8.

3 Electrical Energy in the Home Isabelle King

Units 3, 4 and 6.

Note on Resources Column: Do not just list the resources, but also describe your use of the resources support the learning/teaching activities. Provide
specific web-link, APA citation, or explain the type of resource you would create.

Unit Content Skills Learning/Teaching Activities Resources

Students learn 8.1 Physics Skills
to/Students
3. Series and parallel circuits serve different purposes in households
Identify the difference 13.1.e) Using a variety Students draw circuit diagrams to show the
between series and of pictorial difference between series and parallel
parallel circuits representations to circuits.
show relationships and
present information
clearly and succinctly.

Plan, choose 12.2.b) Measuring, Experiment: Students work in groups of 2-3 Use practical scaffolds modified from Jacaranda Physics 1 textbook
equipment or observing and (maybe 4 depending on class size) and are (Andriessen, Lofts, Morante, & Mott, 2009). Four separate circuit set
resources for and recording results in provided with resistors, ammeters, ups that need to be completed.
perform first-hand accessible and voltmeters, power packs, switches and
investigations to recognisable forms, connecting wires. Students are provided with
gather data and use carrying out repeat four goals that they must work towards:
available evidence to trials as appropriate. (1) Measure current in a series circuit
compare 11.3.a) Identifying (2) Measure current in a parallel circuit
measurements of and/or setting up the (3) Measure voltage in a series circuit
current and voltage in most appropriate (4) Measure voltage in a parallel circuit
series and parallel equipment or Students will measure voltage and current at
circuits in computer combination of different points along each circuit in relation
simulations or hands- equipment needed to to the resistors. For example, when
on equipment undertake the measuring current in a series circuit (goal 1)
investigation. containing two resistors, students will place

1
 the ammeter before resistor one, between
resistor one and two and after resistor two.
They will measure the current at each point.
Students will record the data for each goal in
four separate tables. They will then develop
their own laws based on what they have
seen.
Students will compare these laws to Ohms
law and Kirchhoffs law.

Teacher led class discussion of results.

Compare parallel and Teacher simulates the movement of electrons Simulation of electron movement and voltage/current in parallel and
series circuits in terms in parallel and series circuits for clarity of series circuits:
of voltage across understanding in students using PhET https://phet.colorado.edu/en/simulation/legacy/circuit-construction-
components and simulation (projected onto board). kit-dc
current through them Teacher ensures all students have correct
answer written down in their books.
Answer:
Current Voltage
Series Remains Divides
constant between
paths. Sum
equal to
initial
voltage.
Parallel Divides Remains
between constant
paths. Sum
equal to
initial
current.

Identify uses of Ask students what they use an ammeter and

2
ammeters and voltmeter for when they set up their circuit
voltmeters and why. Explicit teaching: the ammeter
measure current, the voltmeter measures
voltage (potential difference).
If students are unsure about current/voltage
(should have learnt about this earlier in unit)
explicit teaching on what they are. Use
analogy of water for current/voltage. A
stream is like current. Think of a lake for
potential difference. The lakebed is still and
therefore the water doesnt move. If the
lakebed were tilted up, the water would run
down due to a difference in gravitational
potential energy. Voltage is the same, but its
a difference of electrical potential energy.

Explain why ammeters With the use of ammeters and voltmeters in

Students watch video, which explains that voltmeters measure
and voltmeters are mind, ask students why they think the
potential difference and therefore need to be connected in two
connected differently ammeter and voltmeters are connected
separate points across a component (i.e. in parallel) to measure the
in a circuit differently in circuits. Bring up previous
difference. Ammeters measure current and therefore need to be put
practical. Students watch video whilst
in series to measure the current through the component.
answering a few main questions related to
https://www.youtube.com/watch?v=yE3eQ6q39f4
video.
Teacher made worksheet that asks students questions like, Does a
Students then complete Yenka simulation to
voltmeter have high or low resistance. Why?
see what happens when voltmeters and
ammeters are placed at different points along
If school has access to Yenka, students use Yenka simulation, which
the circuit. In doing this activity they must
demonstrates the effects of putting ammeters and voltmeters at
apply their knowledge.
different points along circuits.
http://www.yenka.com/activities/Using_Ammeters_and_Voltmeters_-
_Activity/
Plan, choose 12.3.a) accessing Experiment: Students construct a model Teacher developed resource: scaffolded practical worksheet. Will
equipment or information from a household lighting circuit that demonstrates provide students with the equipment list and task. Students will draw
resources and perform range of resources, why lighting is set up in households in a their circuit into a blank space on worksheet. Students then draw table
a first-hand including popular particular way. Once set up, they justify their for voltage measurement across each globe and current measurement
investigation to scientific journals, choice to their teacher. Students are provided through each globe (with switches closed).
construct simple digital technologies and with equipment (lamps, switches, power

3
model household the Internet packs and wires).
circuits using electrical 12.3.d) summarising Do this before getting them to conduct
components and collating secondary research as it gets them to apply
information from a what they have already learned about circuits
range of resources to the real world. Teacher offers guidance
and asks leading questions but does not tell
student answer, e.g. how come the lights in
the living room can be on whilst the
bathroom lights are off?
After students have been forced to think
about it and have done their best with the
circuits, then they can be taught explicitly and
in more detail. Students set up light bulbs in
parallel, as when one switches off, the others
remain alight.

