Grade: High School - 3

PI.8.3
Develop graphical and mathematical representations that describe the relationship between the amount of current passing through an ohmic device and the amount of voltage (i.e. EMF) applied across the device according to Ohm’s Law and apply those representations to qualitatively and quantitatively describe how changing the current affects the voltage and vice versa.

I Can Statements	Academic Vocabulary
I can develop a graph which describes the relationship between the amount of current passing through an ohmic device and the amount of voltage (i.e. EMF) applied across the device. I can develop a mathematical representation which describes the relationship between the amount of current passing through an ohmic device and the amount of voltage (i.e. EMF) applied across the device. I can qualitatively describe how changing the voltage applied to an ohmic device affects the current passing through the device according to Ohm’s Law. I can quantitatively determine how changing the voltage applied to an ohmic device affects the current passing through the device according to Ohm’s Law.	Current Ohmic device Voltage Ohm’s law

I Can Statements

Academic Vocabulary

I can develop a graph which describes the relationship between the amount of current passing through an ohmic device and the amount of voltage (i.e. EMF) applied across the device.

I can develop a mathematical representation which describes the relationship between the amount of current passing through an ohmic device and the amount of voltage (i.e. EMF) applied across the device.

I can qualitatively describe how changing the voltage applied to an ohmic device affects the current passing through the device according to Ohm’s Law.

I can quantitatively determine how changing the voltage applied to an ohmic device affects the current passing through the device according to Ohm’s Law.

Current
Ohmic device
Voltage
Ohm’s law

Cross Cutting Concepts
Scale, Proportion, and Quantity Algebraic thinking is used to examine scientific data and predict the effect of a change in one variable on another (e.g., linear growth vs. exponential growth). Systems and System Models Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions - including energy, matter, and information flows - within and between systems at different scales. Energy and Matter *Energy drives the cycling of matter within and between systems.

Cross Cutting Concepts

Scale, Proportion, and Quantity
*Algebraic thinking is used to examine scientific data and predict the effect of a change in one variable on another (e.g., linear growth vs. exponential growth).

Systems and System Models
*Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions - including energy, matter, and information flows - within and between systems at different scales.

Energy and Matter
*Energy drives the cycling of matter within and between systems.

Science and Engineering Process Standards
SEPS 3: Planning and Carrying Out Investigations SEPS 4: Analyzing and Interpreting Data SEPS 5: Using Mathematics and Computational Thinking SEPS 6: Constructing Explanations and Designing Solutions

Science and Engineering Process Standards

SEPS 3: Planning and Carrying Out Investigations

SEPS 4: Analyzing and Interpreting Data

SEPS 5: Using Mathematics and Computational Thinking

SEPS 6: Constructing Explanations and Designing Solutions

Looking Back	Looking Ahead
Describe the slope of the graphical representation of resistance vs. the ratio of length to cross-sectional area in terms of the resistivity of the material. (PI.8.2)	Describe the slope of the graphical representation of current vs. voltage or voltage vs. current in terms of the resistance of the device. (PI.8.4)

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