Application of Electronic Demonstration Modules

Study Case Application of Electronic Demonstration Modules to Teach the Superposition Method in Electrical Circuit Analysis to High School Students Michael Kurniawan (2018123456) University of Cincinnati, 2600 Clifton Ave, Cincinnati, OH 45221, United States kurniaml@mail.uc.edu Abstract Jefferson High School, located in Los Angeles, California, was established in 1992 and is known as one of the high schools with high academic achievements in the region. This reputation is evidenced by the large number of graduates accepted into various renowned public universities in the United States, including the University of California and Stanford University. Admission is based on National Merit-based Admission and Standardized College Entrance Tests such as the SAT and ACT. This program aims to accelerate students' conceptual understanding of circuit analysis, especially in the context of electrical laws and their practical applications. In this activity, students practiced solving various circuit cases involving two current sources and two voltage sources with different configurations. The exercises were conducted in groups to encourage collaboration and independent problem solving. The results of the activity showed active student participation and a significant improvement in their ability to understand series and parallel configurations. Of the 32 students involved, most were able to analyze and simulate circuits correctly. Based on the results of the pre- and post-activity surveys, the students' level of understanding increased by 84.37%, confirming the effectiveness of using demonstration modules based on the superposition method as a means of teaching physics at the secondary school level. Keywords: Superposition Method, Electrical Circuit Analysis, Interactive Learning MICHAEL KURNIAWAN 1 Study Case INTRODUCTION Jefferson High School, located in Los Angeles, California, is a public school with an A accreditation from the Western Association of Schools and Colleges (WASC). Since its establishment in 1992, this school has been known for its academic success. One of the main indicators of its achievement is the high number of graduates accepted into prestigious public universities and research institutions such as the University of California system and California State University system. In the 2020 and 2021 academic years, 114 and 148 students, respectively, were accepted into public universities out of a total of 346 annual graduates. To maintain and improve these achievements through college admission programs, the school collaborates with higher education institutions. One such collaboration is with UCLA's Physics Outreach Program, which focuses on improving science literacy and understanding of basic electrical concepts through experiment-based activities. These activities use interactive teaching modules to introduce the basic principles of electrical circuit analysis, including key laws such as Ohm's Law and Kirchhoff's Laws. Among various analysis methods, the superposition method was chosen because it represents the combined application of these laws and is highly relevant in solving circuits that have multiple current or voltage sources. Although the concept of superposition is rarely discussed in depth in high school physics curricula, understanding it is important to prepare students for further studies in electrical engineering or applied physics. Several similar studies and programs have proven the effectiveness of using interactive modules in increasing students' interest and understanding of basic electrical concepts. For example, Smith et al. [1] introduced simple electrical circuits using batteries and light bulbs to elementary school students in San Diego, where students showed high creativity in varying series and parallel configurations and were able to explain the brightness level of the lights logically. Next, Johnson et al. [2] trained 25 teenagers in the Pasadena area to install simple home electrical installations using 100 × 60 cm² training boards with mini house plans. Participants learned to install circuits from circuit breakers to lights and outlets without the use of main electric meters. This activity successfully provided practical skills that could be developed into professional or entrepreneurial skills. In another activity, Anderson et al. [3] collaborated with middle school students in MICHAEL KURNIAWAN 2 Study Case Santa Monica to practice assembling simple battery-based circuits. Before the practice, students were introduced to basic electrical components and assembly procedures, which resulted in a significant improvement in critical thinking and problem-solving skills. Meanwhile, Williams & Brown [4] introduced the concept of home electrical installation through demonstration lectures, covering the introduction of tools, materials, and criteria for selecting safe and efficient materials. On the other hand, Harris & Williams [5] invited sixth graders at Long Beach Elementary School to create group electrical circuits using battery power. The students showed great enthusiasm and were able to scientifically explain the differences in light intensity due to variations in circuit configuration. These activities show that an experiential learning approach through interactive demonstration modules is very effective in increasing students' understanding and interest in the field of electricity. Therefore, the demonstration of the superposition method in electrical circuit analysis is expected to strengthen students' conceptual foundations, while inspiring them to continue their education in electrical engineering