Electrical Systems… · SHS1 Applied Technology

Lesson notes

Learning Objectives

Indicator: 1.3.1.LI.1 - Discuss safety in the use of electricity.

By the end of the lesson, learners can:

Define electric shock and state at least three causes of electric shock in the home and workshop.
Explain at least four effects of electric shock on the human body.
Demonstrate the correct first aid procedure for treating a victim of electric shock through role play.
State and explain at least five safety precautions to observe when working with or using electricity.
Justify the use of personal protective equipment (PPE) such as hand gloves, goggles, protective shoes, and overcoats when working on electrical systems.

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Curriculum details

Strand: Electrical and Electronic Technology (Strand 3)
Sub-strand: Electrical Systems Design (3.1)
Content standard: 1.3.1.CS.1 - 1.3.1.CS.1 Demonstrate knowledge and understanding of power transmission and distribution and its associated safety 1.3.1.LO.1 Outline clearly, safety principles to follow in the use of electricity; analyse the key steps in power transmission and link it to power distribution to other substations, homes and industries.
Indicator: 1.3.1.LI.1 - Discuss safety in the use of electricity.
Suggested placement: Semester 1, Week 17 (Week 17 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 44

Exemplars (from the NaCCA curriculum)

Problem based and Collaborative Learning: Place learners in mixed ability or mixed gender manageable group sizes to brainstorm the meaning, causes and effects of electric shock.
Experiential Learning/collaborative learning: Engage learners to role play how a victim of electric shock should be treated and task them to identify precautions to be observed when working with electricity e.g.: always switch off circuits before working. NB:
1. learners with special needs should be given more time to complete a given task.
2. During presentations, ensure that anyone regardless of the background i.e., Sex, physical abilities and intellectual abilities be encouraged to present on behalf of the groups as well as becoming a group leader.

Assessment (1.3.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding.

Teaching and Learning Materials:
- Overcoat
- Goggles
- hand gloves
- protective shoes
- fire extinguishers
- computers installed with VPLab, multism and circuit wizard software.