Draw and Liabel Series in Parallel Circle

Lesson half dozen: Series/Parallel Circuits

Lesson 6.5: Insulators/Conductors

Essential Concepts:

Electricity requires a circuit to flow

A consummate excursion can be constructed in more than one way using the same materials

Different types of electric circuits bear witness different behaviors (parallel and uncomplicated circuits)

Electricity can drive the production of light heat and sound

Insulators and conductors of electricity

Background:

Serial/Parallel Circuits

� Remember electrons? Electricity is the flow of electrons

� In order for electrons to flow, they need a source (like a battery), a path (a conductor), and this path must form a consummate circuit (like a loop)

� In order to prevent a short circuit, the excursion must besides incorporate something to use the electricity � like a light bulb or a resistor or a buzzer. These are termed loads.

� This is how electricity drives the production of heat, light, sound, etc.

� A simple loop with all loads connected in line (in series) is called a Serial Circuit.

� Ii loops, both continued to the battery, each with information technology�s own loads is chosen a Parallel Excursion.

� A series excursion is a Voltage Divider. Two low-cal bulbs on the same series excursion share the voltage of the battery: if the battery is 9V, then each bulb gets 4.5 volts.

� A parallel circuit avoids this problem. Ii bulbs in a elementary parallel circuit each bask the full voltage of the battery. This is why the bulbs in the parallel circuit will exist brighter than those in the series circuit.

� Another advantage to the parallel circuit is that if i loop is disconnected, then the other remains powered. Example: good holiday lights can have a seedling removed and the residuum of the lights on the string volition remain on.

Insulators and Conductors

� Materials through which electrons can easily period are called conductors because they conduct electricity well

� Materials which retard the flow of electrons are called insulators considering they go on electricity from moving

� About metals are adept conductors ex: copper, gold, argent

� Insulators are very common: most plastics, forest, glass, leather, etc.

Goal: Students will experiment with batteries, bulbs, and wire so as to understand the thought of a simple excursion

Objectives:

Students will get familiar with the utilise of wirestrippers, fahnstock clips, bombardment holders and bulb holders

Students will follow a series of questions that will allow them to create and identify series and parallel circuits

Materials:

Cardboard boxes to hold private materials

D size batteries

Wire

#48 bulbs

Battery holders

Bulb holders

Wire strippers

Sheet: Cheque listing, Consignment canvas

Process:

Before class prepare: Materials can be put into boxes so that the students begin with the very basic components and so add materials equally they are required. To start the lesson, each box should have: one piece of wire, one seedling, one D bombardment. It is useful to have some way to keep the bulb from being smashed past the battery�I used a cardboard divider and tape to brand a small bulb compartment.

Materials that will demand to exist sorted and set up:

Pieces of wire, 3-4 inches each

D batteries

Seedling holders                Bombardment holders

Wire strippers             Paper clips                  Brad fasteners             index cards

1. It is finally time to start experimenting with electrical circuits! During the next few weeks, the students volition be responsible for two graded pieces of work. The start is their record of their experiments. This will include a checklist, diagrams, lists, observations, predictions, and a crude draft for their project. The second piece of work will be their Final Project.
2. It is suggested that the students keep their written work in their science binder and this can be turned in and returned every bit needed by the teacher. The work could also be put into a packet or portfolio to be turned in when consummate.
3. The Terminal Project is left to the discretion of the instructor. The teacher must take into account fourth dimension constraints and available materials. Information technology is suggested that the students work on this project in form so every bit to deter overzealous adults from doing the work for the student. This too allows the teacher to visually assess the progress each student is making and whatever obstacles or misconceptions that might occur. The teacher volition periodically interrupt the student�south work so as to draw their attention to concepts or necessary data. You volition have to judge how far forth everyone is and make accomodations for individual students every bit necessary.

The post-obit Final Projects are possibilities:

• The Vehicle �- this can exist constructed out of a shoebox and should contain a series circuit for headlights and a parallel excursion for turning signal lights.

• The Shadowbox�hopefully the student will choose a parallel excursion or yous might desire to stipulate this. You lot might desire to set a limit upon the size of the box and also choose the subject field matter for the content. An instance might be a pond diorama with lights that direct the viewer to look at a certain animal, while the switch is located almost information nearly that animal.

