Flowing Energy!

Grade Level: 4th Grade By: Lauren Mroz

Benchmarks (Michigan Curriculum Framework): P.EN.04.51 Demonstrate how electrical energy is transferred and changed through the use of a simple circuit. S.IP.04.13 Plan and conduct simple and fair investigations. S.IP.04.14 Manipulate simple tools that aid observation and data collection (for example: hand lens, balance, ruler, meter stick, measuring cup, thermometer, spring scale, stop watch/timer, graduated cylinder/beaker.) S.IA.04.12 Share ideas about science through purposeful conversation in collaborative groups. W.SP.04.01 In the context of writing, correctly spell frequently encountered words (e.g., roots, inflections, prefixes, suffixes, multi-syllabic); for less frequently encountered words, use structural cues (e.g., letter/ sound, rimes, morphemic) and environmental sources (e.g., word walls, word lists, dictionaries, spell checkers). W.HW.04.01 Write neat and legible compositions.

Objectives: This lesson is one of a series of lessons on how electrical energy is transferred and changed in a simple circuit. This lesson focuses on learning through inquiry how energy is transferred and changed in a simple circuit created containing a light bulb. 1. Students will be able to create a simple circuit with provided materials and tools. 2. Students will be able to explain the 4 types of energy (chemical, electric, light, and heat) in a simple circuit with a light bulb. 3. Students will be able to explain, orally and written, how energy is transferred in a simple circuit. 4. Students will be able to explain, orally and written, how energy is changed in a simple circuit. 5. Students will be able to demonstrate their understanding of a simple circuit by applying their knowledge to a new situation. Misconceptions: Current flows from a battery (or other source of electricity) to a light bulb (or other item that consumes electricity), but not from the light bulb to the battery. o The lesson addresses this misconception during the explore and explain. In the explore students are challenged to create a simple circuit and label the flow of

energy throughout the circuit. In the explain, class discussion and collaboration specifically addresses the transfer and change of energy in a simple circuit. It is during this part that the teacher can correct any misunderstandings students may have had when labeling where energy flows within the circuit. Electrons change into light when a lamp is turned on. o During the explain part of the lesson students discuss and begin to understand the flow of energy in the circuit. It is during this point that the teacher reinforces that the electrons make up the electric energy which is changed into light energy and thermal energy when it reaches the resistor (light bulb) but electric energy also continues to flow through the light bulb and back to the power source. Therefore, electrons dont change into light, they more or less become light energy. Source: http://homepage.mac.com/vtalsma/misconcept.html#electric Safety: Remind students that the light bulbs are glass and can be broken Warn the students that if the wire touches a battery terminal for too long of a time it may begin to get warm Remind students to handle the materials with caution and not to play with them.

Materials: D batteries (about 10) 1 volt light bulbs (about 10) Insulated and/or bare wire (about 20 pieces) Masking tape (a roll for every 2-4 students is ideal) Light it Up Worksheet - attached Flashlight Experiment Worksheet - attached Written Exam - attached Flashlights (1 per pair of students)

Vocabulary: Simple Circuit Electrical Energy Conductor

Power Source Appliance Electricity

Prior Knowledge: Students have been taught that electricity is the flow of electrons through a wire and that the flow of electricity is a current. Students have been taught that there are different forms of energy, electric, light, and heat. Students have been taught that a simple circuit is similar to circle of electricity. Students have been taught that a simple circuit requires a battery, wire, and light bulb and must be complete in order to work. Students have been taught how to apply their understanding of simple circuits to other situations.

