ELEMENTARY SCIENCE PROGRAM MATH, SCIENCE & … · Each student or team should have a small storage box (shoe box) for batteries, bulbs, switches, wires, etc. Students should work

ELEMENTARY SCIENCE PROGRAMELEMENTARY SCIENCE PROGRAMELEMENTARY SCIENCE PROGRAMELEMENTARY SCIENCE PROGRAM MATH, SCIENCE & TECHNOLOGY EDUCATIONMATH, SCIENCE & TECHNOLOGY EDUCATIONMATH, SCIENCE & TECHNOLOGY EDUCATIONMATH, SCIENCE & TECHNOLOGY EDUCATION

A Collection of Learning Experiences on A Collection of Learning Experiences on A Collection of Learning Experiences on A Collection of Learning Experiences on

ELECTRICAL CIRCUITSELECTRICAL CIRCUITSELECTRICAL CIRCUITSELECTRICAL CIRCUITS RevisedRevisedRevisedRevised July 2009July 2009July 2009July 2009

CATTARAUGUSCATTARAUGUSCATTARAUGUSCATTARAUGUS----ALLEGANY BOCES ALLEGANY BOCES ALLEGANY BOCES ALLEGANY BOCES GRADE 4GRADE 4GRADE 4GRADE 4

2

TABLE OF CONTENTSTABLE OF CONTENTSTABLE OF CONTENTSTABLE OF CONTENTS Unit Overview 4-5 Format And Background Information 5-14 Grades 4 and Grades 4 and Grades 4 and Grades 4 and 5/5/5/5/6666 Learning Experience 1 - Getting Started 15-16 Learning Experience 2 - Simple Circuits with Bulbs, a Battery and Wires 17-22 Learning Experience 3 – The Bulb and Battery as Part of the Circuit 23-34 Learning Experience 4 – Battery and Bulb Holders 35-37 Learning Experience 5 – Schematic Diagrams 38-43 Learning Experience 6 – Brightness Meter 44-48 Learning Experience 7 - Series Circuits 49-52 Learning Experience 8 – Parallel Circuits 53-56 Learning Experience 9 – Batteries Wired in Parallel and in Series 57-62 Learning Experience 10 – Switches 63-67 Learning Experience 11 – Conductors and Insulators 68-71 Learning Experience 17 – Magnetism and Electricity 93-97 Grade Grade Grade Grade 5/5/5/5/6666 Learning Experience 12 - Buzzers 72-73 Learning Experience 13 - Hidden Circuits Card 74-77 Learning Experience 14 – Comparing Filaments 78-82

3

Learning Experience 15 - Resistance - Thick Wire, Thin Wire, Long Wire, Short Wire 83-87 Learning Experience 16 - Liquid Conductors And Non conductors 88-92 Learning Experience 17 – Magnetism and Electricity 93-97 Assessment Activity 98 Electrical Circuits Student Assessment And Answer Key 99-106 More Ideas 107-108 Inquiry And Process Skills 109 Glossary 110-113 Teacher References 114 Major Science Concepts 115-116

4

ELECTRICAL CIRCUITSELECTRICAL CIRCUITSELECTRICAL CIRCUITSELECTRICAL CIRCUITS GRADE 4GRADE 4GRADE 4GRADE 4

Unit OverviewUnit OverviewUnit OverviewUnit Overview This unit provides opportunities for students to carry out learning experiences such as lighting a bulb, constructing a circuit, testing for conductivity and testing objects for magnetic properties. Psychomotor skills are enhanced through the construction of circuits. The major skills emphasized in this unit are: observing, predicting, manipulating and replicating.

SchedulingSchedulingSchedulingScheduling This unit may take from seven to nine weeks to complete depending upon the goals of the teacher and interests of the students. Use of the section included in this manual called More Ideas may extend the time span of this kit. Extra items such as Fahnestock clips, Extra items such as Fahnestock clips, Extra items such as Fahnestock clips, Extra items such as Fahnestock clips, #48 and #41 #48 and #41 #48 and #41 #48 and #41 bulbs, bulb holders, #82 bulbs, bulb holders, #82 bulbs, bulb holders, #82 bulbs, bulb holders, #82 rubber bandsrubber bandsrubber bandsrubber bands and batteries have been added in the kit and batteries have been added in the kit and batteries have been added in the kit and batteries have been added in the kit for teacher and student use. for teacher and student use. for teacher and student use. for teacher and student use. Materials to be obtained locally: Please make one one one one student activity book for eacheacheacheach student. small storage boxes (shoe boxes)

variety of liquids such as tap water, lake water, milk, coffee, orange juice and liquid soap. variety of solids such as pencils, erasers, paper clips, clay, scissors, crayons, etc.

chart paper metric rulers hole punch stapler or scotch tape felt-tip markers folders notebooks white duplicating paper (15 x 28 cm. or 8.5 x 11in.) water colored & red pencil/pen 3 x 5 in. index cards lemons pennies

5

What Not To ReturnWhat Not To ReturnWhat Not To ReturnWhat Not To Return Please do not return dead batteries, burned out bulbs, mangled Fahnestock clips or pieces of wire. If you are planning to teach this unit next year, you may want to keep any good cut pieces of wire.

Caution/SafetyCaution/SafetyCaution/SafetyCaution/Safety Remind students to wash their hands after handling any of the materials in the kit. One objective of these learning experiences in Electrical Circuits is to teach students how to have a healthy respect for the hazards of electric power. Below are some specific safety instructions on how to perform some safe experiments with electricity: • Caution your class not to experiment with electrical outlets and appliances at home or in

school. The high voltage supplied from these outlets can deliver a fatal shock. • The batteries used in this unit will not give a shock unless more than two dozen are

connected in series. Even then, the batteries will produce only a mild shock. Household electricity, on the other hand, can deliver a lethal shock.

• Do not use rechargeable batteries. There have been reports of very hot wires when these

batteries are short-circuited. • If a light bulb should break, there will probably be broken glass on the floor. Establish a

procedure to clean up the glass. Ask students to let you know if there is any broken glass, so you can supervise cleanup.

About the FormatAbout the FormatAbout the FormatAbout the Format Each learning experience is numbered and titled. Under each title is the objective for the learning experience. Each learning experience lists materials, preparations, evaluation strategy and vocabulary. The evaluation strategy is for the teacher to use when judging the students' understanding of the learning experience.

6

Background InformationBackground InformationBackground InformationBackground Information Classroom ManagementClassroom ManagementClassroom ManagementClassroom Management Each student or team should have a small storage box (shoe box) for batteries, bulbs, switches, wires, etc. Students should work in pairs for these learning experiences. A wire stripper/cutter and one spool of #20 bare copper wire are included in the kit. Prior to beginning the unit, the teacher or students should cut approximately 60 15 cm. lengths of #20 bare copper wire. When comparing the brightness of bulbs, it may be desirable to turn the classroom lights off. It may also be necessary to close the window coverings. If students are having difficulty determining if a bulb is lit, have them cup their hands around the bulbs to make it easier to see. BatteryBatteryBatteryBattery A battery is a device in which chemical energy is directly converted to electrical energy. D cell batteries are supplied in your kit. They are very safe for classroom use. A D cell “battery” is actually one dry cell. One dry cell has a nominal voltage of 1.5 volts. A 6-volt lantern battery contains four 1.5-volt dry cells connected in series. A 9-volt transistor

7

battery contains six 1.5-volt dry cells connected in series. Most dry cells are labeled “battery” by the manufacturers. Scientifically, only multiple cells should be called a battery. However, throughout learning experiences, a single cell will be called by the common name of “battery.” Other BatteriesOther BatteriesOther BatteriesOther Batteries Students may want to bring in other batteries for experimentation. This should not be allowed due to the fact that some dry cell batteries have voltages high enough to cause the flashlight bulbs in the kit to burn out. Wet cell batteries should never be allowed in the classroom nor experimented with by students. Wet cell batteries contain sulfuric acid. One wet cell has a nominal voltage of 2.0 volts. A car battery is an example of a wet cell battery. A 12-volt car battery contains six 2.0-volt wet cells connected in series. PolarityPolarityPolarityPolarity Every battery has a positive and negative terminal. Current theory says that electricity flows from negative to positive. In a series circuit, electricity will flow when opposite terminals are connected and will not flow when like terminals are connected. If two batteries of equal strength are in a series circuit with the positive or negative terminals together, the voltage from one will cancel the voltage from the other, and no electricity will flow. If there are three batteries in a series circuit and one battery is backwards, it will cancel 3.0 volts in the circuit. If there are four batteries in a series circuit with one reversed, the voltage will only be 3.0 volts instead of 6 volts. The most important rule for students to learn when studying polarity is to connect all the batteries together facing the same way, i.e., positive to negative, never positive to positive or negative to negative. Putting a battery backwards in a series circuit is one of the most common reasons why a circuit does not perform as expected.

8

BulbBulbBulbBulb

CircuitsCircuitsCircuitsCircuits A circuit is the path through which electricity flows. The flow of electrons or flow of charges through a conductor is called an electric currentelectric currentelectric currentelectric current. Electricity flows from one battery terminal, through the circuit and back to the other battery terminal. In a series circuitseries circuitseries circuitseries circuit, there is only one path for the electricity to flow. In a parallel circuitparallel circuitparallel circuitparallel circuit, the circuit contains several paths through which the current can flow. The paths act independently. One branch of the circuit can be interrupted, and the electricity can still flow through the other paths. Components in circuits can be wired in series, in parallel or in a combination of both. Series CircuitSeries CircuitSeries CircuitSeries Circuit The amount of current in a series circuit is the same at all parts of the circuit. The resistance in the circuit changes if resistors (bulbs) are added or taken away. Because the same amount of current passes through each of the light bulbs, they are all the same brightness. If another bulb is added to the circuit, all the lights will be dimmer because the same amount of current has to do more work. If one of the bulbs is removed in the circuit, the path of the circuit is broken, and the current stops. If one light goes out, they all go out. Parallel CircuitParallel CircuitParallel CircuitParallel Circuit Each bulb in the parallel circuit draws only the amount of current it needs to overcome the resistance in the bulb. Therefore, each bulb lights to its full brightness. Electric circuits in buildings are connected in parallel. They prevent lights or appliances from shutting off when one is turned off. Switches can be placed along each path in the circuit and the bulb in each

BaseBaseBaseBase Typical screw base is shown. One lead-in wire is soldered to the center contact and the other soldered or welded to the upper rim of the base shell. Base is made of brass or aluminum.

GasGasGasGas Usually a mixture of nitrogen and argon is used in lamps 40 watts and over to slow down the evaporation of the filament.

Glass beadGlass beadGlass beadGlass bead Glass is heated during the manufacture of the bulb, support wires are placed in it.

BulbBulbBulbBulb Soft glass is generally used. Hard glass is used for some lamps to withstand higher bulb temperatures and for added protection against bulb breakage due to moisture. Bulbs are made in various shapes and finishes.

FilamentFilamentFilamentFilament The filament material generally used is tungsten. The filament may be a straight wire, a coil or a coiled coil.

Support WiresSupport WiresSupport WiresSupport Wires Molybdenum wires support the filament.

9

path can be turned on or off without affecting the other bulbs. Circuits in a building carry different amounts of current depending on what they will be used for. Energy TransferEnergy TransferEnergy TransferEnergy Transfer A simple circuit consisting of a battery, bulb and wire is an electrical system. Actually a battery is a system by itself, as is a bulb. A battery is stored chemical energy. When the components of a simple circuit are properly connected, chemicals in a battery are activated to generate electricity. When electricity flows through the filament in a bulb, it is changed into light energy. This transfer of energy can be represented as below: Form of Energy

System Form of Energy System Form of Energy

Chemical > Battery > Electrical > Bulb > Light Short CircuitsShort CircuitsShort CircuitsShort Circuits In this context, “short” does not refer to distance. A short circuit is the result of electricity following the path of least resistance. With automobile batteries or household current, short circuits can be very dangerous. With the batteries provided in the Electrical Circuits kit, short circuits pose little danger. In “simple circuits,” students will frequently create short circuits by attaching the two terminals of the battery directly to one another while attempting to light the bulb. If left connected, the wire will eventually heat up, and the battery will be drained of electrical/chemical energy. CurrentCurrentCurrentCurrent The rate at which an electrical current flows through a wire is similar to water running through a hose. The flow rate of the water is determined by how much water is coming out of the end of the hose. The amount of electric charge current is determined by the number of electrons that pass a specific point in a circuit in one second. The current increases as the number of electrons passing a point each second increases. If fewer electrons pass a specific point each second, the current decreases. Current is measured in amperesamperesamperesamperes or ampsampsampsamps. Amps measure the number of electrons that flow through a place in the circuit in one second. (An ammeter is an instrument that measures the amount of electric current flowing through a circuit.) VoltagVoltagVoltagVoltageeee Electrons need an energy source to force them through a wire. The dry cell is a sample energy source. The force that pushes the electrons through an electrical circuit is measured in voltsvoltsvoltsvolts. Again, this can be compared to water running through a hose. The amount of water that can flow through a hose depends on the water pressure. Similarly, the number of electrons that flow in a conductor depends on the voltage. The higher the voltage, the more work the electrons can do. A dry cell has a nominal voltage of 1.5 volts. For circuits

10

requiring voltages higher than 1.5, it is necessary to connect a number of dry cells in a series. For classroom purposes, no circuits should exceed 27 volts or 18 dry cells. When dry cells are connected in parallel, the total voltage in a circuit remains constant at 1.5 volts no matter how many dry cells are connected. Each dry cell, however, will last longer. ResistanceResistanceResistanceResistance The opposition to the flow of charges in a substance is called resistanceresistanceresistanceresistance. Poor conductors have high resistance. Several factors affect resistance. One factor is temperature. As the temperature of the conductor increases, its resistance also increases. Another factor is the thickness or diameter of the conductor. As the diameter of the conductor increases, its resistance decreases. A water pipe that is larger in diameter will allow more water to flow through it than a water pipe with a smaller diameter. The greater the length of the conductor, the greater the resistance. Long wires have more resistance than short wires. The material a conductor is made of also affects its resistance. Metal wires made of copper and aluminum have a relatively low resistance. Tungsten has a higher resistance to electricity and is used for the filaments of most light bulbs. Nichrome is used in electric heaters and as a rheostat in low voltage applications because of its high resistance. Steel also has a high resistance and oxidizes easily. A long, thin, hot wire made of iron would have more resistance than a short, thick, cold wire made of copper. Resistance is measured in units called ohmsohmsohmsohms. OhmOhmOhmOhm’’’’s Laws Laws Laws Law Not all conductors carry the same amount of electric current. For example, a wire connected to an electric stove carries more current than one connected to a light bulb. A German school teacher named George Ohm related electric current to voltage and resistance. Ohm experimented by keeping the type of material in a wire the same length, thickness and temperature. He changed only the voltage. He discovered that the amount of current that flows through a conductor depends on voltage and resistance. As the voltage increases, the current increases. If the resistance of a conductor is increased and the voltage does not change, the current decreases. Ohm’s law states that the current (I) in a circuit is equal to the voltage (V) divided by the resistance (R). (Current (amps) = voltage (volts)/resistance (ohms) or I = V/R (I). ConductivityConductivityConductivityConductivity Conductivity is the measure of a substance’s ability to carry electric current. All metals and some nonmetals are good conductors. Solids which do not conduct electricity well are called insulators. All substances, including wood, string and glass will conduct electricity if the voltage is high enough. Materials like rubber and plastic tend to be poor conductors. Liquids that are good conductors are solutions of acids, bases or salts which form charged particles called ions. For example, table salt or sodium chloride (NaCl) forms sodium ions (Na+) and chloride ions (CL-) in water. These ions allow electricity to flow easily through

