Unit Plan Title: Electric Circuits – Charging Minds
Lesson Plan Title: Ohm’s Law / Date: March 23, 2010
Candidate: Brian Turkett
Cooperating Teacher: Orlando Marrero
Grade Level: 9th-12th (General Physics)
Duration: 50 minutes
1. Lesson Content (concept map encouraged) / Connections / What / Bridge to Today
Ohm’s law says that the voltage is directly proportional to the current and resistance of a circuit or circuit component. / Unit: Previous related topics/skills / Current / Voltage = current*resistance
Voltage / Voltage = current*resistance
Unit: Future related topics/skills / Current flow / Series – single path
Parallel – multiple branches/paths
Real-world Applications / Household circuits are set up in parallel. Christmas lights (old) are set up in series.
Connections / What / Bridge to Today
Course: Previous related topics/skills / Charge / Electric charge is provided by a source (cell, battery) and this charge flows through circuits in different ways depending on the number of paths possible.
Conduction / The transfer of charge from a charged object to a neutral object. In this lesson it is the transfer through a conducting wire.
Course: Future related topics/skills / Electromagnetic induction / A conductor placed in a magnetic field so that it moves parallel to the flux lines will not have a potential difference induced and thus no current.
Microphones / Sound pressure changes the position between a metallic membrane and solid back plate. Charging happens due to waves changing these separations.
2. Goals
1. Students will understand that the current, potential difference, and resistance are related by Ohm’s Law.
“Big Idea”: / The voltage equals the current times the resistance of a circuit. This is called Ohm’s law.
Expected stumbling blocks . . . / Addressed How?
Two step problems / Examples – calculating current first, then calculating voltage using ohm’s law.
Identifying units / Resistance is in ohms, denoted by this greek symbol omega that looks like a horseshoe.
3. Objectives (Given X,
SWBAT Y, as demonstrated by Z) / 4. NYS/National Standards
(cut and paste complete standard) / Connections (described) / Assessments (e.g. quiz, HW)
1. Given two of the following variables, current, resistance, or voltage, students will be able to calculate the current, resistance, or voltage using Ohm’s law. / 4.1l All materials display a range of conductivity. At constant temperature, common metallic conductors obey Ohm’s Law. / Students will perform simple calculations using Ohm’s law to understand that voltage, resistance, and current are correlated inside of a circuit. / V=IR
5. Assessment Attached
(name [ F or S]) / What Counts
(as evidence for understanding) / Example
(sample student language) / How will you use these results?
V = IR [F] / Students will complete this worksheet and receive at least an 8 out of 10. / The slope of a voltage versus current graph is equal to the resistance. / These results will show me that students are understanding the concept of Ohm’s Law. If students are not understanding these materials then reinforcement of these topics is necessary to plan for in future lessons.
Resistance Powerpoint [F] / Students will answer example questions that split up the topics in the presentation. / The resistance is measured in ohms.
The voltage is measured in volts.
The current is measured in amperes. / Students answers to the example questions will help me assess how well they understand my powerpoint slides, my explanations, and the concept of Ohm’s law. This knowledge can be used to show that my approach helps their understanding, or that I may need to offer more reinforcement in future lessons.
Jeopardy Reinforcement [F/S] / Students will be able to correctly identify what formula to use for each problem, and what variables are know and what variables need to be found. Students will conceptually understand how voltage and current act in series and parallel circuits. / Resistance is big R. Units are ohms.
Series you add the voltages. Parallel you add the currents because the current splits down the branches. / These results will determine how prepared the students are to take the exam. This knowledge can be used to show that my approach helps their understanding, or that I may need to offer more reinforcement in future lessons
Formative Assessment / Contribution to the Summative Assessment?
V=IR [F] / Students will be able to calculate voltage, resistance, or current using Ohm’s law.
Resistance Powerpoint [F] / Students will be able to calculate voltage, resistance, or current using Ohm’s law.
Jeopardy [F/S] / Current, conservation of charge, voltage, resistance, and ohm’s law
6. Community Knowledge and Experience:
In what specific ways do you “HEAR” student voices?
Student voices will be heard in their step by step process of solving example questions and practice questions related to ohm’s law. Their voices will also be heard during jeopardy. Students will have a white board to individually answer the questions and provide me with their knowledge of the material.
How will you USE what you “HEAR”?
I will use what I hear as a summative assessment for all students and how they understand the content and concepts. During the review I can correct any misconceptions by explaining the purpose of each question and the way to solve each problem.
How do you JOIN your students in shared experiences as a participant?
I can provide solutions and methods for solving problems during jeopardy. I can also offer assistance during the V=IR practice worksheet.
Time / 7. Procedure/ Transitions / Strategies for maximizing on-task engagement / Obj. # (s) / 8. Resources (what and how distributed) / Back-up Plans
3 min / Bellwork
What is one thing I can change about a wire to increase the resistance it has in a circuit? / As students walk in the bellwork will be placed on the back table. Students will pick it up and work on the answering the question. When they have completed the question they will bring it up to the front of the room and place it in their respective class folder. / Bellwork sheets
Powerpoint / If powerpoint is down, then bellwork will be written on the whiteboard. If bellwork sheets are lost then students can write their answer on a separate sheet for the day.
2 min / Transition / We are going to receive our next equation today and then we are going to do review of everything we have done in this unit so far by playing a game of jeopardy. Please take out your notebooks to record this equation and some examples of how to use it, and you can use your notes during jeopardy as well.
