Instructor Guide Sample Lesson: Measuring Power & Energy Sample Lesson

BRIDGE FROM PREVIOUS LESSON
In the previous lesson, learners practiced safety routines and basic circuit concepts. In Lesson 3, learners use a multimeter to measure voltage and current, then use those measurements to calculate power and energy, building from complete circuit language into measurement.

Lesson Overview	Essential Questions	Learning Objectives
Learners assemble a simple LED circuit on a breadboard, measure voltage and current safely, calculate power with P = V × I, and calculate energy over time using watt-hours.	How do engineers know how much power a device uses? Why do we measure both voltage and current? How does changing one circuit variable affect power and energy use?	Assemble a simple circuit on a breadboard. Measure voltage and current safely. Calculate power using P = V × I. Calculate energy using watt-hours.

ENDURING UNDERSTANDING
Understanding and measuring electrical circuits enables engineers to calculate power and energy accurately, supporting informed decisions and the design of reliable, sustainable energy solutions for communities without access to power.

National Standards Alignment

Standard	Connection to This Lesson
HS-PS3-3 Energy	Learners measure voltage and current, calculate power and energy, and use those measurements to explain how an electrical device converts and uses energy within an engineered circuit.
MS-ETS1-3 Engineering Design	Learners analyze data from circuit tests before and after a design modification, then compare how the modification changes current, power, and usefulness for an energy-system design.

SEP	How Learners Use the Practice
Planning and Carrying Out Investigations	Learners assemble a circuit, measure voltage/current, and collect data using a multimeter.
Using Mathematics and Computational Thinking	Learners calculate power and energy from measured values.
Analyzing and Interpreting Data	Learners compare measurements before and after changing one circuit variable.

Standard	Connection to This Lesson
CCSS.Math.Content.HSA-CED.A.4	Learners use and rearrange formulas such as P = V × I and E = P × t to highlight the quantity of interest and interpret circuit measurements.
CCSS.Math.Content.HSN-Q.A.1	Learners identify and consistently use volts, amperes, watts, hours, and watt-hours in their measurement table and calculations. If current is recorded in milliamperes, they convert it before using a formula expecting amperes.
CCSS.ELA-Literacy.RST.6-8.3	Learners follow a multistep technical procedure to assemble a circuit, take measurements, and record values accurately.
CCSS.ELA-Literacy.RST.9-10.3	Learners follow written assembly and measurement instructions that explicitly address relevant special cases—for example, changes in meter setup for voltage versus current or differences between breadboard layouts.

Source	URL
Next Generation Science Standards (NGSS)	https://www.nextgenscience.org
Common Core State Standards (CCSS)	https://www.thecorestandards.org

Materials & Setup

Item	Format	Notes for Instructor
3–4 Chargers, Adapters	Virtual option: projected device labels where learners can see the voltage and current ratings.	Suggested examples: phone charger, laptop charger, LED strip adapter, or small USB fan.
Breadboard	Virtual Option: https://phet.colorado.edu/en/simulations/circuit-construction-kit-dc	Used as the platform for circuit assembly.
Two AA batteries and battery holder or a 9 V battery and battery holder	Virtual Option: https://phet.colorado.edu/en/simulations/circuit-construction-kit-dc	Provides 3 V DC supply.
LED	Materials kit	Check polarity before powering circuit.
Jumper wires	Materials kit	Use to complete the circuit paths.
Resistors	Materials kit	If using a 9V battery: 470 Ω, 1k Ω, 2.2k Ω If using a 3V battery: 100 Ω, 470 Ω, 1kΩ Used for comparison in the data table.
Multimeter	Materials kit	Set to DC volts for voltage and inserted in series for current.
Phone charger or laptop adapter	Instructor demo item	Used for the hook.

Key Vocabulary and Concepts

Term	Definition
Energy	Power used over time. Measured in watt-hours (Wh). 1,000 Wh = 1 kilowatt-hour (kWh). It is calculated using the formula E = P x t.
Direct Current (DC)	Charge flows in one direction; batteries and solar panels provide DC electricity, and classroom battery circuits are examples of DC circuits.
Alternating Current (AC)	Charge changes direction periodically; wall outlets and many household electrical systems provide AC electricity, where voltage rises, falls, reverses direction, and repeats.
Multimeter	An engineering tool used to measure different electrical quantities in a circuit, such as voltage, current, and resistance; in this lesson, it is used to measure voltage and current.
Breadboard	A tool for building temporary circuits without soldering; inside the breadboard, groups of holes are connected by metal strips that organize circuit connections into rows and power rails.
LED	A light-emitting diode used in the circuit; it uses electrical energy to produce light and has polarity, so it must face the correct direction to light.
Resistor	A component that limits current and protects the LED in the circuit; changing the resistor value changes current and therefore affects power and energy use.

