Download Unit 10 Current Electricity

Campus: Princeton High School
Author(s): Lamothe
Date Created / Revised: 04 March 2017
Six Weeks Period: 5
Grade Level & Course: 11th and Physics
Timeline: 15 Days
Unit Title: Current Electricity
Stated Objectives:
TEK # and SE
Lesson # 1
P.5 The student knows the nature of forces in the physical world. The student is expected to:
P.5E Characterize materials as conductors or insulators based on their electrical properties.
P.5F Design, construct, and calculate in terms of current through, potential difference across,
resistance of, and power used by electric circuit elements connect in both series and parallel
combinations.
See Instructional Focus Document (IFD) for TEK Specificity
Key
Understandings
Electric current is the flow of electrons.
By convention, electric current is the direction in which a positive test charge moves.
An electrical circuit transforms electrical energy into thermal or mechanical energy.
Resistors can be combined in different ways to make a series or parallel circuit.
In a series circuit, the charge travels along one path.
In a parallel circuit, the charge is divided into two or more paths. Most circuits are a
combination of parallel circuits.
It is important to understand the consequences, causes, and prevention of electrical
overloads and high voltage shock to persons and equipment.
Misconceptions
Students confuse voltage and current with the electric charges that are moving.
Students may think current flows around a complete circuit and is used by objects like
light bulbs, so less current returns than leaves the source of the electricity.
Changing the order of resistors in a series circuit does not affect the behavior of the
circuit.
Students may think that current flows from a battery to a light bulb, but not from the light
bulb to the battery.
Key Vocabulary
Ohm’s Law
Conductor
Resistor
Circuit
Potential difference
Ammeter
Voltmeter
Direct current
alternating current
capacitor
power
short
ground
battery
resistance
electric force
voltage
current
multimeter
series circuit
parallel circuit
bulb
LED
Materials, Resources, Notes
Suggested Day
5E Model
Instructional Procedures
Day 1
Engage
Bellringer: What do you think is the most stressful job? How
much would you have to be paid to have it? (it’s relevant to
electric currents I promise)


Engage:
Making a battery. View the short video clip about how a
battery works. Connect the terms anode and cathode to anion
and cation.
Hand out the PhyzGuide: Batteries and Current note sheet.
Students are to read the front page about Luigi and
Alessandro and explain how Alessandro Volta’s attempt to
replicate Luigi’s experiment resulted in the construction of the
first battery. Explain what Volta had to understand to construct
this “battery.” Give students time to read. Then ask class the
following: What animal was Luigi messing with? What
happened to the animal? What did he call it? What did Volta
use to recreate it? (dissimilar metals)
Use Battery Resistor simulation to demonstrate battery
from Colorado Phet
Use Chp. 22 Mini-Lab Making Electric Energy or PhyzLab
Springboard The Lemon Battery or both to allow students to
construct a battery and label the cathode, anode, electrolyte.
Students should diagram their creation and label it correctly as
well as complete the worksheets that accompany the lab.
Students my use the Phyzguide handout to assist them. Write
up can be completed for homework.

Bellringer: Why does the water in a river flow? In what
situation would river not flow?

Day 2 Engage
(Engage, Explore, Explain, Extend/Elaborate, Evaluate)



Draw Earth and bowling ball just above the surface. How
much potential energy does it have?
How can I give it more?
Can I tell a difference in gravitational potential energy from just
1 spot?
https://www.youtube.com/watch?v=KkRwuM4S8BQ
http://phyz.org/phyz/BOP/10-CIRCUITS/GBatteries_Current.pdf
http://phyz.org/phyz/BOP/10-CIRCUITS/JLemon_Battery-LSB.pdf
McGraw Hill Chp. 22 Mini lab
https://phet.colorado.edu/en/simulation/batteryresistor-circuit
McGraw-Hill LaunchLAB
Chapter 22 Light The
Bulb
(9 lightbulbs, 18
insulated wire sections
with both ends stripped,
9 screwdrivers to fasten
wire to lightbulb holder,
and 20 AA batteries)
Draw 2 different charges with high potential and
Draw 2 different charges with low potential.
Draw 2 like charges with high potential.
Draw 2 like charges with low potential energy.
Define Electrical Potential difference as Voltage
Have students check their responses from page 579
Engage:
Provide students with materials and the LaunchLab Light
the Bulb. Students construct and diagram everything that they
build. Students connect the relationship between the battery
and the circuit.
Day 3 Explain
Bellringer: What flows in rivers? What flows in electrical


https://www.youtube.com/watch?v=1xPjES-sHwg
http://phyz.org/phyz/BOP/10-CIRCUITS/GCircuit_Basics.pdf
Day 4 Explain/
Extend/
Evaluate
circuits? How are circuits and rivers similar?
Explain:
Show this video clip differentiating current and voltage.
Have students take individual notes.
Short Powerpoint Notes on Voltage, Current, Resistance.
Complete the PhyzGuide: The Slider Circuit worksheet
provides an effective analogy to the electrical concepts of a
circuit. Continue building the analogy between the slide, a
water system and an electrical circuit.
Start the PhyzJob Playground Physics 101 with students.
Have them complete for homework.
Capacitors can be introduced on this day as well. Explain
how they are similar to batteries. Use Colorado Phet sim to
demonstrate.

