Time-line of Electricity (Electricity Pioneers)Ben

Franklin (1706-1790)

Volta (1745-1827)

Ampere (1775-1836)

Joule (1818-1889)

Ohm (1789-1854)

Columb (1736-1806)

Michael Faraday (1791-1867)

Inventor of lighting

rod

Inventor of battery

Magnetism is electricity

in motion

Law of conservation of energy

Current is proportional to voltage

and inversely resistance

Field electricity

Electromagnetic induction

Static electricity

V=W/q I = q/t P= IV I= V/R F=KQq/r^2

Teacher: Chris Student Teacher: Rashidul BariGrade Level: 12 grade physics Date: 12/15/2014Unit: Electromagnetism Lesson 1: Static electricityBig Idea:

In our first lesson, we gave students a guided tour to see what resides inside an Atom. In fact, lesson # 1 designed to help students to see the world via the lens of Rutherford and Bhor. Yesterday they learned about how electrons in atoms produce electricity. In this lesson students will develop a beginning understanding of electricity by experimenting with static electricity. In addition, students will distinguish between conductors and insulators through experimentation and will learn about how they can stay safe around electricity. These lessons are meant to help students understand that static electricity is a phenomenon that involves with protons, the source of positive charge, and electrons the sources of negative charge, two particles that resides inside atom. Most of us believe that electricity is nothing but light bulb. If two quantities (proton and electron) add up to zero, one is positive and other is negative. On a charged conductor, all charge is on the surface and it concentrates at point of highest curvature.

Hypothesis:

H0: µ0: Lighting and current are the two form of electricity

H1: µ1 Lighting and current are two different things.

Standard:

Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions

Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.

Devise ways of making observations to test proposed explanations. design an experiment to investigate the relationship between physical phenomena

Common Core Learning Standards:

Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

Analyze the purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.

Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

Short Time Learning TargetsAfter this lesson, students will be able understand the basic form of electricity—static electricity. Student will also learn about the relationship between electricity and current.

Danielson

Knowledge of content and the structure of the discipline (e.g., electrical force)2. Knowledge of prerequisite relationships (e.g., atomic structure/Gravitational force)3. Knowledge of content-related pedagogy (e.g., learning modalities)

Domain 2: The classroom environment1. Teacher interactions with students, including both words and actions2. Student interactions with other students, including both words and actions3. Establishing a culture of learning4. Managing classroom procedure5. Managing student behavior

Domain 3: Instruction1. Expectations for learning2. Directions for activities3. Explanations of content4. Use of oral and written language5. Using assessment in instruction6. Assessment criteria7. Feedback to students8. Incorporation of students’ interests and daily events into a lesson

Misconception

Science is not a collection of fact rather it’s a tool to observe and understand the behavior of everything ranging from tiny atom to universe itself.

Meeting Student’s NeedStudent 1 Student 2 Student 3

Likes/dislikes Does not like math Likes math but hates physics

Hates both: math and physics. He also has a problem with English

Intelligent/strength Kinesthetic Logical Visual (he is picture smart)

Communication Linguistic (word smart)

Needs to improve physics skills

Needs to improve Math, physics and English skills

Behavior Interpersonal Intrapersonal IntrapersonalPerformance Little above average Little below average Near two standard to

the leftOther N/A Migrated to USA Migrated to USADisability Learning disability Speech and language

impairmentMath phobia

Objective:

After this lesson, students will have clear idea about one thing: how charges reside inside an atom. They will be able to understand that electrons can be transferred between objects giving an overall net charge to the object. Objects with like electrical charges repel each other while objects with different electrical charges attract each other. Students will also be able to identify the major contributions of the five scientists: Democritus, John Dalton, J.J. Thompson, Ernest Rutherford and Neil’s Bohr to the development of the Atomic Model.

Instructional Strategy (Dunn and Dunn Model)

Right is Right, is a technique I learned from Lemov. It is, in my opinion, one of the most powerful and all-encompassing ideas to be applied in student teaching because it’s set a high standard of correctness in the classroom. Lemov stresses the importance of having a student give a totally correct accurate answer. He emphasizes that accepting a partial answer from the student is not good enough. This faith in the quality of a right answer sends a powerful message to your students that will guide them long after they have left your classroom. There is a huge difference between almost winning the Nobel Prize and winning it. In same way, there is a big difference between partially right and all the way right, thanks to Lemov. According to Lemov, there are four main criteria: 1) Is the answer 10% correct; 2) Has the student answer my question; 3) Is this the right answer at the right time-and 4) Are my student using technical vocabulary?

Hold out for all the way: I will reward my student for the effort but my reward for the 100% correct answer is always greater. Consider following example:Mr. Bari: What is the relation between atom and charge?Student: Is it true that Faraday discovered the charges?

