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This is to certify that the

thesis entitled

Improving High School StudentS' Performance In
Electricity Utilizing Increased Student Involvement
In The Learning Process

presented by
Tamera S. Hetfield

has been accepted towards fulfillment
of the requirements for

MS . Interdepartmental
degree 1n Physical—Science

 

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Major professor

Date 7/19/00

 

0.7639 MS U is an Affirmative Action/Equal Opportunity Institution

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DATE DUE

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11/00 cfilRCDateDuopfiS—p.“

 

IMPROVING HIGH SCHOOL STUDENTS’ PERFORMANCE IN ELECTRICITY
UTILIZING INCREASED STUDENT INVOLVEMENT IN THE LEARNING
PROCESS
By

Tamera Sue Hetfield

A THESIS

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

MASTER OF SCIENCE
Division of Science and Mathematics Education

2000

ABSTRACT
IMPROVING HIGH SCHOOL STUDENTS’ PERFORMANCE IN ELECTRICITY
UTILIZING INCREASED STUDENT INVOLVEMENT IN THE LEARNING
PROCESS
By

Tamera Sue Hetfield

This project was based on the belief that active student involvement in the learning
process would result in an increase in the overall level of knowledge and understanding in
the area of electricity. This was accomplished through the use of activities such as
demonstrations with discussion, labs, hands on activities and computer activities, which
replaced the standard lecture, labs and reading activities. I believed that such activities
along with improved teacher preparation would increase active student participation in the
classroom and therefore increase test scores.

The concept of electricity was researched to improve teacher knowledge. The
students were surveyed as to their preference of activities for various situations.
Demonstrations with discussions were used to present some of the new concepts. Labs
were revised to include more student discovery. Lectures were reduced and used to
present some new concepts. Computer activities were used as review and extension
activities. Pre and posttests were administered to document changes in student learning.
An end of unit project was also used to assess student knowledge.

Pre and posttest scores show an overall improvement in the students’ knowledge
of electricity. Surveys show that students found demonstrations and end of unit projects

interesting, enjoyable and helpful.

ACKNOWLEDGMENTS

I would like to tlmnk Merle Heidemann and everyone in the Division of Science
and Mathematics Education at Michigan State University. Their dedication to creating
quality programs for teachers is unparalleled. Thank you for listening to our needs and
responding to the best of your abilities to create courses and programs to help meet those
needs.

Thank you also to the Towsley Foundation for their support of grant money for
the teachers enrolled in the masters program. Many of us are raising families, teaching,

and attending classes for this program. Their financial support is greatly appreciated.

TABLE OF CONTENTS

LIST OF TABLES .......................................... vi
LIST OF FIGURES ......................................... viii
LIST OF ABBREVIATIONS .................................. ix
INTRODUCTION .......................................... 1
Rationale ............................................ 1
Demographics ......................................... 2
Review of Background Science ............................ 3
Review of Pedagogical Literature .......................... 5
IMPLEMENTATION ........................................ 11
Overview of Unit ...................................... l 1
Pre-Unit Preparation .................................... 12
Pre and Post Surveys .................................... 16
Pre-Test and Post-Test .................................. 17
New Activities and Handouts ............................. l9
Labs ................................................ 25
Electricity Project ...................................... 29
EVALUATION ............................................. 31
Pre and Post Surveys ................................... 31
Pre and Post Tests ..................................... 35
Labs ................................................ 40
New Activities and Handouts ............................. 44
Electricity Project ...................................... 46
CONCLUSION ............................................. 47
BIBLIOGRAPHY ........................................... 52
APPENDIX A .............................................. 56
A1: Pre-Survey ........................................ 57
A2: Post-Sm'vey ....................................... 59
A3: Pre-Test .......................................... 61
A2: Post-Test ......................................... 63

iv

APPENDIX B .............................................. 67

B1: Demonstration Handout .............................. 68
B2: Battery Internet Activity ............................. 70
B3: Duracell Website Activity ............................. 72
B4: Series and Parallel Circuits Internet Activity ............... 75
B5: Problem Solving Handout ............................. 80
B6: Review Sheet ...................................... 85
APPENDIX C .............................................. 87
C1: Ohm’s Law Lab .................................... 88
C2: Investigating Series and Parallel Circuits Lab .............. 89
C3: Circuits Lab ....................................... 92
C4: Electric Circuits Project .............................. 95
C5: Circuits Project Choices .............................. 98
C6: Group Project Questionnaire ........................... 99
APPENDIX D .............................................. 101
D1: Pre and Post Test Grading Rubrics ...................... 102
D2: Focus Group Lab Scores ............................. 111
D3: Student Sample Electric Circuits Project Report ............ 112

Table 1:

Table 2:

Table 3:

Table 4:

Table 5:

Table 6:

Table 7:

Table 8:

Table 9:

Table 10:

Table 11:

Table 12:

Table 13:

Table 14:

Table 15:

Table 16:

Table 17:

Table 18:

Table 19:

Table 20:

Table 21:

LIST OF TABLES

Objectives for Electricity Unit ............................ 14
Ch. 19 - Electricity - Unit Outline ......................... 15 & 16
Pre-Survey (question #1) ............................... 31
Post-Survey (question #1) .............................. 31
Pre-Survey (question #2) ............................... 32
Post-Survey (question #2) .............................. 33
Pre—Survey Questions #3-6 .............................. 33
Post-Survey #4,5, & 7 ................................. 34
Pre/Post Test Data Chart #1 ............................. 38
Pre/Post Test Data Chart #2 ............................ 38
Pre/Post Test Data Chart #3 ............................ 39
Pre/Post Test Data Chart #4 ............................. 39
Lab Averages ........................................ 40
Pretest Point Spread .................................. 102
Pretest Rubric #12 ................................... 102
Pretest Rubric #13 ................................... 103
Pretest Rubric #14 ................................... 104
Pretest Rubric #15 ................................... 104
Posttest Point Spread ................................. 105
Posttest Rubric #16 .................................. 105
Posttest Rubric #17 .................................. 106

Table 22:

Table 23:

Table 24:

Table 25:

Table 26:

Table 27:

Table 28:

LIST OF TABLES - CONTINUED

Posttest Rubric #18 .................................. 106
Posttest Rubric #19 .................................. 107
Posttest Rubric #20 .................................. 108
Posttest Rubric #21 .................................. 108
Posttest Rubric #22 .................................. 108
Posttest Rubric #23 .................................. 109
Focus Group Lab Scores .............................. ll 1

vii

LIST OF FIGURES

Figure l: Pre/Post Test Scores: Focus Group ...................... 36
Figure 2: Pre/Post Test Scores: Students 10-39 ..................... 36

Figure 3: Pre/Post Test Scores: Students 39-67 ..................... 37

viii

LIST OF ABBREVIATIONS

MEGOSE - Michigan Essential Goals and Objectives for Science Education
PME - Using Scientific Knowledge - Physical Science - Matter and Energy
R - Reflecting on Scientific Knowledge
C - High School Objective

OPS - Okemos Public Schools

INTRODUCTION

RATIONALE

Electricity is one of several units in the area of physics that I teach in my freshman
level physical and earth science course, which also includes units in the areas of chemistry
and earth science. The course is to cover the basic concepts in various areas of science.
The order in which the rmterial is presented is up to each individual teacher.
Approximately 12-14 weeks is spent covering physics topics including electricity,
electromagnetism, waves, sound and light. The past few years I have started the year with
the physics units after a review of the scientific method, measurements and lab procedures.
About one fourth of the twelve weeks is spent teaching electricity.

Electricity is an important topic because of the large role it plays in our society.
Many students believe they know all they need to know about electricity. Yet when asked
to explain various observations involving electricity they Imve difficulty doing so. When I
began teaching this unit I found that I was very uncomfortable with my background in the
area of electricity and how it works. I followed recommendations given by the text book
as to how to implement this unit but always ended up unsatisfied, not only with how I
presented the unit to my students but also with the level of understanding and interest on
the part of my students. Because I was not very confident in my own level of
understanding of electricity, I was often hesitant to try something new in my lessons. This
unit had only a few hands on activities and limited student to student and teacher to
student involvement. I felt I needed to spend time making changes that would most

benefit my students as well as myself.

First, I needed to improve my understanding of electricity so that I could present it
in a positive manner to my students. Second, I needed to create activities in which the
students were more involved in the learning process. I feel that an active learner is more
likely to learn and remember the concepts involved. Therefore my hypothesis is: the use
of activities such as demonstrations with discussions, labs, “hands on “ activities and
computer activities will more actively involve the students in the learning process which

will increase their level of knowledge and understanding in electricity.

DEMOGRAPHICS

The students in this study come from a suburb of Lansing, Michigan. The school
student population for the school year 1999-2000 was approximately 1,422. The school
population is not very diverse with 85.9 % White, 1.7 % Hispanic, 4.7 % Black, 6.9 %
Asian, and 0.8 % American Indian students.

The community is middle to upper class socioeconomically. The community is
well educated with many parents working as doctors, lawyers and university professors.
The emphasis on a quality education is high. The community is very supportive of the
school and has high expectations of its students. The school is one of the top schools in
the state for its academic programs.

Most of the students are highly motivated to learn and have high expectations of
themselves. On average, ~45% of the school population maintains a grade point average
of 3.50 or above and ~75% maintains an average of 2.80 or above. Approximately 92%
of graduating seniors attend a post-secondary institution. In 1999, 97% of the seniors

enrolled graduated.

The students were all in the freshmen level of a high school, which included grades
9-12. In the three physical and earth science courses I teach, there were 80 students
enrolled and 67 participated in the research. 37.3% of my students were male and 62.7%
were female. 86.6% were White, 1.5% Hispanic, 6% Black, 6% Asian and 0% American

Indian.

REVIEW OF BACKGROUND SCIENCE

Electricity involves the movement of charged subatomic particles. The
atom is composed of three basic particles: protons which are positively charged, neutrons
which contain no charge, and electrons which are negatively charged. The protons and
neutrons are found together in the center of the atom called the nucleus. The electrons are
traveling in various orbitals surrounding the nucleus called the electron cloud. It is
important to realize that under most conditions the protons and neutrons do not leave the
nucleus. However, the electrons often leave one atom and become part of another atom.
Also the position of the electrons within the atom can and does change. Electricity is the
result of the movement of electrons and the interaction of atoms as a result of this
movement. An atom is considered neutral when the number of protons equals the number
of electrons. Should an atom lose one or more electrons, it becomes positively charged
because it has lost negative charge. Should an atom gain one or more electrons, it
becomes negatively charged because it has gained negative charge. Various forces result
from the interaction of charged objects or atoms. Two atoms both with a positive charge
would exhibit the force of repulsion. Two atoms both with a negative charge would also

exhibit the force of repulsion. Two atoms, one with a negative charge and one with a

positive charge, would exhibit the force of attraction. As a result of these forces,
negatively charged particles can travel fi'om one point to another. The movement of these
particles results in electricity.

Friction, induction or conduction may charge objects. Friction removes negative
charges from one object and retains them on another by rubbing of the objects. Induction
results in the rearrangement of charges due to the presence of a charged object without
direct contact. Conduction occurs when an object becomes charged due to direct contact
with a charged object.

Static electricity is the result of charges moving from one object to another and
then remaining at rest. The release ofthis built up charge is called electric discharge. The
shock you receive after scufling your feet on a carpeted floor then touching a metal
doorknob is an example of discharge. Due to fiiction between your feet and the carpet
your body picks up excess negative charge. The metal doorknob provides an avenue for
the negative charges to travel from you to the door. This release of excess charge occurs
very quickly and you feel a slight shock. Lightning is also an example of electric discharge
but on a much larger scale.

With the use of metal wires (which are good conductors of electricity), batteries or
generators (which provide an initial source of electrons) and loads (such as resistors and
light bulbs) circuits can be built to allow the flow of electrons fi‘om one point to another.
Circuits can be arranged in series, in parallel, or in a combination ofseries and parallel
circuits. For any load in a series circuit to firnction, they all must function. However,
loads in a parallel circuit fimction independently of each other. Current, or the flow of

charge through a circuit, is equal to voltage divided by resistance. This relationship is

known as Ohm’s Law. Voltage is a measurement of the energy carried by charges that
make up a current and is sometimes referred to as potential difference or electromotive
force. Resistance is the measurement of the Opposition to the flow of electrons of the
loads within the circuit.

Current can flow as either DC or AC current. DC current is direct current, which
means the current flows in only one direction. Dry cell batteries are an example of a
source that provides DC current. AC current is alternating current. This current reverses
the direction of current flow by constantly and quickly changing the polarity of the
positive and negative terminals of the wire ends. Current provided by generators is AC
current. In the United States, the AC current provided by power plants alternates 60
times per second and is 110 V. In Europe the AC current provided alternates 50 times per

second and is 220 V.

REVIEW OF PEDAGOGICAL LITERATURE

With the introduction of a new concept or even reintroducing a concept but taking
it a step further, one must take a look at the knowledge the students bring with them to
the classroom. Ofien included with this knowledge are commonly held misconceptions.
A case study in current electricity refers to misconceptions as “intuitive conceptions”.
According to this study, these misconceptions are strongly held and make logical sense to
the student but they differ fi'om the concepts we are teaching. (Heller and Finley, 1992)
Following is a list of misconceptions (as printed in the MSTA Journal 1998 by A.

Hapkiewicz) in electricity that I used to help structure my lessons for this unit.

Electricijy Misconceptions

I. Objects become positively charged because they have gained protons.
2. Objects become positively charged because their electrons have been destroyed.
3. All atoms are charged.
4. Current flows from a battery (or other source of electricity) to a light bulb (or other
item that consumes electricity), but not from the light bulb to the battery.
5. Current flows out of both terminals of a dry cell or both connections in an electrical
outlet.
Another study on the implications of cognitive research for physics teachers states that
these misconceptions occur regardless of how well the material is presented by the
teachers and they “interfere with the students’ ability to understand concepts” (Mestre and
Touger, 1989). During this unit, the basic ideas of electricity needed to be addressed
while keeping in mind these common misconceptions. Overcoming misconceptions is
often a difficult task because the beliefs are so deeply seated. According to Heller and
Finley fi'om the electricity case study, “the central or hard-core ideas are those ideas that
learners persist in believing, even when evidence contradicting these ideas is available”
(Heller and Finley, 1992). I feel that the best way to deal with these misconceptions is to
use activities that keep the students in an active learning mode. Active participation by
students is important in overcoming misconceptions because these ideas are diflicult to
change (Mestre and Touger, 1989).

Haury (1993) supports this idea by stating that science curriculum should
“promote active learning, inquiry, problem solving, cooperative learning, and other

instructional methods that motivate students.” I felt that my unit on electricity before my

research lacked enough activities to keep my students motivated and interested. When I

reflected on the units that I teach that I felt were very successful, I had numerous activities
in which the students were “actively” involved. “Students need to be actively involved in
their own learning” (Blosser, 1992). Johnson and Johnson also assert that the research
data associated with cooperative learning shows numerous positive aspects including the
learning of more material, higher achievement, better attitudes towards subject matter and
increased levels of confidence and motivation. (F rom an article by Blosser, 1992)

I believe that the more I can “actively” involve my students the more they will
learn and remember. By “active” involvement I mean that students should be exposed to
as many activities as possible where they are interacting with the teacher and with each
otherirrexplainingtheprocessesathand. Thistypeofleamingwouldrequireminimal
lecturing activities and maximal activities such as labs, demos with discussion, projects
with student presentations and the like. Studies have shown that the lecture approach
associated with most textbooks leaves students as passive learners of facts and is an
ineffective way to teach (Weaver, 1998).

