Lesson 3

An Alarming Idea: Designing Alarm Circuits

Representing Circuits / Grade 5 / American Canyon, CA

The EIE Curriculum

EiE - An Alarming Idea: Designing Alarm Circuits - Lesson 3

Students perform controlled experiments to identify conductors and insulators and practice drawing schematic diagrams.

Reflection Questions

How does Cerissa use the classroom document camera to help visual learners understand key points of the lesson?

Visual leaners benefit by seeing small items and images enlarged on the screen and watching Cerissa’s demonstrations as she explains concepts.

  • To help students identify different items that come in the kit, Cerissa displays the bulb holder and its two important contact points. (1:01)
  • To bring home the point that everyone draws the items in a circuit differently, Cerissa displays four individual pages and compares the way each student represented the battery. (2:14)
  • When Cerissa is demonstrating how the switch works, everyone is able to see her open and closes the circuit by shifting the metal bar. (3:58)

How does the study of schematic diagrams in Lesson 3 deepen student understanding of electrical circuits and electrical engineering?

The schematic representation of electrical wiring helps students easily and clearly analyze all the parts of the circuit and how they work together.

  • When drawing their own schematic diagrams, students use the same set of symbols and straight lines that focus attention on the structure of the circuit. (3:21)
  • Reading a schematic diagram to create a specific circuit forces students to pay attention to the function and sequence of elements in the circuit. (4:29)
  • By using schematic diagrams, students get a taste for the way groups of electrical engineers communicate with each other. (5:19)