CurrentlyDangerous Lesson Plan

CURRENTLY DANGEROUS
http://www.currentlydangerous.weebly.com/
You Have to Be BRIGHT to Use Circuits!

Turn Your Skills ON!
No Scheming Here Map it out
You Light Up My Life
In this unit, you will be working with electric circuits to solve some of the most critical
questions of our time: Did I burn my pizza? Is my XBOX overheating? When is it really time to
clean my room? After gaining a knowledge of circuitry and electricity, you will use your new
skills to develop a security system to make everyday tasks safer and more manageable. New
knowledge can lead to endless inventions; the result is in your hands. You may have the next
million-dollar idea! Only time will tell. Or, will the circuits do the telling?
How can circuitry change everyday life?
Becky Brinson
Nicole Adams
SPED 6402 spring 2016
East Carolina University
CURRENTLY DANGEROUS
BECKY BRINSON & NICOLE ADAMS
CONTENT RESEARCH PAPER

Electricity, electronics, and all of their many components are often intimidating. The
people who work with these scientific marvels are often considered some of the best and
brightest in the world engineers, research & development coordinators, tech start-ups, and
inventors work daily with electricity to take complex ideas and turn them into simple tasks for
the average citizen. It seems as though everywhere one looks, there is an electronic device that
works to make life easier in some way. It is undoubtedly deceiving, however as easy as it is for
the average person to touch a button or turn a knob, it is equally as complex for a professional to
make it so simple. As Nancy Manning-Moore, an electrical engineer who works on airplanes,
once said in an interview, The purpose of electricity is to allow work to be performed.
Circuits are paths along which currents of electricity can flow and pass. Circuits require a
source of electricity, usually inside a cell (more on that later). Circuits produce electricity and
also may have a motor or light on their path (Riley, 1998). The basic components of electronics
wiring and cells to create the necessary charge come together on circuit boards. Linking
circuits is what causes electronics to perform a function, and the maker designing the function
must put the circuits together with the necessary components in order for the electronic to work
properly (Bridgman, 2000).
Atoms and electrons are at the very base of understanding electricity and circuitry. Atoms
make up all things, and electrons travel around the nucleus, or center, of an atom. These electrons
travel within a shell, of which there can be multiple, depending on the atom. The outermost shell
of an atom is known as a valence shell, sometimes referred to as a valance band. The movement
of electrons on the valance shell when leaving or joining another atom creates an electric current,
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thereby creating electricity (Westcott & Westcott, 2011). Electrical current is measured in
amperes, or amps, and engineers abbreviate the measurement as A (Gibilisco, 2012a).
The production of electric current relies on two basic rules: opposite charges are attracted
to each other and work together to create the movement, and two like charges repel each other
(Westcott et al, 2011). The repulsion of charges is called resistance. When electrical current is
produced, it is measured by the amount of charge carriers flowing into or out of a particular point
in the circuit (Gibilisco, 2012a). Typically, electrical current is best managed by elements called
conductors, which have fewer electrons in their valance shell than other elements on the periodic
table (namely, those elements on the right half). The elements with more electrons, which have
either full or nearly full valance shells, are called insulators. Insulators produce great resistance
and can even block the flow of electricity (Westcott et al, 2011). This resistance is measured in
ohms, sometimes symbolized as (Gibilisco, 2012a). Ohms were made more complex by
Gustav Kirchhoff, who developed a law of circuitry almost as crucial to science as Newtons
Laws of Physics: all current flowing into any point on a circuit board must also flow out, so the
total voltage flowing must equal the opposing voltage (Bridgman, 2000). Finally, semiconductors
are elements that can be combined with others to conduct electricity where it may not otherwise
flow by creating impurities. One can use semiconductors to create charges that were not original
to the conductor (Westcott, 2011). Semiconductors, like silicon (the staple for this element) allow
electrons to be controlled electronically, allowing for the manipulation and control of electronics
by the user (Bridgman, 2000).
Electricity does not have to be so very complex and mathematical, however. For the
average person, electricity has been neatly packaged by engineers and other electrical
professionals into cells. Cells are casings that contain the chemicals that produce the electricity
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for the given device. Attached to these casings are wires; this location is called a terminal.
Terminals hold charges that are either positive or negative, marked by + and -, respectively.
When opposite charges are connected, electrical current is generated and a circuit is completed
(Riley, 1998). Oftentimes, devices contain circuit boards, or a centralized location where
electrical current is being generated to power an electronic. More often than not, one cannot even
see a circuit board. The electricity that flows through an electronic is carefully routed on a path.
Paths are marked by copper foil and may have wires or pins soldered to the path, meaning that
circuit controls a particular electric current for one purpose or another on the given electronic
(Harrison, 1988).
The power generated by these circuits is measured in volts, marked by V (Riley, 1998).
Voltage is produced when a positive charge and a negative charge come together in close
proximity. However, voltage can exist without actually producing any electric current. This is
referred to as static electricity and it occurs when electric charge exists but has no conductor
(consider a lamp without a light bulb, or a plug that is not plugged into the wall) (Gibilisco,
2012b). It is important to understand that there is a difference between voltage and current.
Though they are related in that voltage and current directly correlate, voltage requires a
conductor in order to produce current (Gibilisco, 2012a).
There are two main types of circuits and the resulting currents: AC and DC circuits.
Thomas Edison, a famous researcher and inventor of all things electric, developed DC power;
DC was the most popular form of electricity for many years after its development, and in 1887,
there were 121 Edison power stations across the nation. This power source was faulty, however,
because it was travelling only in one direction and often lost strength after a short while. To
address this problem, George Westinghouse developed AC power, which could travel hundreds
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of miles because of its constantly alternating flow. Because of this, DC power fell from grace,
and AC power became literally a household name (AC/DC: Whats the difference?). Current
that flows in one direction is a DC circuit, or direct current. Current flowing out of a point on the
circuit board is equivalent to the current flowing in. With AC circuits, or alternating current,
currents and voltages continually reverse their direction. AC circuits are most common among
electronics (Bridgman, 2002). Essentially, electrons continually flow through the power
generator with AC current, keeping the electricity moving (AC/DC: Whats the difference?).
With DC current, a generator produces the necessary current, and the electrons flow to the
electric object and remain there (Direct Current). AC power, for example, is a power plant to
plug to a light bulb; though the electrons are changing direction, it is happening so quickly that
the light bulb never dims (Alternating Current). DC power is a battery to a circuit board to a light
bulb; the energy from the battery goes to the circuit board, which controls the light and keeps the
bulb lit (Direct Current).
In addition to AC and DC power circuits, circuits can be made in a series or parallel. Both
of these are considered simple circuits when used independently from each other, according to
Nancy Manning-Moore, an expert in the field. When used together, as Manning-More pointed
out, this makes a complex circuit. Series circuits are created by connecting electrical parts, or
components, together end to end. Charges must go in the same direction (opposite charges
directly face each other) when creating a series circuit with DC power, and the voltages will add
up along the way (Gibilisco, 2012a). Therefore, series circuits can create higher voltages than a
single circuit can provide (Westcott et al, 2011). Parallel circuits, on the other hand, do not create
higher voltages, but rather equalize the voltage across the components. Most simply, says Nancy
Manning-Moore, a parallel circuit has a series circuit and another series circuit running parallel
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at the same time. However, connecting these components can create a higher flow of current,
generating more overall power. This is because, in a parallel circuit, each component is
connected directly to the voltage source, whereas the components series circuits rely on each
other to accumulate the power from the voltage source. It is typical that there is only one voltage
source in a parallel circuit. Voltage sources must be placed like charge to like charge in order to
avoid short circuits (Gibilisco, 2012a). The increase in the overall current that results from a
parallel circuit comes from reduced resistance, while series circuits do not have this reduction
(Westcott et al, 2011).
Three components, the most popular and basic of the countless components, can make
circuits more complex and able to do more for the maker. These components are transformers,
capacitors, and inductors. Capacitors are two parallel metal plates indirectly connected by some
kind of insulted material (Bridgman, 2000). This insulated material is called a dielectric
(Westcott et al, 2011). Capacitors, when supplied with energy, store up a charge and push it
through to other components on the circuit board when supplied with AC power. (Gibilisco,
2012b). With DC circuits, voltage is applied and the capacitor moves charge from one conductor
to another, creating opposite polarity and bringing the charge to zero (Westcott et al, 2011).
Essentially, capacitors block DC but allow AC current to pass, creating the ability for sequencing
in electronics (Bridgman, 2000). Transformers are also important in the operation of electronics.
Transformers can increase or decrease AC voltage through induction, or the generation of
voltage by passing that voltage through a conductor involved in a magnetic field (Westcott et al,
2011). This allows currents in a wire to transform the current of other wires, even if those wires
are not connected to the main source of power (Gibilisco, 2012b). Finally, inductors -- coils of
wire with or without magnetic centers produce magnetism when fed with current (Bridgman,
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2000). They facilitate charge with the magnetic field that is created when current runs through
them (Westcott et al, 2011). Hans Christian Oerstead made several important discoveries in the
early to mid 19th century that linked magnetism and electricity, and this was further advanced by
Michael Faraday, who, in 1831, discovered that changing magnetism near wires results in the
flow of electric current (Bridgman, 2000). These men helped forward the use of the
aforementioned components, which are crucial to advanced circuits.
Circuitry does not have to be complex, though complex circuits yield more efficient and
effective results. A basic understanding of electricity is necessary to fully comprehend the power
of even the simplest circuit board. Armed with a working knowledge of charges, voltage, and the
uses and purposes of various electrical components, circuits have endless possibilities.
Page 7 of 72
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CONNECTION TO THE THEME

