UNIT PLAN
Sheela Ravindran , Joy Augustine & Magde Thompson
Time 25 Hours
Strand:
Physics
Unit:
Grade 11: Electricity and Magnetism
Big Ideas



Relationships between electricity and magnetism are predictable.
Electricity and magnetism have many technological applications.
Technological applications that involve electromagnetism and energy transformations can affect society and the environment in positive and
negative ways.
Overall Expectations:
F1. analyse the social, economic, and environmental impact of electrical energy production and technologies related to electromagnetism, and propose
ways to improve the sustainability of electrical energy production;
F2. investigate, in qualitative and quantitative terms, magnetic fields and electric circuits, and solve
related problems;
F3. demonstrate an understanding of the properties of magnetic fields, the principles of current and
electron flow, and the operation of selected technologies that use these properties and principles to produce and
transmit electrical energy.
Accommodations/Modifications
Modifications are made on an individual basis as determined by student needs and in consultation with special education staff. Modifications include
reduced number of expectations and modified materials to ensure that the student can successfully access the curriculum.
Note-taking assistance, Duplicated notes, Contracts Reinforcement Assistive technology, such as text-to-speech software ,Graphic organizers ,
Organization ,coaching ,Time-management aids Mind maps and Increased breaks.
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UNIT PLAN
Sheela Ravindran , Joy Augustine & Magde Thompson
Instructional Strategies
Brainstorm
Anchor Charts
Question/Answer
Drama
Lecture
Lab Activity
Demonstration
Graphic Organizers
Think/Pair/Share
Discussion
Group Work
Modeling
Gallery Walk
Jig-Saw
Guest Lecturer
Computer Lab
Case study
Problem Solving
PMI
Spider Map
Various instructional strategies have been included to appeal to the various learning styles (audio, visual, kinesthetic)
Assessment Strategies
Diagnostic Assessment
Response Journal
Oral Report
Assignment
Quiz
Class worksheet
Checklist
Questioning
Rubric
Mid unit Test
Lab worksheet
Lab questions
Problem sets
Homework
End of Unit Test
SEQUENCE RATIONALE
The design of our Electricity & Magnetism Unit follows a sequence of lessons that focus on building content knowledge by using different methods of learning
and inquiry. Linear, teacher directed lessons occur early in the unit with a rapid transition to student centered learning strategies once a basic content base is
provided.
The Anticipation Guide is used as a diagnostic tool to assess prior knowledge and reveal possible misconceptions about the Electricity & Magnetism. Visuals,
in the form of videos, are used to provide interest. The lesson will also provide information about students’ ability to articulate their understanding. The videos
will provide background knowledge. A worksheet will be completed by each student and graded to ensure that students focus on the lesson. As follow-up,
Page 2 of 38
UNIT PLAN
Sheela Ravindran , Joy Augustine & Magde Thompson
students will create posters based on the contributions of various scientists which they use to construct a class time line showing the scientists’ important
contributions. Students will be accountable for taking notes from the work of their peers.
Possible Misconception # 1
If students connect series/parallel circuits incorrectly, or use different wattage light bulbs, students may come to incorrect conclusions. It is important to
have a large supply of the same wattage light bulbs. It is important to make sure everyone has proper notes for this section.
Another common misconception is that water is an insulator of electricity. This could be addressed by brainstorming the reason for electric shocks that
occurred this year on Hydro covers.
Conception
How come birds sitting on a High Tension electric lines do not get electric shocks even though the potential difference on these lines is very high
(about 10,000V)? This could be addressed through brainstorming, co-operative learning, or conceptual map.
Possible Misconception # 2 ( Adapted from the book - Teaching High School Science through Inquiry-Douglas Llewellyn)
Students may think that static electricity is due to the transfer of electrons or protons. To clarify this misconception we have included a drama play about atoms,
which will clearly demonstrate that the electron is the only portion of the atom that can move freely.
Students may think that any pole on top of a building can act as a lightning rod. During the lesson, we will clarify that this is only true if it is has been properly
grounded.
Students may think that all renewable energy resources are environmentally safe. Bio-fuels still create carbon dioxide, as well as others like solar panels
create environment waste when they no longer are used. These issues will be addressed in discussion when the students present their posters.
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UNIT PLAN
Sheela Ravindran , Joy Augustine & Magde Thompson
Lessons & Specific Expectations
1
2
Lesson (Title
and Topic)
Expectation
Codes
Why study
Magnetism
and
Electricity?
F3.1, F3.9,
A2.1
Electrostatic
- Electric
Charges and
Forces
F2.1 [C],
A1.11
Achievement
Categories
K
Beach Ball Brainstorming Activity: Have students stand in a circle and
state 2 things they already know about magnetism or electricity as they
pass the ball around the group (diagnostic) 10min
Guest Speaker: Invite guest speakers (preferably an electrical engineer
and an electrician) into the class. Ask them to talk about safety practices
at work, career choices, and how their knowledge of magnetism and
electricity is relevant in their daily work. 20min for each speaker. Ask
students to complete a graphic organizer with all the things they know
about magnetism and electricity and all the things they learned.
Assessment: Each student in the class should be prepared to ask a
question at the end of the presentation or state one thing that they
learned from the presentation and hand in the graphic organizer 10min.
Hook: If your school has a Van De Graff generator allow students to
each experience what it feels like. 5min
Demonstration: Lay a wooden 2x4 on an inverted watch glass on a
large table. Charge a vinyl strip with a wool cloth by rubbing the two.
Place the strip close to the 2x4. Electrostatic forces will move it. 5min.
Power Point Presentation: Electrical Structure of Matter- include atoms,
protons, neutrons, positive ions, negative ions, Review Fundamental
Laws of Electric Charges. 10min.
