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ED 034 333
AUTHORrrt -71 T "CI
INS1'ITUTIONSPWIF AcT-'NCY
DTT11 DATF
101'7AVAILABLE FROM
PnPS PRTCPDPSC"TrrPOPS
APSTRACT
DOCUMENT RESUME
40 EC 004 359
An Educational qlest 94T the Learnina Potentiallivpothesis with Adolescent Mentally Retarded SpecialClass Chillren, Volume IT. Final Report.Cambridge mental Health Center, Mass.Office of ?ducat ion (MEW), Washington, D.C, Pureauof t,esearch.r491216D.Cambridge mental Health Center, 20 SacramentoStreet, Cambridge, Massachusetts 02138.
EDPS Price MF-1.00 HC Not Available from EDRS.*Curriculum Guides, Educable Mentally Handicapped,Electricity, *1"xceptional Child Education,Instructional Materials, Junior High SchoolStudents, Lesson Plans, Manipulative Materials,*Mentally Handicapped, Nonverbal Learning,*Sciences, *Teaching Methods, Workbooks, Worksheets
A manipulative, nonverbal oriented unit onelectricity which was used in an experiment with educable mentallyhandicapped students is Presented. Lessons and worksheets toaccompany them are represented with instructions and drawings. Ateacher's curriculum guide for the unit includes concepts to teach,materials, lectures and activities, and answers to auestions thestudents are asked to complete. Also presented are the lessons fromthe students' workbooks for the lecture-demonstration electricityunit. These materials were used in research reported in EC 004 358.r*Tot available in hard copy due to marginal legibility of originalaocument.1 (RJ)
fl- 6- In LI- vo 411
eft
1)"
PrN FINAL REPORTre\ PL-oject No. 6-1184reN Grant No. 32-31-0000-6019
Pc\Volume IIO
CD
nN EDUCATIONAL TEST OF THE LEARNING POTENTIAL HYPOTHESIS WITH ADOLESCENTMENTALLY RETARDED SPECIAL CLASS CHILDREN
M. Budoff
Principal Investigator
J. MeskinEducational Coordinator
Cambridge Mental Health Center20 Sacramento Street
Cambridge, Massachusetts, 02138
The research reported herein was performed pursuant to a grantwith the Office of Education, U.S. Department of Health, Educationand Welfare. Contractors undertaking such projects under Govern-ment sponsorship are encouraged to express freely their profession-al judgment in the conduct of the project. Points of view oropinions stated do not, therefore, necessarily represent officialOffice of Education position or policy.
U.S. DEPARTMENT OFHEALTH, EDUCATION, AND WELFARE
Office of EducationBureau of Research
Division of Handicapped Children and Youth
U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE
OFFICE OF EDUCATION
THiS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE
PERSON OR ORGANIZATION ORIGINATING IT, POINTS OF VIEW OR OPINIONS
STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION
POSITION OR POLICY.
APPENDIX G.
STUDENT'S WORKBOOK FOR THE MANIPULATIVE-
EXPLORATORY ELECTRICITY UNIT*
*Called "Experiments in EjPctricitym in the concluding (1968) study
(Section VI).
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MATERIALS
20 Bare Copper wire (8" Fieces)
I two-inch ball modeling clay
2 2igilt-inch pieces 20 copper wire
I three-inch piece in2 thin nichrome
Various "ilgths of other wires
ORKSHPE-1 I
MAK INC A Bt ILI3
(CONT.)
Will -the nlchrom2 wire glow with one battery att.t.-ched?
What hopper", pith two (2) batte:ies?
What happt..ns with three (3) botterir,s?
Will thick cooper wire glow,O
All a longer piece of thin nichroe wire
Will any other type of wire glow?
How much wire de you us:2?
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APPENDIX H,
TEACHER'S CURRICULUM GUIDE FOR THE LECTURE-
DEMONSTRATION ELECTRICITY UNIT
TABLE OF CONTENTS
C
Lesson 1 Introduction to Electricity
Lesson 2 How Electricity Travels
Lesson 3 Magnets
Lesson 4 How Electricity is Made
Lesson 5 Inside a Battery
Lesson 6 Lighting a Bulb
Lesson 7 Resistance, Conductors, and Insulators
Lesson 8 Wires Long and Short, and Thick and Thin
5,11
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Lesson 9
Lesson 10
Light Bulbs
Short Circuits - An Easier Path
d'a Lesson 11 Review
Lesson 12 Batteries in Series
I
I
Lesson 13 Batteries in Parallel
Lesson 14 A New Language and Review of Batteries
in Series and Parallel Circuits
Lesson 15 Bulbs in Series and Parallel
Lesson 16 Parallel and Series Bulbs and Batteries
Lesson 17 Complex Circuits
Lesson 18 Review
A ,
INTRODUCTION TO ELECTRICITY
CONCEPTS TO TEACH:
T.,?sson 1
There is a vast network of wires which supplies the electricity we use in
our homes, school, and city.
Static electricity is a simple kind of electricity that is easily made, but
unlike the electricity which travels the wires it can rarely be used to
work for us.
The electricity which travels through wires and which can be made to do work
like lighting bulbs or running machines, is called current electricity.
(Current electricity must have an electrical path to travel over. It must
have a path over which it can travel from its source and back again, this
path is called a circuit.)
MATERIALS:
Electric cordsSmall throw rugPiece of aluminium 24 cm square with wooden handleOld rubber inner tube from an automobile tireA piece of fur or flannelA florescent light bulbA hand-generated flashlightDrawing of circuit to a powerhouse
ACTIVITIES:
I. Introduction to everyday use of electricity
A rather dramatic opening to the study of electricity might be to literally
start the children in the dark. Shades could be drawn and lights turned
out, before the children enter the room.
What is missing? Light electricity.
Do we take electricity for granted? What other things would we not
have in our homes and school if we had no electricity? (Toasters,
electric heat, fans, air-conditioners, hair dryers, re1rigerators,washers, electric clocks, dryers, lamps, door bells, car lights,blenders, telephones, TV's, record players,.etc.)
If you would prefer you could also start the introduction to electricity by
setting up a discussion with such questions as:
1. What are some of the ways electricity is used in our classroom?
2. What are some of the things it does for us in our homes?
Powerhouse
II. Electrical path - A Circuit
Have an electrical cord ready to be cut length wise.
There are cords on lamps, toasters, fans, and all of the other
appliances that we use. Have the children watch closely as you remove part
of the out covering of a cord and expose the metal wires within.
Lecture:
There are wires which lead into houses and schools and away from
"houses and schools. Wire between the houses and schools and the powerhouse
provide a path over -which electricity is able to travel. The powerhouse
may be far away from the house or school, but each time electricity is
used in the house or school the wires outside are used. There are wires
in the walls which lead to the outside wires. When we plug in a cord for
a lamp, fan or other appliance we are connecting the wires in the cord
to the wires in the wall which lead to the wires outside. By plugging
in a cord we are making a path which leads from the lamp, fan or appliance
to the. powerhouse far away. The path which the electricity follows is
called a CIRCUIT.
The word circuit sounds a little like the word circle and that is
kind of what a circuit actually is. Like a circle the circuit has no
beginning or end. The circuit is not necessarily round, but could be
if it were stretched out in that shape. Have the children look at these
pictures to get the idea:
Bulb
Bulb
IA CIRCUIT IS THE PATH OVER WHICH ELECTRICITY TRAVELS'
III Characteristics of electricity
Bulb
AtteMpt to find out what the children know about electricity by asking
them to discuss what they think electricity is. You could use such probing
questions as:
I What do you think electricty is?
2.Where does it come from or how is it made?
3. Can you see it? If so,what does it look like?
4. Can you feel it?
5. Can you smell it?
6. Do you think there is electricity in a cord even if the lights
are rtt turned on?
After the children 'nave expressed their ideas, tell them that they
should .keep these questions in mind and that as they study electricity
.they will learn some very exciting answers.
IV. A simple and familiar form of electricity - Static Electricity
To get the children in the mood fog working with and exploring the subjectof electricity an introduction to static electricity can be make with
any number of the following experiments. You may first want to introducestatic electricity as a kind of electricity which is easily made and doesnot come from powerhouses or travel by real circuits.
1. Either begin a discussion about what happens when a person shufflesacross a rug, or get a little excitement going by having a child come
to the front of the room and walk in place on a small throw rug until
he is able to produce a "shock".
2. Have a piece of aluminium about 24 cm square, or an aluminium cake tin.Attach a wooden handle in the center of the aluminium by first punchinga hole in the aluminium and then attaching the handle by a screw or a
nail. Unfold an old rubber inner tube from an automobile and place
in on a table. Stroke the surface of the rubber briskly with a pieceof fur or flannel for half a minute. Place the aluminium on therubber and press it down hare; with your fingers. Remove your fingers
and lift the metal by the handle. Bring your finger near the metal
and you should get a spark. You can take many charges from the rubberwithout further rubbing. Just press the metal against the rubber,press with your fingers, and lift by the.handle.L
3. Pull down the blinds and have the children stand around a small tablein the front of the room. Rub a florescent light bulb briskly with a
piece of flannel. The bulb should light faintly, Ask the children
what they think has happened.2
4. Operate a hand-genei-ated flashlight. Some of the children might beinterested to learn that these were used often during war times be-cause batteries would not last long under heavy use and dampness.
In the next lesson the children will learn some things about why and howelectricity works.
Electricity is very interesting. A lot of experiments will be done in class
which will be fun, fascinating and safe. Emphasize that wall sockets are
not to be played with. Playing with wall sockets could result in very
serious injury. If the children think of interesting experiments theyshould tell you and perhaps you could try them with batteries in classfor all the children to see.
HOW ELECTRICITY TRAVELS
CONCEPTS TO TEACH:
Lesson 2
All things are made of atoms. Atoms have a basic structure and all atomshave electrons which move in orbits rapidly around the center of the atoms.
Electrons may be forced to move from atom to atom, but the number of electronsper atom always remains the same.
Electricity is actually a chain of moving electrons, which needs a complete
circuit in order to be used.
MATERIALS:
Large diagram of an atom.Diagram of atoms within a wireThirteen balls of paper.
ACTIVITIES:
I. Review of last lesson:
Model of en atom
Take a few minutes for a review of the main points of the last lesson:
I. The vast network of wires which supplies electricity.2. What a circuiteisir
3. The results of the experiments ( only if there appears to.be plentyof time.)
II. Structure of an Atom
In each of the experiments in the past lessOn a little static electricitywas made. To be able to understand how it is made and how it moves, a verysimplified study of the atom must be done.
Lecture:
If it were possible for us to look through a magnifying glass which could
make things look millions of times bigger than they actually are, we would seethat all things, wood, people, metals, air, trees, all things are made out ofbillions of tiny,tiny,tiny, things called atoms.An atom if we could see it wethink that it would look something like this:
0
ATOM
Center of atom
Electron
The center of the atom stays in one place while the small parts calledELECTRONS zoom around it. Each electron has a separate path to spin on aroundthe center of the atom. There is only one electron on each path and althoughthe electrons are all moving around the center of the atom at very very fast
speeds, they do not ram into the other electrons belonging to that atom. Insome ways the center of the atom is like the sun and the electrons are like the
earth and other planets which travel around the sun.Each atom has a certainnumber of electrons, it can never have any more or any less than the number of
electrons it is supposed to'have.
Electrons not only move around the center of the atom, but it is possibleto force an electron to move from one atom to another atom.
Everything is made of atoms. Even a tiny speck of dust is made of billionsof tiny atoms. The atoms are close together. Have the children pretend thatthe following is a picture of the inside of a very very thin wire and thatthey are able to see what the atoms look like inside the wire.
Activity:
Have a group of five or six children come to the front of the room andform a line one behind the other. Each child is to pretend that he is anatom. To each child give two balls of paper. The children are to pretend thatthese are their electrons. The instructions then are that each child is tohave one and only one paper ball in each hand. They must accept any "electrons"handed to them and may pass behind them to the next "atom" one or both of
their old electrons.Give the first child in line a new "electropP an tell the rest of the
children to watch as electrons travel from one atom to the next.The child at the end will with face with the problem of what to do with
his 'extra "electron" He may be encouraged to drop it or throw it.