• The Quiz Box -- the viewer must answer questions pertaining to a subject and while doing so complete circuits that light up the answer. The subject could exist something chosen from one of our many social studies units.

• The Social Studies Affiche -- The student will enquiry a topic in social studies and inform the viewer of this topic through an interactive lite-upward poster. Pertinent hand -outs take been included for this assignment, using �European Explorers� as the subject.

four. The students should not begin their Final Project until they have completed the checklist of experiments. By doing the checklist, they are learning the necessary skills to complete the project. It is a good idea for the teacher to take an consignment sail for the Concluding Project and an Experiment Checklist sheet, and so equally to reference both while explaining the forthcoming lessons(ie..�When you are done with this, y'all will get this.�) If you are assigning the Explorer Concluding Project, and so requite them their explorer names then that they can starting time researching for homework. Cheque with the Learning Middle teachers to make up one's mind which explorers might exist easier to research.

5. Explicate that they will be able to piece of work independently, but in that location will be times when they will all have to direct their attention to the whiteboard or to the teacher for hints. For instance, If they decide to put one wire to each stop of the battery, information technology will get hot. They tin can try this for a few seconds, merely they should know that one. this tin can hurt after a while and two. this will waste matter the battery and they will have to bring in a new one. Hopefully, we will notice out why this occurs every bit we learn near electricity. (The electrons have no load to cantankerous, the upshot is heat free energy)

half dozen. First Lesson: Give out a wirestripper and an experiment box. Explain that the wire is similar to an arm with a shirtsleeve covering information technology. Have them find the piffling notches on the wire stripper. These are what keep it from being a pair of scissors(likewise the fact that they are not sharp). Yous can put the wire in these notches. At present, if we were putting a giant wire stripper over my arm, the goal would be not to cut the arm but to rip off the shirt sleeve thus leaving the arm bare. So we accept to put enough pressure on the stripper to grab the shirt, simply not the arm underneath. It is the aforementioned with the wire and with some practice, everyone will soon be stripping wires. The students tin can try several times, but don�t worry if you don�t get it right away�you will have time afterwards to practice. Yous simply need to strip several centimeters of wire at each terminate. Have prestripped wires available for kids who don�t get this correct away so every bit to save fourth dimension.

7. The kids can now take the boxes�information technology is as well time to give them the checklist and to become over it. Explain how you want their diagrams to wait. If they know they accept to have viii diagrams, how can they fix their page ahead of fourth dimension? What is too big, as well small? How exercise you lot label? What about name and engagement? Practise drawing a bulb(circle, 2 squiggly lines, triangle�so easy) and battery (label + and - )for them on the board without showing whatsoever wiring connections.

Teacher Worksheet info�the reason not to give them the bulb/battery holders right abroad is so that they will capeesh these wonderful devices, also then they volition really get a sense of where you take to put the wires to make contact. As an extra credit claiming, you lot tin take students pattern their own bulb holder.(tin foil, folded index card with hole, record-- works)Remind them that positive and negative are not the same.

Showtime experiment has iv possible ways to low-cal upward and 4 �does non light� diagrams

Second Experiment has 4 possible and 1 �does not lite� diagram

Fourth Experiment could be 2 right or 1 correct one wrong

Both bulbs dim is series, both bright is parallel

Hopefully, past the time they get to the bottom of the canvas, they volition already have done a serial and parallel excursion�yes, they have to do information technology once again (just, no diagrams...).

8. They tin get started on the checklist. You will have to choose times to talk about the following:

If you look at a light seedling, you tin can run into that at that place is something(glass or plastic) holding the wires apart and that 1 wire goes to the �side� and the other goes down to the �tippy-tip.� The filament is a thin wire�do y'all think there is air in the bulb? (no, gas or nothing) why non? Does a seedling become hot at your home? (Be conscientious--hot) Are there different kinds of bulbs? (aye) Why don�t some need wires? (gas and blanket inside)

What about the battery? Are there different kinds of batteries? Remember our �18� rule! What is inside of a bombardment? Nosotros have to be conscientious of that stuff�if you see a leaky battery, alert the teacher and launder your hands.

