Introduction to Exciting Electricity
This series is divided into 4 segments, 1 hour each, for a total of four hours.
Purpose:
In these activities, students will:
 discover electricity flows in a circuit
 discover electricity doesn’t work when the circuit is broken
 identify insulators and conductors
 discern an electrical current creates a magnetic field perpendicular to
the current
 learn the symbols used to indicate a battery, the resistors, the wires,
and the positive and negative sides to the battery
 learn to draw a simple electrical schematic (diagram)
 recognize how to connect a simple, series and parallel circuit by
reading a schematic
Grade:
Intermediate students (3-5)
Equipment: Magnetic compass (1/pair)
Wires with alligator clips (7/pair)
Bulb bases (2/pair)
1 large, clear light bulb with filament attached
1 large, clear burned-out light bulb with filament broken
scissors (1/pair)
Materials:
6 volt lantern battery (1/pair)
flashlight screw-in bulbs (2/pair) plus replacement bulbs
optional: balloons (1/student)
wax paper 2”x2” square folded into a strip (1/pair)
keys (1/pair)
aluminum foil 2”x2” square folded into a strip (1/pair)
shoe laces made only from cloth and plastic (1/pair)
cloth ½”x2” strip (1/pair)
pencils - wood - sharpened (1/pair)
magnets (2/student)
tape masking or cellophane (1/pair)
coffee straws (10/student)
soda straws (10/student)
optional:
buzzers
beepers
switches
diodes
Preparation: Check all batteries and bulbs and replace those that are no longer
working. Copy student work sheets, one set per student. It is important
that you have replacement bulbs. If the bulbs are not handled carefully,
their delicate filaments can break easily.
Divide the following “basic materials” which will be needed for all four
experiments and place in individual containers or large zip-lock bags:
Basic Materials Packet includes:
1 battery
2 bulbs
7 wires with alligator clips
2 bulb bases
Supplies needed for Experiment 1:
Basic Materials Packet
large working clear light bulb
large burned-out light bulb
Supplies needed for Experiment 2:
Basic Materials Packet
wax paper 2”x2” square folded into a strip (1/pair)
key (1/pair)
aluminium foil 2”x2” square folded into a strip (1/pair)
shoe laces (1/pair)
cloth ½”x2” strip (1/pair)
pencil (1/pair)
Supplies needed for Experiment 3:
Basic Materials Packet
tape masking or cellophane (1/pair)
magnetic compass
magnets (2/student)
Supplies needed for Experiment 4:
Basic Materials Packet
scissors (1/pair)
coffee straws (10/student)
soda straws (10/student)
tape masking or cellophane (1/pair)
wax paper 2”x2” square folded into a strip (1/pair)
keys (1/pair)
aluminium foil 2”x2” square folded into a strip (1/pair)
shoe laces (1/pair)
pencils (1/pair)
replacement bulbs
optional materials:
buzzers, beepers, switches, diodes
Exciting Electricity Experiment 1
Great Idea: Light the Bulb!
The Complete Circuit
(1 hour)
Preparation: In addition to the Basic Material Packet, for Experiment 1 you will need:
1 large clear light bulb with filament attached
1 large clear burned-out light bulb with filament broken
Optional - 1 balloon per student
Introduction:Electricity is usually invisible. Ask your class to name an example of
natural electricity (lightening or the shock created touching a doorknob).
Ask your class to name an example of electricity created by humans (light
bulbs, TV, walkmans, etc.).
Activity:
Optional—Pass out one balloon per student. Ask your students to blow up
and tie off their balloon. Ask them to explore static electricity with their
balloons. By rubbing the balloon on their hair, clothes or rug, they are
charging their balloons with static electricity. When charged, they can
make the balloon stick on the wall, make their hair stand on end, or stick
to their partner.
Discussion: We are not able to use the electricity in static electricity. The energy from
a single lightening bolt can give off 3,750,000,000,000 kilowatts. That is
3.75 trillion kilowatts! The BPA sells 17,664,000 kilowatts of power every
hour. If they could harness lightening, 1 bolt would supply power for the
entire Pacific Northwest (Oregon, Washington, Idaho, Montana, Northern
California and parts of Alaska) for 15 minutes!
There are two types of electricity made by people, AC and DC. AC stands
for Alternating Current, the type that your refrigerator uses. DC stands for
Direct Current, the types found in batteries. For this series of lessons, we
will be using direct current only. Ask your students if they know what
types of electricity there are, and an example of each.
Electricity cannot be seen, unless something is hooked up to it that resists
it, called a resistor. Ask your students to name a resistor (a light bulb or
TV). We can make observations about what is happening to the light bulb,
and this can help us guess what the electricity is doing. This type of
thinking called “building a model.”
Activity:
Instruct your students to turn to their hand out, Exciting Electricity. Read
through the instructions, and ask if everyone understands what they need
to do.
The first thing to do is to set up the electrical circuit. (Circuit comes from a
Latin word that means to go around.) The lights should go on if everything
is working. If not, try the following:
Trouble Shooters:







gently tighten the bulbs
check if the circuit is compete
check to see if the filament in the bulb is intact
check the battery
try new light bulbs
check that the clips are clipped to metal
check that 2 clips are not touching each other
You may then either opt to go through the experiments together as a class
unit, or instruct your students to work together in their teams. Be sure to
encourage discussion, so that the students can brainstorm ideas about
what is happening.
