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− | '''Scope of this | + | '''Scope of this document''' |
− | document''' | |
− | The following note is a background document for
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− | teachers. It summarises the things we will need to know. This note is
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− | meant to be a ready reference for the teacher to develop the concepts
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− | in electricity and magnetism from Class 6 onwards to Class 10.
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| + | The following note is a background document for teachers. It summarises the things we will need to know. This note is meant to be a ready reference for the teacher to develop the concepts in electricity and magnetism from Class 6 onwards to Class 10. |
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− | This document attempts to cover all the topics | + | This document attempts to cover all the topics identified in the concept map. To plan the actual lessons, the teacher must use this in connection with the theme plan. |
− | identified in the concept map. To plan the actual lessons, the | |
− | teacher must use this in connection with the theme plan. | |
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| = Concept Map = | | = Concept Map = |
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| '''CONCEPT | | '''CONCEPT |
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| DEVELOPMENT''' | | DEVELOPMENT''' |
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| Charges, | | Charges, |
− | static electricity, electric current,<br> | + | static electricity, electric current, |
| conductors, insulators, | | conductors, insulators, |
| simple circuits | | simple circuits |
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| 1.The | | 1.The |
− | students recall the two types of charges.<br> | + | students recall the two types of charges. |
| 2.The students | | 2.The students |
− | recognise the accumulation of charges in the activity,<br> | + | recognise the accumulation of charges in the activity, |
| 3.The | | 3.The |
| students can recognise the necessity of a condctor to the flow of | | students can recognise the necessity of a condctor to the flow of |
− | charges.<br> | + | charges. |
| 4.The students can differentiate between conductors | | 4.The students can differentiate between conductors |
| and insulators. | | and insulators. |
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| 1.The | | 1.The |
− | students can perform activities to accumulate charges.<br> | + | students can perform activities to accumulate charges. |
| 2. They | | 2. They |
| can identify the conductors and insulators in the given | | can identify the conductors and insulators in the given |
− | materials<br> | + | materials |
| 3.They can draw the diagrams to represent simple | | 3.They can draw the diagrams to represent simple |
| circuits. | | circuits. |
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| ACTIVITY | | ACTIVITY |
− | 1<br> | + | 1 |
− | ACTIVITY 2<br> | + | ACTIVITY 2 |
| ACITIVITY 3 | | ACITIVITY 3 |
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| The | | The |
− | important effects of electricty,<br> | + | important effects of electricty, |
| Electric appliances,non | | Electric appliances,non |
− | contact forces-charges<br> | + | contact forces-charges |
| And magnets | | And magnets |
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| When | | When |
− | current flows through the substances, it shows chemical <br> | + | current flows through the substances, it shows chemical |
| magnetic | | magnetic |
− | effect and heating effect. <br> | + | effect and heating effect. |
| Magent attracts magnetic materials. | | Magent attracts magnetic materials. |
− | Force of magnets is<br> | + | Force of magnets is |
| non- contact force . | | non- contact force . |
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| 1.The | | 1.The |
| students identify the different effects shown by electricity in | | students identify the different effects shown by electricity in |
− | some situations<br> | + | some situations |
| 2.The students recall the different effects of | | 2.The students recall the different effects of |
− | electricity <br> | + | electricity |
| 3.The students give examples for magnetic | | 3.The students give examples for magnetic |
− | materials<br> | + | materials |
| 4.The studetns can idntify the non contact forces | | 4.The studetns can idntify the non contact forces |
| such as magnetic force | | such as magnetic force |
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| 1.The | | 1.The |
| students perform activities show the heating effect of | | students perform activities show the heating effect of |
− | electricity. <br> | + | electricity. |
| 2.The students differentiate between magnetic and | | 2.The students differentiate between magnetic and |
− | nonmagnetic materials<br> In the given objects.<br> | + | nonmagnetic materials In the given objects. |
| 3.The students | | 3.The students |
