Science 9

Unit D:
Electrical Principles and Technologies

Mark Olsen
Ed 4760

Table of Contents
Concept
Focusing Questions
Key Concepts
Unit Summary
Unit Rationale
Outcomes
Calendar
Desired Results
Learning Outcomes/Assessment Plan
Assessment Tool Overview
Example Assessment Form
ICT Outcomes and Assessments
Resources
Example Lesson Plans

Page
3
3
3
5
5-11
11-12
13-14
15-18
19-20
20
21
22
22-25

Focusing Questions:
1.

How do we obtain and use electrical energy?

2.

What Scientific Principles are involved?

3. What approaches can we use in selecting, developing and using

energy consuming devices that are efficient and effective in their
energy use?

Key Concepts

forms of energy

energy transformation

generation of electrical energy

electric charge and current

circuits

electrical energy storage

energy transmission

measures and units of electrical energy

electrical resistance and Ohms law

renewable and non-renewable resources

Unit
Summary:

In the Electrical Principles and Technologies unit, we will gain an

understanding of Electrical energy, and how it can be used to drive devices and
3

technologies that we use every day. We will study electrical flow, and how it can
be manipulated for our purposes. Using models, calculations, and hands on
activities, we will investigate how properties of different materials will affect the
efficiency of a circuit. We will also investigate energy inputs and outputs for
electrical devices, and the energy transfers/transformations that these make use
of.
Reflecting on our work in these areas, we will develop an awareness of the effect
that electrical energy and technologies affect society and the environment, and
recognize the need for responsible action and decision-making in these areas.

Mark Olsen

Subject Area
Grade Level
Topic
Length of Unit
(days)

Science
9
Unit D, Electricity
28

U
nit Rationale:
I have chosen to outline my unit according to the outcomes. By
following the outcomes the students and I will be very aware of our goal
for each day as well as the direction for the future lessons. The
outcomes build upon each other, so we will go in sequence of outcomes
as compared to following the chosen textbook. Each student will also be
assessed according to each outcome, with test blueprints made up, and
corresponding assignments and projects in line with outcomes in an
attempt to have sufficient evidence of learning. Our goals will be to
learn and show learning of the outcomes from Alberta Education, and
we will attempt to achieve this goal through Inspiring Education
initiatives. I hope to provide many different types of opportunities for
students to learn and prove learning in ways that are meaningful to
each student. I want to create critical thinkers who can collaborate to
5

Mark Olsen

Subject Area
Grade Level
Topic
Length of Unit
(days)

Science
9
Unit D, Electricity
28

solve problems, and who will seek further knowledge in and out of the
classroom because of curiosity fostered in the classroom. We will do a
lot of hands on learning and enhancing our learning and assessments
through the use of technology, while accomplishing the ICT outcomes
along with the curriculum.

Outcomes for Science, Technology and Society (STS) and Knowledge

Students will:
1. Investigate and interpret the use of devices to convert various forms of energy to electrical energy,
and electrical energy to other forms of energy
(1.1) identify, describe and interpret examples of mechanical, chemical, thermal, electrical and light energy
(1.2) investigate and describe evidence of energy transfer and transformation (e.g., mechanical energy transformed into
electrical energy, electrical energy transferred through power grids, chemical energy converted to electrical energy and then to
light energy in a flashlight, thermal energy converted to electrical energy in a thermocouple)
(1.3) investigate and evaluate the use of different electrodes, electrolytes and electrolytic concentrations in designing electrical
storage cells
(1.4) construct, use and evaluate devices for transforming mechanical energy into electrical energy and for transforming
electrical energy into mechanical energy
(1.5) modify the design of an electrical device, and observe and evaluate resulting changes (e.g., investigate the effect of
changes in the orientation and placement of magnets, commutator and armature in a St. Louis motor or in a personally-built
model of a motor)
2. Describe technologies for transfer and control of electrical energy
(2.1) assess the potential danger of electrical devices, by referring to the voltage and current rating (amperage) of the devices;
and distinguish between safe and unsafe activities
(2.2) distinguish between static and current electricity, and identify example evidence of each
(2.3) identify electrical conductors and insulators, and compare the resistance of different materials to electric flow (e.g.,
compare the resistance of copper wire and nickel-chromium/Nichrome wire; investigate the conduction of electricity through
different solutions; investigate applications of electrical resistance in polygraph or lie detector tests)
(2.4) use switches and resistors to control electrical flow, and predict the effects of these and other devices in given
applications (e.g., investigate and describe the operation of a rheostat)
(2.5) describe, using models, the nature of electrical current; and explain the relationship among current, resistance and voltage
(e.g., use a hydro-flow model to explain current, resistance and voltage)
(2.6) measure voltages and amperages in circuits (e.g., determine the resistance in a circuit with a dry cell and miniature light;
determine the resistances of copper, nickel-chromium/ Nichrome wire, pencil leads and salt solution)
apply Ohms law to calculate resistance, voltage and current in simple circuits [Prerequisite Skill: Grade 8 Mathematics,
Patterns and Relations, Specific Outcome 5]
(2.7) develop, test and troubleshoot circuit designs for a variety of specific purposes, based on low voltage circuits (e.g.,
develop and test a device that is activated by a photoelectric cell; develop a model hoist that will lift a load to a given level,
then stop and release its load; test and evaluate the use of series and parallel circuits for wiring a set of lights)
(2.8) investigate toys, models and household appliances; and draw circuit diagrams to show the flow of electricity through
them (e.g., safely dismantle discarded devices, such as heating devices or motorized toys, and draw diagrams to show the
loads, conductors and switching mechanisms)
(2.9) identify similarities and differences between microelectronic circuits and circuits in a house (e.g., compare switches in a
house with transistors in a microcircuit)