Many people in the field of education assume that there is a lot of cooperation and
group learning in a science classroom because the nature of such courses involves hands
on activities called labs. This type of activity is considered active learning by many.
However, I believe that cooperative learning is much more than just working together
onCe in a while in a lab investigation. “One study defines cooperative learning as students
working together to accomplish shared learning goals and maximize their own and their
group mates’ achievement” (Johnson, D., Johnson, R. & Smith, 1998). During my
research I learned much about what cooperative learning actually entailed and I tried to

adapt some of this knowledge to my new unit on electricity. I kept in mind four basic

goals of cooperative learning: positive interdependence, face-to-face interaction among
students, individual accountability for mastering the assigned material, and appropriate use
of interpersonal and small-group skills ( Blossar, 1992).

In my desire to actively involve students in the learning process, I felt it necessary
to vary the types of activities I provided. Although I feel that long periods of lecture are
not effective, I believe that some students prefer lecture to group or lab work. Other
students feel more comfortable participating openly in small groups rather than in a whole
class discussion. Much research has been done over the years about various learning
styles. Many of my students are at a point where they realize what types of activity work
best for them and which ones do not. Yet they are not always ready to take responsibility
for their own learning. Therefore, along with varying my activities, I wanted my students
to begin to take a responsible role in their own learning. Research by Thomson &
Mascazine (1997) indicates that adjusting lessons to various learning styles encourages an
increase in learning and students begin to take responsibility for their own learning.

I feel that involving the students in class discussions is imperative in helping them
overcome their misconceptions and to accept difficult concepts. The class discussions
could revolve around lecture material, lab material and demo material, just to name a few.
One study that looked at active learning in the college classroom suggests planning
lectures around questions. The length of time for lectures should be a rmximum of 15
minutes, which is when students begin to drifl away (Johnson, D., Johnson, R. & Smith,
1998). Therefore, I needed to find a way to break up lectures and incorporate questions
thatwouldhelpwiththelectm‘ematerial. Iplannedto domoredernosinthisuniton

electricity to help accomplish this. With these demos, there would be periods where

students will need to reflect on their initial beliefs and respond verbally to teacher initiated
questioning. Research indicates that when teachers initiate and facilitate discussions
around misconceptions students begin to reflect on their own knowledge which in turn
leads to conceptual change ( Weaver, 1998).

I felt that another way I could actively involve students in their own learning was
to provide opportunities, other than lab situations, where they could work together and
share ideas. Small group work gives students a chance to express their opinions, to hear
the opinions of others, and to learn to adjust their beliefs if necessary based on information
provided by group members. One study that compared group and individual activities
found that the use of groups leads to successful task completion (Seymour and Padberg,
1975)

Part of actively involving students in the learning process requires finding ways to
hold their interest and to encourage them to voluntarily participate in class discussions. I
needed to find ways to relate the concepts of electricity to something they could connect
with and relate to. If I could find a way to relate the concepts of electricity to their lives
then I could increase their interest, hold their attention and possibly get some to
participate more in the classroom. One study on pupil participation and curriculum
relevance indicates that relating content to real life experiences of the students will result
in voluntary student participation (Rumadas and Kulkarni, 1982). Based on this basic
belief, I worked on demos and projects that would be relevant to my students’ lives.

I started my research with the belief that activities involving computers would
maintain my students’ interests and keep them actively involved in the learning process.

Research in this area was not very supportive of this belief. One such study found that

although computers have some positive aspects to classroom use, they tend to limit
student interaction among groups in significant ways (Roth, Woszczyna, and Smith,
1996). Some research also suggests that the use of computers for simulations of lab
situations may not be as beneficial as once believed. In one report, Shavelson, Baxter, &
Pine found no significant benefit to computer use when comparing computer simulations
to hands on activities. (As reported in an article by David Kumar for Eric Digest, 1996)
What research I was able to find was inconclusive on the ability of computers to improve
the level of real learning by the students. Most research related to the educational use of
computers failed to address the issue of assessment of such activities to measure their
effect on student achievement. One writer comments that computers will not be
successful in science assessment unless they are also used as a significant part of
instruction and learning (Kumar, 1996). Some research, however, does suggest that
supplemental use of computers can aid teachers in more effective instruction (Roblyer,
1985). With little research to conclusively support or negate my belief, I developed a
couple of computer activities and planned to document student use of and attitudes
toward computers as an educational tool.

One of the most important of my goals of my research was to improve my
knowledge of electricity. I felt that my discomfort with this topic was due mostly to my
lack of self-confidence in my own knowledge in this area. In a Dutch STS study by
Eijkelhof& Lijnse the researchers found that teachers are insecure when they lack
sufficient background knowledge in any given content area and would therefore avoid
discussions and extension activities, (as reported by Weaver, 1998). I nwded an

opportunity to research and learn the concepts of electricity that I was expected to teach

10

to my students. I needed the opportunity to do labs myself, work with the latest
technology available to me and to develop activities for my instruction of this unit.
Therefore, I spent 5+ weeks on the campus of Michigan State University during the
summer of 1999 doing exactly that. I was able to meet with professors in various fields of
science, meet with teachers in my field, and experiment to my heart’s delight. I feel that
teacher preparation programs need to provide such time for future and new teachers. The
National Research Council states that teachers should be exposed to content courses along
with methods courses to improve teaching abilities (National Research Council, 1996). It
is also important for teachers not so new to the field to have such Opportunities for
research. “Practicing teachers have too few options to upgrade their skills” (Natioml
Research Council, 1996). If we expect our students to learn by doing then shouldn’t we

expect our teachers to learn by doing?

11

IMPLEMENTATION OF UNIT

OVERVIEW OF NEW UNIT

I begin many of my units initially with the students reading part of the unit the
preceding evening. Because background knowledge plays a role in what students learn, I
feel that reading background information before I begin teaching the material helps
provide a base to build upon. This activity began both my old and new unit. Otherwise,
my Old unit consisted mostly of lecture to present new material with one demo used to
help present the topic of static electricity. Some material was just briefly mentioned as we
progressed through the chapter. One short lab on series and parallel circuits was
completed after the lecture on the same material. Some additional problem solving was
done, either individually or in small groups, after lecture on Ohm’s law, calculating total
resistanceinseriesandparallelcircuits, powerandenergy. Theunitendedwithatest that
included multiple choice, problem solving and short answer questions.

My new rmit also started out with reading. However, I began my presentation of
electricity with a series of demos. There were three demos, covering a period of 2 1/2
days including discussions. Questions were developed to be posed before, during and
alter the demos, some of which were answered verbally during the demo and some of
which were both written and answered during discussion. An internet activity related to
batteries was included between the days spent on demos. The demos and computer
activities led into short lectures about new vocabulary and electricity concepts. Lectures

were used to present remaining new concepts within the chapter. However, the lectures

12

were brief and were initiated by questions to stimulate discussion both before and during
lectures. Three labs were done throughout the chapter covering Ohm’s Law and series
and parallel circuits. Homework problems related to static electricity and problems
involving calculations with voltage, current and resistance were given throughout the
chapter. The unit ended with a test, which included multiple choice, problem solving and
short answer questions and a group electric circuit project, which counted for a portion of

the test grade for the unit.

PRE-UNIT PREPARATION

I began making notes about the changes I would like to make to the unit on
electricity and my goals for the unit during the 1998 - 1999 school year. I talked to my
colleagues who also taught this course about how they felt about the unit and some of the
changes they felt were necessary. The biggest concerns were better labs, especially to
address Ohm’s Law and making sure the Michigan Essential Goals and Objectives for
Science Education (MEGOSE) were taught during the unit. I made a list of my objectives
for my summer research, the related MEGOSE objectives and the Okemos Public Schools
(OPS) objectives for electricity. They are listed on the next page in
Table 1.

I spent five weeks at Michigan State University speaking with professors in the
Departments of Physics and Geology, meeting with teachers, researching electricity,
researching teaching methods and practicing various hands on activities. Through my
conversations with professors as well as my father (an electrical engineer), reading various

physics textbooks, and reading various physics web sites, I learned more about and

13

became more comfortable with electricity.

Table 1: Ob'ectives for electrici ' .

 
    
 

   

   
   

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' ‘ - rl't' . , . -
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’ , -: J _ 'J._. "2'? 5’". -.‘-_g.' :,l.-'-. in nw.>‘l~«' .‘...‘<,'.' ;‘ . Q. L i, 3 ‘>

create more student PME 24 - construct and explain electrical charges
involved activities explain simple circuits and currents in terms of
using wires, light bulbs, electron movement
firses, switches and power
sources

 

increasemyknowledgein R2/Rl4-discussthe
electricity historical development of
key scientific concepts and
principles

 

R 8 - Show how common
themes of science,
rmthematics and
technology apply in real
world contexts

 

 

C 20 - discuss topics in
groups by being able to
restate or sumrmrize what
others have said, as for
clarification

 

 

 

 

DmingmytimeatMSUandtheremainderofthe summer,lredevelopedmyunit
on electricity. The new unit was to include activities to more actively involve my students
in their own learning. I included demonstrations to introduce new topics, two computer
activities, and a project. I revised the existing lab and added two other labs. I shortened
lecturesand includedthembetweenlabsorproblem solving activities. Theunittest was
revised to cover the MEGOSE and OPS objectives. An outline of the unit is listed in

Table 2 on the following pages.

14

  

Tlabe 2: h. 19 - Electric'

  

9/22/00

- Unit Outline

 

BASIC OUTLINE OF UNIT

.{-’.v., _ gm -‘ ,...‘., . ‘ ‘7
‘4. JV ‘ "c ‘K . A "V A ‘ " '
~ _7__,r;sf g. ,r. .. '.-.._7__-, .r',» n.4,)” .‘ .4 ~~\ ' . .. -‘
. Pre-Survey

    

  

 

 

 

 

9/23/00 O Pre-Test
9/24/00 O Heat Test 0 read pp. 481-492/notes
Day 1: 9/27/00 0 *Demos: static
electricity, balloon, pith
ball, electroscope
Day 2: 9/28/00 0 *Computer Lab - 9 read pp. 492-500/notes
Batteries
Day 3 & 4: 9/29/00 - 9 Discuss computer lab
9/30/00 9 Continue with demos
O Lecture/discussion -
electric discharge and
lightning
Day 5: 10/1/00 0 *Computer Lab -
circuits

 

Day 6 & 7: 10/4/00 -
10/5/00

9 Discuss computer bib
9 Lecture/discussion -

0 read electrostatics
handout

 

voltage, batteries, 0 dryer sheet problem
resistance, current, AC,
DC

Day 8: 10/6/00 0 Discuss dryer sheet 0 *handout #3-6
problem

9 Finish/review current

. Lecture/discuss/
problem solving -
Ohm’s Law

 

Day 9: 10/7/00

9 *Ohm’s Law Lab

9 complete lab questions
0 lab report due 10/11/00

 

 

Day 10 &11:10/8/00 -
10/11/00

 

0 Discuss Lab

9 Review circuits

0 *Lab - Investigating
Series and Parallel
Circuits

0 Discuss total resistance

 

0 lab questions
0 lab report due 10/12/00
9 read pp. 501-509/notes

 

*Bold print denotes new or improved learning activities

15

 

BASIC OUTLINE OF UNIT (CONT’D)

 
  

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10/13/00 Lecture - resistance factors

*Electricity History

Pre -lab
Day 14 & 15: 10/ 14/00 - *Lab: Circuits lab calculations and
10/15/00 questions

lab report due 10/19/00

Day 16 & 17: 10/18/00 - Review lab and problem handout #10—14, 20-25
10/19/00 solving review sheet

Discuss power

Review for test

*Assign project
Day 19: 10/20/00 Electricity Test work on project

Work on project
Day 20: 10/25/00 Work on project work on project
Day 21 & 22: 10/26/00 - Project presentations read pp. 515-519/notes
10/27/00 Post-Survey

 

*Bold print denotes new or improved learning activities

PRE AND POST SURVEYS - Appendix A

In my quest for knowledge on how to keep my students interested and involved in

the subject matter I was teaching, I felt that it was important to question them about the

various ways rmterial can be presented. Just as my students come into my classroom with

preconceived notions about science, science classes and science teachers, I also had

preconceived notions about how my students preferred to be presented with new material,

as well as what their misconceptions were. I believed at the beginning of this unit that

students in general preferred to work in groups, to do hands on activities and labs, and to

work with computers. I felt a survey (Appendix A1 and A2) both before and after the unit

16

  

 

would give me some insight on how my students actually felt about various learning
activities.

The first few questions in both surveys are similar. I asked what students liked and
disliked about science in general. I then provided them with a list of various activities and
asked them a series of questions relating to which activities they prefer in general, which
they prefer when first presented with a concept, and activities they prefer as review of
previously learned material. In the pre-survey I also asked about their interests in the area
of electricity and what questions they might have about this topic. In the post-survey, I
asked them to evaluate and rank the various activities used in the unit.

By knowing my students’ preferences for various learning activities, I could
provide appropriate activities in my classroom and involve more of my students in
classroom work. I also felt that this would keep the interest of more of my students for a
longer period of time. All of these factors were key in my overall goal of increased

student knowledge and understanding of electricity.

PRE-TEST AND POST-TEST - Appendix A

I have found in my previous teaching of this course that my students come in with
a wide range of abilities and knowledge in various areas of science. Much of this is
dependent on which science teachers they had during middle school. Although certain
concepts were to be covered at specific grade levels, the depth of that coverage is not
always consistent. Therefore, some students may have extensive knowledge of electricity
and some may only know how to construct a simple circuit. I have also found various

misconceptions about electricity to exist in the minds of my students. I felt a pre-test for

17

this unit would help me gauge the areas that needed only brief review and those that
would need to be treated as new concepts. I developed a pre-test (Appendix A3)
consisting of multiple choice, matching and Short answer questions covering the
MEGOSE and OPS objectives previously mentioned.

The post—test (Appendix A4) was also my unit test for electricity. I began
preparing this test by using items fiom tests given in previous years. I then adapted the
test to make sure that the MEGOSE and OPS Objectives were covered as well as the
student objectives for the unit. Two versions of the test were developed to cut down on
student cheating. Both versions of the test consisted of multiple choice, short answer, and
problem solving questions. I varied the question type from the pre-test to the post-test so
that specific objectives were not questioned in the exact same manner on both- tests. For
example, a pre-test short answer question that had a drawing provided was changed to a
short answer question in which the student had to provide the drawing.

I feel that it is important to vary question type for several reasons. First, sorrre
students do better with one type of question than another. Second, I wanted to expose
students to styles of questions that they did not like. A student will not learn to perform
better on multiple choice questions if he or she is never exposed to multiple choice
questions. The same holds true for short answer questions.

Varying question type also permits me to tell whether a student has only a base
understanding or an in depth understanding of a concept. Multiple choice questions often
require only rote memory or a vague understanding of a concept. Short answer questions
often require a deeper understanding of a topic. Some students sirrrply memorize all the

information given to them and all they can do in return is provide that information in the

18

same format. They cannot apply it to a new situation. I feel that a true understanding of a
concept comes when it can be applied correctly in a new situation.

To judge a change in the students’ knowledge from pre-test to post-test, it is also
important to vary question type. Some students will simply remember the question and
the correct answer from the previous test. Or they will base how well they need to know
a concept by the type of question from the pre-test. By varying question type, I am
increasing the chance that the students’ answer is based on their knowledge and not on

luck due to previous knowledge of the same question.

NEW ACTIVITIES AND HANDOUTS - Appendix B
Demonstrations

I decided to begin this unit with a series of three demonstrations on static
electricity. By starting with static electricity, I was starting with something they could
relate to. The results of the pre-survey (which will be discussed later in this paper)
showed that many of my students liked the use of demonstrations and discussions to
present new material.

I prepared a handout for the students with a section for each of the three
demonstrations. (Appendix B1) For each demo, students had to describe the
demonstration and their observations, give an explanation of their observations, and space
was provided for discussion notes. When providing an explanation for their observations,
I told the students to write whatever came to mind even if they thought it was wrong.
After they had time to write their responses, we would discuss what had occurred. I

began by having several students tell what they thought had occurred, which normally

l9

included both correct and incorrect responses. I would then respond with questions to
help lead the students to an agreement as a class as to what actually took place.

