Basic Electricity
Industrial Technology/Engineering
9th-12th Grades
Basic Circuits Activities
Prepared By: Kyle Thomas
Overview & Purpose:
Students will use a computer simulator to observe the flow of electricity. The simulator shows the
electrons flowing through the different circuits the students make. There are also meters for the students to experiment with and calculate
what is happening to the circuit using Ohm’s law.
Objectives: Students will…
• Construct and experiment with circuits in a simulator
• Measure voltage and amperage within a simulator
Background Information:
Students will need to know what is needed for a complete circuit. They will also need to have
some working knowledge of the terms voltage, amperage, and resistance.
Performance Expectations
Students who demonstrate understanding can:
HS-PS3-2: Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a
combination of energy associated with the motions of particles (objects) and energy associated with the relative position
of particles (objects).
Basic Electricity
1
Lesson 1
Basic Circuits Activities
Classroom Activities/Procedures & Timeline
Students should work through the Basic Circuit Lab and then the Circuit
Measurement Lab activities. These activities normally will take a whole
50 minute class period each. There will be some students that finish early
and there will be some that struggle. Some students struggle with new
terminology and being able to operate the equipment properly.
Assessments: (e.g., lab, quiz, test, oral presentation, survey, rubric, etc.)
I assess students formatively throughout the lab to guide them through the
lab successfully. There are several questions and drawings for the students to
complete throughout the lab to check for understanding as well.
Extensions/Homework:
Circuit Measuring Lab.docx
This is a similar lab to what the students were doing in the simulator, only
using real light bulbs, meters, and wires. Actual results tend to be very
different for the students based on the heat of the light bulb and quality of
the connections they make.
Equipment/Materials/
Technology Needed:
Computer access with java
capabilities, phet series and parallel
basics.docx, PhET simulator located at
this link : http://phet.colorado.edu/
en/simulation/circuit-constructionkit-ac
Teacher Resources:
(e.g., readings, set-up instructions,
lecture files, data files, etc.):
Basic Electricity.doc is what I use for
notes before this activity. I will also
use Electrical components notes.doc
for some additional notes.
Student Resources:
(e.g., handouts, worksheets, data, etc.):
PhET Series and Parallel circuit basics.
docx
References:
• Boulder, U. o. (2013). Circuit Construction Kit (AC+DC). Retrieved October
2013, from PhET Interactive Simulators: http://phet.colorado.edu/en/
simulation/circuit-construction-kit-ac
• Several Lab Activities can be downloaded from the site. The one used in
this lesson is authored by Kristi Goodwin
2
Industrial Technology/Engineering
Accommodations & Safety
Concerns:
The PhET site with the simulator has
many different translations of lab
worksheets and different versions
of the simulator for students with
limited English reading skills.
Activity
Rubric
Sheet 1
Name: ____________________________________
Grade 9 - 12
10
Date: ____________________________________
Fundamentals of Electricity
1 Define and describe the following. Include the instrument and connections you would use to test each.
aCurrent
b Voltage (EMF)
cResistance
dConductor
eInsulator
2 What are four factors determining resistance of a conductor:
a
b
c
d
Basic Electricity
3
Unit 1
Basic Circuits Activities
3 Define three laws concerning Ohm’s Law in Series Citcuits.
1
2
3
4 Open in any coil of wire.
5 Ground in any coil of wire.
6 Short in any coil of wire.
7 High resistance in a coil of wire.
8 List three factors needed to induce a voltage.
1
2
3
9 What is a series circuit?
10 What is a parallel circuit?
4
Industrial Technology/Engineering
Activity Sheet 2
Grade 9 - 12
Electrical Components:
Switches:
Normally Open / Closed
SPST (Single Pole, Single Throw)
Ganged Switch
Mercury Switch
Relays:
ISO
Normally Open
Normally Closes
Testing?
Solenoids:
Stepped Resistor:
Variable Resistor:
Rheostat (2 Wire)
Potentiometer (3 Wire)
Diodes:
Forward-Biased
Reverse-Biased
Turn on Voltage
Zener Diode
LED
Photo Diode
Clamping Diode
Basic Electricity
5
Unit 1
Basic Circuits Activities
Transistor
Emitter –
Collector –
Base –
NPN
PNP
Fuses:
Overload
Fuse Block
ATO/Maxi/mini
Circuit Breaker
Fusible Link
Circuit Defects:
Open
Short
Ground
Excessive Resistance
How do you test for these?
