Lesson Plan 2: Investigation and Research
Students will be able to:
All students will learn about series circuits, parallel circuits and series-parallel circuits and reverse engineer a solar yard light. They will apply their knowledge from these activities as they learn to connect multiple solar cells. To facilitate instruction in the documentation of design work engineering graphic activity sheets are provided. Students should brainstorm possible names for the lighting device that will be designed. Several students should be assigned to develop a logo for use in marketing the product.
- Diagram and assemble series circuits, parallel circuits and series-parallel circuits.
- Determine which kind of circuit is best suited to a specific application.
- Work as part of a team to reverse engineer a solar yard light.
- Document design work through sketching and/or CAD.
- Select a company name and design an appropriate logo for use in promoting the product
Materials and Resources
New Jersey Core Curriculum Content Standards
- Standard 5.2: Science and Society
- Standard 5.4: Nature and Process of Technology
- Standard 8.2: Technological Literacy
ITEA Standards for Technological Literacy
- Standards: 1, 2, 3, 4, 5, 6, 17
National Science Content Standards
- Unifying Concepts and Processes in Science
- Science as Inquiry
- Physical Science
- Science and Technology
- Science in Personal and Social Perspectives
- Assemble a variety of circuits and determine the best circuit for a given application
- Learn to document design work
- Design a company/product logo
Students will be assesed through their contribution to class discussion, their ability to document their work and their ability to assemble various circuits. Select students can be evaluated on their contributions toward developing the logo. The Sample Assessment Rubric suggests opportunities for assessing the contributions of individuals and teams of students.