Students investigate different forms of hybrid engines as well as briefly conclude a look at the different forms of potential energy, which concludes the Research and Revise step of the legacy cycle. Students are introduced to basic circuit schematics and apply their understanding of the difference between series and parallel circuits to current research on hybrid cars.

The physics of microelectronic semiconductor devices for silicon integrated circuit applications. Topics: semiconductor fundamentals, p-n junction, metal-oxide semiconductor structure, metal-semiconductor junction, MOS field-effect transistor, and bipolar junction transistor. Emphasis on physical understanding of device operation through energy band diagrams and short-channel MOSFET device design. Issues in modern device scaling outlined. Includes device characterization projects and device design project.

Students explore the basics of DC circuits, analyzing the light from light bulbs when connected in series and parallel circuits. Ohm's law and the equation for power dissipated by a circuit are the two primary equations used to explore circuits connected in series and parallel. Students measure and see the effect of power dissipation from the light bulbs. Kirchhoff's voltage law is used to show how two resistor elements add in series, while Kirchhoff's current law is used to explain how two resistor elements add when in parallel. Students also learn how electrical engineers apply this knowledge to solve problems. Power dissipation is particularly important with the introduction of LED bulbs and claims of energy efficiency, and understanding how power dissipation is calculated helps when evaluating these types of claims. This activity is designed to introduce students to the concepts needed to understand how circuits can be reduced algebraically.

Students act as engineers to apply what they know about how circuits work in electrical/motorized devices to design their own battery-operated model motor vehicles with specific paramaters. They calculate the work done by the vehicles and the power produced by their motor systems.

During a power failure, or when we go outside at night, we grab a flashlight so we can find our way. What happens inside a flashlight that makes the bulb light up? Why do we need a switch to turn on a flashlight? Have you ever noticed that for the flashlight to work you must orient the batteries a certain way as you insert them into the casing? Many people do not know that a flashlight is a simple series circuit. In this hands-on activity, students build this everyday household item and design their own operating series circuit flashlights.

Students are introduced to circuits through a teacher demonstration using a set of Christmas lights. Then students groups build simple circuits using batteries, wires and light bulbs. They examine how electricity is conducted through a light bulb using a battery as a power source. Students also observe the differences between series and parallel circuits by building each type.

Students explore the composition and practical application of parallel circuitry, compared to series circuitry. Students design and build parallel circuits and investigate their characteristics, and apply Ohm's law.

Modeling of microelectronic devices, and basic microelectronic circuit analysis and design. Physical electronics of semiconductor junction and MOS devices. Relation of electrical behavior to internal physical processes; development of circuit models; and understanding the uses and limitations of various models. Use of incremental and large-signal techniques to analyze and design bipolar and field effect transistor circuits, with examples chosen from digital circuits, single-ended and differential linear amplifiers, and other integrated circuits. Design project. Description from the course home page: 6.012 is the header course for the department's "Devices, Circuits and Systems" concentration. The topics covered include: modeling of microelectronic devices, basic microelectronic circuit analysis and design, physical electronics of semiconductor junction and MOS devices, relation of electrical behavior to internal physical processes, development of circuit models, and understanding the uses and limitations of various models. The course uses incremental and large-signal techniques to analyze and design bipolar and field effect transistor circuits, with examples chosen from digital circuits, single-ended and differential linear amplifiers, and other integrated circuits.

In this extension to the Ohm's Law I activity, students observe just how much time it takes to use up the "juice" in a battery, and if it is better to use batteries in series or parallel. This extension is suitable as a teacher demonstration and may be started before students begin work on the Ohm's Law I activity.

Students work to increase the intensity of a light bulb by testing batteries in series and parallel circuits. They learn about Ohm's law, power, parallel and series circuits, and ways to measure voltage and current.

Students learn that charge movement through a circuit depends on the resistance and arrangement of the circuit components. In a hands-on activity, students build and investigate the characteristics of series circuits. In another activity, students design and build a flashlight.

Students engage in an interactive "hot potato" demonstration to gain an appreciation for the flow of electrons through a circuit. Students role play the different parts of a simple circuit and send small items representing electrons (paper or candy pieces) through the circuit.

Students download the software needed to create Arduino programs and make sure their Arduino microcontrollers work correctly. Then, they connect an LED to the Arduino and type up and upload programs to the Arduino board to 1) make the LED blink on and off and 2) make the LED fade (brighten and then dim). Throughout, students reflect on what they've accomplished by answering questions and modifying the original programs and circuits in order to achieve new outcomes. A design challenge gives students a chance to demonstrate their understanding of actuators and Arduinos; they design a functioning system using an Arduino, at least three actuators and either a buzzer or toy motor. For their designs, students sketch, create and turn in a user's manual for the system (text description, commented program, detailed hardware diagram). Numerous worksheets and handouts are provided.

Students use potatoes to light an LED clock (or light bulb) as they learn how a battery works in a simple circuit and how chemical energy changes to electrical energy. As they learn more about electrical energy, they better understand the concepts of voltage, current and resistance.

Students imagine they are stranded on an island and must create the brightest light possible with the meager supplies they have on hand in order to gain the attention of a rescue airplane. In small groups, students create circuits using items in their "survival kits" to create maximum voltage, measured with a multimeter and two LED lights. To complete the activity, students act as engineers by using the given materials to create circuits that produces the highest voltage and light up the most LED lights. They apply their knowledge of how voltage differs in a series circuit and a parallel circuit to design their solutions.

You can build a wide range of practical electronic devices if you understand a few basic electronics concepts and follow some simple rules. These devices include light-activated and sound-activated toys and appliances, remote controls, timers and clocks, and motorized devices. The subject begins with an overview of the fundamental concepts, followed by a series of laboratory exercises that demonstrate the basic rules, and a final project.

Students groups act as NASA/GM engineers challenged to design, build and test robotic hands, which are tactile feedback systems made from cloth gloves and force sensor circuits. Student groups construct force sensor circuits using electric components and FlexiForce sensors to which resistance changes based on the applied force. They conduct experiments to find the mathematical relationship between the force applied to the sensor and the output voltages of the circuit. They take several measurements force vs. resistance, force vs. voltage and use the data to find the best fit curve models for the sensor. Different weights applied to the sensor are used as a scalable force. Students use traditional methods and current technology (calculators) to plot the collected data and define the curve equations. Students test their gloves and use a line of best fit to determine the minimum force required to crack an egg held between the index finger and thumb. A PowerPoint(TM) file and many student handouts are included.

Students build a saltwater circuit, which is an electrical circuit that uses saltwater as part of the circuit. Students investigate the conductivity of saltwater, and develop an understanding of how the amount of salt in a solution impacts how much electrical current flows through the circuit. They learn about one real-world application of a saltwater circuit — as a desalination plant tool to test for the removal of salt from ocean water.

Students are introduced to the technology of flexible circuits, some applications and the photolithography fabrication process. They are challenged to determine if the fabrication process results in a change in the circuit dimensions since, as circuits get smaller and smaller (nano-circuits), this could become very problematic. The lesson prepares students to conduct the associated activity in which they perform statistical analysis (using Excel® and GeoGebra) to determine if the circuit dimension sizes before and after fabrication are in fact statistically different. A PowerPoint® presentation and post-quiz are provided. This lesson and its associated activity are suitable for use during the last six weeks of the AP Statistics course; see the topics and timing note for details.

In this hands-on activity, students construct a simple switch and determine what objects and what types of materials can be used to close a switch in a circuit and light a light bulb.