PTT:
1) Turn to page 97 in your science notebook
2) Title the page "Insulators and Conductors"
3) Record the goal: I can explain the difference between insulators and conductors AND why they are important.
4) Divide the page into 4 boxes
Task 1:
1) Talk to a partner sitting near you about why electricity can be dangerous.
2) Watch this video.
3) Think about: what are some of the places where electricity is most dangerous? What are some of the things that you can do with electricity at home that are dangerous?
Task 2:
1) In box 1, draw a t-chart.
2) Label one side of the T-chart "Let Heat Through" and the other side "Do NOT let heat through"
3) Think about: Would you sit on the hood of a car right after you turned it off? What if there was a big stack of newspaper underneath you? What is the difference between houses in the states/Canada and houses here? Why is it so hard to keep houses here heated?
4) While we do the demo, make observations about which objects allow heat to pass through
5) Record those observations in the t-chart
Task 3:
NOTE 1: We call objects that allow heat to pass through "conductors" and objects that resist the flow of heat "insulators"
1) Look back at page 88: are both heat and electricity forms of energy? - so would conductors and insulators play a role in electricity too?
2) Record the following definitions in box 2. Highlight the terms after writing the definition. Conductors: allow heat and electricity to easily move because their atoms have an outer shell mostly empty of electrons; ex: metals, electrolytes Insulators: keep heat and electricity from moving easily, i.e. they RESIST the flow of electricity; ex: plastic, rubber, styrofoam
Task 4:
1) Think about: what does resistance mean?
2) Record this definition in box 3: Resistance: a measure of how hard it is for electricity to flow through an object; resistors are things that make it hard for electrical current to flow
3) Draw and labels examples of things that increase electrical resistance, such as insulators, longer wires, and thinner wires
Task 5:
1) Label box 4: Insulators vs. Conductors
2) Compare and contrast insulators and conductors. Draw diagrams to show examples and how they work. Use colors and labels to make them more detailed. Make bulleted phrases below diagrams to compare/contrast them.
Closure:
On a notecard or scrap of paper, write a sentence that explains why insulators and conductors are important. Write a second sentence that explains how they help protect us from the dangers of electricity. Write your name and class period on the card. Pass it in before you leave.
Week 3, Day 2
PTT:
1) Turn to page 98
2) Title the page "Lab: Testing for Insulators and Conductors"
3) Record the date: W3, D2 4) Record the goal: I can identify insulators and conductors AND build a simple circuit.
5) Log onto the class wiki to physics week 3 to see what to do next
NOTE: you may want to use your camera today to get images of your conductivity testers for your lab report
Task 1:
1) Set up your lab page as follows Problem Question: What materials are best for use as conductors or insulators? Hypothesis:
Materials: 3 wires with alligator clips, bulb, battery, various materials for testing Procedure: 1) Build a conductivity tester - draw diagram here: 2) Use different materials to see if the bulb will light up Observations:
Materials
Observations (no light, dim light, bright light)
Insulator or Conductor?
Task 2: Complete lab
1) Get into groups - this are projected on the SMART board
2) Design a conductivity tester using 3 wires with alligator clips, a battery, and a light bulb so that you can insert various objects to see if the electrical current will pass through them or not - diagram this next to your procedure
3) Show Ms. Davis your design to get it okay'd before building it
4) Build conductivity tester
5) Test various objects to see whether they allow electrical current to pass through (conductors) or don't (insulators)
6) Fill in the observation chart as you complete the lab NOTE: there will be a lab report due Monday!
Task 3:
1) Think about the following questions: Q: What do we call this set-up (our conductivity tester)? If we build something that electricity flows through, what is the name of that? Q: Why did we have to attach one wire to the positive anode and another to the negative cathode? Q: Which way does the electric current flow? Why? (Hint: Look back to p. 96 - what did we write about voltage?) 2) Title page 99, "What is a Circuit?" 3) Record the date: W3, D2 4) Using these words or your own, record the definition of a circuit and then highlight the word circuit: Circuit: - The pathway/pipe through which electrical current flows - Made with a series of conductors (metal wire) - Often surrounded by insulators to protect it - and us! - Allow us to convert electrical energy into heat, sound, light, and chemical change
5) Draw 2 diagrams of working circuits and 2 of non-working circuits (label accordingly) - check your diagrams for correctness using the classroom content posters or the internet
6) Label these as “closed circuit” or “open circuit”
7) Label the parts of the circuit in the diagram: wire, battery, light bulb, insulator, conductor, etc.