INSTRUCTOR PREPARATION
Prepare one material bag per pair with the breadboard, battery holder, batteries, LED, resistor(s), and jumper wires. If you are using the virtual option, make sure you prepare the link for the breadboard and PhET simulation. Project the circuit diagrams and data table before learners begin assembling. Pre-check multimeters for working batteries, DC voltage setting, and correct probe placement. Plan to approve each circuit before learners power it on.

INSTRUCTOR PREPARATION

Prepare one material bag per pair with the breadboard, battery holder, batteries, LED, resistor(s), and jumper wires.
- If you are using the virtual option, make sure you prepare the link for the breadboard and PhET simulation.
Project the circuit diagrams and data table before learners begin assembling.
Pre-check multimeters for working batteries, DC voltage setting, and correct probe placement.
Plan to approve each circuit before learners power it on.

V: Voyage Into Volt

Anticipated timing: 5 minutes

Purpose: Activate curiosity by connecting power measurement to everyday devices.

Power Detective Prediction Sort — Setup Before Lesson

PREPARE THE ROOM
Place 3-4 chargers, adapters, or projected device labels where learners can see the voltage and current ratings. Suggested examples: phone charger, laptop charger, LED strip adapter, or small USB fan.

PREPARE THE ROOM

Place 3-4 chargers, adapters, or projected device labels where learners can see the voltage and current ratings.

Suggested examples: phone charger, laptop charger, LED strip adapter, or small USB fan.

DISPLAY
Collaborative challenge: Which device uses the most power? Rank the devices from lowest to highest power.

PROPOSE THIS
“Your group is going to act like a team of electrical engineers. Look at the information printed on each charger or adapter and make a prediction: which one uses the most power? Be ready to explain what evidence you used.”

DISCUSSION QUESTIONS
Which number did your group notice first: voltage or current? Did every group rank the devices the same way? What made this tricky?

Power Detective Prediction Sort — Procedure

Note: If learners completed the Learner Lesson, they will have sorted an example group of labels from that content on their Learner Guide already. You will now have them do the same with a second set of labels.

PURPOSE
Learners work collaboratively to discover that voltage alone does not determine how much power a device uses. They begin to see that power depends on both voltage and current.

PROCEDURE
Divide learners into pairs or groups of three. Give groups two minutes to rank the chargers or device labels from lowest to highest power. At first, do not give them the formula; ask them to use only what they notice on the labels. Invite groups to share their rankings and the evidence they used. Reveal or reinforce the relationship P = V × I. Have groups quickly calculate power for one or two examples, such as 5 V × 2 A = 10 W, 20 V × 3.25 A = 65 W, 12 V × 1 A = 12 W, or 5 V × 0.5 A = 2.5 W. Ask groups to revise their ranking if needed after using both voltage and current.

PROCEDURE

Divide learners into pairs or groups of three.
Give groups two minutes to rank the chargers or device labels from lowest to highest power. At first, do not give them the formula; ask them to use only what they notice on the labels.
Invite groups to share their rankings and the evidence they used.
Reveal or reinforce the relationship P = V × I.
Have groups quickly calculate power for one or two examples, such as 5 V × 2 A = 10 W, 20 V × 3.25 A = 65 W, 12 V × 1 A = 12 W, or 5 V × 0.5 A = 2.5 W.
Ask groups to revise their ranking if needed after using both voltage and current.

KEY TAKEAWAY
Power depends on both voltage and current. Measuring only one value does not tell the whole energy story.

TRANSITION
Today we will become power detectives in our own circuits. Instead of reading the numbers from a charger label, we will measure voltage and current ourselves, then use those measurements to calculate power and energy.

O: Orient the Learning

Anticipated timing: 15 minutes

Purpose: Review AC/DC concepts, multimeter use, formulas, units, and breadboard structure before hands-on measurement.

Concepts Review — Procedure

INSTRUCTOR NOTE
Before learners deep dive into measuring circuits, orient them to the difference between direct current and alternating current.

Alternating current, or AC, changes direction periodically. Voltage and current move from positive to zero to negative, then back again, forming a sine wave.

Direct current, or DC, is a constant flow of electric charge in one direction only. In a DC circuit, voltage remains constant and current flows in the same direction.