Explain why there are 11.3.a) Identifying Brainstorm the pros and cons of electricity in
different circuits for and/or setting up the class. Talk about how energy is lost over
lighting, heating and most appropriate distance along the wire. , Write the list on the
other appliances in equipment or board as students speak. When list is
the house combination of complete, ask students what types of circuits
equipment needed to may be used in these circumstances. What
undertake the would be the pros and cons? Uses of circuits
investigation. discussed by class. Refer to previous
11.3.c) Identifying investigation about lighting. Discussion then
technology that could moves to need for different circuits in the
be used during house.
investigations and Students then use laptops or library
determining its computers to research the reasons behind
effectiveness for its different circuit use for lighting, heating and
potential role in the other appliances. Students extract and
procedure or summarise information.
investigation.
Students then answer a HSC style question
under exam conditions: Analyse the design
of electric circuits for lighting, heating and

4
 appliances in Australian households.

4. The amount of power is related to the rate at which energy is transformed

Explain that power is Explicit teaching on concept of power
the rate at which power is the rate at which energy is
energy is transformed transformed from one form to another:
from one form to Power (P) =energy (W)/ time (t).
another Class discussion on concept of power, energy
and the relationship between them.
Unit of power is Watt. One Watt is same as
one Joule per second.
Students watch video and then complete a
worksheet where they have to answer
questions using the equation.
Video: Watch from 0-1.52 minutes. Shows the relationship between
power, work and time. Provides a simple example through the use of
two weightlifters. Then goes on to explain the units.
https://www.youtube.com/watch?v=RpbxIG5HTf4&t=93s
Worksheet contains a number of different questions where students
apply equation. E.g. A person weighting 500N gets on an elevator. The
elevator lifts the person 5 m in 10 seconds. How much power was
used?

Identify the Derive equation on board, showing students

relationship between that Teacher made worksheet with questions involving P=IV formula. E.g.
power, potential As P=W/t, knowing W=qV therefore P=qV/t. How much power does a heater consume if its drawing a current of
difference and current Knowing q/t=I, therefore P=IV. 2.1A from a 240V supply?
Students identify the relationship between
power, voltage (potential difference) and
current. Students answer a number of
questions using this equation (using teacher
made worksheet)

Perform a first-hand 12.1.d) identifying and Experiment: Students will use water, data Teacher made resource: scaffolded experiment worksheet, shared via
investigation, gather using safe work loggers with temperature probes or Google classroom or drive. Students
information and use practices during thermometers, resistors, beakers, voltmeters,
available evidence to investigations ammeters and power packs to investigate the
demonstrate the relationship between power, current and
relationship between voltage.
current, voltage and Students provided with scaffolded
power for a model 6V experiment where they heat water using

5
to 12V electric heating heating coil and time how long it takes for
coil water to increase by 10oC. Students do this at
increasing voltages from 6-12V. Students
must identify dependent, independent and
14.3.d) formulate cause controlled variables. Students must write up
and effect relationships a risk assessment and their prediction of
outcomes.
Extension for brighter class: Students are
given the goal and equipment and must plan
the experiment themselves.
- Focus: Students see that as Voltage
increases, power increases (with constant
current controlled resistor) demonstrates
P=VI.

Identify that the total 13.1.f) selecting and Students use equation H=mc.T (c = 4.18
amount of energy drawing appropriate J/g/K for water) to calculate the heat energy
used depends on the graphs to convey given to water. Graph paper.
length of the time the information and Students graph and analyse experimental
current is flowing and relationships clearly results and deduce relationship between
can be calculated and accurately length of time current is flowing and energy
using: used.
Energy = VIt Teacher explicitly teaches that total amount
of energy used depends on the length of time
the current is flowing and introduces formula:
Energy = VIt

Solve problems and 14.1.a) Identify trends, Students complete worksheet/questions in Worksheet is teacher developed resource where students answer a
analyse information patterns and textbook involving equation energy = VIt. number of questions involving the equation Energy = VIt. This will
using: relationships as well as Students complete more questions on P=VI as familiarise students with the equation. Example question: A lamp is
P = VI contradictions in data revision. connected to a 240V mains supply. A current of 2.4A is drawn through
and and information - Focus: Familiarise students with formulas it for 10 seconds. What was the energy in Joules?

6
 Energy = VIt and how to use them. Get students to analyse
information involving these formulas.

Explain why the Show student short video that describes the
kilowatt-hour is used kilowatt-hour. Take students to school meter Students watch short video that explains what a kilowatt is measuring:
to measure electrical box and measure energy usage. Ask students https://www.youtube.com/watch?v=lmIGonMm9jk
energy consumption why they think kWh is used rather than J/s.
rather than the joule Answer: Ease of use. Use example: in a Power bill is teacher-developed resource: will be an old power bill or
quarter (2.5 months) the amount of energy something designed to look like a power bill.
used is 7.56 billion Joules. This is really large
and not user friendly. Show students example
power bill then get them to work out the
costs of running some common appliances.

