Science Grade 04 Unit 03 Exemplar Lesson 03: Electrical Energy and Electromagnetic Fields

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1 Unit: 03 Lesson: 03 Suggested Duration: 7 days Grade 04 Unit 03 Exemplar Lesson 03: Electrical Energy and Electromagnetic Fields This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child s teacher. (For your convenience, please find linked the TEA Commissioner s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Synopsis Students will explore electrical circuits as systems as well as what is necessary to create an electromagnetic field. Students will also explore conductors and insulators of electrical energy. TEKS The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at Force, motion, and energy. The student knows that energy exists in many forms and can be observed in cycles, patterns, and systems. The student is expected to: 4.6B Differentiate between conductors and insulators. 4.6C Demonstrate that electricity travels in a closed path, creating an electrical circuit, and explore an electromagnetic field. Scientific Process TEKS 4.1 Scientific investigation and reasoning. The student conducts classroom and outdoor investigations, following home and school safety procedures and environmentally appropriate and ethical practices. The student is expected to: 4.1A Demonstrate safe practices and the use of safety equipment as described in the Texas Safety Standards during classroom and outdoor investigations. 4.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and outdoor investigations. The student is expected to: 4.2C Construct simple tables, charts, bar graphs, and maps using tools and current technology to organize, examine, and evaluate data. 4.2F Communicate valid, oral, and written results supported by data. 4.3 Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to: 4.3A In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student. 4.4 Scientific investigation and reasoning. The student knows how to use a variety of tools, materials, equipment, and models to conduct science inquiry. The student is expected to: 4.4B Use safety equipment as appropriate, including safety goggles and gloves. GETTING READY FOR INSTRUCTION Last Updated 04/23/13 page 1 of 23

2 Unit: 03 Lesson: 03 Suggested Duration: 7 days Performance Indicators Grade 04 Unit 03 PI 03 Design and build an electric circuit which will create an electromagnetic field that will cause an iron nail to pick up the largest number of paper clips. Explain the reasoning for the design including the properties of materials that were most useful for supporting the flow of energy. Standard(s): 4.2F, 4.6B, 4.6C ELPS ELPS.c.1E, ELPS.c.2E, ELPS.c.3H Key Understandings Electricity travels in a closed path, which creates an electrical circuit. What is the evidence that an electrical circuit is closed? Where does an electrical circuit get its energy from? A simple electrical circuit can create an electromagnetic field. What do you need to create an electromagnet? What is the greatest difference between an electromagnet and a permanent magnet? Vocabulary of Instruction closed circuit open circuit system electrical energy energy current electromagnet electromagnetic field energy transfer complete circuit incomplete circuit energy flow transformation magnetic broken circuit working circuit Materials battery (C or D cell, 1 per pair or group) brass fasteners (2 per group) bulb (flashlight, 1 per pair or group) bulb holder (1 per group) light bulb (removed sections from strand of holiday lights, see Advance Preparation, 1 per group) conductor testing equipment (see Advance Preparation) copper wire (not insulated, 2 piece, 1 piece per group) copper wire (stripped, 24 piece, 1 piece per group) cup (plastic, 6 ounce, 1 per group) eraser (rubber, 1 per group) foam (about 2 x2 to attach brass fasteners on, 1 piece per group) foil (aluminum, 2 x2 piece, 1 piece per group) glue or glue stick (1 per table group) Hershey s Kiss (2 per group) iron nail (2 3 per student) magnet (1 per group) marble (glass, 1 per group) nail (iron, 1 per group) paper ( 2x2 piece, 1 piece per group) paperclips (small, per group) pencil (sharpened, 1 per group) resealable plastic bags safety goggles (1 pair per student) scissors (1 pair per student) screwdriver (with insulated handle, metal tip, 1 per class) small paper clips (box of 100, per group) tape (masking) wire (copper, 24 piece, 1 per pair of students) wire (insulated, 6 pieces, see Advance Preparation, 1 per pair or group) wire (metal not copper, 24 piece, 1 piece per pair of students) wire strippers (see Advance Preparation, 1 per grade level) Last Updated 04/23/13 page 2 of 23