Mr. Bari: We can definitely talk about it after the class or during my lunch break but let’s just narrow our focus on the question only.

Assessments:

Type of assessment Weight PercentDo now Will be graded 5%Class participation/good behavior Will be graded 5%

Group lab demonstration(Separating pepper from salt using static electricity)

Will be graded 15%

Exit Slip Will be graded 5%

Home-work Will be graded 20%

Exam Will be graded 50%

Total 100%

How to differentiate (Right is right)

Beyond being a scourge in all schools, public education is often politicized, poorly understood, and vulnerable to inconsistencies in definition.  For those working at public schools or like me (simply trying to comprehend it), such problems can be insurmountable obstacles.  But Dunn and Dunn Model provides different learning style toward education.  This is why, I will apply it as a strategy in my lesson II:

Dunn and Dunn Model are at once sobering but hopeful in the sense that it will help me understand unique learning style of my students because they all will take a survey: Building Excellence (BE). Once student take the survey, I will be able to identify their learning Style: Perceptual Domain: students who are strong auditory personPsychological Domain: I students who are very analyticalEnvironmental Domain: students who like to study on bright lightPhysiological Domain: students who are Academic MobilitySociological Domain: Students who are like to do research alone.

Once I know my students learning style, I would be able to design my lesson plan accordingly!

Grouping (Heterogeneous Grouping):

Grouping sounds so easy. What we don't see in the above example is how the teacher has organized students in the groups in order to achieve the best results. Some educators firmly believe that a teacher must mix the groups so that students of all levels are represented in each group (heterogeneous grouping of students

Materials

The following materials are align with learning outcomes. Tease materials are also be appropriately challenging.

1. Balloon (20)2. Salt and pepper (20)

Lesson agenda

Agenda TimeDo now 5 minutesMini lesson 10 minutesActivities (Separating pepper from salt by static electricity) 15 minutesOne group will presenting it for class 10 minutesExit slip 5 minutes

Agenda TIMEDo now 5 min

1. Draw atomic model on a sheet of paper and labeled the particles2. How would you describe the charges?

Students are to write their answers to the “Do Now” on slips of paper handed to them as they enter the classroom. Three students will be selected randomly to put their answers on the board while the remainder of the class finishes. The slips of paper will be collected, and the answers will be reviewed

Handouts # 1Vocabulary on the front page

1. Electricity – energy produced by the movement of electrons2. Atom – very tiny particles that make up matter3. Proton – very tiny particle that makes up part of an atom; has a positive charge4. Electron – very tiny particle that makes up part of an atom; has a negative charge5. Static electricity – a build-up of electrons (electricity) that stays in one place until it

jumps to another object

Focus question on the back page

1. What do you think everything is made of?2. What is matter? (Matter is anything that has weight and takes up space.)3. What is mass? (Mass is a quantity or an amount of matter.)4. What are atoms? (Atoms are one of the tiniest particles of any material or element.

Atoms are the building blocks of matter.)

5. How can scientists guess what atoms look like? (Scientists use special tools to be able to "guess" what atoms look like. They also use a special microscope called an electron microscope that gives them ideas about what atoms look like. They do experiments to understand how atoms behave with each other.)

Story-line/mini lesson 10 min

Recap the “Structure of an atom”:In the beginning of the class I will pour soda into a glass) Imagine drinking a glass of diet coke? The glass is made of atoms in a solid state. The soda is in a liquid state. The bubbles are composed of atoms of gas. Everything is made of atoms, the building blocks of the entire universe. Each atom behaves in predictable ways under certain circumstances. Scientists are constantly discovering new atomic behaviors that will enable us to invent many more things including a fault free quantum computer. However, unfortunately, most students don’t think in terms of atoms. They think in terms of things like light bulb, television and computer. However, as a student of physics, you must begin to see and think of everything in terms of atoms.

Static Electricity:An understanding of static electricity must begin with the understanding of atom—especially electron, its negative charge. The number of electrons in an atom—ranging from one (hydrozoan) up to about 100 (Fermium)—matches the number of protons and determines how the atom will link to other atoms to form molecules. Electrically neutral particles (neutrons) in the nucleus add to its mass but do not affect the number of electrons and so have almost no effect on the atom's links to other atoms (its chemical behavior).

Electricity, which flow electrons, is a form of energy, resides inside atoms. In our first lesson, we’ve learned that matter is made up of atoms, and an atom has two charges: positive of proton and negative of electron. When the balancing force between protons and electrons is upset by an outside force (think about Newton First Law), an atom may gain or lose an electron. When electrons are "lost" from an atom, the free movement of these electrons constitutes electricity. There are four different types of electricity: lighting, static electricity, electro magnetic induction and electric current and they can transform from one form to other is such way that total energy is conserved. Today, we’ll learn the basic form of electricity: we call it static. It is called "static" because there is no current flowing, as there is in alternating current (AC) or direct current (DC) electricity.

