Investigating Electricity
Initial Publication Date: August 25, 2009
Summary
In this activity students will first brainstorm all the terms (vocabulary) they can think of related to electricity. Next, they will in groups they will try to define these terms. Then in groups they will create word webs drawing correlations between the various terms.
Groups will discuss how light bulbs work, how they light up, write down their ideas. Next, students will try to draw what they believe a circuit is and how it works. They will need to write several sentences concerning their thoughts. Then they will be given a battery, wires and a light bulb and asked to check their designs.
Students will explore what they believe series and parallel circuits are, write down their ideas and draw some pictures. They then will be given materials to try and create these circuits. Finally, students will predict and test differences in bulb brightness in a variety of series and parallel circuits.
CollapseLearning Goals
1. This activity is designed as an introduction for students to explore electricity.
2. The students will be able to design and create a complete electrical circuit.
3. The students will learn what is necessary to light a light bulb.
2. The students will be able to design and create a complete electrical circuit.
3. The students will learn what is necessary to light a light bulb.
Context for Use
This interactive demonstration could be used in grades 9-12. The discussion and activities could require 2-3 entire 45 minute class periods. This is designed as an introduction to electricity unit where no text book or calculations will be done, but rather creative thought, ideas, brainstorming and then testing of these ideas will be done with simple materials.
Resource Type: Activities: Classroom Activity, Lab Activity
Grade Level: High School (9-12)
Resource Type: Activities: Classroom Activity, Lab Activity
Grade Level: High School (9-12)
Description and Teaching Materials
The lesson is an introduction using students in the class to brainstorm and share what they know about vocabulary of electricity and concepts of electricity.
Key Concepts
1. Vocabulary of electricity.
2. Create a simple electrical circuit to light a bulb using wire, battery and bulb.
3. Draw and explain how connections must be made to light a bulb.
Vocabulary Words- (will be student generated) this is just a sample list
electron
current
battery
light bulb
wire
circuit
parallel
series
charge
power
switch
Students will need either a formal worksheet with questions on it or a journal to record thoughts and sketches.
Lab materials: Battery, 2 bulbs, 4 wires
Main Inquiry Components & Questions:
Part I.
1) List all terms you can think of that have anything to do with electricity. (This is done as large group and recorded on board.)
2) In your groups try to define these terms as best as you can.
3) In class compile terms and agree up on a definition. Compare this definition to book definition.
3) In your groups draw a word web connecting as many of these terms to each other as possible. On the connecting lines write a sentence explaining how they are related. The paper will look like a spider web.
Ex: battery A wire to required to connect a battery to other parts (components) so electricity can flow wire
Part II.
4) In complete sentences explain how a light bulb works, what are the necessary materials, specific requirements to make it light. Show this to instructor and get lab materials.
5) Using a light bulb, 2 wires and battery make the bulb light. Show how this worked with diagrams on paper. Show all possible configurations of materials to make the bulb light. How can you make it not light? Can you light the bulb with only one wire?
Part III.
6) Working in small groups: In complete sentences explain what you think a circuit is. Define what you think parallel and series circuits are. Try to draw any idea of what you think these circuits look like. Now come together as a class, try to draw the difference between series and parallel circuits on the board. Give some example drawings of circuits on board and have students categorize them as series and parallel. Have students write in their journal what the difference is between series and parallel circuits. What would be the uses, benefit of each kind for example in wiring your home?
7) Get lab material: battery, 2-3 bulbs, 4 wires. Predict if there will be any difference in brightness between series and parallel circuits.
Create a series circuit. Create a parallel circuit.
Where are the bulbs brightest? Series or parallel
In a parallel circuit is there difference between the bulbs brightness?
8) In your drawing of a parallel circuit draw another bulb in one branch. Predict if this will change brightness. Write down ideas. Test your prediction.
9) Given time, add another bulb to one of the branches in a parallel circuit, how does this affect the brightness of the bulbs. Or, add another branch in parallel to the circuit. Predict how this may affect bulbs brightness. Test.
Key Concepts
1. Vocabulary of electricity.
2. Create a simple electrical circuit to light a bulb using wire, battery and bulb.
3. Draw and explain how connections must be made to light a bulb.
Vocabulary Words- (will be student generated) this is just a sample list
electron
current
battery
light bulb
wire
circuit
parallel
series
charge
power
switch
Students will need either a formal worksheet with questions on it or a journal to record thoughts and sketches.
Lab materials: Battery, 2 bulbs, 4 wires
Main Inquiry Components & Questions:
Part I.
1) List all terms you can think of that have anything to do with electricity. (This is done as large group and recorded on board.)
2) In your groups try to define these terms as best as you can.
3) In class compile terms and agree up on a definition. Compare this definition to book definition.
3) In your groups draw a word web connecting as many of these terms to each other as possible. On the connecting lines write a sentence explaining how they are related. The paper will look like a spider web.
Ex: battery A wire to required to connect a battery to other parts (components) so electricity can flow wire
Part II.
4) In complete sentences explain how a light bulb works, what are the necessary materials, specific requirements to make it light. Show this to instructor and get lab materials.
5) Using a light bulb, 2 wires and battery make the bulb light. Show how this worked with diagrams on paper. Show all possible configurations of materials to make the bulb light. How can you make it not light? Can you light the bulb with only one wire?
Part III.
6) Working in small groups: In complete sentences explain what you think a circuit is. Define what you think parallel and series circuits are. Try to draw any idea of what you think these circuits look like. Now come together as a class, try to draw the difference between series and parallel circuits on the board. Give some example drawings of circuits on board and have students categorize them as series and parallel. Have students write in their journal what the difference is between series and parallel circuits. What would be the uses, benefit of each kind for example in wiring your home?
7) Get lab material: battery, 2-3 bulbs, 4 wires. Predict if there will be any difference in brightness between series and parallel circuits.
Create a series circuit. Create a parallel circuit.
Where are the bulbs brightest? Series or parallel
In a parallel circuit is there difference between the bulbs brightness?
8) In your drawing of a parallel circuit draw another bulb in one branch. Predict if this will change brightness. Write down ideas. Test your prediction.
9) Given time, add another bulb to one of the branches in a parallel circuit, how does this affect the brightness of the bulbs. Or, add another branch in parallel to the circuit. Predict how this may affect bulbs brightness. Test.
Teaching Notes and Tips
Groups of 2 or 3 students maximum allows all students to be involved. Each student needs a designated job: recorder, leader, speaker. They need to have a recorder to write down ideas, and drawings. The leader will keep the group headed towards goal and on task. The speaker will give verbal reports to the class. The written journal will be turned in for credit at the end of the activity. Students can not use lab materials to explore until they have complete sentences and drawings done for each inquiry section.
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Assessment
Informal assessment of student understanding will be made using targeted questions of the class, and answering of instructors questions as they circulate during class work. Student groups will need to turn in their lab paper showing what their group did and their thought processes. Formal assessment of the concepts will follow the close of the unit of study.
Standards
Standards
9.1.1.1.1 Scientific ideas are discovered by investigations
9.1.1.1.2 Experiments are done to test predictions
9.1.1.2.1 Create hypotheses, create experiments to test predictions
9.2.3.2.1 Study energy transformations in a system
9.P.2.3.2.1 Electrons move through electric circuits
9.1.1.1.1 Scientific ideas are discovered by investigations
9.1.1.1.2 Experiments are done to test predictions
9.1.1.2.1 Create hypotheses, create experiments to test predictions
9.2.3.2.1 Study energy transformations in a system
9.P.2.3.2.1 Electrons move through electric circuits