SCIENCE LESSON PLAN

TEACHER: Kevon Peterson

SCHOOL: Fatima College

DATE: 1/03/2019

CLASS: Form 5

TIME: 40 minutes Periods: 4

UNIT: ELECTRONICS

LESSON TOPIC: Semiconductor diodes

REFERENCES (Include page numbers. Avoid using the student’s class textbook).

Physics for CSEC Examinations, John Avison, Louise Petheram, David Henry and Devinesh Neeranjan, page
285.

PRE REQUISITES

Knowledge:- students should know:

1. Standard circuit symbols

2. The difference between conventional current and electron flow

3. The difference between direct current and alternating current.

4. Difference between a series and parallel circuit/connection

Skill:- students should know how to:

1. Construct a simple electrical circuit.

School of Education, The University of the West Indies, St. Augustine.

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 MATERIALS & RESOURCES
For Teacher For each group/student

Multimedia Notes/activity sheet

Electrical equipment Pen/pencil
 Batteries
 Bulbs
 Semiconducting diodes
 Connecting wires
 Ammeter and voltmeter
 Switches
Model of a Bridge rectifier

CONCEPT OR PRINCIPLE

Electronics is defined as the branch of physics and technology concerned with the design of circuits using
transistors and microchips, and with the behaviour and movement of electrons in a semiconductor, conductor,
vacuum, or gas. The semiconductor diode is a fundamental component in electronic systems and as such
understanding how these components function is necessary in this elementary stage of electronics.

Misconception / Alternate Ideas:

Direct current is always steady

Direct current is received from domestic mains

SPECIFIC OBJECTIVES

School of Education, The University of the West Indies, St. Augustine.

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 At the end of this lesson, students should be able to : Classification Learning Type

Identify a semiconductor diode Cognitive Remembering

Describe the functions of a semiconductor diode. Remembering

Compare direct current and rectified alternating current Understand

Sketch a V – t graphs for half-rectification Apply

Affective

Build a circuit to test the functionality of a semiconductor Psychomotor

diode.

PROCESS SKILLS
Identifying/formulating a problem 1
Designing and Planning an experimental procedure 1
Setting-up and executing experimental work 1
Observing and measuring 1
Recording of data and observations 1
Interpreting and evaluating data and observations 1
Communicating scientific ideas, observations and arguments
Applying scientific ideas and methods to solve qualitative and quantitative problems
Decision-making on examination of evidence and arguments
Extracting from available information data relevant to a particular situation

School of Education, The University of the West Indies, St. Augustine.

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Introduction:
Teacher starts by putting students into five groups and providing each group with a bag of electrical
components and an activity sheet.
Teacher then ask the students to construct the circuit that is presented on the board.
Teacher walks around to provide any assistance the students may need during the process of building the circuit.
Teacher verifies that all circuits a well-constructed, before instructing the students to turn on the switch.
After students confirm that the circuit is functional, teacher gives the students an unknown device concealed in
a box and ask them to insert it in series with the bulb.
Teacher ask students to make and record their observations.
Teacher then instructs students to flip the polarity of the unknown device and record their observations again.
Teacher ask the students to make an inference based on what they observed

Transitional statement:
Teachers seeks out the inference that best explains what has happened and then ask the student to reveal the
device

Teacher tells the students that the device is called a Semiconductor diode that it’s the topic of the lesson.

Development:
Teacher distributes handouts.
Teacher describes the semiconductor diode and gives a few applications of it.
Teacher ask student to use the circuit to determine the polarity of the diode and hence the direction it will allow
the current to flow.
Teacher identifies the two modes of the semiconductor diode: Forward biased and reversed biased.
Teacher recalls the I – V relationship to show student how the graph represents the both modes.
Teacher then provides each group with another diode and ask them to use the circuit to test if the diode is
functioning.
The group that found the defective diode is asked to explain what they did and how they know it is defective.
Teacher explains what determines if a diode is defective and how to test it.
Teacher introduces the term rectification and the two types: half-wave and full-wave rectification.
Teacher recalls alternating current and direct current and uses a simulation to compare the V-t graphs of each.
Teacher mentions the oscilloscope as the device used to produce the V-t graphs
Teacher shows, by drawing, how alternating current is rectified by a diode.
Teacher identifies the rectification done by a single diode as half-wave rectification and explains why it occurs.
Teacher shows V-t graphs to compare variation of voltage with time before or after rectification.
School of Education, The University of the West Indies, St. Augustine.

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Teacher briefly explains that half-wave rectified current is not suitable for most devices and introduces full-
wave rectification as general information.
Teacher presents a working model of a bridge rectifier.

Consolidation:
ASSESSMENT:
Recaps the notes covered, by allows students to complete a short worksheet.

TEACHER’S EVALUATION OF LESSONS

TUTOR'S COMMENTS

School of Education, The University of the West Indies, St. Augustine.

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