Access Unified Free Basic Electricity Scheme of work for SSS2. SS2 Basic Electricity Syllabus for Senior Secondary School Lagos State –Schemeofwork
SSS2 Basic Electricity Scheme of Work First Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1-2 | Welcome test ELECTRICITY GENERATION Generation of electricity Types of generating electricity Advantages and disadvantages of generating stations | By the end of the lesson, students should be able to: • Explain generation of • electricity • List the types of generating stations • State advantages and disadvantages of various generating stations | Students as individuals uses flash cards and charts to explain electricity generation. They also illustrate examples of generating stations with a model Students in smell group compare and contrast advantages and disadvantages of various generating stations | • Problem solving • Critical thinking • Personal development •Communication • Collaboration | AUDIO VISUAL RESOURCES Charts Real objects Flash cards WEB RESOURCES https://en.wikiedia.org/wiki/Electricity_generation |
| 3-4 | TRANSMISSION OF ELECTRICITY • Transmission of electricity • Methods of transmitting electricity • Components of transmission system • Transmission of electric power | By the end of the lesson, students should be able to: • Concepts of transmission of electricity Methods of transmission of electricity • Functions of the main components of transmission system • Make a layout of transmission of electric power | Students as individuals explain the term – transmission. They list types of transmission Students in pairs list and display accessories used in transmission station. They also make layouts of transmission of electric power | • 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 holder WEB RESOURCES https://energyeducation.c a/encyclopedia/Electrical_transmission#:text=Electrical%20transmission%20is%20the%20processmake%20long%20distance%20transmisbion%20 feasible. |
| 5-6 | DISTRIBUTION OF ELECTRICITY • Basic concept of electricity distribution • Components in distribution of electricity • Functions of sub-station, transformers, distributions and feeders | By the end of the lesson, students should be able to: • state basic concept of electricity distribution • Make a layout and main component in distribution of electricity • Functions of sub station, transformers, distribution and | Students as individuals display videos of the concept of electricity distribution Students in pairs make layout of main components in distribution of electricity. They also give functions of sub-station, transformers, distribution and feeders. | • 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://energyeducation.ca/encyclopedia/Electrical_transmission#:-:text=Electcical°/o20transmission%20s%20the |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
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| 7 | 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 | a Past questions Exercises from textbooks and notebook. | |
| 8 | DIRECT CURRENT GENERATION • DC generator field system • Principle of operation and constructional features of DC generator • Fleming’s right hand rule • Direct current generator • Uses of DC generator • Series, shunt and compound | generator • Use Fleming’s right hand rule to explain direction of induced e.m.f. • Calculate generated voltage, output voltage using the form wave – Vg = Vg + (IA + Ra + Xb) • Types of direct current generator • State use of DC generator • Illustrate methods of connecting field circuit Series, shunt arc compound | Small in small groups state the principles of operation and constructional features of a DC generator. They display drawing/picture of a DC generator for identification. They also explain and demonstrate Fleming’s right hand rule Students as individuals solve questions on generated voltage, output voltage Construct three methods of connecting field circuit Allow students demonstrate task | • Problem solving • Critical thinking • Personal development • Communication • Collaboration | AUDI0 VISUAL RESOURCES Chart showing DC generator Chart showing connection of field circuit Relevant textbooks —e.g. Paddock & Galvin WEB RESOURCES https://energyeducation.ca/encyclopedia/DC_generation |
| 9 | AC GENERATION • Principle of AC motor • Characteristics of AC generator • Real life application of AC generator | By the end of the lesson, students should be able to: • Describe the working principle of AC motor • Explain with diagram the characteristics of • AC generator • Explore on the application of AC generator | Students as a class perform practical with real objects. They explain the characteristics of AC generator Students in small groups show the constructional features of an AC generator. They can ore on the articulate of AC generator | • Problem solving • Critical thinking • Personal development • Communication • Collaboration | AUDIO VISUAL RESOURCES Flash cards/charts Posters Hand tools WEB RESOURCES https://www.bbc.co.uctbitesize/guides/zgys97h/revision/2#-text=An%20altmating%20generator,while%20the@20engine%20s%20working |
