Modern Living
2 Weeks
Science
Lesson Plan
Grade:
Teacher:
6th Grade Science
6th Grade Science
Lesson Title:
From Charge to Light – Energy Transformation in Electrical Circuits
STRANDS
Forces in Nature
Summary of the task, challenge, investigation, career-related scenario, problem, or community link.
LESSON OVERVIEW
Beginning with the structure of atoms, students will understand how electric current is formed and will explore the way it can be transformed to other types of energy. Crosscurricular connections to math include the basic expression of Ohms Law. Connections to social studies include an analysis of how modern electrical systems impact society.
Connections to ELA include analysis of nonfiction texts related to the production and use of electricity. Career connections include careers in engineering and science.
Hook for the week unit or supplemental resources used throughout the week. (PBL scenarios, video clips, websites, literature)
MOTIVATOR
The science hook for this unit is a demonstration of how the collection and release of charge on a Van der Graff generator can transform electrical energy to light, heat and
sound.
DAY
Objectives
(I can….)
Materials &
Resources
Instructional Procedures
Differentiated
Instruction
Assessment
Project Day 1 – See Unit Plan
1
2
- I can define
terms related to
the basics of
electricity
- I can cite
evidence that
electric fields exist
- I can explain the
basics of
electrostatic
interaction
Set:
- video of can
crushing
Essential Question:
What are electrical charges?
Forces in Nature – The Electric Force
Direct Instruction
iPads
Apple TV
Bell Work and
Table Work:
- iPads
Application:
iPads
Balloon
Piece of paper
Bell Work
Based on prior learning, students will write in their iPad journals a paragraph explaining
what they already know about electricity.
Remediation:
Provide written
definitions of
vocabulary words,
as shown in Direct
Instruction.
Group with peers
capable of assisting
in Application.
After submitting work, have students find examples of what they know using their iPads..
Link to Project
Students will build electrical circuits for this project and explain how energy is
transformed in the circuit.
Set
Show the last 20 seconds this video, Electric Can Crusher, which demonstrates how to
crush a soda can with electricity. Students will link this with the demo from the previous
unit. Discuss the energy transformation. Have table groups research the can-crushing
capabilities of electricity with the goal of discussing the demo in terms of what they
already know.
Direct Instruction
Review definitions:
Electron – negatively charged particle ---Proton – positively charged particle ++++
Atom – electrons orbiting protons
Strong Force – the force that holds protons close together
Ion – a charged atom
Static Charge – the collection of charge on an object
Electric Force
+ + repel
- - repel
Enrichment:
Seek explanation of
how electricity
crushed the can.
Formative
Assessment:
Bell Work
Homework
+ - attract
Electric Field
The way electric charges act on each other without touching
The electric field is a force field (N/m)
We can feel electric fields (and we can get shocked by them)
Demonstration
Show again how sparks are produced and explain them in terms of
charges and electric fields.
Show that a fluorescent bulb can be caused to glow by holding it near
the charged dome of the Van der Graff generator.
Class Discussion
Ask these questions to begin discussion:
What evidences do we have that charges exist?
What evidences do we have that electric fields exist?
What evidences do we have that charges can move from one
place to another?
Application
Have table groups use a balloon to pick up small bits of paper. Charge the
balloon by rubbing it hair. Each group will produce a short slide show using
learned vocabulary that explains how/why the balloon picks up the paper.
Close
Review opening demo – there is power in electricity. Treat it with respect and be
safe when we do experiments.
3
-
I can define
words that
relate to the
Exit Ticket:
iPad
Bell Work and
Homework
Have students write a safety pledge of one paragraph and submit it to gaggle.
Essential Question:
1. What are insulators and conductors?
Remediation:
Provide written
definitions.
Provide additional
Formative
Assessment:
Bell Work
Lab
basics of
electric
circuits
-
-
-
I can
determine if
a substance
is and
insulator
I can
determine if
a substance
is a
conductor
Classwork:
iPads
Lab:
insulating an
conducting
samples
circuit kits
with batter,
wires, bulbs
Set:
9-volt batter
beaker
distilled water
salt
two wires
bulb
bulb holder
Electricity – Insulators and Conductors
Bell Work
In iPad journals students will explain how electric charges in the previous class
demonstrations traveled from one place to another.
