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    Go-Lab ILS Electric Circuit1

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    szurita.mon4592
    This document outlines an inquiry learning activity (ILS) for students ages 12-14 on electric circuits. The activity guides students through the phases of the Go-Lab inquiry cycle: orientation, conceptualization, investigation, and discussion. In orientation, students are presented with a problem of bulbs exploding in a circuit. In conceptualization, they define relevant concepts and build a conceptual map. In investigation, they use an online circuit simulator to test solutions. In discussion, groups present their solutions and reflect on their learning. The overall goal is for students to understand how to construct a circuit that works properly without bulbs exploding.

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    Go-Lab ILS Electric Circuit1

    Uploaded by

    szurita.mon4592
    76 views5 pages
    This document outlines an inquiry learning activity (ILS) for students ages 12-14 on electric circuits. The activity guides students through the phases of the Go-Lab inquiry cycle: orientation, conceptualization, investigation, and discussion. In orientation, students are presented with a problem of bulbs exploding in a circuit. In conceptualization, they define relevant concepts and build a conceptual map. In investigation, they use an online circuit simulator to test solutions. In discussion, groups present their solutions and reflect on their learning. The overall goal is for students to understand how to construct a circuit that works properly without bulbs exploding.

    Original Description:

    ILS for GoLab project about electricy and Ohm's Law

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    This document outlines an inquiry learning activity (ILS) for students ages 12-14 on electric circuits. The activity guides students through the phases of the Go-Lab inquiry cycle: orientation, conceptualization, investigation, and discussion. In orientation, students are presented with a problem of bulbs exploding in a circuit. In conceptualization, they define relevant concepts and build a conceptual map. In investigation, they use an online circuit simulator to test solutions. In discussion, groups present their solutions and reflect on their learning. The overall goal is for students to understand how to construct a circuit that works properly without bulbs exploding.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    76 views5 pages

    Go-Lab ILS Electric Circuit1

    Uploaded by

    szurita.mon4592
    This document outlines an inquiry learning activity (ILS) for students ages 12-14 on electric circuits. The activity guides students through the phases of the Go-Lab inquiry cycle: orientation, conceptualization, investigation, and discussion. In orientation, students are presented with a problem of bulbs exploding in a circuit. In conceptualization, they define relevant concepts and build a conceptual map. In investigation, they use an online circuit simulator to test solutions. In discussion, groups present their solutions and reflect on their learning. The overall goal is for students to understand how to construct a circuit that works properly without bulbs exploding.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 5

    The Go-Lab Inquiry Cycle

    The Go-Lab Inquiry Cycle is graphically presented in the image.


    This activity includes two ILS
    In this first ILS we will follow this pathway:
    OrientationQuestionExplorationData InterpretationConclusion;
    There is a second ILS that can be done after this one, that will follow a slightly different
    pathway, because students will have to design experiments and take data. In this case, the
    structure wil be:
    OrientationHypothesisExperimentationData InterpretationConclusion;

    About the lesson plan


    Title:
    Better if bulbs don't explode
    Brief Description:
    This is an ILS thought for 12-14 years old students that work with electricity in a more
    conceptual way, talking about potential and intensity for the first time in their curricula.
    Students will have to find a way to avoid bulbs exploding in a circuit and explain the reason
    why they did it in the initial example presented.
    In the second ILS following this one, students will have to find the relationship between the
    main electrical magnitudes in the bulb.
    Subject Domain: Technology, physics, electricity
    Keywords: Electric circuit, voltage, intensity, resistance.
    Language: Catalan
    Age Range: 12-14 years
    Didactical Hours: 2 hours
    Educational Objectives (Types of knowledge):
    Factual:
    -Components in a basic electric circuit.
    -Limits in electric magnitudes for real components.
    Conceptual:
    -Main electrical magnitudes: Resistance, Power, Current and Potential.
    Procedural:
    -Connecting electrical circuits
    -Changing electrical magnitudes in a circuit.
    Meta-cognitive :
    -Using simulators as a way to study behaviour of real systems
    -Ability to self-evaluate and correct their work

    Orientation
    The students are presented with a problem: one of their classmates is trying to add a bulb
    light to one construction and can't find the right way to do it. There are already three bulbs
    that have explode.
    In the presentation video included in the ILS, the student shows in her computer screen how
    she has constructed the circuit and the bulb explosion, and ask for help.
    Students have to work in groups of 4 students (3 if necessary), using some of the
    collaborative techniques they have been taught in the tutorial hours, which include:
    Reading the material in groups and checking everybody understands the problem
    Sharing ideas by 1-2-4 strategies.
    The rotating paper
    Dividing the work in different parts and distributing the roles
    Co and auto-evaluating the results of its work using rubrics.

