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understanding of series,
parallel, and complex circuits
Matthew E. Vick
ircuits are at the heart of cell phones, gaming systems, and even that old lamp in your room. Teaching about circuits can help students understand the
underlying principles of many of todays electronic
devices and require them to use quantitative thinking skills.
The University of Colorados Physics Education Technology (PhET) website (see On the web) offers free, highquality simulations of many physics experiments that can
be used in the classroom. The Circuit Construction Kit, for
example, allows students to safely and constructively play
with circuit components while learning the mathematics
behind many circuit problems. This article describes my
experience using the Circuit Construction Kit with my 11ththrough 12th-grade physics students.
S i m u l at i o n s vs . h a n d s - o n l a b s
A c i rc u i t s l e a r n i n g c yc l e
The PhET Circuit Construction Kit allows students to
create circuits that closely resemble schematic diagrams
symbolic representations of the resistors, batteries, and
other items in a circuit. Creating circuits that resemble
schematic diagrams provides scaffolding for students to
connect the symbolic and physical worlds. I use the Atkin
and Karplus (1962) learning cycle in my physics class, which
can be adapted for other physical science courses. The cycle
consists of three stages: concept exploration, concept introduction, and concept application; the 5E Learning Cycle
engage, explore, explain, elaborate, and evaluateis a
similar model.
Before using the PhET Circuit Construction Kit with my
class, I have students physically connect a single resistor to an
adjustable voltage power supply. They then plot the voltage
versus the current to introduce the concepts of Ohms law and
resistance. This physical experience is the part of the lesson
designed to hook students. It also introduces Ohms law
in an inquiry-based manner.
The lesson then begins with three days of virtual exploratory activities that help students discover Kirchoffs laws:
one day for series circuits, one for parallel circuits, and one
for complex circuits. Screenshots from the PhET website
help guide students through the construction process, but
many choose to play and build circuits on their own. These
students add additional components (e.g., switches) or items
(e.g., pencil or coin) from a virtual grab bag. I have found
this to be encouraging, as less confident physics students in
previous classes did not show interest in playing around
with the circuits.
After completing the virtual exploratories, students
physically build the circuits on breadboards. Several students
have remarked that this experience got them excited about
electronics. When class time is limited, I make sure
that students build at least one physical circuit so
that those who enjoy working with electronic
devices have the opportunity to do so. (Safety
I m p o r t a n t t e r m s a n d co n ce p t s .
Ammeter: An instrument used to measure the electric current in a circuit.
Breadboard: A construction base for an electric circuit (see photo, p. 30).
Current: A flow of electric charges through a conductor; measured with an ammeter.
Kirchoffs laws: Rules for finding current and voltage
in a series or parallel circuit.
Multimeter: An electronic device used to measure
voltage, current, and resistance that combines several
measurement functions into one unit.
Noncontact ammeter: A bulls-eye that is placed
over any area of a circuit to read its current.
Ohms law: The current through a conductor between
two points is proportional to the voltage across the
two points and inversely proportional to the resistance between the two points, or Current = voltage/
resistance or I = V/R.
Resistance: The property of a material that resists
the flow of electric charges through it.
Voltage: A measure of the difference in electric potential between two points in a space, material, or
electric circuit.
Voltmeter: A device used to measure the voltage in
an electric circuit.
note: Students should be reminded to keep the voltage reading on their power supply at 4 V or less and
asked not to touch uninsulated wires.)
S e r i e s c i rc u i t e x p l o rat o r y
The lessons first exploratory requires the most class time,
since students are still learning how to use the PhET website and Circuit Construction Kit. In this activity, students
construct a virtual series circuit with three resistors. I provide them with short written instructions to guide them
through the simulation, since previous classes complained
that they did not have enough support to use the
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Pa ra l l e l c i rc u i t s e x p l o rat o r y
C o m p l e x c i rc u i t s e x p l o rat o r y
During the third exploratory, students construct a virtual
complex circuit. At this point, they are often proficient with
the PhET program. In this activity, students construct two
complex circuits and then measure voltage and current values. They often look for broad generalizations, so the lab
should include questions that focus on the series and parallel components of the circuit separately.
This lesson requires the most scaffolding on the teachers
part. Students want to be given the complex circuit rules,
C o n ce p t d eve l o p m e n t
After at least three days of building virtual (and possibly
physical) circuits in series, parallel, and complex structures, students are prepared to work on more abstract
problems. At this point, they often want to memorize specific circuit arrangements. I give students a labeled list of
series and parallel circuit equations each time we do
this activity. Undoubtedly, one student will ask why the
complex circuit equations are not provided. Giving students ample practice, both in groups and as individuals, is
vital to helping them discover how to apply the series and
parallel voltage and current relationships in a nonsimple
circuit case. I find it necessary to lead a daily discussion
to remind students that complex circuits do not have one
set of equations. As a class, students fall back on the expectation for a single set of equations for complex circuits
almost every day.
Conclusion
The PhET website has many simulations that allow students to create, observe, measure, and analyzeinstead
of simply watching an animation over which they have no
control. This learning cycle guides students through experiences that help them develop an understanding of how
current is divided through parallel circuits and how voltage
is divided in series circuits.
The virtual lab allows students to construct circuits that
look like the diagrams found in textbooks and tests; the
physical lab allows students to manipulate real objects and
deconstruct electronic circuitsso they become more than
just black boxes. The use of both a virtual lab and a physi-
Editors note
The full instructions for each of the three exploratory activities
and the application lab are available on The Science Teachers website at www.nsta.org/highschool/connections.aspx.
NSTA connections
For more information on circuits, check out the Electric
and Magnetic Forces: Electrostatics and Current Electricity NSTA Science Object. NSTA Science Objects are online,
inquiry-based content modules for teachers that are free of
charge. For more information, visit http://learningcenter.nsta.
org/products/science_objects.aspx.
On the web
Physics Education Technology website: http://phet.colorado.edu/
index.php
References
Atkin, J. M., and R. Karplus. 1962. Discovery or invention? The
Science Teacher 29 (5): 45.
Finkelstein, N.D., W.K. Adams, C.J. Keller, P.B. Kohl, K.K.
Perkins, N.S. Podolefsky, S. Reid, and R. LeMaster. 2005.
When learning about the real world is better done virtually: A study of substituting computer simulations for
laboratory equipment. Physical Review Special Topics
Physics Education Research 1 (1): 010103(1)010103(8).
Finkelstein N.D., W.K. Adams, C.J. Keller, K.K. Perkins, C.
Wieman, and the Physics Education Technology Project
Team. 2006. High-tech tools for teaching physics: The physics
education technology project. Journal of Online Learning and
Teaching 2 (3): 110121.
National Research Council (NRC). 1996. National science education standards. Washington, DC: National Academies Press.
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Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.