Download Lesson Plan

Measuring Destruction
Using Electrical Circuits
DAY 1
Grade Level:
Duration:
11/12th AP Physics Subject:
50 mins
DC & AC Currents
Series Wiring
Prepared By:
Chelsea Sabo
Materials Needed






Pennies (50-100)
Stopwatch for timing; one needed.
Worksheet A; enough copies for each student.
Teacher Sign; one copy – print double sided.
Student Sign; enough copies for each student.
White Board and Markers.
Analyze Learners
Overview & Purpose (STEMcinnati theme)
Overview (Day 1):
 Students will learn about the difference between DC and AC current
through an interactive activity where they act as electrons in a wire.
 Students will learn about how components of circuits can be
simplified when in series.
Purpose:
Applications: Buildings, Airplanes, Furniture, All Structures,
Development of new Materials
Careers: Civil Engineers, Electrical Engineers, Materials Engineering*
Societal Impact: Engineers are able to design materials safely for
structures, planes, cars, highways, etc. It is important that people can
rely on the structures built by engineers, which means they need to be
sure of the strength of the materials holding things together.
*See attached sheet of Engineer description
Select Goals and
Teacher Guide
Education Standards Addressed
Ohio Standards – Science
Science and Technology: A. 1. Explain that science and technology are
interdependent; each drives the other.
Scientific Inquiry: A. 2. Derive simple mathematical relationships that have
predictive power from experimental data (e.g., derive an equation from a graph and
vice versa, determine whether a linear or exponential relationship exists among the
data in a table). A. 3. 5. Make appropriate choices when designing and participating
in scientific investigations by using cognitive and manipulative skills when collecting
data and formulating conclusions from the data.
Scientific Ways of Knowing: 11. Research the role of science and technology in
careers that students plan to pursue.
Ohio Standards – Mathematics
Measurement: A. Explain differences among accuracy, precision and error, and
describe how each of those can affect solutions in measurement situations.
Data Analysis: A.4. Create and analyze tabular and graphical displays of data using
appropriate tools. C. Design and perform a statistical experiment, simulation or
study; collect and interpret data; and use descriptive statistics to communicate and
support predictions and conclusions.
Student Guide
Assessment
Objectives
DAY 1
Page | 1
Goals and
Objectives
(Specify
skills/information that
will be learned.)
Note: Due to class level (AP), material and objectives are
more advanced. Adjust lesson plan for varying levels.
Goals:
 Learn the difference between AC & DC.
 Learn how components in circuits can be simplified when
in series.
Objectives:
Students will be able to…
 Explain the difference between AC and DC Current
 Identify that DC current is a constant
 Identify that AC switches direction back and forth
 Identify the peak current in AC current.
 Explain why you would use DC or AC current.
 Explain how circuit components in series can be
simplified.
Misconceptions:
Students are often
confused by the
misconception of…
How AC current still works
if it goes between positive
and negative. That is, why
doesn’t it average out to
zero. This is addressed in
the discussion after the first
part of the activity for Day
1.
Pre/Post Q’s (See
attached):
Pre/Post Assess. are the
same questions. Give PreAssess. at the end of the
previous class. Give post
assess. at the end of Day 3.
Question 1:
A. How does AC current differ
from DC current in direction?
B. How does AC current differ
from DC current in magnitude?
Question 2:
True/False (T or F)
- DC Current supplies your
home appliances
- AC Current is easier to
transport
Question 3:
We want to replace R1, R2, and
R3 with Rtot so that the circuit
can be simplified to one that
looks like this:
What is the resistor value
(RTOT)?
What is the current over RTOT?
Question 4:
What is the voltage over the 2
Ohm Resistor in the following
picture?
DAY 1
Page | 2
Select
Instructional
Strategies –
Information
(Catch, give and/or
demonstrate
necessary
information,
misconceptions,
etc…)
** Prior to class:
 Setup desks in a “circle” with an inside loop and outside
loop so that it creates a path for students to walk around
in a circle. Make it big enough for students to walk
around.
 Make two plots on board with markers:
 1 for DC with Volt on y-axis and time on x-axis
 1 for AC with Volt on y-axis and time on x-axis
Catch / Activity Lead-in:
(5 Minutes)
 Hand out Worksheet A and ask the students to make a
couple notes about each picture.
 Ask the students what is the same and different about
each picture.
 Explain that today we are going to act out what is
happening in the pictures and we’ll find out what is the
same and different.
Catch:
(5 Minutes)
 Students write a couple
notes about each
picture.
 Students offer
suggestions about what
is the same and
different.