Investigation: Set up a lab where students can experience electrical
charges Induction and grounding. Activity 12.1.1 on page 429 (Nelson)
20min.
Assessment: Ask students to copy table 2 on page 430 and complete
accompanying practice questions in think /pair / share format. Have
students present different answers 20min.
I
C
Learning
Strategies
Assessment
Strategies
A
X
Brainstorm
Diagnostic
Assessment
Anchor Chart
Question/
Answer/
x
X
Class
Worksheet
Graphic
Organizer
x
Lecture
Lab activity
x
x
x
Demonstratio
n
Graphic
organizers
Lab
worksheet
Response
Journal
x
Class
worksheet
Page 4 of 38
UNIT PLAN
Sheela Ravindran , Joy Augustine & Magde Thompson
3
Electric
Fields and
Electric
Charge
F2.6 [AI],
A1.13
Hook: Coulomb's experiment - Hang a light horizontal bar from a support
wire. Take a charged object towards the bar observe the distance the bar
moves. 10min.
Problem Solving: With acetate paper and a overhead projector work out
problems using Coulomb's law, Millikan's elementary charge and the
formula Q=Ne. 30min.
Assessment: Have some students present their solutions to the class
from page 436 (Nelson) 20min
T/P/S
Lab
investigation
Checklist
Lab
questions
Lab activity
Discussion/
Lecture
x
4
Electric
Current
F2.1, F2.6
[AI], F3.8
x
Class
worksheet
Role Playing: Post the definitions of Ampere, electric current and
electric flow on the board. Also explain what alternating current and
direct current mean. Provide an example for each definition 20min. In
groups of 6-8 ask students to prepare a visual representation of the five
concepts using themselves as props and provide a narration to connect
their role playing to the concepts 20min.
Problem Solving: use formulas and proper calculations to answer
section questions 20min.
Assessment: Checklist - make sure each group demonstrates the
concepts correctly.
Discussion
Brainstorm
Lecture
x
x
Group Work
5
Electric
Potential
Difference
F2.1 F2.6 [AI]
Discussion or Socratic Episode to explain the concept of how
gravitational potential energy is similar to electric potential energy and
how they differ 10min.
Activity: Provide students with voltmeters and set up several different
simple circuits around the class where students can go and measure
10min. Assign section questions on page 445. Help them to solve
problems by analysing and interpreting quantitative data questions
25min.
Assessment: ask students to write an anecdotal record comparing
electric potential difference to a personal life experience 15min
Page 5 of 38
x
x
x
x
Class
Worksheet/
Oral Report/
Questioning
Journal
Mid-Unit Test
UNIT PLAN
Sheela Ravindran , Joy Augustine & Magde Thompson
6
Kirchhoff's
Laws for
Electric
Circuits
F2.1 [C],
F2.2 [AI],
F2.3 [PR, C],
F3.4
Hook: Construct a circuit with many different devices and insert 2 errors
in your circuit (if you have the equipment construct the actual model
otherwise just draw it out on the board using proper symbols) ask the
students to prepare a legend for all the different materials you used.
Also, ask them to spot any errors in your circuit.10min
Jigsaw Activity: Make sure the number of students adds up evenly into
groups of 5. Assign different topics for each home group to learn
(1.Kirchhoff's Voltage and Current Law 2. Conservation of Charge Law 3.
Conservation of Energy Law 4. Parallel and Series Circuits 5. Circuit
Symbols) After 10min send students to expert groups where each
student takes a turn teaching the group what they learned from the home
group 20min.
Experimenting: In the same groups allow students to construct their
own circuits 10min.
Assessment: Peer Evaluation- each student must complete an
evaluation of a circuit. The teacher should make the marking
scheme/rubric with criteria and levels with the students. 10min
X
X
Graphic
organizer
Diagnostic
assessment
Anchor Chart
Demo/
Lecture
Venn
Diagram
Class work
x
X
7
Electric
ResistanceOhm's Law
F1.1 [AI, C],
F2.2 [AI],
F3.4, A1.8,
A2.2
Explain Ohm's Law. Talk briefly about his contributions to science and
life. Define Resistance, Display the relationship between Potential
Difference (V) and Current (A) as a graph, and provide the equation R =
V / I 12min.
Assessment: Lab Bell Ringer. Set up 8 stations around the classroom
with different diagrams of circuits for students to analyse. Allow students
to rotate through each station. Rotate every 6min. Students can analyse
diagrams recording results and answers on a score card to be handed in.
Lab activity
Group
Work(pairs)
Lab
worksheet
Class work
x
Page 6 of 38
UNIT PLAN
Sheela Ravindran , Joy Augustine & Magde Thompson
8
Power in
Electric
Circuits
F2.1 [C],
F2.2, F2.6
[AI], A1.8
Hook: Review Movies: Science Key Concept Series: Physics - Electricity
and Magnetism. Benchmark Media 15min
Problem Solving: Using a overhead projector and transparent acetate
paper work through sample problems with students from page 466 and
section 12.7. Make sure you review Problem solving procedure (Given,
Required to Find, Formulas, Analysis, Calculations, Conclusion)
mathematical concepts, proper SI units, and appropriate terminology.
Cooperative Learning: Assign different questions to pairs of students.
Allow 10min to complete. Students can present their answers 20min.
Assessment : numerical problem - evaluate the answer they produce
Modeling
Checklist
Lab activity
x
9
MagnetismPoles, Fields
and Forces
F2.4 [PR],
F3.1, F3.5,
F3.8
Hook: Using a strand of string tie a bar magnet to a stand. Make sure it
is centered and perfectly horizontal. Ask the students what they think will
happen and why. 5-10min
Power Point Presentation: Create a visual presentation of the Magnetic
Structure of Magnets - including N and S poles, properties and field lines.
Review the Fundamental Laws of magnetic poles. Provide students with
bar magnets to experience for themselves each law. 20min
Investigation: In partners get students to draw 3D lines of Magnetic
Fields. Students can use a bar magnet with clear acetate sheets and iron
filings (safety goggles) and a bar magnet with a compass to outline the
field lines. Repeat activity with two magnets and draw distorted field
lines.
Assessment: Checklist for each picture- make sure the laws and
properties are evident. Post the pictures around the room. Assign sec.
13.1 and 13.2 (Nelson) for reading.
x
Group
Discussion
Journal
Response
Modeling
Checklist
Flow chart
X
x
Journal
Page 7 of 38
UNIT PLAN
Sheela Ravindran , Joy Augustine & Magde Thompson
10
11
Magnetic
Materials
Oersted's
Law
F3.1,
F2.5 [PR],
F3.4, F3.5
Hook: Demonstration: Magnetic Induction - Activity procedure is on pg
476 Physics 11 textbook (Nelson). Explain the demonstration with the
students using chart paper to draw a picture and jot down some
properties as well as ask a few probing questions: In terms of magnetic
induction, is the iron of the nail soft or hard? explain. 10min
Student Presentation: Divide students into six groups, give them chart
paper and get them to prepare the same presentation for :
Demagnetization, Reverse Magnetization, Breaking a Bar Magnet,
Magnetic Saturation, Induced Magnetism by earth, Keepers for Bar
Magnets. Students need to prepare visual aid- chart paper,
demonstration, and valid properties 40min
Assessment: Self Evaluation rubric 10min
Hook: Set up an electric current through a conductor. Ask a student to
point you in the right direction (N for example) using a compass and the
current on. Ask another student to point you in the same direction with a
compass near the conductor with the current off. 10min Make sure the
set-up is correct and safe. Ask students to brainstorm possible
explanations 5min.
Investigation: Activity 13.3.1 pg 480. 30min
Assessment: Formal Lab Report and Exit Ticket with a diagram of the
right - hand rule. 15min
x
x
Magnetic
Field of a
Coil or
Solenoid
F1.1, F3.1,
A1.8
Lab Report
Lab activity
Lab Report
x
Gallery Walk
x
x
Lecture
x
12
Group work
(in pairs)
Lab activity
Experimenting: Activity13.4.1. on pg 484 (Nelson) 30min Assessment:
Short answer essay - Explain why the 3 factors affecting the magnetic
field of a coil work. Also select one application of electromagnetism in
technology and explain in detail its significance in society or the
environment 25min. Exit ticket: draw and explain the right-hand rule for a
coil conductor 5min
Problem Set
Cause &
Effect Map
Lab Activity
Lab report
Short Answer
Lecture
Spider Map
x
13
The Motor
F2.8 [PR, AI],
Investigation 13.5.1 : Motor principle. Have students perform the activity
Page 8 of 38
x
x
X
X
x
Mid Unit Test
UNIT PLAN
Sheela Ravindran , Joy Augustine & Magde Thompson
14
15
16
17
Principle
F3.4, F3.5,
F3.6
Constructing
a DC motor
F2.8 [PR, AI],
A1.7
Faraday's
Discovery
Direction of
Induced
Current Lenz's Law
Electric
Generators:
AC and DC
F2.7[PR, AI,
C], F3.4,
F3.5, A2.2
F1.1 [AI, C]
F2.7 [PR, AI,
C], F3.4,
F3.5, A1.10
F2.1 [C],
F2.8 [PR, AI],
F3.6, F3.7,
A1.2, A1.4
on page 492 (Nelson) 30min. Complete a lab report in the form of a
Journal Entry. Assign reading section 13.6 pgs494-502 (Nelson) 20min.
Assessment: Checklist for proper lab skills, check if motor works (why
or why not) and Exit Ticket for the right-hand rule for the motor principle
10min.
Hook: Bring in old electric motors from remote controlled cars or other
devices, allow students to look at the different parts and make
connections between structures and functions. 15min Take apart a
bigger electric motor together 15min.
Lab Activity: Construct a simple DC Motor - Activity 13.6.1 on page 498
(Nelson) 25min.
Assessment: ask students to prepare a Case Study for a practical use
of the Motor Principle: some examples are Moving-coil loudspeaker,
galvanometer, and electric motor. Ask them to construct a miniprototype of the device. Provide students with the rubric and case study
format 5min.
Demonstration: Electromagnetic Induction - Activity is outlined on page
507 10min.
Investigation: Inducing current in a coiled conductor 14.1.1 pg 508.
20min.
Inquiry: Set up Faraday's Iron Ring (transformer)- Allow students to
hypothesize and answer the questions on page 510 (Nelson) together in
pairs. 10min.
Assessment: Interview the students as though they were Faraday and
ask them to explain how the iron ring example works? 20min
Communicate to the class how a television tube works including specific
reference to Lenz's Law, social/economic impact on society 15min. Ask
students to complete Investigation on page 513 (Nelson) 10min.
Students can gather data on another real life device that relies upon
Lenz's Law and analyse the social/economic impact on society 20min.
Students can select organize and record relative information in the form
of a graphic organizer and justify their conclusions with a mini
presentation 15min.
Assessment: Checklist and Probing Questions.
Allow students to construct their own Electric Generators in small groups.
Observe which materials and equipment they choose to use 40min.
Provide them with a checklist of scenarios (AC vs. DC), and different
objectives (Maximizing output).