Cause of static electricity:Static electricity is usually caused when certain materials are rubbed against each other—the soles of your shoes on the carpet.It is also caused when materials are pressed against each other and pulled apart.The process causes electrons to be pulled from the surface of one material and relocated on the surface of the other material.The material that loses electrons ends up with an excess of positive (+) charges. The material that gains electrons ends up an excess of negative (−) charges on its surface.Dry air Vs. RainstormsStatic electricity is formed much better when the air is dry because water molecules can collect on the surface of various materials. Benjamin Franklin showed that static

electricity in created in a thunderstorm cloud by flying a kite in a storm. He detected the static electricity by seeing the hairs on the kite string stand on end and by creating a static electric spark with a metal key. This was dangerous experiment, and Franklin and his son William were lucky not to be killed

Properties or effects of static electricityStatic electricity can cause materials to attract or repel each other. It can also cause a spark to jump from one material to another.

Attraction Vs. RepulsionRub a balloon against your hair. The balloon collects negative electrical charges on its surface. You can then stick the balloon to the wall, which does not have an excess of either charge. Or you can use the balloon to separate the pepper from the salt.

Lab activity (Balloon can separate pepper from salt) 10 min

Have students blow up balloons and rub them with the piece of wool. After the balloon has been rubbed, it becomes negatively charged.

Have the students hold their balloons near the plate in which salt mix with pepper

Students separates the pepper from the salt by using static electricity

Group presentation (1 group only) 10 min

Any group can be candidate to make a classroom presentation to demonstrate how pepper can be separated from salt using static electricity. This group will receive extra point based on the following rubric:

Skills E G ODelivery (Presenter doesn’t rush, showsenthusiasm, avoids likes, ums, kind ofs, youknows, etc. Uses complete sentences.)

3 2 1

Eye Contact (Presenter keeps head up,does not read, and speaks to whole audience.)

3 2 1

Posture (Presenter stands up straight, facesaudience, and doesn’t fidget.)

3 2 1

Volume (Presenter can be easily heard byall. No gum, etc.

3 2 1

Content (Presentation shows full grasp and understanding of the lab)

3 2 1

Exit slip 5 min

Name:Class:Period:Date:

Directions: Under the “Sample Sentence or Illustration” box, draw a picture that represents the vocabulary word or write a complete sentence that shows understanding of the term.

Term Definition/contributions Draw picture

Ben FranklinN/A

Lightning rodN/A

Electricity

Static Electricity

Attraction/repulsion

Teacher Note:

MR. BARI’S TEACHING NOTES || LESSON # II: STATIC ELECTRICITY

I. Definition - Static electricity is the accumulation of electric charges on a substance.

A) It collects on a surface.B) It is caused by rubbingC) Rubbing either adds or removes electrons from surface atoms.

II. Examples - of Static Electricity

A) A bolt of lightning.B) Static cling as found in a clothes dryer.C) Static shocks frequently felt in dry and cool climate.

III. There exists three types of Electrical charges

A) Neutral - An equal number of protons (+) and electrons ( - ) that are evenly distributed about the atom.

B) Negative - Having an excess number of electrons ( - ) than protons (+) within the atom. [Negative charges out number the positive charges]

C) Positive - Having an excess number of protons (+) than electrons ( - ) within the atom. [positive charges out number the negative charges]

REMEMBEROnly negative charges can move!! Electrons are the only charges that can move, protons cannot move

IV. The Rules of Charge

A) Charged objects attract neutral objects (+ attracts neutral) ( - attracts neutral)

B) Opposite charges attract each other. (+ attracts - ) ( - attracts +)

C) Like or same charges repel each other.(+ repels +) ( - repels - )

Homework 1.1 Static Electricity Mr. Bari

Answer any 5 questions from below:

1. Two similar electric charges --------------------------------------each other

2. Comparing electric and gravitational forces, it will be found that ………………stronger

3. The charge on a rubber rod designated as ……….

4. When you comb your hair, the comb become negative because ………have been transfer to it from your hair

5. Metals are said to be good………………..because electric charge moves freely through them

6. When a conductor is charges, all the charge is on its

7. How much excess electrons are there on a Ping-Pong ball that has a charge on it f -8 nano--coulomb.

Readings for tomorrow

Reading: How Shocking Link: http://www.pbs.org/benfranklin/exp_shocking.html

Final remarks 1 min

How many of you accept the null hypothesis—raise your hands.