Lesson Title: Unit 2: Learning Cycle 2. Electric Circuits

STEL: Standards for Technological and Engineering Literacy: The Role of Technology and Engineering in STEM Education KSB: Knowledge and Skill Builder

Author: EbD™

STEL Context(s): Energy and Power

Name of Course: Advanced Design Applications

Intended for In-School or At-Home: In-School

Grade Level: 11th or 12th

Lesson Overview/Big Idea: Knowledge of basic technology and engineering skills and classroom routines will be essential for student success in the Energy and Power Learning Cycles, Preliminary and Primary Challenges of the Advanced Design Applications course. Enduring Understandings: This lesson has several enduring understandings:

• Ability to construct working electronic circuits. • Ability to use a digital multimeter to measure circuits. • Describe the function and purposes of resistors, capacitors, diodes, transistors, and LEDs. • Construct electrical circuits that utilize series and parallel connections.

2 ITEEA STEL Lesson Plan: Learning Cycle 2: Electric Circuits

Purpose of Lesson: This Learning Cycle allows students to understand how basic circuitry is connected and how various electronic components can be used to generate, manage, manipulate, measure, and calculate current, voltage, or power in various situations that are required in the practical world. After the lesson is complete, students should be given time to take their knowledge back to the Primary Challenge and expand upon their current design. They should use their new knowledge of electrical terminology to assist them with understanding how the circuit should be connected to deliver the most amount of power to the circuit. Also, they should use their knowledge to construct a schematic diagram of their turbine circuit. Instructional Time: 10 hours

Standards for Technological and Engineering Literacy (STEL)

STEL-1N

Explain how the world around them guides technological development and engineering design.

Cognitive Affective Psychomotor Understand

STEL-3J

Connect technological progress to the advancement of other areas of knowledge, and vice versa.

Cognitive Affective Psychomotor Organization

3 ITEEA STEL Lesson Plan: Learning Cycle 2: Electric Circuits

STEL-7DD.

Apply a broad range of making skills to their design process.

Cognitive Affective Psychomotor Apply Practicing

STEL-4P

Evaluate ways that technology can impact individuals, society, and the environment.

Cognitive Affective Psychomotor Evaluate Responding

STEL-4R.

Assess a technology that minimizes resource use and resulting waste to achieve a goal.

Cognitive Affective Psychomotor Evaluate Responding

Next Generation Science Standards (NGSS) Benchmarks

HS-PS2-4. Use mathematical representations of Newton's Law of

Gravitation and Coulomb's Law to describe and predict the

gravitational and electrostatic forces between objects.

4 ITEEA STEL Lesson Plan: Learning Cycle 2: Electric Circuits

HS-PS2-5. Plan and conduct an investigation to provide evidence that an

electric current can produce a magnetic field and that a

changing magnetic field can produce an electric current.

HS-PS3-3. Design, build, and refine a device that works within given

constraints to convert one form of energy into another form of

energy.

HS-PS3-5.

Develop and use a model of two objects interacting through

electric or magnetic fields to illustrate the forces between

objects and the changes in energy of the objects due to the

interaction.

HS-ETS1-2. Design a solution to a complex real-world problem by breaking

it down into smaller, more manageable problems that can be

solved through engineering.

Common Core Mathematics Standards (CCSS Math) Benchmarks

F-BF-1

Write a function that describes a relationship between two quantities.? Determine an explicit expression, a recursive process, or steps for calculation from a context. Combine standard function types using arithmetic operations. For example, build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model.

F-LE-5 Interpret the parameters in a linear or exponential function in

terms of a context

5 ITEEA STEL Lesson Plan: Learning Cycle 2: Electric Circuits

S-IDI-7 Interpret the slope (rate of change) and the intercept

(constant term) of a linear model in the context of the data

S-IC-6 Evaluate reports based on data.

Common Core English Language Arts Standards (CCSS-ELA) Benchmarks

CCSS.ELA-Literacy.RST.9-10.3

Follow precisely a complex multistep procedure when carrying

out experiments, taking measurements, or performing

technical tasks, attending to special cases or exceptions defined

in the text.

