MOSPNA3 MICRO LESSONPARALLEL AND SERIES

CIRCUITS

GRADE 9: STAND 3

TOPIC:4

GROUP MEMBERS

BIKA S.L 201433066

DENEKISE K 201491344

HADEBE M.P 201327063

MDLETSHE S.A 201418945

NKOMO L 201431293

WHAT ARE A BIG IDEAS?

Big ideas are tools that a teacher uses to make learners understand science concepts that are abstract make them to be simple

Helps learners make sense of lots of confusing and seemingly isolated facts in science.

Big idea is like a picture that connects the dots in a complex field.

Lastly big ideas enable learners to understand events as yet unknown to them.

WHY BIG IDEAS?

-Big ideas make school science learning relevant and interesting to the learners.

- Makes the link between the learner’s science activities and the world around them.

-Big ideas brings meaning to the learners learning.

-As there is a lot of knowledge and content for learners to grasp Big Ideas makes learning simpler for learner to understand concepts that are new and abstract.

BIG IDEA 1

Electric appliances can

be connected in either

(series or parallel)

connection

WHAT DO YOU INTEND THE LEARNERS

TO LEARN ABOUT THE IDEA?

To differentiate between the parallel

and series connection in circuits.

Why is it important for learners to Know this?

When learners have obtained this knowledge they will be able to see physical differences between series and parallel circuits, which is vital for them to understand in further grades.

WHAT ELSE DO YOU KNOW ABOUT THIS

IDEA (THAT YOU DO NOT INTEND

LEARNERS TO KNOW YET)? Resistance in circuits that are connected in

parallel and in series is calculated differently with different formulas.

What difficulties/ limitations are

Connected with teaching this idea?

Most schools do not have the proper equipment for demonstrations therefore as a teacher I can only use pictures and they will not be able to see how differently the bulbs glow, or the actual effect of resistance in a circuit.

WHAT KNOWLEDGE DO YOU HAVE ABOUT

LEARNERS’ THINKING WHICH INFLUENCE

YOUR TEACHING OF THIS IDEA?

Most learners thinking is based on

what they have seen or experienced,

with regards to electricity, it is very

difficult to explain because they

cannot see the flow of charge, so

they will not be able to fully

comprehend the reasons for having

different connections.

WHAT OTHER FACTORS INFLUENCE YOU

TEACHING THIS IDEA?

Lack of equipment for experiments.

Making real life examples which learners can

understand especially in rural areas.

What teaching procedures would you use (and

particular reasons for using These) to engage

with this

idea?

Most make use of demonstrations and use

visual aid for learners to see the specifically see

the difference.

WHICH SPECIFIC WAYS WOULD YOU USE

OF ASCERTAINING LEARNER’S UNDERSTANDING (NOT

CONFUSION) ABOUT THIS IDEA? YOU NEED TO INCLUDE

LIKELY RANGE OF LEARNERS’ RESPONSES.

The use of question and answer method,

allowing the learners to connect the two

different circuits themselves.

BIG IDEA 2

The way in which

resistors are connected

(either parallel or series)

will determine the rate of

flow of current.

WHAT DO YOU INTEND THE LEARNERS TO

LEARN ABOUT THE IDEA?

In a series circuit, current is the

same throughout, in a parallel circuit

current is not the same throughout

only voltage is the same. Addition of

resistors in series leads to an

increase in the total resistance yet in

a parallel it leads to the decrease in

total resistance.

WHY IS IT IMPORTANT FOR LEARNERS TO

KNOW THIS?

Learners need this information in order for them to understand that the increase and decrease of the total resistance will have an effect on the brightness of the resistors (bulbs).

What else do you know about this idea (that you do not intend Learners to know yet)?

Inside battery, there is an internal resistor connected in series with the whole circuit.

WHAT DIFFICULTIES/ LIMITATIONS ARE

CONNECTED WITH TEACHING THIS IDEA?

It would be difficult for some learners

to understand why there is a

decrease in the total resistance while

you are adding a resistor in parallel.

WHAT KNOWLEDGE DO YOU HAVE ABOUT

LEARNERS’ THINKING WHICH INFLUENCE

YOUR TEACHING OF THIS IDEA?

Most learners have this

misconception that current and

resistance is independent of the way

in which the circuit is being

constructed, therefore, as a teacher I

need to change this way of thinking.

WHAT OTHER FACTORS INFLUENCE YOU

TEACHING THIS IDEA?

Some learners have never been exposed to electricity so it might pose a challenge on teaching this concept.

What teaching procedures would you use (and particular reasons for using these) to engage with this idea?

Group discussions and question and answer methods would be my preferred options as it would be better for learners to engage about this idea so that they can correct themselves and realise any misinterpretations of this idea.

WHICH SPECIFIC WAYS WOULD YOU USE

OF ASCERTAINING LEARNERS UNDERSTANDING

(NOT CONFUSION) ABOUT THIS IDEA? YOU NEED

TO INCLUDE LIKELY RANGE OF LEARNERS’

RESPONSES

The use of PhET simulations to

demonstrate to the learners will reduce

confusion.