6. Safety devices are important in household circuits

Discuss the dangers of 12.3.c) extracting Comprehension activity on dangers of electric Teacher developed worksheet that students use for comprehension.
an electric shock from information from shock. Increase literacy and student ability to Involves information on the main AC outlet containing 240V. The
both a 240 volt AC numerical data and synthesise/summarise information from text. amount of electricity that runs through a human and that a human can
mains supply and graphs as well as from stand (shown in the table) and the effects on muscles.
various DC voltages, written and spoken
from appliances, on material in all its forms
the muscles of the 12.3.d) summarising
body and collating
information from a
range of resources

Students will write a paragraph answering the dot point i.e. discuss
the dangers of an electric shock from appliances on the muscles of the
body.
Brainstorm types of safety devices used in the

7
 home and their function.
Describe the functions Students then research using secondary
of circuit breakers, sources the function of circuit breakers,
fuses, earthing, double earthing, double insulation and fuses
insulation and other alongside the dangers of electric shock on
safety devices in the human muscles. Students develop a
home promotional pamphlet describing the
functions of 3 safety devices. They pick 2
from the list: circuit breakers, fuses, earthing,
double insulation. The third comes from their
own research. Students then outline the risks
associated with electricity on the muscles of
the human body and the need for safety
devices (this is why you need this product!).

BOSTES. (2002). Physics Stage 6 Syllabus. Retrieved March 18th, 2017 from New South Wales Education Standards Authority:

http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/physics_stg6_syl_03.pdf

8
Lecture activities:

Week 1 Lecture Task:

The New South Wales Education Standards Authority (NESA) (2010) provides a pamphlet with

advice to help teachers understand how to cope with cheating in assessment during the HSC. As a

future teacher, knowing the preventative procedures in place is important if I am to implement

them and ensure successful and fair assessment in the HSC. In particular, I was unaware of the fact

that all students enrolled in a Preliminary or HSC course must complete the HSC: All My Own Work

program (or an equivalent program). Likewise, I was unaware that students must sign a declaration

stating that they have read the Rule and Procedures booklet (NESA, 2010). This is helpful to me as a

future teacher as I am now aware of some compulsory procedures that I may have to undertake.

The pamphlet likewise acts as a resource that can be referred to in order to develop professional

practice. It states teaching methods to help reduce cheating, including: providing useful and

relevant feedback, ensuring student workload is manageable, ensuring a cooperative learning

environment amongst students and designing activities that minimise malpractice opportunities. All

of these insights will help me manage cheating as a future HSC teacher, which is incredibly

important to ensure equitable assessment.

Week 2 Lecture Task:

Risk assessment form:

Name of investigation: Measuring current and voltage through parallel and series circuits

Name of students in group: Enter student names

Class: Year 11 (class number) Date: 23/03/2017

Hazard Procedure or Potential effect Precaution taken Source of

equipment to control risk information
Electric shock Connecting wires - Interference - Ensure all wires (Technical
with heart are insulated with University of
beat/nervous no holes in Kaiserslautern,

9
 signals insulation. 2012)
- Skin/tissue - Ensure all
damage/burns components are
within working
order.
- Know the
location of the
mains switch so
that power can
be turned off
rapidly.
Mechanical - Fingers trapped Hand/finger Tell students to (Whisker, Dawda,
in alligator clips injuries take care when & Ekins-Daukes,
- Sharp ends of using equipment. 2011)
resistors
Trip hazard Power pack cable Injury to head or Ensure students (Gibbs, 2012)
other parts of the do not have their
body through fall power packs set
up so that the
cords stretch out
across walkways.

Week 3 Lecture Task:

The quality learning environment element social support is very important in Physics, as Physics

requires the understanding of abstract concepts. Creating a classroom that is free of negative

personal comments, where students feel open to ask questions without fear of put-downs, is

essential if students are to engage in class and thereby grasp hard and abstract concepts. One such

way of creating positive social and collaborative spaces is to get students working collaboratively in

groups during practical tasks. In Unit 9.3, Motors, focus area 2.9, students plan and conduct an

investigation to predict and verify Faradays law. Getting students to work collaboratively in

planning and setting up the investigation allows them to share ideas and knowledge, where they

teach and learn from each other. Creating a positive atmosphere where students are able to engage

in questioning such as what happens to the current when the speed of the magnet changes? can

provide students with the confidence to experiment with their set-up and make observations. Fear

of failure created by negative social situations can prevent this. As observing patterns during

practicals is essential to understand abstract physical concepts, creating an environment of social

support where students engage is therefore essential in Physics.

10
Week 4 Lecture Task:

Important to student learning is student motivation and attention during lectures. In order to get

students to remain motivated, teachers should engage the learner through learner participation and

social interaction. Likewise, the use of auditory and visual stimulus can make students more

attentive and alert to the learning. The use of social interaction through questioning during lectures

can work when engaging in discussions on physical concepts. One example of this is in Moving

About (8.4). When teaching this, the teacher can engage the students in social interaction through

questioning about mass and weight. These are both concepts that students would have heard about

before, so asking students what they already know about these ideas facilitates the students

focusing in on and thinking about the content. The teacher can also use the interactive visuals to

demonstrate mass vs. weight, for instance on Earth vs. on The Moon. Using the visual and auditory

cues will make the students alert to the learning, and asking them to participate will motivate them

to engage with the content.

11
 Lesson Plan Template

Topic area: Stage of Learner: Syllabus Pages:

8.3.3 6 27
Safety Considerations: Time: Printing/preparation:
Electric shock, trip hazards and 60 mins All worksheets shared digitally
mechanical hazards. Outlined in risk through Google sites/drive
assessment form in resources.