The first of the three static electricity demos was a balloon demo. In this
demonstration, I rubbed the balloon with a cloth, a shirt, or in some cases, students’ hair,
then brought the balloon near a wall and the balloon would stick to the wall. At this point
I had the students write an explanation of why the balloon was sticking to the wall.
Because my students had read about charged particles and methods of charging, many had
some idea of what was occurring. During the course of this demo and discussion, I would
have several students do the same thing with the balloon and had them talk about what
theyfeltwhentheyputtheballoononthewall. Iwouldalsousetwo balloonsandstudent
volunteers and have them charge the balloons, bring the balloons close together, and
describe what they felt.

I found this demo very good at getting the students involved and keeping their
attention. It also brought out some of the misconceptions students have, especially the
belief that protons are moving from atom to atom. It also Opened up a discussion and
brieflecture onthestructure oftheatomandadiscussiononthernethodsofcharging
objects and the notion of an electric field. Because the students were involved by
answering questions directed by me as well as by other students, there was very little
lecture.

Intheseconddemo,apithballwashrmgonastringattachedtoasrmllstand
setting on the overhead projector at the front of the room. I charged a plastic rod by
friction with a cloth and brought the rod close to the pith ball. The students observed the

pith ball at first attracted to then repelled from the rod. I then set up a nail resting on top

20

of a foam cup with the nail just touching the pith ball. I charged the rod again, touched
the nail and had the students observe the pith ball once again attracted to the nail then get
pushed away and remain in a position away from the nail. We discussed the methods of
charging and the idea of a field force and a contact force.

I found this demo helpful in illustrating the various ways to charge an object and
the idea of an electric field. During discussion the idea that protons are moving came up
again which gave me another opportunity to work on that misconception. It also gave the
students a chance to apply what they just learned from the balloon demo to another
situation. I found during this demo that using the balloon as a charged object worked
better than the plastic rod, because it held the charge for a longer period of time.

The third demo was an electroscope demo. The students labeled the parts of an
electroscope on the drawing in the demo handout. I charged a balloon and brought it
close to the electroscope. The students observed the leaves separate and come together
again when I removed the balloon. I touched the knob of the electroscope with a clmged
balloon. We discussed the difference in the charge on the leaves between the two actions.
I then touched the knob with a charged balloon while also touching the knob with a finger
from my fiee hand. When I removed the balloon, the leaves remained separated. We
discussed the charge on the balloon and the action of my body in the process.

I found this demo to be very helpfirl. It came up in class discussion for several
days afterward and again during review for the test. It was used to show charging by all
three methods discussed in class (induction, conduction, and fiiction). It also brought up
the idea of grounding and was a lead- in to our discussion on lightning. It once again

brought up the misconception of protons moving and yet another chance to work on

21

changing that misconception. It gave the students an opportunity to actually see and use
an instrument illustrated in their textbooks. Many students would refer back to it when
asking me questions and giving me explanations of how charged particles moved and
resulted in the charging of other objects.

Overall I found the demos to be extremely helpfirl in teaching this unit. I was
happier with the level of participation and with the types of questions I was getting item
the students. However, I found that the demonstrations took considerably longer than I
had expected, requiring 2 1/2 days of initial presentation and discussion and about another

day throughout the unit on discussions of the demos.

Internet Activities

I developed handouts to guide students through two internet activities dealing with
electricity to have the students effectively using computers. I believed that using the
computer would pique and keep the interest of the students. However, survey data (to be
discussed later) as well as classroom observations proved to not support this notion.

The first activity was about batteries and utilized a web site titled “How Stuft"
Works” at www.h_owstufi‘worl_rs.com/battery.h_trr_r_ (Appendix B2.) I asked a series of
questions based on the information provided on the website. The site discussed the
history of batteries, which was helpful because the text does not provide much of this
history. The site also discussed electrochemical reactions within batteries, arrangements
of batteries and voltage of batteries.

I also had the students visit the Duracell Battery website at www.duracellusa.com

(Appendix B3.) This site had adiagram ofthe inside ofa drycell batteryand explained

22

the function of each part of the battery. It also discussed batteries in various arrangements
and voltages as well as giving a history of the development of batteries. This site also has
a shockwave demonstration, but I was unable to get school authorization to download
shockwave for student use before we used this site. This site was a little more detailed
than the other site but less accessible.

The second internet activity involved the use of a college physics on line course
developed at Michigan State University by Gerd Kortemeyer, Wofgang Bauer, Gary
Westfall and others at the address lecture.lite.msu.edu (Appendix B4.) Although the
terminology related to resistance was above the level of most of my students, I believed
they could weed through the information and use a particular applet. This applet gives the
student an opportunity to vary the arrangement and numbers of the resistors involved.
Students can look at a series arrangement, a parallel arrangement, and a combined
arrangement; they could vary the resistance of the resistors and the computer calculated
the total resistance. My goal was to have them use this site before we discussed how to
calculate total resistance in a circuit. I hoped that this site would help them come up with
a way to express or describe total resistance in a circuit.

Unfortunately, the computer system at my school did not have the needed
hardware/software to download the applet. Due to conflicts with scbduling the computer
room, I also had to schedule computer time for both computer activities earlier in the unit
than I would have liked. As a result, the resistor activities left the students fi'ustrated and

confused.

23

Problem Solving Handout

The textbook offers little opportunity for students to practice new knowledge
requiring calculations. I developed a handout (Appendix B5) involving diagrams with the
movements of charged particles as well as problems involving Ohm’s Law, series and
parallel circuits, and power. Various problems were assigned at different points in the unit
as the material was covered. Some problems were assigned as review at the end of the
unit.

Some problems involved distinguishing between correct and incorrect illustrations
of concepts, calculations based on drawings, and calculations requiring student drawings.
I feel that it is important for students to see questions presented in a variety of ways to
help them learn how to apply information to different situations. Sometimes rewording a
question, deleting a diagram, or including an incorrect drawing will throw students an
unexpected twist, which confuses them. It encourages them to have some confidence in
themselves by answering the questions based on their knowledge despite the confusing
pieces. Also solving problems helps to make the connection between science and math.
When solving problems requiring an equation, it is also helpful to change which variable is
the missing piece of information. Using diagrams is helpful because many high school
proficiency exams, as well as college entrance exams, utilize questions based on diagrams

or require an explanation based on a diagram.

Histog of Electricfl'

Because of the MEGOSE objective focusing on the historical development of

scientific concepts, I prepared a lecture on the history of electricity. I utilized information

24

presented in a web site by Learning Power at www.sourthernco.com/site/learningpower.
Students took notes on the information. The students were very familiar with some of the
scientists, such as Benjamin F ranklin. Other scientists, such as Michael Faraday, were

names the students had heard before. However, they were not familiar with their

contributions to science.

LABS - Appendix C

The students were randomly assigned lab partners using the seating chart option of
my grading program for each new lab situation. I began doing labs this way to help
students interact with their classmates and to learn to work with people that either they
don’t know or they don’t like. I find that students are less likely to be comistently stuck
in a group where only one student does all of the work. Students come more prepared to
do the lab because they don’t know with whom they will be working. Students worked in
lab groups of two or three.

The first new lab activity was titled “Ohm’s Law Lab”, which focused on using
Ohm’s Law to calculate the resistance of three different resistors in a simple circuit.
(Appendix C1) The purposes for this lab were: 1) to get my students into a lab situation
with a somewhat simple activity, 2) to have the students learn how to use and read the
meters, and 3) to have students perform some calculations, answer some questions and
write a conclusion about the activity.

The students were to set up a simple circuit with one resistor, two batteries, a
switch, wire, and voltmeters and ammeters and verify that they had an appropriate set up.

They gathered data on the voltage provided by the batteries and the current flowing

25

through the circuit. After collecting data, they were to use Ohm’s Law to solve for the
resistance of the resistors and in the conclusion they were to compare their data with the
known resistance of each resistor.

Problems with the lab included faulty meters (couldn’t measure current) and
student misuse of meters. Therefore, the students measured only voltage and resistance
and used these values to calculate current.

I found that this lab was not as useful as I had anticipated because of technical and
human errors. I wanted the students to use Ohm’s Law to solve problems by manipulating
the equation as it was presented to solve for resistance. Since they ended up solving for
current, there was no need to manipulate the equation. Many students have difficulty
explaining a concept when you change variables. I discussed with the students the various
relationships that this law represented later in the unit. Despite the difficulties, the
students enjoyed doing the lab, preferring to do the calculations in this setting rather than
simply having some problems to solve to practice using Ohm’s Law. The students
learned to show work with calculations, to write using complete sentences, to work in
groupsthatwerenewtothenLandto recorddata. Theywereeagerto getbackintothe
lab and to do more work with electricity. This was encouraging because one of my goals
was to spark and nmintain student interest.

The next lab was titled “Investigating Series and Parallel Circuits.” (Appendix
C2) Thiswasbasedonthe onlylabthat I didwiththisunit inthepast; however, no
circuits sketches were provided so as to encourage independent thinking. I rewrote this
labsothatthestudentshadtosetupaseriesandaparallelcircuitanddrawasketchof

each circuit with three light bulbs. Their final setup had to be checked by me before they

26

could break down the circuit. They also recorded brightness of the bulbs in the circuit
with reference to standard brightness, which was the brightness of one bulb in a series
circuit. They predicted what would occur in each circuit if the switch was moved to
various positions within the circuit and then performed the experiment to test their
predictions. They Ind to set up a simple series circuit including a diode. They sketched
the diode, put it in the circuit, recorded observations, flipped the diode and repeated.
They came up with their own reasons as to why such a device would be used in a circuit.

This lab overall was useful. Some students were very familiar with series and
parallel circuits, but most initially did not know which circuit was which. This lab required
students to make predictions about what should occur within a circuit. I found the
students remembered a lot from this lab and that I could refer to this lab when answering
review questions. However, the lab required two days rather than the one day planned,
because of the time it took to set up each circuit. Students had difiiculty properly
manipulatingthecomponentsandtheyeasilybecarnefi'ustrated. Theyalsofailedto
adequately read directions, so they had to redo some steps to get all of the needed data.
They also incorrectly installed batteries. This turned out to be a good learning point: I did
not tell the students how to set up the batteries and I did not immediately tell them what
was wrong with their circuits. They had to use their knowledge to eliminate problems.
The table where they recorded data for predicting and recording what occurred by moving
thepositionofthe switchinacircuit also wasconfusing to the students. Becauseofthis,
each group had to explain their data to me so they could make proper conclusions.

Despite the stumbling blocks, this lab was useful in that students could determine

27

problems with circuits and it emphasized the direction of movement of the charged
particles.

The last lab was titled “Circuits.” (Appendix C3) Students were required to set
up a series circuit with two equivalent resistors and measure the total voltage across the
circuit and the voltage across each resistor. They also had to measure current. They then
added one more resistor to the circuit and measured total voltage and total current only.
They followed this by setting up a parallel circuit and repeating the previous steps. The
students calculated the total resistance in each circuit using Ohm’s Law. This activity was
followed by a series of questions, leading the students to make a relationship between total
resistance, voltage, and current in each type of circuit. They also determined the
individual voltages and currents across each resistor in both the series and parallel circuits
with three resistors.

I was very excited about this lab. The students were not simply solving problems
using Ohm’s Law, but were using observations to determine relationships among variables
not yet discussed in class. However, there were several problems. Because the
multirneters did not measure current, the students used these to measure voltage only and
used ammeters separately to measure current. I set up the labs so that students were
measuring either voltage or current, but not both; they did either a series or a parallel
circuit, but not both. They were then to combine data with other groups. This proved to
be a wise decision. The students once again had technical problems (wires falling out of
connections with battery holders, meters and switches) which delayed the process. The

groups measuring voltage had more success than the groups measuring current. Some

groups measuring current had diffictu setting up the arnmeter and reading it accurately.

28

We spent one class day collecting data. We spent another day talking about the lab, what
should have occurred, and the problems we came across. During that second day, I
provided the students with data (which I collected) and had them work on the questions
and calculations using this data. Many students initially struggled with the questions.
They asked me a lot of questions and worked through their confusion and lack of self-
confidence. Several students were on the right track and had the right answers but did not
trust that they knew what they were doing. My goal of having the students determine the
relationship between individual voltage and current and total voltage and cm'rent in series

and parallel circuits was achieved with this lab.

ELECTRICITY PROJECT - Appendix C

At the end of the unit, I had the students do a group project based on an idea
presented to me by a fellow teacher at Okemos High School. The students Ind to use
their new knowledge of electricity and apply it to a given situation. For example, one
group had to construct a circuit to indicate when a door was opened. The students were
put into assigned groups of approximately four. One member fi'om each group drew a
project description out of a hat. The students followed guidelines presented in class to
construct and present their circuits. (See Appendix C4 and C5 for project choices,
guidelines, and grade sheet) The project counted for 20% of their test score for this unit.

Overall, the students enjoyed doing this project and it provided an alternative to
the traditional pen and pencil assessment. Sonre groups had trouble getting started and
some groups finished the project in one day; some groups worked very well together while

some groups experienced mjor delays due to ineffective group dynamics. This

29

assignment was usefirl in getting students to work together and share ideas. At the end of
the project I had the students fill out a questionnaire (Appendix C6) about how they felt
the project and group work went. If I received any reports in which group members were
dissatisfied, I spoke with that group before giving them a common grade. Most groups
received full credit for this project. I would like to find alternatives to the evaluation of

this project.

30

EVALUATION

PRE & POST SURVEYS

With both the pre and post survey the first question asked students what they most

liked about science class and the second question asked what they liked least about science

class. This data is presented in Tables 3 and 4. The “other” category represents a

combination of answers mentioned only once.

 

Table 3: Pre-survey (question #1)
‘ ‘ PRE-SURVEV RESPONSE

PERCENT Isis'TPDPNT ANSWERS) -_

 

 

 

 

 

 

 

 

Experiments 44
Hands on activities 20
How and why 10
Other sciences/math 10
Other 10
Discussion/Demos/Lecture 6

 

 

"Table 4: Post-survey (question #1)
” POST-SURVEY RESPONSE

“PERCENT (s7 STUDENT ANSWERS)

 

 

 

 

 

 

 

Experiments 38
Hands on activities 18
How and why 3
Other sciences/math 12
Other 9
Discussion/Demos/Lecture 20

 

 

In both surveys, experiments were mentioned as the most liked part of science

classes. After the unit however, the second most liked part of science was a category that

included discussions, lectures, demonstrations, and worksheets. This same category was

 

 

near the bottom of the list in the pre-survey. I believe this shows that breaking up lectures
and lab exercises with discussions and demos increased student interest and involvement.
Question #2 on both surveys asked students what they disliked about science.
Before this unit, bookwork and reading followed by labs and homework were the most
disliked. After this unit, lectures were at the top of the list followed by labs and math
related work. I found it interesting that lab related work appeared as one of the most liked
as well as one of the most disliked parts of science classes. I found that what they most
disliked was not performing the actual lab but the writing of lab reports and answering
questions related to the lab. I also found that this shows differences in learning styles
among students and that not all students like doing labs. Therefore it is important to
provide a variety of activities throughout the unit to keep as many students as possible
involved in their learning. Tables 5 and 6 below list the results from this question fi'om

each survey.

