Light, bulb and Electric circuit

Students, working in groups, explore the components of an electric circuit, its operation, and the conductors and insulators in their environment through hands-on activities and investigation. They document their new findings in their notebooks, creating evidence of their learning. Finally, they creatively represent the electric circuit in an art project.

Planned duration: 5 school periods

Science: Conductors and insulators, electricity

Technology: Electric circuit and its components, switches in electric circuits, different configurations of bulbs and batteries

Engineering: Assembling an electric circuit

Arts: Creativity

Students use copper tape, LED bulbs and a flat battery to build a simple electric circuit. They consider an artistic theme, with the only requirement being that they must incorporate a glowing LED into their design and be creative in doing so. Examples of art projects using LEDs (Burker, 2016):

• everyday objects made from various materials

• different batteries

• wires with stripped ends

• light bulbs

• paper

• copper adhesive tape

• LED diodes

• coloured pencils

• drawing sheets

• flat batteries

• regular adhesive tape

• Which materials conduct electricity?

• What is the role of a switch in an electric circuit?

• How should you connect the light bulbs, so they shine with equal brightness?

• What happens if you connect two batteries in an electric circuit?

• How will you creatively use the light bulb/LED in your art project?

Invite the students to sit in a circle and place a variety of everyday objects in the centre, such as a rock, scissors, an eraser, a hair elastic, keys, a ceramic cup, a spoon, a pencil sharpener, a wooden block, a glass jar, paper, a metal sharpener, a ring, a plastic sharpener, etc. Ask the students to come up with a criterion for sorting the objects into two boxes. This activity will help assess their prior knowledge and identify any misconceptions. Instead of revealing the correct solution, invite students to evaluate the proposed sorting criteria, encouraging a discussion on the different approaches they suggest.

Next, show the students a battery, a light bulb and some wires, and demonstrate how to create a closed electric circuit. As you conduct the demonstration, have the students observe that the light bulb illuminates when the circuit is closed and turns off when the circuit is broken.

The students then draw lots to form groups of up to four members each. Each group receives a box containing the objects from the initial activity, along with a battery, a light bulb and wires with stripped ends.

The students are given the same task as before, but this time they are instructed to sort the objects into two groups using the electric circuit. For groups that need assistance, demonstrate how to connect a random object to the circuit. For others, encourage them to explore ways to utilize the electric circuit to facilitate the sorting of the objects.

Monitor the students’ work. Once most groups have completed their tests, gather everyone in a circle again and instruct them to sort the objects into two boxes once more. Ask them to share the criterion they used for sorting. The students should explain that one group consists of objects which, when connected to the electric circuit, caused the light bulb light up, while the other group includes objects that did not illuminate the light bulb. This distinction is based on the materials from which the objects are made.

Explain that the materials which allowed the light bulb too light up are called conductors. Electric current flows through these materials, causing the light bulb to illuminate. The other group of objects are called insulators. Electrical energy did not flow through these materials, so the light bulb remained off.

Lead a discussion about how this knowledge applies to everyday life. Ask students to compile a list of devices that consume electricity. They should explore the materials used in wires or conductors, for example in items like phone chargers and hair dryer cables. If possible, provide a used cable for students to examine, including its cross-section. Explain that the wires are typically made of copper, which is an excellent conductor, and are insulated with rubber or plastic. Encourage students to give reasons for this.

Show the students different types of light switches. Have them observe that the back of the switch is made of metal, while the front is made of plastic. Explain that plastic does not conduct electricity, making it safe to touch the switch. The metal on the back, however, does conduct electricity, allowing the electric current to flow through the switch and power the connected device.

Next, challenge students to design their own switch using a paper clip. Ask: “How can you integrate a paper clip into a circuit, so it functions as a simple switch?”

In groups, students test the functionality of the switch and discover that its purpose is to open and close the electric circuit.

Draw a diagram of an electric circuit with a switch using standard symbols.

Students return to their previous groups, where they receive additional materials (batteries, light bulbs, switches, wires) along with challenge cards containing instructions. They work independently to complete each task. After finishing a task, students document their findings through drawings or written notes as evidence of their work. Assess their progress to ensure successful task completion before providing the next challenge card. This process allows for continuous monitoring of student progress and completion of tasks.

Challenge cards (Attachment 1):

1. Build an electric circuit with a switch and two light bulbs. Then add another light bulb to the circuit. What do you observe?
   Students will observe that the light bulbs glow dimmer.
   
   
2. Build an electric circuit with a switch, two batteries and a light bulb. What do you observe?
   Students will observe that the light bulb glows brighter.
   
   
3. Build an electric circuit as shown in the diagram. What do you observe?
   Students will observe that all light bulbs glow equally and that they need more wires.
   
   
4. WORK WITH A COMPUTER/TABLET
   Using the online program Virtual Laboratory, try building simple and more complex electric circuits. Draw a diagram for each completed circuit and write down what you learned.
   Link: Virtual Laboratory

Once all tasks are completed, each group collaborates to come up with three questions related to the day’s topic. They then quiz another group by posing these questions, allowing for a brief peer-to-peer assessment of the knowledge gained during the activities. Monitor the discussions closely, addressing any misconceptions and providing guidance as needed to ensure accurate understanding.

Next, inform the students that they will apply their understanding of electric circuits to an art project. Their task is to create an artistic design that incorporates an LED light. Give them time to decide on their motif, encouraging creativity and originality. Their designs can be realistic, inspired by stories or imagination, or entirely abstract. Once they’ve chosen their motif, each student draws or paints it on the front side of a folded sheet of paper.

Once the students have completed their motifs, provide them with further instructions. Describe and display the materials they will need for the next steps: an LED, copper adhesive tape (which will act as the conductor), a flat battery, adhesive tape to secure the battery to the paper, and a small piece of paper for creating a switch.

The most effective way to illustrate the project’s outcome is by providing an example. Explain that there are various methods to close the electric circuit by pressing. Emphasize that students must incorporate all the components of the circuit for their project to function properly.

Instructions for making an electric circuit using copper adhesive tape:

1. Make a small hole in the motif where you want the LED to shine through. Attach the LED temporarily to the back of the motif using adhesive tape, aligning it with the hole.

2. On the inner right side of the paper, build an electric circuit using copper tape and a flat battery. Make sure you leave a 2 cm gap where the switch will be placed (indicated by the star in the diagram below). When building the electric circuit, make sure the LED alligns with the copper tape when the paper is folded.

3. Once the circuit layout is complete, secure the LED to the copper tape with adhesive tape. Ensure that the LED is positioned correctly in the hole on the front motif.

4. To make the switch, cut a 4 x 4 cm piece of paper and fold it in half. Attach a 2.5 cm strip of copper tape to one side of the folded paper, alowing the tape to extend slightly beyond both edges.

5. Attach the folded paper (switch) on the gap in the circuit (the spot marked with the star) with the copper tape facing up.

6. On the front motif, mark the spot that corresponds to the position of the switch. To activate the LED, press this marked spot, which will close the circuit and light up the LED.

Encourage students during the work and assist them if needed. Students who seek a challenge can include more LEDs in their project and create more complex electric circuits.

Finally, students display their projects in an exhibition format.

Planned duration: 5 periods