Review flow of electrons, current and why it happens. Ask
questions 1-3. Use PowerPoint slides 1-3 to help explain.
Explain to the students that you set up the desk to be the
wire. Explain that you (the teacher) are the voltage
source and they are the electrons. Aka: you gave birth to
them.
Give each student a sign (attached).
Explain that since they are electrons, when you hold up
the negative sign, they need to get away from you. Since
the opposite side of the sign is positive, they are attracted
to that side of you.
Encourage students to “take the path of least resistance”
– aka don’t climb over the desks and follow the path.
Questions:
1. What is the definition of current?
2. Why does current flow?
3. Why does current flow through wires?
DAY 1


Students offer that the
definition of current is
the flow of electrons.
Students offer current
flows when a voltage
source is introduced.
One side is neg and
pos and they’re trying
to get away from the
neg charge.
Students offer that
electrons flow down the
wire because it is the
path of least
resistance.
Page | 3
Continued…
Select
Instructional
Strategies –
Information
(Catch, give and/or
demonstrate
necessary
information,
misconceptions,
etc…)
Activity:
(10 Minutes)
 Guide students to loop of desks. Make sure they bring
their electron signs.
 Ask for 3 volunteers. Ask two to record the number of
people that pass by teacher every 10 secs for 1 minute.
Ask one to keep time (1 minute). Ask all students to walk
in between the desks and spread out a bit.
 Tell the students we are going to simulate DC current first.
Tell them clockwise is a positive direction.
 Hold up your sign with negative and remind the students
to walk away from the negative sign and towards the
positive. Make sure the timer starts/ends and students
are recording the number of students passes.
 Tell the students we are going to simulate AC now.
 Hold up your sign with negative and remind the students
to walk away from the negative sign and towards the
positive. Switch the sign’s direction every 10 secs. Make
sure the timer starts/ends and students are recording the
number of students passes.
 Ask the timers to agree on results and then plot their
results on the board.
 Bring the students back to their desks to discuss.
Activity:
(10 Minutes)
 Students walk between
desks in a path away
from the negative sign
and towards the
positive.
 Several students keep
track of the number of
students that pass the
teacher every 10 secs.
 When simulating AC
current, students walk
away from negative
sign and switch
directions when
teacher switches.
 Several students keep
track of the number of
students that pass the
teacher every 10 secs.
 Students keeping track
plot their numbers on
graphs.
Discussion:
(7 Minutes)
 Ask questions 1- 4. Use PowerPoint slides 4-8 to help.
 Explain that DC is a constant flow of electrons, whereas
the AC is a source that switches back and forth creating a
flow of electrons that constantly change directions.
 Explain that AC current has a sine wave where the
amplitude is the peak voltage and the number of cycles
per sec is the frequency of the source.
Discussion:
(7 Minutes)
 Students offer that the
teacher was the
voltage source.
 Students offer that they
were the flow of
electrons.
 Students offer what
was the same in each
activity and what was
different.
 Students offer that the
current flow for DC is
constant.
 Student offer that the
current flows with a
sine wave for AC
current.
Questions:
1. What did I (the teacher) simulate in the activity?
2. Who was the current in the activity?
3. How were the two activities the same?
4. How were the two activities different?
5. Ask what the equation would be for a DC volt source?
6. Ask what the equation would be for a AC volt source?
DAY 1
Page | 4
Continued…
Select
Instructional
Strategies –
Information
(Catch, give and/or
demonstrate
necessary
information,
misconceptions,
etc…)
Activity:
(7 Minutes)
 Create another path of desks in a line. Put 50 pennies on
two desks at one end of the desk (100 total) down the line
spread apart. With the desk where half the pennies are,
constrict the path by moving the desks.
 Guide students to a line of desks.
 Ask all students to line up at you (the voltage source) and
they are still electrons.
 Ask students to observe the things that are the same and
different over the two setups.
 Hold up your sign with negative and remind the students
to walk away from the negative sign and towards the pos.
 Have students move 1 penny down the length of a desk
every time they pass. Try to keep students moving at a
steady pace.
 Make sure the timer starts/ends and students are
recording the number of passes.
 Bring the students back to their desks to discuss.
Discussion:
(10 Minutes)
 Ask students questions 1 and 2 below. Use PowerPoint
slides 9- 12. Encourage students to discuss how hard it
was to walk by each desk with pennies, the number of
pennies moved, etc.
 Ask question 3. Use slide 10. Explain that resistors in
series sum.
 Ask question 4. Use slide 11. Explain that voltages on
components in series sum.
 Discuss generalized formulas for components in series.
Activity:
(7 Minutes)
 Students walk between
desks in a path away
from the negative sign
and move a penny
down the length of the
desk once as the go by
it (both of them)
 Students observe the
things that are the
same and different for
the two lights/wheels.
Discussion:
(10 Minutes)
 Students offer that both
had paths, pennies,
etc.
 Students offer that one
was harder to walk
through and the same
amount of people/
pennies were moved at
each one.
 Student offer option A
as the answer and why.
 Student offer option C
as the answer and why.
Questions:
1. How were the two setups with the pennies the same?
2. How were the two setups with the pennies the
different?
1. What was the total resistance? Why?
2. What was the total voltage? Why?
Utilize Technology
DAY 1

