To: Candice BauerFrom: Sachin Mehta Hans Meyer Paul Waite Kevin VeesDate: October 8, 2011Subject: Classroom Visit Proposal

Abstract: by Sachin Mehta

Introduction: by Sachin Mehta,

Whilst visiting the sixth graders at Anderson Elementary, a few of the most fundamental electric circuit theorems will be discussed. A lesson plan that is entertaining to the young audience is imperative, because without a cheerful and boisterous crowd there would undoubtedly be a lack of focus. By compiling simple electric circuits, students will be able to form their own ideas, making the learning process much more long lasting.

Problem Statement: by Kevin Vees

Technology is quickly taking over the world. Whether it is a new cell phone upgrade every year, or a simple computer upgrade, technology drives nearly everything in the modern world. Unfortunately, this technology does not invent itself. There will always be a demand for engineers to develop new technologies in the world. Whether it is that new sophisticated computer that just came out, or simply heating up some leftover food in a microwave, electrical equipment affects everyone. Anything that is plugged into a wall socket or runs off batteries has some sort of circuit in it that was designed by an Electrical Engineer. So if engineers are so important in todays and tomorrow’s world, why are engineers generally so rare? According to the Bureau of Labor Statistics, “of the 3.2 million youth age 16 to 24 who graduated from high school between January and October 2010, about 2.2 million (68.1 percent) were enrolled in college in October 2010” [1]. Out of those whopping 2.2 million students that continue their education, the United States only contributes about 70,000 new engineers a year. This means that out of the 2.2 million students that go to a college, a shocking 3.18% turn out to be engineers [2]. In order to put this number in perspective, Fig. 1 visually shows how small that percentage is.

Ratio of engineers vs. college attendees

Students attending college after high-schoolEngineering graduates

Fig. 1: Ratio of engineers vs. college attendees

The reason for this is debatable, but the K-12 curriculum suggests that this is due to the lack of engineering experience that these students actually get. A high school graduate could very likely graduate high school not even knowing that engineering is a possibility, let alone which engineering field would best suit that person. This not only impacts that student’s future directly, but it also affects the whole society. There is no doubt that engineering is an in-demand field, and is necessary to further our technology. Without having these engineers to develop new technology, it simply does not get invented.

Another primary issue with the world is the fact that other countries such as China and India are taking the market for higher level education jobs such as an engineer. Table 1 shows that the top five universities in the world for engineering and technology are located right here in the United States [3]. This shows that the United States has an excellent understanding of engineering, and there is no reason why U.S. citizens should not be able to pursue a career in engineering.

Table 1: Top five engineering universities in the world

The easiest way to solve this problem is to involve the students with more engineering projects. These students need to get hands-on experience with different types of experiments that will let them explore the possibilities of their future. This is what the project aims to do. Using simple fundamentals of electrical engineering, the students will be introduced to engineering as a whole. The objective is to get the students interested in engineering due to the extensive hands-on experiments that will be performed. These experiments, though at times are difficult, can prove to be very fun and rewarding. An attempt to make a fun and immersive experience for these students will be made in hopes that they will pass this information on to their friends of parents, and will overall be influenced to look into the engineering field.

Design Concept: by Sachin Mehta

The planned visit to Ms. Lenesha Marbury’s classroom is intended to create a fondness for engineering amongst the younger generation. With a project in mind that entails intermediate math, conceptual ideas, and the use of somewhat sophisticated equipment not just any

audience could have been selected. With careful consideration the team chose to present to the young sixth grade scholars who attend Anderson Elementary School here in Reno, NV. Recognizing that young students can be easily distracted an exciting and intriguing lesson plan will be formulated in order to hold their attention. However, amusement cannot be unaccompanied during the visit to the classroom. An underpinning of engineering and the sciences will be introduced, studied, and practiced. Table 2 displays the approximate amount of time that will be spent discussing various principles related to electricity and circuitry.

With a limited amount of time and a great many students to work with, only underlying electric phenomena with basic applications can be selected for the curriculum. Learning how to construct a simple circuit and illuminate a light bulb while understanding the theory behind the procedure is the main purpose of the classroom visit. In order for the younger generations to be interested in math and science their curiosity has to be stimulated at a very young age. “America's competitive edge… all depend on an educational system capable of producing young people and productive citizens who are well prepared in science and mathematics” [4]. These types of articles give light to the realization that certain measures need to be taken in order to keep that competitive edge in the United States. The hope for the classroom visit is that discussing electricity--a fundamental building block of this planet—can and will help in captivating the young students.

