BE PREPARED

Materials

Class materials:

• 1 spool of wire
• 1 wire cutter

Group materials

• 3 D cell batteries
• 3 D cell battery holders
• 6 light bulbs, mini, 1.3 volt
• 6 small light bulb holders
• 8 pieces of wire, 10 cm in length
• 2 pieces of wire, 20 cm in length
• 4 jumbo paper clips

Individual materials

• 1 Scientist Data Record

 

TEACHER PREPARATION

1. For each group, obtain 8 pieces of wire which are 10 cm in length. If this wire has not been cut, use the wire cutter and the spool of wire to create these pieces.
2. For each group, obtain 2 pieces of wire which are 20 cm in length. If this wire has not been cut, use the wire cutter and the spool of wire to create these pieces.
3. Organize the required materials at a distribution point.
4. Separate the class into five cooperative groups.

 

INSTRUCTION

Direct each student group to obtain the following necessary materials from the distribution point: three (3) D cell batteries, three (3) D cell battery holders, six (6) mini light bulbs, six (6) small light bulb holders, eight (8) 10 cm pieces of wire, two (2) 20 cm pieces of wire, and four (4) jumbo paper clips.

PROCEDURE

1. Briefly outline the goals of this project to the class. Read aloud the goals from the list on the Student Data Record.

Emphasize that the Performance Assessment requires problem-solving, and problems can often be solved if you use what you already know about the topic – in this case, electricity. Encourage students to ask themselves two questions to guide them through the performance assessment:

• What do I know about electricity and circuits?
• How can I use what I know to solve each part of the problem?

 

2. Briefly illustrate and allow students to explore the use of a paper clip as a switch. Encourage students to follow the steps in Problem 1 as you facilitate the use of a paper clip.

3. Before students begin the Investigation, briefly introduce the parts that they will use when modeling the lighting in the house. As students will need to create a drawing of their lighting plan, also introduce the symbol used to represent each of the following:

a. Wire: Wire will be used to complete circuits. The symbol for a wire is a single line.

b. Battery holder: Battery holders will be used to hold the batteries and to make it easier to create circuits. The symbol for a battery holder is a rectangle.

c. Battery: Batteries will be used as their source of energy. There is no symbol for a battery, because anytime a battery is used, a battery holder will be used. Therefore, the symbol for a battery holder represents both the battery and the battery holder.

d. Bulb holder: Bulb holders will be used to hold the light bulb to make it easier to create circuits. The symbol for a bulb holder is a circle.

e. Bulb: Bulbs will be used as the source of light in the house. There is no symbol for a light bulb, because anytime a light bulb is used, a bulb holder will be used. Therefore, the symbol for a bulb holder represents both the bulb holder and the light bulb.

f. Paper clip: Students may remember from Investigation 4 that paper clips are good conductors. In this investigation, paper clips will be used as switches. Paper clips are represented by small ovals.

 

4. With the students, walk through the next four steps in the project described in Problems 2 through 5 of their Student Data Record. Encourage students to be creative and draw on their understanding of electricity and circuits from the first five investigations.

 

5. Allow students to complete their Performance Assessments. You may wish to informally or formally evaluate students as they work on their Performance Assessments.

 

CLEAN UP

Let students know your expectations and instruct them to clean up their lab bench after the Performance Assessment.