10 min / Resistance Powerpoint / I will provide students with Ohm’s law and the equation that relates voltage to current and resistance. We will then go through some examples calculating voltage, current, and resistance using this equation. Students will tell me what we know, what we need to find, and what formula(s) to use in each problem. The graph of voltage versus current will also be provided as students will need to know this slope of this line represents resistance. / 1. / Notebooks, powerpoint, calculator, pen
2 min / Transition / As you walked in you picked up a multiple choice worksheet labeled V=IR. Please work on that for 10 minutes then turn it in when you are finished. As soon as people are finished come up and pick up a white board, marker, and eraser for jeopardy.
10 min / V=IR / Students will work on the V=IR multiple choice questions. I will be walking around to assist any students that have questions. As soon as students are finished with this worksheet they are to bring it up and turn it into their class folder. / 1. / V=IR, calculator, pen
1 min / Transition / Ok, let’s turn in your worksheets and get a white board if you haven’t already and we will begin jeopardy.
30 min / Jeopardy / Jeopardy will review current, conservation of charge, voltage, resistance, and ohm’s law. I will begin with the student to my left and work my way clockwise around the room allowing each student to pick a question and category. There will be a 2 minute limit on each question.
When the bell rings I will ask students to please bring up their white boards and markers. / Jeopardy, smartboard, white boards, markers, erasers, clock
What affordances and limitations if any have you considered with respect to resources (time, money, learning curve of equipment use, ect)?
I provided a limit on the time students have to complete the V=IR worksheet in order to provide them time to reinforce their concepts and understanding of everything we have been doing in this unit through the jeopardy game. There are extra V=IR problems on the jeopardy game and since each student should be individually writing an answer on a white board I can use these questions as a formative assessment of their understanding of this equation.
9. Applications, Connections and Extensions:
What are you going to ask students to do that gives them a chance to use this new knowledge (should make connections, should go out of the classroom)?
Students will be able to use their knowledge from this unit with any appliance that uses batteries or electricity. Household applicances can act as extensions of student knowledge as they can read what voltage and current an appliance will need to operate. Household circuits are an application as students will discover that most household circuits are built in parallel in order to ensure that if one branch breaks the entire house/circuit does not stop working. Students will be able to connect their understanding of electric circuits to instruments that aid other physical understandings, such as microphones, that use electrical circuits to transport wave and sound energy into an amplifier.
10. Inclusive Instruction:
How are you meeting diverse student needs (e.g. multiple modalities, small group work, culturally diverse examples)?
This reinforcement today is made to let students who need more time to reflect on these topics take this time to ask questions and think about the concepts and skills associated with them. By providing a game I am hoping to capture attention and interest, as well as include and share the entire classes knowledge of the material.
Profile three students who represent unique needs in your class (IEP’s, ESL, enrichment, marginalized students) AND
describe how you will meet their needs.
1. Eugene Walker - ADHD
The game provides Eugene the entertainment that he enjoys with a source of educational purpose. By allowing him more time to be around this material I am hoping he can capture more knowledge and understanding of the material. / 2. Amina Zatar
I have tried to include pictures in this jeopardy game to help Amina see what is happening, in case she cannot understand what I am describing. I will continuously do temperature checks with her to make sure she is following what we have done or answered. / 3. Jemere Singleton
Jemere has been out of class recently due to disciplinary concerns. By providing this reinforcement I hope to help Jemere feel like he is catching up on his missed work and connecting the topics we have been going over.
12. Safety
What are your safety considerations?
There are little safety considerations for this lesson besides those that are generally employed on a daily basis.
How will you know the students understand the safety procedures?
I will provide detailed instructions prior to each of the activities and ask after each of my instructions whether anyone has any questions. I will also ask for confirmation through yes/no or thumbs up/down or head shakes whether people get the activities.
11. Reflections
How did you construct a meaningful learning environment?
This lesson extends student understanding of how voltage, resistance, and current relate to each other through Ohm’s law. Students began the lesson by discussing Ohm’s law and how voltage and current related in their Play-doh lab. Students answered that they found that as current increased voltage increased. This was the relationship that should have been found, and so we then analyzed why that might relate to resistance by plugging in some numbers to the equation and seeing how that affected resistance. We followed this by practicing to calculate voltage, current, and resistance using Ohm’s law with examples from the powerpoint. Students offered their voice as to how to solve these problems, specifically in what we knew in each question, what we needed to find, and what formula(s) to use. Students then were able to initiate discussions themselves by playing jeopardy. Each student was able to select a question and every student offered a response and received feedback.
What are the strengths and limitations of this lesson?
This unit is one that requires the students to remember how to use several equations. Ohm’s law is the fourth equation that students will need to know for this unit. As a result, reinforcing their understanding and practicing problems using these equations is a major strength of this lesson. Students were able to identify what variables related to which equations and understood how to solve the equations using cross-multiplication, multiplication, or division. The limitation of this lesson comes in the fact that the jeopardy game can only address five question per category, and with the amount of time allocated to the review it was a good chance that students would not get to all of them.
How could this lesson be revised?
Ohm’s law was a very brief introduction to the equation, followed by analyzing the graph students made in their Play-doh Lab and then practicing some examples. I feel that the importance of this law could be stressed and presented in a much better way. Perhaps an extended lab that focuses more on the aspect of Ohm’s law would aid student understanding.
What insights have you learned about your students?
Students enjoy jeopardy. I think they get a lot out of practicing the equations/calculations. The one issue could be that there can only be five questions for each category, which might not address the breadth of information.
What insights have you learned about yourself?
Jeopardy is a perfect review/reinforcement exercise to me, so long as each student is individually answering. I can use it as an informal assessment and have fun in the process.