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View the transcript - Deakin University

By Phyllis Henry,2014-09-30 07:21
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View the transcript - Deakin University

    ESS244, audio transcription, Teaching_Elect

    A classroom lesson about electricity.

    (TCH refers to the teacher and STU refers to the students) TCH: There is no magical answer to it. It is what you know about electricity.

    Can I come back? I’ll just get these groups started. Have you got a

    writer here?

    STU: Yeah, we all are sharing.

    TCH: Okay then, well make sure everybody’s contribution goes into the

    middle, thank you. What’s your first statement?

    STU: (response inaudible)

    TCH: Okay, that would go in, that’s her first statement. You have heard

    Honor’s first statement.

    STU: I’ve learned about what electricity is used for and what I use.

    TCH: That would be her first statement. Now you are writing your first

    statement now, she’ll come back to it. Do you think those two

    statements go together?

    STU: It doesn’t that much…

    TCH: Okay, maybe you could try “electricity is a form of energy” full stop,

    and then “electricity is used for many different things”. I would pick

    those as two separate statements.

    STU: Hang on, we have to read through them all.

    TCH: Yes, you do have to read through them so that you can then group

    them.

    STU: Electricity is made from coal. Electricity is made out of coal and then

    they put it in your home. Electricity is not…

    TCH: Any questions, you haven’t finished? I’m sorry.

    STU: Electricity has the ability to make things work or move. TCH: Electricity has the ability to make things work or move. Would you

    like to put that up, I don’t care what form it’s in. That’s a pretty

    important statement that, I think. Okay then, yes?

    STU: You can definitely use electricity for lots of things. It is only like

    whenever we need food or something…

    Deakin University Page 1

    ESS244, audio transcription, Teaching_Elect

    TCH: Alright, we will pick up on these questions later on. Today we are just

    asking the questions. Luke?

    STU: How come you’ve got lights and globes, cause they are the same

    thing really?

    TCH: Do we want a question? Is a globe a light? In other words, if we talk

    about a lamp, a globe, a light, are we all agreed that they all mean

    the same thing? Yes?

    STU: How come it says electricity is the source of anything that supplies a

    current? What’s a current?

    TCH: Okay, What’s a current? I’m going to put up my question now. What

    do we mean by conduct electricity? Can anybody think of another

    word with conduct in it, but which would have an ending? Who has

    heard of the word conductor? Where have you heard of the word

    conductor?

    STU: At my choir.

    TCH: At your choir, you have a conductor, yes. Where have you heard of

    the word conductor?

    STU: On a bus or something like that.

    TCH: On a bus collecting tickets and taking money from people, yes. STU: In an orchestra.

    TCH: An orchestra has a conductor. Right, okay, are there any other items

    on that list that need questioning or you would like to pick up on,

    Peta?

    STU: If you stick a fork into a power point you would feel it ?... TCH: If you stick your fork into a power point you would feel it. She wants

    to now what it is please? An electric shock. Alright. Number one, and

    that has brought up a very important point, pens down for a minute,

    you must not experiment with mains electricity and it is a good

    opportunity to bring it up now, while it is here. Do not. You may get a

    shock off a small battery, a 6 volt battery or a 9 volt battery, you

    could stand a chance of dying playing around with mains electricity.

    So we will not be, and I repeat, we will not be experimenting or

    exploring electricity that is coming through the mains. Is that clear?

    Honor, would you like to tell the class what you would like to know

    and find out about electricity please?

    Deakin University Page 2

    ESS244, audio transcription, Teaching_Elect

    STU: Well I wouldn’t want if to happen to me but I would like to know lots

    of different ways on how you could get an electric shock and I would

    like to cut a battery in half to see what is in it and one of those little

    motors and I would like to burn a candle that worked by electricity. I

    would like to see what is in a dynamo and I would like to see what is

    inside a stereo system including CD and a loud speaker to see what’s

    in one of them. I have seen what’s in a radio and stereo system

    before but I haven’t seen what’s in a CD or loud speaker.

