Teachers’ notes – Building circuits

Synopsis

This Activity aims to support the development of ideas about electrical circuits. Learners are presented with photos of simple circuits and invited to consider if the bulb in the circuit will light. They should discuss their ideas and also be provided with opportunities to make circuits in order to check their predictions. The effects of adding switches and other components to circuits are explored. The terms ‘conductor’ and ‘insulator’ are introduced.

Curriculum links

The sustainable Earth:

3. a comparison of the features and properties of some natural and made materials

4. the properties of materials relating to their uses

How things work:

1.the uses of electricity and its control in simple circuits

Skills

Communication: 1 & 2

Enquiry – Planning: 2 3

Enquiry – Developing: 1, 2, 5, 6 & 7

Enquiry – Reflecting: 5 & 6

Activities

Tab 1

/ This tab is designed to explore learners’ knowledge and understanding of what a circuit is.They are asked to complete the sentence, ‘A circuit is ...’ and are provided with ten arrows at the ends of which they can record their ideas by writing, drawing or using a combination of both. Learners are asked to discuss and explain their ideas and are encouraged to consider how they know these things about circuits.

Tab 2

/ This tab asks learners the question ‘Do you think the bulb will light?’ By clicking on a + button they are able to generate eight different drawings of bulbs, wires and batteries. Learners are encouraged to think about and discuss whether the bulb will light in each drawing. They are given a choice of three boxes into which they can drag each image – ‘yes’, ‘no’ and ‘not sure’ to show their ideas.

Tab 3

/ This tab contains five buttons. By clicking on each button, learners will generate images of circuits that contain a buzzer. They are required to consider each circuit and decide if the buzzer in that circuit would make a sound. Encourage learners to discuss their ideas.

Tab 4

/ The tab provides learners with a photograph of a complete circuit containing a lit bulb.
A randomiser allows learners to generate four more photographs of circuits that contain bulbs and an open switch. Learners are asked to consider whether they think the bulbs in each circuit will appear brighter, dimmer or the same as the bulb on screen, when the switch is closed.

Tab 5

/ This tab requires learners to click on a + button to generate ten photographs of different objects. They are asked to consider whether electricity will flow through each object if it is put into a complete electric circuit.
The ten objects are: Key, eraser, wooden ruler, pound coin, metal scissors, chalk, plastic spoon, candle, tissue, shell.

Tab 6

/ This tab shows learners a photograph of a typical circuit that might be used to test whether an object is a conductor or insulator of electricity. Learners are requested to investigate whether the ten objects in tab 5 are conductors or insulators.

Tab 7

/ This tab shows the learners photographs of the inside and outside of a plug. They are encouraged to think about and discuss which parts of plug are insulators and which are conductors.

Tab 8

/ Learners are invited to consider whether their ideas have changed by revisiting the circuits they made predictions about in tab 2. Opportunities to check on their ideas by constructing these circuits are proposed.

Unit 3.1.5 Building circuits1