Day One:

Engage (15 minutes) A modified KWLQ strategy will be used to assess the students in the engage and explain. Engage in classroom discussion (KNOW): Students will come up to the board when they feel comfortable and draw objects to create a compare/contrast organizer several students can be at the board at a single time. o 1. Come up to the board and draw objects you see in the classroom that use energy. Light, T.V., computer, radio, electric pencil sharpener, projector, fan, plant, heat register (uses & gives off energy), aquarium tank, microscope, o 2. Draw objects that provide energy. Apple provides food energy Heat register provides thermal energy Radio gives off sound energy Instrument provides sound energy Sun provides light energy

o How do you know group 1 uses energy and group 2 provides energy? This is an assessment not looking for a right/wrong answer simply seeing what the students already know about energy and what misconceptions they may have. o Create a classroom graphic organizer on the board to organize the objects into categories based on the type of energy they use: chemical, electric, heat, light, other (exposes some misconceptions and prior knowledge students possess) o Quick Write- Write down what you want to learn about simple circuits and the transfer of energy in a simple circuit. (WANT) Explore: Light it Up Experiment! (about 25 minutes) found on page 16 o Show the class a set of materials - power source (battery), conductor (wire), and an appliance that uses electricity (light bulb). Large laminated pictures of these will be hung on the front board. o Procedure: 1. Have the students find a place in the room where they have enough space to work on their own but still be able to talk to a neighbor. 2. Provide each student a worksheet to color and cut out the battery, bulb, arrows, and descriptive words. 3. Provide each table with a roll of masking tape to share. The masking tape will represent the wires. 4. Using these materials have the students create a simple circuit to make the light bulb light with masking tape on the floor. They should then label the diagram with the descriptive words, place arrows to show flow of electricity, and show where energy is transferred. (if necessary, briefly review what a simple circuit is/ display a picture of a simple circuit for reference however, students should already know how to create a simple circuit for this lesson found on page 17) Found on pages 12, 13, 14

5. When students have finished have them come up to the front of the class, borrow materials to recreate their masking tape circuit and check to make sure their circuit works correctly. Adaptation: Each student or pair of students could also be provided with a set of materials to create a circuit at their spot. They could initially create the circuit with the materials then make the masking tape circuit. Students could also create the masking tape circuit first then check it with the materials. Either method works great, it just depends on budget at the school and/or amount of time available to devote to the lesson. Explain (20-30 minutes) How did our tape circuit need to be set up in order to be complete and light the bulb? o Have 3 students use the magnetic pictures to create 3 simple circuit diagrams on the board. found on pages 12, 13, 14 o Make a list on board of what is included: Must have a wire, a battery, and a light bulb. There must be a wire connected to the positive and negative end of the battery. This makes the circuit complete. o Ask class: What is electric energy? Flow of electrons through the circuit Power source supplies the electric energy to the circuit. Battery have a student label this on the diagrams on the board. Also students should check their tape circuit. A battery has a positive end and a negative end label these on the diagram on the board and their tape circuit. o Who knows what takes place in a battery? In the battery, chemical reactions take place that cause negatively charged particles to build up on one side (the negative end) and positively charged particles to build up on the other end (positive end) The negative end sends electrons along the wire and the positive end attracts the electrons. diagram found on page 19 o Ask class: What was the power source in our experiment?

o What was the conductor in our experiment? Conductor path electrons flow through in a circuit In our circuit the electrical charge flows through the wire label the conductor on the board and check on their tape circuit. o Who can tell me what the appliance was in our experiment? Appliance something that uses electric energy In our circuit the light bulb uses electricity supplied by the battery have a student label this on the board and check their tape diagram. How do you think electricity flows through the simple circuit? Several students should come up to the board and place the blue arrows around the circuit to indicate the flow. Any misconceptions with direction of flow should be addressed here. o In the circuit we created, electricity will only flow from the negative end of the battery to the positive end. In a simple circuit the electrical energy will travel from a battery along a wire through a light bulb and back to the battery. (addresses the misconception) o Create a student generated statement on flow of electrical energy in a simple circuit to include in science journal: As electrical energy travels through the circuit the same amount of electrical energy that leaves the power source travels through the conductor to the appliance and the same amount returns to the power source. In our experiment there were 4 types of energy used. What are the 4 types? o Chemical, Electric, Light, Heat Where were these forms of energy changed? Have students volunteer where they labeled these on their masking tape diagram. o Chemical energy in a battery is changed into electric energy which is transferred through the wire to a light bulb, which changes the electric energy to light and heat, and electrical energy returns to the battery Label diagram on the board and tape circuit (addresses the misconception) Show the class the attached diagram found on page 20

