frame: 1 Period
Overarching Understanding:

Students will understand that energy influences people’s every day lives.
Enduring Understanding:
Students will understand that the amount of electric current is
 directly proportional to the magnitude of the potential difference
across a conductor.
 inversely proportional to the resistance of the conductor.
Essential Question:

How does the motion of a particular electron compare to the direction of
the electric current when a switch is closed to complete a circuit?
Vignette:
You have just been promoted to the position of Graphic Artist for a
children’s educational television show. The director of the program needs a
segment on the life and contributions of Benjamin Franklin that will clear up the
confusion that persists in the direction of “conventional current” relative to the
motion of electrons in a circuit. You must create a story-board that provides a
series of diagrams, accompanied by text for a narrator that explains the problems
and clarifies the actual situation.
Standard:
You will be graded on the following scale:
 Accuracy of scientific and historical explanation – 60%
 Quality of story-board – artistic merit, attractiveness, completeness,
etc. – 40%
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Performance Task Blueprint (regular)
Unit:
Electricity
Topic Area:
Circuits (required)
Goal
The student will demonstrate understanding of the nature of electric
charge and current.
Role
Graphic artist for children’s educational television show.
Audience
Elementary students.
Situation
The director of a program on the life and contributions of Benjamin
Franklin needs a segment on the confusion that persists in the direction
of “conventional current” relative to the motion of electrons in a circuit.
Product or
Performance
A story-board that provides a series of diagrams, accompanied by text
for a narrator that explains the problem and clarifies the actual
situation.
Standards
Type: Explanation
Time Frame: 1 period
Accuracy of scientific and historical explanation – 60%
Quality of story-board – artistic merit, attractiveness, completeness etc.
40%
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Student Performance Task
Unit: Electricity
Task: Self Knowledge
Course: Honors Physics
Time Frame: 2 periods
Overarching Understanding:

Students will understand that energy influences people’s every day lives.
Enduring Understanding:

Students will understand that the amount of electric current is directly
proportional to the magnitude of potential difference across a conductor.
Essential Question:

How much money could your home save if each family member was conscientious
about turning out lights in empty rooms?
Vignette:
You love to run your stereo (computer, TV or video game) for as long as you possibly
can each and every day. It has been brought to your attention by your parents/guardians
that the overall electric bill each month is increasing. You must analyze how much it costs
each month (in terms of electricity) to run your favorite piece of electronic equipment.
Your parents/guardians expect you to determine your monthly energy use and cost based
on the local rates. Together you will decide on how to cut back on energy costs a
household.
Standard:
You will be graded on the following scale:
 An accurate determination of monthly energy use – 50%
 An accurate determination of monthly cost based on local rates – 25%
 A neat and thorough record of the work leading to both the above conclusions
- 25%
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Performance Task Blueprint (honors)
Unit:
Electricity
Topic Area:
Circuits (required)
Goal
The student will gain an understanding of his or her own contributions to the
power cost in the home.
Role
Audience
Type: Self-Knowledge
Time Frame: 2 class periods
A member of a household.
The head of the household, parents, etc.
Situation
Family budget meeting to decide how to cut back on energy costs.
Product or
Performance
The student will choose one of the following: a home stereo, the television, the
computer, the video game console and for that choice do an analysis that
shows the monthly cost (in terms of electricity) of using that device.
Standards
An accurate determination of monthly energy use: 50%
An accurate determination of monthly cost based on local rates: 25%
A neat and thorough record of the work leading to both the above conclusions:
25%
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Creating Possible Performances
Performance
verb
Performance
Generalization
Possible performances for
Circuits
(topic/unit)
Facet One: Explanation
1.
Show the relationship between the “conventional”
direction of electric current and the actual motion of
charge particles in AC and DC circuits.
Drawing a diagram or each,
accompanied by a short narrative.
Facet Two: Interpretation
2.
Evaluate the condition of an electric circuit that is
not functioning as designed.
by
making a list of conditions that could
account for a particular symptom or
symptoms of malfunction.
Facet Three: Application
3.
Solve for the resistance needed to make a
particular appliance performance to its
specifications.
by
Applying Ohm’s Law and the
definition of power to the
specifications of a device to produce
written solution.
Facet Four: Perspective
4.
Analyze the factors that contribute to global warming
by
writing a research paper
Facet Five: Empathy
5.
Consider the importance of electricity
by
Assuming the role of village in a remote area without
electricity and doing without all things that rely on
electricity for one day.
Facet Six: Self-Knowledge
6.
Assess your impact on your family’s
by
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Determining the monthly cost of
operating your stereo (or other favorite
electronic device.
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Essential Questions at Topic Level
Use the six facets of understanding to generate possible essential questions for the topic
of your three-circle audit (curricular priorities).
Explanation
Interpretation
Why is it that a neutral
object can experience
only attractive electric
forces?
What happens to your
socks that make them
stick to your sweater
when removed from
the dryer?
Application
How does a lightning rod
protect a home?
(Topic Area)
Electrostatics
(optional)
Empathy
How would it feel to be
an electron in a lightning
rod as a thunderstorm
approached from a
distance?
Perspective
Self-Knowledge
What would happen to you if
you were sitting on the hood
of your car instead of inside
it when it was struck by
lightning?
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How is it that a
car is a safe
place to be
during a
lightning storm?
13
Student Performance Task
Unit: Electricity - Electrostatics
Task: Explanation
Course: Regular Physics
Time Frame: ½ Period
Overarching Understanding:

