FREEDM Systems Center Research Experience for Teachers, June 2011

Name: Erik Schettig

Subject/Curriculum Area(s) (note: include Career Technical Education areas and Information and Technology Skills)

Associated Unit:Lesson Title: Shock Value Lab

Grade Level 6 - 12

Lesson # __ of __

Lesson Dependency: N/A

Time Required: 1.5 - 2 hours

Summary: Using boards that contain circuits and electrical components, students learn about measuring energy flow and resistance. Practice in measuring with multimeter is provided through the lesson and allows hands-on work with circuits

Engineering Connection (Engineering context suggestions at http://www.teachengineering.org/documents/ItsAllAboutEngineering3.pdf)

Electrical Engineering

Engineering Category = #1Choose the category that best describes this lesson’s amount/depth of engineering content: 1. Relating science and/or math concept(s) to engineering 2. Engineering analysis or partial design3. Engineering design process

Keywords: Energy Flow, Resistance, Resistor, Current, Circuit, Voltage

Educational Standards:

ITEEA - http://www.iteea.org/TAA/PDFs/ListingofSTLContentStandards.pdf (provide standard number)Standard 2. Students will develop an understanding of the core concepts of technology.

Q. Malfunctions of any part of a system may affect the function and quality of the system.

T. Different technologies involve different sets of processes.Standard 4. Students will develop an understanding of the cultural, social, economic, and political effects of technology.

D. The use of technology affects humans in various ways, including their safety, comfort, choices, and attitudes about technology’s development and use.Standard 5. Students will develop an understanding of the effects of technology on the environment.

F. Troubleshooting is a problem-solving method used to identify the cause of a malfunction in a technological system.

J. Technological problems must be researched before they can be solved.L. Many technological problems require a multidisciplinary approach.

Standard 11. Students will develop the abilities to apply the design process.K. Test and evaluate the design in relation to pre-established requirements, such as

criteria and constraints, and refine as needed.Standard 12. Students will develop the abilities to use and maintain technological products and systems.

H. Use information provided in manuals, protocols, or by experienced people to see and understand how things work.

I. Use tools, materials, and machines safely to diagnose, adjust, and repair systems.J. Use computers and calculators in various applications.K. Operate and maintain systems in order to achieve a given purpose.L. Document processes and procedures and communicate them to different audiences

using appropriate oral and written techniques.M. Diagnose a system that is malfunctioning and use tools, materials, machines, and

knowledge to repair it.N. Troubleshoot, analyze, and maintain systems to ensure safe and proper function and

precision.O. Operate systems so that they function in the way they were designed.

Standard 13. Students will develop the abilities to assess the impact of products and systems.

F. Design and use instruments to gather data.G. Use data collected to analyze and interpret trends in order to identify the positive and

negative effects of a technology.I. Interpret and evaluate the accuracy of the information obtained and determine if it is

useful.J. Collect information and evaluate its quality.

Standard 16. Students will develop an understanding of and be able to select and use energy and power technologies.

E. Energy is the capacity to do work.F. Energy can be used to do work, using many processes.G. Power is the rate at which energy is converted from one form to another or

transferred from one place to another, or the rate at which work is done.J. Energy cannot be created nor destroyed; however, it can be converted from one form

to another.K. Energy can be grouped into major forms: thermal, radiant, electrical, mechanical,

chemical, nuclear, and others.Standard 17. Students will develop an understanding of and be able to select and use information and communication technologies.

K. The use of symbols, measurements, and drawings promotes a clear communication by providing a common language to express ideas.

M. Information and communication systems allow information to be transferred from human to human, human to machine, machine to human, and machine to machine.

P. There are many ways to communicate information, such as graphic and electronic means.

Science Essential Standards - http://www.learnnc.org/scos/

6.P.3 Understand characteristics of energy transfer and interactions of matter and energy.6.P.3.3 Explain the suitability of materials for use in technological design based on a

response to heat (to include conduction, expansion, and contraction) and electrical energy (conductors and insulators).