Points to emphasize in a discussion are:
1. The atoms did not move, they stayed to make the line. Theirelectrons moved from one atom to the next.
2. Each atom always had the same number of electrons.
3. The electrons moving from atom to atom produced a force. That
force is electricity.
4. Something could have been done with the extra. electron at theend of the line. Instead of dropping it, (child) could have
thrown it at a bell to make it ring, or at a switch to make it
start a machine.
ELECTRICITY IS A STREAM OF MOVING ELECTRONS
VI. Experiments
When a lot of electrons build up at the end of a chain of atoms and are all
set to go someplace, we say that a charge has been set up. The children
saw the charge in the aluminium and rubber experiment, and some felt the
charge in the throw rug experiment. We can get the electrons to move in
certain materials simply by rubbing them with another material.
1. Rub a plastic rod with a piece of flannel or have the children rub
plastic combs with flannel, then hold them up to their hair and hear
the crackling as the plastic attracts the hair.
All these experiments involve static electricity which is easy to make but
hard to put to work. In the next few lessons the children will learn
how electricity for buildings and cities is made. What gets the electrons
moving to supply us with the electricity we need and use everyday? To
help answer this question the class will first look at magnets and some
of their properties.
Lesson 3
MAGNETS
CONCEPTS TO TEACH:
Magnets have two poles - a north pole and a south pole.
The poles of one magnet. are attracted to the opposite poles of another magnet.The north pole of one magnet is attracted to the south pole of another magnet.
Like poles push away like poles. A north pole of one magnet will push away thenorth pole of another magnet, and a south pole of one magnet will push awaythe south pole of another magnet. .
The Earth is like a huge magnet. It has a south: magnetic pole and a north magnetic
pole.
A compass works because the needle of the compass is actually a magnet. The south
pole of the needle magnet is attracted by the Earth's north magnetic pole, andthe north pole of the needle magnet is attracted to the Earth's south magnetic
pole.
MATERIALS:
A Lodestone or magnatiteA bar-magnet, a u-magnet, and a horse shoe magnetIron filingsStringTwo yardsticksA compass for each child.
LECTURE AND ACTIVITIES:
I. Different kinds of magnets
Have available several differvit sizes and shapes of magnets. Show the
children how the magnets will stick to or pick up metal things.
/
Show the children a lodestone or a piece of magnatite. This is a natural
magnet which will pick up pieces of iron filings. They should be sur-
prised to see that nature and not only man can make magnets.
Pass out two magnets to each child. Tell the children to bring the magnets
as close together as possible without touching each other. Ask if the
magnets seemed to pull toward each other or push away. Explain that the
push or pull that they felt is a force. This force they feel is called
magnetic force.
I. The poles of a magnet
Place a bar-magnet in a shallow box with iron filings. Let the children
observe where the most filings are picked up. Do the same experiment with the
horse shoe magnet and the U-magnet.
The force of the magnets is strongest near the ends. The ends of themagnets are called magnetic poles. There are always poles on a magnet no matter
what sh:Te the magnet may be.
The poles of a magnet are usually at the ends of the magnet.Every magnethas tv,o poles. The poles are marked on some magnets. N stands for the north
pole and S stands for the south poles
The force of magnetism is different at the two ends of a magnet. Thechildren should remember that when they use the magnets together that the like
ends push away from each other and the unlike ends pull toward each other.In other words, a north pie of one magnet will push away the north pole of
another magnet. , and a south pole of one magnet will push away the south poici
of another magnet. But a north pole of one magnet will attract the south pole
of another magnet, and a south pole of one magnet will attract the north pole
of another magnet.
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Instruct the children'to test their two magnets. As they bring their
magnets together,tell them.that if the magnets are attracted to each other they
will feel a pull and will know that two opposite poles are involved. If the
magnets push away from each other they will know that the same poles of the
two magnets are facing each othei.
III. Pull of magnetic poles
Experiment 1
Sprinkle some iron filings on two thin pieces of paper. Hold a
horse-shoe magnet under the first sheet and let the children observewhat happens to the iron filings. The iron filings should no longer be
scattered about on the paper, but make a pattern when the magnet is placed
under the papers.
Try the same experiment with the barrmagnet. Gently tap the edge
of the cardboard. As you tap, make sure that the children see the pattern
which is made.
1.The patterns of the filings should look like lines.
2. Most of the lines of the filings will be curved.
3. The curved lines should seem to run from one pole of the magnet
to the other pole of the magnet.
4. The lines of force will be closest together at the poles of
the magnet.
IV. The mag1netic Earth
The children have heard of the North and South poles of the Earth. Point
out the poles on a globe. The North and South poles are at opposite sides
of the Earth and are called geographic poles (like geography). The Earth
has two other poles which are very near to the geographic poles. These
poles are called the Earth's magnetic poles. The region of the Earth's
northern magnetic pole is the Artic. The region .:f the Earth's southern
magnetic pole is the Antarctic.1
V. The pull of the Earth's magnetic poles on bar-magnets
Experiment:
Mark the north poles of two bar-magnets with tape. Hang the magnets free
from strings far apart from each other in the room. (The magnets can be
hung with strings from yard sticks held on desks by books.) Wait until
the magnets stop turning, then have the children notice in which direction
the north and south poles of the magnets are pointing. Ask if anyone can
guess why both magnets are pointing in the same direction.
When the magnets are hanging in the room they are free to move back and
forth. The force of Earth's magnetic pull acted on each magnet. Like a
huge magnet, the Earth's northern magnetic pole pulled at the.south pole
of the magnet, and the Earth's southern magnetic pole pulled at the northern
pole of the magnets. So the dangling magnets ended up pointing in a north-
south direction.
VI. Magnets as compasses
Point out to the children that the dangling magnets are acting like
compasses by showing us which direction is north and which is south. The
needle in a compass is really a magnet. It is a very small bar-magnet.
Pass out a compass for each child to look at as you explain how a compass
functions.
.The magnet in a compass can move freely just as the hanging magnets could.
The force of the Earth's magnetic poles act upon the magnet needle in
the compass. If the compass is still for awhile, the magnet needle stops
moving. The needle points in a northsouth direction when it comes to
rest. It turns until it points in the direction of Earth's north And
south magnetic poles.
Show the children how they can use a compass to find in which direction
they are walking. Allow the children to walk around the room with the
compasses, and ask them to determine in which directions they are walk-
ing.
Lesson 4
HOW ELECTRICITY IS MADE
CONCEPTS TO TEACH:
Electricity is produced by setting electrons in motion.
Lightning is static electricity which has been produced by air currents
setting electrons in motion.
Conductors are materials which will carry electricity.
Electricity that comes from the powerhouse is called current electricity.
The electricity which we use is either made by machines or chemicals.
MATERIALS:
Illustrations of machines producing electricity.The blow up of the inside of a wire from Lesson 2 for display.'
DISCUSSION:
1. A review of static electricity
Briefly review the idea of moving electrons from Lesson 2. Go over
several of the experiments with static electricity. Emphasize that
the "electric charges" were made by rubbing materials to make the
electrons move through them.
The (static) electricity was removed from the rod and comb by bringing
them near something that would accept and carry the extra electrons.
Any materials-which will carry electricity are called conductors.
The children, when they walk on a wool carpet and scuff their feet
become charged with extra electrons. The electric charge which they
build up in their bodies is given off when they touch metal or another
individual. They receive a shock when the electricity moves from them
to the conductor. (place word "conductor" on board.)
II. Lightning
The children would be interested to learn that lightning is-made
similarly. In a thunderstorm, great amounts of electricity are given
off. The atoms in clouds moving rapidly in a storm rub against each
other and a charge of electrons is set up. When the charge of electrons
becomes great enough, lightning flashes through the sky. The moving
electrons in lightning need to find some conductor to carry them.
The electrons may be attracted to any number of things, hopefully a
lightning rod, or a tree.. Lightning rods are metal rods which some
people put on their houses so that the electricity will be attracted
to the rod rather than to the house. (The childrIn have probably been
told never to stand under a tree or to carry an umbrella in a light-
ning storm.) Even though a tree will not conduct small charges of
electricity, a flash of lightning is powerful enough to move through
a tree. Lightning then is, a huge number of electrons that move fast
suddenly with a flash of light. The sound .of their rapid movement is
called thunder.
Some of the children may already know who Benjamin Franklin was, and be
familar with the experiment he did with lightning and electricity. If
you get no response you might give a brief discription of the kite and
key experiment.
III. The electricity we use
A. Electricity from machines
The children should now know that we can get electricity from light-
ning, and we can get a little electricity from rubbing a plastic
rod with wool, but the point should be made that a fantastic
amount of electricity is used everyday all over the world. We
don't sit around waiting for lightning storms and we don't have
a zillion little men sitting around rubbing plastic rods. What do
we do, how do we get all the electricity that is needed everyday
to light our lights and'run our machines?
alb
Actually the way to make electricity as we have seen is to get those
electrons moving from atom to atom. This can be done by two ways.
The way that the electricity used in our homes and schools is made
is by machines in powerplants. Machines with huge MAGNETS go.over
and over wires to start the electrons moving, they pull the.elec-
trio current form made. The machines that make electricity are
run by steam like trains used to be, or by the force of water fall-
ing from giant waterfalls like NiagraFalls turning the wheels of
the machines.
If the children appear interested or if you would like to go into a
little more explanation you could use these drawings to illustrate
the process-. (Drawings of following page.)
B. Electricity from chemicals
One of the ways electricity is made is by machines, and the other way
is by the use of chemicals. Chemicals are liquids and powders which
can be mixed together to make other materials.
Ask the children what they know about batteries. Have they ever work-
ed with flashlight batteries or the small batteries in transistor
radios. Have any of their batteries ever "gone bad" or leaked? What
do they think that it means when a battery "goes dead"?
Next lesson you will take apart a battery so that the children can
see what it is made of and learn why it makes electricity.
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INSIDE A BATTERY
CONCEPTS TO TEACH:-
Lesson 5
. A battery contains chemicals in a black material, a carbon rod, a metal cap,
a zinc container, and a paper wrapper.
Electricity is produced in a battery by a chemical action which sets up a
flow of electrons.
If electricity is to flow from the battery, a wire circuit must connect from
the metal cap on the top of the battery to any place on the bottom of the
battery.
A wire should not be left connected from the top of the battery to the bottom
of the battery, because the wire will become very hot and the battery will
soon wear out. Connecting a wire from the top of the battery to the bottom
is called shorting a battery.
A battery holder consists of a rubberband and two Fahnestock clips, and is
used to hold wires to a battery.
MATERIALS:
Several batteriesA large diagram of the inside of a battery
A small screw driverBulb
LECTURE AND DEMONSTRATION:
I. The inside of a battery
A battery is to be taken apart during this class period. This can hP done
by first prying the metal around the top of the battery with a screw
driver until the metal stands straight up. The inside of the battery
may then be pushed out of the outer metal covering or the outer covering
may be pulled away. You may want to saw the battery in half so that the
children can observe how the materials fit together. As you take the
battery apart show the children the metal cap, the carbon rod, the black
material containing chemicals, the zinc container, the outer paper cover-
ing, and the paper disc at the bottom.
, Metal cap
Paper covering
Zinc casing
lack material containingchemicals
-13-
II. How a battery works
Using a large diagram you can explain how the black material which contains
chemicals somehow makes the electrons in the battery move up the carbon
rod in the center and out the top of the battery. As the electrons are
forced to move towards the top of the battery, there are fewer and fewer
electrons at the bottom-of the battery. A complete circuit, and path for
the electrons to travel to get back to the bottom of the battery from the
top is needed. This is supplied by connecting a wire from the top of the
battery at the metal cap, to the bottom of the battery. Show the child-
ren how to light a bulb this way by using two wires. The bulb will light
showing that electricity is traveling through the wires.