Page 9 of 38
X
Jigsaw
Group Work
PMI chart
Diagnostic
Assessment
Observationa
l Checklist
Rubric
x
x
Guest
Lecturer
Or Field trip
Computer
Lab
Independent
Case Study
x
Quiz
Assignment
x
Lecture
Modeling
x
x
Problem
Solving
GRASP
Problem Set
Lecture/
Problem
Solving
Problem Set
X
UNIT PLAN
Sheela Ravindran , Joy Augustine & Magde Thompson
18
The
Transformer
F2.1 [C],
F2.6 [AI],
F3.8, F3.9
Assessment: Safety- make sure that students are working safely with
the materials. Peer Evaluation and class Mini-Presentation - Provide
marking rubric 20min
Transformers are safety hazards Do not perform teacher demonstration
unless you are comfortable doing Investigation 14.4.1 on page 523
(Nelson) 20min. Ask students to prepare diagrams on chart paper in
small groups outlining the differences of step-up and step-down
transformers 20min.
Solve problems: Work through a few word problems with students on
overhead projector 20min.
Assessment: Numerical Problem to be handed in on paper.
GRASP
x
Rubric
x
19
Distribution
of Electrical
Energy
20
Review and
Study Period
F2.1 [C] 2.6
[AI]
Independent Study: Read 529- 536 (Nelson) Complete problems,
Create a question sheet for the Case Study: Magnetic Information
Storage. Create a list of interview questions to ask people with careers in
Electricity and magnetism both sets of questions should focus on the
social and economic impact their technologies have on the world 55 min.
Assessment: Exit ticket - interesting fact you learned 5min
Video: Scientific Eyes Series V - Electricity and Magnetism. Britannica. circuits, electromagnetism and current safety. 20min. Read chapter
summary, Define Key Terms, Complete chapter reviews pg 538-539 and
pg 504-505.(Nelson). Students can finish presentations and old
assignments. 30min Assessment : Rating scale of how productive each
student was with their independent study period 10min.
Expectation
F1.2 will be
covered in
the
culminating
task
K-Knowledge/understanding I –Thinking & Investigation C – Communication A- Application
Page 10 of 38
x
x
x
x
X
X
X
x
x
x
Computer
Simulation
Unit Test
UNIT PLAN
Sheela Ravindran , Joy Augustine & Magde Thompson
Culminating Activity for the Electricity and Magnetism
Creating a Generator
Introduction:
This culminating activity will allow you to gain an understanding of the application of what you have learned in this unit about electricity,
magnets, and electromagnetic induction. You gain a better understanding of this unit by building a motor and discovering what each part
does. Building a motor helps you learn and understand that all the parts must be working together to transform electrical energy into
mechanical energy.
Expectations:
F1. analyse the social, economic, and environmental impact of electrical energy production and technologies related to electromagnetism,
and propose ways to improve the sustainability of electrical energy production;
F2. investigate, in qualitative and quantitative terms, magnetic fields and electric circuits, and solve related problems;
F3. demonstrate an understanding of the properties of magnetic fields, the principles of current and electron flow, and the operation of
selected technologies that use these properties and principles to produce and transmit electrical energy.
Teacher Notes:
It is important for the students to understand that a generator does not actually ‘create’ electrical energy. Instead, it uses the mechanical
energy supplied to it to force the movement of electric charges present in the wire of its windings through an external electric circuit.
The generator works on the principle of electromagnetic induction discovered by Michael Faraday in 1831-32. Faraday discovered that
the above flow of electric charges could be induced by moving an electrical conductor, such as a wire that contains electric charges, in a
magnetic field. This movement creates a voltage difference between the two ends of the wire or electrical conductor, which in turn causes
the electric charges to flow, thus generating electric current.
Situation:
You and your friend have just started a small company that specializes in generators that use renewable energy resource. A large,
international company is interested in developing their alternative energy use. They are accepting bids for a contract that would allow
your company to provide and build generators for their location sites all over the world. As part of the bid, a small scale generator needs
to be provided along with a presentation that includes the following: list of advantages and disadvantages of the generator and its energy
source, an advertisement, design drawings, procedure to build the generators, and cost (of the small generator built). You will have your
generator tested along with all other generators, and have a chance to present your work.
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UNIT PLAN
Sheela Ravindran , Joy Augustine & Magde Thompson
Problem:
Design and build a generator that can easily demonstrate electromagnetic induction. Your design should be both reliable and interesting.
Use the wire and magnets provided, and any additional common household materials. You cannot use any ready-made parts in the
generator.
Criteria:
 Easy to use
 Demonstrate the concept
 Reliable
 Uses renewable energy
 Interesting to your client
 User safety
Constraints:
 Uses materials provided and common household materials
 No ready-made parts
 Cost of materials – less is better
 Use team approach – participation by all team members
 Meet the deadline
Investigate:
1. You want to have a generator that will generate a reasonable amount of current. What factors affect the strength of the current? Use
the text and internet to research.
2. Your generator has to be reliable. How do you support the moving components in your generator? Try different approaches.
Page 12 of 38
UNIT PLAN
Sheela Ravindran , Joy Augustine & Magde Thompson
3. The materials that you use to construct your generator need to be able to withstand the elements (weather, water) in various climates
all over the world. What materials are best suited for the project?
Choose/Construct:
1. Choose the renewable energy source you wish to use.
2. Discuss with your peers a design for your generator.
3. Make schematic design drawings that are labeled and to scale.
4. Collect your materials and write your materials’ list.
5. Construct the generator, documenting your procedure.
Evaluate:
1. Evaluate the contribution of each member of your group to the project.
2. Evaluate your contribution to the project.
3. Evaluate your project. Does it set out to do what is required?
Communicate Your Findings
Choose a form of communication. For example, you could create an advertisement (print or web-based), write a blog entry, or
summarize your findings in point form.