| can perform experiment to show the attractive propery of | | can perform experiment to show the attractive propery of |
− | magnets<br> | + | magnets |
| 4. The students show the existance of non contact | | 4. The students show the existance of non contact |
| forces | | forces |
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− | ACTIVITY4<br> | + | ACTIVITY4 |
− | ACTIVITY5<br> | + | ACTIVITY5 |
| ACTIVITY | | ACTIVITY |
| 6 | | 6 |
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| '''CONCEPT | | '''CONCEPT |
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| DEVELOPMENT''' | | DEVELOPMENT''' |
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| Magnets | | Magnets |
− | and their properties, magnetic field lines<br> | + | and their properties, magnetic field lines |
| Magnetic | | Magnetic |
− | materials,some fields where magnets <br> | + | materials,some fields where magnets |
| are used,power and | | are used,power and |
− | electric power,<br> | + | electric power, |
| sources of electricity,unit of electric energy | | sources of electricity,unit of electric energy |
− | <br> | + | |
| consumed | | consumed |
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| 1.The | | 1.The |
− | students recall the properties of the magnets.<br> | + | students recall the properties of the magnets. |
| 2.The students | | 2.The students |
− | understand the applications of magents.<br> | + | understand the applications of magents. |
| 3.They will be able to | | 3.They will be able to |
− | identify the strentgh of magnets at various palces around<br> | + | identify the strentgh of magnets at various palces around |
− | the magents<br> | + | the magents |
| 4.They will be able to recall definitions of work | | 4.They will be able to recall definitions of work |
− | and electric energy consumed<br> | + | and electric energy consumed |
| 5.They will be able to recall the | | 5.They will be able to recall the |
− | units of work and electric energy consumed<br> | + | units of work and electric energy consumed |
| 6.They will recall | | 6.They will recall |
| the different sources of electricity | | the different sources of electricity |
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| 1.The | | 1.The |
| students can perform activities to find out the properties of | | students can perform activities to find out the properties of |
− | magnets.<br> | + | magnets. |
| 2. The students differentiates between magnets | | 2. The students differentiates between magnets |
− | between the magnets and<br> Non magnetic materials using the | + | between the magnets and Non magnetic materials using the |
− | properties of the magnets<br> | + | properties of the magnets |
| 3. Can design simple devices which | | 3. Can design simple devices which |
− | work on the properties of the magnets<br> | + | work on the properties of the magnets |
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− | ACTIVITY7<br> | + | ACTIVITY7 |
− | ACTIVITY8<br> | + | ACTIVITY8 |
| ACTIVITY | | ACTIVITY |
− | 9<br> | + | 9 |
− | ACTIVITY10<br> | + | ACTIVITY10 |
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| Magnetic | | Magnetic |
− | field lines and the property of magnetic<br> | + | field lines and the property of magnetic |
| field lines,relation | | field lines,relation |
− | between electricity and magnetic<br> | + | between electricity and magnetic |
| Field. Oersted's | | Field. Oersted's |
− | experiment,pattern of magentic <br> | + | experiment,pattern of magentic |
| Fields in various | | Fields in various |
− | situations,elecric potential and <br> | + | situations,elecric potential and |
| Potential diference, | | Potential diference, |
− | electric current necessity of <br> | + | electric current necessity of |
| electriomagnetic force in the | | electriomagnetic force in the |
| flow of current. | | flow of current. |
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| 1. | | 1. |
| The students identify magnetic field lines around diffetn shapes | | The students identify magnetic field lines around diffetn shapes |
− | of magents.<br> | + | of magents. |
| 2. The students recall the properties of magnetic | | 2. The students recall the properties of magnetic |
− | lines of force<br> | + | lines of force |
| 3. The students can identify the relation | | 3. The students can identify the relation |
− | between magentism and electricity<br> | + | between magentism and electricity |
| 4. They can recall Ohm's | | 4. They can recall Ohm's |
− | law<br> | + | law |
| 5. They can define potential,potential difference,electric | | 5. They can define potential,potential difference,electric |
− | current and emf.<br> | + | current and emf. |
− | <br>
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| 1. | | 1. |
− | Calculate voltage, current and resistance using Ohm’s law.<br> | + | Calculate voltage, current and resistance using Ohm’s law. |
| 2. | | 2. |
| Analyze circuit diagrams for series circuits and parallel | | Analyze circuit diagrams for series circuits and parallel |
− | circuits.<br> | + | circuits. |
| 3. Can calculate the electric energy consumed in | | 3. Can calculate the electric energy consumed in |
− | various situations<br> | + | various situations |
