LESSON 06
Date prepared: Lesson according to PPCT:
Lesson 12: ELECTRIC ENERGY AND POWER. JUNE - LENSZER'S LAW
I. GOAL (Step C1: Determine the goal)
I.1. Knowledge
+ State that the work of a power source is the work of the strange force inside the power source and is equal to the work of the current in the entire circuit.
+ Write the formula to calculate the power of the power source
+ State the definition of power of a power source and write the calculation formula
+ State the definition of an electric receiver and the meaning of the electric counter-current of the receiver.
+ Understand the energy transformation inside the power source and external circuit
I.2. Skills
+ Apply formulas to calculate work and power of electric current, power source, and electric receiver
+ Convert Wh to J (1 Wh = 3.6.10 6 J)
+ Process information of item 1. Work and power of electric current running in a circuit" level 3, and work with tables at level 2
I.3. Attitude
Initially forming a positive, proactive and cooperative learning attitude in the group. Consciously practicing learning skills with textbooks and physics in learning.
II. ANALYZE THE CONTENT AND REQUIREMENTS OF THE LESSON (Step C2: Analyze the content and requirements of the lesson)
Lesson 12 Electric energy and electric power. Joule - Lenz's law" is the third lesson of the chapter "Constant current". This lesson is required to be taught in one class period with the lesson content presented in four sections in order: Work and power of electric current running in a circuit, Work and power of power source, Work and power of electric consuming devices, Measuring power and electric power consumption. The lesson content is presented mainly in text, and is supported by 04 photos, 02 tables, 02 drawings, 04 leading questions.
C i , 04 questions and 05 exercises to consolidate after the lesson. In addition, there is a section called "Do you know?" containing 01 data table.
Most of the concepts and knowledge in this lesson have been learned by students in junior high school, grade 10 high school and previous lessons of the advanced Physics 11 program. In particular, the entire content of the first section has been learned completely in junior high school, there is nothing new. Therefore, this is an advantage for students to work with the textbook to absorb the knowledge content of this section. In the second section, after the teacher guides students to understand the transformation of energy and work and strange forces inside the power source, students can acquire knowledge of this section by working with the textbook. The third section refers to the relatively new concept of an electric receiver. Therefore, the teacher needs to clarify and help students distinguish between an electric receiver and a power source (generator), and at the same time guide students to give expressions about the work and power of the electric receiver. In general, the first three sections of the lesson revolve around calculating work and power, these concepts and calculation formulas are quite familiar to students. Teachers need to help students recognize and distinguish between the work and power that need to be calculated and whether it belongs to the electric current, transmitter or receiver.
The authors of the textbooks provide tables 12.1 and 12.2 in this lesson to provide students with information about the power consumption of some power sources and familiar and close items in their daily lives. This helps students connect their scientific knowledge with reality. Therefore, teachers should also organize students to work with these tables so that they can have the most lasting comparison information.
III. STEP C3: Identify skills for working with textbooks
Process information of item 1 from level 3 text channel, work with level 2 tables
IV. PREPARATION (Step C4: Plan to organize students to work with textbooks)
IV.1. Teacher's preparation
+ Duration, time, and form of working with textbooks for students: 8 minutes, in class, students work in groups of 4-6 students/group
+ Determine students' tasks: Students read items 1 and 2 to complete worksheet 6HT1 at level 3, and work with tables 12.1 and 12.2 to compare the capacity of power sources and power consuming devices.
+ Build 6HT1 study sheets, display 6HT1 sheets of groups and project tables 12.1, 12.2
6HT1 STUDY SHEET
Lesson 12:
School:………..………………class:……..group:……group leader:………………… Read section 1. Work and power of electric current”, summarize the main content and answer the questions below:
CH1: When a voltage is applied to the two ends of a resistor or an electrical consumer, what force causes the directional movement of the charges to form an electric current?
CH2: Why does the work of the force shown in CH1 perform mechanical work?
CH3: Why is it said that the work of the electric current running through a circuit is also the electric energy consumed by that circuit?
Summary:
IV.2. Game preparation
+ Review knowledge of work, power, current, power source, Joule-Lenz law learned in middle school and high school
+ Advanced Physics textbook for grade 11 high school and writing tools, scrap paper
V. TEACHING PROCESS
Activity 1 (5 minutes): Review old lesson and introduce new lesson
Teacher's activities
Game Activities | |
+ Require students to present: define electric source, electric current, state the force that makes electric charge move outside and inside the electric source, write formulas to calculate mechanical work, power and expression of Joule - Lenz's law + Ask students to tell about energy transformation | + Answer the questions the teacher asks and write the expressions on the board. + Analysis of energy conversion |
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Analyze Lesson Content and Requirements (Step C2: Analyze Lesson Content and Requirements) -
Car body electrical practice - 8
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If the voltage is out of specification, replace the wire or connector.