III. Shorting a battery
Instead of using a bulb, use only a wire. The wire will heat up immediately,
so call upon a child and wait until the child is in reach of the wire to
make the connection. Ask the child to touch the wire. (You may wish to
tell him that it will be warm.) Also have the child touch the wires of the
set-up with the lighted bulb. Those wires will not be warm. The children
should realize that electricity is traveling over both-wires, but only the
single wire gets hot.
The danger of connecting only a wire to the top and bottom of a battery
should be emphasized. The battery will wear out very quickly and the
wire will be very hot.
IV. Battery holders
Show the children how to make a battery holder which will be used from now
on to hold the wires to batteries. A battery holder consists of a rubber
band and two Fahnestock clips. The Fahnestock clips are made of metal
and hold the wires. One Fahnestock clip must be placed on the metal cap
at the top of the battery and the other Fahnestock clip must be touching
some part of the bottom of the battery. (AlpRubber band
Wire
Fahnestock Clip
'BATTERY HOLDERattery
ubber Band
Pass a few Fahnestock clips around the room to give the children an opportunity
to see howhntterv.
they work. Show. them how the battery holder is fitted onto the
LIGHTING A BULB
CONCEPTS TO TEACH:
Lesson 6
A bulb in order to light in a circuit must be connected to the circuit through
its silver tip and gold screws. The children should be able to light a bulb
at least three different ways using a bulb, a battery and one-i or two wires.
A complete circuit is a continuous path through the battery and bulb or bulbs.
To have a complete circuit the electricity must be able to pass through the
silver tip and gold screws of the bulb and through the metal cap at the top
of the battery and through the bottom of the battery.
A bulb holder is designed to hold a bulb and connect the bulb to an electric -
circuit. It makes sure that a wire is connected to the tip of the bulb and
another wire is connected to the metal screws of the bulb.
MATERIALS:
.Battery
WiresPink bulbs-Fannetock Clip
Rubberband
ACTIVITY:
ft
I. Lighting a bulb.
..
Wrap the end of a short piece of wire around the screwlike base of a
small pink bulb so that it holds the bulb tightly. Bend the remainder
of the wire in the shape of the letter C. -Set the tip of the bulb on
the metal cap of the battery and adjust the free end of the wire against
the bottom of the battery. The bulb should light.
Turn the battery upside down and have the bulb touching the bottom of the
.battery and the end of the wire touching the metal cap. Again the bulb
should light.
Explain to the children that there are two places on the bulb which must
be touched by wire or battery. These placei are the tip of the bulb
and the "gold" colored screws on the bulb.1
I
Ask the children to remember which parts of the battery must be touched
by the wire or bulb. Repeat - Which 4 parts have to be touched? Tips
of bulb, gold screws of bulb, metal cap of battery, bottom of battery.
II. Complete circuit concept.
Make a drawing showing the path of the current through the bulb andthrough the battery. Again emphasize the concept of circuit. (Thewires, the light, and the battery make an electric circuit. A cir-cuit with no breaks is call a complete circuit. Electricity can nottravel without a complete circuit. A complete circuit must pass throughthe silver tip of the bulbs, the gold screws of the bulbs, metal capof the battery, and the bottom of the battery.
III. Bulb holder.
A bulb holder is designed to held a bulb and connect the bulb to a cir-cuit. If connected in a circuit the bulb holder assures that the silver'tip of the bulb and the gold screw of the bulb are in the circuit.
Show the children the small white bulb holders which will be used in class.Explain how the wires of a circuit will be attached to the bulb holderby the small screws., Use a diagram like the following to explain howthe bulb holder works.
Metal to connect wire = Metal which connects wireto gold screws of bulb. to silver tip of bulb
Screw to hold wire. 427"24`.7-64--Screw to hold wire-c-t-..----'......-1-1
Show the children a set-up using a bulb holder and a battery holder. Theyshould understand that sockets for large light bulbs work the same waythat the little bulb holders do. Have a ldrge porcelain bulb holder andlarge light bulb on hand for this demonstration.
Draw a number of set-ups on the blackboard and ask the children if they
think. the bulbs will light. Test their answers by using the battery
and bulb.
Ask someonewhat happens.here - wire
gets hot.
This could be turned into a type of game. One child at a time could
come to the board and draw a set-up. He could whisper his answer,
ask the other children to guess, and you could test his drawing with
the battery and bulb.
-18-
RESISTANCE, CONDUCTORS, AND INSULATORS
CONCEPTS TO TEACH:
Lesson 7
A wire gets hot because there is resistance to the flow of electrons over it.
Some kinds of wires have more resistance than other kinds of wires.
Metals which allow electrons to travel through them easily are called good
conductors. Metals which make it more difficult for electrons to travel
through them are called poor conductors.
Materials which stop the flow of electrons are called insulators. Insulators
are used to protect agair'st hot wires or shocks.
Silver and popper are good conductors, they allow electrons to travel over
them easily. But silver is very expensive so copper is used for most of
the wires in homes and schools. Nichrome, steel and tungsten are not good
conductors. The electrons must really work to get through them, so these
wires get hot easily. Tungsten is used in light bulbs, and nichrome and
steel are used in heaters.
MATERIALS:
Batteries
PliersSmall piece Of paperBare copper wireBare steel wireA short piece of insulated copper wire
"traffic chart"Materials listed on third pageTester. with one, two, and three batteries
LECTURES AND ACTIVITIES:
Z. Different wires in the same circuit
Ammeter6" piece6" piece6" piece6" piece6" piece
of silver wireof steel wire
of copper wire
of nichrome wireof tungsten wire
A light bulb and an electric heater both contain a wire made of a special
metal. A bulb usually has'a wire made of tungsten, and a heater usually
has a wire made of the metal nichrome.
made they had wires made of steel.
Experiment:
When electric heaters were first
Have ready two batteries, pliers, a piece of bare steel wire, and bare
copper wire both about three inches long and of equal thickness, and
a small piece of paper.
Connect the batteries with the insulated wire as shown below. Twist the
copper and steel wire together at one end. Connect the copper wire to
the cap of one battery and the steel wire to the bottom of the other
battery by holding it with the pliers.
Tell the children to watch carefully as you touch the paper first to thecopper wire and then to the steel wire.
The same electricity flows through the copper wire and the steel wire. Yetsteel wire heats up more than copper wire does.1 That is why steel wire
was used in heaters.
II. Flow of electrons over different kinds of wire
A. Resistance
What is special about these metalg that makes them produce heat when
electrons are pushed through them?
Remember that a conductor is any material which will carry electricity
or let electricity pass through it Steel wire produces heat be-
cause although it is a conductor, (it lets electricity pass through
it) it is not as good a conductor as copper. The steel wire resists
the flow of electrons more than copper does. To resist means to try
to stop something.
B. Good conductors and poor conductors
Why does more resistance make more heat? We can compare the flow of
electrons to the flow of automobile traffic. Traffic can flow smooth-
ly on a well paved road. This road is a good conductor of automobiles,'
just as copper is a good conductor of electrons. The other road is
like steel, a not-so-good conductor. On it the cars bump and jostle
as they crawl along. In the steel wire the bumping and jostling
of the electron traffic causes the atoms of steel to bang around
and rub against each other. This rubbing of the atoms against eachother produces heat, just as when you rub your hands together quickly
for a time. The faster the atoms bump into each other the hotter the
wire becomes.
-20-
C. Insulators
Perhaps this thought should occur to the children - if a material
with fairly high resistance such as steel gives off some heat,
then a material withivery high resistance should give off much more
heat. Cotton thread has a much higher resistance than steel wire,
but when you try a piece of thread in the experiment instead of
steel wire nothing happens, the thread doesn't get hot.
Just like a very very poor road with awful holes and ruts, the thread
has so much resistance that no traffic can pass. Traffic of elec-
trons is slowed down so much in the thread that there is little or
no movement. Cars standing still don't have bumps or crashes with
each other, so when the electrons can barely move let alone bump
each other, there is not much rubbing and so heat is not made.
Materials which have high resistance to electron traffic and will not
or will just barely carry electricity are called insulators. Mate-
rials which are insulators are often used to protect us from hot
wires. When we looked at the electric cord the first lesson, we
found that the wires were inside a covering. Plugs and light cords
are often covered with plastic, cotton material, or rubber. If it
were not for these insulators covering wires we would not be able
to pick up electric cords when electricity was traveling through it
nor would birds be able to sit on the telephone and electric lines
outside.
III. Testing Materials: conductors and non-conductors
A. Experiment
Use a set-up like the following to test other materials which are
either CONDUCTORS or INSULATORS.
You might ask two children to come to the front of the class and test
the materials while you record the materials under one or two cata-
gories, conductors or insulators. Materials which might be used:
key pennysomething plastic (part of pen) book
glass rubbarband or eraserscissors aluminium foilwooden pencil mirror.
nail spoonhandkerchief bricklead part of pencil
After these materials have been done and if there is any extra timethe children could be encouraged to test objects they may be cur-ious about. They should be able to generalize that all the "con-ductors" they have tested are made of metal.
B. There are no perfect insulators
There are no perfect insulators. If there is a big enough electricalcharge the force will go through any material. For the little wireswe use, we could use paper or cloth as insulators; but if the elec-
.
tricity had a stronger flow the paper or cloth would not protect us.Materials can not be placed perfectly in one of the two groups weused, but there are definitely some materials which are betterinsulators than others.
IV. Some metals are better conductors than other metals
Metals:
There are no perfect conductors either. In general metals are good con-ductors but some of them let the electricity pass through more easilythan others. Silver is probably the best conductor, but the cost ofsilver makes it too expensive to use for all the wires .we need. Most
of our wires are made of copper. Copper is more expensive than someother metals Like steel and iron. Why do you think that copper is usedinstead of these cheaper materials?
zxperiment:
Perform an experiment using an ammeter to test six inch strips of copper,steel, nichrome and tungsten wires.
AMMETER COMMENTS
SILVER Best conductor but very expensive
COPPER
NICHROME
STEEL. .
TUNGSTEN
Use in light bulb because of high
resistance
The children will be able to see that the copper allows more electrons topass through. This is because copper atoms do not hold onto their elec-trons as tightly as iron or steel atoms do.
-22-
WIRES LONG AND SHORT, AND THICK AND THIN
CONCEPTS TO TEACH:
Lesson 8
The longer a wire the more total resistance it.makes against the electricity
traveling through it.
The thinner tin! wire the more resistance. Electricity must do more work to
get through a thin wire than it does to get through a thicker wire.
MATERIALS:
1 two-foot piece of 032 (thin) Nichrome wire
1 four-foot piece of #26 (thick) Nichrome wire
2 rolls #22 (thick) copper wireI roll 036 (thin) copper wire1 WB bulb and bulbholder1 PB bulb and bulbholder1 battery and battery holder
LECTURE AND ACTIVITIES:
)
I. Review of Lesson 7 - Conductors
In the last lesson the children were able to see that some metals are
better conductors than other metals. The less resistance a metal
gives to the travel of electrons over it the better a conductor it
is. The outcome of the experiments with the ammeter and different
wires were:
METAL AMMETER READING COMMENT
SILVER
Best Conductor -but very expensive.
COPPER
NICHROME
11 STEEL
II. The longer the wire the more the resistance
Copper wire is a better conductor of electricity than nichrorne wire.
That is if we compared a six inch piece of copper wire with a six
inch piece of nichrome wire the six inch piece of copper wire would
be less resistant to the flow of electricity than the six inch piece
of nichrome wire.
Ask the children if they think that the difference in the length of a
wire will have any effect on the ammount of resistance it will give
the flow of electricity passing over it. While they are thinking
-23-
1.
2.
3.
4.
tell them to watch as you place the following on the board. (Youmight want to try set-ups 1 and 3 and lengthen the wires in set-ups 1 and
3 until the children can see the differences in the lights of the bulbs.)
