Sarah Sell OBJECTIVES

ELD 376- Dr. Hester

March 18, 2012

Big idea: 2.) Circuits are the system in which electrical currents flows in a complete path to create different forms of energy. SWBAT model the flow of electricity through a circuit by way of a diagram and physical circuit. SWBAT create diagrams that illustrate how electricity moves and fails to move through a circuit. SWBAT construct a physical functioning electrical circuit safely based on their model and diagram. SWBAT judge how effective their circuit operates based on their chosen paths. SWBAT compare and contrast their models with peers and how each model affects the flow of electricity differently. SWBAT demonstrate how receivers function in their circuits by comparing and contrasting their structure with that of the circuits.

Prior Lessons 1. Energy sources 2. Static Electricity 3. Benjamin Franklin and his discovery of electricity (paired with Social Studies instruction) 4. Conductors and insulators (similar to the lesson from: http://www.sciencecompanion.com/wp-content/uploads/2011/04/Electrical-CircuitsDigital-SamplerWEBv2.pdf) TEACHING TECHNIQUES 1. Review what students know from prior lessons in discussion. Be looking that they remembers these key points: a. Energy sources: Electricity is a secondary source. Primary sources include wind, water, solar, nuclear reactions, etc. Batteries produce energy through a chemical reaction. b. Static Electricity: is a form of electricity that occurs naturally. Students should be familiar with the transfer of protons and neutrons, positive and negative charges, and atoms and particles. c. Benjamin Franklin: discovered electricity through his key and kite experiment. The key, wet string and his body were the conductors. d. Conductors: materials through which electric current moves through because it allows electrons to pass through it. Metal and copper are examples of good conductors. 2. Introduction to current electricity e. Current electricity occurs when a source of electrical energy (battery, generator) moves electrons from one atom to another in a conductor (wire, metal, copper). This creates a shortage of electrons at one end of the connection but excess at the other. We know that like charges repel and therefore the built up electrons at one end collide with each other, bumping them over to another atom. They continue knocking

Sarah Sell

ELD 376- Dr. Hester

March 18, 2012

electrons next to them, filling them with a charge until it comes to the end of the line of atoms. f. Demonstrate this phenomenon with marbles i. Line up marbles so that they touch each other (you may want to put them in a tight fitting space so that they dont move all over) ii. Hit one end with your finger and observe how the marbles in the middle dont move off but create a chain reaction hitting off the marble at the opposite end that you struck. iii. Your hit is the electrical energy, the marbles in the middle are the electrons in a conductor and what you have just demonstrated is an electrical current. g. Notebooks: have students illustrate what they saw. Have them label what you said in bold accordingly with their drawing. The heading on this page should read current electricity demonstration with marbles. 3. Introduction to circuits h. Have students imagine what it would look like if the marbles were in a circle. Ask what would happen to the marble that shot off on the end now. i. Notebooks: Students should illustrate and label this idea and record predictions below their model. j. Once students have completed their predictions, have them share their illustrations and predictions with a partner or as a whole class. Ask students why they believed their model would function in the way that they described. Have students provide reason from the first demonstration to aid in their explanation. k. Tell students that what they have drawn is a circuit. A circuit is an unbroken loop. l. Student should record this definition on the same page of their drawing. 4. Constructing simple circuits m. Provide students with a battery, a light bulb, and 1 wire. n. Discuss with students that they will be making a circuit and that their goal is to get the light bulb to light up using only these materials in any way that they can. o. Notebook: Students should design their circuits here first and then after experimentation, list the paths that they created in attempt to light the bulb (trial and error). Students should write about what worked, what didnt work and why in a table. p. Have students share at their tables after 5 minutes what they found. q. After 5 minutes of sharing have students share with the whole class what each table discovered. r. Prompt with questions like What route worked and which ones didnt? When did the bulb light up? What did that circuit look like? What knowledge did you use to construct this path? s. Ask students what the significance of each material was. What purpose did the battery serve? What was the wire? What about the construction of the light bulb may have been similar to the design of your circuit? t. Explore each material individually and hold discussions about each on in tables u. Notebooks: students should list in a table what they know about the battery, light bulb, and wire and how their features contributed to making the circuit. This can also be made into a whole class list.

Sarah Sell

ELD 376- Dr. Hester

March 18, 2012

v. Bring the group back together after 7 minutes to share what they found with the class 5. The breakdown of a simple circuit w. Tell students that simple electrical circuits have three essential parts: a conductor, a source and a receiver. x. Have students identify which material was the conductor, source and receiver and record the following in their notebooks. i. Conductive material- wire ii. Energy source- battery or generator iii. (Batteries- flows or energy is from one terminal to the other by a chemical reaction. from one battery terminal to the other) iv. Receiver- converts electrical energy into other kinds of energy y. Notebook: students add to their lists with these new identifications. z. Remind students too that circuits must be in complete loops. Address how students did this, particularly with one wire. aa. Tell students that if they were to create this circuit with one wire they made a source consumer. Why would it be called a source consumer? Discuss with tables or as a whole class. 6. Making a simple circuit (with two or more wires) bb. Based on what students now know, allow them to create another circuit this time using multiple wires. Allow students to join wires with conductors (foil/ metal wrapped close pins) made from the lesson on conductors where students explore through what electricity flows and does not. cc. Examine how student are constructing their circuits. dd. Notebooks: Students draw the circuit that they create with multiple wires. Have students answer the following questions below their diagram: label the current flow in your diagram and explain how the parts work together to transfer energy. Use what you know now about circuits, batteries, conductors and light bulbs to describe what is happening in each material. Also have student compare and contrast in a Venn diagram or H chart how a circuit with more wires is different and similar to that of one with a single wire. Extension activities/ Future lessons Building virtual circuits: Student can physically see how electrons move through conductors and sources in an even flow while adding in features such as amps, switches, etc. (http://phet.colorado.edu/en/simulation/circuit-construction-kit-dc) Adding a switch: Students make a switch to better understand that circuits only function when electrons flow in a complete loop. The switch will also help students further understand conductors and insulators by the material it is constructed from. Electromagnetism and circuits: Students learn that when an electric current flows through a wire, that wire generates a magnetic field. Students will observe a demonstration of how to make electromagnets and practice their understanding of this concept by exploring and building simple motors. Parallel circuits: Students will explore another type of circuit, a parallel circuit to fully understand their function and application in our world. Students will be contracted as electricians and create houses and other buildings to practice creating various types of circuits as an end of the unit project.

Sarah Sell

ELD 376- Dr. Hester

March 18, 2012

ASSESMENT Big idea: 2.) Circuits are the system in which electrical currents flows in a complete path to create different forms of energy. Students models represented the flow of energy in a complete path that returned to its initial source. Students diagrams illustrated the complete loop concept and were utilized in the construction of the circuit. Students created successful circuits based on troubleshooting, collaboration, prior knowledge and their model. Students discuss and record why and how their model works to support their understanding of circuits. Students considered different types of circuits in the modeling and constructing of their own and peers by experimenting with their circuits path. Students rationalize how each of the materials work together to produce an electric current and transport electrons. Students share and discuss with peers their circuit and then generate a class list of the most effective and least effective circuit and why.

Materials Science notebooks Writing utensil (interactive) white board Marbles Document camera (optional) Cardstock Wires (at least 2 or more per student) Miniature light bulbs (one per student) Battery (one per student) Paperclips or metal wire (used to bind together the circuit) Conductors (clothespins wrapped in aluminum foil)