Historical introductory activity for the learning cycle & current electricity

Overview

This article reviews the learning cycle instructional method, developed by Robert Karplus applied to science content. It explores an introductory activity that challenges learners to light a light bulb with a wire and battery. A lesson, which historically has been used to demonstrate how a constructivist learning theory, informed by research on how learners construct science knowledge and inquiry skills, can inform teachers to anticipate their learner's thinking to better facilitate learning and literacy.

It includes a narrative for this introductory activity, outline of the initial intended learnings, strategies to achieve the intended learnings, and a table that shows how the elements for it and its subsequent variations (4E & 5E learning cycle & common knowledge construction model) fit a learning cycle methodology for this introductory activity.

These ideas are supported by the work of Robert Karplus, Herbert Thier, Roger Osborne, Charles Barman, and many other pioneers in constructivist instruction and research on different ways learners explain science, from intuitive novice understandings to advanced literate understandings.

Information includes introductory narrative, video of instruction in a fifth grade classroom, a table with an analysis of the different phases of learning cycles (Karplus Their, 4 E, 5E learning cycle, and the Common Knowledge Construction Model) inclusion in the activity, intended learnings, unpacking of concepts, mapping of concepts, information to facilitate understanding of electric circuits and the use of scientific models to explain and predict. Instructional procedures that use a learning cycle methodology and related information for learners to facilitate their learning with the introductory activity and additional activities to see how each activity can provide learned information that will connect to the next activity to increase understandings of electrical circuits and how science helps us understand the world.

Book cover Learning in Science

Background resources

  • Learning cycle instructional method
  • Human development of intellectual thinking - tasks to use with learners across all ages, directions, materials, variety of responses with explanations.
  • Learning theory - how humans learn from infant to adult. A constructivist model with a Piagetian base. Includes learning procedure, flow chart, variables that effect learning, what changes & doesn't change, explanations for children's thinking as naive understandings or misconceptions, physical activities that develop intelligence, logic and other thinking skills. Explains development over time.

Introductory activity narrative
Simple circuit activity using (Karplus & Thier) Learning cycle (exploration, invention, & discovery)

Background

The introductory activity is the historical experiment that challenges learners to light a light bulb with only a battery, light bulb, and wire.

Since the content of the activity is selected it might be assumed the topic is always selected by someone other than learners. However, that need not be the case. The selection of the topic can be learner driven.

For example. Imagine a classroom where the teacher and learners decided to investigate electricity. The teacher explains, that one way to begin to learn about a topic, is to take the smallest unit or system for the topic, learn about, and use that information as a base to learn more. Together, they decide the smallest system for electricity would be one light bulb, one battery, and one wire. The teacher provides each with the one light bulb, one wire, and one battery. And challenges them to find-out as much as they can about the system.

The methodology is implemented.

Exploration

The materials are in hand and the challenge of lighting the bulb is accepted.

They begin to collect data and make observations such as: the battery has a top and a bottom, the top has a bump and the bottom has an indent, the wire has a plastic coating, it has metal inside (copper wire), the bulb has threads on the side, a bump (terminal) on the bottom, a glass top, filament inside, etc. They also learn operational information.

  • If a wire is run from the bottom of a battery to a light bulb, it will not light.
  • The same is true if a wire is run from the top of the battery to the bulb.
  • If a wire is run from the top of the battery to its bottom, the wire will get hot.
  • And no matter where you place the bulb; on the batter or on top of the wire, it won't light.
  • The bulb will light if the bottom touches the top of the battery and a wire runs from the side of the bulb to the bottom of the battery.
  • The bulb will light if the bottom touches the bottom of the battery and a wire runs from the side of the bulb to the top of the battery.
  • And more ...

As they explore, they can be encouraged to draw pictures that show the bulb lit; as well as, pictures that show the bulb not lit. And see if they can describe the necessary conditions for lighting the bulb. Then, they can be challenged to light the bulb with the same objects in different positions.

If learners are unable to light the bulb and appear to be frustrated, the teacher can have them explain the strategies they have tried. At this point, teacher assistance is critical; helping them to direct attention to a different strategy sustains their interest to continue exploration. After a reasonable amount of time: when their interest is decreasing and they have noted two or three ways to light the bulb, or have collected all four ways to light the bulb, it is time to move to the next step.