The path of the electrons is similar a motorcar that travels a road and needs to get back to where it started in order for the light to keep. Switches are like draw bridges in the road. This is a useful way to talk nearly a switch and the need to complete the journey�just the misconception is that it is just 1 �piece� of electricity moving around�remember it is a bunch of electrons bumping each other along a path.

When all students are halfway through the checklist, give them an assessment �quiz� on whether or not the bulb will light up with various connections (Lesson 3 Activity sheet 1)and what to do if it doesn�t and what to exercise if you see a downed wire(Mail service Assessment canvas #2). These are all from the NSRC/STC Electric Circuits Teacher�s Guide ISBN 0-89278-661-ii that is a must have for this unit.

Remember to check students for neatness or errors in their diagrams.

9. After a week, most students volition be gear up to outset the last project. If you are using the Explorer project, yous will have already assigned an explorer and they should take been researching him for homework. They now need to bring in an empty cereal box that volition business firm their circuits. Some students like to work on a larger calibration�use two boxes. Some students prefer to use posterboard�be aware y'all might accept to use an exacto knife to cut holes for switches.
10. Hints:

� Children can poke holes with a pushpin and and then make the holes wider with a pen.

� LED (Light Emitting Diodes) are very bonny�however electricity tin can only run through them in i direction and they crave a specific amount of electricity�they may require a resistor.

� Be very conscientious about children wishing to solder�they must have adult supervision.

� Vacation lights are a quick and like shooting fish in a barrel modification for children experiencing difficulty with this unit. Make sure that you cut the plug off of the string of lights and throw information technology away!!! One time children have cut sections of the wire autonomously, you do not desire anyone plugging information technology in!

Activities: word, diagram drawing, experimenting with circuits, testing conductors/insulators, designing and creating Terminal Projection

Electric Circuits Name____________________

                                                                        Class _______

         These are the experiments you demand to complete in school earlier you lot can start on your final projection. Accept a classmate put his/her initials on the line later they have seen you successfully consummate the experiment and than color in the O . Draw diagrams to communicate the means in which you solve the problem. Note: some diagrams may show methods that do not light the bulb.

___ O Low-cal one bulb using: 1 seedling, one wire, i battery.

___O 8 Diagrams

How many unlike ways can you light the seedling? ___

___ O Calorie-free one bulb using: 1 bulb, two wires, 1 battery and so that the wires practise not touch each other.

___O 5 Diagrams

How many unlike means can yous low-cal the bulb? ___

___ O Learn how to use a bulb and battery holder

___ O Light ii bulbs using:

2 bulbs, 2 bulb holders, wire, ii batteries, 2 battery holders.

___O ii Diagrams

Can y'all compare 2 different ways of wiring the bulbs so that in 1 way the bulbs are brighter than in the other way? _____

___ O Brand a switch. Be creative. Solve the problem.

___O 1 Diagram

___ O Complete the Insulator/Usher list.

___ O Brand a series circuit with a switch.

___ O Make a parallel circuit with a switch.

___ O Sketch a diagram of your Terminal Project.

Make sure that all of your diagrams take labels, including the + and � sides of the batteries used, and whether or not the seedling lights upwardly or not.

** Note: all of the above should be on i worksheet �

set top and lesser margins to .5 inches **

Conductors or Insulators ? Name__________________

Class_________

Accept you made a switch for a circuit still?

If yes, you may use that switch or you lot may wish to use the post-obit idea:

Materials:

Ane index card             Two brass fasteners

One paper clip              Two wires

Process:

i. Poke the fasteners through the index card so that they are close enough to each other and so that a newspaper clip can bear upon both of the fasteners. Now attach wires to the fasteners.

2. At present attach the paper clip to one brass fastener so that it can swing effectually and touch both brass fasteners. The paper prune should also be able to swing to a position where information technology is just touching one of the fasteners.

3. Adhere a battery and a bulb to the wires then that you have a circuit.                   You�ve got a switch !

__________________________________________________________________

Now take off the paper clip. Now you take a Conductor Tester.

Identify items so that they touch both contumely fasteners. Does the bulb calorie-free up?

Make a list of 10 items that lite up the bulb.

(They are Conductors -- they acquit electricity)

_________________________________ _________________________________

_________________________________ _________________________________

_________________________________ _________________________________

_________________________________ _________________________________

_________________________________ _________________________________

Make a list of 10 items that do not light up the bulb.

