• Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as either motions of particles or energy stored in fields. (HS-PS3-2)

• …and "electrical energy" may mean energy stored in a battery or energy transmitted by electric currents. (9-12)

• Models can be used to represent systems and their interactions—such as inputs, processes and outputs— and energy, matter, and information flows within systems. (6-8)
• When investigating or describing a system, the boundaries and initial conditions of the system need to be defined and their inputs and outputs analyzed and described using models. (9-12)
• Models can be used to predict the behavior of a system, but these predictions have limited precision and reliability due to the assumptions and approximations inherent in models. (9-12)

• Within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter. (6-8)
• The total amount of energy and matter in closed systems is conserved. (9-12)
• Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system. (9-12)

• Structures can be designed to serve particular functions. (6-8)
• Complex and microscopic structures and systems can be visualized, modeled, and used to describe how their function depends on the shapes, composition, and relationships among its parts, therefore complex natural structures/systems can be analyzed to determine how they function. (6-8)
• Investigating or designing new systems or structures requires a detailed examination of the properties of different materials, the structures of different components, and connections of components to reveal its function and/or solve a problem. (9-12)

• Analyzing data in 6–8 builds on K–5 and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis. (6-8)
  • Analyze and interpret data to provide evidence for phenomena. (6-8)
• Analyzing data in 9–12 builds on K–8 and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data. (9-12)
  • Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution. (9-12)

• Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to describe, test, and predict more abstract phenomena and design systems. (6-8)
  • Develop a model to describe unobservable mechanisms. (6-8)
• Modeling in 9–12 builds on K–8 and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural and designed worlds. (9-12)
  • Develop and use a model based on evidence to illustrate the relationships between systems or between components of a system. (9-12)

• 6-8: 8C/M4. Electrical energy can be generated from a variety of energy resources and can be transformed into almost any other form of energy. Electric circuits are used to distribute energy quickly and conveniently to distant locations.

• 9-12: 11A/H2. Understanding how things work and designing solutions to problems of almost any kind can be facilitated by systems analysis. In defining a system, it is important to specify its boundaries and subsystems, indicate its relation to other systems, and identify what its input and output are expected to be.

• 6-8: 11B/M1. Models are often used to think about processes that happen too slowly, too quickly, or on too small a scale to observe directly. They are also used for processes that are too vast, too complex, or too dangerous to study.

This high-quality simulation, now in HTML5, can be easily adapted for both middle school and high school. Students build a virtual DC circuit by clicking & dragging  wires, batteries, switches, and resistors. This particular resource has received excellent reviews in extensive field testing, especially when done in conjunction with a hands-on lab.

• Physical Sciences K-8 A Model for Electricity Unit
• Physics First A Model for Electricity Unit
• Conceptual Physics A Model for Electricity Unit
• Algebra-Based Physics A Model for Electricity Unit
• AP/Calculus-Based Physics A Model for Electricity Unit

This high-quality simulation, recently rewritten to HTML5, is a good choice for introducing DC circuits. Students click and drag wires, batteries, switches, and resistors to explore factors that affect current, voltage, and resistance. The sim can be adapted for beginners or more advanced learners. This particular simulation has received excellent reviews in extensive field testing, especially when done in conjunction with a hands-on lab. See Lesson Plans above for recommended lessons developed by a high school teacher specifically for use with this simulation.

• Physical Sciences K-8 Moving Charges and Electric Circuits Unit
• Physics First Moving Charges and Electric Circuits Unit
• Conceptual Physics Moving Charges and Electric Circuits Unit
• Algebra-Based Physics Moving Charges and Electric Circuits Unit
• AP/Calculus-Based Physics Moving Charges and Electric Circuits Unit