Invention

Invention is initiated with a discussion of the data collected from the exploration. In this case, learners share information to gain a deeper understanding of the bulb, wire, and battery system. This allows them to assimilate and accommodate information from their exploration and communicate what they understand. This is facilitated with drawings, diagrams, oral communications, and any other communication aid. Invention focuses learners on ways to understand as they discuss, write, organize, classify, consolidate, analyze, verify, and communicate their understanding of the concept and related information in meaningful ways.

It also allows the teacher to assess the level of their understanding of what has occurred. This discussion allows the learners to conceptualize the concept of a closed circuit, compare it to each others, and through minimal teacher intervention examine the reasoning behind their concept of a closed circuit and how the scientific process is used to increase their understanding of not only this simple circuit but how they might generalize what they learned about this circuit to more complicated circuits. 

Even if learners have conceptualized a scientifically acceptable concept of a closed circuit during the exploration stage, the invention stage is still necessary to complete their learning experience. The invention stage allows learners to operationalize a procedure for lighting the bulb and publicly communicate it in a scientific manner appropriate to the learners’ developmental level and predict how it might be used as a model to understand other situations. It is this flexibility and adaptability of information that makes the learning experience more meaningful and powerful.

A finished communication for middle level students might be similar to the following statements.

To have a transfer of energy with a battery, wire, and flashlight bulb; there must be a continuous path (a closed circuit) with the following parts of the objects in the path: 1) top of the battery; 2) bottom of the battery; 3) threaded side of the bulb; and 4) bottom of the bulb such that the electricity can flow through each object.

A diagram of four possible, different models of this system should be drawn with all four places marked with colored dots and the path of electricity traced. Further, learners would use this model to predict how other circuits may or may not be closed.

Discovery

The lesson might very well end here (due to a typical class period), but the cycle should continue with the discovery of how the concept can be used (could be next class period). This could be done through any number of activities preselected by the teacher, or selected from ideas the learners generate during the invention stage, or at the beginning of the discovery stage. The main consideration is learners discover a use and application for their new concept of a closed circuit and find extensions for it.

Some possible discovery or extension activities:

Use the closed circuit to create a circuit tester.

Use the circuit tester to test objects by putting them into the circuit and recording if the circuit is open or closed for each object. The learners will need to use the concept of a closed circuit not only when they make the circuit tester, but each time they test each object. The teacher can observe them during the activity and use it as assessment.

As they test materials and classify them as material that closes a circuit, they are reinforcing what they have learned and discovering the utility and power learning and conceptualize new concepts, conductor and non-conductor.

Therefore, this activity is discovery for how to apply the concept and is the beginning of a new Learning Cycle exploration and invention for the concepts of conductor and non-conductor. The activity could also be used as a discovery for the application of the concept of a model by having them create a model to explain the difference between a conductor and non-conductor.

Another activity would have students explore by giving them an additional bulb, or battery. Have the students draw ten different circuits, predict if each would be opened or closed, theorize why, experiment for each, and record all results. This gives students opportunities to generalize the concept of a closed circuit to more complex circuits and leads to other possible inventions: parallel or series circuits for sources, receivers, or in combination.

Both examples show a usefulness for expanding the concept of a closed circuit and begin another cycle with an exploration stage. Students’ progress through these cycles is similar to the construction of knowledge according to Piaget’s learning theory and a progression of increasing knowledge through scientific investigation.

During the exploration phase, the teacher is continually assessing to see what the students know and how well they know it. Based on this information the teacher must decide if the students are able to proceed without becoming frustrated or bored. If the teacher determines this is not possible, then the teacher must intervene. During the invention phase, all of the activity is centered around assessment of what students know and how well they know it. This begins by sharing the students’ data. The data can be discussed and evaluated according to how it was collected, how it was organized, the reasoning used to gain meaning, and how all of this is communicated orally, visually, and written. During this discussion the teacher gains valuable information of what students know and how well they know it. Based on this information the teacher must decide what to say or what NOT to say to facilitate student learning. As the students use the learning cycle, the teacher will discover not only what students know and how well they know it but how students in general understand concepts, articulate concepts, and generalize concepts to refine them or create new ones. Therefore, assessment information is authentic and performance based.