Table 5: Pre-survey (question #2)

 

 

 

 

 

 

 

 

 

 

 

_ PRE-SURVEY RESPONSE , g PEREENT <89 STUDENT ANSWEksl ;
' Bookwork/Reading I w I 19
Labs 17
Homework 15
Vocab/Repetition/Memorization 10
Other activities 8
Other 7
Math/Sciences 7
Tests 7
Lack of Understanding 6
Lecttn'e 4

 

 

32

 

[Table 6: Post-survey (question #2) fl

 

POST-SURVEY RESPONSE“

Bookwork/Reading

I PERCENT (sr STUDENT ANSWERS) ,

 

 

 

 

 

 

 

 

 

 

l 1
Labs 17
Homework
Vocab/Repetition/Memorization 9
Other activities 10
Other 1 1
Math/Sciences 10
Tests
Lack of Understanding 0
Lecture 23

 

Listed in the Table #7 below are the top three answers to questions 3-6 in the pre-

survey which concerned activity choices for learning new concepts and for reviewing

previously learned concepts.

 

Table 7: Pre-survey

uestions #3-6 (n=number of student responses)

 

 

 

 

#3 - MOST #4 - LEAST #5 - MOST #6 - LEAST
LIKED LIKED LIKED LIKED
NEW NEW REVIEW REVIEW
CONCEPTS CONCEPTS (n=127) (n=ll7)
f (n=181) (F147). _ _- M --
DEMOS LECTURE LABS LECTURE
SMALL GROUP INDIVIDUAL SMALL GROUP PROBLEM
WORK WORK WORK SHEETS
CLASS PROBLEM CLASS INDIVIDUAL
DISCUSSIONS SHEETS DISCUSSIONS WORK

 

 

 

 

With the pre-survey, I found that students had a strong interest in the use of demos

and class discussion and disliked lectures when presented with a new concept. I found this

interesting and was pleased because I began my unit with demonstrations. I was intrigued,

33

 

 

however, by the lack of interest in the use of computers in science classes. When
reviewing previously learned concepts students preferred small group work and lab work
and once again disliked the use of lectures. This data convinced me that I needed to keep
lectures brief and to do them in between other activities if I wanted to keep the students
involved in their own learning. I also found from the pre-survey that students wanted to
know how and why things worked the way they do in regards to electricity.

Listed in the Table #8 below are the top three answers to questions #4,5 and 7 in
the post survey that dealt with activities most and least liked with the electricity unit and

activities they would like to do in the firture.

. Table 8: Post-survey #4,5 & 7 (n=number of student responses)

 

 

 

 

 

#4 - MOST LIKED #5 - LEAST LIKED #71- Do IN FUTURE
(n=125) (n=94) (n=l37) -
GROUP WORK LECTURE GROUP WORK
LABS PROBLEM SHEETS LABS
DEMONSTRATIONS COMPUTER WORK PROJECTS

 

 

 

This data was consistent with the most liked and least liked learning activities in
general fi'om the previous questions. I found that students enjoyed group work more than
I previously believed and that they did not find the computer activities very useful or
helpfirl. Many commented that they liked to use computers for games and personal
interests but that they didn’t find much use for them for science in general. They believed
that the computer provides a wealth of information but if the topic is not something they
are interested in on a personal level then using the computer is similar to using the
textbook.

Responses to #6 of the post-survey were diflicult to interpret and categorize.
However, I did learn that the students really enjoyed the circuits project at the end of the

unit as well as the lab work and demonstrations. As a result, I included a technology

34

 

group project at the end of the next unit on electromagnetism and have been working on
group projects for other units as well. I also plan to include more demonstrations when

presenting new material in the upcoming school year.

PRE AND POST TESTS

Throughout this section on pre- and posttest scores as well as lab evaluation and
new activity evaluation, I will make references to the “focus group”. This unit was taught
to all ofthe three classes I had for this course. In each ofthe three classes, I kept data for
all the students that participated in the research. However, I also followed closely three
students from each class and kept all of their written work. I have one student from each
class in each of the following average grade ranges: A to B+ range, B to C range, and C to
D range. Students 1 through 9 in all of the data presented are from this focus group.
Students 1—3 are A range students; students 4-6 are the B to C range students; and
students 7-9 are the C to D range students. Any student answers used as examples are
from this focus group as well.

Rubrics for the grading of the pre and posttests are in Appendix D1, along with
student responses to selected short answer questions. Multiple choice questions were
graded for correct responses and were worth one point each on the pretest and two points
each on the posttest. Short answer questions varied in points ranging between one and
five depending on the information required to answer the questions. On all tests, the
multiple-choice section is worth 40%- 50% Of the test score and the short answer section
is worth 50% - 60% of the test score. Listed on the following pages are the pre and
posttest scores for the Whole group.

35

 

 

PRE/POST TEST SCORES: FOCUS GROUP

 

 

 

 

32
to
ur
tr
C)
o
w
'—
co
l‘—J
1 2 3 4 5 6 7 8 9
STUDENT NUMBER
pre-test score - post-test score
Figure 1: Pre/Post Test Scores - Focus Group
PRE/POST TEST SCORES: STUDENTS #10-39

100
33 80
w
E 60
C)
o
(D 40
* l
w
E 20

0
101112131415161718192021222324252627282930313233343536373839
STUDENT NUMBER
- pre-test score - post-test score

 

Figure 2: Pre/Post test scores: Students 10-39

36

 

 

 

PRE/POST TEST SCORES: STUDENTS #40-67

100
.\°
‘0 80
32
E; 60
a) 40
a l
E 20

0 . .
40414243444546474849505152535455565758596061626364656667
STUDENThflflMBER

 

 

pre-test score - post-test score

 

Figure 3: Pre/Post test scores: Students 40-67

The average pretest score was 45.5%. The average posttest score was 82.1%. A
T-test was applied to determine if the differences in pre and posttest scores were
significant. The standard deviation of the differences in pre and posttest scores was 13.4.
This indicates a wide range in differences between these scores. As a result, actual
significance of any improvement is difficult to determine. However, the t-value for this
data is 22 with a probability of zero. This indicates that there is no probability that a
similar random sample of data would have the same results. This means that there is a
significant difference between pre and posttest scores. Therefore it is highly likely that the
changes made in this unit were successful in improving the knowledge base of the students
for this unit.

When determining if the new method of teaching is truly effective, it is important
to also look at the type of questioning on pre and posttests. Tables 9—12 Show the

percentage of correct responses and provide information about individual questions.

37

Each table contains a title referring to the question style on the pre-test compared to the
question style on the posttest. The first column refers to the MEGOSE or OPS objective
being tested. The second column lists the pre-test question number and the third column
shows the percentage of correct responses to the pre-test questions. The fourth and fifth
columns refer to the question number for both versions of the posttest along with the
percentage of correct responses. The totals column is the percentage of correct responses
to posttest questions as a whole. The last column indicates the increase in percentage
from pre to posttest. In tables 10 and 12 no inforrmtion is provided for the individual

versions of the posttest because there was no difference in question numbers.

Table 9: Pre/Post test data chart #1

 

Table 10: Pre/Post test data chart #2

 

38

Table 11: Pre/Post test data chart #3

 

Table 12: Pre/Post test data chart #4

 

For the posttest, the multiple-choice questions were the same in both versions but
in a different order. The short answer questions were the same questions but with
different numerical parameters. The last question dealt with series and parallel wiring but
version A asked about this in reference to tree lights and version B in reference to home
wiring.

This data shows that the greatest improvement of scores fi'om pre to posttest
occurred when students had multiple choice types of questions to test the same objective.
The changes in short answer questions from pre to posttest were not as large. All of the
objectives were covered in the various forms of questioning presented. I feel this indicates
that there still nwds to be improvement in the learning by the students. Students are still
having difficulty applying their knowledge to new or similar situations. This indicates that
a deeper understanding has not been fully achieved by the majority of students. There was
improvement in this area but more attention needs to be given to learning activities in

which students must apply their knowledge to new situations.

39

The average test score for this unit in the previous school year (1998-1999) was
86%, which is somewhat higher than the average for this year. However, there were some
significant differences between the two tests. In 1998-1999 no information was included
on the history of electricity. Also, the test was revised to be sure that all of the MEGOSE
objectives were met and the short answer questions were revised to make sure that all
objectives were adequately covered. There was no pretest given in 1998-1999 so it is
difficult to determine the actual significance of this test average. However, it does indicate
thatthedegreeofchangebasedonnewmaterialsmaynotbeassignificantasthepreand

posttest scores would indicate.

LABS

All labs were graded based on 10 possible points. Points assigned vary somewhat
depending on the amount of data and number of questions involved. The averages for the
three labs are listed in table 13 below. Also listed in this table is the average for the one
lab done with this unit during the 1998-1999 school year. This lab was simihr to but not
the same as the series and parallel circuit lab fiom this school year. Table 28 in appendix
D2 shows lab scores for the focus group. As expected, lower end students didn’t do as

well.

Table 13: Lab averages

 

 

I OHM’S LAW SERIES/PARAL CIRCUITS LAB SERIES/
LAB LEL LAB PARALLEL LAB
. w ‘ . ‘98-’99 7 f
8.6 8 7.6 8.9

 

 

 

 

 

40

 

The overall average dropped progressively. However, the difficulty of the labs
also increased at the same time. Student errors in the first lab report were mostly minor
math errors and failing to write a conclusion for the lab report. Errors for the second lab
report included incorrect answers to questions and incorrect data. The students
considered the third lab the most difficult and the average reflects the students’ opinion.
Student reports contained many errors fi'om incorrect data to incomplete answers to
questions and poor conclusions. I feel that even a C average is encouraging and that the
labs were at least minimally effective based on averages alone. When comparing results
fi'om the series and parallel circuits lab from ‘99-’00 to that of ‘98-’99, one might believe
that the new method was not effective. However, a direct comparison is really not
accurate. The previous lab included only the set up of a series and a parallel circuit with
three light bulbs and students recorded only observations. The new lab incorporated a
better record of data collected and work with diodes. This lab also contained more
questions that the students needed to answer.

The Ohm’s Law lab was the first one done in this unit, and went well even with the
change from calculating resistance to calculating current. The students were able to
complete the lab, calculations and questions in one class period (50 minutes.) The
students enjoyed working with the multimeters and using resistors rather than light bulbs.
Some students didn’t even know What a resistor was until this lab. The lab activity gave
the students an opportunity to work with new people, practice calculations and learn what
is expected in writing lab reports. The students came out Of this lab actually asking for

something more challenging to do.

41

The second lab involved determining properties of series and parallel circuits as
well as how diodes function in circuits. I found that about half of the students knew the
differences between the two types of circuits before engaging in the lab. Because of
problems with keeping the wires hooked up in the circuits it helped to have several
students who were familiar with the concepts involved. Once I checked their circuits I
could then send these students to other groups to help them determine solutions to the
problems they were having. It gave several students the opportunity to test their
knowledge by teaching. Many students failed to read the directions, which slowed the
work. The data tables included in the lab materials were confirsing as well. However,
despite the confirsion and fi'ustration, the students seemed to enjoy working in this lab
situation. I found that many students wanted reassurance that their answers to the lab
questions were correct before turning in their lab report. For instance, a student would
ask “your home is wired in series - right?” They became fi'ustrated when I would not give
adirect answer. Instead, I asked themwhat occurred inlabthatbroughtthemto that
conclusion. Whether or not the student had the right or wrong answer, this type of
questioning forced them to apply their data to another situation. In some cases, we
discussed these questions during class the day before the labs were due. This lab showed
methatmanyofmystudentsdidnottrusttheirdataandthereforedidnottrusttheir
answers to the questions.

The third lab rehted to circuits was the one I found most exciting and fi'ustrating.
I really wanted the students to come to some conclusions about the relationships between
voltage, current and resistance withthislab. Ifoundthat atthe begirming ofthe labthe

students were excited and eager to do another lab activity. However, after equipment

42

problems I found the students were getting extremely frustrated and that all they really
wanted by the end were the right answers. I sent the classes home without any homework
and started flash the next day. I gave the students the required data and discussed the lab
the next day. This seemed to have a calming effect.

The students did not have any difficulties with the calculations section of this lab.
However, they struggled greatly with the question section. With the first few questions,
they were reading more into the questions than what was being asked for. Many students
were on the right track with their answers but did not trust that they had any idea of what
was going on. The classes spent a considerable amount of time asking questions related to
this lab. After lab reports were turned in, we discussed the relationships between voltage,
current and resistance in the two types of circuits. I feel that the lower lab average is the
results of several aspects of this lab. Many students complamd not about doing the labs
but about having to write so many lab reports in a Short period of time. I feel that this
contributed to students rushing through the lab questions and making simple errors as a
result. There was also a lot of fi'ustration at the beginning of this lab. Most importantly,
this lab required the students to explain the connections between the variables in a simple
circuit. I have found that students want to simply repeat what you tell them. They do not
want to have to think through the problem apply what they know to solve it. Overall, I
feel this lab was effective in helping students to determine the relationship between the
variables in Ohm’s Law and circuits.

The students learned important skills needed for their electric circuits projects by
doingthelabs. Also, studentsusesomeofthese skillsathomewhenwiring speakersand

setting up stereo/T V equipment.

43

NEW ACTIVITIES AND HANDOUTS

The three demos and accompanying handouts dealing with static electricity were
successful. As the demos progressed, fewer students were stating that the protons were
moving to cause charges, addressing a major misconception.

They also were very helpfirl in prompting student discussions. Because this
material is presented fairly early in the school year, the students are still a little hesitant to
participate due to peer pressure. Yet, once we got started, many students had an opinion
that they wanted to express. Despite the success I felt the demos provided, the amount of
time spent on them was too long. Some adjustments should be made to shorten the
amount of time spent on the demos without diminishing their positive effects.

The first internet activity was discussed in class and became part of their notebook
grade. The Duracell activity was completed by only a handful of students and was not
counted for credit. The resistors activity was discussed briefly the day after the computer
lab time was provided and I returned to it after we had discussed how to calculate total
resistance. I did not find these Sites particularly helpful and in fact found that they
contributed to the confusion of the students instead.

The students were excited at first about using the computers and going to the
computer lab instead of regular class. However, that is where the excitement ended. The
students were disappointed that they were expected to look for specific information and
write down answers and observations. They found the websites interesting but did not
like the work that came with them Many students commented that they were simply
writing down answers to complete the assignment. In some cases, they even commented

that they had no idea what the answer meant and they were learning nothing from the

activity. With each new website, I had their attention and interest for about 5-10 minutes.
This left about 40 minutes of ineffective use of class time.

Although the students indicated in surveys that they did not like problem-solving
handouts, I feel that this handout was useful. Because it was used after concepts were
presented and at various points throughout the unit, it gave me the opportunity to have the
students reflect on their learning as well as provide practice for the truth-related concepts.
It also gave me the opportunity tO work with students on an individual basis and to check
students work more closely. Some students found that they thought they understood a
concept when it was presented in class or knew how to solve a problem, but had difficulty
when having to repeat the problem or explain the concept. This handout was checked for
completion and reviewed and discussed in class. Even though it was not the preferred
method of work, many students commented (directly to me) that they felt they needed
such handouts to help them use the material presented in class. I feel this handout helped
prepare the students for problem-solving questions on the tests. It also showed the
students what concepts they needed more review and reflection on before taking the test.

The history of electricity was interesting and helpful but I feel it could be presented
in a better way. The students spent more time taking notes with this activity than I prefer
for one class period. However, they did ask questions about the scientists and the
discoveries involved. The questions gave breaks in the lecture/note taking situations,
which helped the activity go a little smoother. The answers to the test questions that
pertained to the history of electricity indicated that they remembered some scientists quite
well, and forgot about others. Changes need to be made for the students to remember the

contributions of more Of the scientists in this unit.

45

ELECTRICITY PROJECT

This activity was successful in that it kept the students active and involved in what
they were learning. They were excited about doing a hands on project rather than simply
writing a report. They were happy that the project counted for part of their test grade.
They were pleased that it did not involve simply repeating a lab already done in class. I
found that most of the students were involved and engaged in the activity. The group
members bounced ideas amongst themselves, consulted with other groups and consulted
withme. Theyhadto thinkaboutwhattheyhadlearnedduringtheunitandapplyittoa
new Situation. Some groups had more difficulty than others, but ultimately all groups
constructed a working circuit. All but one group received firll credit for this activity.