When everyone has completed the experiment and worksheet, go through
the answers, and discuss the observations, then propose the class
discussion question.
Discussion: Ask your class, “What is the “secret” to making the bulbs light?”
Electricity flows like a current of water or wind when there is a complete
circuit. To help understand electricity, compare it to water flowing from a
high ground to low ground. A more accurate, but not as visual comparison
is to air pressure and wind. Air flows from high pressure to low pressure.
Electricity flows from the positive terminal (high ground or high pressure)
to the negative terminal (low ground).
Circuit means circle. The battery “pushes” the electricity from the positive
terminal through the wire, to the bulb, through the filament in the bulb to
the wire, through the wire, back to the battery at the negative terminal.
When it starts, though, everything moves at once, so the bulbs light
simultaneously. If the circuit is broken, then the electricity stops “flowing,”
and the bulbs go out.
Ask student to write what they learned about electricity.
Answers to Exciting Electricity Worksheets:
1
2
When did the bulbs light? The light bulb will only light if there is a complete
circuit, metal touching metal.
Did both bulbs light at exactly the same time? Yes, they do.
3
4
5
6
7
8
9
10
Do you believe that both bulbs actually lit at the same time? This is a subjective
question, and can be either yes or no.
What happened? Both light bulbs when out.
Did both bulbs go out at exactly the same time?
Yes, they do.
Do you believe that both bulbs actually went out at the same time? This is a
subjective question, and can be either yes or no.
What happened? Both light bulbs when out.
What happened? Both light bulbs stayed out until the metal was touching metal.
They did not light until actual contact was made.
Do you need actual contact before the bulbs will light? Yes.
Draw a picture of the light bulb in the space provided below. Be sure
to show the metal tip, the glass globe, and the filament.
glass globe
filament
11
12
13
14
Can you think of what the filament does in the light bulb? It completes the circuit,
so the electricity can continue to flow through the bulb. It is a resistor, so it
makes electricity heat up the very thin wire in the glass globe, and that is what
glows to make the light.
What do you think happens to filament when the light bulb burns out? When the
filament is burned-out, the circuit is broken, so electricity cannot flow. The wire
cannot heat up without the flow of electricity, so the wire will not glow to produce
light.
List everything that is needed to make the bulb light. Battery, wires, light bulb
with an intact filament. Other answers may include metal base for the bulb,
metal clips on the wires.
Write down your thoughts from your final classroom discussion (use the back of
this page if you need more room). Your final discussion will determine the
answers given, although students may come up with other ideas while doing this
part of the lesson.
Exciting Electricity Experiment 1
Great Idea: Light the Bulb!
The Complete Circuit
(1 hour)
Welcome to the exciting world of electricity! In this experiment, you and
your partner(s) will figure out what conditions are necessary for electricity to
work. You will also begin to learn the basic symbols used to represent
electricity.
Before beginning, we need to review your equipment.
 Please notice that the top end of the battery has two brass springs. If
you look at the cardboard top to the battery, the spring near one
corner has a (+). This is the positive end of the battery. The spring
in the center has a (-) by it, and This is the negative end of the
battery. The springs are called terminals.
 All 7 wires should all have alligator clips attached to them.
 The round disk is called the bulb base. It will either be all metal, or it
will be metal where the bulb is screwed in and have two metal
terminals with a plastic or porcelain base.
 You should also have two small flashlight bulbs.
Please notify your teacher if anything is missing. Please be very careful
with all your materials. The little bulbs are delicate. Handle them with care.
How to set up your equipment for this series of experiments:
Screw each bulb into each bulb base. Do not force it or make it too tight.
Find three wires. Connect one end of the wire to the positive battery
terminal, and the other to one side of the bulb base. Connect the second
wire between the 2 bulb bases. Connect the third wire between the bulb
base and the negative battery terminal. See the diagram as you work. You
can use that as a guide while connecting all your wires, and your
equipment should look like the diagram when you are done.
1
When did the bulbs light?________________________________
2
Did both bulbs light at exactly the same time?________________
3
Do you believe that both bulbs actually lit at the same time? ____
____________________________________________________
Break the loop by disconnecting the wire connected to the battery. You
only need to disconnect at one point. Leave the wire connected to the bulb
base.
4
What happened? ______________________________________
____________________________________________________
5
Did both bulbs go out at exactly the same time? ______________
6
Do you believe that both bulbs actually went out at the same time?
____________________________________________________
Reconnect the wire from the battery holder to the bulb base. Disconnect
the wire connecting the two bulb bases. You only need to disconnect at
one point, and do not need to disconnect from both bulb bases.
7
What happened? ______________________________________
____________________________________________________
Slowly bring the clip on the wire to the metal contact point on the bulb base.
Carefully watch the distance between the clip and the metal on the base.
8
What happened? ______________________________________
____________________________________________________
9
Do you need actual contact before the bulbs will light? _________
Your teacher has 2 big light bulbs, one working and one burned-out. Go
look carefully at them. Do you see the wire inside both light bulbs? That is
called a filament. Think about what you had to do to make the bulbs light.
10
Draw a picture of the working light bulb in the space provided below.
