Changes

# Ask students in a group to come up with a single drawing that represents a possible model for an atom, and include a list of information about the atom about which they are all in agreement. (This is to get a sense of their prior knowledge)

# Ask students in a group to come up with a single drawing that represents a possible model for an atom, and include a list of information about the atom about which they are all in agreement. (This is to get a sense of their prior knowledge)

# Then, handover tabs to the students and ask them to explore the 'Build and atom' PhET simulation and answer the following questions:  

# Then, handover tabs to the students and ask them to explore the '[https://phet.colorado.edu/en/simulations/build-an-atom Build and atom]' PhET simulation and answer the following questions:  

#* What are the different 'particles' you see as the building components in an atom?  

#* What are the different 'particles' you see as the building components in an atom?

#* When did the element name change?  

#* When did the element name change?  

#* When did you see '-ion' and '+ion'  

#* When did you see '-ion' and '+ion'  

===='''What causes electric current'''====

===='''What causes electric current'''====

# Open the 'DC circuit lab' simulation and ask students to observe what all they see on the screen. Demonstrate how the components can be moved around and connected.  

# Open the '[https://phet.colorado.edu/en/simulations/circuit-construction-kit-dc-virtual-lab DC circuit lab]' simulation and ask students to observe what all they see on the screen. Demonstrate how the components can be moved around and connected.

# Ask students to play around with the simulation and make the bulb glow (If tabs are not available, facilitator can operate the simulation according to students instructions). Ask students to try and explain what is happening, what made the bulb glow.  

# Ask students to play around with the simulation and make the bulb glow (If tabs are not available, facilitator can operate the simulation according to students instructions). Ask students to try and explain what is happening, what made the bulb glow.  

# Once the bulb glows, click the checkbox that shows electron movement. Show simulation/video of electron movement in conductors and insulators and explain the concept to the students, connecting it to the structure of an atom.  

# Once the bulb glows, click the checkbox that shows electron movement. Show simulation/video of electron movement in conductors and insulators and explain the concept to the students, connecting it to the structure of an atom.  

===='''Conductivity test'''====

===='''Conductivity test'''====

# Demonstrate the construction of a simple electric circuit to students on the PhET simulation (<nowiki>http://localhost/PhET/en/simulation/circuit-construction-kit-dc-virtual-lab.html</nowiki> ).

# Demonstrate the construction of a simple electric circuit to students on the '[https://phet.colorado.edu/en/simulations/circuit-construction-kit-dc-virtual-lab DC circuit lab]' PhET simulation

# Ask students to try and construct a physical circuit using the given electric cell(battery), switch, connecting wires, and LED. Next, show that a conductivity tester can be created by opening any two ends of the circuit and placing different objects between the ends to see if it conducts.

# Ask students to try and construct a physical circuit using the given electric cell(battery), switch, connecting wires, and LED. Next, show that a conductivity tester can be created by opening any two ends of the circuit and placing different objects between the ends to see if it conducts.

# Give them different objects to test and ask them to classify based on their observations. Students can also pick up stuff from their surroundings like leaves, rocks, and test those as well.  

# Give them different objects to test and ask them to classify based on their observations. Students can also pick up stuff from their surroundings like leaves, rocks, and test those as well.