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MC |
5th Grade |
Standard: 04 |
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Objective: 02. Analyze the behavior of current electricity. |
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ILO: |
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Which type of electricity moves along a pathway to make a light turn on?
a. Static electricity
b. Lightning electricity
c. Turbine electricity
d. Current electricity
Correct Answer: d
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MC |
5th Grade |
Standard: 04 |
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Objective: 02. Analyze the behavior of current electricity. |
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ILO: |
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Ken wanted to make a light bulb glow. Which set of materials would he need?
a. paper cup, paper clip, and a popsicle stick
b. D-cell battery, wire, and a light bulb
c. button, D-cell battery, and a rubber glove
d. D-cell battery, paper, and a bulb
Correct Answer: b
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P |
5th Grade |
Standard: 04 |
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Objective: 02. Analyze the behavior of current electricity. |
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ILO: |
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Draw a complete circuit with a power source, switch and light. Show all connections. Label all the parts.
Correct Answer:
Answers will vary. Students may use different symbols for the circuit components.
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MC |
5th Grade |
Standard: 04 |
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Objective: 02. Analyze the behavior of current electricity. |
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ILO: |
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What will happen if you add more batteries to an electrical circuit containing light bulbs?
a. No change.
b. The bulbs will dim.
c. The bulbs will be brighter.
d. The bulbs will last longer.
Correct Answer: c
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MC |
5th Grade |
Standard: 04 |
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Objective: 02. Analyze the behavior of current electricity. |
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ILO: |
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Mark
and Eliza wanted to build an electric circuit using other materials besides the
typical battery and copper wire. Which reference would be the best source to
help Mark and Eliza?
a. A textbook chapter
on current electricity.
b. An encyclopedia
referencing electrons.
c. A section of The
Usborne Young Scientist on how electricity moves along a pathway.
d. An Internet site
featuring common household objects used to make a complete circuit.
Correct Answer: d
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I |
5th Grade |
Standard: 04 |
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Objective: 02. Analyze the behavior of current electricity. |
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ILO: |
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Jarrett
had a home science project to design an experiment using current electricity. He
checked out the science reference book, Safe and Simple Electrical
Experiments. As he scanned through the Table of Contents he noticed that
there were many activities, which of the following titles would best help
Jarrett with his home project?
a. ñCharge A Balloonî
b. ñGetting
Electricity From A Lemonî
c. ñMagnetism
Exceeds Gravityî
d. ñMaking A Floating
Compassî
Correct Answer: b
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MC |
5th Grade |
Standard: 04 |
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Objective: 02. Analyze the behavior of current electricity. |
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ILO: |
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Which material acts as a conductor of electricity?
a. popsicle stick
b. rubber glove
c. plastic button
d. paper clip
Correct Answer: d
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I |
5th Grade |
Standard: 04 |
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Objective: 02. Analyze the behavior of current electricity. |
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ILO: |
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Conductivity
Data
Objects
Conducts
Used
Electricity
Eraser No
Wooden
Chip No
Plastic
Spoon No
Brass
Ring Yes
Rubber
Band No
Paper
Clip
Yes
Aluminum
Foil Yes
Pencil
Lead
Yes
Iron
Nail Yes
Using
the chart before, which statement is the best conclusion to describe the types
of materials that carry the flow of electricity?
a. Objects that have
metal in them can usually conduct electricity.
b. Objects must have
lots of mass to be able to conduct electricity.
c. Objects that have
the ability to bend, like wire, only conduct electricity.
d. Objects that can
be magnetized are the only ones to conduct electricity.
Correct Answer: a
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I |
5th Grade |
Standard: 04 |
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Objective: 02. Analyze the behavior of current electricity. |
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ILO: |
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While
during the conductivity experiment, one group marked ïnoÍ when they tested the
pencil lead. Which of the following would be the best scientific attitude for
this group to do?
a. Change their
response to ïyesÍ to be just like everyone else.
b. Retest to
investigate the pencil leadÍs ability to conduct electricity.
c. Insist to the
teacher that they are right and everyone else is wrong.
d. Ignore the
difference in data because there is really no right answer.
Correct Answer: b
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P |
5th Grade |
Standard: 04 |
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Objective: 02. Analyze the behavior of current electricity. |
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ILO: |
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Title: Does It Conduct?
Activity Description: Students will predict which substances conduct electricity
and then experimentally identify conductors and insulators of electricity.
Materials: Bag l will contain aluminum foil, key, rubber glove,
quarter, button, pencil, pen, book, paper clip and a prediction form. Bag
two will contain a battery, some wire, and a light bulb and a data sheet for
experimenting with all the items listed in bag 1.
