Manor Primary SchoolScience Year 6: Electricity

Overview of the Learning:In this unit of learning children will consolidates knowledge of materials which are electrical conductors, extends understanding of ways in which the brightness of bulbs or speed of motors in a circuit can be changed and develops children’s understanding of the value of using conventional symbols for communication. This unit provides opportunities for children to carry out a complete investigation relating to electric circuits. Work in this unit also offers opportunities for relating knowledge and understanding of electricity to familiar phenomena.

Core Aims develop scientific knowledge and conceptual

understanding through the specific disciplines of biology, chemistry and physics about humans and other animals

develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them

are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.

Pupils should be taught to work scientifically. They will:

planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary

taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate

recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs

using test results to make predictions to set up further comparative and fair tests

reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations

to continually make systematic evaluations when designing and making, to bring about improvements in processes and outcomes

identifying scientific evidence that has been used to Manor Primary School – Science- Electricity

support or refute ideas or argumentsPupils should be taught about electricity:

associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit

compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches

use recognised symbols when representing a simple circuit in a diagram.

identify and name the basic parts of a simple electric series circuit, including cells, wires, bulbs, switches, and buzzers, and compare and give reasons for variations in how components function, including brightness of bulbs, loudness of buzzers and on/off position of switches

explain that short circuits may cause wires to heat up and that fuses are electrical safety devices that are triggered by short circuits

explain the effect of changing the voltage of a battery.

ExpectationsChildren can:

Manor Primary School – Science- Electricity

associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of

buzzers and the on/off position of switches use recognised symbols when representing a simple circuit in a diagram. identify and name the basic parts of a simple electric series circuit, including cells, wires, bulbs, switches, and buzzers,

and compare and give reasons for variations in how components function, including brightness of bulbs, loudness of buzzers and on/off position of switches

explain that short circuits may cause wires to heat up and that fuses are electrical safety devices that are triggered by short circuits

explain the effect of changing the voltage of a battery. planning different types of scientific enquiries to answer questions, including recognising and controlling variables where

necessary taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat

readings when appropriate recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables,

scatter graphs, bar and line graphs using test results to make predictions to set up further comparative and fair tests reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and

degree of trust in results, in oral and written forms such as displays and other presentations identifying scientific evidence that has been used to support or refute ideas or arguments.

Learning Objectives Suggested Learning Opportunities To present scientific ideas and thinking

about light and how light travels from a source.

Exploring static electricity – What actually is electricity?Discuss with the children to elicit what they already know about electricity and circuits.

Manor Primary School – Science- Electricity

To consider what sources of information, including first-hand experience and a range of other sources, they will use to answer questions

Balloons to illustrate negative chargeThis is an opportunity to engage the children with the smaller and more abstract aspects of electricity. For many of the children it may help when they are trying to understand how a circuit works.Each atom has equal number of electrons and protons. Electrons have a negative charge; protons have a positive charge. When you rub a balloon on your jumper it makes electrons rub off from your jumper and onto the balloon. This charges the balloon with static electricity. It now has more electrons than protons. So it is negatively charged. Your jumper is now positively charged.Attraction – Now place the balloon near some bits of tissue paper (you might choose to blow the pieces of paper with a straw). The parts of the paper closest to the balloon become positively charged. They stick to the negatively charged balloon because opposite charges attract.Repulsion – Hang by thread two charged balloons next to each other. They repel each other because they are both negatively charged.Separating salt and pepper. Place a mixture of salt and pepper on a surface. Rub the balloon on your head and slowly place it near to the balloon. The pepper (being lighter) should be the first of the two to be attracted to the balloon

Elicitation for Learning: Video starter - www.bbc.co.uk/learningzone/clips/ ‘Circuit, batteries and power sources (compilation)’Concept map using provided words (conducts, insulates, flows, battery, buzzer, bulb etc)

To know where electricity comes from. •To know the different ways in which

electricity can be generated. •To consider what sources of

information, including first-hand experience and a range of other sources, they will use to answer

Research - Where does electricity come from?

Interactive whiteboard starter –

http://www.eon-uk.com/EnergyExperience/164.htm and http://www.eon-uk.com/EnergyExperience/137.htm

Manor Primary School – Science- Electricity

questions Video starter - www.bbc.co.uk/learningzone/clips/ ‘Where does electricity come from?’

The above websites and videos will give children more of an idea about where electricity comes from.

Research – How many ways can electricity be created?Video starter - www.bbc.co.uk/learningzone/clips/ ‘Electricity in remote places’ and ‘Electricity in rural Zambia – solar panels’ and ‘Electricity produced by generatorsUse solar powered and wind powered models to help to explain to children the different ways in which electricity can be generated.The children can try to find out more about: fossil fuel power stations, nuclear, solar generated, wind powered and wave/tidal powered.They could begin to discuss the pros and cons of each of the different method.