Assessment Criteria
Page 13 of 38
UNIT PLAN
Sheela Ravindran , Joy Augustine & Magde Thompson
The following questions will help students successfully meet the assessment criteria, however, do not consider this an inclusive list of
questions to be addressed.
Knowledge and Understanding
 Did you research background information about the factors affecting strength of the current generated?
Thinking and Inquiry
 Did you evaluate the sources of the information you gathered?
Application
 Did you assess the social and environmental impacts of using renewable energy source?
Communication
 Did you select a format that is appropriate for the audience and purpose to promote your company’s generator?
 Did you use scientific vocabulary appropriately?
Assessment Rubric – Making a Generator
The levels have the following meaning: Level 4 (80-100%); Level 3 (70-79%); Level 2 (60-69%); Level 1 (50-59%).
KNOWLEDGE AND
UNDERSTANDING
CRITERIA
LEVEL 4
LEVEL 3
LEVEL 2
LEVEL 1
Understanding of
factors affecting
strength of
current generated
All factors that
influence the
strength of the
current are
addressed
Most factors
that influence
strength of
current are
addressed
Some factors
that influence
strength of
current are
addressed
No factors that
influence
strength of
current are
addressed
Page 14 of 38
UNIT PLAN
Sheela Ravindran , Joy Augustine & Magde Thompson
INQUIRY
APPLICATIONS
Understanding of
impact of using
renewable energy
Thorough list
of pros and
cons of energy
source used,
with
explanations
Good list of
pros and cons
of energy
source used,
with
explanations
List addresses
only pros or
cons of energy
source used,
with
explanations
Minimal
attempt at
listing the pros
and cons of
energy source
used
Testing the
Generator
Excellent
ability to hookup and use
ammeter
Good ability to
hook-up and
use ammeter
With some
help, able to
hook-up and
use ammeter
No ability to
hook-up or use
ammeter
Design of
Generator
Excellent
original design
Good design,
extensively
modified from
a source
Design is taken
from a source,
but some
modifications
have been
made
Design is taken
straight from a
source
Materials used
Excellent use of
everyday
materials
Good use of
everyday
materials
Most materials
can be found in
a regular
house, some
were bought
for the project
Materials were
bought to
create project
quickly
Current Generated
A strong,
steady current
is generated
A strong
current is
generated, not
steady
Current is
weak and
inconsistent
No current is
generated
Current Strength
All factors
Most factors
An attempt has
No attempt has
Page 15 of 38
UNIT PLAN
Sheela Ravindran , Joy Augustine & Magde Thompson
COMMUNICATION
related to
current
strength have
been exploited
related to
current
strength have
been exploited
been made to
increase the
current
strength
been made to
increase the
current
strength
Generator
Appearance
Generator is
sturdy and
durable, neat,
and finished
Generator is
for the most
part sturdy and
durable, neat,
and finished
Generator is
reasonably
strong, durable
and neat.
Generator is
whimsical
Energy Source
Renewable
energy source
used is one
appropriate for
application in
any part of the
world
Renewable
energy source
used is one
appropriate for
application in
many parts of
the world
The energy
source is
renewable, but
limited in use
The energy
source is nonrenewable, or
can only be
used in a few
places
Design Drawings
Thoroughly
illustrated,
neatly drawn
Good drawing
with mostly
labeled
Poorly drawn
and labeled
Incomplete
drawing and
labeling
Advertisement
Excellent
advertisement
promoting
your
company’s
generator
No mistakes in
spelling or
grammar in
any portion of
the project
Good
advertisement
promoting
your
company’s
generator
Less than 3
mistakes in
spelling or
grammar in
any portion of
the project
Good
advertisement,
but not clear
on which
generator
Advertisement
is ineffective in
promoting the
generator
Several (3-6)
mistakes in
spelling or
grammar in
any portion of
the project
Many (more
than 6)
mistakes in
spelling or
grammar in
any portion of
Spelling/Grammar
Page 16 of 38
UNIT PLAN
Sheela Ravindran , Joy Augustine & Magde Thompson
Oral Presentation
Scientific
Terminology
Excellent
comprehension
and
presentation
of project
Good use of
terminology
throughout
entire project
Good
comprehension
and
presentation of
project
Good use of
terminology
throughout
most of the
project
Reasonable
comprehension
and
presentation of
project
Some attempt
at using
appropriate
terminology
the project
Poor
comprehension
and
presentation of
project
Little or no
attempt at
using
appropriate
terminology
Culminating Activity Group Assessment
Goal

Assess how well your group worked together on the Culminating Activity
Project
Creating a Generator
What to Do
-
Answer the survey below without discussing your answers with other group members.
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UNIT PLAN
Sheela Ravindran , Joy Augustine & Magde Thompson
-
Complete the chart on the next page without discussing your answers with other group members. Use a check mark (√) to show how
you feel about each statement in the first column of the chart. In the last column of the chart, write a comment to explain why you
feel that way.
Survey
1.
Describe how your group organized itself so that everything would get done for this project.
Explain how well you think your method worked.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. Describe a difference of opinion or approach experienced by your group and how you handled this disagreement.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. List at least three things you could do differently in your next group project.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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___________________________________________________________________________
Statement
I
disagree
strongly.
I disagree.
I agree.
I agree
strongly.
Why I agree or
disagree.
Our group supported
and encouraged me
and others in the
group.
Everyone in our group
shared ideas and
information with each
other.
Members of our
group, including me,
willingly accepted
tasks.
Members of our group
checked with me and
each other often.
Everyone worked
together to meet our
group goal.