CCSS.ELA-Literacy.RST.9-10.4

Determine the meaning of symbols, key terms, and other

domain-specific words and phrases as they are used in a

specific scientific or technical context relevant to grades 9–10

texts and topics.

CCSS.ELA-Literacy.RST.9-10.5

Analyze the structure of the relationships among concepts in a

text, including relationships among key terms (e.g., force,

friction, reaction force, energy).

CCSS.ELA-Literacy.RST.9-10.7

Translate quantitative or technical information expressed in

words in a text into visual form (e.g., a table or chart) and

translate information expressed visually or mathematically

(e.g., in an equation) into words.

6 ITEEA STEL Lesson Plan: Learning Cycle 2: Electric Circuits

CCSS.ELA-Literacy.RST.9-10.10

By the end of grade 10, read and comprehend

science/technical texts in the grades 9–10 text complexity

band independently and proficiently

Applicable STEL Practices: Systems Thinking, Making and Doing, Critical Thinking, Optimism

Learning Objectives: In this learning cycle, students will be able to:

• Construct working electronic circuits using basic electronics. • Use a digital multimeter (DMM) to measure circuits. • Describe graphically and in written form the functions and purposes of resistors, capacitors,

diodes, transistors, and LEDs. • Differentiate alternating current (AC) from direct current (DC). • Construct electrical circuits that utilize parallel and series connections.

ENGAGE: (experience, question, stimulate) The teacher will divide students into small groups of 2 or 3 as they enter the classroom and provide them with a kit of the above materials. Before the students begin, the instructor will need to explain to the students how a breadboard works. The breadboard is composed of clips attached to a strip of metal that are arranged in rows. The clips are typically composed of copper or nickel. The size of the boards varies upon the complexity and size of the project. The arrangement of the metal clips determines whether a socket strip or bus strip is displayed. A socket strip is made of short vertical rows. Each row contains five contact clips. A bus strip is made of two long horizontal rows. The rows serve as the power and ground for the breadboard. Refer to the breadboards the students have at their desks. If needed, project a picture of a breadboard on the board for the students to see when explaining this point. The instructor should let the students work in their groups on their own with some assistance from the instructor where required. The instructor can offer a small prize or some recognition to the group who builds the circuit correctly the first time.

7 ITEEA STEL Lesson Plan: Learning Cycle 2: Electric Circuits

EXPLORE: (predict, experiment, observe, discover, record, retest, discuss) After all students have successfully completed building the circuit, the teacher should have students take out a sheet of paper and instruct them to make a list of all the components that were used to build the circuit. He/she should also ask the students to answer the following questions (or similar questions) in their logbooks:

1. What are other components that can be used in electronic circuits? 2. What are various quantities that are in a circuit that could also be calculated? 3. How can various quantities in an electronic circuit be predicted or calculated? 4. How can the construction of circuits be communicated? Would symbols be used? How can things

be constructed? EXPLAIN: (develop, progress, grow)

The teacher will review the responses that the students have written down on their papers. The teacher will tell the students that now they will have all of those questions answered as they go through the lesson materials. Part 1. Using the PowerPoint files and EnergyCyc2 File 2.2 - Series and Parallel Resistor Practice Problems doc, and the accompanying EnergyCyc2 File 1.1 - Electronics Introduction Explanation Notes sheet, review the following concepts with the students:

• Active/passive components • Basic circuit variables • Resistors and the color codes • Review the schematic symbols for the basic components (battery, LED, resistor, switch). These

symbols can easily be found online. Part 2. Using the same PowerPoint file in Part 1, the teacher will review Ohm's Law and Kirchhoff's Laws with the students. Use a simple instructor example for the students. Pause here and go to the eNGINEER Section, Part 2. Part 3. Using the same PowerPoint file as in Parts 1 and 2, the teacher will review the construction of series and parallel circuits with the students. Use a simple instructor example for the students. Pause here and go to the eNGINEER section, Part 3. Part 4. Using the EnergyCyc2 Presentation 2.1 and EnergyCyc2 File 2.2 - Series and Parallel Resistor Practice Problems, the accompanying notes sheet, the teacher will review the following concepts with