Summary and Conclusion

The learning cycle is a method or process for teachers to organize and analyze learning experiences. While teachers may use the learning cycle in an inquiry or discovery type lesson outstanding teachers teach learners how to engage in learning experiences on their own. To achieve this goal concepts must be conceptualized in a variety of dimensions: subject areas, inquiry and processes, disposition toward subject areas, perspective of subject areas, personal power to enable learning, and social power to cooperate with others. A learner that is lacking in any category will not have received the best possible education. A teacher’s responsibility is to help everyone achieve in all areas and the learning cycle can be a tool to help do this.

Elements of 4 different learning cycles inclusion in the introductory activity

 

Activity Overview

Learners will

  1. Construct a simple closed circuit with a light bulb, battery, and wire;
  2. Draw a model and use it to explain the transfer of energy through the bulb, wire, & battery system
  3. Explain how a model can be used to explain and predict circuits. (

Bloom's - Cognitive - synthesis, Affective - responding, Psychomotor - guided response

Materials: Light bulb, battery, wire and materials to record their model and notes.
Explore Focus Engage Categorize Invent Construct Negotiate Explain Translate Elaborate Extend Reflect Assess Evaluate Procedure  
x     x Ask learners to explain how they might light a bulb.
  x     Have learners illustrate and explain their examples.
      x Do not comment on the correctness of any answers. If learners ask what is correct or comment on what they believe is correct tell them they are brainstorming and you want them to listen to all ideas. Then ask them how they might find evidence to support their idea. Tell them they will get a chance to test their ideas later.
  x     Tell learners that when scientists are trying to understand how something works they sometimes use the least number of objects that are needed to collect data to reason about how something works.
x       Tell them that is what they are going to do with the electric circuit.
x       Ask them what they think is the least number of objects that could be used to create a closed circuit.
x       Lead learners to conclude that the simplest circuit could be built with one wire, battery, and light bulb or to explore the possibility that it could.
x       Have them categorize their examples into one of the following two categories (simple one wire, battery, bulb; or not simple)
x       Give each learner one battery, bulb, and wire.
x       Challenge them to light the bulb.
x       Encourage them to find more ways to light the bulb (four general ways are possible).
x       If learners can not light the bulb have them explain the strategy they are using and try to get them to abandon the strategy and try another. (decenter)
  x     Encourage learners to draw diagrams of their circuits.
  x     Have them draw circuits on the board for all to view.
  x     Have them label the circuits that lit the bulb and circuits that did not light the bulb.
  x     Have them find similarities for the circuits that lit the bulb.
  x     Have them create a model.
  x     Have them write an operational definition to describe their model of a closed circuit (for the bulb, battery, and wire system).
  x     Have them write their discoveries in their science notes.
    x x Ask. Why do alternative concept 2 and 3 not create a closed circuit? See if learners refer to their model?
    x x Ask. How can your model or drawing of a continuous closed path with four connections be used to explain if a closed circuit is created in other circuits?
    x x Ask. Can your model be used to predict if a circuit with a bulb between two batteries would be open or closed.
Ask. Could there be a transfer of energy according to the model?
x x x x Try it.
    x   Have them draw other circuits (may add more objects) and use their model to predict if energy will transfer (open or closed) according to their model, make the circuit, collect data, report their findings to the class, and alter their models as necessary.
  x     Have them categorize their findings and plan further investigations.

Planning information

Learner background knowledge

A plan designed for learners who have prior knowledge in cause and effect, use of observations to make inferences, models as explanations for non observable events, and working in groups.

Intended learnings & learners thinkings

See for more information on what to include in planning

Big ideas, concepts, facts, & outcome map

Concept sequence map used for planning

Planning map for electric circuit

Content concepts or outcomes
(Source concepts & misconceptions)

Big ideas and specific outcomes:

  • Electricity is energy that can be stored as a source and transferred through a receiver within a circuit.

Concepts and facts

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, it has terminals one a metal bump on top, and bottom with a metal plate
  • Wire has plastic coating with metal (copper) inside the wire
  • Light bulb has a metal tip on the bottom, metal threads on the side, glass on the top with a filament inside.
  • Light bulb lights when electricity passes through the bulb
  • Energy transfered by the flow of electricity includes transfer of energy as light, magnetism, heat, motion...
  • Conductor is
  • Nonconductor is
  • Switch opens and closes a circuit
  • Batteries in series cause
  • Batteries parallel cause
  • Bulbs in series cause
  • Bulbs in parallel cause
  • Resistance is

Outcome

Use and describe

Anticipated learner thinkings & misconceptions

Light bulbs and batteries have no interactions.

