Lesson Plan
Course Title: Engineering Mathematics
Session Title: Electrical Systems
Performance Objective:
At the end of this lesson, the students will learn about electricity, Ohm’s Law, measuring, and
efficiency. Students will determine a 6-volt battery current, voltage, and resistance. Student
teams will perform an energy audit of their school. In addition, they will design a
building/wing/floor that meets a certain power consumption criteria using conventional power
sources (fossil fuels) and renewable power sources.
Specific Objectives:
Students will be able to
 understand the meaning of electricity,
 understand Ohm’s Law,
 understand the meaning of electrical systems,
 understand the different types of electrical systems,
 understand the careers and educational opportunities available in the electrical systems
industry,
 perform an energy audit of their school, and
 design a building/wing/floor that meets a certain power consumption criteria using
conventional power sources (fossil fuels) and renewable power sources.
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.
Engineering Mathematics
130.373 (c) (5) (A) (B) (C) (F) (G)
. . .apply common electronic formulas to solve problems;
. . .use engineering notation to properly describe calculated and measured values;
. . .compare and contrast the mathematical differences between a direct current and
alternating current;
. . .create a resistive capacitive timing circuit in a time-delay circuit; and
. . .calculate the output voltage and current load of a transformer.
130.373 (c) (6) (I)
. . .maintain an engineering notebook that chronicles work such as ideas, concepts,
inventions, sketches, and experiments.
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1
Interdisciplinary Correlations:
English:
110.44 (b)(6)(A)(B)
. . .expand vocabulary through wide reading, listening and discussing; and
. . .rely on context to determine meanings of words and phrases such as figurative language,
connotation and denotation of words, analogies, idioms, and technical vocabulary.
110.44 (b)(7)(H)
. . .use study strategies such as note taking, outlining, and using study-guide questions to
better understand texts.
Mathematical Models with Applications:
111.36 (c)(M.1)(A)(B)(C)
. . .compare and analyze various methods for solving a real-life problem; and
. . .select a method to solve a problem, defend the method, and justify the reasonableness of
the results.
Physics:
112.39 (c)(2)(B)(C)(D)(E)
. . .know that scientific hypotheses are tentative and testable statements that must be capable
of being supported or not supported by observational evidence. Hypotheses of durable
explanatory power which have been tested over a wide variety of conditions are
incorporated into theories;
. . .know that scientific theories are based on natural and physical phenomena and are
capable of being tested by multiple independent researchers. Unlike hypotheses, scientific
theories are well-established and highly-reliable explanations, but may be subject to
change as new areas of science and new technologies are developed;
. . .distinguish between scientific hypotheses and scientific theories; and
. . .design and implement investigative procedures, including making observations, asking
well-defined questions, formulating testable hypotheses, identifying variables, selecting
appropriate equipment and technology, and evaluating numerical answers for
reasonableness.

112.39 (c)(3)(A)
. . .in all fields of science, analyze, evaluate, and critique scientific explanations by using
empirical evidence, logical reasoning, and experimental and observational testing, including
examining all sides of scientific evidence of those scientific explanations, so as to
encourage critical thinking by the student.
Mathematics: Calculation of energy formulas.
Liberal Arts: Effective communication
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2
Occupational Correlation: (reference: O*Net – www.onetonline.org)
17-2071.00 - Electrical Engineers
Research, design, develop, test, or supervise the manufacturing and installation of electrical
equipment, components, or systems for commercial, industrial, military, or scientific use.
Sample of reported job titles: Electrical Engineer, Electrical Design Engineer, Project
Engineer, Electrical Controls Engineer, Test Engineer, Hardware Design Engineer, Broadcast
Engineer, Circuits Engineer, Electrical and Instrument Maintenance Supervisor (E and I
Maintenance Supervisor), Electrical Project Engineer
Tasks:

Prepare technical drawings, specifications of electrical systems, or topographical maps
to ensure that installation and operations conform to standards and customer
requirements.

Operate computer-assisted engineering or design software or equipment to perform
engineering tasks.

Confer with engineers, customers, or others to discuss existing or potential engineering
projects or products.

Direct or coordinate manufacturing, construction, installation, maintenance, support,
documentation, or testing activities to ensure compliance with specifications, codes, or
customer requirements.

