Theory Lesson Plan

Section 1

School: Dominica Grammar School

Subject: Electrical Technology

Name of Student Teacher: Damien Casimir

Date: 20/10/16

Time: 12:05 – 1:00 Duration of Lesson: 55mins

Grade/Level/Form: 4

No. of Students: 12
 Section 2

Topic of Lesson: Resistors in parallel

Teaching Strategies: 1. Socratic Method

2. Explanation
3. Guided discussion
4. Illustration

General Objectives: At the end of the lesson, students should: x

1. Know about resistor in parallel

Specific Objectives: At the end of the lesson, students should be able to:
1.1 DESCRIBE a parallel resistive circuit based on guidelines given with
100% accuracy
1.2 TRANSLATE a parallel resistive circuit having three resistors into a
schematic diagram with 100% accuracy.
1.3 EXPLAIN why resistance values decrease when resistors are connected
in parallel without the use of their textbook to 100% accuracy.
1.4 APPLY parallel resistance formulas to calculate the resultant resistance
given a series resistive circuit with 100% accuracy.
R
RT =R1 x R2
RT = N , R1 + R2

Instructional Materials/Teaching Aids/Equipment: Laptop, pictures, diagrams, worksheet,

pre-wired parallel circuit

Reference Materials:

Previous Knowledge: Students were taught:

 Introduction: Teacher will greet students. Students will then be instructed to get prepare for class.
Teacher will review with students:
1.Determine the value of the resistor colour –coded Brown, Black, Red, Gold

Expected response: 1000Ω ± 5%

2. Draw the symbol for a fixed resistor. Expected response:

3.What is a schematic diagram? A schematic, or schematic diagram, is a representation of the elements of
a system using abstract, graphic symbols rather than realistic pictures.
Teacher will ask students; suppose you have one resistor each of the following values: 100Ω, 56Ω and
12Ω. To get a total resistance of approximately of 200Ω you need one more resistor. What would it value
be? Expected response:
Were the resistors connected in series or parallel to obtain 200Ω? Expected response: Series
Teacher will then state lesson topic, [Resistors in series] give a rationale for knowing about the topic, [to
divide the voltage and limit the current in a circuit] then state lesson objectives:
DESCRIBE a parallel resistive circuit
DRAW a physical arrangement of parallel resistors into a schematic diagram
EXPLAIN why resistance values decreases when resistors are connected in parallel
APPLY parallel resistance formulas to calculate the resultant resistance

Key Points
1.1 DESCRIPTION of a
parallel resistive circuit.
1.2 TRANSLATION of a
series resistive circuit into
a schematic diagram.
1.3 EXPLANATION why
resistance values add when
resistors are connected in
series.
Development of Lesson
Expansion
1.1 When two or more resistors are
individually connected between two separate
points, they are in parallel with each other. A
parallel circuit provides more than one path for
current.
1.3 When resistors are connected in series, the
resistance add because each resistor offers
opposition to the current in direct proportion to
its resistance. A greater number of resistors
connected in series creates more opposition to
current. More opposition to current implies a
higher value of resistance. Thus every time a
resistor is added in series, the resistance
increases.
Activities
Teacher
1.11 Teacher will let students describe a
series resistive circuit based on the
definition of the term ‘parallel’.
1.12 Teacher will let students draw a
parallel resistive having three resistors
using a schematic diagram
1.31 Teacher will discuss and explain to
students why resistance values add when
resistors are connected in series using
diagram A and B below
Learner
1.11 Students will describe a parallel
resistive circuit. Expected response:
A parallel circuit is when two or more
resistors are individually connected
between two separate points.
1.12 Students will draw schematic for
a parallel resistive circuit having three
resistors. Expected response:
1.31 Students will be actively
involved in the discussion
 Expansion Learner Activities

Key Points Teacher Activities

RT = 2Ω RT = 4Ω

1.4 APPLICATION of the 1.4 For any number of resistors connected in 1.41 Students will calculate the total
series resistance formula; series, the total resistance is the sum of the resistance for the circuit. Expected
individual values. 1.41 Teacher will let student calculate the
RT =R 1+ R2 +....+ Rn total resistance for the circuit below. response: 9Ω
RT =R 1+ R2 +....+ Rn
where RT is the total resistance and Rn is the
last resistor in the series string.

1.42 Students will try to formulate

equation. Expected response:
RT =R 1+ R2 +....+ Rn

1.42 Teacher will let students formulate

an equation/formula to calculate total 1.43 Students will copy notes after
resistance when resistors are in series. being instructed to do so.
1.43 Teacher instruct students to copy
relevant notes from chalkboard.
Application: Students will solve individually.
1. Four resistors of 33Ω, 68Ω, 100Ω and 47Ω are connected in series. Find their resultant resistance.
2. The total resistance of two resistors connected in series is 72Ω. The value of one resistor is 23Ω.
What is the value of the other one?

Summary/evaluation: Teacher will highlight main points of the lesson by posing the following
questions which students will answer orally by raise of hand.
1. How are resistors connected in series?
2. Why do resistors connected in series?
3. What happens to the resistance value as resistor are added in series. Explain why.

Conclusion: Teacher will conclude the lesson by doing the following: State the topic for the next class,
mark register encourage students to review lesson notes, clean board and then dismiss class.

Reflection:

A. Were the strategies employed effective? If not why?

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B. Were the teaching aids efficient?
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C. Did the lesson objectives meet the needs of the students? If no why?
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D. What worked in this lesson and why?
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