Appendix D3 contains a sample student report for this project.

46

CONCLUSION

Overall, I feel that this unit was very successful I was nrore comfortable teaching
the unit and the students were more involved in the learning process. Both of these
factors contributed to significant improvement in posttest scores compared to pre-test
scores.

What I found to be most effective in this unit were the demonstrations and the
electric circuits project. The demonstrations got the students actively involved in the
presentation and discussion of the movement of charged particles. They kept the students’
interest by using familiar items and experiences. The demonstration handout enabled the
students to write down their ideas, to write down proper explanations and to compare the
differences between the two. This enabled them to revise their own beliefs regarding these
concepts. The demos provided an avenue for changing a big misconception (that the
protons are moving and cause positive charges in objects.)

Although the demos were very useful, I spent too much time with them. This unit
took approxirmtely 20 days to complete. I need to pare this down to about 10-13 days to
accommodate other required instruction. Next year I will spend less time with the
balloonsandpossiblyskipthepithballdemo. Thisgivesmetheopportunityto briefly
discuss the parts of the atom and how objects obtain a charge. I feel the electroscope
demo is the one that was most successful in promoting student learning. It required that
the students really think about the movement of the charged particles to determine the
charge on the leaves of the electroscope. I feel the pith ball demo was not as helpful as

the electroscope demo and could be deleted.

47

The electric circuits project was a good end of unit activity. It gave the students
an opportunity to work together and share ideas, as they would most likely do in a
genuine job. It gave them the opportunity to either teach what they learned or to learn
fi'om fellow students. It required that they look at several possible solutions and not just
the first one to come their way. I was very pleased with the student interactions and the
circuits that the students built. However, I would like to find another way to grade this
project. Group projects are always more difiicult to grade because of issues involved with
sharing responsibilities. I plan to consult with other teachers and look at other ways to
grade group projects. One possibility is to add a small component (about 5 points) for
competency.

Due to the success of the demonstrations and final project, I plan to incorporate
more of these types of activities into other units that I teach. Several other units now have
some type of project and in some cases it is a culminating project similar to this one. The
electromagnetism unit followed this unit and I had the students do a group project on a
specific type of technology (such as TVS or X-rays.) I plan to spend some in the summer
of 2000 reviewing various demonstrations in order to incorporate a few more in several
other units in this course.

Ifeelthatthelabswereneededandusefirl, but severalchangesneedtobemade. I
feel the Ohm’s Law lab was a good introductory lab for the students. However, I would
like to doflrelabasofiginallyplmmedandhaveflremcalcuhteresistanceratherthan
current which would require better equipment, which is on order. I will include a brief

activitybeforewestartthelabwiththemeterstoteachthemhowtosetup,useandread

48

the meters correctly. This should carry over into the next two labs so that learning how
to read meters is not a stumbling block in data collection.

The directions for the series and parallel circuits lab need to be written more
clearly. The data tables need to be redesigned so they are easier to read and use. This lab
should also be distributed and discussed on the preceding day, for more effective use of
class time on lab day. The circuits lab also needs a discussion on the preceding day.
Possibly on these pre-lab days the overall goal of the lab could be introduced and the
students could determine the lab procedures needed to achieve this goal, as well as
develop data tables for recording information collected. This would promote inquiry-
based learning. I believe that I will divide the activities up among the student groups and
have groups share data. Some groups will work on series circuits and others on parallel
circuits, each group measuring voltage and current. Along with the new meters, wires
with alligator leads and banana clips have been ordered. This will provide better set up of
thecircuitsandlesstimewillbewasted onreconnecting wires. Itwillalsocutdownon
the amount of student fi'ustration with this lab. With the use of better equipment, prelab
discussions, and less student fi'ustration, I plan to cut one day of the time spent on the
circuits lab.

For effective use of the Internet, I should revise current activities, develop new
activities, or perhaps not use computers for this unit. I should research how to effectively
use the internet as a classroom tool. I need to utilize the computer in a way that reinforces
the concepts I want the students to learn as well as keep their interest. More information
is becoming available on their appropriate use in the classroom and I need to access this. I

have found that most students know how to use the computer better than I do. One

49

strategy might be to give the students an overall task or goal to be completed using the
computer and allow them to find what they need. Later on in the course, I asked some
students to do a search on glaciers and let me know about any sites they found useful.
The students were very responsive with this activity. They told me not only about the site
they liked and learned from but also about the sites that they did not like and why. They
were actively engaged in the activity and covered the required material.

Even though the students indicated a dislike for problem solving handouts, they
did request them in later units. Even though they don’t enjoy doing them, they feel that
they need the extra practice. I find the more practice situations I can give them that the
more confident they become regarding their problem solving skills. The more confident
they become, the more involved they are in class. I plan to spend some time revising and
reviewing questions I have collected over the years to develop practice handouts for
various units in this course.

As a result of this unit, I focused more on the MEGOSE and OPS objectives than I
have in the past. I feel that this is important for me to do with all of my units. By
focusing on the objectives, I found it was easier to write questions that would test for
what I wanted to know. With so much material to cover, narrowing down the material to
that relevant to the above-mentioned objectives has helped. The other teachers that teach
this course and I are in the process of rewriting our exams and to reevaluate our course
based on the MEGOSE and OPS objectives. With so many concepts to cover, and so
little time to cover them, the focus of our material on the objectives will help us improve

0111' course.

50

In this unit, the students were more actively involved in the learning process.
Including activities such as demonstrations with discussions, lab activities, and group
activities increased active student involvement. The students showed more excitement
and interest in electricity with the variety of activities used than those in previous years.
Activities that required limited student involvement, such as lectures, were shortened and
included in between these other activities.

I was more prepared to teach the unit; more comfortable teaching the unit and
more excited about the unit. I no longer dread teaching any of the physics units.
Although I feel I have a lot to learn, I am more open to learning. I am no longer afraid to
ask questions of my colleagues. I am no longer afiaid to try something new. And I am no
longer afi'aid of not knowing all of the answers. Preparing and teaching this new unit has
taught me to better react to unexpected situations. It has made me excited about teaching
in unfamiliar territory. I will carry this experience with me into the firture as I begin to

make similar changes to other units of instruction.

5]

BIBLIOGRAPHY

52

BIBLIOGRAPHY

1. Blosser, Patricia E. 1992. Using Cooperative Learning in Science Education. ERIC
Clearinghouse for Science, Mathematics and Environmental Education. (ERIC
database #SE053432)

2. Brain, Marshall. July 1999. “How Stuff Works.” <www.howstufl‘works.com>

3. Close, Denise, Miller, Joyce, Titterington, Lynda, & Westwood, David. 1996.
National Standards and Benchmarks in Science Education: A Primer. ERIC
Clearinghouse for Science, Mathematics and Environmental Education. (ERIC
database #SE058913)

4. Cutnell/Johnson Physics. 1995. New York: John Wiley & Sons, Inc.

5. Duracell Battery Web Page. Sept. 1999. <www.duracell.com>

6. Electric Circuits: Student Activity Book. 1991. Washington, DC: National Academy
of Sciences.

7. Exploring Physical Science. 1995. New Jersey: PrenticeHalL

OO

. From Analysis to Action: Undergraduate Education in Science, Mathematics,
Engineering, and Technology. 1996. (Report of a Convocation) Center for
Science, Mathematics, and Engineering Education National Research Council.
Washington, DC: National Academy Press.

\0

. Hapkiewicz, A., Finding a List of Science Misconceptions, MSTA Journal,
VOLXXXVII, no. 1, 1992: 11-14.

10. Haury, David L. 1993. Assessing Student Performance in Science. Columbus,
Ohio: ERIC Clearinghouse for Science, Mathematics and Environmental
Education. (ERIC database #SE03641)

ll. Haury, David L. 1993. Teaching Science through Inquiry. Columbus, Ohio: ERIC
Clearinghouse for Science, Mathematics and Environmental Education. (ERIC
database #SE053467)

12. Heller, Patricia M. and Finely, Fred N. Variable Uses of Alternative Conceptions: A
Case Study in Current Electricity. Journal of Research in Science Teaching, v29
n3, 1992: 259-275.

13. Holt Physics: Problem Workbook. 1997. Austin: Holt, Rinehart and Winston.

53

14. Johnson, David W., Johnson, Roger T., and Smith, Karl A. 1998. Cooperation in the
College Classroom. Edina, Minnesota: Interaction Book Company.

15. Krarnpf, Robert. July 1999 “Robert Krampf’s Science Education Company.”
<www.krampf.com>

16. Kuhn, Karl F. 1996. Basic Physics: A Self-Teaching Guide. New York: John Wiley
& Sons, Inc.

17. Kumar, David. 1996. Computers and Assessment in Science Education. ERIC
Clearinghouse for Science, Mathematics, and Environmental Education. (ERIC
database #SE058162)

18. Magnets and Motors: Student Activity Book. 1993. National Science Resources
Center Science and Technology for Children. National Academy of Sciences.

19. McCann, Wendy Sherman. 1998. A Science Teacher ’3 Guide to TIMSS. ERIC
Clearinghouse for Science, Mathematics and Environmental Education. (ERIC
database #SE061970)

20. Mestre, Jose and Touger, Jerold. Cognitive Research - What’s in It for Physics
Teachers? The Physics Teacher, v27 n6, 1989: 447—456.

21. Michigan State University’s Lecture on Line. July 1999. <lecture.lite.msu.edu>

22. Rarnadas, Jayashree and Kulkarni, V.G. Pupil Participation and Curriculum
Relevance. Journal of Research in Science Teaching, v19 n5, 1982: 357-365.

23. Roblyer, MD. 1985. Measuring the Impact of Computers in Instruction: A Non-
Technical Review of Research for Educators. Washington, DC: AEDS.

24. Roth, Wolff—Michael, Woszczyna, Carolyn and Smith, Gillian, Affordances and
Constraints of Computers in Science Education, Journal of Research in Science
Teaching, v33 n9, Nov 1996: 995-1017.

25. Science Plus: Technology and Society. 1997. (Blue Level) Austin: Holt, Rinehart
and Winston.

26. Seymour, Lowell A. and Padberg, Lawrence F. The Relative Effectiveness of Group
and Individual Settings in a Simulated Problem-Solving Game. Science Education,
v59 n3, 1975: 297-304.

27. Southern Company. July 1999. “Learning Power - History of Electricity.”
<www.southemco.com/Site/learning power>

54

28. Steinberg, Melvin S. and Wainwright, Camille L. Using Models to Teach Electricity -
The CASTLE Project. The Physics Teacher, v31, 1993: 353-357.

29. Thomson, Barbara S. and Mascazine, John R. June 1997. Attending to Learning
Styles in Mathematics and Science Classrooms. ERIC Clearinghouse for Science,
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Change, Science Education, v82 n4, July 1998: 467—471.

55

APPENDIX A

56

Al

PES Name
Hetfield 1999 Date Period

 

 

 

ELECTRICITY AND MAGNETISM UNIT

PRE SURVEY

 

 

 

 

1. What do you like most about science class?

2. What do you like least about science class?

Use the following list of activities to answer # 3-4:

LECTURE, LAB, SMALL GROUP WORK, PROJECTS, COMPUTER WORK, PROBLEM
WORKSHEETS, INDIVIDUAL WORK, DEMONSTRATIONS, CLASS DISCUSSIONS

3. a. When presented with a science concept for the first time. which activity or activities do you prefer
to do? (limit of 3)

b. What about this (these) method(s) do you like?

4. a. When presented with a science concept for the first time, which activity or activities do you least

prefer to do? (limit 3)

b. What about this (these) method(s) do you not like?

5. When reviewing a previously Ieamed science concept, which activity do you prefer to do? (limit 3)

6. When reviewing a previously Ieamed science concept, which activity do you least prefer to do?(limit
3)

7. What interests you about the topics of electricity and magnetism? Why?

57

Al

8. Using the activities listed before question #3, which would keep you interested and learning with the
topics of electricity and magnetism? (You may use one or a combination of activities.)

9. Is there anything specific that you would like to learn about the above topics?

58

A2

PES Name

 

Hetfield 1999
Date Period Page #

ELECTRICITY UNIT
POST SURVEY

1. What do you like most about science?

2. What do you like the least about science?

Use the following list of activities for #3-5:

LECTURE, LAB, SMALL GROUP WORK, PROJECTS, COMPUTER WORK, PROBLEM
WORKSHEETS, INDIVIDIUAL WORK, DEMONSTRATIONS, CLASS DISCUSSIONS

3. Which of the above activities were used in this unit?

4. Which method(s) did you like the best? Why?

5. Which method(s) did you like the least? Why?

6. See next page

7. In future units, what type of activities would you prefer to do

Thank you for participating in my research project. ©

59

A2

For each of the following activities, answer the following:
A) What did you like the most about the activity?
B) What did you like the least about the activity?
C) How do you think the activity could be improved?
D) On a scale of l-10(with I being the worst, and 10 being the best), rank this
actrvrty.

 

ACTIVITY MOST LEAST IMPROVE RANK

 

STATIC
ELECTRIC IY
DEMOS

 

BATTERIES DEMO

 

OHM’S LAW LAB

 

INVESTIGATING
CIRCUITS
ACTIVITY

 

CIRCUITS LAB

 

ELECTRIC CIRCUIT
PROJECT

 

LECTURES

 

BOOK PROBLEMS

 

PROBLEM
HANDOUTS

 

 

COMPUTER
ACTIVITIES

 

 

 

 

 

 

60

A3

PES Name
Hetfield 1999 Date Period Page #

 

 

 

PRE-TEST

ELECTRICITY

 

 

 

 

Directions: Answer each of the following in the space provided.

1. Electrons that move from one object to another and then remain at rest produce
a. current electricity b. series electricity c. static electricity d. parallel electricity
2. The opposition to the flow of electricity is called
a. amperage b. resistance c. electric current d. voltage
3. If the different parts of an electric circuit are found on separate branches of a circuit, the circuit
is called a (an)
a. open circuit b. transistor circuit c. parallel circuit (1. series circuit
4. According to Ohm's law, if the resistance in a circuit is 25 ohms and the voltage is 5 volts, then
the current flow in the circuit will equal
a. 0.2 ampere b. 5 amperes c. 30 amperes d. 125 amperes
5. If an object contains more electrons than protons, it is said to be
a. positively charged b. neutral c. negatively charged d. energized
6. For electricity to flow through a circuit, the circuit must be
a. open b. in series c. closed (1. in parallel
7. A force of attraction would exist between a
a. proton and a neutron b. neutron and an electron
c. proton and a proton d. proton and electron
8. Lightning is a powerful form of electric
a. circuit b. insulation c. current d. discharge
9. When speaking of an objects ability to become electrically charged, it is important to remember
that a. only the protons move b. both the protons and neutrons move
c. only the electrons move (1. both the protons and electrons move
10. An automobile battery is an example of a
a. wet cell battery b. dry cell battery c. thermocouple d. fuse

l 1. Match the scientist with his achievement in the areas of electricity and magnetism.
a. Benjamin Franklin lnvents a light bulb

Creates a battery-powered electric current

lnvents the battery

Discovers electricity experimenting with lightning

Discovered that an electric current can induce

magnetism

b. Alessandro Volta

999Nr

c. Sir Humphrey Davy
(1. Michael Faraday
e. Thomas Edison

12. Explain why you get a shock after scuffing your feet on a carpeted floor and touching a metal door
knob.

61

A3

13. a. Which of the following circuit diagrams represents a series circuit?
b. Which of the following circuit diagrams represents a parallel circuit?
c. Label the direction of current flow in each diagram.

r—@"l
___@.——
fl/@\

A

 

'l' +

U

 

 

14. If you remove a light bulb from Circuit A (in the previous question). what will happen to the rest ofthe
light bulbs?