| 10 | AC MOTOR Principles AC motor | By the end of the lesson students should be able to: | Students as a class explain the construction features | • Problem solving • Critical thinking • Personal development | AUDIO VISUAL RESOURCES An AC motor |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| • Types of AC motor • Features of AC motor | • Describe the working principles of AC motor • State the types of AC motor e.g. single-phase motor (split phase, capacitor start) and squirrel cage motor etc.. • Identify and describe with diagram the main features of AC motor | of an AC motor Students in small groups explain, with examples, types of AC motor Distinguish between AC motor and DC motor. They also sketch AC motor and give examples | • Problem solving • Critical thinking • Personal development • Communication • Collaboration | Chart showing her types of AC motor A constructional feature of an AC motor WEB RESOURCES https://en.wikipedia.org/wiki/AC_motor | |
| 11 | APPLICATION OF AC MOTOR • Domestic application of AC motor • Industrial application of AC motor • Principles of operation of a drilling machine | By the end of the lesson, students should be able to: State domestic application of AC motor State industrial application of AC motor State the principles of operation of a drilling machine | Students in small groups state the applications of AC motor They also outline examples of AC motor used in homes and industry Students in pairs state the principles of operation of a drilling machine | • Problem solving • Critical thinking • Personal development • Communication • Collaboration | AUDIO VISUAL RESOURCES AC motor Manual of an AC motor Chart showing different AC motor Hand drilling and electrical drilling machine WEB RESOURCES https://www.electricalapplications-of-ac-motors |
| 12 | Project/Practical work and Revision of first term’s work and preparation for examination. | • Problem solving • Critical thinking • Personal development • Communication • Collaboration | |||
| 13 | EXAMINATION |
Basic Electricity Scheme of Work SSS2 Second Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Welcome test MEASURING INSTRUMENT • Measuring instrument • Operational Range of measuring instrument • Parts of measuring instruments Uses of measuring Instruments | By the end of the lesson, Students should be able to: • Identify measuring instrument • State the operational range of measuring instrument • Use effectively a measuring instrument • Identify parts of measuring instrument • State uses of each parts measuring instrument | Students in pairs describe measuring instruments, they also draw and label measuring instruments Students as individuals demonstrate how to use measuring instruments. They also state uses of different functional parts of a measuring instrument | • Problem solving • Critical thinking • Personal development • Communication • Collaboration | AUDIO VISUAL RESOURCES Flash cards/posters Hand tools. Measuring tools WEB RESOURCES. https://www.britannica.com/technology/measurement |
| 2 – 3 | MEASURING INSTRUMENT/ERRORS • Types of moving coil and moving iron instruments • Functions of measuring instrument part • Sources of errors of measuring instrument | By the end of the lesson, Students should be able to: List types of voltmeter (AVO) megger, multimeter • Describe the functions of the following measuring instrument part: > Operating device Controlling device > Damping device > Pointer • Identify sources of errors of measuring instrument | Students as a class state each functional part. They also explain each function of part Students in pairs state reasons why a particular range uses a type of instrument Students as individuals display practical skills on the uses of measuring instrument | • Problem solving • Critical thinking • Personal development • Communication • Collaboration | AUDIO VISUAL RESOURCES Multimeter Watt hour meter (PHCN) Megger meter Picture of a measuring Instrument WEB RESOURCES https://en.wikipediaorg/wiki/instrument_error#-text=instrument%20erro%20refers%20to%20the,sum%20of%20the%20individual%20errors |
