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Overview
Organizing Your Lab
Lesson 1
A Simple Electric Circuit
Lesson 2
A Series Circuit
Lesson 3
A Parallel Circuit
Lesson 4
Cells & Batteries Sources in Series and Parallel
Lesson 5
Resistance - Ohm’s Law
Lesson 6
Canadian Electricity Alternatives
Course Facilitator & FAQ's
Expectations
Acknowledgements
Science Physics: The Characteristics of Electricity
Please note this workshop deals only with concepts involved with Current Electricity. It assumes Static Electric concepts have been covered previous to this. Expectations that are covered in the workshop are indicated with a (
)
From the 2008 Ontario Curriculum Grades 9 and 10
STRAND A: SCIENTIFIC INVESTIGATION SKILLS
Abbreviations in square brackets are given after each specific expectation as follows
[IP] - initiating and planning
[PR] - performing and recording
[AI] - analysing and interpreting
[C] - communicating
From the 2008 Ontario Curriculum Grades 9 and 10 (page 56 and 57)
Science, Grade 9 Academic SNC1D
E. PHYSICS: THE CHARACTERISTICS OF ELECTRICITY
OVERALL EXPECTATIONS
By the end of this course, students will:
| E1. | | assess some of the costs and benefits associated with the production of electrical energy from renewable and nonrenewable sources, and analyse how electrical efficiencies and savings can be achieved, through both the design of technological devices and practices in the home; |
| E2. | | investigate, through inquiry, various aspects of electricity, including the properties of static and current electricity, and the quantitative relationships between potential difference, current, and resistance in electrical circuits; |
| E3. | | demonstrate an understanding of the principles of static and current electricity. |
SPECIFIC EXPECTATIONS
E1. Relating Science to Technology, Society, and the Environment
By the end of this course, students will:
| E1.1 | analyse the design of a technological device that improves its electrical efficiency or protects other devices by using or controlling static electricity (e.g., paint sprayers, photocopiers, lightning rods, grounding wires) [AI, C] Sample questions: How does eliminating static electricity help or hinder the performance of a device? How have static electricity controls helped in developing new technologies? | |
| E1.2 | | assess some of the social, economic, and environmental implications of the production of electrical energy in Canada from renewable and non-renewable sources (e.g., wind, solar, hydro, coal, oil, natural gas, nuclear) [AI, C] Sample issue: The operation of wind farms along Lake Huron produces electricity from a renewable source, reducing dependence on non-renewable sources of electricity. However, the wind farms produce noise and visual pollution, affect local animal life, and reduce the amount of land available for agriculture. Sample questions: What is the price difference between electricity produced from solar power and by coal-burning plants? What effects do coal mining, oil production, wind farms, and hydroelectric dams have on surrounding ecosystems? What types of hazardous substances are used or created in the production of solar power and nuclear power? What types of emissions are produced by coal-burning and hydroelectric power plants? What are the effects of these emissions on human health and the environment? |
| E1.3 | produce a plan of action to reduce electrical energy consumption at home (e.g., using EnerGuide information when purchasing appliances), and outline the roles and responsibilities of various groups (e.g., government, business, family members) in this endeavour [IP, AI, C] Sample issue: Replacing incandescent light bulbs with compact fluorescent bulbs can reduce the energy needed to light a home by 75%. Although the bulbs are more expensive than incandescent bulbs, electrical companies sometimes provide coupons to reduce the price. Also, the Ontario government is phasing out incandescent bulbs, which will further reduce energy consumption. Sample questions: What are EnerGuide and ENERGY STAR, and how can they be used when purchasing appliances or electronics? What is the difference in energy consumption between a conventional and a front-loading washing machine? What appliances consume electrical energy even when they are not in use? |
E2. Developing Skills of Investigation and Communication
By the end of this course, students will:
| E2.1 | | use appropriate terminology related to electricity, including, but not limited to: ammeter, amperes, battery, current, fuse, kilowatt hours, load, ohms, potential difference, resistance, switch, voltmeter, and volts [C] |
| E2.2 | conduct investigations into the transfer of static electric charges by friction, contact, and induction, and produce labelled diagrams to explain the results [PR, AI, C] | |
| E2.3 | | predict the ability of different materials to hold or transfer electric charges (i.e., to act as insulators or conductors), and test their predictions through inquiry [IP, PR] |
| E2.4 | | plan and carry out inquiries to determine and compare the conductivity of various materials (e.g., metals, plastics, glass, water) [IP, PR, AI, C] |
| E2.5 | | design, draw circuit diagrams of, and construct series and parallel circuits (e.g., a circuit where all light bulbs go out when one light bulb is removed; a circuit that allows one of several light bulbs to be switched on and off independently of the others), and measure electric current I, potential difference V, and resistance R at various points in the circuits, using appropriate instruments and SI units [IP, PR, AI, C] |
| E2.6 | | analyse and interpret the effects of adding an identical load in series and in parallel in a simple circuit [AI, C] |
| E2.7 | | investigate the quantitative relationships between current, potential difference, and resistance in a simple series circuit [PR, AI] |
| E2.8 | | solve simple problems involving potential difference V, electric current I, and resistance R, using the quantitative relationship V = IR [AI, C] |
| E2.9 | determine the energy consumption of various appliances, and calculate their operating costs (e.g., using the kilowatt hour rate from a utility bill) [AI, C] | |
| E2.10 | calculate the efficiency of an energy converter, using the following equation: percent efficiency = (Eout/Ein) X 100% [AI, C] |
E3. Understanding Basic Concepts
By the end of this course, students will:
| E3.1 | | identify electrical quantities (i.e., current, potential difference, resistance, and electrical energy), and list their symbols and their corresponding SI units (e.g., electric current: I, ampere) |
| E3.2 | explain the characteristics of conductors and insulators and how materials allow static charge to build up or be discharged | |
| E3.3 | | compare and contrast static electricity with alternating current (AC) and direct current (DC) (e.g., the charge on a charged electroscope, the charge in a functioning circuit) |
| E3.4 | | identify the components of a simple DC circuit (e.g., electrical source, load, connecting wires, switch, fuse), and explain their functions |
| E3.5 | | explain the characteristics of electric current, potential difference, and resistance in simple series and parallel circuits, noting how the quantities differ in the two circuits |
| E3.6 | describe, qualitatively, the interrelationships between resistance, potential difference, and electric current (e.g., the effect on current when potential difference is changed and resistance is constant) | |
| E3.7 | | explain what different meters (e.g., ammeters, voltmeters, multimeters) measure and how they are connected within an electrical circuit to measure electrical quantities |
| E3.8 | | explain how various factors (e.g., wire length, wire material, cross-sectional area of wire) influence the resistance of an electrical circuit |
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