Current, Voltage & Resistance — Print · Grade 12 Science
Chapter: Electricity, Magnetism & CircuitsCurrent, Voltage & Resistance
Learning goals
- I can define electric current as the rate of flow of charge and calculate it with I = Q/t.
- I can explain voltage as the energy delivered per unit of charge, using V = W/Q.
- I can describe resistance and the wire properties that increase or decrease it.
Readings for this unit
Before this unit
Charge per time and energy per charge.
Use the detailed parent plan: two core 50–60-minute sessions per focused unit, with a third assigned for selected calculation/modeling topics. First study the core explanation and Parts 1–2 with their figures/checks; next study Parts 3–4, the whole-unit application, worked cases, varied practice and exit check. Attempt reasoning before opening guidance. Extend time when actual understanding requires it; investigations and chapter assessments have separate sessions.
Start with something to explain
Why can a battery have a voltage when a switch is open?
Illustrative evidence case. The open circuit has separated terminals but almost no steady conduction path.
Notice and wonder
Record two observations using the stated quantities or relationships. Keep observations separate from possible causes. Write one question that a new measurement could help answer.
Why can a battery have a voltage when a switch is open?
Your first model
Distinguish a two-point voltage from a branch charge-flow rate.
Build the language from the idea
- electric current
- The rate at which electric charge flows past a point, I = Q/t, measured in amperes (A).
- ampere (A)
- The SI unit of current; one ampere is one coulomb of charge flowing per second.
- voltage (potential difference)
- The electrical energy delivered to each unit of charge, V = W/Q, measured in volts (V).
- resistance
- The opposition a material offers to the flow of current, measured in ohms (Ω).
- resistivity
- A property of a material itself that sets how strongly it resists current; it, along with a wire's length and thickness, determines the wire's resistance.
In the last lesson charges sat still; now we set them marching. Electric current is simply the rate at which charge flows past a point in a circuit, written I = Q ÷ t — the amount of charge Q, in coulombs, divided by the time t, in seconds. Its unit is the ampere (A), and one amp means one full coulomb of charge (about 6.2 × 10¹⁸ electrons) streaming past every second. By long-standing convention we describe current as flowing from the positive terminal of a battery to the negative one, even though in a metal wire it is actually the negative electrons drifting the opposite way.
Potential difference, or voltage, is energy per charge between two points, in J/C. A steady ideal 9 V source supplies 9 J per coulomb crossing its rise. In an ordinary resistive circuit an electric field supports charge drift, but induction and other devices require their own source model; “voltage always causes current” is not a universal definition. An open circuit can have voltage with almost no steady current, and charge-flow rate also depends on the actual network and operating conditions.
The third member of the trio is resistance, the opposition a material offers to the flow of charge, measured in ohms (Ω). As charge pushes through a material, it collides with the vibrating atoms of the lattice and loses energy, which is why a resistor warms up. Resistance is what converts electrical energy into the heat of a toaster, the glow of a bulb filament, and the warmth of a hair dryer — all deliberately built to resist current so that the energy shows up as heat and light.
For an ideal uniform ohmic wire, R=ρL/A, so a longer wire increases resistance and a larger cross-sectional area reduces it when material and conditions remain fixed. Resistivity depends on material and temperature. Many metals increase in resistivity as they warm, but semiconductors and other materials can behave differently. The long-thin-hot ranking is therefore a conditional metal-wire example, not a universal law for every conductor.
The classic way to feel how these three quantities relate is a water-pipe analogy. Picture water pumped around a loop of pipe: the voltage is like the pressure from the pump that pushes the water, the current is like the amount of water actually flowing past each second, and the resistance is like a narrow, constricted section of pipe that holds the flow back. Raise the pressure (voltage) and more water flows; pinch the pipe tighter (more resistance) and less water flows. The analogy is not perfect, but it captures the essential cause-and-effect: voltage pushes, resistance restrains, and current is the flow that results.
These three ideas — current, voltage, and resistance — are the vocabulary of every electrical device on Earth, and they do not act independently. Push harder (more voltage) and current rises; add more resistance and current falls. That precise relationship is captured by Ohm's law, the centerpiece of the next lesson, which ties all three together into a single equation you can solve. Master what current, voltage, and resistance each *mean* here, and Ohm's law becomes not a formula to memorize but a sentence you already understand.