| 4-5 | MOVING CO1L AND MOVING IRON INSTRUMENT • Construction a moving coil . | By the end of the lesson, students should be able to: • Explain constructional moving feature of a | Students in small groups explain the constructional feature of a moving coil moving iron instrument Students in pairs distinguish | • Problem solving • Critical thinking • Personal development • Communication • Collaboration | AUDIO VISUAL RESOURCES Multimeter Veroboard Breadboard Resistors Writing of a point light Extension socket with |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| or moving iron instrument Advantages and disadvantage s of moving coil/moving iron instruments • Applications of measuring instruments | coil/moving iron instrument • State advantages and disadvantages of moving coil/moving iron instrument State applications of measuring instruments | diagram, the difference between moving coil and moving iron instruments, Students as individuals state the advantages and disadvantages of moving coil/moving iron instrument . | • Problem solving • Critical thinking • Personal development • Communication • Collaboration | indicating meter WEB RESOURCES https://circuitglobe.com/difference-between-moving-iron-and-moving-coil-instrument.html | |
| 6 | CONVERSION OF MILLIMETRE INTO AMMETER, – VOLTMETER AND OHMMETER • Millimeter into a higher range, ammeter • voltmeter and ohmmeter • Range of a meter by connecting a – resistor with instrument in series called • “Multiplier” • Range of an ammeter by connecting a shunt across the instrument. | By the end of the lesson, students should be able to: • Convert illimetre into at higher range, ammeter, voltmeter and ohmmeter • Vary the range of a meter by connecting a resistor (shunt) with instrument in series called- multiplier” • Vary the range of an ammeter by – connecting a shunt across the instrument • Solve questions on moving coil and moving iron instruments | Students as a class construct circuit and use meter to read the ranges. They also range a meter to read higher Students in pairs solve questions on moving coil and moving iron instruments, They also vary the range of an ammeter by connecting a shunt across the instruments | • Problem solving • Critical thinking • Personal development • Communication • Collaboration | AUDIO VISUAL RESOURCES Multimeter Veroboard Breadboard Resistors -Wiring of a point light Extension socket with indicating meter WEB RESOURCES https://www.unitconverter.netlelectricresistivity/ohm- centimeter-to-ohm- meter.htm |
| 7 | 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 | Student should be grouped into three or more groups to do revision on topics treated. A group leader each of the groups formed in the class. Allow the members of each group to participate and interact with each other. | • Problem solving • Critical thinking • Personal development • Communication • Collaboration | • Past questions • Exercises from • textbooks and notebook. |
| 8 | WIRING REGULATIONS •Wiring regulations as applied to electrical wiring •Regulations on switches, | By the end of the lesson, students should be able to: • State wiring regulations as applied to electrical wiring •Comprehend regulations on | Students in pairs uses charts or flash car s to state regulations on electrical wiring. They also state reasons for a regulation Students in small groups construct wiring system stating required. | • Problem solving • Critical thinking • Personal development • Communication • Collaboration | AUDIO VISUAL RESOURCES A wiring of an extension socket •A wiring of a point Ceiling rose Lamp-holder Neon tester Regulation chart |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| switches, socket outlets, ceiling rose etc. Apply lEE regulation to electrical wiring Observe regulations | regulations. They also apply lEE regulation to electrical wiring | https://www.wiring/regulations.net/ | |||
| 9 | HAND TOOLS AND TESTING INSTRUMENTS • Types of hand tools • Types of testing instruments • Uses of hand tools and testing instruments • Hand tool Hand testing instrument | By the end of the lesson, students should be able to: • Identify types of hand tools • Identify types of testing instruments • State uses of hand tools and testing instruments • Use the hand tools and testing instruments • Differentiate between hand tool and testing instrument. | Students in small group identify samples of hand tools and testing instruments. They also demonstrate how to use the hand tools and testing instruments Students in pairs identify and use hand tools and testing instruments. They also differentiate between hand tool and testing instruments. | • Problem solving • Critical thinking • Personal development • Communication • Collaboration | AUDIO VISUAL RESOURCES Screwdrivers Pliers, Jimlet Raw/plug Fish tape Multimeter Clamp meter Test lamp WEB RESOURCES https://www.ecmweb.com/electrical-testing/article/20900870/basic-tools-and-test-equipment-to-get-the-job |
| 10-11 | TYPES OF WIRING •Types of wiring •Materials needed for each type of wiring •Wiring functions | By the end of the lesson, students should be able to: •Types of wring •Explain each types of wiring •List materials needed for each type of wiring •State how each type of wiring functions | Students in small groups demonstrate a practical on wiring. They also State procedures for each type of wiring Students as individuals uses flash cards, video clips or charts to give brief explanation on the naming of wiring – trunking, surface, conduit, ducting etc. | • Problem solving • Critical thinking • Personal development • Communication • Collaboration | AUDIO VISUAL RESOURCES Screwdrivers Pliers Jimlet Raw/plug Fish tape Multimeter Clamp meter Test lamp WEB RESOURCES https://www.dflig.net/blog/electrioal-house-wiring/ |