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

electric flow as water hose

There must be a circle for the energy to flow.

electric flow is circular

There are not enough objects in the system to light the bulb.

  • Each circuit is unique and there are no common elements among different circuits.
  • Models are like pictures.
  • Systems can not be understood.
  • No relationship of receiver and source.
  • Source makes a receiver work like Wi-Fi
  • Electricity flows like water from the source to the receiver
  • Electricity flows through the wire as a circuit with the receiver attached.

Process & inquiry skills - explanation & model

Big ideas: Model. See also Concepts & misconceptions

Models are representations of a real object or system that can be used to explain and predict how a system interacts.

Related concepts and facts

  • 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.

Outcome - model

  • Make a model of an electric circuit and use it to predict the flow and energy transfer in different circuits.
  • Explain a model is a way to illustrate and explain what can't be seen, but can be inferred from observations.

Specific outcomes -

  • Explain a model is a way to illustrate and explain what can't be seen, but can be inferred from observations.
  • 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.

Scoring guides suggestions (rubric)

Electricity (scoring guide)

Top level

  • A closed circuit has a continuous path for electricity to travel from a source to a receiver through the receiver where it transfers energy and then leaves the receiver and travels back to the source. (closed circuit)
  • Electricity travels to a receiver if there is a continuous closed path for it to flow from the source through the receivers and back to the source.
  • Electricity travels in a circle.
  • Electricity is energy that flows to a receiver, like a light bulb.

Lower level

P - scoring guide or rubric

 

Model (scoring guide)

Top level

  • A model is a picture or 3-d object that can be used to represent a real object or system to explain what it is, how it works, and can be used to predict how it interacts in certain situations.
  • Model is an explanation
  • Model is a picture of something.

Lower level

 

Strategies to achieve educational learnings

Based on learning cycle theory & method

Instructional Procedure

Pedagogical Overview

Activities Sequence to provide sufficient opportunities for students to achieve the targeted outcomes.

Make sure students have the prior knowledge identified in the background information.

  1. Activity 1 - simple circuit - bulb, wire, & battery challenge
  2. Activity 2 - circuit tester
  3. Activity 3 - batteries in series and parallel
  4. Activity 4 - light bulbs in series and parallel
  5. Activity 5 - resistance
  6. Activity 6 - magnetism
  7. Activity 7 - Electricity & magnetism

Focus question

Unit focus question:

How do you light a light bulb?

Sub focus questions:

  1. What different kinds of circuits are there?
  2. Why do some things have more than one battery?
  3. How are lights wired in light strings and in houses?
  4. How does a three way switch work?
  5. How does a toaster heat?
  6. What i the difference between a light bulb with a filament and an LED?

Resources and Materials

Lesson Plans

Activity 1 - Simple circuit - a bulb, wire, & battery

Materials:

  • For each person or pairs - bulb, wire with insulation removed from 1-2 cm on each end, & battery

Focus questions:

  1. How would you light a bulb with one wire and one battery?

Learning outcomes:

  1. Write an operational definition for a simple closed circuit.
  2. Use an operational definition, experience with the bulb & battery circuit, and logic to make a model for the energy transfer in the closed circuit.

Suggested procedures overview:

  1. Put learners in pairs, focus their attention, and assess their initial understanding of the focus questions.
  2. Challenge them to light a light bulb with one wire and one battery as many ways as they can.
  3. Share & discuss results.
  4. Write an operational definition for a simple closed circuit.
  5. Share
  6. Complete notebook.
  7. Challenge them to use their model and make closed circuit with a motor.

 

Exploration activity

  1. Hold up a bulb, one wire, and battery.
  2. Ask. How would you light a bulb with one wire and one battery?
  3. Ask. What will you do if your first idea doesn't work?
  4. Share their ideas with the class, but do not tell what will or won't work.
  5. If learners want to discuss why they think one will or will not work, then let them.
  6. Don't give away a solution.
  7. Give one wire, battery, and light bulb to each learner.
  8. Challenge them to light the bulb as many different ways as they can.
  9. When they do, encourage them to find more ways to light the bulb.
  10. If they can not light the bulb, have them explain the strategy they are using and try to get them to abandon the strategy and try another. (decenter)
  11. Encourage them to draw diagrams of their circuits.