Short Nichrcme Wire
Short Copper Wire
Nichrome
Nichrome
__i---1 i
Long Nichrome Wire
Long Copper Wire
Copper
copper
-24-
-....._--
013WIsER 1-1iLl
The shorter the wire in a circuit the less work the electricity hasto do to get from the top of the battery to the bottom of the bat-tery. Again comparing different kinds of wire to different kindsof roads, if there are two roads of equal length, one of the roadsis a very good road (a good conductor of traffic) and the otheris a very poor road (a poorer conductor of traffic). So it ismuch easier and faster to take the good road. But if there is avery long good road and a very short poor road, even though thetraffic may be much slower over the poor road the shorter distancemay take less effort than the longer good road. The same is truefor wires.
C.ORI-VD.I xv,Ile4._
op.
Lc-(0 Row...., -, -;r0 ni,- T.
" . . ... . . ..." . . . . . . ...... .
- - - - - ,...''''\\
_ . . - - ". . . . . .
r s
Poor Conductor Good Conductorr_
Nichrome Copper
III. Review
Different kinds of wires offer different amounts or resistance to theflow of electricity. Some wires are better conductors than others.
The longer a certain wire is the more resistance it offers. For in-
stance a thick copper wire 10 inches long makes the electricity workharder than a thick copper wire only 2 inches or even 9 inches long.
Sometimes if a poor conductor is much much shorter than a good conduc-tor the electricity will not have to work as hard going through the
25-
poor conductor as it does going through the good conductor.
IV. The thinner the wire the more resistance it will have.
The children have seen that the metal a wire is made of determines howgood of a conductor the wire will be. They have also seen that thelength of a wire affects the resistance it offers, the longer the wirethe more resistance it has that must be overcome by the electricity.Ask the children if they think that the thickness of a wire will deter-mine how well it will conduct electricity.
Use an ammeter to test foot lengths of:
#32 (thin) Nichrome wire#26 (thick) Nichrome wire#36 (thin) Copper wire#22 (thick) Copper wire
Place the following grid on the board and have a child record the find-ings as you test the wires.
WIRES AMMETER READING
#32 (thin) Nichrome Wire
#26 (thick) Nichrome Wire
#36 (thin) Copper Wire
#22 (thick) Copper Wire
Make sure that the children understand that the thinner the wire themore resistance it offers to the flow of electricity. More water cango through a big hose than through a small hose, and it is easier togo through a big tunnel than to squeeze through a little tunnel. Athick copper wire is a better conductor than a thin copper wire. Athick nichrome wire is a better conductor than a thin nichrome wire.
V. To make a thin copper wire and a thick copper wire or a thin nichromewire and a thick nichrome wire have equal resistance lengthen thethick wires.
Only if you take a very long piece of thick nichrome wire and compare itwith a very short piece of thin nichrome wire will both pieces of nichromewire have about the same amount of resistance. The same would be truefor copper wires.
A. Use a thin nichrome and a thick nichrome wire in the following set-ups.You may also use a thin copper wire and a thick copper wire, but be-cause copper is a better conductor than nichrome you will have tolengthen the thick copper wire to a fantastic length (3 or 4 timesaround the room) in order to produce a noticeable difference in thebulb.
-26-
I. Lengthen the thick wire until the two bulbs light to aboutthe same brightness.
2. Measure both wires to see what length of thick nichrome has thesame amount of resistance as a certain length of thin nichrome.
Thin Wire
B. To increase the amount of work (resistance) that electricity must doto get over a wire - make the wire longer.
Thin Nichrome Thin Nichrome
As the wire in B is lengthened the bulb becomes dimmer. Eventually
the wire will be so long that the electricity will find it isdifficult to get to the bulb to light it.
-27-
t
Thin Copper Wire
=--
Thick Copper Wire
LThin Nichrome Wire Thick Nichrome Wire
V. Review
When considering how good a conductor a wire is you must consider:
1. What kind of metal it is made of. Some metals are better.conduc-tors than others.
2. How long is the wire - the longer the wire the more resistanceand the more work the electricity must do to travel over it.
3. How thick is the wire - the thinner the wire the poorer a conduc-tor it is, the harder it is for the electricity to travelthrough the wire.
-28-
LIGHT BULBS
CONCEPTS TO TEACH:
Lesson 9
Thickness of wires affect their resistance to the flow of electricity - thethinner the wire the more resistance a wire offers, or the thicker thewire the better it will conduct electricity.
The reason that a bulb lights is because it contains a very thin wire whichglows because it offers so much resistance.
Pink bulbs have thinner filaments than white bulbs and therefore offer moreresistance to the flow of electricity.
Because the pink bulb has a thinner wire and offers more resistance in acircuit than a white bulb does, when both a white and a pink bulb are inthe same circuit, only the pink bulb will light.
MATERIALS:
#32 (thick) copper wire#36 (thin) copper wireAmmeterBatteriesPiece of claySeveral light bulbs of different voltagePink and white bulbs.
LECTURE AND ACTIVITIES:
I. Review - the thinner the wire the more the resistance
When different thicknesses of wire the same length were tested duringthe previous lesson the following results were obtained:
Kind and Thickness of Wire Ammeter Readin
#22 (thick) copper
#36 (thin) copper
#26 (thick) Nichrome
#32 (thin) Nichrome
Thin copper wire gave more resistance than thick copper wire. Thinnichrome wire gave more resistance than thick nichrome wire. Thethicker the wire the less work the electricity must do.
II. How a bulb works
Recall the experiment in lesson 7. A copper wire and a steel wirewere placed in the same circuit. The steel wire gave more resistancethan the copper wire so it became hot when the electricity worked itsway through it. If a piece of wire with high resistance is placedin a circuit it will get hot.
Ask the children if they have any ideas how bulbs are made.
Make the following set-up. Pull the thin copper wire tight:
Batteries
Thin copper wire
Piece of clay
Thick Copper wires
Remind the children that thin wire in a circuit gives more resistance toelectricity and becomes hot. The thinner the wire the faster it getshot.
The very thin copper wire smoked and became "red" hot. The small bat-teries we use in class have only 1 1/2 volts a piece. If we use twoof these batteries together we have an electric current of 3 voltsbecause 1 1/2 plus 1 1/2 makes three volts.
A volt is the pressure that forces the electronsto move over the wire. A trickle of water onyour nose can tickle you. A fine stream ofwater from a well-aimed water pistol can stingquite sharply because the water pistol addspressure.. The small batteries have a pres-sure of 1 1/2 volts. The electricity coming
-30-
from the sockets in your home and school comes at
about 110 or 220 volts. The electricity from the
sockets has about 100 times more force than the
little batteries. That is why you should neverever play with the sockets in your home or school.
The small batteries are safe, the sockets are not
safe!
III. Inside a light bulb
Pass around several large bulbs so that the children can look at them
and perhaps read the voltage.
Have a number of large light bulbs with the glass removed available to
be passed around the room. Tell the children to look at the bulbs
carefully and see if they can trace where the electricity travels in-
side the bulb. Show them a large diagram of the inside of a bulb.
_Explain how when the bulb is screwed into a socket it completes a cir-
cuit for the electricity. Trace the path the electricity for the
children to see.
Ask the children what they think happens when they shake a bulb too
hard or when the bulb "burns out". (The small wire is broken or
burned in half, the circuit is then broken and no electricity is able
to travel through the bulb..
IV. Pink bulbs and white bulbs
A. A white bulb has a thicker filament. than a pink bulb.
Give each child a pink bulb, a white bulb, and a magnifying glass.
Tell them that the pink beads or the white beads do not help the
bulbs to light, but are merely there to hold the wires in place and
are different colors so that we can easily tell the two bulbs apart.
Tell the children to look carefully at the bulbs with the magnifying
glass. Ask them what difference they see in the bulbs besides the
different colored beads. The small wire in the pink bulb is much
smaller than the small wire in the white bulb.
-31-
Now, ask the children if they think that the difference in the sizeof the small wire will make any difference in the way the bulbs
light.
B. The pink bulb is easier to light, but a white bulb is stronger.
Light each bulb using one battery. Explain that the pink bulb is
easier to light. The smallest amount of electricity that is neededto light the pink bulb is not enough electricity to light the white
bulb. It takes a little more electricity to get the white bulb tolight than it takes to get the pink bulb to light. One battery is
plenty of electricity to light either bulb, but perhaps, half abattery would only light the pink bulb and not the white. This is
not the only difference. Look at this: Add one battery after
another to the pink bulb. Tell the children to count the batteries
as the pink bulb becomes brighter and brighter. The children should
enjoy seeing the bulb get brighter and be rather surprised to seeit go out when about the fourth or fifth battery is added.
Do the same with the white bulb and again have the children count as
you add batteries. The white bulb will go out when about the sixth
or seventh battery is added.
Explain that as the batteries were added the bulbs burned brighterand brighter until the wires became so hot that they burned in half.
The thin wire in the white bulb is thicker than the thin wire in the
pink bulb, so that although the white bulb will not light as easily
to begin with, it is stronger and will let a much stronger current
of electricity pass over it.
C. Pink and white bulbs in the same circuits.
This is a very interesting experiment using pink bulbs and white bulbs.
Set up a circuit which looks like the following.
1. Pink Pink
2. White White
I
3. White Pink
I. When two pink bulbs are placed in the same circuit both bulbs light.
2. When two white bulbs are placed in the same circuit, both bulbs
light.
3. Now show also what happens when both a white bulb and a pink bulb
are put in the same circuit.
The children should be very surprised to see that only the pink bulb lights
and that it lights much brighter than either of the pink bulbs did
when two pink bulbs were in the same circuit.-32-
1. Discussion:......Ask the children if they think that any electricity is going
through the white bulb?
1. How would one know that electricity is going through the
white bulb? (There must be a complete circuit for theelectricity to be ale to travel to light the pink bulb,
so some electricity is definitely going through the white
bulb.)
2. If electricity is passing through the white bulb, why doesn't
52 make the white bulb light? This is the explanation:
2. Explanation:
In order for the electricity to be able to travel over the circuit,
it must be able to get through the smallest wire in the circuit.
In this last circuit we made, the small wire in the pink bulb was
the smallest wire in the circuit.
The operation is kind of like a person crawling through an under-
ground cave. If a person is going to be able to go from one end
of the cave to the other he must be small enough to fit through
the narrowest tunnels of the cave. Only people small enough to
fit through the narrow tunnels will be able to travel in the cave.
When these people get to the very narrowest parts they will just
barely be able to wiggle through. They will have to push and
squeeze and when they push and squeeze they will rub against the
sides of the tunnels, and just like when you rub your hands to-
gether very quickly, they will make a little heat.
This is what happens with the electricity. It pushes to get through
the narrowest wires, but has a very easy time getting through the
thicker wires.
You might use this diagram to further explain the phenomenon.
-33-
Pink bulb
WHITE BULB PINK BULB
When there are only pink bulbs in a circuit identical
wires of the.pink bulbs are the narrowest parts of the
circuit.When there are only white bulbs in a circuit the iden-
tical wires of the white bulbs are the narrowest part
of the circuit.But when there are both white and pink bulbs in a
circuit, the wires of the pink bulbs are narrower than
the wires of the white bulbs so the pink bulb is the
narrowest part of the circuit. The electricity works
to get through the narrowest part of the circuit - the
pink bulb, and un-..e through it the white bulb requires
almost no effort at all. The electricity pushing
through the pink bulb, lights it, and slips easily
through the white bulb.
Only when electricity has to push and work to get through a wire does-
electricity make heat, and it makes enough heat pushing through the
small wire of a bulb to make the bulb light up.
-34-
SHORT CIRCUITS - AN EASIER PATH
CONCEPTS TO TEACH:
Lesson 10
A short circuit is an easier path for electricity to take.
A fuse protects against fires by a thin wire which melts and breaks a
circuit when the wires become too hot.