Our definition of HORIZONS is centered around forward thinking and anticipation
of the future. The key to understanding our definition is to understand what a horizon represents
new dawns, new days, and new possibilities. The horizon presents itself as a challenge. It is
there now, it always has been, and always will be. It tells a viewer that tomorrow is coming
whether it is wanted or not. The challenge lies in exactly what the viewer will choose to do with
that tomorrow.
We will be challenging our students to utilize one of the most innovative discoveries of
all time electricity to create solutions for everyday household problems. Whatever real world
problem the students might choose, the goal is to make a better tomorrow. The students will
anticipate solutions to the problems they are trying to solve; anticipation is another key element
of HORIZONS, as the certainty of the future is unknown.
Within each day, each idea ebbs and flows with trials. Each idea generated has the
potential of being the one successful solution to make our lives easier. Each new trial unto itself
has its own horizon. As inventors, creators, and scientists, the students climb a metaphorical
mountain only to realize they will have more mountains to climb and overcome. Their journey,
if successful, will have them desiring more horizons as their quest for new knowledge continues
to grow. They will not become satisfied but will continue to look forward to the next new day,
new problem, new opportunity, new horizon.
As history has proven, the future is full of things we have yet to imagine. Students will
need to look to the HORIZON to anticipate future needs and future possibilities. On a short-term
scale, the students will need to anticipate what their devices will do with the introduction of new
Page 8 of 72
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elements and new devices; on a long-term scale, students will have to anticipate the needs of
present and future populations in order to work toward the real world solutions they will be
tasked with.
For our students, their electronic circuits horizon shall begin on day one of camp. The
dawn breaks and they will be challenged to identify a problem we have in society today that can
be assisted with electronic circuits. They will be given background information of the discovery
of electricity and how it has evolved into using electronic circuits. Hopefully this will generate
our students thinking and help them learn about asking and answering questions on their project
which in turn will lead them to another day and another horizon. The next day, our students will
be presented with problems of electronic circuits and they will begin to problem solve to find
solutions to make the circuits work. On the third day, they will continue their journey to develop
their ideas and identify a real world problem. The last horizon we will experience with our
students will be them teaching us what they have learned through solving the real world problem
they chose. Our hope and desire will be for them to look forward to new horizons and continue
to question, problem solve, learn and create.
The goal is not only for our students to be forward thinking during the unit, but to leave
understanding that being a forward-thinker is a key element of successful academic and
intellectual inquiry. We want our students to understand that taking something that already exists
and modifying it for the better to meet the ever-changing needs of the human race exemplifies
the progress that HORIZONS implies.
TECHNOLOGY INTEGRATION
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Technology will be integral to our unit, Currently Dangerous! As education evolves, so does the
way students learn. Our intention is to combine an old-fashioned, hands-on experience with the
convenience and transience of technology. Doing this will result in students being able to produce a
physical product with which they can associate important ideas and discussion points, having worked
independently and as a group on moving toward the lesson objectives. In order for the students to best
complete their final product, and to maximize the amount of resources available for students to use, we
will be gathering old electronics (such as VCRs, broken CD players, and the like) that students will be
able to disassemble, investigate, and recycle the parts to be used toward their final product. Of course,
safety precautions and the proper use of these tools must be addressed, discussed, and exemplified before
any student uses technology. The use of technology in this unit will be both mechanical and electric,
enhancing the student experience by allowing their understanding to come through in application and
creating as well as analyzing and evaluating all through different types of technology.
We will also be using our Weebly site to have students access the sites and information about
electronic circuits. This will also be a great reference for them to access after camp.
Mechanical Tools
Students will be using mechanical tools to take apart the old electronics as well as to assemble
their final product. Various types of screwdrivers, pliers, wire cutters, wire strippers, tin snips, wrecking
bars, and even screws and bolts, among other tools, will be crucial to the students being able to
investigate the old electronics and well as work towards completing their final products and circuits.
Being able to take apart the electronics by hand will be a vital component of the student experience, as the
actual act of taking apart will most certainly contribute to their understanding of how the electronic
works, therefore allowing for a deeper understanding of how to use its components. It will also allow for
students to expand their imagination, as the use of mechanical tools allows for working with smaller
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pieces or difficult-to-work-with components more so than other types of tools do. While using mechanical
tools, students will really be able to get their hands dirty perhaps for real!
Power Tools
The use of power tools such as drills and oscillator saws will be a part of our unit as well. Power
tools are more efficient than mechanical tools, and though the two do not serve exactly the same purpose,
they can be used together in order for students to best accomplish the task. The use of power tools will
serve a similar purpose to the mechanical tools. These items will be used to take apart and assemble
before, during, and after the creation process. They, too, will be crucial to the students gaining a working
knowledge of electronic devices while using electronic tools. The power tools will most likely be the best
way for students to get started on getting their parts and creating their products; mechanical tools will be
their best bet after that. Nevertheless, power tools will be a key technology for this unit.
Online Tools
Students will be asked to gain access to a couple of websites which will assist them in learning
more about electricity and provide them hands on experience to learn how electricity is conducted and
how the circuits will and will not work. They will provide them more opportunity to earn the vocabulary
of this unit. Interactive Sites-Electricity and Woodlands are great resources to assist them. Students will
gain an understanding of the vocabulary and see how when the components are added together or taken
away or manipulated, they will learn how electricity can flow through the circuits. Also, there will be a
quiz at the end for them to test their knowledge.
To integrate technology in this lesson, we would like the students to use Lucid Chart and/or
Google drawings to build the map of their projects so anyone will be able to take their chart to recreate
the circuits they created during camp.
We would also like our students to create a brochure in Google Docs for them to add a picture, a
video, or any visual representation they choose of what they created, providing the customer details of
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their product (Brochure). They will be able to describe the significance of their creation to the world and
which populations can benefit from the device.
Technology will be an important part of our unit. While the meat of the unit lies in the science of
electricity, the potatoes will be how the students make it come together. To do so, the students will use a
variety of online and physical tools. These tools will enhance their learning and their experience, creating
electrical engineers before they even get to college.
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CONTENT RESEARCH PAPER

Electricity, electronics, and all of their many components are often intimidating.
The people who work with these scientific marvels are often considered some of the best and
brightest in the world engineers, research & development coordinators, tech start-ups, and
inventors work daily with electricity to take complex ideas and turn them into simple tasks for
the average citizen. It seems as though everywhere one looks, there is an electronic device that
works to make life easier in some way. It is undoubtedly deceiving, however as easy as it is for
the average person to touch a button or turn a knob, it is equally as complex for a professional to
make it so simple. As Nancy Manning-Moore, an electrical engineer who works on airplanes,
once said in an interview, The purpose of electricity is to allow work to be performed.
Circuits are paths along which currents of electricity can flow and pass. Circuits
require a source of electricity, usually inside a cell (more on that later). Circuits produce
electricity and also may have a motor or light on their path (Riley, 1998). The basic components
of electronics wiring and cells to create the necessary charge come together on circuit boards.
Linking circuits is what causes electronics to perform a function, and the maker designing the
function must put the circuits together with the necessary components in order for the electronic
to work properly (Bridgman, 2000).
Atoms and electrons are at the very base of understanding electricity and circuitry.
Atoms make up all things, and electrons travel around the nucleus, or center, of an atom. These
electrons travel within a shell, of which there can be multiple, depending on the atom. The
outermost shell of an atom is known as a valence shell, sometimes referred to as a valance band.
The movement of electrons on the valance shell when leaving or joining another atom creates an
electric current, thereby creating electricity (Westcott & Westcott, 2011). Electrical current is
measured in amperes, or amps, and engineers abbreviate the measurement as A (Gibilisco,
2012a).
Page 13 of 72
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The production of electric current relies on two basic rules: opposite charges are
attracted to each other and work together to create the movement, and two like charges repel
each other (Westcott et al, 2011). The repulsion of charges is called resistance. When electrical
current is produced, it is measured by the amount of charge carriers flowing into or out of a
particular point in the circuit (Gibilisco, 2012a). Typically, electrical current is best managed by
elements called conductors, which have fewer electrons in their valance shell than other elements
on the periodic table (namely, those elements on the right half). The elements with more
electrons, which have either full or nearly full valance shells, are called insulators. Insulators
produce great resistance and can even block the flow of electricity (Westcott et al, 2011). This
resistance is measured in ohms, sometimes symbolized as (Gibilisco, 2012a). Ohms were
made more complex by Gustav Kirchhoff, who developed a law of circuitry almost as crucial to
science as Newtons Laws of Physics: all current flowing into any point on a circuit board must
also flow out, so the total voltage flowing must equal the opposing voltage (Bridgman, 2000).
Finally, semiconductors are elements that can be combined with others to conduct electricity
where it may not otherwise flow by creating impurities. One can use semiconductors to create
charges that were not original to the conductor (Westcott, 2011). Semiconductors, like silicon
(the staple for this element) allow electrons to be controlled electronically, allowing for the
manipulation and control of electronics by the user (Bridgman, 2000).
Electricity does not have to be so very complex and mathematical, however. For
the average person, electricity has been neatly packaged by engineers and other electrical
professionals into cells. Cells are casings that contain the chemicals that produce the electricity
for the given device. Attached to these casings are wires; this location is called a terminal.
Terminals hold charges that are either positive or negative, marked by + and -, respectively.
When opposite charges are connected, electrical current is generated and a circuit is completed
(Riley, 1998). Oftentimes, devices contain circuit boards, or a centralized location where
electrical current is being generated to power an electronic. More often than not, one cannot even
see a circuit board. The electricity that flows through an electronic is carefully routed on a path.
Paths are marked by copper foil and may have wires or pins soldered to the path, meaning that
circuit controls a particular electric current for one purpose or another on the given electronic
(Harrison, 1988).
The power generated by these circuits is measured in volts, marked by V (Riley,
1998). Voltage is produced when a positive charge and a negative charge come together in close
proximity. However, voltage can exist without actually producing any electric current. This is
referred to as static electricity and it occurs when electric charge exists but has no conductor
(consider a lamp without a light bulb, or a plug that is not plugged into the wall) (Gibilisco,
2012b). It is important to understand that there is a difference between voltage and current.
Though they are related in that voltage and current directly correlate, voltage requires a
conductor in order to produce current (Gibilisco, 2012a).
Page 14 of 72
CURRENTLY DANGEROUS
There are two main types of circuits and the resulting currents: AC and DC
circuits. Thomas Edison, a famous researcher and inventor of all things electric, developed DC
power; DC was the most popular form of electricity for many years after its development, and in
1887, there were 121 Edison power stations across the nation. This power source was faulty,
however, because it was travelling only in one direction and often lost strength after a short
while. To address this problem, George Westinghouse developed AC power, which could travel
hundreds of miles because of its constantly alternating flow. Because of this, DC power fell from
grace, and AC power became literally a household name (AC/DC: Whats the difference?).
Current that flows in one direction is a DC circuit, or direct current. Current flowing out of a
point on the circuit board is equivalent to the current flowing in. With AC circuits, or alternating
current, currents and voltages continually reverse their direction. AC circuits are most common
among electronics (Bridgman, 2002). Essentially, electrons continually flow through the power
generator with AC current, keeping the electricity moving (AC/DC: Whats the difference?).
With DC current, a generator produces the necessary current, and the electrons flow to the
electric object and remain there (Direct Current). AC power, for example, is a power plant to
plug to a light bulb; though the electrons are changing direction, it is happening so quickly that
the light bulb never dims (Alternating Current). DC power is a battery to a circuit board to a light
bulb; the energy from the battery goes to the circuit board, which controls the light and keeps the
bulb lit (Direct Current).
In addition to AC and DC power circuits, circuits can be made in a series or
parallel. Both of these are considered simple circuits when used independently from each other,
according to Nancy Manning-Moore, an expert in the field. When used together, as ManningMore pointed out, this makes a complex circuit. Series circuits are created by connecting
electrical parts, or components, together end to end. Charges must go in the same direction
(opposite charges directly face each other) when creating a series circuit with DC power, and the
voltages will add up along the way (Gibilisco, 2012a). Therefore, series circuits can create higher
voltages than a single circuit can provide (Westcott et al, 2011). Parallel circuits, on the other
hand, do not create higher voltages, but rather equalize the voltage across the components. Most
simply, says Nancy Manning-Moore, a parallel circuit has a series circuit and another series
circuit running parallel at the same time. However, connecting these components can create a
higher flow of current, generating more overall power. This is because, in a parallel circuit, each
component is connected directly to the voltage source, whereas the components series circuits
rely on each other to accumulate the power from the voltage source. It is typical that there is only
one voltage source in a parallel circuit. Voltage sources must be placed like charge to like charge
in order to avoid short circuits (Gibilisco, 2012a). The increase in the overall current that results
from a parallel circuit comes from reduced resistance, while series circuits do not have this
reduction (Westcott et al, 2011).
Page 15 of 72
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Three components, the most popular and basic of the countless components, can
make circuits more complex and able to do more for the maker. These components are
transformers, capacitors, and inductors. Capacitors are two parallel metal plates indirectly
connected by some kind of insulted material (Bridgman, 2000). This insulated material is called
a dielectric (Westcott et al, 2011). Capacitors, when supplied with energy, store up a charge and
push it through to other components on the circuit board when supplied with AC power.
(Gibilisco, 2012b). With DC circuits, voltage is applied and the capacitor moves charge from one
conductor to another, creating opposite polarity and bringing the charge to zero (Westcott et al,
2011). Essentially, capacitors block DC but allow AC current to pass, creating the ability for
sequencing in electronics (Bridgman, 2000). Transformers are also important in the operation of
electronics. Transformers can increase or decrease AC voltage through induction, or the
generation of voltage by passing that voltage through a conductor involved in a magnetic field
(Westcott et al, 2011). This allows currents in a wire to transform the current of other wires, even
if those wires are not connected to the main source of power (Gibilisco, 2012b). Finally,
inductors -- coils of wire with or without magnetic centers produce magnetism when fed with
current (Bridgman, 2000). They facilitate charge with the magnetic field that is created when
current runs through them (Westcott et al, 2011). Hans Christian Oerstead made several
important discoveries in the early to mid 19th century that linked magnetism and electricity, and
this was further advanced by Michael Faraday, who, in 1831, discovered that changing
magnetism near wires results in the flow of electric current (Bridgman, 2000). These men helped
forward the use of the aforementioned components, which are crucial to advanced circuits.
Circuitry does not have to be complex, though complex circuits yield more
efficient and effective results. A basic understanding of electricity is necessary to fully
comprehend the power of even the simplest circuit board. Armed with a working knowledge of
charges, voltage, and the uses and purposes of various electrical components, circuits have
endless possibilities.
Page 16 of 72
CURRENTLY DANGEROUS
CONNECTION TO THE THEME

