DIY Provincials Tournament


Welcome back to sentiments from a quaranteen. On the menu for today? A provincial tournament reflection! In my most recent blog post, I explain the guidelines of our challenge, and you can visit that post here.

DIdeas Keep On Comin’

Since the regional challenge, it would be safe to say that an abundant amount has changed. I ended off my regionals experience enthralled, and prepared to tackle another competition. Unfortunately, COVID-19 had other ideas. Instead of congregating in a building to celebrate our solutions, the competition ended abruptly with the cancellation of both provincials and globals. But this did not stop PLP. We continued to develop our solution, working around the hurdles that came with social isolation. All of our work, interactions and competitions were transferred online. Eventually, we presented an adapted stye of our solution in the comfort of our own home.

If you had told me only a few short months ago that the many hours that I dedicated to Destination Imagination would end up being a virtual background on a Zoom call, forget laughing at you. I would have most likely advocated for sending you to a mental ward. Nonetheless, changing our outcome to our constantly adapting situation ended up being very beneficial.

The process

Part 1: Post-DI stress

After the hubbub of regionals settled down, we began to plan for the triumph which would become provincials. My team did this by identifying the weaknesses of our performance. In this case, that would have been both of habitat and species morph. Originally, we had relied on iterating an elaborate solution whilst using time that we did not have. This would have included a fully reversible snake costume, as well as a rotating and self-illuminating backdrop. This is where we made the first mistake, overstepping our boundaries. In fact, what we should have been doing was preparing for the worst and hoping for the best. Prioritizing, and quickly collecting the necessary materials were at the top of our to do list. We began concocting blueprints for the backdrop, as well as collecting the materials required for our snake costume. Because we did not end up presenting this solution, (cough*thankscorona*cough) I could only hope that we would have met our astronomical expectations.

A sketch of our original rotating backdrop

Part 2: Provincials frenzy

In preparation for provincials, our team met multiple times. One of our strengths during the duration of regionals was meeting as a team to consult in one another, which is why we made it our goal to continue communicating. We frequently talked over Basecamp, as well as over FaceTime, accentuating tasks that needed to get done. A deeper understanding of our challenge was gained during these meetings, making these moments important the success of our final product.

Part 3: Social distancing

Things became more complicated when we were informed that we would not be presenting our solution in person, but instead we would show our solution online. We faced difficulties with this new method, for instance we now were no longer able to use our snake costume or newly developed habitat morph. It changed many fundamental parts of our performance as well, such as the theatre in the round element, and a species interaction with the habitat. This incited us to rebuild our entire performance, yet instead of focusing on our weaknesses we decided to build off of our strengths. I focused on integrating more facts into our script while the rest of my team practiced virtual background shifts and our team choice element. In this phase, we did a good job when it came to staying connected, and adapting to our situation. Using research and our knowledge of technology, we were able to change our solution on the fly, and make it passable in the process.

Camera angles sketch

When someone looks at our challenge solution, I want them to be able to note that this was a team effort. This element was especially important to me because during my last DI tournament, a team effort would have been the last words that I would have used to describe our challenge. Last year, I made it my goal to involve myself, and contribute all of my knowledge and ideas. This year, I did that by using research, and my identified strengths. Not only did I increase how active I was with my team, but I also changed the way I shared information. By doing it digitally, and keeping online lists and mind maps I was able to keep all of this information on an accessible platform. This helped me practice both my team work and my organizational skills.


Research and Understand

How might I research and understand a problem, process, or challenge using different perspectives?

Now more than ever, this competency is applicable to this project. I found research and understanding crucial to our online transition. Our team began our regionals journey by meeting, and consulting in one another as to how we would tackle the issue. Eventually, thanks to using our varied perspectives we devised an idea which would allow us to continue with a theatre in the round challenge. We planned on having multiple cameras in the same zoom call so that we could show multiple perspectives, as we would have in our actual theatre in the round challenge. I find this to be worthy of mentioning, because we used multiple perspectives to develop an idea that revolved around multiple perspectives. See what we did there?

