Science 30 Unit C: Electromagnetic Energy

Unit rationale:
Electrical energy transmission and transformation technologies, based on field theory and on
an understanding of electromagnetic radiation (EMR), play an important role in meeting human needs.
These technologies are also useful in furthering our understanding of the universe. In this unit, students
investigate the functioning of these technologies, the principles of field theory and the properties of
EMR. This unit provides a foundation for further studies of electromagnetism.

Curriculum map:

Stage 1: Desired Results

General Outcomes:
Students will:
1. Explain field theory and analyze its applications in technologies used to produce, transmit and
transform electrical energy
2. Describe the properties of the electromagnetic spectrum and their applications in medical
technologies, communication systems and remote-sensing technologies used to study the universe.
Understandings (big picture/ideas): Essential Questions (thoughtful meaning-making):
● Key concepts: ● How can field theory be used to explain the function
○ basic properties of field of electrical devices in the home and in the
theory for the comparison of workplace?
gravitational, electric and ● How are the specific properties of the
magnetic fields electromagnetic spectrum applied to medical,
○ principles of field theory and communication and remote-sensing technologies?
applications in technology ● How do imaging technologies reveal the structure
○ circuitry and the history, and shape our understanding, of the
○ devices based on electric and universe?
magnetic fields (electric
motors, generators and
transformers)
○ the electromagnetic
spectrum, its properties and
its effects on living tissue
○ technologies used to study the
structure and history of the
universe
Specific Outcomes (in full):
Students will be able to…
Knowledge:
GLO 1:
● 30–C1.1k: define a field as a property
of space around a mass, an electric
charge or a magnet that causes
another mass, electric charge or
magnet introduced in to this region to
experience a force
● 30–C1.2k: compare the interaction
between static electric charges with
the interaction between magnetic
poles and with the interaction between
two masses at a distance
● 30–C1.3k: compare the basic
properties (source, direction and
strength) of vector fields
(gravitational, electric and magnetic),
as determined by a test object
● 30–C1.4k: describe gravitational and
electric field strength at a given
distance from a mass or a point
charge, using equations
● 30–C1.5k: describe the effect of a
conductor moving through a magnetic
field and inducing an electrical current
● 30–C1.6k: describe the relationships,
for up to three resistors, among
power, current, voltage and resistance
for series and parallel circuits, using
equations
● 30–C1.7k: describe electrical energy
in kilowatt hours and joules, using the
equation Ee = Pt for electrical energy
and the equation P = VI for power
● 30–C1.8k: distinguish between
alternating current (AC) and direct
current (DC) in terms of electron flow
and electric field
● 30–C1.9k: describe the operation of a
transformer, in terms of the
relationship among current, voltage
and the number of turns in the primary
and secondary coils, using the
Prior understandings:
This unit builds on:
• Science 9, Unit D: Electrical Principles and Technologies
• Science 10, Unit D: Energy Flow in Global Systems
• Science 20, Unit B: Changes in Motion
Cross-curricular connections:
Mathematics
● Data Collection and Analysis:
○ Grade 9 Mathematics, Statistics and
Probability (Data Analysis), Specific
Outcomes 1 and 3
● Measurement and Unit Conversions:
○ Mathematics 10C, Measurement, Specific
Outcomes 1 and 2
○ Mathematics 10-3, Measurement, Specific
Outcome 1
○ Mathematics 20-3, Algebra, Specific
Outcome 3
● Graph Analysis
○ Mathematics 10C, Relations and Functions,
Specific Outcomes 1 and 4
○ Mathematics 20-3, Statistics, Specific
Outcome 1
○ Mathematics 30-2, Relations and Functions,
Specific Outcome 8
● Solving Equations
○ Grade 9 Mathematics, Patterns and Relations
○ (Variables and Equations), Specific Outcome
3
○ Mathematics 30-2, Relations and Functions,
Specific Outcome 3
○ Powers Mathematics 10C, Algebra and
Number, Specific Outcome 3
 equation
Np / Ns = Vp / Vs = Is / Ip
● 30–C1.10k: describe the advantage of Initiating and Planning:
AC over DC for transmitting and
using electrical energy
● 30–C1.11k: compare the general
design and function of a DC electric
motor and a generator
● 30–C1.12k: describe, in terms of
design and electrical energy, the
functioning of safety technologies;
e.g., circuit fuses and breakers,
polarized plugs and ground wiring.
GLO 2:
● 30–C2.1k: describe the range of the
electromagnetic spectrum from long,
low-frequency radio waves through
microwaves, infrared (IR) rays,
visible light rays and ultraviolet (UV)
radiation to very short, high-frequency
waves, such as X-rays and gamma
rays
● 30–C2.2k: compare and contrast, to
each other, the various constituents of
the electromagnetic spectrum, on the
basis of source, frequency,
wavelength and energy, and their
effect on living tissue; e.g., UV
radiation on human skin and
photosynthetic organisms; gamma
radiation on living cells; visible light
on plants, phytoplankton and humans;
artificial illumination on the growth of
plants
● 30–C2.3k: recognize that Earth’s
atmosphere absorbs certain
frequencies of EMR
● 30–C2.4k: investigate and describe,