Be sure to show the metal tip, the glass globe, and the filament.
11
Can you think of what the filament does in the light bulb? _______
____________________________________________________
12
What do you think happens to filament when the light bulb burns out?
13
List everything that is needed to make the bulb light. _________
____________________________________________________
14
Write down your thoughts from your final classroom discussion (use
the back of this page if you need more room):________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
Exciting Electricity Experiment 2
Stop and Go!
Insulators and Conductors
(1 hour)
Preparation: In addition to the Basic Material Packet, for Experiment 2 you will need to
divide the following materials and place in individual containers or small
zip-lock bags:
wax paper 2”x2” square folded into a strip (1/pair)
keys (1/pair)
aluminum foil 2”x2” square folded into a strip (1/pair)
shoe laces (1/pair)
cloth ½”x2” (1/pair)
pencils (1/pair)
Introduction:Some materials allow electricity to flow, and therefore, complete the
circuit. These materials are called Conductors. Some materials stop the
electricity from flowing, and therefore break the circuit. These materials
are called Insulators. Ask your students to define the words conductor
and insulator. Ask how these two words could apply to electricity.
Activity:
Instruct your students to turn to the hand out, Stop and Go!. Read through
the instructions, and ask if everyone understands what they need to do.
The first thing to do is to set up the electrical circuit. (Circuit comes from a
Latin word that means to go around.) The lights should go on if everything
is working. If not, try the following:
Trouble Shooters:







gently tighten the bulbs
check if the circuit is compete
check to see if the filament in the bulb is intact
check the battery
try new light bulbs
check that the clips are clipped to metal
check that 2 clips are not touching each other
You may then either opt to go through the experiments together as a class
unit, or instruct your students to work together in their teams. Be sure to
encourage discussion, so that the students can brainstorm ideas about
what is happening.
When everyone has completed the experiment and worksheet, go through
the answers, and discuss the observations, then propose the class
discussion questions.
Discussion: Ask your class, “What is an insulator? What is a conductor?”
An insulator is any material, when joined to the circuit, that prevents the
light bulb from lighting (or any other type of resistor from working). It
prevents the passage of electricity. “A non-conducting substance or body,
as porcelain or glass, used in insulating wires, etc.” Webster's Collegiate
Dictionary, 5th Edition.
A conductor is any material, when joined to the circuit, that permits the
light bulb to light (or any other type of resister to work). It allows the
passage of electricity. “A substance or body capable of readily
transmitting electricity, heat, or the like.” Webster's Collegiate Dictionary,
5th Edition.
Ask your class, “What do you need for an electrical circuit? List all the
components (parts) and the materials from which they are made. Why is it
important that some materials are insulators?”
An electrical circuit needs a power source (battery), wires, with conductors
on the inside and insulators on the outside, resistors so we know that
electricity is actually flowing (sometimes we can tell because the battery or
wires will get hot). Conductors are usually metal, and insulators are
usually plastic or glass. If there were no insulators, we would get
shocked, and we would not be able to use the electricity. It would be too
dangerous. Also, insulators direct the electricity to where we want it to go.
Without it, we might never get the light bulb to light, because we could too
easily create “short circuit”, or a path around the resistor.
Ask your class, “Why do you think people use electrical schematics?”
A schematic is an abstract drawing that is easy to read. It can tell you
how your house is wired. An electrical engineer can design a complex
electrical system for the Space Shuttle by using the same symbols. If
something doesn’t work, or breaks, it is easy to go back, see what was
done, and how to test it.
Answers to Stop and Go Worksheets:
1
2
Did your bulb light? This is to help students trouble shoot before they begin the
experiments.
Students fill out table (answers on next page). Students predictions and answers
for “Other” will vary.
Test Object
Prediction
Insulator or
Conductor
Observation
Lit or not lit
lit
Actual
Insulator or
Conductor
conductor
not lit
insulator
lit
conductor
Shoe Lace
not lit
insulator
Pencil Wood
not lit
insulator
Pencil “lead”
lit
conductor
Pencil metal band
lit
conductor
not lit
insulator
Key
Waxed Paper
Aluminum Foil
Clothing
Other
Other
3
4
5
What do you notice about conductors? (What is something that they all have in
common?) Most conductors are made of metal. The pencil “led” is actually
made from graphite, which is carbon based, and non metallic. It is only modest
conductor compared to the metal band on the pencil.
What do you notice about insulators? (What is something that they all have in
common?) Most insulators are made from non-metallic materials, like plastic,
glass, and cloth.
The schematic drawing is below.
+
-
battery
wires
resistor
resistor
6
Write down your thoughts from your final classroom discussion Your final
discussion will determine the answers given, although students may come up
with other ideas while doing this part of the lesson.
Exciting Electricity Experiment 2
Stop and Go!
Insulators and Conductors
(1 hour)
In this experiment, you and your partner(s) will figure out what materials
allow electricity to flow, (called conductors) and what materials stop the
electricity from flowing (called insulators).
Before beginning, we need to review your equipment.
 Please notice that the top end of the battery has two brass springs. If
you look at the cardboard top to the battery, the spring near one
corner has a (+). This is the positive end of the battery. The spring
in the center has a (-) by it, and This is the negative end of the
battery. The springs are called terminals.