Furthermore, we used this competency heavily in the development of our online solution. I researched many different ways to use an interactive Zoom background while helping my team draw our backgrounds by hand. This required a deep understanding of both the problem at hand, as well as the materials required to solve it. Multiple perspectives played a role in this when we discussed this challenge as a group. Each of us were able to bring a varied perspective to the table, eventually resulting in the combination of these strategies. I believe that by doing this, we developed a better solution than each of us could have individually.

Finally, as a worthy mention it would be important to moot (I love that word) our Instant Challenge. This group activity cam with it’s own issues, especially since our group was so heavily reliant on each team member’s role. Right before our IC was set to begin, my wifi experiences an interruption which resulted in me leaving the meeting. This is the perfect example of needing to understand a problem on the fly, Instant Challenge style. This taught me that I must always come up with a plan B, in case things do not work out. I am glad that my team still finished our Instant Challenge.

Final product

The final product was not what I had expected it to be, to say the least. When it comes to improvement, I can solidly say that we improved many elements. During our regional tournament, our team a choice elements and script had been highlights for the judges. During our online tournament, we made a point of improving these elements even further. I am glad my team continued to incessantly FaceTime before our tournament, as many hitches were smoothed out in the process. What I learned from these moments is that working as a team, and tackling a task together is more effective and less painful than doing it individually. In the future, I would like to make it my goal to increase the amount of time that we spend on creating, and minimize the time spent on memorizing tasks. As much as I understand the cruciality of recognizing and imagining, we could have spent our post-regionals time taking action, rather than debating our solution.

”Good morning, and in case I don’t see ya, good afternoon, good evening and goodnight” – The Truman Show


My team has blogged about this experience too! You can visit their blogs here: Alex, Julia, Kaden, Meg and Ben

DIdeas Keep On Comin’


I have always been told by my teachers and parents that PLP students are not afraid of anything. As someone who has been in the program for two years, I can disprove that statement. There is only one thing that scares a PLP student, and that is Destination Imagination.

Destination Imagination global competition

You may or may not have seen my DI blog post from last year, where I recounted my adventures in the Technical Challenge. If we were to make an educated guess as to how my grade 8 DI year went, all you would need to know is that I was on team Mechanica. So yes, it would be safe to say that last year went badly. Fortunately, this meant that there was nowhere to go but up. This year, I partook in the Scientific Challenge, the First Encounter along with Julia, Alex, Kaden, Ben and Meg. We called ourselves Not Fast, Jut Furious. With spirits high, I was ready for a great, and accomplished DI year.

Our challenge was called the First Encounter because it was our task to portray the first encounter between a habitat and an outsider species. I chose this challenge because I thought the idea was enthralling, and it would be this passion thats would carry me through the process unscathed. In the First Encounter challenge, we were expected to have a solution that told the story of a species and a habitat interacting, along with a habitat and species morph, a linear storyline, two team choice elements, all presented in theatre in the round. The final product was an eight minute performance that showcased all of these elements theatrically to an audience.


Step 1. Recognize.

Stage 1: Recognize

We began our DI endeavour by learning more about our actual challenge. This encapsulates the entire idea of the recognize stage, for we did not want to talk into this blindly. Our team communicated well in this stage, we all had a good connection and none of us were afraid to share our ideas. If there were one aspect of this stage that I could carry on in the tournament, it would have been our dedication to a good outcome. On the contrary, we ended up spending far too much time simply talking about our outcome. The issue that we encountered Ed was that we almost had too many ideas. Thanks to methods such as voting (hallelujah for democracy), the ABC method and fusion of ideas we were able to overcome this barrier. In the future, I would like to see myself contributing more of my ideas. At the time, more ideas was the last thing that we needed, but in the future I will not have that reason to justify my lack of communication.

Step 2. Imagine.

