SHS3 Physics · Semester 1 Week 20: Direct Current

Lesson notes

Learning Objectives

Indicator: 3.3.1.LI.1

By the end of the lesson, learners can:

Describe the internal structure of a resistor and explain how it opposes the flow of current in a circuit.
Demonstrate the arrangement of resistors in series and parallel, and state how current and voltage behave in each arrangement.
Apply the formula R = ρL/A to calculate the resistance of a conductor, given its resistivity, length and cross-sectional area.
Identify the resistivity of a material as a property that determines how well it conducts electricity.
Distinguish between series and parallel arrangements based on the total resistance produced and the current and voltage distribution across resistors.
Propose suitable resistor arrangements for simple practical circuits based on the required current and voltage conditions.

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Curriculum details

Strand: Electric Field, Magnetic Field and Electronics (Strand 3)
Sub-strand: Direct Current (3.1)
Content standard: 3.3.1.CS.2 - Demonstrate knowledge and understanding of the structure and working principles of resistors. 3.3.1.LO.2 Characterise resistors through calculation, identification and propose suitable resistors for a given electrical circuit.
Indicator: 3.3.1.LI.1 - Describe and demonstrate the structure and working principle of resistors and their arrangements in circuits.
Suggested placement: Semester 1, Week 20 (Week 20 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 174

Exemplars (from the NaCCA curriculum)

Experiential learning:
- Set up the laboratory for learners to arrange resistors in series and parallel and let learners conclude as far as current and voltage are concerned.
- Expound on the characteristics of a material with respect to resistivity and how it affects electrical conductivity.
- Explain the relationship between resistivity, length and area and apply the formula R=pl/A.
Ensure that the teaching materials, examples, and illustrations reflect diverse perspectives.
Assessment (3.3.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.
Teaching and Learning Resources:
- Audio-visuals
- Internet
- Projectors
- YouTube
- Interactive laboratory,
- Connecting virtual wires
- Ammeter
- Galvanometer
- Voltmeter
- Resistance
- Rheostats
- Standard box resistors