Access Free Lagos State Senior Secondary School Basic Electricity Scheme of work for SSS1. SS1 Syllabus – Schemeofwork.com
BASIC ELECTRICITY GENERAL OBJECTIVES
- Acquire knowledge and understanding of the basic concepts and principles of electricity.
- Acquire skills in maintenance and repair of electrical and electronic equipment and installations
- Apply practical skills in the judicious use of tools, equipment and materials.
- Acquire problem solving skills through use of design process.
- Observe safe working procedures and safety precautions.
- Apply moral principles in work situations in the field of Applied Electricity.
SSS1 Basic Electricity Scheme of Work First Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | BASIC ELECTR1CAL AND ELECTRONICS SIGNS AND SYMBOLS Abbreviations used in electrical and electronics • Identify graphical symbol and components • Real life applications | By the end of the lesson, students should be able to: • State the common abbreviation used in electrical and electronics – e.g. 1 # Current, R = Resistance, V = Voltage • Identify graphical symbol and components, units and systems used — e.g. transformer, switch, amplifier, inductor | Students as a class list the common abbreviations used in electrical and electronics Students in pairs sketch graphical signs and symbols and display in the classroom | • Personal development • Communication • Collaboration • Critical thinking and problem solving | AUDIO VISUAL RESOURCES > Charts showing the common abbreviations used in electrical and electronics > Charts showing the various signs and symbols > Nails, paper clips, scissors, wire > Real objects- transforming, resistor, inductor. WEB RESOURCES https://www/smartdraw..com/circuit-diagram/electrical-symbols.htm |
| 2 | WORKSHOP SAFETY AND TOOLS COMMONLY USED IN APPLIED ELECTRICITY WORKSHOP • Concept of workshop • Tools commonly used in applied electricity workshop • Uses of various tools in a workshop • Safety precautions to | By the end of the lesson, students should be able to: • Identify a workshop • Identify tools commonly used in applied electricity workshop • Select and use the various tools • State the safely precautions to be taken in applied electricity workshop • Observe the | Students in pairs describe a workshop and the common tools used in applied electricity workshop Students in small groups practice the safety precautions to be taken in applied electricity workshop. They should also give its importance | • Personal development • problem solving • Communication • Collaboration • Critical thinking | AUDIO VISUAL RESOURCES • Eye protector • Ear protector • Flash cards on tools commonly used in the workshop WEB RESOURCES https://classhall.com/lesson/workshop-safety-rules-and-regulations- safety-precautions/ |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| be taken Real life applications | |||||
| 3 | STRUCTURE OF MATTER • Structure of matter • Examples of matter • Atom, molecule element and compound • Structure of atom | By the end of the lesson, students should be able to: • Explain the structure of matter • List the examples of matter • Define matter • Define atom molecule, element and compound • Explain the structure atom | Students in small groups use diagrams to explain the structure of atom Students in pairs list examples of matter. They also give basic explanation of atom, molecule, element and compound | • Problem solving • Critical thinking • Personal development • Communication | AUDIO VISUAL RESOURCES • Chart showing the structure of atom • Real objects (chalk) WEB RESOURCES https://www.ndeed.org/EducationResources/HighSchool/Electricity/basicstructure.htm#;-:text=Therefore%2C%20the%20atom%20is%20consideredatoms%20as20the%20structural%20unit |
| 4 | CONDUCTORS AND INSULATORS • Concept of Conductor and insulator • Types of conductors and insulators • Difference between conductors and insulators • Uses of conductors and insulators | By the end of the lesson, students should be able to: • Define conductor and insulator • State the types of conductors and insulators • State the difference between conductors and insulators •Select and use conductors and insulators | Students in pairs show types of conductors and insulators, discuss their properties and uses. Students in small groups discuss how particular conductors and insulators may be used for specific jobs, given their properties. Students share themselves in groups. Each group construct a single circuit with a battery, connect wires and bulb, and use it to classify materials as conductors or insulators, They then add an ammeter into the circuit and vary the current by adding batteries and note down the current along with observations of the brightness of the bulb | • Problem solving • Critical thinking • Personal development • Communication . | AUDIO VISUAL RESOURCES • Chart showing conductors and insulators Real objects copper wire, wood, rubber etc. • Batteries, connecting wires, ammeter, bulb WEB RESOURCES https://en.m.wikipedia.org/wiki/lnsulator (electricity). |
