MYP 5 Physics Unit Plan- Electricity Transmission and Generation

Unit Plan

1. Middle Years Programme Unit planner 1

Teacher Nitish Saini Subject group and discipline Science (Physics)
Unit title Electricity generation and transmission MYP year Year 5 Unit duration
(Weeks)
15
Week
s
Inquiry: Establishing the purpose of the unit
Key concept Related concept(s) Global context
Systems Form, function Scientific and Technical
Innovation: Products, processes and solutions
Statement of inquiry
Advancements in science and technology optimize electricity generation through systems utilizing electromagnetic forces and nuclear
reactions, illustrating the relationship between their design and functional effectiveness, thereby enhancing efficiency and reliability.
Advancements in science and technology optimize systems by understanding form and function effectiveness, thereby
enhancing efficiency and reliability.
The form and structure of various products resulting from scientific and technical innovation determine the function of various
products.
Inquiry questions
Factual— What makes electricity a versatile source of energy?
How much are we paying for electricity?
What causes magnetic and electrical forces?
What effects does radiation have and how to minimise its effect?

2. Middle Years Programme Unit planner 2
Conceptual— How do electrical and magnetic fields interact?
How can we design electrical devices in order to maximize safety and efficiency?
How do we generate and transmit electricity for our homes and industries?
What are the consequences of using Nuclear energy?
How do we make use of radiation and radioactivity in our everyday life?
How much radiation can humans be safely exposed to?

Debatable— Can renewable sources provide enough electricity for everyone?
Are fusion reactors possible?
Objectives Summative assessment
Outline of summative assessment criteria
Criterion A: Knowing and Understanding
Students should be able to:
i. explain scientific knowledge
ii. apply scientific knowledge and
understanding to solve problems set in
familiar and unfamiliar situations
iii. analyse and evaluate information to make
scientifically supported judgments.

Criterion B: Inquiring and designing
Students should be able to:
i. explain a problem or question to be tested
by a scientific investigation
In this unit summative assessment
will be based on following criterions
All four assessment criteria will be
assessed.
Relationship between summative assessment task(s) and
statement of inquiry
Summative assessment questions will be based on
situations where they have to link development of
electrical systems to the various risks, opportunities and
consequences involved in the modern world. They will be
asked questions based upon the interaction of electric and
magnetic fields. Questions will include working of a
transformer and nuclear energy. The numerical based
upon the transformer.

3. Middle Years Programme Unit planner 3
ii. formulate a testable hypothesis and
explain it using scientific reasoning
iii. explain how to manipulate the variables,
and explain how data will be collected
iv. design scientific investigations.

Criterion C: Processing and evaluating
Students should be able to:
i. present collected and transformed data
ii. interpret data and explain results using
scientific reasoning
iii. evaluate the validity of a hypothesis based
on the outcome of the scientific investigation
iv. evaluate the validity of the method
v. explain improvements or extensions to
the method.
Criterion D: Reflecting on the impacts of
science
Students should be able to:
i. explain the ways in which science is applied
and used to address a specific problem or
issue
ii. discuss and evaluate the various
implications of the use of science and its

4. Middle Years Programme Unit planner 4
application in solving a specific problem or
issue
iii. apply scientific language effectively
iv. document the work of others and sources
of information used.
Approaches to learning (ATL)
Research Skills:
● Information literacy skills:
• Finding, interpreting, judging and creating information
• Collect, record and verify data
• Access information to be informed and inform others
• Make connections between various sources of information
• Present information in a variety of formats and platforms
• Collect and analyse data to identify solutions and make informed decisions
• Process data and report results
• Understand and implement intellectual property rights
• Create references and citations and construct a bibliography according to MLA format
● Media literacy:
• Interacting with media to use and create ideas and information
• Locate, organize, analyse, evaluate, synthesize and ethically use information from a variety of sources and media (including
digital social media and online networks.
● Research & Communication skills

5. Middle Years Programme Unit planner 5
• A group of students has been formed, and they are tasked with choosing a topic from the content and connecting it to ongoing
research. The students will prepare a presentation on the chosen topic, which will then be evaluated.
Action: Teaching and learning through inquiry
Content Learning process
● Generation and transmission of
electricity
● Magnetism, Electromagnetic forces and
induction
● Alternating & Direct Current:
foundational concepts and applications.
● Application of electromagnets - for
example: Loud speaker (Sound waves
connection) and transformers
● Working of nuclear reactor, Nuclear
reactions - fission and fusion
● Advantages and disadvantages of Nuclear
energy (uses and dangers)
● After effects of nuclear accidents
Learning experiences and teaching strategies:
Week 1:
● Electricity is a versatile source of energy because it can be generated from various
sources, transmitted over long distances, and converted into different forms of energy,
making it essential for homes, industries, transportation, and modern technologies.
● The interdependence between electricity and magnetism: Electricity and magnetism are
closely linked phenomena, where a changing electric field generates a magnetic field and
vice versa.