11

the liquid. Pure water is not a good electrical conductor. However, most water is not pure and contains dissolved ions. This impure water will conduct electricity if the voltage of the current is sufficiently high. Electrical appliances which run on household current can provide lethal shocks if wet. Students should be cautioned never to use electric appliances such as hair dryers or radios near water. When students are testing liquids for conductivity, Fahnestock clips should be attached to the ends of the wires to increase the exposed surface area. Students should immerse the Fahnestock clips in a liquid and hold the flat sides of the clips close to, but not touching, one another. The bulb in the tester will light if the liquid is conducting electricity, but with poor conductors the bulb may not light very brightly. Students should also look for very small bubbles rising from one of the Fahnestock clips. Bubbles are another indicator that current is flowing in the liquid. Fuse/Circuit BreakersFuse/Circuit BreakersFuse/Circuit BreakersFuse/Circuit Breakers There are very thin wires in the fuses which are fitted into the electrical machines, circuits and plugs in our homes. A fuse restricts the amount of electricity that will flow in a circuit and prevents the overload of circuits. When the current flowing through a circuit goes above the maximum, the thin fuse wire quickly melts and makes a gap in the circuit. This cuts off the electricity supply and prevents a fire. The fuse then needs to be replaced. Circuit breakers are often used instead of fuses. A circuit breaker is a switch that will automatically break a circuit when the current reaches its maximum. The circuit breaker is then reset, and the switch is closed again. (There are no learning experiences dealing with fuses in this unit. However there is a schematic symbol for fuses in Learning Experience #4, and students may have questions concerning fuses or fuse boxes that are in their homes.) SwitchesSwitchesSwitchesSwitches Switches are used to open or close a circuit safely. Almost every electrical device has some type of switch to turn it on or off. Switches allow us to control the flow of electricity by providing a link in a part of a circuit that can be broken or completed. A “closed” switch closes or “completes” the circuit and allows electricity to flow through a circuit. An “open” switch breaks open the circuit and does not permit electricity to flow through the circuit.

open circuit closed circuit

12

BuzzerBuzzerBuzzerBuzzer In the buzzer, there is an electromagnet created with copper wire wrapped around an iron core. When the electrical current from the battery connected to the buzzer energizes the electromagnet, it pulls on an arm inside the buzzer. The arm is pulled away from its contact point by the electromagnet. As soon as the arm is pulled away, the circuit is then broken, and the arm then returns to its contact point by a spring. Once the arm returns to its contact point, a sound is made. The circuit is also closed once again which results in the electromagnet being energized and the whole process happens repeatedly which results in the buzzer sound. MagnetismMagnetismMagnetismMagnetism Magnets Magnets Magnets Magnets create a force called magnetismmagnetismmagnetismmagnetism. The ends of the magnets attract or repel each other. This is due to its magnetic poles. All magnets have a north pole and a south pole. When two north poles are brought near each other, they repel each other. However, north and south poles attract each other. If you break a magnet in half, each piece is a complete magnet with a north and south pole. Some materials are magnetic, and others are not. The electrons of all atoms spin as they move around the nucleus. A spinning electron produces a magnetic field with a north and south pole. Each atom acts like a small magnet. In most materials, the magnetic fields of these atoms cancel each other out, so the material is not magnetic. However in iron, cobalt and nickel the magnetic field of each atom is so strong that they group together. The poles line up in the same direction in magneticmagneticmagneticmagnetic domainsdomainsdomainsdomains. When all domains are arranged with their poles in the same direction, the iron bar becomes a permanent magnet.

13

S

Unmagnetized iron barUnmagnetized iron barUnmagnetized iron barUnmagnetized iron bar

N

S

Unmagnetized iron bar

Magnetized iron bar

Magnetic domains

N S N S N S

N S

N S

N S

N S

N S

N S

Magnetic domains Magnetized iron barMagnetized iron barMagnetized iron barMagnetized iron bar

14

A permanent magnet can lose its magnetism if its domains are pushed out of line. This can happen if the magnet is heated or hit with a hammer. The motion of the atoms increases, and the domains are pushed out of line. If a piece of iron is brought near a magnet, the domains in the iron bar line up with the magnetic field lines of the magnet. When the magnet is removed, the atoms return to their normal motion. This may cause the domains to return to their original positions. A temporary magnet is an object that stops acting as a magnet when the magnetic field is removed. Magnetic FieldMagnetic FieldMagnetic FieldMagnetic Field All magnets are surrounded by a magnetic region called a magnetic fieldmagnetic fieldmagnetic fieldmagnetic field. The magnetic field is strongest at the poles of the magnet. The magnetic field lines extend from one pole to the other. The arrows show the direction of the magnetic field. If iron was placed near a magnet, it would be most attracted to the north or south pole of the magnet, and it would also be attracted to the field around the magnet.

Earth as a MagnetEarth as a MagnetEarth as a MagnetEarth as a Magnet If you hang a magnet by a string, the north seeking pole will always point north because the Earth itself is a huge magnet. The magnetic field around a bar magnet is similar to the magnetic field around the Earth. The Earth’s magnetic field is caused by the movement of the molten metals near the Earth’s core. A compass is an instrument that uses the Earth’s magnetic field to establish direction. A compass has a magnetized needle that turns freely and aligns with the earth’s magnetic field. So establishing direction with a compass is effective. Electricity to MagnetismElectricity to MagnetismElectricity to MagnetismElectricity to Magnetism Hans Christian Oersted was a Danish physicist who in 1820 noticed that when a compass was placed near an electric current, the compass needle no longer pointed north. It would turn 90 degrees. He concluded that since the compass follows a magnet, the wire with the current flowing through it acts as a magnet. The compass needle will turn in a clockwise direction if electrons flow up the current-carrying wire. The magnetic field exerts force in a clockwise direction. When electrons flow down the wire, the magnetic field exerts a force in a counter clockwise direction. Therefore, the compass needle will move in a counterclockwise direction.

15

Learning Experience 1: Getting StartedLearning Experience 1: Getting StartedLearning Experience 1: Getting StartedLearning Experience 1: Getting Started

Objective: Students will discuss their background knowledge of electricity.Objective: Students will discuss their background knowledge of electricity.Objective: Students will discuss their background knowledge of electricity.Objective: Students will discuss their background knowledge of electricity.

Materials:Materials:Materials:Materials: For the cFor the cFor the cFor the class:lass:lass:lass: Chart paper* Felt-tip markers* Notebooks* Folders* *provided by teacher For the student:For the student:For the student:For the student: Student Activity Book For the teacher: For the teacher: For the teacher: For the teacher: Video – Bulbs, Batteries, and Wires (15 min.)

PreparationPreparationPreparationPreparation:::: Read background information on pages 6-14. Each student should obtain a notebook and a folder with pockets to hold the activity sheets for this unit. The video provided in the kit is a good introduction for teachers to begin this unit.

AssessmentAssessmentAssessmentAssessment:::: Students will use their background knowledge to contribute ideas to a circle map.

Vocabulary:Vocabulary:Vocabulary:Vocabulary: strategy observe

Learning Activities:Learning Activities:Learning Activities:Learning Activities: Session 1:Session 1:Session 1:Session 1: Using the circle map, students will explore their knowledge about electricity and then expand on it throughout the unit. Brainstorm with the students what they already know know know know about electricity. Record their ideas on a class-size circle map, on the inner circle. Ask students to think about all of the ways we use electricity in our lives and write them in the outer circle. This can be done as a class or in small cooperative groups. Students should then write down questions that they have about electricity outside the large circle.

16

After the hands-on activities, maintaining journals and discussions, students can go back to the circle map to record some of the answers to their original questions.

Electricity

17

Learning Experience 2: Simple Circuits Learning Experience 2: Simple Circuits Learning Experience 2: Simple Circuits Learning Experience 2: Simple Circuits withwithwithwith aaaa Bulb, Bulb, Bulb, Bulb, aaaa BatterBatterBatterBatteryyyy andandandand WiresWiresWiresWires

Objective: Students will examine pictures of simple circuits and predict whether Objective: Students will examine pictures of simple circuits and predict whether Objective: Students will examine pictures of simple circuits and predict whether Objective: Students will examine pictures of simple circuits and predict whether theytheytheythey would would would would light and then test their predlight and then test their predlight and then test their predlight and then test their predictions using bulbs, batteries and wires.ictions using bulbs, batteries and wires.ictions using bulbs, batteries and wires.ictions using bulbs, batteries and wires.

MaterialsMaterialsMaterialsMaterials:::: For each pair of students:For each pair of students:For each pair of students:For each pair of students: 2 Electrical Circuits Student Activity Books For the teacher:For the teacher:For the teacher:For the teacher: 2 15 cm. pieces of #20 bare copper wire #48 bulb “D” battery For the class:For the class:For the class:For the class: Wire cutter Chart paper* Felt-tip markers* *provided by teacher

PreparationPreparationPreparationPreparation:::: Read background information on batteries, bulbs and circuits on pages 6-9. Designate a student helper to hold the wires while you demonstrate the arrangements pictured on pages 3 and 4 in the student activity manual. Terminals are the places on the battery and bulb that, when touched, allow the electricity to flow out of or into the device. The positive terminal of a battery is the raised terminal in the center of one end of the battery. Note:Note:Note:Note: For this experieFor this experieFor this experieFor this experience only letters Cnce only letters Cnce only letters Cnce only letters C, I, I, I, I and and and and JJJJ will light. Caution: The wires will get hot!will light. Caution: The wires will get hot!will light. Caution: The wires will get hot!will light. Caution: The wires will get hot!

AssessmentAssessmentAssessmentAssessment:::: Students will describe how a simple circuit is assembled and explain how it functions to a light bulb.

Vocabulary:Vocabulary:Vocabulary:Vocabulary: circuit connect prediction system copper short ciruit energy interaction terminal path current

18

Learning Activities:Learning Activities:Learning Activities:Learning Activities: Session 1:Session 1:Session 1:Session 1: Show students a bulb, battery and a piece of wire. Raise the problem question, “How might you get the bulb to light?” Some students may think the wire would not be needed, while others may think two wires would be needed. Still others may think the bulb will light when it touches the end of the battery. Give the battery, a single piece of bare wire and a bulb to each pair of students, and have them make the bulb light as many different ways as they can. Complete question #2 on the activity sheet for Learning Experience #2 in the Electrical Circuits Student Activity Book. Have students predict the results on each pictured arrangement and then record tested results. As the teacher demonstrates, students may add other successful arrangements on the chart paper or post new drawings. Discussion QuestionsDiscussion QuestionsDiscussion QuestionsDiscussion Questions::::

o Why were we able to make the bulb light using only one piece of wire? o How many different types of drawings were made? o Where must the battery be touched to make the bulb light? o Where must the bulb be touched to make it light? o Is the wire needed to make the bulb light? Why or why not?

Ask the students to think about other questions they might try to answer with new investigations into bulbs, batteries and wires. Some examples may include: Are all batteries the same? Why are some batteries different? Are all bulbs the same? Brainstorm a list of these questions, which could be added to your circle map. Students should then complete question #3 on the activity sheet for Learning Experience #2 in the Electrical Circuits Student Activity Book. For a sample explanation, see the background information in this teacher’s guide. Discuss student explanations.

19

Activity Sheet for Learning Experience #2Activity Sheet for Learning Experience #2Activity Sheet for Learning Experience #2Activity Sheet for Learning Experience #2 Name______________________Name______________________Name______________________Name______________________

SIMPLE CIRCUITS WITH A BULB, A BATTERYSIMPLE CIRCUITS WITH A BULB, A BATTERYSIMPLE CIRCUITS WITH A BULB, A BATTERYSIMPLE CIRCUITS WITH A BULB, A BATTERY ANDANDANDAND WIRESWIRESWIRESWIRES

Materials: Electrical Circuits Student Activity Book 2 15 cm. pieces of #20 bare copper wire #48 bulb “D” battery 1. Examine diagrams A-J on the next two pages. Predict whether the circuit will be complete, and record your prediction on the chart below.

2. Your teacher, with a helper, will demonstrate the arrangements to test your predictions. Record their results on the chart below.

PREDICTION CHARTPREDICTION CHARTPREDICTION CHARTPREDICTION CHART

Prediction Test Circuit Bulb will light Results

Yes No Yes No A

B

C

D

E

F

G

H

I

J

20

Activity Sheet for Learning Experience #2Activity Sheet for Learning Experience #2Activity Sheet for Learning Experience #2Activity Sheet for Learning Experience #2 Page 3Page 3Page 3Page 3

Activity Sheet for LearninActivity Sheet for LearninActivity Sheet for LearninActivity Sheet for Learning Experience #2g Experience #2g Experience #2g Experience #2 Page 2Page 2Page 2Page 2

21

I J

Activity Sheet for LeaActivity Sheet for LeaActivity Sheet for LeaActivity Sheet for Learning Experience #2rning Experience #2rning Experience #2rning Experience #2 Page 3Page 3Page 3Page 3

G

H

22


3. What makes the bulb light?3. What makes the bulb light?3. What makes the bulb light?3. What makes the bulb light?

You may already understand an electrical circuit, or this may seem like magic to you. Give what your teacher demonstrated some thought. Why do you think the bulb in the diagram lights?

Battery

23

LLLLearning Experience 3: The Bulb earning Experience 3: The Bulb earning Experience 3: The Bulb earning Experience 3: The Bulb and Battery and Battery and Battery and Battery as Part of tas Part of tas Part of tas Part of the he he he CircuitCircuitCircuitCircuit

Objective: Students will identify the partObjective: Students will identify the partObjective: Students will identify the partObjective: Students will identify the parts of a bulb, parts of a batterys of a bulb, parts of a batterys of a bulb, parts of a batterys of a bulb, parts of a battery and understand how and understand how and understand how and understand how they work within a circuit. they work within a circuit. they work within a circuit. they work within a circuit.

MaterialsMaterialsMaterialsMaterials:::: Session 1:Session 1:Session 1:Session 1: For each pair of students:For each pair of students:For each pair of students:For each pair of students: 2 Electrical Circuits Student Activity Books #48 bulb Triple-lens magnifier Session 2: Session 2: Session 2: Session 2: For the class:For the class:For the class:For the class: Volt meter Pennies Galvanized nails Wires with alligator clips Lemons* *provided by teacher Session 3:Session 3:Session 3:Session 3: For each pair of students:For each pair of students:For each pair of students:For each pair of students: 2 Electrical Circuits Student Activity Books 2 “D” batteries 2 assembled battery holders Bulb holder #48 bulb 3 15 cm. pieces of #20 bare copper wire For the class:For the class:For the class:For the class: Wire cutter

PreparationPreparationPreparationPreparation:::: Session 1:Session 1:Session 1:Session 1: Read background information on pages 6-8. Show students that the numbers of the bulb are found on the side terminal of the bulb. Indicate the one wire inside the bulb must be attached

24

to the side of the base, and the solder on the side of the base is where it is located. The other wire is attached to the solder beneath the insulator. Session 3:Session 3:Session 3:Session 3: Read background information on pages 6-8. If a circuit is complete, electricity will flow continuously. You can not have a complete circuit if batteries are connected with positive terminals to positive terminals or negative terminals connected to negative terminals. The polarity of battery terminals must be arranged to accommodate the “one way” flow of electricity.

AssessmentAssessmentAssessmentAssessment:::: Session 1:Session 1:Session 1:Session 1: Students will identify the parts of a light bulb. Session 2:Session 2:Session 2:Session 2: Students will observe the making of a simple lemon battery and measure the voltage it produces. Session 3:Session 3:Session 3:Session 3: Students will explain what is meant by polarity of a battery and how the set up of the positive and negative terminals of a battery affects a circuit.

VocabularyVocabularyVocabularyVocabulary:::: filament brightness support wire bulb glass bead function terminal watts insulator voltage conductive electrons electrolytes polarity positive negative battery

Learning Activities:Learning Activities:Learning Activities:Learning Activities: Session 1:Session 1:Session 1:Session 1: Have student pairs use their triple-lens magnifiers to identify different parts of a bulb. Complete and discuss as a class the first and second questions on the activity sheet for Learning Experience #10 in the Electrical Circuits Student Activity Book.

25

The Simple CircuitThe Simple CircuitThe Simple CircuitThe Simple Circuit A simple circuit contains the minimum things needed to have a functioning electric circuit. A simple circuit requires three (3) things: 1. A source of electrical potential or voltagevoltagevoltagevoltage. (typically a battery or electrical outlet) 2. A conductiveconductiveconductiveconductive path which would allow for the movement of charges. (typically made of wire) 3. An electrical resistance (resistor) which is loosely defined as any object that uses electricity to do work. (a light bulb, electric motor, heating element, speaker, etc.) Despite being considered simple, they are useful and quite common. They exist as flashlights, doorbells and many kitchen appliances.

An example of a simple circuit.

wire to side terminal

wire to base terminal

insulator solder – base terminal

Diagram of a bulbDiagram of a bulbDiagram of a bulbDiagram of a bulb

gas

filament bulb

support wire

glass bead

X

Y

26

Students will look at the picture above and the picture on the previous page and infer from their diagrams in question #3 on their activity sheet where the wires should go to make the bulb light. Students should see that the wires need to touch the side and base terminals on the bulb to make the bulb light. There are wires located at the side and base terminals that lead to and from the filament that allow the electrical current to flow through it and light the bulb. Wires “X” and “Y” can be reversed with the same results. Discussion Questions:Discussion Questions:Discussion Questions:Discussion Questions:

o What happens to the bulb to cause it to produce light? o Which part of a bulb produces the light? o What causes that part to produce light? o Which kind of wire would be best for producing light? Why? o What are the differences between bulbs of different brightnesses? o What are the differences between burned out bulbs and bulbs that light? o What seems to be the best explanation for the purpose of each part of a bulb? o Where do the two wires that are held by the bead go?

Session 2:Session 2:Session 2:Session 2: A batterybatterybatterybattery is a source of electrons created as a result of a contained chemical reactions. Two chemicals, or electrelectrelectrelectrolytesolytesolytesolytes, react with each other to produce charged particles when the battery is placed in a circuit. The negative charges (electronselectronselectronselectrons) collect at one end of the battery; the positive charges move to the other side. The top (button part) of a “D” cell battery is where electrons collect and from where they flow. Because they flow away from this area, they leave it with an excess of positive charges, and thus this end of a battery is labeled as “positive.” The circuit allows a path for these charges to move around and back to the battery. See the cutaway diagram of a battery below. A battery thus converts chemical energy (the energy stored in chemical bonds) to electrical energy (the energy of moving electrons).

27

This is a simple battery. The negative charge flows from the positive end, through a circuit and back to the negative end. LLLLemon Batteryemon Batteryemon Batteryemon Battery CellCellCellCell Materials needed for this experiment include a lemon (a large, fresh, juicy lemon works best), a nail (galvanized nails are coated in zinc and work well) and a penny (any copper coin will work). To create the battery, insert a penny into a cut on one side of the lemon. Push a galvanized nail into the other side of the lemon. The nail and penny must notnotnotnot touch. This is a single cell of a battery. The zinc nail and the copper penny are called electrodeselectrodeselectrodeselectrodes. The lemon juice is called electrolyteelectrolyteelectrolyteelectrolyte. All batteries have a “+” and “-” terminal. Electric current is a flow of atomic particles called electrons. Certain materials, called conductorsconductorsconductorsconductors, allow electrons to flow through them. Most metals (copper, iron) are good conductors of electricity. Electrons will flow from the "-" electrode of a battery, through a conductor, towards the "+" electrode of a battery. VoltsVoltsVoltsVolts (voltage) is a measure of the force moving the electrons. (High voltage is dangerous!)

28

Connect a volt meter to the single cell lemon battery. The meter tells you this lemon battery is creating a voltage of 0.906 volts. Unfortunately this battery will not produce enough currentcurrentcurrentcurrent (flowing electrons) to light a bulb. To solve this problem we can combine battery cells to create higher voltages. Building more lemon batteries and connecting them with a metal wire from “+” and “-” adds the voltage from each cell.

29

The two lemon batteries on the previous page combine to produce a voltage of 1.788 volts. This combination still does not create enough current to light a small bulb. Note the bottom wire connecting the batteries is connected in series joined from “+” (penny) to “-” (galvanized nail). Four lemon batteries create a voltage of 3.50 volts. We should be able to light up a small device like an LED (light Emitting Diode). Note the connecting wires go from “+” and “-” on each battery. (This project was taken from the Hila Science Web site, for more information, or to take it further, go to http://hilaroad.com/camp/projects/lemon/lemon_battery.html)

30

Session 3:Session 3:Session 3:Session 3: Have student pairs identify the positive (+) and the negative (-) end of the battery.

Students are to complete the activity sheet for Learning Experience #3 in the Electrical Circuits Student Activity Book. Discussion Questions:Discussion Questions:Discussion Questions:Discussion Questions: What effect would connecting the positive terminal of the battery to another positive terminal have in a series circuit that had only two batteries? What happens when batteries that are set up in parallel have the same terminal connected together? Answers to the Activity Sheet for Learning Experience #3 in the Electrical Circuits Student Activity Book.

1. Students should notice that in circuit A, the battery terminals are arranged positive, negative, positive, negative. In circuit B, the battery terminals are arranged positive, negative, negative, positive.

2. Series 3. Predictions will vary. 4. Circuit A 5. When batteries are connected in series, the terminals are to be arranged positive,

negative, positive, negative to accommodate the “one-way” flow of electricity. 6. Electricity flows from negative to positive.

+

-

31

Activity Sheet for Learning Experience #3Activity Sheet for Learning Experience #3Activity Sheet for Learning Experience #3Activity Sheet for Learning Experience #3 NameNameNameName________________________________________________________________________________________

THE BULB AS PART OF A CIRCUITTHE BULB AS PART OF A CIRCUITTHE BULB AS PART OF A CIRCUITTHE BULB AS PART OF A CIRCUIT

Session 1:Session 1:Session 1:Session 1: Materials:

Electrical Circuits Student Activity Book #48 bulb #41 bulb 2 bulb holders Triple-lens magnifier 4 15 cm. pieces of #20 bare copper wire 2 “D” batteries 2 assembled battery holders Red pencil/pen*

*provided by teacher

1. Label the following parts of the bulb on the picture below: gas, bulb, filament, support wire, glass bead, side terminal, base terminal, insulator, solder (between side terminal and base terminal).

2. Use a red pencil or pen to trace the flow of electricity through the bulb, by using arrows

on your drawings.

32


3. Look at the picture below. Think about where the wires should be placed on the bulb to make the bulb light. Look at your diagram in question #1. Use your materials, and construct the circuit and actually make the bulb light. Explain where you placed the wires and why you placed them there.

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

4. What happens if you reverse the position of wires “X” and “Y”? Explain why this occurs.

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

33


Session 2:Session 2:Session 2:Session 2: MAKING A LEMON BATTERY CELLMAKING A LEMON BATTERY CELLMAKING A LEMON BATTERY CELLMAKING A LEMON BATTERY CELL

Your teacherYour teacherYour teacherYour teacher,,,, with the help of one or two studentswith the help of one or two studentswith the help of one or two studentswith the help of one or two students,,,, will construct a battery made from a will construct a battery made from a will construct a battery made from a will construct a battery made from a

largelargelargelarge,,,, juicy lemon, a galvanized nail and a copper penny. juicy lemon, a galvanized nail and a copper penny. juicy lemon, a galvanized nail and a copper penny. juicy lemon, a galvanized nail and a copper penny.

1. Draw a picture of the lemon battery cell that your teacher has constructed. Label the (-) negative electrode (nail) and the (+) positive electrode (penny).

34


Session 3:Session 3:Session 3:Session 3: WHAT’S POLARITYWHAT’S POLARITYWHAT’S POLARITYWHAT’S POLARITY????

Materials: Electrical Circuits Student Activity Book 2 “D” batteries 2 assembled battery holders Bulb holder #48 bulb 3 15 cm. pieces of #20 bare copper wire

1. Study circuits A and B above. How are they different?

________________________________________________________________

________________________________________________________________

2. In which circuit, A or B, do you think the bulb will light? Write your prediction, and explain

why you made this prediction. ________________________________________________________________

________________________________________________________________

3. Construct both circuits. In which circuit did the bulb light? _______________

4. State the rule that should always be followed when connecting batteries in series. ________________________________________________________________________________

________________________________________________________________________________

Circuit A Circuit B

+ - + - + - - +

35

Learning Experience Learning Experience Learning Experience Learning Experience 4444: Battery and Bulb Holders: Battery and Bulb Holders: Battery and Bulb Holders: Battery and Bulb Holders

Objective: Students will assemble the battery hoObjective: Students will assemble the battery hoObjective: Students will assemble the battery hoObjective: Students will assemble the battery holders and teslders and teslders and teslders and test a battery holder t a battery holder t a battery holder t a battery holder and bulb and bulb and bulb and bulb holder in a simple circuit.holder in a simple circuit.holder in a simple circuit.holder in a simple circuit.

MaterialsMaterialsMaterialsMaterials:::: For each pair of students:For each pair of students:For each pair of students:For each pair of students: 2 Electrical Circuits Student Activity Books 2 15 cm. pieces of #20 bare copper wire 4 Fahnestock clips 2 #82 rubber bands Bulb holder #48 bulb 2 “D” batteries Small storage box (shoe box)* For the class:For the class:For the class:For the class: Wire cutter *provided by teacher or students

Preparation:Preparation:Preparation:Preparation: It is recommended that students have a small storage box (shoe box) to place their materials in. Students can store their materials in their small storage box for future learning experiences. Samples of the battery holder can be made to help students with their construction.

AssessmentAssessmentAssessmentAssessment:::: Students will describe the advantages of using battery and bulb holders as a means to efficiently assemble electrical circuits.

VocabularyVocabularyVocabularyVocabulary:::: terminal

Learning Activities:Learning Activities:Learning Activities:Learning Activities: Session 1:Session 1:Session 1:Session 1: Have student pairs assemble the battery holders by following the directions on the activity sheet for Learning Experience #4 in the Electrical Circuits Student Activity Book. Pass out a bulb holder to the student pairs. Students will test the bulb and battery holder by lighting a #48 bulb that is screwed into a bulb holder by following the directions on the activity sheet.

36

Students will have an extra battery holder and battery after this learning experience for use in future circuit construction. Discussion Questions:Discussion Questions:Discussion Questions:Discussion Questions:

o What other ways might you construct a battery or bulb holder? o What advantages are there to creating electrical circuits with battery and bulb

holders?

37


BATTERY AND BULB HOLDERS

Materials: Electrical Circuits Student Activity Book 2 15 cm. pieces of #20 bare copper wire Bulb holder 4 Fahnestock clips #48 bulb 2 #82 rubber bands 2 “D” batteries Small storage box (shoe box)*

*provided by teacher or students

Make a battery holder as shown in the diagrams below. You will need one rubberband and two Fahnestock clips for each battery holder.

Place the holder around a battery so that a Fahnestock clip touches each end terminal of the battery.

If you squeeze the open ends of the Fahnestock clip, you can slide the end of a wire under the small loop that is exposed. Two pieces of wire can be “joined” together using a Fahnestock clip by placing both wires in the loop.

Put one end of a piece of wire in each Fahnestock clip on the battery holder. Then place the other ends of those wires in the Fahnestock clips that are mounted on the bulb holder. Does the bulb light?

Mounting Hole

Spring to hold wire in loop (Push down here)

Loop

Fahnestock ClipFahnestock ClipFahnestock ClipFahnestock Clip

38

Learning Experience Learning Experience Learning Experience Learning Experience 5555: Schematic Diagrams : Schematic Diagrams : Schematic Diagrams : Schematic Diagrams

Objective: Students will draw electrical circuits using symbols and construct circuits from Objective: Students will draw electrical circuits using symbols and construct circuits from Objective: Students will draw electrical circuits using symbols and construct circuits from Objective: Students will draw electrical circuits using symbols and construct circuits from electrical symbols.electrical symbols.electrical symbols.electrical symbols.

MaterialsMaterialsMaterialsMaterials:::: For each pair of students:For each pair of students:For each pair of students:For each pair of students: 2 Electrical Circuits Student Activity Books 2 “D” batteries 2 bulb holders 2 15 cm. pieces of #20 bare copper wire 2 assembled battery holders 2 #48 bulbs Metric ruler* For the class:For the class:For the class:For the class: Wire cutter *provided by teacher or student

Preparation:Preparation:Preparation:Preparation: When teaching students how to draw circuits in schematic diagrams, it is suggested that students keep their drawings in forms of squares or rectangles. Using the basic square or rectangle formation will help students from getting confused with where symbols are located on their diagrams or where to place symbols. Students should be using schematic drawings when they are drawing circuits throughout the rest of the unit.

AssessmentAssessmentAssessmentAssessment:::: Students will draw schematic diagrams of circuits and construct circuits from simple electrical schematic diagrams.

VocabularyVocabularyVocabularyVocabulary:::: positive negative fuse terminal schematic symbols

39

Learning Activities:Learning Activities:Learning Activities:Learning Activities: Session 1:Session 1:Session 1:Session 1: Have student pairs review the symbols for schematic diagramming on the activity sheet for Learning Experience #5 in the Electrical Circuits Student Activity Book, and discuss schematic diagramming with students. Students can then draw their own schematic diagrams and create circuits from schematic diagrams. Discussion QuestionsDiscussion QuestionsDiscussion QuestionsDiscussion Questions::::

o Do you know any symbols used by electricians to draw plans? o Why is it easier to draw symbols to indicate the parts of a circuit rather than drawing

an actual picture?

ExtensionExtensionExtensionExtension: : : : Have students bring in a schematic diagram of one of their home appliances, or have an electrician visit the class to display and explain an electrical schematic diagram.

Schematic Diagram SymbolsSchematic Diagram SymbolsSchematic Diagram SymbolsSchematic Diagram Symbols

These are the symbols that are widely known and used in schematic diagramming of electrical circuits.

Battery: Bulb: Positive Terminal Switch Negative Terminal

Resistance Wire Fuse Test Point Wires Joined Wires crossed but not joined

40

Answers to the activity sheet for learning experience #5 in the Electrical Circuits Student Activity Book. 1. 2. 3. 4. 5. 6. Observe students as they are constructing their circuits. Students can also compare the circuits they assemble to the circuits of those students around them.

41

Activity SheetActivity SheetActivity SheetActivity Sheet for Learning Experience #5for Learning Experience #5for Learning Experience #5for Learning Experience #5 Name______________________Name______________________Name______________________Name______________________ SCHEMATIC DIAGRAMS

In the box below are the symbols that are widely known and used in drawing schematic diagrams of electrical circuits:

The circuits pictured on the top are represented by the corresponding schematic diagrams on the bottom:

Positive Terminal (+)

Negative Terminal (-)

Schematic Diagram SymbolsSchematic Diagram SymbolsSchematic Diagram SymbolsSchematic Diagram Symbols Battery: Bulb: Switch: Positive Terminal: Negative Terminal: Resistance: Fuse: Wire: Test Point: Wires Joined: Wires crossed but not joined:

Bulb #48

Positive Terminal Negative Terminal

#48

#48

#48

#48

42

Activity Sheet for Learning Experience #5Activity Sheet for Learning Experience #5Activity Sheet for Learning Experience #5Activity Sheet for Learning Experience #5 Page 2Page 2Page 2Page 2 Pictured below are six complete electrical circuits. On another sheet of paper, draw the schematic diagram for each circuit. 1. 2. 3. 4. 5. 6.

43

Activity Sheet for Learning Experience #5 Page 3 7. Read the schematic diagrams below. Construct the circuits shown below using batteries, bulbs, battery holders and bulb holders.

Remember to now use schematic diagrams whenever you draw a circuit in this activity book. 8. Will the bulb light if you construct the circuit below? Why or why not? ________________________________________________ ________________________________________________ ________________________________________________

A B C

44

Learning Experience Learning Experience Learning Experience Learning Experience 6666: Brightness Meter: Brightness Meter: Brightness Meter: Brightness Meter

Objective: Students will construct a brightness meter and measure the bulb’s brightness using Objective: Students will construct a brightness meter and measure the bulb’s brightness using Objective: Students will construct a brightness meter and measure the bulb’s brightness using Objective: Students will construct a brightness meter and measure the bulb’s brightness using this device.this device.this device.this device. Materials:Materials:Materials:Materials: For each pair of studentsFor each pair of studentsFor each pair of studentsFor each pair of students:::: 2 Electrical Circuits Student Activity Books 3 “D” batteries Bulb holder #48 bulb 2 15 cm. pieces of #20 bare copper wire 3 #82 rubberbands 6 Fahnestock clips Metric rulers* White duplicating paper (15 x 28 cm or 8.5 x 11 in.)* Stapler* Scotch tape* Scissors* For the class:For the class:For the class:For the class: Wire cutter Chart paper* Felt-tip markers* *provided by teacher

Preparation:Preparation:Preparation:Preparation: A brightness meter should be constructed and used as a model when students construct their brightness meter. Note:Note:Note:Note: Different measurements of brightness will result from holding the brightness meter at different distances from the light bulb. Differences in batteries’ strength and or types of bulbs will also produce different measurements. Safety Note:Safety Note:Safety Note:Safety Note: Discuss safety rules for using the brightness meter. Would you use your brightness meter to measure the brightness of a flame? Would you use your brightness meter to measure the brightness of the sun?

45

AssessmentAssessmentAssessmentAssessment:::: Students will construct a brightness meter and measure the brightness of a bulb(s) in various circuits.

Vocabulary:Vocabulary:Vocabulary:Vocabulary: meter voltage

Learning Activities:Learning Activities:Learning Activities:Learning Activities: Session 1:Session 1:Session 1:Session 1: Ask student pairs to brainstorm how they might measure the brightness of a lighted bulb. Record all of their suggestions on chart paper. Discuss advantages and disadvantages of each method. Indicate to them that in this unit a simple brightness meter will be used to help decide on the brightness of a lighted bulb. Show students a completed brightness meter and briefly use it to demonstrate the measurement of brightness with a lighted bulb. Place the numbers of the brightness meter over the bulb. The bulb will shine through the paper. Students will move each number over the bulb until the strips of paper are piled so thick that the bulb is not bright enough to show through them. WhenWhenWhenWhen they find that number, the number that preceded it is its measured they find that number, the number that preceded it is its measured they find that number, the number that preceded it is its measured they find that number, the number that preceded it is its measured brightness.brightness.brightness.brightness. For example, let’s say a bulb’s brightness shone through numbers 1, 2, 3 and 4. However, when the number 5 was placed over the bulb, the light did not shine through. The brightness of the bulb would be 4 because it is the last number that the bulb shone through. (Keep testing conditions constant. For example: lights off, shades pulled, etc.) Provide students with the materials needed to construct their brightness meters. After each piece is cut out, students are to number each piece as shown on the activity sheet for Learning Experience #6 of the Electrical Circuits Student Activity Book. The smallest section is numbered 10, and the largest section is numbered 1. Staple or tape the sections together. The smallest section should be on top. Students should write the metric size on each section near the bottom edge of each strip.

46

Discussion Questions:Discussion Questions:Discussion Questions:Discussion Questions:

o What causes different measurements to occur for the same brightness? o How can the same results be obtained from the brightness meter? o What decision-making rules are needed to decide upon the brightness of a bulb when

the brightness meter is used? o What safety rules must be followed when using the brightness meter?

Staple

10 9 8 7 6 5 4 3 2 1

47


BRIGHTNESS METER Materials: Electrical Circuits Student Activity Book 3 “D” batteries3 “D” batteries3 “D” batteries3 “D” batteries 3 #82 rubberbands3 #82 rubberbands3 #82 rubberbands3 #82 rubberbands Bulb holderBulb holderBulb holderBulb holder 6 Fahnestock6 Fahnestock6 Fahnestock6 Fahnestock clipsclipsclipsclips #48 bulb Stapler* 2 15 cm. pieces of #20 bare copper wire Scotch tape* Metric rulers* Scissors* White duplicating paper (15 x 28 cm. or 8.5 x 11 in.)*


1. Cut 10 strips of white duplicating paper 5 cm. wide and ranging in length from 2 to 20 centimeters. Each piece of duplicating paper should be 2 cm. longer than the one preceding it. Piece #1 should be 20 cm. long, piece #2 should be 18 cm. long, etc. (See diagram below.)

2. Write the metric size on each section near the bottom edge of each strip.

3. Put the strips in a pile according to length with the shortest one on top. Staple or tape the strips together at the left edge.

10 9

8

7

6

5

4 3 2

1

5 x 20 cm.

5 x 16 cm.

5 x 14 cm.

5 x 12 cm.

5 x 10 cm.

15 x 18 cm.

5 x 8 cm.

5 x 6 cm.

5 x 4 cm.

5 x 2

Staple

48

Activity Sheet for Learning Experience #6 Page 2

4.4.4.4. How to use the brightness meter: : : : • Place the number “1” on the brightness meter over the lighted bulb. • Keep moving the numbers over the bulb until you can no longer see the light from the

bulb through the paper. • When you reach that number, the number before it should be recorded as the

brightness of the bulb because it was the last place on the brightness meter that the bulb could shine through.

(Example: 7 - can see the bulb, 8 – can see the bulb, 9 – cannot see the bulb. Brightness of the bulb = 8)

5. Construct a complete circuit with one battery and one bulb. Place the brightness meter over the bulb, and measure the brightness of the bulb. What is the rating of this bulb on the brightness meter? _____________________________________

6. Construct a complete circuit using two batteries and one bulb. Now that you have added

another battery, what do you predict the bulb’s brightness will be?

________________________________________________________________ Why did you make this prediction? _____________________________________ ________________________________________________________________

Use the brightness meter to measure the brightness of the bulb. What is the actual brightness of this bulb on the brightness meter? _____________________

7. Construct a complete circuit using three batteries and one bulb. What do you predict the bulb’s brightness will be? ________________________________

Why did you make this prediction? ____________________________________

________________________________________________________________

Use the brightness meter to measure the brightness of the bulb. What is the actual brightness rating of this bulb on the brightness meter? ________________

8. What is the relationship between the number of batteries and the brightness of the bulb? ____________________________________________________

________________________________________________________________ Keep this brightness meter in your storage container for use in future learning experienceKeep this brightness meter in your storage container for use in future learning experienceKeep this brightness meter in your storage container for use in future learning experienceKeep this brightness meter in your storage container for use in future learning experiences.s.s.s.

49

Learning Experience Learning Experience Learning Experience Learning Experience 7777: Series Circuit: Series Circuit: Series Circuit: Series Circuit

Objective: Students will create a series circuit and explain how the brightness of the bulbs and Objective: Students will create a series circuit and explain how the brightness of the bulbs and Objective: Students will create a series circuit and explain how the brightness of the bulbs and Objective: Students will create a series circuit and explain how the brightness of the bulbs and current flow are affected by its construction.current flow are affected by its construction.current flow are affected by its construction.current flow are affected by its construction.

MaterialsMaterialsMaterialsMaterials:::: For each pair of students:For each pair of students:For each pair of students:For each pair of students: 2 Electrical Circuits Student Activity Books “D” battery 3 #48 bulbs 3 bulb holders 4 15 cm. pieces of #20 bare copper wire Assembled battery holder For the class:For the class:For the class:For the class: Wire cutter

Preparation:Preparation:Preparation:Preparation: Read background information on series circuits on Page 8.

AssessmentAssessmentAssessmentAssessment:::: Students will construct a series circuit and explain how the brightness of the bulbs and current flow are affected due to its construction.

VocabularyVocabularyVocabularyVocabulary:::: series circuit energy system

Learning Activities:Learning Activities:Learning Activities:Learning Activities: Session 1:Session 1:Session 1:Session 1:

Student pairs are to complete the activity sheet for Learning Experience #7 in the Electrical Circuits Student Activity Book. Discussion QuestionsDiscussion QuestionsDiscussion QuestionsDiscussion Questions::::

o Does the electricity have to flow through each bulb to complete the circuit? o What happens to the other bulb(s) if one of the bulbs is unscrewed? o How would you describe a series circuit?

X

Y

50

o What is an energy system? Answers to activity sheet for Learning Experience #7 in the Electrical Circuits Student Activity Book. 3. Students should notice that the first bulb is not quite as bright when a second bulb is added. The second bulb is sharing the battery power because there is only one path for the current to follow. 4. Predictions will vary. 5. & 6. If you unscrew one of the bulbs in a series circuit, the other bulb will not light. This is due, once again, to the single path the electrical current is following. If one of the bulbs is unscrewed, the path is broken, and no current flows through the wire created or the other two bulbs. Again, more bulbs are sharing the power of the battery because there is only one path for the electrical current to flow through. 7. If a third bulb is added to the series circuit, the lights will become even dimmer than with two bulbs. 8.

51

Activity Sheet for Learning Experience #7Activity Sheet for Learning Experience #7Activity Sheet for Learning Experience #7Activity Sheet for Learning Experience #7 Name________Name________Name________Name________________________________________________________________

SERIES CIRCUIT Materials: Electrical Circuits Student Activity Book “D” battery 3 #48 bulbs 3 bulb holders Assembled battery holder 4 15 cm. pieces of #20 bare copper wire (as needed) 1. Construct a complete circuit with a battery and bulb.

2. Using another wire, add a second bulb as shown on the picture below.

3. What did you notice happened to the first bulb when the second bulb was added? ________________________________________________________________________________

________________________________________________________________________________

4. Look carefully at how the series circuit is set up. Write a prediction of what you think will happen if you unscrew one of the bulbs.

________________________________________________________________________________

________________________________________________________________________________

Why did you make this prediction? _________________________________________________

________________________________________________________________________________

5. Unscrew bulb “X”. Describe what happens to bulb “Y”. ________________________________________________________________________________

________________________________________________________________________________

6. Tighten bulb “X”, and unscrew bulb “Y”. Describe what happens to bulb “X”. ________________________________________________________________________________

________________________________________________________________________________

52

Activity Sheet fActivity Sheet fActivity Sheet fActivity Sheet for Learning Experience #7or Learning Experience #7or Learning Experience #7or Learning Experience #7 Page 2Page 2Page 2Page 2

7. Add a third bulb to your series circuit. What happens to the brightness of the bulbs each time another bulb is added to the series? Use your brightness meter to help you.

________________________________________________________________________________

________________________________________________________________________________ 8. Draw a schematic diagram of the circuit you constructed with three bulbs.

53

Learning Experience Learning Experience Learning Experience Learning Experience 8888: Parallel Circuit: Parallel Circuit: Parallel Circuit: Parallel Circuit

Objective: Students will create a parallel circuit and explain how the brightness of the bulbs Objective: Students will create a parallel circuit and explain how the brightness of the bulbs Objective: Students will create a parallel circuit and explain how the brightness of the bulbs Objective: Students will create a parallel circuit and explain how the brightness of the bulbs and current flow are affected by its construction.and current flow are affected by its construction.and current flow are affected by its construction.and current flow are affected by its construction.

MaterialsMaterialsMaterialsMaterials:::: For each pair of students:For each pair of students:For each pair of students:For each pair of students: For the claFor the claFor the claFor the class:ss:ss:ss: 2 Electrical Circuits Student Activity Books Wire cutter “D” battery Assembled battery holder 3 #48 bulbs 6 15 cm. pieces of #20 bare copper wire 3 bulb holders

PreparationPreparationPreparationPreparation:::: Read background information on parallel circuits on Pages 8 and 9.

AsseAsseAsseAssessmentssmentssmentssment:::: Students will construct a parallel circuit and explain how the brightness of the bulbs and current flow are affected due to its construction.

Vocabulary:Vocabulary:Vocabulary:Vocabulary: parallel circuit energy system

Learning Activities:Learning Activities:Learning Activities:Learning Activities: Session 1:Session 1:Session 1:Session 1: Student pairs are to complete the activity sheet for Learning Experience #8 in the Electrical Circuits Student Activity Book. Discussion QuestionsDiscussion QuestionsDiscussion QuestionsDiscussion Questions::::

o What happens to the other bulb(s) if one of the bulbs is unscrewed in a parallel circuit?

o Does the electricity have to flow through each bulb to complete the circuit? o How would you describe a parallel circuit? o Review energy system with the class.

Answers to activity sheet for Learning Experience #8 in the Electrical Circuits Student Activity Book.

X

Y

54

3. Students should notice that the first bulb is not affected when the second bulb is added to the circuit because in a parallel circuit the electrons are traveling on separate paths. The bulbs only draw the amount of current it needs to light the bulb so the brightness of the bulbs are the same. 4. Predictions will vary. 5. &6. If you unscrew one of the bulbs in a parallel circuit, the other bulb will remain lit. This is because each bulb is receiving current from the battery on its own path. If one of the bulbs is unscrewed, the other path of electricity is still intact for the current to flow and reach the other bulb. 7. If students add more bulbs to the parallel circuit, each bulb will light with equal brightness. Again, they only draw enough current form the battery to overcome the resistance in the bulb.

55


PARALLEL CIRCUIT

Materials: Electrical Circuits Student Activity Book “D” battery 3 #48 bulbs Assembled battery holder 3 bulb holders 6 15 cm. pieces of #20 bare copper wire

1. Construct a complete circuit with one battery and one bulb.

2. Using another two wires, add a second bulb as shown on the picture below

3. What do you notice happened to the first bulb when the second bulb was added? ________________________________________________________________________________

________________________________________________________________________________

4. Look carefully at how a parallel circuit is set up. Write a prediction of what you think will happen if you unscrew one of the bulbs in the parallel circuit.

________________________________________________________________________________

________________________________________________________________________________

Why did you make this prediction? _________________________________________________

________________________________________________________________________________ 5. Unscrew bulb “X”. Describe what happens to bulb “Y”.

________________________________________________________________________________

________________________________________________________________________________

6. Tighten bulb “X”, and unscrew bulb “Y”. Describe what happens to bulb “X”. ________________________________________________________________________________

________________________________________________________________________________

X Y

56


8. Pair up with another team of two students. Create a parallel circuit using one battery and both groups’ sets of bulbs. How many bulbs did you light? Was the brightness of the bulbs affected when you added more bulbs? Why or why not?

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

7.

57

Learning Experience 9: Batteries Wired in Parallel and in Learning Experience 9: Batteries Wired in Parallel and in Learning Experience 9: Batteries Wired in Parallel and in Learning Experience 9: Batteries Wired in Parallel and in Series Series Series Series

Objective: Students will observe and explain the differences between circuits when the Objective: Students will observe and explain the differences between circuits when the Objective: Students will observe and explain the differences between circuits when the Objective: Students will observe and explain the differences between circuits when the batteries are connected in parallel and in series.batteries are connected in parallel and in series.batteries are connected in parallel and in series.batteries are connected in parallel and in series.

MaterialsMaterialsMaterialsMaterials:::: For each pair of students:For each pair of students:For each pair of students:For each pair of students: 2 Electrical Circuits Student Activity Books 3 “D” batteries 3 assembled battery holders 2 #48 bulbs 2 bulb holders 6 15 cm. pieces of #20 bare copper wire For the class:For the class:For the class:For the class: Wire cutter

Preparation:Preparation:Preparation:Preparation: Read background information on circuits on Pages 8 and 9.

AssessmentAssessmentAssessmentAssessment:::: Students will construct a circuit with batteries in a series and a circuit with batteries in parallel and explain the difference between the two circuits.

VocabularyVocabularyVocabularyVocabulary:::: series parallel energy system voltage

Learning Activities:Learning Activities:Learning Activities:Learning Activities: Session 1:Session 1:Session 1:Session 1: Student pairs are to complete the activity sheet for Learning Experience #9 in the Electrical Circuits Student Activity Book.

58

Discussion QuestionsDiscussion QuestionsDiscussion QuestionsDiscussion Questions::::

o How many volts are produced if four batteries are connected in a series circuit? o How many volts are produced if four batteries are connected in a parallel circuit? o Why does the brightness of the bulb remain the same when batteries are connected in

parallel?

Answers to activity sheet for Learning Experience #9 in the Electrical Circuits Student Activity Book: 3. Series 4. Yes 5. Predictions will vary. 6. The bulb will light even brighter. The bulb is receiving the combined voltage from all the batteries that are arranged in series in the circuit, therefore, the bulb is much brighter. 8. Parallel. Second part: no 9. The bulb lights with the same brightness with 2 or 3 batteries arranged in parallel as it did with one battery.

