grade 9 electricity/ electronics technology (10g)grade 9 e lectricity / electronics technology (10g)...

Grade 9 Electricity/ Electronics Technology (10G)

A Course for Independent Study

G r a d E 9 E l E c t r i c i t y /E l E c t r o n i c s t E c h n o l o G y

( 1 0 G )

a course for independent study

2012

Manitoba Educat ion

Manitoba Education cataloguing in Publication data

Grade 9 electricity / electronics technology (10G) : a course for independent study.

isBn-13: 978-0-7711-5147-7

1. Electricity—study and teaching (secondary).2. Electronics—study and teaching (secondary).3. Electricity—Programmed instruction.i. Manitoba. Manitoba Education, citizenship and youth.ii. title: Grade 9 electricity / electronics technology (10G) :a course for distance learning621.30712

copyright © 2012, the Government of Manitoba, represented by the Minister ofEducation.

Manitoba Educationschool Programs divisionWinnipeg, Manitoba, canada

Every effort has been made to acknowledge original sources and to comply withcopyright law. if cases are identified where this has not been done, please notifyManitoba Education. Errors or omissions will be corrected in a future edition.sincere thanks to the authors and publishers who allowed their original materialto be used.

all images found in this document are copyright protected and should not beextracted, accessed, or reproduced for any purpose other than for their intendededucational use in this document.

any websites referenced in this document are subject to change. Educators areadvised to preview and evaluate websites and online resources beforerecommending them for student use.

ce document est disponible en français.

c o n t E n t s

Acknowledgements vi

Introduction 1

Course Content 3

Power Words 3

Introduction 3

How Electricity and Electronics Were Discovered 5

What Will You Learn? 8

What Will You Need? 8

Guide Graphics: What Are They For 16

How Will You Know How You Are Doing? 17

What Is a Typical Module Like? 18

Assistance: Who Can Help With This Course? 19

How Much Time Will You Need? 20

Submission of Assignments: When Do You MailThings To Your Tutor/Marker 22

How Do You Send In Your Assignments 23

Module 1: Electricity: The Shocking Facts on How It Is Produced 1

Introduction 3

Lesson 1: What Is Electricity? 7

Lesson 2: Laws of Electrical Charges 15

Lesson 3: Electrical Conductors, Insulators, and Semiconductors 29

Lesson 4: How Does Electricity Travel? 51

Lesson 5: Ohm’s Law 65

Module 1 Summary 71

Module 1 Learning Activity Answer Keys

Module 1 Assignment 1

c o n t e n t s iii

iv G r a d e 1 1 c h e m i s t r y

Module 2: Safety 1

Introduction 3

Lesson 1: Is Your Home a Hazard Zone? Time to THINK! 5

Lesson 2: Let’s Raise the Stakes! 9

Lesson 3: Metrification and Conversion 11

Lesson 4: Electricity and the Human Body:Resistance and Electric Shock 15

Lesson 5: Voltage and Electric Shock 17

Lesson 6: Hazardous Materials 21

Lesson 7: Tools: Breaking Them Down 25

Module 2 Summary 97

Module 2 Learning Activity Keys


Module 3: Electronic Components 1

Introduction 3

Lesson 1: Resistance 7

Lesson 2: Controls 23

Lesson 3: Capacitors 31

Lesson 4: Circuit Protection 45

Lesson 5: Output Devices 53

Lesson 6: Semiconductors 65

Module 3 Summary 121

Component Test Record 73

Module 3 Learning Activity Answer Keys

Module 3 Assignment 3.1


Module 4: Building a Project: Getting Started withYour Tools and Equipment 1

Introduction 3

Lesson 1: Printed Circuits 5

Lesson 2: Soldering 17

Module 4 Summary 71



Module 5: Series, Parallel, and Combination Circuits 1

Introduction 3

Lesson 1: Circuit Basics 5

Module 5 Summary 13


Module 6: Linking Education to Careers: What Do You WantTo Do For the Rest of Your Life? 1

Introduction 3

Lesson 1: Career Planning 5

Module 6 Summary 141


Module 7: Major Project 1

Glossary 1

c o n t e n t s v

G r a d e 1 1 c h e m i s t r yvi

a c k n o W l E d G E M E n t s

Manitoba Education gratefully acknowledges the contributions of the following individuals in thedevelopment of Grade 9 Electricity/Electronics Technology (10G): A Course for Independent Study.

Course Writer Barry Namaka Glenlawn CollegiateLouis Riel S.D.

Development TeamMembers

Brad Badiuk Kelvin High SchoolWinnipeg S.D.

Tony Michaluk Maples CollegiateSeven Oaks S.D.

Rick Botchar Highbury SchoolLouis-Riel S.D.

Don Kowalski Grant Park High SchoolWinnipeg S.D.

