Title III Learning Experience

Learning Context | Procedure | Instructional/Environmental Modifications | Time Required | Resources | Assessment Plan | Student Work | Reflection

LEARNING CONTEXT

Purpose or Focus of Experience

This experience is designed to allow students to demonstrate their knowledge of electrical circuit theory through the construction and use of an Audible Continuity Tester.

Connection to Standards

MST 5: Students will apply technological knowledge and skills to design, construct, use and evaluate products to satisfy human needs.

MST 7: Students will apply knowledge and thinking skills of science and technology to address real life problems.

Essential Question

1. Why is continuity important in an electrical circuit?
2. What are the components needed to construct a functional continuity tester?
3. How is the continuity of an electrical system determined?

Content Knowledge: Declarative, Procedural

 DECLARATIVE

1. List the components of a continuity tester.

2. Define electrical continuity.

3. Identify a schematic of an electrical circuit.

4. Know the function of each component

in the continuity tester.

PROCEDURAL

1. Construct a continuity tester.

2. Test for electrical continuity.

3. Read and interpret a schematic of an electrical circuit.

PROCEDURE
(Chronologically ordered description of all teacher & student activities and interactions.)

 Teacher Responsibilities:

1.Lecture and discussion regarding:

1. Ohm's Law
2. Construction of Series and Parallel circuits

c. Topics of amperage, resistance and voltage

4. Interpretation of schematics of simple electrical circuit diagrams including the symbols for specific electrical components.
5. The function and use of an integrated circuit.

2. Instruction and demonstration regarding:

a. The proper use of an electrical breadboard in the construction of a circuit.

2. The correct identification of electrical components used in conjunction with the breadboard.

c. The proper use of tools used in the construction of a continuity tester.

d. The correct procedure for using a continuity tester on an electrical circuit.

e. The proper safety procedures to be used when dealing with electrical circuits.

Student Activities: All of the following comments refer to the attached lab entitled

From Theory to Application in an Electric Circuit - an Audible Continuity Tester

1. Students will identify and collect the appropriate components for the construction

of an audible continuity tester.

• Students in small groups construct a working continuity tester using a schematic

diagram as a guide.

• Students will use the continuity tester to troubleshoot several electrical devices to

check for electrical continuity.

• When groups determine a problem with continuity they will be asked to provide a

possible solution.

INSTRUCTIONAL/ENVIRONMENTAL

MODIFICATIONS

1. Groups should not be larger than 3 students. Insure that each group contains one

individual with good mechanical dexterity and excellent vision

2. Make sure that the group contains a mixture of academic strengths.

3. If possible try to mix male and female students in groups. This combination seemed

to work well.

4. Have large magnifying glasses available for students with vision limitations.

5. Create an overhead transparency of the breadboard diagram to assist students with

proper component placement.

6. Tools such as forceps and pliers should be available for students with limited

dexterity to accommodate their placement of components on the breadboard.

7. For students with limited hearing ability the teacher could substitute a light bulb

for the speaker in the continuity tester.

8. The breadboard was used in construction to avoid the necessity for soldering

electrical connections, minimizing injury potential. It allowed students many

reconstruction attempts without the need to use additional materials. This also

allowed materials to be recycled for future use.

9. Extended time and individual assistance may be required with some students. 

10. Review how to complete the Data Collection & Recording spreadsheet for the

eighteen test sites. Conduct a continuity check on a couple test items and model

the responses desired under: Continuity Result - Possible Problem – Possible

Solution.

  TIME REQUIRED

Planning:

Depending upon the capabilities of the teacher, the amount of time required can

vary greatly. Ample time must be planned for training in the use of a breadboard as a

basis for electrical circuitry construction. Also training may be needed in the

interpretation of electrical circuit schematic diagrams. ( 4-8 hrs)

The authors, Mr. Jakubiec and Mr. Kaczor, visited Mohawk Valley Community

College, Utica, New York in order to be in-serviced on how to read and interpret the

schematic diagram of an audible continuity tester as illustrated on p. 3 of the student

lab. We met with a microcomputer design and engineer college instructor for a period

of about 3 hours. As a result of our in-service we were able to transform the schematic

circuit diagram on p. 3 of the student lab into the Breadboard Circuit Diagram as

illustrated on p. 4 of the student lab. An overhead transparency was made of the

breadboard circuit diagram and used by the instructor to guide the students in the

construction of the continuity tester.

To obtain a copy of the student lab, From Theory to Application in an Electric Circuit- an Audible Continuity Tester ( 7 pp. ), plus a copy of the Data Collection

& Recording spreadsheet (1 p.) please e-mail your request to both:

tjakubiec@remsen-high.moric.org and wkaczor@remsen-high.moric.org

Implementation:  

Purchasing of materials at local vendors (2-6 hrs)

Time to implement and complete the laboratory activity (3 - 40 minutes labs)

Assessment:

Students will be assessed by observing their contributions toward the construction

of a working continuity tester. Observations should be about 10 minutes per lab

group. For the final evaluation lab groups will be required to determine the electrical

continuity of several test circuits and propose proper corrective measures if a

problem exists. Both assessments will be conducted using the rubric contained

within this document's assessment plan.

RESOURCES

Materials Required per Laboratory Group ( 3 students):

68 K resistor 1 9-V rectangular battery

47 K resistor 1 Jameco - JE 21 - 400 pt Breadboard

IC 555 timer 1 battery clip

5.microF capacitor 1 chasis box 4 x 2 x 2.75 in.

1.microF capacitor 1 4 in. piece of velcro

1.microF capacitor 2 banana plugs(red & black) with

receptacles

1.set of fine tipped test leads 2 binding posts and ring tongues

0.1 watt 8 ohm speaker

Supplies to be Shared Among Groups:

22 gauge wire - two rolls (one black, one red)

wire strippers

small needle nose pliers and / or forceps

small flat head screwdrivers

black and red electrical tape

ASSESSMENT PLAN
(Include samples of rubrics, checklists, etc.)

STUDENT WORK
(Include samples of student work showing different levels of performance.)

1. Student laboratory report:

a. symbol chart – identify components - describe component function

b. data table showing results of continuity testing

c. students propose solution(s) for defective circuits

• Completed construction of continuity tester.

• REFLECTION

    This learning experience was developed to create a "hands-on" activity for Physics students that would relate traditional curriculum content to real world application. The impetus behind the idea was to create an activity that would increase the interest level within the course and allow students to extend theoretical concepts into practical application. Our hope was that as students were able to see actual application of Physics principles a deeper understanding of course content would occur. We also hoped that the Physics students would share their experience with underclassmates and lead to an increase course enrollment. The learning experience met our expectations and we see no need for change at the present time.