8 ITEEA STEL Lesson Plan: Learning Cycle 2: Electric Circuits

the student. • Inductors – function, purpose, equivalent inductance (series and parallel), schematic symbols • Capacitors – function, purpose, equivalent capacitance (series and parallel), schematic symbols • Diodes – function, purpose, schematic symbols • LEDs – function, purpose, restrictions, schematic symbols • Transistors – history, types, components, functions, schematic symbols

Pause here and go to the EVALUATE section.

eNGINEER: (apply, conceptualize, informed design, modeling, create)

Part 1 The teacher will review the resistor color code again with the students by using the EnergyCyc2 File 1.2 - Resistor Color Chart Example sheet. Then, have the students practice with their new knowledge to determine the resistor values for various resistors using the EnergyCyc2 File 1.3 - Resistor Color Chart Practice Problems sheet. Be sure to review the answers with the students.

Part 2 The teacher will provide the students with the EnergyCyc2 File 2.1 - Ohm and Kirchhoff Practice Problems worksheet and have the students calculate the missing values. Review the answers with the students and answer any questions that they may have. Return to the EXPLAIN section, part 3. Part 3 The teacher will provide the students with EnergyCyc2 File 2.2 - Series and Parallel Resistor Practice Problems worksheet, and have the students calculate the answers. Review the answers with the students and answer any questions that they may have. Return to the EXPLAIN section, Part 4.

ENRICH: (interact, question, hypothesize, experiments, record observations, draw conclusions)

Part 1

The teacher will introduce the concept of schematics to the students. This is how circuits are represented and constructed. After all, there can be many different interpretations for the different components. Have the students sketch a schematic for the basic circuit that was just constructed. If time permits, have them find schematics for other circuits online.

Part 2

9 ITEEA STEL Lesson Plan: Learning Cycle 2: Electric Circuits

Now that Ohm’s Law and Kirchhoff’s Laws are introduced, the teacher will have the students revisit the Preliminary challenge. Provide them with a snapshot or video of their tests. Have them write down their values that were recorded for voltage and/or current. Have the students calculate the value of the resistance in the circuit using Ohm’s Law.

Part 3

The teacher will talk with the students of how the preliminary challenge circuit was constructed. Was it in series or parallel?

Next, talk to students about advantages and disadvantages of series and parallel circuits. Discuss with students how to determine if a home’s electrical system is in series or parallel. They are in parallel. Discuss what would happen if they were in series. One circuit breaker would break and the remaining circuits in the home would not be able to work. However, each individual circuit in the home has a separate current reading that is a fraction of the total current in the house. Otherwise, much resistance would be needed to keep the current from damaging various components in the house.

EVALUATE: (analysis, synthesis, re-visit) The teacher will provide the students with the materials listed above in the kits. Also provide students with the breadboard connection diagram from the EnergyCyc2 File 3.2 - LED Circuit Design Brief file. Do not give them the color codes for the resistors in the picture of the diagram. Have the students construct the circuits independently. See the checklist for the points on the file to award them a score for their circuit construction. Also, have the students sketch on a piece of graph paper the schematic diagram for the circuit. Use the checklist on the file for grading.

Teacher Preparation:

Review the materials to determine the appropriate times to allocate to the viewing or reading of the materials. Instructors should ensure that the students have access to the appropriate Internet resources, particularly if print-based materials are not available for students to read. Prepare the room for multimedia presentations, including showing DVDs. It may be advantageous to read several reviews of the resources used to gain additional perspectives on the authors' messages. In addition, instructors

10 ITEEA STEL Lesson Plan: Learning Cycle 2: Electric Circuits

should collaborate with the English language arts, social studies, and literature instructors to integrate these literary resources into this course.