 All 7 wires should all have alligator clips attached to them.
 The round disk is called the bulb base. It will either be all metal, or it
will be metal where the bulb is screwed in and have two metal
terminals with a plastic or porcelain base.
 You should also have two small flashlight bulbs. Check the filaments.
Please notify your teacher if anything is missing. Please be very careful
with all your materials. The little bulbs are delicate. Handle them with care.
How to set up your equipment for this series of experiments:
Screw each bulb into each bulb base. Do not force it or make it too tight.
Find four wires. Connect one end of the wire to the positive battery
terminal, and the other to one side of the bulb base. Connect the second
wire from the bulb base to another wire. Connect the third wire from the
wire (alligator clip to alligator clip) to the other bulb base. Connect the
fourth wire between the bulb base and the negative battery terminal. See
the diagram as you work. Your wires, and your equipment should look like
the diagram when you are done.
1
Did your bulb light? ____________________________________
You and your partner(s) will be testing a variety of materials. In order to
test them, you will need to break your circuit (remember, that is the circle of
electricity from the last experiment) between the two wires that are clipped
together (alligator clip to alligator clip) and put the material into the circuit
by clipping the 2 free alligator clips to it. You will have a bulb on both sides,
so you will know for certain if there is any electricity flowing, or if it has been
stopped.
Take each of the test objects and write down in the Prediction column
what you think will be an insulator (the bulbs will not light), or a
conductor (the bulbs will light). Unclip the two alligator clips and clip
both to the test object. Be sure the clips are not touching each other.
In the Observation column, record if the bulbs lit or if they were not lit.
In the Actual column, record whether the test object is an insulator or
a conductor. The last items on the list are “other.” That is for you
and your partner to select items and test to see if they are conductors
or insulators. Be sure to write what the items are.
2
Test Object
Key
Waxed Paper
Aluminum Foil
Shoe Lace
Pencil Wood
Pencil “lead”
Pencil metal band
Clothing
Other
Other
Prediction
Observation
Actual
Insulator or
Conductor
Lit or not lit
Insulator or
Conductor
3
What do you notice about conductors? (What is something that they
all have in common?) ____________________________________
_____________________________________________________
4
What do you notice about insulators? (What is something that they
all have in common?) ____________________________________
Next, we are going to learn how to draw a real electrical diagram, called a
schematic. You will need to learn some symbols first.
+ 1 battery
5
+
3 batteries
Bulb
not lit
Bulb
lit
Wires
Using the diagram, replace the pictures of the batteries and bulbs
with the symbols for the batteries and bulbs and wires to create a
schematic. (Notice the + end of the battery is a long thin line, and the
- end of the battery is a short thick line.) Use the space below.
Write down your thoughts from your final classroom discussion, and what
you have learned about electricity so far.
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
TEAM CHALLENGE:
Work with another team, so there are at least four people. Create circuits
from the following schematics. Observe the brightness of the bulbs each
time you add one, and then finally, when you add an additional battery:
Exciting Electricity Experiment 3
The Magic Moving Magnetic Needle
Electromagnetism
(1 hour)
Preparation: In addition to the Basic Material Packet, for Experiment 3 you will need to
have 4 magnets and a magnetic compass for each pair of students.
Before class begins, use the compass to find north in your classroom.
Introduction:Electricity sets up a magnetic field perpendicular to the flow of electricity.
This is a simple introduction to this phenomenon, and it is not necessary
for the student at this time to understand anything more than there is a
connection between the two. Ask how many students have used
compasses before. Ask which way the red needle points (magnetic
north). Remind them to check that their needle is moving freely. It may
get stuck. A light tap on the bottom usually corrects this problem. They
need to hold their compass flat in their palm, or put it down on a table or
the floor before reading it.
Activity:
Instruct your students to turn to the hand out, The Magic Moving Magnetic
Needle. Read through the instructions, and ask if everyone understands
what they need to do.
The first thing to do is to set up the electrical circuit. (Circuit comes from a
Latin word that means to go around.) The lights should go on if everything
is working. If not, try the following:
Trouble Shooters:







gently tighten the bulbs
check if the circuit is compete
check to see if the filament in the bulb is intact
check the battery
try new light bulbs
check that the clips are clipped to metal
check that 2 clips are not touching each other
You may then either opt to go through the experiments together as a class
unit, or instruct your students to work together in their teams. Be sure to
encourage discussion, so that the students can brainstorm ideas about
what is happening.
When everyone has completed the experiment and worksheet, go through
the answers, and discuss the observations, then propose the class
discussion questions.
Discussion: Ask your class, “What do you think is happening to make the magnetic
needle move? Why do you think it changes directions when the battery is
reversed?”
This is an advanced concept in the study of electromagnetism, and
encourage the class to brainstorm any ideas that they may have why the
magnetic needle is moving.
There is a correlation between the forces in electricity and magnetism.
They are perpendicular to each other. Depending on the volts (the
electrical force) the magnetic needle will move anywhere between 1º to
90° from the wire carrying the electricity. The greater the volts, the more
the magnetic needle will move. The magnetic needle moves away from
the flow of electricity through the wires.
Because of this phenomenon, we can create electricity by moving a
magnet through coiled wires with a force. For instance, the turbines at the
Bonneville Dam are made up of huge magnets and coiled wires. The
force of water moves the magnets around the coiled wires creating
electricity.
