I provide students with time to share their observations of each circuit with their peer team. If the bulb does light, put a tick in box B, if not put a cross. Within the electricity unit, students have now had the opportunity to construct two different simple circuits and to discuss the characteristics of complete circuits with their peers. I ask student groups to consider whether it would be helpful to have everyone draw the bulb or battery in the same way. Conversely, an open circuit is one where there is a break preventing any current from going through at all. After students have constructed circuit A and B, I provide students with the name of each type of circuit series and parallel respectively.
This makes it quick and easy to construct circuit diagrams - certainly a lot quicker than drawing a picture of it! C and D are out: the two cells are facing in opposite directions so no current will flow. I close this lesson with group discussion time to ensure that each student has the opportunity to make sense of what they have learned and to process their new understandings with peers. Closing the top switch in B turns on the motor only, the bulb going on when the bottom switch closes. This page can be printed and photocopied for the children to use during their science work. I define series and ask why this word might be used to describe the circuit I draw on the. I then ask students to focus only on one component in each circuit diagram usually the bulb or battery as these are often drawn in strikingly different ways by multiple students.
Of course, this is not true in the technical sense of the term. I ask students to record their ideas and provide time for each group to share their thinking with the class. I circulate around the classroom and provide guidance as needed during this exploration time. Convential symbols are used to show different components which are standard across the electrical industry. Ask students if they can think of any realistic circumstance that could lead to a short-circuit developing. I ask students to copy the diagrams into their and to make predictions about the longevity and brightness of each circuit. F is on but E has been 'short-circuited': the wire below it means that all the current 'jumps' the bulb so it will receive no electricity.
If they feel it would be helpful, I ask them to brainstorm a list of reasons why this might help. When they have made their predictions for all of the circuit diagrams, they should construct each circuit in turn, checking if the bulb lights. In this lesson, students will be given new materials and will construct two new types of circuits. I ask students to review the differences between parallel and series circuits and to explain how each might be used to solve a human need. To research answers for worksheet questions does not necessarily mean the information has to come from a book! A short circuit is a circuit having very little resistance, permitting large amounts of current. I ask students if all of the bulbs look the same and whether it would be easy for anyone to tell what was in each drawing.
I lead the class in a discussion of the benefits and drawbacks of each circuit design and discuss with students the potential uses for each type of circuit. Testing cables for wire breaks is a very practical exercise. It is very easy to build, safe, and should be assembled by each student individually in class. Notes: This question gives students a good opportunity to discuss the basic concept of a circuit. Conversely, I encourage my struggling learners to create a simple circuit as this will reduce the complexity of the task and increase their chances of successfully completing the work. If time allows, I extended this lesson by having students trade their worksheet with a partner and use the student's circuit diagram to construct a copy.
Showing student work samples helps students connect what we will learn with what we have already learned throughout the unit. Commonly, though, people use it to refer to any type of electrical problem. When letting the children make circuits, check that the equipment e. An example of a completed, student-constructed circuits can be found. Closing the top switch in C completes the top half of the circuit: the motor and bulb are on.
Have students brainstorm all the important concepts learned in making this simple circuit. This is a habit that must be corrected, if students are to communicate intelligently with others in the profession. The resources are both available below. G and H are both on: the circuit is similar to C and D but look at the wire between bulbs and cells: that allows current to flow so it works like two separate circuits flowing in opposite directions. Although they may not encounter all of the different features shown on the worksheet, it will be useful for them to be aware of what they are, and how they are represented.
Notes: Although definitions are easy enough to research and repeat, it is important that students learn to cast these concepts into their own words. A completed sample can be found. This activity is highly engaging and encourages students to stretch the level of complexity in their designs. I ask students to list contexts in which they have heard the word 'series' common examples include book series, television series, World Series. It also makes it easier to construct real circuits from the drawings. Notes: One of the more difficult skills for students to develop is the ability to translate a nice, neat schematic diagram into a messy, real-world circuit, and visa-versa.
This schematic diagram is not the only valid way to show a battery powering a light bulb: Other orientations of the components within the diagram are permissible. Closing one switch in A still leaves a gap: nothing will be on. A and B are out: the switch is open so the cell is 'off'. When both switches are closed the motor continues to spin but the bulb goes out. We have another parallel circuit: this time the switch basically turns the cell and so the electricity on and off. I then provide time for the students to construct each circuit and to record their observations on their lab worksheet. .