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Contrasting student and scientific views Student everyday experiences It is not surprising that students have confused meanings for words used to talk about electricity. When scientists were first trying to understand electric circuits, they used words already in our language for the concepts they were constructing in their explanations, e. But of course, the meanings for these words, when the scientists used them, were different from the everyday meanings that already existed. So, as described in both Electric circuits and Making sense of voltage , the differences between meanings for words in everyday use and their scientific use are very often a source of considerable conceptual confusion for students when they are learning about electricity. The focus idea Introducing scientific language also explores issues of everyday and scientific language use.
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Poe Practice Test Electricity Power Energy Answers
Some students try to interpret their limited experiences with electric circuits in terms of electrical current only. That is, their thinking about what is happening in an electric circuit with matters of electrical resistance as well as current is often focused on just one small part of the circuit while completely ignoring all other features of the circuit.
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Scientific view Models play an important part in helping us to understand things we cannot see and so are particularly helpful when trying to make sense of electrical circuits. Models are valued both for their explanatory capacity and their predictive ability. Models however, also have limitations. The model used by scientists today for electric circuits makes use of the idea that all substances contain electrically charged particles see the focus idea Macroscopic versus microscopic properties.
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According to this model electrical conductors, such as metals, contain charged particles that can be moved from atom to atom relatively easily whereas in poor conductors, insulators, such as ceramics, charged particles are much harder to move. In the scientific model, electric current is the overall movement of charged particles along a continuous conducting pathway. The cause of this movement is usually an energy source like a battery, which provides the force needed to move the charged particles. Charged particles can pass relatively easily through materials that are good conductors; relatively little electrical energy is needed to create this movement of charge current in such materials.
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On the other hand, insulators require considerable amounts of electrical energy to produce similar currents. The electrical resistance of different materials can vary enormously; the resistance of the most widely used conducting materials metals alters with changes in their temperature. The scientific model of electrical resistance is of the moving charged particles colliding with the particles which comprise the structure of the material through which the current is passing. An energy input is needed to maintain the current because energy is continuously being transformed into heat during these particle collisions.
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Where the nature of the material is such that collisions are much more frequent, then a greater amount of heat is produced and the electrical resistance is higher. There are some electrical devices whose functioning depends on this energy transformation, most obviously fan heaters and light globes where the filament of the globe needs to become white hot so that light as well as heat results from the energy transformation. When we connect such devices into electric circuits we seek to have as little energy conversion as possible as low a resistance as possible in the wires through which the current passes to and back from the device, and an extremely high resistance for materials such as the plastic insulation around the conducting wires that are intended to not have current pass through them. It is not helpful in trying to explain the much more complicated functioning of currents in fluorescent lights, light emitting diodes LEDs and many complex electronic components.
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For the mechanical model, the most obvious limitation is that it assumes that all particles are essentially identical and behave in the same way as tiny ball bearings or marbles. Critical teaching ideas The concepts of electrical resistance and electrical current are closely intertwined and need to be taught at the same time. Electrical resistance is the property of materials that results in energy being required to maintain an electric current in the material. All materials we encounter in everyday contexts have an electrical resistance; this resistance can vary enormously. Different materials require different amounts of energy to achieve equivalent current flows. Materials that require very little energy to enable a current to flow are called conductors; these have very low electrical resistance.
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Materials that require a great deal of energy to enable current flow are called insulators; these have very high electrical resistance. In designing electric circuits to enable us to use electrical devices to transform electrical energy we need: materials with electrical resistance as low as possible for conducting wires materials with electrical resistance as high as possible for parts of the circuit where electrical insulation is needed materials with electrical resistance that is neither very low nor very high for the energy converting parts of the device the circuit is designed for.
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As with both Electric circuits and Making sense of voltage , it is very important to note that the use of quantitative approaches to teach these ideas e. An approach that is much more likely to promote student understanding is a qualitative approach, one focused by the use of broad questions like: What are the central concepts here? How can these concepts be used to explain some simple electrical phenomena? What is the appropriate descriptive account of how the concepts are related?
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These items should be selected to provide two distinct groups of items for students to explore: either very good insulators or very good conductors. The intention is for students to test each material using their bulb and battery to establish if the bulb does or does not light i. The objective is for students to see that most metals are very good conductors and that plastic and ceramics are used widely in the design of electrical hand tools because of their very good insulation properties. Discuss with students why materials are selected for their insulation properties.
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Electrical Resistance
Questions for discussion could include: Why should electricians use wooden or fiberglass ladders and not aluminium ladders? Why are conducting wires coated with insulating plastic? How will designing electrical hand tools and hair dryers with plastic molded cases avoid electric shock during possible malfunction? An alternative approach to this task is outlined in the vignette, Deduce the practical design from limited information which advocates using less teacher direction, encouraging students to exercise greater decision making. Open discussion via a shared experience Select a second group of conductors to provide a range of electrical resistances from high to low for the students to test again with a battery, bulb and test wires i. The intention is to provide students with the more difficult task of comparing the relative resistances of each material so they can rank them from poor to very good conductors.