3 Unit: 03 Lesson: 03 Suggested Duration: 7 days Attachments All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website. Teacher Resource: Four Ways A Bulb Can Light KEY Handout: Electrical Circuits (1 per student) Teacher Resource: PowerPoint: Complete or Incomplete? Teacher Resource: Preparing Holiday Lights KEY Handout: Can a Kiss Conduct Electricity? An Investigation of Conductors and Insulators (1 per studen Teacher Resource: Saltwater as a Conductor Handout: Vocabulary Match-Up (1 per student) Teacher Resource: Vocabulary Match-Up KEY Handout: Making and Testing an Electromagnet (1 per student) Handout: Electromagnet Graph (1 per student) Handout: Electromagnetic Power Performance Indicator (1 per student) Teacher Resource: Instructions for Performance Indicator Resources None Identified Advance Preparation 1. Create a word wall. 2. Prepare the wire pieces. Cut the insulated wire into approximately 6 sections. Use the wire strippers to strip about 1 of the insulation from each end of the wire. 3. Prepare holiday bulbs using instructions found on the Teacher Resource: Preparing Holiday Lights. 4. Prepare the conductor testing equipment 5. Place materials for the investigation Can a Kiss Conduct Electricity? An Investigation of Conductors and Insulators in a resealable, plastic bag for easier distribution. 6. Read the Teacher Resource: Saltwater as a Conductor for instructions on how to demonstrate a circuit using fresh water and salt water. Remember, this is a teacher demonstration ONLY. 7. Prepare attachment(s) as necessary. Background Information Students will be introduced to electrical circuits and electromagnetic fields for the first time. Additionally, students will be looking at electricity as a form of energy. The concept of electrical energy will focus on the significance of closed paths in creating an electrical circuit and exploring an electromagnetic field. This lesson will also be the first introduction to conductors and insulators of electricity. Student knowledge of closed paths will be necessary to demonstrate the flow of electricity in circuits requires a complete path through which an electrical current can pass. Students should be made aware when describing circuits that closed circuit, working circuit, and complete circuit all refer to a circuit through which electricity can flow. In addition, open circuit, broken circuit, and incomplete circuit all refer to a circuit through which electricity cannot flow. Last Updated 04/23/13 page 3 of 23

4 STAAR Note: Unit: 03 Lesson: 03 Suggested Duration: 7 days Although this is not a Supporting Standard, this is the student s first introduction to electrical circuits. This directly supports Readiness Standard 5.6B. INSTRUCTIONAL PROCEDURES Instructional Procedures ENGAGE Acting Out An Electrical Circuit 1. Find out what students already know about electricity. Say: With a partner, discuss the following two questions and record your answers in your science notebook: What is electricity? What is an electric circuit? 2. To demonstrate a complete and an incomplete electrical circuit, instruct students to join you in forming a circle. 3. Instruct students to make a circle and link their index finger with their neighbors on both sides. The teacher should also be participating in the circle. 4. Explain that you (the teacher) represent a battery. The students with their linked fingers represent the wire in the circuit. 5. Say: 6. Say: As a battery, I have a positive side and negative side. (Your left index finger will represent the positive side, and your right index finger will represent the negative side.) The circle is going to represent a circuit. (Optional: Tell them the word circuit is a Latin word that means to go around.) We are now going to demonstrate how electricity moves through a circuit. This will be shown by the squeezing of fingers. (see Instructional Notes) I will start the current. When you feel your index finger being squeezed, you will then squeeze the index finger of the student on your left. (Students continue this process until the squeeze reaches the right index finger of the teacher.) Notes for Teacher NOTE: 1 Day = 50 minutes Suggested Day 1 Safety Note: You may allow students to wash hands or use hand sanitizer after the activity. Instructional Notes: Discuss and demonstrate what is meant by squeeze for the demonstration. A squeeze should consist of gentle pressure, not a motion that cuts the circulation. Ensure there is a place in the classroom where an interactive word wall could be displayed. Notebooks: Students should record their responses to the two questions in their science notebook: What is electricity? What is an electric circuit? Allow students the opportunity to draw and label the demonstration in their science notebook, reminding them to use the words from the Word Wall. 7. Facilitate a discussion about how the squeezing of fingers is similar to the flow (or movement) of electricity in a closed (complete or working) circuit. 8. Ask: Why do you think this is called a complete, working, or closed circuit? Answers may vary. 9. Repeat the procedure previously done; however, this time instruct two students who are standing side-by-side to no longer link their index fingers. (You may ask them to place their hand by their side so it is obvious that a break now exists in the circle, or circuit.). 10. Remind the students that they can only squeeze an index finger when Last Updated 04/23/13 page 4 of 23