| 5-6 | RESISTORS Resistors Practical Application of resistors Circuit layouts of resistors Circuit | By the end of the lesson, students should be able to: • Define resistor • Explain the practical application of resistors • Draw the circuit | Students as a class uses types of resistors to discuss resistors and their properties. They also discuss how to use colour code chart to determine value of resistor | • Problem solving • Critical thinking • Personal development • Communication . | AUDIO VISUAL RESOURCES • Volt-ohm meter, slips of paper and a graphite pencil • Chart showing resistors • Samples of resistors |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| components | layouts of resistors • State the different circuit components • Solve questions on the resistor identification colour code | Students in small groups solve questions on the resistor identification using colour code | Panel of a radio o television set WEB RESOURCES https://en.m.wikipedia.org/wiki/Resistor | ||
| Review of the first half term’s work and periodic test | By the end of the lesson, students should be able to: • review the first half term’s work • participate in the periodic test. | Leadership skill | • Past questions • Exercises from textbooks and notebook. |
| 8-9 | THE SERIES AND PARALLEL CONNECTION OF RESISTORS Types of resistors • Series and parallel connections • Circuit connected in series add parallel IMPORTANCE | By the end of the lesson students should be able to • List the types of resistors • Identify a circuit connected in series and parallel • Run a test on the circuit connected in series Identify series and parallel connections are applicable | Students show ways for connecting resistors in series and parallel circuits | •Problem solving • Critical thinking • Personal development • Communication | AUDIO VISUAL RESOURCES • Writing board, cables, clips, bulbs, resistor, plugs, Vera board, breadboard, connecting wires • Cell, lamps, ammetel, leads and rheostat. WEB RESOURCES. https://openpress,usask.ca/physics155/chapter-6-2-resistors-in-series-andpararel#textln%20a%20series%Zocircuit%2C%20the,other%20side%20are%20connected%20toqether. |
| 10 | MAGNET/ELECTROMAGNETISM: • Magnets • Identifying magnets • Magnets flux • Magnets in generating E.M.F | By the end of the lesson, Students should be able to: • Describe magnets • Identify magnets Draw magnets flux lines • Utilize magnets in generating E.M.F. • Solve questions. on the distance between the poles of a magnet Describe an electromagnet | Students as individuals uses charts showing magnets to describe magnets. They also state laws of electromagnetic induction Students as a class carry out the experimental verification of the law of electromagnetic induction Students in pairs illustrate the drawing of magnetic flux lines | •Problem solving • Critical thinking • Personal development • Communication | AUDIO VISUAL RESOURCES • Chart showing magnets flux lines • Magnets • Electromagnet • Solenoid • Nails, iron fillings compasses WEB RESOURCES https://.sciencebuddies.org/science-fair-projects/references/eleetricity-maqnetism-electromagnetism-tutoriel#:-:textElectromagnetism%20includes%2 |
BASIC ELECTRICITY
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| • State Faraday’s laws of electromagnetism • State Lenz’s law of electromagnetism • Verify Faraday’s laws of electromagnetism • Verify Lenz’s law of electromagnetism • Utilize electromagnetism motors | They also demonstrate the drawing of magnet flux lines. They Use a magnet to generate Electromagnetic Force Students in small groups solve questions or the difference between the poles, of a magnet | •Problem solving • Critical thinking • Personal development •Communication | 0the%20study%20of,fields%20wtsen%20current% 2Cs20flowing. |
| 11 | ELECTRIC FIELD • Concept of electric field Capacitance and its formula • Types of capacitors • Capacitance connecter in series and parallel • Charges and stores of energy. • Capacitance if dimensions. | By the end of the lesson, students should be able to: • Explain the concept of electric field. • Define capacitance and explain the formula • State the types of capacitors • Identify capacitors connected in series and parallel • Determine the charges and stores of energy • Explain capacitance in terms of dimensions • Solve questions on the value of a Capacitor • Run a test to know when a capacitor is fully charged or discharged | Students as individuals uses marts showing capacitors to explain concept of electric field Students in pairs solve questions using the various formulas. They also run tests to know when a capacitor is fully charged or discharged Students in small group demonstrate experiments of capacitors connected in series and parallel | •Problem solving • Critical thinking • Personal development •Communication | AUDIO VISUAL RESOURCES • Charts showing capacitors • Battery, wire, aluminium foil, metric ruler and tape • Samples of capacitors WEB RESOURCES http://hyperphysics.phyastr.gsu.edu/hbase/electric/elefie.html#:-:text=Electric%20fleld%20is%2fIdefined%20as,toward%20ab%20neQative%20poifJ%20charge. |
