12.2 Potential difference Idea that a battery Being used: Gravitational – across a conductor makes provides current potential difference needed for charge move through it rather than voltage water to flow downhill. Electrical potential difference needed for Potential difference = flow of charge work done per unit charge. Might also help: Rope model 1 volt = 1 joule per coulomb, measured using a voltmeter 12.3 Conventional symbols for – – commonly used components. 12.4 12.1 Voltage and current Residual confusion Being used: Circuit diagram as relationship for a between voltage representation of circuit (used conductor. Ohm’s Law and current throughout activities) derived from graph of V Relating circuit vs I for different numbers diagram to real of cells circuit construction Voltmeter and ammeter connections 12.2 Changing the component Possible is Might help: Rope model, ‘current affects the current. used up by sweet model Concept of resistance: components’ increasing resistance misunderstanding gives lower current Mental model of electrons moving through a conductor used in text discussion Section Activity Key teaching Sources of What models or analogies points/what do I want difficulty? are being used or might help students to learn from here? activity and related text?
12.2 – Potential difference across a conductor makes charge move through it Potential difference = work done per unit charge. 1 volt = 1 joule per coulomb, measured using a voltmeter Idea that a battery provides current rather than voltage Being used: Gravitational potential difference needed for water to flow downhill. Electrical potential difference needed for flow of charge Might also help: Rope model 12.3 – Conventional symbols for commonly used components. – 12.4 12.1 Voltage and current relationship for a conductor. Ohm’s Law derived from graph of V vs I for different numbers of cells Residual confusion between voltage and current Relating circuit diagram to real circuit construction Voltmeter and ammeter connections Being used: Circuit diagram as representation of circuit (used throughout activities) 12.2 Changing the component affects the current. Concept of resistance: increasing resistance gives lower current Possible ‘current is used up by components’ misunderstanding Mental model of electrons moving through a conductor used in text discussion Might help: Rope model, sweet model Section Activity Key teaching points/what do I want students to learn from activity and related text? Sources of difficulty? What models or analogies are being used or might help here?
SS10_AIE_Final.docx