Knowledge Outcomes in Unit Skills Outcomes in Unit

Students Learn To Students

Compare parallel and series circuits in terms of voltage
across components and current through them
Plan, choose equipment or resources and perform a first-
hand investigation to gather data and use available
evidence to compare measurements of current and voltage
in series and parallel circuits in computer simulations or
hands-on equipment

Links Between Lesson Content and Unit Contextual Outline

Unit contextual outline states that electricity is an essential energy source for modern living. Humans harness this
electricity through circuits and energy converting appliances in order to make it useful for modern life. In order to do
this, one must have knowledge of the two basic designs of circuits and how voltage and current travel through them.

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

1.1 Deep knowledge 1.4 Higher-order thinking

Intellectual Quality
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something
that requires active construction and requires students to engage in higher-order 1.3 Problematic 1.6 Substantive
thinking and to communicate substantively about what they are learning. knowledge communication

2.1 Explicit quality criteria 2.4 Social Support

Quality Learning Environment
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and
explicit expectations and develops positive relationships between teacher and students 2.3 High Expectations 2.6 Student direction
and among students.

3.1 Background 3.4 Inclusivity

Significance knowledge
This refers to pedagogy that helps make learning more meaningful and important to 3.5 Connectedness
students. Such pedagogy draws clear connections with students prior knowledge and 3.2 Cultural knowledge
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.6 Narrative
cultural perspective. 3.3 Knowledge
integration

How are the quality teaching elements you have identified achieved within the lesson?

12
 Teaching Indicators of presence in the lesson
element

2.4 Social Students work collaboratively in groups during experiment. This gives the students the opportunity to work with
Support others and engage in dialogic interactions. For the teacher to walk between practicals and stop the task to
demonstrate half way through, the students must show respect to the teacher.

2.5 Students self Students demonstrate autonomy and initiative when undertaking the practical, following the experimental
regulation method and writing down observations. Students have to focus on the task at hand and are trusted to engage in
the task not interrupt others.

13
 Lesson Script

Time Teachers Actions Students Actions Resources (refer to web-link, author

and year, or original handout)

Experiment: PowerPoint slide 1

Using the circuit diagrams on your worksheets,
Teacher projects onto whiteboard set up the four different circuits. For each circuit,
a PowerPoint slide with the fill in and answer the corresponding table and
15 mins information and goals for the questions in your exercise books. Make sure to
task. The teacher explicitly tells draw the circuit diagram into your books as
students that they have to use well.
their knowledge of circuit
Students use experiment
symbols to interpret, collect
scaffold to set up equipment
correct equipment for and set-up
and record data in hand drawn
four different circuit diagrams. Teacher made resource based on practicals
tables in their exercise books.
They have to record the voltage from Jacaranda (2009) (Jacaranda, 2009). Four
Students write up a risk
across and current through the separate circuit set ups, as follows:
assessment before engaging in
circuit, using voltmeters and
practical activity. 1. Current in a series circuit
ammeters. Tell students to follow
2. Voltage in a series circuit
the instructions and approach 3. Current in a parallel circuit
with any questions. 4. Voltage in a parallel circuit

Teacher then provides students

with four scaffolded experiments
(modified from Jacaranda
textbook) through Google drive.
Direct students to write down
circuit diagram and tables into
their exercise books.

Teacher walks around and is

available to offer guidance or
help as requested by students.

Potential questions that may

arise are negative signs shown
on voltmeter or the dial moves
backwards. This is due to
incorrect terminal set up; the
reading is correct, just negative.

5 mins Teacher stops class once all/most Stop investigation and walk to Show PowerPoint slide 1
students have completed current demonstration. Listen as teacher
and voltage in series circuits. Asks provides demo. Engage in
students what their observations discussion/answer questions.
were. Looks for current across
series remained the same, but
was changed in parallel. Uses
one of the set ups to demonstrate
the current change in parallel is
equal to the initial current. I.e.
current is divided between the

14
 paths.

Instruct students to continue Continue with practical.

experiment for current and
15mins voltage in parallel circuits. Ask teacher any questions.

Walk around and help

students/answer any questions.

5 minutes Teacher stops class once again Stop investigation and walk to PowerPoint slide 2
when all/most students have demonstration. Listen as teacher
completed current and voltage in provides demo. Engage in
series circuits. Asks students what discussion/answer questions.
their observations were. Looks for
voltage remained constant
across components in parallel but
divides across components in
series. Uses one of the set ups to
demonstrate the voltage across
components in I.e. current is
divided between the paths.

5 mins Direct students to pack up their

equipment

15 minutes Students answer questions on

(remainder worksheets and develop their
of class own laws about the relationship
time) between current, voltage and
circuits.

15
Reflection

Preparing this lesson was difficult, as I wasnt sure how long the practical would take and
what a realistic length of time to achieve this goal was. Likewise, there are four separate
components to the experiment and when planning I wasnt sure how to ensure that the
students wouldnt get lost and would remain on track. As a result I decided to put in the
demo at the halfway point.

Assessment:

Learning Outcome Method of measurement/assessment

Compare parallel and series
circuits in terms of voltage across
components and current through
them
Plan, choose equipment or
resources and perform a first-
hand investigation to gather data
and use available evidence to
compare measurements of
current and voltage in series and
parallel circuits in computer
simulations or hands-on
equipment
Informal assessment through questioning and observation
during experiment and demonstrations.
Informal assessment of student practice through
observation and questioning. Seeing how students respond
to prodding, and whether they can easily make conclusions
or access previously learned information.
Asking students for their results and seeing if they are
correct.