Batteries in Parallel

Batteries in Series

59

Activity Sheet for Learning Experience #9Activity Sheet for Learning Experience #9Activity Sheet for Learning Experience #9Activity Sheet for Learning Experience #9 NamNamNamName______________________e______________________e______________________e______________________

BATTERIES WIRED IN PARALLEL AND IN SERIES

Materials: Electrical Circuits Student Activity Book 3 “D” batteries 2 #48 bulbs 3 assembled battery holders 2 bulb holders 6 15 cm. pieces of #20 bare copper wire

1. Construct a complete circuit with one battery and one bulb.

2. Measure the brightness of the bulb with your brightness meter. What is the bulb’s brightness? __________________________________________________________________

3. Construct the circuit below. Are these batteries in series or parallel?__________________

How can you tell? _____________________________________________________________

_____________________________________________________________________________

4. Use the brightness meter to test the brightness of this bulb. Is the bulb brighter than it was with one battery? _____________________________________________________________

________________________________________________________________________________

5. If you added a third battery to this circuit in series, what do you think would happen to the brightness of the bulb? ________________________________________________________

________________________________________________________________________________

Why do you think this? ___________________________________________________________

________________________________________________________________________________

6. Add a third battery to this circuit. Describe what happens to the bulb as this battery is added to this circuit in series and why you think the bulb is acting in this way.

________________________________________________________________________________

________________________________________________________________________________

60

Activity Sheet for Learning ExperieActivity Sheet for Learning ExperieActivity Sheet for Learning ExperieActivity Sheet for Learning Experience #9nce #9nce #9nce #9 Page 2Page 2Page 2Page 2 7. Construct another complete circuit with one battery and one bulb. Record again what the

brightness of the bulb is using your brightness meter.

8. Look at the pictures below, are the batteries in the picture in series or parallel?____________________________________________________________________

How can you tell? _____________________________________________________________

____________________________________________________________________________________

Construct the circuit in #8. Is the bulb brighter with two batteries than it was with one battery?_______________________________________________

9. Add oneoneoneone more battery to this circuit in parallel. Describe what happens to the bulb as one more battery is added to this circuit in parallel and why you think the bulb is acting this way. _____________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

Extension:Extension:Extension:Extension: 10. Look back at the activity sheet for Learning Experience 5 – Schematic Diagrams and

discuss which circuits are in parallel? ______________________________________________ Which are in series? __________________________________________________________ Which are combined? _________________________________________________________

11. Look at the pictures on Page 3 of this activity (the next page). Indicate your predicted

brightness for each bulb labeled “1” in the pictures. Brightness scale: O = Does not light

L = Low (1-3 on brightness meter) M = Medium (4-7 on brightness meter) H = High (8-10 on brightness meter)

The bulb brightness for Challenge A = Medium.

61

Find the actual brightness of the bulb after making your prediction.

A A A A BrightnessBrightnessBrightnessBrightness

Prediction Actual ________ _______

B B B B BrightnessBrightnessBrightnessBrightness


C C C C BrightnessBrightnessBrightnessBrightness


D D D D BrightnessBrightnessBrightnessBrightness


Notes:

E E E E BrightnessBrightnessBrightnessBrightness


F F F F BrightnessBrightnessBrightnessBrightness

Prediction Actual ___________ _________

Notes: Notes:

Notes:

Notes: Notes:


62

G G G G BrightnessBrightnessBrightnessBrightness

Prediction Actual _______ _______

Notes:


63

Learning Experience Learning Experience Learning Experience Learning Experience 10101010: Switches : Switches : Switches : Switches

Objective: Students will construct a switch and describe how it functions.Objective: Students will construct a switch and describe how it functions.Objective: Students will construct a switch and describe how it functions.Objective: Students will construct a switch and describe how it functions.

MaterialsMaterialsMaterialsMaterials:::: For each pair of students:For each pair of students:For each pair of students:For each pair of students: 2 Electrical Circuits Student Activity Books 3 15 cm. pieces of #20 bare copper wire #48 bulb “D” battery Assembled battery holder 2 paper fasteners Paper clip 3” x 5” index card* Colored pen/pencil* For the class:For the class:For the class:For the class: Wire cutter Scotch tape* Learning Experience 10 Direction Card *provided by teacher

Preparation:Preparation:Preparation:Preparation: Read background information on page 11. This learning experience should focus on the simplicity of electrical switches and the application of materials, because of their properties, in making switches.

AssessmentAssessmentAssessmentAssessment:::: Students will state the purpose of an electrical switch and describe how it functions.

VocabularyVocabularyVocabularyVocabulary:::: closed circuit open circuit conductor contact switch

Learning Activities:Learning Activities:Learning Activities:Learning Activities: SessiSessiSessiSession 1:on 1:on 1:on 1: Ask students to share their understanding of the word “switch.”

64

Student pairs are to create a complete circuit with a battery and bulb. Then make a switch out of an index card and brass fasteners. Directions are provided on the activity sheet for Learning Experience #10 in the Electrical Circuits Student Activity Book. The switch is to be attached to the circuit, and students can then observe the light turning off and on by using the switch. Students may confuse the term “closed switch” with “off”. They may need clarification that “closed” switch “completes” a circuit. An “open” switch breaks the circuit open and does not allow electricity to flow through it.

.

Discussion Questions:Discussion Questions:Discussion Questions:Discussion Questions:

o What are the most common similarities for the meaning of the word switch? o Which meanings from the list are associated with electricity?

Ask students to brainstorm plans to construct model switches of the simple contact, dimmer and liquid types. Suggest to students that they use information gained in earlier learning experiences to help them devise the models. Provide materials as needed to enable students to construct simple contact switches.

Extension:Extension:Extension:Extension: Students can compare and contrast the different kinds of switches they observe in their homes, hardware stores or ones from an electrician.

65


SWITCHES Materials: Electrical Circuits Student Activity Book 3 15 cm. pieces of #20 bare copper wire #48 bulb “D” battery Assembled battery holder 2 paper fasteners Paper clip 3 x 5” index card* Colored pen/pencil*


1. Place the paper clip in the center of the index card. With a pencil, make a mark at each end of the paper clip

2. Use the tip of a pencil to punch small holes where the two dots are. 3. Put a paper fastener in each hole. One paper fastener should go on the inside of the

paper clip. Paper fastener 4. Flip the card over and flatten the prongs of the paper fasteners.

Paper fastener prongs Back of card

Tape the prongs down to the card. Be sure the prongs do not touch one another.

66

Activity Sheet for Learning Experience #10Activity Sheet for Learning Experience #10Activity Sheet for Learning Experience #10Activity Sheet for Learning Experience #10 Page 2Page 2Page 2Page 2 5. When your switch is complete, you should be able to move the paper clip so that it

touches the head of the other paper fastener. 6. Hook up the switch to a simple circuit using the wires, battery and bulb.

Draw a picture of the circuit with the switch in the box below. Use schematic drawing. See the symbol for a switch for Learning Experience #5.

With a colored pen or pencil, trace the flow of electricity through the circuit. With a colored pen or pencil, trace the flow of electricity through the circuit. With a colored pen or pencil, trace the flow of electricity through the circuit. With a colored pen or pencil, trace the flow of electricity through the circuit.

67


When you use the switch to turn on the light bulb, are you closing the circuit? Explain why you think it would be called a “closed” circuit.

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

When you “open” a switch, what happens to the circuit?

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

68

Learning Experience 1Learning Experience 1Learning Experience 1Learning Experience 11111: Conductors And Insulators: Conductors And Insulators: Conductors And Insulators: Conductors And Insulators

ObjectiObjectiObjectiObjective: Students will predict, testve: Students will predict, testve: Students will predict, testve: Students will predict, test and determine ifand determine ifand determine ifand determine if an object is a conductor or nonan object is a conductor or nonan object is a conductor or nonan object is a conductor or non----conductor.conductor.conductor.conductor. MaterialsMaterialsMaterialsMaterials:::: For each pair of students:For each pair of students:For each pair of students:For each pair of students: 2 Electrical Circuit Student Activity Books 3 15 cm. pieces of #20 bare copper wire #48 bulb Bulb holder “D” battery Assembled battery holder Variety of solids such as pencils, erasers, paper clips, clay, scissors, crayons, etc.* For the class:For the class:For the class:For the class: Chart paper* Felt-tip markers* *provided by teacher

PreparationPreparationPreparationPreparation:::: Read background information on conductivity on pages 10 and 11. Being able to conduct electricity is one of the properties of objects. Most metals are good conductors of electricity. Rubber and plastic products are generally poor conductors of electricity. Some objects are at times conductors and at times insulators, depending on the number of batteries used in a circuit tester. Be sure students are choosing objects made of a variety of materials.

AssessmentAssessmentAssessmentAssessment:::: Given a group of several solid objects of known material, students will be able to identify them as conductors and non-conductors of electricity using a physical test.

VocabularyVocabularyVocabularyVocabulary:::: conductor insulator non-conductor insulated property

69

Learning Activities:Learning Activities:Learning Activities:Learning Activities: Session 1:Session 1:Session 1:Session 1: Help student pairs devise a plan to answer the question, “How can we find out if an object conducts electricity well.” Brainstorm a list of objects students think are conductors and a list of objects they think are non-conductors. These lists can be recorded on chart paper. Student pairs should then complete the activity sheet for Learning Experience #11 in the Electrical Circuits Students Activity Book. The activity sheet asks them to pick 10 common objects found in the classroom. Students are to predict whether or not they think each object conducts electricity well. Conductors conduct electricity well while materials that are considered non-conductors don’t conduct electricity. This is important because all materials conduct electricity to some degree, even humans. Students are to then use their circuit tester to test the ten objects. Students are to place the ends of the wires of the circuit tester on the objects they are testing. If the bulb lights, then the object is a conductor. If the bulb does not light, the object is a non-conductor or an insulator. Students are to record their results on the data chart on their activity sheet. Discussion Questions:Discussion Questions:Discussion Questions:Discussion Questions:

o How did you decide which solids conduct electricity? Which did not? o What similarities are found among the materials that conduct electricity? o What similarities are found in the materials that do not conduct electricity? o Which parts of the battery and bulb holders are conductors and insulators? o Which materials produced different results than were predicted? o How could this be explained? o What other materials not tested might be predicted to be conductors or

nonconductors? Go back to the original list of objects we thought were conductors and insulators.

70


SOLID CONDUCTORS AND INSULATORS

Materials: Electrical Circuits Student Activity Book 3 15 cm. pieces of #20 bare copper wire #48 bulb Bulb holder “D” battery Assembled battery holder 2 Fahnestock clips Variety of solids such as pencils, erasers, paper clips, clay, scissors, crayons, etc.*


Create a circuit tester like the one pictured in the diagram below. “X” “Y”

Touch wire “X” and wire “Y” together to make a complete circuit. Does the bulb light? _________ (If the bulb does not light, problem solve with your partner to figure out why the bulb is not lighting.)

Choose 10 different objects in your classroom to test to see if they conduct electricity. Predict whether or not you think the object will conduct electricity. (In other words, if you place the wires from the circuit tester on the object, the bulb will light.) Record your predictions on the chart on Page 2 of this activity sheet.

Use the circuit tester to test the materials in your classroom to see if they conduct electricity or do not conduct electricity. Touch wire “X” to one side of the object and wire “Y” to the other side of the object. Record if the bulb lights on the chart below. If the bulb lights, the object is a conductor of electricity. If the bulb does not light, it is a non-conductor or an insulator. Record whether the object is a conductor or non-conductor on the chart on Page 2 of this activity sheet.

Fahnestock clip Fahnestock clip

71

Objects Prediction Will the bulb light? (yes or no)

Actual Result Did the bulb light? (yes or no)

Is the object a conductor or non-conductor?

What material is the object made of?

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

4. What materials are the objects that conduct electricity made of?

________________________________________________________________________________

________________________________________________________________________________ 5. What materials are the objects that did not conduct electricity made of?

________________________________________________________________________________

________________________________________________________________________________ 6. Name three other objects that you did not test that you predict would conduct electricity based on your results from this learning experience.

________________________________________________________________________________

________________________________________________________________________________

Activity Sheet for Activity Sheet for Activity Sheet for Activity Sheet for Learning Experience #11Learning Experience #11Learning Experience #11Learning Experience #11 Page 2Page 2Page 2Page 2

72

Learning Experience 1Learning Experience 1Learning Experience 1Learning Experience 12222: Buzzers: Buzzers: Buzzers: Buzzers

Objective: Students will demonstrate and explObjective: Students will demonstrate and explObjective: Students will demonstrate and explObjective: Students will demonstrate and explain how electrical energy can be changed to ain how electrical energy can be changed to ain how electrical energy can be changed to ain how electrical energy can be changed to sound energy.sound energy.sound energy.sound energy.

Materials:Materials:Materials:Materials: For each pair of students:For each pair of students:For each pair of students:For each pair of students: 2 Electrical Circuits Student Activity Books 2 “D” batteries 2 15 cm. pieces of #20 bare copper wire 2 assembled battery holders Switch (students made in Learning Experience #10) Buzzer For the class:For the class:For the class:For the class: Wire cutter

Preparation:Preparation:Preparation:Preparation: Read background information on Page 12. The stickers on the bottom of the buzzer are there to muffle the sound of the buzzer. Have students make the switch from Learning Experience 10.

AssessmentAssessmentAssessmentAssessment:::: Students will demonstrate the sounding of a buzzer and explain that it is electrical energy transferring into sound energy.

Vocabulary:Vocabulary:Vocabulary:Vocabulary: energy switch buzzer

Learning Activities:Learning Activities:Learning Activities:Learning Activities: Session 1:Session 1:Session 1:Session 1: Student pairs will complete the activity sheet for Learning Experience #12 in the Electrical Circuits Student Activity Book. In this learning experience, students are making a buzzer sound using electrical energy. Students attach their switch to their buzzer. When they move the paper clip to the closed position, the buzzer will sound. When the battery power is increased, the buzzer is louder due to the increase in electric energy. Discussion Questions:Discussion Questions:Discussion Questions:Discussion Questions:

o What is causing the buzzer to sound? o What effect does more electrical energy have on the buzzer? o What is the energy transfer that is occurring when the buzzer sounds?

73

Extension ActivityExtension ActivityExtension ActivityExtension Activity Activity Sheet for Learning Experience #12Activity Sheet for Learning Experience #12Activity Sheet for Learning Experience #12Activity Sheet for Learning Experience #12 Name______________________Name______________________Name______________________Name______________________

BUZZERSBUZZERSBUZZERSBUZZERS Materials: Electrical Circuits Student Activity Book 2 15 cm. pieces of #20 bare copper wire 2 “D” batteries 2 assembled battery holders Buzzer Switch (students made in Learning Experience #13) • Place the battery holder on the battery, and attach the red wire from the buzzer to the

battery holder at the positive terminal. Attach one end of one piece of bare copper wire to the negative terminal of the battery and the other end to the switch.

• Attach the black wire on the buzzer to the switch. • Move the paper clip to the “closed” position to sound the buzzer. Describe what happens.

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

Predict what will happen if you connected another battery to the buzzer. _______________________________________________________________________________ _______________________________________________________________________________ Place another battery in a holder, and hold the two batteries together end to end. Now attach the wires of the buzzer to the ends of the batteries. Did the buzzer sound change? Explain.

________________________________________________________________________________

________________________________________________________________________________

74

Learning Experience 1Learning Experience 1Learning Experience 1Learning Experience 13333: Hidden Circuits Card: Hidden Circuits Card: Hidden Circuits Card: Hidden Circuits Card

Objective: Students will use a circuit tester to identify hidden circuit paths.Objective: Students will use a circuit tester to identify hidden circuit paths.Objective: Students will use a circuit tester to identify hidden circuit paths.Objective: Students will use a circuit tester to identify hidden circuit paths.

