Total Duration: 
91 to 120 Minutes 
Materials and Resources: 
Each group of 4 Students: *Logger Pro is available for free to any Alabama Science in Motion trained teacher  see your specialist for details. Other graphing software such as Graphical Analysis or even Excel could be used, although Logger Pro is recommended. Each student will need a copy of the Exit Ticket (see attached document). Each student will need a copy of the Ohm's Law Quiz (see attached document). An answer key is provided for the teacher. *Students needing acceleration will need a copy of the Extension Activity (see attached document) and one additional resistor. *Students requiring intervention will need access to this website: http://www.glencoe.com/sites/common_assets/science/virtual_labs/E14/E14.html The teacher will need copies of all attachments. 
Technology Resources Needed: 
Each group of 4 will need a computer with internet access and Logger Pro (or other graphing software as indicated above). 
Background/Preparation: 
Before this activity, the teacher should introduce students to the:
Students should be familiar with the concept of circuits  essentially, components of circuits and definitions of the voltage difference, current, and resistance. Students should also know the equation of a line. 
BEFORE: Have students sketch (on their own paper) a simple circuit with all three major components. Ask for three volunteers to draw their circuits on their whiteboard, show the class, and see if all students agree that what they have drawn is a complete circuit. DURING: Pose the question  What is the relationship, if any, between the voltage difference and the current in a circuit? Part I Students should develop and carry out a procedure to measure voltage difference and current. They should keep one resistor in the circuit and change only the voltage difference or the current, then record the new data. It is at student/teacher discretion how many points of data to collect (6 is recommended). At the end of the experiment, they should have several points of data that include current and voltage difference for each point. *BE SURE TO APPROVE THE STUDENTS' PROCEDURE BEFORE THEY PERFORM THE EXPERIMENT* A sample procedure can be found in the attachment "Sample Student Report". Part II After the students collect the data, they should graph using the Logger Pro software and do a 4step analysis of the graph. 1) Write the equation of a line Part III Assign students the postlab questions (see lab sheet) to practice using Ohm's Law, which they will have just discovered. AFTER: Have students present their results by writing their findings on the whiteboard or interactive whiteboard. All groups should present their graph and 4step analysis. Each group should also have an assigned question from the worksheet to present. Students should present their graph and explain how the graph led them to the discovery of Ohm's Law. They should also work through their assigned problem. Allow other groups to ask the presenting group questions. 
Attachments: **Some files will display in a new window. Others will prompt you to download. 
Assessment Strategies 
Formative: Summative: 
Acceleration: 
Students seeking to expand their understanding of Ohm's Law and circuits can complete the activity in the attachment "Extension". 
Intervention: 
Students needing additional help can do the Glencoe virtual lab on Ohm's Law. Instructions and followup questions are provided on the website and can be done on the student's own paper. http://www.glencoe.com/sites/common_assets/science/virtual_labs/E14/E14.html 
View the Special Education resources for
instructional guidance in providing modifications and adaptations
for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.