Other considerations

Graduate Evidence within this lesson

Standards

3.4 Select and The scaffolded practical worksheet resource is designed to give students a guided
use resources but self-directed investigation. Students must know how to interpret diagrams and
record measurements from a voltmeter and ammeter. The worksheet provides
directions but students must still engage cognitively with the task at hand if they
are to achieve. Likewise, electing to do a hands-on practical rather than a
simulation will give students the change to play around with and familiarise
themselves with the equipment. This will foster understanding.

4.1 Support As it is a practical activity where students work in small groups, each student will
student need to participate in order for the investigation to work. As a result, it fosters
participation student inclusion, participation and engagement throughout the lesson, as the
investigation and associated activities take up the entire lesson.

16
References

Gibbs, K. (2012). Risk assessment in the Physics laboratory. Retrieved March 23rd, 2017 from

School Physics: http://www.schoolphysics.co.uk/age14-

16/General/text/Risk_assessment/index.html

Jacaranda. (2009). Physics 1: preliminary course (3rd ed.). Milton, Queensland, Australia: John

Wiley & Sons Australia.

Technical University of Kaiserslautern. (2012). Risk assessment: use of standard electrical

equipment. Retrieved March 23rd, 2017 from Technical University of Kaiserslautern:

https://www.chemie.uni-

kl.de/fileadmin/chemie/Dokumente/Dokumente_BC/Sicherheit/GA/RAElectrical.pdf

Whisker, R., Dawda, H., & Ekins-Daukes, N. (2011). RISK ASSESSMENT AND STANDARD

OPERATING PROCEDURE. Retrieved March 23rd, 2017 from Imperial College London:

http://www.imperial.ac.uk/media/imperial-college/faculty-of-natural-

sciences/department-of-physics/ug-labs/year-1/documents--

presentations/RA_Electronics.pdf

17
Resources Attached:

Experiment risk assessment form:

Name of investigation: Measuring current and voltage through parallel and series circuits

Name of students in group: Enter student names

Class: Year 11 (class number) Date: 23/03/2017

Hazard Procedure or Potential effect Precaution Source of

equipment taken to control information
risk
Electric shock Connecting - Interference - Ensure all (Technical
wires with heart wires are University of
beat/nervous insulated with Kaiserslautern,
signals no holes in 2012)
- Skin/tissue insulation.
damage/burns - Ensure all
components are
within working
order.
- Know the
location of the
mains switch so
that power can
be turned off
rapidly.
Mechanical - Fingers trapped Hand/finger Tell students to (Whisker, Dawda,
in alligator clips injuries take care when & Ekins-Daukes,
- Sharp ends of using 2011)
resistors equipment.
Trip hazard Power pack Injury to head or Ensure students (Gibbs, 2012)
cable other parts of the do not have their
body through fall power packs set
up so that the
cords stretch out
across
walkways.

18
Voltage and Current in Series and Parallel circuits
investigation:

This practical investigation is modified from Jacaranda (2009).

1. Current in a series circuit.

1. Referring to your notes on circuit symbols and the diagram below, collect the
required materials plus one ammeter. Set up the following circuit:

2. Connect the ammeter in turn at points X, Y and Z with the switch closed. Measure
and record the current in the table (copy table into your exercise books. Give your
table a heading.):

Current at X
Current at Y
Current at Z

Analysis

1. What is the current passing through R1?

2. What is the current passing through R2?
3. What is the current passing through the power supply?
4. Summarise what you have observed about current in a series circuit.

2. Voltage in a series circuit

19
 1. Referring to your notes on circuit symbols and the diagram below, collect the
required materials plus one voltmeter. Set up the following circuit:

2. Set up the voltmeter in turn across R1 and then R2, as demonstrated below:

3. Copy the table below into your exercise books and record the measurements. Give your
table a heading:

V across power supply

V across R1
V across R2

Analysis:

1. What happens to the voltage across components in the circuits?

2. What is the sum of the voltage drop across the resistors?
3. Write a short sentence to state the relationship between the voltage across the
power supply and voltage drops across components.
4. What resistor had the highest voltage drop?
5. What is the ratio in voltage drop between R1 and R2?

3. Current in a parallel circuit

20
 1. Referring to your notes on circuit symbols and the diagram below, collect the
required materials plus one ammeter. Set up the following circuit:

2. Connect the ammeter in turn at X, Y, then Z when the switch is closed. Write down
your observations in the table below (copy into exercise book). Give your table a
heading:

Current at X
Current at Y
Current at Z

Analysis

1. What is the sum of the currents through the two resistors?

2. What is the current through the power supply?
3. Compare the answers from questions 1 and 2.
4. Which resistor had a higher current passing through it?
5. What is the ratio of current through R1 to R2?

4. Voltage in a parallel circuit

1. Referring to your notes on circuit symbols and the diagram below, collect the
required materials plus one voltmeter. Set up the following circuit:

21
 2. Connect the voltmeter in turn to the power supply, R1 then R2 and measure the
voltage across each component. Record measurements in the table below. Copy
table into book and give it a heading:

V across power supply

V across R1
V across R2

Analysis:

1. What is the ratio of voltage between R1 and R2?

2. What is the voltage of the power pack?

3. Write a short sentence summarising your observations.

Activity 5:

1. Compare voltage and current through series and parallel circuits. Use PEEL to structure
your response.

2. From what you have observed, create your own laws that show the relationship between
voltage, current and resistance.

22
PowerPoint Slides:

Slide 1

Slide 2:

23
Images in slides come from Jacaranda (2009).

24
25
 Lesson Plan Template

Topic area: Stage of Learner: Syllabus Pages:

8.3.3 6 27
Safety Considerations: Time: Printing/preparation:
Inappropriate internet content 60 mins All resources accessed online
when students view YouTube.