Time Needed: 50-60
minutes
Procedure: Students will look at the items in their bag
#1. They will predict whether or not the item is a conductor of
electricity or an insulator. They will record on their lab sheet (see
below) their prediction. Then they will take the equipment out of bag #2
and take the battery, the light bulb and the wire and make a connection that will
light the bulb. They will then go through the list and test each
item. Record their findings and compare their prediction with their
experiment findings.
Scoring Guide:
1. Student follows
directions 5
points
2. Student fills out
prediction form 5
points
3. Student does experiment
with data recorded 5
points
4. Student has name on all
pages 5
points
5. Student replaces all
equipment properly 5
points
Student
Sheet
Name
________________________________
Date ____________
PREDICTIONS:
|
Item |
Conductor |
Insulator |
|
Aluminum foil |
|
|
|
Key |
|
|
|
Rubber glove |
|
|
|
Quarter |
|
|
|
Button |
|
|
|
Pencil |
|
|
|
Pen |
|
|
|
Book |
|
|
|
Paper clip |
|
|
EXPERIMENT FORM
TAKE THE ITEMS FROM BAG #2.
Make a connection that will light the light bulb. Then take each
item and test it to see if the connection will light the bulb through the
item. Mark conductor if it will allow the light bulb to light, mark
insulator if it will not allow the light bulb to light. Compare with your
prediction sheet.
|
Item |
Conductor |
Insulator |
|
Aluminum foil |
|
|
|
Key |
|
|
|
Rubber glove |
|
|
|
Quarter |
|
|
|
Button |
|
|
|
Pencil |
|
|
|
Pen |
|
|
|
Book |
|
|
|
Paper clip |
|
|
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MC |
5th Grade |
Standard: 04 |
|
Objective: 02. Analyze the behavior of current electricity. |
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ILO: |
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When performing an experiment with electricity, which material would act as an insulator?
a. staple
b. popsicle stick
c. wire
d. paper clip
Correct Answer: b
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P |
5th Grade |
Standard: 04 |
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Objective: 02. Analyze the behavior of current electricity. |
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ILO: |
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1. Sort the following list of materials
into either insulators or conductors of electricity.
2. Add one more example to each list.
3. Describe a real life situation where
you would need an insulator.
List
of materials: piece of wood, a
copper penny, a plastic knife, a balloon, a piece of Styrofoam¬, an aluminum
screw, a rubber tube, a metal fork, a copper wire, a steel pipe
Insulators Conductors
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
Example: Example:
Correct
Answers:
Insulators Conductors
1. piece of wood 1. a copper penny
2. a plastic knife 2. an aluminum screw
3. a
balloon 3. a metal fork
4. a piece of Styrofoam¬ 4. a copper wire
5. a rubber tube 5. a steel pipe
Example: a piece of cork Example: brass washer
Example
of Real Life Application:
(Answers
may vary.)
The
plastic covering around a copper wire is a good example of needing an
insulator. If the plastic covering wasnÍt there, you could burn your fingers
when trying to work with the copper wire, especially when electricity was
flowing through it.
Scoring
Rubric for Real Life Application:
4 -
Writes a relevant and detailed real life example based on correct scientific
principles.
3 -
Writes a brief, basic explanation that relates to insulators.
2 -
Writes a brief explanation but contains some incorrect information.
1 - Makes an attempt to write an explanation but shows little understanding.
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MC |
5th Grade |
Standard: 04 |
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Objective: 02. Analyze the behavior of current electricity. |
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ILO: |
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During
science class Mrs. Sears gave each student an empty film cartridge, a light
bulb, and candy bar wrapped in aluminum foil. The students were delighted to
discover that they could get the light bulb to light up with these unusual
materials. What purpose was the candy bar wrapper?
a. It provided the
power source.
b. It was the award
at the end.
c. It provided the
bells and whistles.
d. It was the
conductor for a pathway.
Correct Answer: d
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MC |
5th Grade |
Standard: 04 |
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Objective: 02. Analyze the behavior of current electricity. |
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ILO: |
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Which
of the following would be the best research question to discover whether or not
a switch saved electricity on a complete circuit that had a bell and a light?
a. Does the number of bells and lights effect the amount of
electricity a complete circuit uses?
b. How is the flow of
electricity effected with the addition of more batteries to the circuit?
c. Does having a
switch make a difference in the amount of electricity used by a complete
circuit?
d. How could you build a complete circuit using one battery that included a switch, a bell, and a light?
