Lesson 2– Simple Circuits

 

Vocabulary                                     Materials

Battery

Circuit                                             Batteries (D-cell)

Electrical energy                             Bulbs, #48

Electricity                                         Wire cutters

                                                                   Wire, insulated

                                                           Worksheet 2

Materials

                 Batteries (D-cell)

                 Bulbs, #48

                 Wire cutters

                 Wire, insulated

         Worksheet 2

 

Background info:

Experimenting with batteries and bulbs in the recommended way is perfectly safe.  Because of high voltage, using household electricity is not safe!

 

Preparation:

1. Each student will need one 15-cm piece of copper wire, one #48 bulb, one D-cell battery, and a copy of worksheet 2.

Copy of the Evaluation chart for use during the activities that follow.

 

Teaching Suggestions:

1. Stimulate discussion by holding up the materials to be used and asking the students to name and describe the function of each.  (If the students do not supply the information, make sure that these ideas are covered: a battery is the source of electrical energy; the bulb changes electrical energy into light energy.)

2. Ask the students to predict how they could arrange the materials to light the bulb.  Reassure them that no shock will occur.  Write several of the predictions on the chalkboard, and then distribute the materials.

Explain that the students have made circuits with the materials.  Review the parts of the circuits, and then have volunteers draw on the chalkboard arrangements that made the bulb light.  Stimulate discussion by asking: What are the 3 parts of a circuit? (a source of electricity, a bulb, and a wire)  In what path did the electricity go to make the bulb light? (It made a complete path or circle from the energy source.)  What happened when the path or circle was interrupted?  (The light did not go on.)  Have the students trace the path of electricity in their circuits coming full circle to cause the bulb to light.

 

Reinforcement:

For the students who are having difficulty finding complete circuits, draw the wires for them on step 2 on the worksheet.  Have them circle the ones that made the bulb light.

 

 

 

Lesson 3

 

Materials:

Battery assemblies

Bulbs, #48

Wire

Worksheet 3

 

 Preparation:

Each pair of students will need one battery assembly, two 15-cm pieces of bare copper wire, and one  #48 bulb.

 

 Background Information:

In a bulb, a ceramic bead keeps the two heavy wires apart.  The filament (the thin wire) connected to the tops of the very heavy wires is harder to see, but is very evident when the bulb is lit.  The wires in the bulb are part of a continuous circuit.  One is attached to the solder on the side of the base:  the other to the solder beneath the insulator.

 

 Teaching Suggestions:

1. Have the students draw a bulb from memory.

2. Distribute the materials.  Have the students compare the bulb with their drawings.

3. Stimulate discussion by asking, what do you notice about the wire inside the bulb?  (It is not joined.)  Why do you think this is?  (The students might infer that the wires have to go to different places to complete a circuit.)

Put the diagrams below on the chalkboard.  Then tell the students do the following:

a. wrap one wire around the base of the bulb and touch the other to the bottom of the bulb.

b. wrap both wires around the bulb’s base

c. trace the path of the electricity in each setup.  Have them draw the path.

5.    After all have completed the activity, ask, where does electricity go inside of the bulb?  Why do you think so?

 

 

 

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