Invention activity

  1. Bring the class together.
  2. Have them draw and label the circuits they tried, as lit the bulb or didn't light the bulb.
  3. Display all so all can see them.
  4. Discuss them.
  5. Ask. What do they all have in common? bulb is touching the battery, wire is touching the bulb and battery. Four places are being touched: bottom of bulb,side of bulb, top of battery, bottom of battery
  6. List the similarities for the circuits that lit the bulb.
  7. Ask. How can we describe how the circuit needs to be connected to light?
  8. Let them write their description.
  9. Tell them their description is an operational definition for the kind of circuit that lights a bulb - closed circuit.
  10. Ask. Why it would be called that. It describes how something (closed circuit) operates.
  11. Have them compare their operational definition to:
  12. A closed circuit for a flashlight bulb, battery, and wire system is created with a continuous path (closed circuit) with the following parts in the path: (1) top of the battery, (2) bottom of the battery, (3) bottom of the bulb, and (4) threaded side of the bulb.)
  13. Have them modify their description, if they desire and write an operational definition for a closed circuit.
  14. If the following diagrams were drawn, when circuits were shared, refer to them. If not, then say. Here are a couple of circuits I saw people try. Using your operational definition, predict if they were closed and why you believe they are or are not.
  15. Ask if they could use their model: of a continuous closed path with four connections for electricity to flow through to get a motor to operate.
  16. Pass out a motor to each group.

Discovery

  1. Let each group explore how to make a circuit so the motor works.
  2. Cruise the room offering encouragement and hints by using the operational definition they wrote and asking if there are points on the motor, kind of like the points on the light bulb, to connect like the model for the light bulb?
  3. After all groups are successful, bring them together to discuss.
  4. What strategies did you use?
  5. What other strategies might be used?
  6. Ask. Are there changes that should be made to your model so it includes information for a motor?

A closed circuit has a continuous path for electricity to travel from a source to a receiver through the receiver where it transfers energy and then leaves the receiver and travels back to the source. (closed circuit)

  1. Review their models

 

  1. Have students make circuits with more objects. Have students make a closed circuit for a circuit tester and test objects to see if they close the circuit (concept of conductor and non conductor).

 

Activity 2 - Circuit tester - conductor & non conductor

Materials:

  • Bulb, battery, two wires, light bulb holder, battery holder, materials to test

Focus questions:

  1. what kinds of materials can be used to close a circuit?

Learning outcomes:

  1. Metals will conduct electricity and many non metals are non conductors. Many, which can be used as insulators.

Suggested procedures overview:

  1. Put students in groups, focus their attention, and assess their initial understanding of the focus questions.
  2. Make a circuit tester.
  3. Use the circuit tester to test different materials and classify them as light the bulb or not.
  4. Display the data, share, discuss, classify, and draw conclusions about what types of materials close the circuit (metals) and don't (non conductor).

Exploration activity

  1. Ask. What is a circuit tester?
  2. How can we make a circuit tester?
  3. Discuss plans, implement them and when successful continue to ...
  4. Make a circuit tester and test different materials and determine which will close a circuit and which will not.

Invention activity

  1. Display data so all can view. 
  2. Classify by materials that close the circuit (conductors) and don't (non conductor).
  3. Share terms.
  4. Ask what are the properties of the different materials.
  5. Conductors are mostly metals. (copper, silver, gold, iron, steel) non conductors (chalk, plastic, cotton, polyester, rubber, ... )

Discovery

  1. Move

Activity 3 - Batteries in series and parallel

Materials:

  • Bulbs, batteries, wires, bulb holders, battery holders, notes

Focus questions:

  1. What kinds of circuits can be made with two sources?

Learning outcomes:

  1. Describe batteries in parallel and series circuits and suggest why there are differences in the energy transferred to a bulb,

 

Suggested procedure overview:

  1. Put learners in groups, focus their attention, and assess their initial understanding of the focus questions.
  2. Share drawing of circuit with two batteries.
  3. Diagram two more circuits with two batteries. (series & parallel)
  4. Make the circuits and collect data to make a model and infer about the energy transfer.
  5. Complete notebook.