MaterialsMaterialsMaterialsMaterials:::: For each student:For each student:For each student:For each student: Electrical Circuits Student Activity Book “D” battery Assembled battery holder Hidden circuits card #48 bulb Bulb holder 3 15 cm. pieces of #20 bare copper wire Scissors* Hole punch* For the class:For the class:For the class:For the class: Wire cutter Aluminum foil Masking tape *provided by teacher

PreparationPreparationPreparationPreparation:::: The hidden circuit cards provided in the kit are to be cut in half horizontally. A model of a finished hidden circuit card may help students with this task. Be sure that if students cross the strips of aluminum foil there is a piece of tape placed between the pieces of foil to prevent an inaccurate reading.

AssessmentAssessmentAssessmentAssessment:::: Students will identify the hidden circuit paths on a hidden circuit card using a circuit tester.

VocabularyVocabularyVocabularyVocabulary:::: circuit strategy

75

Learning Activities:Learning Activities:Learning Activities:Learning Activities: Session 1:Session 1:Session 1:Session 1: Each student is to fold their circuit cards in half and punch out the circles underneath the numbers with a hole punch. Then students are to plan how they would like to set up their circuit paths. The paths will be set up with aluminum foil that will be taped from one number to another number. Make sure the students don’t use the same number for more than one path because it will be too difficult for others to figure out the circuit path that is taken. Students are to cut strips of aluminum foil and tape them to the squares on the inside of the hidden circuit card. Be sure students have taped a piece of foil over the hole for each number even if it does not lead to another number in the folder.

(Inside the card) (Front of card) When they have finished their hidden circuits card, they are to trade their card with another student’s card and use their circuit tester to figure out what the circuit paths are without opening the card. They are to draw the paths they have identified in each circuit card on Page 2 of their activity sheet for Learning Experience #13 in the Electrical Circuits Student Activity Book. Students can open the folder to check their answers. Students will begin to come up with strategies for finding the hidden circuits. Discussion Questions:Discussion Questions:Discussion Questions:Discussion Questions:

o Did any of the hidden circuit cards trick you? o Did you use a strategy to find the hidden circuits, or was it only by luck? o Can you think of another material we could use in the hidden circuits card besides

aluminum foil? o Could we set this up differently? Without tape?

Extension:Extension:Extension:Extension: Students can create hidden circuit cards in which students create a matching game, and when they match up correct answers, the bulb lights up.

1 2 3 4 5 6 7 8

1 2 3 4 5 6 7 8

76

Extension ActivityExtension ActivityExtension ActivityExtension Activity Activity Sheet for Learning Experience #13Activity Sheet for Learning Experience #13Activity Sheet for Learning Experience #13Activity Sheet for Learning Experience #13 Name____________Name____________Name____________Name____________________________________________________

HIDDEN CIRCUITS CARD

Materials: Electrical Circuits Student Activity Book “D” battery #48 bulb Assembled battery holder Bulb holder Hidden circuits card Scissors* 3 15 cm. pieces of #20 bare copper wire Hole punch*


1. Construct the circuit tester shown below.

2. Construct the hidden circuit connections with aluminum foil. The aluminum foil conducts

electricity. Connect the foil strips between the numbers on the inside of your card. Attach the aluminum foil to the card with tape. Be careful not to cover the entire piece of foil. See the example in figure 1 below. Make your hidden circuits different from the one shown in figure 1. You will be switching circuit folders with other students. They will be trying to find your hidden circuits!

3. Be sure you place a piece of aluminum foil over the hole for each number, even if the foil does not lead to another letter in the folder.

4. Close the cover on the circuit folder. Use the circuit tester to check the hidden circuits. Place the wires on the holes covered with aluminum foil. If your bulb lights, you found a path. If you cross strips of aluminum foil, place a piece of tape between the pieces of foil so the person that tests your card does not get an inaccurate reading.

If your hidden circuit looked you would draw the hidden like the one above……. circuit like this.

1 2 3 4 5 6 7 8

1 2 3 4 5 6 7 8

Figure 1 Figure 2

77

Extension Activity Sheet for Learning Experience #13Extension Activity Sheet for Learning Experience #13Extension Activity Sheet for Learning Experience #13Extension Activity Sheet for Learning Experience #13 Page 2Page 2Page 2Page 2 5. Exchange your circuit folder with another student, and test their hidden circuits. Draw lines

showing paths you identify for each circuit folder you tested in the first box below. Don’t peak! Repeat this exchange three more times.

1 2 3 4

5 6 7 8

1 2 3 4

5 6 7 8

1 2 3 4

2 6 7 8

1 2 3 4

5 6 7 8

78

Learning Experience 14: Comparing FilamentsLearning Experience 14: Comparing FilamentsLearning Experience 14: Comparing FilamentsLearning Experience 14: Comparing Filaments

Objective: Students will compare bulb filaments and their effect on the flow of electricity. Objective: Students will compare bulb filaments and their effect on the flow of electricity. Objective: Students will compare bulb filaments and their effect on the flow of electricity. Objective: Students will compare bulb filaments and their effect on the flow of electricity.

MaterialsMaterialsMaterialsMaterials:::: For each pair of students:For each pair of students:For each pair of students:For each pair of students: 2 Electrical Circuits Student Activity Books 4 15 cm. pieces of #20 bare copper wire #48 bulb #41 bulb 2 bulb holders Assembled battery holder “D” battery Triple-lens magnifier For the class:For the class:For the class:For the class: Wire cutter

PreparationPreparationPreparationPreparation:::: Although the #41 bulb does not light, the circuit (system) is complete since the #48 bulb does light. The thinner filament in the #48 bulb limits the amount of electricity that can flow through the circuit. Therefore, there is not enough electricity flowing through the circuit to light the thicker filament in the #41 bulb. However, the same amount of electricity is flowing through both filaments. This activity acts as a lead in to Learning Experience #15, which discusses resistance in wire.

AssessmentAssessmentAssessmentAssessment:::: Students will demonstrate and explain how the thickness of a filament affects the flow of electricity in a series circuit.

Vocabulary: Vocabulary: Vocabulary: Vocabulary: filament resistance

Learning Activities:Learning Activities:Learning Activities:Learning Activities: Session 1:Session 1:Session 1:Session 1: Have student pairs complete the activity sheet for Learning Experience #14 in the Electrical Circuits Student Activity Book.

79

#41 #48

DiDiDiDiscussion Questions:scussion Questions:scussion Questions:scussion Questions: o What have you learned about how the size of a bulb’s filament affects its brightness? o Why does the #48 bulb in the series circuit light but the #41 bulb does not? o Why do both bulbs light in the parallel circuit?

Answers to Activity Sheet for Learning Experience #14 in the Electrical Circuits Student Activity Book. 1. – 4. Answers may vary. 5. The #48 bulb lights but the #41 bulb does not. 6. With two #48 bulbs in a circuit, both bulbs light. 7. Same results as #1. 8. The thinner filament in a #48 bulb limits the amount of electricity that is flowing through the circuit. The amount of electricity flowing through the circuit is not enough for the thicker filament in the #41 bulb to light. It needs more energy from the battery. 9. Predictions will vary. 10. Both bulbs light. 11. The results are different in a parallel circuit because each bulb is running on its own circuit, so it takes the amount of energy it needs to light from the battery.

80

Extension ActivExtension ActivExtension ActivExtension Activityityityity Activity Sheet for Learning Experience #14Activity Sheet for Learning Experience #14Activity Sheet for Learning Experience #14Activity Sheet for Learning Experience #14 Name______________________Name______________________Name______________________Name______________________

COMPARING BULB FILAMENTS

Materials: Electrical Circuits Student Activity BookElectrical Circuits Student Activity BookElectrical Circuits Student Activity BookElectrical Circuits Student Activity Book #48 bulb 2 bulb holders Triple-lens magnifier #41 bulb 2 “D” batteries 2 assembled battery holders 4 15 cm. pieces of #20 bare copper wire

1. Observe the filament of a #48 bulb very carefully through a magnifier. Also observe the

filament of a #41bulb very carefully through a magnifier. Describe in writing or with a picture

how the filament in a #48 bulb is different than the filament in a #41 bulb.

________________________________________________________________________________

________________________________________________________________________________

2. If you were to light each of these bulbs, which do you think would be brightest and why?

_______________________________________________________________________________

_______________________________________________________________________________

3. Create two complete circuits. In one circuit, light a #41 bulb, and in the other light a #48

bulb. How do they compare in brightness?___________________________________________

_______________________________________________________________________________

4. From what you observed with the magnifiers, what conclusion can you make between the

filament and the brightness of the bulb?_____________________________________________

________________________________________________________________________________

The size of the wire in a filament is numbered in the same way as all wire. Therefore, a #41 bulb has #41 gauge wire as its filament and a #48 bulb has #48 gauge wire as its filament.

81

Extension ActiviExtension ActiviExtension ActiviExtension Activity Sheet for Learning Experience #14 ty Sheet for Learning Experience #14 ty Sheet for Learning Experience #14 ty Sheet for Learning Experience #14 Page 2Page 2Page 2Page 2

#48 #41 5. Construct the series circuit above. Explain what you observe. ________________________________________________________________________________ ________________________________________________________________________________ 6. How does this differ from the series circuit you made with two #48 bulbs in Learning

Experience 7? _______________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ 7. Reverse the #41 and #48 bulbs, and record what happens. _________________________ _______________________________________________________________________________ _______________________________________________________________________________ 8. Why do you think these results are occurring? ___________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 9. If you were to set up a parallel circuit with a #48 and a #41 bulb, what do you think would

happen? ___________________________________________________________________ _______________________________________________________________________________

82

Extension Activity Sheet for Learning Experience #14 Extension Activity Sheet for Learning Experience #14 Extension Activity Sheet for Learning Experience #14 Extension Activity Sheet for Learning Experience #14 Page 3Page 3Page 3Page 3 10. Set up a parallel circuit with a #41 bulb and a #48 bulb. Describe what happens. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 11. Are your results different than the series circuit with a #41 and #48 bulb? Explain. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

83

LLLLearning Experience 1earning Experience 1earning Experience 1earning Experience 15555: Resistance : Resistance : Resistance : Resistance –––– Thick Wire, Thin Wire, Thick Wire, Thin Wire, Thick Wire, Thin Wire, Thick Wire, Thin Wire, Long Wire, Short WireLong Wire, Short WireLong Wire, Short WireLong Wire, Short Wire

Objective: Students will predict and observe the effects of wire compoObjective: Students will predict and observe the effects of wire compoObjective: Students will predict and observe the effects of wire compoObjective: Students will predict and observe the effects of wire composition, lengtsition, lengtsition, lengtsition, lengthhhh and and and and diameter on the flow of electricity in a circuit. diameter on the flow of electricity in a circuit. diameter on the flow of electricity in a circuit. diameter on the flow of electricity in a circuit.

MaterialsMaterialsMaterialsMaterials:::: For each student:For each student:For each student:For each student: Electrical Circuits Student Activity Book For the class:For the class:For the class:For the class: Resistance board 2 10 cm. pieces of #20 bare copper wire 30 cm. piece of #20 bare copper wire Nichrome wire (thick #26 & thin #32) Assembled battery holder “D” battery Bulb holder #48 bulb 2 Fahnestock clips Wire cutter

PreparationPreparationPreparationPreparation:::: Read background information on resistance on page 10. This is a teacher demonstration. The resistance board cannot be used until a circuit tester has been assembled as shown in the picture in the lower right corner of this page. Attach a 10 cm. length of bare copper wire between the resistance board and the bulb holder. Attach a second 10 cm. length of bare copper wire between the bulb holder and the battery holder. Attach a 30 cm. length of bare copper wire to the battery holder. Attach a Fahnestock clip to the other end of the 30 cm. length of bare copper wire. Do not allow the bare copper wires to come in direct contact with each other. Rheostats (dimmer switches) are found in dining rooms, on automobile dash lights and in controls to set temperatures on electric ovens. Rheostats use nichrome wire or other high resistant wire and work through the same principle demonstrated by this learning experience.

84

AssessmentAssessmentAssessmentAssessment:::: Students will describe how thickness, length and composition of wire affect the flow of electricity in a circuit.

VocabularyVocabularyVocabularyVocabulary:::: diameter length resistance variable rheostat nichrome composition

LearLearLearLearning Activities:ning Activities:ning Activities:ning Activities: Session 1:Session 1:Session 1:Session 1: Students are to complete Page 1 of the activity sheet for Learning Experience #15 in the Electrical Circuits Student Activity Book. Discuss the results. Use the resistance board so students can see the difference between the resistance of long and short wires and thick and thin wires. Start this demonstration with both ends of the wire of the Fahnestock clips next to each other without touching. Turn the board so the word “Thick” is at the top. Attach the 30 cm. of bare copper wire to the Fahnestock clip. Slide the Fahnestock clip attached to the 30 cm. length of bare copper wire away from the other Fahnestock clip attached to the 10 cm. bare copper wire as shown below until the bulb goes out or you reach the end of the wire. 10cm

10 cm.

30 cm.

Circuit Tester

85

Discussion QuestionsDiscussion QuestionsDiscussion QuestionsDiscussion Questions:::: o Which conducts electricity better, a long wire or a short wire? How do you know? o Which conducts electricity better, a thick wire or a thin wire? How do you know?

Disconnect the circuit tester from the Fahnestock clips on the “thick” nichrome wire. Turn the board around so the word “thin” is on top and again attach the circuit tester to the board. Start this demonstration with both of the Fahnestock clips next to each other without touching. Slide the Fahnestock clip attached to the 30 cm. length of bare copper wire away from the Fahnestock clip attached to the 10 cm. of bare copper wire until the bulb goes out or you reach the end of the wire. Discussion QuestionsDiscussion QuestionsDiscussion QuestionsDiscussion Questions::::

o What happens to the brightness of the bulb if thin nichrome wire is used? o How can you tell that the thin nichrome wire offers more resistance to the flow of

electricity than the thick nichrome wire?

Have students complete Page 2 of the activity sheet for Learning Experience #15 in the Electrical Circuits Student Activity Book. Discuss and summarize the results. Answers to Activity Sheet for Learning Experience #15 in the Electrical Circuits Student Activity Book.

1. The fire hose because it is larger in diameter so more water can flow through it.

2. The thick wire because it is thicker in diameter. Therefore more electrical current is able to flow through it.

3. The thick nichrome because it allows more electrical current to flow through it. 4. A short piece of wire because the electrons do not have as far to travel so more

electrons reach the bulb; therefore the bulb is brighter. 5. Possible answers may include ovens or toasters. 6. Possible answers may include dining room light switch, oven, temp control, lights

on dashboard of car.

86

ExtensioExtensioExtensioExtension Activityn Activityn Activityn Activity Activity Sheet for Learning Experience #15Activity Sheet for Learning Experience #15Activity Sheet for Learning Experience #15Activity Sheet for Learning Experience #15 NameNameNameName____________________

INTRODUCTION TO RESISTANCEINTRODUCTION TO RESISTANCEINTRODUCTION TO RESISTANCEINTRODUCTION TO RESISTANCE

1. Which hose will conduct more water? Explain why? ________________________________________________________________________________ ________________________________________________________________________________

Thin Wire Thick Wire 2. Which wire will conduct more electricity? Explain Why? _______________________________________________________________________________ _______________________________________________________________________________ When a material limits the amount of electricity that can pass through it, it has resistanceresistanceresistanceresistance. All materials that conduct electricity have some resistance. Wires used in cirWires used in cirWires used in cirWires used in circuitscuitscuitscuits Gauge wireGauge wireGauge wireGauge wire Copper wire used in the electrical circuits kit.

#20

Wires used in circuits in houses/schools. #14 Wires used in circuits in refrigerators. #12 Wires used in circuits in electric stoves. #8 The higher the gauge wire number, the thinner the wire. Copper wire is the most commonly used wire because it has a low resistance to the flow of electricity. Nichrome wire has more resistance to electricity than copper wire.

Fire Hose

Regular Hose

87

Extension Activity Sheet for Learning Experience #15Extension Activity Sheet for Learning Experience #15Extension Activity Sheet for Learning Experience #15Extension Activity Sheet for Learning Experience #15 Page 2Page 2Page 2Page 2 3. Which nichrome wire, #26 (thick) or #32 (thin), will conduct electricity the best? Explain your answer.

