2Ohm's law for a mixed connection of conductors.

Long-term plan unit: Electrostatics

School:

Date:

Teacher name:

Grade: 10

Number present:

absent:

Theme of the lesson

Ohm's law for a section of circuit. Mixed connection of conductors.

Learning objectives that are achieved at this lesson (Subject Programme reference)

Ø  To use Ohm's law for a circuit unit with mixed connection of conductors;

Lesson objectives

Learning  outcomes:

·         Identify which of these circuits are parallel circuit or series;

·         Use Ohm’s law to calculate current, voltage, and resistance values in a circuit;

Assessment criteria

Knowledge

Know Ohm’s law

Application

Use Ohm’s law to calculate current in a circuit;

Use Ohm’s law to calculate voltage in a circuit;

Calculate total resistance in a circuit;

Language objectives

Subject-specific vocabulary & terminology

Ohm’s law

ohmic conductor

non-ohmic conductor

resistance

directly proportional

linear, straight line

non-linear

I-V characteristics

Useful set(s) of phrases for dialogue/writing

For a metallic conductor at constant temperature, I is directly proportional to V (Ohm’s Law).

The filament lamp and semiconductor diode show non-ohmic behaviour.

The semiconductor diode conducts with very low resistance in one direction and has almost infinite resistance in the other.

As temperature… the resistance…

The graph is non-linear, so... is a… conductor.

The graph is linear (a straight line through the origin), so...

Values instilled at the lesson

v  Appreciation for the unique abilities of each learner.

v  Respect for other’s opinion while working in a group.

v  Lifelong learning that theories learned from our discussion could be applied also to practical life.

v  Internationalism – the students must recognize that the discovery of capacitors is made by physicists who came from different countries.

Cross-curricular links

      Visual Literacy Instruction – the students must understand, appreciate and comprehend what they have seen in the presentation and other video materials.

      *Utilization of IT in teaching and learning process.

      Mathematics-knowledge on algebra, fundamentals and higher mathematics are pre-requisites to this lesson

ICT skills

The following links are good websites and additional resources for this lesson

https://opentextbc.ca/physicstestbook2/

https://tap.iop.org/electricity

https://www.physicsclassroom.com/class/circuits/Lesson-4/Combination-Circuits

Previous learning

Grade 8: d.c. circuits; V = IR; Ohm’s Law; electrical characteristics; circuit symbols; circuit diagrams; electrical energy and power;

Course of the lesson

Planned stages of the lesson

Planned activities at the lesson

Resources

Beginning

7 min

Teacher:

-Introduces the topic of day and spelling out the learning outcome they will possess after the study.

1. Organizational moment to acquaint students with the

• The theme of the lesson
• The objectives of the lesson
• The criteria of success for the lesson
• The plan of events for the lesson

2. Review. Complete the sentences (in pairs)

In a parallel circuit, certain general rules may be stated with regard to quantities of voltage, current, resistance, and power. Express these rules, using your own words:

“In a series circuit, voltage . . .”

“In a series circuit, current . . .”

“In a series circuit, resistance . . .”

“In a parallel circuit, voltage . . .”

“In a parallel circuit, current . . .”

“In a parallel circuit, resistance . . .”

Middle

8-10 min

 11-14 min

  15-24 min

 25-35 min

Activity

Identify which of these circuits is a parallel circuit (there may be more than one shown!):

(W) Whole class work. Using Ohm's law for a mixed connection of сonductors

Remember the rules for current and voltage in series and parallel circuits

(G) Group work. Worksheet: Circuits & Ohm’s Law

For further practice analyzing combination circuits, consider analyzing the problems in this activity.

(f) Formative assessment.

Provide learners with problems on the calculation of the current, voltage and total resistance using Ohm's law.

Appendix 1

Appendix 2

End

  36-40 min

At the end of the lesson, learners reflect on their learning:

-           What has been learned

-           What remained unclear

-           What is necessary to work on

Where possible the learners could evaluate their own work as well as the work of their classmates using certain criteria.

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check students’ learning?

Health and safety regulations

Differentiation can be by task, by outcome, by individual support, by selection of teaching materials and resources taking into account individual abilities of learners (Theory of Multiple Intelligences by Gardner).

Differentiation can be used at any stage of the lesson keeping time management in mind.

Use this section to record the methods you will use to assess what students have learned during the lesson.

Health promoting techniques

Breaks and physical activities used.

Points from Safety rules used at this lesson.

Reflection

Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?

If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson. 

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or achievements/difficulties of individuals that will inform my next lesson?