8) Use color to enhance your drawings
Week 3, Day 3
PTT:
1) Turn to p. 100 in your science notebook
2) Record the date: W3, D3
3) Record the title of the page - "Batteries: How Do They Work?"
4) Write the goal - "Goal: I can explain how a battery works."
Task 1:
1) Make a copy of this document in Google Drive called "Lab: Testing for Insulators and Conductors"
2) Put it in your science folder
3) Begin typing in your problem question, hypothesis, materials, procedure, etc.
4) Read this file so you know the rubric and how to write a conclusion:
5) Answer the application questions at the end of your conclusion:
a) List 5 materials that would make good insulators. List 5 materials that would make good conductors.
b) If a copper wire in a working electrical circuit is replaced with a piece of rubber tubing, will there be a current in the circuit? Explain.
c) An extension cord carries electrical charges from an electrical outlet to an appliance. Why don't you get a shock from touching the extension cord? Explain.
Task 2:
1) Turn to page 87 (unit cover page)
2) Using 2 different colored pens/markers/pencils, make a list of conductors and a list of insulators - sketch a simple picture of each conductor and insulator to enhance explanation
3) Draw an image that represents how circuits are used to convert electrical energy into heat/sound/light energy and chemical change - use color to enhance understanding
Examples:
The circuits in a hair dryer convert electrical energy into heat energy AND sound energy.
Electrical current goes through the circuits in the lamp, and electrical energy is converted into light energy in the bulb.
Powering up a battery involves electrical energy being used for chemical changes in the battery.
Task 3:
Watch these videos.
Think about: how can this work???
If you have time later today or are interested in trying this out, this guy gives directions on how to power an iPod with an apple, a tangerine, and a banana - all you need is those fruits, an extra USB cable (I wouldn't use it to plug it into your computer after sticking it inside some fruit), some nails, and some wire.
Task 4:
1) Think about: what is a battery and how does it work?
2) On the TOP HALF of page 100, record this definition. Be sure to highlight the term when you are done writing. Battery: a combination of two or more electrochemical cells that convert chemical energy into electrical energy (an electrochemical cell is a device that can get electrical energy from chemical reactions, aka a battery)
3) Diagram a battery - Ms. Davis will draw this on the board. You will need to copy it down, label it, and color it in.
Task 5:
1) Title the bottom half of p. 100: How a Battery Works
2) Watch this video where they use candy in place of electrons to show how current flows through a battery
3) Discuss: What is going on as current goes through the battery?
4) Now watch this video that uses all the correct science terms to explain the process...and let's us know why the electrons have to go through a circuit to go from one side of the battery to the other
5) Copy down these notes about how current flows through a battery - Anode (negative terminal) has a chemical reaction that leaves behind extra electrons - The electrons are attracted to the positive cathode, but a plastic barrier/the electrolyte keeps them from going to that end of the battery - If there's a closed circuit, the electrons can travel through the circuit, powering anything included along the way, until they get to the positive cathode - There is a reaction then in the positive cathode - Finally, the charge goes into the electrolyte - Eventually, the anode and cathode have reacted so much that the anode can't produce any more extra electrons, and the battery "dies"
6) Draw a picture of a circuit that includes a battery and use arrows, colors, and negative symbols (to represent electrons) to show how current flows through a circuit to get from the anode (negative terminal) of the battery to the cathode (positive terminal) of the battery
Week 3, Day 4
PTT: Part 1
1) Turn to p. 100 (Batteries: How Do They Work?)