Model check: Current does not mean charges are consumed; a component transfers energy while charge is conserved. I=Q/t=3 A; conventional current direction is positive-charge flow.
Build your understanding
Use the detailed parent plan: two core 50–60-minute sessions per focused unit, with a third assigned for selected calculation/modeling topics. First study the core explanation and Parts 1–2 with their figures/checks; next study Parts 3–4, the whole-unit application, worked cases, varied practice and exit check. Attempt reasoning before opening guidance. Extend time when actual understanding requires it; investigations and chapter assessments have separate sessions.
Part 1 · Define current as a charge-flow rate
Electric current is the net rate of charge crossing a selected section, I=ΔQ/Δt. One ampere is one coulomb per second. Conventional current follows positive-charge flow; conduction electrons in a metal drift in the opposite direction. The wire already contains mobile carriers, so a battery does not have to send one electron around the whole circuit before a distant lamp can respond. Distinguish carrier drift from electromagnetic signal propagation.
Read the visual model
Identify the labeled structures and units, then trace the arrows or compare values under the caption’s stated conditions. Separate the displayed evidence from a further inference. Write your reasoning before opening the guidance.
What current corresponds to 6 C crossing in 3 s?
Visual reasoning — after your attempt
I=2 A in the chosen conventional direction.
Conventional current has the direction of positive charge flow. In metal conductors, electron drift is opposite that direction. Current I=ΔQ/Δt describes rate, not a stored amount of charge. Charge already exists in the circuit materials; a component transfers energy without using up charge.
A 2 A steady current corresponds to 2 C passing a selected cross-section each second. The same sustained series current can pass through different components.
Pause and explain
Does a resistor use up the current flowing through it?
Check your reasoning after answering
No. In a steady series circuit charge flow continues; energy transfers in the resistor while charge conservation constrains the current.
Part 2 · Interpret potential difference as energy per charge
Potential difference, or voltage, is a change of electric potential energy per unit charge: ΔV=ΔU/q in the stated electrostatic account. A 6 V potential rise corresponds to 6 J per coulomb for a positive charge. Voltage is measured between two points, whereas current is through a branch. A large voltage can exist across an open switch with essentially no steady current; the quantities are related through the actual circuit rather than interchangeable definitions.
Read the visual model
Identify the labeled structures and units, then trace the arrows or compare values under the caption’s stated conditions. Separate the displayed evidence from a further inference. Write your reasoning before opening the guidance.
How much energy is transferred per 4 C across a 6 V load drop?
Visual reasoning — after your attempt
24 J in magnitude, assuming the specified potential drop and charge transfer.
Voltage is electric potential difference, with units J/C. It tells how electric energy changes per charge between points, not how many charges are present or their drift speed. A circuit needs both a potential difference and an appropriate conducting path for sustained current in the basic model.
A 12 V difference corresponds to 12 J per coulomb for the electrical transfer account. Different resistances can give different currents at that same voltage.
Pause and explain
Why cannot voltage alone specify current?
Check your reasoning after answering
The circuit’s material properties, geometry, and component behavior also determine the resulting current.
Part 3 · Use resistance under appropriate conditions
Resistance relates voltage across a component to current through it; an ohmic model uses constant R so V=IR and the current–voltage graph is linear through the origin. Many real devices are nonohmic or change resistance as they heat. A curved graph does not violate energy conservation; it means a single constant-R approximation is inadequate. Read whether the vertical axis is current or voltage before interpreting the slope as R or 1/R.
Read the visual model
Identify the labeled structures and units, then trace the arrows or compare values under the caption’s stated conditions. Separate the displayed evidence from a further inference. Write your reasoning before opening the guidance.
What current does this 10 Ω model predict at 5 V?
Visual reasoning — after your attempt
0.50 A under the same operating conditions.
For an ohmic component under fixed conditions, V=IR with approximately constant resistance. Resistance can depend on material, length, cross-section, and temperature. Real lamps and semiconductor devices can be nonohmic, so a single resistance value may not describe every operating point.
