Making an Electrical Circuit

• be able to construct an electrical circuit.
• be able to describe and identify open circuits and closed circuits.

2.1.1 Manipulate an object to gain additional information about it.
2.1.6 Use tools to investigate, observe, measure, design, and build things.
2.2.4 Assemble constructions using things such as interlocking blocks and erector sets.
2.2.5 Draw pictures and write brief descriptions that correctly portray key features of an object.
3.1.2 Participate in different types of guided scientific investigations, such as observing objects and events and collecting specimens of analysis.
3.1.3 Keep and report records of investigations and observations using tools, such as journals, charts, graphs, and computers.
3.1.4 Discuss the results of investigations and consider the explanations of others.
3.1.5 Demonstrate the ability to work cooperatively while respecting the ideas of others and communicating one's own conclusions about findings.
3.2.3 Keep a notebook that describes observations and is understandable weeks or months later.
3.2.6 Make sketches and write descriptions to aid in explaining procedures or idea.
3.6.1 Investigate how and describe that when parts are put together, they can do things that they could not do by themselves.
3.6.2 Investigate how and describe that something may not work if some of its parts are missing.
4.2.3 Make simple and safe electrical connections with various plugs, sockets, and terminals.
4.2.5 Write descriptions of investigations, using observations and other evidence as support of explanations.
4.6.1 Demonstrate that in an object consisting of many parts, the parts usually influence or interact with one another.
4.6.2 Show that something may not work well, or at all, if a part of it is missing, broken, worn out, mismatched, or incorrectly connected.
5.2.4 Keep a notebook that describes observations and is understandable weeks or months later.
5.6.1 Recognize and describe that systems contain objects as well as processes that interact with each other.

• batteries
• insulated wire
• light bulbs
• Circuits Worksheet

1. Scientific Explanation:
   Questions: How do you use electricity in your daily lives? How would it affect you if you could not use these items for a week?

2. Focus Phase:
   Divide students into groups of four and present each group with a set of materials (battery, insulated wire, and light bulb). Ask students, "Do you think that you could make a light bulb light with two wires and a battery?" Ask them to test their hypothesis by constructing a circuit, which would light the light bulb with their materials.

   Allow students to build their circuits while you go around the room observing and asking them thought provoking questions. Give subtle suggestions to those that are becoming frustrated. Ask questions to those that have successfully constructed their circuit.

   • Can you make the light bulb light a different way?
   • What would happen if you turned the light bulb sideways?
   • How many different ways can you get the light bulb to light?
   • What would happen if the wire were underneath the light bulb?

3. Challenge Phase:
   After students have had time to successfully construct their electrical circuits, ask them to compare their results with other students. Have them discuss why the light bulb lit. After a short period of discussion ask a student or a group of students to draw a diagram of their circuit on the board.

   Discuss the diagram with the rest of the class. Do they agree or disagree with the diagram? Have groups that disagree draw a diagram of their electrical circuit on the board. Discuss these diagrams. After a classroom consensus has been reached, begin asking discussion questions:

   • What made the light bulb light?
   • What was the power source?
   • What did the wires do?
   • Is this circuit open or closed?
   • Did electricity flow through the wire when the circuit was open?
   • Did electricity flow throughout the wire when the circuit was closed?

4. Concept Introduction Phase:
   To reinforce the concept, demonstrate a closed electrical circuit and an open circuit. Have students make a circle holding hands. Have one person squeeze a hand. Once that student's hand is squeezed, have him or her squeeze the next person's hand and so on. Now remove one student from the circle so there is a gap; have them try squeezing hands. Have students sit back down and discuss open vs. closed circuits. Ask questions:
   • What happened when we broke hands?
   • What kind of circuit was it when we broke hands?
   • What kind of circuit was it when we were all holding hands?
   • What kind of circuit did you make today with the battery, wire, and light bulb?

5. Concept Application:
   Pass out the Circuits Worksheet.

   Students will use their knowledge to predict which circuits will light the light bulb and which will not. If time allows, go over the worksheet and discuss the correct answers and why they are correct/incorrect.

• Were students on task?
• Were students working cooperatively with their groups?
• When asked a question regarding their circuit, were students able to relevantly respond to the question?
• Did students demonstrate an understanding of electrical circuits on their worksheets?