    TCH: Good luck with your exploring. (Background noise of students talking

    amongst themselves with their classroom activities)

    STU: I think just the switch turns it on because that’s what breaks the

    circuit, otherwise it can’t get through to here …(inaudible)

    TCH: Okay, could you show us how you join them together? Hold them up.

    Okay, and there it is, its working. What shape could I make the wires

    into in this shape? Yeah?

    STU: Square or circle.

    TCH: Square or circle. Right, okay. Its sort of complete isn’t it? That is one

    sort of circuit. Thank you Shaye, that’s terrific and a good example of

    a switch. Stephen has come up with something that is quite different.

    Would you like to tell us what your switch does Stephen? STU: Well, it turns it off.

    TCH: Turns it off. Stand up. Yeah, you join it, okay its going. I’m going to

    press the switch down. What happens?

    STU: Its not going.

    TCH: Okay, its going once I release the switch. Just stay where you are. If

    I was to draw a picture of this circuit, what would I draw? STU: The batteries ? (inaudible) the wires…

    TCH: Just three wires is it? Four wires. Andrew, what do you see? STU: You’d have to draw the battery before the switch.

    TCH: You’d have to draw the battery before the switch? Okay. Alrighty,

    thank you. (More background noise of classroom activities) Okay, lets

    hear about your challenges that you have got for someone else in the

    class to do? Could we listen here please?

    Deakin University Page 3

    ESS244, audio transcription, Teaching_Elect

    STU: Get a piece of aluminium foil and see if that conducts electricity. The

    way to do it is to get the little bit of aluminium

    TCH: Okay, lets stop there. Now it might be, see if there is a difference in

    the light brightness when I use wire coated with plastic or wire

    without plastic coating. Andrew might say “here are five items, three

    batteries, two globe holders and a switch, make them all work”. That

    might be what he gives you, the challenge that he gives you. I want

    you to think up challenges for other kids. Now some of the people in

    this room have not used motors, so I would like them to try and get a

    motor working. So we all get an experience at something, a challenge.

    Try and make it a challenge for somebody, alright? Get the idea?

    They are going to challenge you, they are going to make electricity

    out of an apple. Well who would have thought you would make

    electricity out of an apple? I don’t think Adam or Eve would have,

    would they? No, a Granny Smith would have, yes that’s very…and

    Jonathon, yes, okay, well there you go. Think up a challenge for

    somebody else to do. Laura, can I have a look at yours? Laura has

    completed her challenge cards and these are to be handed on for

    someone else to do. Will you be supplying the equipment or will they

    have to?

    STU: Inaudible response.

    TCH: Alright, okay, have you got anyone in mind that you actually want to

    swap with? (background noise of students completing their classroom

    activities) Dan, you were also going to follow up does concrete

    conduct electricity. Have you got an answer for us there? STU: ?...experiment and it showed us that concrete does not conduct

    electricity.

    TCH: Could I have that please? And a yes there? No, because a globe is the

    glass that is around the light. Who wrote that? You did Natasha?

    Alright, globe is not a light. A light is given out by the globe when

    powered. Andrew? Okay, no because you can use candles for light.

    Alright, lets leave them up there, there is a bit of a debate going on

    there. What have you learnt about electricity that you did not know

    before?

    STU: Well, first of all I learnt that, I didn’t know before what a conductor

    was. All I knew was that conductor meant bus tickets and you could

    conduct a thingo you know a musical place. I was learning about

    what conductor meant. Before when I was putting the wires together,

    I couldn’t do anything because I didn’t know where to put the wires

    and now I have learnt where to put them, and I know where to put

    everything and all that, but my favourite thing that we did was when Deakin University Page 4

    ESS244, audio transcription, Teaching_Elect

    I was checking to see what things were and weren’t conductors,

    that’s what I liked the best.

    TCH: Okay, what has been the best way for you to learn these things that

    you mentioned? What has helped you to learn them?

    STU: Well, having the pieces of material that we could use, that helped,

    like the things to see if things are conducted or not, because I had

    this funny screwdriver with a light in it, to see if that conducted or

    not, and telling us what we had to do.

    Deakin University Page 5

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