Design, implement, maintain, or improve electrical instruments, equipment, facilities,
components, products, or systems for commercial, industrial, or domestic purposes.

Prepare specifications for purchases of materials or equipment.

Perform detailed calculations to compute and establish manufacturing, construction, or
installation standards or specifications.

Investigate customer or public complaints, determine nature and extent of problem, and
recommend remedial measures.

Oversee project production efforts to assure projects are completed on time and within
budget.

Plan or implement research methodology or procedures to apply principles of electrical
theory to engineering projects.
Soft Skills:
Critical Thinking, Reading Comprehension, Active Listening, Complex Problem Solving, Writing,
Active Learning, Monitoring, Speaking, Judgment and Decision Making, Time Management
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3
Teacher Preparation:
Understand that students need to be creative with this lesson. Allow student teams to complete
the contract spreadsheet and assign roles. Review the Microsoft PowerPoint and the Electrical
Systems Project. Provide student teams with handouts and materials.
References:
Slide 14, 15, 36, 37, 38
Ohm’s Law – W&N created
Slide 19
DC and AC motors – http://commons.wikimedia.org
Slide 22
DC motor – http://commons.wikimedia.org
Slide 25
AC motor – http://commons.wikimedia.org
Slide 31
Schematic diagram – http://commons.wikimedia.org
Slide 32
Ammeter, voltmeter – http://commons.wikimedia.org
Instructional Aids:
1. Electrical Systems PowerPoint presentation
2. Electrical Systems Project handout
3. Energy Audit Assessment handout
Materials Needed:
1. Engineering Notebook
2. Team Contract Spreadsheet
3. Calculators
4. Pen and Pencil
5. 6-volt batteries
6. Resistors between 1kΩ and 100kΩ
7. Voltmeters
8. Ammeters
9. Ohmmeters
10. Build Design materials (to be determined by each student team)
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4
Equipment Needed:
1. Computer
2. Overhead Projector
Learner Preparation: None required
Introduction
Introduction (LSI Quadrant I):
SAY: In this lesson, you are going to understand how Electrical Systems work and will build an
Electrical System.
ASK: What are some types of Electrical Systems?
SHOW: Electrical Systems PowerPoint presentation.
Outline
Outline (LSI Quadrant II):
Instructors can use the PowerPoint presentation, slides, handouts, and note pages in
conjunction with the following outline.
Class
Period(s)
Topic(s)
Assignment
1-2
•
•
•
•
3-10
• Ohm’s Law
#2-In teams of 2-3, complete the Ohm’s Law Exercise.
11-20
• Energy Audit
#3-In teams of 2-3, complete the Electrical Systems Project (Energy
Audit).
MI
Introduction
Vocabulary
Electrical Engineering
O*Net
#1-Individual Write a one-page paper about the Electrical Engineering
Occupation.
Outline
Notes to Instructor
Introduction – 45
minutes & O*Net
(www.onetonline.org)
PPT presentation – 1
days (45 minutes)
• What is
Electricity?
• What is Ohm’s
Law?
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5
• What are
Electrical
Systems?
• Types of
Electrical
Systems
• Careers and
Educational
Opportunities
• Ohm’s Law
Exercise
• Electrical
Systems Project
Activity – 19 days (45
minutes
• Team Projects
• Team
Presentations
I. Electrical Systems
A. Information
B. Introduction/Course Description
C. Objectives and Results
D. Vocabulary
E. O*Net (www.onetonline.org)
Slides 1-8
II. Electrical Systems
A. What is Electricity?
B. What is Ohm’s Law
C. What are Electrical Systems?
D. Types of Electrical Systems
E. Practice: Ohm’s Law Exercise
Slides 9-40
III. Electrical Systems
Electrical Systems Project
Slides 41
Assignment: Students
will write a one-page
paper on the Electrical
Engineering
profession.
Assignment: Students
will complete the
Ohm’s Law Exercise.
Assignment: Students
will complete the
Electrical Systems
Project (Energy Audit).
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6
Verbal
Linguistic
Logical
Mathematical
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
Interpersonal
Naturalist
Existentialist
Application
Guided Practice (LSI Quadrant III):
Teacher will observe student teams as they work on the Ohm’s Law Exercise and the Electrical
Engineering Project.
Independent Practice (LSI Quadrant III):
Have student teams evaluate everyone’s Electrical Systems Project and explain what they