7.P.2 Understand forms of energy, energy transfer and transformation and conservation in mechanical systems.

7.P.2.3 Recognize that energy can be transferred from one system to another when two objects push or pull on each other over a distance (work) and electrical circuits require a complete loop through which an electrical current can pass.

PSc.3.1 Understand the types of energy, conservation of energy and energy transfer.PSc.3.1.1 Explain thermal energy and its transfer.

PSc.3.3 Understand electricity and magnetism and their relationship.PSc.3.3.1 Summarize static and current electricity.PSc.3.3.2 Explain simple series and parallel DC circuits in terms of Ohm’s Law.PSc.3.3.3 Explain how current is affected by changes in composition, length,

temperature, and diameter of wire.

Phy.2.1 Understand the concepts of work, energy, and power, as well as the relationship among them.

Phy.2.1.3 Explain the relationship among work, power and energy.

Phy.2.3 Analyze the nature of moving charges and electric circuits.Phy.2.3.1 Explain Ohm’s law in relation to electric circuits.Phy.2.3.2 Differentiate the behavior of moving charges in conductors and insulators.Phy.2.3.3 Compare the general characteristics of AC and DC systems without

calculations.Phy.2.3.4 Analyze electric systems in terms of their energy and power.Phy.2.3.5 Analyze systems with multiple potential differences and resistors connected in

series and parallel circuits, both conceptually and mathematically, in terms of voltage, current and resistance.Information and Technology Essential Standards6.SI.1 Analyze resources to determine their reliability, point of view, bias, and relevance for particular topics and purposes.

6.SI.1.1 Analyze resources in terms of their reliability (which can be determined by currency, credibility, or authority, depending on the topic or purpose)

6.SI.1.2 Analyze content for relevance to the assigned task.6.TT.1 Use technology and other resources for the purpose of accessing, organizing, and sharing information.

6.TT.1.1 Select appropriate technology tools to gather data and information (e.g., Web-based resources, e-books, online communication tools, etc.).

6.TT.1.2 Select appropriate technology tools to organize data and information (e.g., word processor, database, spreadsheet, graphic organizer, audio and visual recording, online collaboration tools, etc.).

6.TT.1.3 Select appropriate technology tools to present data and information effectively (multimedia, audio and visual recording, online collaboration tools, etc.).6.RP.1 Apply a research process for collaborative or individual research.

6.RP.1.1 Implement a research process collaboratively.6.RP.1.2 Implement a research process independently.

7.SI.1 Evaluate information resources based on specified criteria.7.SI.1.1 Evaluate resources for reliability. (Reliability can be determined by currency,

credibility, authority, etc. depending on the curriculum topic).7.SI.1.2 Evaluate content for relevance to the assigned task.

7.TT.1 Use technology and other resources for assigned tasks.

7.TT.1.1 Use appropriate technology tools and other resources to access information.7.TT.1.2 Use appropriate technology tools and other resources to organize information

(e.g. graphic organizers, databases, spreadsheets, and desktop publishing).7.TT.1.3 Use appropriate technology tools and other resources to design products to

share information with others (e.g. multimedia presentations, Web 2.0 tools, graphics, podcasts, and audio files).8.SI.1 Evaluate information resources based on specified criteria.

8.SI.1.1 Evaluate resources for reliability. (Reliability can be determined by currency, credibility, authority, etc. depending on the curriculum topic).

8.SI.1.2 Evaluate content for relevance to the assigned task.8.TT.1 Use technology and other resources for assigned tasks.

8.TT.1.1 Use appropriate technology tools and other resources to access information (search engines, electronic databases, digital magazine articles).

8.TT.1.2 Use appropriate technology tools and other resources to organize information (e.g. graphic organizers, databases, spreadsheets, and desktop publishing).

