Lesson 3: Power
Using the experimental data from Lesson 2, students will work co-operatively in groups to calculate power. They will then use this knowledge to calculate their equivalent electrical power in watts and apply this to household appliances.
Students Prior Knowledge and Experience
Students have been exposed to the scientific concept of energy and work. They have looked at how chemical energy in food provides energy for our bodies and looked at International System of Units or SI of Joules and Kilojoules.
Learning Purposes and Links to Learning Area Outcomes and Aspects
This lesson is linked to science learning outcome Energy and Change. This outcome states that “Students understand the scientific concept of energy and explain that energy is vital to our existence and to our quality of life.” It is also linked to science learning outcome Working Scientifically that refers to the skills and processes involved in science. (Department of Education and Training, 2008)
Preparation and Resources
Print off a class set of Activity Sheet 3. Calculators or mobile phone, one per student. Interactive white board. Print off one copy per group of Electrical and Gas Appliances Resource Sheet from Click 2 (Origin Energy,2010). An interactive white board with internet access.
Introduction
Have students seated in the same experimental groups as for Lesson 2. Start with a quick class call out of the food with the most energy per 100g that was set for homework. How much of the daily required intake is it? Then show the video Calculating Work , (How Stuff works, 2010).
Main Body of Lesson
Hand out Activity Sheet 3 and the Electrical and Gas Appliances Resource Sheet. Read through with the class. Clarify any queries regarding the work required and have students start on activity sheet. If any groups finish early, give them meaningful extension work.
Closure and Transition to Next Lesson
Go through appliances listed on Electrical and Gas Appliances Resource Sheet and have a class call out to find out results of calculations. Are any of the findings surprising? Why?
Play the Work and Power song (Teachers Tube, 2010) on interactive white board.
Using the experimental data from Lesson 2, students will work co-operatively in groups to calculate power. They will then use this knowledge to calculate their equivalent electrical power in watts and apply this to household appliances.
Students Prior Knowledge and Experience
Students have been exposed to the scientific concept of energy and work. They have looked at how chemical energy in food provides energy for our bodies and looked at International System of Units or SI of Joules and Kilojoules.
Learning Purposes and Links to Learning Area Outcomes and Aspects
This lesson is linked to science learning outcome Energy and Change. This outcome states that “Students understand the scientific concept of energy and explain that energy is vital to our existence and to our quality of life.” It is also linked to science learning outcome Working Scientifically that refers to the skills and processes involved in science. (Department of Education and Training, 2008)
Preparation and Resources
Print off a class set of Activity Sheet 3. Calculators or mobile phone, one per student. Interactive white board. Print off one copy per group of Electrical and Gas Appliances Resource Sheet from Click 2 (Origin Energy,2010). An interactive white board with internet access.
Introduction
Have students seated in the same experimental groups as for Lesson 2. Start with a quick class call out of the food with the most energy per 100g that was set for homework. How much of the daily required intake is it? Then show the video Calculating Work , (How Stuff works, 2010).
Main Body of Lesson
Hand out Activity Sheet 3 and the Electrical and Gas Appliances Resource Sheet. Read through with the class. Clarify any queries regarding the work required and have students start on activity sheet. If any groups finish early, give them meaningful extension work.
Closure and Transition to Next Lesson
Go through appliances listed on Electrical and Gas Appliances Resource Sheet and have a class call out to find out results of calculations. Are any of the findings surprising? Why?
Play the Work and Power song (Teachers Tube, 2010) on interactive white board.
Image: renjith krishnan at FreeDigitalPhotos.net
Student Evaluation
Activity sheets will be placed in students’ science note books and a participation assessment rubric for group work may also be taken.
Credits
Activity Sheet 3 modified with materials from Glimpses of Science (Connor, etal, 2010), and Click 2 (Origin Energy,2010).
Activity sheets will be placed in students’ science note books and a participation assessment rubric for group work may also be taken.
Credits
Activity Sheet 3 modified with materials from Glimpses of Science (Connor, etal, 2010), and Click 2 (Origin Energy,2010).