For an ideal uniform wire, R=ρL/A; doubling length doubles resistance if material, area, and conditions remain fixed.
Pause and explain
Is V=IR a proof that every component has constant resistance?
Check your reasoning after answering
No. R can be an operating-point ratio for a nonohmic component; an ohmic model requires a suitable approximately linear relationship under the stated conditions.
Part 4 · Connect charge flow to energy transfer
Electrical power in a steady DC component is P=VI. This follows from joules per coulomb multiplied by coulombs per second. A load transfers electrical energy into other forms while charge is conserved; it does not use up current so that less charge must return. The same current through components in a steady series path can accompany different voltage drops and powers. Use actual branch voltage and current rather than an unrelated source label.
Read the visual model
Identify the labeled structures and units, then trace the arrows or compare values under the caption’s stated conditions. Separate the displayed evidence from a further inference. Write your reasoning before opening the guidance.
What energy does the displayed 3 W load transfer in 20 s?
Visual reasoning — after your attempt
E=Pt=60 J if its power remains 3 W.
For a constant voltage across a component and steady current, transferred electrical energy can be VQ=VIΔt. Keep the interval and boundary explicit. Energy may enter thermal, light, motion, or stored forms; current alone does not identify the destination.
A resistor’s electrical transfer is often mainly heating, while a motor also transfers mechanical energy. The same units describe different device outcomes.
Pause and explain
What additional quantity is needed to calculate energy from current and time?
Check your reasoning after answering
The relevant potential difference is needed, together with a model of how the measured electrical transfer applies to the component.
Apply the whole unit · Account for an ideal resistor over time
Illustrative constant 12.0 V source across a 6.00 Ω ohmic resistor for 60.0 s. Assume steady conditions and negligible source resistance.
Your task
Find current, charge passing through a cross-section, power, and transferred energy. Explain why charge passing through is not charge permanently stored by the resistor.
What your response should show
- Define the system, quantities, units, and relevant conditions before selecting a model.
- Show intermediate calculations or a labeled evidence account, including signs or denominators.
- Explain how the supplied evidence supports the conclusion rather than reporting only an answer.
- Identify a meaningful uncertainty, model limit, or measurement needed to test the conclusion.
Response guidance — after your attempt
I=12.0/6.00=2.00 A; Q=IΔt=120 C.
P=VI=24.0 W.
Energy=PΔt=1440 J, also VQ=12.0×120=1440 J.
The 120 C is a cumulative flow through the resistor, not a growing stock of charge trapped in it. The 1440 J is energy transferred over the stated interval. Real resistance can change with temperature, so an actual heating resistor may require a time-dependent measurement rather than assuming the supplied constant value.
Scientific references and source-model foundations
Parent / teacher teaching notes
Ask learners to write the meaning of amperes, volts, and joules before combining them. Use supplied circuit records or suitable enclosed low-voltage educational equipment. Ask the learner to explain each symbol, axis, unit and arrow before calculating. Calculated examples, supplied illustrative records and actual historical observations are labeled separately. Selected public OpenSciEd middle-school source figures are foundation examples, not complete high-school editions or an endorsement; all advanced explanations are supplied locally.
The key idea
Current is charge per time; voltage is energy per charge; resistance describes component behavior. For a uniform ohmic wire R=ρL/A under specified conditions.
Electric Current
I = Q ÷ t
I is current in amperes (A); Q is charge in coulombs (C); t is time in seconds (s). One amp is one coulomb per second.
Voltage (Potential Difference)
V = W ÷ Q
V is voltage in volts (V); W is the energy in joules (J) given to charge Q in coulombs (C). One volt is one joule per coulomb.
Worked examples
Example 1
- Use the definition of current: I = Q ÷ t.
- I = 12 ÷ 4.
- = 3.
Example 2 · Worked application
- I=Q/t, so Q=It.
- Q=0.40×15=6.0 C.
- Voltage is energy difference per charge, not charge flow rate.
Amperes are coulombs per second.
Example 3
- Use the definition of voltage: V = W ÷ Q.
- V = 24 ÷ 4.
- = 6.
Example 4 · Find and fix the mistake
- Test the claim against the stated conditions: Amperes are coulombs per second.