Stage 2: Imagine

Now that we fully comprehended our challenge it was time to officiate several ideas. We did this by verbally assessing what our team goals were. In the case of Not Fast Just Furious, we wanted to finish with an expected outcome that we were proud of. We finished off this stage with Milestone 3, team roles and responsibilities. In order to do this, I needed to do my favourite thing, a quiz. I expected certain outcomes, such as logical and mathematical, but I did not expect other outcomes such as the musical outcome. Who would have known. Watch out Mozart, I am coming for your brand. What does this have to do with imagining? Good question. In order to come up with an imaginative solution, I needed to embrace every aspect of myself, even what I would have perceived as a weakness. I cannot disregard any part of myself, I need to fully dedicate to this project or else we could be missing out on an opportunity for our outcome. This Milestone aided as proof for this discovery.

Step 3. Initiate and collaborate

Stage 3: Initiate and collaborate

Finally, it was time to begin the construction of what was soon to be a challenge outcome masterpiece. Ok, perhaps that it is an overstatement. But you get the point. The Milestone for this competency was the task sequencing, which required us to write down a very long, and very detailed list of everything that we planned on doing.

Task sequencing sheet

This list ended up being an exercise of futility, as it eventually looked like it had been through the Trojan war. This is because as the clock ticked and our team advanced, we crossed out and changed many different details. Take the snake costume for instance. We had originally planned on having an ornate costume that was both reversible and shiny (a double threat). Soon, we came to the realization that in order to do this, we would need to add four additional hours to the day. So as a result, we went onto the stage with a sheet over Ben and Kaden’s head, making for an entertaining yet deranged camel look. The importance of this stage came through all of the adapting of our outcome. I feel more confident in my ability to morph a product or an idea so that it is suited to the creative restraints that I am under.

Step 4. Assess.

Stage 4: Assess

Assessing is all about examining and reiterating prominent ideas. In stage four of this process we began practicing. I am most proud of my performance in this section, because this is where I stepped up my game and began really involving myself in the conceptualization of our performance. I wrote the script, trying to provide facts that integrated into the performance smoothly. Additionally, I came up with an idea for a rotating centrepiece. We did not end up executing it, nonetheless I really liked the idea so I have decided to build it while I am in quarantine. I will update with the final product when it is complete. During the assess stage, I spent days on end at the school, working towards this challenge. I definitely should have prioritized DI over other work at this point, as the tournament was rapidly approaching and I was still trying to work around a busy schedule. In the future, I will take the time with my team to find longer periods that are suitable for my schedule.


Research and Understand

How might I research and understand a problem, process, or challenge using different perspectives?

At the beginning of this project, I wrote a reflection that answered this question

I will accurately depict the research that I dedicated to this project through a polished solution, accuracy of factual information, clear storytelling, and an outcome that I am proud of. I plan on elevating my task (which is the script) by making it entertaining for the audience, and effective for my teammates” – A naïve, but imaginative Ally.

I believe that I have achieved semblances to my original goals. A particular Milestone that I would like to highlight is our team roles and responsibilities, which is where I channeled difference perspectives both in myself and in others. This Milestone was a revelation for me, which is why I will carry this knowledge with me in the future. Although we did not manage to present a very polished solution, we managed to maintain an accuracy in our information as well as an entertaining edge to our performance. In the future, I would like to see myself make the research more prominent in our script. I am very proud of my group, especially because Kaden and Ben actually agreed to wear our team shirts.

Final product

The final product was not what we had expected to say the least, it was a flurry of activity and glucose filled snacks. Using my ability to research and understand, my team and I were able to overcome time, budget and resource related hurdles. In short, using the competency and milestones we were able to build a solution that placed first. Practicing our team skills, we also managed to take our instant challenge score from awfully low, to relatively impressive. We still have work to do, but we have gained the inspiration and initiative that it will take to do well in provincials.

