Physics
2015-2016
Brian Cranston, bcranston@lrhsd.org x8395,
Jenn Pulliam, jpulliam@lrhsd.org x8833,
Jeffrey Thompson, jthompson@lrhsd.org x8706,
Rich Watson, rwatson@lrhsd.org x6627
Unit 4 – Electricity and Magnetism
Transfer Goal –
Students will be able to independently use their learning to construct, evaluate, and communicate detailed scientific explanations to describe the
production, distribution and uses of electrical energy.
Stage 1 – Desired Results
Established Goals
Next Generation Science Standards
HS-PS3-5 Develop and use a model of two objects interacting through
electric and magnetic fields to illustrate the forces between objects and the
changes in energy of the objects due to the interaction.
HS-PS2-4 Use mathematical representations of Newton’s Law of
Gravitation and Coulomb’s Law to describe and predict the gravitational
and electrostatic forces between objects.
HS-PS2-5 Plan and conduct an investigation to provide evidence that an
electric current can produce a magnetic field and that a changing magnetic
field can produce an electric current.
Common Core State Curriculum Standards
RST.11-12.1 Cite specific textual evidence to support analysis of science
and technical texts, attending to important distinctions the author makes
and to any gaps or inconsistencies in the account.
WHST.11-12.2 Write informative/explanatory texts, including the narration
of historical events, scientific procedures/ experiments, or technical
st
21 Century Themes
( www.21stcenturyskills.org )
___ Global Awareness
___Financial, Economic, Business and
Entrepreneurial Literacy
___Civic Literacy
___Health Literacy
___Environmental Literacy
21 Century Skills
st
Learning and Innovation Skills:
_X__Creativity and Innovation
_X__Critical Thinking and Problem Solving
_X__Communication and Collaboration
Information, Media and Technology Skills:
___Information Literacy
___Media Literacy
_X__ICT (Information, Communications and
LRHSD (2011) Adapted from ASCD © 2004
processes.
WHST.9-12.7 Conduct short as well as more sustained research
WHST.11-12.7 Conduct short as well as more sustained research
projects to answer a question (including a self-generated question) or
solve a problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating understanding
of the subject under investigation.
WHST.11-12.8 Gather relevant information from multiple authoritative
print and digital sources, using advanced searches effectively; assess the
strengths and limitations of each source in terms of the specific task,
purpose, and audience; integrate information into the text selectively to
maintain the flow of ideas, avoiding plagiarism and overreliance on any
one source and following a standard format for citation.
WHST.9-12.9 Draw evidence from informational texts to support analysis,
reflection, and research.
SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical,
audio, visual, and interactive elements) in presentations to enhance
understanding of findings, reasoning, and evidence and to add interest.
MP.2 Reason abstractly and quantitatively.
MP.4 Model with mathematics.
HSN.Q.A.1 Use units as a way to understand problems and to guide the
solution of multi-step problems; choose and interpret units consistently in
formulas; choose and interpret the scale and the origin in graphs and data
displays.
HSN.Q.A.2 Define appropriate quantities for the purpose of descriptive
modeling.
HSN.Q.A.3 Choose a level of accuracy appropriate to limitations on
measurement when reporting quantities.
HSA.SSE.A.1 Interpret expressions that represent a quantity in terms of its
context.
HSA.SSE.A.3 Choose and produce an equivalent form of an expressio n
to reveal and explain properties of the quantity represented by the
expression.
Enduring Understandings:
Students will understand that . . .
EU 1
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forces that act at a distance can be modeled by fields.
Technology) Literacy
Life and Career Skills:
_X__Flexibility and Adaptability
_X__Initiative and Self-Direction
_X__Social and Cross-Cultural Skills
_X__Productivity and Accountability
_X__Leadership and Responsibility
Essential Questions:
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What is electric charge?
How can gravitational, electrical, and magnetic forces act when
the objects are not touching each other?
LRHSD (2011) Adapted from ASCD © 2004
EU 2
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electricity is a form of energy produced when moving charges do
work in various devices.
electric current can produce a magnetic field and that a changing
magnetic field can produce an electric current.
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Why does a battery die?
What exactly does the electric company really sell you?
How would the world be different if there were no electricity?
EU 3
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Where does electricity come from?
Which form of current is more useful?
Knowledge:
Students will know . . .
Skills:
Students will be able to . . .
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electric charge is quantized.
like charges repel one another and opposite charges attract.
the force between two charges depends on the magnitude of each
charge and their separation.
the principle of superposition can be used to find the net force on
a particular charge from an arrangement of other charges.
like gravity, the electric force between two charges varies by the
inverse square of the distance between them.
an electric field exists around all charged objects and is
characterized by its magnitude and direction.
electric current is determined by the amount of charge that flows
through a circuit in a given time.
the current that flows through a conductor is related to the
resistance of the conductor and the applied voltage.
the current that flows through a combination of resistors depends
on how those resistors are arranged.
electric power is the rate at which energy is used by a device.
magnetic fields are produced by moving electric charges.
the magnetic field around permanent magnets and currentcarrying wires can be visualized by magnetic field lines.