Exploration activity

  1. Put students in groups of two or three.
  2. Ask. What happens if two batteries are used in a closed circuit?
  3. How should an additional battery be added?
  4. Suggest the following way to add a battery.
  5. bulb in a circuit between two batteries

  6. Hopefully they will question the placement.
  7. They will probably want to try it. Tell them they can. After they use their model to suggest if will or will not transfer energy.
  8. BUT. before they do ask.
  9. How they suggest they be added?
  10. Draw their suggestions.
  11. Hopefully they will suggest batteries connected in series and parallel. If not offer hints as to what the possible connections could be and logically determine what ever is missing.
  12. Draw possible circuits. Save for later.
  13. Have learners make the different circuits

Invention activity

  1. Use the circuit drawings and add the observable results for each.
  2. Discuss and make conclusions about how the energy is being transfered in the different circuits.
  3. Add to or modify their model and record in their notes.
  4. Complete their notebook.

Discovery

  1. Ask. Can you suggest different kinds of circuits with light bulbs?
  2. They will share their ideas to start the next activity.

 

Activity 4 - Light bulbs in series and parallel

Materials:

  • Bulbs, batteries, wires, bulb holders, battery holders, notes

Focus questions:

  1. What kinds of circuits can be made with two receivers (bulbs)?

Learning outcomes:

  1. Describe bulbs in parallel and series circuits and suggest why there are differences in the energy transferred to the bulb.

Suggested procedures overview:

  1. Put students in groups, focus their attention, and assess their initial understanding of the focus questions.
  2. Share drawing of circuit with two bulbs.
  3. Diagram two more circuits with two bulb. (series & parallel)
  4. Make the circuits and collect data to make a model and infer about the energy transfer.
  5. Complete notebook.

Exploration activity

  1. Put students in groups of two or three.
  2. Ask. What are different ways two bulbs can be put into a closed circuit?
  3. Draw all suggestions.
  4. Discuss how to make and collect data for each circuit.
  5. Explore and collect data.

Invention activity

  1. Share data.
  2. Modify or add to model for electricity.
  3. Ask what would happen if three bulbs.
  4. Try some and share...

Discovery

  1. Ask. Did you notice any difference between bulbs when they are added to each kind of circuit (parallel and series)
  2. Why do the bulbs get dimmer when more are added to a circuit?
  3. Suggest resistance. Mention explore it next.

 

Activity 5 - Resistance

Materials:

  • nichrome wire, circuit tester, bulb, batteries, wires, bulb holders, battery holders, notes

Focus questions:

  1. What happens to the circuit tester when different lengths of nichrome wire is added to a circuit?

Learning outcomes:

  1. Resistance causes energy to be transfered as heat to the nichrome wire and reduce the amount available to other receivers in the circuit.

Suggested procedures overview:

  1. Put students in groups, focus their attention, and assess their initial understanding of the focus questions.

Exploration activity

  1. Put learners in groups of two or three.
  2. Ask.

Invention activity

  1. Ask. How

Discovery

  1. Ask.

 

Activity 6 - Make a switch

Materials:

  • Battery, bulb, battery holder, light bulb holder, assorted materials for making a switch (paper clip, aluminum foil, ...

Focus questions:

  1. How can you make a switch that will open and close a circuit?

Learning outcomes:

  1. Make a plan to create a switch.
  2. Make a switch.

Suggested procedures overview:

  1. Put students in groups, focus their attention, and assess their initial understanding of the focus questions.
  2. Challenge the learners to create a plan to make a switch that will open and close a circuit.
  3. Plan.
  4. Share plans.
  5. Implement plan and make switch and try it in a circuit.
  6. Complete notebook.

Exploration activity

  1. Put learners in groups of two or three.
  2. Tell then to make a plan for the construction of a switch that will open and close a circuit.
  3. Plan
  4. Share plans

Invention activity

  1. Make a switch

Discovery

  1. Ask. How can we use the switch? model how light switches are used in the classroom, home, and other places, How do you use a switch in a one switch circuit? Two switch circuit? to turn on a circuit for an electro magnet?