Manitoba Educationschool Programs division

Louise BoissonneaultCoordinator

Document Production Services UnitEducational Resources Branch

Lynn HarrisonDesktop Publisher


Gilles LandryProject Manager

Development UnitInstruction, Curriculum and Assessment Branch

Susan LeeCoordinator

Distance Learning UnitInstruction, Curriculum and Assessment Branch

Grant MoorePublications Editor


Ken NimchukProject Leader

Learning Support and Technology UnitInstruction, Curriculum and Assessment Branch

a c k n o w l e d g e m e n t s vii

G r a d E 9 E l E c t r i c i t y /E l E c t r o n i c s t E c h n o l o G y

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introduction

3i n t r o d u c t i o n

i n t r o d u c t i o n t o t h E c o u r s E

course content

Welcome to Grade 9 Electricity/Electronics Technology!

Welcome to the wonderful and exciting world of electronics! In this course,you will study and learn the basics of electricity and electronics, includingthe following specific topics:

n understand how electricity and electronics affects our lives

n explain the importance of electricity and electronics

n learn important electronic terms

n view and understand various electronics tools

n look at possible career opportunities

Power Words

DVD player repair technician

CD player design technician

amplifier electronics engineer

computer technical designer

electronic components draftsperson

sonar assembly technician

radar machinist

automatic pilot GPS (Global Positioning System)

introduction

Welcome to the world of electronics, one of the newest, most useful, andfascinating of the applied sciences. In today’s high-tech world, electronicscan be an educational and entertaining hobby or career. You probably knowthat electronics has made many high-tech devices possible, such astelevisions, DVD players, CD players, amplifiers, and computers.

4 G r a d e 9 E l e c t r i c i t y / E l e c t r o n i c s te c h n o l o g y

All of these devices are made up of parts called electronic components.These electronic components can alter and change the movement ofelectricity in many useful ways. Finding new ways to control electricity is aconstant challenge. The vehicles that move us around the world arecontrolled by electricity. Ships use sonar and radar to keep them on course.Airplanes use electronic components in their radar and automatic pilotsystems to help make flights safe. Banks rely on electronics for security andfor the accounting of our money. Factories and industry use electronics tocontrol assembly lines, inventory, quality, or precision engineering.Hospitals use many devices with electronic components. These devices areused to find out what is wrong (diagnose) and then treat the patient for theproblem. Space shuttles, trains, satellite signals, and even law enforcementuse electronic technology.

Electricity has contributed more to modern progress than any other singlefactor. Of course, it was not always this way. The term electronics would nothave been included in a dictionary before the 1930s. Most electroniccomponents, measuring processes, and data transmission systems are lessthan 70 years old. To a person from the early 20th century, thedevelopments in electronics in the past few decades would read like a fairytale. Today, it is difficult to find a home that is not affected or enhanced byelectricity, and it is almost impossible to go through a day withoutsomehow using electronics.

A reason to study electronics may be simply to understand and learn aboutthese devices that have such a major influence on our lives. You may wantto repair or build your own electronic stereo equipment, install a car stereo,hook up your own satellite system, repair the family boat trailer wiring, oreven build your own computer. There are also many electronics projectsthat you could build for a fraction of the retail store price. After completingthis course, you will have the knowledge to test these projects, and learnhow the electronic components in them work.


It may be that you find electronics so fascinating that you would beinterested in a career as a repair technician, design technician, electronicsengineer, technical designer, draftsperson, assembly technician, machinist,or even an electronics salesperson. All of these professions require an in-depth knowledge of electronics, including background knowledge on thedevelopment and production of new electronic equipment.

Any of the activities shown below could make use of the electronic deviceknown as the Global Positioning System or GPS (shown below).

how Electricity and Electronics Were discovered

People have always looked for ways to do work easier, faster, and better.They harnessed animal power and reshaped natural objects to make themmore useful. They used levers, ramps, wedges, and wheels. These are calledsimple machines.

Before the Industrial Revolution, people built complex machines that weremade from more than one type of simple machine. For example, plows weremade from levers and wedges, carts were made from levers, wheels, andaxles, and machines such as clocks, guns, and spinning wheels were madefrom even more simple machines. These more complex machines were stillrelatively simple and were usually powered by muscle and built one at atime by one person. These machines were meant to be used occasionally,not all day, and not every day.

The Industrial Revolution, however, changed that. Machines became moreand more complex. Mills and factories made products such as cloth inquantities greater than the population of one village could use. Factoriesand mills were operated by large numbers of people and were operated allday, every day and powered by steam engines or water wheels, notmuscles. This was a truly new way to change, use, and control energy.


However, there were two limitations to these forms of energy (water powerand steam):

1. They could not be easily transported—a waterwheel stays in one placeand steam engines are very heavy.

2. They could not be changed back to their original form—the heat of asteam engine could be changed into rotational movement, but could notbe changed back into heat.

