PHYSICSAGES 11 – 14LESSON PLAN

SKILLS COVERED:

• Building • Evaluating and adapting basic circuits

• Using light to communicate • Basic code • Leadership

• Critical thinking • Teamwork • Perseverance

Delivering supplies or aid to remote or devastated locations can be a lifesaving measure AND something the Army IS TRAINED TO DO AROUND THE WORLD. Help your pupils discover how to communicate with light in this intense, changeable and exciting practical lesson which will quickly develop their knowledge of basic circuitry and light to enable them to communicate using Morse code.

STOPOR DROP

The class, in their teams, will get up on their feet and go outside on a search and rescue mission – taking place on a fictional mountain. It’s a remote and difficult-to-access zone with no mains electricity. They need a helicopter to deliver supplies from the air, but the weather – and therefore the visibility – is poor, and their equipment is basic. They have to use what they have available to communicate their locations from the ground to the air. But the weather looks like it’s going to change soon…

In just one hour, your pupils will use their knowledge of light and electronics in a fun, hands-on practical lesson.

They will build their own model landing pads, which will also function as signalling lamps and create a basic code to communicate a message to the pilot.

Completion of this lesson will require a foundational understanding of basic circuitry, including the differences between a series and parallel circuit and how to build one using aluminium foil and batteries.

PUPIL OBJECTIVES

• I can cooperate to plan and build a basic landing pad

• I can cooperate to plan and build a working illuminated landing pad using a basic circuit

• I can evaluate my design for the pad and make necessary improvements to enhance its performance

• I can describe how light can be used for communication

• I can plan and build a simple light communication device

• I can devise a simple code to be used on the light communication device

• I can use my knowledge of circuits and physics to make my device brighter (advanced extender)

OVERVIEWPhysics teaches us to identify, simplify and solve problems in a systematic way, developing the skill to analyse all kinds of information and work out creative solutions to problems. Studying physics also means picking up transferable supporting skills, such as maths and computer programming, which have multiple applications in many fields of study and work.

1 lesson combining physics and electronics the STEM Accelerator attributes.

Duration: 1x 60 minute lesson

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ATTRIBUTES DEVELOPED

PerseverancePupils will become more resilient to knock-backs as they develop the grit, determination and patience to succeed when previously they may have given up.

Critical ThinkingPupils will become more confident in their ability to process and analyse information and data in order to make more informed decisions.

LeadershipPupils will gain self confidence in being able to take control in difficult or challenging situations and become increasingly confident in making decisions based on limited information or under time pressure.

TeamworkPupils will develop their ability to work in a team thus improving their communication and collaborative work skills in order to achieve a common goal.

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LESSON

INTRODUCTION 10 mins

MAIN ACTIVITY 45 mins

In this activity, instruct the class to build a basic landing pad and signalling device to communicate with a fictional helicopter delivering aid from the air (see teaching notes).

1. Set the scene as described in the lesson overview.

2. Split the class into small groups.

3. Explain they will need to build an illuminated landing pad and ask them to first sketch out the circuit and show you before moving onto the practical.

4. Instruct your pupils to build an illuminated landing pad out of the materials you will have pre-assembled at the front of the class (see teaching notes) and get it working.

5. Take the completed pads outside (if the weather is good).

6. Then ask the groups to turn their pads into signalling devices to account for the need to communicate a new message to the helicopter as it approaches.

7. It will be up to the pupils to work out how to break the circuit and reconnect it to make the bulbs flash. Only prompt them if they struggle.

8. Once the pads have been modified, instruct the groups to use Morse code (using the cheat sheets provided) to practice communicating basic messages.

9. Once each group is confident in using their signalling device using the code, tell them:

The weather has got worse! The helicopter won’t be able to land. We must quickly tell the helicopter not to STOP but to DROP the supplies in the shortest possible message. If the message is too long, the pilot won’t see it in time and will try to land the helicopter.

10. When each group has worked out a code, they must then take it in turns to demonstrate it to the class, with the class using Morse code sheets to work out what the code says.

If there isn’t enough time to demonstrate each one individually, tell them to simply tell the class what their code word or words were.

To kick off this lesson, you will first run a refresher using the PowerPoint presentation provided, which will cover:

• Basic circuitry

• Series and parallel circuits (and which one is most reliable)

You will then ask the question:

• How do we communicate from a distance when we can’t use our voices?

(This includes when normal communications such as radio and mobile devices are inoperable)

The answer, of course, is light. Light can be used to convey messages from a great distance, even complex messages can be communicated using a basic code, which is as simple as ‘on/off’.

Next, use the PowerPoint to discuss how Morse code can be used to communicate words and phrases and how this can turn a simple ‘on/off’ circuit into a signalling device.

PLENARY 5 mins

Briefly review the learnings from the main activity and ask your pupils to identify:

• Other situations where light is used to communicate information (lighthouses, flares, televisions and other ‘screens’)

• How the helicopter could have safely dropped the aid package (with a parachute)

DIFFERENTIATION

The weather has got even worse and the pilot can’t see the signal properly. How can you use what you already have to make your lamps brighter? Encourage your pupils to explore ways of making their lamps brighter using the aluminium foil they have left over.

EXTENSION OPPORTUNITY

Have each team construct a basic parachute to drop a small package of ‘supplies’ (15g of sweets, such as Smarties) to the landing strip accurately from at least 2 metres.

There are slides to support this in the PowerPoint.

We would recommend turning this into a second lesson, or demonstrating yourself, and making sure the practical exercise focuses on the building of the circuits and the communication with light using code.

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LESSON

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ASSESSMENT OPPORTUNITIES

• Pupils can use their basic knowledge of circuits to build an illuminated model landing pad

• Pupils can use critical thinking to modify the landing pad into a signalling lamp

• Pupils can use teamwork to learn basic Morse code and communicate a short message with light

LESSON

TEACHING NOTES

CURRICULUM LINKS

• Electricity and electromagnetism

• Current electricity

• Electric current series and parallel circuits

BEFORE YOU START

This is a practical lesson that would ideally occur partially outside, or in an indoor sports hall if the weather is unsuitable. If you are taking part in the advanced extender, you will need a first, second or third story vantage point to drop each parachute from.

Assemble the items listed in the resources at the front of the class before the lesson begins. Ask a technician to assist with the location of the bulbs and batteries, if necessary.

Also, print out the Morse code sheets, also available in the resource download.

RESOURCES

• Download lesson introduction film

• Download Stop or Drop PowerPoint presentation

• Projector

• Screen

• Cardboard boxes

• Aluminium foil – several rolls

• 1.5v bulbs (check they work before the lesson)

• 1.5v batteries (at least three per group)

• Sellotape

• Scissors

• Notepad and pens

To print:

• Morse code sheets

• Equipment checklist (optional)

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7

INTERNATIONAL MORSE CODE

A N 1 . =

B O 2 , +

C P 3 ? -

D Q 4 ! $

E R 5 ‘ @

F S 6 “

G T 7 (

H U 8 )

I V 9 &

J W 0 :

K X ;

L Y /

M Z _

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