INTRO TO NANOTECHNOLOGY AND BIOSENSORS
5E Inquiry Lesson Plans – Grade 11-12 PHYSICS
Lesson Plan #7: Using currents and biosensors in a circuit
2 block days and a speed day
Previous Knowledge: Students need to have an understanding of the following: electric
potential (voltage), elementary charge, Coulombs’s Law, electric current, electric circuit, Voltmeters,
Ammeters, Ampere, Resistance, Power, P = VI, R = V/I, Ohm’s Law, Circuit schematics, series vs.
parallel design, Energy Transfer in circuits, P = I2R, capacitance, capacitor, kilowatt hours,
ENGAGE: Show the powerpoint from Lesson Plan 6 to remind students the focus of the project. Skip the
slides on the Chemistry project and continue to the end of the presentation. At the end of the presentation are
the slides on the physics project.
EXPLORE: . Circuit Design:
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Draw a circuit diagram and have your teacher approve it.
Make a list of supplies needed & have your teacher approve it.
Make a list of tests you should run once it’s working & have your teacher approve it.
Make the Circuit!
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Build it! Ask your teacher for help if you are having trouble getting it to work.
Run your tests! Analyze your data
EXPLAIN:
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Write your conclusion. The conclusion should include the following:
Paragraph 1: Explain first the purpose of the project. Explain the entire design process you
went through. Explain the toughest and easiest parts of the design process.
Paragraph 2: Building the circuit: explain all the materials used and difficulty/ease of getting
and using those materials. Explain difficulties in putting the circuit together and getting it to
work. Include a diagram of your circuit and refer to it in your writing.
Paragraph 3: The Tests: Explain what tests you chose to run on your circuit and why.
Michigan Benchmarks:
I.1.1 Understanding the need to
build upon existing knowledge.
I.1.2 Suggesting tests of hypothesis,
prediction, testing and conclusions
I.1.3 Conducting scientific
investigations. Hypothesis, theory,
observation, conclusion, law, data,
generalization, aspects of field
research.
I.1.6 Designing an experiment
using quantitative data, recognizing
and explaining the limitations of
measuring devices (current sensing
technology & microscopes).
I.1.8 Discuss topics in groups,
restating or summarizing what
others have said, elaboration,
alternative perspectives on research.
I.1.9 Reconstruct previously learned
knowledge in real world contexts.
II.1.1 Justify plans and
explanations, aspects of logical
argument including evidence,
observations and conclusions in real
world contexts.
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ELABORATE:
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Paragraph 4: Write about your results. Give an analysis of your results.
Paragraph 5: How do your results relate to the biosensor project? What thoughts, ideas, or
suggestions might you have for the researchers on the project? What did you like and dislike
about this project? What recommendations do you have for the next time physics students do this
project?
EVALUATE: Teachers at this level can determine a rubric that is comfortable to both
students and the teacher. Some will base the entire project on the conclusion whereas
others will want to weight the design and building process too.
Contact Michigan State University regarding a field trip there for the students to see
what the latest is in biomedical engineering and physics on campus! Of course a stop by the
biosensor lab is vital so students can see any updates since they were there last year!
Michigan Benchmarks, Con’t.
II.1.3 Show how common themes
of science, mathematics and
technology apply in the real world.
III.2.5 Describe technology used in
the prevention & diagnosis of
diseases.
IV.1.7 Describe how electric
current are produced.
IV.1.8 Construct and explain
simple circuits using wires, light
bulbs, switches and power sources.
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