Mark Olsen

Subject Area
Grade Level
Topic
Length of Unit
(days)

Science
9
Unit D, Electricity
28

3. Identify and estimate energy inputs and outputs for example devices and systems, and evaluate the
efficiency of energy conversions
(3.1) identify the forms of energy inputs and outputs in a device or system
(3.2) apply appropriate units, measures and devices in determining and describing quantities of energy transformed by an
electrical device, by:
measuring amperage and voltage, and calculating the number of watts consumed by an electrical
device, using the formula P = IV [power (in watts) = current (in amps) voltage (in volts)]
calculating the quantity of electric energy, in joules, transformed by an electrical device, using the
formula E = P t [energy (joules) = power (watts) time (seconds)]
[Prerequisite Skill: Grade 8 Mathematics, Patterns and Relations, Specific Outcome 5]
(3.3) apply the concepts of conservation of energy and efficiency to the analysis of energy devices (e.g., identify examples of
energy dissipation in the form of heat, and describe the effect of these losses on useful energy output)
(3.4) compare energy inputs and outputs of a device, and calculate its efficiency, using the formula, percent efficiency =
energy output/energy input 100 (e.g., compare the number of joules of energy used with the number of joules of work
produced, given information on electrical consumption and work output of a motor-driven device)
[Prerequisite Skills: Grade 7 Mathematics, Number, Specific Outcome 18; Grade 8 Mathematics,
Number, Specific Outcome 12]
(3.5) investigate and describe techniques for reducing waste of energy in common household devices (e.g., by eliminating
sources of friction in mechanical components, using more efficient forms of lighting, reducing overuse of appliances as in
over-drying of clothes)
4. Describe and discuss the societal and environmental implications of the use of electrical energy
(4.1) identify and evaluate sources of electrical energy, including oil, gas, coal, biomass, wind and solar (e.g., identify and
evaluate renewable and nonrenewable sources for generating electricity; evaluate the use of batteries as an alternative to
internal combustion engines)
(4.2) describe the by-products of electrical generation and their impacts on the environment (e.g., identify by-products and
potential impacts of coal-fired electricity generation)
(4.3) identify example uses of electrical technologies, and evaluate technologies in terms of benefits and impacts (e.g.,
identify benefits and issues related to the use of electrical technologies for storing and transmitting personal information)
(4.4) identify concerns regarding conservation of energy resources, and evaluate means for improving the sustainability of
energy use

Skill Outcomes (focus on problem solving)

S1 Initiating and Planning
Students will:
Ask questions about the relationships between and among observable variables, and plan
investigations to address those questions

propose alternative solutions to a given practical problem, select one, and develop a plan
identify questions to investigate arising from practical problems and issues (e.g., identify
questions, such as: How can the amount of electric current in a circuit be controlled?)
rephrase questions in a testable form, and clearly define practical problems (e.g.,
rephrase questions, such as: Why do we use parallel circuits rather than series
circuits in household wiring? to become How do series circuits and parallel circuits
respond differently under load?)
state a prediction and a hypothesis based on background information or an observed
pattern of events (e.g., predict the amount of current in a circuit of known resistance and
applied voltage)

Mark Olsen

Subject Area
Grade Level
Topic
Length of Unit
(days)

Science
9
Unit D, Electricity
28

formulate operational definitions of major variables in the study of electrical circuits

(e.g., provide operational definitions for current, resistance, voltage, polarity)