and applied physics. ACTIVITY METHOD The demonstration of the superposition method in electrical circuit analysis began with an explanation of the basic laws used in circuit theory, such as Ohm's Law, Kirchhoff's Current Law (KCL), Kirchhoff's Voltage Law (KVL), and the principles of current division and voltage division. Students are also introduced to classical circuit analysis methods such as the node method and the mesh method. Next, the superposition method is explained specifically using an interactive demonstration module, which contains circuits with two or more free active sources, either current sources or voltage sources. Free active sources are sources that work independently, not depending on other circuit elements. The use of this demonstration module aims to instill students' conceptual understanding of circuit analysis with more than one source. In applying the superposition method, students are taught that active sources in a circuit are activated one by one, while the other sources are turned off. When a voltage source is turned off, it is replaced with a short circuit, and when a current source is turned off, it is replaced MICHAEL KURNIAWAN 3 Study Case with an open circuit. The equivalent circuit that is formed is then analyzed using Kirchhoff's Law and the rules of current and voltage division. Figures 1, 2, and 3 show examples of circuits used in demonstration activities: Figure 1. Demonstration module with two current sources Figure 2. Demonstration module with one current source and one voltage source Figure 3. Demonstration module with one current source and one voltage source (with varying source positions) After the instructor's explanation, students are given exercises with varying positions and types of sources in the circuit. The exercises are done in groups, encouraging students to discuss, argue, and make decisions together in the analysis process. MICHAEL KURNIAWAN 4 Study Case RESULTS AND DISCUSSION The implementation of the superposition method in analyzing electrical circuits with a combination of current and voltage sources showed a significant increase in understanding. Through interactive demonstration modules, students quickly understood the relationship between series and parallel circuit elements and were able to correctly form equivalent circuits when one active source was turned on while the other was turned off. Although the superposition method is usually taught at the university level, students at Jefferson High School were able to understand this concept well and apply it to solve various problems — including advanced problems such as those found in the Physics Olympiad. Of the 32 students involved in this activity, each group was given a different circuit case. The students were active and enthusiastic in solving the problems given. Figures 4–7 show the students' creativity in analyzing various circuit cases: Figure 4. Students analyzing a circuit with one current source and one voltage source Figure 5. Students analyzing a circuit with two voltage sources MICHAEL KURNIAWAN 5 Study Case Figure 6. Students analyzing a circuit with one current source and one voltage source (various positions) Figure 7. Students analyzing a circuit with two current sources The practice cases provided include: 1. Circuits with one current source and one voltage source, 2. Circuits with two voltage sources and one current source, and 3. Circuits with two current sources and one voltage source. Qualitative assessment shows a significant increase in student participation, discussion skills, and accuracy in analyzing series-parallel relationships. Before using the demonstration module, most students still had difficulty determining the relationship between elements and the effects of multiple active sources in a circuit. After the activity, students' understanding improved significantly. For quantitative assessment, students were asked to complete a pre- and postactivity questionnaire consisting of eight “Yes/No” questions regarding their understanding of electrical circuit analysis (see Table 1). Each “Yes” answer was worth 1 point, while “No” was worth 0 points. With 32 respondents and 8 questions, the maximum score was 256. MICHAEL KURNIAWAN 6 Study Case Data processing results: 1. Before the activity: 27 “Yes” answers → (27 ÷ 256) × 100% = 10.55% 2. After the activity: 243 “Yes” answers → (243 ÷ 256) × 100% = 94.92% 3. Improvement: (94.92 – 10.55)% = 84.37% Thus, there was an 84.37% increase in student understanding after participating in the demonstration of the superposition method using interactive modules. CONCLUSION AND RECOMMENDATIONS The demonstration of the superposition method using interactive modules at Jefferson High School successfully improved students' knowledge and skills in analyzing electrical circuits in physics lessons. Quantitatively, this training increased student understanding by 84.37%, while qualitatively, students showed increased enthusiasm, teamwork, and analytical thinking skills. Recommendations: 1. Interactive module-based learning methods such as this can be integrated into the high school Physics curriculum in the United States. 2. Collaboration between universities and high schools (e.g., between the University of California, Los Angeles and partner schools) needs to be expanded to introduce engineering concepts in a practical way from an early age. 3. Future activities can be supplemented with digital simulations using software such as Multisim, LTspice, or Tinkercad Circuits so that students can compare the results of real practice and computer simulations. MICHAEL KURNIAWAN 7 Study Case REFERENCE MICHAEL KURNIAWAN 8