qualitatively, the phenomena of
reflection, refraction, diffraction and
polarization of visible light
● 30–C2.5k: compare and contrast the
properties of radiation, from any
region of the electromagnetic
spectrum, with those of visible light;
i.e., wavelength, frequency, speed,
Skill outcomes:
● formulate questions about observed relationships
and plan investigations of questions, ideas, problems
and issues
○ evaluate and select appropriate instruments
for measuring current, voltage and resistance
(IP–ST3) [ICT C6–4.4, C6–4.5, F1–4.2]
○ design an experiment and identify specific
variables to measure current, voltage and
resistance (PR–NS4) [ICT C6–4.1].
● formulate questions about observed relationships
and plan investigations of questions, ideas, problems
and issues
○ design an experiment, identifying specific
variables, to investigate the reflection,
refraction or polarization of visible light (IP–
NS2)
○ calculate values for any of the variables in
the universal wave equation (AI–NS3)
Performing and Recording:
● conduct investigations into relationships among
observable variables and use a broad range of tools
and techniques to gather and record data and
information
○ investigate the interactions between static
electric charges, between magnetic poles and
between two masses (PR–NS3)
○ construct an electric circuit to measure
current, voltage and resistance, using a
voltmeter or an ammeter (PR–NS3) [ICT
F1–4.2]
○ construct a simple electric generator or a DC
motor (PR–ST2)
○ draw diagrams to represent fields (e.g.,
gravitational, electric or magnetic fields),
using field lines (PR–NS4)
● conduct investigations into relationships among
observable variables and use a broad range of tools
and techniques to gather and record data and
information
○ investigate the reflection, refraction or
polarization of visible light (PR–NS3)
○ create data tables from investigations into
 reflection, refraction, diffraction,
penetrability
● 30–C2.6k: investigate and describe
the relationships of the variables in
the universal wave equation v = λ f
● 30–C2.7k: explain, in general terms,
the design of telescopes that are used
to gather information about the
universe through the collection of as
much EMR as possible; i.e., reflecting
and refracting optical and radio
telescopes
● 30–C2.8k: explain that nuclear fusion
in the sun, represented by an equation
produces a wide spectrum of EMR
● 30–C2.9k: describe, in general terms,
how a spectroscope can be used to
determine the composition of
incandescent objects or substances,
and the conditions necessary to
produce emission (bright line) and
absorption (dark line) spectra, in
terms of light source and temperature
● 30–C2.10k: describe technologies
used to study stars;
○ spectroscopes used to analyze
the distribution of energy in a
star’s continuous emission
spectrum can be used to
estimate the surface
temperature of the star
○ Doppler-shift technology used
to measure the speed of distant
stars provides evidence that
the universe is expanding
● 30-C2.11k: describe, in general terms,
the evolution of stars and the
existence of black holes, white
dwarves and neutron stars.
Science, Technology, and Society (STS):
GLO 1:
● 30–C1.1sts: explain that the goal of
technologies, based on the application
of field theory, is to provide solutions
to practical problems (ST1) [ICT F2–
4.4, F2–4.8]
polarization, reflection or refraction of
visible light or draw diagrams to illustrate
these phenomena (PR–NS4)
○ create a summary table or a diagram of
spectral lines observed from gas discharge
tubes (PR–NS4) [ICT P2–4.1]
Analyzing and Interpreting:
● analyze data and apply mathematical and conceptual
models to develop and assess possible solutions
○ test and evaluate a self-constructed, simple
electric generator or motor in terms of
design, ruggedness and ability to perform a
specific function (AI–ST1)
○ calculate the values for g and E, using the
corresponding field-strength equations
○ (AI–ST3) [ICT C6–4.1]
○ calculate the resistance of series and parallel
circuits for a maximum of three resistors
(AI–ST3) [ICT C6–4.1]
○ calculate values for power, current, voltage
and resistance (AI–ST3) [ICT C6–4.1]
○ calculate the value of Ee, P, t, I, V, using the
related equations (AI–ST3) [ICT C6–4.1]
○ calculate current voltage and the number of
turns in the primary and secondary coils of
electrical transformers (AI–ST3) [ICT C6–
4.1]
○ analyze data and apply mathematical and
conceptual models to develop and assess
possible solutions
○ observe and analyze the various spectra of an
artificial light source, using a spectroscope,
prism or diffraction grating (AI–NS2)
Communication and Teamwork:
● work collaboratively in addressing problems and
apply the skills and conventions of science in
communicating information and ideas and in
assessing results
● work collaboratively in addressing problems and
apply the skills and conventions of science in
communicating information and ideas and in
assessing results
 ○ describe, in general terms,
examples of technological
devices based on electrical
current and describe their
impact on daily life
○ describe, in general terms,
examples of technological
devices based on electric and
magnetic fields and describe
their impact on daily life
● 30–C1.2sts: explain that technological
development may involve the creation
of prototypes, the testing of
prototypes and the application of
knowledge from related and
interdisciplinary fields (ST2) [ICT
C6–4.5, F2–4.8]

GLO 2:
● 30–C2.1sts explain that the goal of
technology is to provide solutions to
practical problems (ST1) [ICT F2–
4.4]
○ identify examples of
technologies that apply EMR
to solve medical,
communication, industrial and
environmental problems
● 30–C2.2sts explain that scientific
knowledge may lead to the
development of new technologies, and
new technologies may lead to or
facilitate scientific discovery (ST4)
[ICT F2–4.4, F2–4.8]
○ explain, in general terms, how
EMR-detection technologies
have advanced scientific
knowledge of our universe and
the structure of matter
● 30–C2.3sts explain how the
appropriateness, risks and benefits of
technologies need to be assessed for
each potential application from a
variety of perspectives, including
sustainability (ST7) [ICT F2–4.2, F3–
4.1]
 Unit Timeline/Activities
Unit length: 22 days
Knowledge
Day Topic & STS Skill Outcomes Activities Resources Assessment
Outcomes
Reference sheet,
draw diagrams to
practice problems
Gravitational represent fields (e.g., Lecture, Fields
worksheet,
Fields + 30–C1.1k, gravitational, electric Reference Sheet, Exit slips
1 https://www.youtu
Force Due to 30–C1.4k or magnetic fields), formula practice (formative)
be.com/watch?
Gravity using field lines questions
v=4a4p9bW9tRI
(PR–NS4)
Reference sheet,
calculate the values https://www.youtu
Lecture, Fields
for g and E, using be.com/watch?
30–C1.1k, Reference Sheet,
Electric the corresponding v=yc2-363MIQs, Exit slips
2 30–C1.2k PhET simulation,
Fields field-strength https://phet.colorad (formative)
30–C1.4k video formula practice
equations (AI–ST3) o.edu/en/simulatio
questions
[ICT C6–4.1] n/charges-and-
fields
draw diagrams to Reference sheet,
represent fields (e.g., Lecture, Fields https://www.edum
30–C1.1k,
Magnetic gravitational, electric Reference Sheet, Field edia- Exit slips, Kahoot
3 30–C1.2k
Fields or magnetic fields), Line Practice Sheets, sciences.com/en/m (formative)
30–C1.4k
using field lines Kahoot edia/260-earths-
(PR–NS4) magnetic-field
investigate the Lab worksheet
interactions between (provided by TA),
30–C1.2k, static electric electrostatics Lab worksheet -
4 Fields Lab 30–C1.3k, charges, between Lab materials analysis questions
30–C1.4k magnetic poles and (balloons, pith (summative)
between two masses balls), magnets,
(PR–NS3) ferrofluid
https://www.youtu
be.com/watch?v=-
calculate the
w-VTw0tQlE,
resistance of series
circuit materials Practice problems,
and parallel circuits Lecture, video,
5 Circuits 30–C1.6k for demo (light exit slip
for a maximum of practice problems
bulb, battery, (formative)
three resistors (AI–
resistors,voltmeter,
ST3) [ICT C6–4.1]
ammeter), practice
questions