2) Check that you have these notes copied down - Anode (negative terminal) has a chemical reaction that leaves behind extra electrons - The electrons are attracted to the positive cathode, but a plastic barrier/the electrolyte keeps them from going to that end of the battery - If there's a closed circuit, the electrons can travel through the circuit, powering anything included along the way, until they get to the positive cathode - There is a reaction then in the positive cathode - Finally, the charge goes into the electrolyte - Eventually, the anode and cathode have reacted so much that the anode can't produce any more extra electrons, and the battery "dies" 3) Check that you have completed this task:
Draw a picture of a circuit that includes a battery and use arrows, colors, and negative symbols (to represent electrons) to show how current flows through a circuit to get from the anode (negative terminal) of the battery to the cathode (positive terminal) of the battery Part 2
4) When done, turn to p. 101
5) Title it: Building and Diagramming Circuits (Online) 6) Give page 102 the same title (you will be using both pages)
7) Record this goal - Goal: I can diagram closed (aka working) circuits using the correct symbols.
Task 1:
1) Take a look at each of these circuits. Which one works and which one doesn't? Why?
2) Review your notes about how a battery works - look over the drawings too. Do you have any questions?
3) Watch the 2 demos that Ms. Davis shows you. Ask any questions that come up.
Task 2:
1) Divide page 101 into 2 boxes.
2) Label the top half of the page: Circuit Symbols
3) Do a quick internet search for "circuit symbols." In your notes, draw and label the symbol that represents each of the following; battery, bulb, motor, closed switch, open switch, connecting wires, buzzer. For example, the symbol for a bulb is:
Task 3:
1) Label the bottom half of page 101: Series Circuits
2) Record the following definition and highlight the term when you are done: Series Circuit: An electric circuit connected so that current passes through each circuit element in turn without branching (basically, in a single loop).
NOTE: This is the type of circuit we've built so far.
3) Draw an example of a closed (working) series circuit. Color each of the components a different color. Then draw the circuit using the circuit symbols you recorded on the top half of the page.
Task 4:
1) Divide page 102 into 2 boxes. Label the top box "Parallel Circuits."
2) Try out this online activity that takes you through 6 lessons of Electricity and Circuits. Be sure you take the time to read and re-read each section as you go.
3) When you have completed the 6 tasks, be sure to take the quiz.
4) After you take the quiz, complete the bonus "building circuits" activity
5) While completing the bonus activity, record a definition for Parallel Circuit on the top half of the page. Then draw 3 examples of parallel circuits as you complete the activity (still on the top half of the page).
Task 5/Closure:
Try another online activity where you have to identify and build circuits. Add examples to p. 101 if it's a series circuit and p. 102 if it's a parallel circuit.
Week 3, Day 1
PTT:
1) Turn to page 97 in your science notebook
2) Title the page "Insulators and Conductors"
3) Record the goal: I can explain the difference between insulators and conductors AND why they are important.
4) Divide the page into 4 boxes
Task 1:
1) Talk to a partner sitting near you about why electricity can be dangerous.
2) Watch this video.
3) Think about: what are some of the places where electricity is most dangerous? What are some of the things that you can do with electricity at home that are dangerous?
Task 2:
1) In box 1, draw a t-chart.
2) Label one side of the T-chart "Let Heat Through" and the other side "Do NOT let heat through"
3) Think about:
Would you sit on the hood of a car right after you turned it off? What if there was a big stack of newspaper underneath you? What is the difference between houses in the states/Canada and houses here? Why is it so hard to keep houses here heated?
4) While we do the demo, make observations about which objects allow heat to pass through
5) Record those observations in the t-chart
Task 3:
NOTE 1: We call objects that allow heat to pass through "conductors" and objects that resist the flow of heat "insulators"
1) Look back at page 88: are both heat and electricity forms of energy? - so would conductors and insulators play a role in electricity too?
2) Record the following definitions in box 2. Highlight the terms after writing the definition.
Conductors: allow heat and electricity to easily move because their atoms have an outer shell mostly empty of electrons; ex: metals, electrolytes
Insulators: keep heat and electricity from moving easily, i.e. they RESIST the flow of electricity; ex: plastic, rubber, styrofoam
Task 4:
1) Think about: what does resistance mean?
2) Record this definition in box 3:
Resistance: a measure of how hard it is for electricity to flow through an object; resistors are things that make it hard for electrical current to flow
3) Draw and labels examples of things that increase electrical resistance, such as insulators, longer wires, and thinner wires
Task 5:
1) Label box 4: Insulators vs. Conductors
2) Compare and contrast insulators and conductors. Draw diagrams to show examples and how they work. Use colors and labels to make them more detailed. Make bulleted phrases below diagrams to compare/contrast them.