•To know where electricity comes from.•To know the different ways in which electricity can be generated.•To consider what sources of information, including first-hand experience and a range of other sources, they will use to answer questions. To plan different types of scientific

enquiries to answer questions, including recognising and controlling variables where necessary

Making a model generator

It may be worth the children spending a little time looking at a model hand-powered generator which could be used to do a small amount of work; e.g. lighting an LED or ringing a bell. Essentially, the more able children could understand that the generator doesn’t make electricity, but it creates the voltage difference that causes the charge that is already in the wires to flow. The generator can be powered by hand, gas, nuclear, wind and the force of water. All of these turn the copper armature inside the generator and thus generate an electric current. Electric generators are essentially very large

Manor Primary School – Science- Electricity

To take measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate

quantities of copper wire spinning around inside very large magnets, at very high speeds.

The children can then look at the wind and solar powered generate in order to see how they are similar/different to the hand-powered one.

To know how to make a bulb light up. To be able to explain (using simple

models) what is happening in an electrical circuit.

To be able to communicate ideas using scientific vocabulary.

To consider what sources of information, including first-hand experience and a range of other sources, they will use to answer questions.

To explain what is happening when a circuit is changed.

To create simple circuits and identify the changes that occur when components are added, removed or changed.

Hook for learning on electricity and circuits- Lay out the full range of electricity/circuit components available - range of bulbs, cells, battery holders, different types of switches, crocodile clips, wires, etc.

How many of the components have the children seen before? Can they name them? What is their function within an electrical circuit?

Set up a range of hands on practical activities for groups of children to revise their understanding of circuits. Test 1: Checking Circuits:Revises the key concept that a complete circuit is needed to light a bulb or make a motor spin. Test 2: Bulb Brightness:Reminds children how to change the brightness of a bulb or the speed of a motor. This can be achieved by adding/removing cells or by changing the voltage of the battery (NB: Check voltage of bulbs or they may simply blow!).Test 3: Overloaded Circuits:This activity provides hands on examples of the effects of ‘overloading’ a circuit with too many bulbs or motors. The power from the cell or battery is shared between them.Test 4: Circuit Construction:Tackle the challenge of creating a circuit using a switch they have made themselves. Test 5: Circuits on Computers:Allow one group to work together through the excellent activities at

Manor Primary School – Science- Electricity

http://www.andythelwell.com/blobz/. Can children light the first four stars?

• To be able to plan a fair test.• To be able to construct circuits with more than one bulb. • To knows the effect on the brightness of bulbs of connecting them in series.• To explain what is happening when a circuit is changed.• To plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary• To take measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate.

To create simple circuits and identify the changes that occur when components are added, removed or changed.

To make a switch to control a simple circuit.

Fair test investigation – How does the number of bulbs affect the brightness of a bulb in a series circuit?

Now that children have a better idea about what electricity is, they can try altering the electrical current. The children can record their results after measuring the brightness of the bulbs with a data-logger. The children must try first to identify any patterns and then try to explain the science behind these.

Challenge (broadening the curriculum)– Making parallel circuits

The children can try adding more than one bulb to a circuit but this time in such a way that are a variety of ways for the current to move around the circuit. Children can measure how bright the bulbs are and compare this to the brightness of the same amount of bulbs in a series circuit.

Challenge (broadening the curriculum)– Making a variable resistor

Some children will now have an understanding that there is a resistance to the flow of an electrical current. Can they think of ways to increase and decrease this resistance? Unfortunately a very long piece of wire is needed to make much difference in resistance that will be noticeable in terms of the brightness of the bulb. However, the children could attach one wire to a length of pencil graphite and vary where they place the other wire along the length.

To explore and describe the Exploration – series and parallel circuits Manor Primary School – Science- Electricity

differences between series and parallel circuits.

To create and construct series and parallel circuits to solve problems.

To construct circuits using equipment including wires, switches, bulbs and batteries.

To identify and name the basic parts of a simple electric series circuit, including cells, wires, bulbs, switches, and buzzers, and compare and give reasons for variations in how components function, including brightness of bulbs, loudness of buzzers and on/off position of switches.

To report and present findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations

Show the children a made example of a circuit with several bulbs in a line along a single wire. This circuit looks a little like a string of Christmas tree lights!

Ask the children to create and make their own similar circuit. What would happen if one or more of the lights fails? What conclusions can they draw? What type of circuit is it? Discuss the advantages and disadvantages of a series circuit based on their investigative findings. Some Christmas lights are wired in this way (they all used to be!), one loose or broken bulb and all the lights fail to work, every single one needs to be checked/replaced in turn - imagine how frustrating that is!

