# Lesson Plan Series Resistive Circuits Electronics

advertisement ```Series Resistive Circuits
Electronics
Lesson Plan
Performance Objective
At the end of the lesson, students will demonstrate the ability to apply problem solving and analytical
techniques to calculate series circuit electrical values by completing the handouts and passing the Series
Resistive Circuits Quiz.
Specific Objectives
 Identify a series resistive circuit
 Use current loops to determine electrical polarity
 Use Kirchhoff’s Law to derive circuit analysis tools
 Analyze circuits and calculate a variety of electrical values using the information given for a series
circuit
Terms

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
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
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
Battery- a chemical device used to create DC voltage
Fuse- a circuit protection device that opens when excessive current flows through it
Switch- a control device used to turn a circuit on or off
Load- the device a circuit is designed to deliver power to, represented by a resistor symbol
Ohm’s Law- a formula that shows the mathematical relationship between current, voltage, and
resistance
Kirchhoff’s Voltage Law- the sum of all voltages in a closed loop equals zero
Kirchhoff’s Current Law- the sum of the currents into a node is equal to the sum of the currents
leaving the node
Node- an electrical junction point
Series Circuit- a circuit with only one path for current flow
Voltage Drop- a voltage difference measured across a device
Time practice, and one 50-minute period for a
It should take approximately three 50-minute periods to teach the lesson, three 50-minute periods to work
problems and analyze circuits through guided lab session.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
1
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Electronics
 130.368 (c)
o (5) The student implements the concepts and skills that form the technical knowledge of
electronics using project-based assessments. The student is expected to:
(C) demonstrate knowledge of the fundamentals of electronics theory;
(D) perform electrical-electronic troubleshooting assignments; and
(E) develop knowledge of voltage regulation devices.

130.368 (c)
o (6) The student applies the concepts and skills to simulated and actual work situations. The
student is expected to:
(A) measure and calculate resistance, current, voltage, and power in series, parallel, and
complex circuits; and
(D) demonstrate knowledge of common devices in optoelectronics.

130.368 (c)
o (8) The student learns the function and application of the tools, equipment, and materials used
in electronics through project-based assignments. The student is expected to:
(A) safely use tools and laboratory equipment to construct and repair circuits; and
(B) use precision measuring instruments to analyze circuits and prototypes.

130.368 (c)
o (9) The student designs products using appropriate design processes and techniques. The
student is expected to:
(A) interpret industry standard circuit schematics; and
(D) produce schematics to industry standards.
Interdisciplinary Correlations
Geometry
 111.41 (c)
o (1) Mathematical process standards. The student uses mathematical processes to acquire and
demonstrate mathematical understanding. The student is expected to:
(A) apply mathematics to problems arising in everyday life, society, and the workplace;
and
(B) use a problem-solving model that incorporates analyzing given information,
formulating a plan or strategy, determining a solution, justifying the solution, and
evaluating the problem-solving process and the reasonableness of the solution.
Occupational Correlation (O*Net – www.onetonline.org/)
Job Title: Electronics Engineering Technicians
O*Net Number: 17-3023.01
2
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Reported Job Titles: Digital Tech (Digital Technician), Electrical Technician, Electronics Engineering Technician,
Electronics Technician, Engineering Technician (Engineering Tech), Failure Analysis Technician (FA Technician),
Refurbish Technician (Refurb Tech), Senior Electronics Technician, Technician, Test Technician
Tasks
 Read blueprints, wiring diagrams, schematic drawings, or engineering instructions for assembling
electronics units, applying knowledge of electronic theory and components.
 Identify and resolve equipment malfunctions, working with manufacturers or field representatives as
necessary to procure replacement parts.
 Test electronics units, using standard test equipment, and analyze results to evaluate performance and
determine need for adjustment.
 Adjust or replace defective or improperly functioning circuitry or electronics components, using hand
tools or soldering iron.
 Assemble, test, or maintain circuitry or electronic components, according to engineering instructions,
technical manuals, or knowledge of electronics, using hand or power tools.
 Perform preventative maintenance or calibration of equipment or systems.
 Maintain system logs or manuals to document testing or operation of equipment.
 Provide customer support and education, working with users to identify needs, determine sources of
problems, or to provide information on product use.
 Write reports or record data on testing techniques, laboratory equipment, or specifications to assist
engineers.
Soft Skills
 Dependability
 Cooperation
 Attention to Detail
 Initiative
 Integrity
 Adaptability/Flexibility
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website.
Preparation
 Review the Series Resistive Circuits slide presentation and lesson plan prior to each class.
 Review and become familiar with the terminology and the example problems used.
 Have materials and handouts ready prior to the start of the lesson.
 Have parts and equipment ready before lab.
 Have an example circuit to show the class.
 Cover the following lessons as prerequisites (in order):
1. The Nature of Matter
2. The Nature of Electricity
3. Conductors and Insulators
3
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4.
5.
6.
7.
Sources of Electrical Energy
Voltage and its Measurement
Resistance
Ohm’s Law
References
 Roberts, Gerrish, and Dugger. (1999). Electricity &amp; electronics. Tinley Park, Illinois: Goodheart-Willcox
Company.
 Mitchel E. Schultz. (2007). Grob’s basic electronics fundamentals of DC and AC circuits. Columbus, Ohio:
McGraw Hill.
Instructional Aids
 Handout One, summary of the “tool kit” and the troubleshooting method
 Handout Two, step-by-step troubleshooting guide for example two
 Handout Three, two resistor sample problems for practice (with key)
 Handout Four, three resistor sample problems for practice (with key)
 Series Resistive Circuits: Lab (with key)
 Series Resistive Circuits: Worksheet (with key)
 Series Resistive Circuits Quiz (with key)
Introduction
The purpose of this lesson is to help students develop a systematic, step-by-step method to analyze circuits
and solve problems.

Ask
o How many of you have ever had a problem in your life?
o Have you ever wanted a really good technique to solve that problem?

Show
o An example circuit

Say
o A lot of you think that electronics is about learning how an electrical circuit or electronic device
works.
o But what electronics is really about is how to logically and systematically solve a problem.
o Electronics will teach you how to think in a logical and step-by-step way, which is going to help you
throughout your life.

Ask
o Who wouldn’t want to learn something that will help them for the rest of their life?
4
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Outline
MI
OUTLINE
I.
II.
Introduction to Series Resistive Circuits (slides 112)
A. Series circuits are used as an introduction to
problem solving.
B. Review the basics if necessary.
C. Go over the terms and devices used in the
example circuit and circuit operation.
Introduction to Circuit Analysis (slides 13-17)
A. Ohm’s Law
B. Kirchhoff’s Voltage Law
C. Kirchhoff’s Current Law
D. Definition of a series circuit
III.
Using Kirchhoff’s Voltage Law (slides 18-22)
A. Polarities are key.
B. Draw a current loop around the circuit from
the negative side of the battery to the positive
side.
C. Place arrows showing the direction of current
flow from negative to positive in the circuit.
D. The arrows indicate the polarity of voltage
across a device from negative to positive.
E. The key take away is to show that the voltage
drops in a circuit equal the source voltage.
F. Use the voltage drop to calculate current.
IV.
Using Kirchhoff’s Voltage Law with multiple
components (slides 23-27)
A. In this segment, begin to emphasize the stepby-step process to determine the polarity of
the voltage drops.
B. Again, the process involves drawing the loop,
showing the arrows, and assigning polarities
for the voltage drops.
C. The sum of the voltage drops equals the supply
voltage.
NOTES TO TEACHER
Show Series Resistive
Circuits slide
presentation.
After presentation, have
students work practice
problems using both
guided and
independent practice.
Students start with
simple problems to
learn the formulas and
the step-by-step
process, then work their
way to more difficult
problems designed to
teach problem-solving
skills.
5
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MI
OUTLINE
V.
Introduce the third circuit analysis formula (slides
28-30)
A. Review the summary and the two formulas
developed so far.
B. Use Ohm’s Law to substitute IR for V in the
voltage drop formula.
C. Solve this formula for resistance to get the
third formula used to analyze series circuits.
VI.
Example Problem One (slides 31-41)
A. Go over this section slowly emphasizing that
you are developing the steps in a problemsolving process.
B. Note the use of symbols for voltage, current,
and resistance.
C. Emphasize the use of subscripts to identify
quantities that go together for a component.
D. Note the relationship of the voltage drops to
the component resistance value.
VII.