On the left: A simple line graph showing Voltage on the Y Axis and Time on the X Axis. The line on the graph shows a sine wave as the voltage and current move from posititive to zero to negative, then back again. This graph represents the AC voltage over time.On the right: A simple line graph showing Voltage on the Y Axis and Time on the X Axis. The line on the graph is running straight, parallel to the X Axis, representing DC voltage over time.

INSTRUCTION POINT
Solar panels produce DC current, while most home appliances use AC current. In this lesson, learners explore a simple DC circuit, and the terms voltage, current, power, and energy apply to both DC and AC circuits.

INTRODUCING THE MULTIMETER
Introduce learners and familiarize them with the multimeter.

PROPOSE THIS
“A multimeter is an engineering tool used to measure different electrical quantities in a circuit. In this lesson, learners will use it to measure voltage, which tells us about the electrical push across a component, and current, which tells us how much electric charge is flowing through the circuit. The multimeter has different settings because it can measure different things, so we must always check the dial before measuring. For today’s investigation, we want to remember the following: voltage is measured across a component, while current is measured in series by placing the meter into the circuit path. Careful measurement helps engineers move from guessing to evidence-based decisions about power and energy. “

PROPOSE THIS

“A multimeter is an engineering tool used to measure different electrical quantities in a circuit. In this lesson, learners will use it to measure voltage, which tells us about the electrical push across a component, and current, which tells us how much electric charge is flowing through the circuit. The multimeter has different settings because it can measure different things, so we must always check the dial before measuring. For today’s investigation, we want to remember the following: voltage is measured across a component, while current is measured in series by placing the meter into the circuit path. Careful measurement helps engineers move from guessing to evidence-based decisions about power and energy. “

A black M890C+ digital multimeter with its LCD reading 00.0 and a large rotary dial at the center, surrounded by labeled measurement ranges. Beside it are a coiled pair of red and black test leads with pointed probes and a coiled thermocouple wire with an orange plug, all on a white background.

Multimeter Quick Guide

What Are You Measuring?	Red Lead Terminal	Meter Setting	Where Do the Probes Go?	Key Reminder
Voltage	Voltage input—often labeled V, VΩ, or VΩHz. Some meters use INPUT; check the manual.	DC V for batteries and solar cells. Use AC V only for an instructor-approved AC source.	Touch the probes across the battery, solar cell, or component.	Voltage is measured across a component.
Resistance	Resistance input—usually shared with the voltage input and marked Ω. Check the manual.	Ω	Touch probes to the two ends of the resistor or component.	Power off the circuit first.
Continuity	Input assigned to continuity—usually shared with voltage/resistance. Check the manual.	Continuity setting—often marked with a sound-wave symbol. Confirm the symbol in the manual.	Touch the probes to the two points you want to check for a connected path.	Power off the circuit first. A beep usually means the path is connected.
Small current	Input assigned to mA/µA—may be separate or shared with other functions. Check the manual.	DC mA or DC A, with the range selected according to the manual and expected current.	Open the circuit at the measurement point and insert the meter in series, so current flows through the meter.	Use only when the expected current is below the input’s specified limit.
Larger or unknown current	High-current input—may be labeled A, 10A, or 20A. Use only if approved for the task.	DC A, with the range selected according to the manual and expected current.	Open the circuit at the measurement point and insert the meter in series.	Instructor approval required. Follow the input’s current and time limits.

Black lead: COM. Match the red-lead input and dial setting to the measurement. Never measure voltage with the red lead in a current input. Follow your exact meter’s instructions and limits.

Term	Symbol	Units
Voltage	V	Volts
Current	I	Amperes or amps
Power	P	Watts
Energy	E	Watt-hours

INSTRUCTION POINT
Power = Voltage × Current, so P = V × I. Energy = Power × time, so E = P × t.

Using the Breadboard

INSTRUCTOR NOTE
Review how the breadboard organizes connections before learners begin assembly.

Top-down view of a smaller white solderless breadboard on a dark gray surface. It has 30 columns numbered in blue, rows labeled a–f and g–l on either side of a central divider channel, and power rail strips with red and black lines along the top and bottom edges.

