Assessment 2 – Planning document

2140016 Cathy Wang

Contents

Class Profile 1

Lesson Plan 01 6

Lesson Plan 02 11

Lesson Plan 03 16

Appendix 20
Appendix 1 20
Appendix 2 25
Appendix 3 29
Appendix 4 31
Appendix 5 35
Appendix 6 36
Appendix 7 37
Appendix 8 38
Appendix 9 42
30
 Class Profile
Interests (specific and Readiness Other relevant
Name Gender Learning Profile Adjustments in instruction Diagnosis
broad) information

Provide opportunities for demonstrating Has sound social

Needs attention in class
1.Antonio M Team sports C leadership; encourage the student to use an skills, well-liked by
and organisation support
organiser for self-monitoring purpose his peers

Reading and creative Has difficulty in

Member of school
writing; strong in understanding abstract Provide more access assistive technology when
2.Betty F B creative writing
literacy-related concepts, for example, necessary; present information visual support
club
subject areas math and science

Active in hands-on Offer hands-on learning experience and Has the

3.Blake M Hand-crafting activities; likes to lead the A opportunities for demonstrating leadership; characteristics of a

group; creative thinker encourage high order thinking good leader

Likes quiet workspace and

4.Cassandra F Reading prefer to work on B Provide quiet space for academic tasks

independent projects.

Enjoys the companionship

Drawing; hand- Provide active learning experiences; use positive
5.Cynthia F of peers; responds well to B
crafting reinforcement
positive reinforcement

Use visuals and positive reinforcement; present Refuses to follow

Disengaged in class;
6.Daniel M Outdoors and fishing D information in a logical fashion; the student is rules and questions
doesn't like writing
provided with a glossary by the beginning of teachers' authority;
 each new topic; provide learning material to the deliberately

student prior to each lesson, so he will have a attempts to annoy

chance to look at them ahead of time his peers

Responds well to positive

reinforcement; understands Present information in a logical fashion; provide

Computer and video
7.Edward M the content well when B visual support; encourage the student to use an
games
explained in a logical organiser for daily schedule

fashion
Seat the student fairly near the teacher; provide
digital magnifier; modified worksheet will be
Engaged with the learning available for the student, lesson slides and Low
8.Eric M Nature and technology B
content worksheets are going to be posted online, so the vision
students will have the access to them through his
laptop
Responds well to visual
cues; enjoys the
Use visuals and positive reinforcement; provide
9.Hector M Astronomy companionship of peers but B
active learning experiences
also needs quiet personal
space
Provide visual cues, for example, set a timer to
Get overwhelmed easily; Member of the
Basketball and show that how much time remains in the current
10.Hubert M tends to loses focus; C school football
football activity before the student will be expected to
requires transition cues, team
transition to a new location or event.
 Engaged with the learning Hard working; the
Biology and human Use visuals and positive reinforcement; offer
11.Isabel F content; needs attention B mom is abusive and
anatomy hands-on learning experience
and focus cues addicted to drugs
Eagers to learn and read; Provide opportunities for demonstrating
enjoys interacting with leadership; provide visual cues, for example, set
12.Janet F Animals peers; has strong verbal B a timer to show that how much time remains in
expressive ability; needs the current activity before the student will be
attention and focus cues. expected to transition to a new location or event.
Arrange the seating plan so the student can sit
near positive role models in order to avoid
Constantly talking and
distractions from others with challenging Friendly, easy-
Computer and digital wandering during class;
13.Jerry M D behaviours; allow the student to play with a small ADHD going and gets on
technology needs attention and focus
object kept on her desk, extended time on tests well with his peers
cues
and assignments; student is provided with a
glossary by the beginning of each new topic;
High achiever; seeks for Loved by teachers
Creative writing, art Accelerated and enriched curriculum; compacted IQ higher
14.Katrina F teachers' approval; A and admired by her
and math learning experiences; in-depth studies than 130
perfectionist peers
Provide visual cues, for example, set a timer to
"zoom out" in class;
show that how much time remains in the current
15.Lloyd M Makeup and music creative; doesn't complete C
activity before the student will be expected to
tasks; needs transition cues
transition to a new location or event.
Break tasks down into small pieces of
Has trouble reading
information; create a daily checklist for the
16.Martin M Boxing accurately and D Dyslexia
student to refer to after each lesson encourage
fluently, also has trouble
the student to use an organiser for daily schedule;
 with reading seat the student fairly near the teacher; the
comprehension, student is provided with a glossary by the
beginning of each new topic; the student is
encouraged to be proactive, copies of the lesson
slides and worksheets are going to be provided
to him prior to each lesson
Continuously monitor her English skills From Korea and
English as the second development, build self-esteem; facilitate social arrived in Australia
language; struggles with skill development; provide active learning two years ago with
writing and grammar; experience for her to practice English with her limited English
17.Kimi F Music and math avoids social interactions; C peers; the student is provided with a glossary by language skills; her
prefers to work alone; has the beginning of each new topic; provide parents work long
good attention to detail and learning material to the student prior to each hours so she has to
focuses on tasks lesson, so she will have a chance to look at them take care of her
ahead of time siblings;
Competitive; highly active Is honest and direct;
Use visuals and positive reinforcement;
during class; constantly has mood swings;
encourage the student to use an organiser for IQ higher
18.Scott M Math questions teachers and B low self-esteem;
daily schedule; build a positive relationship with than 120
policies; demonstrate uncertain about
the student
inconsistent work habits social roles
Use visuals and positive reinforcement; offer
Is disruptive; always acts hands-on learning experiences; provide visual
Car-racing and out in class; seeks for cues, for example, set a timer to show that how
19.Tyler M C Has custody issue
basketball attention; needs attention much time remains in the current activity before
and focus cues the student will be expected to transition to a new
location or event.
 Low self-esteem;
seen as a loner,
Does inconsistent work; switched class due
Facilitate social skill development; build self-
20.Theresa F Art and crafting seeks for teachers' C to the students
esteem; use positive reinforcement
approval; self-isolated doesn’t like another
science teacher;
vegan