If the voltage is within specification, install the front fog light relay and follow step 5.
Step 5 Check the front fog light switch
- Remove the D4 connector of the fog light switch
- Use a multimeter to measure the resistance of the front fog light switch.
Measurement location
Condition
Standard
D4-3 (BFG) -D4-4 (LFG)
Light switchFront Fog OFF
>10kΩ
D4-3 (BFG) -D4-4 (LFG)
Front fog light switchON
<1 Ω
- Standard resistor
D4 connector is located on the combination switch assembly.
If the resistance is out of specification, replace the combination switch (the fog light switch is located in the combination switch).
If the resistance is within specification, follow step 6.
Step 6 Check wiring and connectors (front fog light relay-light selector switch)
- Disconnect connector D4 of the combination switch assembly
- Use a voltmeter to measure the voltage value of jack D4 on the wire side.
Measurement location
Control modecontrol
Standard
D4-3 (BFG) - (-) AQ
TAIL
11 to 14 V
D4 connector for the wiring of the combination switch assembly
If the voltage does not meet the standard, replace the wire or connector.
If the voltage is within standard, there may have been an error in the previous measurements.
Step 7 Check the front fog lights
- Remove the front fog light electrical connector.
- Supply battery voltage to the fog lamp terminals
Jack 8, B9 of front fog lamp on the electrical side
blind first.
Power supply location
Terms and Conditions
Battery positive terminal - Terminal 2Battery negative terminal - Terminal 1
Fog lightsbefore morning
- If the light does not come on, replace the bulb.
If the light is on, re-plug the jack and continue to step 8.
Step 8 Check wiring and connectors (relay and front fog lights)
- Disconnect the B8 and B9 connectors of the front fog lights.
- Use a voltmeter to measure voltage at the following locations:
Measurement location
Switch location
Terms and Conditions
B8-2 - (-) AQ
Electric lock ON TAIL size switchFog switch ON
11 to 14 V
B9-2 - (-) AQ
Electric lock ONTAIL size switch Fog switch ON
11 to 14 V
B8 and B9 connectors on the front fog lamp wiring side
Voltage is not up to standard, repair or replace the jack. If up to standard, there may have been an error in the measurement process.
2.2.4. Procedure for removing, installing and adjusting fog lights 1. Procedure for removing
- Remove the front inner ear pads
Use a screwdriver to remove the 3 screws and remove the front part of the front inner ear liner
-Remove the fog light assembly
+ Disconnect the connector.
+ Use a screwdriver to remove 3 screws to remove the fog light cover
2. Installation sequence
-Rotate the fog lamp bulb in the direction indicated by the arrow as shown in the figure and remove the fog lamp from the fog lamp assembly.
-Rotate the fog light bulb in the direction indicated by the arrow as shown in the figure and install the light into the fog light assembly.
- Use a screwdriver to install the fog light cover
-Install the electrical connector
Attention: Be careful not to damage the plastic thread on the lamp assembly.
- Install the front inner ear pads
Use a screwdriver to install the front inner bumper with 3 screws.
3. Prepare the vehicle to adjust the fog light convergence. Prepare the vehicle:
- Make sure there is no damage or deformation to the vehicle body around the fog lights.
- Add fuel to the fuel tank
- Add oil to standard level.
- Add engine coolant to standard level.
- Inflate the tire to standard pressure.
- Place spare tire, tools and jack in original design position
- Do not leave any load in the luggage compartment.
- Let a person weighing about 75 kg sit in the driver's seat.
4. Prepare to check the fog light convergence
a/ Prepare the vehicle status as follows:
- Place the car in a dark enough place to see the lines. The lines are the dividing line, below which the light from the fog lights can be seen but above which it cannot.
- Place the car perpendicular to the wall.
- Keep a distance of 7.62 m between the center of the fog lamp and the wall.
- Park the car on level ground.
- Press the car down a few times to stabilize the suspension.
Note: A distance of approximately 7.62 m is required between the vehicle (fog lamp center) and the wall to adjust the convergence correctly. If the distance of 7.62 m cannot be achieved, set the correct distance of 3 m to check and adjust the fog lamp convergence. (Since the target area varies with the distance, please follow the instructions as shown in the figure.)
b/ Prepare a piece of thick white paper about 2 m high and 4 m wide to use as a screen.
c/ Draw a vertical line through the center of the screen (line V).
d/ Set the screen as shown in the picture. Note:
- Keep the screen perpendicular to the ground.