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These items should be selected with care so they have the required resistance for the bulb to vary in brightness and are appropriate for the battery voltage used. Be sure to trial each before giving them to your students to test. These items could include lengths of: solder, lead foil, nichrome including different pieces of nichrome wire of vastly different lengths; a bar radiator coil is an excellent source and copper wire. Have the students test each sample and attempt to rank them on a continuum from high resistance poor conductor, dim bulb to low resistance good conductor, bright bulb.
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University of Colorado at Boulder Interactive Simulations A simple physical simulation could consist of a table tennis ball rolling down a slightly inclined table with a number of obstructions e. The increased number of collisions models a material with high resistance and low conductivity. Their ideas could then be presented using an information table like the one below that lists the strengths and weaknesses of the simple mechanical simulation in accurately modeling electrical resistance. Mechanical Model - Strengths Mechanical Model - Weaknesses The movement of the ball is like the flow of electric current through the conductor.
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The relative sizes of the particles are all wrong. We can give the moving ball more energy and hence speed up its motion by increasing the slope of the table. If there are really large numbers of obstructing weights the rolling ball might get stuck and not be able to move. In an electric current, the speed of the moving particles is broadly constant; changes in currents involve changes in the number of moving particles, not the speed at which they move.
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Encourage students to discuss and draw features identified in their strengths and weaknesses table which will influence the effectiveness of the model, e. Have students present these to their peers in small groups for discussion. For another task which also discusses the use of analogies with the concepts of electrical circuits see the vignette Using Logbooks in Year 10 Electricity. Promote reflection on and clarification of existing ideas Using the structure of a POE Predict, Observe, Explain , have students in groups of or more if there is insufficient equipment : a Connect up an electric circuit containing a battery, a light globe and a switch so there is only one single path for the current in the circuit.
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This is called a series circuit. Have students observe the globe lit when the switch is closed. Now discuss with the class the model of resistance as arising from collisions between moving charges and the particles in the wires through which the current moves i. How will the introduction of a second bulb influence the current flow and brightness of the first bulb?
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Have students in their original groups rewrite their original POE explanations so that these are now in terms of this particle model of resistance. Have students observe and record what happens to the brightness of the globe when a range of different materials are connected one at a time in a way that means the current has two possible paths — either through the globe or through the other object that is being added this is called a parallel circuit. For example, the diagram shows a second light bulb connected to the circuit using alligator clips. Suggestions for a range of materials: another light globe as shown in the diagram above a short piece of copper wire which can only be part of the circuit with the switch closed for a very short time! Consolidate student ideas via a whole class discussion of the range of explanations produced.
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So what? What next? This involves students researching possible answers to the following questions: What? Have students set out their responses in a table such as this: WHAT?
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Rankine cycle efficiency of a good steam power plant may be in the range of a 15 to 20 per cent 6 35 to 45 per cent c 70 to 80 per cent d 90 to 95 per ceut Ans: b Rankine efficiency of a steam power plant a improves in summer as compared to that in winter 6 improves in winter as compared to that in summer c is unaffected by climatic conditions d none of the above Ans: b Carnot cycle comprises of a two isentropic processes and two constant volume processes b two isentropic processes and two constant pressure processes e two isothermal processes and three constant pressure processes d none of the above Ans: b In Rankine cycle the work output from the turbine is given by a change of internal energy between inlet and outlet b change of enthaply between inlet and outlet c change of entropy between inlet and outlet d change of temperature between inlet and outlet Ans: b Regenerative cycle thermal efficiency a is always greater than simple Rankine thermal efficiency b is greater than simple Rankine cycle thermal efficiency only when steam is bled at particular pressure c is same as simple Rankine cycle thermal efficiency d is always less than simple Rankine cycle thermal efficiency Ans: a In a regenerative feed heating cycle, the optimum value of the fraction of steam extracted for feed heating a decreases with increase in Rankine cycle efficiency b increases with increase in Rankine cycle efficiency c is unaffected by increase in Rankine cycle efficiency d none of the above Ans: b In a regenerative feed heating cycle, the greatest economy is affected a when steam is extracted from only one suitable point of steam turbine b when steam is extracted from several places in different stages of steam turbine c when steam is extracted only from the last stage of steam turbine d when steam is extracted only from the first stage of steam turbine Ans: b The maximum percentage gain in Regenerative feed heating cycle thermal efficiency a increases with number of feed heaters increasing b decreases with number of feed heaters increasing c remains same unaffected by number of feed heaters d none of the above Ans: a In regenerative cycle feed water is heated by a exhaust gases c draining steam from the turbine d all above Reheat cycle in steam power plant is used to a utilise heat of flue gases b increase thermal efficiency d reduce loss of heat Ans: b Mercury is a choice with steam in binary vapour cycle because it has a higher critical temperature and pressure b higher saturation temperature than other fluids c relatively low vapourisation pressure d all above A steam power station requires space a equal to diesel power station b more than diesel power station c less than diesel power station Ans: b Economiser is used to heat a air.
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Poe Practice Test Electricity Power And Energy Answers
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