*Students’ readiness levels are determined by examining the results of unit pre-test.
 Year 9 physics Lesson Plan 01

Class: Year 9 Physics Time: 60 minutes

Lesson Topic: Electrical Safety – short circuits & fuses

Main Science Idea

• The conception of short circuits
• The function of fuses
Australian Curriculum Science Links

SU SHE SIS
ACSSU182 ACSHE136 ACSIS169
Energy transfer through People use science Analyse patterns and trends in data,
different mediums can be understanding and skills in including describing relationships between
explained using wave and their occupations and these variables and identifying inconsistencies
particle models have influenced the ACSIS170
development of practices in
areas of human activity
Use knowledge of scientific concepts to
draw conclusions that are consistent
with evidence
ACSIS174
Communicate scientific ideas and
information for a particular purpose,
including constructing evidence-based
arguments and using appropriate scientific
language, conventions and representations
Lesson Outcomes

By the end of this lesson, students will be able to

• Understand causes for short circuits

• Explore how accidents can happen and what can be done to prevent them from happening

• explain how fuses provide protection for the user

Students' Prior Knowledge:

• Closed circuit

• Open circuit

• Ohm's law

Preparation
• Student dry erase boards
• Laptops for students
 • Photocopies of closed circuit, open circuit and short circuit worksheet
• Photocopies of the Short circuits and fuses worksheet
• Battery packs
• Woodblock steel wool
• Globes
• Connecting wires
• Pre-recorded demonstration video
• PowerPoint will be uploaded to Blackboard for the low vision student (Eric)
• Digital magnifier for Eric

Methods of achieving the outcomes

Introduction: (10 minutes)

Brainstorm (focus question).
• why would people in the video got shocked by electricity, think about what we have
learned about circuits.
• Is there something wrong with the electronic devices? Pay attention to which part of the
devices are touched by people in the video.
Ask students to write down things they can think of on their whiteboards (sentences or words),
exchange ideas with their neighbours if they are uncertain.
The teacher is going to check for students’ readiness levels based on their response.

>Introduce today’s topic by playing video - Electric Shock Videos

(https://www.youtube.com/watch?v=h_U6sWiNgCs) video time 1min 20s
Address: Dangerous action, do not imitate!

> Differentiation (readiness levels)

The glossary below will be provided to students (Daniel, Jerry, Martin, and Kimi) who need
extra scaffolding
Lesson outcome will be posted on the whiteboard for students who require attention and transition
cues (Hubert, Isabel, Jerry, Janet, Lloyd, and Tyler)

Activity 1: definition of short circuits (15 minutes)

Ø Define: Closed circuits, Open circuits, Short circuits (concert knowledge, notetaking will
be required)
By working through the worksheet students review the concepts of open, closes and short circuits
Differentiation (product): Three kinds (spicy levels) of the worksheet will be provided to students
(Appendix 1)
• Hot: Blake Katrina Scott
• Medium
• Mild: Daniel Jerry Martin
• A modified version for Eric
Although these worksheets are designed based on students’ readiness levels, they are free to
choose the “spicy level” and the teacher will encourage students to challenge themselves.
Students can work in groups (provide Antonio, Blake, and Janet with the opportunities for
demonstrating leadership; Cynthia, Jerry, and Scott enjoy the companionship of peers), pairs
(facilitate social skill development for Eric, Kimi and Theresa) or individually in they need
personally space (Cassandra and Hector may prefer to work individually).

After 10 min, the teacher will post the definition and discuss with the class.
Differentiation (confidence levels)
• Students who are confident with their work, respond well to positive reinforcement and
seek for attention will be encouraged to draw the diagrams on the board (Antonio, Blake,
Edwards, Janet; Katrina)
• For students with low self-esteem (Kimi, Scott, and Theresa), the teacher will encourage
them to demonstrate their answers on the board as well. The teacher can check their work
and affirm that they got the correct diagrams before-hand to boost their confidence.