Answers to The Magic Moving Magnetic Needle Worksheets:
1
Where in your classroom does the red needle point? Students should name
the wall or object that is located in the north part of your classroom.
2
Move to another area in your classroom. Face a different direction. Where does
the red needle point? As before, the needle will point to the same spot, the north
wall or an object on the north wall of your classroom.
3
Move to a third area in your classroom. Face a different direction. Where does
the red needle point? As before, the needle will point to the same spot, the north
wall or an object on the north wall of your classroom.
4
What do you notice about the magnetic compass needle? No matter which way
the student is facing, it will always point in the same direction or spot.
5
Did your bulb light? This is to help students trouble shoot before they begin the
experiments.
6
What was the magnetic needle doing before you reconnected the circuit? It
was pointing north or towards the north facing wall, or towards an object on the
north wall of your classroom.
7
What happened to the magnetic needle after you reconnected the wires of your
circuit? The magnetic needle moved away from the north facing wall.
Depending on how the students orient the compass in relationship to the circuit, it
will move either towards the west or the east.
8
What was the magnetic needle doing before you reconnected the circuit?
It
was pointing north or towards the north facing wall, or towards an object on the
north wall of your classroom.
9
What happened to the magnetic needle after you reconnected the wires of your
circuit? Once again, the magnetic needle moved away from the north facing
10
11
12
13
wall. Depending on how the students orient the compass in relationship to the
circuit, it will move either towards the west or the east, but it should move in the
same direction that it did the first time.
Does the needle move in the same direction each time? Yes it does.
Does the magnetic needle move? Yes it does.
Does it move in the same direction that it did before you reversed the direction of
the battery holder? No, it moved in the opposite direction as the first and second
time, before the battery was reversed.
In the space provided below, draw a schematic of the circuit you have created.
+
-
battery
wires
resistor
14
resistor
Write down your thoughts from your final classroom discussion, and what you
have learned about electricity so far. Your final discussion will determine the
answers given, although students may come up with other ideas while doing this
part of the lesson.
Exciting Electricity Experiment 3
The Magic Moving Magnetic Needle!
Electromagnitism
(1 hour)
In this experiment, you will discover some “magic” with electricity!
Remember, the current “flows” through the wires when you have an
electrical circuit. When there is an electrical current, it also creates a
magnetic force! That means, it creates a force just like a magnet does.
Magnets are fun to play with, and they are amazing. Magnets are special
materials (usually metals) that act like magic. Sometimes they stick
together (attract), and sometimes they push each other apart (repel).
Spend some time exploring the properties of magnets.
Magnetic compasses to help us find our way in the woods. A magnetic
compass is made up of a plastic case and inside, a freely moving red metal
needle. The needle is magnetized. It will point to the magnetic north.
When studying electricity, we can also use a compass to observe that
something happens when a current goes near the compass needle. You
will find out! The compass must remain flat and the needle move freely.
Before we begin our experiment, we are going to explore your compass.
Take your compass and set it on the table. Answer the following questions:
1
Where in your classroom does the red needle point? __________
____________________________________________________
2
Move to another area in your classroom. Face a different direction.
Where does the red needle point? _________________________
3
Move to a third area in your classroom. Face a different direction.
Where does the red needle point? _________________________
4
What do you notice about the magnetic compass needle? ______
____________________________________________________
Before beginning, we need to review your equipment.
 Please notice that the top end of the battery has two brass springs. If
you look at the cardboard top to the battery, the spring near one
corner has a (+). This is the positive end of the battery. The spring
in the center has a (-) by it, and This is the negative end of the
battery. The springs are called terminals.
 All 7 wires should all have alligator clips attached to them.
 The round disk is called the bulb base. It will either be all metal, or it
will be metal where the bulb is screwed in and have two metal
terminals with a plastic or porcelain base.
 You should also have two small flashlight bulbs. Check the filaments.
Please notify your teacher if anything is missing. Please be very careful
with all your materials. The little bulbs are delicate. Handle them with care.
How to set up your equipment for this series of experiments:
Screw each bulb into each bulb base. Do not force it or make it too tight.
Find three wires. Connect one end of the wire to the positive battery
terminal, and the other to one side of the bulb base. Connect the second
wire between the two bulb bases. Connect the third wire from the bulb
base to the negative battery terminal. Refer to the drawing on your
diagram. You can use that as a guide while connecting all your wires.
5
Did your bulb light? ____________________________________
It is important in this experiment that you do not move any part of the circuit
unless you are instructed to do so. Tape the three wires near the alligator
clips, but leave an inch or so to connect and disconnect your circuit. This
will help you to be sure that you do not move them. Be sure that your wires
are straight. If there are any loops in them, you may misread the results.
Disconnect your circuit anywhere. Place your magnetic compass under the
wire leading from the battery holder to the first bulb. Reconnect your
circuit.
6
What was the magnetic needle doing before you reconnected the
circuit? ______________________________________________
7
What happened to the magnetic needle after you reconnected the
wires of your circuit? ___________________________________
____________________________________________________
Disconnect your circuit. Put the magnetic compass under the wire between
the two bulbs. Reconnect the circuit.