15. If you remove a light bulb from Circuit B (in the previous question), what will happen to the rest of the
light bulbs?

A4

PES #
CH. 19 TEST “FORM A“

Multiple Choice: Choose the best answer for each of the following. Write your answers on the scan
sheet provided. (2 pts. each)

1. A protective devise that contains a thin strip of metal that melts if current flow becomes too high is
called a a. circuit breaker b. load c. fuse d. transistor
2. For electricity to flow through a circuit, the circuit must be
a. in series b. in parallel c. Open d. closed
3. According to Ohm’s Law, current flow equals
a. resistance times voltage b. voltage divided by resistance
c. resistance divided by voltage (I. voltage plus resistance
4. An example of a dry cell battery is
a. car battery b. D cell battery c. photocell d. all of these
5. Electrons that move from one object to another and then remain at rest produce
a. direct current b. alternating current c. resistance d. static electricity
6. Silver, copper, and iron are examples of good electric
a. conductors b. inductors c. insulators d. radiators
7. The opposition to the flow electricity is cal led
a. resistance b. voltage c. current (1. power
8. If an object contains fewer electrons than protons, it is said to be
a. positively charged b. negatively charged c. neutral d. energized
9. A force of repulsion would exist between

a. proton and a neutron b. neutron and an electron
c. proton and a proton d. proton and an electron

10. When speaking of an object’s ability to become electrically charged, it is important to remember that
a. only the electrons move b. only the protons move

c. both the protons and the electrons move d. neither the protons nor the electrons move

1 1. The crackle that you hear when you separate socks which are stuck together from the dryer is an
example of a. electric insulation b. static resistance c. static discharge (1. all of these

12. A device that permits electricity to flow in one direction but not the other is called

a. transistor b. resistor c. diode (1. load
13. Alessandro Volta created the first

a. light bulb b. battery c. lightning rod (1. A & B
14. The scientist who is credited for discovering that an electric current ean induce magnetism is

a. Benjamin Franklin b. Sir Humphrey Davy c. Thomas Edison d. Michael Faraday
15. In a parallel circuit, every time you add resistance to a circuit the total current

a. increases b. decreases c. does not change (I. both increases and decreases

Short Answer section is on the back

63

A4

SHORT ANSWER: Answer each of the following in the space provided on the answer sheet. Be sure to
show all work and use complete sentences. Equations: P=V x l, E=P x t

16. Does the following diagram represent a dry cell or a wet cell? Letter A represents what? Letter B
represents what? Explain how the battery works. (5 pts.)

 

 

 

 

 

17. What is the voltage flowing in an electric circuit if it has a current of 4 amps and 15 ohms of

resistance? (2 pts.)
18. A refrigerator operates at 220 volts with 10 amps.
a. What is the pOwer used by the refrigerator? Be sure to include units. (1 pt.)
b. How much energy does the refrigerator need in order to operate for 4 hours? ( 1 pt.)
Be sure to include units.
c. How much will it cost to operate this refrigerator for 4 hours at a rate of 8 cents per
kilowatt- hour? (| pt.)
19. When you rub a balloon in your hair: (5 pts.)
a. What charge does the balloon obtain?
b. What charge does your hair obtain?
c. What method of charging does this represent?
d. When you bring this balloon near, but not touching , an electroscope what will happen?
e. Explain why part d happens. Be sure to include the charge on the electroscope knob and
leaves and the method of charging.
20. Draw a series circuit with 2 loads. lf load 1 has a resistance of 10 ohms and load 2 has a resistance of
15 ohms and the voltage source supplies 100 volts, ealculate the total resistance and the total current.
(5 pts.)
21. Draw a parallel circuit with 3 loads. Include a switch controlling load 3 only. If the resistance of the
loads are 10 ohms, 10 ohms, and 5 ohms and the voltage is 10 volts, calculate the total resistance and

the total current. (5 pts.)
22. For the following circuit, calculate the total resistance and the total current. (3 pts.)

K2.
Rl=2 Q

Rf—‘IOQ
R3=ISQ

RES 0

 

[x
Ill)

23. In an older string of Christmas lights when one light bulb goes out the whole string goes out. In a
new string of Christmas lights, when one light bulb goes out the others remain lit. What is the
difference between the two and why make a change? (2 pts.) .

A4

PES #
CH. 19 TEST “FORM B“

Multiple Choice: Choose the best answer for each of the following. Write your answers on the scan
sheet provided. (2 pts. each)

1. A force of repulsion would exist between

a. proton and a neutron b. neutron and an electron
c. proton and a proton d. proton and an electron

2. When speaking of an object’s ability to become electrically charged, it is important to remember that
a. only the electrons move b. only the protons move

c. both the protons and the electrons move d. neither the protons nor the electrons move
3. The crackle that you hear when you separate socks which are stuck together from the dryer is an
example of a. electric insulation b. static resistance c. static discharge d. all of these
4. A device that permits electricity to flow in one direction but not the other is called
a. transistor b. resistor c. diode d. load
5. Alessandro Volta created the first
a. light bulb b. battery c. lightning rod d. A & B
6. The scientist who is credited for discovering that an electric current can induce magnetism is
a. Benjamin Franklin b. Sir Humphrey Davy c. Thomas Edison d. Michael Faraday
7. In a parallel circuit, every time you add resistance to a circuit the total current
a. increases b. decreases c. does not change d. both increases and decreases
8. A protective devise that contains a thin strip of metal that melts if current flow becomes too high is
called a a. circuit breaker b. load c. fuse d. transistor
9. For elecuicity to flow through a circuit, the circuit must be
a. in series b. in parallel c. open (1. closed
10. According to Ohm’s Law, current flow equals
a. resistance times voltage b. voltage divided by resistance
c. resistance divided by voltage d. voltage plus resistance
11. An example ofa dry cell battery is
a. car battery b. D cell battery c. photocell d. all of these
12. Electrons that move from one object to another and then remain at rest produce
a. direct current b. alternating current c. resistance d. static electricity
13. Silver, copper, and iron are examples of good electric
a. conductors b. inductors c. insulators d. radiators
14. The opposition to the flow electricity is called
a. resistance b. voltage c. current d. power
15. If an object contains fewer electrons than protons, it is said to be
a. positively charged b. negatively charged c. neutral d. energized

ShortAnswersectionisontheback

65

A4

SHORT ANSWER: Answer each of the following in the space provided on the answer sheet. Be sure to
show all work and use complete sentences. Equations: P=V x l, E=P x t

16. Does the following diagram represent a dry cell or a wet cell? Letter A represents what? Letter B
represents what? Explain how the battery works. (5 pts.)

1 leg

17. What is the voltage flowing in an electric circuit if i has a current of 5 amps and 20 ohms of

resistance? (2 pts.)
18. A refrigerator operates at 220 volts with 10 amps
a. What is the p0wer used by the refrigerator? Be sure to include units. (1 pt.)

b. How much energy does the refi'igerator need in order to operate for 8 hours? (1 pt.)
Be sure to include units.
c. Howmuch will itcosttooperatethisrefi’igaator for8hoursatarateof6centsper
kilowatt- hour? (1 pt.)
19. When you rub a balloon in your hair: (5 pts.)
What charge does the balloon obtain?
What charge does your hair obtain?
What method of charging does this represent?
When you bring this balloon near, but not twehing , an electroscope what will happen?
Explain why part d happens. Be sure to include the charge on the electroscope knob and
leaves and the method of charging.
20. Draw a series circuit with 2 loads. lf load I has a resistance of 15 ohms and load 2 has a resistance of
5 ohms and the voltage source supplies 1 10 volts, calculate the total resistance and the total current.
(5 pts.)
21. Draw a parallel circuit with 3 loads. Include a switch controlling load 3 only. If the resistance of the
loads are 20 ohms, 20 ohms, and 10 ohms and the voltage is 10 volts, calculate the total resistance

and the total current. (5 pts.)
22. For the following circuit, calculate the total resistance and the total current. (3 pts.)

K2.

    

 

era-99'?

R|=5 Q
R2=IOQ
R3=IS 9

RES (2

 

[2
110

23. For the most part, is your home wired in series or in parallel? How do you know? Why is your home
wired this way instead of the other way? (2 pts.)

66

APPENDIX B

67

Bl

PBS/CH. 19 Name
Hetfield 1999 Date Period Page #

 

fsrA‘Trc ELECTRICITY DEMOS

/‘/\ ‘ /',/~.'A

Directions: Write a description of each demonstration (using complete sentences) and record any
additional observations or comments.

gmnmmmmo]

*Description/observations:

‘Explain what you observe. Give possible reasons why this is happening. (You are brainstorming here.
Write down whatever comes to mind. We will go back and discuss later.)

*Discussion notes:

annual—DEW

*Description/observations:

*Discussion notes:

Field force:
Contact force:
Methods of charging:

68

Bl

‘Label the drawing:

 

lOIOIOIO

O
I
I
I
I

 

 

*Description/observations:

   

 

*ELECTROPHORUS: describe and label drawing

 

 

 

 

 

 

 

 

 

*1) Is the force that causes movement of the leaves in the electroscope a field or contact force?
2) What happens when you touch the electrophorus before bringing it towards the electroscope?

3) What is the purpose of the foam cup on the electrophorus?

‘Discussion notes:

69

BZ

PBS/CH. 19 Name
Hetfield 1999 Date Period Page #

I BATTERY ACTIVITY USING THE INTERNET II

Log on to your computer.

Click on

In the location box, type the following address: http://www.howstuffworks.com/battery.htm
Answer all of the following questions using this site in the space provided.

 

 

 

 

 

UUCJD

HOW BATTERIES WORK

1) What is an electro-chemical reaction?

2) Describe how a battery works.

3) Why does a battery “not dry out”just sitting on a shelf?

4) Explain the significance of the work of Alessandro Volta?

5) Compare Volta’s experiment to the one we did in class.

6) Why do the alternating metals have to be different?

7) What is the purpose of the salt water and lemon juice?

8) What type of cell is the “voltaic pile”?

Note: This activity utilizes a web site titled “How Stuff Works." The URL is given at the beginning of the first page.
70

82

9) What type of cell is the baby jar set up?

10) Describe the Daniell Cell?

1 1) List at least 3 examples of batteries and how they are used.

12) Draw and describe the 2 arrangements of batteries shown.

13) Describe a 9-V battery.

Note: This activity utilizes a web site titled "How Stuff Works." The URL is given at the beginning ofthe first page.
71

B3

PES/CH. 19 Name
Hetfield 1999 Date Period Page #

I DURACELL WEBSITE ACTIVITY I

Log on to your computer.

Click on the EARN BROWSER icon.

In the location box, type the following address: http:x’xvv'ww.duracellusa.com
Click on the "Fun & Learning" bar.

 

 

 

 

 

 

 

E1000

0 Click on "Battery Science" to the left of the page.

WHAT GOES ON UNDER THE COPPERTOP?

1) Batteries are really what?

2) What is the energy conversion involved in a battery?

3) What are the 3 most important material in a battery?

4) What are the 3 parts in #3 made of usually? a.
b.
c.

 

 

 

 

 

 

 

0 Click on "Anatomy".

ANATOMY

Note: The sketch at the right is the same sketch on your screen.

5) Give the name of each labeled part and a brief description of that part.
1.

 

 

 

 

 

72

B3

 

 

 

 

D Go to the top left of the page and click again on "Battery Science".

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

0 Click on "Chemistry".
CHEMISTRY
6) 1ST PICTURE:
a. The anode is made of
b. It is oxidized so it
c. This leaves behind
7) 2ND PICTURE:
a. Where do the electrons re-enter the battery?
b. They then combine with
c. This process is called
8) 3RD PICTURE:
a. What is the purpose of the water in the battery?
b. When e- enter the cathode they react with to form
c. The reacts with which causes the water to split
into and
d. The hydrogen ion combines with to form
e. The hydroxide ion flows to the and combines with
to form and
D Go back to the top left of the page and click on "Battery Science".
0 Click on "Performance".
PERFORMANCE

9) Explain how the batteries are lined up if they are in series and draw a sketch.

73

B3

10) What happens to the voltage in such a setup?

11) What is a 9V battery really?

12) What is "capacity"?

13) What is the capacity of a cell in series?

14) Describe and draw a sketch of a battery with cells in parallel.

15) What is the total voltage in this cell?
What is the total capacity in this cell?

0 Go to the top left of the page and click on "Battery History".
BATTERY HISTORY

74

B4

PES/CH. 19 Name
Hetfield 1999 Date Period Page #

I SERIES AND PARALLEL CIRCUITS INTERNET ACTIVITY I

Log on to your computer.

Click on the EARN BROWSER icon.

In the location box, type in the following address: http://lecture.lite.msu.edu
Enter the following information:

Usemame: demo

Password: demo

Class: phy232c

D Click on the login button

0 Click on V to the right of the welcome bar then click on chapter 4.
0 Click on V to the right ofthe Ch. 4 bar then click on 4.13.
RESISTORS IN SERIES

1) Draw a sketch of the series circuit example shown.

 

 

 

 

 

 

GOOD

2) What is the total voltage for a series circuit equal to?

3) Describe (use an equation) the relationship between 11— and the current through each resistor.

4) How do you find the total resistance of a series circuit?

C] Click on V to the right of the Ch.4 bar then click on 4.14.

5) Write the question, draw the picture, and do the example.
(Ignore the potential divider section)

Cl Click on V to the right of the Ch. 4 bar then click on 4.15.

Note: This activity utilizes a demo version of a lecture on line physics course offered through Michigan State University.

75

B4

RESISTORS IN PARALLEL
6) Draw a sketch of the parallel circuit example shown.

7) Describe the voltage relationship for a parallel circuit.

8) Describe the current relationship for a parallel circuit.

9) Describe the resistance relationship for a parallel circuit.

10) What does adding a resistor in parallel always do to the total resistance of the circuit?

0 Click on V to the right of the Ch. 4 bar then click on 4.16.

11) Write the question, draw the picture, and do the example.

(GO TO THE NEXT PAGE)

D Click on V to the right of the Ch. 4 bar then click on 4.19.

Note: This activity utilizes a demo version of a lecture on line physics course offered through Michigan State University.

76

B4

APPLET: RESISTORS

On this page, you can experiment with the resistors in either series or parallel arrangements or a
combination of both. As you do so, you will see the change in total resistance displayed. Review the page
to become familiar with it and then do the following examples. If time remains, you may try some more
arrangements on your own.

12) Initial Setup SKETCH:
RI = __

 

Series or Parallel (circle one)

13) Change the setup as follows: leave the setup as two resistors in series, double the resistance of RI,
leave R2 as it is.

 

Series

14) Change the setup as follows: leave the setup as two resistors in series, find at least 2 other
combinations of R. and R; that will give RT = 60 ohms.

 

 

R1 = R] =
R2 = R2 =
RT = 60 ohms RT = 60 ohms

15) Change the setup as follows: go to five resistors in series.
R1 = SKETCH:

16) Change the setup as follows: leave the setup as five resistors in series, find at least 2 other
arrangements of five resistors that will give RT = 150 ohms.

 

R] - Rl = __
R2 = R2 = __..___
R3 = R3 = _
R5 = R5 2
RT = 150 ohms RT = 150 ohms

17) Change the setup as follows: go to two resistors in parallel.

Initial setup: SKETCH:

RI =
R2 =
R1 =

18) Change the setup as follows: leave the setup as two resistors in parallel, double the resistance of R1,
leave R; as it is.
RI = __

Note: This activity utilizes a demo version of a lecture on line physics course offered through Michigan State University.

77

B4

19) Change the setup as follows: leave the setup as two resistors in parallel, find at least 2 other
combinations of two resistors that will give RT = 15 ohms.

