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Conceptual understanding: international conventions enable global communication and collaboration in designing electrical systems, working together to change the modern world.
Conceptual understanding: international conventions enable global communication and collaboration in designing electrical systems, working together to change the modern world.
Global context: personal and cultural expression - exploring the use of models to aid understanding
Global context: personal and cultural expression - exploring the use of models to aid understanding
Unit Structure
Unit Structure
Strand 1: conduction
Some materials allow charge to flow (movement) at different rates and these are labelled conductor, semi-conductor and insulator, based on the patterns observed.
Inquiry questions:
How do we gain energy from electricity? (F)
Can electrical energy be stored? (C)
What is the balance between benefits and costs of electricity? (D)
How is development around the world related to available energy resources? (D)
What challenges are there in achieving fair and equitable electricity distribution for everyone? (D)
Strand 2: circuit analysis
Energy can be transformed but is conserved in an isolated system.
Charge can be moved but is conserved in an isolated system.
Inquiry questions:
What is current? (F)
What is electrical resistance? (F)
How does conservation of charge fit into our circuit analysis? (F)
How does conservation of energy fit into our circuit analysis? (F)
What are the limitations to Ohm’s Law? (F)
What is potential difference? (C)
Do analogies and models help or limit understanding when studying? (D)
Strand 3: resistance of a component
Resistance is related to the physical properties of a component, including molecular motion.
Inquiry questions:
Why does increasing the temperature increase resistance of a component? (F)
Approaches to Learning:
Approaches to Learning:
Thinking - Critical - Use models and simulations to explore complex systems and issues (focus on electron movement)
Thinking - Critical - Test generalisations and conclusions (focus on limitations to Ohm’s Law and other relationships)
Applications and skills:
Applications and skills:
Describe a conductor in terms of its material properties (metals specifically).
Use models of circuits to describe the features of basic components.
Draw series and parallel circuit diagrams using common circuit symbols.
Describe the change in potential difference and current in simple circuits using Kirchoff’s Laws.
Define the resistance of an ohmic resistor as V proportional to I, the constant of proportionality being the resistance of the component in question.
Determine the resistance of a circuit component experimentally using a voltmeter and ammeter.
Identify ohmic and non-ohmic conductors from their V-I relationship.
Determine the total resistance of combinations of resistors.
Determine the potential difference across resistors in series.
Assessments:
Assessments:
Formative task - video explanation task on conductors and insulators (AS 1-2).
Formative quick quiz (15 min) (AS 2-5).
Formative task - circuit analysis (AS 3-4).
Formative task - VI graph (AS 5).
Summative task - lab on a factor affecting resistance (AS 5-6).
Formative task - adding resistances (AS 8-9).
Summative quick quiz (15 min) assessing circuit interpretation (AS 4-5, 7-9).
Summative assessment - this unit will also be assessed throughout unit 2 as the core part of the electromagnetism final project.
Comparison to other international Grade 10 Courses
Comparison to other international Grade 10 Courses
eMYP (The Grade 10 IB Physics Course): Assumed to have been covered pre-grade 10
iGCSE Grade 10 Course (Cambridge 2023-25 Syllabus): the relevant sections are copied below
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