”Good morning, and in case I don’t see ya, good afternoon, good evening and goodnight” – The Truman Show

A Rielly Important Blog Post (Sorry I Know The Pun Is Bad)


It would be fair to conjecture that not all of the decisions or actions taken in the past have been fair. Has a corrupt system of leadership contributed to the many hardships in Canada past? Now may not be the time for seditious pondering, so we should leave that question for another time, but it begs several questions about the ethical dimensions of important milestones in Canadian history. Fortunately for us, this happens to be the topic of our quarry today!

The question that drove this project was “How can we present past actions and decisions through images to help us make decisions of what is fair or unjust?” In this project, we told stories of power, or rather disparities in power. This is because it is important to recognize that throughout history society has been impacted by beliefs, movements and the powerful individuals leading these revolutions. Our task was to find the story of a past actions or decision, and tell the story of how it altered relationships in both the past, present, and in certain cases the future. Our study was guided by the Louis Riel comic strip, as well as an interactive analysis of life during the period of national Canadian union. In partners, we studied to create 3 visual artifacts that told the story of our historical action or powerful individual. Finally, we amalgamated all of these images on a class Instagram page named Let’s Get Riel: A Historical Account of Power and Injustice in Canada.

After the launch of this project, we got the opportunity to meet with our partners. I was partnered with Noah, and we both agreed that a fascinating subject would be the abolishment of slavery.


We began this project by educating ourselves on current events around the world regarding Indigenous people within Canada. As my subject I chose the Ontario funding of a special aboriginal education program. At first glance, it may not seem like a very intriguing subject, but it caught my eye nonetheless because it is applicable to my life as a young Canadian student. Both indigenous and non-indigenous kids are speaking out about the alarmingly small (56%) graduation rate for indigenous students. Aboriginal students who partake in extracurricular activities are advocating on behalf of a special program funded by the government. This special program was instilled in Ontario schools in the fall season of 2014, and a 12% incline was noticed, 8% less than previously projected. Since 2017, non-aboriginal students a have been speaking about the 43 million dollar budget cut in their education, and the impact that it is having on their education opportunities.

As a new ethical historian, I had to wage both sides of this story against my judgement. Do non-aboriginal students have the right to speak out about this issue when they are at a greater advantage, and should the government recede until they can find a more viable education opportunity? These are questions that I had to ponder in this activity. It was a good way to launch my inner ethical researcher, as I found that doing this activity benefited my future citation habits. In this particular milestone, I found myself using the ethical dimensions completely most. Just like this competency, our current vent project did not have a defined right or wrong answer, which forced me to relatively use technology and data to support my opinion. In the future, if I had the opportunity to redo this step, then I would have definitely expanded beyond my screen to consult those who had a different opinion on this matter.

Graduating beyond milestone 1, we began milestone 2 which was the Louis Riel comic reflections. As seen in previous projects, we often have a comic to accompany the book. Although I may not have enjoyed the comic very much, I found the comic reflections very beneficial. I was using the Connecting competency throughout this milestone, which can be seen through my group interaction as well as the questions that I posed. Despite this, I still see the most growth in this section coming from the formatting and citation habits that I learned. This is best demonstrated in the second Riel creative response. Under a time limit, I managed to organize my thoughts and questions in a neat and organized way, using the critique that I had received the previous week. I carried through the improvements and elements that prided me on to the final step in this milestone, our creative reflection. I firmly believe that without the second creative reflection that my final essay would have not resonated quite as strongly.

Furthermore, it was now time to begin the final stage, our photo drafts. For this task we constructed 3 images, one of which was drawn on, the second a quote and the final image was up to us, giving us creative freedom. In this milestone, I saw myself using both the Ethical Dimensions and Connecting competency. For instance, in order to understand my connection as well as the connection of my audience to the abolishment of slavery, I had to read, listen and view multiple research sources. For this step, we used consultation of another team as well as extensive research. The final product shows this through my creative image, which was a t-shirt that was designed and executed for the use of our classmates. But in order to tie all of this together, I needed a deep understanding of the ethical dimensions of slavery. The subject itself is very daunting, as it has a very sensitive history. Yet, in order to successfully understand both sides of the story, both Noah and I had to acknowledge slavery from multiple aspects, many of which made me very uncomfortable. In the future, if I had the opportunity to do this milestone again, I would have moved beyond my uncomforted mindset so that I would have accomplished more.