Our definition of HORIZONS is centered around forward thinking and
anticipation of the future. The key to understanding our definition is to understand what a
horizon represents new dawns, new days, and new possibilities. The horizon presents itself as a
challenge. It is there now, it always has been, and always will be. It tells a viewer that tomorrow
is coming whether it is wanted or not. The challenge lies in exactly what the viewer will choose
to do with that tomorrow.
We will be challenging our students to utilize one of the most innovative
discoveries of all time electricity to create solutions for everyday household problems.
Whatever real world problem the students might choose, the goal is to make a better tomorrow.
The students will anticipate solutions to the problems they are trying to solve; anticipation is
another key element of HORIZONS, as the certainty of the future is unknown.
Within each day, each idea ebbs and flows with trials. Each idea generated has
the potential of being the one successful solution to make our lives easier. Each new trial unto
itself has its own horizon. As inventors, creators, and scientists, the students climb a
metaphorical mountain only to realize they will have more mountains to climb and overcome.
Their journey, if successful, will have them desiring more horizons as their quest for new
knowledge continues to grow. They will not become satisfied but will continue to look forward
to the next new day, new problem, new opportunity, new horizon.
As history has proven, the future is full of things we have yet to imagine.
Students will need to look to the HORIZON to anticipate future needs and future possibilities.
On a short-term scale, the students will need to anticipate what their devices will do with the
introduction of new elements and new devices; on a long-term scale, students will have to
anticipate the needs of present and future populations in order to work toward the real world
solutions they will be tasked with.
For our students, their electronic circuits horizon shall begin on day one of camp.
The dawn breaks and they will be challenged to identify a problem we have in society today that
can be assisted with electronic circuits. They will be given background information of the
discovery of electricity and how it has evolved into using electronic circuits. Hopefully this will
generate our students thinking and help them learn about asking and answering questions on
their project which in turn will lead them to another day and another horizon. The next day, our
students will be presented with problems of electronic circuits and they will begin to problem
solve to find solutions to make the circuits work. On the third day, they will continue their
journey to develop their ideas and identify a real world problem. The last horizon we will
experience with our students will be them teaching us what they have learned through solving
the real world problem they chose. Our hope and desire will be for them to look forward to new
horizons and continue to question, problem solve, learn and create.
Page 17 of 72
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The goal is not only for our students to be forward thinking during the unit, but to
leave understanding that being a forward-thinker is a key element of successful academic and
intellectual inquiry. We want our students to understand that taking something that already exists
and modifying it for the better to meet the ever-changing needs of the human race exemplifies
the progress that HORIZONS implies.
TECHNOLOGY INTEGRATION
Technology will be integral to our unit, Currently Dangerous! As education
evolves, so does the way students learn. Our intention is to combine an old-fashioned, hands-on
experience with the convenience and transience of technology. Doing this will result in students
being able to produce a physical product with which they can associate important ideas and
discussion points, having worked independently and as a group on moving toward the lesson
objectives. In order for the students to best complete their final product, and to maximize the
amount of resources available for students to use, we will be gathering old electronics (such as
VCRs, broken CD players, and the like) that students will be able to disassemble, investigate,
and recycle the parts to be used toward their final product. Of course, safety precautions and the
proper use of these tools must be addressed, discussed, and exemplified before any student uses
technology. The use of technology in this unit will be both mechanical and electric, enhancing
the student experience by allowing their understanding to come through in application and
creating as well as analyzing and evaluating all through different types of technology.
We will also be using our Weebly site to have students access the sites and
information about electronic circuits. This will also be a great reference for them to access after
camp.
Mechanical Tools
Students will be using mechanical tools to take apart the old electronics as well as
to assemble their final product. Various types of screwdrivers, pliers, wire cutters, wire strippers,
tin snips, wrecking bars, and even screws and bolts, among other tools, will be crucial to the
students being able to investigate the old electronics and well as work towards completing their
final products and circuits. Being able to take apart the electronics by hand will be a vital
component of the student experience, as the actual act of taking apart will most certainly
contribute to their understanding of how the electronic works, therefore allowing for a deeper
understanding of how to use its components. It will also allow for students to expand their
imagination, as the use of mechanical tools allows for working with smaller pieces or difficultto-work-with components more so than other types of tools do. While using mechanical tools,
students will really be able to get their hands dirty perhaps for real!
Power Tools
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The use of power tools such as drills and oscillator saws will be a part of our unit
as well. Power tools are more efficient than mechanical tools, and though the two do not serve
exactly the same purpose, they can be used together in order for students to best accomplish the
task. The use of power tools will serve a similar purpose to the mechanical tools. These items
will be used to take apart and assemble before, during, and after the creation process. They, too,
will be crucial to the students gaining a working knowledge of electronic devices while using
electronic tools. The power tools will most likely be the best way for students to get started on
getting their parts and creating their products; mechanical tools will be their best bet after that.
Nevertheless, power tools will be a key technology for this unit.
Online Tools
Students will be asked to gain access to a couple of websites which will assist them in
learning more about electricity and provide them hands on experience to learn how electricity is
conducted and how the circuits will and will not work. They will provide them more opportunity
to earn the vocabulary of this unit. Interactive Sites-Electricity and Woodlands are great
resources to assist them. Students will gain an understanding of the vocabulary and see how
when the components are added together or taken away or manipulated, they will learn how
electricity can flow through the circuits. Also, there will be a quiz at the end for them to test
their knowledge.
To integrate technology in this lesson, we would like the students to use Lucid Chart
and/or Google drawings to build the map of their projects so anyone will be able to take their
chart to recreate the circuits they created during camp.
We would also like our students to create a brochure in Google Docs for them to add a
picture, a video, or any visual representation they choose of what they created, providing the
customer details of their product (Brochure). They will be able to describe the significance of
their creation to the world and which populations can benefit from the device.
Technology will be an important part of our unit. While the meat of the unit lies in the
science of electricity, the potatoes will be how the students make it come together. To do so, the
students will use a variety of online and physical tools. These tools will enhance their learning
and their experience, creating electrical engineers before they even get to college.
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CONTENT OUTLINE
I.
Introduction to Electricity
A. We will show This video in order to demonstrates the use of Snap Circuits, which breaks
down circuits into easy-to-use components that students can snap into place, thus demonstrating
to students that circuits arent scary!
B. This video gives students a basic overview of the main points of circuits and circuitry, focusing
mostly on how circuits work and simple vocabulary.
C. Both videos introduce the concepts of electricity, circuitry, and discuss safety precautions as well
as important vocabulary
II.
Important things to know about how electricity works

A. Valence shell
1.
Outermost shell of an atom
2.
Electrons leaving or joining another atom creates electric current
3.
Current is measured in amperes (A)
B. Electric current has two basic rules
C.
1.
Opposite charges are attracted to each other.
2.
Two like charges repel each other.
Electric current is managed by conductors, which have fewer electrons in their

shells than most other elements
D.
Electricity can be slowed or stopped by insulators, which have full or nearly full
valance shells
III.
How does a non-electrician manage electric current in circuits?