Parasitic Drain:
6
Testing?
Industrial Technology/Engineering
Activity Sheet 3
Name: ________________________________________________________
Grade 9 - 12
Date: ______________________
Basic Circuitry
Materials:
• 4 Light bulbs (2 different kinds)
• 2 Light sockets
• 1 Battery pack
•Wire
1 Using one type of light bulb make a series circuit with one light bulb. In the space provided draw a diagram of the circuit.
2 Using the same type of light bulb, make a two light series circuit. In the space provided draw a diagram of the circuit.
What happened to the light bulbs? Why did this happen?
3 Using the other type of light bulb, make a two light series circuit. In the space provided draw a diagram of the circuit.
What happened to the light bulbs? Why did this happen?
Basic Electricity
7
Unit 1
Basic Circuits Activities
4 Using two different types of light bulb make a two light series circuit. What happened to the light bulbs this time? Why
did this happen?
5 Using the same type of light bulb, make a two light parallel circuit. Draw the circuit in the space below. What was
different between the two light series circuit and the two light parallel circuits?
6 Using the other type of light bulb, make a two light parallel circuit. What was different and why?
7 Using two different types of light bulbs make a two light parallel circuit. What happened to the two different light bulbs?
Why did this happen?
8 Make a series-parallel circuit using all four light bulbs. Draw out the circuit. What is the difference between what you saw
in number 7 and what you see now? What is the relationship between ohms and brightness?
8
Industrial Technology/Engineering
Activity Sheet 4
Grade 9 - 12
Name: ____________________________________________ Bag Number: ________ Date: _______________
Circuit Measurement Lab
Materials:
• 4 Light bulbs (2 different kinds)
• 2 Light sockets
• 1 Battery pack
•Wire
•Multimeter
1 Using one type of light bulb make a series circuit with one light bulb. In the space provided draw a diagram of the circuit.
Measure the voltage drop of the light bulb and record it next to the light bulb in your diagram.
2 Using the other type of light bulb make a series circuit with one light bulb. In the space provided draw a diagram of the
circuit. Measure the voltage drop of the light bulb and record it next to the light bulb in your diagram.
Basic Electricity
9
Unit 1
Basic Circuits Activities
3 Using the same type of light bulb as number 1, make a two light series circuit. In the space provided draw a diagram of
the circuit. Measure the voltage drop of the light bulb and record it next to the light bulb in your diagram. What was the
difference between the reading here and the reading in number 1?
4 Select Ohm’s on the Multimeter and record the resistance of each type of light bulb. Using Ohm’s Law calculate the
current flow of number 1 and number 3. Which circuit has more current flowing through it?
5 Using two different types of light bulb make a two light series circuit. Measure the voltage drop of the light bulb and
record it next to the light bulb in your diagram. Calculate the current flowing through each resistor.
6 Using the same type of light bulb, make a two light parallel circuit. Draw the circuit in the space below. Measure the
voltage drop of the light bulb and record it next to the light bulb in your diagram. What is different in voltage drop
between a parallel circuit and a series circuit?
7 Using the other type of light bulb, make a two light parallel circuit. Measure the voltage drop of the light bulb and record
it next to the light bulb in your diagram. What was different between the voltage drop of number 6 and number 7? What
is different in brightness?
10
Industrial Technology/Engineering
Activity Sheet 4
Grade 9 - 12
8 Using two different types of light bulbs make a two light parallel circuit. Measure the voltage drop of the light bulb and
record it next to the light bulb in your diagram. What is different between the brightness in this example and the circuit
in number 5? Why did the brightness switch?
9 Using Ohm’s Law, calculate the current flowing through each branch of the circuit in number 8. Which one has more
current flowing through it?
Basic Electricity
11
Unit 1
12
Industrial Technology/Engineering
Basic Electricity
Industrial Technology/Engineering
9th-12th Grades
Electromagnetic Induction Simulation
Prepared By: Kyle Thomas
Overview & Purpose:
Students will experiment and observe magnetic induction. Students can observe electrons flowing
through wires in this simulation. They can also see the waves of magnetic force.
Objectives: Students will…
• Observe the different variables that effect electromagnetic induction
• Explain the reactions between magnets and the generation of electricity
Background Information:
Students should have an understanding of basic electricity. The students will be using magnets and electromagnets to induce a voltage into a circuit.
