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Relationship between Progress Build and Critical Junctive Assessment

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Relationship between Progress Build and Critical Junctive Assessment

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Students have to learn about the forms of energy and how it is being converted through wiring to turn on the hair dryer and apply heating and air.

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Progress build Level 1

Converting electrical energy to another form.

1. Motion

2. Light

3. Thermal

4. Sound

Progress build Level 2

Energy must be supplied and converted from a source, otherwise no electrical energy.

1. Motion Energy

2. Light Energy

Progress build Level 3

Electrical energy can be transferred by wires connecting source converter to device.

1. Transfer through wiring

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Relationship between what students figure out

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Relationship between what students figure out

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Relationship between what students figure out

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Relationship between what students figure out

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Obtain research/information on electrical systems convert and transfer energy in different forms of energy.
Input Energy

System

System Models

Energy

Matter

Output Energy

System

System Models

Energy

Matter

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Different electrical systems to find a solution for causation of blackout.

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1. Student Role:

Observe a simple system

Read Systems

Build simple Electrical system

Discuss parts and functions of a system

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Relationship between Unit Phenomenon & Question

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Relationship between Unit Phenomenon & Question

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1. Phenomenon = Real world problem/ HOOK

2. Question = Things to ask in order to arrive to a solution on how to solve problem.

How does electrical system work?

What are different parts of an electrical system?

Could there be an issue with the Ergston the way they generate electricity?

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How is the Unit designed to support student to figuring out the unit phenomenon?

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How is the Unit designed to support student to figuring out the unit phenomenon?

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1. Phenomena: There was a Blackout in Ergston.

What happened to the electrical system the night of the Ergston blackout?