Stage 1 - Desired Outcomes
Unit Title: Electrostatics and electricity / Estimated Timeframe (6 weeks):
Focus Standards(For Pearson, indicate Clusters, and not individual standards)
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.[Clarification Statement: Emphasis is on both quantitative and conceptual descriptions of gravitational and electric fields.] [Assessment Boundary: Assessment is limited to systems with two 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.[Assessment Boundary: Assessment is limited to designing and conducting investigations with provided materials and tools.]
HS-PS3-2. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as either motions of particles or energy stored in fields.[Clarification Statement: Examples of phenomena at the macroscopic scale could include the conversion of kinetic energy to thermal energy, the energy stored due to position of an object above the earth, and the energy stored between two electrically-charged plates. Examples of models could include diagrams, drawings, descriptions, and computer simulations.]
HS-PS3-5. Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.[Clarification Statement: Examples of models could include drawings, diagrams, and texts, such as drawings of what happens when two charges of opposite polarity are near each other, including an explanation of how the change in energy of the objects is related to the change in energy of the field.] [Assessment Boundary: Assessment is limited to systems containing two objects.]
Enduring Understandings, i.e., “Big Ideas” and what students will be able to know at the end of the unit:
Students will be able to:
Describe, measure, and devise a system that uses the appropriate current, voltage and or electromagnetic field necessary to solve a given problem.
Show the relationship between a charge and a given field.
Use coulombs law to predict the effects in a given system and modify it to obtain a desired result. / Essential Questions:
How are positive charges affected in an positive electrostatic field?
How is an electromagnetic field affected by current flow?
What is current?
What is the difference between current and voltage?
Anticipated Misconceptions For The Unit:
Static electricity is the same as flowing current.
Charges and magnets are the same.
C represents coulomb not the speed of light ‘c’.
nC represents nano- which is 10^-9 in scientific units
Systems can be solved in two dimensions.
R is the distance between units, not radius, as given in coulombs law.
Objectives For Unit (Depth of Knowledge):
Design and build an epreiment to determine the current in a system with 100 ohm and 10,000 ohm resisters to determine how current (I) is related to Power (P).
Write a research paper outlining how you can predict the outcome of a circuit without actually having to build the circuit. How is this useful in industry?
Essential Vocabulary:
Amp
Volt
Coulomb
nC
circuit
system
point charge (q)
K / Critical Thinking Skills (use DOK 3 or 4):
How would you test Coulombs law with respect to a given charge? How would you select facts to support your claim for the above?
Can you formulate a theory based on the coulombs law that will determine how a system will react to a foreign charge when it is introduced?
Grouping Strategies:
Data based grouping
3 groups based on
- (I don’t get it)
- I can set it up
- I totally get this
- Students will receive a daily exit ticket following the lesson and a gradual release of responsibility based on said release.
- Students that demonstrate proficiency will be given higher level critical thinking problems to which they can apply the topic and advance.
Instructional Strategies:
Content: Students will interact with the content using the class base “Haiku” which will have links to our assessment tool “Pear deck”, and have access to class notes and material.
C for U: Students will be assessed using peardeck, which allows the teacher to objectively meet the individual needs of each student. They will be moved into groups and given further instruction.
How will you facilitate Academic Discourse?
Academic discourse: Students will be given prompts, which by using, they can address a problem after they are separated into groups. These prompts will help them analyze and break down a problem into its components.
Feedback is provided on a one on one basis by showing the student their work and how they can improve. They are moved into groups based on this. Positive reinforcement is used throughout the lesson.
self-monitoring: Students are moved into groups and given a task to complete within a given time frame. Students will then be asked to meet certain requirements and judge their work based on if they have met those standards. / Materials:
Powerpoints
Computers
Circuit kits
Differentiation Strategies (Refer to Binder)
English Learners:
Grouping-
Media incorporation-
Student buddies-
/ Special Education Students:
Stage 2 – Assessment Evidence
Summative Assessments (at least 1 per unit):
End of unit test:
Given at the end of the Unit. / Formative Assessments (1 per week):
Haiku assessment
Or
Peardecks assessment
Based on the data- construct a model that approximates the effects of a point charge on a system.
Prove point charges affect other charges, thus proving the field area of effect due to said point charges.
Apply Coulombs law to a computer and describe how data is stored in a hard drive using this system of causal effect.
Synthesize a system where you can measure current flow in a system (circuit), and prove it on paper before building it so you can critique the effectiveness and efficiency of that system.