S2 Performing and Recording

Students will:
Conduct investigations into the relationships between and among observations, and gather
and record qualitative and quantitative data
use tools and apparatus safely (e.g., use appropriate sources of electrical energy, and
follow procedures to ensure personal and group safety)

estimate measurements (e.g., estimate the efficiency of a mechanical device)

use instruments effectively and accurately for collecting data (e.g., use ammeters and
voltmeters)
S3 Analyzing and Interpreting
Students will:
Analyze qualitative and quantitative data, and develop and assess possible explanations
test the design of a constructed device or system
evaluate designs and prototypes in terms of function, reliability, safety, efficiency, use of materials and impact on the
environment (e.g., evaluate the safety, durability, efficiency and environmental impact of a personally- constructed
wet cell design)
identify and correct practical problems in the way a prototype or constructed device function
identify and suggest explanations for discrepancies in data (e.g., measure the current in similar circuits, and
provide possible explanations for differences in current flow)
identify potential sources of error, and determine the amount of error in a given measurement (e.g., identify the
precision of voltmeters and ammeters used to measure current flow)
S4 Communication and Teamwork
Students will:
Work collaboratively on problems; and use appropriate language and formats to communicate
ideas, procedures and results
work cooperatively with team members to develop and carry out a plan, and troubleshoot problems as they arise
communicate questions, ideas, intentions, plans and results, using lists, notes in point form, sentences, data tables,
graphs, drawings, oral language and other means (e.g., use charts to present data on the voltage, current (amperage)
and resistance found in series and parallel circuits)
defend a given position on an issue or problem based on their findings (e.g., develop and defend a proposal on the
appropriateness of an alternative energy source in a given application)
Attitude Outcomes:
A1 Interest in Science
Students will be encouraged to:
Show interest in science-related questions and issues, and confidently pursue personal
interests and career possibilities within science-related fields (e.g., actively participate in
extracurricular activities, such as science fairs or science and technology challenges; pursue a
science- or technology-related hobby; choose to investigate topics related to electrical
technologies)
A2 Mutual Respect
Students will be encouraged to:
Appreciate that scientific understanding evolves from the interaction of ideas involving people
with different views and backgrounds (e.g., show awareness of and respect for the scientific
thinking, craftsmanship and collaborative effort that goes into the development of electrical
devices and systems)

Mark Olsen

Subject Area
Grade Level
Topic
Length of Unit
(days)

Science
9
Unit D, Electricity
28

A3 Scientific Inquiry
Students will be encouraged to:
Seek and apply evidence when evaluating alternative approaches to investigations, problems and
issues (e.g., strive to assess a problem or situation accurately, by careful analysis of evidence
gathered; ask questions to clarify meaning or confirm their understanding; report the limitations of
their designs; continue working on a problem or research project until the best possible solutions or
answers are found)
A4 Collaboration
Students will be encouraged to:
Work collaboratively in carrying out investigations and in generating and evaluating ideas (e.g.,
demonstrate interest and become involved in decision making that requires full-group
participation; consider alternative ideas and interpretations suggested by members of the
group; share the responsibility for difficulties encountered in an activity)
A5 Stewardship:
Students will be encouraged to:
Demonstrate sensitivity and responsibility in pursuing a balance between the needs of humans
and a sustainable environment (e.g., objectively identify potential conflicts between responding to
human wants and needs and protecting the environment)
A6 Safety
Students will be encouraged to:
Show concern for safety in planning, carrying out and reviewing activities (e.g., select safe
methods in using electrical devices; readily alter a procedure to ensure the safety of members
of the group; stay at their own work area during an activity, respecting others space,
materials and work

ICT Outcomes
C.1 - Students will access, use and communicate information from a variety of technologies.
Specific Outcomes
3.1 plan and conduct a search, using a wide variety of electronic sources
3.2 refine searches to limit sources to a manageable number
3.3 access and operate multimedia applications and technologies from stand-alone and online sources
3.4 access and retrieve information through the electronic network
3.5 analyze and synthesize information to create a product
3.6 communicate in a persuasive and engaging manner, through appropriate forms, such as speeches, letters,
reports and multimedia presentations, applying information technologies for content, audience and purpose
C.2 - Students will seek alternative viewpoints, using information technologies.
Specific Outcomes:
3.1 access diverse viewpoints on particular topics by using appropriate technologies
3.2 assemble and organize different viewpoints in order to assess their validity
3.3 use information technology to find facts that support or refute diverse viewpoints
C.3 - Students will critically assess information accessed through the use of a variety of technologies.
Specifics:

Mark Olsen

Subject Area
Grade Level
Topic
Length of Unit
(days)