Example Problem Two (slides 42-46)
A. This section develops a formal step-by-step
process.
B. Practice is necessary to ingrain and hone the
process of problem solving; it must become
natural and intuitive.
C. This is a summary and formal development of
the steps needed to solve a problem.
D. Always start by writing down what the
problem is asking for and the equations
needed to solve for that value.
E. Work through the process of finding the values
needed to solve the problem; sometimes all
the needed values are given—most of the time
they are not.
Intelligences
Guide
F. Note Multiple
the relationship
between voltage
drop
and resistance value; when students
understand this relationship, solving electrical
problems becomes much easier.
NOTES TO TEACHER
Emphasize that problem
solving is a skill
developed by practice.
Give students Handout
One and Handout Two
after going over
Example Problem Two
in the presentation.
Handout One and
Handout Two are
summaries of material
covered in the
presentation and can be
used during guided and
independent practice as
problem solving aids. It
is at the teacher’s
discretion whether the
handouts can be used
during assessment.
The problems in
Handout Three and
Handout Four can be
used for both guided
practice and
independent practice.
6
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MI
OUTLINE
G. The voltage divider rule can be expressed in
many different ways as long as the
relationships are mathematically consistent.
VIII. Example Problem Three (slides 47-52)
A. Similar to example two but with more
variables to solve for.
B. Basically just more practice using the
developed step-by-step method with a slightly
more complex circuit as an example.
C. Students should practice several more
problems like this—first using guided practice,
and then moving to independent practice.
IX.
Example Problem Four and Example Problem Five
(slides 53-60)
A. These examples show problems that are not as
straightforward.
B. These examples show that sometimes the
information needed to solve a problem is not
obvious.
C. These problems require a few more steps to
solve and they are used to emphasize the fact
that sometimes there are several steps to find
a value needed to solve the original problem.
D. There are a number of problems in Handout
Three and Handout Four that are similar to
these problems.
X. Series Resistive Circuits Quiz
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NOTES TO TEACHER
Emphasize that problem
solving is a skill
developed by practice.
Give students Handout
Three and Handout Four
to practice working
problems after going
over Example Problem
Three in the
presentation, but they
will not be able to work
all the problems until
after Example Problem
Four and Example
Problem Five have been
covered.
You can break the
presentation after going
over Example Problem
Three. Work problems
1-4 on Handout Three
and Handout Four, then
go back to the
presentation the next
day to cover Example
Problem Four and
Example Problem Five.
Then have students
work problems 5-8 on
each handout as guided
practice.
The next day, have
students work problems
9-12 on each handout
as independent
practice. The next day
of the presentation, do
the lab. Have the
students take the quiz
7
on the last day.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
 Problems 1-8 of Handout Three and Handout Four.
Independent Practice
 Problems 9-12 of Handout Three and Handout Four.
Summary
Review
 The students will be able to give the four formulas in the series circuit tool kit from memory.
 The students will be able to describe a step-by-step, problem-solving process.
Evaluation
Informal Assessment
The teacher will observe students during independent practice and during lab.
Formal Assessment
Students will take the quiz located at the end of this document. The teacher can add additional questions
based on Handout Three and Handout Four.
Enrichment
Extension
The students will be able to create their own problems for both two and three resistor series circuits.
8
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Handout One
The “Tool Kit” for solving series circuit problems is located below:
Summary of the step-by-step method of problem solving is listed in the
following steps:
1.
2.
3.
4.
5.
6.
7.
Write down what the problem is asking for.
Write the formula(s) needed to solve for the value(s) that will solve the
problem from step one.
If the values needed for the formula are given, plug them into the
equation and solve. If the values needed are not given, use one of the
above “tools” to find a formula to give what is needed.
Repeat step three as necessary until you are finally able to calculate a
value that leads to a solution. This process results in a sequence of
problems that need to be solved in order.
Once you are able to solve for a value, plug that value into the
previously developed formula.
Work your way back through the steps of the process developed in
steps three and four, writing down each formula and solution.
Highlight or circle the answer to the problem from step one.
