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Notes for teachers

This lesson can be done in 2-3 hours.
Students can make small groups of 3-4 members
The focus is to build a series and parallel circuit.
Creative solutions should be encouraged.

List of Materials

3 pcs - Small light bulbs

3 pcs – Small socket

6 pcs – Alligator clips with wire

3 pcs – 1.5 volts battery

Cardboard – 8.5” x 13” (size may vary)

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AZ Math Standards

A1.N-RN.B

Use properties of rational and irrational numbers.

AZ Physical Science Standards

HS+Phy.P4U1.8

Use mathematics and computational thinking to explain the relationships between power, current, voltage, and resistance.

AZ Standards Science and Engineering Practices for HS

Use models (including mathematical and computational) to generate data to support explanations and predict phenomena, analyze systems, and solve problems.

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Objectives:

Today we will explain the characteristics of series and parallel circuits.

Today we will apply Ohm’s law in solving the total voltage and total current flowing in a circuit.

Today we will solve the total resistance and total power of the circuit.

Today we will collaborate and communicate effectively with our peers to complete an engineering design of a series and parallel circuit.

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Agenda (180 minutes)

How is series circuit different from a parallel circuit?
PhET simulation on series and parallel circuit.
Building a series and parallel circuit
Share or present�

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Intro/Driving Question/Opening

How is series circuit different from a parallel circuit?

Imagine you are at home, can you identify circuits that are connected in series or parallel circuit?

What makes you think it is connected in series or parallel?

https://stock.adobe.com/ee/search?k=parallel+circuit&asset_id=123396281

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Characteristics of Series Circuit

Characteristics of Parallel Circuit

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Hands-on Activity Instructions

PART A (Series Circuit)

In a group of 2-3 electrical engineers, they will explore the PhET simulation and create a model of the provided diagram from the simulator.
Students figure out the correct values of the missing variable by attaching the voltmeter and ammeter in the circuit. They write the missing variable on the worksheet provided. Series Circuit
Students compare the values taken from the PhET simulation and the manual computation using applying the rules of series circuit.

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Hands-on Activity Instructions

PART B (Parallel Circuit)

In a group of 2-3 electrical engineers, they will explore the PhET simulation and create a model of the provided diagram from the simulator.
Students will figure out the correct values of the missing variable by attaching the voltmeter and ammeter in the circuit. They write the missing variable on the worksheet provided Parallel Circuit
Students will compare the values taken from the PhET simulation and the manual computation using applying the rules of parallel circuit.

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Hands-on Activity Instructions

PART C

Students will use the three (3) small light bulb, three (3) small socket and the six (6) pieces of alligator clips with wire to build a series circuit connection. Students will figure out how these materials should be connected to create a successful series circuit.
After creating a series circuit, using the same materials, students will build parallel circuit connection. Students will again figure out the proper connection to create a successful parallel circuit.
After the connections have been checked by the teacher, the group will create a fixed circuit board where they are free to choose from either series or parallel circuit.

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Assessment

Part A.

Students’ series connection will be evaluated. The teacher will remove the bulb one at a time and check if one bulb is out, the rest of the bulb will be out as well for a series circuit.
Students’ parallel connection will be evaluated. The teacher will remove one bulb and the rest of the bulbs should still work.

Part B.

The students will present to the class their circuit board where they have to discuss the characteristic of their chosen type of circuit. They will be graded based on their knowledge on their chosen type of circuit, organization of presentation and creativeness of presentation.

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Rubrics for Oral Presentation

Category	5	4	3-2	1
Scientific Knowledge	Explanations by all group members indicate a clear and accurate understanding of scientific principles underlying the construction and modifications.	Explanations by all group members indicate a relatively accurate understanding of scientific principles underlying the construction and modifications.	Explanations by most group members indicate relatively accurate understanding of scientific principles underlying the construction and modifications.	Explanations by several members of the group do not illustrate much understanding of scientific principles underlying the construction and modifications.
Organization of Presentation	Presentation were outlined in a step-by-step fashion that could be followed by anyone without additional explanations. No adult help was needed to accomplish this.	Presentation were outlined in a step-by-step fashion that could be followed by anyone without additional explanations. Some adult help was needed to accomplish this.	Presentation were outlined in a step-by-step fashion, but had 1 or 2 gaps that require explanation even after adult feedback had been given.	Presentation that were outlined were seriously incomplete or not sequential, even after adult feedback had been given.
Creativity of Presentation	Very original presentation of material; uses the unexpected to full advantage; capture audience’s attention	Some originality apparent; good variety and blending of materials	Little or no variation; material presented with little originality or interpretation	Repetitive with little or no variety; insufficient use of materials

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Differentiation

Remediation

Extension/Enrichment

For students who are struggling with this lesson, they can watch a lecture video in YouTube on how to solve the total resistance of resistors connected in series and parallel.

Use the link below:

https://youtu.be/7mdc-lRrW1c

Students who are successful right away can collaborate with other groups and plan on how they can combine their materials so they can build a combination or series and parallel circuit to create a circuit network.