would change on their own for next time.
Summary
Review (LSI Quadrants I and IV):
Question: Where and when was Electricity invented?
Answer: Answers will vary. One possible answer:
Question: Why is it important to know and use Ohm’s Law?
Answer: Again, answers will vary.
Question: What is an Energy Audit?
Answer: Again, answers will vary.
Question: What were your energy audit experiences?
Answer: Again, answers will vary.
Question: What renewable energy resources would you use to design your building/wing/floor?
Answer: Again, answers will vary.
Evaluation
Informal Assessment (LSI Quadrant III):
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7
The teacher will observe the students as they complete the Ohm’s Law Exercise and work on
the Electrical Systems Project. Look for teamwork and professionalism.
Formal Assessment (LSI Quadrant III, IV):
1. Establish project team protocol.
2. Establish role contract.
3. Complete task contract.
4. Complete tasks listed on team contract including the Ohm’s Law exercise and the
Electrical Systems Project.
5. Presentation of team’s Electrical Systems Energy Audit and Build Design.
Extension
Extension/Enrichment (LSI Quadrant IV):
For more enrichment, students should produce a formal write-up, including reflection questions
asking them to apply what they’ve learned about the Electrical Systems Project.
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8
Electrical Systems Vocabulary
Electrical Systems: utilities that provides electricity; they are groups of electrical
components connected to carry out some operation
Ohm’s Law: the mathematical relationship among electric current, resistance, and
voltage; the principle is named after the German scientist Georg Simon Ohm
Motor: a machine, especially one powered by electricity or internal combustion that
supplies motive power for a vehicle or for some other device
Electrical Power: considered the presence as well as stream of an energy charge; the
power component of electricity may be found in various phenomena like static power,
electro-magnetic spheres and even lightning
Efficiency: the state or quality of being efficient; i.e., "greater energy efficiency"
Copyright © Texas Education Agency, 2012. All rights reserved.
9
Ohm’s Law Exercise Handout
(Page 1 of 2)
Name_________________________________
Date__________________________________
Materials:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Engineering Notebook
Team Contract Spreadsheet
Calculators
Pen and Pencil
6-volt batteries
Resistors between 1kΩ and 100kΩ
Voltmeters
Ammeters
Ohmmeters
Directions:
1. Select a resistor from the assortment, and measure its resistance with your
multimeter set to the appropriate resistance range.
2. Be sure not to hold the resistor terminals when measuring resistance or else your
hand-to-hand body resistance will influence the measurement!
3. Record this resistance value for future use.
4. Build a one-battery, one-resistor circuit. A terminal strip is shown in the
illustration, but any form of circuit construction is okay.
5. Set your multimeter to the appropriate voltage range and measure voltage across
the resistor as it is being powered by the battery.
6. Record this voltage value along with the resistance value previously measured.
7. Set your multimeter to the highest current range available. Break the circuit and
connect the ammeter within that break, so it becomes a part of the circuit, in
series with the battery and resistor.
8. Select the best current range: whichever one gives the strongest meter indication
without over-ranging the meter. If your multimeter is auto-ranging, of course, you
need not bother with setting ranges.
9. Record this current value along with the resistance and voltage values previously
recorded.
Copyright © Texas Education Agency, 2012. All rights reserved.
10
Ohm’s Law Exercise Handout
(Page 2 of 2)
10. Taking the measured figures for voltage and resistance, use the Ohm's Law
equation to calculate circuit current. Compare this calculated figure with the
measured figure for circuit current.
11. Taking the measured figures for voltage and current, use the Ohm's Law
equation to calculate circuit resistance. Compare this calculated figure with the
measured figure for circuit resistance:
12. Finally, taking the measured figures for resistance and current, use the Ohm's
Law equation to calculate circuit voltage. Compare this calculated figure with the