MATERIALS:
BatteriesBulbsBulb holdersCopper wiresFuses
I
LECTURE:
I. Short Circuits
A. Short Circuit - An Easier Path
Probably alot of the children have heard the term "short circuit". A
short circuit is not necessarily a smaller or littler circuit asthey will soon see. A short circuit is really just an easier path
for the electricity to take. I want you to remember that a short
circuit means an easier path.
Electricity is like alot of people these days. It will do just as
Much work as it is forced to do, and it will take advantage of any
way to get out of a job.
We know that we must have a completed circuit for electricity. We
must be able to trace electricity from the place it started and back
again.
B. Experiment
1. Tell the children to look carefully and see what happens when a
copper wire is placed across the wires in the circuit to a lighted
bulb.
-35-Copper wire
Electricity actually flows in all wires but most of the electricitygoes the easier path. Bulb doesn't light because not enough elec-
tricity goes through the bulb.
There is a bulb, a battery and wires leading from the battery tothe lighted bulb. When the wire is placed across the circuit wires,the light goes out.
Ask the children if they think that there is any electricitytraveling over any of the wires? If any of the children think thatelectricity is traveling over the wires, ask the child to come tothe front of the room and trace the path it is taking. If there
is no response from the class, ask one of the children to come for-ward and feel the wires.
Establish that there is a circuit which goes from the top of thebattery to the bottom. Ask the children if-there is any electri-city going through the bulb, and why not ... The electricity hadthe choice of two paths leading from the top of the battery to thebottom (trace the paths) but the electricity took the path where
it didn't have to light the bulb, it took the easier path withles work.
2. Take a long copper wire and attach it to the top and bottom of thebattery like this:
Long copper wire
Tell the children to watch carefully as you attach the long wireto the set-up. Again the bulb will go out. Why? Even though
this new path is much;much longer, the electricity chose thispath because it doesn't have to do as much work, doesn't haveto light the bulb.
Attach a thin nichrome wire to the battery instead of the copperwire. The bulb will light despite the extra wire (thin nichrome).Have the children recall that the extra wire has more resistancebecause:
1. nichrome is poor cuiductar and2. the thinner the wire the more resiatanze_it_has.
The electricity would have to do more work to get through thethin nichrome wire than it does to light the bulb so it takesthe easier path and goes over the copper wire and through thebulb.
Thin nichrome
4. This time add another light with its own circuit to the same
battery. The light will work because the electricity has an
equal choice, it has the same amount of work to do on either
circuit so there is no easier path - no short circuit.
5. Draw the following six set ups on the board. Have the children
trace the paths and show where electricity is flowing. Some
will be complete circuits, some short circuits, some circuits
through the bulb and some will have no complete circuit.
Complete circuit through
the bulb.
Short circuit made
by the extra wire.
Complete circuit through No circuit
the bulb.
Circuit does not
pass t%roughthe bulb.
Complete circuit throughthe bulb.
II. Danger of Short Circuits
Lets make a short circuit using only a bare wire. We will attach one
end of the wire to the top of the battery and the other end of the
wire to the bottom of the battery. Ask one of the children to touch
the wire. What has happened? (The wire is hot.) Ask if they think
that a short circuit could be dangerous. Why or how? That do they
think people do to protect their houses from the heat of short circuits
which might develop because of poor wiring or worn out electric cords?
III. A Fuse - protects against short circuits.
Ever hear of a fuse? Does anyone know what a fuse looks like? (Pass
around a fuse for all to see.) Tell the children to look closely and
they will see a thin wire stretched across its center.
There is a soft strip of metal in each fuse. If there is a short circuit,
the soft metal becomes hot and melts before the wires can become hot
enough to start a fire. When the metal in the fuse melts, the circuit
is broken and electricity can no longer travel over the wires.
Ask the children if the lights have ever gone out in their homes, and
their parents said, "must have blown a fuse", or "must have burned out
a fuse". This is what they were talking about. These little fuses
only cost about 25 cents, but they save a great deal of money by pro-
tecting against fires caused by poor wires.
IV. Liquid Pathways
Cartridge Fuse5
The children have studied good conductors, poor conductorsiand insulators.
They have seen that the good conductors are metals. But metals are not
the only things that conduct electricity.
Experiment:
Have ready; clear containers of water, vinegar, and cooking oil. Use a
tester like the one shown below. Test each of these liquids. (Actually
you should have several testers available differing in number of batter-
ies, to see if more power is required to light the bulbs with the liquids.)
Place the tester in the clear water and slowly add quantities of salt
until the children can see the bulb light. Do the same for Comet
cleanser and Bicarbonate of Soda, and cooking oil. A chart should
be made to record the findings.
TESTERS
Battery and
Battery holdern
...........,---.....____.
Fahnestock. 4-----
Bulb addBulb holder
BRIGHTNESSBright,
TYPE OF ONE TWO Standard,
SOLUTION* BULB BATTERY BATTIMIES Dim
WATER
PB
WB
.
SALT WATER
PB.
WB
.
BAKING SODA
PB-
WB
COMET CLEANSER
PB
WBt
COOKING OIL
PB
WB
REVIEW
CONCEPTS TO TEACH:
Lesson 11
This class period should be used to discuss the material presented in the
past ten lessons, to answer any questions the children might have, and
to clarify the important concepts of electricity.
DISCUSS:
The basic structure of atoms.How current electricity is a chain of moving electrons which needs a complete
circuit in order to be used.Electricity is either made by machines or chemicals and that we depend upon
a vast net work of wires to get the electricity to our homes or school.
Review the insides of a battery explaining the purpose of each part.
Review ways to light a bulb using one bulb and one battery. Have the flash
cards available from lesson 5 and run quickly through them with the
childr,n.Have one of the children explain the use and functioning of a bulb holder.
Discuss conductors and insulators. Have the children try to recall as many
conductors or insulators as possible. Why or how do conductors and insula-
tors do their jobs? (Theory of resistance)
Review that:1. Certain metals are better conductors than other metals.
2. The longer a wire is the more work electricity must do to get over it.
3. The thinner a wire the harder work.it is for electricity to get
through it and the faster the wire will heat up.
Have the children explain how and why a light bulb lights. Review the diagram
of the inside of a light bulb.After reexamining the light bulb have the children explain the difference
between a thick or thin wire in a circuit.
Review the difference between white and pink bulbs and have the children
explain the phenomena of a white bulb not lighting when in the same circuit
with a pink bulb.Review the concept of a short circuit as "an easier path" for the electricity
to take. Give them several examples of short circuits, and have them trace
the circuits and explain why a wire is a short circuit.
Talk about the use of fuses to prevent damage and fires., Get the children to
explain how a fuse works.
Terms:
Circuit - the path over which the electricity travels and it must be
. complete.
Electricity - the flow of electrons needing a complete circuit in
order to be used.
Resistance -- is the slowing down or prevention of the movement of
electrons through a material.
Conductors materials, usually metals, which will allow electricity to
travel through them easily.
Insulators - materials which will not allow electricity to travel through
them easily and therefore can be put around wires to protect
people and objects from hot wires or electrical shocks.
Liquid pathways - liquids which can be used as part of an electric circuit.
Pink bulb - one of .the two small bulbs which we use in class. The pink
bulb is marked by a pink bead and has a much thinner wire
than does the white bulb.
White bulb - the other of the two bulbs used in class. The white bulb
has a white bead and a much thicker wire than the pink bulb.
The pink bulb is easier to light because its thinner wire
offers more resistance to electricity and glows sooner, but
the white bulbs thicker wire can take a stronger current of
electricity so can glow brighter than the pink bulb before
brealiing.
Short circuit - is an easier path which the electricity will take to get
back to its source.
Fuse - a small round piece with a thin wire which is added to a circuit
so that if the wires get too hot in the circuit the thinner metal
wire in the fuse will melt and the circuit will be broken. This
is used to protect against fires from over heated wires.
1.
4.
7.
10.
REVIEW of comoleting a circuit and liehting a bulb.
Will the following bulbs light in the set-ups? Check the path the electricity
follows and the two parts of the battery and two places on the bulb which must
be touched to be part of the circuit.
NO
NO
2.
5.
8.
3.
6.
NO
NO YES
NO NO
YES
11.
YES
-42-
9.
12.
YES
NO
OzO
Mv1
t
Oz
Lesson 12
BATTERIES IN SERIES
CONCEPTS TO TEACH:
The word series means to connect in a chain with one object following another.
The brightness of a bulb can be increased by adding more batteries in a series
with the top of one battery following the bottom of another.
MATERIALS:
BulbsBulb holdersBatteriesBattery holders
Wires,
LECTURE AND EXPERIMENT:
I. Simple Series
A.
Have four batteries in rubber band battery holders, and one bulb holder
with wires attached.
Show the children what happens to a bulb when two batteries instead of
only one are used in a line (series):N r "
Ask the children what difference the added battery made.- Add another
battery and another battery. The bulb will become ibrighter as each
-battery is added. Explain that his way of connecting batteries in a
circuit is called connecting in a series. Series means connected in a
chain, one after another like a string of pearls. (The children may be
familiar with the word series in World Series, which is a certain num-
ber of baseball games played one after another).
II. Special Series: What direction must the batteries face?
Tell the children to watch closely to see if it makes any difference
in which directions the batteries are pointed when connected in a series.
'Then make the following three set-ups for them to compare.
6.
-44-
The bulb in set-up B will not light. Explain that the batteries must be
pointing in the same direction. The top of one battery must follow
the bottom of the other, like a chain of elephants each holding ontothe tail of the one in front with his trunk.
Set-ups A and C worked because in both cases the batteries were pointingin the same directions. Set-up B did not work because the batteries
were pointing in opposite directions,
The action involved here might be explained something like this: The
forces from the batteries are like lines of people trying to get through
a swinging door. If all the lines are going in one direction they canpull together and go through the door easily and in strength. But if
an equal number of people are pushing on the swinging door from the
opposite side of the door the door will not move either way and no one
will be able to pass through it.
,
1(4- '?1-(--it
41\
1_ A
.,,
Use sqt-up A or C and add another battery. Make sure that again the
children see that the bulb becomes brighter each time a batteryis
added. (It might be a good idea to have a "standard" one bulb con
nected to one battery - available for comparison.)
III. The batteries which are not opposed get to light a bulb.
Ask the children to notice that as you added batteries you made sure that
all of the batteries were pointing in the same direction. Remind them
that when they saw set-up B with the two batteries facing each other,
the bulb would not light. Ask the children what they think would happenif three batteries were used with two of the batteries facing in onedirection and the third battery facing in the opposite direction. Make
the set-up and show them what happens. (The bulb lights but only as if
one battery were being used.) Explain this phenomenon as like
Three boys of equal strength. Two boys are on one side of a
swinging door and one is on the other side. Because there
are two boys on one side they will be able to push past the
one boy. But the one boy will grab one of the two boys as they
run through the door, so only one of the two boys will be free
to travel on.
-45-
de < <-E-- E- E -l-
Je
(Lt91:3-
Ask what would happen if there we a
Twu batteries on Dne side and two batteries on the other side.
Three batteries on one side and four batteries on the other side.
One batters on one side and four batteries on the other side.
Two batteries on one side and four batteries on the other side.
Two batteries on one siC.e and three batteries on the other side.
Make each set-up to show whether or not the childrens guesses were correct.
The children may be intergsted to see that the series set-up for batteries
is used in flash lights. Show them the diagram of the inside of a flash-
light and let them trace the circuit.
III. A Switch - makes or breaks a circuit
Time should be taken to explain the operation of the switch. The switch
is a piece of metal, which when moved in one direction completes the
circuit from the batteries to the bulb. When the switch is pushed in
the opposite direction the circuit is broken and the bulb goes off.
-46-
4-fi
r ; /
.
SW
V1C
tieA
-rr4
c...s
I.
1. -4%
ft/7
k
ilsy
tt4k
i/
.. R4.
c le
ctoY
;;.4
.
SPIV
BATTERIES IN PARALLEL
CONCEPTS TO TEACH:
Lesson 13
Parallel means lined up one after another like fence posts.
Hook bati:.ries in parallel set-ups to provide a source of reserve oremergency electricity.