A.
Electricity is packaged into a cell.
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1.
Cells are casing that contain chemicals that produce electricity.
2.
Multiple cells with either positive (+) or negative (-) charges are called
batteries.
3. When opposite charges are connected, chemical energy produces electrical

current and the circuit is completed.
B.
Power generated by circuits is measured in volts.

1.
Voltage is produced when a positive charge and a negative charge come

together in close proximity.
2.
The flow of electricity is from negative terminal to positive terminal.
C. When a circuit is closed by a switch or connected wires, it completes and

electricity can flow.
IV.
Two types of basic circuits

A.
Series circuits
1.
All components of an electric circuit are put together end to end.
2.
Opposite charges will face each other (like charges must go in the same
direction).
3.
Charge accumulates as current flows through the complete circuit.
4.
If one element of the circuit fails (i.e. a buzzer) the entire circuit will fail.
B. Parallel Circuits
1.
More than one series circuit running parallel simultaneously creates a

parallel circuit.
2.
All elements in the circuit are independently connected to the voltage source.
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3.
If one element of the circuit fails (i.e. a buzzer) the rest of the circuit can
continue to flow because current has multiple optional routes.
V.
Basic batteries (cells)

A.
Electrochemical cells turn chemical energy (considered potential energy) into

electrical energy.
B.
1.
Two or more electrochemical cells make a battery.
2.
A basic, everyday battery is considered a lead-acid cell.
Leaving a battery connected to a constant load will cause it to die.

1.
The cells electrodes get a coating that prevents the flow of electricity,
called corrosion.
2.
All of the chemical energy originally in the batterys acid has converted to
chemical energy and the current created drops to 0.
C.
Primary cells
1.
A primary cell is a type of battery that can be disposed when it is out of

current.
D.
2.
Primary cells can be called dry cells, zinc-carbon cells, or alkaline cells.
3.
This is the kind of battery we will be using in this unit.
Secondary cells
1.
A secondary cell is a type of battery that can be recharged.
2.
Secondary cells can be recharged hundreds of times.
E.
Four common battery sizes: AAA, AA, C, and D.
F.
Batteries are usually rated as a 6 V (four cells in series) or 9 V (six cells in

series).
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VI.
Different kinds of batteries (to be discussed in unit)

A.
B.
C.
D.
VII.
Zinc-carbon
1.
Fairly long shelf life
2.
Zinc is the negative electrode; carbon rod is positive electrode
3.
Electrolyte is manganese dioxide and carbon paste
4.
Work best in application where the current use is moderate to high
Alkaline
1.
Granular zinc is the negative electrode; polarizer is positive electrode
2.
Electrolyte is potassium hydroxide
3.
Will last a long time where current use is low and intermittent
Transistor batteries
1.
Have clamp on terminals
2.
Function best when current use is low and intermittent
Silver-oxide
1.
Usually molded into button shape
2.
Used for wrist-watches, mini electronics
3.
Can be stacked to make more compact, more powerful batteries
Switches
A.
Mechanical switch
1.
Conductive parts of mechanical switches are called contacts.
2.
Closed switches allow contacts to complete the circuit and energy will flow
continuously.
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3.
A mechanical force called an actuator moves the contacts together and apart;
the actual force is referred to as an actuation force
B.
Push button switch

1.
Mechanical force makes or breaks connection between contacts
2.
Classified as normally open (n.o.) or normally closed (n.c.)

a.
n.o. switches close the circuit when activated and continue the flow
of electric current (push-to-make)

b.
n.c. switches open the circuit when activated and breaks the flow of
electric current (push-to-break)

C. Knife switch
1.
Made of strip of conductive material with an insulated appendage attached to

a hinge
2.
Moving the insulated appendage to close the hinge finishes the circuit and
conducts electric current
3.
Moving the insulated appendage to open the hinge opens the circuit and \
breaks the flow of electricity
D. Poles and throws

1.
Poles refer to the number of things that one switch can control.
2.
Throws refer to the actions needed to make closed circuit connections by a

switch.
VIII.
Insulators and Conductors

A.
Conductors allow electricity to keep flowing

1. The power of a conductor is called conductance
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2.
Symbolized by an uppercase, italicized G
3.
Unit of conductance is called Siemens
4.
B.
a.
Siemens represented by an uppercase S
b.
Sometimes called mho in older studies of electricity
As G increases, resistance (R) decreases and current (I) goes down
Insulators slow the flow of electricity and can even stop it

1.
Examples of conductors: glass, dry wood, paper, aluminum oxide
2.
Insulating materials called dielectric

a.
Means two-electricities
b.
Name comes from idea that insulating material will keep a pair of
electronically charged objects with opposite charges apart
i.
Prevents the flow of electrons
ii.
The flow would otherwise occur is the objects were to

touch or overlap
C.
Conductors and insulators must work together to make a successful circuit when
both are present.
1.
Pure elemental silver is considered the best conductor at average

temperatures
IX.
2.
Copper and aluminum are cheaper alternatives to elemental silver
3.
Steel is the strongest conductive material available at moderate cost
Components of electric circuits

A.
Battery
1.
Source of power for the circuit

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2.
Will distribute the same amount of power to multiple components if the

components are all connected (series circuit)
3.
Will need multiple batteries in order to power multiple components equally

in a parallel circuit, where components are not connected
B. Wire
1.
Most common type of wire is a rod-shaped length of conductive material like

iron, steel, copper, or aluminum
a.
Single-conductor wire called solid
b.
Multi-conductor wire called stranded
2.
Wires can have square, rectangular, or round cross-sections
3.
Uninsulated wires are called bare wires
4.
Insulators on wires include enamel, rubber, and plastic, among other

potential materials
a.
Insulated wires are best to avoid short circuits among adjacent

conductors
b.
Uninsulated wires are cheaper and are used when short circuits or
unlikely or without consequence
5.
Stranded vs. Solid wire

a.
Advantages of stranded over solid

i.
Stranded wire will be less likely to break under tension or

repeated bending
ii.
Adheres better when soldered
iii.
Stretches less
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b.
6.
Disadvantages of stranded wire

i.
Corrodes more quickly than solid wire
ii.
Doesnt hold bent position as well as solid
iii.
Has higher resistance per length than solid wire
Gauge: number to that defines wire diameter

a.
Higher gauge indicates smaller diameter
b.
Numbers apply ONLY to wire and does not account for insulators or
enamel
c.
American Wire Gauge (AWG) commonly used in United States

i.
British Standard Wire Gauge (NBS SWG) used in some

countries
ii.
Birmingham Wire Gauge (BWG) separate system with

values different from AWG or NBS BWG
7.
Resistance Unit per Length

a.
All wires have opposition to the flow of current per unit of measure
of the length of the wire
b.
Opposition is expressed in unit called micro-ohm per meter
c.
Larger gauges have greater resistance
8.
Current-Current Capacity: ability of wire to handle AC/DC safely
9.
Ways to manipulate wire

a.
Twist Splice: bring the exposed ends of two wires close together and
parallel, twisting them over each other several times
i.
Works with both solid and stranded wires

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ii.
Wires need to be of the same type and approximately the

same gauge
iii.
Twist splice has poor mechanical strength
iv.
Best for indoor and temporary connections
v.
Common inside utility outlets and lamps because

mechanical strength is not an issue
vi.
Plastic caps can be used to provide insulation and hold

wires together
b.
Western Union Splice: wires are brought together end to end and
overlap about two inches, hook around each other, and the twist
several times
c.
i.
Best splice for maximum possible mechanical strength
ii.
Best splicing method for wire expected to support weight
iii.
Each end should be twisted 10-12 times
Soldering
i.
Coating on wire for support
ii.
Best possible electrical bond; reduces wire tendency to pull

apart
iii.
Lasts for a very long time
iv.
Large wires should be coated on both ends before

connection, called tinning
v. Done with a soldering gun or soldering iron

vi.
Improperly soldered joint becomes a cold solder joint

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vii. Finished solder will be shiny and clean in appearance

C.
Components
1. Components refer to the major objects along a circuit, such as a
television or a lamp
2. Each component of a circuit is represented by a rectangle or block in
a schematic diagram
X.
Identifying amount of energy required to make object work

A. The Law for Voltage
1.
Sum of all voltages in a closed loop DC circuit always equals 0 volts
2.
Total amount of current flowing into circuit will always equal the around
coming out
B.
Math (to know how much power is needed to make the object(s) work
1. Balancing power source with receiving object

2. Relating voltage available to items on circuit
XI.
Students will develop a drawing of what their circuit can be housed in

A.
Does your object/circuit need to be housed in a container?
B. What materials are needed to create your circuit and accompanying objects?
C.
How can you find the potential cost of creation for your invention?
1. Potentially have students create a cost analysis?
2. Is this a product that is actually feasible for production and
household use?
3. Which population will this device serve?
XII.
Reviewing content
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A.
Review all of the elements that are needed to create a circuit and apply the
knowledge to create and complete their circuit to solve the problem they have
identified.
B.
Online tool will be used to assess student knowledge during the review
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LESSON #1
YOU HAVE TO BE BRIGHT TO USE CIRCUITS!
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I. DEFINE OBJECTIVES AND CONTENT

Students will develop a working knowledge of circuitry and
LESSON electricity through hands on activities and be able to explain the basics of
the aforementioned.
OBJECTIVE
POINT
TO PONDER
ESSENTI
AL QUESTION
CONTEN
T
Outline
the content you
will teach in this
lesson.
Without electricity, modern life would cease to exist.