Explain:
Correct selected examples from the homework and collect.
Extend:
Use the Phyz Springboard Current and Voltage activity
sheet to introduce students to analog meter scales and
differentiating current and voltage.
Evaluate:
Use questions 11, 12, 13 do complete group work for
explanations. Students in groups of three each assigned one
question must answer it and then present it to group members.
Groups must use class materials, computers, background
knowledge to check each other and present group answers. 2
grades.


http://phyz.org/phyz/BOP/10-CIRCUITS/GCircuit_Slider.pdf
https://phet.colorado.edu/en/simulation/capacitorlab

http://phyz.org/phyz/BOP/10-CIRCUITS/JCurrent_Voltage-SB.pdf

Today we are focusing on transparency 2: Circuit Symbols
Use Chapter 22 to answer 1-4
Find uses for each symbol and write its’ purpose underneath
its’ symbol on transparency 2.
Expand:
Provide students with Transparency 1 and 2 from chapter
22. These detail the components and symbols for components
of an electrical circuit.
Once students have completed the transparencies, pass
out Circuits & Symbols Stephen Murray Worksheet. Work thru
front and top half of back of paper. Students finish part of
worksheet individually. Students pair up and complete bottom
“In the Lab” portion using CPO Circuit kit.

Day 6A
Quiz:
pass back transparency sheets to students introduce students
to resistors and Ohm’s Law. Use Colorado Phet Ohm’s Law
simulation to introduce resistance

Day 6 B
Quiz corrections
Project Work Day

Day 6C Elaborate
Elaborate:
Bellringer: Open up to page 602 and write down where to

Day 5 Expand


McGraw Hill
transparencies 1 and 2
for chapter 22.
Circuits & Symbols
Stephen Murray
worksheet
Circuit building materials
and voltmeter
McGraw Hill Enrichment
Ohm’s Law chpt. 22
connect the voltmeter in a circuit and how to connect an
ammeter.


https://phet.colorado.edu/en/simulation/ohms-law
Use McGraw Hill’s Enrichment Ohm’s Law from Chapter 22
to introduce the mathematical relationship between V, I, r.
Review pages 604-607 in textbook. Solve example problem
and 13-17 together in class. After example, break class into 4
groups- assign each person a problem-give them 5 minutes to
struggle or be successful with it then group students with the
same problem and have them prepare to share with the class
how to complete the problem. All students should complete
the problems and use them to complete the Enrichment
handout in class or for homework.
Read the connection to health and have students complete
a quickwrite if time allows.
Day 7 Extend
Extend:

http://www.physicsclassroom.com/PhysicsInteractives/Electric-Circuits/Circuit-Builder/Circuit-BuilderExercise-1
Students complete Circuit Guizmo or related Colorado Phet
to differentiate series and parallel circuits. Students may have
already discovered the brighter lights of parallel circuits, but
use this instructional tool to clarify concepts and introduce
differences in resistors (resistance) and Ohm’s Law.
Text book pages include 608. Use simulation for DC only.
AC will be discussed, but we do not use it in any labs because
it is dangerous, so students only need to differentiate, not use.
Explore Learning Guizmo
for electrical circuits or
Colorado Phet for
electrical circuits.
Differentiating series and
parallel

Give each student a number. Give 10 minutes to research.
Record notes and website used. After 10 minutes give
students time to find whoever worked with them to
compare findings. Then have students walk to others to
find answers for other questions.
1-Fuses & Circuit Breakers
2-Consequence of not protecting circuits
3-Ground-Fault interrupters Purpose
4-How to protect humans from electrocution
5-What is more dangerous? Current or Voltage? Why?
6- Is static electricity dangerous to cell phones?
Computers?
Day 8 Evaluate
Evaluate:
Bellringer:
a) You are at Walmart loading up on Ice cream, popcorn, and
nachos to get ready to watch some March Madness. While