To overcome these limitations, people looked for a form of energy thatcould be easily transported and changed. The answer was electricity.

1. Electricity can be transported (or transmitted) through wires over longdistances.

2. Electricity can be changed or transformed into a different kind ofenergy. The reverse is also true—other types of energy can betransformed into electricity. For example, nuclear power, water power,fossil fuels, wind power, solar power, and geothermal power can all betransformed into electricity.

There are several ways that energy can be made. You can make (generate)small amounts of electronic power by squeezing crystals. This is calledpiezoelectricity. One example of piezoelectricity is found in running shoeswith lights that flash each time the runner hits the ground. Anotherexample is electronic bathroom scales with a crystal inside that determinesyour weight when someone steps on the scale.

A thermocouple is another device that generates power by making smallamounts of electronic power directly from heat.

In the previous two paragraphs, you encountered a new word—electronic.It is almost “electricity.”

Electricity and electronics are close, but not the same. They both operate onthe condition that electrons (part of atoms) in some materials can be madeto move from one place to another and do work on the way. Does thissound familiar? Think of water power.

We often use the words electrical and electronic together, however, becauseone device can be both electronic and electrical. The following definitionshelp explain the difference between the two terms:

n When we make (generate), use, or transport large amounts of electricalpower, we use the word electric (or electrical or electricity).

n We call it electronic when small amounts of power are involved. It iselectronic when semiconductors are used. It is also electronic whenelectricity is used to communicate or to control something.


This means that a machine can be both electronic and electric—for example,an air conditioner. An air conditioner is electric because it uses largeamounts of power to run a fan and compressor. This moves heat frominside a house to the outside. The controls, however, are electronic becausethey use tiny amounts of electricity to test the temperature inside the house.Tiny electronic circuits compare the temperature inside the house to thetemperature requested. These circuits turn the fan or compressor on or off.The electronic controls increase and decrease the fan speed and turn thecompressor on or off throughout the day, using almost no power to controllots of power. The air compressor is also electronic.

Similarly, the alternator in a car generates electricity to run the spark plugs,radio, headlights, and heater fan—the alternator, however, is electric and iscontrolled by an electronic regulator. This regulator consists of asemiconductor circuit that turns the alternator on and off—the alternator isalso electronic.

As you read this introduction, you may have questions or feel confused by anew term or by the way it is used. Don’t worry, these new terms and ideaswill be explained and explored in more detail later in the course. As youcontinue through the course, reread the introduction and see how yourunderstanding of electricity and electronics has improved.

What Will you learn?

In each lesson, you will read a few pages and then complete a learningactivity and/or assignment. Some lessons may require you to do someinvestigative research or observation work in the community. There are thefollowing seven modules in this course:

Module 1: Electricity: The Shocking Facts on How it is Produced

Module 2: Safety

Module 3: Electronic Components

Module 4: Building a Project: Getting Started with Your Tools and Equipment

Module 5: Series, Parallel, and Combination Circuits

Module 6: Linking Education to Careers

Module 7: Major Project


What Will you need?

In order to complete this course, you should have access to the following.

Grade 9/10 Electronics dVd

When registering for this course, you should also have ordered the Grade 9/10 Electronics DVD (DV-1114). This DVD is also used in the Grade 10 Electronics course so keep it safe in case you decide to take theGrade 10 course. You will be required to watch segments of this video asyou work your way through the course. If you have not ordered thisDVD, contact the Independent Study Option office at 1-800-465-9915.

Grade 9 Electricity kit

You will need the Grade 9 Electricity Kit to complete this course. If youhave not ordered it, contact the Manitoba Text Book Bureau at<www.mtbb.mb.ca> or telephone 1-866-771-6822. Please note that there aretwo options when purchasing the Grade 9 Electricity Kit. If you alreadyhave the seven items from the tool kit, whether at home or at school, youwould order kit #3308. If you require all the supplies for this course, youwould order kit #9993. If necessary, it is also possible to purchase the circuitboard found in the Project Kit separately from the Manitoba Text BookBureau, Stock #3307.

Each student needs to purchase his or her own Grade 9 Electricity Kit, asgroup submissions for projects and assignments will not be accepted.

other supplies/requirements

n Safe work area with 120 volt, 15 amp power supply

n Equipment to view a DVD

n Calculator

n 9-volt batteries


A list outlining all components found in the Grade 9 Electricity Kit is shownbelow.

It should be noted that manufacturers periodically change the design oftheir product and, as a result, the items in your kit may differ in some wayfrom the illustrations in this document. This applies only to appearance anddoes not affect the use or strength of any of the items.

MTBB #9993Electricity Kit with Tool Kit

MTBB #3308Electricity Kit without Tool Kit

tool kit

digital multimeter (dMM)wire strippersneedle-nose pliersdiagonal/side cutterssoldering ironsoldering iron stand w/cleaning spongesafety glasses

students need access to the tool kit items buthave access to these items either at home orat school.

these are the same seven items that arefound in the Grade 10 Electricity kit.