Breadboard Parts and Connections

Breadboard Part	What It Looks Like	What is Connected Underneath	Main Job	Important Reminder
Terminal strips	The large center grid of holes, usually labeled A–J and numbered by rows	Each group of five holes on one side of the center gap is connected: A–E or F–J in the same numbered row.	Connect component leads and jumper wires to make circuit nodes.	Connections go across five holes, not up and down the board.
Five-hole group	Example: A10, B10, C10, D10, and E10	All five holes share one electrical connection.	Lets several leads meet at one point in a circuit.	Do not put both legs of a two-leg component into the same group; it bypasses the component.
Center gap (trench)	Long empty channel down the middle	No electrical connection crosses the gap.	Gives integrated circuits space to straddle the middle safely.	A–E are not connected to F–J, even when the row number matches.
Power rails (bus strips)	Long rows near the outer edges, often marked red + and blue/black –	Holes usually connect lengthwise along one rail.	Distribute positive supply and ground around the board.	The + and – rails are separate from each other.
Split power rail (Note: only on some breadboards)	A visible break in the red or blue marking, often near the middle	The two portions are not connected internally.	Allows separate supplies or circuit sections.	Use a jumper wire to bridge the break only if you want one continuous rail.
Hole / tie point	One plug-in hole	A metal spring clip connects it to its group or rail.	Holds a solid-core wire or component lead.	A hole is a connection point—not a direction of current flow.
Row numbers and letters	Numbers along the side; letters across the middle	Labels only	Help identify exact locations in directions and troubleshooting.	“E7” means column E, row 7.

DISCUSSION QUESTIONS
Which breadboard rows are connected horizontally? What does the center gap separate? Where do the power rails run?

SAFETY FIRST — REMINDER
A pre-power safety routine P — Power off: The battery pack is unplugged or switched off while wiring. A — Analyze the rails: Identify which rail is + and which is −. Check that no jumper directly joins them. T — Trace the path: Use a finger or pencil to trace from battery + through the resistor and LED/load, back to battery −. H — Have a partner check: A partner independently traces the same path, then the instructor approves it before power-on. Power off first. Check polarity. No short circuits: Review common accidental short mistakes from the Learner Guide

SAFETY FIRST — REMINDER

A pre-power safety routine

P — Power off: The battery pack is unplugged or switched off while wiring.

A — Analyze the rails: Identify which rail is + and which is −. Check that no jumper directly joins them.

T — Trace the path: Use a finger or pencil to trace from battery + through the resistor and LED/load, back to battery −.

H — Have a partner check: A partner independently traces the same path, then the instructor approves it before power-on.

Power off first.
Check polarity.
No short circuits: Review common accidental short mistakes from the Learner Guide

L: Launch the Learning

Anticipated timing: 25 minutes

Purpose: Guide pairs through safe circuit assembly, voltage measurement, current measurement, and power/energy calculation.

Guided Assembly — Setup Before Lesson

PREPARE THE ROOM
Divide learners into pairs. Give each pair a material bag and make sure the projected wiring diagram is visible.

DISPLAY

Circuit path: Battery → resistor → LED → back to battery.

Circuit Specifications

Part	Hole placement
LED long leg (+)	E15
LED short leg (−)	F15
Resistor, first lead	A15
Resistor, second lead	A10
Battery red lead (+)	A5
Battery black lead (−)	J15
Jumper wire for normal operation	B5 to B10

Breadboard with a Light Illuminated, connected to a battery pack

Guided Assembly — Procedure

PROCEDURE
Step 1: Learners assemble the circuit. The instructor circulates and checks each circuit before learners power it on. Basic LED Circuit and Current Measurement Use a battery – We recommend either a 3 V battery pack (two AA cells), or a 9V battery, one standard LED, and one resistor (start with the 470 ohm resistor no matter which battery type you will use). The resistor is required: it limits current and helps protect the LED. Assumption: Your breadboard has columns labeled A–J and numbered rows. In each numbered row, holes A–E are electrically connected together, and F–J are connected together; the center gap separates the two sides. Build the LED Circuit Wiring Diagram Keep the battery disconnected while building the circuit. Place the LED across the breadboard’s center gap. Put the long leg, the anode (+), in E15. Put the short leg, the cathode (−), in F15. The LED’s flat edge marks the cathode side. Place the 470 ohm resistor. Put one resistor lead in A15. Put the other resistor lead in A10. Holes A15 through E15 are connected, so the resistor lead in A15 connects to the LED’s anode in E15. Add the jumper wire. Put one end in B5. Put the other end in B10. Holes A5 through E5 are connected, and holes A10 through E10 are connected. This jumper creates a path from the battery-positive row to the resistor’s A10 lead. Connect the battery. Connect the battery’s positive/red lead to A5. Connect the battery’s negative/black lead to J15. Holes F15 through J15 are connected, so the negative lead connects to the LED’s cathode in F15. Check the complete path before powering on. Battery + –> A5/B5 –> jumper –> B10/A10 –> resistor –> A15/E15 –> LED –> F15/J15 –> Battery –

PROCEDURE

Step 1: Learners assemble the circuit. The instructor circulates and checks each circuit before learners power it on.