What is a successful circuit capable to achieving?
I.
Introduction to Electricity
A. This video demonstrates the use of Snap Circuits, which
breaks down
circuits into easy-to-use components that students can snap
into
place, thus demonstrating to students that circuits are not
scary!
B. This video gives students a basic overview of the main points
of
circuits and circuitry, focusing mostly on how circuits work
and
simple vocabulary.
Both videos introduce the concepts of electricity, circuitry, and
discuss safety precautions as well as important vocabulary
II. Important things to know about how electricity works
A. Valence shell
1. Outermost shell of an atom
2. Electrons leaving or joining another atom creates
electric current
3. Current is measured in amperes (A)
B. Electric current has two basic rules
1. Opposite charges are attracted to each other.
2. Two like charges repel each other.
C. Electric current is managed by conductors, which have
fewer
electrons in their shells than most other elements
D. Electricity can be slowed or stopped by insulators, which
have full
or nearly full valance shells
III. How does a non-electrician manage electric current in circuits?
A. Electricity is packaged into a cell.
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1. Cells are casing that contain chemicals that produce

electricity.
2. Multiple cells with either positive (+) or negative (-)
charges are
called batteries.
3. When opposite charges are connected, chemical energy
produces electrical current and the circuit is completed.
B. Power generated by circuits is measured in volts.
1. Voltage is produced when a positive charge and a
negative
charge come together in close proximity.
2. The flow of electricity is from negative terminal to
positive
terminal.
C. When a circuit is closed by a switch or connected wires, it
completes and electricity can flow.
IV. Two types of basic circuits
A. Series circuits
1. All components of an electric circuit are put together
end to
end.
2. Opposite charges will face each other (like charges
must go in
the same direction).
3. Charge accumulates as current flows through the
complete
circuit.
4. If one element of the circuit fails (i.e. a buzzer) the
entire
circuit will fail.
B. Parallel Circuits
1. More than one series circuit running parallel
simultaneously
creates a parallel circuit.
2. All elements in the circuit are independently connected
to the
voltage source.
3. If one element of the circuit fails (i.e. a buzzer) the rest
of the
circuit can continue to flow because current has
multiple
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optional routes.
V. Basic batteries (cells)
A. Electrochemical cells turn chemical energy (considered
potential energy) into electrical energy.
1. Two or more electrochemical cells make a battery.
2. A basic, everyday battery is considered a lead-acid cell.

B. Leaving a battery connected to a constant load will cause it to
die.
1.The cells electrodes get a coating that prevents the flow of
electricity, called corrosion.
2. All of the chemical energy originally in the batterys acid
has
converted to chemical energy and the current created drops
to 0.
C. Primary cells
1. A primary cell is a type of battery that can be disposed
when it is
out of current.
2. Primary cells can be called dry cells, zinc-carbon cells, or
alkaline cells.
3. This is the kind of battery we will be using in this unit.
D. Secondary cells
1. A secondary cell is a type of battery that can be recharged.
2. Secondary cells can be recharged hundreds of times.
E. Four common battery sizes: AAA, AA, C, and D.
F. Batteries are usually rated as a 6 V (four cells in series) or
9 V (six cells in series).
VI. Different kinds of batteries
A. Zinc-carbon
1. Fairly long shelf life
2. Zinc is the negative electrode; carbon rod is positive
electrode
3. Electrolyte is manganese dioxide and carbon paste
4. Work best in application where the current use is moderate
to high
B. Alkaline
1. Granular zinc is the negative electrode; polarizer is
positive
electrode
2. Electrolyte is potassium hydroxide
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3. Will last a long time where current use is low and

intermittent
C. Transistor batteries
1. Have clamp on terminals
2. Function best when current use is low and intermittent
D. Silver-oxide
1. Usually molded into button shape
2. Used for wrist-watches, mini electronics
3. Can be stacked to make more compact, more powerful
batteries
II. PRE-PLANNING
What will
Students will understand how a circuit is developed and
students
successfully completed. Students will develop knowledge of where
UNDERSTAND as a circuits are used, why they are necessary in those positions, and how they
result of this lesson? work in various situations. In understanding this, students will be able to
How does this
discuss what circuits can do, be used for, and beyond.
connect to the
Essential Question?
After this lesson, students will be able to draw a basic map of a
What will
working circuit as well as explain the origins and components of
students be able to
electricity. Students will be able to visualize and identify places where
DO as a result of this circuits will use electricity to make things work. Students will be able to
lesson?
explain how electricity contributes to the technology and inventions that
are on the horizon.
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III. PLANNING
HOOK
Describe
how you will grab
students attention
at the beginning of
the lesson.
BE
CREATIVE.
TIME: 5:00 MINUTES

Partner students. Have one wear a necklace with a picture of a
battery and one with a picture of a light bulb.
Give the battery a basket of small balls (small bouncy balls)
(representing electrons). Have the battery toss all the balls to the
light bulb. Ask students: What now?
Explain that the balls help represent the completion of a closed
circuit. As students: how did you complete the circuit?
Tell students: let us make the light bulb brighter. Give the battery a
bucket of larger balls (tennis balls). Have students toss the balls
harder. Ask students: what was the difference in impact?
Explain that the increased force mimics voltage (V). This is the
pressure under which electric current flows. The more power given
by the battery to the light bulb, the more power flows to the light
bulb, and the light bulb becomes brighter.
Tell students: let us take away the pressure and toss the balls faster.
Ask students: what is different? (Answer: more balls per second).
Does more balls mean more energy? Yes!
Explain that this mimics current (how electricity flows) (I) and
Amps (how much current is flowing) (A).
Tell students: let us get a full picture of electric current. Now let
us
toss the tennis balls harder and faster. Ask students: what are we
combining? What do you think is happening?
Explain that this activity models total power (P). P = I x V. Here,
your total power is the number of balls.
Have students put the balls into a basket, one by one. Explain that
when students put the ball in the basket, it mimics a switch and shuts off.
To turn it back on, we need to POWER UP and learn the basics of
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electricity.
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INSTRUCT
TIME:
ION
Explain
Step-by-step what
you will do in this
lesson. Be explicit
about ties to Points
to Ponder, Essential
Question, and
Interactions here.
Include ALL
support and
teaching materials
with your unit.
10 MINUTES: Students will view a PowerPoint presentation

containing and outlining the days content. Students will be engaged with
the teacher through intermittent questions and small group discussions as
appropriate. View the presentation here.
5 MINUTES: Teachers will guide students through a virtual circuit
building experience. Teachers will watch as students create their circuits
and create inquiry about the logical and reasoning behind their decisions
to place certain components a certain way. Students will use
ChromeBooks to build a virtual circuit on this site.
5 MINUTES: As a class, instructors will guide a class discussion
about creating circuits. How did you know what to create? What made the
circuit complete? What were the various elements that were required?
Teachers will facilitate an organic instruction including these questions
and more. This will allow the students to further develop ideas related to
the Essential Question.
3 MINUTES: Safety procedures will be reviewed by teachers.
These safety procedures will include:
Always wear your safety goggles when working with any
materials related to electronics.
When using a wire stripper, be sure to hold the tool on the
insulated handles only. Never bring your fingers near the head of the tool.
Be cautions when handling exposed wire. Make sure your hands
are clean and dry. Never bring exposed wire near your face
Directions on how to safely and accurately use wire strippers
30 MINUTES: Lumos! Lets make a magic wand.
Adapted from: Gabrielson, C. (2013). Tinkering: Kids learn by
making
stuff. Sebastopol, CA: Maker Media, Inc.
Materials:
PVC tube
diameter & 10 long
small, pointy holiday light bulb
three AA batteries
22 gauge connection wire
paper clip
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electrical tape
aluminum foil
paper
Tools:
wire strippers
scissors
hot glue gun and glue
Step 1: Snip off a single holiday light and strip its leads
(connectors).
Step 2: Cut a piece of connection wires a little longer than the
tube.
(This will be pre-done for students). Twist the stripped
ends to
the stripped leads of the light, with one paperclip at the
other
end, the other with a small amount of aluminum foil.
Tape at
least one set of the twisted wires so they dont touch an
destroy the circuit.
Step 3: Put three AA batteries head to tail, like charges away
from
each other, and roll them tightly in the piece of paper.
Use a
piece of tape to prevent this from unrolling.
Step 4: Cut and strip more connecting wire with some
aluminum
foil wrapped around the end. Tightly tape the two foil
tabs to
the two ends of the battery pack. The batteries should
be all
tightly touching. Manipulate the stretchiness of the tape
to
make sure everything is tight. This ensures good
connections.
Wrap the tape around tightly end to end a few times.
Step 5: Lay the circuit out just as it will slide into the magic
wand:
wire battery pack wire light bulb wire.
Step 6: Put everything into the PVC tube. Make sure the light
bulb
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comes out at one end. The two bare wires at the base
can be
connected to make the light come on. You can touch
them or
twist them when you want to see the light.
Step 7: Take the paperclip and bend one end slightly out. Hook
that
end into the pre-drilled hole in the side of the PVC pipe.
Rebend the paperclip to ensure the hook is sturdy.
Step 8: Take the open, stripped wire and lace it through the hole
as
well. Wrap the excess around the PVC. Be sure that the
exposed end reached near the paper clip. Use a piece of
electrical tape to hold this exposed wire in place near
the paper
clip.
Step 9: Close the ends of the PVC pipe with electrical tape.
Tape any
excess wire with electrical tape. Fasten the light to the
top end
of the wand.
7:00 MINUTES: Brainstorming the Product
Have each student choose an everyday household issue (room is
not clean, food overcooking, electronic devices overheat and power down,
etc.)
Students will brainstorm their problem, safety issues and safety
solutions on a graphic organizer. View the organizer here.
Students will come up with at least 5 safety related issues that they
face when encountering their situation. For each issue, a corresponding
solution should be proposed.
Students will be required to consider electricity when
brainstorming their ideas.
Students will be asked to consider this task in terms of
HORIZONS. What kinds of invention and solutions are on the horizon
that may help solve your household issue? What can you modify about
those solutions or create to enhance them? What can you create from
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original thought?
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ASSESSME
TIME: 10:00 MINUTES
NT
(Performanc
e Task) What will
the students DO to
demonstrate that
they have mastered
the content? Be
specific and include
actual assessment
with unit materials.
PADLET: students will respond to the essential question using the

Day One Assessment Padlet. Students will spend 4:00 MINUTES
completing their answer to post. After response, the instructors will put
the Padlet responses on the board and select three for students to respond
to further.
PLICKERS: Students will respond to several multiple choice
questions in for instructors to get an understanding of the students
knowledge of circuits and electricity. These questions will be directly
derived from the content of the PowerPoint presentation that students
viewed earlier in the lesson.
Each student will be given a Plickers card and will answer ten true
or false questions. In order to monitor the assessment, the teachers will
use the Plickers mobile app to scan the room and gather the assessment
information.
Each question is to be answered in multiple-choice format.
These questions can be found in the Day One AIG assessment
folder of Nicoles Plickers account. This is not available in a shareable
link.
The questions read as follows:
1. How is current measured?
A. Current (I)
B. Voltage (V)
C. Amperes (A)
2. What causes electric current?
A. Two like charges touch each other.
B. Conductors grab charge from electrons.
C. Electrons jump from one atom to another.
3. What is an electric cell?
A. A casing containing chemicals that produce
electricity.
B. The smallest part of the human body.
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C. A charge contained into a device.