5 his or index finger is squeezed first. Unit: 03 Lesson: 03 Suggested Duration: 7 days 11. It should become evident that the current or movement of the squeezes is not completing the circle. Ask: Why do you think this is called an incomplete, broken, or open circuit? (Since there was a gap in the circuit, the flow or movement of electricity never returned to the battery, as in the previous demonstration. When this happens in an electrical circuit, it is called an incomplete, broken, or open circuit.) 12. Instruct students to return to their seats, and facilitate a discussion on the difference between complete and incomplete circuits. 13. Add battery, electrical circuit, complete, incomplete, open, closed, and working, and broken to the Word Wall. (As time permits, students should have the opportunity to add visual representations to the word wall.) 14. Allow students the opportunity to draw and label the demonstration in their science notebook, reminding them to use the words from the Word Wall. EXPLORE Electrical Circuits Suggested Day 2 1. Divide the class into pairs or groups of 3 4 students. (Partners allow students to have more hands-on time, but this will depend on the quantity of materials available.) 2. Display a battery, an electrical wire, and a light bulb. 3. Say: Today, you and your partner (group) are going to explore ways to light the bulb using only these three items: a battery, wire, and light bulb. Materials: wire (insulated, 6 pieces, see Advance Preparation, 1 per pair or group) battery (C or D cell, 1 per pair or group) bulb (flashlight, 1 per pair or group) safety goggles (1 pair per student) wire strippers (see Advance Preparation, 1 per grade level) 4. Address safety guidelines before distributing the materials. Ensure all students wear safety goggles during this investigation. 5. Instruct students to create a chart in their science notebook. The chart should show a labeled illustration of the ways a light bulb will light and the ways a light bulb will not light. Attachments: Teacher Resource: Four Ways A Bulb Can Light KEY Safety Notes: Address safety guidelines before distributing the materials, such as procedure if the glass bulb breaks. Goggles will be worn for this investigation. 6. Distribute the materials. 7. Instruct students to record in their notebooks labeled diagrams for each of the ways that they attempt to light the bulb. 8. Say: There are four ways to light the bulb. Your challenge is to discover these ways. 9. Allow students the opportunity to explore and record their results. 10. When students have completed the investigation, facilitate a discussion Instructional Notes: Provide support, in the form of diagrams, for students who may need this accommodation. The Teacher Resource: Four Ways A Bulb Can Light KEY is provided as a sample of working circuits. Misconception: Last Updated 04/23/13 page 5 of 23