8
What was the magnetic needle doing before you reconnected the
circuit? ______________________________________________
9
What happened to the magnetic needle after you reconnected the
wires of your circuit? ___________________________________
____________________________________________________
10
Does the needle move in the same direction each time? _______
Keep your circuit exactly the way it is. Carefully unclip your battery holder
at both ends. Turn it around, so that the + end of the battery holder is now
clipped to the wire that was clipped to the - end of the battery holder, and
the - end of the battery holder is now clipped to the wire that was clipped to
the + end of the battery holder. The rest of your circuit should not be
moved. Leave it taped to your desk or table. Just reverse the battery.
Be sure that the magnetic compass is still in position. Reconnect your
circuit.
11
Does the magnetic needle move? _________________________
12
Does it move in the same direction that it did before you reversed the
direction of the battery holder? ___________________________
13
In the space provided below, draw a schematic of the circuit you have
created. Included is the picture we will use for the compass. The
symbols are:
+
1 Battery
14
+
3 Batteries Magnetic
Compass
Bulb
not lit
Bulb
lit
Wires
Write down your thoughts from your final classroom discussion, and
what you have learned about electricity so far. ______________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
Exciting Electricity Experiment 4
Circuit Circus
Simple, Series and Parallel Circuits
(1 hour)
Preparation: In addition to the Basic Material Packet (note, all 7 wires will be needed),
for Experiment 4 you will need to use the materials from Experiment 2 that
are in containers or small zip-lock bags:
wax paper 2”x2” square folded into a strip (1/pair)
keys (1/pair)
aluminum foil 2”x2” square folded into a strip (1/pair)
shoe laces (1/pair)
cloth ½”x2” (1/pair)
pencils (1/pair)
coffee straws (10/student)
soda straws (10/student)
scissors (1/pair)
and optional materials (for class challenge):
buzzers, beepers, switches,
diodes (only work one way. When hooked up incorrectly, they will
not light. Reverse the clips, and they will work.)
Introduction:In this Experiment, students will be using all the knowledge that they have
learned so far. By reading the schematics, they will construct a simple,
series and parallel circuit. After completing each type of circuit, they will
build a short circuit. Then, to better understand how electricity flows
through the wires (the current), they will model with straws. Finally, they
will be given the ultimate class challenge!
Activity:
Instruct your students to turn to the hand out, Circuit Circus. Read
through the instructions, and ask if everyone understands what they need
to do.
The first thing to do is to set up the electrical circuit. (Circuit comes from a
Latin word that means to go around.) The lights should go on if everything
is working. If not, try the following:
Trouble Shooters:







gently tighten the bulbs
check if the circuit is compete
check to see if the filament in the bulb is intact
check the battery
try new light bulbs
check that the clips are clipped to metal
check that 2 clips are not touching each other
You may then either opt to go through the experiments together as a class
unit, or instruct your students to work together in their teams. Be sure to
encourage discussion, so that the students can brainstorm ideas about
what is happening.
When everyone has completed the experiment and worksheet, go through
the answers, and discuss the observations, then propose the class
discussion questions.
Challenge: Instruct the students to push all the desks or tables into the center of the
room. Gather all the batteries on one desk. Have the students, working
as a class, construct a huge circuit using resistors in both series and
parallel.
Each pair must include at least one conductor and two resistors in their
portion of the circuit. They cannot complete the circuit by themselves,
because they do not have a battery. When everyone is ready with their
individual portion, they connect it to their neighbors. Continue this process
until everyone has connected together, and when the batteries are added,
the circuit will be complete.
Begin adding one battery at a time until at least one resistor begins to
work. You can connect the batteries by using additional wires between.
Be sure to connect the negative terminal on one battery to the positive
terminal on the next battery. If you connect a negative to a negative, it just
won’t work. How many batteries does it take?
Instruct them to continue adding one battery at a time until all resistors are
working. How many batteries are needed until all the resistors are
working?
Have each pair develop a schematic of their portion of the circuit. If all the
papers were placed in order, the schematic would represent the circuit the
class just created. You will need to prepare the schematic of the batteries,
or you may assign that to a team if they complete their schematic before
others. Have the students dismantle their class challenge circuit and put
all the pieces away.
When everything has been put away, have the class arrange their portion
of the circuit schematic so that it represents the class circuit. With the
papers, create the completed class schematic.
Extensions of this activity would be to mix up the schematics, pass them
out, and have the class predict if it would be a complete circuit. Have the
build their portion of the circuit schematic, attach it all together to test.
Does it take the same number of batteries for all the resistors to work?
Have each student in the class draw a different assigned schematic (for
instance, one team is assigned a parallel circuit with two conductors and
one resistor, one team is assigned a series circuit with 5 resistors, etc.,
then put the circuit together. Does it work?
Have the class design a crazy circuit, using materials other than the wires.
Be careful if you use steel wool; it has been know to catch fire!
Answers to Circuit Circus Worksheets:
1
Did your bulb light? This is to help students trouble shoot before they begin the
experiments.
2
What happened? Both lights go out.
3
Did both bulbs go out at exactly the same time?
Yes.
4
What do you think would happen if one bulb went out on the old Christmas tree
lights? All the lights would go out, too.
5
Did both bulbs light at exactly the same time? Yes.
