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Teaching Current Electricity

Teaching Current Electricity. By: Mike Turner. A Brave New Subject Area. Most people have trouble with electricity. Direct sense perception Electricity gets “used up” Taught as a quantitative science It can be fixed however! Focus on the Hows and Whys Simple Complex

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Teaching Current Electricity

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  1. Teaching Current Electricity By: Mike Turner

  2. A Brave New Subject Area • Most people have trouble with electricity. • Direct sense perception • Electricity gets “used up” • Taught as a quantitative science • It can be fixed however! • Focus on the Hows and Whys • Simple Complex • Refine and Re-define

  3. Which Should Come First? • Static vs. Current • Traditionally Static comes first • Teachers and textbooks • In reality, it is completely up to the teacher • Teaching on before the other makes no difference • However, the two must be related

  4. Charge in Motion • Problem 1: Textbooks • Textbooks make discontinuous leap from static to current electricity. • “Charge in motion” concept far from obvious • Problem 2: Words • Indiscriminate applicability • Why ask why?

  5. Charge in Motion (cont) • How do we know that current is charge in motion? • Not a simple matter • Faraday • The discovery of the identical properties of electricity required the full exertion of his experimental skill • Its ok for new students to be confused • Lead students to think AND experiment • Link electrostatics-voltaic battery-household outlets early

  6. Charge in Motion (cont) • Capacitor/electroscope observation • Assume concepts of “charge,” “conductor,” “non-conductor,” “leakage of charge,” “electrostatic induction,” and “polarization” have been developed

  7. Circuits 101 • Batteries and Bulbs • Simple, hands-on experience is vital in forming abstract concepts and models • Trial and Error • Adults vs. 7 year olds • Idea first, name afterwards

  8. Circuits 102 • Idea first, name afterwards! • Current • Observe Light bulbs in “circuit” • Brightness vs. Number of Bulbs, Location of bulb in circuit, series vs. parallel. • So on, So on, etc.

  9. Ohms Law • R Ξ • Voltage vs. Potential Difference • Textbooks generally cause confusion • Assume priori knowledge • No one proved method • NOTE: Students can see relationship for themselves • Ohmic/ non-Ohmic

  10. Conclusion • Things to remember • This is a new subject to most students • Student’s preformed ideas • Great opportunity for abstract learning through hands-on experimentation and observation • IDEA FIRST THEN NAME

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