6 about why some of the ways to connect the wire, battery, and bulb worked while other times it did not. The Teacher Resource: Four Ways a Bulb Can Light KEY is available as a guide. Unit: 03 Lesson: 03 Suggested Duration: 7 days Student may think that a battery produces energy rather than just a part of a system that transforms chemical energy to electrical energy. Notebooks: Record all observations during the investigation in the science notebook. EXPLAIN Electrical Circuits Suggested Day 3 1. Ask: What is a complete circuit? Answers may vary. What were the parts of your circuit? (Energy source(battery), pathway for electricity to move through(wires), and light bulb) Where did this circuit get its energy? (The battery is where this circuit got its energy.) 2. Explain to the students that the circuit that they created was a complete circuit and these circuits are also called closed or working circuits. 3. Ask: What form of energy is circulating in this system? (Electrical energy from the battery is circulating.) 4. Explain to students that the reason it did not work was because there was not a complete circuit of energy flowing. Ask: What are some reasons that the light bulb did not light up? 5. Distribute the Handout: Electrical Circuits to each student. Pair students with a partner, and instruct students to read the booklet and complete the sections on pages 2 4. Facilitate a discussion about the information in the Handout: Electrical Circuits. 6. Explain to students that next they will be looking at variety of pictures of circuits. Remind students that in order for electrical energy to move, the circuit must be complete. Attachments: Handout: Electrical Circuits (1 per student) Teacher Resource: PowerPoint: Complete or Incomplete? Instructional Notes: Assist students who may need extra support with language. The terms on the Handout: Electrical Circuits (may be added to the word wall if they are not already posted. Check For Understanding: The teacher may use student answers as a formative assessment to guide instruction. Notebooks: Instruct students to make an entry in their science notebook to answer the questions: What is the evidence that an electrical circuit is closed? Where did the electrical circuit get its energy? What makes a complete circuit? Why a complete circuit is necessary for the movement of energy? 7. Show the PowerPoint: Complete or Incomplete? As each slide is shown, facilitate a discussion about the circuits shown. Ensure that students are able to describe why the circuit is complete or incomplete. Also, remember to interchange the terms open, incomplete, and broken as well as closed, complete, and working. There are teacher notes included in the PowerPoint. 8. Instruct students to make an entry in their science notebook to answer the following questions: What is the evidence that an electrical circuit is closed? Where did the electrical circuit get its energy? What makes a complete circuit? Why a complete circuit is necessary for the movement of energy? 9. Say: As the lesson progresses, you may add to your answers in order to offer a more complete description. Last Updated 04/23/13 page 6 of 23

