Lesson Plan

6. Model an electric circuit

KS3-22-06

Intent

Learning Intention

  • Create a model of an electric circuit
  • Identify what makes a model effective or ineffective
  • Justify reasons when critiquing a model

National Curriculum

  • Learn about series and parallel circuits, electric currents, measured in amperes, in circuits, currents add where branches meet and current as flow of charge

Working Scientifically

  • Interpret observations and data, including identifying patterns and using observations, measurements and data to draw conclusions

Learning Outcomes

  • Identify what makes a model effective or ineffective 
  • Justify reasons when critiquing a model
  • Create a model of an electric circuit

Resources

Resources: Craft materials.

Handout: The handout contains questions related to the Mission Assignment and space for the students to draw their diagrams.

Rocket words

  • descriptive model
  • explanatory model
  • analogy
  • scientific model
  • predictive model

Implementation

Prior Learning

If necessary, use lessons 1 and 2 from this unit to recap on series and parallel circuits.

Starter

Ask the students: what is the difference between a series and parallel circuit? Consider where you might find examples of these circuits. Are the lights in your house in a series or parallel circuit?

Main Teaching

Use the presentation slides to firstly recap the differences between series and parallel circuits. Then, introduce the concept of an analogy and how this can be used to model electric circuits. Go through the ‘Pizza Delivery Model’ and ‘Marble Run Model’, pausing the slides to allow for discussion. Ensure that the students understand that models can’t always accurately explain scientific phenomena and have limitations.

Career Film: Take a tour around Rolls Royce SMR's Heritage Museum in Derby to find out about Chloe Magee's job. Chloe works as an Indirect Buyer for Rolls Royce SMR.

Expert Film: This is Chloe McGee. Chloe works as an Indirect Buyer for Rolls Royce SMR. Listen to Chloe as she models an electric circuit.

Mission Assignment

Circuit Modelling

A scientific model is used to describe, explain or predict a scientific concept. The model can be a theoretical idea or a physical product.

The students are going to design a scientific model to describe how a circuit works.

In this model, they will need something to represent:

  • a power source
  • the current
  • a component.

They can either design a poster showing their model or use craft materials to build a model. The resources you will need will therefore depend on how you and/or your students would like to approach the task. The handout gives some example models that are also covered in the presentation.

Here are some ideas to get them started:

  • a race track
  • a radiator and boiler
  • the circulatory system.

Differentiated tasks (Support/Challenge)

Support: When looking at the different models in the presentation, the students can put their ideas onto a post-it note and then place them on a board to discuss as a class. The students could create a class model before writing about it independently.

Challenge: Ask the students to swap their model with someone else and critique it. What are its strengths and drawbacks? Encourage them to justify their answers.

Impact & Assessment Opportunities

Plenary

Discuss the students’ circuit modelling from the Mission Assignment. What scientific models did they design? They may have explored traffic flow, the human body, plumbing or musical instruments.

Teacher Mastery

Here's an example of a simple electric circuit:

     +--------[   Battery   ]--------+

    |                                 |

    |                                 |

    |                                 |

    |                                 |

    |                                 |

    +--[   Resistor   ]--[   LED   ]--+

In this circuit, the battery is the source of electrical energy, represented by the long horizontal line with a plus (+) and minus (-) sign at either end. The battery is connected to a resistor, represented by the squiggly line, which restricts the flow of current in the circuit. Finally, the resistor is connected to an LED (light-emitting diode), represented by a triangle pointing towards the right, which lights up when current flows through it.

The circuit is complete, forming a loop that allows the flow of electrical current from the battery, through the resistor, and into the LED.