| 4. Solve equations that relate electric | | 4. Solve equations that relate electric |
− | power to current, voltage and electrical<br> Energy.<br> | + | power to current, voltage and electrical Energy. |
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− | ACTIVITY11<br> | + | ACTIVITY11 |
− | ACTIVITY12<br> | + | ACTIVITY12 |
| ACTIVITY | | ACTIVITY |
− | 13<br> | + | 13 |
− | ACTIVITY14<br> | + | ACTIVITY14 |
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− | Ohm's<br> | + | Ohm's |
| law, | | law, |
− | concept of resistance and resistivity,<br> | + | concept of resistance and resistivity, |
| combination of | | combination of |
− | resistances,electric energy<br> | + | resistances,electric energy |
| consumed,heat produced, steps to | | consumed,heat produced, steps to |
| save electricity. | | save electricity. |
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| The | | The |
| flow in unit time is called electric current. In a conductor | | flow in unit time is called electric current. In a conductor |
− | the<br> | + | the |
| flow also depends on the resistance of the wire. The | | flow also depends on the resistance of the wire. The |
− | resistance of a <br> | + | resistance of a |
| Wire is made useful in many | | Wire is made useful in many |
− | situations,specially to produce heat.<br> | + | situations,specially to produce heat. |
| As electric current is | | As electric current is |
| the best form of energy, it should be saved. | | the best form of energy, it should be saved. |
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| 6.The | | 6.The |
− | students list the factors on which resistance depeds<br> | + | students list the factors on which resistance depeds |
| 7.The | | 7.The |
| students will identify the heat produced when current flows | | students will identify the heat produced when current flows |
− | through resistances<br> | + | through resistances |
− | 8.They describe resistivity.<br> | + | 8.They describe resistivity. |
| 9.They | | 9.They |
| students briefly expain the methods to save electric current | | students briefly expain the methods to save electric current |
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| 5. | | 5. |
| Describe devices and procedures for maintaining electrical | | Describe devices and procedures for maintaining electrical |
− | safety.<br> | + | safety. |
− | 6.They draw simple circuits .<br> | + | 6.They draw simple circuits . |
| 7. The students | | 7. The students |
− | perform activity to prove Ohm's law.<br> | + | perform activity to prove Ohm's law. |
| 8.They obtaining the | | 8.They obtaining the |
| skill of calculating the problems on Ohm's law | | skill of calculating the problems on Ohm's law |
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| Electromagnetic | | Electromagnetic |
− | Induction,Faraday' laws,AC and DC,<br> | + | Induction,Faraday' laws,AC and DC, |
| fleming's rules,AC and DC | | fleming's rules,AC and DC |
− | dynamo, Types of <br> | + | dynamo, Types of |
| Electromagnetic induction,Eddy currents and | | Electromagnetic induction,Eddy currents and |
| Lenz' law. | | Lenz' law. |
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| When | | When |
− | magnetic field inked with the conductor changes an emf is<br> | + | magnetic field inked with the conductor changes an emf is |
| induced | | induced |
| in thre conductor. The induced emf depends on rate of change | | in thre conductor. The induced emf depends on rate of change |
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| 1 | | 1 |
| .The students observe the experimental evidence for | | .The students observe the experimental evidence for |
− | electromagnetic induction. <br> | + | electromagnetic induction. |
| 2.They understand the | | 2.They understand the |
| circumstances under which changing magnetic fields lead to | | circumstances under which changing magnetic fields lead to |
− | <br> | + | |
− | induced currents.<br> | + | induced currents. |
| 3.They understand how the movement of a | | 3.They understand how the movement of a |
− | conductor through a magnetic field leads<br> | + | conductor through a magnetic field leads |
| to an induced emf. | | to an induced emf. |
− | <br> | + | |
| 4.They understand and use Lenz’s law for induced currents. | | 4.They understand and use Lenz’s law for induced currents. |
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| 1.The | | 1.The |
| students can perform activities to prove Farady's experiment on | | students can perform activities to prove Farady's experiment on |
− | <br> | + | |
| electromagnetic induction | | electromagnetic induction |
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− | ACTIVITY15<br> | + | ACTIVITY15 |
− | ACTIVITY16<br> | + | ACTIVITY16 |
| ACTIVITY | | ACTIVITY |
− | 17<br> | + | 17 |
− | ACTIVITY18<br> | + | ACTIVITY18 |
− | ACTIVITY19<br> | + | ACTIVITY19 |
− | ACTIVITY20<br> | + | ACTIVITY20 |
− | ACTIVITY 21<br> | + | ACTIVITY 21 |
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| Induction, | | Induction, |
− | solenoid, field lines in solenoid,motor and<br> | + | solenoid, field lines in solenoid,motor and |