6
What happened? Both light bulbs went out.
7
What happened? Only one light bulb went out, resistor A. The light bulb at
resistor B stayed on.
8
What happened? Only one light bulb went out, resistor B. The light bulb at
resistor A stayed on.
9
Why do you think your home is wired in parallel? One reason our homes are
wired in parallel is so every time a light bulb burns out, all the other light bulbs will
stay lit.
10
What happened? The light bulb at resistor B when out, although there was a
complete parallel circuit.
11
Which model is harder to blow air through? Most people think that the long straw
is harder to blow through.
12
Which model has more air coming through? Most people think that more air is
able to come through the bunch of straws.
13
What is different? It is much harder to blow air through the straw, and the air is
not going out the end of the straw, but through the cut.
14
What do you notice about how hard it is to blow and how much air comes out of
the straw.
Instead of the air coming out the end of the straw, it is taking a
short cut through the cut in the straw. With the long straw, this is very obvious,
since most of the air is diverted through the cut. With the bunch of straws, most
of the air continues to travel through the other, unaffected straws.
15
16
17
18
Ideas to wrap up the electricity unit are:
Go on a field trip to a dam or other electricity producing facility.
Invite someone who works for the electric company to talk.
Research and recreate what it would be like to live without electricity.
Invite OMSI out to present a class.
Exciting Electricity Experiment 4
Circuit Circus!
Simple, Series and Parallel Circuits
(1 hour)
In the final experiment on electricity, you will be building circuits from
schematics, making a short circuit, modeling the electrical current with
straws, and finally, participating in the CLASSROOM CHALLENGE!!!!
Before beginning, we need to review your equipment.
 Please notice that the top end of the battery has two brass springs. If
you look at the cardboard top to the battery, the spring near one
corner has a (+). This is the positive end of the battery. The spring
in the center has a (-) by it, and This is the negative end of the
battery. The springs are called terminals.
 All 7 wires should all have alligator clips attached to them.
 The round disk is called the bulb base. It will either be all metal, or it
will be metal where the bulb is screwed in and have two metal
terminals with a plastic or porcelain base.
 You should also have two small flashlight bulbs. Check the filaments.
Please notify your teacher if anything is missing. Please be very careful
with all your materials. The little bulbs are delicate. Handle them with care.
How to set up your equipment for this series of experiments:
Read this schematic. Note, it is different than other circuits you have
prepared.
1
Did your bulb light? ____________________________________
This is a simple circuit. Simple circuits are used in flashlights.
We will begin to use a new symbol for a resistor,
can be anything from a light bulb to a radio.
since a resistor
Construct the next circuit using the following schematic:
This is a circuit in series. To help you remember it, one light bulb follows
another, like a series of movies or a series of books. This is another circuit
you have been building since the first experiment.
Break the loop by disconnecting the wire connected to the battery holder .
You only need to disconnect at one point. Leave the wire connected to the
bulb base.
2
What happened? ______________________________________
____________________________________________________
3
Did both bulbs go out at exactly the same time? ______________
This is an important feature of circuits in series. One example of this type
of wiring is found in the old Christmas tree lights.
4
What do you think would happen if one bulb went out on the old
Christmas tree lights? ___________________________________
The last circuit you will build is different than any you have built before.
Take your time, read the schematic carefully. You can do it! You will need
6 of your wires to build this circuit.
1
2
resistor A
3
4
5
6
resistor B
Hint: The wires are numbered.
This circuit is in parallel. As you can see, the resistors are parallel to each
other. This is the way your home is wired for electricity. Answer the
following questions to figure out why.
5
Did both bulbs light at exactly the same time?________________
Break the circuit by disconnecting the wire #2 connected to the battery.
6
What happened? ______________________________________
____________________________________________________
Reconnect wire #2 from the battery to the bulb base. Disconnect wire #4 at
resistor A’s bulb base.
7
What happened? ______________________________________
____________________________________________________
Reconnect wire #4 at resistor A’s bulb base. Disconnect wire #6 at resistor
B’s bulb base.
8
What happened? ______________________________________
9
Why do you think your home is wired in parallel? _____________
____________________________________________________
Using the circuit in parallel, add your 7th wire from point 1 to point 2.
Point 1
resistor A
resistor B
Point 2
10
What happened? ______________________________________
____________________________________________________
Electricity is lazy. It will find the path of least resistance. It must be hard
work going through resistors, because if electricity can take a short cut
around a resistor, it will. To help understand what is going on with the
electricity, you will use straws and air as models. You will each need 5
coffee straws, 5 soda straws, tape, and scissors. You and your partner will
be making your own model, because you will be blowing into them.
First, tape 5 soda straws end to end, to make one really long straw.
Second, tape 5 coffee straws in a bunch, with the ends all lined up evenly.
Blow on the long straw. Notice how hard it is to blow. Have your partner
feel how much air is coming through the straw. Next, blow on the bunched
straws. Notice how hard it is to blow. Have your partner feel how much air
is coming through the straws. Now switch with your partner, so you can
feel the air flow. Answer the following questions.
11
Which model is harder to blow air through?__________________
12
Which model has more air coming though?__________________
The long straw represents a circuit in series. In series, the electricity flows
through each and every part of the circuit, and it flows at the same rate in
every part it passes through.
