Science 30 Unit C-Electromagnetic Energy
November 16)
Review: DNA replication
pg 92 #2-5
Proteins
PPT
Snork Activity
23)
*Bio Chapter 2 Quiz
Unit overview
Chapter 1 introduction
Voltage, Currents,
Charge
(1.2k& 1.1sts)
Textbook/worksheet
17)
Inheritance
18)
Mutations/Genetic
Diseases/Resistance
19)
2.5: Mind-Map
Chapter 1 Review
20)
NID
24)
Quick review
Field Theory/Magnet
Labeling
(C1.1k/1.2k /1.3k
1.4k/1.5k/1,2s/1.3s)
worksheet/questions
Exit slip
25)
Motors: Electrical to
mechanical energy
“How do motors work”
Activity (Build a DC
Motor) (1.11k)
Generators: Mechanical to
Electrical; AC vs DC (1.8k)
26)
Unit A Unit Test
27) (65min)
Circuits
PowerPoint to prep for
circuit lab
(1.8k/1.10k)
30)
Circuits Lab
Question book*
Book computer lab
(1.6k/1.12k/
1.1s/1.2s/1,3s)
7)
Chapter 2.1:
Electromagnetic
Spectrum
-Project (2.1k/2.2k)
-Computer Lab to
research
December 1)
Power in Electrical
Systems
(1.7k/1.3s)
2)
Transmitters
(1.9k/1.10k/1.3s)
3)
Chapter 1 Review
4)
NID
UofC Field Seminar
8)
Chapter 1 Quiz*
9)
Universal Wave Eqn (2.6k)
10)
Properties of visible light
(2.4k/2.5)
EMR Emitted by the Sun:
Nuclear Fusions (2.8k)
EMR reaching earth (2.3k)
11) (65 min)
-Doppler Shift
(2.9k/2.10k)
Star Evolution (2.11k)
Project work (Due
Monday)
-Work on EM Spectrum
Project
Motor Redesign Challenge
-Analysis of Redesign*
Astronomy:
Telescopes (2.7k/2.2sts)
-NASA photo of the day
-Spectroscopes
14)
Chapter 2 review
15)
Chapter 2 Quiz*
16)
Unit Review
17)
Unit C Exam
18) *Alternate Schedule
Summative Assessment:
DC redesign analysis
Circuitry Online lab book
Chapter 1 Quiz
Newspaper Article on a wave type – explore wave length on earth and in space (2.4s)
Chapter 2 Quiz
Unit Exam
*News Paper Assignment
 Have students examine EMR found on earth-research and explore the impacts that it has on earth
 Research the same EMR wave length and how it is used in space to understand the universe
 Write a newspaper article that compares and contrasts the wave lengths and they are found in different environments
o Provide visuals
o What technology is used to understand/use EMR
o Supported by reliable sources
o Addresses potential concerns (environmental, health, social etc) that pertain to the wave length on earth and in space
o Address source (earth and space), frequency, wavelength, energy and effect on living tissue
http://www.lewiston.k12.me.us/~lhaines/FOV1-0003C686/FOV1-0003E815/FOV1-0003E818/FOV10003D659/?OpenItemURL=S01F9EDD9
Science 30: Unit C- Electromagnetic Energy
Day 1: Voltage, Current and Charge
Outcomes:
Review/unit introduction
1.2K intro
1.1.sts
Following this lesson students will
understand:
-Describe how charge separation occurs
through transfer of charges
-How to define voltage, current and charge
and give examples of where they are found
-Be able to calculate V, C and q using
provided formulas
-Explain the difference between voltage and
current
Lesson Strategy
 Ice Breaker and class expectations/norms with a new
teacher (15min)
 Unit Overview: Essential Questions and Chapter topics
 Engage: Lightning How is it formed?
