Technology Lesson? Yes

Name(s): Michael West

Title of lesson: series cells power your cells

Date of lesson: 5^th 6 weeks

Length of lesson: 50 min x 3 days

Description of the class: General Physics

Name of course: Physics

Grade level: 11-12^th

Honors or regular: any we are all honors students

TEKS addressed:

(1)  Scientific processes. The student, for at least 40% of instructional time, conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices. The student is expected to:

(A)  demonstrate safe practices during field and laboratory investigations; and

(B)  make wise choices in the use and conservation of resources and the disposal or recycling of materials.

(6)  Science concepts. The student knows forces in nature. The student is expected to:

(B)  research and describe the historical development of the concepts of gravitational, electrical, and magnetic force;

(E)  design and analyze electric circuits; and

(F)  identify examples of electrical and magnetic forces in everyday life.

I. Overview

Students engaged in this activity will be introduced to basic circuit analysis and design. These are important extensions to an electricity and magnetism courses because they allow student to see how the abstract concept that they learn are applied.

II. Performance or learner outcomes

Students will be able to:

1. Theoretically predict electrical qualities of circuits using:

a. Kirkoff’s loop rule

b. Ampere’s junction law

c. Series and parallel circuits

2. Demonstrate these qualities with real circuits in the lab
3. Efficiently share circuitry ideas utilizing standard schematic diagrams
4. Describe the flow of energy through a solar cell and an attached circuit

III. Resources, materials and supplies needed

Various solar cells, batteries, wires, breadboards, light bulbs, fans, multi-meters

IV. Supplementary materials, handouts. (Also address any safety issues

Concerning equipment used)

Standard schematic diagrams handout

V. Safety Issues

Teacher should warn students to keep circuit components away from outlets.

VI. Accommodations for learners with special needs (ELLs, Special Ed, 504, G&T)

Day 1 and Day 2: Five-E Organization

Teacher Does Probing Questions Student Does

Engage: Learning Experience(s) Approx. Time_10__mins Teacher uses Newton’s law of gravitation to determine the amount of energy required to bring oil to the moon. Compare this with the amount of energy per mass of oil, and let the students decide if this is a good strategy.	Critical questions that will establish prior knowledge and create a need to know If we go to the moon, will we need electricity? How would you propose getting that energy? Is bringing energy from earth really feasible? How does the Earth get most of its energy?	Expected Student Responses/Misconceptions Sure Oil, solar power, ???? ????? Oil, plants, gas, sun,
Explore: Learning Experience(s) Students are given solar cells and various circuit making materials. Teacher challenges groups to make their light bulb shine as bright as they can. Groups create schematics of their circuits, then draw them on the board and explain their results to the class Approx. Time__40___mins	Critical questions that will allow you to decide whether students understand or are able to carry out the assigned task (formative) How did you make your light shine brighter? What is making the light shine? Where is the power coming from? How much energy would it take to get one of these solar cells to the moon? Is shipping oil into space or shipping solar cells into space a better idea?	Expected Student Responses/Misconceptions this design works best electricity, battery, solar cell light, sun, battery, solar cell ???? ????

Split lesson here: day1/day2 split

Explain: Learning Experience(s) Teacher explains how the solar cells are voltage sources, just like batteries. Calculators are a good example for getting students to think about this because they run on both sources of energy. Teacher presses students to explain series circuits, then when they have figured it out for themselves, gives them the formal understanding involving current and resistance and voltage Approx. Time_30____mins

Critical questions that will allow you to help students clarify their understanding and introduce information related to concepts to be learned Teacher illuminates the equivalence of batteries and solar cells in circuits by talking about how calculators get their power. What is electricity? Teacher instills idea of electron flow, before moving into ideas on closed loops.

Expected Student Responses/Misconceptions Ah ha ???????

Extend / Elaborate: Learning Experience(s) Teacher attempts to instill a need for standard electronic schematic symbols. Give students related handout. Approx. Time___5__mins

Critical questions that will allow you to decide whether students can extend conceptual connections in new situations Would it be easier to communicate your ideas regarding circuit design if we all used the same kinds of symbols to draw circuits? Group some symbols into broad groups of resistors and voltage sources.

Expected Student Responses/Misconceptions yes

Evaluate: Lesson Objective(s) Learned (WRAP –UP at end) -> Summarize Homework: questions regarding V=IR from the book. Approx. Time_15__mins

Critical questions that will allow you to decide whether students understood main lesson objectives These are questions that will introduce you to a framework that you can use to think about circuits. Take some class time to work on it in groups now and bring it completed tomorrow. Also, bring questions.

Expected Student Responses/Misconceptions Boo hoo, homework

Day 3: Five-E Organization

Teacher Does Probing Questions Student Does

Engage: Learning Experience(s) Any questions on your homework? Approx. Time__5___mins

Critical questions that will establish prior knowledge and create a need to know Once we get to a question that nobody can answer confidently, or I feel that the class as a whole needs to review a concept, we will use the circuit in question to explore.

Expected Student Responses/Misconceptions This circuit has too many wires, I can’t even start on it

Explore: Learning Experience(s) The homework will have contained some simple series circuits that I expect to be easy, but it will also contain some teasers of material to come today. Questions from the engage will lead directly into circuit exploration Approx. Time__20__mins

Critical questions that will allow you to decide whether students understand or are able to carry out the assigned task (formative) Class, I want you to build this circuit and use your multi-meter to determine the current running through each resistor and the voltage across each resistor/voltage source.

Expected Student Responses/Misconceptions Yeah, exciting

Explain: Learning Experience(s) Emphasize Kirkoff’s loop rule Emphasize conservation of current Approx. Time_20___mins

Critical questions that will allow you to help students clarify their understanding and introduce information related to concepts to be learned Class, look at this loop. Lets draw it over here. What can you tell me about the total voltage drops around this loop? Can a volunteer come up and show the class another loop that is in this circuit? Does the same rule apply to these loops? This is called Kirkoff’s loop rule, and applies to all electrical circuits. What kind of data did we collect besides voltage? How should we interpret that data? Lets look at this point and draw it off to the side. How are the electrical currents at this point related?

Expected Student Responses/Misconceptions

Extend / Elaborate: Learning Experience(s) Emphasis a complex but important ongoing theme that any intro physics course should address: Why are our answers not perfect? Approx. Time__5__mins

Critical questions that will allow you to decide whether students can extend conceptual connections in new situations Class, I know I ask you this every time we do an experiment, but why did you all not get the exact same results? What were some sources of error? What trends to you see in the class data? Do these trends support the concepts that we discussed today?

Expected Student Responses/Misconceptions

Evaluate: Lesson Objective(s) Learned (WRAP –UP at end) -> Summarize Collect homework at beginning of next class, and lab work

Critical questions that will allow you to decide whether students understood main lesson objectives Grade papers to assess student understanding

Expected Student Responses/Misconceptions