Goals for Student Learning
Students will be able to:
Week 1
Week 4
TEKS Addressed During the Unit
Physics: 1A, 2E, 2F, 2H, 2I, 3A, 3B, 5F
Math (Algebra II): 1A, 1E, 1F, 1G, 8A, 8B, 8C
ELA (III): 20A, 20B, 21A, 21C, 22A, 22B, 23A, 23B, 23C, 23D, 24, 25, 26
Measurable Objectives
Electrical Circuit Blueprint: The voltages, currents, and resistances in the electrical circuit blueprint are labeled with the correct calculated values. (Obj. 7+8, Physics 2F+2H+5F, Math 1A/E-G+8A-C)
Electrical Circuit Blueprint: The voltages, currents, and resistances in the electrical circuit blueprint are labeled with the correct theoretical values. (Obj. 5, Physics 2E+2H+5F, Math 1A)
Electrical Circuit Blueprint: There are multiple drafts and evidence of revisions and responding to feedback (peers, professionals) (Obj. 15+16, ELA 24+25)
Building Blueprint: Accurate scaled drawing of building with scale included and written explanation of materials and location of building (Obj. 1+12)
Building Blueprint: There are multiple drafts and evidence of revisions and responding to feedback (peers, professionals) (Obj. 15+16, ELA 24+25)
Model: Successfully incorporates at least 2 switches that work. (Obj. 3+9
Model: Successfully integrates the building model and electrical circuit (Obj. 14)
Model: Incorporates a complex electrical circuit with at least 2 light bulbs and series and parallel wiring. (Obj. 4+11, Physics 5F
Presentation:
Explains how the multi-meter works (Obj. 6, Physics 2F)
Explains how switches work (Obj. 3+9, Physics 5F
Explains why the theoretical values for voltage, current, and resistances do not exactly match the calculated values (Obj. 8, Physics 2I)
Explains the choice of location, materials, and shape of building (Obj. 1+12, ELA 20A/B+21A/C+22A/B+23A-D+25)
Explains energy resource choice (Obj. 13, Physics 3A/B, ELA 20A/B+21A/C+22A/B+23A-D+25)
Other:
Teamwork: Contributes significantly to the team project. Peer-evaluations along with teacher observations will be used. (ELA 26)
Feedback: Provides substantial feedback (via feedback forms) for other teams (ELA 24A/B+25)
*Safety: Safe practices were demonstrated during investigations and no major accidents occurred (Obj. 2, Physics 1A)
Alternative Conceptions (Brief Description)
There are a multitude of different concepts related to electric circuit, with the electric current being the most investigated. Research shows that many students' concept of current is not correct. Students often have the unipolar model (no need for a closed circuit), attenuation model (current leaving a battery is used up by the circuit elements), and the sharing model (current sent by a battery is split and shared among the different components in the circuit). (Afra, Osta, and Zoubeir 2007)
There is a lot more further research in this area, so please see the sources below for more information.
Citations:
1. Afra, N., Osta, I., & Zoubeir, W. (2007). Students' Alternative Conceptions About Electricity and Effect of Inquiry-Based Teaching Strategies.
Students will be able to:
Week 1
- Design and conduct scientific research in building plan, materials, and location and effectively explain their decisions
- Demonstrate safe practices during investigations and building of electrical circuitry for building
- Utilize and identify closed and open circuits in plan for house and explain the difference between the two
- Make a blueprint (diagram) of the electrical circuit for their building and build the circuit from the blueprint
- Explain what causes the bulbs to light up relating to electricity and electrons
- Identify, label, and measure the voltages, currents, and resistances in their electric work
- Use a multi-meter to measure current, voltage, and resistance and explain why the multi-meter measures them in that certain way
- Analyze voltage, current, resistance data to derive V = IR (Ohm’s Law)
- Analyze voltage, current, resistance data to derive the correct relationship for series/parallel (complex) circuits
- Calculate theoretical voltage, resistance, and current and explain why measured values do not exactly match calculated values
- Build and incorporate switches into their building electrical work and explain how switches work
- Explain the concept of a light dimmer and relate it to resistances
- Design a complex circuit with light bulbs in series and parallel, switches, and multiple light bulbs for their building electrical work
- Design a building blueprint and build a model, explaining their decisions for size, shape, location, materials
- Research energy resources and explain their choice for their building
- Integrate the electrical circuit and building model and
- Receive and respond to feedback from professionals
- Give, receive, and respond to feedback from other project teams
Week 4
- Make an effective proposal for NASA to adopt your building and electrical design via presentation
TEKS Addressed During the Unit
Physics: 1A, 2E, 2F, 2H, 2I, 3A, 3B, 5F
Math (Algebra II): 1A, 1E, 1F, 1G, 8A, 8B, 8C
ELA (III): 20A, 20B, 21A, 21C, 22A, 22B, 23A, 23B, 23C, 23D, 24, 25, 26
Measurable Objectives
Electrical Circuit Blueprint: The voltages, currents, and resistances in the electrical circuit blueprint are labeled with the correct calculated values. (Obj. 7+8, Physics 2F+2H+5F, Math 1A/E-G+8A-C)
Electrical Circuit Blueprint: The voltages, currents, and resistances in the electrical circuit blueprint are labeled with the correct theoretical values. (Obj. 5, Physics 2E+2H+5F, Math 1A)
Electrical Circuit Blueprint: There are multiple drafts and evidence of revisions and responding to feedback (peers, professionals) (Obj. 15+16, ELA 24+25)
Building Blueprint: Accurate scaled drawing of building with scale included and written explanation of materials and location of building (Obj. 1+12)
Building Blueprint: There are multiple drafts and evidence of revisions and responding to feedback (peers, professionals) (Obj. 15+16, ELA 24+25)
Model: Successfully incorporates at least 2 switches that work. (Obj. 3+9
Model: Successfully integrates the building model and electrical circuit (Obj. 14)
Model: Incorporates a complex electrical circuit with at least 2 light bulbs and series and parallel wiring. (Obj. 4+11, Physics 5F
Presentation:
Explains how the multi-meter works (Obj. 6, Physics 2F)
Explains how switches work (Obj. 3+9, Physics 5F
Explains why the theoretical values for voltage, current, and resistances do not exactly match the calculated values (Obj. 8, Physics 2I)
Explains the choice of location, materials, and shape of building (Obj. 1+12, ELA 20A/B+21A/C+22A/B+23A-D+25)
Explains energy resource choice (Obj. 13, Physics 3A/B, ELA 20A/B+21A/C+22A/B+23A-D+25)
Other:
Teamwork: Contributes significantly to the team project. Peer-evaluations along with teacher observations will be used. (ELA 26)
Feedback: Provides substantial feedback (via feedback forms) for other teams (ELA 24A/B+25)
*Safety: Safe practices were demonstrated during investigations and no major accidents occurred (Obj. 2, Physics 1A)
Alternative Conceptions (Brief Description)
There are a multitude of different concepts related to electric circuit, with the electric current being the most investigated. Research shows that many students' concept of current is not correct. Students often have the unipolar model (no need for a closed circuit), attenuation model (current leaving a battery is used up by the circuit elements), and the sharing model (current sent by a battery is split and shared among the different components in the circuit). (Afra, Osta, and Zoubeir 2007)
There is a lot more further research in this area, so please see the sources below for more information.
Citations:
1. Afra, N., Osta, I., & Zoubeir, W. (2007). Students' Alternative Conceptions About Electricity and Effect of Inquiry-Based Teaching Strategies.