> Cause of short circuits at home (Learning styles-picture will be provided for visual support for
Betty, Daniel Edwards, Hector, Hubert, Jerry, Martin, and Kimi)
• Wear out of plastic coat

• Loose screws in electronic devices create a pathway

• Faulty Insulation

> Damage of short circuits

In a circuit, Power is equal to I²R, and the current I is equal to the resistor's voltage V divided by
the resistance R. When the resistance decreases, the current increases, which leads to producing
more heat. Because heat kills electronic components, with an excessive amount of heat, you get
component failure.
Activity 2: fuses (25 minutes)

> Explain the purpose of the experiment: since short circuits can lead to component failure and
safety issues, is there a way to prevent short circuits from happening? The answer is yes, we can
install fuses. Now we are going to conduct an experiment to construct a short circuit and test how
do fuses work.
Distribute copies of the worksheet (hot and medium) and go through the materials list and the
procedure with the class (Appendix 2). The modified version will be provided to Eric to
accommodate his low vision.

Materials
• 1 Battery pack
• 1 Woodblock
• Steel wool
• 1 globe
• Connecting wires
Procedure
1. Construct the circuit shown in the figure, what happened?
2. Use an additional wire to connect between two ends of the battery
3. Observe what happened to the fuse and light bulb
4. Explain the purpose of a fuse in a circuit
5. Describe what the fuse did when there was a short circuit
6. Describe what happened if thicker fuses were used

>Differentiation (readiness levels)

Give students options, they can choose to A (start conducting the experiment straight away and
refer to the demonstration video posted online which was pre-recorded by the teacher) or B (watch
the teacher’s demonstration first and then start the experiment).

Ask students to write down their choice on dry erase boards.

Instruct students who chose A (Blake, Edwards, Katrina, and Scott) to form into one group and
start constructing circuits.
Students who chose B will move to the front of the classroom to watch the demonstration
After demonstrating the experiment, the teacher will instruct the rest of the class to form into
groups of four.
With students with low readiness levels, they can have the video playing and follow the instruction
step by step (Daniel, Jerry Martin), or they can complete their worksheet by just watching the
video.
Keywords are provided to scaffold learnings for students with low literacy skill (Daniel, Jerry,
Martin, and Kimi)

>High achievers (Blake, Edwards, Katrina, and Scott)

Students who complete the experiment early will carry out a mini research in regard to how metals
have different melting points. They can either search online or look up the website linked below
https://www.bbc.com/bitesize/guides/z9m6v9q/revision/2
Encourage each group to share their conclusion
>Differentiation (product)
Students will be given the options of either to write a short paragraph ((Betty, Cassandra,
Katrina) or to draw a flow chart (Daniel, Jerry, Martin, and Kimi)
For students with low readiness levels, the definition below will be provided to them, they are
going to highlight keywords.

The fuses are made of metals, such as zinc, copper, silver, aluminium or alloys, which are stable
and predictable. They melt easily, so when the current going through the fuse is too higher, the
fuse heats up and melts. As a result, the circuit becomes an open circuit.

>Explain
From the early days of electrical engineering, people have been using fuses as one of the safety
devices. Nowadays, thousands of different fuses have been designed to accommodate varied
current, voltage and response time, depending on the application.

Conclusion: Whip Around 10 minutes

Students are going to toss a ball quickly from one to another. When is someone’s turn, the student
will share one thing that he or she learned in this lesson. Then, the teacher is going to list the
science ideas mentioned by students on the blackboard.
> Differentiation (confidence levels)
To establish a safe and trusting environment, students are allowed to check their notes. If one
student is not confident with answering the question (Kimi, Scott, and Theresa), he or she can
pick a volunteer to answer the question instead (Blake, Janet, Katrina, and Scott).
To conclude the lesson, the teacher will remind students to put their worksheets into their personal
organisers or attach the worksheets with their notebooks (Antonio, Edward, Martin, and Scott)
 Science Lesson Plan 02

Class: Year 9 Physics Time: 60 minutes

Lesson Topic: lugs

Main Science Idea

• Plugs are made from insulating materials
• Cables are made from copper conductive wires insulated by flexible plastics
• The names, colours, and structure of the wires in a three-pin plug
Australian Curriculum Science Links

SU SHE SIS
ACSSU182 ACSHE136 ACSIS165
Energy transfer through People use science Plan, select and use appropriate
different mediums can be understanding and skills in investigation types, including field work
explained using wave their occupations and these and laboratory experimentation, to collect
and particle models have influenced the reliable data; assess risk and address
development of practices in
ethical issues associated with these
areas of human activity
methods
ACSIS170
Use knowledge of scientific concepts to
draw conclusions that are consistent
with evidence
ACSIS174
Communicate scientific ideas and
information for a particular purpose,
including constructing evidence-based
arguments and using appropriate scientific
language, conventions and representations

Lesson Outcomes/Objectives:

• Describe The names, colours, and structure of the wires in a three-pin plug
• Explain why it is necessary to install earth wires
• Explain in detail the choice of materials used for the mains parts of a plug

Students' Prior Knowledge:

• Short circuits

• Fuses

• Conductor

• Insulator
Preparation:

• Photocopies of the three pins plug table

• Photocopies of the three pins plug worksheet
• Photocopies of the Karl the electrician worksheet
• Photocopies of the which fuse to use worksheet
• Photocopies of spot the danger worksheet
• Calculators
• Digital magnifier for Eric
• The plug model
• Laptops for students

Methods of achieving the outcomes

Introduction: (5 minutes)
Recap the last lesson – Kahoot quiz: 5 questions
Which of the following describes what happens during a short circuit?
A. In a short circuit, electricity doesn't flow through the wires in the correct path that it is
intended to travel.
B. In a short circuit, there is no wire to carry the electricity.
C. In a short circuit, the wires are cut to be shorter than other circuits.
D. In a short circuit, the voltage of electricity is always low.
What can happen to the current in a short circuit?
A. The current always travels around the circuit without interruption.
B. The current is unable to power an electrical object such as a light bulb, motor, etc.
C. The current is shorter in a shorter circuit than other circuits.
D. The current disappears.
Which object below can be used as an easy way to create a short circuit connecting the positive
and negative terminals of a battery together with a low-resistance conductor?
A. Wire
B. Copper
C. Silver
D. Gold
What can be used to prevent the damage from short circuits?
A. AC power plugs
B. Residual-current device
C. Fuses
D. Distribution board

Explain to the class that in today’s lesson we are going to learn the anatomy of the electrical plug.
List the procedures of the lesson on the board, and cross completed tasks off one by one later on.
(Transition cue for Hubert, Isabel, Jerry, Janet, Lloyd, and Tyler)
Activity 1: the plug (20 min)
>Brainstorm
Post a picture of plugs
Focus question:
• What is the casing of a plug made from and why?
• Think of the definitions of conductor and insulator, what is the difference between them?
Give students 1 minute to discuss the question with the person sitting next to them.

Post pictures and keywords on the PowerPoint as scaffolding (Plastic Metal Conductor Insulator)

> Explain
The metal wires inside of a plug act as a conductor of electricity, while the plastic coating acts as
an insulator which prevents people from being shocked by electricity.

> The anatomy of a plug

Most electric cables contain three wires, each of these three wire has different colours of insulation

Post the table below, ask students to copy the table down
For students who struggle with reading and writing, two types of photocopies of the table will be
provided to them. They can either fill in the blanks or match the expressions (Daniel, Hubert,
Jerry, Lloyd, Martin, and Kimi). The modified version will be provided to Eric (Appendix 3).

Wire Insulation colour Function

Active Brown This is connected to a fuse on the live pin, the
electric current flows in through the active wire,
i.e. this is the route the electric current takes when
it enters an appliance.
NEUTRAL Blue The electric current flows out through the neutral
wire, i.e. this is the route the electric current takes
when it exits an appliance.
EARTH Green and Yellow It is included for the safety of you and your home.
>Differentiation (content, product and learning style)
Distribute photocopies of the three pins plug worksheet (Appendix 4
Two types of the worksheet will be given (gold and silver), Eric will be provided with the
modified version
In order to complete the worksheet students will have two sources of information to choose from,
1.website linked on the blackboard
(https://en.wikibooks.org/wiki/GCSE_Science/Safety_in_Mains_circuits) (Betty, Cassandra, and
Janet)
2. Youtube video linked on the blackboard (https://www.youtube.com/watch?v=0OKTejgaWTY)
(Daniel, Hubert, Jerry, Lloyd, Martin, Kimi)

Students can work in groups (provide Blake, and Janet with the opportunities for
demonstrating leadership; Cynthia, Jerry, and Scott enjoy the companionship of peers) pairs
(facilitate social skill development for Eric, Kimi, and Theresa) or individually in they need
personally space (Cassandra and Hector may prefer to work individually).

>High achievers (Scott, Katrina, and Blake)

For early finishers, they are going to conduct research using their laptops.
In real life, we use cables of different thickness for different purposes. For example, the cables that join wall
sockets in a household are thicker than cables that join ceiling lights. Can you find out the reason behind
it?

To reveal the answer of the worksheet, the teacher is going to pick several students to write their
answers on the board.
>Differentiation (confidence levels)
• Students who are confident with their work, respond well to positive reinforcement and
seek for attention will be encouraged to volunteer to share their answers on the board
(Antonio, Blake, Edwards, Janet, Katrina).
• For students with low self-esteem (Kimi, Scott, and Theresa), the teacher will encourage
them to demonstrate their answers on the board as well. The teacher can check their work
and affirm that they got the correct diagrams before-hand to boost their confidence.