- Current measures charge flow per time; voltage is potential difference in joules per coulomb.
Amperes are coulombs per second.
Example 5 · Reason from the visual model
- Resistance relates voltage across a component to current through it; an ohmic model uses constant R so V=IR and the current–voltage graph is linear through the origin. Many real devices are nonohmic or change resistance as they heat. A curved graph does not violate energy conservation; it means a single constant-R approximation is inadequate. Read whether the vertical axis is current or voltage before interpreting the slope as R or 1/R.
- 0.50 A under the same operating conditions.
Calculated ohmic component relation; temperature and other conditions are assumed fixed.
Avoid these mistakes
- Current does not mean charges are consumed; a component transfers energy while charge is conserved.
Check your understanding
24C passes in 8 s. Find current.
Discuss the answer
I=Q/t=3 A; conventional current direction is positive-charge flow.
Return to the phenomenon
Return to the initial case. Why can a battery have a voltage when a switch is open? Revise your drawing or explanation using two named ideas and one stated limitation.
Compare explanations after your attempt
Voltage is energy per charge; current requires the actual conducting path and component behavior.
What should we investigate next?
Which comparison would test a remaining uncertainty? State what you would change, keep comparable and measure.
Investigate, calculate and revise
Keep a first model and an evidence-supported revision. Attempt each task before opening guidance; all required explanations and supplied-data routes are available locally.
Activity 1 · Return to the opening case
Use the opening phenomenon, unit definitions and explained Parts 1–4.
Your task
Return to the initial case. Why can a battery have a voltage when a switch is open? Revise your drawing or explanation using two named ideas and one stated limitation.
Success criteria
- Use the stated observations and appropriate units.
- Connect a labeled model with the physical/environmental mechanism.
- State assumptions and an evidence limitation.
- Explain a substantive revision or next test.
Hint
Keep object/material identity, material transfer and energy account distinct.
Response guidance — discuss after your attempt
Voltage is energy per charge; current requires the actual conducting path and component behavior.
Activity 2 · Transfer to a changed case
Cover the worked answer and use the explained models, relationships and notebook.
Your task
An ohmic 12 Ω resistor has 9 V across it for 40 s. Find current, power and transferred energy.
Success criteria
- Use the stated measurements or conditions, with correct units.
- Connect the result to the physical or environmental mechanism or evidence relationship.
- Identify the assumption, model limit or further evidence requested.
Hint
Name known quantities and conditions, show intermediate steps and check conservation.
Response guidance — discuss after your attempt
I=9/12=0.75 A; P=VI=6.75 W; E=Pt=270 J. The stated constant resistance and voltage must persist over the interval.
Words to know
- electric current
- The rate at which electric charge flows past a point, I = Q/t, measured in amperes (A).
- ampere (A)
- The SI unit of current; one ampere is one coulomb of charge flowing per second.
- voltage (potential difference)
- The electrical energy delivered to each unit of charge, V = W/Q, measured in volts (V).
- resistance
- The opposition a material offers to the flow of current, measured in ohms (Ω).
- resistivity
- A property of a material itself that sets how strongly it resists current; it, along with a wire's length and thickness, determines the wire's resistance.
Twitching frog legs and the first battery
In the 1780 s, Italian anatomist Luigi Galvani noticed that a dead frog's leg twitched when touched by two different metals, and concluded he had found a mysterious 'animal electricity.' His countryman Alessandro Volta disagreed — he suspected the electricity came from the metals themselves, not the frog. To prove it, in 1800 Volta stacked alternating discs of zinc and copper separated by brine-soaked cloth and produced the first steady source of current in history: the voltaic pile, the ancestor of every battery. Volta was right, and the debate gave us a lasting reward — the unit of voltage, the volt, is named after him, while Galvani's name survives in 'galvanized' metal and the galvanometer.
Electrons crawl, but the signal flies
Flip a switch and a lamp across the room lights instantly, which makes it tempting to think electrons race through the wire near light speed. They don't. The actual drift velocity of electrons in a typical wire is astonishingly slow — often less than a millimeter per second, slower than a snail. What travels fast is the electric field that pushes them: it propagates through the wire at close to the speed of light, nudging electrons everywhere into motion almost at once. Picture a tube already packed with marbles — push one in at your end and a marble instantly pops out the far end, even though no single marble made the whole trip. The 'push' is fast; the marbles themselves barely move.