Link to Project
Students must understand how electric charge moves in order to create circuits
for this unit.
Set
Using a basic circuit with a 9-volt battery and an incandescent lamp, break the
circuit and place wire ends in a beaker containing distilled water. What
interrupted the circuit? Discuss, then add salt until lamp glows (probably
faintly). What caused the circuit to glow? (one way of explaining- the water did
not allow electrons to move from wire to wire; the salt water did allow electrons
to travel from one wire to the other.)
Direct Instruction
Vocabulary Review
Insulator – substance that does not easily allow electrons to pass
through it.
Conductor – substance that readily allows electrons to pass through it.
Current – moving electric charge (charge per time)
Circuit – a closed path through which electrons can flow
Lab – Comparing Insulators and Conductors
Have students build basic circuits using a D-batter, two wires and a bulb. After
all the bulbs are lit, have each group break the circuit and place an item such as
a piece of wood in the circuit. Does the bulb light? No. Wood is an insulator.
Repeat with several items. Table groups should record which items are
insulators and which are conductors. Each person should keep a record of their
lab group’s findings.
Electronic Exit Ticket
Students will use their findings to discuss what the insulators have in common
and what the conductors have in common. After discussing with the group, each
student should submit their conclusion to Gaggle.
Homework
Students will look for low-voltage examples of electric circuits in everyday life,
and will not touch them or change them in any way. Students will report two
-
explanation of
vocabulary and
labs.
Reduce the closing
written assignment.
Enrichment:
- Research to find out if
a substance can be both
an insulator and a
conductor.
Exit
Homework
examples of circuits and explain why the wires in their circuits have plastic
coatings.
4
-
-
I can define
voltage
I can
measure
voltage
I can define
resistance
I can
demonstrate
the effect of
resistance on
a circuit
containing a
bulb
Bell Work:
iPad
Essential Question:
What are voltage and resistance?
Exit Ticket:
iPad
Bell Work
Students will write a paragraph and draw diagrams to explain what happens to
electrons when they encounter an electric field. The paragraphs will be
submitted to Gaggle.
Classwork:
Wire
Resistors
Batteries
Bulbs
Bulb holders
Wire cutters
Set:
iPads
Apple TV
Link to Project
Understanding the behavior of electrons in an electric field is a fundamental
aspect of understanding energy in electric circuits.
Set
Place three stacked aluminum pie pans on the Van der Graff generator and turn
it on. The pie pans will, one by one, rise up off the dome of the generator and
float to the floor.
Direct Instruction
Review charge and link to the pie pans:
 The pans become charged with electrons.
 Electrons repel each other.
 The pans repel each other and repel the dome.
Discussion Question: What if the pie pans moved through a giant tube and you
could bend the tube to make them go where you wanted them to go? Would
Remediation:
Provide written
definitions
Group with
partners capable of
building circuit.
Enrichment:
- Power is energy used
per time: discuss
today’s experimental
results in terms of
power.
Formative
Assessment:
Bell Work
Application
Homework
the tube act like a wire and the pans like electrons?
Vocabulary
Voltage – force per unit charge
Resistance – quality of wires that take energy away from current.
Energy Transformation – when one type of energy becomes another
type
Ohm – unit of electrical resistance
Direct Current – electric current that flows in one direction
Alternating Current – electric current that reverses direction
continuously
Go back to the tube example and ask: What if air was in the tube from the
example earlier? Would it slow the pie pans movement? Would the pans
hitting the air cause an energy transformation? Would the pans slow down?
Application
Students will do the following experiment and record their observations in a
self-made table on their iPads.
1. Build a simple direct-current circuit with a switch, bulb, 3 volt battery and
one run of extra wire that can taken apart to allow another component to
be inserted.
2. Turn on the circuit and not the brightness of the bulb.
3. Insert a 1 ohm resistor and turn on the circuit for two seconds. Note the
brightness of the bulb compared to what it was previously.
4. Repeat addition of resistors in steps of 2 ohms up to 20 ohms.
5. After the effect of the 20 ohm resistor has been recorded, insert a 100 ohm
resistor. Does the bulb light at all?
6. Discuss observations with lab partners and write a conclusion.
Questions
Students should answer the following questions individually and submit their
answers to Gaggle.
1. What energy transformations took place in step 2 of the
experiment?
