The Arizona STEM Acceleration Project

Electric Power

Electric Power

An 11th Grade STEM Lesson

Sylvestre Amorsolo

June 2023

Notes for Teachers

• Context: This lesson takes place in a classroom for one hour.

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• Students may work in pairs.

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• Students already have a solid concept of series and parallel circuits.

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• Students are taught how to use an ammeter and a voltmeter before this lesson.
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• By now, students are already very familiar in using the PhET Circuit Construction Kit.

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List of Materials

• Computer
• Lab Paper

Optional

• Arduino Kit

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Standards

Science:

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Plus HS+Phy.P4U1.8 Use mathematics and computational thinking to explain the relationships between power, current, voltage, and resistance.

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Science and Engineering Practices:

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• ask questions and define problems
• develop and use models
• plan and carry out investigations
• analyze and interpret data
• use mathematical and computational thinking
• construct explanations and design solutions
• engage in argument from evidence
• obtain, evaluate and communicate information

Mathematical Practices:

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QR.MP.4 Model with mathematics.

QR.MP.5 Use appropriate tools strategically.

QR.MP.6 Attend to precision.

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Ed Technology:

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Computational Thinker

9-12.5.c. Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.

Objective(s):

Today we will define electrical power in terms of voltage and current.

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Today we will design a model circuit that expends less electrical power.

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Agenda (60 minutes)

• Introduction
• Ask Question
• Making an initial model
• Comparing models
• Circuit Construction (PhET)
• Data Gathering and Analysis
• Revising Model

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Intro/Driving Question/Opening

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You want to help put lighting in your garden just like in the picture shown on the right.

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You want to apply your knowledge on series and parallel circuits in connecting the bulbs but you are also concerned about the additional electrical cost of these lights being put up.

Intro/Driving Question/Opening

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What would be the best way to wire these bulbs in such a way that it will be cost effective? That is, the way that these bulbs are connected uses the least possible electrical power.

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Task 1: Draw an initial model of a circuit (either series or parallel) of how you think these bulbs will use the least possible amount of electric power.

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Intro/Driving Question/Opening

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Task 2: Compare your model with a partner and briefly explain why your model is as such.

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Hands-on Activity Instructions

Sample Student Work

• Students work individually on a lab paper.
• Click on this link LAB PAPER for the activity procedure.

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Assessment:

1. Draw a revised version of your initial model based on the result of the experiment. Explain your new model to a classmate.

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1. How would you answer the opening question now?

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1. How would you associate electric power and brightness?

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1. Part of the design of a one-night event in your backyard is putting up the lighting, which consists of about 20 bulbs. How would you wire these bulbs so that you have a brighter backyard on the night of the event, in series or in parallel? Why?

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Differentiation

Allow students the freedom to construct/build their own circuit using PhET.

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Ask students to keep on adding bulbs to their circuits and to note their observations. Ask what variable/factor causes their observation(s).

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Remediation

Extension/Enrichment

Using the Arduino Kit, students can build series and parallel circuits that consists of at least 3 LEDs. They should notice the difference in brightness of the LEDs.

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The answers to #3 and #4 questions can be tested using these actual circuits.