 

 

R1=___ RI:—
R2= R2=
RT =15 ohms RT =15 ohms

20) Change the setup as follows: go to five resistors in parallel.
R. = SKETCH:

21) Change the setup as follows: leave the setup as five resistors in parallel, find at least 2 other
arrangements of five resistors that will give RT = 5 ohms.

 

 

 

R] = R] =

R2 = R2 =

R3 = R1 =

R5 = R5 =

RT = 5 ohms RT = 5 ohms
22) Change the setup as follows: go to series, parallel setup.

RI = SKETCH:

R2 =

R3 =

RT =

CLASS DISCUSSION:

23) Change the setup as follows: go to series, parallel, series setup.
R. = SKETCH:

CLASS DISCUSSION:

Note: This activity utilizes a demo version of a lecture on line physics course offered through Michigan State University.

78

B4
24) What relationship do you see with each individual resistance and the total resistance in the series

circuit? In the parallel circuits?

25) In # 22 — 23, explain how you might actually solve these problems for total resistance.

Cl Click on V to the right of the Ch. 4 bar then click on 4.29.
0 Copy and solve the problem. DO NOT SUBMIT.

El Click on V to the right of the Ch. 4 bar then click on 4.33.
26) Copy and solve the problem. DO NOT SUBMIT.

D Click on V to the right of the Ch. 4 bar then click on 4.41.
D Answer the first 3 questions on the computer.

D Close the online browser and log off of your computer.

CLASS NOTES:

Note: This activity utilizes a demo version of a lecture on line physics course offered through Michigan State University.

79

B5

PES Name
Hetfield 1999 Date Period Page #

 

CH. 19 — ELECTRICITY — PROBLEM SOLVING

1. In the following diagrams, place an arrow in the direction current will flow on the wire if the circuit is

O O O O
O O O O

2. In the blanks given below the drawings, place the letter of thediagram which best represents the charge
on an electroscope during each of the procedures described. An answer may be used more than once.

8.0 b.Oc.Od.Oe.O

 

 

 

 

a) A positively charged rod is brought near, but does not touch, a neutral electroscope.
b) A positively charged rod touches an uncharged electroscope.
c) A negative rod is brought near a neutral electroscope but does not touch.

__ d) A negative rod touches a neutral electroscope.

3. Write the formula, which represents Ohm’s Law. Explain how to solve for any variable in the
equation.

4. A load has a resistance of 40 (2 when a current of 20 amps flows through it. What is the voltage on the
load?

Note: Some problems were taken from work prepared by Steve McGiveron — Science Teacher — Okemos High School.

80

BS

5. There is a 22 Q resistance in the heating element of a coffee percolator. It is plugged into a 1 lO-V
circuit. How much current passes through the heating element?

6. A 12 V battery produces a SOOmA current when attached to a load. Calculate the resistance of the
load.

7. A voltage of 25 V is applied to a 1.5 k0 load. Calculate the current which will flow through the load.

8. A 22 Q resistance is connected to a 110 V source of voltage. Calculate the current in the circuit.

9. A lamp operates at 115 volts with a current of 250 mA. What is the lamp’s resistance?

10. A series circuit is made with a 50 V battery and a 100 Q, 250 Q, and a 500 Q. A) Draw the circuit

(include a switch) B) calculate the total resistance C) calculate the current flowing in the circuit D)
show the direction of current flow in the circuit.

11. Draw a parallel circuit using the same loads given in question #10 and place the switch so it shuts off
current to all loads. B) calculate the total resistance C) calculate the total current.

Note: Some problems were taken from work prepared by Steve McGiveron — Science Teacher — Okemos High School.

81

BS

12. Three lamps with a load rating of 40 Q, 60 Q, and 80 Q are connected in parallel to a 120 V circuit.
A) what is the current in the 60 Q lamp B) what is the total resistance C) what is the total current?

13. Five loads of8 Q, 4 Q , 2 Q , 6 Q , and 10 Q are connected in series. What is the total resistance? If
a 120 V battery is connected to the circuit, what is the total current?

14. Use the schematic diagram below to match the letter with the circuit component. Draw an arrow loop
inside the schematic to indicate the direction of current flow and then use + and — signs to indicate the
polarity on the meter.

@‘fi
RfNa/Vr ‘ l l! 5

(T)
U

\h—

a) meter b) load c) ground d) battery

e) switch f) wire

Note: Some problems were taken from work prepared by Steve Mctiiveron — Science l'eacher - Okemos High School.

82

BS

15 - 17: Find the total resistance and the total current and state whether the circuit is series or parallel.

(ab/L,

 

15.R1‘=
mXXI

16.

Ir

 

series or parallel

 

 

RT:

 

IT:

 

series or parallel

 

IT:

 

series or parallel

 

I8 - 19.3.) find '1', I|. I2. V., V2, RT lfR|=R2= LSQ

b.) find IT, I.. I2, V1, V2, RT if R. = 49 , R2=2 (2

V1: —— :_____,__,.J\J'\/L

RT_ ""'

LWVV'

Vfilav

 

AAA—\j
NM

Note: Some problems were taken from work prepared by Steve McGivcron - Science Teacher — Okemos High School.

83

BS

20. Each time a load is added to a series circuit, the total resistance goes so total current
goes

21. Each time a load is added to a parallel circuit, the total resistance goes so total current
goes

22. What is the quick way to calculate the total resistance of several, equal loads which are connected in
series?

I

23. What is the quick way to calculate the total resistance of several, equal loads which are connected in
parallel?

24. What is the quick way to calculate the total resistance of several, unequal loads which are connected
in parallel?

25. Describe the structure of an atom. How are atoms related to electric charge?

26 - 27: For each network circuit shown below: a) determine the total resistance of the circuit,
b) calculate the total current, c) calculate the power used by the circuit.

26. Cal/t [W

WWT-Vt

Note: Some problems were taken from work prepared by Steve Mc(iiveron — Science l'eacher - Okemos High School.

84

B6

PES Name

 

Hetfield 1999
Date Period

 

CH. 19 REVIEW SHEET
1. What are subatomic particles?

2. What electric charge does a proton have? an electron?

3. What is the simple rule for the behavior of electric charges? Draw a picture showing this rule.

4. Describe an electric field. Draw a picture showing the electric field between two positive charges.
Draw a picture of an electric field between 2 negative charges.

5. What is electricity?

6. What is static electricity?

7. Describe the three methods of charging an object.

8. How is lightning related to electricity?

9. What is voltage?

10. State Ohm’s law. Describe what current and resistance are.

11. What is the difference between a wet cell and a dry cell?

12. What do DC and AC stand for?

85

B6

13. Draw an example of a series circuit. Label each part of the circuit and show the direction of the flow
of electrons.

14. Draw an example of a parallel circuit. Label each part of the circuit and show the direction of the flow
of electrons.

15. Describe electric power and electric energy. Write the equation for each.

16. Explain why fuses or circuit breakers are used.

86

APPENDIX C

87

Cl

 

 

 

 

 

 

PBS/CH. 19 Name

Hetfield 1999 Date Period Page #
OHM’S LAW LAB

Purpose:

 

Procedure:
1. Using the +/- signs on the battery symbol,

Determine the polarity of your two meters

And mark them with a + and — sign. Now

Set up the simple circuit shown to the right.

Be sure you have your meters hooked up "' l I l ‘I'
With the polarity shown on your diagram. rf
DO NOT PLUG IN THE POWER OR

CLOSE THE SWITCH.

2. Study the scales on the two meters and determine the value of the smallest division on the scales so
you will be able to read the meters quickly.

3. When your circuit is set up correctly and you can read the scales, raise your hand and your teacher will
come and check your circuit. You will be asked to show you can read the meters before you may
continue with the experiment.

4. Once your circuit has been checked, record the color bands on the resistor in your data table, be sure
the switch is open. turn the power knob on the power pack about halfway, and plug in the power pack.
You will not change the setting on the power pack for the rest of the experiment. Have a member of
the lab group at each meter ready to take readings and close the switch just long enough to read the
meters. Open the switch immediately. THE RESISTORS WILL GET HOT ENOUGH TO BURN
YOUR SKIN! LET IT COOL FOR A MINUTE BEFORE YOU TOUCH IT.

5. Without changing the setting on the power pack replace the resistor with another, which has different
color bands. Station lab group members at each meter. close the switch . and quickly measure current

and voltage. Open the switch.
6. Get another resistor and repeat step #5.

 

Data:
R BAN

a) C)

a) c)

a) C)

 

Calculations:
I. Use Ohm's law to calculate the value of the resistance for resistor #1.

2. Use Ohm’s law to calculate the value of the resistance for resistor #22.
3. Use Ohm's law to calculate the value of the resistance for resistor #3.

Questions:
I. What current will flow in a circuit which has a l2 V battery hooked up to a load whose resistance is

100 Q?
7 A 150 Q is in a circuit. which has a 500 mA current. What is the voltage in the circuit?

be

Conclusion

Note: This lab was adapted from material prepared by Steve McGiveron - Science 'I‘eachcr - ()kemos High School.

88

 

C2

PES/CH. 19 Name
Hetfield 1999 Date Period Page #

I LAB: INVESTIGATING SERIES AND PARALLEL CIRCUITS I

Purpose:

 

 

 

 

 

 

Procedure:
1. Set up a switch, battery and 1 light bulb in a circuit. Observe the brightness of the light bulb and
record in the data table. Use the following chart for recording brightness for this lab.

0

 

2. Add another light bulb to the first in series. Observe the brightness of the bulbs and record your
observations in the data table.

3. Add a third light bulb in series. Observe the brightness of the bulbs and record in your data table.

4. Have your teacher check your circuit. Draw a sketch of your circuit. Be sure to include the polarity of
you battery.

5. Unscrew one bulb from your circuit. Observe all the bulbs and record their brightness in your data
table. Unscrew each of the other bulbs (one at a time) and record your observations.

6. Change the position of the switch by placing it between the first and second light bulb. Predict which
light bulbs will light with the switch open and with the switch closed. Record your predictions in the
appropriate data table. Test by closing your switch. Record your observations.

7. Put the switch between the 2 and 3rd bulbs and repeat #6.

8. Put the switch between the 3rd bulb and the battery and repeat #6.

9. Take apart your circuit. Set up another circuit with a switch, battery, and 2 bulbs in parallel. Observe
the brightness of the bulbs and record.

10. Put a 3rd bulb in parallel in your circuit. Observe and record the brightness.

11. Repeat step #4.

12. Repeat step #5 above with the parallel circuit.

13. Repeat steps #6-8 with the parallel circuit.

14. Set up a circuit as you did in step #1. Check the circuit to make sure it works.

15. With the switch open, arrange the diode in the circuit using the fahnestock clips. Sketch the diode as it
appears in the circuit. Close the switch and record your observations.

16. Flip your diode over and repeat step #15.

Data:
SERIES SKETCH PARALLEL SKETCH

Note: Portions of this lab were adapted from Electric Circuits, student activity book, National Science and Resources Center and the
Science and Technology for Children.

89

 

C2

Data:
TABLE #1

 

TABLE #2

switch

 

TABLE #3

 

SKETCH CIRCUIT OBSERVATIONS

 

 

 

 

 

Diode notes:
‘symbol:

‘diode:
‘rectifier:

‘uses:

Note: Portions of this lab were adapted from Electric Circuits. student activity book. National Science and Resources Center and the
Science and Technology for Children.
90

C2

Questions:

1. Which group of 3 bulbs gives the brighter light?

2. Is your home wired in series or parallel? Explain.

3. What does the arrow in the diode symbol represent?

4. What does a diode do?

5. Why would a diode be used?

6. What effect does moving the switch have on a series circuit? A parallel circuit?

Conclusion

Note: Portions of this lab were adapted from Electric Circuits. student activity book. National Science and Resources Center and the
Science and Technology for Children.

91

C3

 

 

 

 

 

 

PBS/CH. 19 Name
Hetfield 1999 Date Period Page #
I LAB: CIRCUITS I
Purpose:
Procedure:

 

1. On the two resistor series circuit below (circuit A), label the polarity of the meters shown. With the
power pack unplugged and the switch open set up the circuit. Make sure the polarity of the meters
matches that shown in your diagram.

2. In your data record the color bands on each resistor and review how to read the meters. You have to
read the meters quickly and open the switch to prevent the resistors from burning up.

3. When you have the circuit set up and you know how to read the meters raise your hand and your
teacher will check the circuit. You will be asked to demonstrate your ability to read the meters.

4. Once your circuit has been checked, plug the circuit in, close the switch, and quickly read the meters.

Open the switch immediately.

Connect the voltmeter to R. at points A and B in the diagram. Repeat step 4.

Connect the voltmeter to R2 at points B and C in the diagram. Repeat step 4.

Disconnect wires at point B and connect the arnmeter (+) to R., (-) to point B. Repeat step 4.

Disconnect wires at point C and connect the arnmeter (+) to R2, (-) to point C. Repeat step 4.

Repeat step #1-4 only with the three-resistor series circuit below (circuit B).

5.
6.
7.
8.
9.

 

 

 

 

 

C3

10. Repeat steps #1-4 for the two resistor parallel circuit below (circuit C).
I 1. Measure the voltage of R1 by connecting the voltmeter at points A and B. Repeat step 4.
12. Measure the voltage of R2 by connecting the voltmeter at points C and D. Repeat step 4.
13. Measure the current of R1 by connecting the arnmeter between R1 and point B. Repeat step 4.
l4. Measure the current of R2 by connecting the arnmeter between R2 and point D. Repeat step 4.
15. Repeat steps #1-4 only for the three resistor parallel circuit below (circuit D).

 

 

 

 

 

 

 

 

 

 

‘4‘

 

 

 

 

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al'll

V

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Data:
circuit color bands volta ge curre nt
Vt V1 V2 V3 It l1 l2 13
A a) b) c) d)
a) b) C) d)
B a) b) c) d)
a) b) c) d)
a) b) c) d)
C a) b) c) d)
a) b) c) d)
D a) b) c) d)
a) b) c) d)
a) b) c) d)

 

 

 

 

 

 

 

 

 

 

 

 

C3

Calculations:

1.

Calculate total resistance for circuit A.

2. Calculate total resistance for circuit B.

3. Calculate total resistance for circuit C.

4. Calculate total resistance for circuit D.

Questions:

1. Add the voltages V. and V2 for circuit A. Is V. equal to this sum? Is V. equal to each individual
voltage?

2. Add the currents I. and 12 for circuit A. Is 1. equal to this sum? Is 1. equal to each individual current?

3. Add the voltages V. and V2 for circuit C. Is V. equal to this sum? Is V. equal to each individual
voltage?

4. Add the currents I.and 12 for circuit C. Is 1. equal to this sum? Is 1. equal to each individual current?

5. Based on your data, why do the bulbs in a series circuit burn dimmer than in a parallel circuit?

6. Based on questions 1-4, calculate each individual current and voltage for circuits B and D? (Show all
work or give an explanation of how you did this. Record your answers in the data table.)

7. A 100 V battery is hooked up to a circuit that has 4 resistors in series. Each resistor is 50 Q.
a) draw the circuit (include a switch) b.) calculate total resistance c) calculate total current
(I) calculate the voltage that would be read on one resistor.

8. A 100 V battery is hooked up to a circuit that has 4 resistors in parallel. Each resistor is 40 Q.

a) draw the circuit with a switch that only controls two of the resistors b) calculate the total
resistance c) calculate the total current

Conclusion: Answer the following in addition to the standard conclusion.
‘As more resistors are added to a series circuit what happens to the total resistance and total current? What
happens to total current and total resistance as more resistors are added to a parallel circuit?

94

C4

PES/CH. 19 Name
Hetfield 1999 Date Period Page #

I ELECTRIC CIRCUITS PROJECT I

NOTE: This project will count as 20% of your Ch. 19 Test Score. You will be given some class time to
develop, build and test your circuits. However, you may need to spend additional time after school or
during lunch to complete your circuit project.