    Conceptualization
    The class has been working previously about the different elements that you can find in a
    circuit, and we have defined voltage, resistance, power and intensity. Students have
    completed the scheme included in the file previouswork.pdf (solved scheme is included too in
    another file) using the textbook.
    Presentation (5 minutes)
    First of all, students are presented with the problem and they see the video. We check
    everybody has understood the explanation and we give them the personal material
    (Go-Lab_ILS_electric circuit1_individual.pdf) and the group material (GoLab_ILS_electric circuit1_grup.pdf)
    List of concepts (30 minutes)
    They are asked to select a list of concepts that they think are important to solve this
    problem. They have to choose them from the their textbook, their notes and the
    previous scheme.
    They use the 1-2-4 collaborative technique to do it: They have 5-10 minutes to read
    individually the text and construct a personal list. Then they share during 5 minutes
    this list with one of its classmates and complete it. Finally, they have to arrive to an
    agreed list with the four components of the group.

    This technique is used to allow everybody to have a time to think for themselves, and
    avoid only quick answering students to contribute.
    Conceptual map (25 minutes)
    They have to construct a conceptual map linking the different concepts. To do it we
    use the rotational paper technique:
    We ask them to construct sentences linking the main concepts (ie.: Voltage in the
    circuit is produced by generators. Bulbs are receptors. Voltage descent in receptors,
    resistances helps us to control intensity...). They have to write this sentences in turns
    on a shared paper that rotates between the different members of the group. The rest
    of the group have to check the written sentence is right.
    Once they've got the set of sentences, they construct the conceptual map by hand.
    The student who is in charge of information technologies will have to get a definitive
    copy with the CmapTools for the next classroom.
    TEACHER TIPS:
    The details related to exact way teacher conducts the class will change, of course, from one
    group to another.
    This activity is directed to a class group that has some experience with collaborative
    techniques. The small working groups have been already organized by the tutor at the
    beginning of the term. Students are used to roles distributions and have already use 1-2-4
    and rotatory paper techniques.
    Students have used cmaptools and google docs too.
    These pupils have no previous experience with inquiry learning methodology, so the activities
    are very detailed and they will need a lot of scaffolding. In more experienced groups,
    students may be allowed a higher degree of autonomy, and they may design or decide the
    activities they need to solve the question.
    Question (5 minutes)
    The main question for this first part is presented by the teacher: How can we construct a
    circuit that works properly?
    In this last part of conceptualization, they have to think for the next class session possible
    questions that allow them to work with the solution: Can we change the bulb? Should we
    change the source? Can we add some resistance? Or some other bulb? How should we
    connect it?...
    They think and write down these ideas in their individual report as homework for second
    session.

    Investigation
    Computers are necessary for this second session.
    Presentation of the Lab circuit simulator (10 minutes)
    Teacher explains the main components in the lab and the way it works.
    The URL for the Lab is:
    http://go-lab.gw.utwente.nl/production/circuitSimulator/build/circuitSimulator.html

    Ideas discussion in the group. (20 minutes)


    They share the different questions and possibilities they have thought individually at
    home, and decide which are they going to try first.
    For every idea, they will have to complete in the group inform:
    The proposition to solve the problem
    The screen capture with the circuit implemented
    The outcome of the circuit
    Conclusion (10 minutes)
    Once they have tried all the ideas, they have to look again at the results and to arrive to an
    agreement about the best option they have found. They will present this option to the class.
    Discussion
    Sub-phase 1: Communication (15 minutes)
    Every group will explain to the classroom their main conclusions and the way they have
    found to solve the problem. If possible, they have to justify why its solution works using the
    concepts introduced in conceptualization phase
    Sub-phase 2: Reflection (5 minutes)
    Reflection, in this activity, includes two steps:
    They have to complete the rubrics to evaluate themselves and their group classmates.
    They can do this part at home and give it back to the teacher in the next class if
    necessary (they are included in the individual documentation)
    Teacher can conduct a 10 minutes final discussion that is the introduction activity to the
    second ILS related to electric circuits. Students can be oriented to the idea that there
    may be some way to have a better insight in this problem, using numbers for the
    properties we have been discussing.

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