| 12 | Project/Practical work and Revision of first the work and preparation for examination | Wiring of three points of light-two points connected in series and one point in parallel OR Construction of a circuit on Vero board or breadboard | • Communication • Collaboration • Leadership Skills • Critical thinking | ||
| 13 | EXAMINATION |
Access Free Lagos State Senior Secondary School Basic Electricity Scheme of work for SSS1. SS1 Syllabus – Schemeofwork.com
Basic Electricity Scheme of Work SSS1 Second Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Welcome test MEASURING INSTRUMENTS •Measuring instruments based on their function •Merit and demerits of instruments • | By the end of the lesson, students should be able to: • Identify measuring instruments based on their function – ammeter, voltmeter, ohmmeter • State the merits and demerits of the instruments | Students in small groups do the following analyse the functions of the measuring instruments, display the measuring instruments for students to identify and recognize. They also state the merits and demerits of the measuring instruments | • Problem solving • Critical thinking • Personal development • Communication • Collaboration | AUDIO VISUAL RESOURCES Measuring tapes Recording sheet Flash cards on measuring instruments WEB RESOURCES https://en.m.wikipedia.org/wiki/Measuring-instrument . |
| 2 | MOVIN3 COIL, INSTRUMENT • Moving coil instrument • Advantages and disadvantages of a moving coil instruments • Shunts and multipliers | By the enc of the lesson, students should be able to: • Construct a moving coil instrument • State the advantages and disadvantages of a moving coil instrument . • Convert moving coil instruments to ammeter and voltmeter Solve questions on shunts and multipliers | Students in pairs converts moving coil instruments Into ammeter/voltmeter, They also demonstrate the construction of a moving coil instrument Students as a class brainstorm the advantages and disadvantages of the advantages and disadvantages of a moving coil instrument Students as individuals solve questions on shunts and multipliers | • Problem solving • Critical thinking • Personal development • Communication • Collaboration | AUDIO VISUAL RESOURCES Relevant textbooks – e.g. Paddock & Galvin – page 245 Insulated copper wire Compass D-Size batter Scissors or wire cutters Measuring tape or rule Moving coil meter . WEB RESOURCES https://www.yourelectricalguide.corn/2017/01/permanent-magnet-movingcoil.html |
| 3 | MOVING IRON INSTRUMENT • Moving iron instrument • Principles of operation of a moving iron instrument • Advantages and disadvantages of a moving iron instrument | By the end of the lesson, students should be able to: • Construct a moving iron instrument • Comprehend the principles of operation of a moving iron instrument • Comprehend the advantages and disadvantages of a moving iron instrument | Students ne individuals uses relevant textbooks in constructing a moving iron instrument. They also explain the principles of a moving iron instrument Students in small groups brainstorm the advantages and disadvantages of a moving iron instrument | • Problem solving • Critical thinking • Personal development • Communication • Collaboration. | AUDIO VISUAL RESOURCES Relevant textbooks — e.g. Paddock & Galvin — page 249 Moving iron meter WEB RESOURCES https://electrical-engineering-portal.com/moving-iron-instruments-voltmeter-and-ammeter#:-:text=Moving:iron%20instruments%20 |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 4 | FUNCTIONAL PARTS OF MEASURING INSTRUMENTS Basic components of measuring instrument. Functions of basic components of measuring instruments IMPORTANCE | Comprehend the functions of basic components of measuring instruments | Students in small group describe the functions of basic components of measuring instruments, They also display the constructional features of measuring instruments Students as a class identity basin components of measuring instruments. | • Problem solving • Critical thinking • Personal development • Communication • Collaboration | AUDIOVISUAL RESOURCES Multimeter (analog and digital) AVO meter WEB RESOURCES https://guagehow.corn/2019/05/28/mechanical-instruments/ |
| 5 | PRACTICAL APPLICATION OF MEASURING INSTRUMENTS Measuring instruments Range of voltmeter by connecting a multiples in series with the instrument Range of ammeter by connecting a stunt across the instrument | Identify the varying range of voltmeter by connecting a multiplier in series with the instrument Identify the varying range of ammeter by connecting a shunt across the instrument Solve questions on moving coil/moving iron instruments | Students as a class vary range of voltmeter by connecting a multiplier in series with the instrument Demonstrate the varying range of ammeter connecting a shunt across the instrument Solve questions on moving coil/moving iron instruments | • Problem solving • Critical thinking • Personal development • Communication • Collaboration | AUDIO VISUAL RESOURCES Real object- insulation resistance tester, waft meter, watt-hour meter (energy meter), voltmeter, ammeter. WEB RESOURCES https://electricity.corn/measurement-systems-functions-applications/ |