Project kit Project kit

1 circuit board (PcB)1 spool of solder1 buzzer1 battery snap8 pieces stranded wire1 slide switch1 scr2 diodes1 capacitor1 fuse2 fuse clips1 pushbutton switch (normally closed)3 resistors2 – 1.0 uF electrolytic capacitor1 red lEd

1 circuit board1 spool of solder1 buzzer1 battery snap8 pieces stranded wire1 slide switch1 scr2 diodes1 capacitor1 fuse2 fuse clips1 pushbutton switch (normally closed)3 resistors2 – 1.0 uF electrolytic capacitor1 red lEd

Experiment kit Experiment kit

1 solderless circuit board1 resistor1 light emitting diode (lEd)1 neon bulb2 piece solid wire1 9-volt battery snap1 – 470 uF electrolytic capacitor

1 solderless circuit board1 resistor1 light emitting diode (lEd)1 neon bulb2 piece solid wire1 9-volt battery snap1 – 470 uF electrolytic capacitor

Practice soldering kit Practice soldering kit

solder (use solder from the project kit)4 miscellaneous resistors1 piece of printed circuit board

solder (use solder from the project kit)4 miscellaneous resistors1 piece of printed circuit board

inventory time!

Let’s go through your tool kit and make sure you have the following toolsand equipment.

Diagonal/Side Cutters

Needle-nose Pliers

Wire Strippers

Solderless Circuit Board

G r a d e 9 E l e c t r i c i t y / E l e c t r o n i c s te c h n o l o g y10

Soldering Iron with

Holder and Cleaning Sponge

Solder (Rosin Core)

Safety Goggles

Digital Multimeter (DMM)

i n t r o d u c t i o n 11

tool kit

Tool Kit

Tool Kit Contents


Project kit

Project Kit

Project Kit Contents

Note: Buzzer not asshown. See below.

Note: Correctbuzzer shown here.


Experiment kit

Experiment Kit

Experiment Kit Contents


Practice soldering kit

Practice Soldering Kit

Practice Soldering Kit Contents


Note:

The soldering

wire in the

Project Kit will be

enough wire for

the Soldering

Practice Project.

Guide Graphics: What are they For?

Guide graphics are used throughout this course to identify and guide youin specific tasks. Each graphic has a specific purpose, as described below.

This icon indicates the learning outcomes you are expected toachieve (that is, what you are expected to learn) by the end of thecourse module.

This icon indicates key words that you will learn in the module.

Complete this learning activity to help you review or practisewhat you have learned, and to prepare for your assignment orexamination. You will not be sending learning activities to yourtutor/marker.

This graphic reminds you to check your work in the answer key.

This icon indicates it’s time to watch the DVD that was orderedduring your course registration.

This icon indicates that it is time to stop and make sure you areproceeding correctly. It could mean it’s time to make sure youare doing the required mail-in assignments, or it could bereminding you to make sure you are following the correct safetyprecautions.

This guide graphic tells you that there is an assignment you mustcomplete and send to your tutor/marker.

This guide graphic tells you that there is an assignment you mustcomplete and send to your tutor/marker, and that you mustinclude the required cover sheet.

This graphic indicates that there is a project you must completeand send in to your tutor/marker.

It is time to write your final exam.


how Will you know how you are doing?

You will know how well you are learning by the following methods ofassessment.

learning activities

One of the easiest and fastest ways to find out how much you havelearned is by completing the learning activities. Once you have completeda learning activity, you can assess your progress by checking yourresponses against the Learning Activity Answer Keys found at the end ofeach module. You will need a notebook to write down your answers.

Besides giving you feedback, the learning activities will help you practisewhat you have learned and prepare you to successfully complete yourassignments and exam. Many of the questions on the exam will be similar tothe questions in the learning activities. Remember that you do not maillearning activities to your tutor/marker.

assignments

Most lessons contain assignments that you will be sending to yourtutor/marker for assessment. In order to do well on each assignment, youshould complete all learning activities first and check your answers in theanswer key provided. Remember to keep all assignments that have beenmarked and returned to you, as you will need to review them for theexam.

The total mark for all module assignment work totals 70% of the total markfor the course. The Log Sheets list everything that has to be completed andhanded in for that module. At the end of each module, submit all of theAssignments, as well as the Log Sheet for that module.

Major Project

You will be completing and sending in the Major Project at the end ofModule 7. Your project consists of building an Intruder Alarm and isworth 15% of the final mark for the course.