4. What makes a primary cell different from a secondary cell?
A. Primary cells should be disposed of when they die.
B. Primary cells should be used before you try to use a
secondary cell.
C. A secondary cell is only to be used in small objects.
5. Which is a trait of a series circuit?
A. The circuit is set up so its components start working one
after the other.
B. All components are linked together end to end.
C. Voltage is gathered through all components of the circuit.
6. Which is a trait of a parallel circuit?
A. All components are independently connected to the
voltage source.
B. The rest of the circuit can work even if one component
fails.
C. Both A & B are true.
DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT
THE STUDENTS HAVE MET YOUR STATED LESSON OBJECTIVE? YES OR NO
ASSESSMENT AND INSTRUCTIONAL MATERIALS
Insert ALL materials here including Assessments and Instructional Materials.
Explicitly LIST any additional files for this lesson. Be sure that ALL materials have been
submitted for this lesson.
Day One Content Presentation
Brainstorming Your Invention Graphic Organizer
Day One Assessment Padlet
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LESSON #2
Turn Yours Skills ON!
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Students will be able to explain how electronics are turned on and
LESSON
off and why this occurs. Students will be able to show how a switch is
built and the mechanisms, which make it, work.
OBJECTIVE
POINT TO
PONDER
ESSENTIAL
QUESTION
CONTENT
Outline the
content you will
teach in this lesson.
Circuits can self-create and self-destroy the energy that flows

through them.
Why is it important to be able to control the flow of energy to and
from a device?
I.
Switches
A. Mechanical switch
1. Conductive parts of mechanical switches are
called
contacts.
2. Closed switches allow contacts to complete the
circuit
and energy will flow continuously.
3. A mechanical force called an actuator moves the
contacts
together and apart; the actual force is referred to
as an
actuation force
B. Push button switch
1. Mechanical force makes or breaks connection
between
contacts
2. Classified as normally open (n.o.) or normally
closed
(n.c.)
a. n.o. switches close the circuit when activated
and
continue the flow of electric current (push-tomake)
b. n.c. switches open the circuit when activated
and
breaks the flow of electric current (push-tobreak)
C. Knife switch
1. Made of strip of conductive material with an
insulated
appendage attached to a hinge
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2.
Moving the insulated appendage to close the
hinge
finishes the circuit and conducts electric current
3.
Moving the insulated appendage to open the hinge
opens the circuit and breaks the flow of electricity
D. Poles and throws
1. Poles refer to the number of things that one switch
can
2.
control.
Throws refer to the actions needed to make closed
circuit
connections by a switch.
II. PRE-PLANNING
What will
After this lesson, students will understand the connection between
students
a device and its power source. They will be able to recognize and explain
UNDERSTAND as a the scientific importance of being able to power source a device as well
result of this lesson? as the reasoning behind being able to control the power. Students will
How does this
understand the possibilities on the horizon for remotely and directly
connect to the
controlled electronics.
Essential Question?
Students will be able to build a working switch and properly place
What will
it into a working circuit. They will be able to explain the components of a
students be able to
circuit and how they synergize to make the switch working for the
DO as a result of this
device. In addition, students will know and use the vocabulary associated
lesson?
with the use and build of a switch.
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III. PLANNING
HOOK
TIME: 5:00 MINUTES
Describe
how you will grab
A maze will be pre-laid on the floor. The maze will be made of
students attention
squares of four different colors: red, yellow, green, and blue. Only two
at the beginning of
colors, red and blue, will be successful. The students will not know the
the lesson.
colors that are successful.
BE
CREATIVE.
The maze will have many breaks. The colors that are successful
will have available bridges to the breaks (intended to model switches and
component connections). Other colors will also have bridges, but will
eventually have an end and never a complete path to the finish of the
maze.
Students will be instructed that they must remain on the same
color to get to the end of the maze, and may use any available
connections as they go through. At the end of the maze, the will reach
the Horizon of Possibility.
INSTRUCT
Once all students have completed, they will discuss (via Padlet):
What was necessary to complete the maze?
What happened when the maze arrived at a break?
If you chose an unsuccessful color, what could you have added to
close the gap?
If you chose a successful color, what was the key to finishing the
maze?
Please find the link to the Padlet posting responses here.
TIME:
ION
Explain
Step-by-step what
you will do in this
lesson. Be explicit
Question, and
Interactions here.
Include ALL
support and
teaching materials
with your unit.
3:00 MINUTES: Explain to students that today they will learn

about how to control the power that flows to their device. Ask, When you
turn on a light, how are you in control? Guide students to understand that
they control the power using the switch. Address the Essential Question.
Ask students what was necessary to make their magic wands work
in yesterdays lesson. Guide students to convey that the magic wand
worked when the circuit was closed. Explain that students control whether
a circuit is open or closed by use of a switch. Tell students there are many
types of switched, but today we will only be learning about a few.
Tell students that in order to learn about switches, we are going to
make a simple mechanical switch. Show the first slide of the DAY TWO
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PRESENTATION. This slide discusses the basics of mechanical switches.

23 MINUTES: The students are going to make a simple switch.
We will be using the guide from Switched on Kids. The graphic in the
guide varies slightly from the directions below. This is to make the colors
of the wires continuous through the entire project.
Display the graphic as the lesson continues. Teachers will let
students know that the directions they will be giving are more exact than
the guide, and the guide should only be used as just that.
Materials:
2 flat head thumbtacks
AA battery
Cork
Paper clip
Three wires, of high gauge and different colors (red, blue, and
gold) stripped on both ends
Clear tape
Light bulb
Ceiling socket
Tools:
Wire stripper
Screwdriver
Step 1: Secure one end of the red wire and the blue wire to the
ceiling socket. To do this, remove the screws from the
holes. Wrap the exposed wire around the base of the
screws head, and screw the wires back into their holes.
Step 2: Use the clear tape to secure the blue wire to the positive
charge on the battery (+).
Step 3: Wrap the other end of the red wire around one thumbtack
and
and the gold wire around the other. Push the thumbtacks
into the
rounded part of the cork, near the ends of the cork, but not
into the
actual ends. The tack with the red cork should be pushed
into the
cork closes to the socket. The gold wire should be pushed
into the
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cork away from the socket. One thumbtack, with the gold
wire,
should be pushed in so that it fixes the paperclip into
position.
Step 4: Attach the other end of the gold wire to the other end of
the battery, where the negative charge can be found (-).
Step 5: Move the paperclip up and down so that it touches the
thumbtack with the red wire. This will complete the circuit
and
the bulb will turn on and off.
NOTE: When students are finished, their switch and circuit should
coordinate with the final step in the example.
Teachers will begin a discussion with students. Teachers will ask
why the paper clip was able to make the bulb turn on and off. The two
answers to focus on include the completion of a circuit and the fact that
the items, which allowed electricity to flow, are metal. (Insulators and
conductors will be discussed on Day 3).
10 MINUTES: Teachers will review the other kinds of switches
with students on the second, third, and fourth slides of the DAY TWO
PRESENTATION. This will also include some vocabulary review, a
discussion question asking students to apply knowledge of and analyze
push button switches, a discussion question requiring students to analyze,
compare, and evaluate an exposed and a covered knife switch, and a
discussion question requiring students to evaluate their homemade
switches.
7 MINUTES: Review with students the different kinds of batteries
that were discussed on Day One. To do this, each student will be given
one (or more) characteristics of a battery that will have an adhesive on the
back. Teachers will reveal a type of battery and ask students with a
characteristic of that battery to individually come forward with their
characteristic. At the end of the review, the display will be completed with
the four types of batteries and the accompanying characteristics. The
MATERIALS FOR BATTERY REVIEW can be found in this link.
15 MINUTES: Now that batteries have been reviewed, students
knowledge of the characteristics of various types of batteries has been
refreshed. Teachers will tell students that they will be making their own
battery pack, which will broaden their horizons in terms of what their final
product can be by guaranteeing a power source.
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Adapted from: Bartholomew, A. (2002). Electric mischief.