Our feedback:



How do I understand my own and other’s personal connections to texts that I read, listen and view?

Before this project: well

After this project: well, but now I know how to describe how I have done it specifically. The two most helpful exercises that allowed me to practice the Connecting competency were a) time maps and b) discussing issues in an intellectual conversation with my classmates.

Exhibit a) I first discovered time webs when I was trying to integrate a timeline into my mind map. I don’t like how simplistic timelines are, as they give little acknowledgement to the cause and causation of a situation. To solve this problem, I began using time maps. At first glance, you may experience an aneurism. But arrows and lines allow you to draw conclusions and connections between certain situations, as well as they may have affected the people in the situation.

Exhibit b) Perhaps the most useful way that I noted and learned was from others. Talking in chat groups, or consulting in other partnerships helped me gain an understanding of how my work affected others. Because after all, executing work is the easier portion of the process. I could have utilized this strategy even more, which I will do in the future.

Understand ethical dimensions

How do we decided if the actions and decisions in the past were fair or unjust, or should or should not have been taken?

The role of our caption in this project was to incorporate research from multiple sources that backs up your opinion on the matter. I found it difficult to condense all of the information on our project into one caption, but in doing so I had to understand ethical dimensions. This also links back to conversations that I had with my family about the abolishment of slavery. A good majority of the population does not like talking about slavery, none of which in their right mind want to agree with the ideals Europeans during that era. This is why I found it extremely challenging to play the devils advocate, because none of those actions were ethically justified. In short, I had a hard time with this competency because of the premise of my subject, but talking to others about their opinions helped me though that barrier.

Final product

Tah dah! I present to you the final products.

Our first image was a more modern, animated version of ships sailing to Britain. For many years, Aboriginal and Africa American people were treated as if they were just another resource. This is illustrated in this picture, as the frightening men are using strings to influence the slave ships. Until 1793, when the anti-slavery act was passed, wealthy people, mainly in Upper Canada would purchase and separate these people from their families for their own benefit, an act morally wrong. Overall, I was proud of this image because it conveyed the point simply, and effectively. If I had the opportunity to change it, I would have included several other symbols above the men to show another aspect of the slave trade so that the image was not wilt as biased.

Image #1

Our second image was a quote from Chief Joseph. For many years, the indigenous people were oppressed by the more powerful reign, the Canadian government. This image depicts a quote from Chief Joseph, leader of the Wal-lam-wat-kain people who was seen as a martyr by the First Nations people. We wanted to incorporate a traditional pattern into the photo, as it is now very symbolic of the culture of the First Nations people. I liked that this image was more than just black font on a translucent background. I tried to incorporate creative elements so that the image itself told a story, the quote simply adding to the theme. This quote looked slightly less professional than I would have hoped, which is a good note to put in the margins for the future.

Image #2

Last but not least, we finished with the pièce de resistance, our t-shirt. To symbolically showcase the abolishment of slavery in Canada, we designed a T-shirt covered in patterns and symbols. On the front, you can see a sword freeing shackled hands. This sword was formulated using many notable names, including James Monk and Richard Preston, catalysts in the anti-slavery movement. In addition, the back of the shirt includes a Métis pattern. The Métis are heirs to a vibrant culture of decorative arts that emphasizes colours and patterns. The opportunity to continue this tradition was devastated along with the implementation of slavery. This is why the pattern that you see here became a symbol of freedom and right to cultural expression. We decided to take this to the next level by actually creating the t-shirt and wearing it to our performance. Unfortunately, we left this idea to the last minute, pushing it behind our actual presentation on the priority list. As a result, only one version of the shirt was made. I am take responsibility for this, because in the future I would like to continue working on prioritizing.