If batteries En parallel are allowed ro point in opposite directions, oftenthey form a separate circuit and can even short circuit a bulb..
MATERIALS:
BulbsBulb holdersBatteriesBattery holdersWires
LECTURE:
I. Parallel batteries for emergency power
The children have seen what happens when batteries are connected top tobottom in a series; the bulbs get brighter, and when batteries arefacing one another in a series set-up, either the bulb will not lightor it will light very dimly depending how many batteries are pointedin each direction.
Tell the children to watch carefully to see what happens when batteriesare set up next to each other like prison bars or fence posts. This
type of set-up is called a PARALLEL set-up.
Connect a third battery. Still the bulb will light as though only one
battery were being used. Try more batteries - no matter how many youhook up the bulb will light the same.
Sometimes it is important to be able to hoop batteries up in parallel
set-ups. See if the children can figure out why.
When batteries were hooked up in series, it was found that the more
batteties the brighter the Iii;ht. In a series set-up all of the
batteries are helping to light th. bulb. But in a parallel hook
up the bulb lights the same brightness no matter how many batteries
are used. What really happens in a patallel set-up is that only
the battery nearest the bulb does the lighting. When that battery
wears out, the next battery in line does the work of lighting the
bulb.
In a parallel set-up only one battery does the work and the rest are
used for emergency. Kind of like eating one can of beans before
opening another on a hike. The other batteries are held in reserve.
II. Must batteries in parallel point in the same wul
This will be very interesting. Parallel means to line up next to one
another. Ask the children if they had noticed that you had always
set the batteries on the table with the tops of the batteries point-
ing upward.
Have the children watch as you -_lace two batteries next to one another,
but point one upwards and one downwards like this:
A.-r-->--->--.
The light does not light. Is there any electricity traveling over any of
the wires? What is needed for the electricity to travel? A circuit!
You can see that the electricity is not going through the bulb, because
the bulb is not lighting. Ask if anybody knows what has happened. If
a child wishes to, he may touch the circuits to feel which wires are
warm. Tell them to think back to an old lesson and see if they can
remember. The second battery has made an easier oath. It has made a
short circuit. A short circuit is an-easier way, and electricity al-
ways will take the easier way. Tell the children to watch as you
draw in some arrows to show them where the electricity is going. The
electricity travels this circuit because there is almost no work to
do going this path.
Here is a sketch of what happens when the batteries are set-up in parallel.
Notice which w..:57 the batteries are pointing in both set-ups A. and B.
B.
In set-up B the only circuit over which the electricity can travel goesthrough the bulb so the bulb lights, When the first battery wears outthe second battery takes over and supplies the electricity.
Series and Parallel Batteries
Compare the brightness of the bulbs to a standard set-up. (Be sure to have astandard set-up available - one battery and one bulb)
1. 2.
5.
tf
8.
L
3.
Won't Light
4.
1 1
' 1 [don' Bright
6. 7.
Standard
(1 battery bright)
9.
Bright!
C 3 battari4s 1;ri9ht)
Won't Light
10.
Bright-Pr r-r r
*Won't Li
BriglIt!
11.
IStandard
(These 2 batterieswill wear out)
12. 13.
Standard
15.
A
(These 2 batteries Standard
will wear out)
Lesson 14
A NEW LANGUAGE
and
REVIEW OF BATTERIES IN SERIES AND PARALLEL CIRCUITS
CONCEPTS TO TEACH:
Signs can be used to stand for parts in a circuit.
MATERIALS:
Flash cards with circuits on them from lesson 12.
Flash cards with circuits on them from lesson 13.
LECTURE:
I. Signs to Represent Equipment and Circuits
It takes too much time to draw a battery and a bulb everytime we
are working with a circuit. Scientists and electricians can't
afford to waste time at the drawing board so they use signs to
stand for batteries, a bulb and wires. This will be like a new
language for you. It may be a little strange at first, but it
will be easy after we have practiced for a little while. Then
you will be able to read and write circuits that only electri-
cians and such people can usually understand. This is the new
language:
Battery r-i Top
Bottom
Circuit
....--'
...--
Or.
or
->
...__L___
-52-
PB
)
TopBottom
or
WE
Circuits
PB
PB
Wires
i
-----<r----
I
Wires joinedor touching
4....1........
Thick Copper Wire
----C...--
Wires crolsed but not
touching or joined
together
Insulated Wire
Have the children go over the new signs and then draw a few simple
circuits on the board and have the children point out the direc-
tions of the batteries, the bulbs, etc.
II. Review of Parallel and Series
When the children seem fairly familiar with the signs, review the
principles of series and parallel circuits.
1. Series means connected one after another like a string of
pearls. Each battery must be pointing in the same direction
in -order to get the full power of each battery. If some of
the batteries are pointing in one direction and some in an-other, than the bulb will be lighted by the power from the
-53-
r.
extra batteries on the one side. If there are an equalnumber of batteries pointing in both directions the bulbwill nut light.
2. Parallel means that the batteries are lined up next to eachother like fence posts. When all of the batteries are pointing upwards, only the first battery will light the bulb orbulbs, and when it wears out the next battery will take overthe work. If some of the batteries are pointing up and somepointing down, then a short circuit might be set up so thatthe bulb may or may not light.
III. Using the New Signs
Review the flash cards from Lesson 11. When the children are able tomove fairly smoothly through those cards, review the NEW LANGUAGEwith them and have them solve the following set-ups:
Won't Light Bright
Won't Light
E')
Bright
Very Bright
Standard
Won't Light
Standard
Dim-54-
Standard
Bright
Very Bright
Bright
A..
BULBS IN SERIES AND PARALLEL
CONCEPTS TO TEACH:
Lesson 15
Bulbs connected in a series circuit share the electricity of that circuitso that the more bulbs that are added to the circuit the dimmer they will
all become.
If one bulb in a series circuit is either unscrewed or burned out, the rest
of the bulbs will go out. Each bulb in a series circuit is part of that
circuit and when one bulb breaks the circuit the electricity is unable to
get to the other bulbs to light them.
MATERIALS:
BatteriesBattery holders with wiresBulbsBulb holders with wiresWires
LECTURE AND ACTIVITIES:
I. Bulbs in series share the electricity so the bulbs dim as more bulbs are
added to the circuit.
Tell the children that when you talked about batteries being connected in
a series it meant that one battery would follow another battery like
picture A. Now they will see what happens when bulbs are connected one
after another in a series like this. (picture B)
13.
First start-with one bulb and one battery, the good old STANDARD. Tell
the children to look closely as you add another bulb, and another. As
more bulbs are added the bulbs get dimmer and dimmer. (Like water
rushing through a hose, the more holes that are made in the hose the
lower the little fountains that are made by the holes.) Note how many
haw. to be added until' they go out.
II. A bulb in series can act as a kind of switch
Ask the children what they think will happen if you unscrew one bulb? Why?
Unscrew a bulb and the lights go out. Explain that the unscrewed bulb
can be like a switch which opens the circuit and stops the electricity.
When you want to turn the lights on you screw in the bulb, when you wantto turn the lights out you unscrew it.
-55-
Removing the bulb is making a break in the circuit. The other bulbs
need a complete circuit for the electricity to be able to go through
them.
The series of lights they see in front of them are almost like Christmas
tree lights except that they aren't colored. Ask what happens when
their Christmas tree lights don't work. The first thing they probably
do is to check each bulb to make sure it is not burned out. If a
Christmas tree light burns out it means that the thin wire in it is
broken and so the circuit is not complete. All of the bulbs share the
same circuit and must have it complete in order to get the electricity
necessary to make them light.
III.1 Comparison of batteries in parallel and bulbs in parallel circuits.
When we hooked batteries up into parallel set-ups each battery had its
own path or circuit to the bulb. We can do the same sort of thing
with bulbs. When bulbs are connected parallel there are more than one
circuit to the battery or tatteries. Compare parallel batteries and
parallel bulbs:
Have one of the children come up to the board and trace the three circuits
in each of the above set-ups.
IV. Bulbs in parallel dim only slightly when more bulbs axg addeA, h.iilbs in
series dims a lot each time another bulb is added.
Start first with one bulb connected to one battery. Tell the children to
watch the bulb as you add another bulb with its own circuit in parallel.
Both bulbs will light to standard brightness. Add another bulb in para-
llel and another. All four bulbs will be pretty much the same. Now
take one of the bulbs away and compare the three bulbs in parallel with
three bulbs in a series circuit:
Parallel bulbs
3 separate circuitsBulbs will all light to almost standard
brightness
Series bulbsOnly one circuitBulbs will be very dim
V. Any bulb in a parallel circuit can be unscrewed without affecting the
other bulbs, but if a bulb is unscrewed in a series circuit the circuit
will be broken and all the other bulbs will go out.
Remember what happens when we unscrew one bulb in the series set-up? all
of the other bulbs will go out too. Look what happens when I unscrew
one of the bulbs in the parallel circuit (do the middle one). We can
take a bulb out of the parallel set-up and still the other bulbs will
continue to light. The reason for this is that each bulb in a parallel
set-up has its own circuit or path to ttle battery. The bulbs do not
have to share a circuit as they do in a series set-up.
VI. White and pink bulbs in series and parallel circuits.
See if anyI
of the children can remember what happened when a white bulb
and a pink bulb were put in a series set-up. Make a set-up using a
white bulb and a pink bulb in series. Then make a set-up using a
white bulb and a pink bulb in parallel. Then add a pink bulb to each
set-up. Then make a third set-up with a combination of series and para-
llel bulbs. These are the set-ups:
Standard
Won' t Light
Dim
Won't Light
Dim
4
r`i
Standard
..._,,../SndardvonlStandard
t Licht
Dim
\1 Standard
-...---9
Dim
Dim
Standard
Standard
_An't
Standard
/ Standard
Standard--Lon't-Light
After you have built these circuits and shown the children what happensto the bulbs, show them diagrams of the set-ups and have them tracethe circuits and explain the brightness of the bulbs.
Ask the children how they think the bulbs in the classroom are connected?Why?
-58-
PARALLEL AND SERIES BULBS AND BATTERIES
CONCEPTS TO TEACH:
Lesson 16
This is a review and an application of the material learned in the pastthree lessons dealing with parallel and series bulbs, and parallel andseries batteries.
MATERIALS:
BulbsBulb holdersBatteriesBattery holdersWires
DISCUSSION:
Review with the children what is parallel and what is series set-up in bothbatteries and bulbs. Go over the flash cards used in lessons 10, 11, 12,and 13. Get the children to discuss what happens to bulbs when batteriesare connected in parallel or series, and what happens to the bulbs whenthe bulbs are connected in parallel or series. If questions arise usethe time to go over any problems or confusion that the children might have.Have them think of ways where we use parallel batteries or series batteries,or parallel bulbs or series bulbs.
1. Parallel batteries -
2. Series batteries - Flash lights
3. Parallel bulbs - Ceiling lights in buildings, street light
4. Series bulbs - Christmas tree lights
Start on the following diagrams. Have the children explain the brightnessof the different bulbs, trace the flow of electricity, and identify theconnections as parallel or series. You may wish to put the diagrams onthe board, or have them prepared on large flash cards. Have batteries inbattery holders and bulb holders with wires attached available for demon-stration in case questions arise or answers need to be validated
1.
4.
7.
Indicate HOW BRIGHT each bulb is. STANDARDDIMBRIGHTBrightness of two batteriesBrightness of three batteries
Standard
Very Dim
Standard
2.
5.
8.
Dim
3.
0
Standard
1
I
-60-
Bright
6.
Standard
Bright
I
1
,
I
U<
Standard
1
10.
12.
6
Dim
Standard A little dimmerthan Standard
13.
Very Very Dim
1.
4.
10.
CUAPLEX CIRCUITS
CONCEPTS TO TEACH:
Lesson 17
This lesson can be set up a number of ways. Basically it is a review and anapplication of the principles learned in the previous six lessons.
1. The set-ups may be placed on cardboard cards ahead of time and thebulbs screwed in after the children have guessed the outcome.