7 Unit: 03 Lesson: 03 Suggested Duration: 7 days EXPLORE/EXPLAIN Conductors and Insulators Suggested Day 4 1. Use the battery and the bulb with wire to make a complete circuit. Ask: What is your evidence that the circuit is closed (complete or working)? (The bulb is lit.) 2. Review conductors and insulators from Lesson 01 (heat and sound). Ask : What do you think electrical conductors do? Answers may vary. What do you think electrical insulators do? Answers may vary. Say: Conductors are materials that allow electricity to move through easily, whereas insulators are materials that do not let electricity to move through easily. 3. Connect the battery and light bulb to make the bulb light up. Ask: What words describe this kind of circuit? (Complete, closed, working) 4. Using the same materials, show me an incomplete circuit. Ask: What are some other ways to describe this type of circuit? (Open, broken) 5. Distribute the bag of items for the conductors and insulators investigation. The items are the same as those listed on the Handout: Can a Kiss Conduct Electricity? An Investigation of Conductors and Insulators. 6. Instruct students to use complete the prediction section on the Handout: Can a Kiss Conduct Electricity? An Investigation of Conductors and Insulators. Say: You are making a prediction about whether the material will conduct electricity or insulate against the flow, or movement, of electricity. 7. Allow students the opportunity to complete the predictions. They should notice that water and salt water are not in the bag of materials. Explain that you will be conducting a demonstration for these two materials, so they still need to make a prediction. 8. Conduct a demonstration for the materials water and salt water (See Advance Preparation). Students should record the results on their Handout: Can a Kiss Conduct Electricity? An Investigation of Conductors and Insulators. 9. Demonstrate how the conductor testing equipment (circuit) will be used to test each of the objects used in the investigation. The Teacher Resource: Saltwater as a Conductor provides the instructions and procedure for this Teacher Demonstration. Students are NOT conducting the investigation Saltwater as a Conductor. It is a teacher demonstration only. Materials: conductor testing equipment (see Advance Preparation) bulb (flashlight, 1 per group) bulb holder (1 per group) OR light bulb (removed sections from strand of holiday lights, see Advance Preparation, 1 per group) battery (C or D Cell, 1 per group) tape (masking, 1 2 cm piece per group) brass fasteners (2 per group) foam (about 2 x2 to attach brass fasteners on, 1 piece per group) Hershey s Kiss (2 per group) pencil (sharpened, 1 per group) paper ( 2x2 piece, 1 piece per group) foil (aluminum, 2 x2 piece, 1 piece per group) copper wire (not insulated, 2 piece, 1 piece per group) cup (plastic, 6 ounce, 1 per group) marble (glass, 1 per group) eraser (rubber, 1 per group) resealable plastic bag (to hold materials, see Advance Preparation, 1 per group) screwdriver (with insulated handle, metal tip, 1 per class) scissors (1 pair per student) glue or glue stick (1 per table group) Attachments: Teacher Resource: Preparing Holiday Lights KEY Handout: Can a Kiss Conduct Electricity? An Investigation of Conductors and Insulators (1 per student) Teacher Resource: Saltwater as a Conductor Handout: Vocabulary Match-Up (1 per student) Teacher Resource: Vocabulary Match-Up KEY Safety Notes: Students should be instructed to wear safety goggles during this investigation. Students are NOT conducting the investigation Saltwater as a Conductor. It is a teacher demonstration only. Last Updated 04/23/13 page 7 of 23

8 Unit: 03 Lesson: 03 Suggested Duration: 7 days 10. Remind students to record the results in the correct column for each object. 11. After all groups have completed the investigation, instruct students to place all materials back into the resealable, plastic bag. One group member should return the bag to a specified location. 12. Facilitate a discussion about the results of the investigation. Students should understand the physical properties of a material that allow it to be either a good conductor or a good insulator of electricity. In addition, students should also be arriving at the understanding that some objects may both conduct and insulate electricity. Instructional Note: Students must be reminded that the candy is a piece of science equipment and should not be consumed. Check For Understanding: The Handout: Vocabulary Match-Up provides a formative assessment opportunity. 13. Distribute the Handout: Vocabulary Match-Up. Allow time for students to complete this activity. Students may collaborate with their group. Collaboration supports the ELPS strategies. ELABORATE The Electromagnetic Touch Suggested Days 5 and 6 1. Divide class into groups of 3 4 students. 2. Provide each group with materials they will be using for the investigation. 3. Say: Today, we will be working on an investigation to discover how we can make an electromagnet. 4. Remind students of safety issues (sharp wire, battery becoming warm, the need to wear safety goggles, etc.). Say: Remember to use tape to hold the wires to the end of the battery. Holding the wires with bare fingers may cause burns. 5. Distribute the Handout: Making and Testing an Electromagnet to each student. Instruct groups to read the directions carefully. Ask: Are there any questions about the directions for this investigation? Answer student questions. 6. Review with the students how to make coils around the nail. 7. Distribute the materials for the investigation and Handout: Electromagnet Graph to each group. Carefully monitor students so they are completing each part of the investigation. 8. Allow time for students to conduct the investigation. 9. When students have completed the investigation, instruct them to place the paperclips back in the resealable, plastic bag. The materials manager should return all materials to a specified location. 10. Facilitate a discussion about the investigation. Use the students results, including the questions and their graphs, to guide the discussion. Allow time for students to add to their handouts. Materials: magnet (1 per group) nail (iron, 1 per group) copper wire (stripped, 24 piece, 1 piece per group) battery (C or D cell, 1 per group) tape (masking, 2 piece, 2 per group) paperclips (small, per group) resealable plastic bag (for paper clips, 1 per group) Attachments: Handout: Making and Testing an Electromagnet Handout: Electromagnet Graph (1 per student) Safety Notes: Students should be instructed to wear safety goggles during this investigation. Remind students about the safety needed when handling the wire for the electromagnet. Although the ends of the wire are secured with tape, the wire will still become very warm. Students should understand that the ends of the wire should not be held against the battery with their bare hands. Instructional Notes: There are two days in which to conduct and discuss electromagnets. It is critical that students have a strong understanding of this concept since it is not in the Grade 5 TEKS. Last Updated 04/23/13 page 8 of 23