| 6 | SOURCE OF DC SUPPLY • Primary and secondary cells • Difference between primary and secondary cells • Types of batteries Methods of connecting different types of batteries IMPORTANCE | By the end of the lesson, student should be able to: • Explain primary and secondary cells Identity the difference between primary and secondary cells • State the types of batteries Explain methods of connection of different types of batteries – e.g. series and parallel. | Students in pairs differentiate between primary and secondary cells and demonstrate methods of connection of different types of batteries – e.g. series and parallel Students in small group explains method of connection of different types of batteries | • Problem solving • Critical thinking • Personal development • Communication • Collaboration | AUDIO VISUAL RESOURCES Dry cells Solar cells Charts showing the block diagram of a DC supply WEB RESOURCES https://en.m.wikipedia.org/wiki/Direct-current |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 7 | Review of the first half terms work and periodic test | Students should be able to: • review the first half terms work • participate in the periodic test. | MID-TERM BREAK | Leadership skill | Past questions Exercises from textbooks and notebook |
| 8 | SOURCE OF AC SUPPLY • Alternators • Principles of operation of alternators • ‘Parts and types of alternators Relationship Of speed, number of poles and frequency | By the end of the lesson, student should be able to: Describe alternators • Comprehend the principles of operation of alternators State the parts and types of alternators • Solve questions on the relationship of speed, number of poles and frequency using- f = Np(Hz) 60 | Students in small groups state the parts and types of alternators and Solve questions on the relationship of speed number of poles and frequency using – Np(Hz) Students as individuals solve questions on the relationship of speed, number of poles and frequency 60 | • Problem solving • Critical thinking • Personal development • Communication • Collaboration | AUDIO VISUAL RESOURCES 3 phase motor Electrical tools WEB RESOURCES https://en.m.wikipedia.org/wiki/Alternating-current |
| 9 | BASIC ELECTRIC POWER SYSTEM • Simple power system • Functions of basic electrical power system | By the end of the lesson, students should be able to: • Comprehend and draw a layout diagram of a simple power system • State functions of basic electrical power system components like circuit breakers, transmission lines, distribution system and loads | Students in groups draw and explain a layout diagram of a simple power system showing important components like circuit breakers, tr lines, distribution system and loads Students in pairs state functions of basic electoral power systems. | • Problem solving • Critical thinking • Personal development • Communication • Collaboration | AUDIO VISUAL RESOURCES • Chart of a layout diagram of a simple power system. WEB RESOURCES https://en.m.wikipedia.org/wiki/Electric-power-system |
| 10 | GENERATING STATION Basic operating principles of generating | By the end of the lesson students should be able to: • Comprehend the basic operating | Students in small groups explain the basic operating principles of generating electrical power. They also illustrate a block | • Problem solving • Critical thinking • Personal development • Communication • Collaboration | AUDIO VISUAL RESOURCES Chart of a block diagram representation showing prime mover and generator |
BASIC ELECTRICITY
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| Electrical power Components of electrical power generators Block diagrams representation showing prime mover and generator. | Principles of generating electrical power – diesel engine steam engine hydro – electric nuclear, solar etc. Identify the main components of electrical power generators. State functions of the main components of electrical power generators. Draw block diagram representation showing prime mover and generator | Diagram representation showing prime mover and generator Students as individual outline the main components of electrical power generators. They also list the functions of the main components of electrical power generators. | • Problem solving • Critical thinking • Personal development • Communication • Collaboration | of a well labelled diagram of the main components of electrical power generators WEB RESOURCES https://en.m.wikipedia.org/wiki/Electric-power-system |