Science
9
Unit D, Electricity
28

3.1 evaluate the authority and reliability of electronic sources

3.2 evaluate the relevance of electronically accessed information to a particular topic
C.4 - Students will use organizational processes and tools to manage inquiry.
Specifics:
3.1 create a plan for an inquiry that includes consideration of time management
3.2 develop a process to manage volumes of information that can be made available through electronic sources
3.3 demonstrate the advanced search skills necessary to limit the number of hits desired for online and offline
databases; for example, the use of "and" or "or" between search topics and the choice of appropriate search
engines for the topic
C.5 - Students will use technology to aid collaboration during inquiry.
Specifics
3.1 access, retrieve and share information from electronic sources, such as common files
3.2 use networks to brainstorm, plan and share ideas with group members
C.6 - Students will use technology to investigate and/or solve problems.
Specifics:
3.1 articulate clearly a plan of action to use technology to solve a problem
3.2 identify the appropriate materials and tools to use in order to accomplish a plan of action
3.3 evaluate choices and the progress in problem solving, then redefine the plan of action as appropriate
3.4 pose and test solutions to problems by using computer applications, such as computer-assisted design or
simulation/modelling software
3.5 create a simulation or a model by using technology that permits the making of inferences
C.7 - Students will use electronic research techniques to construct personal knowledge and meaning.
Specifics:
3.1 identify patterns in organized information
3.2 make connections among related, organized data, and assemble various pieces into a unified message
F.1 - Students will demonstrate an understanding of the nature of technology.
Specifics:
3.1 demonstrate an understanding that information can be transmitted through a variety of media
3.2 explain the concept of software and hardware compatibility
3.3 apply terminology appropriate to the technology being used at this division level
3.4 demonstrate an understanding that digital technology follows a logical order of operations
3.5 explain the difference between digital and analog data on communication systems
3.6 explain how the need for global communication affects technology around the world
3.7 demonstrate the ability to troubleshoot technical problems
3.8 demonstrate an understanding that technology is a process, technique or tool used to alter human activity
F.2 - Students will understand the role of technology as it applies to self, work and
society.
Specifics:
3.1 describe the impact of communication technologies on past, present and future workplaces,
lifestyles and the environment
3.2 identify potential technology-related career paths
3.3 identify the cultural impact of global communication
3.4 evaluate the driving forces behind various technological inventions
3.5 make inferences regarding future trends in the development and impact of communication
technologies
3.6 explain ways in which technology can assist in the monitoring of local and global environmental
conditions
3.7 analyze and assess the impact on society of having limitless access to information

10

Mark Olsen

Subject Area
Grade Level
Topic
Length of Unit
(days)

Science
9
Unit D, Electricity
28

3.8 identify the manner in which telecommunications technology affects time and distance
F.3 - Students will demonstrate a moral and ethical approach to the use of technology.
Specifics:
3.1 use time and resources on the network wisely
3.2 explain the issues involved in balancing the right to access information with the right to personal
privacy
3.3 understand the need for copyright legislation
3.4 cite sources when using copyright and/or public domain material
3.5 download and transmit only materials that comply with the established network use policies and
practices
3.6 model and assume personal responsibility for ethical behaviour and attitudes and acceptable use
of information technologies and sources in local and global contexts
F.4 - Students will become discerning consumers of mass media and electronic
information.
Specific Outcomes
3.1 identify aspects of style in a presentation
3.2 understand the nature of various media and how they are consciously used to influence an
audience
3.3 identify specific techniques used by the media to elicit particular responses from an audience
3.4 recognize that the ability of technology to manipulate images and sound can alter the meaning
of a communication
F.5 - Students will practise the concepts of ergonomics and safety when using technology.
Specifics:
3.1 identify risks to health and safety that result from improper use of technology
3.2 identify and apply safety procedures required for the technology being used
F.6 - Students will demonstrate a basic understanding of the operating skills required in a
variety of technologies.
Specifics:
3.1 connect and use audio, video and digital equipment
3.2 perform routine data maintenance and management of personal files
3.3 demonstrate proficiency in uploading and downloading text, image, audio and video files
3.4 demonstrate the ability to control devices electronically
3.5 describe the steps involved in loading software
3.6 identify and apply safety procedures, including antivirus scans and virus checks, to maintain data
integrity
P.1 - Students will compose, revise and edit text.
Specifics:
3.1 design a document, using style sheets and with attention to page layout, that incorporates
advanced word processing techniques, including headers, footers, margins, columns, table of
contents, bibliography and index
3.2 use advanced word processing menu features to accomplish a task; for example, insert a table,
graph or text from another document
3.3 revise text documents based on feedback from others
3.4 use appropriate communication technology to elicit feedback from others
P.2 - Students will organize and manipulate data.