Tonawanda, NY: Kids Can Press, Ltd.
Materials:
Small, thin nail
Film canister/pill bottle with lid, large enough to hold a C battery
1.5 V C battery
Aluminum foil pie plate
Masking tape
Two wires, of a high gauge
Permanent marker
Scissors
Tools:
Wire stripper
Step 1: Strip the wire so that about 3 inches of one end of each
wire is
exposed.
Step 2: Coil the exposed end of each wire to be about the size of a
dime.
Step 3: Use the nail to pop two holes on the same side of the film
canister, but opposite each other. One hole must be towards
the top of the canister, and one at the bottom.
Step 4: Lace the covered end of one wire into the canister and out
the
bottom hole so the coiled wire is left inside. Do the same
with
the other wire, but this time, through the top hole. The
canister
should now contain two coils.
Step 5: Use the marker to trace around the C battery on the pie
plate
and cut out the traced circle. Drop the circle into the film
canister so that it covers the coil on the bottom.
Step 6: Pull the top coil so that the wire is given some slack. You
should be able to get materials past it. Place the C batter
into
the center of the canister with the negative (-) charge facing
downward.
Step 7: Use masking tape to tape the exposed coil to the positive
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(+)
charge of the battery. Ensure that the bare end of the coil is
not
exposed and does not hang over the side of the battery.
Step 8: Close the lid tightly so that the battery is squeezed between
the
bottom and the lid.
Teachers will remind students that the homemade switch and
homemade battery pack can and should be used towards the creation
of the final product.
Students will be shown a sample brochure that has been precreated by the instructors. This brochure will include:
Product Overview (photo of end product)
Description of the product (photo of blueprint)
Dimensions of the product
Information on how to upgrade the product
Details of how the product can be used
The instructors will review the brochure in depth. The instructors
will begin by reviewing the basic tools in Google Docs, including
inserting a photo, inserting a text box, and details of the product. Then,
the instructors will review each component of their brochure.
The instructors will go into great detail about the content of each
element of the brochure. The teachers will discuss how each element of
the sample meets expectations. Students will be reminded to emphasize
the uniqueness and engineering of their product as well as to continually
remind the potential buyer why the invention is the best solution to the
household problem.
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ASSESSME
TIME: 5:00 MINUTES
NT
(Performanc
e Task) What will
the students DO to
demonstrate that
they have mastered
the content? Be
actual assessment
Students will be assessed using Plickers. Each student will be

given a Plickers card and will answer ten true or false questions. In order
to monitor the assessment, the teachers will use the Plickers mobile app to
scan the room and gather the assessment information.
Each question is to be answered True/False, with True being A
and False being B on the Plickers card.
These questions can be found in the Day Two AIG folder of
Nicoles Plickers account. This is not available in a shareable link.
The questions read as follows:
Parts of switches that allow electricity to conduct are called
contacts. TRUE
The actual force moving the switch is called an actuator. FALSE
Poles refer to the actions needed to control a switch. FALSE
A push-to-make connection means pushing the switch will close
the circuit and turn the bulb on. TRUE
In a knife switch, moving the actuator to close the switch
completes the circuit. TRUE
NOTE: This questions features a picture of a knife switch for
student reference.
Actuators make and break the connections between points of
contact in a switch. TRUE
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Day Two Content Presentation
Padlet responses for lesson hook
Switched On Kids Simple Switch Directions
Materials for Battery Review
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LESSON #3
No Scheming Here
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Students will understand how to create a circuit and balance the
power so the object will receive power to work or turn on.
LESSON
OBJECTIVE
POINT TO
PONDER
Students will be given snap circuit sets (parts/circuit boards) and

directions on how to create a successful electronic circuit.
Students will be able to assemble several basic circuits that will
help them understand and be able to explain the power to product
correlations.
How does the addition and removal of power control the function
of a device?
Do we control circuits, or can circuits control themselves?
ESSENTIAL
QUESTION
CONTENT
Outline the
content you will
How does the power source impact the powering of an object?

I. Insulators and Conductors
a. Conductors allow electricity to keep flowing
b. Insulators slow the flow of electricity and can even stop it
c. Conductors and insulators must work together to make a
successful circuit when both are present.
II. Components of electric circuits
a. battery
b. wire
c. object
III. Identifying amount of energy required to make object
work
a. volts (battery/object requirement)
b. math (to know how much power is needed to make the
object(s) work.
IV. Students will develop a drawing of what their circuit can be
housed in
a. Container
b. materials needed
c. cost
i. Potentially have students create a cost analysis?
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ii. Is this a product that is actually feasible for production

and
household use?
iii. Which population will this device serve?
II. PRE-PLANNING
Students will learn the importance of following directions and
through trial and error will complete creating a circuit.
What will
students
UNDERSTAND as a
result of this lesson?
How does this
connect to the
Essential Question?
Students will understand that circuits can only be successful

through the manipulation of a certain set of electrical rules, but are
capable of anything when those limitations are used correctly. Students
will also understand how to change and consider these limitations in
order to create a particular product. They will be able to explain the
relationship among circuit components and the power source and know
how to use that relationship to create electricity and execute electric
tasks, thereby understanding the Essential Question.
Create two simple circuits: one broken by a key (conductor) and
one broken by a rubber band (insulator).
What happens? Have students experiment, tinker, and reflect for
learning.
Students will practice understanding schematics by receiving
schematics cut up like puzzles and will be asked to reassemble the
schematic map as a check for understanding - will need to be able to
answer discussion questions afterwards (ie: how do you know your
schematic is correct? [because the circuit is complete])
What will
students be able to
Visit from Nancy (expert) - discuss and teach knowledge of
DO as a result of this
circuitry thus far as well as the days content (conductors, insulators, and
lesson?
schematics); help students create accurate schematics of proposed
products. Students participate in learning how electricity travels with the
aid of pipes and water and how they will be able to control the energy.
(Nancy has created a demonstration as part of her visit and will use that
to convey some of the days content).
Students will use Circuit World to create a schematic model of
their design they created which shows the pathway the energy needs to
take in order to make the device they created work. They will also use
Circuit World to see if their schematic can be translated into practice and
be built.
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III. PLANNING
HOOK
TIME: 5:00 Minutes
Describe
how you will grab
Students will learn the importance of following directions and
students attention
at the beginning of
through trial and error will complete creating the circuit.
the lesson.
BE
Students will arrive and see two complete circuits. They will be
CREATIVE.
given an index card either reading A or B. One circuit completes a
flying wheel while another completes an alarm. Students with card A
will be assigned the flying wheel, while students with card B will be
assigned the alarm.
Students will study their corresponding complete circuits for 1-2
minutes paying close attention to the synergy of the circuit parts. After
studying the circuit board, the students will be given a Snap Circuit board
of their own. They will recreate the same circuit they have just studied
using the Snap Circuits. Students will be given these instructions by the
teachers. Students will also be told that the team who is able to complete
their Snap Circuit the quickest and with success will win a shockingly
cool prize.
While the circuits are being created, or after if they so choose,
students will be given an 11 x 17 sheet of graph paper on which to
recreate a diagram of their snap circuit. Because schematics have not
yet been heavily introduced, students will be asked to use their
imagination and best judgment as to what they think a diagram should
look like if an engineer were to pick it up and work from it. Students will
have 15 minutes to work on their circuits as well as their diagram.
Students will also be reminded that the key to this building contest
is efficiency. Students must be quick but accurate. Teachers will
reinforce with students that some of the most important parts of being a
successfully electrical engineer are the ability to follow the rules of
electricity and also the ability to manipulate those rules to make new
creates and make the technology on the horizon a reality.
INSTRUCT
TIME: 20:00 Minutes
ION
Explain
Step-by-step what
Students are embarking on a new horizon of electronic snap

circuits. They will begin designing their own electronic device. They will
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you will do in this

lesson. Be explicit
Question, and
Interactions here.
Include ALL
support and
teaching materials
with your unit.
also learn how electricity flows from our expert. What they have learned
from previous days will help them on their third horizon of learning about
electronic circuits.
Students will review their work on recreating the alarm and create
a diagram in Circuit World of their own electronic circuit. They will be
able to test their design and make any necessary corrections. They will be
provided with the currentlydangerous.weebly.com site. They will take a
screenshot of their desigs and place them in our Weebly site on the
Currently Dangerous Circuit Company Catalog page.
Students will use our expert, Nancy Mannning-Moore, to learn
how electrical engineers look at designs and troubleshoot. Our expert will
use models supplied by electric energy to show students the possible
pitfalls of engineering and continue to emphasize with students that it is
important to persevere, no matter what problems may be on the horizon.
Nancy will be demonstrating how electricity can flow through the use of
valves. A device with tubing, colored water, and control valves will be
used to demonstrate energy flowing through the tubes. This device will
mimic a simple series circuit. Nancy will also discuss power relative to the
device, delivering content regarding the appropriate selection of a power
source related to the component. This will not only present students with a
new knowledge of the control and use of electricity, but will give a more
in-depth look at content covered previously, such as switches and the
importance of a closed circuit, in addition to other topics. Nancy will also
be available to the students to give constructive criticism regarding their
diagrams, plans, and devices. Nancy will deliver instruction for
approximately 20-30 minutes but will be present and available the entire
period.
Teachers will take a sample diagram and show it to students,
asking them to find design flaws in the diagram. This diagram will have
errors that would cause the circuit to fail. Students will be asked: What are
the first things you look for? What are the elements that you look for on a
diagram to determine if the circuit will work?) What are the most
important elements? What must the diagram include? (battery, object,
connection to the battery) How can these errors be fixed?
Next, students will look at the sample diagram that is simple and
can easily be improved upon with the knowledge the students have thus
far acquired. Teachers will ask the students: How can this circuit be
improved? What can be added to make it more complex and capable of
more? Should this circuit be used to power something else? What
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components can be removed for maximum efficiency? Through the

aforementioned activities, students will be receiving instruction on
troubleshooting and problem solving a circuit, skills they will then be able
to translate to their own circuits and consequential products.
Once all designs have been placed on the webpage, students will
be grouped together in small groups and review each others designs and
determine if any changes can be made to improve their design. Questions
that the teachers will ask are: Was this design tested? How can the design
be improved? Are there other resources that can be used to still yield the
desired effect? What could the impact be if the changes in the design are
made? How will the device work if the flow of energy changes? If
someone identifies an error or a different method that can be used, they
can ask the designer and discuss their thoughts. Changes can be made to
the design if needed or desired and the image can be reloaded to the
webpage. Students will be asked to test the suggested improvements to
determine if they are beneficial to the design.
Discuss: How can the device be changed to meet the desired
outcome in a more efficient manner? What impact will the device have on
society? What population will it impact?
Materials:
Circuit board kits
Learn Pad
Website (Circuit World)
Weebly for resource and posting diagrams
Recycled electronics
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ASSESSME
TIME: 30:00 Minutes
NT
(Performanc
e Task) What will
the students DO to
demonstrate that
they have mastered
the content? Be
actual assessment
Students will begin to create a schematic of their proposed device.