9
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Handout Two – Circuit Example Two
Solve for the voltage drops across R1 and R2
1. Write the equations for VR1 and VR2
VR1 = I1 • R1
VR2 = I2 • R2
2. To use these equations to solve for voltage, we need current.
Write the equation for current
I=
3. Looking for known values in this equation, we have VT, we need RT
RT = R1 + R2 = 200 Ω + 600 Ω = 800 Ω
4. Substitute this into the formula from step two
IT = I1 = I2 = 15 mA
5. Now solve for voltage drops from step one
VR1 = I1 • R1 = 15 mA • 200 Ω = 3 V
VR2 = I2 • R2 = 15 mA • 600 Ω = 9 V
10
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Name______________________________________Date________________________Class_____________
Handout Three – Sample problems with two resistors
R1
R2
VS
1.
VS = 16 V, R1 = 330 Ω, R2 = 470 Ω, Solve for V1 and V2
2.
VS = 15 V, R1 = 2.7 kΩ, R2 = 6 kΩ, Solve for V1 and V2
3.
VS = 9 V, R1 = 15 kΩ, R2 = 8.6 kΩ, Solve for V1 and V2
4.
IT = 25 mA, R1 = 2 kΩ, R2 = 3 kΩ, Solve for Vs
5.
IT = 3.33 mA, R1 = 2.7 kΩ, R2 = 1.5 kΩ, Solve for Vs
6.
VS = 20 V, R1 = 15 kΩ, V2 = 7.2 V, Solve for R2
7.
VS = 12 V, R1 = 6.8 kΩ, V1 = 8 V, Solve for R2
8.
V1 = 9 V, R1 = 3.3 kΩ, V2 = 7.2 V, Solve for R2 and Vs
9.
IT = 5.2 mA, R1 = 1.2 kΩ, R2 = 3.5 kΩ, Solve for Vs
10.
VS = 22 V, R1 = 5.6 kΩ, V2 = 7.2 V, Solve for R2
11.
VS = 5 V, R1 = 2.8 kΩ, V1 =1.8 V, Solve for R2
12.
V1 = 16.2 V, R1 = 4.7 kΩ, V2 = 7.2 V, Solve for R2 and VS
11
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Name______________________________________Date________________________Class_____________
Handout Four – Sample problems with two resistors
R1
VS
R2
R3
1.
VS = 15 V, R1 = 330 Ω, R2 = 470 Ω, R3 = 250 Ω, Solve for V1, V2, and V3
2.
VS = 15 V, R1 = 2.7 kΩ, R2 = 4.5 kΩ, R3 = 6.2 kΩ, Solve for V1, V2, and V3
3.
VS = 9 V, R1 = 15 kΩ, R2 = 8.6 kΩ, R3 = 6 kΩ, Solve for V1, V2, and V3
4.
IT = 8 mA, R1 = 1.2 kΩ, R2 = 3.3 kΩ, R3 = 2 kΩ, Solve for Vs
5.
IT = 3.16 mA, R1 = 2.7 kΩ, R2 = 1.5 kΩ, R3 = 860 Ω, Solve for Vs
6.
VS = 20 V, R1 = 15 kΩ, V2 = 6.85 V, R3 = 9 kΩ, Solve for R2
7.
VS = 12 V, R1 = 6.8 kΩ, V1 = 4 V, R3 = 5.4 kΩ, Solve for R2
8.
V1 = 9 V, R1 = 3 kΩ, V2 = 7.2 V, V3 = 5.8 V, Solve for R2 and R3
9.
IT = 3.2 mA, R1 = 1.2 kΩ, R2 = 3.5 kΩ, R3 = 2.3 kΩ, Solve for Vs
10.
VS = 22 V, R1 = 5.6 kΩ, V2 = 7.2 V, R3 = 8.4 kΩ, Solve for R2
11.
VS = 5 V, R1 = 4.8 kΩ, V1 =1.6 V, R3 = 6.4 kΩ, Solve for R2
12.
V1 = 7.2 V, R1 = 4.6 kΩ, V2 = 2.8 V, V3 = 1.2 V, Solve for R2 and R3
12
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Handout Three – Sample problems with two resistors (KEY)
R1
R2
VS
1.
VS = 16 V, R1 = 330 Ω, R2 = 470 Ω, Solve for V1 and V2 (6.6 V, 9.4 V)
2.
VS = 15 V, R1 = 2.7 kΩ, R2 = 6 kΩ, Solve for V1 and V2 (4.66 V, 10.34 V)
3.