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demonstrate how to charge an object.
apply coulomb’s law as a model to predict the force between two
charges that are a known distance apart.
use mathematical and computational thinking to draw and
interpret electric field lines.
analyze and interpret data in order to make predictions
concerning the motion of charged objects in electric fields.
utilize mathematical models to calculate the strength and
direction of an electric field produced by an arrangement of
charges.
construct a scientific explanation that details the difference
between an insulator and a conductor.
use diagrams to model simple DC circuits.
design an investigation that tests Ohm’s Law as an effective
model to describe DC circuits with combinations of resistors in
series and parallel.
describe the magnetic field produced by a bar magnet.
describe the magnetic field produced by a current-carrying wire.
use mathematical and computational thinking to determine if a
particular charge will experience a force when it is located in a
LRHSD (2011) Adapted from ASCD © 2004
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the magnetic field lines produced by a long, straight wire are
concentric about the wire.
a moving electric charge can feel a force in a magnetic field.
current-carrying wires can feel a force in a magnetic field.
the right hand rule can determine the orientation of the magnetic
force on a moving charge or a current-carrying wire.
a changing magnetic flux can induce a current in a closed loop of
wire.
a transformer is a device that employs electromagnetic induction
to either step up or step down a primary voltage.
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magnetic field.
apply the right hand rule to compute and communicate the
magnetic field and the magnetic force that acts on a charged
particle in a magnetic field.
construct and explanation that describes how magnetic forces
can be used to make a motor spin.
apply Faraday’s Law of Induction as a computational model to
predict an induced electromotive force and the resulting current.
describe how a generator could be used to produce an electric
current.
define the challenges of transmitting electrical power over long
distances and develop an explanation as to how transformers
allow for the efficient transport of electrical energy.
Stage 2 – Assessment Evidence
Recommended Performance Tasks: Each unit must have at least 1 Performance Task. Consider the GRASPS form.
Understanding the Grid
An associate engineer is in charge of creating oral presentation and an accompanying PowerPoint presentation that will be used in a public meeting
that will be address three possible routes for the new supply lines from the Hope Creek nuclear plant to Chatsworths, NJ and propose the best
alternative for the public review. As a new hire to the company, you must first familiarise yourself about how electricity is generated, delivered and the
details of how houses are wired in the US. Then you must choose the best route to present to the public. You must consider financial, environment and
safety concerns when you select the best route to present. Your Powerpoint slides must have in the notes what you intend to say to the public for the
public review meeting. The CEO will be reviewing your Powerpoint and notes prior to the meeting.
This performance assessment will be evaluated by the content and quality of the information presented in support of the best route alternative and the
quality of the Powerpoint presentation. EU1, EU2, EU3
Other Recommended Evidence: Tests, Quizzes, Prompts, Self-assessment, Observations, Dialogues, etc.
Informal lab investigations
Formal lab write ups
Checked homework
Class discussion
Summarizers
LRHSD (2011) Adapted from ASCD © 2004
Stage 3 – Learning Plan
Suggested Learning Activities to Include Differentiated Instruction and Interdisciplinary Connections: Consider the WHERETO elements.
Each learning activity listed must be accompanied by a learning goal of A= Acquiring basic knowledge and skills, M= Making meaning and/or a T=
Transfer.
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Discussion: How do things become charged? What is conservation of charge? (A)
Demo: Various Rods and Fabric. Inducing charge in objects. (Electroscope, lifting paper, pith ball) (A)
Teacher-led Discussion: Positive & Negative Charge (Ben Franklin), movement of electrons from one place to another. Fundamental Charge,
electron (quantized) (A)
Discussion: Gravitational Field and the Inverse Square Law and how it compares to an Electric Field. (A)
Teacher-led Discussion: Coulomb’s Law and how it relates to positive and negatively charged objects. (A)
Students will calculate Force generated by two charged objects at a distance. (M)
Students will apply the idea of superpositioning to find the net force acting a system of charged objects (M)
Teacher-led discussion: Michael Faraday and Electric Field Lines. (A)
Demo: Electric Field lines (Seeds in Oil) (A)
Students will draw electric field lines around single, multiple, and parallel plates. (M)
Lab- Electric Field Mapping (M)
Teacher-led Discussion: Potential Difference and how it relates to Gravitational Potential Energy. (A)
Discussion: What makes a good conductor? (A)
Jigsaw: Insulators, Conductors, Semi-conductors. (M)
Teacher-led Discussion: Electric Current, Resistance, and Power and their definition. (A)
Students will practice calculating Current, Power, and Resistance problems. (M)
Student Investigation- Students will carry out an experiment to verify the relationship known as Ohm’s Law. (T)
Jigsaw Activity: How do you make a light bulb work? What do you need? (A)
Demo: Series and Parallel Circuit, advantages and disadvantages. (M)
Activity: What type of circuit is best? Students are giving different scenarios and a cost sheet to provide lighting in a park. (T)
Lab- Build your own Series and Parallel Circuits. (M)
Mechanical Universe Videos-War of the Currents, The Electric Battery, Electric Current, The Magnetic Field (A)
Phet Simulation- Circuit Construction Kit (AC/DC), Charges and Field, Electric Field of Dream, Battery Resistor Circuits(A/M)
Teacher-led Discussion: Moving charge creates magnetic fields, (A)
Demo: compases around a current carrying wire (A)
Demo: deflection of an electron beam in a cathode-ray tube (A)
Students will draw magnetic field lines around various magnets (M)
Teacher-led Discussion: Moving charges in a magnetic field will feel a force and the right hand rule, motors and generators (A)
Students will draw the direction of a force or the current or the magnetic field in various orientations (M)
Demo: Phet Faradays Law (A)
LRHSD (2011) Adapted from ASCD © 2004
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Lab- Virtual Exploration via Phet Electromagnetic Lab (M)
Teacher Led Discussion- Transformers and Electric Power Transmission (A)
Lab- virtual exploration via Phet Electromagnetic- Transformer Lab (M)
Student Investigation- Step-up and step-down transformers and energy loss (T)
LRHSD (2011) Adapted from ASCD © 2004