8.TT.1.3 Use appropriate technology tools and other resources to design products to share information with others (e.g. multimedia presentations, Web 2.0 tools, graphics, podcasts, and audio files).

HS.TT.1 Use technology and other resources for assigned tasks.HS.TT.1.1 Use appropriate technology tools and other resources to access information

(multi-database search engines, online primary resources, virtual interviews with content experts).

HS.TT.1.2 Use appropriate technology tools and other resources to organize information (e.g. online note-taking tools, collaborative wikis).

HS.TT.1.3 Use appropriate technology tools and other resources to design products to share information with others (e.g. multimedia presentations, Web 2.0 tools, graphics, podcasts, and audio files).HS.RP.1 Design project-based products that address global problems.

HS.RP.1.1 Design global-awareness project-based products individually and collaboratively.

Pre-Requisite KnowledgeAbility to follow directionsBasics understanding of energy concepts and how energy flows

Essential Questions:How does electrical energy flow through the electrical appliances we use everyday?

Can you think of any similarities between how energy flows and how water flows?

Learning ObjectivesAfter this lesson, students should be able to: Measure voltage using a multimeter successfully

Demonstrate how a circuit functions

Label key electrical components of a circuit

Identify how resistance plays a role in electrical circuits

Materials: Bread board (optional - to build circuits on), alligator clips (test leads), resistors, LEDs, mutilmeter

Introduction / Motivation: At this point students should understand how energy flows through a circuit. Provide examples of circuits and identify components that make them up (energy source, resistors).

Lesson Background & Concepts for Teachers:How energy flows and functionsBasic electrical components (such as resistors) in an electrical circuitHow to use a multimeter to measure voltage

Procedure (Cognitive Teaching Strategies):1. Introduce lesson2. Put students into groups of two or three3. Assign students the work with the boards and measuring voltage4. While completing the assignment students should also fill in worksheets5. When everyone is complete, bring class together and discuss what they measured and

how this can be related to dealing with electrical circuits everyday

Vocabulary / DefinitionsWord Definition

Multimeter (voltmeter) An instrument designed to measure electric current, voltage, and usually resistance, typically over several ranges of value.

Voltage An electromotive force

Associated Activities: Introduction to Circuits and Ohm's LawPotato PowerEnergy Conversions

Lesson Closure: When everyone is complete, bring class together and discuss what they measured and how this can be related to dealing with electrical circuits everyday.

Assessment: Successful completion of assignment and students’ ability to discuss what they observed in their activity.

Differentiation/Modifications: If boards are not able to be made or provided then the circuits can be drawn on paper. Voltages can be provided and students can simply observe on paper how resistors affect energy flow in a circuit.

Lesson Extension Activities:Students can move on to more complicated circuits design and add more

electrical components.Students can move onto measuring current (be careful and make sure correct

methods are used to do so – improper use of circuits and electrical components can cause damage to equipment and possibly injury)

Additional Multimedia Support: http://www.sciencenc.com/events.php

References:http://www.sciencenc.com/events.php

Attachments: Shock Value 1 worksheet, Shock Value 3 worksheet, Photos of Shock Value Boards

Shock Value Board 1

Shock Value Board 3

Other

Redirect URL: http://www.science-house.org/

http://www.ncsu.edu/

Contributors: Dr. GrableErik SchettigJeff Harmon

CopyrightNC State University

Supporting ProgramFREEDM Systems Center RET Program. Engineering Research Center Grant funded by the National Science Foundation and industry partners (Award #0812121, Division of Engineering Education and Centers).ReferencesTeachEngineering. ( September 2010). Lesson Template - blank: Publish your K-12 engineering curriculum in TeachEngineering! Retrieved from http://www.teachengineering.org/submit_curricula.php.

Guilford County Schools. (n.d.) Activity, Curriculum and Technology Lesson Plans Online. Retrieved from http://its.guilford.k12.nc.us/act/.