Final Exam

The final exam covers the entire course and is worth 15% of the finalmark. The final exam must be written under the supervision of a proctor.When you start Module 6, you need to make arrangements to write theexam. When you reach this point, do one of the following:

n If you are attending school, ask your school’s Independent StudyOption (ISO) Facilitator to add your name to the ISO exam eligibility list.Do this at least three weeks prior to the next scheduled exam week.

n If you are not attending school, check the Examination Request Formfor options available to you. The Examination Request Form was mailedto you with this course. Fill in this form and mail or fax it three weeksbefore you are ready to write the exam. The address is:

ISO Registration555 Main St.Winkler, MB R6W 1C4Fax: 204-325-1717Telephone: 1-800-465-9915

What is a typical Module like?

Each module in this course is made up of several lessons, which areorganized as follows:

n Introduction: Each lesson begins by outlining what you will be learning.

n Power Words: Throughout this course you will be introduced to wordsthat will increase your electronics vocabulary. These words are called“power words.” Each power word will be in bold and the definition foreach word can be found in the glossary at the end of the booklet. Youshould be able to define and/or explain these words when you havecompleted this course.

n Lesson: The main body of the lesson is made up of the content that youneed to learn. It contains explanations, diagrams, and fully completedexamples.

n Summary: Each lesson ends with a brief review of what you justlearned.

n Learning Activities: Most lessons have a learning activity. These includequestions that you should complete in order to help you practise orreview what you have just learned. Once you have completed a learningactivity, you should check your answers with the answer key provided.


n Assignments: Assignments are found at the end of lessons. You willmail or email all of your completed assignments to your tutor/markerfor assessment.

n Projects: You will be completing and sending in two hand-in projects(Module 4 and Module 7). These are forwarded to your tutor/marker forreview and/or assessment.

assistance: Who can help you With this course?

There are two people who can help you to succeed in this course:

your tutor/Marker

Tutor/markers are experienced educators who tutor independent studentsand mark assignments and examinations. When you are having difficultywith something in this course, be sure to contact your tutor/marker, who isthere to help you. Your tutor/marker’s name and contact information weresent to you with this course. If you are not sure how to contact yourtutor/marker, phone the ISO office at 1-800-465-9915.

your learning Partner

A learning partner is someone you choose who will help you learn. It maybe someone who knows something about science, but it doesn’t have to be.A learning partner could be someone else who is taking this course, ateacher, a parent or guardian, a sibling, a friend, or anybody else who canhelp you. Most importantly, a learning partner should be someone withwhom you feel comfortable, and who will support you as you workthrough this course.

Your learning partner can help you keep on schedule, check your work,help you make sense of assignments, read the course with you, or look atyour learning activities and respond to them. You may even study for yourexam with your study partner.

your supervisor

The next person who can help you is your supervisor. Your supervisor

could be a teacher in your school or one of your parents. Your supervisor

will help you keep on schedule, check your work, help you make sense of

the assignments and the Hand-In Project, or look at your work and give

you advice. In order to complete this course, your supervisor must sign

and initial your Log Sheets before you mail them in to your

tutor/marker.


how Much time Will you need?

Learning through independent study has several advantages over learningin the classroom. You are in charge of how you learn and can choose howquickly you will complete the course. You do not have to wait for yourteacher or classmates, and can read as many lessons as you wish in a singlesession.

From the date of your registration, you have a maximum of one year tocomplete the course, but the pace at which you proceed is up to you. Readthe next few pages to get a recommendation on how to pace yourself.

chart a: semester 1

Here is a suggested timeline that you can follow if you start your course inSeptember and need to complete it by the end of January.

Module Completion Date

Module 1 mid-September

Module 2 mid-October

Module 3 mid-November

Module 4 mid-December

Modules 5 and 6 early January

Module 7 mid-January

Final Examination end of January


chart B: semester 2

Here is a suggested timeline that you can follow if you start your course inJanuary and need to complete it by June.

chart c: Full school year (not semestered)

Here is a suggested timeline that you can follow if you start your course inSeptember and need to complete it by June.


Module 1 mid-February

Module 2 mid-March

Module 3 mid-April

Module 4 mid-May

Modules 5 and 6 end of May

Module 7 early June

Final Examination early June


Module 1 mid-October

Module 2 mid-December

Module 3 mid-February

Module 4 mid-April

Modules 5 and 6 mid-May

Module 7 early June

Final Examination early June


Do not wait until the last minute to complete your work, since yourtutor/marker may not be available to mark it immediately. If you aremailing your assignments, make sure that you leave enough time for yourwork to travel through the mail, as it might take over a week. Rememberthat you must mail your two projects to your tutor/marker. It may also takea few weeks for your tutor/marker to mark everything and send the marksto your school.

If you need this course to graduate this school year, remember to scheduleand complete your final exam by June 1.

submission of assignments: When do you Mail things to yourtutor/Marker

While working on this course, you will mail or email completedassignments to your tutor/marker five times. Each time you send anassignment, you must include the module Cover Sheet, which you willfind at the end of this introduction. The following chart shows you exactlywhat you will be mailing in at the end of each module.