Members of our group
took their roles
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UNIT PLAN
Sheela Ravindran , Joy Augustine & Magde Thompson
seriously.
Our group shared
responsibility for
designing the
generator and
presenting our design
Page 20 of 38
UNIT PLAN
Sheela Ravindran , Joy Augustine & Magde Thompson
Knowledge and Understanding - 20 marks
Thinking and Inquiry - 20 marks
Application - 10 marks
Communication - 5 marks
Section #1:
Multiple Choice - Knowledge and Understanding (8marks)
1. All of the following are Fundamental Laws of Electric Charges, except:
a) Some neutral objects repel other neutral objects
b) Similar electric charges repel each other
c) Charged objects attract some neutral objects
d) Opposite electric charges attract each other
2. All of the following methods of charging objects are true, except
a) None of the following
b) Charging by contact leaves both objects similarly charged
c) Charging by induction and grounding leaves both objects oppositely charged
d) Charging by friction leaves both objects oppositely charged
3. Electric Current is measured in:
a) Amperes (A)
b) Elementary Charge (e)
c) Coulombs (C)
d) Volts (V)
4. The Law of Conservation of Charge states: electric charge is…
a) Neither created nor lost in an electric circuit, nor does it accumulate at any point in the circuit
b) Neither created nor lost in an electric circuit, but does accumulate at a given point in a circuit
c) Is created and lost equally in an electric circuit.
d) Is created and lost inversely in an electric circuit.
5. Kirchhoff's Voltage Law (KVL) states: around any complete path through an electric circuit…
a) The sum of the increases in electric potential is equal to the sum of the decreases in electric potential
b) The sum of the increases in electric potential is unequal to the sum of the decreases in electric potential
c) The sum of the increases in electric potential is inversely related to the sum of the decreases in electric potential
d) The sum of the increases in electrical potential is unrelated to the sum of the decreases in electric potential
6. Ohm's Law states: The potential difference between any two points in a conductor varies…
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a) Directly as the current between the two points if the temperature remains constant
b) Directly as the current between the two points if the temperature increases
c) Directly as the current between the two points if the temperature decreases
d) Inversely as the current between the two points if the temperature increases
7. The Right-Hand Rule for a coil states: If a coil is grasped in the right hand with the curled fingers representing…
a) The direction of the electric current, the thumb points in the direction of the magnetic field inside the coil
b) The direction of the electric current, the thumb points in the direction of the magnetic field around the coil
c) The opposite direction of the electric current, the thumb points in the direction of the magnetic field inside the coil
d) The direction of the magnetic field, the thumb points in the direction of the electric current inside the coil
8. The Law of Electromagnetic Induction states: An electric current is induced in a…
a) Conductor whenever the magnetic field in the region of the conductor changes
b) Conductor whenever the magnetic field in the region of the conductor stays the same
c) Circuit whenever the electric current in the region of the circuit changes
d) Circuit whenever the electric current in the region of the circuit stays the same
Section #2: Matching: Knowledge and Understanding (12 Marks)
1. The Space around a charged object where forces of attraction
or repulsion act on other objects.
Electric Field
2. Results when charges flow in a particular direction
Direct Current
3. A device that measures the amount of electric current
in a circuit
Ammeter
4. The amount of work required per unit charge to move
a positive charge from one point to another in the
presence of an electric field
Electric Potential
Difference
5. A device that measures electric potential difference between
two points in a circuit
Voltmeter
6. Any device in a circuit that transforms electric potential energy
into some other form of energy, causing an electric potential drop
Load
7. Circuit in which charges have only one path to follow
Series
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8. Circuit in which charges can move along more than one path
Parallel
9. An opposition to the flow of charge, resulting in a loss of
potential energy
Resistance
10. Whenever an electric current moves through a conductor, a
magnetic field is created in the region around the conductor
Principle of
Electromagnetism
11. A device that consists of a core of soft iron with two separate
coils of wire used to change the voltage
Transformer
12. The rate at which energy is used or supplied
Power
Section #3 - Short Answer: Thinking and Inquiry / Communication / Application
(20marks)
(5marks)
(10marks)
1. Explain the difference between Electron Flow and Conventional Current (or Electric Current). Explain why a scientist would prefer one definition over the other.
(T/I-1, A-1)
2. If a current of 10.0 A takes 3.0x102 s to boil a kettle of water requiring 3.6x105 J of energy, what is the potential difference (V) across the kettle? (T/I-1)
3. Calculate the total electric potential difference across three 6.0 V batteries connected a) in series b) in parallel? (T/I-2)
4. Draw a mixed circuit with at least 4 different Electric Loads, 2 switches, 3 Sources of Electric Potential (2V each), and 1 Electric Meter. (T/I-1, C-2)
5. To construct a battery, cells can be connected in series or in parallel. If four 1.5 V cells are to be used to construct a battery, how will the batteries compare if they
are connected in series or all in parallel? Discuss in terms of the volts and battery life. (T/I-1, A-1)
6. What current is drawn from a vacuum cleaner from a 115 V circuit having a resistance of 28 ? (T/I-2)
7. What power is dissipated by an electric frying pan that has a resistance of 12  and operates at a potential difference of 120 V? (T/I-2)
8. Draw a detailed diagram of the Right-Hand Rule for a conductor and explain. (T/I-1, C-2)
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9. Explain the Motor Principle and provide a real life application for the principle. (T/I-1, A-1)
10. How does Faraday's Iron Ring work? What is a modern application of this technology? Explain. (T/I-1, A-2)
11. How does a Television Tube or Cathode Ray Tube work? Which laws and or principles does this technology rely on? Explain (T/I-1, A-2)
12. Calculate the electric current, I3, in the circuit shown in Figure 1. (T/I-2)
I1= 2.5 A
I2=4.0 A
I0 = 12.5 A
I3= ?