2. Two teams could be chosen to give answers and explanations to theset-ups drawn on cards.
3. You might want to draw the set-ups one by one on the board and callupon different children to supply the answers, and then review withthem the reason for the answer.
2. 3.
Standard Standard
Standard
LDim
Dim
5.
8:,
11.
Bright
Standard
Standard
-62-
6.
Standard
9.
Won't Light II
Won't Light
Standard
Standard
12.
Standard
Won't Light
Won't Light
PriQlit
13. 14.
Dim
Dim
Dim
Dim
or,
tx
FINAL REVIEW
REVIEW:
18
1. A circuit is the path electricity travels, It must be complete, from
the source of electricity through the places where the electricity must
work, back to the source.
2. Electricity is the flow of electrons through a material.
3. Electricity is made in a battery by chemicals. If electricity is to
travel from the battery, a wire circuit must connect from the metal cap
on the top of the battery to any place on the bottom of the battery.
4. A bulb is made tfith a very thin wire which lights or glows because it
has more resistance than the other wires in the circuit. The tip of a
bulb and the gold screws of the bulb must be touched in the circuit, if
the bulb is to light.
5. A wire gets hot because there is resistance to the flow of electrons
over it. Some kinds of wire have more resistance than others.
A. Some wires in order of how well they conduct.
1. Copper2. Nichrome3. Steel
6. Resistance is increased in a wiry when,
A. the wire is made longer, and
B. ;Alen tle wire is made thinner.
7. Some liquids can be used as part of a circuit, i.e., salt water, comet
cleanser and water, baking soda and water.
8. A short circuit is made when an easier path away from the source of power
and back again is made for the electricity to travel over.
-Stftnt (Ircu:r -')
9. White bulbs will not light when in the same series circuit with pink
bulbs because the pink bulbs have more resistance and narrows the flow
of electricity that passes through the white bulbs, so that the elec-
tricity is not big enough to light the white bulb.
-64-
10. Batteries connected in series increase the power traveling a circuit
when all batteries are facing in the same direction.
When some batteries in series are facing one direction and the others
in the opposite direction, subtract the number in the one direction
from the number of batteries in the opposite direction to find how
much electricity is traveling the circuit.
I
/\ \--L13
11. When batteries are connected in parallel and are pointing in the same
direction only the battery closest to the bulb will produce the elec-
tricity and the others will take over as reserve power when the battery
in front of it wears out.
12. Bulbs when connected in series share the electricity with each other so
are dimmer than if each bulb had its own circuit. When one bulb in
series is unscrewed the circuit to the battery is broken and all the
other bulbs go out too.
13. Bulbs connected in parallel have their own circuit to the battery and
are not disturbed by taking out a bulb in another parallel circuit.
Each bulb lights as though no other bulbs were connected to the battery.
'14. .When considering how bright a bulb will burn attention must be given to,
1. the type of bulb it is (pink bulb or white bulb).
2. The kind, length, and thickness of wires used (copper is a gocd
conductor, nichrome is a poorer conductor).
3. The way the batteries are attached - parallel or series.
4. The way the bulbs are connected - parallel or series.
5. Any extra wires which may short circuit the electricity; or any
breaks in the circuit which would prevent the electricity from
having a complete circuit, which it needs to travel from the
source of power and back again.
WILL THE BULBS IN THE FOLLOWING SET- UPS LIGHT?
YES
Complete Circuit
NO
YESNOShort Circul
1
YESStandardBrightness
YES
ThickCopperWire
1 :) YESCOMP lete
Circuit
YES
Brightness ofTwo Batteries
NO
Very ThinCopperWire
NO
HOW WILL THE BULBS LIGHT?
1.
CHOICES: Bright
StandardWon't Light
LShort Circuit - Bulbs Won't Light
Won't Light .- Short Circuit
Won't Light - Short Circuit
7.
2.
4.
Standard Brightness
1
rf
Won't Light - Short Circuit
./
Standard - Insulatfd Wire
Bright - 2 Batteries
HOW BRIGHT WILL THESE BULBS BE
CHOICES: StandardBrightDimWon't Light
StandardStandard
Won't Light
Won't Light
PB
2.
5.
8.
Standard
Won't Light
Standard
Won't Light
, -69-
1
Standard
Bright
2 Batteries
'Standard
13.
16.
19.
Bright - 2 batteries
21.
23.
Standard
Standard
Standard
17.
-r
Standard Standard
24.
Won't Light
Won't Light
20.
22.
Very Bright(3 batteries)
18.
Won't Light
Very Bright
(4 batteries)
L
Dim
Dimmer than standarBright
Bright plight
APPENDIX I
STUDENT'S WORKBOOK FOR LECTURE-DEMONSTRATION ELECTRICITY UNIT*
*Called "Understanding Electricity" in the concluding (1968) study
(Section VI).
Gra cte
c.
LESSON #1
A CIRCUIT IS BE PAM THAT
ELECTRICITY TRAVELS OVER
POWERHOUSE
BULB
POWERHOUSE
POWERHOUSE Jr s wer.
BULB
BULB
LESSON 2
ELL-CW77 is a STREAML of MOVING ELECTRONS......
ELECTROI
CENTER OF ATOM
ELECTRON )l2
ALL THINGS ARE MADE OF BILLIONS OF TINY ATOMS
WE THINK ATOMS LOOK LIKE THIS
ATOMS
ELECTRON
11..11M-07 ....................1141.1.
ATOMS WIREWIRE
WHEN WE MAKE ELECTRONS MOVE, WE MAKE A CHARGE CALLEDELECTRICITY
-P1AC-NETSLESSON 3
3
UNLIKE POLES OF MAGNETS PULL TOWARD EA CH OTHER
OS
td: M WaN
Mi IINS "MO A 1 I
*MO dwar. ."1.6 ..- ... I
--> <-----THE NOR TH POLE OF ONE MAGNET WILL ATTRACT THE
SOUTH POLE OF ANOTHER MAGNET.
MiriNIMON.MMNNMNOMMff.ammOM
dermal ......
eyed ...adds
Amy WOMB ....deal
...myAMP .0m
YR/ ..la delid) < ~anWMCIIMIll
THE SOUTH POLE OF ONE MAGNET WILL ATTRACT THE
NOR TH POLE OF ANOTHER MA GNE T.
LIKE POLES OF MAGNETS PUSH EACH OTHER AWAYI 1 t % e
i i \\I""""'"Ie 1 , a/ ) \ -\` .-*
N s \ - .44;At , . ,
. I/ i< ............ ...-------...>
THE NORTH POLE OF ONE MAGNE T WILL PUSH AWAY
THE NORTH POLE OF ANOTHER MAGNET.
tomormenn:/1, 0 1 1,, S
ii, % Iptimmariregm
... 414 )/ \ \..' ".. ; 4 k -
.C. .0,- i'''..,\ k % /.\ \r .. d...<.-----;. ..------->
s
THE SOUTH POLE OF ONE MAGNET WILL PUSH AWAY
THE SOUTH POLE OF ANOTHER MAGNET.
.4-
-4'
z0cnCi)4.114
MO
O...
20
Gen
erak
or
/fr-
srO
ir71
.
C01
1-.
i.2-2
:40.
4i/2
".7
J111
1\11
11iN
it.;,,
,0,..
,
Am
Tbr
bine
,
How
Ete
ciri
cify
Com
eto
our
Hom
es
6
LESSON 4
And her Gene,rator
LESSON 14-
,k717/77ARV
STATIC ELECTRICITY
CURRENT ELECTRICITY
LESSON 4
SUMMARY
CHEMICAL ELECTRICITY
BLACK MATERIAL
INSIDE A BATTERY
METAL CAP
LESSON 5
T AR
z"
46
4
4
IA
4 I
4
ZTIC COVERING
CARBON ROD
LribbViti D I0
A BATTERY NEEDS A CIRCUIT TO VORK
NOT WORKING WORKING
A CIRCUIT
OF BATTERY
BATTERY
MUST
AND
WORKING
CONNECT TOP
B OT TON OF
TWO CIRCUITS
BULB LIGHTS WIRE GE TS HOT
IDLESSON 5
Hay gillery l/o/der iiihri's
WIRE .vt.,/ferr &WierRUBBER BAND
441%**110.
%.0-`-"K........,FAHNSTOCK CLIP
A BATTERY HOLDER CONNECTS WIRES TO THE
CAP OF THE BATTERY AND THE BOTTOM OF
THE BATTERY.
BATTERY
ffa/fery HolWer 142/7
..gaileci
RUBBE_BAND
FAHNSTOCLIP
U..
IT
LESSON 6
.14,977/0 e? Z'dto light a b ulb (make a complete circuit)
FOUR PLACES must be CONNECTED
I. TOP of BATTERY
2. BOTTOM of BATTERY
3. BULB SCREW
4. SILVER TIP of BULB
LIJJDOES NOT MATTER IF THE BULB OR
BATTERY IS UPSIDE DOWN, AS LONG AS
ALL FOUR PLACES ARE CONNECTED.
IT DOES NOT MATTER IF THE BULB
THE
IS ONE
ITS SIDE, AS LONG AS ALL FOUR PLACES
ARE CONNECTED.
SET-UPS
DO THE BULBS LIGHT OR NOT ?PUT 0 IF THEY LIGHTPUT 0 IF THEY DO NOT LIGHT
LESSON 6 13
IF THEY
IF THEY
DO LIGHT
DO NOT LIGHT
LESSON 6 1
LESSON 6 15
Ahl d gS il7/; /a e 1. /1/0rAi
CONNECTS WIRE TO CONNECTS WIRE TO
GOLD SCREW 1 1 SILVER TIP OF BULB
A BULB HOLDER CONNECTS WIRES TO THE
SILVER TIP OF THE BULB AND TO THE GOLD SCREW
asplow~
F
LESSON 7 16
ronieJekty 2/2d ZnY0 6 /0rs
CONDUCTORS LET THE
ELECTRICITY THROUGH
EASILY - THEY DO NOT
RESIST ELECTRICITY.
INSULATORS ARE LIKE POOR ROADS.
THE ELECTRICITY STRUGGLES
THROUGH INSULATORS RESIST
ELECTRICITY.
CONDUCTORS INSULATORS- NON - CONDUCTORS
LESSON 7
CONDUCTORS (CONTINUED) INSULATORS (CONTINUED)
WHAT DO THE CONDUCTORS HAVE IN COMMON?
DO THE INSULATORS HAVE ANYTHING IN COMMON?
18LESSON 7
SOME METALS ARE BETTER CONDUCTORS THAN OTHER METAL
AMMETER READJNGCOMMENTS
SILVER
COPPER
NICHR OME
STEEL
TUNGSTEN
WHICH IS THE BEST CONDUCTOR ?
WHICH IS THE WORST CONDUCTOR ?
WIRES... LESSON 819
THE LONGER THE WIRE THE MORE THERESISTANCE
SHORTNICHR OMEWIRE
LONGNICHR OME
WIRE
WHICH BULB IS DIMMER ? WHICH BULB IS BRIGHTER ?
LONGCOPPERWIRE
WHICH BULB IS DIMMER ? WHICH BULB IS BRIGHTER x,
LESSON 8
SHORT NICHROME AND LONG COPPER
NICHROME RESISTS MORE THAN COPPER.
TO MAKE COPPER HAVE THE SAME RESISTANCE ASNICHROME -- MAKE IT LONGER.
NICHROME WIRE
POOR CONDUCTOR
NICHROME
WHY?
20
GOOD CONDUCTOR
COPPER
SOMETIMES A VER TORT HARD ROAD WILL BE FASTER THAN A
VERY LON ._,A.SY" ROAD.
LESSON 8
THE THINNER THE WIRE , THE MORE RESISTANCE
WIRES AMMETER READING
#32 (THIN) N I CH R 0 M E .
#26 (THICK) NI CHR OME
4436 (THIN) COPPER
1- 22 (THICK) COPPER
THIN
COPPE
WIRE
WHICH BULB IS BRIGHTER ?