Students will understand that energy influences people’s every day lives.
Enduring Understanding:

Students will understand that oppositely charged objects exert a mutual
attractive force and like charged objects exert a mutual repulsive force.
(Coulomb’s Law)
Essential Question:

Why is it that a neutral object can experience only attractive electric
forces?
Vignette:
You are a fifth grade teacher about to instruct your students on the basic
principles of electrostatics. In this unit, you need to include charging by
conduction, induction, definitions of positive and negative charges and the
fundamental law of electrostatics. At your disposal, you will have a drawing board,
markers or chalk, overhead projector, string, pith-balls, glass and plastic rods, fur
and silk. You must prepare a lesson plan and present your lesson to the fifth grade
students (your physics class).
Standard:
You will be graded on the following scale:
 Accuracy and completeness with respect to physics concepts – 50%
 Quality of presentation – 50%
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Performance Task Blueprint (regular)
Unit:
Electricity
Topic Area:
Electrostatics (optional)
Goal
Demonstrate understanding of basic principles of electrostatics to
include charging by conduction, induction, the definitions of positive
and negative charge and the fundamental law of electrostatics.
Role
Fifth grade teacher.
Audience
Fifth grade students (played by peers in physics class).
Situation
Product or
Performance
Type: Explanation
Time Frame: 1/2 Period
Student has drawing board, markers or chalk, overhead projector,
string, pith-balls, glass and plastic rods, fur and silk. Student will
teach fifth graders the fundamental law of electrostatics and the
definitions of positive and negative charge.
A lesson and lesson plan. Both will include an outline of explanations
orally given and notes describing board drawings and demonstrations.
Accuracy and completeness with respect to physics concepts – 50%.
Standards
Quality of presentation – 50%.
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Student Performance Task
Unit: Electricity - Electrostatics
Task:
Application
Course: Honors Physics
Time Frame: 2 Periods
Overarching Understanding:

Students will understand that science applies to every day life through the emphasis
of connections between physics & technology.
Enduring Understanding:

Students will understand that oppositely charged objects exert a mutual attractive
force and like charged objects exert a mutual repulsive force. (Coulomb’s Law)
Essential Question:

How does a lighting rod protect a home?
Vignette:
You are an engineer for a company that manufactures home safety equipment. In
three weeks, you have to present your proposal for a new lightning rod design to the
executive team. If they approve of your design, it will move on to the design team for
production. For the presentation, you need to prepare an oral presentation accompanied by
graphics (either physical models/diagrams or PowerPoint presentation).
Standard:
You will be graded on the following scale:
 Accurate presentation of physics in –
 Oral presentation – 30%
 Charts and diagrams – 30%
 Accurate and complete answers to instructor questions – 20%
 Adherence to design principles in presentation materials – 20%
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Performance Task Blueprint (honors)
Unit:
Electricity
Topic Area:
Electrostatics (optional)
Goal
Understand the use and application of a lighting rod in the protection of
homes.
Role
Audience
Type: Application
Time Frame: 2 periods spaced 1
week
Engineer for a company that manufactures home safety equipment.
An executive team for the concern.
Situation
You are proposing your design for development. The executive team
will view your design will decide whether to advance your design for
development.
Product or
Performance
An oral presentation accompanied by graphics, either as physical
models/diagrams or a PowerPoint presentation.
Standards
Accurate presentation of physics in:
Oral Presentation – 30 %
Charts & diagrams – 30%
Accurate and complete answers to instructor questions – 20%
Adherence to design principles in presentation materials – 20%
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Creating Possible Performances
Performance
verb
Possible performances for
Performance
Generalization
Electrostatics (optional)
(topic/unit)
Facet One: Explanation
1.
Demonstrate understanding of electrical
induction
by
drawing a series of diagrams that
illustrate the inductive charging of a
neutral object and its resulting attractive
force to either a positive or negative object
nearby.
Facet Two: Interpretation
2.
Make sense of the static attraction that
articles of clothing dried on a day with low
humidity
by
applying the triboelectric series to the
fabrics that might be mixed in the
dryer.
Facet Three: Application
3.
Propose a design for a system to protect a
home from lightening strike
by
producing a diagram for a lightening rod
and accompanying grounding system and
defending the design in an oral interview.
Facet Four: Perspective
4.
Analyze the protection afforded by an
automobile to its occupants in an electric storm
by
applying principles of electrostatics
to the typical construction of a car
and the positioning of its occupants.
Facet Five: Empathy
5.
Consider the experience of a single
valence during a thunderstorm
by
writing a narrative that describes the behavior of
electrons.
Facet Six: Self-Knowledge
6.
Realize that a car does not protect passengers
on its exterior surfaces
by
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using an electroscope to compare the
electric fields inside and on or outside
a charged, hollow conductor.
18
Essential Questions at Topic Level
Use the six facets of understanding to generate possible essential questions for the topic
of your three-circle audit (curricular priorities).
Explanation
Interpretation
What variables can be
adjusted to change the ability
of a capacitor to store electric
charge?
Application
As the battery on your camera
gets low, the intensity of your
flash unit remains unchanged
while the time passes before you
get the green “flash ready” lamp
may increase. Why?
How does the charging
system for the flash on a
camera work?
(Topic Area)
Batteries &
Capacitors
(optional)
Empathy
How would you feel if
you were required to be
“plugged-in” in order to
talk on the phone or
listen to music?
Perspective
How is a capacitor like a
water tower?
Self-Knowledge
In what ways would your life
be different if it weren’t for
storage batteries?
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Student Performance Task
Unit: Electricity – Batteries & Capacitors (optional)
Task: Perspective
Course: Regular Physics
Time Frame: ½ Period
Overarching Understanding:
 Students will understand that science applies to every day life through the emphasis
of connections between physics & technology.
Enduring Understanding:
 Students will understand that capacitors store electric charge in a manner that
permits the transmission of electric energy at a much greater rate than batteries.
Essential Question:

How is a capacitor like a water tower?
Vignette:
You are a sales representative for a company that manufactures components for
electric circuits. A local engineering firm has a current need to build a large system that
takes in AC current from utility lines and delivers a very “smooth” DC potential to a large
network of very delicate electronic devices. Your task is to compare an electric capacitor
with a water tower, so that the engineering firm has a better understanding of the
function of capacitors. You must prepare a segment of a written sales brochure that
illustrates water towers and capacitors each labeled as appropriate with: potential/height,
volume/capacitance, water pump/rectified AC current, etc. The accompanying narrative
should explain how the capacitor works with frequent reference to the similarity to the
water tower.
Standard:
You will be graded on the following scale:
 Accurate and complete diagrams – 50%
 Reference in narrative to potential energy, electric potential, rectified AC
current, water pump – 30%
 Adherence to standards of language use in narrative – 20%
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Performance Task Blueprint (regular)
Unit:
Electricity
Topic Area:
Batteries & Capacitors
(optional)
Goal
Your task is to compare an electric capacitor to a water tower.
Role
You are a sales representative for a company that manufactures
components for electric circuits.
Audience
An engineering firm with experience building municipal water systems.
Situation
The engineering firm has a current need to build a large system that
takes in AC current form utility lines and delivers a very “smooth” DC
potential to a large network of very delicate electronic devices.
Product or
Performance
Standards
Type: Perspective
Time Frame: ½ Period
A segment of a written sales brochure that illustrates water towers and
capacitors each labeled as appropriate with: potential/height,
volume/capacitance, water pump/rectified AC current, etc. The
accompanying narrative should explain how the capacitor works with
frequent reference to the similarity to the water tower.
Accurate and complete diagrams – 50%
Reference in narrative to potential energy, electric potential, rectified
AC current, water pump – 30%
Adherence to standards of language use in narrative – 20%
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Student Performance Task
Unit: Electricity – Batteries & Capacitors (optional)
Task: Self-Knowledge
Course: Honors Physics
Time Frame: 1 Week
Overarching Understanding:
 Students will understand that in addition to inquiry, social, economic and ethical
concerns drive the scientific community.
Enduring Understanding:
 Students will understand that batteries are reservoirs of chemical energy that can
be converted to electric energy.
Essential Question:

In what ways would your life be different if it weren’t for storage batteries?
Vignette:
You are a congressional aid who has been asked by your congressman to collect and
summarize reports on large capacity storage batteries so that he may cast an informed
vote on legislation that mandates the introduction of electric cars. It is your job to learn
the ways by which the success of the introduction of electric cars to the American auto
fleet depends upon the advance of battery technology as well as how these batteries are
produced. Prepare a written report detailing the manufacturing specifics of modern large
capacity storage batteries. Include specific details such as manufacturing costs,
durability, weight, and environmental impacts of production and disposal.
Standard:
You will be graded on the following scale:
 Accurate and up to date – 25%
 Complete – 50%
 Adherence to standards of language and composition – 25%
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Performance Task Blueprint (honors)
Unit:
Electricity
Type: Self-knowledge
Topic Area:
Batteries and Capacitors
(optional)
Goal
Learn the ways by which the success of the introduction of electric cars
to the American auto fleet depends upon the advance of battery
technology.
Time Frame: 1 week
Congressional aid.
Role
Audience
Your congressman.
Situation
Your congressman has asked you to collect and summarize reports on
large capacity storage batteries so that he may cast an informed vote on
legislation that mandates the introduction of electric cars.
Product or
Performance
A written report detailing the manufacturing specifics of modern large
capacity storage batteries. Specific details to include – manufacturing
cost, durability, weight, environmental impacts of production and
disposal.
Standards
Accurate and up to date. 25 %
Complete. 50%
Adherence to standards of language and composition. 25%
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Creating Possible Performances
Performance
verb
Possible performances for
Performance
Generalization
Batteries & Capacitors (optional)
(topic/unit)
Facet One: Explanation
1.
Demonstrate that the ability to store
charge on a capacitor is directly
proportional to the potential difference
applied to it
by
charging a single capacitor with several
different potential differences and
discharging to a circuit that permits the
amount of charge to be measured or
calculated.
Facet Two: Interpretation
2.
Evaluate the typical behavior of the flash system
of a camera
by
interpreting a diagram of a
simplified flash circuit and solving a
series of problems related to its
performance.
Facet Three: Application
3.
Build a model flash unit
by
assembling common components in
the laboratory.
Facet Four: Perspective
4.
Compare a capacitor and its charging system to a
water tower and the pumps that fill it
by
writing a narrative to
accompany diagrams of each.
Facet Five: Empathy
5.
Imagine you were your parents at your age and
could only talk on the phone if you were within
five feet of a wall at home or listen to the stereo
only in your home where your LPs and tapes were
stored
by
writing an essay on the hardships of
living without cell phones and mp3
players.
Facet Six: Self-Knowledge
6.
Recognize the importance of storage batteries
by
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Researching limitations of electric
cars
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