2. What energy transformations took place in steps 3, 4 and 5?
3. Current is the amount of charge that moves past any point each
second. If bulb has a lot of current flowing through it, it burns
brightly. Why did the current become less in the circuit as resistors
were added?
4. Sketch the graph of what current looks like as a function of
resistance.
Summary
Explain that when moving charges encounter resistance they lose some of their
energy. This energy becomes heat in resistors. The energy transformations
seen today include chemical to electrical, electrical to light, and electrical to
heat. The circuit and examples we looked at today were direct current. Look at
the homework examples previously submitted by students – how many were AC
and how many were DC?
Homework
Students should explain Ohm’s Law in their own words and explain how their
experiment today qualitatively demonstrated Ohm’s Law. The explanations
should be submitted to Gaggle for review.
5
-
-
-
I can
measure
voltage
I can
demonstrate
the loop rule
for voltage
I can identify
and series
circuit
Bell Work:
iPad
Essential Question:
How do you measure voltage?
Set:
Van der Graff
generator
Foil
Tape
Bell Work
Students will create a table with units they already understand. For example,
liquid volume is measured in gallons and liters, distance is measured in meters
and speed is measured in meters per second. Each student should list at least
five quantities and their associated units in the table.
Direct Instruction:
Wire
Bulbs
Batteries
Multimeter or
voltmeter
Set
Place a strip of aluminum foil on the side of the dome on the Van der Graff
generator. Tape down one end of the strip. Turn on the generator and the free
end of the strip to push away from the surface. Turn the up or down and point
out that the strip rises and falls with the power setting.
Direct Instruction
Ask the students to explain the behavior of the foil strip and during the
discussion point out the following:
 The foil gets charged through the dome
 The dome and foil repel each other (like the pie pans did)
 More charge causes more repulsive force
 Less charge causes less repulsive force
 The foil is acting like a meter that measures charge
Vocabulary
Volt – unit of electric potential
Potential Difference – difference in voltage between two points
Voltmeter – device for measuring voltage differences between two
points (has two leads, not one)
Remediation:
Provide written
definitions
Provide circuit
diagrams with
labels
peer grouping to
ensure completion
of task
Enrichment:
Investigate the
force between two
like charges and
explain what
happens as the
charges get very
close together.
Formative
Assessment:
Bell Work
Lab
Homework
Series Circuit – there is only one current path through the circuit and
components occur one after another.
Demonstration
Build a circuit and demonstrate how to use the voltmeter, ohmmeter
and ammeter. All of these devices are likely housed together in an
electric multimeter. Students must know how to switch from one
device to another. Students must also know how to read the units on
the meter.
Lab
Students should follow the outline below to collect voltage data.
1. Read through the lab instructions and create a data table to
organize and record data.
2. Build the same circuit used in the lab yesterday and use a 20 ohm
resistor in series with the bulb.
3. Measure and record the voltage rise across the battery.
4. Measure and record the voltage drop across the 20 Ω resistor.
5. Measure and record the voltage drop across the bulb.
6. Using the convention that the battery adds voltage (positive
number) and the other components reduce voltage (negative
voltage), add up the numbers.
7. The sum should be zero – this is the voltage rule. The sum of the
voltage rises and drops around one loop of a circuit always equals
zero.
Close
Demonstrate the voltage loop rule in an example. Show how it can be used to
figure out unknown voltages.
6
- I can define
electric current.
Set:
iPad
- I can measure
current.
Bell Work:
iPads
I can calculate
Homework
Students will make up a problem that uses the loop rule to solve it, show the
steps in solving it and submit the problem and solution to Gaggle. Students
should make sure correct units are used throughout the problem. Summarize
the problem by explaining what voltage means in terms of energy and electrons.
Essential Question:
How do you measure current?
Bell Work
Have students in table groups develop a slide-show comparison between
pressure/water flow and voltage/electron flow. Each group should produce at
Remediation:
Provide written
definitions and
examples.
Arrange table
groups to support
circuit build.
Formative
Assessment:
Bell Work
Lab
Homework
current using
Ohm’s law.
Set:
9 V battery
wire
switch
bulb
bulb holder
5 ohm resister
ammeter
least three slides.
Link to Project
Students will be required to use voltage (and resistance) to control power in the
circuits for the circuits built for this project.