11

Subject Area
Grade Level
Topic
Length of Unit
(days)

Mark Olsen

Science
9
Unit D, Electricity
28

Specifics:
3.1 design, create and modify a database for a specific purpose
3.2 design, create and modify a spreadsheet for a specific purpose, using functions such as SUM,
PRODUCT, QUOTIENT and AVERAGE
3.3 use a variety of technological graphing tools to draw graphs for data involving one or two
variables
3.4 use a scientific calculator or a computer to solve problems involving rational numbers
P.3 - Students will communicate through multimedia.
Specifics:
3.1 create multimedia presentations that take into account audiences of diverse size, age, gender,
ethnicity and geographic location
3.2 create multimedia presentations that incorporate meaningful graphics, audio, video and text
gathered from remote sources
P.4 - Students will integrate various applications.
Specifics:
3.1 integrate information from a database into a text document
3.2 integrate database reports into a text document
3.3 emphasize information, using placement and colour
P.5 - Students will navigate and create hyperlinked resources.
Specifics:
3.1 create a multiple-link web page
3.2 demonstrate proficient use of various information retrieval technologies
P.6 - Students will use communication technology to interact with others.
Specifics:
3.1 communicate with a targeted audience, within a controlled environment, by using such
communication technologies as email and web browsers
3.2 demonstrate proficiency in accessing local area network, wide area network and Internet
services, including uploading and downloading text, image, audio and video files

Calendar Assessments

Learning Outcomes Taught

Activities

Monday

1:00-1:45

Tuesday

9:00-9:50

Wednesda
y

Thursday
9:00-9:50

Friday

9:00-9:50

9:00-9:50

12

Subject Area
Grade Level
Topic
Length of Unit
(days)

Mark Olsen

Science
9
Unit D, Electricity
28

Mar. 9
GLO1
SLO1.1
Introduction
s

10
1.2

11
1.3
Wet Cell lab
Lab
report/reflectio
n

12
Report Cards
1.4

13
PLC DAY
NO SCHOOL

16
1.5

17
Review GLO 1
Make up day

18
Quiz on GLO 1
Show me/
demonstrate
learning
GLO 2
SLO 2.1

19
2.2, 2.3

20
2.4, 2.5

23
2.6

24
2.7

25
2.8

26
2.9

27
Quiz GLO 2
Show me/
demonstrate
learning
GLO 3
SLO 3.1

30
3.1, 3.2

31
3.3, 3.4

April 1

2
Quiz GLO 3
Show me/
demonstrate
learning
Activity,
extending
through
holidays
(simple)

3
Good Friday

6
Easter

7
Easter

8
Easter

9
Easter

10
Easter

13
GLO 4
SLO 4.1

14
4.2

15
4.3, 4.4

16
Quiz GLO 4
Show me/
demonstrate
learning

17
Unit Review

3.5, review

13

Subject Area
Grade Level
Topic
Length of Unit
(days)

Mark Olsen

20
Practice Unit
Test

21
Unit Review

22

Unit Test

Science
9
Unit D, Electricity
28

23
Unit Test
review
Or
Common
Assessment
test
Make up day if
needed

24
Last Day of
Practicum
Day of grace/
make up.

Stage 1 Desired Results

Established Goals:
1. Investigate and interpret the use of devices to convert various forms of energy to
electrical energy, and electrical energy to other forms of energy
2. Describe technologies for transfer and control of electrical energy
3. Identify and estimate energy inputs and outputs for example devices and systems,
and evaluate the efficiency of energy conversions
4. Describe and discuss the societal and environmental implications of the use of
electrical energy

Understandings:
Students will understand the key
concepts and each learning outcome.

forms of energy
energy transformation
generation of electrical energy
electric charge and current
circuits
electrical energy storage
energy transmission
measures and units of electrical
energy

Essential Questions:

1. How do we obtain and use

electrical energy?
2. What Scientific Principles are
involved?
3. What approaches can we use in
selecting, developing and using energy
consuming devices that are efficient
and effective in their energy use?
14

Subject Area
Grade Level
Topic
Length of Unit
(days)

Mark Olsen

Science
9
Unit D, Electricity
28

electrical resistance and Ohms

law
renewable and non-renewable
energy

Students will know

All of the outcomes as listed below.

Learning
Outcomes

Students will be able to do

1.

Ask questions about the relationships between and

among observable variables, and plan investigations
to address those questions

2.

Conduct investigations into the relationships between

and among observations, and gather and record
qualitative and quantitative data

3.