Submission of Assignments, Log Sheets, and Project

Mailing Modules Assignments That You Will Be Sending In

Mailing 1 Module 1 log sheet and assignment 1

Mailing 2 Module 2 log sheet and assignment 2

Mailing 3 Module 3 log sheet, assignment 3.1, assignment 3.2

Mailing 4 Module 4 log sheet, assignment 4.1, assignment 4.2

Mailing 5 Modules 5 and 6 log sheet and assignment 5log sheet and assignment 6

Mailing 6 Module 7 log sheetMajor Project: intruder alarm


how do you send in your assignments?

In this course, you have the choice of either mailing or emailing yourassignments. Remember that your two projects will need to be mailed toyour tutor/marker.

n Each time you mail something, you must include the print version of theapplicable Cover Sheet (found at the end of this Introduction).

n Each time you email something, you must include the electronic versionof the applicable Cover Sheet (found at<www.edu.gov.mb.ca/k12/dl/downloads/index.html>).

Complete the information at the top of each Cover Sheet before mailing oremailing it along with your assignments.

Throughout this course, you will be asked to do a variety of questions andexperiments. Staying organized and “on track” will be key to yoursuccessful completion of this course. The Log Sheets that follow thisIntroduction will provide you with a list of the work required in each lessonfor Modules 1 to 7. As you work through the course, keep track of whereyou are and what you have to do by placing a checkmark beside each itemlisted on the Log Sheet once it has been completed.

Mailing your assignments and log sheets

If you choose to mail your completed assignments, please photocopy allthe materials first so that you will have a copy of your work in case yourpackage goes missing. You will need to place the applicable moduleCover Sheet and assignments in an envelope, and address it to

ISO Tutor/Marker555 Main StreetWinkler MB R6W 1C4

Your tutor/marker will mark your work and return it to you by mail.


Emailing your assignments

If you choose to email your assignments, make sure you have savedcopies of them before you send them. That way, you can refer to yourassignments when you discuss them with your tutor/marker.

To email your completed assignments, you will first need to do one of thefollowing:

n If you are attending school, please ask your ISO school facilitator (theperson who signed your ISO Registration/Admission Form) forpermission to email your assignments and to determine your school’sprocedure for emailing assignments. Contact your tutor/marker toconfirm that the course material can be marked electronically.

n If you are not attending school, please obtain permission directly fromyour tutor/marker to submit your assignments electronically.

How to Submit Your Work (files must not exceed 5 MB)

Please submit your work in the file types shown below:

n Written work: Microsoft Word files (doc) or RTF files

n Spreadsheets: Microsoft Excel files (xls)

n Pictures and graphics: JPEG or GIF files

n Scanned work: PDF files (save multiple pages in one file)

How to Send Your Email

1. Use the following format to compose your email.

To: [email protected]

cc: [your iso school facilitators’ email address, if you attend school]

Subject: [your name] Grade 9 Electricity/Electronics technology (10G)

Attachments: log sheet 1.doc; assignment 1.doc

Message: log sheet 1, assignment 1

Tutor/marker: __________________________________________________

School: __________________________________________________

2. Attach your files (files must not exceed 5 MB).

3. Email your assignments to <[email protected]>. Do notemail your assignments directly to your tutor/marker. Email sentdirectly to the tutor/marker will be returned unread.

Your tutor/marker will mark your work and return it to you by email.


G r a d e 9 e l e c t r i c i t y /e l e c t r o n i c s t e c h n o l o G y

( 1 0 G )

Module 1: electricity: the shocking Facts onhow it is Produced

M o d u l e 1 : e l e c t r i c i t y : t h e s h o c k i n G

F a c t s o n h o w i t i s P r o d u c e d

introduction

Module 1 introduces you to the concept of electricity, explains electricalcharges, and then goes on to look at electrical conductors, insulators, andsemiconductors, which leads to a discussion of how electricity travels.The module concludes with an explanation of Ohm’s Law.

Power words

Module Focus

When you finish this lesson, you will be able to

q identify terms, variables, numerical coefficients, constants,and exponents

q draw pictures of expressions using algebra tiles

q write algebraic expressions from diagrams

q describe a situation using a polynomial expression

atomsneon bulbhumiditymatterelementsmoleculeprotonelectronneutronnucleus

neutral chargeelectrical chargestatic electricityferrous metalspermanent magnetelectrostatic force fieldsolderless circuit boardconductorsinsulatorssemiconductors

schematic diagramsshort circuitfilamentamperesvoltageelectromotive force (EMF)currentohmsresistanceelectromagnet

M o d u l e 1 : e l e c t r i c i t y : t h e s h o c k i n g F a c t s o n h o w i t i s P r o d u c e d 3

assignments in Module 1

You will need to complete Assignment 1 at the end of Lesson 5. After youhave completed the assignment, fill out the Log Sheet for Module 1 andforward it, along with your completed assignment and module coversheet, to your tutor/marker.