Teachers will instruct students that, in addition to the Snap Circuit pieces,
students will have the recycled electronics as well as their past creations at
their disposal (students will be reminded that they have thus far created a
battery pack, a switch, and a light source). Once the schematics have been
created on Circuit World, students will share their designs from Circuit
World with a group (designated by numbers) and will have to recreate the
circuit they designed on Circuit World. This tool will allow students to
produce a true schematic with a kid-friendly method of assembling virtual
pieces. This is particularly helpful because students simultaneously get
the experience of creating a schematic diagram while also learning about
the many symbols that are used to create a schematic.
Students will continue to work on their final product, which was
started in previous lessons. They will be told that it may not be finished
the same day, but there are always new horizons, so taking more than one
day to create their device allows their brains to continue to consider the
possibilities. Students are to follow the design of their schematic; if they
run into issues with the schematic, the teachers will make it known that
they are available to help troubleshoot. After they have completely
recreated the schematic, they will then review it and make suggestions on
how it can be altered and/or improved using the Snap pieces. Students will
add to and manipulate the switch, battery pack, and even magic wand that
have been created in other days if they so choose. They will also have
Snap Circuits available as a resource to continue to build their device.
Students will discuss how their invention can be useful to someone else
and how it will benefit society. Teachers will refresh on the Kagan
strategy of Think-Pair-Share to discuss the aforementioned. To do this,
teachers will demonstrate the strategy one time, taking questions or
confusion as needed, with the understanding that the students have a
general knowledge of this Kagan strategy. This will simply serve as a
refresher in case of a summer slide.
Students will review vocabulary and play Kahoot to check for
understanding. (KahootIt!)
1. Identify the symbol for battery.
2. Identify the symbol for switch.
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3. Identify the symbol for motor.

4. Identify the symbol for buzzer.
5. Identify the symbol for lamp.
KahootIt!
Circuit World
Snap Circuit Boards
Day 3 Content Presentation
Sample diagram

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LESSON #4
You Light Up My LIfe
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Students will create their device with electronic circuits.
LESSON
OBJECTIVE
Students will identify the problem in a circuit board and

determine the solution to make the circuit board work.
Problem solving is a must when creating a circuit.

POINT TO
PONDER
ESSENTIAL
QUESTION
CONTENT
Outline the
content you will
There are ways to find solutions to problems that have not

occurred yet through perseverance.
Why is it important to review the circuit components to determine
if the circuit will be successful?
Review all of the elements that are needed to create a circuit and
apply the knowledge to create and complete their circuit to solve the
problem they have identified.
Teachers will review the process of troubleshooting and
preventative engineering from yesterday. Students will be asked the
Essential Question directly, and teachers will facilitate organic instruction
related to the topic of thinking through and ahead of the students
inventions. Students will be given time to continue to work on their
inventions and will be reminded to continue to think ahead and use their
schematic diagram as a guide for building, and also as a method of
problem anticipation. As students continue to build, teachers will be
available to help, fostering one-on-one or small group conversations
about confusion, next steps, or even to help spark new ideas among
engineers.
Students will take their schematics and continue to build their
final product and test to ensure success.
Once students feel they have achieved their products purpose,
students will adjust or completely change their schematics as necessary.
Students will also be asked to talk as they build, fostering engineering
conversations. Teachers will circulate the room, encouraging the use of
vocabulary, technical terms, and the comprehension of ideas as they have
been taught over the last three lessons. Students will be instructed to
continually test their devices in order to troubleshoot and improve their
inventions. Students will be reminded testing is important; you never
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know what problems are on the horizon!
II. PRE-PLANNING
Students will understand how to create an electric circuit which
will help positively impact society.
Students will take the content learned and apply it by creating a device.
Students will have the opportunity for real world application of
the content by further developing their household invention for practical
use and consistent success.
What will
students
UNDERSTAND as a
result of this lesson?
Students will be able to effectively communicate the components
How does this
of electric circuits and what is necessary in order for the circuit to power
connect to the
a device.
Essential Question?
Students will be able to apply concepts and terms and effectively
explain and manipulate the components of an electric circuit. Students
will have an understanding of what is necessary for a device to be
properly powered and properly functioning.
By the end of this lesson, students will be able to identify
What will
components of circuits, create an electric circuit, create the blueprint for
students be able to
their circuit and create a brochure so a catalog can be created to sell their
DO as a result of this product.
lesson?
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III. PLANNING
HOOK
TIME: 10:00 MIN
Describe
how you will grab
Students will review the terms by completing Electricity and
students attention
Circuits.
at the beginning of
the lesson.
Students will be presented with different circuit boards and will
BE
have to problem solve to make them work. Teachers will pre-create
CREATIVE.
unfinished Snap Circuit boards for students to examine and complete
correctly. There will be four incomplete circuit boards available for
students to examine in is pre-assigned groups based on a number given as
they walk through the door.
Students will be given a number 1-4 on a card as they enter the
room. At various locations in the classroom, teachers will have placed
incomplete Snap Circuit boards that do not work because they are missing
a component. Teachers will have taken pictures of the incomplete circuit
and pre-placed the pictures into a PowerPoint presentation. (This
presentation is not shareable because we will not be able to create it until
we set up the hook.)
As a team, students will need to examine the Snap Circuit boards
and determine what component is necessary to complete the circuit, and
why. Teachers will ask students to consider: are there other solutions than
the one you came up with? Can the current pieces be manipulated to solve
the problem, or does something need to be added? What is the function
and purpose of the missing component?
Students will take a picture of the completed circuit they repaired
and share how they were able to repair it to make it work.
Students will take a picture of their completed/repaired circuit with
a Learnpad. The students will be asked to put the pictures on the Currently
Dangerous Weebly, where instructors will grab them and place them sideby-side in the PowerPoint next to the original, incomplete circuit. Each
group will then be asked to briefly discuss how they completed their
incomplete circuit, using the comparison pictures and teacher prompting
as a guide for talking points.
INSTRUCT
TIME: 50:00 MIN
ION
Page 70 of 72
CURRENTLY DANGEROUS
Explain
Step-by-step what
you will do in this
lesson. Be explicit
Question, and
Interactions here.
Include ALL
support and
teaching materials
with your unit.
Students to take out their diagram of their proposed circuit.

Students will create their circuit to power their device and explain
why they created the circuit they did and what benefit it will have on
society.
Students will continue to work on and improve their devices based
on their schematics and resulting adjustments. Students will also continue
to consider the benefits and real world application of their device and
continue working towards finishing their product brochure.
Students will have other teams to review their schematic for other
issues or improvements.
Students to take pictures of their designs.
Students will continue to work and finalize their brochure in
Google Docs using elements of Google Drawings. At this time, they will
add details of their creation and add their picture.
Each brochure will be combined on the Weebly for the
Currently Dangerous Circuit Company Catalog
ASSESSME
TIME: 10:00
NT
(Performanc
e Task) What will
the students DO to
demonstrate that
they have mastered
the content? Be
actual assessment
Students will play Jeopardy game to review the content they have
learned.
Students will complete their brochure and devices. Teachers will
monitor students as they are putting the finishing touches on both and
assist them in troubleshooting any issues they encounter. Teachers will
also review the brochures and inventions and provide feedback to ensure
the required elements are included. This brochure will provide the
students with the opportunity to market their new invention. Their new
invention can brighten the consumers horizon.
Page 71 of 72
CURRENTLY DANGEROUS

Snap Circuit Boards
Electricity and Circuits Website
LearnPads (camera included)
Chromebooks
Weebly-Currently Dangerous
Day 4 Content Presentation
Jeopardy

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CURRENTLY DANGEROUS

You Have to Be BRIGHT to Use Circuits!

How can circuitry change everyday life?

CONTENT RESEARCH PAPER

CONNECTION TO THE THEME

CONTENT RESEARCH PAPER

CONNECTION TO THE THEME

Important things to know about how electricity works

Outermost shell of an atom

Electrons leaving or joining another atom creates electric current

Current is measured in amperes (A)

B. Electric current has two basic rules

Opposite charges are attracted to each other.

Two like charges repel each other.

Electric current is managed by conductors, which have fewer electrons in their

How does a non-electrician manage electric current in circuits?

Electricity is packaged into a cell.

Cells are casing that contain chemicals that produce electricity.

3. When opposite charges are connected, chemical energy produces electrical

Power generated by circuits is measured in volts.

Voltage is produced when a positive charge and a negative charge come

The flow of electricity is from negative terminal to positive terminal.

C. When a circuit is closed by a switch or connected wires, it completes and

Two types of basic circuits

All components of an electric circuit are put together end to end.

Charge accumulates as current flows through the complete circuit.

More than one series circuit running parallel simultaneously creates a

Basic batteries (cells)

Electrochemical cells turn chemical energy (considered potential energy) into

Two or more electrochemical cells make a battery.

A basic, everyday battery is considered a lead-acid cell.

Leaving a battery connected to a constant load will cause it to die.

A primary cell is a type of battery that can be disposed when it is out of

This is the kind of battery we will be using in this unit.

A secondary cell is a type of battery that can be recharged.

Secondary cells can be recharged hundreds of times.

Four common battery sizes: AAA, AA, C, and D.

Batteries are usually rated as a 6 V (four cells in series) or 9 V (six cells in

Different kinds of batteries (to be discussed in unit)

Fairly long shelf life

Zinc is the negative electrode; carbon rod is positive electrode

Electrolyte is manganese dioxide and carbon paste

Work best in application where the current use is moderate to high

Granular zinc is the negative electrode; polarizer is positive electrode

Electrolyte is potassium hydroxide

Have clamp on terminals

Function best when current use is low and intermittent

Usually molded into button shape

Used for wrist-watches, mini electronics

Can be stacked to make more compact, more powerful batteries

Conductive parts of mechanical switches are called contacts.

Push button switch

Mechanical force makes or breaks connection between contacts

Classified as normally open (n.o.) or normally closed (n.c.)

of electric current (push-to-make)

electric current (push-to-break)

Made of strip of conductive material with an insulated appendage attached to

D. Poles and throws

Throws refer to the actions needed to make closed circuit connections by a

Insulators and Conductors

Conductors allow electricity to keep flowing

Symbolized by an uppercase, italicized G

Unit of conductance is called Siemens

Siemens represented by an uppercase S