Assignment instructions:
3.2 Assignment: Investigating circuits
Measurements in electric circuits change if the components are arranged in series or in parallel. How do they change?
By how much do they change?
The simulator allows you to build circuits and measure the potential difference and current. Your goal is to investigate
how either various number of battery cells or various number of loads (resistors or light bulbs) in both series and
parallel circuits change the potential difference and current.
Before you start, it would be a good strategy to read through the assignment to note what you will be doing and how
you might choose to organize your thinking
This assignment is worth 10% of your course grade.
Before you start, it would be a good strategy to read through the assignment to note what you will be doing and how
you might choose to organize your thinking. To complete this assignment, you will need access to the simulator titled
Circuit Construction, which is located in the Consolidation section of Learning Activity 3.2.
Instructions
To build your circuit, use the “Intro” part of the simulator. Begin by choosing if you will be investigating battery cells
(resistors) or loads (light bulbs).
Question
How does the potential difference and current change in different types of circuits?
Hypothesis
Which type of circuit will divide up the electric current? Which type of circuit will divide up the potential differences?
Be sure to justify your choice.
Materials
battery cells
wires
light bulbs
resistors
switches
Procedure
1. Choose if you will be using battery cells or various numbers of loads (resistors or light bulbs) to create your circuit.
Use your materials to create a series circuit.
2. Collect measurements for potential difference and current.
3. Make measurements for each of the components in the circuits.
4. Keep track of your results for each component in a table: the potential difference, the current, the brightness of
the lightbulb(s) (if you use any). Include a picture, diagram, description, or screenshot of how the circuits appear.
5. Repeat steps 1-4 for a parallel circuit.
Results
Summarize your observations of the two circuits in a table and notice any patterns you may have found.
Discussion
Use the results from your investigation to find a pattern.
1. How does electric current change in the circuits? Explain how the results show this.
2. How does potential difference change in the circuits? Explain how the results show this.
3. Do the measurements support Ohm’s law? Make a calculation for one component in your circuit to support your
answer.
4. Finally, use your understanding of electricity and circuits to explain the pattern you discovered.
Your teacher marker will grade and provide feedback on your work using the following success criteria and rubric.
Before submitting your assignment, review the success criteria and rubric. If you are unsure about how to format your
assignments, citation or what constitutes plagiarism, please review the following support pages:
Referencing and Formatting Submission Guidelines (Opens in new window)
Avoiding Plagiarism Guide (Opens in new window)
Science and Mathematics Submission Requirements (Opens in new window)
Success criteria and rubric
A plausible hypothesis is justified using concepts covered in the learning activity.
Observations and results are organized in a table.
Answers to the questions include correctly interpreted results.
Answers to the questions are explained using concepts about electricity covered in the learning activity.
Relevant terminology, and correct spelling and grammar are used throughout.

Rubric:
Thinking Level 4 Level 3 Level 2 Level 1 Below Level 1
Makes a
logical
prediction
about the
properties of
series and
parallel
circuits. (A1)
Designs a
logical fair
test that
changes only
one variable
at a time.
(A1)
Logically
answers the
discussion
questions to
interpret the
results. (A1)
A prediction is
made using a
high degree of
logic.
A prediction is
made using
considerable
logic.
A prediction is
made using
some logic.
A prediction is
made using
limited logic.
Below Level 1
A fair test is
designed using
a high degree
of logic.
A fair test is
designed using
considerable
logic.
A fair test is
designed is
made using
some logic.
A fair test is
designed using
limited logic.
Below Level 1
The results are
interpreted
with a high
degree of logic
to answer the
discussion
questions.
The results are
interpreted
with
considerable
logic to
answer the
discussion
questions.
The results are
interpreted
with some
logic to
answer the
discussion
questions.
The results are
interpreted
with limited
logic to
answer the
discussion
questions.
Below Level 1
Commun
ication
Level 4 Level 3 Level 2 Level 1 Below Level 1
Preview Rubric: 3.2 Investigating circuits - SNC1W-EN-01-02-ON-(I-... https://course.ilc.tvo.org/d2l/lp/rubrics/preview.d2l?ou=22446029&rubr...
1 of 4 5/5/2025, 3:05 PM
Commun
ication
Level 4 Level 3 Level 2 Level 1 Below Level 1
Uses
appro
priate
electri
cal
symbo
ls. (A1)
Makes
a clear
proce
dure
that
shows
a list
of
steps.
(A1)
Electrical
symbols are
used with a high
degree of
appropriateness.
Electrical
symbols are
used with
considerable
appropriateness.
Electrical
symbols are
used with some
appropriateness.
Electrical
symbols are
used with
limited
appropriateness.
Below Level 1
The steps of a
procedure are
shown with a
high degree of
clarity.
The steps of a
procedure are
shown with
considerable
clarity.
The steps of a
procedure are
shown with
some clarity.
The steps of a
procedure are
shown with
limited clarity.
Below Level 1
Preview Rubric: 3.2 Investigating circuits - SNC1W-EN-01-02-ON-(I-... https://course.ilc.tvo.org/d2l/lp/rubrics/preview.d2l?ou=22446029&rubr...
2 of 4 5/5/2025, 3:05 PM
Commun
ication
Level 4 Level 3 Level 2 Level 1 Below Level 1
Organi
zes
observ
ations
and
results
in a
table
with
screen
shots
of the
key
steps.
(A1)
Uses
releva
nt
termin
ology,
and
correc
t
spellin
g and
gram
mar.
(D2)
The results are
organized with a
high degree of
clarity in a neat
table and
screenshots of
key steps.
The results are
organized with
considerable
clarity in a neat
table and
screenshots of
key steps.
The results are
organized with
some clarity in a
table and/or
screenshots of
key steps.
The results are
organized with
limited clarity in
neat table or
screenshots of
key steps.
Below Level 1
Terminology
about current
electricity is
used with a high
degree of
fluency.
Terminology
about current
electricity is
used with
considerable
fluency.
Terminology
about current
electricity is
used with some
fluency.
Terminology
about current
electricity is
used with
limited fluency.
Below Level 1
Application Level 4 Level 3 Level 2 Level 1 Below Level 1
Preview Rubric: 3.2 Investigating circuits - SNC1W-EN-01-02-ON-(I-... https://course.ilc.tvo.org/d2l/lp/rubrics/preview.d2l?ou=22446029&rubr...
3 of 4 5/5/2025, 3:05 PM
Application Level 4 Level 3 Level 2 Level 1 Below Level 1
Explains
answers to
the
discussion
questions
using
appropriate
concepts
about the
properties of
series and
parallel
circuits. (D2)
The answers
to the
discussion
questions are
explained with
a high degree
of appropriate
concepts
about the
properties of
series and
parallel
circuits.
The answers
to the
discussion
questions are
explained with
considerably
appropriate
concepts
about the
properties of
series and
parallel
circuits.
The answers
to the
discussion
questions are
explained with
some
appropriate
concepts
about the
properties of
series and
parallel
circuits.
The answers
to the
discussion
questions are
explained with
limitedly
appropriate
concepts
about the
properties of
series and
parallel
circuits.
Below Level 1