- Align the V line on the screen with the center of the vehicle.
e/Draw the reference lines (H, V LH and V RH lines) on the screen as shown in the figure.HINT:
Mark the center of the fog lamp on the screen. If the center mark cannot be seen on the fog lamp, use the center of the fog lamp or the manufacturer's name mark on the fog lamp as the center mark.
H line (fog light height):
Draw a line across the screen so that it passes through the center mark. Line H should be at the same height as the center mark of the fog light bulb.
Line V LH, V RH (center mark position of left fog lamp LH and right fog lamp RH):
Draw two lines so that they intersect line H at the center marks.
5. Check the fog light convergence
a/ Cover the fog lamp or remove the connector of the other side fog lamp to prevent light from the unchecked fog lamp from affecting the fog lamp convergence test.
b/ Start the engine.
c/ Turn on the fog lights and make sure that the dividing line is outside the standard area as shown in the drawing.
6. Adjust the fog light convergence
Use a screwdriver to adjust the fog light to the standard area by turning the toe adjustment screw.
Note: If the screw is adjusted too far, loosen it and then tighten it again, so that the last rotation of the light adjustment screw is clockwise.
3. Self-study questions
1. Describe the operating principle of the lighting system with automatic headlight function
2. Describe the operating principle of the lighting system with the function of rotating headlights when turning
3. Draw diagram and connect lighting system on Hyundai Porter car
4. Draw diagram and connect lighting system on Honda Accord 1992
5. Draw the lighting circuit on a 1993 Toyota Lexus
LESSON 3 MAINTENANCE AND REPAIR OF SIGNAL SYSTEM
I. IMPLEMENTATION GOAL
After completing this lesson, students will be able to:
- Distinguish between types of signals on cars
- Correctly describe common symptoms and suspected areas causing damage.
- Connecting signal circuits ensures technical requirements
- Disassemble, install, check, maintain and repair the signal system to ensure technical requirements.
- Ensure safety in work and industrial hygiene
II. LESSON CONTENT
1. General description
The signal system equipped on cars aims to create signals to notify other vehicles participating in traffic about the vehicle's operating status such as: stopping, parking, braking, reversing, turning...
Signals are used either by light such as headlamps, brake lights, turn signals….. or by sound such as horns, reverse music….
Just like the lighting system. A signal system circuit usually consists of: battery, fuse, wire, relay, electrical load and control switch. Only some switches of the signal system are on the combination switch. The switches of other signals are usually located in different locations such as in the gearbox or brake pedal……
2. Maintenance and repair
2.1. Turn signals and hazard lights
The installation location of the turn signal is shown in Figure 3.1. The turn signal control switch is located in the combination switch under the steering wheel. Turning this switch to the right or left will make the turn signal turn right or left.
The hazard light switch is used when the vehicle has a problem while participating in traffic. When the hazard light switch is turned on, all the turn signals on the vehicle will light up at a certain frequency. The hazard light switch is usually placed separately from the turn signal switch (some old cars integrate the hazard and turn signal switches on the same combination switch cluster).
Figure 3.1 Turn signal switch Figure 3.2 Hazard switch
The part that generates the flashing frequency for the lights is called a turn signal relay. The turn signal relay usually has 3 terminals: B (positive power supply); E (negative power supply); L (providing the turn signal switch to distribute to the
lamp)
2.1.1. Circuit diagram
To generate the frequency for the turn signal, a turn signal relay is used in the turn signal circuit. The current from the turn signal relay will be sent to the turn signal switch assembly to distribute the current to the turn signal lights for the driver's purpose.
Figure 3.3. Schematic diagram of a turn signal circuit without a hazard switch
1. Battery; 2. Electric lock; 3. Turn signal relay; 4. Turn signal switch; 5. Turn signal lamp; 6. Turn signal lamp; 7. Hazard switch
Figure 3.4 Schematic diagram of turn signal circuit with hazard switch
1. Battery; 2. Combination switch cluster; 3. Turn signal;
4. Turn signal light; 5. Turn signal relay
Today's cars no longer use three-pin turn signal relays (B, L, E) but use eight-pin turn signal relays (figure 3.5) (pin number 8 is used for hazard lights).
For this type, the current supplying the turn signal lights is supplied directly from the turn signal relay to the lights.