The main demonstration will involve a comparison between parallel and series circuit networks. By connecting a bulb (of yet to be determined power) to the batteries, the students will see firsthand how the voltage and current in an electric circuit can vary so greatly by a change in the arrangement of those same batteries. By arranging two nine volt (V) batteries in series the voltage rating will double, while the amp hours (current) will not change. Put simply: a series

Principle Approximate Time to Spend (min)Notable Persons 10

Ohm's Law 10Kirchhoff's Laws 10

Voltage 10Current 10

Resistance 5

Series vs. Parallel Networks

15

Various Applications & Jobs

5

Table 2: Lesson Plan & Essential Concepts

circuit gives more voltage and a steady current. Vice versa, when connecting two of the batteries in parallel the voltage will not change, however the amp hours (current) will double. A diagram comparing these two principles is shown in Fig. 2 [5]. Common terminology such as ”load”, “source”, “path”, and their respective definitions will be described to the students in order to familiarize them with these everyday phenomena. Additionally, the application of Kirchhoff’s laws will be portrayed because of their relative simplicity. Kirchhoff’s voltage law states: the sum of the voltages around a closed loop equal zero. On the other hand, Kirchhoff’s current law is defined as the sum of the currents entering a specific node is equivalent to the sum of currents leaving that same node. Although these two fundamental theorems are usually taught to students at the high school and university level, their application to simple circuits is substantial. For example, after the students construct their very own circuits and a voltmeter measures the actual voltage they will be able to analyze their circuit with Kirchhoff’s voltage law, and compare the two numerical values. By doing this, students can grasp another topic engineers cope with every day: experimental error.

Fig. 2: Series vs. Parallel [5]

Stipulations that will apply when working with the young students include, first and foremost, acquiring a parent/legal guardian signature that allows the student in question to handle possibly dangerous equipment. Although injury is highly unlikely during the exercise precautionary measures such as obtaining signature forms is imperative for the school’s sake and the instructors themselves.

The first task on the agenda after arriving at the school will include a brief overview of safety protocols. For example, a current of only 50 milliamperes (mA) can cause respiratory arrest, extreme pain, and extremely sever muscle contractions [6]. No material will be handed out until the completion of the safety review. By separating the class into groups of three the

monitoring and assisting will become a great deal easier. To begin, each group will be given a piece of equipment from Table 2 and shown how to use the piece properly. The students will need to use the concepts discussed beforehand to engineer their own circuits and apply the voltmeter/ammeter to measure their respective elements. In order to further demonstrate principles, mathematical formulas relevant to circuit analysis will be used. Eq. (1) describes Ohm’s Law, a fundamental theorem of electricity.

V=IR (1)

Additionally, important persons who have been influential in the study of electricity will be examined including Andre Ampere, George Ohm, Thomas Edison, and Albert Einstein. Important elements will be pointed out, such as the fact that electrical history goes back long before Christ and individuals such as Ampere were instrumental in improving existing theories and naming terminology [7]. Delving in to the history of electricity and the people behind the principles will be an important and enthralling topic, in the hopes that the students gain a broader spectrum of knowledge.

Literature Search: By Hans Meyer

A common project used to educate students on an introduction to electrical engineering has been the introduction to circuits. Generally, students will build simple circuits using a battery, wires, and light bulbs. This allows the examination of how electricity is conducted through a light bulb using a battery as a power source. Students will also able to observe the differences between a series circuit and parallel circuit by building each type of circuit.

The projects in the past demonstrate the use of parallel and series circuits with only one battery and multiple lights such as Christmas lights. The procedure starts by connecting a 6 Volt alkaline battery into a simple circuit made of multiple light bulbs. The light bulbs are configured into parallel and serial circuits and the students are shown the difference between the two simple circuits [8]. The simple circuit is shown in Fig. 3.

Fig. 3: Simple circuits demonstrated with multiple light bulbs [9].

In the planned lesson, simple circuits will be demonstrated with more than one power source, most likely 9 volt batteries. The students will still use a light bulb in sacrifice of Christmas lights described in the previous teachings of this lesson; regular incandescent light bulbs will be used. Basic computer fans will also be included to demonstrate the difference in current and voltage between circuits in parallel and series. Additionally, the students will be asked to hypothesize on the outcome of each device used to demonstrate the principle. To allow the students to use their and develop their reasoning skills, the students will be divided into groups after hearing the lecture that will be provided. Each group will receive the same materials, schematic, and explanation of the circuits used as shown in Fig. 4. Students will be asked to commit to one answer with the help of the equations behind the principle. Moreover, rewards will be given to those that correctly answer which bulb will stay illuminated the longest.

Fig. 4: Schematic given to the students.