| 12 | Project / Practical work and Revision of first term’s work and preparation for examination. | • Collaboration • Communication • Leadership skill • Critical thinking | |||
| 13-14 | EXAMINATION |
Access Unified Free Basic Electricity Scheme of work for SSS2. SS2 Basic Electricity Syllabus for Senior Secondary School Lagos State –Schemeofwork
Basic Electricity Scheme of Work SSS2 Third Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Welcome test/Revision TYPES OF WIRING • Types of wiring • Electrical materials • Electrical wiring accessories • Switching method | By the end of the lesson, students should be able to: State types of wiring methods – surface, conduit, trunking, ducting etc. Identify and use effectively electrical materials e.g. cable, clips -brass nail, wooden blocks, conduit pipes • Identify electrical wiring accessories e.g. joint box, ceiling rose, lampholders, plugs, switches etc. • Draw and identify types of switching method. • e.g. one gang-two way switch, • 2-way switch, intermediate switch | Students in pairs explain each prototype of wiring method. They also observe each types of wiring methods Students as individuals list materials used in wiring: They also list accessories used in wiring Students in small groups identify and use electrical materials. They also identify electrical wiring accessories. Students in class draw and identify types of switching method | • Problem solving • Critical thinking • Personal development • Communication • Collaboration | AUDIO VISUAL RESOURCES Prototype of wiring methods Different electrical materials, switches WC accessories Pictures showing different wiring methods A complete wiring tool box WEB RESOURCES https://hapyhiller.corn/blog/different-home-wiring-types-explaned |
| 2 | WIRING REGULATION • Wiring regulations concerning preparation at cable end to connection to terminal • Regulations on method of terminating cable of accessories • Difference between accessories and appliances | By the end of the lesson students should be able to: •State wining regulation concerning preparation of cable and for connection to terminal • State regulations on method of terminating cable of accessories • Differentiate between accessories and appliances | Students in pairs state wiring regulations according to 17th edition of IEE regulation. They also list some wiring regulation on the board Students in small groups state wiring regulation on preparation of cables, explain it in detail. They also give brief explanatory reasons for wiring regulations and allow students contribute ideas | • Problem solving • Critical thinking • Personal development • Communication • Collaboration | AUDIO VISUAL RESOURCES IEE regulation 17th edition Software on wiring regulation Chart. WEB RESOURCES https://www.sciencedirect.com/book/9780750603/the-lee-wiring-regulations-explained-and-illustrated |
| 3-4 | CONDUIT WIRING AND FITTING • Conduit fittings • Uses of conduit fittings • Simple conduit wiring using fittings • Different types of conduit wiring | By the end of the lesson students should be able to: • Identify conduit fittings • State uses of each conduit fittings • Construct a simple conduit wiring using fittings listed • Outline different types of conduit wiring fittings • Construct different types conduit | Students as individuals draw and state names of the following fittings – tee-box, angle box, elbow, bushes (male and female) Display and construct each type of conduit wiring using appropriate fittings Students in small groups outline different types of conduit wiring fittings. | • Problem solving • Critical thinking • Personal development • Communication • Collaboration | RESOURCES A prototype of metallic and non-metallic conduit Different types of conduit fittings e.g. coupler (male and female), adaptable box etc. Bending spring Bending machine Fish tape WEB RESOURCES https://www.dflig.net/electrical-materials-product/electrical-conduit –fitting/ |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 5 | TRUNKING ELECTRICAL SYSTEM • Trunking •Types of trunking • Simple trunking system • Advantages and disadvantages of trunking | By the end of the lesson, students should be able to: • Define the term trunking • Describe various types of trunking • Construct a simple trunking system State advantages and disadvantages of trucking system | Students in pairs explain the term trunking with sample. They also given advantages and disadvantages of trunking systems Students as individuals construct a simple wiring using a trucking system | • Problem solving • Critical thinking • Personal development • Communication • Collaboration | • AUDIOVISUAL RESOURCES Different trucking types Pictures showing trunking electrical system A prototype of a trunking system WEB RESOURCES https://www.collinsdictionary.com/dictionary/english/cablein#::text=cable%20trunking%20in%20Electrical%20Engineering&textCable%20trunking%20is%20an%20enclosure,for%20concealing%20and%20securing%20cabling |