13. Find the equivalent resistor when a 4.0  bulb and an 8.0  bulb are connected in parallel. (T/I-1)
14. Parts of an electric circuit may heat up and start to smoke. Describe how this could happen? What should you do if the occurs a) in the classroom b) at home.
(T/I-1, A-2)
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15. A 12 V battery, an ammeter, a 5.0 A fuse (which will burn out if more than 5.0 A of current is in the circuit), and several 10.0  lamps are used in an experiment to
find the effect of connecting resistances in parallel (Figure 2).
a) Determine the total resistance and current when the number of lamps connected in parallel is 1, 2, 3, 4, 5, and 6. (T/I-1)
b) What is the maximum number of lamps that can be connected before the fuse becomes overloaded? (T/I- 1)
c) Write and explain one conclusion for the experiment and how it applies to everyday life. (A-1)
Unit Test - Electricity and Magnetism
Marking Scheme and Solutions
Knowledge and Understanding - Matching and Multiple Choice - 20 marks
Thinking and Inquiry - Short Answers and Calculations - 20 marks
Application - Short Answer - 10 marks
Communication - Diagrams and Short Answer - 5 marks
Solutions
Multiple Choice - 'a' is the correct answer for all the questions (make sure you switch up the answers on a real test)
Matching- All the definitions are directly horizontal (beside) the correct matching word. (Again be sure to move the words around on a real test)
Short Answer/Calculations:
1. Electron flow is a term used to indicate that the electric current in metals is due to the motion of electrons. This definition is used by academics and scientists. It is based in the
theory and principles of electricity. Whereas, conventional current describes electric charges traveling through a conductor from the positive terminal to the negative terminal of
the source of electric potential. This definition is used in the application of electrical concepts by electricians, electrical engineers, etc. It is based on industrial standards and
practical uses.
2.
I = 10.0 A
Δt = 3.0 x102 s
ΔE = 3.6 x105 J
V=?
= 3.6 x105 J / (10.0A) (3.0 x102 s)
= 1.2 x 102 V
V = ΔE / I Δt
There is a potential difference of 1.2 x 102 V across the kettle
3. a) Series V0 = V1 + V2 + V3
Parallel V0
= 6.0 V
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V0 = 6.0 V + 6.0 V + 6.0 V
V0 = 18.0 V
4. Any configuration for a complete circuit drawing is correct. Just make sure the students use the correct symbols and connections as well as the right number of meters,
sources, and loads.
5. Make sure the two drawings are correct. In series the batteries will produce more electric potential difference or volts however the battery life will be short. Whereas, in parallel
the volts will be smaller but the battery life will last longer.
6. V = 115 V
R = 28 ?
I=?
R = V/I I = R/V
= 28 / 115V
= 0.24 A
The current drawn is 0.24 A
7. R = 1.2 x101 
V = 1.2 x102 V
P=?
P = V2 / R
P = (1.2 x102 V) 2 / 1.2 x101 
P = 1.2 x 103 W
The power dissipated is 1.2 x 103 W or 1.2 kW.
8. Compare diagrams to Figure 3 on page 479 Physics 11 - Nelson
Conductor
Electric Current
Direction of Magnetic Field
Lines
Magnetic Field Lines
9. Motor Principle: A current-carrying conductor that cuts across external magnetic field lines experiences a force perpendicular to both the magnetic field and the direction of
electric current. The magnitude of this force depends on the magnitude of both the external field and current, as well as the angle between the conductor and the magnetic field it
cuts across. One application would be the electric motor. See page 496-497 Nelson.
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10. A primary circuit with a switch, coiled around a conductor, changes the magnetic field of the conductor causing a secondary circuit to experience an induced electric current.
AC generators use this discovery to work.
11. In a picture tube or cathode ray tube (CRT) electrons moving in a vacuum are deflected into phosphors by a magnetic field. The colour of the light depends on the type of
phosphors used. Read pages 516-517 Nelson. The technology relies on Faraday's discovery (electromagnetic induction), Lenz's Law, Principle of electromagnetism, Law of
magnetic poles, etc.
12. Applying Kirchhoff's Current Law:
I 0 = I1 + I2 + I 3
I 3 = I0 - I 1 - I 2
I3 = 12.5 A - 2.5 A - 4.0 A
I3 = 6.0 A
13. R1 = 8.0 
R2 = 4.0 
RP = ?
The electric current in I3 is 6.0A
1/ RP = 1/ R1 + 1/ R2
1/ RP = 1/ 8.0  + 1/ 4.0 
1/ RP = 3/ 8.0 
RP = 8.0  / 3
= 2.7 
The equivalent resistor is 2.7 
14. Circuits fail or short when cell terminals are not connected properly, fuses are tripped, electric current is larger than capacity, electric potential difference (voltage) exceeds
load capacity. Unplug or shut down the power sources immediately if it is safe to do so, contact a teacher immediately, do not attempt to remove any wiring or touch any
resistors! At home if the fuse has not tripped make sure you try to shut down the power source, call an adult, or locate your household fire extinguisher. Call 911 if you are alone.
15. a) #1 Rp = 10 #2 Rp = 5  #3 Rp = 3.3 
I = 1.2 A
I = 2.4 A
I = 3.6
#4 Rp = 2.5  #5 Rp = 2  #6 Rp = 1.7 
I = 4.8A
I = 6.0A
I = 7.2 A
b) 4.
c) The more resistance in a circuit the harder it is for electrons to flow through the circuit. Overloading or tripping a circuit can occur by attaching too many resistors or appliances
like lamps.
