## techdirections March 2017 : Page 22teaching Basic electricity —visually i By rob thompson Using a DMM obtain from your instructor several automotive exterior lights with sockets. Construct circuits using the diagrams below and record your findings. Fig. 1—Series circuit Battery voltage ___________ Circuit resistance _________ voltage drop 1 ____________ voltage drop 2 ____________ voltage drop 3 _____________ ohm’s law predicted amperage _______ Measured amperage _______ Fig. 2—Series circuit Battery voltage ___________ Circuit resistance _________ voltage drop 1 ____________ voltage drop 2 _____________ ohm’s law predicted amperage _______ Measured amperage _______ Fig. 3—Parallel circuit Battery voltage ___________ Circuit resistance _________ voltage drop 1 ____________ voltage drop 2 ____________ ohm’s law predicted amperage _______ Measured amperage _________________ Fig. 4—Parallel circuit Battery voltage __________ Circuit resistance ________ voltage drop 1 __________ voltage drop 2 ____________ ohm’s law predicted amperage _______ Measured amperage _________________ Drawings © cengage Learning 2014 DOUBT I’m alone in finding that students often struggle the most when learning basic electricity. This article first appeared in my newslet-ter as the first in a series with ideas for helping teach fundamental electrical concepts using some simple classroom and lab activities. I begin with a class discussion about what students know (or think they know) about electricity. This always brings up common misconceptions and fears students have and is an opportunity to address these topics. During this time we talk about volts, amps, resistance, and watts. Most students have at least heard of volts, amps, and watts. To help visual-ize and understand what these terms rep-resent, I have the students act out various scenarios related to electricity, such as: To show how resistance affects cur-rent flow, each student becomes an electron, and the class tries to rush out a standard door opening. This is then repeated but with the class rushing out of a garage bay door opening. Discussion of the events follows. Once the terms are understood, we start talking about measurements, meters, and circuits. To go along with classroom discussion of circuits, I have the students build and test circuits in the lab using ordinary automotive bulbs and sockets. Bulb types 194, 1156, and 1157 or similar work well. The students are given a handout with different types of Rob Thompson is a high school auto-motive technology instructor, South-West-ern City Schools, Grove City, OH. He is the author of several automotive technology books and is also a past board member and past president of the North American Council of Automotive Teachers. Reprint-ed from NACAT News , Summer 2016. 194 194 194 194 1156 or 1157 194 194 194 1156 or 1157 22 tech directions ◆ march 2017 ## Teaching Basic Electricity —Visually## Rob ThompsonI DOUBT I’m alone in finding that students often struggle the most when learning basic electricity. This article first appeared in my newsletter as the first in a series with ideas for helping teach fundamental electrical concepts using some simple classroom and lab activities. Read the full article at http://www.omagdigital.com/article/Teaching+Basic+Electricity+%E2%80%94Visually/2728236/389524/article.html. Publication List |