construct an electric
Circuit materials
circuit to measure Lab worksheet -
(light bulb, battery,
current, voltage and extension and
6 Circuits Lab 30–C1.6k Circuit lab resistors,voltmeter,
resistance, using a practice questions
ammeter), lab
voltmeter or an (summative)
worksheet
ammeter
Review all topics
covered so far
30–C1.1k,
(gravitational fields, Practice problems,
30–C1.2k,
Topic Review electric fields, Whiteboard review, question and
7 30–C1.3k, Practice sheets
(so far) magnetic fields, practice problems answer
30–C1.4k,
circuits, electricity (formative)
30–C1.6k
equations)(AI–ST3)
[ICT C6–4.1].
8 Motors, 30–C1.5k, Compare and Lecture, videos, https://www.youtu Kahoot, exit slips,
Generators, 30–C1.11k, contrast motors vs making venn be.com/watch? observation of
AC, and DC 30–C1.8k, generators and AC vs diagrams, Kahoot, exit v=5fqwJyt4Lus venn diagrams
30–C1.10k DC, define induction slips https://www.youtu (formative)
be.com/watch?
v=pQp6bmJPU_0
https://www.youtu
be.com/watch?
v=d_aTC0iKO
https://www.youtu
 be.com/watch?
v=LAtPHANEfQo
https://www.youtu
be.com/watch?
v=vN9aR2wKv0U
https://www.youtu
be.com/watch?
v=5UYF23C2Hew
Kahoot
Use the equation
https://www.youtu
Np / Ns = Vp / Vs =
be.com/watch?
Is / Ip to calculate the
v=UchitHGF4n8,
relationship between
Transformers 30–C1.9, Lecture, videos, group https://www.youtu Group practice
voltage and current
9 kWh, and 30–C1.7k, problem solving be.com/watch? problems
in transformers,
Safety 30–C1.12k questions v=UEfP1OKKz_Q (formative)
describe electrical
, group practice
energy in terms of
problems
kilowatt hours and
worksheet
joules

30–C1.1k to Topic Quiz 1

10 Topic Quiz 1
30–C1.12k (summative)

Bonus
11
Activity

Lecture, summary
create a summary
table, spectrum
table or a diagram of Spectrum practice Practice problems,
EMR - reference sheet,
30–C2.1k, spectral lines problems, reference sheet,
12 Reading the applications of EMR
30–C2.2k observed from gas reference sheet, exit slip
Spectrum group
discharge tubes (PR– chromebooks (formative)
research/presentation
NS4) [ICT P2–4.1]
introduction

EMR - Wave Applications of EMR EMR applications

calculate values for
Formulas & group research group worksheet
30–C2.6k, any of the variables Practice problems,
13 Applications, worksheet, wave (summative),
30–C2.1sts in the universal wave chromebooks
Dangers of equation practice practice problems
equation (AI–NS3)
EMR problems (formative)

investigate the
reflection, refraction
or polarization of
visible light (PR–
Visible light
NS3)
demonstrations
create data tables Comparison
(laser pointer,
30–C2.4k, from investigations Data tables drawings, Kahoot,
14 Visible Light mirror, water,
30–C2.5k into polarization, comparison drawings exit slip
polarized
reflection or (formative)
sunglasses),
refraction of visible
drawing examples
light or draw
diagrams to illustrate
these phenomena
(PR–NS4)
Prisms and polarizers
design an lab,
experiment, Applications of light
identifying specific (e.g. telescopes,
Prisms, polarizers,
variables, to microscopes, polarized
Visible Light 30–C2.4k, mirrors, lights/laser Lab worksheet
15 investigate the glasses, holograms,
Lab 30–C2.5k pointers (lab (summative)
reflection, refraction fiber optics, 3D
materials)
or polarization of screens) group
visible light (IP– research
NS2) project/presentation
introduction
Applications 30–C2.3k, participate in a Applications of light Group research
16 of Light - 30–C2.7k, variety of electronic (e.g. telescopes, Chromebooks project/presentatio
Telescopes, 30–C2.3sts group formats when microscopes, polarized n (summative)
 developing criteria to glasses, holograms,
assess telescopes fiber optics, 3D
Fiber optics,
designed to study the screens) group
etc
universe (CT–ST3) research
[ICT C5–4.2] project/presentation
observe and analyze
the various spectra of
an artificial light
source, using a
spectroscope, prism
or diffraction grating
(AI–NS2)
spectroscopes used to
analyze the
https://www.youtu
distribution of energy
be.com/watch?
30–C2.8k, in a star’s continuous Lecture, building a CD
v=sVWWDevUtIs Practice problems,
EMR 30–C2.9k, emission spectroscope mini-lab,
17 - cereal box, exit slip
Detection 30–C2.10k, spectrum can be used spectra and doppler
aluminium foil, (formative)
30–C2.2sts to estimate the practice problems
knife, CD, practice
surface temperature
problems
of the star
Doppler-shift
technology used to
measure the speed of
distant stars provides
evidence
that the universe is
expanding