Image #3

Overall I am content with the outcome, especially with the fact that we had proof of our hard work in the form of a t-shirt. Learning about Louis Riel has been quite the moral journey, and thanks to this project I now have the ability to understand historical actions as well as their repercussions. Learning about ethical dimensions is not as simple as it may seem at first glance, but we have only scratched the surface. I really enjoy learning about this subject, and I would like to learn even more about it in the future.

”Good morning, and in case I don’t see ya, good afternoon, good evening and goodnight” – The Truman Show

PLP 9 vs. A Rube Goldberg Machine: The Ultimate Death Match

I am sorry for this one


I think we can all agree that sniffing an unknown substance is a big no-no. In most walks of society, it is just about the most Darwinian action that you can exemplify. Unfortunately, you will never be able to completely outrun smelling foreign substances. At some point in your life, you may have so risk it all and learn how to waft. In my case, Scimatics 9 is that point in my life. Why were doing such a thing? A very astute question. We were conducting this research for our most recent Scimatics project, Metaphor Machines. Think of it this way. What are three somewhat unrelated subjects that would make the perfect equation, the outcome being a learning opportunity? If you guessed Rube Goldberg machines, the Scientific Method and electrical circuits, then you would be correct! Because who does not love over complicating a simple task.

The premise of this project is the application of electrical circuits in a Rube Goldberg machine. By the end of this project we would have a fully functioning machine that acts as a metaphor for the Scientific Method. We began this project with two driving questions: How can we represent the scientific method, and what factors affect the function and efficiency of electric circuits? We were tasked with researching both RG machines and the scientific method to the point where we could effectively create a metaphor in the final product. To spice this project up further, we also needed to include a parallel circuit that would illuminate as a step in our machine.


Step 1 of the Scientific Method: Observing.

Step 1 of this project: Observing and analyzing materials.

In hindsight, the steps that I took throughout this project very closely resemble the steps in the Scientific method. The very first stage that any analytical study goes through is this observation stage. The very first opportunity that I received to observe an aspect of this project was in Milestone 1, our project start mind map. The competency that we exercised in this Milestone was Questioning and Predicting. In our last Scimatics project I mentioned that I would have liked to make a slightly more elaborate mind map, and I believe that I did that in this project by dedicating more time towards brainstorming. What I did not realize last time I set this goal for myself was that all of the thoughts and questions that I needed in order to execute this well were already there, but rather what I needed to do was give myself a better platform to register all of these thoughts. Once I did this, noticed an instant difference in the quality of my mind map.

This is the final version of my mind map.

Step 2 & 3 of the Scientific Method: Questioning and Analyzing.

Step 2 & 3 of this project: Researching and developing questions about the final product and the necessary steps that we will need to take to get there.

Machine diagram

Step 2 & 3 of the Scientific Method were represented in Milestone 4, our blueprints. I will be the first to admit that these may have not been the strongest aspects of our project, and this is because at the time we had too little initiative to communicate as a group, and the blueprints were lost in the sea of all of our drafts. I am glad that we managed to get something handed in, although since then I have noticed several flaws and corrected these issues. The moral of the story is that I need to stop relying on other people to give me details to execute. I will be happier and more proud of the product if everyone is contributing equally.

Circuit diagram

Step 4 & 5 of the Scientific Method: Developing and testing a hypothesis

Step 4 & 5 of our project: Developing and testing our machines

This takes the cake for my favourite part of this project. Finally seeing all of the individual parts turn into one machine was very intriguing to watch. The competency that we were using in this segment of the project was Planning and Conducting. This requires the use of proper data and equipment to successfully complete the project. I could have involved myself more in this stage, but I strayed far from the machine out of fear that I would ruin it. Nonetheless, I built the electrical circuit for this phase pleasantly surprised that it was functional. I now feel confident in my ability to build a very small parallel circuit.


Questioning and Predicting

Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal interest

By thinking flexibly and taking responsible risks, I was able to take my current knowledge and apply it so that I could easily sustain intellectual curiosity. Outside of school,  I gained confidence with this subject by creating small entries about what I had learned throughout the week, so that by the time the weekend was I over I was above and beyond where I needed to be.

