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A lesson plan about series and parallel circuits

- I. OBJECTIVES • Identifying appropriate hand tools • Selecting appropriate hand tools II. SUBJECT MATTER Topic: USE OF HANDTOOLS Reference: CONSUMER ELECTRONICS SERVICING LM pp.4-14 CONSUMER ELECTRONICS SERVICING TG p. 12 III. PROCEDURE A. Pre-Activities Motivation: The teacher will show the students a video presentation of the concept of hand tools Presentation: The teacher will present the lesson for today: Use of Hand tools B. Activity Proper: The class will be divided into six groups .The groups will be given tools, discuss the tools in the group and identify them if the tool belongs to Driving Tools, Soldering Tools, Splicing Tools, Boring Tools, Cutting Tools, Auxiliary Tools. . Then, a representative from each group will explain why the given tool belongs to the kind of basic tools. C. Analysis: Let the students draw/illustrate the different tools with their functions. D. Abstraction: The teacher will show again a tool and ask the students to e
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A semi- detailed lesson plan prepared by

Rhodeliza D.L. Tiotangco

BSEd Science 4A

I. OBJECTIVES:

At the end of the lesson, 75% of the students with at least 70% proficiency level

should be able to:

a. define Series and Parallel circuits;

b. how to construct a simple series circuit;

c. application of equations in series circuits through Ohms law; and

d. differentiate the characteristics of series and parallel circuit.

II. SUBJECT MATTER

A. Topic: Electricity Circuits

Subtopic: Series circuit

B. References:

Physics IV

Science and technology textbook for fourth year

Authors: Eulalia N. Bentillo and Josefina Ll. Pabellon

pp. 153 156.

http://www.physicsclassroom.com/class/circuits/Lesson-4/Series-Circuits

http://www.regentsprep.org/Regents/physics/phys03/bsercir/default.htm

C. Materials needed:

- Battery

- Light bulb

- Copper wire

- Electric tape

- Teacher made visual aids.

III. LEARNING TASK

1. Daily Routine

1.1 Opening prayer

1.2 Greetings

1.3 Cleanliness

1.4 Attendance

2. Review

2.1 What is the symbol for a battery?

2.2 What is the symbol for the switch?

2.3 Why do we use these symbols?

3. Motivation:

Title: Make me light up

The teacher will give various materials:

Battery

Light bulb

Copper wires

Electric tape

The students will make a way to make the light bulb light up with the given

materials and with the help of the video clip presentation.

4. Unlocking of Difficulties:

Ampere symbol I to represent the current.

Circuit is the complete path around which an electric current flows

Omega the Greek alphabet that symbols resistance

Rheostat an electrical instrument used to control a current by varying the

resistance.

Voltage is the force that causes current to flow in a circuit

5. Lesson Proper:

Series circuits

The current through series component is equal

Is that the amount of current is the same through any component in the circuit.

This is because there is only one path for electrons to flow in a series circuit, and

because free electrons flow through conductors

A device is connected in a manner such that there is only one pathway by which

charge can transverse the external circuits.

Examples:

Parallel circuits

The voltage across every parallel component is equal.

Has more than one resistor and gets its name from having multiple paths to move

along.

Charges can move through any of several paths.

Is one that has two or more paths for the electricity to flow, the loads are parallel

to each other

Examples:

Ohms Law

Is used to determine the ratio of the battery voltage and the equivalent

Define the relationship between voltage, current and resistance.

Applying Ohms Law in a series circuit

The following rules apply to a series circuit:

1. The sum of the potential drops equals the potential rise of the source.

2. The current is the same everywhere in the series circuit.

The total resistance of the circuit (also called effective resistance) is equal to the

sum of the individual resistances.

Examples:

The goal is to use the formulae to determine the equivalent resistance of the circuit

(R

eq

), the current at the battery (I

tot

), and the voltage drops and current for each of the

three resistors.

The analysis begins by using the resistance values for the individual resistors in

order to determine the equivalent resistance of the circuit.