G r a d e 9 e l e c t r i c i t y / e l e c t r o n i c s te c h n o l o g y4

l e s s o n 1 : w h a t i s e l e c t r i c i t y ?

introduction to electricity

Electricity and electronics are such an important part of our lives that wemay never go a day without using them. Even when camping, we maystill use a radio, GPS, flashlight, or boat motor. Guess what they all havein common.

Electricity is a form of energy that is all around us. Electrical energy istransformed into light and heat energy by electric light bulbs. It ischanged into mechanical energy by the motor in a washing machine,radio-controlled car, or hair blow dryer. It is changed into sound and lightin a television. We are living in a world full of electronic and electricaldevices. We are so used to them that we sometimes don’t even noticethem. This lesson will explore the question of why these devices work.Where does the energy that powers these devices come from? Let us goahead and learn about what electricity actually is, and how we use itevery day.

Examples of how electricity is used on a regular basis are shown below.

In the Introduction to this course, you will find log sheets that will be

used throughout this course to help you monitor the assignments that

are in each module, which assignments you have completed, and the

assignments to be submitted to your tutor/marker. Use a checkmark in

each box to indicate each completed student challenge, lesson

experiment, or assignment.


student challenge 1

Can you make and see electricity without being zapped?

Yes, of course you can! Here’s how. Open the Experiment Kit packageand identify the neon bulb. Two wires come out of the neon bulb. Graspone of the two wires with your fingertips. You will need to be in acarpeted area and in your socks. Walk around on the carpet, making surethat you rub your feet against the carpet. Then touch the second wire leadto a metal object such as a doorknob. The neon bulb should flash.

Troubleshooting

If this experiment doesn’t work as described, the reason might be:

1. There is too much humidity in the air.

2. The two leads or legs of the NE2 bulb are touching together.

3. You need to rub your feet on the carpet for a longer time.

4. You need to hold the NE2 bulb by just one leg, not two.

You should understand that you did not see electricity, but rather yousaw the effect of electricity on the air and the neon in the small lamp. Thiseffect can be seen in the objects pictured on the following page.

NE2 Bulb

Exciting Fact

excited neon atoms release red light.


Now that you have seen the effect of electricity, the next step is to look atwhat makes up electricity. To begin, all things in nature are made up ofmatter. Matter is anything that has mass and occupies space. The pages ofthis book, the parts in your kit, and even your own body is made up ofmatter. Matter cannot be described by colour, taste, and hardness. Theseare observable characteristics that truly do not define what the substanceis made of.

To understand this further, matter can be broken down into smaller partscalled molecules. Molecules are so small that they cannot be seen by thenaked eye. Molecules are made up of even smaller particles called atoms.These atoms are so small that a piece of copper the size of the head of apin would contain millions of atoms. Atoms can then be broken downeven further into sub-atomic particles. These smaller sub-atomic parts ofan atom are known as protons, electrons, and neutrons. It is one of theseparticles that provides the energy to power electronic and electricaldevices.

When all atoms in a substance are alike, the substance is called anelement. There are just over 100 elements in total. Each of these elementsis then broken down into its own physical, chemical, and electricalproperties. They all have very unique qualities. Some examples ofelements that make electricity and electronics possible are copper,aluminum, carbon, gallium, germanium, neon, oxygen, silicon, gold, andsilver.

What’s the Matter?

there are as many molecules in one teaspoon of water as there are teaspoonfuls ofwater in the atlantic ocean.


Components of Electricity

complete the following. learning activities are provided to help youpractise what you have learned. remember that you do not send learningactivities to your tutor/marker.

redraw each of the following four items.

1. Matter: it can be defined as anything that occupies space and hasmass, being a solid, liquid, or gas.

2. Molecules: Molecules are made up of one or more types of atoms.

3. Single atom: this is a pure basic substance or element.

(continued)

Learning Activity 1.1

redraw

redraw

water molecule

electron

nucleus

(neutrons

and protons)

redraw

sodium atom


Learning Activity 1.1: Components of Electricity (continued)

4. Sub-atomic particles: these are protons, electrons, and neutrons.

check your answers in the learning activity answer keys found at the endof this module.

To fully understand electricity, study the research of a brilliant scientist by the name of Niels Bohr.

Bohr presented a structural model of an atom. Hesuggested that the atom is similar to a miniature solarsystem, with the nucleus being the centre of the atom.Tiny particles orbit the nucleus like the planets in oursolar system rotate around the sun. Although othermodels exist, Bohr’s model is the simplest to understandand will be used to explain electron theory hereafter. To further simplifyelectron theory, a hydrogen atom will be used.

redraw

neutron

+

protonelectron

Niels Bohr


Hydrogen Atom

Below is a graphic image of Bohr’s model of the hydrogen atom. recreatethis image in the space provided.

check your answer in the learning activity answer keys found at the endof this module.