https://www.youtu
be.com/watch?
describe, in general Lecture (history of
v=PM9CQDlQI0A
terms, the evolution researching stars, star
,
Evolution of of stars and the legends and stories, Topic review
https://www.scienc
18 Stars + Topic 30-C2.11k existence of black modern questions
efriday.com/article
Review holes, white understandings), (formative)
s/indigenous-
dwarves and videos, topic review
peoples-
neutron stars questions
astronomy/, topic
review questions

30–C2.1k to Topic Quiz 2

19 Topic Quiz 2 Topic Quiz 2 Topic Quiz 2
30–C2.11k (Summative)

Unit review
30–C1.1k to Unit Review, Q&A, Review
20 Unit Review questions
30–C2.11k study guide slides/questions
(formative)

30–C1.1k to Unit Exam

21 Unit Exam Unit Exam Unit Exam
30–C2.11k (Summative)
 Assessment
Assessment Weighting
Unit Exam 70%
Topic Quiz 1 10%

Topic Quiz 2 10%

EMR Applications Group
2%
Project
Light Applications Mini-
2%
Presentation
Fields Lab 2%

Circuits Lab 2%

Visible Light Lab 2%

Differentiated Learning:
Accommodations for learning that will be made for this course will address known issues with short term memory,
partial hearing loss, and ADHD.

Accommodations:

● Short term memory

○ Dedicated topic review days scheduled
○ Visual overview worksheets done in class
○ Instruction focused on how to use provided formulas and information for studying and during tests
○ Breaking assignments/lab work into smaller chunks with clear goals
○ Extra check-ins
○ Positive reinforcement, confidence building
○ Extra time provided for writing tests/handing in assignments
● Partial hearing loss
○ Lots of visuals (powerpoints, board drawings, videos)
○ Videos with clear subtitles turned on
○ Facing the class while speaking
● ADHD
○ Modelling and teaching organizational strategies
○ Variety during class periods - doing something different every 20 minutes
○ Opportunities for hands on learning
Resources
Scientific Resources

Teacher Resources
https://app.solaro.com/

Gravitational Fields video: https://www.youtube.com/watch?v=4a4p9bW9tRI

Electricity intro video: https://www.youtube.com/watch?v=yc2-363MIQs

What causes the northern lights?: https://www.youtube.com/watch?v=eJV_wlCm6ms

Circuit analysis - calculating total resistance (first 4 minutes): https://www.youtube.com/watch?v=-w-VTw0tQlE

Ampere’s Law (current creating a magnetic field) - first minute https://www.youtube.com/watch?v=5fqwJyt4Lus

Induction (magnetic field creating a current) - first two minutes https://www.youtube.com/watch?v=pQp6bmJPU_0

Motors vs Generators: https://www.youtube.com/watch?v=d_aTC0iKO68

How a DC motor works: https://www.youtube.com/watch?v=LAtPHANEfQo (first 1:30)

Video: AC vs DC explained - https://www.youtube.com/watch?v=vN9aR2wKv0U (4:30)

Video: Edison vs Tesla - https://www.youtube.com/watch?v=5UYF23C2Hew (5:20)

Evolution of stars: https://www.youtube.com/watch?v=PM9CQDlQI0A

Indigenous astronomy (includes audio mini-podcasts): https://www.sciencefriday.com/articles/indigenous-peoples-

astronomy/

Electric safety: British plug - https://www.youtube.com/watch?v=UEfP1OKKz_Q

Birth of a Neutron Star: https://app.discoveryeducation.ca/learn/videos/b34387a9-a01d-4d58-8ec8-061ed201da8d/

Activities/Apps

Gravitational Force simulation: https://phet.colorado.edu/sims/html/gravity-force-lab/latest/gravity-force-

lab_en.html

Electrical Field Lines simulation: https://phet.colorado.edu/en/simulation/charges-and-fields

Earth’s magnetic field: https://www.edumedia-sciences.com/en/media/260-earths-magnetic-field

Digital circuit building: https://www.circuitlab.com/

Making a spectroscope from a CD: https://www.khanacademy.org/partner-content/exploratorium-
ddp/light-and-color/cd-spectroscope/v/cd-spectroscope-introduction or https://www.youtube.com/watch?
v=sVWWDevUtIs

https://kahoot.com/