THIN
NICHR OME
WIRE
DIMMER ?
THICK
NICHROME
WIRE
THICK
COPPER
WIRE
WHICH BULB IS DIMMER ? BRIGHTER ?
LESSON 8
TO MAKE THIN AND THICK WIRES OF THE SAME
METAL HAVE THE SAME RESISTANCE - MAKE THE
THICK WIRE LONGER.
THINNI CHR OME
22
THICKNICHROME
WHICH BULB IS BRIGHTER OR ARE THEY BO TH THE
SAME ?
Thin NichromeWire Thick Nichrome Wire
WE CAN MAKE A THIN AND THICK COPPER WIRE THESAME RESISTANCE BUT WE WOULD HAVE TO MAKE THECOPPER WIRE VERY LONG.
THINCOPPER
THICKCOPPER
WHICH BULB IS BRIGHTER OR ARE THEY BOTH THE
SAME ?
Thin Copper Wire THICK Copper Wire.a. *m.
LESSON 9
1/0717 ,6523
THIN COPPER WIR
,
WHAT HAPPENED HERE?
WHY DID IT HAPPEN?
PIECE OF CLAY
LESSON 9 24
INSIDE OF A BULB
WHY DOES A BULB BURN OUT ?
(BECAUSE THE THIN WIRE BURNS OUT)AmmINNIag.a...MMINI/ONNI..10M../11.0.0
HOW THE ELECTRICITY TRAVELS
IT PASSES THROUGHTHE SILVER TOPOF THE BATTERYTHE GOLD SCREW OFTHE BULB AND THESILVER TIP OF THEBULB AND THE BOTTOMOF THE BATTERY. -.7f-,T GOESFROM THE BATTERY TO THE THIN WIRE OF THE BULB, WHERE IT
MAKES THE BULB LIGHT, AND BACK TO THE BATTERY.
25
2 k)2(2/8 of go as
IPINK BULB ( 45)
LESSON 9
WHITE BULB ( 41)
WHAT IS DIFFERENT ABOUT THEM?
WHICH ONE WILL THE ELECTRICITY HAVE MORETROUBLE GETTING THROUGH ?
IT TAKES MORE ELECTRICITY TO GET THE PINK BULBTO LIGHT THAN TO GET THE WHITE BULB TO LIGHT.
01NwWW.WIWOrANOTHER WAY TO DRAW A BULB IN A BULB HOLDER
11110111*
WIWI&
THIS IS A PICTURE OF ABULB IN A BULB HOLDERLOOKING FROM ABOVE.
6)//fr of BPZ81
$'50efleis-
LESSON 9
PINK AND WHITE BULBS IN THE SAME CIRCUITS
PB PB
BOTH BULBS LIGHT - THE ELECTRICITY HAS TO
PUSH TO GET THROUGH BOTH BULBS.
WB WB
BOTH BULBS LIGHT - THE ELECTRICITY HAS TO
PUSH TO GET THROUGH BOTH BULBS.
PB
,
ONLY THE PB LIGHTS -
WHITE BLB.
PUSH TO GET THROUGH
U
WB
THE ELECTRICITY HAS TO
THE PB BUT NOT THE
LESSON 9 27
THE ELECTRICITY WILL ONLY LIGHT A BULB WHEN
IT HAS TO PUSH AND WORK TO GET THROUGH IT.
WHEN THE ELECTRICITY HAS TO PUSH TO GET
THROUGH THE NARROW WIRE OF A PB, IT DOESN'T
HAVE TO WORK TO GET THROUGH THE WIDER WB WIRE
111
PINK BULB (PB)i /
WHITE BULB (WB)
WHEN A
CIRCUIT,
PB AND A WB ARE TOGETHER IN THE SAME
ONLY THE PB LIGH TS.
LESSON 10
THE ELECTRICITY TAKES THE EASIER PATH IN BOTH
THESE CIR CUITS. THE BULB DOES NOT LIGHT.
THOUGH THE WIRE IS LONGER, IT IS STILL AN EASIERPATH.
A piece of Nichromedoes not make anit doe s not short
wireeasier path;our battery.
28
go' 3,
Both paths equally hard'NO short cir cuit.
29LESSON 10
TRACE THE FLOW OF ELECTRICITY IN THESE SET-UPS
COMPLETE CIRCUIT
THROUGH THE BULB
SHORT CIRCUIT MADE
BY THE EXTRA WIRE
NO CIRCUIT
COMP LE TE
CIR CULT
THROUGH THE
BULB
CIRCUIT DOES NOT
PASS THROUGH THE
BULB
COMPLETE CIRCUIT
THROUGH THE BULB
LESSON 10
-FUSES
30
FUSE: A small round pie ce with a thin wire which is
added to a circuit so that if the wires get too
hot in the circuit] the thinner metal wire in the
FUSE will melt and the circuit will be broken.
This is used to protect against fir es fromoverheated wires.
iv'8fus e
capr/r/W fasa
LESSON 10
TESTERS
..,-----------....
31
32LESSON 10
SOLUTIONTYPE OF
BULBONE
BATTERYTWO
BATTERIES
I BRIGHTNESSi BrightI StandardI Dim
WATER
PB
WB
SALT WATER
PB
WB
BAKING SODA
PB
WT3
PB
COMET CLEANSER WB
PB
COOKING OIL WB
LESSON 11 33
REVIEW
34REVIEW
Will the following bulbs light in these set-ups ?Check the path the electricity follows and the two partsof the BATTERY and two places on the BULB which musbe touched to be part of the circuit.
z
incn
- --+ a
4011%11
.
)
i
_gc7/zieries in trecies.
LESSON 12 37
MORE BATTERIES ADD MORE POWER
THE BULB GETS BRIGHTER AND BRIGHTER
1..-..mmim...,.............wm.m.........................,
ENOUGH BATTERIES WILL BLOW A BULB OUT
SERIES BATTERIES LESSON 1218
When batteries are facing the same direction, power will
travel from one battery through the next (the bulb will
light MORE BRIGHTLY with each battery)
lArhen batteries "are facing one another , the power in one
pushes against the power in the other and the bulb will
NOT LIGHT it is like two people pushing against a
swinging door neither
riL.~.0. Lei
144b.ft*"..."."ra
one ca n get through.
WHAT IS HAPPENING HERE ?
IMO
WHAT IS HAPPENING HERE ?LESSON 12 39
LESSON 12 40
WHAT IS HAPPENING HERE ?
41
ME
TA
L S
TR
IPB
AT
TE
RIE
S
RE
FL
E C
TO
R
SPR
ING
-""'
""^,
ZT
IP7=
or
LESSON 13 42
PARALLEL BATTERIES
AS WE ADD MORE BATTERIES- EACH BATTERY PUTS OUTLESS WORK
BATTERY USING FULL STRENGTH
BATTERY USING ONLY 1/2 STRENGTH
LESSON 13 43
BATTERY ONLY USING ONE-THIRD STRENGTH
BATTERY USING ONLY ONE- FOURTH STRENGTH
I 0"..---.., -------- --..----__________.-.---
L
LESSON 13
DO PARALLEL BATTERIES HAVE TO POINT IN THESAME DIRECTION?
FLOW OFDO
44
ELECTRICITY WHEN THEY
SHORT CIRCUIT OF BATTERIES WHENTHEY DO NOT
PARALLEL BATTERIES LESSON 13
Compare the brightness of the following set-ups tos andard brightness. What is happening in each one?
45
or
LESSON 14 48
SIGNS FOR CIR CUITS
....NIN./FRIN
top-...
bottom
PB
or
on.........
LESSON 14 51
NEW SIGNS
a.
5)
T
/(0,
T /0,
LESSON 14 53
/2.
Yerie 5 480 as
ALL THESE BULBS
LESSON 15 54
One BATTERY One BULBSTANDARD BRIGHTNESS
ARE DIM -
ELECTRIC POWER FROM THE
THEY HAVE TO SHARE THE
ONE BATTERY
EACH OF THESE BULBS GETS SO LITTLE ELECTRIC POW EP
THAT YOU CAN'T SEE THEM LIGHT UP.
r
/43:7caileie i ZZ/1.5--
One BATTERYOne BULBSTANDARD BRIGHTNESS
LESSON 15
ALL OF THESE BULBS ARE STANDARD BRIGHTNESS -
THEY ALL HAVE THEIR OWN PATH TO THE BATTERY
55
LESSON 15
PARALLEL AND SERIES PINK AND WHITE BULBS
THE PINK BULB LIGHTS
TO STANDARD BRIGHTNESS
THE WHITE BULB DOES NOT
LIGHT. WHY?
THE PINK BULBS LIGHT
DIMLY; THE WHITE BULB
DOES NOT LIGHT AT ALL.
WHY?
PREDICTION SHEET LESSON 15
HOW BRIGHT WILL THE BULBS LIGHT v:a4,i4 THE-- ....
FOLLOWING CIR CUITS ?
57
PREDICTION SHEET LESSON 15
HOI-V BRIGHT WILL THE BULBS LIGHT IN THE FOLLOWING CIRCUITS?
11.111.14111............1.0==
58
I
1
59LESSON 15
EACH OF THESEBULBS LIGHTS TOSTANDARDBRIGHTNESS
WHY?
EACH OF THESE BULBS LIGHTS TOSTANDARD BRIGHTNESS. WHY?
LESSON 16 60
PARALLEL AND SERIES - REVIEW
SERIES BATTERIES
WHAT ARE THEY ?
WHEN ARE THEY USED?
WHAT HAPPENS TO A BULB WHEN BATTERIES ARE IN SERIES?
HOW HARD DOES EACH BATTERY WORK?
PARALLEL BATTERIES
WHAT ARE THEY?
WHEN ARE THEY USED?
WHAT HAPPENS TO A BULB ;,'ITN BATTERIES ARE IN SERIES?
HOW HARD DOES EACH BATTERY WORK?
LESSON 16
PARALLEL AND SERIES - REVIEW
PARALLEL BULBS
WHAT ARE THEY?
WHEN ARE THEY USED ?
WHAT HAPPENS TO A BULB WHEN MORE BULBS ARE ADDED -IN
PARALLEL?
SERIES BULBS
WHAT ARE THEY ?
WHEN ARE THEY USED ?
WHAT HAPPENS TO A BULB WHEN MORE BULBS ARE ADDEDo
IN SERIES?
LESSON 16 61ASERIES BA TTERIES vs. SERIES BULBS
0...""........................."'".P' 1 14
When you add more batteriesin SERIES the light getsbrighter and brighter
ISO°When you add morebatteries in PARALLEL thelight stays the same
When you add morebulbs in SERIES thelightsdimmer
get dimmer and
When you add more bulbsin PARALLEL the lightsstay the same
Each bulb isconnected on its own
path", to the battery.Each bulb is
connected to itsSOUR CE
HOW BRIGHT IS EA CM BULB'?
maAIMMIIMIMINIIII
--r---1.-
we'
-0,
lerra.)0\111 L IU LPL
STANDAR DDIMBRIGHT
Brightness of two batteriesBrightness of three batteries
1
00
6,
LESSON 16 63
it
1.4
9
/0.
II.
o
LESSON 16 64
i
LESSON 16 65
J.
.111....
rI L
LESSON 16 66
WILL THESE BULBS LIGHT ?
COMPLEX CIRCUITS
NOSTANDARDBRIGHTDIM
LESSON 18 69
FINAL REVIEW
I,*
WILL THz FOLLOWING SET-UPS LIGHT ?LtbauE lt;
2
6
HOW WILL THE BULBS LIGHT?
1.
3.
5.
r
CHOICES: BrightStandardWon't Light
I
2.
4.
LESSON 18
i\
1
/
)
1.
4.
HOW BRIGHT WILL THESE BULBS BE
CHOICES: StandardBrightDimWm:t Light
10.
2.
5.
8.
3.
6.
12
9.
(
13.
16.
21.
23.
17. 1
I
7
I
018.
22.
25.
