Circuits lab
Standard/benchmark:
Physical science, content standard B, light, heat, electricity, and magnetism
Electricity and circuits can produce light
Learning goal:
How do you complete a circuit?
Formative assessment:
Collge students thought that we needed 2 wires to make the light bulb light up
Learning performances:
Lighting a light bulb with wire, bulb, and electricity.
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Update: 6/28
Inquiry Continuum from doing the experiment in class: making a light bulb light up with wires and a battery
While we were in class we were giving the supplies, and told to make the bulb light up, but we were not given the exact directions to make it happen. We were given pages of suggestions, to make the light happen from using one wire verses two, or with two bulbs instead of one, and two batteries or just one...but we had to figure out if we needed to strip the wires, use a specific kind and how to connect them properly.
Here is the Inquiry Continuum for this experiment:
Engage: Learner engages in question provided by teacher, materials, or other source
We were given the materials and given the task of making the light bulb light up. Can you light a bulb with one battery, one bulb, and one wire?
Evidence: Learner directed to collect certain data
We were given the materials, but we had to figure out a way to make it work. Although we were told that we should try to use two wires, or two batteries, or two bulbs, different wires, etc.
Explanation: Learner guided in process of formulating explanations from evidence
Once we were able to make the light bulb light up, we then had a classroom discussion (lead by both teacher and students) to explain why and how the bulbs lit up. It is this because we ask them a question to complete and explain.
Evluate and communicate is not really in this lesson because the students are not asked to go look up research and then give a presentation on it.
Evluate: Learner directed toward areas and sources of other explorations
We thought we knew that the experiment would work, but we were the ones doing the hands on actions to compare what would happen if we changed anything (the wires, the bulbs, the batteries, the placement, etc)
Communicates: Learner forms reasonable and logical argument to communicate explanations
We were able to explain what happened with the actual physical experiments, so we had the proof to show if something worked or did not work, and then we could talk about it with the class.
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What lesson I would use for this same experiment:
Using fruit to light a light bulb!
Select an orange that is slightly soft. This will allow the juices to flow throughout the orange. The acidity found in the orange's juice will help create ions to charge the LED bulb.
2
Insert the zinc nail and the copper nail into the orange. The nails should be placed opposite of each other and should not touch. Push the nails halfway into the orange. Do not allow the nails to puncture through the other end of the orange.
3
Attach a small length of copper wire to the head of the zinc nail. The wire should be long enough to reach from the zinc nail to the middle of the orange.
4
Attach a small length of copper wire to the head of the copper nail. The wire should be equal in length to the wire attached to the zinc nail.
5
Wrap the ends of the copper wires that are connected to the zinc and copper nails around the LED light bulb. The bulb will light up.
Then try and see if you can use other fruit to produce the same results, or use different wire, or use more than one bulb. Have the students come up with some questions that they have, and then work through them to find the answers!
For the Inquiry Continuum for my future lesson:
I would set up this lesson the same as we did in class, I would ask them to use the materials given and try to make the light bulb light up. Can they do it? In more than one?
Students will complete a circuit that lights a bulb by using wires and fruit
Engages: Learner engages in question provided by teacher, materials, or other source
We were given the materials and given the task of making the light bulb light up
Evidence: Learner directed to collect certain data
We were given the materials, but we had to figure out a way to make it work. Although we were told that we should try to use two wires, or two batteries, or two bulbs, different wires, different fruit, cut fruit, etc.
Explanation: Learner directed toward areas and sources of other explorations
They are given the materials and they have their own ideas if it will worker not, the light bulb lighting up, but they do the actual experiment of seeing what works. They are also able to change the materials to see if it will work still. And then have them explain how it works.
Evaluate: Learner directed toward areas and sources of other explorations
They will need to use outside sources to support or deny their information they have found from the experiments. They will need to record their information and produce a chart to show what they have discovered.
Communicates: Learner forms reasonable and logical argument to communicate explanations
We were able to explain what happened with the actual physical experiments, so we had the proof to show if something worked or did not work, and then have the students present their chart they produced from the information they have gotten from the experiments. They also need to provide their information they got from their outside source to support their information they found from the experiment. And they need to be able to explain everything they present.
Another examples:
Have them pass the energy by holding hands and squeezing their hand to pass it around the circle
Use their tongue as part of the circuit
Have them create a little house out of a shoebox and have them wire it to turn on the lights in it
Update from class:
If it isn't there, then it isn't there. Don't make it up.
Engaged by asking a sciencfitic question, give the question.
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