Set
Direct Instruction
Vocabulary
Ohmmeter – device for measuring resistance
Ammeter – device for measuring current
Multimeter – device that can function as a voltmeter, ohmmeter or
ammeter
Lab:
Circuit materials
described above
for each table and
four additional 5ohm resistors for
each table
Demonstration
Build a series circuit for the class and explain each component as you
build: battery, wire, resistor, bulb, wire to establish closed loop.
Demonstrate again (review from previous lesson) how to measure
resistance. Make sure students understand where to place the leads.
Demonstrate how to measure current – break the circuit, put the
ammeter (or multimeter) in series anywhere in the circuit – and once
again close the loop. After taking a current reading, move the ammeter
at least once and take a second reading. Emphasize that the current is
the same everywhere in the series loop.
Note the difference between measuring resistance and current. For
current, you must break the circuit and include the meter in the series.
Lab
1.
2.
3.
4.
5.
6.
7.
Students should read all instructions and develop a table to record and
organize data.
The goal of the lab is to measure current under different resistances.
Build the basic series circuit consisting of one switch, one bulb, one 5 ohm
resistor, one ammeter and one 1.5 V D-cell. Four additional 5-ohm resistors
are needed.
Throw switch and record current.
Move the ammeter to a new location in the circuit and take another current
reading. Compare to the previous reading.
Add one 5-ohm resistor to the circuit. Measure and record the current.
Continue adding 5-ohm resistors and recording results until the circuit
Enrichment:
- Do research online to
find out how an
ammeter works.
8.
9.
10.
11.
12.
contains all resistors in series.
Graph the current versus resistance.
Note the brightness of the bulb with all the resistors in the circuit.
Remove one resistor and note the relative brightness.
Remove the resistors one by one and note the brightness each time.
Make a qualitative graph of brightness versus resistance.
Close
Explain that all the components in a series circuit must share the voltage
provided by the battery and even though there are many components, there is
only one current: that current is determined by the total resistance. More
resistance means less current.
7
- I can define
power
Bell Work:
iPad
- I can calculate
power from
measurements of
voltage and
resistance
Set:
9 V battery
wire
switch
bulb
bulb holder
2 ohm resister
ammeter
Homework
Write a conclusion to the lab and submit it to Gaggle. The conclusion should
explain the observations as summarized in the graphs. The conclusion should
discuss the behavior current with respect of resistance and the conversion of
electric power by the bulb (why did the bulb get dimmer with added resistors?).
Essential Question
What is electric power?
Bell Work
Students will cite evidence that electric current carries energy by writing a
paragraph describing energy transformations in circuits.
Link to Project
Students are designing circuits to transform electrical energy to light and sound.
Set
Lab:
Circuit materials
described above
for each table and
4 D-cells for each
table.
Set up a series circuit with a 9-volt battery, switch and a 10-ohm resistor. Use an
infrared thermometer to measure the temperature of the resistor after the
switch is thrown. Display the temperature on the TV.
Direct Instruction
Have table groups develop an explanation for what is happening in the resistor
and then invite discussion. Discussion points should include basic and advanced
understanding of electrical current, conservation of energy and thermal energy:
Chemical to electrical transformation
Voltage difference produces current
Current is moving charge in time
Remediation:
Provide a circuit
diagram
Group with peers
capable of assisting
in the circuit build
and with the
calculations
Enrichment:
Use the pHET
Colorado website
to build the circuit
used in class and
test it. Are the
results the same?
Formative
Assessment:
Bell Work
Direct
Instruction
Lab
Homework
-
Energy produced by battery is lost in the resistor
Electrical energy becomes thermal energy
Thermal energy is always present
One model of energy transformation is that moving electrons
collide with atoms in the resistor, the electrons give up energy and
the atoms gain energy, and vibrate as a result. We detect these
vibrations as heat.
Pre-Lab
Remind the class that current is calculated using Ohm’s Law: I = V/R. Work
simple examples to show that increasing voltage for the same resistance causes
current to increase. For example, use R = 5 for three values of I (5, 10, 15).
Show that the unit of current is the Amp and that it is equivalent to volts/ohm.
The meaning of amp is more clearly stated as charge per time (coulomb per
second).
Explain that power is equal to current square times resistance: P = I2R.
Connect to previous learning: Power = Energy per time.
