The document proposes a classroom visit to teach 6th grade students basic electrical circuit concepts using hands-on experiments with batteries, wires, light bulbs, and fans. The lesson plan compares series and parallel circuits and teaches fundamental concepts like voltage, current, resistance, and Kirchhoff's laws. Dividing students into groups to build circuits aims to stimulate interest in engineering careers by making the learning process fun and interactive. The proposal discusses project management, materials needed, and references to support the educational goals and safety of the proposed classroom visit.

1. To: Candice Bauer
From: SachinMehta
Hans Meyer
Paul Waite
KevinVees
Date: October8, 2011
Subject:ClassroomVisitProposal
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.

2. 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.
Fig. 1: Ratio of engineers vs. college attendees
Ratio of engineers vs. college attendees
Students attending
college after
highschool
Engineering
graduates

3. 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 classroomis intended to create a fondness for
engineering amongst the younger generation. With a project in mind that entails intermediate

4. 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 classroomvisit. 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 systemcapable 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 classroomvisit 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
Principle Approximate Time to Spend (min)
Notable Persons 10
Ohm's Law 10
Kirchhoff's Laws 10
Voltage 10
Current 10
Resistance 5
Series vs. Parallel
Networks
15
Various Applications &
Jobs
5
Table 2: Lesson Plan & Essential Concepts

5. voltage rating will double, while the amp hours (current) will not change. Put simply: a series
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

6. 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].

7. 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

8. 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.
ID Task Name
Oct 2011 Nov 2011
9/18 9/25 10/2 10/9 10/30 11/6 11/2710/16 12/410/23 11/2011/13
1 Team Charter & Introductions
2 Determine Team Roles
3 Determine Team Decisions Making
4 Deliberate and decide on topic
5 Proposal Rough Draft
6 Proposal Presentation
7 Review project scheduling
8 Determine strict lesson plan and goal
9
Obtain and necessary handouts and
research for project
10
Bring together all materials needed for
project
11 Deliver project to classroom
12 Design review rough draft
13 Design review final draft
14 Design review presentation
15 Final review rough draft
16 Final review final draft
17 Final review presentation
Fig. 5: Gantt Chart

9. 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 Price
Spool of wire
(x2)
$5
Small lamp
(x15)
$25
9 Volt battery
and connector
(x15)
$70

10. 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

11. 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