VS = 9 V, R1 = 15 kΩ, R2 = 8.6 kΩ, Solve for V1 and V2
4.
IT = 25 mA, R1 = 2 kΩ, R2 = 3 kΩ, Solve for Vs (125 V)
5.
IT = 3.33 mA, R1 = 2.7 kΩ, R2 = 1.5 kΩ, Solve for Vs
6.
VS = 20 V, R1 = 15 kΩ, V2 = 7.2 V, Solve for R2
7.
VS = 12 V, R1 = 6.8 kΩ, V1 = 8 V, Solve for R2 (3.4 kΩ)
8.
V1 = 9 V, R1 = 3.3 kΩ, V2 = 7.2 V, Solve for R2 and Vs
9.
IT = 5.1 mA, R1 = 1.2 kΩ, R2 = 3.5 kΩ, Solve for Vs
10.
VS = 22 V, R1 = 5.6 kΩ, V2 = 7.2 V, Solve for R2
11.
VS = 5 V, R1 = 2.8 kΩ, V1 =1.8 V, Solve for R2
12.
V1 = 16.2 V, R1 = 4.7 kΩ, V2 = 7.2 V, Solve for R2 and Vs
(5.72 V, 3.28 V)
(14 V)
(8.4 kΩ)
(2.64 kΩ, 16.2 V)
(24 V)
(2.7 kΩ)
(5 kΩ)
(2.1 kΩ, 23.4 V)
13
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Handout Four – Sample problems with two resistors (KEY)
R1
VS
R2
R3
1.
VS = 15 V, R1 = 330 Ω, R2 = 470 Ω, R3 = 250 Ω, Solve for V1, V2, and V3 (4.71 V, 6.71 V, 3.57 V)
2.
VS = 15 V, R1 = 2.7 kΩ, R2 = 4.5 kΩ, R3 = 6.2 kΩ, Solve for V1, V2, and V3 (3.02 V, 5.04 V, 6.94 V)
3.
VS = 9 V, R1 = 15 kΩ, R2 = 8.6 kΩ, R3 = 6 kΩ, Solve for V1, V2, and V3 (4.56 V, 2.61 V, 1.82 V)
4.
IT = 8 mA, R1 = 1.2 kΩ, R2 = 3.3 kΩ, R3 = 2 kΩ, Solve for Vs (52 V)
5.
IT = 3.16 mA, R1 = 2.7 kΩ, R2 = 1.5 kΩ, R3 = 860 Ω, Solve for Vs (16 V)
6.
VS = 20 V, R1 = 15 kΩ, V2 = 6.85 V, R3 = 9 kΩ, Solve for R2
7.
VS = 12 V, R1 = 6.8 kΩ, V1 = 4 V, R3 = 5.4 kΩ, Solve for R2 (8200 Ω)
8.
V1 = 9 V, R1 = 3 kΩ, V2 = 7.2 V, V3 = 5.8 V, Solve for R2 and R3 (R2 =2.4 kΩ and R3=1.8 kΩ)
9.
IT = 3.2 mA, R1 = 1.2 kΩ, R2 = 3.5 kΩ, R3 = 2.3 kΩ, Solve for Vs (22.4 V)
10.
VS = 22 V, R1 = 5.6 kΩ, V2 = 7.2 V, R3 = 8.4 kΩ, Solve for R2
11.
VS = 5 V, R1 = 4.8 kΩ, V1 =1.6 V, R3 = 6.4 kΩ, Solve for R2 (3.8 kΩ)
12.
V1 = 7.2 V, R1 = 4.6 kΩ, V2 = 2.8 V, V3 = 1.2 V, Solve for R2 and R3 (R2=1.8 kΩ, R3=780 Ω)
(12.5 kΩ)
(6.8 kΩ)
14
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Name______________________________________Date________________________Class_____________
Series Resistive Circuits
Lab
Build the circuit shown below. If you do not know how to use the breadboard system, ask your teacher.
After you have built the circuit, complete the procedures listed below. Record the
measurement results in the blanks provided.
Caution: While changing positions of the meters, turn off the power supply.
Caution: Be sure to remove power from the circuit before measuring resistance.
Caution: Do not measure volts with the multimeter set to amps or milliamps.