9 Check For Understanding: The questions on the Handout: Electromagnetic Power is a formative assessment of students understanding of electromagnets. Performance Indicator - Electromagnetic Power Suggested Day 7 Unit: 03 Lesson: 03 Suggested Duration: 7 days Grade 04 Unit 03 PI 03 Design and build an electric circuit which will create an electromagnetic field that will cause an iron nail to pick up the largest number of paper clips. Explain the reasoning for the design including the properties of materials that were most useful for supporting the flow of energy. Standard(s): 4.2F, 4.6B, 4.6C ELPS ELPS.c.1E, ELPS.c.2E, ELPS.c.3H 1. Refer to the Teacher Resource: Instructions for Performance Indicator for information on administering the performance assessment. Materials: battery (C cell or D cell, 1 per pair) wire (copper, 24 piece, 1 per pair of students) wire (metal not copper, 24 piece, 1 piece per pair of students) iron nail (2 3 per student) small paper clips (box of 100, per group) Attachments: Handout: Electromagnetic Power Performance Indicator (1 per student) Teacher Resource: Instructions for Performance Indicator Safety Notes: Wear goggles. Stress safety issues when using any form of electricity. Instructional Note: Materials can be used from the previous investigations (batteries, wire, paper clips, and nails). Last Updated 04/23/13 page 9 of 23

10 Four Ways a Bulb Can Light KEY Unit: 03 Lesson: 03 One end of the wire is on the negative end of the battery. The other end is wrapped around the thread of the light bulb. The electrical foot contact is touching the positive end of the battery. One end of the wire is on the negative end of the battery. The other end is touching the electrical foot contact on the light bulb. The threads of the light bulb are touching the positive end of the battery. One end of the wire is on the positive end of the battery. The other end is wrapped around the thread of the light bulb. The electrical foot contact is touching the negative end of the battery. One end of the wire is on the positive end of the battery. The other end is touching the electrical foot contact on the light bulb. The threads of the light bulb are touching the negative end of the battery. 2012, TESCCC 04/19/13 page 1 of 1

11 Glossary Electrical Circuits Write a description of each word that will help you understand and remember its meaning. Include a picture as a visual connection. Circuit: Complete/working/closed: Incomplete/broken/open: What is the evidence that an electrical circuit is closed? Energy flow: In what ways does an electrical circuit get its energy?

12 What makes a circuit? What are the parts of a simple series circuit? A simple circuit needs a, and. Electricity flows through wires made of metal, such as copper. Metals that can carry electricity are called conductors. Would a plastic wire be a good conductor? Explain your thinking: In what ways do you use electricity? A circuit is a closed path. This closed path is also sometimes called a working circuit or a complete circuit. An electric circuit always has a source of electricity, conducting wires and an object that uses the electricity. A circuit might have a switch. The switch is used to open and close the circuit. Light switches turn on lights by closing the circuit and making it complete. It s a fact Humphry Davy invented the first electric light. Thomas Edison developed an efficient, electric, incandescent lamp. Nikola Tesla conducted many investigations on electrical circuits, helping to invent the idea of alternating current. Benjamin franklin carried out many investigations in the 1700s, inventing the lightning rod to protect building during lightning storms.