Computer with projector to show powerpoint (slides 1 12).
Other Resources
(e.g. Web, books, etc.)
Page | 5
Require
Learner
Participation
Activity
(Describe the
independent activity
to reinforce this
lesson)
See Worksheet Signs for the signs for this activity
(Attached). Print 1 copy of teacher sign and enough of
student signs for each student.
 This involves having the students walk around in a path
simulating the flow of electrons in a wire. The teacher
holds the +/- sign up and has the students (electrons) flow
away from the negative sign around the wire (in the path
set up).
 First, the teacher holds the sign up in one direction and
has students count the number of electrons that pass
every 5 seconds for 1 minute.
 Second, the teacher switches the direction of the sign
every 10 seconds and has the students count the number
of electrons that pass every 5 seconds for 1 minute. The
students change direction every time the teacher switches
the sign.
 Teacher has students plot their current over time after the
activity for both DC and AC to compare.
 The second part of the activity involves having students
move down a row of desks, where the students are still
electrons flowing down a wire. Teacher has the students
move by one desk with the path constricted and one not
where they move a penny down a desk at each one.
Teacher has students observe what is the same and
different about each setup throughout the activity.







DAY 1
Students walk around
in a path simulating the
flow of electrons in a
wire going away from
the negative sign and
towards the positive.
First, students walk in
one direction and count
the number of electrons
that pass every 5
seconds for 1 minute.
Second, students
change direction with
the sign and count the
number of electrons
that pass every 5
seconds for 1 minute.
Students plot their
current over time after
the activity for both DC
and AC to compare.
The second activity:
Students move down a
row of desks, where
the students are still
electrons flowing down
a wire. Students move
a penny down a desk
at two spots, one
where the path is
constricted.
Students try to keep a
steady flow.
Students observe what
is the same and
different about each
setup throughout the
activity.
Page | 6
Evaluate
(Assessment)
(Steps to check for
student
understanding) – See
Objectives above
Pre/Post Q’s (See Attachment):
Additional Notes
Pre/Post Assessment are the same questions.
Pre-Assessment is given prior to the start of Day 1.
Give post assessment at the end of Day 3.
Question 1:
A. How does AC current differ from DC current in direction?

Answer: DC is a constant direction where AC switches
direction back and forth over time.
B. How does AC current differ from DC current in magnitude?

Answer: DC is constant and AC alternates with a sine
wave between 0 to its peak value.
Question 2:
True/False (T or F)
- DC Current supplies your home appliances

Answer: False
- AC Current is easier to transport

Answer: True
Question 3:
We want to replace R1, R2, and R3 with Rtot so that the circuit can be
simplified to one that looks like this:
What is the resistor value (RTOT)?

Answer: 2 kOhms
What is the current over RTOT

Answer: 6 mAmps
Question 4:
What is the voltage over the 2 Ohm Resistor in the following picture?