Basic LED Circuit and Current Measurement

Use a battery – We recommend either a 3 V battery pack (two AA cells), or a 9V battery, one standard LED, and one resistor (start with the 470 ohm resistor no matter which battery type you will use). The resistor is required: it limits current and helps protect the LED.

Assumption: Your breadboard has columns labeled A–J and numbered rows. In each numbered row, holes A–E are electrically connected together, and F–J are connected together; the center gap separates the two sides.

Build the LED Circuit

Wiring Diagram

Keep the battery disconnected while building the circuit.
Place the LED across the breadboard’s center gap.
- Put the long leg, the anode (+), in E15.
- Put the short leg, the cathode (−), in F15.
- The LED’s flat edge marks the cathode side.
Place the 470 ohm resistor.
- Put one resistor lead in A15.
- Put the other resistor lead in A10.
- Holes A15 through E15 are connected, so the resistor lead in A15 connects to the LED’s anode in E15.
Add the jumper wire.
- Put one end in B5.
- Put the other end in B10.
- Holes A5 through E5 are connected, and holes A10 through E10 are connected. This jumper creates a path from the battery-positive row to the resistor’s A10 lead.
Connect the battery.
- Connect the battery’s positive/red lead to A5.
- Connect the battery’s negative/black lead to J15.
- Holes F15 through J15 are connected, so the negative lead connects to the LED’s cathode in F15.
Check the complete path before powering on.

Battery + –> A5/B5 –> jumper –> B10/A10 –> resistor –> A15/E15 –> LED –> F15/J15 –> Battery –

CIRCULATE AND OBSERVE
Check that the LED polarity is correct, the resistor is in the path, the circuit is complete, and there are no direct short circuits before power is applied.

PROCEDURE
Step 2: Measure voltage. Set the multimeter to DC volts. Measure across the resistor by placing probes on both sides of the load. Record the measurement in Data Table 1.

Close-up photo of a red and gray digital multimeter with its dial set to the voltage range and its screen displaying a reading of 1.5V. A person's hands hold the black and red probes against the terminals of an AA battery lying on a wooden surface. Additional loose AA batteries and an open black battery holder are visible nearby.

PROCEDURE
Step 3: Measure current. Break the circuit, insert the multimeter in series, measure current, and record the measurement in the Data Table.

Multimeter reading a circuit on a breadboard

Multimeter reading a current in series 1 on a breadboard

INSTRUCTOR NOTE
Emphasize: the multimeter goes into the series to measure current. If learners are not using a multimeter, they could also use an ammeter, or current meter.

PROCEDURE
Step 4: Calculate power using P = V × I. Record the result in watts.

PROCEDURE
Step 5: Assume the LED runs for two hours. Calculate energy using E = P × t and record the result in watt-hours.

Data Table: Power & Energy Calculations

Resistor (Ohm)	Measured Voltage (Volt)	Measured Current (Ampere)	Calculated Power (Watt)	Calculated Energy (Watt-hour)

IF LEARNERS ARE STUCK, ASK
Where is the complete path for current? Are you measuring voltage across the load or current in series with the circuit? What units should your measurement have? Which values belong in P = V × I?

THINK-PAIR-SHARE
What changed when the resistor value changed? How did voltage and current each contribute to the calculated power? Why would an engineer need a table rather than a single measurement?

T: Transform the Learning

Anticipated timing: 20 minutes

Purpose: Apply measurement and calculation to an engineering modification and connect the results to real energy systems.

Engineering Application — Procedure

PURPOSE
Learners modify one variable while keeping voltage constant, then predict, measure, calculate, and compare how the change affects power.

PROCEDURE

Learners make predictions on how modifications impact the circuit and then modify the resistor value from the original circuit (the 470 ohms) with two different resistors based on their battery type. Please refer to the table below for the other resistor sizes learners should use based on battery type.

