“are you switched on to switching off?”
Post on 31-Jan-2022
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Lesson 2.12 - Power Station to Plug
“Are You Switched on to Switching Off?”
Play Animation 2Play Animation 1
Lesson 2.12 - Power Station to Plug
Key Question:
“ Are You Switched on to Switching Off?” Learning ObjectiveTo understand that electricity is generated by a variety of means
but that it reaches all of our homes in very similar ways.
Success Criteria• All children will be able to list three
different ways that electricity is generated.
• Most children will be able to explain how
electricity reaches our homes and schools.
Key Knowledge For Teachers• Electricity is mainly generated in power stations. In the UK, most
electricity is generated by burning fossil fuels such as coal, oil
and natural gas. They are burned to heat large quantities of
water to produce steam. The steam drives turbines and generates
electricity. Electricity is also generated at nuclear power stations
where heat produced from nuclear reactions heats water, creating
steam. The steam drives turbines and generates electricity.
• In hydroelectric power stations, fast flowing water turns the
turbines and generates electricity.
• Increasingly electricity is being generated from renewable
sources such as wind, solar, wave and tidal power.
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Lesson 2.12 - Power Station to Plug
Key Question:
“ Are You Switched on to Switching Off?” Learning ObjectiveTo understand that electricity is generated by a variety of means
but that it reaches all of our homes in very similar ways.
Success Criteria• All children will be able to list three
different ways that electricity is generated.
• Most children will be able to explain how
electricity reaches our homes and schools.
Key Knowledge For Teachers• Electricity is mainly generated in power stations. In the UK, most
electricity is generated by burning fossil fuels such as coal, oil
and natural gas. They are burned to heat large quantities of
water to produce steam. The steam drives turbines and generates
electricity. Electricity is also generated at nuclear power stations
where heat produced from nuclear reactions heats water, creating
steam. The steam drives turbines and generates electricity.
• In hydroelectric power stations, fast flowing water turns the
turbines and generates electricity.
• Increasingly electricity is being generated from renewable
sources such as wind, solar, wave and tidal power.
what you will need
clickfor
more
Curriculum Links +
Additionalitem required
colouredribbon/string
Lesson 2.12 - Power Station to Plug
Key Question:
“ Are You Switched on to Switching Off?” Learning ObjectiveTo understand that electricity is generated by a variety of means
but that it reaches all of our homes in very similar ways.
Success Criteria• All children will be able to list three
different ways that electricity is generated.
• Most children will be able to explain how
electricity reaches our homes and schools.
Key Knowledge For Teachers• Electricity is mainly generated in power stations. In the UK, most
electricity is generated by burning fossil fuels such as coal, oil
and natural gas. They are burned to heat large quantities of
water to produce steam. The steam drives turbines and generates
electricity. Electricity is also generated at nuclear power stations
where heat produced from nuclear reactions heats water, creating
steam. The steam drives turbines and generates electricity.
• In hydroelectric power stations, fast flowing water turns the
turbines and generates electricity.
• Increasingly electricity is being generated from renewable
sources such as wind, solar, wave and tidal power.
what you will need
clickfor
more
Curriculum Links +
Curriculum Links +
I have used a range of electrical components to help to make a variety of circuits for differing purposes. I can represent my circuit using symbols and describe the transfer of energy around the circuit.SCN 2-09a
Science – Electricity: Compare and give reasons why components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches.
Pupils should be taught about precautions for working safely with electricity.
Lesson 2.12 - Continued
• In wind farms, the wind turns the blades of the turbine which is
connected to a generator.
• In solar panels (photovoltaic cells), the cells absorb sunlight and
the material of the panel releases electrons which are captured
to produce an electric current.
• Wave and tidal power are yet to be exploited but technologies
are being developed to harness their power in Scotland. Wave
power harnesses the energy transferred from the wind to the
waves. To generate tidal power, a turbine under the sea is
turned by the tides to generate electricity.
• However electricity is generated, it is transmitted on power
lines carried on large pylons at extra-high voltage so it can be
moved long distances.
• The electricity transmission network is like a motorway network
for power.
• Extra-high voltage power lines carried on pylons feed in
to large substations. Transformers in substations reduce the
strength, or the voltage, of the electricity. Power lines or
underground cables leaving the substation carry electricity at
a lower voltage. As the journey of electricity continues, the
distribution network feeds towns with many smaller, lower
voltage power lines carried on wooden poles, underground
cables and substations - like the ‘B’ roads of the power network!
• Electricity is distributed through a series of substations, each time
reducing its voltage until it is suitable for the customer to use.
• Smaller substations can either be small metal boxes mounted on
wooden poles in rural areas or small buildings in most communities.
