Education Standards

Physical Science: Introduction to Circuits (Lesson 1)

Physical Science:  Introduction to Circuits (Lesson 1)

Overview

 

Background:  students are familiar with static electricity, charge, and sparks.  They also know about conservation of energy, forms of energy including potential energy, power, and work.  Students will complete a variety of activities using breadboards, which will display various types of circuits and their effect on the flow of electricity.

Instructor Directions

Engineering Design Process

Project Description

Name of ProjectIntroduction to Circuits
Subject AreaPhysical Science (High School)
Targeted StandardsPSc.3.3.2 “Explain simple series and parallel DC circuits in terms of Ohm’s Law”
Driving Question / Problem / ActivatorHow do we get electric charge and energy to move, and what can we do with them?
Project SummaryBackground:  students are familiar with static electricity, charge, and sparks.  They also know about conservation of energy, forms of energy including potential energy, power, and work.Anticipation GuideIntroduction and Review (Make connections)PretestChallenge 1:  connect battery to bulb to make it light (initially provide a single wire; students find a second wire is required to complete the circuit)Challenge 2:  quickly open/close circuit; introduction of switchChallenge 3:  light more bulbs; provide additional bulbs and jumpers and encourage students to build series circuit and notice what happens (bulbs dim)Challenge 4:  find another way to hook up bulbs (parallel; bulbs remain bright)Challenge 5:  logic.  Placements of switch and consequences; simulate burned-out bulb (by removing from socket) and consequencesChallenge 6:  resistor.  Experiment with adding resistor in series and in parallel.Brief discussion:  draw out:  bulbs act like resistors, or resistors act like bulbs that don’t light.Direct instruction:  representing circuits.  Symbols for battery, bulb, switch, resistorStudent work:  represent their series and parallel circuits, answer questions about brightness, switch placement, etc.Direct instruction:  Ohm’s Law and analyzing circuitsStudent work:  analyze their circuits to determine voltage, current, resistance at each bulb or resistor.Discussion:  which affects brightness more, current or voltage?Direct instruction:  Interpret voltage, current, resistance.  General concept of device.  Voltage as potential energy that can be converted to light, heat, work in devices.  Student work:  interpretive; descriptive.  Pose question:  resistor doesn’t produce light, sound, work.  What happens to the energy (voltage drop) that is used in a resistor?Introduce breadboard and LEDs (Note:  this step is important to future studies on waves).  Need to protect LEDs with resistors.  Give specs; have students calculate the resistance needed to protect the LEDs.Challenge:  build series and parallel circuits on breadboards using LEDs and switches.  Students must demonstrate that LEDs are protected with resistors in order to get batteries.Review (direct instruction): analyzing circuit for V, I, R.Student work:  sketch their circuits and calculate V, I, R values.  Demonstrate that voltages and currents are appropriate for LEDs.Challenge:  students choose a project and build it.  Have components and instructions available.Student work:  Worksheet practicing application of Ohm’s Law, practical questions about parallel, series, burned-out bulbs, complete circuits.Post test
Estimated Time2-3 class periods
Materials / Resources (including link to slideshow if available)Teacher InstructionsPretestPosttestBatteries, bulbs, sockets, jumpers, switchesBreadboards, leads, LEDs, resistors, small switchesDevices for creative projectsSlideshow in 3 parts with guided notes     -representing circuits     -Ohm’s Law     -interpretation of voltage, current, and resistanceWorksheets      -represent series & parallel circuits, answer questions     -simple Ohm’s Law problems and analyze circuit using Ohm’s Law     -interpret and describe V, I, R     -sketch breadboard circuits and analyze for V, I, R.  Demonstrate LED voltages are appropriate     -follow-up/review worksheet covering whole standard
TagsPhysical Science, electricity, power, electrical power, P=IV, Ohm’s Law, voltage, current, resistance, potential, potential energy, V=IR, circuit, series, parallel, resistor, battery, conservation of energy, energy conservation, energy transfer

Project Outline 

AskHow do we get electric charge and energy to move and what can we do with them?
Imagine 
Plan 
Create 
Improve 
Closure / Student Reflections 
Possible Modifications / Extensions 

Evaluation (Pre/Post)  

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Pretest Link:

Post-test Link:

 

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