| 11 | TRANSMISSION AND DISTRIBUTION • Transmission and distribution • Method of transmission of electrical power and operating voltages • Short and medium trans mission lines • Operating voltage levels • General layout for transmission of electricity • Components. of electricity distribution • Functions of distribution transformers and substitution. Identify a portion of distribution networks in their area. | By the end of the lesson, students should be able to: • Define transmission and distribution • Describe methods of transmission of electrical power and operating voltages • Distinguish between short and medium transmission litres • Identity and draw the main components of d transmission system • State the operating voltage levels •Draw the general layout for transmission of electricity • State and sketch the main components of electricity • State functions of distribution transformers and substations Identify a portion of distribution networks in their area. | Students in small group identify a portion bf distribution networks in their area Students in pairs state the operating voltage levels. They also draw the general layout for transmission of electricity Students as a class take a field trip to Egbin Power Station, Ikorodu for examination of layout distribution of electricity | • Problem solving • Critical thinking • Personal development • Communication • Collaboration | AUDIO VISUAL RESOURCES Samples of available equipment and material relating to transmission of electricity Chart of distribution system Cables, scrap accessories etc. WEB RESOURCES https://en.m.wikipedia.org/wiki/Power-station |
| 12 | REVISION | ||||
| 13 | EXAMINATION |
Basic Electricity Scheme of Work SSS1 Third Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Welcome test OHM’S LAW 1Ohm’s law Relationship between current, voltage and resistance Mathematical expression of Ohms law Application of Ohm’s law in a DC circuit | By the end of the lesson, students should be able to: • State Ohm’s law • State the relationship between current, voltage and resistance • Comprehend the mathematical expression of Ohm’s law • Comprehend the application of Ohm’s law in a DC circuit • Perform an experiment to determine Ohm’s law • Solve questions on simple concepts given any two of the three quantities • 1 = V, R = V, V= IR • R I | Students as individuals state Ohm’s law. They also explain the relationship between current, voltage and resistance using Ohm’s law Students in small groups solve questions on simple concepts given any two, of the three quantities | • Problem solving • Critical thinking • Personal development • Communication • Collaboration | AUDIO VISUAL RESOURCES Charts on Ohm’s law Ammeter Voltmeter Resistor Power supply unit WEB RESOURCES https://www.electronicsnctes.com/articles/basic concepts/resistance/what-is-ohms-law-formula-equation.php. |
| 2 | ELECTRICAL CIRCUIT • Electrical circuit Resistors connected in parallel • Resistors connected in series • Electric current, potential difference, electromotive force and resistance. | By the end of the lesson, students should be able to: • Define electrical circuit • Solve questions on resistors connected in parallel • Solve questions on resistors connected in series • Solve questions on resistors connected in series and parallel • Describe electric current, potential difference, electromotive force and resistance. | Students as individuals uses flash cards, charts or. posters to explain electrical circuit Students in pairs solve questions on resistors connected in parallel and series. They also explain electric current, potential difference, electromotive force and resistance | • Problem solving • Critical thinking • Personal development • Communication • Collaboration | AUDIO VISUAL RESOURCES Small light bulb Two batteries Two alligator clip wires Paper clips Electrical tape Bulb holder Battery holders WEB RESOURCES https://slmple.wikipedia.org/wiki/Electricalcircuit#::textrAn%20electrical%20circuit%20is%20a,%22%200r%20%22earth%20ground%22 . |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 3 | FEATURES OF A SAMPLE ELECTRICAL CIRCUIT • Ammeter voltmeter and ohmmeter • Uses of ammeter, voltmeter and ohmmeter • Two points light control switch • Difference between series and parallel electrical circuit | By the end of the lesson, students should be able to: • Identify ammeter, voltmeter and ohmmeter • Demonstrate the uses of ammeter, voltmeter and ohmmeter • Construct a two point of light control by a switch and show the wiring diagram and symbols • Draw and explain the difference between series and parallel electrical circuit. | Students in pairs construct a two-point light control by a switch and show the wiring diagram and symbols. They also explain with illustration the difference between series and parallel electrical circuit | • Problem solving • Critical thinking • Personal development • Communication • Collaboration | AUDIO VISUAL RESOURCES Ammeter Voltmeter Ohmmeter Electrical tools Chart of electrical circuit in series and parallel connection WEB RESOURCES https://www.platinumelectricians.dom.au/blog/3-features-homes-electrical-system/ |
| 4-5 | KIRCHHOFFS LAWS •Kirchhoffs law •Applying Kirchhoffs Law to simple network equation •Verifying Kirchhoffs laws experimentally •Difference between current and voltage law of Kirchhoffs. | By the end of the lesson, students should be able to: • State Kirohhoff’s laws • Apply Kirchhoft’s laws to solve simple network equations • Verify Kirchhoffs laws experimentally • Solve questions on Kirchhoff’s first and second laws • Differentiate between the current and voltage laws of Kirchhoff | Students as individuals uses simple electric circuit to describe Kirchhofi’s laws, They apply Kirchhoffs laws to solve simple network equations. Students in small groups differentiate between the current and voltage laws of Kirchhoff, they also solve questions on Kirchhoft’s first and second law. | • Problem solving • Critical thinking • Personal development • Communication • Collaboration | AUDIO VISUAL RESOURCES Simple electrical circuit WEB RESOURCES https://saacphysics.org/concepts/cp_Kirchhoftslaws#text=Kirchhoff’s%20current%20law%20(1st%20Law,a%20circuit%20must%20equal%20zero |