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

5. Which conducts electricity better, a long piece of Nichrome wire or a short piece of Nichrome wire? Explain.

________________________________________________________________________________ 5. Nichrome wire is more resistant to the flow of electricity than copper wire. If enough electricity goes through the nichrome wire, the nichrome wire will get hot and turn red. Name some appliances found in the home that use nichrome wire.

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

6. Look up the word rheostat rheostat rheostat rheostat in a dictionary. Where do you have a rheostat in your home or car?

________________________________________________________________________________

________________________________________________________________________________

88

Learning Experience 1Learning Experience 1Learning Experience 1Learning Experience 16666: Liquid Conductors and : Liquid Conductors and : Liquid Conductors and : Liquid Conductors and NonNonNonNon----conductorsconductorsconductorsconductors

Objective: SObjective: SObjective: SObjective: Students will predict, testtudents will predict, testtudents will predict, testtudents will predict, test and deand deand deand determine if various liquids are termine if various liquids are termine if various liquids are termine if various liquids are condcondcondconductors and nonuctors and nonuctors and nonuctors and non----conductors.conductors.conductors.conductors.

Materials:Materials:Materials:Materials: For each pair of students:For each pair of students:For each pair of students:For each pair of students: 2 Electrical Circuit Student Activity Books 4 “D” batteries 4 assembled battery holders Teaspoon salt, sugar, baking soda, vinegar Bulb holder #48 bulb 5 medicine cups 2 Fahnestock clips 2 15 cm. pieces #20 bare copper wire 3 5 cm. pieces #20 bare copper wire (to hook batteries together) Toothpick For the class:For the class:For the class:For the class: 3 teaspoons Wire cutter Warm water* Tap water, lake water, milk, coffee, orange juice and liquid soap* *provided by teacher or student

PreparationPreparationPreparationPreparation:::: Read background information on liquids conductivity on pages 10 and 11. To create the salt, sugar and baking soda solution, students should begin with a leveled teaspoon of each substance. Gradually add the substance to the warm water in the medicine cup. Stir into a solution with a toothpick. Liquids that contain a noticeable amount of acid, bases or salts are good conductors of electricity. Liquids that contain only a trace amount of acids, bases or salts are poor conductors of electricity but may conduct electricity if the voltage is high enough. Stress to students that they should not swim in a pool or lake during lightning storms because they contain trace amounts of acids, bases and/or salts. Also, stress that 110 volt appliances should not come into contact with household plumbing, water or other liquids.

89

AssessmentAssessmentAssessmentAssessment:::: Given a group of several liquids, students will be able to identify which liquids are conductors and non-conductors using a physical test.

VocabularyVocabularyVocabularyVocabulary:::: liquid conductor non-conductor insulator solution

Learning Activities:Learning Activities:Learning Activities:Learning Activities: Session 1:Session 1:Session 1:Session 1: Students should construct a liquid circuit tester shown on the activity sheet for Learning Experience #16 of the Electrical Circuits Student Activity Book. Each medicine cup is to contain one of the solutions to be tested. Students are to place the Fahnestock clips in the solutions. For best results, the flat sides of the Fahnestock clips should face each other. Students are to complete the data chart on the activity sheet and answer the questions that follow it. Remind students to clean Fahnestock clips between the tests of the different solutions. Discussion Questions:Discussion Questions:Discussion Questions:Discussion Questions:

o How did you decide which liquids conduct electricity? o What similarities are found among the liquid materials that conduct electricity? o What similarities are found among the liquid materials that do not conduct electricity? o Which liquids produced results different from what was predicted? How could this be

explained? o What other liquid materials, not tested, might be predicted to be conductors or

nonconductors? o What safety rules should be observed when involved with liquid conductors?

Repeat this learning experience using liquids brought in from home. Some interesting liquids to try are: tap water, lake water, milk, coffee, orange juice and liquid soap. Corrosive, caustic, and poisonous liquids should not be used.

90

Activity Sheet Answers Vinegar – No Salt water – Yes Baking Soda – Dim Sugar water - No

91

Extension Activity Extension Activity Extension Activity Extension Activity ActivActivActivActivity Sheet for Learning Experience #16ity Sheet for Learning Experience #16ity Sheet for Learning Experience #16ity Sheet for Learning Experience #16 Name______________________Name______________________Name______________________Name______________________

LIQUID CONDUCTORS & NON-CONDUCTORS

Materials: Electrical Circuit Student Activity Book 4 “D” batteries Bulb holder 4 assembled battery holders #41 bulb Teaspoon salt, sugar, baking soda, vinegar 5 medicine cups 2 Fahnestock clips Toothpick 3 15 cm. pieces #20 bare copper wire Warm water* 3 5 cm. pieces #20 bare copper wire (to hook batteries together) “X” “Y”

1. Construct a circuit tester like the one pictured above. Attach one Fahnestock clip to test point “X” and one Fahnestock clip to test point “Y”.

2. Touch Fahnestock clip “X” and Fahnestock “Y” together to make it a complete circuit.

Does the bulb light? (If it does not light, problem solve with your partner to figure out why the bulb is not lighting.)

3. Look at the liquids listed on the chart on the next page. If the Fahnestock clips are

placed in the liquids, which liquid would light the bulb? Predict which liquids will or will not conduct electricity. Record your predictions on the chart below.

4. Fill one medicine cup with water and another with vinegar. Solutions are made by first

filling the three remaining medicine cups with warm water. Add one level teaspoon of salt to the warm water gradually, then one level teaspoon of sugar to another cup, and then one level teaspoon of baking soda to the last.

5. Test to see if the five liquids or solutions conduct electricity by placing the Fahnestock clip “X” and Fahnestock clip “Y” into the liquid. Be careful to keep the clips close to each other (about 5 mm.) but not touching. (For best results, the flat sides of the Fahnestock clips should face each other.)

Fahnestock clip

Fahnestock clip

Wire to bulb

92

Extension Activity Sheet Extension Activity Sheet Extension Activity Sheet Extension Activity Sheet for Learning Experience #16for Learning Experience #16for Learning Experience #16for Learning Experience #16 PPPPage 2age 2age 2age 2

Liquids Prediction Actual Result Will the liquid conduct

electricity? (yes or no) Did the liquid conduct electricity?

(yes or no)

Plain water Vinegar Salt solution (salt & water) Sugar solution (sugar & water) Baking soda solution (water & baking soda)

6. Look carefully at your results. What conclusions can you make about the solutions that conduct electricity and solutions that do not conduct electricity?

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________ 7. Name three other liquids you did not test that you predict would conduct electricity based on your results from this learning experience.

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

93

Learning Experience 1Learning Experience 1Learning Experience 1Learning Experience 17777: Magnetism And Electricity: Magnetism And Electricity: Magnetism And Electricity: Magnetism And Electricity

Objective: Students will observe and identify the properties of magnetism.Objective: Students will observe and identify the properties of magnetism.Objective: Students will observe and identify the properties of magnetism.Objective: Students will observe and identify the properties of magnetism.

Materials:Materials:Materials:Materials: For For For For each pair of students:each pair of students:each pair of students:each pair of students: 2 Electrical Circuits Student Activity Books Test objects (iron nails, aluminum nails, gram centimeter cube, glass marbles) 2 bar magnets Compass “D” battery Assembled battery holder 30 cm. piece of #20 enameled copper wire Sandpaper

Preparation:Preparation:Preparation:Preparation: Read background information on page 12-14 in this teacher’s guide. Students may need some background knowledge on how a compass works and what it is used for. Getting some background information from students on their use of a compass may be helpful in their understanding.

AssessmentAssessmentAssessmentAssessment:::: Students will identify the properties of magnets and explain that a magnetic field surrounds a wire with an electrical current running through it.

Vocabulary:Vocabulary:Vocabulary:Vocabulary: compass material magnetic field property poles current electrons

Learning Activities:Learning Activities:Learning Activities:Learning Activities: Session 1:Session 1:Session 1:Session 1: Students are to complete #1-6 on the Activity sheet for Learning Experience #17 in the Electrical Circuits Student Activity Book. Student pairs will identify the properties of magnets. Students will first discover that on a magnet, opposite poles attract and like poles repel. Then they will also see that objects made of iron, steel, cobalt and nickel are attracted to magnets.

94

Session 2:Session 2:Session 2:Session 2: When electrons or an electrical current is flowing through a wire, there is a magnetic field around that wire. Students will observe this phenomenon in this session of this learning experience. Students will complete question #7 on the activity sheet for Learning Experience #17 in the Electrical Circuits Student Activity Book. Students are to take a magnet and move it over a compass and observe the compass needle. They will see the needle move as the magnet is moved around it. Students then coil up a piece of enameled copper wire and connect the ends to a battery. The wire, with the electrical current going through it, will move the compass needle as well. This movement shows the magnetic field around the wire with an electrical current running through it. Discussion Questions:Discussion Questions:Discussion Questions:Discussion Questions:

o Have you ever used a compass for navigation? Tell about your experience. o How does a compass work? o Do you have any magnets in your home? Where are they being used? o What material are magnets attracted to? o What material are magnets not attracted to?

95

ExtenExtenExtenExtension Activitysion Activitysion Activitysion Activity Activity Sheet for Learning Experience #17Activity Sheet for Learning Experience #17Activity Sheet for Learning Experience #17Activity Sheet for Learning Experience #17 Name______________________Name______________________Name______________________Name______________________

MAGNETISM AND ELECTRICITYMAGNETISM AND ELECTRICITYMAGNETISM AND ELECTRICITYMAGNETISM AND ELECTRICITY Materials: Electrical Circuits Student Activity Book Test objects (iron nail, aluminum nail, gram centimeter cube, glass marble) 2 bar magnets Compass “D” battery Assembled battery holder 30 cm. piece of #20 enameled copper wire

Place your two magnets upright on your desk and facing one another, as shown below.

1. What happens to the first magnet when you move the second magnet closer to it?

_______________________________________________________________________________

_______________________________________________________________________________

2. Turn the first magnet so the two north poles are next to each other. Then move it closer to

the second magnet. Describe what happens.

_______________________________________________________________________________

_______________________________________________________________________________

3. The ends of a magnet are called polespolespolespoles. What happens to the magnets when two “opposite” poles come close to each other?

_______________________________________________________________________________

_______________________________________________________________________________ 4. How is that different or similar to when two “like” poles come close to each other? _______________________________________________________________________________

N S N S

N S N S

96

Extension Activity Sheet for Learning Experience #17Extension Activity Sheet for Learning Experience #17Extension Activity Sheet for Learning Experience #17Extension Activity Sheet for Learning Experience #17 Page 2Page 2Page 2Page 2 5. Test to see which of the four objects are attracted to the magnet. Place an “X” in the

correct box below. Choose four items from your desk to see if they are attracted to a magnet. Write their names on the chart below, and record your results.

Object Attracted to magnet?Attracted to magnet?Attracted to magnet?Attracted to magnet? Yes No

1. iron nail

2. aluminum nail

3. gram centimeter cube

4. glass marble

5.

6.

7.

8.

6. What conclusions can you make about what material magnets are attracted to based on your data above. _____________________________________________________________

________________________________________________________________________________

Extension - Session 2 Place the compass on your desk, and observe how the needle comes to the rest in a specific

direction. Pick up your magnet, and move it back and forth over the compass. 7. Describe what happens to the compass needle when the magnet is moved back and forth

over the compass.

_______________________________________________________________________________

_______________________________________________________________________________

97

Extension Activity Sheet for Learning Experience #17Extension Activity Sheet for Learning Experience #17Extension Activity Sheet for Learning Experience #17Extension Activity Sheet for Learning Experience #17 Page 3Page 3Page 3Page 3

Coil up the 30 cm. of #20 enameled copper wire as shown below. Sand the ends of the enameled wire 1 cm. from the end.

8. Hold the ends of the wire in your hand and describe what happens to the compass needle when the wire is moved back and forth over the compass.

________________________________________________________________________________

________________________________________________________________________________

Connect the ends of the wire to the battery. Move the coiled wire back and forth over the compass at rest. 9. Describe what happens to the compass needle when the magnet is moved back and forth

over the compass.

_______________________________________________________________________________

_______________________________________________________________________________

10. What conclusions can you make about the wire with the electrical current or electrons running through it based on your results?

_______________________________________________________________________________

_______________________________________________________________________________

98

AssessmentAssessmentAssessmentAssessment

Objective: Students will complete an asObjective: Students will complete an asObjective: Students will complete an asObjective: Students will complete an assessment aligned with the NYS Standards. The sessment aligned with the NYS Standards. The sessment aligned with the NYS Standards. The sessment aligned with the NYS Standards. The questions consist oquestions consist oquestions consist oquestions consist of multiple choice, short answerf multiple choice, short answerf multiple choice, short answerf multiple choice, short answer and constructed response utilizing handsand constructed response utilizing handsand constructed response utilizing handsand constructed response utilizing hands----on on on on experiences.experiences.experiences.experiences.

Materials:Materials:Materials:Materials: For each student:For each student:For each student:For each student: Electrical Circuits Student Assessment Test objects assembled in a Ziploc bag (toothpick, aluminum nail, rubberband, paper fastener, glass marble, paper clip, medicine cup and an iron nail) Bar magnet “D” battery assembly (see diagram) (D cell battery, two pieces of bare copper wire (10 cm each), 2 Fahnestock clips, rubberband, one bulb holder and one #48 bulb)

Preparation:Preparation:Preparation:Preparation: Prepare a Ziploc bag for each student with the items listed above. Do not give this bag, the magnet, or the battery assembly to the student until they reach that part of the assessment. A battery assembly must be pre-made for the students to use to test the various objects for conductivity. See the diagram below for further details. Note:Note:Note:Note: Be sure to check each battery and bulb assembly to make sure it works before giving to the students. Battery AsBattery AsBattery AsBattery Assembly:sembly:sembly:sembly: Administering the AssessmentAdministering the AssessmentAdministering the AssessmentAdministering the Assessment: : : : Pass out a copy of the assessment to each student and have them begin. When they get to the hands-on portion of the assessment, give each student a Ziploc bag of items to test, a bar magnet and a battery assembly. Collect all the items at the end of the assessment. An assessment key is included in the Teacher’s Manual.

99

Name _______________________Name _______________________Name _______________________Name _______________________ Date ________________Date ________________Date ________________Date ________________ Electrical Circuits Assessment Electrical Circuits Assessment Electrical Circuits Assessment Electrical Circuits Assessment Directions: Directions: Directions: Directions: Read the question carefully, and answer based on your knowledge about electrical circuits. Circle the correct answer for questions 1 – 10, and write your answers out for the rest.

1. Another name for a dry cell is a a. circuit b. battery c. voltmeter d. filament

2. Whenever you connect a series of batteries, they should always be positioned

a. positive to positive b. negative to negative c. negative to positive d. it doesn’t matter

3. The path through which electricity flows is called a

a. circuit b. bulb c. filament d. battery

4. A material that allows electricity to flow through it is called a(n)

a. insulator b. conductor c. filament d. fuse

5. Unlike a thin wire, a thick wire has less

a. polarity b. current c. resistance d. conduction

100

Electrical Circuits Assessment Electrical Circuits Assessment Electrical Circuits Assessment Electrical Circuits Assessment Page 2Page 2Page 2Page 2 6. The force that pushes electrons through an electrical circuit, resulting in electricity, is measured in

a. volts b. watts c. Ohm’s d. Amps

7. Conductivity lets a material

a. stop the flow of electricity b. attract a magnet c. carry an electric current d. become a different material

8. In a battery, energy changes from

a. mechanical to electrical b. electrical to chemical c. chemical to mechanical d. chemical to electrical

9. A force that may attract or repel certain materials is known as

a. electricity b. conductivity c. resistance d. magnetism

10. In order for electricity to travel in a circuit, the circuit must be

a. closed b. open c. heated d. cooled

Keep going onto the next pageKeep going onto the next pageKeep going onto the next pageKeep going onto the next page

101

Electrical Circuits Assessment Electrical Circuits Assessment Electrical Circuits Assessment Electrical Circuits Assessment Page 3Page 3Page 3Page 3 11. What is your explanation for how this system works?