Page 27 of 38
UNIT PLAN
Sheela Ravindran , Joy Augustine & Magde Thompson
Course: SPH3U
Unit: Electricity and Magnetism
Unit Test
Joy Augustine, Sheela Ravindran, Madgelyn Thompson
Assessment Categories
Knowledge and Understanding:
Show sound knowledge of the principles of electricity and magnetism.
Accurately perform calculations and display the correct answer.
Thinking and Investigation:
Analyse problems correctly and identify the correct processes involved.
Communication:
Show the correct unit at the end of the problem.
Show all work in detail.
Show clear and concise explanations where required.
Application:
Real-life problems should be solved using sound mathematical principles.
Instructions: Answer all questions. Show your work in detail and include the appropriate units.
Express your final answer using scientific notation, where applicable.
Mark Breakdown:
/34 K/U
/6 I
/ 17 C
/10 A
1. Circle either True or False: Charged objects cannot attract neutral objects. [1 K/U]
2. The absolute value of the elementary charge is ________________ C [1 K/U]
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3. A solid that hinders the flow of charge is called a(n) ______________________. [1 K/U]
4. Identify the conductor below: [1 I]
a)
b)
c)
5.
a)
b)
c)
d)
Diagram ________ represents a conductor.
Which statement is true? [1 K/U]
An object lower in the Electrostatic series has a strong hold on electrons and therefore has a strong tendency to acquire a positive charge
When the leaves of a electroscope repel each other, it means that the charge on the top of the electroscope is negative
When an object charges another by induction, the two objects have the same charge.
When an object charges another by contact, the two objects have the same charge.
6.
a)
b)
c)
d)
As an electron travels towards a positively charged body, the electron: [1 K/U]
Gains potential energy
Gains mass
Converts potential energy to kinetic energy
Meets resistance and gives off heat
7.
a)
b)
c)
d)
Conventional current in a circuit: [1 K/U]
Travels from positive terminal to negative terminal
Shows the flow of electrons from negative to positive terminal
Travels from negative terminal to positive terminal
Shows the flow of electrons from positive to negative terminal
Page 29 of 38
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8.
a)
b)
c)
d)
If 8.0 x 10-19 joule of work is required to move a proton from point A to point B, the potential difference between A and B is [2 K/U]
2.0 V
0.2 V
4.0 V
5.0 V
9. Which unit is equivalent to a watt, the SI unit of power? [1 K/U]
a) joule/second
b) joule/volt
c) joule/ohm
d) joule/coulomb
10. Draw electric field lines representing direction and strength of the electric field: [2 K/U 1 C]
+
-
11. Lable the graph to show the voltage in an AC circuit where the maximum voltage is 120 V, and the current alternates 30 times per second.
Write values for peak voltages and for time in seconds. [2 C]
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12. The Law of Conservation of Charge seems to be violated by this situation below. Why is this not a violation, and what is happening here? [2
K/U 1 C]
13. If a magnet is moved in towards the coil and a current is induced in the coil as shown, what end of the magnet was closer to the coil? [1 I]
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14. In a clean room work environment, workers often wear wrist straps that are connected to a ground cord. Briefly explain the way the wrist strap
works. [1 K/U 1 C]
15. How many excess electrons have been added to rubber that has a charge of -1.36 x 10-11?
[2 K/U 1 A]
16. An electric iron with a current of 0.90 A is used for 35 min. How much electric charge passes through the element of the electric iron? [3 K/U
1 A]
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17. If a current of 8.0 A takes 2.4 x 102 seconds to boil a kettle of water requiring 3.6 x 105 J of energy, what is the potential difference (voltage)
across the kettle? [3 K/U 1 A]
18. a) Inspect the circuit shown. What convention is being violated in the design of the circuit? [1 C]
V = 64.0 V
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I = 8.0 A
R1 = 16.0 
I2 = 2.0 A
b) Determine the value of I1 [1 K/U 1 C]
c) What is the value of R2? [1 K/U 1 C]
d) Calculate R3 [2 K/U 1 C]
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19. Draw a circuit diagram that includes a power source, a speaker, a green light, a red light, and a two-way switch. If the speaker has power, the
green light must also be on. If the speaker is off, the red light should be on. [2 A 2 C]
20. An electrical generating station produces 15.0 MW of electrical power at 6.0 x 103 V. If the
transmission line has a resistance of 1.5 ohms, what quantity of power would be lost in the lines
during transmission? [1 K/U 1 A 1 C]
21. An electromagnet is capable of picking up a mass of 60 kg. The current is reduced to one third the original and the number of loops is
doubled. What mass will the new configuration be able to pick up? [1 K/U 1 A 1 C]
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22. a) Draw an arrow on diagram b) to indicate the direction of the force that would result from a
current being induced in the wire placed between the magnetic poles. [1 K/U]
b) Under what conditions will you have the current, and under what conditions will there be no current? [1 I 1 C]
c) How does the induced magnetic field interact with the magnetic field that caused it? [2 I 1 C]
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23. a) Briefly explain the function of the split rings and brush in the DC generator. [2 K/U 1 C]
b) Will side ab rise up or go down as the DC generator turns? [1 I]
24. An electrical device that operates at 500 V is the load on a transformer. The device is connected to a transformer that is plugged into a 200 V
energy supply and has 1200 loops in the secondary coil. Assume the device is 100% efficient.
a) Is this a step-up or step-down transformer? [1 K/U]
b) On what type of current does the electrical load operate? [1 K/U]
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c) How many loops are in the primary coil? [1 K/U 1 A]
d) Calculate the current in the primary coil if the primary coil has an input power which
measures 3400 W. [2 A 1 C]
Page 38 of 38