Quick Write: o In your science journal: What have you learned about simple circuits and the transfer/change of energy? What questions do you still have? (LEARNED and QUESTION)

Day 2
Elaborate: Flashlight experiment! (15 minutes) found on page 21 and 22 o Apply what you know about simple circuits to figure out what the simple circuit is in a flashlight o Label the transfer of energy in the flashlight Discussion (15 minutes) o Have a student come up to the board to draw their flashlight simple circuit o Have a different student label the transfer of energy in the simple circuit o How was this circuit different from the Light It Up experiment? Quick write: o How is the simple circuit with the light bulb different and/or similar from the flashlight? Address the purpose of the switch to make the circuit complete/incomplete

Day 3
Evaluate: Engage: o Diagnostic Assessment: KWLQ, Picture brainstorming, graphic organizer, quick write Explore: o Formative Assessment: Light It Up experiment Explain: o Summative and Formative Assessment: Classroom discussion and quick write Elaborate: o Formative Assessment: Flashlight experiment Evaluate: o Summative Assessment: Written Exam (attached on page 23 and 24)

Scientific Background In general, a circuit is a closed loop that allows electrons to flow through it. In a circuit, electrical energy is supplied via a source of electrical energy, like a battery. A typical circuit consists of a power source, a conductor, and an appliance. A simple circuit is a specific type of circuit that functions to allow electricity to flow through it. Electricity will only flow through a circuit if it is complete. A complete circuit is one that allows for a continuous flow of electrons or electrical energy from the power source, through the conductor and resistor back to the power source. If a circuit is incomplete, electrical current cannot flow around the circuit. In the case of an incomplete circuit, the light bulb will not light because there is not a complete path for the electrons to travel through from source to source. Therefore, for a circuit to work it must be a complete circuit. In addition there must be a source of electric potential difference. In the experiment used in this lesson, the power source is the battery. Inside a battery there is basically three sections; the cathode, electrolyte, and anode. Chemical reactions occur that cause a buildup of negatively charged electrons at the anode. This is what causes the electrical difference between the two ends of the battery. Like charges repel one another, so the negatively charged electrons want to move to the cathode end where there are fewer negative charges. However, the electrolyte prevents the electrons from moving in a direct path. Instead, the only way for the electrons to reach the cathode end is by traveling through a closed circuit. Therefore, the electric potential within the battery causes the flow of electrons through the circuit which in turn lights the light bulb. A simple circuit must also have a conductive path that allows for the movement of electrons. A conductor is a substance that easily allows electrons to move through and thus provide an electric current. Typically good conductors are metals like gold, silver, copper, and lead. In this experiment the conductor is a wire that creates a path for the electrons to travel through. A simple circuit must also have a resistor. A resistor is another term for an object that uses electricity and typically does not allow electrons to move through easily. In the experiment in this lesson, the resistor is the light bulb. When electricity move through the light bulb there is a change of energy that takes place. In this situation, the energy changes from electric energy to light and heat energy. As an electric charge moves through a resistor, work is done on the resistor so energy is lost. Therefore, when these charges return to the battery all of the energy they had is lost. When we say that electricity flows through a simple circuit, what does this mean? All things are made up of atoms composed of electrons, protons, and neutrons. Electrons can be made to move from one atom to another. It is when the electrons move (flow) that a current of electricity is formed. In the experiment in this lesson, electrons move about the piece of wire conductor and are passed from one atom to another, which creates an electrical current. A current is simply just a flow of electric charges. The flow of electrons or electric energy through a circuit causes there to be a transfer/change of energy. In the battery, chemical reactions are occurring so there is chemical energy within a battery. This chemical energy is changed to electrical energy which travels through the wires.

