Difference between revisions of "3-ELE-03"
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* Pupils can use the equation Q = It and define current as the rate of flow of charge | * Pupils can use the equation Q = It and define current as the rate of flow of charge | ||
==[[Specifications|Specification]] References== | ==[[Specifications|Specification]] References== | ||
| − | + | 2.15 understand that current is the rate of flow of charge | |
| − | + | ||
| + | 2.16 recall and use the relationship between charge, current and time : charge = current × time, Q = I × t | ||
==Starter== | ==Starter== | ||
* Shuttling ball demonstration. The pupils (using the mini white boards) are asked to explain why the ball shuttles- testing their understanding of the different types of charge, induced charge and interactions between different polarities of charge. This leads to the discussion of the movement of charge being current and what factors affect the rate at which it is being moved. | * Shuttling ball demonstration. The pupils (using the mini white boards) are asked to explain why the ball shuttles- testing their understanding of the different types of charge, induced charge and interactions between different polarities of charge. This leads to the discussion of the movement of charge being current and what factors affect the rate at which it is being moved. | ||
==Main Body of Lesson== | ==Main Body of Lesson== | ||
| − | * The pupils observe a demonstration in which a nanocoulombmeter is charged with a constant current ( | + | * The pupils observe a demonstration in which a nanocoulombmeter is charged with a constant current (5nA works well). The current is controlled using a potential divider. To record the data and draw a circuit diagram the following [[Media:3-ELE-03_charging_a_nonocoulombmeter_worksheet.doc|worksheet]] can be used. The charge is measured every 5 seconds for 40 seconds and a graph of charge against time is plotted. This can (if time permits) be repeated using a larger current (10nA works well) to charge the nanocoulombmeter. The pupils are currently learning about gradients in Maths, so they should calculate the gradient of these lines. A conclusion should be draw about their findings. |
==Plenary== | ==Plenary== | ||
| Line 31: | Line 32: | ||
===Safety/Hazards=== | ===Safety/Hazards=== | ||
| − | * [[Media:RA1001_-_Physics_- | + | * [[Media:RA1001_-_Physics_-_High_voltagesv2.doc|High voltages]] |
* The teacher only should opperate the shuttling ball experiment. | * The teacher only should opperate the shuttling ball experiment. | ||
===Notes=== | ===Notes=== | ||
| + | ==Electricity Outline== | ||
| + | [[Electricity]] | ||
Latest revision as of 05:24, 24 November 2010
Contents
Outcomes
- Pupils can identify the coulomb as the unit of charge
- Pupils can identify the Ampere as the unit of current and that it is a SI Base Unit
- Pupils can use the equation Q = It and define current as the rate of flow of charge
Specification References
2.15 understand that current is the rate of flow of charge
2.16 recall and use the relationship between charge, current and time : charge = current × time, Q = I × t
Starter
- Shuttling ball demonstration. The pupils (using the mini white boards) are asked to explain why the ball shuttles- testing their understanding of the different types of charge, induced charge and interactions between different polarities of charge. This leads to the discussion of the movement of charge being current and what factors affect the rate at which it is being moved.
Main Body of Lesson
- The pupils observe a demonstration in which a nanocoulombmeter is charged with a constant current (5nA works well). The current is controlled using a potential divider. To record the data and draw a circuit diagram the following worksheet can be used. The charge is measured every 5 seconds for 40 seconds and a graph of charge against time is plotted. This can (if time permits) be repeated using a larger current (10nA works well) to charge the nanocoulombmeter. The pupils are currently learning about gradients in Maths, so they should calculate the gradient of these lines. A conclusion should be draw about their findings.
Plenary
- Simple Q = It questions, in a power point.
Homework
- Read Complete Physics Pages 176-177 and answer questions 1-4.
- Write a short piece entitled 'A day in the life of a free electron'.
- Question: 'Why does the term Current have the symbol I'.
- Who was Ampere and what are his Physics credentials?
Additional Information
Resources Required
- Practical equipment for the shuttling ball demonstration and charging the nanocoulombmeter.
Textbook References
- Complete Physics pages 176-177.
Website References
Skills Addressed
Safety/Hazards
- High voltages
- The teacher only should opperate the shuttling ball experiment.