 Powerpoint presentation/fill in the blank notes to
explain the three big concepts (45min)
 Examples to follow each concept, worked through as a
class and then have students guide me through the
examples
 Time to work on assigned practice questions (15min)
 Exit slip (2 questions) to be completed before leaving
class (5min)
Resources and Materials
-Power point
-Student work books (blank and
KEY copy)
-Sticky notes for exit slip
-White board, markers, projector
-Lap top
Assessment
Talking through problems after students have tried it
on their own (formative)
Observing students working on practice questions and
checking their understanding
Exit slip to see where students may be struggling/to
inform review the next day
Day 2: Field Theory
Outcomes:
1.1k, 1.2k, 1.3k, 1.4k, 1.5k
1.1sts, 1.2s
Following this lesson students will
understand:
-That there are three different energy fields
that can be found on earth and will be able to
provide examples of each
Lesson Strategy
-Engage with a scenario (hiking) where
students have to determine which energy
fields are impacting the hiker (10 min)
-Explore/Explain concepts with reference to
lightning example from previous day and
build on hiking scenario
-Examples for formula calculations and line
drawings worked together as a class (55min)
Video to conclude, bringing context back to a
Resources and Materials
 PowerPoint
 Video of Northern lights
 Student note books
-Each field has its characteristics (source,
direction and strength)
-How to calculate gravitational or electric
field strength at a given distance from a mass
or point (using provided formulas)
-How to draw line diagrams (and interpret
them) for 3 fields
-That a conductor running through a
magnetic field will be able to induce an
electric current
real-life example (5min)
-Assigned practice questions (15min)
Assessment
-*Difficult section on the diploma*
-Practice problems check for completion
(formative)
-Review with students working through 2-3
questions on the board the next day
(formative)
-Observe and check in with students during
work time
-Prompt students to ask questions when they
are unsure
Day 3:-4: Motors and Generators
Outcomes:
1.8k, 1.10k, 1.2s, 1.3s, 1.2sts
1.4s
Following this lesson students will
understand:
-Technologies require energy conversion to
perform a function
-There are different currents (AC & DC) that
have advantages and disadvantages
-How a DC motor works, through design and
description of the processes
-The importance of testing, redesign and
evaluation in building a performance
produce
-How to display investigation data,
procedure, claims and evidence
Lesson Strategy: 2 Days
Day 1:
-Recap of field theory and relate electrical
field to motors/generators through
headphone example (15min)
-General motor components introduced-PPT
(10 min)
-Motor Lab Set-Up (5 min)
-DC motor construction activity (with activity
questions about how motors work/draw and
label motor)
-Redesign challenge introduction
-Students make a plan/list of materials to
bring
Day 2:
-Review how motors work (concepts to be
gained from motor building activity)
-Notes on Generators; AC vs DC
-Redesign motor challenge (group work) and
show case of redesign with verbal
explanation of WHY the chosen motor was
Resources and Materials
-Field theory review questions
-Notes/PPT on general motor components
-DC motor activity: motor supplies,
procedure, activity questions
-Redesign challenge instructions
-Notes on Generators
-Students bring extra materials
-Redesign analysis questions
-Rubric to grade analysis
the best of 3 attempted
-Analysis of redesign to be handed in
individually for grading
Assessment:
Observing group work during activity and
investigation (formative)
Practice questions (formative)
DC Motor Investigation Redesign Analysis
(summative)
Day 5-6: Circuits
Outcomes:
1.6k/1.12k
1.1sts
1.2c
1.3s
1.4s
Following this lesson students will
understand:
-What the difference is between series and
parallel circuits
-How to calculate voltage, resistance and
current using Ohm’s Law
-How to calculate total resistance and total
voltage in series and parallel circuits
-Why it is important that there are safety
features on circuits (i.e. fuse) and relate to
their use of circuits at home
Lesson Strategy
Day 1:
PPT Notes:
-What is a circuit
- Circuits Diagrams & Examples
-Pre-Lab Demo (Gizmo Warm-Up)
-Pre-Lab questions (Workbook)
Practice Questions (textbook)
Resources and Materials
-Day 1 PPT & Practice Questions
-Pre-Lab Questions
-Day 2 PPT
-Student Circuit Lab book (& Link)
Day 2:
Circuits online Gizmo Lab (80 min)
Practice Textbook Questions
Assessment
-Circuits Lab* -questions covering knowledge
outcomes (summative)
-Practice questions: Self-assessment (check
answers in class/on-line)
-Walking around during lab and
observing/asking questions (formative)
Day 7: Power & Billing
Outcomes:
1.7k
1.3s
Lesson Strategy
PowerPoint with examples
-Work through examples as a class for
Resources and Materials
PPT notes
Following this lesson students will
understand:
-How to define power both qualitatively and
quantitatively using equations provided in
their data booklet
-How to calculate power in electrical systems
when voltage is provided and when it is not
-The costs of electrical energy and how
power companies determine what
consumers owe based on energy usage
-The environmental costs of energy
consumption and list ideas on how these
costs could be minimized
students to see how to use the formulas
Have students look into the costs of energy
environmentally (self-directed) and brain
storm possible ideas for minimizing the
environmental costs
Textbook Questions
Assessment
-Practice Questions taken up in class
(formative)
-Asking students to share their ideas related
to environmental costs (formative)
Day 8: Transmitting Electrical Energy
Outcomes:
1.9k/1.10k
1.3s
Following this lesson students will
understand:
-How electrical energy is transmitted from
power sources to useable energy
-Why voltage needs to be kept high in the
electric source
-How energy loss is minimized in the
transmission process through transformers
-That there are two types of transformers
and be able to describe how they work
Lesson Strategy
Engagement question: Big questions that can
be answered by the end of the lesson
Connecting to real world: Transmitting
energy to the home
Examples worked through as a class using
formulas
Practice questions
Assessment
Homework check-Practice questions
assigned
Class discussion (formative)
Resources and Materials
Power Point
Textbook
Video Link (AC > DC)
Day 9: Chapter 1 Review
Outcomes:
All general one outcomes
Following this lesson students will
understand:
(understandings covered in first 8 days of
unit)
Lesson Strategy
Determine what students have struggled
with (survey?) and develop questions to
review (45 min)
*Field theory review*
Practice questions to prepare for the quiz
posted with answers so students can check
their work (40 min)
Assessment
-Formatively assess students understanding
throughout first half of the unit and note
which areas they have struggled with
-Discuss with students individually and as a
class
-Have students work through questions on
the board to demonstrate their thinking
Resources and Materials
Review Questions