13 Preparing Holiday Lights KEY Unit: 03 Lesson: Place the light strand on a work surface in such a way that you can see the wires and light sections clearly. 2. Cut the wire that runs from bulb to bulb (see red lines on diagram), leaving as much wire in both directions as you can. Each bulb has two wires leading to it, about the length of 2 5 inches. Every other bulb will NOT be attached to wire, but can be saved as a replacement bulb. 3. Each section should look like the illustration to the right. 4. Use wire strippers to remove about ½ inch of the insulation from each end of the wire. 5. The holiday bulb should now look like the illustration to the right. 2012, TESCCC 04/19/13 page 1 of 1

14 Can a Kiss Conduct Electricity? An Investigation of Conductors and Insulators Unit: 03 Lesson: 03 Object Kiss with wrapper Describe the physical properties: Include the materials the object is made from. Prediction Actual Conductor Insulator Conductor Insulator Kiss without wrapper End of sharpened pencil (graphite) Wooden part of pencil Paper Aluminum foil Copper wire Plastic cup Water Salt water Glass marble Eraser (rubber) Screwdriver In your science notebook, create a Venn diagram to demonstrate which objects used in the investigation were conductors and which objects were insulators. 2012, TESCCC 08/16/12 page 1 of 1

15 Salt Water as a Conductor Materials: 9-volt battery (1 per teacher) aluminum foil (6 x6 piece per teacher) masking tape (about 18 piece per teacher) plastic beaker (2 per teacher) 3.7 volt light bulb (flashlight bulb) in a holder (1 per teacher) insulated copper wire (6 pieces, ½ stripped from the end of each wire, 3 pieces per teacher) wire stripper (1 per grade level) craft stick (2 per teacher) salt water (1 cup tap water + 3 tablespoons of salt, stir well, 1 per teacher) water (distilled, 1 cup per teacher) Unit: 03 Lesson: 03 Safety Note: This is a teacher demonstration only. Remind students they are NOT to conduct this investigation at home. Procedure: 1. Divide the piece of aluminum foil in half. Wrap each craft stick with one section of the aluminum foil. These are the electrodes. 2. Connect one piece of copper wire to the positive terminal of the battery and one piece of copper wire to the negative terminal of the battery. Secure the wires with a small piece of masking tape. 3. Connect the piece of copper wire on the left side of the battery to the bulb in the holder. Tape the piece of copper wire on the right side of the battery to an electrode. 4. Use the third piece of copper wire to connect the other side of the bulb in the holder to the second electrode. Secure the wire on the electrode with a piece of masking tape. Test the electrodes by touching them together. The bulb should light. These ends go in the water. 5. Fill one beaker with 1 cup of distilled water. Place both electrodes in the water. Do not let the electrodes touch. The bulb should not light up. Remove the electrodes. 6. Fill the second beaker with 1 cup of saltwater. Place both electrodes in the saltwater. Do not let the electrodes touch. The bulb should light up. 2012, TESCCC 01/25/13 page 1 of 1

16 Vocabulary Match-Up Unit: 03 Lesson: 03 Insulator Conductor Complete Circuit Incomplete Circuit 2012, TESCCC 08/16/12 page 1 of 2

17 Unit: 03 Lesson: 03 silverware plastic bottle wooden spoon soda can toy duck penny flashlight rubber boots copper wire Also known as closed circuit or a working circuit A complete path through which an electric current can move Also known as open or broken circuit An incomplete path through which an electric current cannot move Insulators are materials that resist the movement of electricity. Conductors are materials that electricity easily passes through. 2012, TESCCC 08/16/12 page 2 of 2

18 Vocabulary Match-Up KEY Unit: 03 Lesson: 03 Insulator Conductor Complete Circuit Incomplete Circuit wooden spoon silverware flashlight plastic bottle soda can Also known as closed circuit or a working circuit toy duck penny A complete path through which an electric current can move rubber boots copper wire Insulators are materials that resist the movement of electricity. Conductors are materials that electricity easily passes through. Also known as open or broken circuit An incomplete path through which an electric current cannot move 2012, TESCCC 12/20/12 page 1 of 1

