Title III Technology Literacy Challenge Grant

Learning Unit

Overview | Content Knowledge | Essential Questions | Connection To Standards | Initiating Activity | Learning Experiences | Culminating Performance | Pre-Requisite Skills | Modifications | Schedule/Time Plan | Technology Use

 OVERVIEW

In this unit, traditional regents physics students will have the opportunity to explore the relationships that exist between principles of electricity learned in the classroom setting and their application in the workplace. Specifically, D.C. series and parallel circuits will be investigated in terms of visual recognition and actual construction. The electricity variables of resistance, voltage, and amperage will be studied by applying Ohm's Law, appropriate circuit formulas, and electrical Energy and Power formulas. The learning unit and learning experience, together, require 8-10 class periods of 45 minutes each.

To obtain a copy of the student lab, D.C. Electrical Circuits ( 9pp. ), please e-mail your request to both: tjakubiec@remsen-high.moric.org and wkaczor@remsen-high.moric.org  

CONTENT KNOWLEDGE

ESSENTIAL QUESTIONS

1. Does D.C. circuit construction affect the characteristics of the transmission of electricity ?
2. How does one determine the characteristics of an electric D.C. circuit ?
3. What techniques have been developed to measure those characteristics that are affected by D.C. electrical circuit design ?
4. How is knowledge of D.C. circuits useful in the workplace ?

CONNECTIONS TO NYS LEARNING STANDARDS
List Standard # and Key Idea #: Write out related Performance Indicator(s) or Benchmark(s)

MST 1: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate to pose questions, seek answers, and develop solutions.

Scientific Inquiry: Key Idea # 2. Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity.

Performance Indicator: students carry out their research plan for testing explanations, including acquiring parts for and building apparatus, and recording observations as necessary.

Scientific Inquiry: Key Idea # 3. The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena.

Performance Indicator: students will use tables, charts, diagrams and equations to insightfully organized data.

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

Engineering Design: Key Idea #1: Engineering design is an interactive process involving modeling and optimization used to develop technological solutions to problems.

Performance Indicator: Students in a group setting will devise a technology to search for a problem and will perform tests that will allow them to logically evaluate test results using quantitative and verbal means and suggest possible solutions.

Tools, Resources, and Technological Processes: Key Idea #2: Technological tools and materials are selected on the basis of appropriateness to acquire useful information.

Performance Indicator: Students select appropriate tools, instruments, and equipment and use them correctly to process information about energy.

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

Skills and Strategies for Interdisciplinary Problem Solving: Key Idea #3: Solving interdisciplinary problems involves a variety of skills and strategies.

Performance Indicator: Working effectively within a group to plan and carry out a culminating experience.

Performance Indicator: Realizing ideas by constructing test equipment, applying it to various test situations, arriving at solutions, and evaluating results.

INITIATING ACTIVITY

The students will be provided with the following materials and asked to make the 2 light bulbs light. They will be asked to pose two different solutions. They will be asked to provide a circuit diagram of their two different solutions.

Materials: 2 light bulbs, 8 alligator clips, two 1.5 D.C. size D flashlight batteries, and switch

LEARNING EXPERIENCES
In chronological order including acquisition experiences and extending/refining
experiences for all stated declarative and procedural knowledge.

 Declarative Knowledge:

1. Vocabulary for Unit (1-2 45 min. class periods)

Experiences:

1. Students will use textbook and classroom references to locate definitions.

  Strategies to enhance learning:

a. Develop meaning for vocabulary words

What will be done:

1. The understanding of the unit vocabulary will be achieved through: lecture, class demonstration, lab activities, diagrams, and handouts.

2. Understanding of D.C. series and parallel circuits (4-5 45 min. class periods)

Experiences:

1. Textbook and review book reading and questions.
2. Review of diagrams on overhead.
3. D.C. series and parallel circuit lab.