Answer: 8 Volts
DAY 1
Page | 7
Measuring Destruction with
Electrical Circuits
DAY 2
Grade Level:
Duration:
11/12th AP Physics
50 mins
Subject:
Series & Parallel Wiring
Prepared By:
Chelsea Sabo
Materials Needed





Pennies (50-100)
Stopwatch for timing; one needed.
Worksheet B i, ii, and iii; enough copies for each student.
Power Kit: Solderless Circuit Board, Various Resistors (wide range), Voltage Source (9V Battery – if none in kit), Wire Bridges
(short and long); enough for 1 set per group (when groups are made of 3).
White Board and Markers.
Analyze Learners
Overview & Purpose (STEMcinnati theme)
Overview:
 Students will learn about how components of circuits can be
simplified when in parallel through an interactive activity where they
act as electrons in a wire.
 Students will apply their knowledge of components in series and
parallel to build a circuit.
Purpose:
Applications: Buildings, Airplanes, Furniture, All Structures,
Development of new Materials
Careers: Civil Engineers, Electrical Engineers, Materials Engineering*
Societal Impact: Engineers are able to design materials safely for
structures, planes, cars, highways, etc. It is important that people can
rely on the structures built by engineers, which means they need to be
sure of the strength of the materials holding things together.
*See attached sheet of Engineer description
Select Goals and Objectives
DAY 2
Teacher Guide
Education Standards Addressed
Ohio Standards – Science
Science and Technology: A. 1. Explain that science and technology are
interdependent; each drives the other.
Scientific Inquiry: A. 2. Derive simple mathematical relationships that have
predictive power from experimental data (e.g., derive an equation from a graph and
vice versa, determine whether a linear or exponential relationship exists among the
data in a table). A. 3. 5. Make appropriate choices when designing and participating
in scientific investigations by using cognitive and manipulative skills when collecting
data and formulating conclusions from the data.
Scientific Ways of Knowing: 11. Research the role of science and technology in
careers that students plan to pursue.
Ohio Standards – Mathematics
Measurement: A. Explain differences among accuracy, precision and error, and
describe how each of those can affect solutions in measurement situations.
Data Analysis: A.4. Create and analyze tabular and graphical displays of data using
appropriate tools. C. Design and perform a statistical experiment, simulation or
study; collect and interpret data; and use descriptive statistics to communicate and
support predictions and conclusions.
Student Guide
Assessment
Page | 1
Goals and
Objectives
(Specify skills/information that will
be learned.)
Goals:
To teach students how circuit components in parallel
can be simplified.
For students to be able to apply series and parallel
formulas to real problems by building circuits.
Misconceptions:
Students are often confused
by the misconception of…
Objectives:
Students will be able to…
 Explain how circuit components in parallel can be
simplified.
 Assemble a circuit with certain circuit parameters.
 Apply the formulas for circuit components in series
and parallel to a real problem.
Select Instructional
Strategies –
Information
(Catch, give and/or demonstrate
necessary information,
misconceptions, etc…)
DAY 2
Activity:
(10 Minutes)
 Create two paths of desks next to each other. Put
50 pennies on the edge of a desk on each line.
Constrict the path of one line.
 Guide students to a line of desks.
 Ask students to observe the things that are the
same and different over the two setups.
 Hold up your sign with negative and remind the
students to walk away from the negative sign and
towards the positive. Have students go down path
that allows for best flow.
 Have students move a penny down the length of
the desk every time they pass. Try to keep
students moving at a steady pace. That is, move
down the path for best flow.
 Bring the students back to their desks to discuss.
Pre/Post Q’s:
Pre/Post Assess. are
the same questions.
Give Pre-Assess. at the
end of the previous
class. Give post
assess. at the end of
Day 4.
Activity:
(10 Minutes)
 Students walk between
desks in a path away from
the negative sign and
move a penny down the
length of the desk as they
go by it (both of them).
 Students take turns going
down each path (path of
least resistance).
 Students observe the
things that are the same
and different for the two
lights/wheels.
Page | 2
Continued…
Select Instructional
Strategies –
Information
(Catch, give and/or demonstrate
necessary information,
misconceptions, etc…)
Discussion:
(10 Minutes)
 Ask students questions 1 and 2 below. Use
PowerPoint slides 12- 15. Encourage students to
discuss how hard it was to walk by each desk with
pennies, the number of pennies moved, etc.
 Ask question 3. Use slide 13. Explain how
resistors in parallel sum.
 Ask question 4. Use slide 14. Explain that current
on components in parallel sum.
 Discuss generalized formulas for components in
parallel.
Questions:
1. What was the same in the two setups with the
pennies?
2. What was different in the two setups with the
pennies?
3. What was the total resistance?
4. What was the total voltage?