Knowledge Outcomes in Unit Skills Outcomes in Unit

Students Learn To Students

Identify uses of ammeters and voltmeters.

Explain why ammeters and voltmeters are connected

differently in a circuit.
Links Between Lesson Content and Unit Contextual Outline

Unit contextual outline states that electricity is an essential energy source for modern living. Humans use electricity in
heating, lighting and appliances, however to do this they need to design systems that carry and record the electric
current. As a result, identifying and explaining the uses of ammeters and voltmeters is essential.

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

1.1 Deep knowledge 1.4 Higher-order thinking

Intellectual Quality
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something
that requires active construction and requires students to engage in higher-order 1.3 Problematic 1.6 Substantive
thinking and to communicate substantively about what they are learning. knowledge communication

2.1 Explicit quality criteria 2.4 Social Support

Quality Learning Environment
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and
explicit expectations and develops positive relationships between teacher and students 2.3 High Expectations 2.6 Student direction
and among students.

3.1 Background 3.4 Inclusivity

Significance knowledge
This refers to pedagogy that helps make learning more meaningful and important to 3.5 Connectedness
students. Such pedagogy draws clear connections with students prior knowledge and 3.2 Cultural knowledge
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.6 Narrative
cultural perspective. 3.3 Knowledge
integration

How are the quality teaching elements you have identified achieved within the lesson?

Teaching Indicators of presence in the lesson

26
 element

1.2 Deep The focus of the lesson is to bring the knowledge and understanding of current and voltage to a deep
understanding level. If students understand how ammeters and voltmeters work, and thus the way they are
included in a circuit, they must understand what current and voltage are and the relationship they
have.

3.1 Background Builds on students prior learning about current and voltage as well as what they already know about
knowledge electricity and circuits.

Lesson Script

Time Teachers Actions Students Actions Resources (refer to web-link, author and
year, or original handout)

Teacher uses PhET DC circuit
10
simulation to show the movement
mins of electrons through circuits. This
demonstrates what students did in
the last practical, to give them an
idea of what was happening within
their circuit. Teacher puts ammeter
and voltmeter into different
locations, asking students to predict
what they think will happen.
https://phet.colorado.edu/en/simulation/l
egacy/circuit-construction-kit-dc (PhET,
Students watch and engage in
2017)
discussion.
Teacher uses simulation to reinforce the learning
from the previous lessons practical investigation.
It shows the abstract concept of electricity moving
through the different circuits students created.

Ask students what the ammeter and

voltmeter measure (answer: current
and voltage, respectively).

Project table onto board:

10 Series Parallel PowerPoint slides with tables on them.

minute Current
s Voltage Students copy down table into
Ask students to copy it into their their books and fill it out.
books and using their practical
results, fill it in.

Give students 5 minutes. Project

answer onto board and let students
copy into their books:

Series Parallel
Current Remains Divides
constant between
paths.
Sum
equal to
initial Students fill in extra information
current. that they missed, or correct
Voltage Divides Remains information they got wrong.

27
 between constant
paths.
Sum
equal to
initial
voltage.
5 mins Ask students to write down in their
books what they predict is the
reason for why ammeters and
voltmeters are set up differently in
circuits.
20-30 Teacher shares video with students
mins using Google sites/drive. Get
students to watch a video that
outlines the difference between
voltmeters and ammeters on their
laptops. Whilst viewing the video,
students answer a series of
questions on a worksheet shared on
Google sites/drive. By watching the
video on their laptop students can
work at their own pace.
Teacher walks around an answers
any questions that students may
have present
Students to complete Yenka
simulation and associated
20 worksheets to see what happens
mins when voltmeters and ammeters are
placed at different points along the
circuit.
5 mins Ask student with good answer to
final question
Students write down their
predictions in their exercise
books.
Students access video link from
teacher and open it on their
laptops. Students also open link
to worksheet. Students watch
video using headphones and
write answers to worksheet in
their exercise books. Students
work quietly and ask the teacher
any questions they have.
Teacher provides link to students
to access Yenka simulation
Video link:
https://www.youtube.com/watch?v=yE3eQ6q3
9f4
Video explains that voltmeters measure
potential difference and therefore need to be
connected in two separate points across a
component (i.e. in parallel) to measure the
difference. Ammeters measure current and
therefore need to be put in series to measure
the current through the component.
Teacher made worksheet that asks students
questions like, Does a voltmeter have high or
low resistance. Why?
http://www.yenka.com/activities/Using_Ammet
ers_and_Voltmeters_-_Activity/
Students access Yenka module 1 via the link and
then complete questions on associated worksheet.
28
Reflection

This lesson is designed to ensure students have a deep understanding of current and voltage
and how they are measured. I think this lesson successfully conveys the concepts, however
Im unsure if there are too many activities dedicated to this idea. I perceive the concepts of
voltage and current to be hard to grasp at first, so repetitively reinforcing them is essential if
students are to understand all of the concepts that build up on that (e.g. AC vs. DC, power
etc.)