Strategies to enhance learning:

1. Construction of D.C. series and parallel circuits.

b. Using guided practice the students were asked to construct a separate set of series and parallel circuits, using colored lamps to visualize energy consumption as a parameter of total circuit resistance. The positioning of the lamps (resistors) within the circuit impacted the strength of illumination.

What will be done:

1. The students will perform a lab in which they are required to construct both a D.C. series and parallel circuit.
2. Students will analyze data on resistance, voltage, and amperage to seek verification of Ohm's Law and other appropriate electricity formulas.

3. Circuit Integrity (continuous flow of electrons) (3- 4 45 min. class periods)

Experiences:

1. Continuity tester demonstration on an open vs closed circuit.
2. Classroom discussion and demonstration of a short circuit.
3. Continuity tester lab.

Strategies to enhance learning:

1. Q&A during circuit demonstrations.
2. Lab practical.

What will be done:

1. The lab practical will have electrical components with and without electrical continuity that will challenge the student to determine the cause and propose possible solutions to correct problems when they exist.

 Procedural Knowledge:

Experiences: D.C. Series and Parallel Circuit Construction

1. Data acquisition of resistance, voltage, and amperage.

b. Sample calculations of electrical power and energy.

What will be done: Students in their laboratory groups will conduct activities that will allow them to build a D.C. series and parallel circuit. They will then use the appropriate test meters to acquire data that they will tabulate and later use to calculate the following: amperage, voltage, and resistance. After the laboratory exercise has been completed students will be required to complete a set of problems where they will examine the mathematical relationships of electrical power and energy.

Experience: Construction of an Audible Continuity Tester

1. Construction of a continuity tester from components.
2. Determining continuity in various test situations.
3. Detect problem and propose solution.

What will be done: The students will assemble a continuity tester. Students will be required to follow a schematic diagram for the tester and to place the proper electrical components in position on a breadboard according to directions. They will test their apparatus to insure that it is in working order by checking the continuity of control circuits (closed vs. open). The students will use the continuity testers in a mock work place environment to test the electrical integrity of several industrial electrical components.

EXTENDING and REFINING

What knowledge will students be extending and refining ?

1. Students will explain why houses are wired in parallel and not series.
2. Students will compare systems which use D.C. circuits and systems which use A.C. circuits.
3. Students will be asked to answer the question: Why are not all circuits D.C. ?
4. Students will examine the transition from Thomas Edison D.C. current to modern A.C. current generation. This process would involve an Internet search and /or CD-ROM search involving encyclopedias, etc.
5. Students will compare their continuity tester to other commercially available equipment used for testing electrical continuity to determine similarities and differences.

CULMINATING PERFORMANCE
Include rubric(s)

Performance # 1: The students will successfully construct both a D.C. series and parallel circuit from provided electrical components. Furthermore, they will properly position and read a voltmeter and ammeter. The students will be able to correctly use acquired electrical measurement data in electricity formulas.

Performance # 2: The students will successfully assemble a functioning continuity tester. They will be able to correctly determine the continuity of a provided electrical component and suggest a corrective measure if needed.

PRE-REQUISITE SKILLS

 Effective communication skills, manual dexterity, visual perception, Course I level math ability, ability to read and interpret diagrams, think creatively, and persistence. The students should be able to use a computer to carry out an Internet search and / or a search of CD-ROM based information such as interactive multimedia encyclopedias.

MODIFICATIONS

Individualized instruction with guided practice, extended time to complete culminating activities, a variety of tools for visually or manually challenged students, and the use of a light bulb in place of the audible speaker for hearing impaired students. 

UNIT SCHEDULE/TIME PLAN

The time required to complete the unit is 3-4 weeks (15-20 40 min. class periods)

Some students may have difficulty completing the labs and may require 2-3 additional class period equivalents of their free time.

It is suggested that this unit be completed when extended vacation periods will not interfere with its completion.

TECHNOLOGY USE

 The teacher and student must be able to successfully use an ammeter and a voltmeter in a D.C. circuit. The extending and refining activities will be easier if the student has basic computer research skills.