Activity 2 - Unsafe plugs (25 min)

>Differentiation (content, product and learning style)
Four stations will be set up to accommodate students’ diverse learning styles
1. Station 1 Karl the electrician (Betty, Cassandra, and Katrina)
a. A scenario will be given to students, they are required to write a letter to Karl
explaining the possible danger and what can be done to prevent it (Appendix 5).
2. Station 2 Which fuse to use (Blake, Edwards, Kimi, and Scott)
a. Students will complete a worksheet, which emphasises electricity formulas
(Appendix 6).
b. Calculators will be provided
3. Station 3 Spot the Danger
a. Students are going to spot what is wrong with each plug on the worksheet and draw
and label correct plug themselves (Appendix 7). A plug model will be provided.
4. Plugs around the world
 a. If you have ever travelled somewhere around the world, then, you have probably
run into the issue of how not every country uses the same plugs. Why can't we
standardise them all? Watch the video below to find out the answer.
b. https://www.youtube.com/watch?v=zJQOxpcq1zA

The teacher will instruct students to pick a station to start with, after completing one, students can
move to the next station.

Project a visual timer on the whiteboard as a visual transition cue for Hubert, Isabel, Jerry,
Janet, Lloyd, and Tyler.
Down load Visual Timer – Countdown from
https://play.google.com/store/apps/details?id=at.cwiesner.android.visualtimer&hl=en_US

Conclusion (10 min)

Think Write Pair Share
Each student writes down two things they learned today, students then walk around the classroom
to share their ideas
By the end, the teacher can ask students to share things they learned and list them on the board
The teacher will remind students to put their worksheets into their personal organisers or attach the
worksheets with their notebooks (Antonio, Edward, Martin, Scott)
 Science Lesson Plan 03
Class: Year 9 Physics Time: 60 minutes

Lesson Topic: Earthing

Main Science Idea

• Earthing
• Safety of electrical appliances
Australian Curriculum Science Links

SU SHE SIS
ACSSU182 ACSHE136 ACSIS174
Energy transfer through People use science Communicate scientific ideas and information
different mediums can be understanding and skills in for a particular purpose, including
explained using wave their occupations and these constructing evidence-based arguments and
and particle models have influenced the using appropriate scientific language,
development of practices in conventions and representations
areas of human activity

Lesson Outcomes/Objectives:

• Describe the pathway for electricity when an appliance is earthed

• Explain why it is important that appliances earthed
• Understand the requirement of the think-tac-toe assignment
• Start working on the think-tac-toe assignment

Students' Prior Knowledge:

• Short circuits

• Fuses

• Ohm's law

• Conductor

• Insulator

• Earth wires

• The names, colours, and structure of the wires in a three-pin plug

Preparation:

• Photocopies of the earth wire worksheet

• Photocopies of the Think-Tac-Toe assignment
 • Calculators
• Digital magnifier for Eric
• Laptops for students

Methods of achieving the outcomes

Introduction: (5 minutes)
The teacher will engage the class by asking them to recap key ideas from the last lesson and
encourage students to take note of things they are not familiar with.

>Transition cue Hubert, Isabel, Jerry, Janet, Lloyd, and Tyler

Transit to Activity 1 by reminding students of the function of the earth wire-it is installed for the
safety if you and your home.
Post the question: how does the earth wire protect us?
Explain to the class: in the next activity we are going to figure it out together

Activity 1: Earthing (20 min)

>Post the picture below and distribute the earth wire worksheets (Appendix 8)

\
Lead the class to complete Task 1 together.

Demonstrate the electricity pathway and ask students to copy down the answer on their worksheet
>Post the picture below and move on to Task 2

>Differentiation (learning style)

In order to complete the worksheet students will have two sources of information to choose from,
1.website linked on the blackboard (https://en.wikipedia.org/wiki/Ground_(electricity) (Betty,
Cassandra, and Janet)
2. Youtube video linked on the blackboard https://www.youtube.com/watch?v=ErTVC3jYB8U
(Daniel, Hubert, Jerry, Lloyd, Martin, and Kimi)

Two types of the worksheet will be provided (gold and silver), the modified version will be given
for Eric
For high achievers (Blake, Edwards, Katrina, and Scott), the gold worksheet includes questions
that require high order thinking
For students who have strong writing skill (Betty, Cassandra, and Katrina), they will write short
paragraphs to answer the questions in Task 2
For students who struggle with writing (Daniel, Hubert, Jerry, Lloyd, Martin, Kimi), they can
draw a flow chart to demonstrate the pathway for electricity or they can simply mark the pathway
on the picture with numbers. The silver worksheet also includes probing questions to help students
give specific and in-depth answers.

>Reveal the answer and explain

Activity 2 Think-Tac-Toe (25min)

Distribute copies of think-tac-toe worksheet and explain to the class (Appendix 9)
The digital version will be posted on the blackboard as well, so Eric can access it through his
computer.
> Directions: Now we have completed the study of electricity in Year 9 physics, one assessment
will be given to check their understanding. Students are required to choose activities in a tic-tac-
toe design. The tic-tac-toe table includes both relative easier and more difficult tasks, which worth
less or more marks. Different tasks will require students either to calculate, draw or write. They
have to complete the activities in a row: horizontally, vertically, or diagonally. Students may
decide to keep going and complete more activities in their own time. However, they will only get
marked for three activities in a row. Students are going to start this assessment from today, they
can work on it during the class and in their own time. The assessment must be submitted by the
beginning of the next lesson.
>Differentiation
While most students are working on the assignment, the teacher is going to check that Jerry,
Martin, and Kimi correctly write down exactly what is required and ensure that appropriate
worksheets are with them to take home.

