The Coulomb Train Model Revisited (Part 3)

In this post, we will look at explaining electrical resistance using the Coulomb Train Model.

This is part 3 of a continuing series (click to read part 1 and part 2).

The Coulomb Train Model (CTM) is a helpful model for both explaining and predicting the behaviour of real electric circuits which I think is useful for KS3 and KS4 students.

Without further ado, here is a a summary.

A summary of the Coulomb Train Model

Representing Resistance on the CTM

To measure resistance, we would set up this circuit.

We can represent this same circuit on the CTM as follows:

If we count how many ‘coulombs’ (grey trucks) pass one point in a certain time then on this animation we get 5 coulombs in 20 seconds.
This is equivalent to a current of
5 coulombs / 20 seconds = 0.2 coulombs per second = 0.2 amperes.

This way of thinking about current is consistent with the formula charge flow = current x time or Q=It which can be rearranged to give I=Q/t.

We have used identical labels on the circuit diagram and the CTM animation to encourage students to view them as different representations of a real situation. The ammeter at X would read 0.2 amps. We could place the ammeter at any other point in the circuit and still get a reading of 0.2 amps since ammeters only ‘count coulombs per second’ and don’t make any measurement of energy (represented by the orange substance in the trucks).

However, the voltmeter does make a measurement of energy: it compares the energy difference between a single coulomb at Y and a single coulomb at Z. If (say) 1.5 joules of energy is transferred from each coulomb as it passes through the bulb from Y to Z then the voltmeter will read a potential difference (or ‘voltage’ if you prefer) of 1.5 volts.

This way of thinking about potential difference is consistent with the formula energy transferred = charge flow x potential difference or E=QV which we can rearrange to give V=E/Q.

So as you can see, one volt is really equivalent to an energy change of one joule for every coulomb (!)

We can calculate the resistance of the bulb by using R=V/I so R = 1.5/0.2 = 7.5 ohms.

Resistance is not futile . . .

Students sometimes have difficulty accepting the idea of a ‘resistor’: ‘Why would anyone in their right minds deliberately design something that reduces the flow of electric current?’ It’s important to explain that it is vital to be able to control the flow of electric current and that one of the most common electronic components in your phone or games console is — the humble resistor.

One of many resistors on a circuit board. The colour codes tell us the value of each resistor.

Teachers often default to explaining electric circuits using bulbs as the active component. There is a lot to recommend this practice, not least the fact that changes in the circuit instantaneously affect the brightness of the bulb. However, it vital (especially at GCSE) to allow students to learn about circuits featuring resistors and other components rather than just the pedagogically overused (imho) filament lamp.

Calculating the resistance of a resistor

Consider this circuit where we have a resistor R1.

This can be represented as a coulomb train model like this:

The resistor does not glow with visible light as the bulb does, but it would glow pretty brightly if viewed through an infra red camera since the energy carried by the coulombs is transferred to the thermal energy store of the resistor. The only way we can observe this energy shift without such a special camera is to use a voltmeter.

Let’s begin by analysing this circuit qualitatively.

  • The coulombs are moving faster in this circuit than the previous circuit. This means that the current is larger. (Remember: current is coulombs per second.)
  • Because the current is larger, R1 must have a smaller resistance than the bulb. (Remember: resistance is a quantity that reduces the current.)
  • The energy transferred to each coulomb is the same in each example so the potential difference of the cell is the same in both circuits. (Of course, V can be altered by adding a second cell or turning up the setting on a power supply, but in many circuits V is, loosely speaking, a ‘fixed’ or ‘quasi-constant’ value.)
  • Because the ‘push’ or potential difference is the same size but the resistance of R1 is smaller, then the same cell is able to push a larger current around the circuit.

Now let’s analyse the circuit quantitatively.

  • 5 coulombs pass a single point in 13 seconds so the current is 5/13 = 0.38 coulombs per second = 0.4 amperes. (Double the current in the bulb circuit.)
  • The resistance can be calculated using R=V/I = 1.5/0.4 = 3.75 ohms. (Half the resistance of the bulb.)
  • Each coulomb is being loaded with 1.5 J of energy as it passes through the cell. Since this is happening twice as often in the resistor circuit as the bulb circuit, the cell will ‘go flat’ or ’empty its chemical energy store’ in half the time of the bulb cell.

So there we have it: more fun and high jinks with the CTM.

I hope that I have persuaded a few more teachers that the CTM is useful for getting students to think productively and, more importantly, quantitatively using correct scientific terminology about electric circuits.

In the next installment, we will look at series and parallel circuits.

5 thoughts on “The Coulomb Train Model Revisited (Part 3)

  1. @IanYorston March 21, 2021 / 12:33 pm

    Para 7. Typo.

    “since ammeters only ‘count coulombs per second’ and do make any measurement of energy (represented by the orange substance in the trucks).”

    Your fingers ran out of energy: you meant to type “don’t”!

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