● Activity: Decoding the electricity bill of your house.
● The groups will be formed for research based presentation for formative assessment.

6. Middle Years Programme Unit planner 6
Week 2:
● Techniques and materials for creating electromagnets: Electromagnets are created by
wrapping a coil of wire around a ferromagnetic core and passing an electric current
through the wire, which generates a magnetic field.

● Practical skill - Measure the strength of a magnetic field
Week 3:
● Applications of electromagnetism in various fields: Electromagnetic forces are used in
various applications including electric motors, transformers, magnetic levitation, and
data storage devices.

● Simulation of AC Generator will be used to further build on this concept.

7. Middle Years Programme Unit planner 7

https://phet.colorado.edu/sims/cheerpj/faraday/latest/faraday.html?simulation=generator.
● Practical skill - Investigate factors affecting the strength of electromagnets
● Formative Assessment
Week 4:
● Differences between alternating current (AC) and direct current (DC): AC voltage
alternates direction periodically, while DC voltage flows in one direction; AC is used
for power distribution, whereas DC is often used in battery-powered devices.
● Transforming voltages using electromagnetism in devices: Electromagnetic transformers
are used to increase or decrease voltage levels in power transmission by using coils of
wire around a magnetic core.

8. Middle Years Programme Unit planner 8


● Transformer simulation: https://javalab.org/en/electric_transformer_en/.
Students will explore simulation using the above link to investigate impact of number of
turns on the output voltage. Students will be working on detailed written tasks on
criteria B and C. The guiding questions for the activity will be:
1. Create a valid hypothesis for the activity.
2. Identify the IV, DV and CV for the activity and mention the increments of the variables.
3. Write the detailed methodology for the activity related to the transformers.
4. Note down the readings from the activity in a data table.
5. Draw the graph between IV and DV.
6. Write a valid conclusion for the activity.
7. Mention the further improvements that you can suggest for the same activity.
Week 5:
● The mechanism of sound propagation through different mediums: Sound travels as
mechanical waves through solids, liquids, and gases, with varying speeds depending on
the medium's density and elasticity.

9. Middle Years Programme Unit planner 9

● Practical skill- To determine the speed of sound
Week 6:
● The range and frequency of human-audible sounds: Humans can hear sounds within the
frequency range of approximately 20 Hz to 20,000 Hz, with sensitivity varying across
this range.
● Practical skill- Produce different sounds and observe if they fall within the human
hearing range.
Week 7:
● Working principles of loudspeakers and microphones: Loudspeakers convert electrical
signals into sound waves, while microphones convert sound waves into electrical
signals, both using diaphragms that move in response to sound pressure.
● Case Study- How Amar Bose Used Research To Build Better Speakers-
https://www.youtube.com/watch?v=9kIPvDYPJ1Y
Week 8:
● FA 2- Student will present research based PPT
Week 9:

10. Middle Years Programme Unit planner
10
● Causes and processes of nuclear decay: Nuclear decay occurs when an unstable nucleus
loses energy by emitting radiation in the form of alpha particles, beta particles, or
gamma rays.

● Effects of a nucleus being too large: If a nucleus is too large, it becomes unstable due to
the strong repulsive forces between protons, often resulting in alpha decay to achieve
stability.


Week 10:
● Factors contributing to nuclear instability: Nuclear instability can arise from an
imbalanced ratio of protons to neutrons, excess energy within the nucleus, or
structural deformation.

● Mechanisms of alpha, beta, and gamma ray emissions: Alpha decay releases helium
nuclei, beta decay involves the emission of electrons or positrons, and gamma decay
releases high-energy photons, all processes that stabilize the nucleus.

Week 11:
● Techniques for measuring and detecting nuclear decay: Nuclear decay can be measured
using Geiger counters, scintillation detectors, and other radiation detection instruments
that identify and quantify emitted particles.

11. Middle Years Programme Unit planner
11
● Predicting when a nucleus will undergo decay: The timing of nuclear decay is
unpredictable for individual nuclei, but statistically described by a half-life, the time it
takes for half of a sample to decay.

