Electricity - Bulbs and Batteries Generalization Planning Grid for Multiple Dimensions

Activity Bulbs and Batteries and Closed circuit

Grade Level sixth up

Generalization for
physical/life/earth

Supporting Information - facts/concepts/generalizations

Misconceptions

Assessment

Electricity in a closed circuit flows through the circuit and transfers energy to the receiver.

A closed circuit is created with a continuous path through the: (1) top of the battery, (2) bottom of the battery, (3) bottom of the bulb, and (4) threaded side of the bulb.

Battery has electricity

Top has metal bump

Bottom has metal plate

Wire has plastic coating

Metal (copper) inside the wire

Light bulb has a metal tip on the bottom

Light bulb has metal threads on the side

Light bulb has glass on the top

Light bulb has a filament inside

Light bulb lights

Electricity passes through the bulb

Light bulbs and batteries have no interactions.

Energy flows from the battery to the light bulb like water from a hose.

There must be a circle for the energy to flow.

Diagnosis
Ask how to make a circuit to light the bulb.

Summative
Ask what they found.

Ask for all possible ways to make a circuit that lights the bulb.

Ask how energy is transferred.

Generative
Ask how they could use their model of a circuit or operational definition to make a circuit with a motor.

Generalizations for
Inquiry

Supporting Information - facts/concepts/generalizations

Misconceptions

Assessment

Scientific inquiry requires verifiable evidence, testable hypotheses and logical reasoning in the search for unbiased theories.

Can think of a way of lighting the bulb, try it, and observe if it lights.

There may be more than one way to light the bulb.

Several ways can be tested.

A pattern may be used to generate different ways.

Other people may suggest different ways to light the bulb that can be tested and checked with an experiment.

Some people are smart and just know if it will work.

People get their ideas from books.

Diagnosis
How can we find all the different arrangements to light the bulb?

Summative
How did we check if the different circuits worked?
How did or could we justify that we have found all possible circuits?

Generative
What other systems could we check with the same procedure?

Generalization for
Unified processes

Supporting Information - facts/concepts/generalizations

Misconceptions

Assessment

Models are representations of a real system that can be used to explain and predict how systems interact.

Pictures or symbols represent objects.

A symbol represents an energy source and receiver.

Energy transfer is represented by a continuous path.

The continuous path must enter and leave both the receiver and source.

The pattern described or illustrated in the model can be transformed in part and not changed in other parts.

Essential parts of the system are two terminals on the battery and two terminals on the bulb.

Each circuit is unique and there are no common elements among different circuits.

Models are like pictures.

Systems can not be understood.

Diagnosis
How can you use what you know to explain how energy is being transferred?

Summative
How do your drawings or written explanations help you understand how energy is transferred?

Generative
Can you use the model to predict if other circuits will or will not transfer energy.

How else might you use models?

Generalization for personal, social, historical, technology, attitude

Supporting Information - facts/concepts/generalizations

Misconceptions

Assessment

Scientists are curious and persistent in their quest to solve and understand problems.

The bulb will light. If I just keep varying the positions of the objects a method of lighting the bulb can be found through experimentation. There are not enough objects in the system to light the bulb.

Diagnosis
What will you do if your ideas don't work?

Summative
Why did you keep trying different strategies until you got it to work?

Generative
How does curiosity and persistence pay off?

Generalization for personal, social, historical, technology, attitude

Supporting Information - facts/concepts/generalizations

Misconceptions

Assessment

I am capable of using science to understand the world.

If I just try some ideas I can figure out a way to light the bulb.

If one way doesn’t work I can try another.

I found one way I might be able to find another.

I can make all the circuits that were discussed in class.

I can understand how the transfer of energy could happen from a source to a receiver.

I am not smart enough to understand how to solve problems.

Diagnosis
Can you light the bulb

Summative
Do you want to create more models for how other electric circuits work?

Generative
Do you think that you could learn more about electricity?

Do you think you are good at learning and solving problems?

Scientists share ideas to check their data and reasoning and help everyone understand our world. Other people have ideas different than me.

When I listen to people who agree with me, I become more confident in what I know.

Discussions help me understand explain to others better.

I can help other people learn too.

I know everything and don’t need to share with others.

other peoples’ ideas are dumb.

Diagnosis
What will you do if your idea doesn't work?

Summative
How do you feel about the discussion of the circuits?

Generative
How might you use what you learned today?

Robert Sweetland's Notes ©