| 6 | SOLDERING • Soldering • Principles of soldering • Flux • Types of flux • Composition and application of types of flux • Sources of heat | By the end of the lesson, students should be able to: • Define soldering • Explain the principles of soldering • Define flux • List types of flux • State the composition and application of the | Students in small groups define soldering. They also used charts to give brief explanation on the principles of soldering. Students as individuals define flux. They list types of flux. They also state the composition and application of the | • Problem solving • Critical thinking • Personal development • Communication • Collaboration | AUDIO VISUAL RESOURCES Soldering instruments Pieces of metal/iron WEB RESOURCES https://www.twiglobal.com//technical-knowledge/fags/what-is-soldering#:-:text=Soldering%20is%20a%20joining%20process,creáte%20a |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| preparing surfaces for soldering Simple soldering of a component Cold and dry joint | types of flux • List and select sources of heat List and explain procedures for preparing surfaces for soldering • Demonstrate a simple soldering of a component Explain cold and dry joint | types of flux Students as a class explain the procedures for preparing surfaces for soldering. They also explain cold and dry joint |
| 7 | Review of the first half terms work and periodic test | By the end of the lesson, students should be able to: • review the first half term’s work participate in the periodic test. | MID-TERM BREAK | Leadership skill | Past question Exercises from – textbooks and notebook. |
| 8 | DIRECT CURRENT SOURCES OF (BATTERIES) • Battery • Symbols of battery • Types of cells • Operations of cells • E.M.F and P.D | By the end of the should be able to: • Define battery • Illustrate symbols of battery • State the types of cells • Describe and operations of cells characterize the Distinguish between the E.M.F. and P.D | Students as individuals flash cares or charts to illustrate symbols of battery. Students in small groups state the types of cells, They describe operations of cells. They also distinguish and characterize the operations of cells. They also distinguish between the e.m.f and p.d | • Problem solving • Critical thinking • Personal development • Communication • Collaboration | AUDIO VISUAL RESOURCES Battery Battery level indicator Rocker switch DC Jack Battery holder Spot welder 3D printer Screws Wire cutter/stripper Hot air blower Multimeter Li-Ion charger Safety googles Electrical gloves WEB RESOURCES https://www.quora.com/what-are-the-sources-of-direct-current |
| 9 | CHEMICAL SOURCES OF ELECTROMOTIVE FORCE (BATTERIES) • Energy • Electric power • Condition of a cell • Cells in series parallel and series parallel | By the end of the lesson, Students should be able to: • Define: * Energy * Electric power •Test for the condition of a cell Connect cells in: * Series * Parallel | Students as individuals uses flash cards, charts or posters to give simple explanation on the following: Energy Electric powerText for the condition of a cellConnect | • Problem solving • Critical thinking • Personal development • Communication • Collaboration | AUDIO VISUAL RESOURCES 3 phase meter Electrical tools WEB RESOURCES https//electricala2z.com/electricalcircuits/sources-electromotive-force-emf-primary-energy-sources-#-text=Primary |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| • Series Parallel | • Series Parallel | cells in: • Series • Parallel •Series • Parallel | %20sources%20of%20electromotive%20force%2C%20and%20mechanical%2Dmagnetic%20action.&text=A%20sola%20photovoltaic%20power%20system,of%20photovoltaic%20(PV)%20cells. |
| 10-11 | BATTERY CHARGING • Materials, tools and equipment used for battery charging • Conditions suitable for battery charging • Methods of charging battery • Precautions required in a charging morn • Simple Cell • Electrolyte | By the end of the lesson, Students should be able to: •Identify the materials, tools and equipment used for battery charging •Describe the conditions suitable for battery charging • List and explain methods of battery • List precautions required in a charging room • Construct a simple cell •Prepare an electrolyte | Students as a small groups list the materials, tools and equipment used for | • Problem solving • Critical thinking • Personal development • Communication • Collaboration | AUDIO VISUAL RESOURCES Chart of an electrolyte Materials, tools and equipment for battery charging WEB RESOURCES https://www.heliosps.com/knowledgebase/batterycharging-methods-technology/ |
| 12 | Project/Practical work and Revision of first terms work and preparation for examination. | • Collaboration • Communication • Leadership Skills • Critical thinking |