Work collaboratively on problems; and use

appropriate language and formats to communicate
ideas, procedures and results

Assessments
Title

Type
(Formative/
Summative
)

Observa
tions
and Exit
Slips

Formati
ve

Self
Asses
sment
s

Lab
Reports/as
signments

Forma
tive
and
Summ
ative

Formative
and
Summativ
e

Perfor
mance
Task

Forma
tive

Show
Me
opport
unitie
s

Quizze
s

Unit
Exam

Forma
tive

Forma
tive
and
summ
ative

Summ
ative

Weight

15

Subject Area
Grade Level
Topic
Length of Unit
(days)

Mark Olsen

Science
9
Unit D, Electricity
28

ing

(1.1) identify, describe

and interpret examples
of mechanical,
chemical, thermal,
electrical and light
energy

(1.2) investigate and

describe evidence of
energy transfer and
transformation
(1.3) investigate and
evaluate the use of
different electrodes,
electrolytes and
electrolytic
concentrations in
designing electrical
storage cells
(1.4) construct, use and
evaluate devices for
transforming mechanical
energy into electrical
energy and for
transforming electrical
energy into mechanical
energy
(1.5) modify the
design of an
electrical device,
and observe and
evaluate resulting
changes
(2.1) assess the potential
danger of electrical
devices, by referring to
the voltage and current
rating (amperage) of the
devices; and distinguish
between safe and unsafe
activities

16

Subject Area
Grade Level
Topic
Length of Unit
(days)

Mark Olsen

(2.2) distinguish between

static and current
electricity, and identify
example evidence of each
(2.3) identify
electrical conductors
and insulators, and
compare the
resistance of
different materials
to electric flow
(2.4) use switches
and resistors to
control electrical
flow, and predict the
effects of these and
other devices in
given applications
(2.5) describe, using
models, the nature
of electrical current;
and explain the
relationship among
current, resistance
and voltage
(2.6) measure
voltages and
amperages in
circuits
(2.7) develop, test
and troubleshoot
circuit designs for a
variety of specific
purposes, based on
low voltage circuits
(2.8) investigate
toys, models and
household
appliances; and
draw circuit
diagrams to show
the flow of

Science
9
Unit D, Electricity
28

17

Subject Area
Grade Level
Topic
Length of Unit
(days)

Mark Olsen

Science
9
Unit D, Electricity
28

electricity through
them
(2.9) identify
similarities and
differences between
microelectronic
circuits and circuits
in a house
(3.1) identify the
forms of energy
inputs and outputs
in a device or
system
(3.2) apply appropriate
units, measures and
devices in determining
and describing quantities
of energy transformed by
an electrical device, by:
measuring
amperage and
voltage, and
calculating the
number of watts
consumed by an
electrical device,
using the formula
P = IV [power (in
watts) = current
(in amps)
voltage (in volts)]
calculating the
quantity of
electric energy, in
joules,
transformed by an
electrical device,
using the formula
E = P t [energy
(joules) = power
(watts) time
(seconds)]

18

Subject Area
Grade Level
Topic
Length of Unit
(days)

Mark Olsen

(3.3) apply the

concepts of
conservation of
energy and
efficiency to the
analysis of energy
devices
(3.4) compare
energy inputs and
outputs of a device,
and calculate its
efficiency, using the
formula, percent
efficiency = energy
output/energy input
100
(3.5) investigate
and describe
techniques for
reducing waste of
energy in common
household devices
(4.1) identify and
evaluate sources of
electrical energy,
including oil, gas,
coal, biomass, wind
and solar
(4.2) describe the
by-products of
electrical generation
and their impacts
on the environment
(4.3) identify
example uses of
electrical
technologies, and
evaluate
technologies in
terms of benefits
and impacts
(4.4) identify concerns
regarding conservation of
energy resources, and

Science
9
Unit D, Electricity
28

19

Mark Olsen

Subject Area
Grade Level
Topic
Length of Unit
(days)

Science
9
Unit D, Electricity
28

evaluate means for

improving the
sustainability of energy
use

Assessment Tool Overview

Assessment FOR
Learning

Assessment Tool

Brief Description

Unit Exam

Will be given at the end of the unit, covering all

of the outcomes.

Quizzes

Will be given after each GLO has been covered.

Show me

Lab reports and

assignments

Opportunities to show me in any way they

want that they understand the outcomes. Eg.
Write a quiz with the answers, draw diagrams
with explanations, do an experiment with
report, make a video, write a paper, make a
play, make a web-quest etc.
Will have some labs performed in class. Hand
in brief reports. Can get feedback and fix to
hand back in.
Will have some in class assignments that may
need to be finished at home. Some will be
handed in for feedback

Self Assessments

They will have assessment sheets that have

each outcome on it, and will self assess
themselves at various dates

Performance Task

Will be done at the end of the semester.