• Substations near our homes and schools generally ensure that
the electricity we are supplied is 230 volts. These substations
can look very different; some are small brick buildings, some
are plastic and some just have metal fences around a metal
box. (They are safe if they are locked and we leave them alone
but we must never go inside one or poke anything into one).
• Electricity is supplied to our homes by underground cable or
overhead power line at 230 volts. The electric supply cable
enters your home through a meter (which records how much
electricity you are using) and then a consumer unit (or fusebox)
where your main switch and residual current
devices (RCDs) are located.
• Finally, your internal wiring
distributes electricity to lights
and sockets in your home.
Lesson 2.12 - Continued
• N.B. the yellow and black ‘Danger of Death’ warning sign will
be on all of the equipment on the electricity network to warn
people of the danger posed by the apparatus.
You plug an electrical appliance into the socket
and away you go - electricity has been on a
journey of hundreds of miles, just so you can
dry your hair/play on your games console or
make some toast!
Key Safety Information to Relay• Power lines are carried on wooden poles or pylons. If you live
in a town or city you might not see them until you drive into the
countryside. You know they are power lines if they have the
yellow and black ‘Danger of Death’ sign on them.
• Children should be extremely careful when flying kites and
carrying fishing rods near power lines. Always look up and look
out for power lines before starting an activity.
• Substations help to get the electricity to our homes and schools.
They can look very different; some are small brick buildings,
some are plastic and some just have metal fences around a
metal box. They are safe if they are locked and we leave them
alone but we must never go inside one or poke anything into
one. Children should tell a grown up if they are concerned
about a substation.
• Everyone should take extra special care when they see the
yellow and black ‘Danger of Death’ warning sign because that
means that there is dangerous electricity close by.
• Even when electricity has reached the sockets in your house, it
still has enough power to hurt and even kill you so always treat
electricity with respect.
Play Animation 1
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Animationon
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Lesson 2.12 - Continued
Lesson StarterAsk the class to identify how many electrical items there are in
the room. They should include the interactive whiteboard,
computers, lights, in fact everything and anything that uses
electricity should be counted. Once complete, this number should
be multiplied by the number of classrooms in the school and then
the class should estimate how many other electrical items there
are around the school such as the kitchen, the hall and so on.
Once a rough figure has been calculated, ask the class what they
think would happen if all of these items were used at the same
time. Would the school explode? Would all the machines break
down? Would there be a power cut?
Explain that, although all the machines would work and there
wouldn’t be a major problem in the school, the school would face
a huge electricity bill due to the enormous amount of electricity
being used.
Key Questions• Why do we have to pay for electricity?
• Why would the bill be so big if all of the items were on at the
same time?
• Who provides us with electricity and how do they do it?
• Where does electricity come from?
Main SessionNow that the children have started to think about the production
of electricity, find a socket in the classroom. Plug an electrical item
into it and then switch it on. Does the electricity magically appear or
does it have to get there? If it has to travel there, then just how
exactly is that done?
Give the class a couple of minutes to think about this with their
talk partners and then list their answers on the board. Once
discussed, highlight on the interactive whiteboard some sources of
electricity. These could include wind farms, hydro power, wave
turbines, solar panels and good old fashioned coal, oil or gas
burning power stations. Ask the class what they think they are.
Explain each one and then tell the class that every time they
switch on an electrical item anywhere in the classroom or at home,
they’re using electricity which has been generated from one of
these sources.
Using the ‘Key Knowledge for Teachers’ above, explain how the
electricity gets from source to plug. Explain to the children they
should take notes as they will be creating an electrical timeline of
their own. Once explained, take the children outside or into the
hall to complete a physical explanation.
Lesson 2.12 - Continued
ActivityUsing children as different parts of the process, position them
around the hall. Use ribbon/string to illustrate the electricity
moving from the source, across land to the first substation and so
on. As the electricity splits out across the town, use more ribbon
to demonstrate the different directions the electricity travels
in. The voltage is best illustrated using different colours of
ribbon/string. As the voltage gets lower the colour should
get lighter.
Ask the children to complete their own electrical timeline in
fold out books. On the front of the book children should have
the energy source of choice, (wind, wave, hydro, coal – they
can research different sources on the internet to help them).
However, from this point, the means of transferring the
electricity remains the same. Once completed, children should
open out their books to demonstrate the journey. The books
can be complemented with poems called ‘Journey of Power’.
After watching the last animation, return to the learning objectives
on the board and the success criteria. In order to assess the learning,
split the class into two teams and hold a pop quiz where you name
a piece of apparatus on the electricity network. The children
should say where it fits in and what its role is. You may also want
to demonstrate the pull-out books and listen to some poems.
Plenary
Play Animation 2
ClickPlay
Animationon
WhiteboardPage
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