R

eq

= R

1

+ R

2

+ R

3

= 17 + 12 + 11 = 40

Now that the equivalent resistance is known, the current at the battery can be

determined using the Ohm's law equation. In using the Ohm's law equation (V = I

R) to determine the current in the circuit, it is important to use the battery voltage for

V and the equivalent resistance for R. The calculation is shown here:

I

tot

= V

battery

/ R

eq

= (60 V) / (40 ) = 1.5 amp

The 1.5 amp value for current is the current at the battery location. For a series

circuit with no branching locations, the current is everywhere the same. The current

at the battery location is the same as the current at each resistor location.

Subsequently, the 1.5 amp is the value of I

1

, I

2

, and I

3

.

I

battery

= I

1

= I

2

= I

3

= 1.5 amp

There are three values left to be determined - the voltage drops across each of the

individual resistors. Ohm's law is used once more to determine the voltage drops for

each resistor - it is simply the product of the current at each resistor (calculated

above as 1.5 amp) and the resistance of each resistor (given in the problem

statement). The calculations are shown below.

V

1

= I

1

R

1

V

1

= (1.5

A) (17 )

V

1

= 25.5

V

V

2

= I

2

R

2

V

2

= (1.5

A) (12 )

V

2

= 18 V

V

3

= I

3

R

3

V

3

= (1.5

A) (11 )

V

3

= 16.5

V

As a check of the accuracy of the mathematics performed, it is wise to see if the

calculated values satisfy the principle that the sum of the voltage drops for each

individual resistor is equal to the voltage rating of the battery. In other words, is

V

battery

= V

1

+ V

2

+ V

3

?

Is V

battery

= V

1

+ V

2

+ V

3

?

Is 60 V = 25.5 V + 18 V + 16.5 V ?

Is 60 V = 60 V

6. Generalization :

The students will differentiate Series and Parallel Circuits:

IV. Evaluation:

Answer the following questions:

A. A power saw at the local hardware store boasts of having a 15-Amp motor.

Determine its resistance when plugged into a 110-Volt outlet.

B. A coffee cup immersion heater utilizes a heating coil with a resistance of 8.5 .

Determine the current through the coil when operated at 110 V.

C. Defibrillator machines are used to deliver an electric shock to the human heart in

order to resuscitate an otherwise non-beating heart. It is estimated that a current as

low as 17 mA through the heart is required to resuscitate. Using 100,000 as the

overall resistance, determine the output voltage required of a defibrillating device.

D. The series circuit at the right depicts three resistors connected to a voltage source.

The voltage source (V

tot

) is a 110-V source and the resistor values are 7.2

(R

1

), 6.2 (R

2

) and 8.6 (R

3

).

a. Determine the equivalent resistance of the circuit.

b. Determine the current in the circuit.

c. Determine the voltage drops across each individual resistor.

V. Assignment / Agreement:

1. Study about Parallel circuit.

2. How is parallel circuit applied in home?

- I. OBJECTIVES • Identifying appropriate hand tools • Selecting appropriate hand tools II. SUBJECT MATTER Topic: USE OF HANDTOOLS Reference: CONSUMER ELECTRONICS SERVICING LM pp.4-14 CONSUMER ELECTRONICS SERVICING TG p. 12 III. PROCEDURE A. Pre-Activities Motivation: The teacher will show the students a video presentation of the concept of hand tools Presentation: The teacher will present the lesson for today: Use of Hand tools B. Activity Proper: The class will be divided into six groups .The groups will be given tools, discuss the tools in the group and identify them if the tool belongs to Driving Tools, Soldering Tools, Splicing Tools, Boring Tools, Cutting Tools, Auxiliary Tools. . Then, a representative from each group will explain why the given tool belongs to the kind of basic tools. C. Analysis: Let the students draw/illustrate the different tools with their functions. D. Abstraction: The teacher will show again a tool and ask the students to eUploaded bySherwin Cayetano
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