Procedures
Results
1. Remove power from circuit.
2. Measure resistance R . Measure from point A to point D.
T
3. Reconnect power to the circuit.
15
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4. Measure voltage E across R . Measure from A to B.
1
1
5. Measure voltage E across R . Measure from B to C.
2
2
6. Measure voltage E across R . Measure from C to D.
3
3
7. Disconnect circuit at point A. Place multimeter in series with point
A and measure the total current I of the circuit.
T
8. Reconnect point A.
9. Disconnect resistor R at point B. Place multimeter in series with
1
point B and measure current I .
1
10. Reconnect R .
1
11. Disconnect resistor R at point C. Place multimeter in series with
2
point C and measure current I .
2
12. Reconnect R .
2
13. Disconnect resistor R at point D. Place multimeter in series with
3
point D and measure current I .
3
14. Check that you recorded all of the results requested for this lab.
16
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Series Resistive Circuits Lab (Key)
Build the circuit shown below. If you do not know how to use the breadboard system, ask your teacher.
After you have built the circuit, complete the procedures listed below. Record the
measurement results in the blanks provided.
Caution: While changing positions of the meters, turn off the power supply.
Caution: Be sure to remove power from the circuit before measuring resistance.
Caution: Do not measure volts with the multimeter set to amps or milliamps.
Procedures
Results
1. Remove power from circuit.
2. Measure resistance R . Measure from point A to point D.
T
≈ 100 Ω
3. Reconnect power to the circuit.
17
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4. Measure voltage E across R . Measure from A to B.
1
1
≈ 56 volts
5. Measure voltage E across R . Measure from B to C.
2
2
≈ 33 volts
6. Measure voltage E across R . Measure from C to D.
3
3
≈ 11 volts
7. Disconnect circuit at point A. Place multimeter in series with point
A and measure the total current I of the circuit.
T
≈ 1 amp
8. Reconnect point A.
9. Disconnect resistor R at point B. Place multimeter in series with
1
point B and measure current I .
1
≈ 1 amp
10. Reconnect R .
1
11. Disconnect resistor R at point C. Place multimeter in series with
2
point C and measure current I .
2
≈ 1 amp
12. Reconnect R .
2
13. Disconnect resistor R at point D. Place multimeter in series with
3
point D and measure current I .
3
≈ 1 amp
14. Check that you recorded all of the results requested for this lab.
18
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Name______________________________________Date________________________Class_____________
Series Resistive Circuits
Worksheet
Directions: Fill in the blanks with the correct word or words.
1.
A circuit is a complete ___________________ for current to flow.
2.
Series resistive circuits have ___________________ in line end to end.
3.
Series resistive circuits have only one ___________________ path.
4.
Current flow through the circuit is the ___________________ at any point in the circuit.
5.
Each resistor in the circuit has the same ___________________ flow through it.
6.
The total resistance in the circuit is equal to the ___________________ of the individual resistors.
7.
The sum of the individual voltages across the individual resistances is equal to the
___________________ voltage.
Directions: Using the following circuit, fill in the blanks with the correct values.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
R =_______
T
I = _______
T
E =_______
T
R =_______
1
R =_______
2
R =_______
3
I =_______
1
I =_______
2
I =_______
3
E =_______
1
E =_______
2
E =_______
3
19
Copyright &copy; Texas Education Agency, 2014. All rights reserved.
Series Resistive Circuits Worksheet (Key)
Directions: Fill in the blanks with the correct word or words.
1.
A circuit is a complete _____path
for current to flow.
2.
Series resistive circuits have _ ___resistors ____ in line end to end.
3.
Series resistive circuits have only one _____current
__ path.
4.
Current flow through the circuit is the _____same
_ at any point in the circuit.
5.
Each resistor in the circuit has the same _____current
6.
The total resistance in the circuit is equal to the _____sum
___ flow through it.
of the individual resistors.
7. The sum of the individual voltages across the individual resistances is equal to the
___source
voltage.
Directions: Using the following circuit, fill in the blanks with the correct values.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
R =
T
I =
T
E =
T
R =
1
R =
2
R =
3
I =
1
I =
2
I =
3
E =
1
E =
2
E =
3
100 Ω
1 amp
100 volts
56 Ω
33 Ω
11 Ω
1 amp
1 amp
1 amp
56 volts
33 volts
11 volts
20
Copyright &copy; Texas Education Agency, 2014. All rights reserved.
