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Circuits Lab Class #: 6 Course Science 30

PROGRAM OF STUDY OUTCOMES

● 30–C1.6k: describe the relationships, for up to three resistors, among power, current, voltage
and
resistance for series and parallel circuits, using the equation V = IR
● evaluate and select appropriate instruments for measuring current, voltage and resistance (IP–
ST3) [ICT C6–4.4, C6–4.5, F1–4.2]
● construct an electric circuit to measure current, voltage and resistance, using a voltmeter or an
ammeter (PR–NS3) [ICT F1–4.2]

LEARNING OBJECTIVES
At the end of the lesson students will be able to:
1. Recognize, construct and draw simple series and parallel circuits, with up to two lightbulbs and
two batteries
2. Correctly use a voltmeter to measure voltage and an ammeter to measure current in a circuit
3. Use Ohm’s law to calculate resistance
4. Assess how adding or removing lightbulbs affects current, voltage, and lightbulb brightness in
both series and parallel circuits
MATERIALS AND EQUIPMENT
● Cardboard boards
● Sticky notes
● Red and black alligator clips
● Tape
● Double battery holders
● Batteries
● Lightbulbs (in lightbulb holders)
● Switches
● Voltmeters
● Ammeters
● Lab instruction and worksheet
● Resistors connected in series
● LEDs
PREPARATION AND LOGISTICAL CONSIDERATIONS
● Print and holepunch lab instruction and worksheets
● Prepare 5 pre-made series circuit boards by taping wires together in a series configuration, with
sticky notes indicating areas for a “battery”, “switch”, and a “resistor”
● Prepare 5 pre-made parallel circuit boards by taping wires together in a series configuration, with
sticky notes indicating areas for a “battery”, “switch”, and a “resistor”
● Move desks together in groups of 4 and place a circuit board (with a sticky note indicating the
number) at each desk group
PROCEDURE
Introduction Time
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● Introduction to the lab - hand out lab instruction/worksheets

● Go over/physically demonstrate the procedures for attaching batteries, using the
voltmeter, and using the ammeter
● Number students off from 1-10 to split them into groups, and assign them to their
respective starting boards 10 min
● Put up which groups will switch with which other groups (1 with 6, 2 with 7, etc)
after finishing their section - if one group finishes well before the other (and all of
that section of the worksheet is verified to be filled out), they can let the teacher
know for some extension exploration with LEDs and series resistors
Body Time
First half 1) Students work in groups on the first type of circuit they’re
assigned to (either series or parallel), following the
instructions on their sheet and completing the questions as
they go along
2) If a group finishes early and their counterpart group has
not, let the first group try adding series resistors and LEDs
(note: long wire attaches to the positive terminal, short 30 min
wire attaches to the negative) to their circuit, and take
measurements with the voltmeter and ammeter.
3) When 2 minutes remain, have all groups remove all
components (except for the wires) from their boards, put
them away, and switch with the other group

Second half 1) Students work in groups on the first type of circuit they’re
assigned to (either series or parallel), following the
instructions on their sheet and completing the questions as
they go along
2) If a group finishes early and their counterpart group has
not, let the first group try adding series resistors and LEDs
(note: long wire attaches to the positive terminal, short 30 min
wire attaches to the negative) to their circuit, and take
measurements with the voltmeter and ammeter.
3) When 2 minutes remain, have all groups remove all
components (except for the wires) from their boards, put
them away, and switch with the other group

Extension 1) Groups that have not finished working with a circuit have
Questions extra time to finish up any remaining questions.
2) Everyone else has the remaining time to work individually
10 min
on the extension questions. (Group discussion is ok, but
sheets must be filled out individually - name at the top)

Conclusion Time
● Ensure all circuits are disassembled with the components all put in the correct 2 min
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locations
● Have students hand in only the last page (extension questions) when they’re
finished

Assessment
● Observations made during work time
● Extension questions

Additional Notes: