Вы находитесь на странице: 1из 6

March&17 ,&2015&

Kirchhoff’s Laws (Lab)

Secondary 4: Science and Technology (Enriched)

Student Teacher: Emily Crowell Cooperating Teacher: Pamela Leger McGill Supervisor: Laura Odorico

Learning Objectives

Describes the distribution of current in various components of an electrical circuit.

Determines the value of the current flowing in various components of a series or parallel circuit.

Describes the distribution of the voltage across various components of an electrical circuit.

Determines the value of the voltage across various components of a series or parallel circuit.

Cross-Curricular Competencies

Cooperates with others -Students will work in pairs. They will plan and carry out work with their partner. In order to work effectively together, both members of each team must carry out his/her task according to the rules agreed on by the team.

Science and Technology Competencies

Seeks answers or solutions to scientific or technological problems -Students will identify the elements that seem relevant (voltage and intensity) and the relationships between them. -Students will look for significant patterns or relationships. (Between voltage and intensity in series/parallel circuits) -Students will gather all useful data and take note of observations from their circuits.

Self-Directed Teaching Skill

-Use of group work -Use of student centered review

Technology Used

-powerpoint (pictures-review) -blackboard

Materials

-Kirchhoff’s lab materials (multimeter, ammeter, resistor, light bulb, wires, power supply) -Lab sheet

Procedure

Introduction

-Collection of any homework.

-Review of Series/Parallel circuits and how voltage and intensity are related in each of these kinds of circuits.

I will ask questions such as:

-What is the difference between series and parallel? -Can someone explain voltage in a series/parallel circuit? (according to Kirchhoff) -Can someone explain intensity in a series/parallel circuit? (according to Kirchhoff)

I will also use pictures and ask students to help explain what is happening to voltage and intensity in different circuits.

My goal is to achieve participation from a high number of students in the class. I will achieve this by using wait time – this is a review so I should see many hands ready to answer questions, not just 1 or 2.

…(15 mins)

Development

- Explain today’s lab.

Hand out lab document.

Today students will be working for the first time using “Y-wires”. I will do a demo to show students how to incorporate them into their circuits.

I will read each question and note that each question’s worth is noted just beside the questions themselves. I will also tell students what they need to include to earn all their points.

Students may work in pairs, but they must work only where a station has been previously set-up (so they are spread out throughout the classroom)

I will also indicate that they must complete their “pre-lab questions” before heading off to do the lab.

- Students go to work on their labs.

- I will circulate and answer questions.

…(50 mins)

Closure

To assess whether the learning goal was met:

-Students will complete a “journal entry”, which I will collect, where students will complete the following sentences:

I really understood this idea…

I have a few questions about… before I can say I understand…

Anticipated Problems & Proposed Solutions

…(10 mins)

Problem:

-Students may be unsure of their circuit set-up. This often has to do with how to use the multimeter. Solution:

-If I see that this is something more than one pair is struggling with, I will stop the lab and bring students’ focus on myself to remind them how to measure voltage using a multimeter.

Problem:

-Lab equipment that stops working (this has already happened in previous labs). Solution:

Evaluation

See Teacher’s version of lab on following page.

Teacher’s Version

Kirchhoff’s Laws
/30
!
GO AL:!
!
Confirm&Kirchhoff’s&laws&in&a&series&circuit&and&a&parallel&circuit. &
&
PRE*LAB!QUESTIONS:!
&
1.
How&do&Kirchhoff’s&laws&(about&I total & and&V total )&apply&to&a&series&circuit?&Explain&
&
&
&
&&&&&&&& /3&
&
0.5&for&Intensity&formula &
0.5&for&Voltage&formula &
1&for&Intensity&explanation&
1&for&Voltage&explanation&
&
2.
How&do&Kirchhoff’s&laws&(about&I total & and&V total )&apply&to&a&parallel&circuit?&Explain&
&
&
&
&&&&&&&& /3&
&
0.5&for&Intensity&formula &
0.5&for&Voltage&formula &
1&for&Intensity&explanation&
1&for&Voltage&explanation!
!
MATERIALS:!!
(list&all&materials&used)&&&&&& & &
&
&
&
&
&
&&&&&&&& /2&
&
&
2& points& for&listing&all&materials&
&
(L
0.5&if&one&missing,& L 1&if&half&missing,& L 1.5&if&most&missing) &
&
&
OBSERVATIONS:!
!
Record&your&observations&in&the&tables&below.&Give&each&table&a&title.&&&&&&&&&&&&&&&&&&&&&&&&&&&/6 &
&
&
1&point&for&each&title&(total&2)&
&
2&points&for&completing&each&table&(total&4)&
&
&
&
!
Title:&
&
&
&
Current&Intensity&(A)&
Point&in&Circuit&(A 1 ,&A 2 ,&etc.)&
Circuit&A &
Circuit&B &
&
&
&
&
&
&
&
&
&
&
&
&
&
Title:&
&
&
&
Circuit&Element/& Component&
(ex.&Power&supply,&lightbulb,&
resistance)&
Potential&Difference&(Voltage)&(V)&
Circuit&A &
Circuit&B &
&
&
&
&
&
&
&
&
&
&
REFLECTING!ON!YOUR!OBSERVATIONS!
!
&
1&point&for&explanation&
&
&
1&point&for&explanation&
&

3.&For&each&circuit,&which&measurement&represent s&the&total&current&intensity?&

Explain. &
&
&
&
&
&
&
&
&
&&&&&&& /2&
&
&
&
&
&
4.&For&each&circuit,&which&measurement&represents&the&total&potential&difference&
(voltage)?&Explain.&&&&&&&&&&&&&&&&& & &
&
&
&
&
&
&&&&&&&& /2&
&
&
&
1&point&for&explanation&
&
&
5.&Use&your&observations&for&circuit&A&to&confirm&Kirchhoff’s&laws.&Show&your&
calculations.&& &
&
&
&
&
&
&
&
&&&&&&&& /4&
&
&
1&point&for&equation&
1&point&for&using&numbers&found&in&tables&
2&points&for&calculations&(L 0.5&for&wrong&or&missing&units)&
&
&
6.&Use&your&observations&for&circuit&B&to&confirm&Kirchoff’s&laws.&Show&your&
calculations.&& &
&
&
&
&
&
&
&
&&&&&&&& /4&
&
&
1&point&for&equation&
1&point&for&using&numbers&found&in&tables&
2&points&for&calculations&(L 0.5&for&wrong&or&missing&units) &
&
&
&