Cristina R. David
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Cristina R. David |
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Home | Philosophy | Credentials | Letters of Recommendation | Evaluations | Sample Lessons Native American Week | Technology | Master's Research | Teaching Resources |
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Discovering Electrical Circuits Lesson
I. NYS Standards:
Standard 4 – The Physical Setting
Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.
Performance Indicators:
4.4 Observe and describe the properties of sound, light, magnetism, and electricity.
4.4d Electrical energy can be produced from a variety of energy sources and can be transformed into almost any other form of energy.
4.4e Electrical circuits provide a means of transferring electrical energy.
II. Objectives – The learner will be able to:
Identify a series and a parallel circuit
Label the four parts of a circuit and know the symbols for each
Discuss the advantages and disadvantages of series and parallel circuits
Assemble a series circuit using various loads (e.g., bulb, motor, etc.) and switches
Explain why two “energy hungry” loads will not work (or will operate weakly) in a series circuit
Solve the problem of getting one load (such as a motor) to work with a non-working load (such as a burnt bulb) – by wiring a parallel circuit
III. Purpose:
Many students find that electricity is very interesting because they all have had experiences with it and are surrounded by it. By tapping into these experiences, we can relate the electricity lessons to their lives. Almost all students live in houses that have electricity running through it. There are two types of circuits and most of them have parallel circuits in their house. Most students have also had experiences with series circuits – Christmas lights! Most have had the experience of one light on the string going out and all other lights on the string go out. It is important for students to know how the electricity that runs through their houses works, what kind of circuits they have in their house and why, and how electricity eventually turns on their televisions! Also, in understanding how electricity works, they will also learn about important safety precautions that need to be taken when electricity is involved.
IV. Materials:
8 6-volt batteries
Approximately 30 wires with alligator clips on each end
A variety of 13 different loads such as:
Motor
Bulb
Section of Christmas lights
Bell
Buzzer
A variety of 5 different switches such as:
Push button
Tap switch
Knob switch
“Guillotine” switch
Instructions and questions for each station
Answer sheets for each group
Pen or pencil
V. Anticipatory Set:
I will begin by telling students that we learned what current electricity was. I will ask them if they remember what it is – Current electricity is the energy associated with the flow of electrons through a wire. I will ask them to review the four parts of the circuit. First, you have a source, which can be a battery, generator, or the electric company. Second, you have a path, which are the wires. Third, you have a load, which can be anything that is receiving the electricity, such as a motor or a light bulb. Finally, you have a switch that can open or close the circuit. I will ask them which of these four parts is “optional” – it is the switch. I will ask them to review the two types of circuits that we learned yesterday – series and parallel. I will ask them to recall why we would want to have parallel circuits in our house.
VI. Modeling:
I will review the two types of circuits by showing illustrated examples of each type on an overhead. We will review the distinguishing features of each type of circuit. I will also point out the symbols that are used for each of the four parts of the circuit: source, load, path, switch. I will demonstrate the advantages and disadvantages of a parallel and series circuit, respectively, by crossing out one of the loads in a series circuit. I will ask students to trace the path of electrons – they will find that once they come to the load that is crossed out, they can go no further. Then, I will cross out one of the loads in a parallel circuit. I will ask students to trace the path of electrons – they will find out that there is more than one path for the electrons to flow. Therefore, they can avoid the “obstacle” and still have a continuous circuit.
VII. Guided Practice:
Students will now practice wiring their own series and parallel circuits using various loads and switches. There will only be one type of energy source – a 6-volt battery.
Students will be divided into groups of 2-3. Each group will sit at a different station.
Explain to students that there are various objects at each station: different kinds of loads, different kinds of switches, wires with alligator clips, and a 6-volt battery.
Point out that each station has 2 challenges that each group must try to complete. They need to work together to do this. One person may need to hold one part of the circuit while another is attaching the wires.
Finally, at each station there is a question that EACH STUDENT must try to answer. They can work together as a group to get the answer, but each student must have their own copy of the answer.
Students will have approximately 3 minutes at each station to work through both challenges and to answer the question.
Walk around to each group to guide them in the right direction for any challenges that they are having difficulty with.
VIII. Independent Practice
The purpose of this activity is for students to experiment with the various loads and switches to complete each challenge. After some tinkering, they should be able to complete each challenge. Therefore, students should be encouraged to keep tinkering until they figure out what they need to. This aspect of the activity will be their independent practice.
IX. Assessment:
Attainment of the objectives for this activity will be assessed via the following:
Immediate: During the activity, we will be looking to see that the students are correctly able to wire and series and parallel circuit.
Mid-range: Students will be assessed via their answers to the questions that are at each station. Students should be able to use their knowledge of electricity from Monday’s lesson to correctly answer these questions.
Long-term: Students will be tested on this material on their weekly test that is given on Fridays.
X. Closure:
To close the lesson, I will remind students that the specific type of electricity that we have been learning about for the past two days is current electricity. This is the electricity that we have running through our house and our school. This is the electricity that allows us to have light, watch television, charge cell phones, etc. We will be doing more practice with current electricity including series and parallel circuits over the next few days. Next week, we will move on to static electricity.
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Site maintained by Cristina R. David |
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Last updated May 17, 2007 |