Elementary Circuits

Although definitions are easy enough to research and repeat, it is important that students learn to cast these concepts into their own words. Asking students to give practical examples of “circuits” and “non-circuits” is one way to ensure deeper investigation of the concepts than mere term memorization.

The word “circuit,” in vernacular usage, often refers to anything electrical. Of course, this is not true in the technical sense of the term. Students will come to realize that many terms they learn and use in an electricity or electronics course are actually mis-used in common speech. The word “short” is another example: technically it refers to a specific type of circuit fault. Commonly, though, people use it to refer to any type of electrical problem.

This question gives students a good opportunity to discuss the basic concept of a circuit. It is very easy to build, safe, and should be assembled by each student individually in class. Also, emphasize how simple circuits like this may be assembled at home as part of the “research” portion of the worksheet. To research answers for worksheet questions does not necessarily mean the information has to come from a book! Encourage experimentation when the conditions are known to be safe.

Have students brainstorm all the important concepts learned in making this simple circuit. What general principles may be derived from this particular exercise?

Impress upon the students the importance of learning to “communicate” in the language of schematic diagrams. The symbols and conventions learned here are international, and not limited to use in the United States.