Closure:
On a notecard or scrap of paper, write a sentence that explains why insulators and conductors are important. Write a second sentence that explains how they help protect us from the dangers of electricity. Write your name and class period on the card. Pass it in before you leave.
Week 3, Day 2
PTT:
1) Turn to page 98
2) Title the page "Lab: Testing for Insulators and Conductors"
3) Record the date: W3, D2
4) Record the goal: I can identify insulators and conductors AND build a simple circuit.
5) Log onto the class wiki to physics week 3 to see what to do next
NOTE: you may want to use your camera today to get images of your conductivity testers for your lab report
Task 1:
1) Set up your lab page as follows
Problem Question: What materials are best for use as conductors or insulators?
Hypothesis:
Materials: 3 wires with alligator clips, bulb, battery, various materials for testing
Procedure:
1) Build a conductivity tester - draw diagram here:
2) Use different materials to see if the bulb will light up
Observations:
Task 2: Complete lab
1) Get into groups - this are projected on the SMART board
2) Design a conductivity tester using 3 wires with alligator clips, a battery, and a light bulb so that you can insert various objects to see if the electrical current will pass through them or not - diagram this next to your procedure
3) Show Ms. Davis your design to get it okay'd before building it
4) Build conductivity tester
5) Test various objects to see whether they allow electrical current to pass through (conductors) or don't (insulators)
6) Fill in the observation chart as you complete the lab
NOTE: there will be a lab report due Monday!
Task 3:
1) Think about the following questions:
Q: What do we call this set-up (our conductivity tester)? If we build something that electricity flows through, what is the name of that?
Q: Why did we have to attach one wire to the positive anode and another to the negative cathode?
Q: Which way does the electric current flow? Why?
(Hint: Look back to p. 96 - what did we write about voltage?)
2) Title page 99, "What is a Circuit?"
3) Record the date: W3, D2
4) Using these words or your own, record the definition of a circuit and then highlight the word circuit:
Circuit:
- The pathway/pipe through which electrical current flows
- Made with a series of conductors (metal wire)
- Often surrounded by insulators to protect it - and us!
- Allow us to convert electrical energy into heat, sound, light, and chemical change
5) Draw 2 diagrams of working circuits and 2 of non-working circuits (label accordingly) - check your diagrams for correctness using the classroom content posters or the internet
6) Label these as “closed circuit” or “open circuit”
7) Label the parts of the circuit in the diagram: wire, battery, light bulb, insulator, conductor, etc.
8) Use color to enhance your drawings
Week 3, Day 3
PTT:
1) Turn to p. 100 in your science notebook
2) Record the date: W3, D3
3) Record the title of the page - "Batteries: How Do They Work?"
4) Write the goal - "Goal: I can explain how a battery works."
Task 1:
1) Make a copy of this document in Google Drive called "Lab: Testing for Insulators and Conductors"
2) Put it in your science folder
3) Begin typing in your problem question, hypothesis, materials, procedure, etc.
4) Read this file so you know the rubric and how to write a conclusion:
5) Answer the application questions at the end of your conclusion:
a) List 5 materials that would make good insulators. List 5 materials that would make good conductors.
b) If a copper wire in a working electrical circuit is replaced with a piece of rubber tubing, will there be a current in the circuit? Explain.
c) An extension cord carries electrical charges from an electrical outlet to an appliance. Why don't you get a shock from touching the extension cord? Explain.
Task 2:
1) Turn to page 87 (unit cover page)
2) Using 2 different colored pens/markers/pencils, make a list of conductors and a list of insulators - sketch a simple picture of each conductor and insulator to enhance explanation
3) Draw an image that represents how circuits are used to convert electrical energy into heat/sound/light energy and chemical change - use color to enhance understanding
Examples:
Task 3:
Watch these videos.
Think about: how can this work???
If you have time later today or are interested in trying this out, this guy gives directions on how to power an iPod with an apple, a tangerine, and a banana - all you need is those fruits, an extra USB cable (I wouldn't use it to plug it into your computer after sticking it inside some fruit), some nails, and some wire.
Task 4:
1) Think about: what is a battery and how does it work?
2) On the TOP HALF of page 100, record this definition. Be sure to highlight the term when you are done writing.