Students will choose the 1 GLO they feel is
their weakest, and design and complete a
project. Will write a brief reflection on how their
project increased their understanding of the
chosen GLO. May include multiple GLOs if
possible.

20

Asses
Le

Subject Area
Grade Level
Topic
Length of Unit
(days)

Mark Olsen

Observations and Exit

Slips

Science
9
Unit D, Electricity
28

Constantly observing, doing white board

checks, discussions, etc. And will give exit slips
periodically to check for understanding, and to
help them know if they actually understand the
outcome or not.

I feel further explanation is needed for the reasons why I have checked almost everything in
every category. There are no final grades or assignments and tests that are weighted
worth a certain amount. Each student has a list of all the outcomes, and is given the
opportunity to assess themselves with dates. I have the same form for each student, and
through multiple assessment opportunities I am able to determine which category each
student is in for each outcome.
Example of the form for the first GLO of the Unit. Each student has one, and I have
one for each student.
GLO 1. Investigate and interpret the use of devices to convert various forms of
energy to electrical energy, and electrical energy to other forms of energy
SLO

Beginning
Dont have
it- need
more
practice

Developi
ng
I
understand
at a basic
level

Achieving

Extending

I
consistentl
y get if.
Fairly
confident

I get it every
time. Deep
understandi
ng

(1.1) identify, describe

and interpret
examples of
mechanical, chemical,
thermal, electrical and
light energy
(1.2) investigate and
describe evidence of
energy transfer and
transformation
(1.3) investigate and
evaluate the use of
different electrodes,
electrolytes and
electrolytic
concentrations in
designing electrical
storage cells
21

Subject Area
Grade Level
Topic
Length of Unit
(days)

Mark Olsen

Science
9
Unit D, Electricity
28

(1.4) construct, use

and evaluate devices
for transforming
mechanical energy
into electrical energy
and for transforming
electrical energy into
mechanical energy
(1.5) modify the
design of an electrical
device, and observe
and evaluate resulting
changes

ICT Outcomes (General) and Assessments

- The Specific Outcomes will be on the daily lesson plans, this is a general guide to
how I will be assessing the ICT outcomes throughout this Electrical Unit.
Outcome/
Assessme
nt

Assignme
nts

Labs

Show Me
Opportuniti
es

Performan
ce Tasks

C1
C2
C3
C4
C5
C6
C7
F1
F2
F3
F4
F5
F6
P1
P2
P3
P4

X
X
X
X
X
X

X
X
X
X
X
X
X

X
X

X
X
X

X
X
X

X
X

X
X
X
X
X
X
X
X
X

Exit Slips

X
X
X
X
X
X
X

22

Subject Area
Grade Level
Topic
Length of Unit
(days)

Mark Olsen

Science
9
Unit D, Electricity
28

P5
X
P6
X
X
X
Teacher Resources:
Science in Action 9, Addison Wesley. 2002. Pearson Education Canada
Inc.
Alberta Education. http://education.alberta.ca/teachers/program.aspx

Example Lesson Plans

Lesson
Title/Focus

Energy

Date

Mar. 9, 2015

Subject/Grad
e Level

Science 9

Time
Duration

50 mins

Unit

Electrical Principles and Technologies

Teacher

Mr. Olsen

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

1. Investigate and interpret the use of devices to convert various

forms of energy to electrical energy, and electrical energy to other
forms of energy

(1.1) identify, describe and interpret examples of mechanical, chemical, thermal,

electrical and light energy
ICT- C1, C2, C4-C7, F3
LEARNING OBJECTIVES

Students will:
1. Understand what energy is, the 2 types of Energy (potential and kinetic), and 5 different
forms of Energy with examples of each.
2. Effectively demonstrate the ICT outcomes throughout the lesson.

ASSESSMENTS

What is energy?
How do we get it?
Where does it go when we use it?
Two types?
5 forms?
Products/Performances In pairs be able to teach the rest of the group about your form of
:
energy. Exit Slip
Observations:
Key Questions:

LEARNING RESOURCES CONSULTED

Alberta Program of Studies

MATERIALS AND EQUIPMENT

Computers? Ppt, handouts for

23

Subject Area
Grade Level
Topic
Length of Unit
(days)

Mark Olsen

Science
9
Unit D, Electricity
28

learning outcomes.

PROCEDURE
Attention Grabber
Assessment of Prior
Knowledge
Expectations for
Learning and
Behaviour
Advance
Organizer/Agenda
Transition to Body
Learning Activity #1

Introduction
Through a key question. Getting them to think about it
critically.
Through initial key questions and the following discussion
in learning activity #1.

Time

Respect, honesty, effort

Body
Layout of this unit, description of expectations, how we will
cover the outcomes, and how assessments will work.