Stephen Murray
worksheets for circuits
and ohms law to
formatively assess
student comprehension
trying to figure out which lane to check out in, you notice some
lanes are moving fast but have a long line, and others have a
short line but are moving slow. Use this as an analogy to
describe the relationship between current, voltage, and
resistance.
b) Would these check out lanes be most like a parallel circuit
or series?
Watch video to introduce how to use multimeter
https://www.youtube.com/watch?v=yEYvlh1KaFs
Split the class into 2 groups.
Half of the class will be working through Stephen Murray
Worksheet
Other half will be working through Measuring Resistance MiniLab
Provide students with Stephen Murray worksheets Types of
Circuits and Ohm’s Law. Students may work in partners or
independently to complete in class. They may use notes or
reread information from the front of the activity sheets. Must
be completed in class.
Day 9 Extend
Monday
Extend:
Voltage, Current and Resistance lab with multiple resistors.
Use lab from McGraw Hill and resistors.
Circuit Homework from Hodapp’s resources.
Page 616 # 45, 52 (a-c)
Day 10 Elaborate
Tuesday
Voltage, Current and
Resistance lab from
McGraw Hill

55 (a-c), 66
Elaborate:
Present and review with the class transparencies 1 and 2
from chapter 23 on series and parallel circuits before
introducing them to calculating total resistance using Stephen
Murray Total Resistance worksheet. Work through 1-5 &
7,9,10,11 on total resistance worksheet with students. Assign
students to complete 8-18 and have them share on the board
with the class.
Show derivation of total resistance video
https://www.youtube.com/watch?v=mZFae-g28Ik
Use physics classroom DC Circuit builder to simulate
different resistors and calculating resistors in series and
parallel circuits.
Homework:
summarize “Connection to health”
Enrichment




McGraw Hill
transparencies and
Stephen Murray Total
Resistance worksheet for
review
https://phet.colorado.edu/en/simulation/resistancein-a-wire
Day 11 Extend
Wednesday
Extend:
Bellringer: Open book to page 635 and copy the definition
(purpose) of a fuse.


Demo steel wool & 9 volt battery fire.
Conceptual Physics
Resistor calculation
practice sheet
Chp 22 Transparency 4
for electricity
transmission
Watch first minute of:
https://www.youtube.com/watch?v=LyekAmnJnOA&t=88s
or https://www.youtube.com/watch?v=CNuApqSdG14 simply
to show fuse burning out.
answer 9-11 of Launch Lab questions
Explain how the thickness of a wire is related to how fast
the wire will overheat and break apart.
Why have circuit breakers replaced fuses in the electric
circuit boxes of new homes?
Critical Thinking Why is it important to replace a
burned-out fuse in a house or car electric circuit with one
that has the correct rating?
Students complete Conceptual Physics resistance practice
activities in partners or small groups. Teacher monitors and
assists.
As students finish, they independently read pages 609-612
and complete transparency 4 from McGraw Hill chapter 22.
https://www.youtube.com/watch?v=qvU3SeVd-bM
Day 12B Extend
Thursday
Extend:
Introduce complex circuits using Transparency 4 Chapter
23.
Complete Simplifying Complicated Circuits from Stephen
Murray. Complete some as class and the remainder
independently. Introduce Power as a measure of electrical
energy transfer. VIR and P homework from Hopapp’s
resources.


Transparency 4 chapter
23
Stephen Murray
Simplifying complicated
circuits

Page 642 # 37, 40, 42, 43, 60, 90
Day 13 Evaluate
Friday
Extend:
Bellringer:
Resistors in series share the same (current/voltage)
Resistors in parallel share the same (current/voltage)

Series – Parallel Lab
Google Drive (adapted
from Mcgraw Hill)
Without setting up any circuits beforehand, ask students
what will happen to the current, potential difference,
and resistance when more bulbs are added in
combination series-parallel configurations. By altering
the lab in this way, students will be encouraged to
develop critical thinking about how circuits are set up
and why. Have students brainstorm questions about
those circuits. Allow them to explore these questions as
time allows.
Day 14 Elaborate
Monday April 3rd
Elaborate:

Stephen Murray
worksheets for V, I, r
calculations

Unit Quiz
Students work with a partner to investigate the effects of
crosssectional area and length on the current through a roll of PlayDoh. To perform the investigation, students construct a simple
circuit and take measurements of the current through rolls of PlayDoh of various dimensions.
Play-Doh is an ionic conductor so it offers an inexpensive way to
investigate the effect of the geometry of a resistor
And Practice- Provide students with copies of Stephen
Murray V,I, r for series and parallel circuits. Also provide
review for unit quiz
Day 15 Evaluate
Tuesday April 4th
Accommodations
for Special
Populations
Evaluate:
Unit Quiz
Unit can be extended one day as Magnetism unit will start in
fifth six weeks, but finish in sixth six weeks.
Accommodations for instruction will be provided as stated on each student’s (IEP)
Individual Education Plan for special education, 504, at risk, and ESL/Bilingual.