Battery: a combination of two or more electrochemical cells that convert chemical energy into electrical energy (an electrochemical cell is a device that can get electrical energy from chemical reactions, aka a battery)
3) Diagram a battery - Ms. Davis will draw this on the board. You will need to copy it down, label it, and color it in.
Task 5:
1) Title the bottom half of p. 100: How a Battery Works
2) Watch this video where they use candy in place of electrons to show how current flows through a battery
3) Discuss: What is going on as current goes through the battery?
4) Now watch this video that uses all the correct science terms to explain the process...and let's us know why the electrons have to go through a circuit to go from one side of the battery to the other
5) Copy down these notes about how current flows through a battery
- Anode (negative terminal) has a chemical reaction that leaves behind extra electrons
- The electrons are attracted to the positive cathode, but a plastic barrier/the electrolyte keeps them from going to that end of the battery
- If there's a closed circuit, the electrons can travel through the circuit, powering anything included along the way, until they get to the positive cathode
- There is a reaction then in the positive cathode
- Finally, the charge goes into the electrolyte
- Eventually, the anode and cathode have reacted so much that the anode can't produce any more extra electrons, and the battery "dies"
6) Draw a picture of a circuit that includes a battery and use arrows, colors, and negative symbols (to represent electrons) to show how current flows through a circuit to get from the anode (negative terminal) of the battery to the cathode (positive terminal) of the battery
Week 3, Day 4
PTT:
Part 1
1) Turn to p. 100 (Batteries: How Do They Work?)
2) Check that you have these notes copied down
- Anode (negative terminal) has a chemical reaction that leaves behind extra electrons
- The electrons are attracted to the positive cathode, but a plastic barrier/the electrolyte keeps them from going to that end of the battery
- If there's a closed circuit, the electrons can travel through the circuit, powering anything included along the way, until they get to the positive cathode
- There is a reaction then in the positive cathode
- Finally, the charge goes into the electrolyte
- Eventually, the anode and cathode have reacted so much that the anode can't produce any more extra electrons, and the battery "dies"
3) Check that you have completed this task:
Draw a picture of a circuit that includes a battery and use arrows, colors, and negative symbols (to represent electrons) to show how current flows through a circuit to get from the anode (negative terminal) of the battery to the cathode (positive terminal) of the battery
Part 2
4) When done, turn to p. 101
5) Title it: Building and Diagramming Circuits (Online)
6) Give page 102 the same title (you will be using both pages)
7) Record this goal - Goal: I can diagram closed (aka working) circuits using the correct symbols.
Task 1:
1) Take a look at each of these circuits. Which one works and which one doesn't? Why?
2) Review your notes about how a battery works - look over the drawings too. Do you have any questions?
3) Watch the 2 demos that Ms. Davis shows you. Ask any questions that come up.
Task 2:
1) Divide page 101 into 2 boxes.
2) Label the top half of the page: Circuit Symbols
3) Do a quick internet search for "circuit symbols." In your notes, draw and label the symbol that represents each of the following; battery, bulb, motor, closed switch, open switch, connecting wires, buzzer. For example, the symbol for a bulb is:
Task 3:
1) Label the bottom half of page 101: Series Circuits
2) Record the following definition and highlight the term when you are done:
Series Circuit: An electric circuit connected so that current passes through each circuit element in turn without branching (basically, in a single loop).
NOTE: This is the type of circuit we've built so far.
3) Draw an example of a closed (working) series circuit. Color each of the components a different color. Then draw the circuit using the circuit symbols you recorded on the top half of the page.
Task 4:
1) Divide page 102 into 2 boxes. Label the top box "Parallel Circuits."
2) Try out this online activity that takes you through 6 lessons of Electricity and Circuits. Be sure you take the time to read and re-read each section as you go.
3) When you have completed the 6 tasks, be sure to take the quiz.
4) After you take the quiz, complete the bonus "building circuits" activity
5) While completing the bonus activity, record a definition for Parallel Circuit on the top half of the page. Then draw 3 examples of parallel circuits as you complete the activity (still on the top half of the page).
Task 5/Closure:
Try another online activity where you have to identify and build circuits. Add examples to p. 101 if it's a series circuit and p. 102 if it's a parallel circuit.