Name______________________________________Date________________________Class_____________
Series Resistive Circuit Quiz
1. Which of the following is considered to be a protection device?
A Resistor
B Fuse
C Switch
D Ground
2. Which of the following is a control device?
A Resistor
B Fuse
C Switch
D Ground
3. Which device opposes current?
A Resistor
B Capacitor
C Inductor
D Coil
4. Which of the following is the symbol for current?
AA
BV
CΩ
DI
5. The unit of resistance is which of the following?
A Coulomb
B Joule
C Ohm
D Ampere
6. An electrical load is
A any weight being carried
B any device represented by a resistor symbol
C the amount of horsepower in a circuit
D carrying a battery in your pocket
21
Copyright &copy; Texas Education Agency, 2014. All rights reserved.
Name______________________________________Date________________________Class_____________
7. Every time you add a resistor to an existing series circuit, total resistance
A subtracts
B stays the same
C adds
D depends on polarity
8. Which law states that the algebraic sum of all voltages in a closed path is zero?
A Voltage Divider Law
B Ohm’s Law
C Kirchhoff’s Law
D Newton’s Law
9. In a series circuit, the ratio of the resistances equals the ratio of the __________?
A current
B voltage
C conductance
D capacitance
10. In the following circuit, label the polarity of voltage across each resistor.
11. In the following circuit, solve for the voltage drops across each resistor.
22
Copyright &copy; Texas Education Agency, 2014. All rights reserved.
Name______________________________________Date________________________Class_____________
12. In the following circuit, solve for the voltage drops across each resistor.
R = 250 Ω
1
V =
R = 400 Ω
S
2
12 V
R = 150 Ω
3
13. In the following circuit, solve for the source voltage.
R = 4 kΩ
1
R = 3.5 kΩ
2
V
I = 3 mA
S
2
R = 1.5 kΩ
3
14. In the following circuit, solve for the source voltage.
R = 1.8 kΩ
1
R = 1.2 kΩ
2
V
I = 3.6 mA
S
2
V = 7.2 V
3
23
Copyright &copy; Texas Education Agency, 2014. All rights reserved.
Series Resistive Circuit Quiz (KEY)
1. Which of the following is considered to be a protection device?
A Resistor
B Fuse
C Switch
D Ground
2. Which of the following is a control device?
A Resistor
B Fuse
C Switch
D Ground
3. Which device opposes current?
A Resistor
B Capacitor
C Inductor
D Coil
4. Which of the following is the symbol for current?
AA
BV
CΩ
DI
5. The unit of resistance is the
A Coulomb
B Joule
C Ohm
D Ampere
6. An electrical load is
A any weight being carried
B any device represented by a resistor symbol
C the amount of horsepower in a circuit
D carrying a battery in your pocket
24
Copyright &copy; Texas Education Agency, 2014. All rights reserved.
7. Every time you add a resistor to an existing series circuit, total resistance
A subtracts
B stays the same
C adds
D depends on polarity
8. Which law states that the algebraic sum of all voltages in a closed path is zero?
A Voltage Divider Law
B Ohm’s Law
C Kirchhoff’s Law
D Newton’s Law
9. In a series circuit, the ratio of the resistances equals the ratio of the __________?
A current
B voltage
C conductance
D capacitance
10. In the following circuit, label the polarity of voltage across each resistor.
+
+
+
+
11. In the following circuit, solve for the voltage drops across each resistor.
25
Copyright &copy; Texas Education Agency, 2014. All rights reserved.
12. In the following circuit, solve for the voltage drops across each resistor.
R = 250 Ω
1
V = 3.75 V
V =
1
S
12 V
V =6V
2
V = 2.25 V
R = 400 Ω
2
3
R = 150 Ω
3
13. In the following circuit, solve for the source voltage.
VS = 27 V
R = 4 kΩ
1
R = 3.5 kΩ
2
V
I = 3 mA
S
2
R = 1.5 kΩ
3
14. In the following circuit, solve for the source voltage.
VS = 18 V
R = 1.8 kΩ
1
R = 1.2 kΩ
2
V
I = 3.6 mA
S
2
V = 7.2 V
3
26
Copyright &copy; Texas Education Agency, 2014. All rights reserved.
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