measured figure for circuit voltage:
13. There should be close agreement between all measured and all calculated
figures. Any differences in respective quantities of voltage, current, or resistance
are most likely due to meter inaccuracies. These differences should be rather
small, no more than several percent. Some meters, of course, are more accurate
than others!
14. Substitute different resistors in the circuit and re-take all resistance, voltage, and
current measurements. Re-calculate these figures and check for agreement with
the experimental data (measured quantities). Also note the simple mathematical
relationship between changes in resistor value and changes in circuit current.
Voltage should remain approximately the same for any resistor size inserted into
the circuit, because it is the nature of a battery to maintain voltage at a constant
level.
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11
CLASSROOM ENERGY ASSESSMENT
Campus/Facility
_______________
Date of Audit ______________
Area/Classroom No. _______________
A. Lighting
Item
Notes
Lighting fixtures
Bulbs per fixture
Type of bulbs
Wattage
T8
32
B. Energy Using Appliances
Item
Quantity(No.)
On/Off
Notes
Computer (CPU)
Monitors
Printers
Televisions
Projectors
Refrigerator
Microwave
Fan
Other
Other1
C. HVAC
1. Energy Management Thermostat
Yes
No
2. Day Set Points (72-77) Programmed
Yes
No
3. Night Setback Being Observed
Yes
No
4. Doors & Windows Closed
Yes
No
D. Miscellaneous
1. R/R Exhaust Fan Off When Unoccupied
Yes
No
2. Other Energy Consuming Equip. On
Yes
No
3. Energy Awareness Materials Displayed
Yes
No
E. Recommendations
____________________________________________________________
____________________________________________________________
____________________________________________________________
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12
Electrical Systems Project
Design Challenge: Students will perform an energy audit of their school. In addition,
they will design a building/wing/floor that meets a certain power consumption criteria
using conventional power sources (fossil fuels) and renewable power sources.
How much energy can your school conserve?
BACKGROUND
The world focus these days is on energy:
 How do we generate energy?
 Do we have enough resources to continue to generate energy in the future?
 How much energy do we use?
 How do we transmit energy from where it’s generated to the point of use?
 How sustainable are the ways we currently generate energy?
 How can we conserve energy?
 Do we realize just how much energy we consume?
 How much do we depend on foreign countries to provide the resources to create
energy?
 How much energy does the U.S. use compared to other countries?
 How much pollution or adverse effects are created when we produce energy by
burning coal or diesel fuel?
 How much risk are we facing based on how we generate energy?
It is hard not to pick up any newspaper/news magazine or watch any news program
without a mention or segment about some facet of energy.
The world economy may be slowing, but the world demand for energy keeps on rising
as we keep increasing the number of: vehicles on our roads; computers in our homes,
schools, and businesses; cell phones and personal electronic Internet devices; Internet
uses; electronic surveillance; products we consumers demand; facilities needed to treat
and deliver clean water, and collect and treat wastewater. Combine all that with the
rising energy needs to keep existing and new buildings (homes, stores, offices,
industries, etc.) safe and inhabitable with lighting, elevators, heating, ventilation, air
conditioning and other purpose.
Some of us, particularly those of us in developed countries, tend to take access to
energy for granted. That easy access is not only present during our normal daily lives,
but also when we go away on vacation. We have become so reliant on energy to make
our daily existence livable that we have forgotten what it is like to do without. It takes
unwanted reminders associated with the forces of nature (earthquakes, cyclones,
tornadoes, hurricanes, snow storms, heavy rains) when all electric power is cut off to a
region or small/local area that we realize that we cannot live without energy. But in order
to continue to meet our rising appetite for energy, it appears that we must
Copyright © Texas Education Agency, 2012. All rights reserved.
13