19 Materials: Making and Testing an Electromagnet Unit: 03 Lesson: 01 battery (C or D cell, 1 per group) nail (iron, 1 per group) paperclips (small, per group) tape (masking, 2 piece, 2 per group) magnet (1 per group) copper wire (stripped, 24 piece, 1 piece per group) resealable, plastic bag (for paper clips, 1 per group Safety Note: Remember to use tape to hold the wires to the end of the battery. Holding the wires with bare fingers may cause burns. Directions: 1. Empty the paperclips from the resealable, plastic bag. Place the paperclips in a small pile at the center of the table. 2. Using an up-and-down motion, dip the magnet into the pile of paper clips. Do not swirl the magnet around. 3. Remove the paperclips from the magnet, and count them. Record this number on the line below labeled as Trial One. Repeat the process, and record the number of paperclips on the line labeled Trial Two. 4. Carefully wrap the nail with the wire. You will need to leave a tail on one end that is about 4 inches long. You will make only 10 loops for the first trial. 5. After the 10 loops have been wound around the nail, attach each end of the wires to the ends of the battery. Use a piece of masking tape to hold the wires in place. 6. Place the paperclips in a small pile at the center of the table. 7. Using an up-and-down motion, dip the tip of the nail into the pile of paper clips. Do not swirl the nail around. Remove the paperclips from the nail, and count them. Record this number on your Handout: Electromagnet Graph. 8. Repeat the trial with 10 loops one more time. 9. Carefully un-tape one end on the wire, and add ten more loops to the nail. Re-tape the wire to the battery. Repeat steps 5 8, and record your data for the 20 loops. 10. Repeat the steps using 30 loops on the nail. 2012, TESCCC 01/25/13 page 1 of 2

20 Questions: Unit: 03 Lesson: How many paperclips were you able to pick up with the magnet? Trial One: Trial Two: 2. What is an electromagnet? 3. What do you need to create an electromagnet? 4. What makes this nail become magnetic? 5. What would happen if one wire was not attached to the battery? 6. Is an electromagnet permanently magnetic? Why? 7. What is the greatest difference between an electromagnet and a permanent magnet? 2012, TESCCC 01/25/13 page 2 of 2

21 Number of paperclip Picked up by Electromagnet Electromagnet Graph Unit: 03 Lesson: Number of Coils 2012, TESCCC 08/16/12 page 1 of 1

22 Electromagnetic Power Performance Indicator Unit: 03 Lesson: 03 Draw a diagram of your circuit. Your diagram must include labels. Explain why you designed your electromagnet the way you did. (claim) Be sure to include details about the choice of the materials used. (evidence) 2012, TESCCC 04/19/13 page 1 of 1

23 Instructions for Performance Indicator Unit: 03 Lesson: 03 Performance Indicator Design and build an electric circuit which will create an electromagnetic field that will cause an iron nail to pick up the largest number of paper clips. Explain the reasoning for the design including the properties of materials that were most useful for supporting the flow of energy. (4.2F; 4.6B; 4.6C) 1E; 2E; 3H 1. Explain to students that they will have access to a variety of materials for creating an electrical circuit which will create an electromagnetic field. 2. The purpose of this activity is for students to create an electromagnetic field that will hold the greatest number of iron nails. They should use all that they have learned to create the most powerful electromagnetic field. 3. Students will then complete the Handout: Electromagnetic Power Performance Indicator. They will be asked to draw a diagram (with labels) of their circuit and an explanation for their design. 4. Share Performance Indicator rubric or expectations with students prior to students beginning the assessment. 5. Answer any questions students may have regarding the assessment. 2012, TESCCC 04/19/13 page 1 of 1