Introduce the activity to the students. Use slide 17.
They are going to need to work in groups to put
together a circuit based on the problem they are
given. They’re going to need to use their rules for
resistors in parallel and series to complete it.
Activity:
(25 minutes)
 Break students into groups of 3. Try to pick
diverse groups. That is, students that don’t
typically work together, students that have a
difficult time with students that do better in the
class, and students from different grade levels.
 Give each group 1 of the 3 problems. Have
students work in groups to build circuits with proto
boards.
 Have students work on another problem if they
finish their problem quickly.
Discussion:
(5 minutes)
 Ask students to show the other groups their
problems and how they completed it. Ask what
they found hard and easy.
DAY 2
Discussion:
(10 Minutes)
 Students offer that both
had paths, pennies, etc.
 Students offer that one
was harder to walk
through, that the voltage
would be the same over
both, and that different
amounts of people flowed
by each.
 Student offer option C as
the answer and why.
 Student offer option C as
the answer and why.
Activity:
(25 Minutes)
 Students work in groups of
3 to complete worksheet
B.
 Students build circuits with
proto boards based on
their given problem.
Discussion:
(5 Minutes)
 Students discuss their
different problems and
how they put it together.
 Student offer what was
difficult and easy.
 Students offer what rules
they had to use and why.
Page | 3
Utilize Technology



Require Learner
Participation
Activity
(Describe the independent activity
to reinforce this lesson)

This activity involves having the students walk
around in a path simulating the flow of electrons in
a wire. Have students move down two rows of
desks and move a penny down the desk with each
pass in each path. One path is constricted by
narrowing the path with a desk. Teacher has
students observe what is the same and different
about each setup throughout the activity.
See Worksheet B i, ii, iii (3 similar, but different
problems).
 After discussion, students work in groups of 3 to
work on problems (worksheet B) that involve
building circuits with proto boards and resistors.
Each group is given a different problem (either i, ii,
or iii). They need to build a circuit that involves
resistors in series and parallel and requires a
certain voltage for output.
Evaluate (Assessment)
(Steps to check for student
understanding) – See Objectives
above
DAY 2
Other Resources
Computer with projector to show powerpoint (slides
12 - 17).
Proto Boards
Resisters
Pre/Post Q’s (See Attachment):
(e.g. Web, books, etc.)



Students move down two
rows of desks, where the
students are electrons
flowing down a wire.
Students move a penny
down the desk with each
pass in each path.
Students try to keep a
steady flow. That is, go
down the path that would
allow for best flow.
Students observe what is
the same and different
about each setup
throughout the activity.
See Worksheet B.
 Students work in groups of
3 to build circuits with
proto boards and resistors
based on their given
problem (i, ii, or iii).
Additional Notes
Pre/Post Assessment are the same questions.
Pre-Assessment is given prior to the start of Day 1.
Give post assessment at the end of Day 3.
Page | 4
Measuring Destruction with
Electrical Circuits
DAY 3
Grade Level:
Duration:
11/12th AP Physics
50 mins
Subject:
Kirchhoff’s Rule
Prepared By:
Chelsea Sabo
Materials Needed