understand how much energy we currently use,
learn how we can conserve energy,
study new ways to produce sustainable energy,
examine better ways to deliver energy, and
realize that we are all in this together and that grassroots individual efforts are
what is needed to get us all moving in the right energy direction!
Your team challenge is to answer the questions listed above and to perform an
energy audit of your school. In addition, design a building/wing/floor that meets a
certain power consumption criteria using conventional power sources (fossil
fuels) and renewable power sources.
To conduct your energy audit of your school, select a specific time of year and location,
and conduct the research necessary to identify where energy is used (school boiler) and
estimate the amount of energy used by the device.
First, organize all the energy using devices identified according to the amount of energy
you have determine they use. List them in a table from the highest (top of the list) to the
lowest (bottom of the list). Include a column on this table that indicates which of these
devices you believe can work with to conserve energy. Use a yes, no, or maybe to
populate this column. This column should be developed at the time the devices are first
identified and before any research is conducted to determine what steps might be
recommended to conserve energy.
Secondly, determine how to reduce the energy footprint you just identified above. Think
about how you would design a building/wing/floor that meets a certain power
consumption criteria using conventional power sources (fossil fuels) and renewable
power sources. You are encourages to seek more energy efficient devices/operating
systems.
Consider renewable power sources that you could safely install and operate separate
from your local utility. Some of these renewable power sources will be contingent on
where you live. Describe what those sources are, the feasibility of installing and
operating them, and estimate the amount of energy that they would create to off-set the
local utility. Don’t forget to consider how much these systems would cost to purchase,
install and operate. Do they cost more than the cost for energy provided by the local
utility? Is it more sustainable? Make a case for why you would or would not recommend
moving forward with implementing the renewable power sources you have identified.
What other steps would you recommend in order to reduce your energy footprint? Think
about the following incomplete list of areas to consider: lighting, heating, ventilation;
insulation; windows, etc. Review your table of energy using devices and assess where
you could reduce the amount of energy used with each device. Can you come up with
Copyright © Texas Education Agency, 2012. All rights reserved.
14
recommendations that reduce your energy footprint by 10%, 20%, 50% or more? Don’t
forget to take credit for a consistent, reliable renewable power source.
Go back to the table generated in part one and redo the table by adding the estimated
reduction in energy you have determined by implementing your recommended actions.
Indicate replacement devices or new steps that you are recommending that will reduce
your energy footprint.
Lastly, build a design of a building/wing/floor of your recommendation that meets a
certain power consumption criteria using conventional power sources (fossil fuels) and
renewable power sources.
How much energy have you saved/conserved?
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15
Team Contract Spreadsheet
Name:
Date
Assigned
Name:
Date
Assigned
Name:
Date
Assigned
Name:
Date
Assigned
Date Due
Assignment
Date
Complete
Late?
Date Due
Assignment
Date
Complete
Late?
Date Due
Assignment
Date
Complete
Late?
Date Due
Assignment
Date
Complete
Late?
Team Signatures: _________________________
_____________________________
_________________________
_____________________________
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16
Electrical Systems Project Rubric
Criteria Categories
Criteria
(Content/Skills
To Be
Addressed)
Detailed
Drawing
Areas
Electrical
Guidelines
Creativity
Acceptable
with Minor
Revisions
(20-22 pts.)
Acceptable
without
Revisions
(23-25 pts.)
Unacceptable
(0-15 pts.)
Major Revisions
Necessary
(16-19 pts.)
The team did not
use the energy
audit of their school
or the drawing did
not seem to match
the energy audit.
The drawing is twodimensional, but is
lacking details.
Very few labels and
dimensions are
marked.
Areas of the
building are
submitted, but
incomplete.
Dimensions are
missing. Answers
are wrong.
The team used the
energy audit of
their school. The
drawing is only
two-dimensional,
but is lacking
details. Some
labels and
dimensions are
marked.
The team used
the energy audit
of their school.
The drawing is
only twodimensional and
would be easy to
replicate. Labels
and dimensions
are mostly
marked.
The team used the
energy audio of
their school. The
drawing utilizes
three dimensions
and would be easy
to replicate.
Labels and
dimensions are
clearly marked.
Areas of the
building are
submitted, but the
drawing seems
incomplete. Some
dimensions are
present. There are
minor
mathematical
mistakes.
The team used
limited
conventional
power sources, but
did not include
renewable power
sources.
Design was not
efficient and cost
effective.
The team
members showed
limited creativity in
the design of the
electrical system.
Areas of the
building are
submitted and
present. All
dimensions are
present. There
are minor
mathematical
mistakes.
Areas of the
building are
submitted and
present. All
dimensions are
present. There are
no mathematical
mistakes.
The team used
conventional and
renewable power
sources. Design
could be more
efficient and cost
effective.
The team used
conventional and
renewable power
sources.
The team
members showed
above average
creativity in the
design of the
electrical system.
The team
members showed
a high level of
creativity in the
design of the
electrical system.
The team did not
include a list of any
power sources.
Design was not
efficient or cost
effective.
The team members
showed no
creativity in the
design of the
electrical system.
Teacher Notes:
Points
Earned
Total:
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