(They are Insulators -- they practise non conduct electricity)

_________________________________ _________________________________ _________________________________ _________________________________

_________________________________ _________________________________

_________________________________ _________________________________

_________________________________ _________________________________

** Annotation: all of the above should exist on one worksheet �

gear up left, right, top and bottom margins to .v inches **

Circuits                                                                        Name __________________

                                                                                                Class ______ Date _______

Depict diagram of a series circuit. Brand certain to characterization the following:

Bombardment       Positive (+) Negative ( - )     Bulb           Switch

Depict a diagram of a parallel circuit. Make certain to label the following:

Battery       Positive (+) Negative ( - )     Seedling           Switch

*Scientific discipline Projection*

Honey Parent or Guardian,

            Your kid volition exist working in grade to create an electricity project that will focus attention upon explorers of the 15th and 16th centuries. Each child will be assigned a person to research. They must use their data to create an interactive exhibit that will inform the user most their individual explorer. The students will exist asked to use skills they volition develop in science class to complete this project.

            They may create maps and draw illustrations, diagrams, or charts.

            They may enquire questions as long as they present answers.

            They must have a working series circuit or a working parallel circuit with a switch in their project.

            They must organize their information and so that it is easy for the observer to understand the historical significance of their explorer. They must write neatly and use size and color to their advantage.

Some of the information they might include about the explorer:

Authorities & Country that financed the expedition, motivation for exploration, human relationship to encountered native populations, road taken, pregnant dates, repercussions of the voyage, a map showing pertinent locations, or Interesting Information.

            Your children will be working on these projects during scientific discipline class every day. You may wish to purchase some actress materials for them to piece of work with. Purchasing materials is not necessary for your children to successfully complete this project. Purchasing additional materials volition allow them greater freedom to experiment on their projects.

            Batteries usually last through the duration of the project. Some students prefer 9volt batteries, as they are easier to mount onto their affiche. The low-cal bulbs tend to demand to be replaced two or three times. Vacation lights are an cheap and acceptable solution. LEDs are fun and brand the project more bonny�they also present extra claiming and may need resistors. You tin purchase 20 LEDs for about $2. 50. Battery holders are helpful. Bulbs should be able to run on 1.5 or ix volts.

            The electrical wiring of these projects is to be washed in school and should not exist worked on at home.

The project is due .

Delight sign below to indicate that you enlightened of this project, the due date, and the student�southward responsibilities. Thank Yous.

Pupil Name __________________________________

Parent signature __________________________________

** Annotation: all of the above should be on 1 worksheet �

gear up left, correct, top and bottom margins to .5 inches **

The Explorer Science Project Name ____________

                                                                                                                        Class ________

         Using your textbook, library books, or other sources, create an exhibit that presents information on:

______________________________________________________

You must include the following information:

Country Represented :                                                            _____________________________________

Year of Exploration: _____________

Country Visited: _________________________________________________

Route of Voyage

• You may create maps and draw illustrations, diagrams, flags, or charts.
• You lot may ask questions as long as they present answers.

• Yous must take a working series circuit or a working parallel circuit and a switch in your project.
• You must organize your information so that it is like shooting fish in a barrel for the observer to empathize the historical significance of your explorer. You must write neatly and use size and color to your advantage.

Some of the information yous might include virtually the explorer:

motivation for exploration, relationship to encountered native populations, significant dates, repercussions of the voyage, a map showing pertinent locations, a timeline, biographical data, or information of interest.

                                                               Due Date: _________________

** Note: all of the above should be on one worksheet �

ready left, correct, top and bottom margins to .5 inches **

EXPLORER Leif Ericsson Bartholomeu Dias Christopher Columbus John Cabot Vasco da Gama Amerigo Vespucci Pedro Cabral Vasco Nunez de Balboa Ponce de Leon Hernando Cortes Ferdinand Magellan Francisco Pizarro Jacques Cartier

Hernando de Soto Francisco de Coronado Sir Martin Frobisher Sir Francis Drake Sir Walter Raleigh Samuel de Champlain Henry Hudson Sieur de La Salle Estevanico Giovanni da Verrazzano Marquette & Jolliet Marco Polo

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Source: https://www.bu.edu/gk12/jeff/Unit/Lesson6.htm

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