CLASSROOM

INTRO TO ELECTRONICS · TWELVE LESSONS · EVERY ONE OPTIONAL

Intro to Electronics: twelve short lessons in the shop teacher’s voice, five units from charge and the loop to the shop itself, each with a demo that opens on the bench. Every one of them optional.

UNIT 1 · LESSON 1 OF 12 · 6 MINUTES

What electricity is

+−9 V330 ΩLED redPush
Point at a symbol to see what it is; click to keep it.
Experiment 1
0:00 / 0:00

What is already in a wire

Everything on this bench is made of atoms, and every atom carries charge: a positive core and negative electrons around it. In a copper wire the outermost electrons are barely held. They wander from atom to atom all the time, in every direction, going nowhere in particular. That is a wire with nothing happening in it.

open — full, but nothing moving

the wire is already full; closing the loop moves all of it at once.

Current, and how much of it

Current is what you get when those electrons drift one way on purpose. We measure it in amperes, and one amp is a lot of electrons: about six billion billion passing a point every second. The kit works in thousandths of an amp, milliamps, written mA. A red LED wants about 20 mA. The pushbutton passes that easily; your finger does not.Try it on the bench: Light the LED →Try it on the bench: Load and sag →Try it on the bench: Squeeze it →

0/s 0/s
not counting yet

current is a count past a point, and in one loop it is the same at every point.

Voltage, the push

Voltage is the push. A battery uses a chemical reaction to pile up extra electrons on one terminal and leave the other short of them, and the difference between the two is the voltage, measured in volts. Nine volts means each bit of charge that makes the trip from one terminal to the other gives up nine joules per coulomb of energy along the way, in the resistor as heat and in the LED as light.Try it on the bench: Lightning →Try it on the bench: Sun to light →

full push, full flow

volts are the push, not the stuff being pushed.

The picture every shop teacher draws

The water analogy is the one every shop teacher reaches for, and it is good: voltage is pressure, current is the flow in litres per second, and a thin pipe is resistance. A pump is the battery. It gets you through the first half of this course.

the pipe, full
the wire, already full

water leaves a cut pipe; charge does not leave a cut wire — it stops.

What really happens

Here is where it breaks. Cut a pipe and water pours out. Cut a wire and nothing pours out, because charge cannot leave the metal; the electrons just stop drifting. And a battery does not squirt electrons down an empty hose. The wire is already full of them, end to end, so when you close the switch the whole column starts moving at once. That is why the LED lights the instant you press the button, even though any one electron crawls along at less than a millimetre a second.

0.0s
open — nothing lit, nothing timed

the push arrives at once; the charge itself moves slower than a walk.

One habit to pick up

One more habit to pick up now. We draw current flowing from + to −, the way it was guessed before anyone knew about electrons. The electrons actually go the other way. Both descriptions give the same answers, so the shop uses the old arrow and does not lose sleep over it.

TRY IT ON THE BENCH

¶ 2
LIGHT THE LED Wire it, hold the button, and hover the battery: read the volts and the milliamps. Let go and watch the current drop to zero while the volts stay. Try it on the bench →
LOAD AND SAG Hover the battery with the slide off, then on: the sag line goes from zero to a hundred-odd millivolts and the volts drop by exactly that. Try it on the bench →
SQUEEZE IT Take the battery right out of the loop and squeeze the igniter: the red LED flashes. Half a millisecond at 1.2 milliamps, and nothing on the board is powering it but your hand. Try it on the bench →
¶ 3
LIGHTNING A rattling burst of flashes for about three quarters of a second, then nothing for about the same, over and over. Try it on the bench →
SUN TO LIGHT Slide the light to sun and the LED lights. Slide back to a room and it dies — and it is not the LED's fault. Try it on the bench →

CHECK · TWO QUESTIONS FOR THE TEACHER