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Lesson Plan

Day: M T W T F

Date: 16/02/16 Time: 14:00 pm Year: 9

Learning Area: Science
Circuits – Prac and Theory

Topic: Series and Parallel

Curriculum content description: (from ACARA)
Energy transfer through different mediums can be explained using wave and
particle models (ACSSU182)

Students’ prior knowledge and experience:




Understanding how the basic components of a circuit interact, the
representative symbols for circuit components and how to connect
them
Prepare diagrams of simple circuits
Understand the concepts of volts, current and resistance and units of
measurement
Factors affecting the resistivity of a resistor
How to identify patterns in experimental data

Learning purpose: To give students practical experience in, and
theoretical knowledge of, setting up circuits in series and parallel, and to
observe the effects of different circuit configurations on globe brightness,
voltage, current and electricity.

Learning objectives:

On completion of this lesson,
students will be able to:
1. interpret and construct circuits
in series and parallel from
diagrams.
2. Describe
how,
and
why,
connecting a circuit in series
and
parallel
effects
voltage/globe brightness and
current.

Evaluation:

1. Students will demonstrate an
ability to connect circuits in
series
and
parallel
by
constructing 5 different circuit
configurations.
2. Students will demonstrate their
understanding of the effect
circuit configuration has on
voltage and current and how
this relates to the brightness of
globes by answering a series of
short questions included in the
lab
report
sheet.
These
concepts will also be evaluated
through a worksheet (16/2/16)
and during a validation test
(18/2/16).

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

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

Catering for diversity
(this class contains no learning disabilities or ESL students)

-

Students who finish early to continue begin revising for the validation
test
If students are behind, stop class and demonstrate correct
wiring/procedure.
Adequate demonstrations and regular checking of comprehension.
Use mentor and/or prac student to assist with behavior management
or students who are trailing behind.
Ask children to share notes/take photos if they have missed class or
are not able to keep up.

Timi
ng

Learning Experiences
Preparation: check that equipment is accounted for as specified.
1. Introduction

5min
s

Move students into the class in an orderly manner and have them
sit in the pre-prepared groups of desks.
2. Sequence of learning experiences:

2
mins

Intro: continuing on with yesterday’s prac:
- 5 mins to setup.
- 15 mins to continue to collect data for the table.
- Don’t worry about answering questions in the worksheet
while doing the lab, just aim to fill in as much of the table as
possible.
Setup
Ask students to collect the same equipment as the day before two
of each cable except for multi-meter cables (4 required).

5
mins

15
mins

Finish Experiment
Draw a table on the whiteboard reflecting the table in the
worksheet while students are working on experiment. Also write on
the board the following key questions in a table with series at the
top of one side of the table and parallel at the other,leaving room
for writing answers:
Series
- Did the position of the ammeter matter?
- Did the position of the voltmeter matter?
- What happened to voltage when an additional globe was
added?
- What happened to current when additional globes were
added?
Draw another column(s) of the table with the same questions under
the heading ‘parallel’.

10
min

25
min

Ask different groups to provide their data and draw it up on the
board. Help students to interpret data in the context of series vs
parallel circuits. Ask the following two questions:
 Has anyone spotted a pattern in series between number of
globes added and voltage/brightness?
 Has anyone spotted a pattern between the number of globes
added in parallel and the current?
Theory – discuss each of the following slides and ask students to
take notes:
Slide# 1 – parallel circuits
Slide# 2 – Benefits of Parallel circuits
Slide #3 – Comparison of Series and Parallel Circuits
Slide # 4 – Combination Circuits (in the household)
3. Lesson conclusion:

-

3
min

-

Discuss students model house/circuit project and ask who
would setup their circuit in series or parallel – why?
Remind students that the content in the prac will be assessed
in the upcoming test
Reminder that OHM’s homework was due and needed to be
submitted on the way out

Lesson Evaluation:
The lesson was successful in so far as the extra time allowed to
complete the practical allowed about half of the students enough
time to get results for the entire experiment. I also think doing
the practical component of the topic before the theory was good
as it allowed the students a chance to determine the relationship
between different a circuit’s configurations and the effect on
voltage and current themselves rather than being told what
would happen.
In this lesson I managed time much better by writing on the
board while students were working, although perhaps in a class
that was not as well behaved and self-motivated, spending 5 mins
writing on the board during a practical may not be feasible. I also
feel that I used good judgement in allowing only 15 minutes to
finish the practical, to at least attempt to allow enough time to
complete all the theory necessary for the validation test two days
subsequently.
Finally, although I think that running the more advanced version
of this prac for the extension class was good idea it did detract
from time needed to cover theory, and not all students finished it
even with an extra 15-20 mins. Perhaps one of the concepts
learned (ammeter and voltmeter position) perhaps did not need
to be demonstrated through a prac. This part of the prac was also
confusing for students to interpret diagrammatically.