Lesson Plan

Day: M T W T F

Date: 15/02/16 Time: 12:30pm Year: 9

Learning Area: Science

Circuits - Prac

Topic: Series and Parallel

Curriculum content description: (from ACARA)

Energy transfer through different mediums can be explained using wave and
particle models (ACSSU182)

Students prior knowledge and experience:

Understanding how the basic components of a circuit interact, the

representative symbols for circuit components and how to connect
them
Prepare diagrams of simple circuits
Understand the concepts of volts, current and resistance and units of
measurement
Factors affecting the resistivity of a resistor
Introduction to OHMs law
Ability to collect data and prepare simple tables

Learning purpose: To give students practical experience in setting up

circuits in series and parallel and to observe the effects of different circuit
configurations on globe brightness, voltage, current and electricity.

Learning objectives:
On completion of this lesson,
students will be able to:
1. interpret and construct circuits
in series and parallel from
diagrams.
2. describe the effect of circuit
configurations in series and
parallel on voltage and current
and how this relates to the
brightness of globes.

Evaluation:
1. Students will demonstrate an
ability to connect circuits in
series
and
parallel
by
constructing 5 different circuit
configurations and recording
the results.
2. Students will demonstrate their
understanding of the effect
circuit configuration has on
voltage and current and how
this relates to the brightness of
globes by answering a series of
short questions included in the
lab
report
sheet.
These
concepts will also be evaluated
through
the
Series
and
Parallel worksheet (16/2/16)

and during a validation test

(18/2/16).

Preparation and Resources:

(Detail what resources will be used and what other preparation of the learning environment
will be required)

Students will need

Pencil cases
Writing tools and book
Calculator
Teacher will prepare
20 multi-meters
10 DC/AC variable voltage power packs
20 Alligator/banana wires
40 multi-meter leads
20 alligator/alligator wires
20 banana/banana wires
33 globes with circuit connection ports
32 lab report worksheets
Experimental procedure written on board
Demonstration information written on borad

Catering for diversity

(this class contains no learning disabilities or ESL students)

Students who finish early to continue begin revising for the validation
test
If students are behind, stop class and demonstrate correct wiring.
Adequate demonstrations and regular checking of comprehension.
Use of mentor teacher and prac student teacher to assist with
students who require help.

Timi
ng

5min
s
5min

Learning Experiences
1. Introduction
Move students into the class in an orderly manner and have them
sit in the pre-prepared groups of desks.
Intro: Last week we were looking at calculating the total resistance
in parallel and series circuits, today we are doing a practical which
will look at the effect different circuit configurations have on globe
brightness, voltage and resistance. We have not yet covered all of

the material regarding the effect of series and parallel circuits. You
have a chance to reach your own conclusion before we cover the
theory.
The material covered in this practical forms part of your
investigation and will be examined in the validation test this
Thursday.
Also, remind students that OHMs Law worksheet must be handed
in for marking before the end of the lesson/the following class at
the latest

10
mins

Key Points and demonstration

Write on board: Important Circuit Setup and draw first circuit
configuration.
Follow diagrams in lab report and then ask to confirm setup is
correct.
Setup series components first, then worry about the
globes/voltmeters in parallel.
Multi-meters can be used to measure both voltage and
current. We need the correct range/sensitivity. Voltage set
MM to 20V
+ve lead in for ammeters = 10A hole
+ ve lead in for voltmeters= VRM
- ve lead out for either purpose = COM/earth
Ensure we are using Direct Current (DC)
Red is in (+ve), black is out (-ve)
Areas which experience the same voltage/current are known
as electrically common
Draw diagram of multi-meter setup when being used as an
ammeter vs voltmeter.
Ask students to come up to the front of the class so that they can
see hands, what is being done.

35
min

Demonstration: demonstrate the setup of the first circuit.

2. Sequence of learning experiences:
Practical work
Students to form groups of 3 and one group of 4
Number students 1 4: 1 student to grab power pack, one
student to grab 3 globes and the other to get the necessary

5
mins

electrical leads 3 of (2 of each type and 4 of the multi-meter

leads)
Teachers will be walking around to assist.
Students to work through the different permutations of
circuits in the worksheet and fill in blanks

If some students are struggling, ask them to only complete each

circuit for any one given ammeter setting
3. Lesson conclusion:
- Discuss patterns observed/found in practical wrt the effect of
circuit configurations on current and voltage.
- ON the basis of this experiment, who would setup a circuit for
their house in series? And how many would setup there house
in parallel? Why?
- outcomes of this practical.
- Reminder of validation test coming up (18/2/16)

Lesson Evaluation:
The prac was really helpful in identifying patterns experimentally
before looking at the theory. Students were engaged in the lesson
and followed instructions well.
If students had known how circuit configurations would affect
voltage and current (by doing the theory prior to the lesson), it
would have been less interesting. However, the lesson could have
been improved by:
Counting all of the equipment prior to commencing the prac
and using students more effectively to count equipment
before the end of the lesson also linked to time
management as students missed some of their lunch.
The more complicated version of the prac (for the extensions
class) will always need more than one lesson to complete.
For students to complete the lab worksheet some additional
guidance wrt to the process to follow was needed. It not
intuitive that students needed to shift position of ammeters
and voltmeters to determine if it makes a difference to the
readings. Caused some delays in completion.
Although not a big problem, many of the instructions I had
intended to write on the board I was told were unnecessary
and could be instructed verbally alone.