Power Kit: enough for 1 set per group (when groups are made of 3).
Worksheet C; enough copies for each student.
Analyze Learners
Overview & Purpose (STEMcinnati theme)
Overview:
Students will learn about Kirchhoff’s Laws and apply them by:
 Setting up a Wheatstone Bridge Circuit using Power Kits with three
known resistors and one unknown.
 Use Kirchhoff’s Laws to find the value of an unknown resistor as is
done in real loading problems.
 Solve a similar problem using Kirchhoff’s Laws to find the strain in
the material.
Purpose:
Applications: Buildings, Airplanes, Furniture, All Structures,
Development of new Materials
Careers: Civil Engineers, Electrical Engineers, Materials Engineering*
Societal Impact: Engineers are able to design materials safely for
structures, planes, cars, highways, etc. It is important that people can
rely on the structures built by engineers, which means they need to be
sure of the strength of the materials holding things together.
Education Standards Addressed
Ohio Standards – Science
Science and Technology: A. 1. Explain that science and technology are
interdependent; each drives the other.
Scientific Inquiry: A. 2. Derive simple mathematical relationships that have
predictive power from experimental data (e.g., derive an equation from a graph and
vice versa, determine whether a linear or exponential relationship exists among the
data in a table). A. 3. 5. Make appropriate choices when designing and participating
in scientific investigations by using cognitive and manipulative skills when collecting
data and formulating conclusions from the data.
Scientific Ways of Knowing: 11. Research the role of science and technology in
careers that students plan to pursue.
Ohio Standards – Mathematics
Measurement: A. Explain differences among accuracy, precision and error, and
describe how each of those can affect solutions in measurement situations.
Data Analysis: A.4. Create and analyze tabular and graphical displays of data using
appropriate tools. C. Design and perform a statistical experiment, simulation or
study; collect and interpret data; and use descriptive statistics to communicate and
support predictions and conclusions.
*See attached sheet of Engineer description
Select Goals and Objectives
DAY 3
Teacher Guide
Student Guide
Assessment
Page | 1
Goals and
Objectives
(Specify skills/information that will
be learned.)
Pre/Post Q’s (See
attached):
Goals:
To teach students how to use Kirchhoff’s laws in
circuits.
For students to be able to apply series and parallel
formulas to an engineering problem using strain
gauges for material testing.
For students to be able to apply Kirchhoff’s Laws
to an engineering problem using strain gauges for
material testing.
Pre/Post Assess. are
the same questions.
Give Pre-Assess. at the
end of the previous
class. Give post
assess. at the end of
Day 3.
Question 1:
A. How does AC current
differ from DC current in
direction?
B. How does AC current
differ from DC current in
magnitude?
Objectives:
Students will be able to…
 Name Kirchhoff’s Laws.
 Assemble a circuit using a strain gauge.
 Use Kirchhoff’s Laws to find the change in
resistance from the strain gauge.
Select Instructional
Strategies –
Information
(Catch, give and/or demonstrate
necessary information,
misconceptions, etc…)
**Set up strain gauges on materials as
described in attached sheet (material data
sheet) prior to start of lesson.
Catch:
(5 Minutes)
 Show Video 1 & Video 2.
Questions:
 Why would we want to break and test these
materials?
Explain that materials are tested for several
reasons:
 To determine compression strength (when
pushed) when loaded heavily for a while
 To determine tensile strength (pulled) when
loaded heavily for a while.
 To determine their loading strength when
applying a regular load off and on (fatigue).
 To determine their breaking strength when
there is an impact of a high load.
Catch:
(5 Minutes)
 Students offer reasons for
testing materials.
Question 2:
True/False (T or F)
- DC Current supplies
your home appliances
- AC Current is easier to
transport
Question 3:
We want to replace R1,
R2, and
R3 with Rtot so that the
circuit can be simplified
to one that looks like this:
What is the resistor value
(RTOT)?
What is the current over
RTOT?
Question 4:
What is the voltage over
the 2 Ohm Resistor in the
following picture?
Explain that we can determine when a material will
break based on their strain (discussed the first
day).
DAY 3
Page | 2
Continued…
Select Instructional
Strategies –
Information
(Catch, give and/or demonstrate
necessary information,
misconceptions, etc…)
Discussion
(20 minutes)
 Explain Kirchhoff’s Voltage and Current Laws.
Use PPT slides 18 and 19. Write down
Kirchhoff’s Laws for the examples shown on
the slides.
 Ask students to give a reasoning for Kirchhoff’s
laws. Encourage students to give reasons for
why these are true.
 Go through the example on slide 20.
Discussion
(20 minutes)
 Students listen and take
notes.
 Students offer that Kirchhoff’s
Loop Law exists because of
conservation of energy.
 Students offer that Kirchhoff’s
Current Law exists because
of conservation of charge.