| Its | | Its |
− | applications.Domestic circuits,<br> | + | applications.Domestic circuits, |
| Steps to save electricity | | Steps to save electricity |
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| The | | The |
− | direction of emf is <br> | + | direction of emf is |
| perpendicular to magnetic field. The | | perpendicular to magnetic field. The |
| advantages of AC in power generation; why we do not generate | | advantages of AC in power generation; why we do not generate |
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| 5.They | | 5.They |
| use Lenz’s law and Faraday’s law to determine the direction | | use Lenz’s law and Faraday’s law to determine the direction |
− | and size of<br> | + | and size of |
− | Induced currents.<br> | + | Induced currents. |
| 6.They recall the laws of | | 6.They recall the laws of |
− | electromagnetic Induction, fleming's rules.<br> | + | electromagnetic Induction, fleming's rules. |
| 7. The students | | 7. The students |
− | differentiate between AC And DC; a motor and a dynamo<br> | + | differentiate between AC And DC; a motor and a dynamo |
| 9. The | | 9. The |
− | students will mention the use of dynamos and motors<br> | + | students will mention the use of dynamos and motors |
| 10.The | | 10.The |
| students will be able to describe the methods to save | | students will be able to describe the methods to save |
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| 2. | | 2. |
− | The students can draw the diagrams of AC dynamo,DC dynamo,<br> | + | The students can draw the diagrams of AC dynamo,DC dynamo, |
| 3. | | 3. |
− | They can represent AC and DC with graph.<br> | + | They can represent AC and DC with graph. |
| 4.They can construct | | 4.They can construct |
− | simple Dynamo<br> | + | simple Dynamo |
− | 5. They can construct simple motor<br> | + | 5. They can construct simple motor |
| 6. They | | 6. They |
− | can explain the working of Dynamo and Motor<br> | + | can explain the working of Dynamo and Motor |
| 7. They can | | 7. They can |
| perform activity to expain lenz's law | | perform activity to expain lenz's law |
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| # Electromagnetic induction, Faraday's laws, understand the functioning of a DC motor and AC dynamo | | # Electromagnetic induction, Faraday's laws, understand the functioning of a DC motor and AC dynamo |
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| # [[http://www-istp.gsfc.nasa.gov/Education/Imagnet.html]] | | # [[http://www-istp.gsfc.nasa.gov/Education/Imagnet.html]] |
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| <u>Principle</u>: | | <u>Principle</u>: |
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| <u>Prοcedure:</u> | | <u>Prοcedure:</u> |
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| <u>Principle</u>: | | <u>Principle</u>: |
− | Moving electrons. Magnetism <br> | + | Moving electrons. Magnetism |
| <u>Procedure:</u> | | <u>Procedure:</u> |
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| * M[[Image:Electromagnetism_%20Resource_Material_Subject_Teacher_Forum_September_2011_html_45126618.png]]ove compass to various locations around the bar magnet. Explain what orientation the needle takes with respect to the bar magnet. | | * M[[Image:Electromagnetism_%20Resource_Material_Subject_Teacher_Forum_September_2011_html_45126618.png]]ove compass to various locations around the bar magnet. Explain what orientation the needle takes with respect to the bar magnet. |
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| * '''Make observations & draw conclusions.''' Using the same setup as you used in step 4 move the filed meter from place to place and observe how the field strength changes. Write a general rule for how changing the distance from the magnet affects the magnetic fields strength. | | * '''Make observations & draw conclusions.''' Using the same setup as you used in step 4 move the filed meter from place to place and observe how the field strength changes. Write a general rule for how changing the distance from the magnet affects the magnetic fields strength. |
| * '''Make observations & draw conclusions.''' Use the same setup as you used in step 4 but change the source of current to AC. Your screen should look something like what you see to the right, Screen 3. Observe how the AC changes the compass and the magnetic field strength. Write down your observations regarding the change in the strength and direction of the magnetic field. Describe a way to get a DC supplied electromagnet to change the direction of the magnetic field, like the AC does. | | * '''Make observations & draw conclusions.''' Use the same setup as you used in step 4 but change the source of current to AC. Your screen should look something like what you see to the right, Screen 3. Observe how the AC changes the compass and the magnetic field strength. Write down your observations regarding the change in the strength and direction of the magnetic field. Describe a way to get a DC supplied electromagnet to change the direction of the magnetic field, like the AC does. |
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