LEARNING ACTIVITY 4: EXPLORE CIRCUITS
In this activity you will work with a partner to make some predictions about what will happen when circuits are changed. You'll then be able to observe what happens using the pHet Simulation, and then explain in terms of electrons and electron movement.
Please run the pHet simulation now.
Please run the pHet simulation now.
PART A
1. Connect a cell, a switch, and a bulb in series. Turn the switch on. What happens?
2. Unscrew the bulb (In the simulation, the is means disconnect the bulb. What happens?
3. Turn the switch off. Screw the first bulb back in and add another bulb in series. Turn the switch back on.
4. With your partner, create a hypothesis for what you think might happen if you unscrew a bulb now? Remember the format: “If . . . . then . . . because . . .”
5. Unscrew a bulb and see if your hypothesis was correct. With your partner, can you explain this observation in terms of electron movement. Add this to your learning journal.
6. Turn the switch off. Screw the bulb back in and add a third bulb in series. Turn the switch back on.
7. Write a hypothesis for what you think might happen if you unscrew a bulb now? Remember the format: “If . . . . then . . . because . . .”
8. Unscrew a bulb and see if your hypothesis was correct.
9. Is there a way of connecting 2 bulbs so that when one is unscrewed, the other still works? Discuss with your partner.
10. Now try it. Does it work? If not, try another connection.
1. Connect a cell, a switch, and a bulb in series. Turn the switch on. What happens?
2. Unscrew the bulb (In the simulation, the is means disconnect the bulb. What happens?
3. Turn the switch off. Screw the first bulb back in and add another bulb in series. Turn the switch back on.
4. With your partner, create a hypothesis for what you think might happen if you unscrew a bulb now? Remember the format: “If . . . . then . . . because . . .”
5. Unscrew a bulb and see if your hypothesis was correct. With your partner, can you explain this observation in terms of electron movement. Add this to your learning journal.
6. Turn the switch off. Screw the bulb back in and add a third bulb in series. Turn the switch back on.
7. Write a hypothesis for what you think might happen if you unscrew a bulb now? Remember the format: “If . . . . then . . . because . . .”
8. Unscrew a bulb and see if your hypothesis was correct.
9. Is there a way of connecting 2 bulbs so that when one is unscrewed, the other still works? Discuss with your partner.
10. Now try it. Does it work? If not, try another connection.
PART B
1. Connect a cell, a switch, and a bulb in series.
2. Turn the switch on and then back off. What happens? Why does this happen?
3. Create a hypothesis for what you think might happen if you added one more cell in series? Remember the format: “If . . . . then . . . because . . .”
4. Try it. Add 1 more cell next to the existing cell. What happens to the brightness of the bulb? Why do you think this happened?
5. Create a hypothesis for what you think might happen if you added one more cell next to the other two?
6. Now, connect one more cell next to the existing 2. Is your hypothesis correct? Why / Why not?
7. Create a hypothesis for what you think might happen if you added one more bulb next to the other one?
8. Try it. Add 1 more light bulb next to the one existing light bulb. What happens to the brightness of the existing bulb?
Why do you think this happened?
9. Create a hypothesis for what you think might happen if you added one more light bulb next to the other two?
10. Try it. Now, connect one more light bulb next to the existing 2. Is you hypothesis correct? Why / Why not?
11. Is there a way of connecting more cells without affecting the brightness of the light bulbs? If so, what ideas do you have?
12. Now set up the connection you described above. Does it work? If not, try a different connection.
13. Is there a way of connecting more light bulbs without affecting the brightness of the existing light bulbs? If so, what ideas do you have? Write what you intend doing?
14. Now set up the connection you described above. Does it work? If not, try a different connection.
1. Connect a cell, a switch, and a bulb in series.
2. Turn the switch on and then back off. What happens? Why does this happen?
3. Create a hypothesis for what you think might happen if you added one more cell in series? Remember the format: “If . . . . then . . . because . . .”
4. Try it. Add 1 more cell next to the existing cell. What happens to the brightness of the bulb? Why do you think this happened?
5. Create a hypothesis for what you think might happen if you added one more cell next to the other two?
6. Now, connect one more cell next to the existing 2. Is your hypothesis correct? Why / Why not?
7. Create a hypothesis for what you think might happen if you added one more bulb next to the other one?
8. Try it. Add 1 more light bulb next to the one existing light bulb. What happens to the brightness of the existing bulb?
Why do you think this happened?
9. Create a hypothesis for what you think might happen if you added one more light bulb next to the other two?
10. Try it. Now, connect one more light bulb next to the existing 2. Is you hypothesis correct? Why / Why not?
11. Is there a way of connecting more cells without affecting the brightness of the light bulbs? If so, what ideas do you have?
12. Now set up the connection you described above. Does it work? If not, try a different connection.
13. Is there a way of connecting more light bulbs without affecting the brightness of the existing light bulbs? If so, what ideas do you have? Write what you intend doing?
14. Now set up the connection you described above. Does it work? If not, try a different connection.
PART C
Based on your observations, please answer the following questions in your Learning Journal.
1. In order for electricity to flow in a circuit, what must the circuit have? (What parts MUST be in a circuit?)
2. What shape must a circuit be?
3. How must the cells be orientated? (How must the batteries be positioned if they are placed one after another?)
4. Is there a difference in the intensity of the lights when they are placed one after another?
5. What happens to the intensity of the lights when you add more to the circuit?
6. How can you increase the intensity of light in the light sources?
Based on your observations, please answer the following questions in your Learning Journal.
1. In order for electricity to flow in a circuit, what must the circuit have? (What parts MUST be in a circuit?)
2. What shape must a circuit be?
3. How must the cells be orientated? (How must the batteries be positioned if they are placed one after another?)
4. Is there a difference in the intensity of the lights when they are placed one after another?
5. What happens to the intensity of the lights when you add more to the circuit?
6. How can you increase the intensity of light in the light sources?
PART D
Predict which of the materials in the Grab Bag are conductors and which are insulators.
Use a simple circuit with one cell, one light bulb and a switch to test your predictions. Use the material in place of one connecting wire.
Predict which of the materials in the Grab Bag are conductors and which are insulators.
Use a simple circuit with one cell, one light bulb and a switch to test your predictions. Use the material in place of one connecting wire.