Science Lecture GRTPElectricity and

Magnetism and Rocks

To understand the background scientific principles involved in teaching electricity

To become familiar with the curriculum for electricity

To become familiar with a range of teaching and learning activities about electricity

Linked Standards: Q10, Q11, Q12, Q14, Q15, Q26

Objectives 1

To become familiar with the curriculum requirements for materials and their properties, including magnetism and rocks

To consider ways of teaching magnetism and rocks

To introduce the assignment activity

Linked Standards: Q11, Q12, Q14, Q15, Q17, Q23, Q22,

Objectives 2

Take a bulb, battery and a wire only, Make the bulb light up. Do this in 4 different ways.

Look at a bulb using a magnifier. Draw what you can see (aim for 10 parts). Discuss what the parts of a bulb are for.

Investigate making circuits with bulbs in bulb holders. Use more than one bulb and more than one battery.

Introduction to Electricity

Identify different materials

Inside a light bulb

In groups, identify what you know already. Make a group list of things you know, things

you are not so sure about and things you don’t know.

Compare your individual ideas with the group list.

Can you recognise three types of electricity? Where do you think electricity comes from?

What do you know about electricity?

Atoms and molecules Electricity happens at the atomic level For info see here How electricity works see here

Atoms and molecules!

Static electricity includes sparks in dry clothes, rubbing a balloon on clothes, lightning. The concept of electrons.

Mains current electricity – powerful, alternating, how is it generated?

Battery current electricity, safer, portable, direct.

What other differences can you identify?

Three types of electricity

Reverse the batteries in a circuit with bulbs in it – does it make any difference?

Reverse the batteries with motors – explore the direction that motor revolves.

Reverse the batteries with buzzers – what happens with different types of buzzer?

What does this tell you about direction of current?

Direction of current

ElectricityDiagrams Free representations

is OK for younger children

Symbol diagrams are needed for Key Stage 2 children.

Conductors and Insulators – some materials conduct electricity well, some do not – How could we expect children to test materials?

What misconceptions would you expect? Metals are good conductors as they have a

“cloud” of free electrons. When an electrical current is applied, the electrons are “energized” and move around in a circuit. When the electrons encounter a resistor or device such as a bulb or motor, the electrical energy is converted to light or kinetic energy.

Conductors and insulators

One or two connections? Clashing currents model? Positive to negative or vice versa? Consumption model – is it used up as it

flows round the circuit? Is it shared equally by all the components?

How do you think a circuit works?

NC Electricity for KS1 NC Electricity for KS2 QCA Scheme for Electricity

Progression in Electricity

Look at the list of potential investigations in session 1 of the reader.

Discuss with a partner some issues that might arise if you chose one of these questions to investigate.

Can you think of any other questions you might wish to investigate?

Investigations

An investigation needs a question that you want to find the answer to.

It needs predictions – educated guesses – what you think will happen?

Hypothesis requires explanation – why you think something will happen?

An investigation will include experiments. An experiment may need fair testing You will need to observe, or measure and record

results.

Planning investigations

Demonstrate accurate scientific knowledge related to your chosen investigation question Q14

Show the ability to independently evaluate your own learning, using relevant references and relating your conclusions to the prediction and hypothesis you made. Q8

Demonstrate that you can act independently in planning and implementing the investigative task at an adult level. Q14

Demonstrate that you can summarise complex material for presentation in electronic format, using a selection of text, images and graphics. Q4, Q17

Demonstrate that you can identify children’s learning concerning scientific investigations Q 10, Q29

Criteria for level 3

Demonstrate a depth of accurate scientific knowledge related to your chosen investigation question. Q14

Show the ability to critically and independently evaluate your own learning, using relevant references and relating your conclusions to the predictions you made. Q8

Demonstrate that you can act independently in planning and implementing investigative task at an adult level, making decisions in complex and unpredictable situations. Q14

Demonstrate that you can summarise complex material for presentation in electronic format, in an innovative or creative way, using a selection of text, images and graphics. Q4, Q17

Demonstrate that you can identify and evaluate children’s learning concerning scientific investigations Q10, Q29

Criteria for M level

Think/pair/share – ie think of all the things that you know about magnetism.

Record your ideas in groups. Think about: – what is magnetism?, what materials are magnetic?, where are magnets used? Where are magnets used in everyday life?

Magnetism Workshop

Magnets Exploration – can you think of how to measure the strength of a magnet? What investigations could be done with magnets?

Using Magnets in Class: Magnet Care; Iron Filings Safety

QCA Unit 3E Magnets and Springs

Magnetism workshop 2

Certain elements, can create a magnetic field and are known as magnetic materials. These are iron, cobalt and nickel. Steel is an alloy of iron, sometimes it is magnetic as well (though not the stainless steel in the metals kit).

Only iron, cobalt, nickel and their alloys are attracted by a magnet.

Unlike magnet poles attract, like magnet poles repel.

Magnets Workshop: Magnet Facts

Use the sets of rocks and minerals to observe and try to classify them according to your own criteria.

Create a concept map, with a partner, for what you know already about rocks, minerals, their origins and changes

Studying Rocks

Igneous – created from the cooling of magma and lava eg granite and basalt

Sedimentary – when igneous rock is subject to erosion – by water, wind, plants (tree roots), temperature changes (thawing/freezing), is deposited as a sediment in layers eg sandstone, limestone, mudrock. Fossils can be laid down in sedimentary rock,

Metamorphic – sedimentary rock is subject to pressure over time beneath the crust – undergoes metamorphosis eg carbon to diamond. Examples marble, slate

Types of Rock

Find out what the national curriculum/QCS scheme says about rocks and soils at KS1, for example

Children should learn: that there are many materials and these

can be named and described and KS2 example Children should learn: that differences between rocks can be

identified by testing

Teaching about Rocks and Soils

Work out some ideas for a lesson plan on rocks with another student in your group.

Considere using the resources below – QCA scheme, BBC web site, other web sites?

QCS Scheme Unit 1C QCA Scheme Unit 3D Scienceclips US site

Planning for Rocks and Soils