Battery Resistor Table

Resistor Options for a 9 V Battery

Resistor	Color Bands	Approximate Current at 9 V	Expected Brightness
470 Ω	Yellow–violet–brown–gold	About 15 mA	Bright
1 kΩ	Brown–black–red–gold	About 7 mA	Medium
2.2 kΩ	Red–red–red–gold	About 3 mA	Dim but visible

Resistor Options for a 3V Battery Pack (2 AA Batteries)

Resistor	Color Bands	Approximate Current	Expected Brightness
100 Ω	Brown–black–brown–gold	About 10 mA	Bright
470 Ω	Yellow–violet–brown–gold	About 2 mA	Medium-to-dim
1 kΩ	Brown–black–red–gold	About 1 mA	Dim but usually visible

Learners predict the effect on current.
Learners measure the new voltage and current.
Learners calculate the new power using P = V × I.
Learners compare the first power measurement with the measurements after modifications were made.

DISCUSSION QUESTIONS
Which change increased the power? Why did current change? How does this relate to real energy systems?

KEY TAKEAWAY
Changing resistance or load changes current, and that change affects power. Engineers measure these values to make design decisions instead of relying on assumptions.

TRANSITION
These same measurements are exactly what we will use to evaluate our solar mini-grid system.

Closure and Check For Understanding

Anticipated timing: 10 minutes

INSTRUCTOR CLOSING MESSAGE
Today you used a real engineering tool to measure voltage and current, then calculated power and energy. In the mini-grid lesson, those same measurements will help us evaluate whether an energy system is reliable and useful.

CHECK FOR UNDERSTANDING QUESTIONS
Why do engineers measure power instead of just voltage? Use evidence. What happens to power when current changes? Looking Ahead: How can measuring voltage and current help engineers design a useful solar mini-grid? Submit your team’s measurements and calculation table to the instructor.

Volted Instructor Toolkit

Differentiation Guide

Scaffold (Access) | Core (On-Level) | Extend (Challenge)

The table below maps each lesson activity to three tiers of support and challenge. Use scaffold strategies for learners with IEPs, English learners, or learners who need entry points. Use extended strategies for learners ready to go deeper. Core is the default for all learners.

Indicator	Scaffold (Access)	Core (On-Level)	Extend (Challenge)
Phone Charger Hook	Offer device images and power labels to support entry points.	Learners predict which device uses more power and explain what could be measured.	Learners connect power ratings to energy cost or battery drain.
AC/DC Concept Review	Use the DC and AC graphs as visual anchors and define key vocabulary aloud.	Learners distinguish direct current from alternating current.	Learners explain why household lights do not visibly flicker at 60 Hz.
Breadboard Assembly	Provide a partially built model or peer support.	Learners assemble a complete circuit with battery, resistor, LED, and return path.	Learners explain each connection using breadboard row/rail language.
Voltage Measurement	Point to the two sides of the load and model probe placement.	Learners measure voltage across the resistor or LED and record values.	Learners compare voltage across different components.
Current Measurement	Model breaking the circuit and inserting the meter in series.	Learners measure current safely and record values.	Learners explain why the ammeter must be in series.
Power & Energy Calculations	Provide the formulas and a worked example.	Learners calculate P = V × I and E = P × t for the table.	Learners compare how a design change affects energy use over time.
Engineering Modification	Limit choices to one variable and provide sentence frames.	Learners predict, measure, calculate, and compare one modification.	Learners propose which design is safer, more efficient, or more useful for a mini-grid.
Check for Understanding	Allow oral explanation, labeled diagram, or word bank.	Learners explain why engineers measure power instead of only voltage.	Learners include evidence from their own measurements and connect to energy systems.

Sentence Stems

Stem	Used During
I predict the current will ____ because ____.	Engineering modification
The multimeter should be placed ____ because ____.	Voltage/current measurement
Power changed because ____ changed.	Data discussion
Engineers measure power instead of only voltage because ____.	Check for understanding
This relates to a solar mini-grid because ____.	Bridge to next lesson

ASSESSMENT LOOK-FORS
Learners assemble a safe, complete circuit and wait for instructor approval before powering on. Learners distinguish voltage measurement across a load from current measurement in series. Learners calculate power and energy using correct measured values and units.

FINAL INSTRUCTOR NOTE
Keep the emphasis on measurement as an engineering practice: learners are not only completing calculations, they are learning how measured evidence informs design choices.

BRIDGE TO NEXT LESSON

In Lesson 3, learners used a multimeter to move from observing a circuit to measuring what was happening inside it. They measured voltage and current, then used those values to calculate power and energy. In Lesson 4, learners will apply that same measurement mindset to a new source of electrical energy: the solar cell. Instead of starting with a battery, learners will investigate how light can be transformed into electrical energy through the photovoltaic effect. They will use voltage and current measurements to explore how the amount of light reaching a solar cell affects its electrical output.