 

 

 

 

 

 

Purpose:

Materials: Some materials will be provided. You may bring in other materials from home. Provided
materials include wires, switches, bulbs, cardboard, and foam.

Procedures:

1. Draw a selection from your teacher for your project choice.

2. Brainstorm possible solutions to your problem. Come up with at least 3 solutions. Draw sketches of
your solutions. Check in with your teacher when you have completed this step.

3 Choose the best solution form your list. Gather the needed materials and begin building.

4. Test your circuit. If needed repeat steps #2-3 until your circuit works.

5 Draw a sketch of your final setup. Include a list of the materials used and directions for building your
circuit.

Data: For your data, attach your 3+ solutions with sketches. Also attach your final sketch and directions
as stated in step #5. (See attached data sheet.)

Conclusion: In your conclusion, include an overview of the project. Also include what you Ieamed from
this project, what you liked about this project, and what you would do differently next time.

Turn In: ONE PER LAB GROUP — Be sure all group members names are on thislll!

A. Solutions with sketches 5 pts.
B Final product sketch 5 pts.
C. Final presentation 5 pts.
D Conclusion _5_p_t§
TOTAL 20 pts.

Note: This project was adapted from a project created by Dave Chapman - Science Teacher - Okemos High School.
95

C4

 

 

 

 

PBS/CH. 19 Name
Hetfield 1999 Name
Name
Name
Date Period Page #

 

 

ELECTRIC CIRCUITS PROJECT

 

 

 

 

 

A) SOLUTIONS WITH SKETCHES - 5 PTS.
B) FINAL PRODUCT SKETCH —- 5 PTS.
C) FINAL PRESENTATION — 5 PTS.

D) CONCLUSION — 5 PTS.

 

 

 

 

[TOTAL = |

 

A. SOLUTIONS:

Note: This project was adapted from a project created by Dave Chapman - Science Teacher - Okemos High School.

96

C4

B. FINAL PRODUCT SKETCH AND DESCRIPTION

C. PRESENTATION

D. CONCLUSION

Note: This project was adapted from a project created by Dave Chapman - Science Teacher — Okemos High School.
97

C5

PES/CH. 19
Hetfield 1999

ELECTRIC CIRCUIT PROJECT CHOICES

Indicate when rising water reaches a certain point. (This should work even if the water is distilled
water and does not conduct electricity.)

Indicate each time a person enters through a doorway.

Indicate each time a pop can is passed into a holding container (i.e., box).

Indicate each time a door is opened.

Indicate if a desk drawer is opened.

Indicate when moving air has stopped moving.

If the level of water is dropping, your device should indicate when it reaches some specific low level.

Indicate when the lid of a cardboard box is opened.

Indicate when standing water starts moving horizontally.

Indicate when an object is lifted off a specific spot on a table. (You won’t be cutting holes in tables —
but you can create a surface covering upon which the object is placed.)

Indicate when water that is flowing horizontally stops moving.

Create a “silent alarm”. (Le, a device that indicates that something has happened by turning on an
“indicator” in another room.) — You get to decide what action is to be “announced”.

Note: some of this list was adapted from a project created by Dave Chapman — Science Teacher - Okemos High School

98

C6

 

 

 

PBS/Ch. 22 Name
Hetfield 1999 Date Period
CH. 19 PROJECT
GROUP WORK SURVEY
Topic:
Group Members:

 

 

 

 

1. What task was your responsibility?

2. Did you complete your responsibility?

3. How do you feel m worked with the group?

4. Did other group members complete their responsibilities?

99

C6

5. Comment on how the group worked as a whole.

100

APPENDIX D

101

D1

PRE AND POSTTEST GRADING RUBRICS

The pretest was graded out Of a total possible points Of 24. The table below
shows the points assigned tO various questions. Rubrics for the grading Of the short

answer questions as well as student answers are presented on the next few pages.

 

 

 

 

 

 

 

 

' QUESTION POINTS 4 #
MULTIPLE CHOICE #1.-10 10
MATCHING #11 5
SHORT ANSWER #12 3
SHORT ANSWER #13 4
SHORT ANSWER #14 1
SHORT ANSWER #15 1

 

 

Table l 4: Pretest point spread

 

 

 

 

 

SHORT ANSWER #12 3 POINTS POSSIBLE _g - . - _- .

KEY ELEMENT 1 build up of negative charge on the body

KEY ELEMENT 2 transfer Of charge through a conductor (door
knob)

KEY ELEMENT 3 shock due to quick release Of charge (electric
discharge)

 

 

Table 15: Pretest rubric #12

Student Example: 3 points

22 ExplainwhyyougetaahockaflergcngtngyourfeetonacarpewdItowancmcnmgammaoor
l

knob. . l
I- . 1 9
'LC" 0- C {JWW 7/324 ”“12th He,

f.
ledrp'éfly 6C1 9rd wsltckeé

IT»

D

102

 

 

D1

Student Example: 0 points
new mpg-mmmmuuamuzwmmau—w

 

 

 

 

 

' SHORT ANSWER #13 3 POINTS POSSIBLE
KEY ELEMENT 1 - 1 point correct answer tO a. B
KEY ELEMENT 2 - 1 point correct answer to b. A
KEY ELEMENT 3 - 2 points current flow labeled from the negative

 

 

Table 16: Pretest Rubric #13

Student Example: 2 points

21. a. WuudmemiIWw—namm H fiK/l/
umuummmwummfi
cWthth—efih

 

 

 

 

Note: There were no student examples fiom the focus group nor [Tom the whole group

that received 4 points on this question.

103

 

DI

 

[PRETEST QUESTION #14 I 1 POINT POSSIBLE *

 

| KEY ELEMENT I the two remaining bulbs will still be lit

 

Table 17: Pretest Rubric #14

 

I PRETEST QUESTION #15 f I 1 POINT POSSIBLE.

 

I KEY ELEMENT I all bulbs will gO out (Open circuit)

 

Table 18: Pretest Rubric #15

Student Example: 1 point for each answer

24. lfgmmatighlhdbmaweAtiahmmw)uhv-fltwnbum
Hes? . .
'3’“ Tim all“ S‘hll 'I'JVI" 0“,. |i~ Sl'bildn'l» 3% W
.1

(Incl
t/
25. EmmaumfiwCh-hfithhmmm'ilmmhmdb

WW? 'l'lmj will. Stet 0)? Wow i4- wtll WOKIC 44%
GYM opal

Student Example: no points

It. gmaflflhWArnbm—hkflflmuhmdh

Wires»: o¥+ha1t3htmtb tutu not one

H-erm-Iflshbmma be. ‘
”I 7 t WWII-flwlmaotfludh

- “the testable: meet 1%“ mark become one
five. dtr carton 'lr'rtvr. mom-S.

104

DI

The posttest was graded out Of a possible 60 points. There were two versions Of

the test. The table below Show the points assigned to various questions. Rubrics for the

grading Of the short answer questions as well as student answers are presented on the next

few pages.

 

QUESTION

POINTS ' '

 

MULTIPLE CHOICE #1-15

OJ
C

 

SHORT ANSWER #16

 

SHORT ANSWER #17

 

SHORT ANSWER #18

 

SHORT ANSWER #19

 

SHORT ANSWER #20

 

SHORT ANSWER #21

 

SHORT ANSWER #22

 

 

SHORT ANSWER #23

 

NWUILIILIIUJNLII

 

Table 19: Posttest point spread

 

SHORT ANSWER #16

5 POINTS POSSIBLE

 

KEY ELEMENT l -_ l POINT

wet cell

 

KEY ELEMENT 2 - l POINT

electrodes

 

KEY ELEMENT 3 - 1 POINT

electrolyte

 

 

KEY ELEMENT 4 - 2 POINTS

 

electrolyte reacts with electrodes causing
one to gain electrons and one tO lose
electrons which creates a potential
difl‘erence and allows the electrons tO flow

 

Table 20: Posttest rubric #16

105

 

 

Student Example: 5 points

ima-wt/ mandaaoamadaofdtfl‘amtmts
_W__ , 0'33“ W W demon“)! Marie

6

lyre, attainaw Midas:

mil ac
aficmesoew was divans Ins
C TIMI H' ‘0 be :fi 0: IV
gifiu‘ lame» so OM14: Cum as“?

Student Example: 1.5 points

V
I6. J’Qfi' _ eelltype %,
_ A

TEWE

7/9..

d 1/
low: l-hcgb TEQQAMO Ha. touting;

Jim-ugh tin. (wire and In)» +1» elm Dany.

 

 

 

 

TL..5 molars a Complete. (final/I;
SHORT ANSWER #17 2 POINTS POSSIBLE
KEY ELEMENT 1 used appropriate equation — V=I/R
KEY ELEMENT 2 correct solution - A: v=60v, B: v=100v

 

 

Table 21: Posttest rubric #17

 

SHORT ANSWER #18

3 POINTS POSSIBLE

 

KEY ELEMENT 1

correct equation and solution for power -
A: p=2,200 W, B: p=2,200 W

 

 

 

 

KEY ELEMENT 2 correct equation and solution for energy -
A: E=8.8 kwhr, B: E=l7.6 kwhr
KEY ELEMENT 3 correct cost - A: $0.70, B: $1.06

 

Table 22: Posttest rubric #18

106

 

 

Dl

 

 

 

 

 

 

 

P SHORT ANSWER #19 5 POINTS POSSIBLE . v -. -_ ._

KEY ELEMENT 1 negative

KEY ELEMENT 2 positive

KEY ELEMENT 3 friction

KEY ELEMENT 4 leaves separate

KEY ELEMENT 5 charge Of balloon rearranges the charge of the electroscope,
knob becomes positive, leaves become negative and
separate due to repulsion Of like charges

 

 

Table 23: Posttest rubric #19

Student Example: 4 points

t9 1.

b .

C

d .

Y\E%Q \ \‘\I 2. t/
k‘ at}. \ 5r w it. /\
Qb\\k\\l§ \\‘3V’\

--,...\,..r~.mx a...“ w. U31 and IN WEI/116a 0’4!" A's/«Mair.

T‘rIOIOIIzcuuic who“ the l‘QQQ‘I’li/QVVCV VII/0.59

{LAO .‘I. (CHM COQeE *0 the Y)
Putt) Q9 7'
IDI-Q “tap ”Cd 0 QflQLkIfOM uni? (797rjfi’gk(:y(:€9+, J
no“ t 0.0.)“ {ECwIi-I \Wz’r in)? \c SOH mums air—.12

\U‘t\0m we ‘au HI.) Ht. C '
' , (4,. UL .( it clam/L223
xrk \ (CW \j) «x o VZD Y Q C It)! (.9 13s. IJ‘lei’h‘Iktkrfi

Student Example: 1 point

”Wtwp, &H\:\

b.

wage“ “'-

6. fizckm &I&%

d

./\
It“, Q13 «Ha-99 win 08% w ”PC

W 6 03806” gleam leave. It; balloon
OM 5° 30 {4" ”oz/"gun Jdn“jso‘ba\é£

107

 

Dl

 

SHORT ANSWER ‘3?" _

5 POINTS POSSIBLE

 

KEY ELEMENT 1 - 2 points

correct drawing and labeling of series
cucufi

 

KEY ELEMENT 2 - 2 points

used correct equation and solution for total
resistance - A: R=25 W, B: R=2O W

 

 

KEY ELEMENT 3 - 1 point

 

correct solution for current -
A: I=4 A, B: I=5.5 A

 

Table 24: Posttest rubric #20

Student Example: 5 points

If 1

    

 

Student Example: 3 points
20

 

4.46.4»N (A. / f /
w‘m / V (Ethic-«cc ~17" ' " $-
l.’ ‘1 - I: [5' I.) L! 7 “is -_ "'7, ’1 .- ,, g ,r‘, {V’- r .-
u 0V .P'»A‘” a" / . l-IQJ’II‘L :_v:‘ .- ‘I it; ‘1
'JQ. 34., \ 'ZC "' L '9: ..
.1. I J
SHORT ANSWER #21 5 POINTS POSSIBLE

 

KEY ELEMENT - 2 points

correct drawing and labeling of parallel
circuit

 

KEY ELEMENT - 2 points

used correct equation and solution for total
resistance - A: R=2.5 W, B: R=5 W

 

 

KEY ELEMENT - 1 point

 

correct solution for current - A: I=4 A, B:
I=2 A

 

Table 25: Posttest rubric #21

 

SHORT ANSWER #22

3 POINTS POSSIBLE

 

KEY ELEMENT 1 - 2 points

correct solution for total resistance -
A: R=l3 W, B: R=16 W

 

 

KEY ELEMENT 2 - 1 point

 

correct solution for current - A: I=8.46 A,
B: I=6.88 A

 

Table #26: Posttest rubric #22

108

 

 

 

 

Dl

 

 

 

 

 

 

P SHORT ANSWER #23 _ 2 POINTS POSSIBLE
KEY ELEMENT l—TEST A difference- old is series, new is parallel
KEY ELEMENT l - TEST B parallel
KEY ELEMENT 2 — TEST A keep lights longer, more use, easier to
find/replace bad bulbs
KEY ELEMENT 2 - TEST B when one light burns out-others still work,
easier to find/replace bad bulbs

 

 

Table #27: Posttest rubric #23
Student Example: 2 points

23-

m 63 émra is 540:3 as 0 Sum; mm» “MK
MN m '13 Saws 0?. a pummel (tram. I“ 5015K
0”- gacs out 05.1% miners will braids; tr bray:
3" 41m. 1n mantel 1+ WW" Dtcamflz
(«VET/Hon 1&3 ollfierzflhm 0% all” “vb
mi‘j (mace. oft; bulb, WY Who m‘m
Wand.

Student Example: 2 points

23 W35, 3"- {S WHY-C"
Ergfim. I m 1% 11m”: "~
\? \‘l was out ‘llncm '9 ‘51“ “(XL “n.
+0 m“ See 093, \xgw m0 9’“) "3
cIsE- In Alice. Q‘ohz, \‘ousfi. LDQULICI 30
age.

109

Dl

Student Example: no points
-MMY how (3 “((11 JICICS “(W & l‘+- ‘8

(05+ CQC‘gfiM Mr it” {(116

. I153
alga beam,” *" '4 Muza‘hke «to; ' .
QM: '+ In 12. koOkmL u? N.“ Mfg-

New

{'ka b.6493; .

p W7 Mom mama. was,
/7/

110

D2

 

 

 

 

 

 

 

 

 

 

STUDENT OHM’S LAw SERIES/PARALLEL CIRCUITS
LAB LAB _ LAB
1 9.5 9.5 9.5
2 3.5 9.5 6
3 10 10 9.5
4 9.5 7.5 7.5
5 3.5 7.5 9
6 8.5 9 9
7 o 7 6.5
8 10 8 8
9 4.5 7.5 3.5

 

 

 

 

Table 28: Focus group lab scores

Ill

 

D3

STUDENT EXAMPLE: ELECTRIC CIRCUITS PROJECT

 

PES/CH. 19 Name __ #4
Hetfield I999 Name

Name.

Name

 

Due ‘31”!!! Period ‘L‘J‘Pagefl

 

 

[ ELECTRIC CIRCUITS PROJECT 1

A) SOLUTIONS WITH SKETCHES -— 5 PTS.
'8) FINAL PRODUCT SKETCH - 5 PTS.
C) FINAL PRESENTATION - 5 PTS.

D) CONCLUSlON - 5 PTS.

V

 

 

 

 

 

 

A. SOLUTIONS:

On gapera-Ire, papfir

4m; This pmxthfmawkdmwMCWm-Sdm Teacher-WNW School.

112

 

 

D3

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D3

B. FINAL PRODUCT SKETCH AND DESCRIPTION

,.-—_..

 

 

 

 

 

F‘ ' Gill "3::
‘ L r

 

 

’ WP WMPF‘A‘ In. 4

C. PRESENTATION

80;]
0. CONCLUSION

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