Activity 7 - Electricity & magnetism

Materials:

  • battery, battery holder, switch, coil of wire, magnet, compass,

Focus questions:

  1. How does electricity and magnetism relate?

Learning outcomes:

  1. Determine how magnetism is created and interacts with objects.

Suggested procedures overview:

  1. Put students in groups, focus their attention, and assess their initial understanding of the focus questions.
  2. Tell the learners they are going to explore magnetism and electricity.
  3. Have them make a circuit with the coil of wire so the switch will open and close it.
  4. Have them explore the coil with a magnet and compass.
  5. Explore
  6. Share results
  7. Complete notebook.

Exploration activity

  1. Put learners in groups of two or three.
  2. Tell the learners they are going to explore magnetism and electricity.
  3. Have them make a circuit with the coil of wire so the switch will open and close it.
  4. Have them explore the coil with a magnet and compass. May want to observe and remind as necessary: To keep the circuit open when not exploring as the coil as the battery will transfer a lot of its energy to the coil.
  5. Explore
  6. May suggest:
    • Lay the coil on the desk.
    • Set the magnet inside the coil.
    • Close the circuit.
    • What do you observe?
    • Try different positions for the magnet.
    • What results do you observe?
    • Hang the coil along the side of a table or desk.
    • Close the circuit
    • Move the compass around the coil.
    • Draw how the compass needle is positioned as you move it around the coil.

Invention activity

  1. Share results.
  2. Draw a diagram to represent a magnetic field around the coil of wire.

Discovery

  1. Ask. Where do we use electricity and magnetism? generators, motors, ...
  2. Challenge learners to continue their exploration of electricity and magnetism.

 

 

Lab Notes for activities

Activity 1 - Simple circuit - a bulb, wire, & battery

Materials:

For each person or pairs - bulb, wire with insulation removed from 1-2 cm on each end, & battery

Challenge:

Light the bulb. Draw each systems you try and label them as lit or unlit.

 

 

 

How many ways can you light the bulb?

 

 

 

 

 

 

 

 

Write an operational definition for a closed circuit.

 

 

 

 

 

What else did you learn?

 

 

Activity 2 - Make a circuit tester & test different materials

Materials:

battery, battery holder, switch, wires, bulb holder, bulb

 

Make a plan for a circuit tester.

 

 

 

 

Create a circuit tester, use it to test different materials, and record the results below.

 

List materials tested and if they closed the circuit.

 

 

 

 

 

 

 

 

 

What did you learn that could change your model for electricity?

 

 

 

 

What else did you learn?

 

 

Activity 3 -

Materials:

battery, battery holder, switch, wires, bulb holder, bulb

 

Draw different ways two batteries might be connect in a circuit to light a bulb.

 

bulb in a circuit between two batteries

 

 

 

 

 

 

 

 

 

Test each of the circuits and label them as closed or open and if the bulb lights.

What did you learn that could change your model for electricity?

 

 

 

 

 

What else did you learn?

 

 

Activity 4 - More sources and receivers

Materials:

battery, battery holder, switch, wires, bulb holder, bulb

 

Draw different ways two bulbs might be connect in a circuit to light a bulb.

 

 

 

 

 

 

 

 

 

 

 

Test each of the circuits and label them as closed or open and if the bulb lights.

What did you learn that could change your model for electricity?

 

 

 

 

 

What else did you learn?

 

 

 

Activity 5 - Resistance

Materials:

battery, battery holder, wires, bulb holder, bulb, nichrome wire,

 

 

 

 

 

Grid image

 

 

What else did you learn?

 

 

 

 

 

Activity 6 - Switch

Materials:

Battery, bulb, battery holder, light bulb holder, assorted materials for making a switch (paper clip, aluminum foil, ...

Make a plan for the construction of a switch that will open and close a circuit.

 

 

 

 

 

What else did you learn?

 

 

Activity 7 - Electricity & magnetism

Materials:

battery, battery holder, switch, coil of wire, magnet, compass,

Make a circuit with the coil of wire and switch so the circuit can be opened and closed. Keep the circuit open when not exploring as the coil as the battery will transfer a lot of its energy to the coil.

  • Lay the coil on the desk.
  • Set the magnet inside the coil.
  • Close the circuit.

What do you observe?

 

Try different positions for the magnet.

What results do you observe?

 

 

  • Hang the coil along the side of a table or desk.
  • Close the circuit
  • Move the compass around the coil.

Draw how the compass needle is positioned as you move it around the coil.

 

 

 

What else did you learn?

 

 

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