Performance Expectations
Students who demonstrate understanding can:
HS-PS3-2: Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a
combination of energy associated with the motions of particles (objects) and energy associated with the relative position
of particles (objects).
Basic Electricity
13
Unit 1
Electromagnetic Induction Simulation
Classroom Activities/Procedures & Timeline
I normally hand out this activity and allow the students to explore through the
lab on their own. I try to answer student questions with a probing question to
help guide them to their answer. The lab does a great job of walking the student
through each tab of the simulator.
After all of the students have finished, I like to have a short discussion with the
class about the results of their experiments. I make sure to address the different
variables that affect the amount of electricity produced by magnetic induction
(strength of magnet and speed of movement).
Assessments: (e.g., lab, quiz, test, oral presentation, survey, rubric, etc.)
PhET Electromagnetic Induction Lab.docx
Extensions/Homework:
This activity is a direct lead in to talking about electricity generation. You can
introduce an activity that talks about the power grid and sources of energy that
we use today.
References:
• Boulder, U. o. (2013). Circuit Construction Kit (AC+DC). Retrieved October
2013, from PhET Interactive Simulators: http://phet.colorado.edu/en/
simulation/faraday
• Lab sheet was authored by Robert Kennedy
14
Industrial Technology/Engineering
Equipment/Materials/
Technology Needed:
Computers with Java capabilities,
Lab sheets, PhET simulation Faraday’s
Electromagnetic Lab at the following
link : http://phet.colorado.edu/en/
simulation/faraday.
Teacher Resources:
(e.g., readings, set-up instructions,
lecture files, data files, etc.):
Chapter 11 – Electromagnetic
Induction in Electricity and Basic
Electronics by Stephen R. Matt G-W
Publishing.
Student Resources:
(e.g., handouts, worksheets, data, etc.):
PhET Electromagnetic Induction Lab.docx
Accommodations & Safety
Concerns:
The PhET site with the simulator has
many different translations of lab
worksheets and different versions of
the simulator for students with limited
English reading skills..
Activity Sheet
Grade 9 - 12
Name _________________________________________________ Date _________________ Period _________
Electromagnetic Induction
Directions: Use the simulation “Faraday’s Electromagnetic Lab” (in the Electricity, Magnetism, and Circuits section) on the website
http://phet.colorado.edu to complete this paper.
Bar Magnet Tab – General Magnetism
1 Click on the Bar Magnet Tab and you should see a bar magnet and compass on the screen. Please note that the color red
refers to North and white refers to South. Place the compass at the North end of the bar magnet and observe which way
the “red tip” of the compass points. Move the compass to the South end and observe where the “red tip” of the compass
points. What can you say about where the north (red) tip of a compass points?
2 Use your response to #1 to explain why the geographic north pole is the magnetic south pole.
Pickup Coil Tab – General Electromagnetic Induction
3 Set the number of loops to “1” and note what happens to the light bulb when
The magnet is not moving and is not in the loop –
The magnet is moving and is not in the loop –
The magnet is not moving and is in the loop –
The magnet is moving and is in the loop -
4 Does the speed of the magnet affect your results to #3? If so, describe how.
5 Increase the number of loops to “3” and see if it affects your results from #3. If so, describe how.
Basic Electricity
15
Unit 1
Electromagnetic Induction Simulation
6 Increase the loop area to “100” and see if it affects your results from #3. If so, describe how.
Electromagnet Tab – Is Electromagnetism Reversible?
7 You should see a battery attached to a loop of coil (an electromagnet) and a compass on the screen.
Move the electromagnet around the screen and describe what the compass does.
8 Move the compass around the electromagnet in order to determine the North and South poles.
Draw a picture and label the North and South Poles.
9 Change your current source from DC to AC and describe what the compass does.
10 Observe the electrons in the AC current source and compare their movement to those in the DC current source. Explain
the difference between DC and AC in terms of electron movement.
16
Industrial Technology/Engineering
Transformer Tab – Can We Use Electromagnetism?
11 The last tab showed us that current can create a magnetic field. Can this magnetic field generate electricity? That is, can
we use electricity to generate more electricity? Move the electromagnetic back and forth and note what happens.
12 Can electricity be used to create more electricity? Explain how.
13 Change to an AC source. Note what happens while the electromagnet is not moving. Why does the light bulb light up?
Do the electrons in the light bulb move as fast as the AC source?
Generator Tab – Putting it All Together
14 Turn on the water faucet and describe what happens.
Basic Electricity
17