Correct
Answer: c
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P |
5th Grade |
Standard: 04 |
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Objective: 02. Analyze the behavior of current electricity. |
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ILO: |
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Instructions for the Teacher
Light the Bulb
Description:
Given a packet of electrical components, students will construct a circuit and answer questions about circuits. The students should work individually if sufficient materials are available. Otherwise, they may work in small groups.
Time Required:
45 minutes
Materials Needed:
One kit, containing the following, for each student or small group:
1 baggie or similar container big enough to hold all the electrical components
2 D-cell batteries
2 battery holders (and clips if needed)
Two 2.5 volt bulbs
2 bulb holders
4-6 pieces of insulated 16 or 18 gauge wire (each 20-30 cm long) or insulated wire with
alligator clips
Student experiment and response sheets
Advance Preparation:
1. Collect and organize materials needed. If needed, use wire strippers to remove about one-half inch of insulation from both ends of each piece of wire. Place all of the electrical components for each group in a baggie or other container.
2. Make a copy of the experiment and response sheets for each student.
How to Proceed:
1. Distribute a kit, the experiment sheets and the response sheets.
2. Direct students to read all instructions before proceeding to build their circuits.
3. Allow students about 45 minutes to complete their work. Circulate from group to group as the students work. Observe the studentsÍ performance.
4. Collect all the packets. Also gather the response sheets so they can be scored.
Possible Answers:
1. Drawing of a complete circuit, with all of the parts labeled (battery, bulb, wire).
2. The bulb is lit.
3. Drawing of a complete circuit with two batteries and all of the parts labeled.
4. Predictions vary.
5. The bulb should be brighter with the second battery.
6. The bulb uses twice as much power, so it is brighter.
7. Predictions vary.
8. Drawing of a complete circuit with two batteries, two bulbs and all of the parts labeled.
9. The bulbs should be dimmer. The bulbs are sharing power. If a student observes that one bulb isnÍt lit, point out that it may be too dim for the light to show up in the room.
10. Both bulbs should be unlit.
11. It is an incomplete circuit.
Scoring Guide:
Accuracy:
3 points Drawings, labels and written explanations are nearly all correct.
2 points Drawings, labels and written explanations include some minor errors.
1 point The drawings, labels and explanations include major errors or misconceptions.
Efficiency:
3 points Student or team completes the task within the allocated time period with little or
no outside help.
2 points Student or team is able to complete the task within the given time period with little outside help.
1 point Student or group is able to complete the task only with extensive help from the teacher or peers.
0 points Student or group is unable to complete the task.
Name ___________________________ Total Score __________
Date _________________
Light the Bulb
Student
Instructions:
This exercise tests your knowledge of a series circuit. Complete each task as directed below. Draw or write answers in the spaces provided.
Materials Needed:
1 kit for each student or team containing the following items:
2 D-cell batteries
2 battery holders (and clips if needed)
Two 2.5 volt bulbs
2 bulb holders
6 pieces of insulated 16 or 18 gauge wire (each 20-30 cm long) or insulated wire with
alligator clips
Student response sheets
Procedure:
1. Using the materials provided, make a circuit using one battery and one bulb. Draw your circuit on the response sheet. Label all of the parts.
2. What do you predict will happen when you add one more battery to your circuit? Record your prediction on the response sheet. Try it and see what happens.
Troubleshooting:
a. The bulb does not light. (How are the batteries connected to each other? Remember that the positive end of one battery needs to be connected to the negative end of the second battery.)
b. The bulb does not light. (Be sure the metal ends of the wire are making contact with the battery or battery holder and the metal clips.)
3. Record your observations on the response sheet.
4. What do you predict will happen to the bulbsÍ brightness when you add one more bulb to your circuit? Record your prediction on the response sheet. Try it and see what happens. Record your observations.
Name ___________________________ Total Score __________
Date _________________
Light the Bulb
Response Sheet
1. Draw a picture of your simple circuit, using one battery, one bulb and two wires. Label all of the parts.
2. What do you observe?
3. Add a second battery to your circuit. Draw and label a picture of your circuit.
4. Predict what will happen to the bulbsÍ brightness with two batteries.
5. What happens to the brightness of the bulb with the second battery?
6. Explain why you think the change happened.
7. Predict what will happen when you add two bulbs to your circuit.
8. Add a second bulb to your circuit. Draw and label the picture of your circuit.
9. What happens to the brightness of the two bulbs? Why do you think this changed happened?
10. Unscrew one of the lit bulbs in your circuit. What happens to the other bulb?
11. Why do you think this happened?