12. Circuit A is what type of circuit (opened or closed)? ___________________ Which circuit will allow for the flow of electricity? ___________________ Why? ___________________________________________________________________ __________________________________________________________________________


Circuit A Circuit B

102

Electrical Circuits Assessment Electrical Circuits Assessment Electrical Circuits Assessment Electrical Circuits Assessment Page 4Page 4Page 4Page 4 Answer the questions below based on this diagram:

13. Is this a series or parallel circuit? ____________________________________ 14. What will happen if you add a battery to the circuit? _____________________________ ________________________________________________________________________________ ________________________________________________________________________________ Why? _________________________________________________________________________ 15. What will happen if you unscrew Bulb Y? _______________________________________ Why? _________________________________________________________________________

________________________________________________________________________________


Bulb

X Bulb

Y

Bulb

X

Bulb

Y

103

ElElElElectrical Circuits Assessment ectrical Circuits Assessment ectrical Circuits Assessment ectrical Circuits Assessment Page 5Page 5Page 5Page 5 Answer the questions below based on this diagram:

16. What type of circuit is pictured above? _________________________________________ 17. What do you think will happen if you unscrew Bulb X? _____________________________ ________________________________________________________________________________ Why? _________________________________________________________________________ When you get to this part oWhen you get to this part oWhen you get to this part oWhen you get to this part of the test, ask your teacher to give you a magnet and battery f the test, ask your teacher to give you a magnet and battery f the test, ask your teacher to give you a magnet and battery f the test, ask your teacher to give you a magnet and battery assembly. Use the magnet and battery assembly provided for you to test various objects for assembly. Use the magnet and battery assembly provided for you to test various objects for assembly. Use the magnet and battery assembly provided for you to test various objects for assembly. Use the magnet and battery assembly provided for you to test various objects for magnetism and conductivity. magnetism and conductivity. magnetism and conductivity. magnetism and conductivity. 18. Using the magnet provided, test each object to see if they are attracted to a magnet. Record your results in the data table by putting a checkmark in the boxes that apply. Then, use the battery assembly to determine the conductivity of each of the same objects. Write your answers in the data table. Record your results in the data table by putting a checkmark in the boxes that apply

Object to be tested:Object to be tested:Object to be tested:Object to be tested: Attracted by a MagnetAttracted by a MagnetAttracted by a MagnetAttracted by a Magnet Conducts ElectricityConducts ElectricityConducts ElectricityConducts Electricity toothpicktoothpicktoothpicktoothpick

aluminum nailaluminum nailaluminum nailaluminum nail rubberbandrubberbandrubberbandrubberband

paper fastenerpaper fastenerpaper fastenerpaper fastener glass marbleglass marbleglass marbleglass marble paper clippaper clippaper clippaper clip

medicine cup medicine cup medicine cup medicine cup iron nailiron nailiron nailiron nail

KeKeKeKeep going onto the next pageep going onto the next pageep going onto the next pageep going onto the next page

Bulb X

Bulb

Y

104

Electrical Circuits Assessment Electrical Circuits Assessment Electrical Circuits Assessment Electrical Circuits Assessment Page Page Page Page 6666 19. Based on the information you collected from question 18, answer the following question: “Are all objects that conduct electricity also attracted to a magnet?” Be sure to list at least two pieces of data that support your answer. ________________________________________________________________________________

________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________

105

Electrical Circuits Student Assessment KeyElectrical Circuits Student Assessment KeyElectrical Circuits Student Assessment KeyElectrical Circuits Student Assessment Key 1. b 2. c 3. a 4. b 5. c 6. a 7. c 8. d 9. d 10. a 11. Answers may vary ---- For a sample explanation, see the background information in this teacher’s guide. 12. Circuit A is OPEN; Circuit B will allow for the flow of electricity because it is a closed circuit, and the electricity has a complete path to follow. 13. Series 14. Bulb Y will go out too – stopped the flow of electricity- no alternate path 15. Bulb X will go out too - stopped the flow of electricity- no alternate path 16. Parallel 17. Bulb Y will stay lit – the electricity can still flow through the wiring connected to Bulb Y

106

18. Object to be tested:Object to be tested:Object to be tested:Object to be tested: Attracted by a MagnetAttracted by a MagnetAttracted by a MagnetAttracted by a Magnet Conducts ElectricityConducts ElectricityConducts ElectricityConducts Electricity

toothpicktoothpicktoothpicktoothpick aluminum nailaluminum nailaluminum nailaluminum nail XXXX rubberbandrubberbandrubberbandrubberband

paper fastenerpaper fastenerpaper fastenerpaper fastener XXXX glass marbleglass marbleglass marbleglass marble paper clippaper clippaper clippaper clip XXXX XXXX

medicine cup medicine cup medicine cup medicine cup iron nailiron nailiron nailiron nail XXXX XXXX

19. No, not all objects that conduct electricity are attracted by a magnet. Only the paper clip and iron nail do both, but both nails, the paper clip and the paper fastener all conduct electricity.

107

MORE IDEASMORE IDEASMORE IDEASMORE IDEAS

Language ArtsLanguage ArtsLanguage ArtsLanguage Arts ♦ Create a bulletin board titled “You Light Up My Life,” and ask students to write about

someone who lights up their life. ♦ Write stories from the point of view of an electron. ♦ Write a story about what life would be like without electricity ♦ Write about an “electrifying” experience, and discuss adjectives that would make it even

more electrifying. ♦ Read the book Mr. Henshaw by Beverly Cleary, and discover how the main character sets

an alarm in his lunch box to keep others from stealing his food. ♦ Ask students to create an advertising campaign for a battery manufacturer. Persuade

the consumer to purchase your battery over the competitors battery.

Book suggestions: Birch, Beverly. Benjamin Franklin’s Adventures with Electricity VanCleave, Janice Pratt. Janice VanCleave’s Electricity: Mind-

Boggles’s Experiments You Can Turn Into Science Fair Projects Pollant, Michael. The Light Bulb And How It Changed The

World Parker, Steve. Thomas Edison and Electricity Richards, Elise. Turned On By Electricity Fife, John Austin. Watered-Down Electricity Parker, Steve. Eyewitness: Electricity Jeunesse, Gallimart. Discovery Box: The Battery Peters, Celeste A. Circuits, Shocks & Lightning: The Science of

Electricity Archer, Chris & Jeffery. Aftershock (Mindward, No 6)

ArtArtArtArt

♦ Make posters concerning safety rules with electricity.

Social StuSocial StuSocial StuSocial Studiesdiesdiesdies

♦ Research when the first compass was created and who was involved in its creation. ♦ Research information about Thomas Edison and Benjamin Franklin and how they

contributed to the history of electricity.

MathMathMathMath ♦ Compare the cost and projected life of regular and rechargeable batteries of the same

size. Decide which is the better investment.

108

♦ Call the electric company to see how much a kilowatt hour costs. Compute the cost of electricity for one day for your household. Compute the cost for one year.

SSSScience cience cience cience

♦ Investigate a flashlight. Note the switch. Draw a diagram of the circuitry. Label parts.

Compare wires “X” and “Y” with their counterparts in the flashlight. Make the flashlight work without using the back piece that screws on the body.

♦ Take a household bulb apart. Put a bulb into a paper bag and gently tap with a hammer. Compare the structure of the household bulb and either a #48 bulb or a #41 bulb.

♦ Investigate how static electricity forms and its contribution to the formation of lightning. ♦ Visit a battery display in an electronics catalog. List the various sizes of batteries, the

number of volts they produce, the cost per battery and items which use each type of battery.

♦ Investigate how a flashlight is designed by opening one up and looking at the wiring and connections. Ask students to create their own flashlight.

♦ Students can find out how wind and/or solar energy can be turned into electricity. ♦ Test the durability of several different “D” batteries. Bring in several new “D” batteries.

(Do not include alkaline or nickel cadmium batteries.) See how long a bulb will stay lit with each type of battery.

♦ Have students go on a magnetic treasure hunt by hiding metallic objects in a box of sand. They can use a magnet to find the objects.

♦ Calculate how much electricity your family uses at home in one day. Have students practice reading an electric meter. Have students agree to read the meter at home at a specified time such as 7:00 p.m. for two days in a row. Parents can help. The third day students should bring both readings to school. Subtract the first day’s reading from the second.

♦ Use a venn diagram to compare a #41 bulb and a #48 bulb or a series and parallel circuit.

109

INQUIRY AND PROCESS SKILLSINQUIRY AND PROCESS SKILLSINQUIRY AND PROCESS SKILLSINQUIRY AND PROCESS SKILLS

Classifying Arranging or distributing objects, events or information in classes according to some method or system.

Communication Giving oral and written explanations or graphic representations of observations.

Creating Models Displaying information by means of graphic illustrations or other multi-sensory representations.

Formulating Hypotheses Constructing a proposition or assumption of what is thought likely to be true based on reasoning, which serves as a tentative, testable theory.

Gathering & Organizing Collecting information about objects and events which show a specific situation.

Generalizing Drawing general conclusions from information. Identifying Variables Recognizing the characteristics of objects or events which

are constant or change under different conditions.

Inferring Making a statement or conclusion based on reasoning or prior experience to explain an observation.

Interpreting Data Analyzing information that has been collected and organized by describing apparent patterns or relationships in the information.

Making Decisions Choosing an alternative from among several and basing the judgment on defendable reasons.

Manipulating Materials Handling or treating materials, equipment or procedures skillfully and effectively.

Measuring Making quantitative observations by comparing to a standard.

Observing Becoming aware of an object or even by using any of the senses to identify properties.

Predicting Making a forecast or estimate of what future events or conditions may occur.

110

GGGGLOSSARYLOSSARYLOSSARYLOSSARY Battery: a combination of cells that create opposing poles resulting in the

ability to create an electrical current. Brightness: radiation of light. Bulb: an incandescent electric lamp. Buzzer: a signaling apparatus that produces a buzzing sound due to an

electrical current and electromagnet. Closed circuit: a complete circuit, electricity is flowing. Circuit: a circuit is a complete or partial path through which an

electrical current may flow. Compass: an instrument used for determining direction by a freely rotating

magnetized needle that points magnetic north. Composition: the material that an object is made of. Conductor: materials through which energy, such as electricity, moves rapidly. Connect: to band or link together. Contact: a junction of electric conductors. Copper: metallic element that is used as a conductor of electricity. Current: the movement or flow of an electric charge. Diameter: the width or thickness of a circular figure or object. Electron: a negatively charged particle in an atom. Energy: the capacity for doing work and overcoming resistance. Filament: the fine metal wire (usually made of tungsten) in a light bulb that

glows when heated by an electric current.

111

Function: the purpose for which something is designed or exists. Fuse: a strip of easily melted metal, usually set in a plug, placed in

a circuit as a safeguard; if the current becomes too strong, the metal melts, breaking the circuit.

Glass bead: support wires of a bulb are placed in this bead for stability. Insulated: to cover with non conducting material to prevent or reduce

the transfer of electricity, heat or sound. Insulator: any kind of matter that does not carry electricity well or at all

(glass, plastic, rubber); used to hold electricity in metal wires. Interaction: act on upon another. Length: the linear extent of anything as measured from end to end. Liquid: the state of matter that takes the shape of its container, feels

wet and takes up definite space (not solid or gaseous). Magnetic Field: the space around a magnet that has the ability to attract

another magnet. Material: the substance of which a thing is made. Meter: an instrument used to measure quantity, distance, etc. Negative: charges with electricity caused by an excess of electrons. Non-conductor: materials through which electricity cannot pass. Nichrome: a material used to make wire that is composed of nickel and

chrome. Observe: to become aware of an object or using any of the senses to

identify properties. Open circuit: an incomplete or broken circuit, the electricity stops flowing. Parallel circuit: the arrangement of electrical devices where all positive terminals

are joined to one conductor and all negative ones to another

112

conductor so that there is more than one path for the electricity to follow. If one bulb fails to function, the other bulbs will stay lit.

Path: a route along which something moves. Polarity: the quality or condition in a body which exhibits opposite

powers in opposite direction. Poles: the ends of a magnet, usually labeled north and south. Positive: charged with electricity caused by a lack of electrons. Prediction: an educated guess. Property: an essential or distinctive trait or characteristic of a living or

non-living thing.

Resistance: the opposition offered by a material to the steady flow of electric current.

Rheostat: an adjustable resistor used for controlling the current in a circuit, as in dimming lights.

Schematic: a symbolic representation of all parts of a system. Series circuit: a series circuit is a circuit in which all parts are connected end to

end so there is only one path through which electricity can flow. Short circuit: a closed circuit of electricity that is formed with a wire and a

power source such as a battery; a circuit that bypasses the main circuit and takes a “shortcut” back to the power source.

Solution: a homogenous mixture of two substances.

Strategy: a detailed plan for reaching a goal.

Support wire: wires in a bulb that hold the filament in place.

Switch : a device for making or breaking a connection in an electrical circuit or for altering the connection in a circuit.

Symbols: letters, numbers or drawings that represent meaningful concepts

or ideas.

113

System: a group of interacting objects. Terminal: the points on the battery and bulb which must be touched in

order to make a complete circuit. Variable: a part of an experiment that can change values.

Voltage: the measurement of electrical pressure that flows through a wire.

Watts: a unit of electric power, equal to the power in a circuit in which one ampere flows across a potential difference of one volt.

114

TTTTEACHER REFERENCESEACHER REFERENCESEACHER REFERENCESEACHER REFERENCES

Circuits & Pathways, Insights, Educ. Devleopment Center, Inc. Kendall Hunt Publishing Co. Electrical Circuits, National Science Resources Center, Smithsonian Institution. Investigating Electrical Circuits, BSCS Science T.R.A.C.S, Kendall Hunt Publishing Co. Levenson, Elaine, Teaching Children About Physical Science. TAB Books. Media NetMedia NetMedia NetMedia Net Please use the BOCES MediaNet Web site to check out the media (books, models, movies, Distance Learning opportunities, etc.) available on this science topic at http://medianet.caboces.org. Call the media library to order media materials and to check on new materials that are available. The number to be reached is (716)376-8212. Digital ResourcesDigital ResourcesDigital ResourcesDigital Resources Please visit our Web site at www.mstkits.org to access links to Web sites and other digital resources that correlate with this science topic.

115

Major Science Concepts To Be AddressedMajor Science Concepts To Be AddressedMajor Science Concepts To Be AddressedMajor Science Concepts To Be Addressed Energy and material have forms and properties Energy can vary in form, amount and ability to move through materials and space. Energy can exist in one of several forms. For example:

heat electric light

Energy can move from one object to another, through materials and through space. For example:

electricity moves more easily through some materials such as metal conductors and does not move easily through materials such as rubber and glass which are insulators. The amount of energy available from a source can vary.

For example: The amount of electrical energy available from a particular battery affects the length of time a light bulb can be lighted. The amount of light energy coming from a light bulb determines the brightness of light on an area.

Within systems, the interactions of materials and energy change their forms and properties. A group of interacting objects is called a system. Energy can be changed in form by interactions with materials. For example:

Form of Is changed by a To new form Energy system such as a of energy electrical bulb filament light chemical battery and circuit electricity

Energy in a particular form can be transferred from one object to another in a system. For example:

A battery to a bulb

116

When energy interacts with objects in a system, the properties of the objects may be changed. For example:

Electricity flowing in a wire may cause the wire to become warm and glow such as in a clear, incandescent light bulb.

Energy may exist within a material or in the position of motion of objects. Energy within the materials of objects may be transferred through them

Electrical energy can flow through circuits.

Electrical energy is made of positive and negative charges

in which like charges repel and opposite charges attract.

Electrical energy can be stored in batteries. A complete circuit will enable electrical energy to flow from a

battery through a conductor.

The amount of energy transferred during a flow of electrical energy depends on the source and the object to which it is applied.

Material and energy can be transferred several times within a complex system through a series of interactions. Material and energy may be changed in form more than once as interactions occur within a complex system. For example:

Chemical energy in a battery (cell) is transferred to electrical energy and then to light energy in a bulb which, in turn, gives off heat.

Documents

ELEMENTARY SCIENCE PROGRAM MATH, SCIENCE & … · Each student or team should have a small storage box (shoe box) for batteries, bulbs, switches, wires, etc. Students should work