Moreover, provide an assignment checklist for Jerry and Martin (other students can obtain a
copy of it as well if they would like to). The checklist contains specific steps of how to complete
the assignment.

1. Choose three activities in a row-horizontally, vertically, or diagonally

2. Complete the first chosen activity

3. Complete the second chosen activity

4. Complete the third chosen activity

5. Review your assignment from beginning to end

6. Submit your assignment

After finishing each step, students and their parents can check it off, and see at a glance how much
more work is left.

Let Eric, Jerry, and Martin know that they have the option of getting extended time on this
assignment.

Conclusion (10 min)

The teacher is going to check students’ progress, ask for any potential question and difficulty they
have come across
The teacher will review a few points in regard to this assignment
• Choose three activities in a row: horizontally, vertically, or diagonally
• The tic-tac-toe table includes relative easy and difficult tasks, which worth less or more
marks
• The assessment must be submitted by the next lesson

The teacher will remind students to put the worksheets into their personal organisers submit them
in the next lesson (Antonio, Edward, Martin, Scott)
Appendix 1

Worksheet: Closed Circuit, Open Circuit and Short Circuit

Based on the three pictures of closed circuit, open circuit, and short circuit, complete the table below.

Closed Circuit Open Circuit Short Circuit

Draw the diagram that

represents the picture
above

Use your own words to

define the circuit above
Worksheet: Closed Circuit, Open Circuit and Short Circuit
Based on the three pictures of closed circuit, open circuit, and short circuit, complete the table below.
Closed Circuit Open Circuit Short Circuit A

Among diagrams B
A, B, and C,
Choose the right
one to represent
the picture above

Fill in the blank A closed circuit has a path If there’s a break anywhere in the A has a low C
to define the to get an electric current to flow. path, you have an circuit, and resistance
circuit above the current flow from between the two
one end of the power source to the conductors
other. supplying . As
a result, electricity will
choose a shorter/easier
path because the
electricity is “lazy”
Worksheet: Closed Circuit, Open Circuit and Short Circuit
Based on the three pictures of closed circuit, open circuit, and short circuit, complete the table below.

Closed Circuit Open Circuit Short Circuit

Circle the differences

between the three
diagrams that
represent the pictures
above

Highlight the keyword A closed circuit has a closed path to If there’s a break anywhere in the path, A short circuit has a low resistance
get an electric current to flow. you have an open circuit, and the connection between the two conductors
current cannot flow from one end of supplying electrical power. As a result,
the power source to the other. electricity will choose a shorter/easier
path because the electricity is “lazy”
 Worksheet: Closed Circuit, Open Circuit and Short Circuit

Based on the three pictures of closed circuit, open circuit and short circuit, complete the table below.
Closed Circuit Open Circuit Short Circuit

Among diagrams
below (A, B and C)
Choose the right
one to represent the
picture above
Fill in the blank to A closed circuit has a path If there’s a break anywhere in the A has a low
define the circuit to get electric current to flow. path, you have an resistance between
the two conductors
above circuit, and the current
supplying . As a
flow from one end of the power result, electricity will choose
source to the other. a shorter/easier path because
the electricity is “lazy”

A B C
 Appendix 2

Worksheet: Short circuits and fuses

In this activity, you will construct a short circuit and test fuses.

Materials • Steel wool

• 1 Battery pack • 1 globe
• 1 Woodblock • Connecting wires

Procedure
1.Construct the circuit shown in Figure 1. and observe the bulb.

Figure 1.
2. Use another wire to connect the positive and negative terminal of the battery.
1) Draw the diagram below.
2) Observe the bulb again, did it light up this time?

3. Construct the circuit shown in Figure 2.

1) Observe what happened to the fuses and
light bulb
2) Explain the purpose of a fuse in a circuit
3) Describe what the fused did when there
was a short circuit
4) Describe what happened if thicker fuses
were used

Figure2.
Worksheet: Short circuits and fuses
In this activity, you will construct a short circuit and test fuses.

Materials • Steel wool

• 1 Battery pack • 1 globe
• 1 Wood block • Connecting wires

Procedure
1. Construct the circuit shown in Figure 1. and observe the bulb.

Figure1.
2. Use another wire to connect the positive and negative terminal of the battery.
3) Draw the diagram below.
4) Observe the bulb again, did it light up this time?

3. Construct the circuit shown in Figure 2.

5) Observe what happened to the fuses and
light bulb
6) Explain the purpose of a fuse in a circuit
7) Describe what the fused did when there
was a short circuit (hint: steel has lower
melting point that than copper)
8) Describe what happened if thicker fuses
were used (hint: it will take more time for
thicker fuses to melt)
Figure2.

Fuse: s fuse a short length of wire designed to melt in the event of excessive current

Melting point: the temperature at which a given solid will melt.