| 6 | DUCT1NG ELECTRICAL SYSTEM • Types of ducting a Simple ducting electrical system a Concrete and steel ducting • Advantages and disadvantages. of ducting systems | By the end of the lesson, students should be able to: List types of ducting • construct a simple ducting electrical system • Identify concrete and steel ducting • State advantages and disadvantages of ducting system | Students as a class uses charts or flash cards to list types of ducting electrical systems Students in pain construct a simple ducting electrical system in a sketch and showing pictures. They also explain the advantages and disadvantages of ducting system | • Problem solving • Critical thinking • Personal development • Communication • Collaboration | AUDIO VISUAL RESOURCES A prototype of ducting system Pictures of different ducting system A sample of ducting installation WEB RESOURCES https://www.globalspec.com/learnmore/electrical/ectronic-components/wires-cables/wiring_ducts |
| 7 | MID-TERM BREAK | ||||
| 8 | POWER SOCKETS OUTLETS • Layout of a radical circuit Layout of a ring circuit • Regulations regarding radial and ring circuit • Advantages and disadvantages of radial and ring circuit. | By the end of the lesson, students should be able to: • Make a layout of a radial circuit Make a layout of ring circuit • State regulations regarding radial and ring circuit • Construct each of radial and ring circuit • Carry out a project (extension socket with 13amp, 15amp, voltmeter, toggle switch and indicating lamp) • State advantages and disadvantages of radial and ring circuit | Students in small groups make layout of a radial and ring circuit They also make a layout of a radial and ring circuit. Students in pairs demonstrate how to construct S radial and ring circuit. They also state lEE regulations on radial and ring circuit | • Problem solving • Critical thinking • Personal development • Communication • Collaboration | AUDIO VISUAL RESOURCES Complete tool box Testing instrument. Wiring board lamp socket, 15amp socket, plugs and 2.5mm2 cable Relevant textbooks – e.g. Paddock & Galvin i. Plywood ii. Chisel iii. Toggle switch. WEB RESOURCES https://en.wikipedia.org/wiki/AC-power-plugs-and-sockets#:-:textAC%20power%20plugs%20and%20sockets%20connect%20electric%20equipment20to%20the%2C%20size%20%20and%20connector%20type |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 10 | MAINTENANCE AND REPAIR OF VARIOUS ELECTRICAL APPLIANCES • Types of maintenance • Advantages of each of type of maintenance •Types of maintenance carried out •Repair and maintenance | By the end of the lesson, students should be able to: Outline and define types of maintenance Explain each types of maintenance State advantages of each type of maintenance carried out on any appliance • Define repair Distinguish between repair and maintenance | Students in pairs uses parts, clips and flash cards to define repair and differentiate it from maintenance Students in small groups explain the need for maintenance over repair. They also state advantages and disadvantages of maintenance and repair | • Problem solving • Critical thinking • Personal development • Communication • Collaboration | AUDIO VISUAL RESOURCES • Complete tool boy • Multimeter • Manual of home appliances • Appliances to be worked on • Relevant textbooks — e.g. Paddock & Calvin WEB RESOURCES https://www.emsd.gov.hk/en/electricity_safefy/publications/general/household_electrical_safety_ handbook/part 2/2-2t/index.html |
| 11 | ELECTRICAL APPLIANCE Application Single maintenance Repairs on home appliances Faults in appliances | By the end of the lesson, students should be able to: • Identify appliance maintenance • Carry out repairs on home appliances (in groups) • Identify faults in some And repair following its operational manual • Identify faults in some appliances and repair following its operational manual | Students in small groups outline electrical appliance – e.g. electric ion, cooker, water heater etc. Students in pairs repair and maintain appliances following is operational manual | • Problem solving • Critical thinking • Personal development • Communication • Collaboration | AUDIO VISUAL RESOURCES • Software on repair and maintenance of appliances WEB RESOURCES https://www.guora.com/What-household-appliances-uses-the-most-amount-of-energy |
| 12 | Project/Practical work and Revision of first terms work and preparation for | REVISION | • Collaboration • Communication. Leadership Skills Critical thinking | ||
| 13 | EXAMINATION |