Week 12:
● Natural and artificial sources of radioactive nuclei: Radioactive nuclei originate from
natural sources like cosmic rays and earth minerals, as well as artificial sources like
nuclear reactors and medical isotopes.
● Potential dangers and health risks of radioactivity: Exposure to high levels of
radioactivity can cause health risks including radiation sickness, cancer, and genetic
damage
● Guest lecture application on nuclear energy by Dr Ankur Kumar.
[ATL- ILS: Make connections between various sources of information]

Week 13:
● Beneficial uses of radioactive materials in various industries: Radioactive materials are
used in medical imaging and treatment, industrial radiography, food irradiation, and as
tracers in scientific research.
● Generating energy through the instability of nuclei: Unstable nuclei release energy
through nuclear fission or fusion, processes that are harnessed in nuclear reactors and
potentially in future fusion power plants.
● Case Study- Experimental challenges faced to develop atomic bomb-

12. Middle Years Programme Unit planner
12
https://youtu.be/TPLagTduqvI?si=tRxEEbV7LqIAIymz





Week 14:
● Issues and challenges associated with nuclear power: Nuclear power poses challenges
such as radioactive waste management, nuclear proliferation risks, high costs, and
potential for catastrophic accidents.
● Case study- Floating Nuclear Power Plants: Benefits and Challenges- Russia to Offer
Floating Nuclear Power Plant to India
Week 15: Summative Assessment & Feedback
Students will appear for written assessment at the end of the unit based upon all the concepts
of the unit.

13. Middle Years Programme Unit planner
13
Summative Assessment
Students will appear for written assessment at the end of the unit based upon all the concepts
of the unit. All four criteria will be assessed during summative.
Differentiation
● CONTENT
As all concepts will be covered in class, students will be given adequate opportunities to
clear out their doubts and will also be tested at various occasions for their understanding
of the taught concept. Content is delivered through various mediums such as videos,
simulations, hands-on activities, etc. in order to provide various opportunities for
children to learn.
● PROCESS
For group or pair tasks mixed abilities groups will be made. Constant monitoring will be
done based upon the needs of the students. Extended and simple tasks will be assigned
according to the needs of the group. Tasks assigned are such that each student gets the
opportunity to showcase his or her learning.
● INSTRUCTIONS
Instructions will be simplified and broken down into smaller understandable steps for
students in need. Students will be provided with help to decode these.

14. Middle Years Programme Unit planner
14
After assessments, if the concepts seem to be unclear for a specific group of children
then they are given separate attention in the form of specially assigned classrooms for
revision and practice.
Resources
● Sciences for the IB MYP 4 & 5 (2018, Hodder Education)
● Motors: Homopolar Motor and Commutator Motor [https://www.youtube.com/watch?v=QgMNay114-4 ]
● #Resource 1 https://www.youtube.com/watch?v=2bMSHVF30C4 .
● #Resource 2 https://www.youtube.com/watch?v=KGTZPTnZBFE
● #Resource 3 How Amar Bose Used Research To Build Better Speakers
https://www.youtube.com/watch?v=9kIPvDYPJ1Y
● #Resource 4 Experimental challenges faced to develop atomic bomb-
https://youtu.be/TPLagTduqvI?si=tRxEEbV7LqIAIymz
● #Resource 5
o https://www.youtube.com/watch?v=U9RezsWnPYs
o https://www.youtube.com/watch?v=nRMZ3K2pzcE&t=248s
o https://www.youtube.com/watch?v=_MiPEHrHQRo&t=158s
o https://www.youtube.com/watch?v=1U6Nzcv9Vws&t=110s
o https://www.youtube.com/watch?v=ZjY-agY3KJw
● #Resource 6: How it works - Generation, Transmission & Distribution - YouTube

15. Middle Years Programme Unit planner
15
● #Resource 7: https://www.youtube.com/watch?v=I1IDC8FEIBU
● #Resource 8: Advantages and Challenges of Nuclear Energy
● transmission of electricity: How do Electric Transmission Lines Work? - YouTube


Reflection: Considering the planning, process and impact of the inquiry
Prior to teaching the unit During teaching After teaching the unit
Students have very basic knowledge about
magnets from day to day life. They have
learned about electric and magnetic fields in
MYP 4 as well. They have an understanding of
renewable and nonrenewable resources from
MYP 4 and from subject Individual &
Societies. They would be needed to perform
some basic calculations, which they have been
doing in previous years as well as in
Mathematics. Students have been working on
many activities which develop ATL skills
selected for this unit, not only in Physics but
in other subjects as well. Last year I
conducted this lesson in virtual setup, but
maybe I will have more challenges in terms of
delivering content if we switch to hybrid

16. Middle Years Programme Unit planner
16
mode. Showing progression in ATL & LP is
another challenge I foresee.