No special facility requirements are needed as long as students have Internet access and a place to work on their electronic circuits. It would be useful to obtain a number of recycled plastic containers to hold the electronic components while teams are assembling the circuits.

Teacher Resources:

• EnergyCyc2 Presentation 1.1 • EnergyCyc2 Presentation 2.1 • EnergyCyc2 Presentation 3.1

Student Resources:

• EnergyCyc2 File 1.1 - Electronics Introduction Explanation Notes • EnergyCyc2 File 1.2 - Resistor Color Chart Example • EnergyCyc2 File 1.3 - Resistor Color Chart Practice Problems • EnergyCyc2 File 2.1 - Ohm and Kirchhoff Practice Problems • EnergyCyc2 File 2.2 - Series and Parallel Resistor Practice Problems • EnergyCyc2 File 3.1 - Other Component Notes • EnergyCyc2 File 3.2 - LED Circuit Design Brief

Required Tools/Materials/Equipment: Below is a list of supplies and equipment needed to teach this course, assuming a class of 25 students. Optional/additional supplies required for Enrichment Activities are indicated. Where possible and appropriate, merchants are listed that support ITEEA; however, materials may often be obtained from alternative and/or local sources. ENGAGE Materials for each kit (and group), assume 15 groups per class:

• Breadboard • 100 ohm resistor • LED (color does not matter) • Battery Snap • 9V Battery • Picture to illustrate the connection of the circuit

EXPLORE Materials:

• Sheet of paper and pencil

11 ITEEA STEL Lesson Plan: Learning Cycle 2: Electric Circuits

• Access to search engine EVALUATE Materials for students in pairs (assume 15 pairs per class):

• Two 10 μF Electrolytic Capacitors • Two 2N3904 NPN Transistors • Two 15KΩ Resistors • A 1KΩ Resistor • Two LEDs, colors do not matter • Battery Snap • 3 pieces of wire (Jumper wires) • Breadboard • Computers w/Internet access

Additionally, these materials are based upon the lessons in the course and make no assumptions for classrooms with access to specialized equipment (e.g., fabrication equipment). If the student has access to specialized equipment, the teacher may wish to incorporate the use of it into the lessons, and additional supplies may be necessary (as well as safety procedures). Lab/Classroom Safety and Conduct: Note: Safety is of paramount importance to every classroom. While this guide contains some general safety guidelines, it does not address the specific tools, equipment, and working spaces found in any specific classroom. Teachers must provide comprehensive safety guidelines to students based upon individual classrooms.

1. Students use tools and equipment safely, maintaining a safety level for themselves and others in the laboratory-classroom.

2. Students demonstrate respect and courtesy for the ideas expressed by others in the class. 3. Students show respect and appreciation for the efforts of others.

Vocabulary:

• Voltage: electric potential or potential difference expressed in volts. • Current: the flow of electric charge. • Power: a source or means of supplying energy. • Analog: a mechanism in which data is represented by continuously variable physical quantities. • Digital: of or relating to or using calculation by numerical methods or by discrete units. Signals or

data typically expressed as a series of the digits 0 and 1. • Resistance: the opposition offered by a body or substance to the electric current being passed

through it. • Series: an arrangement of the parts of or elements in an electric circuit whereby the whole

current passes through each part or element without branching.

12 ITEEA STEL Lesson Plan: Learning Cycle 2: Electric Circuits

• Parallel: an arrangement of electrical devices in a circuit in which the same potential difference is applied to two or more resistances with each resistance being on a different branch of the circuit.

• Inductance: a property of an electric circuit that causes an electromotive force to be generated by a change in current either in the circuit itself or in a neighboring circuit.

• Capacitance: the ability of a system to store an electric charge. The ratio of change in an electric charge in a system to the corresponding change in its electric potential.

• Transistor: a solid state electronic device that is used to control the flow of electricity in electronic equipment and consists of a small block of a semiconductor with at least three electrodes.

Assessments: Optional Quiz and Brief Constructed Response Supporting Files: Include attachments as both Word and PDF files. Include a Design Brief