The planned lesson allows for plenty of deviation as well. While the plan is to teach the students about circuits with multiple batteries, the demonstration of multiple light bulbs arranged in series and parallel can also be fulfilled. In conclusion, this lesson plan allows the students to be taught in a more fulfilling manor with multiple demonstrations, hands on approach, and the testing and forming of deductive reasoning from the students.

Project Management: by Paul Waite

Scheduling

Upon assignment of the proposal project the group designed an approach that includes four stages of teamwork to a completed avocation: formation, brainstorming, normalizing and performance.

In the formation stage the group was given a task and converted into a team. After this the first team meeting took place, during this meeting group roles were decided upon and relevant past experience was discussed.

The group's second meeting is where brainstorming began. The goal was to decide upon a topic for the proposal assignment. However in order to properly make group designations, it was first

to discuss how decisions will be made. Using an open idea forum possible outcomes are discussed and freely elaborated upon for a given amount of time. After the time is up, each team member writes down their top three to five choices from the earlier forum. The team rejoins and compares lists. The most frequent responses are taken to a small 3 item poll and voted upon to obtain a final decision. Using this method the team decided on a project that teaches fundamental electrical concepts and circuitry.

With roles and a clear objective distinguished, the team is able to move forward to the normalizing stage. Normalizing is where team members produce a single product from many smaller parts. Each team member has contributed different content to the final proposal, this content must be pieced together and made into a single, cohesive work. This process includes peer review and team unification for a presentation given which summarizes the group's proposal.

During the performance phase team members are no longer in deliberation, the team is focused and each member has a known task. The pinnacle of the performance phase is the delivery of the circuits presentation to a class of sixth grade student, this phase recedes into another group presentation summarizing the outcome of this delivery.

Shown in Fig. 5, is the team's Gantt Chart. This plot provides the general time frame of completion for stages of the project. Note that formation and brainstorming tasks are connected with a solid line and circle endpoints, normalizing tasks by the solid arrow tipped lines, and performance tasks have a dotted line with circle endpoints.

Fig. 5: Gantt Chart

Materials

The proposed project requires one spool of light weight electrical wire, about 15 small lamps, and 15 9-V batteries with connectors. Table 3 demonstrates the approximate total cost of the materials that need to be purchased. Prices are relative to the current market [10].

Table 3: Approximate Costs.

Resources

In the formation stage, a team charter was designed to help focus the future work of the team. Before completing any proposal related the task, the team decided upon a few key points: first and foremost group members agreed to be committed and produce the best work possible, also the group placed heavy emphasis on promoting engineering to young students, finally the group agreed that the majority of work will be completed with all group members present or in a meeting format.

The makeup of this group is complemented by each member's skills, background, and personality [11].

Kevin Vees a junior of Electrical Engineering. Kevin has a social personality which is vital to group function. Kevin's positive attitude toward problems and assignments has repeatedly shown to motivate other group members into display the same trait.

Hans Meyer a senior of Civil and Environmental Engineering. Hans has a realistic personality type, being present tense oriented Hans helps keep the group on track by structuring and sometimes deciphering group plans into a goal that is attainable.

Sachin Mehta a junior of Electrical Engineering. Sachin displays an enterprising personality. He consistently offers new ideas for how to improve and differentiate team stratagem. Sachin has been known to provide clever solutions to problems that other team members did not know existed.

Material PriceSpool of wire (x2)

$5

Small lamp (x15)

$25

9 Volt battery and connector (x15)

$70

Paul Waite a junior of Civil and Environmental Engineering. Paul is investigative, he typically will analyze a problem and note each detail that is relevant to solving that problem. When planning this is particularly helpful because some ideas proved to be too complicated to complete.

Conclusion: By

References:

[1] Bureau of Labor Statistics (website)

http://www.bls.gov/news.release/hsgec.nr0.htm

[2] Christian Science Monitor (website)

http://www.csmonitor.com/2005/1220/p01s01-ussc.html

[3] Times Higher Education (website)

http://www.timeshighereducation.co.uk/world-university-rankings/2010-

2011/engineering-and-IT.html

[4] National Science Foundation (website)

http://www.nsf.gov/statistics/nsb0602/

[5] Electric Circuits (website)

http://www.bristolwatch.com/ele/batt.htm

[6] Princeton University (Electrical Engineering website)

http://web.princeton.edu/sites/ehs/labsafetymanual/sec7g.htm

[7] Electrical Code (website) http://www.code-electrical.com/historyofelectricity.html

[8] TeachEngineering.org (website). http://www.teachengineering.org

[9] Comparing Parallel and Series Circuits (website). http://www.msnucleus.org

[10] RadioShack (website)

http://www.radioshack.com

[11] Holland Personality (website)

http://www.soicc.state.nc.us/soicc/planning/jh-types.htm