Activity:
(25 Minutes)
 Students complete worksheet
C in groups of 3.
 Students measure the
voltage with a mulimeter, use
Kirchhoff’s rules, and find the
unknown resistance that
would be found in the strain
gauge.
 Students complete an
additional example.



Explain that strain is a measure of the amount
of stretch or compression in a material. Use
slide 21.
Strain gauges are connected to simple circuits
to measure a change in resistance over the
wires in them as they extend or compress with
the material. Use slide 22.
Explain that the students are going to be given
a resistor of unknown value, and they are
going to have to use Kirchhoff’s Laws to find it.
Additionally, the students will work a problem
that involves going a step further and finding
the strain in the material.
Activity:
(25 Minutes)
 Make each student has a copy of Worksheet C
and something to write with.
 Break students into groups of 3. Give each
group a resistor of unknown value.
 Assist students in setting up their circuits and
testing setup.
 Have students measure the voltage as shown
on their sheets and complete Worksheet C.
Guide them in completing the worksheet.
 Make sure the students pickup and put
everything away.
Utilize Technology
DAY 3



Computer with powerpoint (slides 18 - 22).
Power Kits
Multimeter
Other Resources
(e.g. Web, books, etc.)
Page | 3
Require Learner
Participation
Activity
(Describe the independent activity to
reinforce this lesson)
DAY 3
See Worksheet C (Attached).
 Give each group a resistor of unknown value
(and is not marked in the kit so they cannot
look it up easily).
 Assist students in setting up their circuits and
testing setup.
 Have students measure the voltage with a
multimeter as shown in the circuit on complete
Worksheet C. Guide students in using this
voltage and Kirchhoff’s Laws to find the
unknown resistance.
 Have students complete the additional
example using Kirchhoff’s Laws. This could
also be done as homework if needed.
See Worksheet C (Attached).
 Students complete worksheet
C in groups of 3.
 Students setup a quarter
bridge circuit attached to an
unknown resistor given to
them by the teacher.
 Students measure the
voltage labeled Vm in the
diagram using a mulimeter.
 Students use Kirchhoff’s
rules to find the unknown
resistance.
 Students complete the
additional example and
questions using Kirchhoff’s
Laws.
Page | 4
Evaluate (Assessment)
(Steps to check for student
understanding) – See Objectives
above
Pre/Post Q’s (See Attachment):
Additional Notes
Pre/Post Assessment are the same questions.
Pre-Assessment is given prior to the start of Day 1.
Give post assessment at the end of Day 3.
Question 1:
A. How does AC current differ from DC current in
direction?

Answer: DC is a constant direction where
AC switches direction back and forth over
time.
B. How does AC current differ from DC current in
magnitude?

Answer: DC is constant and AC alternates
with a sine wave between 0 to its peak
value.
Question 2:
True/False (T or F)
- DC Current supplies your home appliances

Answer: False
- AC Current is easier to transport

Answer: True
Question 3:
We want to replace R1, R2, and R3 with Rtot so that the
circuit can be simplified to one that looks like this:
What is the resistor value (RTOT)?

Answer: 2 kOhms
What is the current over RTOT

Answer: 6 mAmps
Question 4:
What is the voltage over the 2 Ohm Resistor in the
following picture?
Answer: 8 Volts
DAY 3
Page | 5
Measuring Destruction
Using Electrical Circuits
Important Attachments:
1. Pre-Post Assessment
a. Assessment: Same for the beginning and end of the lesson.
2. Worksheets
a. Worksheet A: Worksheet for students to complete at the beginning of Day 1.
b. Electron Sign: Sign needed by students for Day 1.
c. Voltage Source Sign: Sign needed by teacher for Day 1.
d. Worksheet B (i, ii, and III): Worksheet for students to complete the activity and record appropriate data for Day 2.
e. Worksheet C: Worksheet for students to complete the activity and record appropriate data for Day 3.
3. PowerPoint
a. Electricity Powerpoint: Includes important equations, concepts, and questions through the lesson.
b. Video 1: Video of material testing 1
c. Video 2: Video of material testing 2
4. Reflection after lesson