Time
10-15
mins

Assessments/
Differentiation:

Learning Activity #2
Assessments/
Differentiation

Learning Activity #3

Assessments/
Differentiation

Class discussion, What is energy? Two types of energy. Get

them involved and thinking deeply about energy, where it
comes from, where it goes.
Observe who is involved, how much they know generally.
Dont always pick the first hand up, wait for other hands,
have them explain to a partner if needed.
Jigsaw with different forms of energy. Split up into 5 groups,
(2-3 ppl/group). Using computers, ipod, textbooks, previous
knowledge, come up with the What it is. Where it comes
from, and 5 examples. Put up on the white board, and then
come together as a group and explain.

7 mins

20 mins

Work in pairs, use computers, take notes how you like.

Closure

Assessment of
Learning:
Feedback From
Students:
Feedback To Students
Transition To Next
Lesson

Time

Class discussion, and exit slip

5 mins

Exit slip
How is energy transferred from one form to another?

Reflections from
the lesson

Lesson
Title/Focus

Energy

Date

Mar. 17, 2015

24

Subject Area
Grade Level
Topic
Length of Unit
(days)

Mark Olsen

Science
9
Unit D, Electricity
28

Subject/Grad
e Level

Science 9

Time
Duration

50 mins

Unit

Electrical Principles and Technologies

Teacher

Mr. Olsen

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

1. Investigate and interpret the use of devices to convert various

forms of energy to electrical energy, and electrical energy to other
forms of energy

(1.4) Construct, use and evaluate devices for transforming mechanical energy into
electrical energy, and electrical energy into mechanical energy.
(1.5) Modify the design of an electrical device, and observe and evaluate resulting
changes
ICTs : C1-C7, F3-4, F6, P1-4, P6
LEARNING OBJECTIVES

Students will:
3. Be able to describe how electric energy is transferred into mechanical energy in a motor,
and how the reverse happens in a generator.
4. Build a simple motor, experimenting with configurations and designs.
5. Use technology to aid in their show me project while fulfilling the shown ICT outcomes.

ASSESSMENTS
Watch them build the motors, and help them figure out why things are
happening the way they are.
Key Questions:

Products/Performances Their built motors

:
Observations:

LEARNING RESOURCES CONSULTED

Alberta Program of Studies, textbook

MATERIALS AND EQUIPMENT

Computers, textbooks, handout, white
boards, batteries, wires, paperclips,
magnets.

PROCEDURE
Attention Grabber
Assessment of Prior
Knowledge
Expectations for
Learning and
Behaviour
Advance
Organizer/Agenda
Transition to Body
Learning Activity #1

Introduction
The motor video

Time

Respect, honesty, effort

Body
Start with a brief discussion on how electric motors
transform electric energy into mechanical energy using an
electromagnet, using the pictures on pages 324-325 and a
drawing on the white board. Explain the armature, brush,
commutator, magnets etc. Also delve further into a
generator, and how it uses mechanical energy and

Time
8 mins

25

Mark Olsen

Assessments/
Differentiation:

Learning Activity #2

Subject Area
Grade Level
Topic
Length of Unit
(days)

Science
9
Unit D, Electricity
28

transforms it into electrical energy. Also hit on AC and DC

concepts.
Make sure those who self assessed themselves on the
lower end of the scale are paying attention, and come
around to them later in the class for one on one
explanations if needed.
Review the outcome for today, and show them a quick
video on what is supposed to happen. Also point them to
the textbook page (326) that has the description. Outline
expectations. Let them go to work.

40-45
mins

Assessments/
Differentiation

Learning Activity #3

Have a discussion about what worked, what designs

worked etc. Then remind them about Tuesday- they will
have the period to build, create, draw, write, whatever they
want to show me they understand the GLO and all of the
SLOs while using technology. What I want them to do is to
start with an energy source, and then follow the energy
conversions all they way through showing the chain
reaction, and describing how it happened. This is their
review for the quiz on Wednesday as well. They can work
on their project, and ask me any questions they want for
the test. I will possibly have some example questions for
them.

5-10
mins

Assessments/
Differentiation

Assessment of
Learning:

Feedback From
Students:
Feedback To Students
Transition To Next
Lesson

Closure
Observations of their reception to the lesson, as well as
their actual building of the motors. Because there isnt
very many of them I will be able to have a brief discussion
with each of them about where they feel they are at.
The ICT outcomes will be assessed once their projects
come into to me.
Their self evaluations will be written down and handed to
me.

Time

Sponge activities

26

Mark Olsen

Subject Area
Grade Level
Topic
Length of Unit
(days)

Science
9
Unit D, Electricity
28

27