 Worksheet: Short circuits and fuses
In this activity, you will construct short circuits and test fuses.
Materials
• 1 Battery pack
• 1 Wood block
• Steel wool
• 1 globe
• Connecting wires
Procedure
1.Construct the circuit shown in Figure 1. and observe the bulb.

Figure1.
2. Use another wire to connect the positive and negative terminal of the
battery.
3)Draw the diagram below.
4)Observe the bulb again, did it light up this time?
3. Construct the circuit shown in Figure

5)Observe what happened to the fuses and

light bulb
6)Explain the purpose of a fuse in a circuit
7)Describe what the fused did when there was
a short circuit (hint: steel has lower melting Figure2.
point that than copper)
8)Describe what happened if thicker fuses were
used (hint: it will take more time for thicker
fuses to melt)

Fuse: s fuse a short length of wire designed to melt in the event

of excessive current

Melting point: the temperature at which a given solid will melt.

 Appendix 3
Match the types of wires in Column A with their colours in Column B and
function in Column C
Wire (Column A) Insulation colour Function (Column C
Column B
• Active • Green and • It is included for the safety of you
Yellow and your home.

• NEUTRAL • Brown • This is connected to a fuse on the

live pin, the electric current flows
in through the active wire, i.e. this
is the route the electric current
takes when it enters an appliance.
• EARTH • Blue • The electric current flows out
through the neutral wire, i.e. this is
the route the electric current takes
when it exits an appliance

Fill in the Blank

Wire Insulation Function
colour
Active Brown This is connected to a on the live pin, the electric
current flows in through the , i.e. this is the route
the takes when it an appliance.
NEUTRAL Blue The flows out through the , i.e. this
is the route the takes when it an
appliance.
EARTH Green and It is included for the of you and your home.
Yellow
Wire Insulation Function
colour
Active Brown This is connected to a on the live pin, the electric
current flows in through the , i.e. this is the
route the takes when it an
appliance.

NEUTRAL Blue The flows out through the , i.e.

this is the route the takes when it an
appliance.

EARTH Green and It is included for the of you and your home.
Yellow
 Au
Gold
Appendix 4
The three pins plug
 Ag
The three pins plug Silver

.
The three pins plug
Appendix 5

Oh no! Its Karl the Electrician

Karl the electrician is a bit of a cowboy. He’s purchased a
consignment of dodgy cable from a shady character in a local pub
at half price. When he gets it back to his shed he finds that the
cable only has two wires, the live and neutral. When Karl goes
back to the pub he finds that the bloke was disappear and nobody
seems to know him. paid in cash and knows that he’s lost his
money. Karl decides to use the cable for his wiring anyway.

Write a letter to Karl explaining the possible danger of doing that and what can be done to
avoid the danger.
Appendix 6
Which fuse to use?
When too much current flows through the fuse in a three pin plug the fuse wire gets
hot, melts and breaks the circuit. But how much current is too much current?
It’s easy to work out how much current should be flowing through a device and
hence which fuse should be placed in the plug. To work out how much current
normally flows through a device use this equation:
Current = Power ÷ Voltage
(in amps) (in watts) (in volts)

1. How much current normally flows through a 2000W kettle that works on mains
voltage (230V)?

2. Circle the appropriate fuse to install in the plug for this kettle
1A 3A 5A 13A

3. Calculate the normal current flowing in a 690W microwave oven

4. Circle the appropriate fuse to install in the plug for this microwave
1A 3A 5A 13A
 Appendix 7
Spot the Danger!
1.For each plug, circle what is wrong if anything and write the part of the plug
that is incorrect in the box below.
A B

C D

2. Draw a correct one down below and label it with active wire, earth wire,
neutral wire and fuse
 Appendix 8
Au
Gold
Worksheet-earth wire
Task1.

• Is the person going to get shocked by touching the metal case of this appliance?
Explain your answer

• Describe the pathway for electricity

Task 2.

• Is the person going to get shocked by touching the metal case of this appliance?
Explain your answer

• Describe the pathway for electricity

• Explain how this grounding connection makes the appliance safer for anyone
touching its metal case.
 Worksheet-earth wire
Ag
Silver
Task1.

• Is the person going to get shocked by touching the metal case of this appliance?
Explain your answer

• Describe the pathway for electricity

Task 2.

• Is the person going to get shocked by touching the metal case of this appliance?
Circle the hazard in the picture

• Describe the pathway for electricity (draw a flow chart or mark it on the picture with
numbers)

• Compared to the previous one, does this grounding connection make the appliance
safer for anyone touching its metal case? Why? (Compared the two electricity
pathways)
 Worksheet-earth wire
Task1.

• Is the person going to get shocked by touching the

metal case of this appliance? Explain your answer

• Describe the pathway for electricity

Task 2.