Superconductors: when resistance drops to exactly zero
Resistance usually rises with temperature, so what happens if you go the other way and make a material extremely cold? In 1911, Dutch physicist Heike Kamerlingh Onnes cooled mercury to about 4 kelvin (−269 °C) and watched its electrical resistance vanish — not just shrink, but drop to exactly zero. A current started in a loop of superconductor can circulate for years without a battery, because nothing dissipates its energy. Today superconductors wind the powerful electromagnets inside MRI scanners and maglev trains, and one of physics' great quests is to find a material that superconducts at everyday temperatures, which would transform how the world moves electricity.
AC vs DC: the War of the Currents
In the 1880 s and 1890 s, Thomas Edison championed direct current (DC), while George Westinghouse and Nikola Tesla backed alternating current (AC) — a rivalry so fierce it became known as the War of the Currents. AC won, and the reason is pure physics. Power lost as heat in a transmission line is P = I²R, so to ship power across long distances with low loss you want very low current and very high voltage. Transformers can step AC voltage up for transmission and back down for safe home use, but they only work on changing (alternating) current — which is exactly why the grid outside your window hums along at AC, while the battery in your phone stores DC.
In the real world
Every device you plug in is rated for a certain voltage and draws a certain current; electricians use these numbers to choose wires thick enough that their resistance won't overheat them.
Exit check
24C passes in 8 s. Find current.
Check your explanation after answering
I=Q/t=3 A; conventional current direction is positive-charge flow.
Explain your reasoning without notes. If a key idea is missing, revisit the lesson and try again.
Problem 1
Answer and explanation
4 A
I = Q ÷ t = 20 ÷ 5 = 4 A.
Problem 2
- volts
- ohms
- amperes
- joules
Answer and explanation
amperes
Current is the flow of charge per second, measured in amperes (amps).
Problem 3
Answer and explanation
12 V
V = W ÷ Q = 36 ÷ 3 = 12 V.
Problem 4
- a long, thin wire
- a long, thick wire
- a short, thin wire
- a short, thick wire
Answer and explanation
a short, thick wire
Resistance decreases with shorter length and greater thickness, so a short, thick wire resists the least.
Problem 5
Answer and explanation
20 C
Rearranging I = Q ÷ t gives Q = I × t = 2 × 10 = 20 C.
Problem 6
Answer and explanation
Voltage is like the water pressure from a pump that pushes the water along. Current is like the amount of water actually flowing past a point each second. Resistance is like a narrow section of pipe that restricts the flow. Higher pressure (voltage) drives more flow (current), while a tighter pipe (more resistance) reduces it.
Problem 7
Hints
Amperes are coulombs per second.
Answer and explanation
R=V/I=4 Ω.
Problem 8
Hints
State what the supplied observations or conditions establish, and separate that from any assumption.
Answer and explanation
No. Power P=VI also depends on voltage.
Problem 9
Answer and explanation
0.50 A under the same operating conditions.
Resistance relates voltage across a component to current through it; an ohmic model uses constant R so V=IR and the current–voltage graph is linear through the origin. Many real devices are nonohmic or change resistance as they heat. A curved graph does not violate energy conservation; it means a single constant-R approximation is inadequate. Read whether the vertical axis is current or voltage before interpreting the slope as R or 1/R.
0.50 A under the same operating conditions.
Response criteria
- Interpret labels, structures, axes, units and directions correctly.
- Explain the physical or environmental relationship or mechanism.
- Respect stated assumptions and distinguish observation from inference.
Problem 10
Answer and explanation
I=9/12=0.75 A; P=VI=6.75 W; E=Pt=270 J. The stated constant resistance and voltage must persist over the interval.
I=9/12=0.75 A; P=VI=6.75 W; E=Pt=270 J.
The stated constant resistance and voltage must persist over the interval.
Response criteria
- Use the stated measurements or conditions, with correct units.
- Connect the result to the physical or environmental mechanism or evidence relationship.
- Identify the assumption, model limit or further evidence requested.