Series & Parallel Circuits

Students learn about electrical circuits and the difference between series and parallel circuits. They turn mechanical energy into electrical energy using hand crank generators to power the circuits they create.
Session Information: This activity is available only in-person. It cannot be booked as a virtual program.
In-Person Session Information |
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All in-person activities are interactive, hands-on student experiences guided by our instructors.
New York State Standards
New York State Science Learning Standards
Disciplinary Core Ideas |
Crosscutting Concepts |
Science and Engineering Practices |
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PS3.B: Conservation of Energy and Energy Transfer |
Systems and System Models Energy and Matter: Flows, Cycles, and Conservation |
Planning and Carrying Out Investigations Constructing Explanations and Designing Solutions Engaging in Argument from Evidence |
Common Core Mathematics
N/A
Common Core English Language Arts
Speaking and Listening |
Language |
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Comprehension and Collaboration |
Vocabulary Acquisition and Use |
New York State Standards for the Arts
Core Document | Elementary Science |
Inquiry | |
Performance Indicators | S1.1, Scientific Inquiry: “Ask “why” questions in attempts to seek greater understanding concerning objects in a continuing, creative process.” |
Major Understandings | S1.1a,b Scientific Inquiry: • “Observe and discuss objects and events and record observations.” • “Articulate appropriate questions based on observations.” |
Content | |
Performance Indicators | PI 4.1, Physical Setting: “Describe a variety of forms of energy (e.g. heat, chemical, light) and the changes that occur in objects when they interact with those forms of energy.” |
Major Understandings | MU 4.1a,e Physical Setting: • “Energy exists in various forms: heat, electric, sound, chemical, mechanical, light.” • “Electricity travels in a closed circuit.” |
Core Document | Intermediate Science |
Inquiry | |
Performance Indicators | S1.1, Scientific Inquiry: “Formulate questions independently with the aid of references appropriate for guiding the search for explanations of everyday observations.” |
Major Understandings | S1.1a, b, c Scientific Inquiry: • “Formulate questions about natural phenomena” • “Identify appropriate references to investigate a question” • “refine and clarify questions so that they are subject to scientific investigation” |
Content | |
Performance Indicators | PI 4.4, Physical Setting: “Observe and describe the properties of sound, light, magnetism, and electricity.” |
Major Understandings | MU 4.4b,d Physical Setting: • “Light passes through some materials, sometimes refracting in the process. Materials absorb and reflect light, and may transmit light. To see an object, light from that object, emitted by or reflected from it, must enter the eye.” • “Electrical energy can be produced from a variety of energy sources and can be transformed into almost any other form of energy.” |