Electric Art

An Electric Circuit Project That Blends Engineering, Science, and Art

BACKGROUND:

This project was designed to drive development of the concepts of electricity and electric circuits. The project was also intended as students' first exposure to the engineering design process. The Electric Art project is meant to build competencies in all four phases of the engineering design process in addition to applying knowledge of circuits.

(Questions or comments please contact: jordan.pasqualin@knowlesteachers.org)

NGSS:

Disciplinary Core Idea: Conservation of Energy and Energy Transfer

Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy. (HS-PS3-3)
Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known. (HS-PS3-1)

Disciplinary Core Idea: Engineering Design

Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. (HS-ETS1-2)
Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts. (HS-ETS1-3)
Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. (HS-ETS1-4)

MATERIAL RESOURCES:

At a minimum each team will need: 3-6 light bulbs (cut and stripped holiday lights work well), ~1 meter of wire (stranded works best for twisting connections), 0-1 resistors (5 or 10 Ω), Power supply (Several D-cell batteries in series depending on required voltage), Electrical tape, and wire cutters.

Student Handouts:

Click for printable versions: Entry Document and Student Packet

Phase 1: Problem Definition

Students are expected to accomplish the following tasks using these (Tools):

Clarify problem in light of context and stakeholders (Know/Need to Know Chart, Problem Statement Protocol)
Establish qualitative and quantitative criteria
Identify constraints (Criteria and Constraints)
Understand Relevant Science and Math - Throughout the unit

Lesson: Project Introduction

Present an abbreviated version of the problem
Know/Need to Know Chart facilitates problem definition and clarification.

Link to Sample Student Response - Knows and Need to Knows

Lesson: Criteria and Constraints

Introduce further problem information (based on student generated questions from lesson 1)
Introduce the idea of stakeholders.
Use student friendly language to generate concepts of criteria and constraints.
Students work together to develop a clarified problem statement

Link to Sample Student Response - Stakeholders, Criteria and Constraints

Phase 2: Design Exploration

Students are expected to accomplish the following tasks using these (Tools):

Generate Design Alternatives (Brainstorm, Concept Sketching)
Compare design alternatives to criteria and constraints (checklist)
Proof of Concept (mockups, component testing)

Lesson: Design Exploration - Brainstorming

Brainstorming procedure is introduced and practiced.

Link to Sample Student Response- Brainstorming

Lesson: Design Exploration - Concept Sketching

Concept-Sketching procedure is introduced and used.
Students receive feedback from their peers and teacher to evaluate if constraints are met.

Link to Sample Student Response - Concept Sketching

Lesson: Design Exploration - Design Mock-Up and Testing

Students simulate circuit concepts using PhET Circuit Construction Kit
Students build and test physical circuits to further evaluate the feasibility of their designs to create at least 3 working designs.

Link to Sample Student Response - Mock-up and Testing

Phase 3: design Optimization

Students are expected to accomplish the following tasks using these (Tools):

Develop Prototype
Optimize:Build, Test, Verify, Refine (simulation)

Lesson: Optimize Design and Design Selection

Students calculate equivalent resistance, current, and power consumption of their circuit. Students optimize designs by evaluating how well each design meets the criteria of the project . Students can simulate designs on the PhET Circuit Construction Kit to check work.
Students also rank circuits using a simple table to evaluate tradeoffs and justify their decision for "best" circuit based on the criteria and evidence they generated during testing and optimization.

Link to Sample Student Response - Optimize, Select, and Justify

Phase 4: Design Communication

Students are expected to accomplish the following tasks using these (Tools):

Document the final design
Prepare report/presentation for stakeholders

Lesson: Design Communication - Technical Drawings

Students prepare an individual report.
Students provided detailed drawings and schematics of the circuits that communicate their final design.

Link to Sample Student Response - Technical Drawing

Lesson: Design Communication - Engineering Design Process

Students reflect on each phase of the engineering design process and cite evidence.
Students presentation their design to the class, using data and evidence to provide justification for selection of their design.

Link to Sample Student Response - Phase 1 and Phase 2

Report abuse