• Is the person going to get shocked by touching the

metal case of this appliance? Circle the hazard in
the picture

• Describe the pathway for electricity (draw a flow

chart or mark it on the picture with numbers)

• Compared to the previous one, does this

grounding connection make the appliance safer
for anyone touching its metal case? Why?
(Compare the two electricity pathways)
 Appendix 9 Name: __________________________
Think-Tac-Toe
Directions: The tic-tac-toe table includes both relative easier and more difficult tasks, which
worth less or more marks. Different tasks will require you to either calculate, draw or write.
Choose activities in a row-horizontally, vertically, or diagonally – you may decide to keep
going and complete more activities in their own time. However, they will only get marked for
three activities in a row
I choose activities # __________, # __________, # __________.

#1. You are given 6 #2. Fill in the blank: what #3. Identify the hazards in
electricity symbols, name happens when a fuse blow (3 a picture (4 marks)
them correctly (3 marks) marks)

#4. Describe the difference #5. Calculation question:

between A.C (alternating which fuse to use 1.0 (7
current) and D.C. (direct marks) #6. Describe the
current) (4 marks) difference between when
a kettle has a fault and
when a

#7. Match the diagrams to the #8. Calculation question:

corresponding electricity which fuse to use 2.0 (3 #9. Write down the
circuit (4 marks) marks) definition for key terms (4
marks)
Task 1.
You are given 6 electricity symbols, name them correctly

Task 2.
A fuse is a thin piece of w . When the current gets too high, the fuse wire m . We
say the fuse has b . Fuses are rated in terms of the current that caused them to melt, they
come in 3 sizes: A, A and A.

Task 3. Circle the hazards

Task 4. Look at the pictures of A.C (alternating current) and D.C. (direct current),
Describe the difference between them

………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
……………………………………………..........…………………………………………………
Task 5. Calculation question: which fuse to use 1.0
Task 6. Describe the difference between when a kettle has a fault and when a kettle has an earth
wire
(a) Look at the diagram below, where will the current flow when the kettle is switched on?

………………………………………………………………………………………………………

………………………………………………………………………………………………………
(b) Look at the diagram below, if we connect an Earth wire to the outer metal casing where
will the current flow when the kettle is switched on?

………………………………………………………………………………………………………

………………………………………………………………………………………………………
Task 7. Match the diagrams to the corresponding electricity circuit
Task 8. Calculation question: which fuse to use 2.0

The diagram shows the information plate on the bottom of an electric wallpaper
steamer.

(a) Use the equation in the box to calculate the current used by the steamer.

power = current × voltage

Show clearly how you work out your answer.

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

Current .............................. A
(2)
(b) Based on your calculation above, which size of the following fuses should be
used?
Circle your answer.

1A 3A 5A 10 A 13 A
(1)
(Total 5 marks)
Fuse

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

Live wire

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

Earth wire

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

Neutral wire

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

A.C.

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

D.C.

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................
Task 1.
You are given 6 electricity symbols, name them correctly (3 marks in total, one marks for every
two correct symbols)

switch (open switch) fuse battery

ammeter lamp voltmeter

Task 2. (3 marks in total, one mark for every two blanks)

A fuse is a thin piece of wire. When the current gets too high, the fuse wire melts. We say the
fuse is (burnt out/blown) . Fuses are rated in terms of the current that caused them to melt. They
come in three sizes: 3 A, 5 A and 13 A.

Task 3. Circle the hazards (4 marks in total, one mark for every two hazards)
Task 4. Look at the pictures of A.C (alternating current) and D.C. (direct current),
Describe the difference between them

The direct electric current (Amps) travels in the same direction (1 mark). The current is constant
in size (1 mark).
lternating current, the current flows back and forth (1 mark) and increases and decreases
in size (1 mark).
 Think-Tac-Toe Marking key

Task 5. Calculation question: which fuse to use 1.0

I=V/R
I=230/69

I=3.33A

If 3A fuse were used it would constantly blow as the current required is too high
If the 13A fuse were used it would allow too high a current into the device, possibly damaging it
3 marks

V=IR
R=V/I R=6/1.5

R= 4 Ohms
2 marks
 It would blow
1 mark

The current causes the fuse wire to melt 1 mark

Task 6. Describe the difference between when a kettle has a fault and when a kettle has an earth
wire
(a)Look at the diagram below, where will the current flow when the kettle is switched on? What
would happen to the user?

Through the fault, the metal casing, through the user to the ground. The user gets an electric
shock (2 marks)

(b) Look at the diagram below, if we connect an Earth wire to the outer metal casing where will
the current flow when the kettle is switched on? What would happen to the user?

Through the live wire, fault, casing and earth wire. Most of the current flows through the earth
wire because it has a very low resistance. The user will not be hurt. (2 marks)
Task 7. Match the diagrams to the corresponding electricity circuit (4 marks)
Task 8. Calculation question: which fuse to use 2.0

power = current × voltage

Show clearly how you work out your answer.

P=V*I

2300w = 230V*I

I=2300/230=10A

Current ......10.................... A (2 marks)

(b) Based on your calculation above, which size of the following fuses should be used?
Circle your answer.

1A 3A 5A 10 A 13 A
(1 mark)
(Total 3 marks)

Task 9. Write down the definition for the key terms below (4 marks, 1 mark per question)