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When the electrical energy flows through the resistor, the light bulb changes the electrical energy into light energy and also gives off heat energy. Energy can be converted in three different ways; gravitational forces, frictional forces, or electric and magnetic force fields. In circuits the electric and magnetic force fields cause a change of energy. The charged particles convert potential energy into kinetic energy. They can also interact with the magnetic and electric fields that are created transferring energy between them. Just like an electric current was created using a simple circuit so too can a magnetic effect be produced. The simple circuit that creates an electric current is the moving charge that creates magnetic fields. This current that produces this effect could come from the current in a wire connected to a simple circuit or it could be a current already created from the motion of electrons in atoms. The difference in these types of currents reflects the type of magnet it is a permanent or a temporary. In permanent magnets, like those identified on a refrigerator, the magnetism is created from the spinning of electrons. In temporary magnets, like the electromagnet, its magnetic field comes from the electron flow through a conductor. Using the same understanding of how electrical circuits produce electricity one can understand how an electric circuit can also produce a magnetic effect. Works Cited: "How Is Energy Converted." New Mexico Solar Energy Association. Web. 5 Mar. 2012. <www.nmsea.org/Curriculum/Primer/how_is_energy_converted.htm>. "Power System." How Do Batteries Work? Web. 5 Mar. 2012. <http://www.qrg.northwestern.edu/projects/vss/docs/power/2-how-do-batteries-work.html>. "Power System." What's a Circuit? Web. 5 Mar. 2012. <http://www.qrg.northwestern.edu/projects/vss/docs/power/2-whats-a-circuit.html>.

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In Your Science Journals respond to:

Engage Quick-write:

Write down what you want to learn about simple circuits and the transfer of energy in a simple circuit.

Explain Quick-write:

What have you learned about simple circuits and the transfer/change of energy? What questions do you still have?

Evaluate Quick Write: How is the simple circuit with the light bulb different and/or similar from the flashlight?

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Electricity

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Directions: Color and cut out the following pictures and words to use in your simple circuit. Use the masking tape provided as the wires of the circuit.

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Battery Store of Chemical Energy Transferred as electrical energy Transferred as heat energy

Lamp

Surroundings
Transferred as light energy

Surroundings

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Name: __________________ Date:___________________

Flashlight Experiment

Procedure: A. Explore how a flashlight works to light the bulb. B. After thoroughly exploring your flashlight answer the questions below and label the 4 parts of a flashlight on the picture. 1. What is the Power Source? __________________________ 2. What is the Conductor? _____________________________ 3. What turns it on/off? _______________________________ 4. What is the Appliance? _____________________________

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C. Draw the simple circuit of a flashlight below:

D. Go back to your diagram and label the transfer of energy in the circuit.

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Name: ____________________ Date:_____________________

Simple Circuit Unit

Part One: Directions: Over the past week we have been learning about simple circuits. Most recently we have spent time focusing on the transfer of energy. Draw a complete simple circuit with all the necessary parts: power source, conductor, and appliance. Afterwards, make sure to label your circuit using the words in the word bank below AND draw arrows to represent the flow of electricity in your circuit.

Word Bank
Power Source Heat + Chemical Conductor Light Appliance Electric -

Draw your simple circuit below:

**Dont forget to draw arrows that represent the flow of electricity in your circuit.

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Part Two: Directions: Using the simple circuit drawing you created write a paragraph that describes the transfer AND change of energy in a simple circuit.
______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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Part Three: Self- Evaluation Directions: Please give the following questions thought before answering and be honest. Your answers will not influence your grade in any way, it is merely a tool to help you and I improve.
1. Write down any concepts you are still struggling with understanding. ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 2. Write down any questions you still have. _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ 3. How confident did you feel about your answer to question 1? Why? _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ 4. How confident did you feel about your answer to question 2? Why? _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ What grade do you think you earned on this assessment? ________________ out of 20 points.

