Current, Resistance & Circuits
Nothing is used up going round the loop except energy, and the battery does not supply a fixed current.
Introduction
A battery pushes charge round a loop. That much everyone agrees on. The argument starts one step later, over what happens to the charge on the way.
Two identical resistors sit one after the other in a loop with a battery. How does the current after the second compare with the current before the first?
One current round the loop
Ohm's law, and the two rules that do the work
R₁ sits between the battery and R₂. Someone argues the charge leaving the battery cannot know about R₂ yet, so R₁ alone sets the current. What is wrong?
For one resistor, Ohm's law: . For the whole circuit, Kirchhoff's two rules, both conservation laws:
Round any loop the voltages add to zero: energy. At any junction what flows in flows out: charge.
Resistors of Ω and Ω sit in series across a V battery. What current flows?
Resistors of Ω and Ω sit in series across a V battery. What is the voltage across the first one?
Adding a branch
A resistor is connected across a battery. You add a second, larger resistor in parallel. What happens to the first resistor's current, and to the battery's?
The battery does not supply a fixed current
A battery is not a tank of current. It maintains an EMF, a fixed voltage, and the current is whatever that voltage and the circuit produce together. A real battery has resistance of its own, , so the voltage at its terminals is
A battery with an EMF of V and internal resistance Ω drives a Ω resistor. What is the voltage at its terminals?
Charging a capacitor: current that dies, charge that grows
Charge on one plate pushes charge off the other, and nothing ever crosses the gap. As the plates charge, their voltage opposes the battery, so the current falls:
is the time constant. At the capacitor holds of its final charge.
What a capacitor stores
Once the capacitor in the simulation has finished charging, what is stored in it?
While the capacitor charges, the battery hands over of energy. Half of it leaves as heat in the resistance, however large or small that is. The other half is the the capacitor is left holding, in the field between its plates.
A mF capacitor, empty, charges through 100 Ω from a V battery. How much charge does it hold after 1.0 s?
A 10 mF capacitor charged to V is connected across a Ω resistor. What is the voltage across it 1.0 s later?
What comes next
You counted one current round a loop, added a branch, loaded a real battery and timed a capacitor, all with Ohm's law and two conservation rules. Next, a moving charge in a magnetic field: the force that turns a current into motion.
Ideas this lesson took on
Each of these is a common intuition the lesson put to the test. If one still feels right, the section that tests it is worth another look.
- “Current gets used up on the way round the loop”
- “The first resistor sets the current, since the charge has not met the second one yet”
- “Adding a resistor in parallel takes current away from the first one”
- “A charged capacitor stores current”
Finished with this lesson?
Progress is stored on this device only. There is no account and nothing is sent anywhere.
Research behind this lesson
- Cohen et al. 1983: Given a questionnaire on simple circuits, 145 high-school students, and their 21 physics teachers, reached for current as the primary concept and treated potential difference as a consequence of current rather than its cause, with the battery imagined as a source of constant current.
- Engelhardt & Beichner 2004: The DIRECT instrument, two 29-item versions on DC resistive circuits, found students still holding several conflicting ideas at once after instruction; in the interviews behind the test, the single most-used idea in answering the questions was that a battery is a constant source of current.
- Finkelstein et al. 2005: Students who used a circuit simulation outperformed students who used real equipment, on both conceptual questions and on assembling a real circuit afterwards.
- Lawson & McDermott 1987: Students who could state both theorems often could not apply them, and frequently treated energy as a substance that gets used up rather than a quantity that is transferred.
- McDermott & Shaffer 1992: The investigation of university students' understanding of simple circuits that the Tutorials curriculum was built on: students could not apply a model of a complete circuit, reasoned locally, attending to one point and ignoring the rest, and sequentially, following the circuit element by element in the order it happened to be drawn.
- Shipstone 1984: An early survey of how school students picture current in a simple circuit, which established the models the field has argued about ever since, including the one in which current is gradually used up as it goes round, so that a lamp nearer the battery must get more of it.