The bunch of straws represent a circuit in parallel. In parallel, the electricity
forks, and only part of the charge travels through each branch.
With the scissors, cut a notch in one of the individual straws on the long
straw. Don’t cut the straw in two. Cut a notch in one of the straws (but only
one) on the bunched straws. Don’t cut the straw the straw in two. Blow
into each of the models, long and bunched, while your partner feels how
much air comes through. Notice how hard it is to blow. Switch places with
your partner.
13
What is different? _____________________________________
14
What do you notice about how hard it is to blow and how much air
comes out of the straw. _________________________________
____________________________________________________
____________________________________________________
The cuts in the straws represent a short circuit. As you can feel, most of
the air takes a short cut through the cut in the straw in the long straw, but
air continues to flow through the bunched straws.
The final project in this experiment is the CLASSROOM CHALLENGE.
Your teacher will explain the challenge when everyone is ready.
Exciting Electricity Experiment 5
Curious Circuit
Take home project
(1 hour)
This activity is to allow students time to explore what they have learned by allowing
them to apply a practical application to a set problem. Throughout this series, the
students have been gaining a fundamental understanding of models of electricity, and
applying those models to what they have observed electricity actually doing in a circuit.
They probably have enough sophistication now to work through this activity with very
little problem-solving from you.
There is some expense to this project, but the results are well worth the expense.
Your students will be making a simple circuit board, and creating a game. The game
can be of their own choosing, or you could instruct them to create a “trivial pursuit”
game testing their knowledge of electricity.
Curious Circuits
Advanced Electricity
Objectives:
Students will
 Learn that an electrical current needs to make a complete circuit
 Explore circuitry
 Make a circuitry game
Grades:
2nd-6th with modifications
Time:
prep time 60 minutes for younger students, 10 minutes for older students,
and 60-90 minutes for the activity
Materials:
2 pieces heavy (Bristol) paper / student
1 piece regular paper / student
1 9 volt battery / student
1 small Christmas tree light / student
1 pen or pencil / student
3-6 strips aluminum foil / student  1”x12” (depending on age)
1 glue stick / student
1 insulated wire  18” / student
masking tape  1 / 2-4 students
1 hole punch / 2-4 students
For Older Students:
1 wire stripper / 2-4 students
1 ruler / 2-4 students
Preparation: Gather all materials
For younger students, you will need to prepare the battery, light and wires
for them. Follow the directions 1-9 in the activity section for each of your
students.
Activity:
For older students, this part of the activity works best if you talk the
students through very carefully. Each person should have a partner, and
the partner will help with one, then get help with the other.
1. Measure insulated wire and cut into one 4” piece and two 7” pieces.
2. Strip about 1” of insulation off each end of the 3 pieces of wire.
3. Curl the exposed 4” wire around the negative terminal of the 9 volt
battery. If it won’t stay on, use a little electrical or masking tape to hold
that wire in place.
4. Curl one of the 7” exposed wires around the positive end of the 9 volt
battery.
5. On the 7” wire that is not on the battery, make a hook on one end of
the exposed wire.
6. On the 4” wire that is attached to the negative end of the battery, make
a hook on the exposed wire on the free end.
7. Carefully pull the two delicate wires on the Christmas tree light away
from the plastic base. Carefully loop the wire, so it will hook onto the
two wire hooks that were created from the 4” and 7” wires.
8. Test the Christmas tree light. It is a diode. Diodes work only if
electricity “flows” in the correct direction, so you will need to test which
side of the light needs to hook to the 4” wire.
9. Hook the light to the correct wires, and tape them down securely onto
the 9 volt battery.
Wire taped
down on
both sides
of the light.
Terminals
The students are now ready to make their circuit game. Pass out all the
materials, (for younger students, this includes the battery/wire/light portion
that you did for them. Tell the students that they will be creating a circuit
board game. Review electricity (must make a complete circle, if the
resistor doesn’t work, there must be a break or a short in the circuit,
insulators and conductors, etc.)
For younger students, limit the number of circuits to 3. As the students
become more sophisticated, add additional circuits. Direct the student to
make 3 (or more) equal distanced hole punches on one side of the heavy
(Bristol) paper, and an equal number of hole punches on the other side of
the paper also at equal distances. The students then glue on strip of
aluminum foil down so that it covers one of the 3 holes on the left side of
the paper, and one of the three holes on the right side of the paper. (Tell
them that only one can be directly across for the other.) To insulate the
foil, cut a strip of regular paper about 1½” wide and as long as the foil, and
glue that paper strip over the foil.
Repeat the above procedure for the other holes until all of the holes on
one side of the paper, have foil that lead to the holes on the other side of
the paper. Then, glue to other heavy (Bristol) paper over the back of the
circuits to hide them.
Tape the battery/light/wire unit to the middle of the paper.
Number each hole on the left side of the paper, and alphabetize the holes
on the right. On a scrap piece of paper, match the number to the letter
that lights the Christmas tree light when the exposed wire on the 2 loose
battery wires touch the aluminum foil of those two holes. For instance, 1 +
c, 2 + a, 3 + b.
The students can now create a game. They can be questions and
answers on electricity, or other science topics, the joke on one side and
the punch line on the other side, are two examples for creating a game.
Wrap up:
Discuss how homes and schools are wired.