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Grading:
Light It Up activity: Graded Credit/No-credit for doing and participating in the masking tape activity. *sample answer attached Flashlight activity: Graded Credit/No-credit for trying to figure out the simple circuit in a flashlight. *sample answer attached Written Exam: Use attached rubric

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Procedure: A. After thoroughly exploring your flashlight answer the questions below and label the 4 parts of a flashlight on the picture. 1. What is the Power Source? Battery 2. What is the Conductor? Wire 3. What turns it on/off? Switch 4. What is the Appliance? Light Bulb

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B. Draw the simple circuit of a flashlight below:

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Part One: 2 points off for each part of the circuit (power source, appliance, conductor) incorrectly positioned or not included in the circuit. 2 points off if the circuit is an incomplete simple circuit. 2 points off for incorrectly labeling or not including the flow of electricity through the simple circuit. point off for each word not labeled or not labeled correctly on the diagram. Total Points: 15

Part Two: Sample Essay: The battery (Power Source) changes chemical energy to electric energy. Electric energy travels from the negative terminal of the battery along a wire (conductor) to the light bulb (appliance) and is changed into light and heat energy which is transferred to the surroundings. Electric energy travels back to the positive terminal of the battery. Total Points: 5

5 Essay All 4 forms of energy are correctly included and the transfer is correctly identified.

4 3 of 4 forms of energy and transfers are correctly included.

3 2 of 3 forms of energy and transfers are correctly included.

1 or fewer Essay is forms of not energy and written. transfers are correctly included.

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References
"BBC News." Energy Transfer and Storage. BBC. Web. 21 Feb. 2012. <http://www.bbc.co.uk/schools/ks3bitesize/science/energy_electricity_forces/ener gy_transfer_storage/revise3.shtml>. Chavis, Jason C., and Bronwyn Harris. "What Is Electrical Energy?" WiseGeek. Conjecture, 09 Mar. 2012. Web. 17 Mar. 2012. <http://www.wisegeek.com/whatis-electrical-energy.htm>. Crosslin, Rick. "Indiana Expeditions." Lesson Plan for Simple Circuit. Children's Museum Indianapolis. Web. 21 Feb. 2012. <http://www.wfyi.org/IndianaExpeditions/IDEXSeason3_2010/IDEX301/IDEX301El ectircEnergyCircuits.pdf>. "Electric Circuits." The Physics Classroom. Web. 4 Mar. 2012. <http://www.physicsclassroom.com/reviews/circuits/circuitsprint.cfm>. Hapkiewicz, A. "Children's Ideas in Science." Science Misconceptions. Web. 20 Feb. 2012. <http://homepage.mac.com/vtalsma/misconcept.html>. Sefton, Ian M. "Understanding Electricity and Circuits: What the Text Books Dont Tell You." Science Teachers Workshop 2002. Web. 01 Mar. 2012. <http://sydney.edu.au/science/uniserve_science/school/curric/stage6/phys/stw200 2/sefton.pdf>. "Series and Parallel Circuits." 3M Science of Everyday Life. Web. 20 Mar. 2012. <http://www.scienceofeverydaylife.com/views/other.cfm?guidAssetId=D1507F6E09C3-4E7B-B1E9-16708E402009>. Simple Electric Circuits. TechLinks for CTCs. Web. 28 Feb. 2012. <http://www.deltasee.org/CTC/Activity%2002%20Simple%20Electric%20Circuits.p df>. Simpson, Janice. "Electricity - Simple Circuits." Sheppard, Wade and Associates. 8 Aug. 2000. Web. 21 Feb. 2012. <http://www.cando.com/uci/lessons99/electricity.html>. "The Energy Story - Chapter 4: Circuits." Energy Quest Room. California Energy Commission. Web. 21 Feb. 2012. <http://www.energyquest.ca.gov/story/chapter04.html>. Wagon, Joy. "The Simple Circuit." Oswego City School District Regents Exam Prep Center. Web. 20 Mar. 2012. <http://www.regentsprep.org/regents/physics/phys03/bsimplcir/default.htm>.

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"What Are Volts, Amps & Watts Etc?" RMCybernetics. Web. 5 Mar. 2012. <http://www.rmcybernetics.com/science/cybernetics/electronics_volts_amps_watts .htm>.

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