Assessment:

Learning Outcome Method of measurement/assessment

Identify uses of ammeters and Informal assessment through observing and asking questions
voltmeters. whilst students are working. Observing and taking note of what
questions students ask them in regards to the activities.

Informally assess by reading student answers and asking

Explain why ammeters and questions. The teacher will observe where students are at with
voltmeters are connected the content through the questions they ask the teacher.
differently in a circuit.

Other considerations

Graduate Evidence within this lesson

Standards

3.4 Select and The simulation and video are both great resources for explaining and
use of engaging with the concepts of voltage and current, and therefore the
resources mechanisms to measure them. As the simulation is interactive, hopefully
students will be more engaged in the activity.

4.2 Manage The activities are clearly organised and scaffolded, with all the information
classroom students need to conduct the activity. The teacher only needs to direct
activities them to access their Google sites/drive page to access the links to the
worksheets. This will help alleviate confusion and ensure everyone in class
is on task.

29
References

BOSTES. (2002). Physics Stage 6 Syllabus. Retrieved March 18th, 2017 from Board of Studies:

http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/physics_stg6_syl_03.pdf

PhET. (2017). Circuit Construction Kit (DC Only). Retrieved March 17th, 2017 from PhET interactive

simulations: https://phet.colorado.edu/en/simulation/legacy/circuit-construction-kit-dc

Yenka. (2010). Using Ammeters and Voltmeters - Activity. Retrieved March 20th, 2017 from Yenka:

http://www.yenka.com/activities/Using_Ammeters_and_Voltmeters_-_Activity/

30
Resources Attached:

PhET simulation, simulation courtesy of the University of Colorado:

https://phet.colorado.edu/en/simulation/legacy/circuit-construction-kit-dc (PhET, 2017)

Examples of use by teacher:

31
PowerPoint Slides:

32
33
Ammeter and Voltmeter set-up worksheet

(Teacher developed resource)

Go to https://www.youtube.com/watch?v=yE3eQ6q39f4, using headphones, watch the

video and answer the following questions.

Write answers as full sentences in your exercise book.

1. Do you hook up a voltmeter in series or parallel?

2. Do you hook up an ammeter in series or parallel?
3. Does an ammeter have high or low resistance? Why?
4. Explain why an ammeter is connected in the circuit a particular way.
5. Describe how the voltmeter connection measures voltage (potential difference).
6. Explain why a voltmeter is connected in the circuit a particular way.
7. Does a voltmeter have high or low resistance? Why?

34
 Yenka simulation worksheet:

Use this link (http://www.yenka.com/activities/Using_Ammeters_and_Voltmeters_-_Activity/) to

open Yenka File Model 1.

Answer the following questions in your exercise books:

CIRCUIT A:

1. How is the ammeter connected with the lamp?

2. Click the switch and describe what happens.
3. Explain what you think the problem is.
CIRCUIT B

4. How is the voltmeter connected with the lamp?

5. Click the switch and describe what happens.
6. Explain whether or not this is the correct way to connect a voltmeter.
CIRCUIT C

7. How is the ammeter connected with the lamp?

8. Click the switch and describe what happens.
9. Is this the correct way to connect an ammeter? Explain.
CIRCUIT D

10. How is the voltmeter connected with the lamp?

11. Click the switch and describe what happens.
12. What is the problem? Explain.
Extension:

14. Explain why is it important to always check the circuit before switching on an ammeter.

Resource modified from Yenka (Yenka, 2010).

35
Justification

In order to create a program and lesson sequence that connected learning and encouraged

student participation, cognitive load theory and constructivist theories were utilised.

According to Ambruso (2003) a science experiment allows students to formulate their own

method and solve a problem. Whilst a multitude of problems may arise, students learn from

those mistakes and work through opportunities (Ambruso, 2003). These ideas were adopted

in the household circuit practical within the program, but not in the lesson sequence. Whilst

these ideas are true and relevant, time constraints and cognitive load can affect the reality

of effectiveness in all circumstances. Within the lesson sequence, it was determined that as

the practical needed to be completed in one period. As there were multiple components to

it, this meant it was not feasible to ask students to design their method, conduct their

experiment, write down observations and analyse results all within one hour. However, as

students will have completed three circuit experiments by this point, the following

experiment was determined to experimental, as defined by Ambruso (2003).

Cognitive load theory asserts that memory is made up of two systems: long-term memory

and working memory. Working memory processes new information and can become

overloaded if the amount and complexity of information is high enough. In these

circumstances, learning is negatively affected. However, long-term memory capacity is

infinite, and in order to store and automate knowledge in long-term memory, students need

to cognitively engage with information in working memory (Haslam & Hamilton, 2010). In

this lesson sequence, a scaffolded practical outlining the method was used to give students

some guidance on how to set up their circuit and what they should be looking for. The

practical was designed to give students a framework to work around, whilst encouraging

them to engage cognitively with the content. As students have only set up simple circuits in

the past and there were four separate experiments to conduct, it was determined that

36
scaffolding the experiment would reduce the cognitive load. By providing a guided method,

the aim was to allow students to focus on the relationships measured, which is the key

outcome of the experiment. The following practical where students build a household

circuit is then student driven, as by this time students have constructed multiple circuits,

actively considered and engaged with the various circuit components, and will more likely be

able to make creative decisions on how to build a circuit for a specific purpose.