There are thousands of different materials in nature called compoundsthat are made of molecules. A compound is a chemical combination oftwo or more elements. Everywhere in the compound, atoms of the sameelement are bonded to each other in the same proportions. For example,carbon dioxide is a gas that is a byproduct of an organism breathingoxygen and then burning that oxygen as fuel in the body. This byproductis exhaled as carbon dioxide and each molecule of carbon dioxideincludes one carbon atom bonded to two oxygen atoms (CO2). Water(H2O) consists of two hydrogen atoms bonded to one oxygen atom. Wecan break these bonds, but the pure atoms (elements) that we get tend tojoin other atoms to form different compounds.

Learning Activity 1.2


Although we rarely find pure elements by themselves in nature, there areinstances where it happens such as pure copper (Cu), diamond (purecarbon), and liquid mercury (Hg). Mostly, however, elements combinewith other elements to form compounds. This is important because eachatom has electrons, the starting point for electricity. Every element has atleast one neutron, one proton, and one electron. The only exception is thecommon form of hydrogen which does not have a neutron, but has oneproton and one electron. There are two other more “exotic” forms ofhydrogen—both radioactive—called deuterium and tritium that do haveneutrons. We won’t be discussing these two forms at this time but go andsearch out more information if you are interested.

The nucleus is in the centre of the atom and contains the neutrons andprotons. For our purposes, each atom of a certain element has the samenumber of protons as every other atom of that element. If you couldchange the number of protons, you could then transmute your atom intoa different element. This does happen in certain forms of what is referredto as radioactive decay.

Most of the time, though, the atom of a particular element has the samenumber of electrons as protons. If one electron is knocked away, it “opensthe door” for that atom to combine with another nearby atom, and its freeelectron can then be attracted elsewhere. To help understand howelectrons operate, think of them as orbiting the nucleus in shells. Atomsdifferent number of shells, each with a different number of electrons.

For example, each atom of copper has 29 protons and 29 electrons. Theelectrons are contained within four shells or energy levels. The outer shellhas only one electron. When an atom has only one, two, or three electronson its outer shell, those electrons get bumped off easily. The atom hassuch a loose hold on the outer electrons that these electrons often breakfree, landing up on the outer shell of another atom. The atom that loses anelectron has a positive charge for an instant and attracts another freeelectron. This flow of free electrons is called electricity.

Atoms with two or three electrons in the outer shell are strong conductors(such as aluminum and copper). Atoms with six or eight electrons in theouter shell are strong insulators (such as carbon). Atoms with fourelectrons may belong to a special class called semiconductors (such assilicon, an important element for electronics technologies).


As previously mentioned, the centre of this atom is the nucleus. There isonly one particle inside the nucleus of the hydrogen atom. It has apositive charge (+) and is called a proton. A particle, known as theelectron, vibrates or orbits around the nucleus with a negative charge (–).The electron has very high energy and moves at a speed of 112,000 km/second.

In relation to the proton, the electron is very small, but it is the particlethat provides us with electrical energy. Since the hydrogen atom has onenegative and one positive charge, we could say that it has a neutralcharge. For electricity to be produced, we need to alter the state of theatom. This leads us to the next lesson on the laws of electrical charges.

The words electricity, electron, and electronic are all related to Greekexperiments with electric charges.

Electrum is the Greek word for amber. Amber is a semi-precious stonemade from petrified tree sap. Many years ago, it was discovered that acharge of static electricity could be generated by rubbing amber with a bitof silk. Electrons from the silk built up in the amber, and when releasedthe result was a sudden shock. The word electricity was used for thingsthat acted like amber.

Static electricity is a form of energy that is difficult to use. The word staticmeans “not moving.” When a static charge is built up, it dischargessuddenly and completely as soon as it finds a suitable path for the excesselectrons that have been moved about by friction (or rubbing).

Shocking FACT

did you know that the police use electrons to catch speeding cars? the radar gunshoots a wave carrying electrons, which bounces off the automobile and then returnsto the radar gun on the returning wave.



An example of static electricity is when you rub your feet on a dry carpetand then touch something metallic such as a doorknob. The electricalcharge immediately discharges. It is hard to think of a way that thischarge could be made to discharge slowly in order to do useful work.

Much larger quantities of energy are released in a lightning storm. Cloudsbuild up a charge by rubbing against air or other clouds. Sometimes yousee lightning discharge from one cloud to another. More often, when alarge charge is built up, there is enough charge to jump the gap from thecloud to the earth. This sudden charge is incredibly powerful. You haveprobably noticed that when lightning hits a tree, that part of the treewhere the current hit often explodes from the sudden, intense heat.

n o t e s


Printed in CanadaImprimé au Canada

Released 2012

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