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Purpose, Requirements, Tasks, Organizing Principles, Experimental Content
internal and external power sources, for example
+ Comment, correct students' answers, give students points
+ Go to new post
quantity and examples + Listen |
Activity 2 (8 minutes): Learn about the work and power of electric current running in an electric circuit
Teacher's activities
Game Activities | |
+ Form groups of 4 - 6 students + Issue 6HT1 tickets + Require students to work with item 1 of level 3 textbook Step T1: Orientation + Ask students to work with the textbook and complete the 6HT1 worksheet. + No instructions, no samples Step 2: Students work with textbooks + Observe students performing, assist, and record necessary comments. Step T3: Discussion + Ask students to submit their 6HT1 worksheets and project them onto the board. + Ask representatives of two groups to present the content, the remaining groups and individual students listen, give opinions and discuss. + Record necessary issues and presentation content for students Step T4: Summary + Comment and correct the presentation content and student worksheets + Praise, score, encourage + Let students write the table of contents for section 1 | + Create groups on request + Get 6HT1 voucher + Listen and do + Receive learning tasks + Work with textbooks and complete form 6HT1 + Submit form 6HT1 + Present content according to worksheet 6HT1, discuss + Listen and write down the content |
Activity 3 (5 minutes): Learn about work and power of electric sources
Teacher's activities
Game Activities | |
+ Ask students to tell, when there is an electric current running in a circuit, which forces do the work of moving the charges that create the electric current in a direction, and calculate the work of those forces. + Ask students to work with section 2 of the textbook. + Form groups of students, each group consists of 4 students Step T1: Orientation + Ask students to read section 2 and calculate the work of the forces that have done the work of moving the charges in a direction to create an electric current in the circuit. + No instructions, no samples Step 2: Students work with textbooks + Observe and support weak students, take necessary notes Step T3: Discussion + Ask three students to write their calculation results on the board, other students follow and compare. + Ask students to give comments and edits + Record necessary issues Step T4: Summary + Comment on and correct the results of the students' work, affirm that the work of the strange force is the work of the electric source. + Let students write down the content of section 2 + Change item | + Answer the questions the teacher asks + Create a group + Receive learning tasks + Work with textbooks and complete tasks + Write the results of your group's work on the board. + Comments, edits + Listen and write down the content |
Activity 4 (15 minutes): Learn about the work and power of electrical appliances
Teacher's activities
Game Activities | |
+ Inform and distinguish for students two types of electrical appliances and give students examples. + Ask students to state what the electrical energy received by each type of electrical appliance is used for. + Require students to calculate the work and heat dissipation capacity of heat dissipating devices. + Guide students to understand the electric reflectance of the receiver and ask students to calculate the electric energy and power consumption of the receiver. + Comment on and correct the calculation results of students, helping students distinguish between total power and useful power of the electric receiver. + Ask students to write an expression to calculate the efficiency of the electric receiver. + Ask students to work with tables 12.1 and 12.2. Step T1: Orientation + Assign tasks: Based on tables 12.1, 12.2 Compare: car battery capacity The power and battery of the electronic clock, the power of the water heater with the incandescent lamp + Instructions for students to work with level 2 tables Step 2: Students work with textbooks | + Listen and give examples + Present the answer + Write the formula to calculate the work and heat dissipation capacity of a heat dissipating device + Listen, ask questions if necessary and calculate the power and power consumption of the receiver + Listen and take notes + Write formulas according to teacher's request + Receive quest + Listen |
+ Observe, support, and adjust students who need help.
+ Record the necessary things
Step T3: Discussion
+ Ask 4 students to go to the board and write their comparisons at the same time, the other students follow.
+ Ask the remaining students to give their opinions and adjust the results.
+ Take notes of necessary issues
Step T4: Summary
+ Comment on students' work results and correct the results
+ More information on using electrical appliances in the most economical and useful way
+ Let students write down the lesson content
+ Work with textbooks and complete tasks + Write down the results of your scorecard. + Comments, edits + Listen and take notes if needed + Listen, ask questions if any |
Activity 5 (11 minutes): Lesson consolidation
Teacher's activities
Game Activities | |
+ Ask 2 students to go to the board to summarize the formulas for calculating work, power of electric current, power source, electric receiver and efficiency of electric receiver, write the formulas to define voltage, electromotive force and counter-electric force. + Ask students to solve exercises 4 and 5 on page 63 of the textbook. + Ask students to comment on tables and solutions, give feedback and edit. + Review and correct tables and student's solution | + Go to the board and follow the teacher's instructions + Solve exercises 4 and 5 page 63 of the textbook on the board. + Comments, suggestions, edits + Listen and take notes |
VI. EXPERIENCE DRAWING, SUPPLEMENTATION, ASSIGNMENT OF TASKS
VI.1. Assign learning tasks and guide students to perform them (1 minute)
At home, you do the following tasks:
- Answer the questions and do the remaining exercises after the lesson,
- Summarize the formulas learned in the lesson in your own words,
- Read the "Do you know?" section at the end of the lesson,
- Review the content of the law of conservation of energy.
VI.2. Lessons learned and additions