Students involved in investigation actively construct concepts and models and develop their

skills (Hatzikraniotis, Kallery, Molohidis, & Psillos, 2010). It was decided that students would

engage in a hands-on practical as opposed to using an online simulation, as it would give

them the opportunity to develop their skills in using ammeters and voltmeters. It would

likewise give them a grounded understanding of the difference between series and parallel

circuits, building their mental and conceptual models of circuits.

In order for successful development of conceptual understanding, students need to discuss

their understandings and reflect on them (Coll, France, & Taylor, 2005). Providing

opportunities for discussion during the lessons facilitates this, as does the reflective

questioning that occurs in the experimental scaffold.

In the program, simulations and videos were incorporated to help students build their

mental models. Simulations help build a bridge between abstract concepts and mental

modelling (Coll, France, & Taylor, 2005), which is essential in Physics education as the

concepts are so small and unseen (for example electron movement) that it can be hard for

students to grasp the concept. Using the PhET simulation in the lesson shows very clearly

how electrons move in the circuit, allowing students to build a mental model of electricity.

A further way that constructivist informed practice was incorporated was through the

collaborative practice engaged in by students. Providing students with the opportunity to

participate in discussion, communicate with peers and suggest ideas in both lessons offers

37
students the opportunity to construct their own learning (Bell, Urhahne, Schanze, &

Ploetzner, 2010).

A combination of teacher-driven and student-driven instruction was used. Student driven

instruction was utilised in the program for the household circuit practical, where students

must direct their learning and investigation. During this activities, students discuss, make

predictions, direct their inquiry and engage in hands-on activities, making it student-driven

(Areepattamannil, Freeman, & Klinger, 2011) Explicit teaching was utilised in the program

and lesson sequence, for example when the teacher explicitly demonstrates what is

happening during the experiment in lesson one.

In conclusion, it can be seen that a variety of strategies were contemplated and used during

the planning of the sequence and program.

38
Reference list:

Ambruso, M. (2003). Challenging Students Experiments. The Science Teacher, 70(1), 41-43.

Andriessen, M., Lofts, G., Morante, R., & Mott, J. B. (2009). Physics 1 Preliminary Course

(Third ed.). 2009: Wiley.

Areepattamannil, S., Freeman, J. G., & Klinger, D. A. (2011). Influence of motivation, self-

beliefs, and instructional practices on science achievement of adolescents in Canada.

Social Psychology of Education: An International Journal, 14(2), 233-259.

Bell, T., Urhahne, D., Schanze, S., & Ploetzner, R. (2010). Collaborative Inquiry Learning:

Models, tools, and challenges. International Journal of Science Education, 32(3),

349377.

BOSTES. (2002). Physics Stage 6 Syllabus. Retrieved March 18th, 2017 from New South

Wales Education Standards Authority:

http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/physics_stg6_syl_03.

pdf

Coll, R. K., France, B., & Taylor, I. (2005). The role of models/and analogies in science

education: implications from research. International Journal of Science Education,

27(2), 183-198.

Gibbs, K. (2012). Risk assessment in the Physics laboratory. Retrieved March 23rd, 2017 from

School Physics: http://www.schoolphysics.co.uk/age14-

16/General/text/Risk_assessment/index.html

Haslam, C. Y., & Hamilton, R. J. (2010). Investigating the Use of Integrated Instructions to

Reduce the Cognitive Load Associated with Doing Practical Work in Secondary

School Science. International Journal of Science Education, 32(13), 17151737.

Hatzikraniotis, E., Kallery, M., Molohidis, A., & Psillos, D. (2010). Students design of

experiments: an inquiry module on the conduction of heat. Physics Education , 45

(4), 335-344.

39
Jacaranda. (2009). Physics 1: preliminary course (3rd ed.). Milton, Queensland, Australia:

John Wiley & Sons Australia.

NESA. (2010, March 5th). HSC Assessments and Submitted Works Best Practice Strategies for

Preventing and Dealing with Malpractice Advice for Teachers. Retrieved March 9th,

2017 from New South Wales Education Standards Authority: HSC Assessments and

Submitted Works Best Practice Strategies for Preventing and Dealing with

Malpractice Advice for Teachers

PhET. (2017). Circuit Construction Kit (DC Only). Retrieved March 17th, 2017 from PhET

interactive simulations: https://phet.colorado.edu/en/simulation/legacy/circuit-

construction-kit-dc

Technical University of Kaiserslautern. (2012). Risk assessment: use of standard electrical

equipment. Retrieved March 23rd, 2017 from Technical University of Kaiserslautern:

https://www.chemie.uni-

kl.de/fileadmin/chemie/Dokumente/Dokumente_BC/Sicherheit/GA/RAElectrical.pdf

Whisker, R., Dawda, H., & Ekins-Daukes, N. (2011). RISK ASSESSMENT AND STANDARD

OPERATING PROCEDURE. Retrieved March 23rd, 2017 from Imperial College London:

http://www.imperial.ac.uk/media/imperial-college/faculty-of-natural-

sciences/department-of-physics/ug-labs/year-1/documents--

presentations/RA_Electronics.pdf

Yenka. (2010). Using Ammeters and Voltmeters - Activity. Retrieved March 20th, 2017 from

Yenka: http://www.yenka.com/activities/Using_Ammeters_and_Voltmeters_-

_Activity/

40
41