Topic: Physical Sciences - Energy
Software: Franklin’s Lab
Investigation - Open and Closed
Lesson Overview
Activity video available at edu.zspace.com
Grade level: 3rd - 5th
Students will investigate the concepts of circuits by comparing an open circuit
with a closed circuit. They will observe electrical current flowing through the
closed circuit, and they will explore ways to close the open circuit.
Lesson Time: 45 Minutes
Key Terms:
Breadboard
Circuit
Closed Circuit
Objectives
Components
Electricity
○○ Observe how energy can be transferred through a closed circuit
Open Circuit
○○ Observe the lack of electrical current flowing in an open circuit
○○ Identify methods of closing open circuits, using materials from the
Franklin's Lab inventory
Resources:
Answer Key
Standards (NGSS and Common Core)
For state specific standards visit edu.zspace.com
Next Generation Science Standards
○○ Physical Science - Energy
• 4-PS3-2 Make observations to provide evidence that energy can be transferred from place to place by
sound, light, heat, and electric currents
Common Core Connections
○○ Language Arts
• W.4.7 Conduct short research projects that build knowledge through investigation of different aspects
of a topic
• W.4.8 Recall relevant information from experiences or gather relevant information from print and
digital sources; take notes and categorize information, and provide a list of sources
Differentiation (Δ)
○○ Provide paper copies of diagrams to students to use as a reference
○○ Provide a handout with a list of vocabulary terms and definitions that will appear in the
activity
○○ Allow students to provide answers that are handwritten, typed, or verbal
○○ Enrichment: Students could find real-world problems involving the concept and design
solutions to those problems
Investigation - Open and Closed
1
Topic: Physical Sciences - Energy
Software: Franklin’s Lab
Introduction
The teacher should introduce the concepts of circuits and electricity flow. The teacher will tell the
students that they will compare an open circuit and closed circuit in the "Investigation - Open and
Closed" activity. They will also explore ways in which they can close an open circuit.
Activity
1. Currently, there are two circuits on your breadboard. One circuit is “closed,” and one circuit is “open”.
2. Which circuit do you believe is "closed"? Explain why you chose this answer.
3. Which circuit do you believe is "open"? Explain why you chose this answer.
4. How could you close the open circuit? Give 5 examples.
5.
Please close the open circuit, using one method. Take a screenshot of your solution.
6. How can you open a circuit? Give 3 examples.
7. Why is it important for a circuit to be closed?
8. When do you want a circuit to be open?
Closing
After the students complete the activity, they will discuss their observations, challenges, and
successes. Students will discuss the concept of open circuits as "incomplete," or needing connections
in order to allow electrical current to flow. They will also discuss closed circuits as allowing electrical
current to flow, and the reasons a circuit would need to be closed. The students will complete the
discussion questions.
Questions for Discussion
1. Why is it important for a circuit to be closed?
Answers will vary. Sample Answer: I think it is important for a circuit to be closed because a closed
circuit allows electrical current to flow through it. An open circuit does not allow electricity to flow
through it.
2. Can a circuit (like the one in the Franklin's Lab activity) be closed in more than one way? Explain your
answer.
Answers will vary. Sample Answer: Yes, a circuit can be closed in many different ways, as long as all the
components are attached as well as conductive, and there are no short circuits.
3. How do you know that energy (electricity, in this case) was being transferred?
Answers will vary. Sample Answer: I know that energy was being transferred because the electricity
went from the battery pack into the LED to turn it on, which is light energy. (Students could also talk
about the chemical energy in the battery.)
Δ Investigate Further
Follow-up Activity: Complete the "Challenge - Open and Closed" activity.
Investigation - Open and Closed
2
Topic: Physical Sciences - Energy
Software: Franklin’s Lab
Answer Key
Activity Questions Provided in Franklin’s Lab
1. Currently, there are two circuits on your breadboard. One circuit is “closed,” and one circuit is “open”.
2. Which circuit do you believe is "closed"? Explain why you chose this answer.
Answers will vary. Sample Answer: I believe the circuit on the left is closed, because it is the circuit that
looks like all the components are attached in a circular way. Also, the circuit on the left had electrical
current flowing, whereas the circuit on the right did not.
3. Which circuit do you believe is "open"? Explain why you chose this answer.
Answers will vary. Sample Answer: I believe the circuit on the right is open, because it is the circuit that
looks like some components are missing and disconnected. Also, the circuit on the left had electrical
current flowing, whereas the circuit on the right did not.
4. How could you close the open circuit? Give 5 examples.
Answers will vary. Sample Answer: I think I could close the open circuit by adding a copper wire, a
resistor, a light bulb, a pencil, or a switch. These will all allow the electricity to flow.
5.
Please close the open circuit, using one method. Take a screenshot of your solution.
Answers will vary. Screenshot.
6. How can you open a circuit? Give 3 examples.
Answers will vary. Sample Answer: I could blow out a light bulb, or add something that is
nonconductive like an eraser or open a switch. These would all give me an open circuit.
7. Why is it important for a circuit to be closed?
Answers will vary. Sample Answer: Then electricity can flow and power the light or other devices.
8. When do you want a circuit to be open?
Answers will vary. Sample Answer: I want the circuit to be open when I leave the house so the lights go
off.
Investigation - Open and Closed
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