Planning and Conducting

Select and use appropriate equipment, including digital technologies, to systematically and accurately collect and record data
I can see my improvement in this competency since we last touched on it, namely in my use of digital technologies. I created a first draft of my electrical circuits video, but the measurements as you may have seen were included incorrectly. By using the proper equipment and material, I was able to correct this mistake. This is an example of using proper technology to systematically and accurately record data.

Reasoning and Analyzing

Estimate reasonably
This competency links back to it’s predecessor, planning and conducting. I had to use the same premise to complete both of these competencies, using appropriate data to come to a solution. The difference is that this time I do not have exact numbers, but instead an unknown outcome. This follows the same pattern as the scientific method, developing and testing a hypothesis. I feel confident with my ability to accurately estimate numbers and outcomes, in the future I would like to practice testing these outcomes.

Final product

The final video touches on the functions of our machine, the electrical circuit as well as the metaphor for it’s use and appearance. The video is rather minimalistic, nonetheless it conveyed the point well. If you were to look at our final blueprints compared to our final product, you would certainly notice several differences. This is because along the way we encountered several issues that we overcame by adapting the outcome. In retrospect, they were rather trivial, although it was from these mistakes that I gained insight. In the future, I will be using new productivity tricks and tips that I learned from creating our mind maps, as well as my newfound knowledge of the Scientific Method. In the future, I would like to continue to learn about electricity and electrical circuits, as I found them very fascinating to learn about. My goal for our next project is to learn how to motivate myself to implement criticism that I am giving myself in these blog posts. This project has brought me a new understanding of my true potential, and to have the ability to motivate myself would give me the capability to use it.

If you would like to visit my brief post on electrical conductivity and friction, I would advise you to click this totally unassuming pop-up!

A Brief Post On Electric Circuits

My group members in this project were Meg, Anders and Holly. If you would like to check out their blog posts click here.

A Brief Post On Electric Circuits


An electrical circuit is a path or line through which an electrical current flows. The path may be closed (joined at both ends), making it a loop. A closed circuit makes electrical current flow possible. It may also be an open circuit where the electron flow is cut short because the path is broken. An open circuit does not allow electrical current to flow.

Below is a basic set of symbols that you may find on circuit diagrams.

It is very important to know the basic parts of a simple circuit and the symbols that relate to them. A simple circuit has conductors, a switch, a load and a power source. Here are the functions of each part:

parts of an electrcial circuitConductors:
These are usually copper wires with no insulation. They make the path through which the electricity flows. One piece of the wire connects the current from the power source (cell) to the load. The other piece connects the load back to the power source.

parts of an electrcial circuitSwitch:
The switch is simply a small gap in the conductor where you can close or open the circuit. When the switch is closed, the circuit is closed and electricity flows.

parts of an electrcial circuitThe Load:
The load is a small light bulb or buzzer that lights when the circuit is turned on. The load is also known as a resistor.

parts of an electrcial circuitCell:
The power source is a cell. When we combine two cells we call it a battery. We all know that the mitochondria is the powerhouse of the cell. But what if I told you, that in an electrical circuits the battery is the powerhouse of the cell? Mind blowing, right. Sorry to burst your bubble.

We can use a river as a metaphor for these parts. The load of a river is the water, and the conductor is the current. In this case, the current triggers the action of the water while the water source acts as the cell. Finally, the switch could either be represented as a disruption or a dam in the water. Just like a river, electrical current can flow straight or it can branch out. When an electric current flows through the loads one at a time we call this a series circuit. In contrast, when the loads travel at the same time this is called a parallel circuit.

This is a prime example of a parallel electric circuit in action.

Circuit diagram

If you would like a more in-depth expectation I would recommend watching this video

”Good morning, and in case I don’t see ya, good afternoon, good evening and goodnight” – The Truman Show