Jack Jones

This is a good first lesson on circuits, it introduces basic concepts and establishes a vocabulary. It would be followed by a series of more advanced labs that build of the basic battery, wire, bulb, setup.

From http://cte.jhu.edu/techacademy/fellows/ullrich/webquest/ScienceLesson.html

SIMPLE CIRCUITS

I MSPAP SCIENCE OUTCOMES

A Students will demonstrate the ability to interpret and explain information generated by their exploration of scientific phenomena.

1 Demonstrate that scientific knowledge allows us to make predictions.

2 Demonstrate creativity in developing physical models.

B Students will demonstrate positive attitudes toward science and its relevance to the individual, society, and the environment.

1 Recognize that everyone can do science.

2 Demonstrate persistence.

C Students will demonstrate the ability to employ the language, instruments, methods, and materials of science for collecting, organizing, interpreting, and communicating information.

1 Developing a testable hypotheses.

2 Explain findings orally or in writing.

II OBJECTIVES

A COGNITIVE

1 Students will be able to accurately define circuit by the end of the lesson.

2 Students will be able to name and identify the parts of a simple circuits when given diagrams or the physical materials with 100% accuracy.

3 Students will be able to correctly explain how a flashlight operates after having the opportunity to examine it with their peers.

B PSYCHOMOTOR

1 Students will be able to construct a working simple circuit when provided with wire, a light bulb, and a battery.

2 Students will be able to classify circuits as open or closed when presented with diagrams of various setups with 90% accuracy.

C AFFECTIVE

1 Students will demonstrate perseverance as they attempt to construct a simple circuit.

2 Students will display an open-mindedness as they work with their peers to determine how a flashlight works.

III MATERIALS

A Batteries

B Wire

C Light bulbs

D Circuit worksheets

E Transparency

IV PRESENTATION

A ENGAGEMENT

How does this light switch make the light go on and off? In your groups come up with a model of this process.

B EXPLORATION (predicting, observing, communicating, inferring, constructing)

I am going to distribute to you a package of materials; using the wire, light bulb, and battery I want you to put them together to make the bulb light.

3 As I am distributing the materials, take out a piece of paper and draw a setup which you think will light the bulb. This is the setup you will test when you get together with your group. Be very specific with your drawing.

4 You may move into your group and share your diagram and ideas. After you have discussed this, you may begin to construct you setups to test them.

5 Be sure to note on your paper whether your setup worked or not. If your group did not have any working setups, continue to investigate and build one that does work. Draw a diagram of the working model.

6 I will walk around at this time asking questions of the students.

7 Why did you decide to do it that way?

8 Why do think that works/ does not work?

9 Can you design another setup that is different and will still work?

10 Is there anything special that you should know about the light bulb to make it light?

C EXPLANATION

1 Have students share successes and failures by diagramming them on the board.

2 See if other groups have setups that are not listed.

3 Have students explain why they work.

4 Discuss the similarities of each model that worked.

5 Introduce the term "circuit" and define as the pathway from the energy source through the wire to the bulb and back to the battery.

6 Stress that it is a complete pathway without any breaks in it. Trace some of the successful diagrams to emphasize this.

7 Identify this as a simple circuit and label the parts (energy source, pathway, appliance).

8 Examine the diagrams of those that did not work and try to have the students determine why they didn’t work. Ask questions as follows.

9 Is part of the circuit missing? (No)

10 Are they all connected? (Yes)

11 Then why isn’t the bulb lit? (It is not in the correct order.)

12 How can we fix that? (Take suggestions from students and try them.)

13 Let’s take a look inside a light bulb and see if we can understand this a little better.

14 Show transparency of light bulb paying particular attention to the filament.

15 Point out that the filament is connected at the bottom and the side, therefore the wires must be touching those two areas.

16 Why does the wire have to touch these areas? (It has to touch here to form a complete circuit for the energy to move through.)

17 Explain that a complete circuit that delivers energy to an appliance is called a closed circuit; use the analogy of a closed circle or an athletic track.

18 What would happen if I erased part of this circle? (It would be incomplete and we couldn’t travel all the way around it.)

19 Yes, the same thing would happen in an electrical circuit; the energy could not reach the appliance.

20 This is called an open circuit.

21 To help you remember this you might think:

22 A Closed circuit is Complete. (Both start with C.)

23 An Open circuit is Incomplete. (Both start with a vowel.)

24 Briefly tell them this is how a switch works, but we will study them later this week.

25 Show the students a flashlight, turning it off and on.

26 I am sure all of you have used a flashlight, but did you ever stop to think how it works?

D ELABORATION (predicting, forming hypotheses, communicating)

1 I would like you to work with your group to determine how it works and be able to explain it using the terms we have just learned.

2 Distribute flashlights and allow groups to investigate how it works.

3 Each group should select a spokesperson to explain their group’s theory as to how the flashlight works.

4 Identify groups with correct explanation.

E EVALUATION

1 Distribute circuit worksheet and have students complete independently.

2 Put students back into groups and allow them to test the answers on their worksheet using the materials.

3 Ask if there are any unclear areas or questions which may have developed.

V SUMMARY

A Display a transparency of a simple circuit on the overhead and have students correctly label the parts.

B Have students define open and closed circuit. (An open circuit does not provide a complete pathway for the energy , therefore the appliance will not work. A closed circuit provides complete pathway for the energy, therefore the appliance will work.)