Lab
1.
2.
3.
4.
5.
6.
7.
8.
Students should read through the instructions and set up a data table.
The goal of the lab is to measure current, calculate power and demonstrate
visually what power means.
Build the basic series circuit consisting of one switch, one bulb, one 2 ohm
resistor, one ammeter and one 1.5 V D-cell. Three additional D-cells are
needed.
Throw switch and record current. Record brightness of bulb.
Add one D-cell to the circuit, making a total of 3 V. Measure and record the
current. Estimate and record the brightness of the bulb compared to the
previous voltage.
Continue adding D-cells and recording results until the circuit contains a
total of four D-cells.
Graph the current versus the voltage.
Graph the brightness verses the current.
Close
Power in circuits can be calculated from current, which can be measured
directly. Current can also be calculated from measurements of voltage and
resistance using ohm’s law.
Exit Ticket
Write an interpretation for each graph in terms of power in the circuit. (How do
current and power change with voltage?) Submit the interpretations to Gaggle.
Homework
Write a conclusion to the lab and explain how the lab demonstrated ohm’s law
and power. Submit the conclusion to Gaggle.
8
- I can recognize a
parallel circuit.
- I can distinguish
between parallel
and series circuits.
- I can explain the
behavior of
current and power
in a series circuit.
Set:
Apple TV
iPads
Essential Question:
What are parallel circuits?
Presentations:
iPads
Apple TV
Bell Work
Have students look at the parallel circuits on the Technology Student webpage:
Technology Student Circuits.
Student should make a sketch of each circuit on their iPads and discuss how the
current moves through the circuit. Students may be able to explain why one
branch may get more current than another. Students will keep their notes for
the upcoming classroom discussion.
Link to Project
Students will be building both series and parallel circuits for the project.
Set
Using the on-line simulation PHET Colorado, create a series circuit with three
lamps and one battery. Point out the current and total resistance. Rearrange
the circuit so that the lamps are now in parallel. Point out the total current in
the main branch and the total resistance. The same number of lamps and the
same battery create different currents and resistances depending on their
relative positions in a circuit.
Direct Instruction
Vocabulary
Parallel Circuit – a circuit in which current is allowed to split because
there is more than one complete loop
Junction – point in a circuit where current can split
Junction Rule – the amount of current flowing into a junction is equal to
the amount of current flowing out (conservation of electrons)
Lab
1.
The goal of this lab is to measure the current and voltage in each branch of a 3path parallel circuit and use these measurements to calculate the power
distribution.
Remediation:
Accept reduced
presentation time.
Enrichment:
Allow discussion of
extraterrestrial
weather.
Formative
Assessment:
Presentation
and
Exit
2.
3.
4.
5.
6.
7.
The student should read through the lab and develop a data table.
Each table group will build a parallel circuit with a 3-V batter and a 20 ohm, 40
ohm and 80 ohm resistor in the parallel branches. Each branch contains only
one resistor. A switch should be placed in the main branch. Allow room at one
junction per branch for the ammeter to be inserted.
Have table groups measure and record the voltage and current through all
branches, including the main branch. Each table will have to take four current
readings and four voltage readings. This many take a few minutes because the
ammeter has to be moved.
Students will then calculate power use in each branch and the total power used
by the circuit.
Student lab groups should then decide how they want to document and present
their data. The presentation must explain how current behaves in a parallel
circuit and conclusions must be supported by evidence. Allow time analysis.
Scan student work and select one or two groups to present.
Close
Summarize the behavior of current in a parallel circuit verses a series circuit.
Note the differences in voltage, current and power dissipation.
Homework
9
Project Day 2 – See Unit Plan
10
Project Day 3 – See Unit Plan
STANDARDS
Identify what you want to teach. Reference State, Common Core, ACT
College Readiness Standards and/or State Competencies.
0607.Inq.5
Communicate scientific understanding using descriptions, explanations, and models.
GLE 0607.12.1
Describe how simple circuits are associated with the transfer of electrical energy.
GLE 0607.12.2
Explain how simple electrical circuits can be used to determine which materials conduct electricity.
SPI 0607.12.1
Identify how simple circuits are associated with the transfer of electrical energy when heat, light, sound, and chemical changes are produced.
SPI 0607.12.2
Identify materials that can conduct electricity.