Can the children another type of circuit where if one bulb fails, the rest don’t go out? Children to test and explore making the circuit in groups. Discuss and explore how the circuit would be a parallel circuit. Discuss and demonstrate how the bulbs are arranged on wires in parallel (check children’s understanding of the term parallel) lines rather than in one single loop. Ask the children to unscrew a lamp to show what happens when a bulb fails. What happens? Other lights continue to shine. Can the children explain why by suggesting the path that the electric current takes. Using the example of the Christmas lights ask the children to decide which method of wiring works best and why.

Manor Primary School – Science- Electricity

•To be able to plan a fair test.•To be able to construct circuits investigating whether the number of batteries affect the brightness of the bulbs. •To plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary To identify scientific evidence they

have used in drawing conclusions. •To make predictions based on everyday experience

•To repeat measurements to gain more accurate results.

To provide conclusions that are consistent with the evidence

Exploring – How does the number of batteries affect the brightness of the bulbs?

How do you think the number of batteries will affect the brightness of the bulbs?

What do you think is happening to the little particles (electrons)?

. Does adding more cells to the circuit make the bulb brighter? What effect does adding more cells have on the noise of the buzzer? How can the motor be made to turn more quickly? What happens if a cell with a larger voltage is added to a simple circuit?

An investigation like the one above, but this time the children are adding more batteries. This will increase the flow of the current as well as provide more energy to the charge as it moves round.

It will probably be best to use 1.5V batteries for this investigation. If possible use bulbs that have been designed for 3.5V – this way the children will be able to bulb up the voltage without ‘blowing’ the bulb right at the start! They will probably be able to connect up to 4 or 5 batteries.

Manor Primary School – Science- Electricity

Video - www.bbc.co.uk/learningzone/clips/ ‘How voltage affects the lamination of bulbs.’

•To know that there are conventional symbols for components.

•To be able to use conventional symbols to create circuit diagrams.

Representing electrical components - Using symbols for electricityVideo starter: www.bbc.co.uk/learningzone/clips/ ‘Circuit diagrams’Ask children to create circuit diagram that they know will work or not (working in pairs). They can label some their symbols to show that they understand what they are.Get children to create circuits with buzzers/ motors and represent using symbols

•To plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary To identify scientific evidence they

have used in drawing conclusions. •To provide conclusions that are consistent with the evidence. To communicate what has been

learnt about electrical circuits and the way in which they work.

Show children the video clip at http://www.bbc.co.uk/learningzone/clips/using-electrical-circuits-to-make-games-and-activities/2192.html to inspire them when tackling their challenges today! Explain that children will work in pairs to tackle one of the challenges below. Once they have chosen their challenge they will need to collect the equipment needed and then construct their game. Some challenges will need to be designed by the children.!

Challenge One: Make an electromagnet.Show children the video clip at http://www.bbc.co.uk/learningzone/clips/electromagnets/289.html to give an indication of how to make an electromagnet. Then use session resources to create an electromagnet. As the current passes through the wound wire a magnetic field is created which gives the nail magnetic properties! How many paper clips can you pick up at the same time?https://www.hamilton-trust.org.uk/browse/science/y6/electricity-year-6-new-

Manor Primary School – Science- Electricity

curriculum/109000Challenge Two: Would these objects act as electrical conductors?Investigate conductors and insulators as revision. Children can either test their predictions using the online resource at http://www.bbc.co.uk/schools/scienceclips/ages/8_9/circuits_conductors.shtml, face the challenge at http://www.bbc.co.uk/bitesize/ks2/science/physical_processes/circuits_conductors/play/ or get hands on in the classroom by making a simple circuit and testing materials around the room. Challenge Three: Make a steady hand tester. Think that you can hold your nerve and keep your hand steady? Put yourself to the test with this easy to make project by creating a Steady Hand Tester as described in session resources.

Challenge Four: Using food as batteries!Investigate how bulbs can be lit using lemons and potatoes! You will also need a small piece of copper and of zinc (nails or from sets of metal used to test for magnetic materials or for use as electrical conductors). Which food works best?Challenge Five: Make a quiz that lights up when you find the correct answer.Write (or stick) questions and answers on one side of a piece of card or corriflute (as in video clip above). Wire the split pin next to the correct answer from the split pin next the question. Use two crocodile clips on wires connected to a battery (& buzzer or bulb) to complete the circuit and make the buzzer sound or the bulb light up.Challenge Six: Make a birthday card that lights up or buzzes.Use card or corriflute to make a birthday card that has an image on the front connected to a buzzer or with led lights attached (as in video above). Aluminium foil and split pins can be used to create the surfaces that touch when the card is closed to complete the circuit.

• To communicate what has been Child reflection - Problem solving – A model room Manor Primary School – Science- Electricity

learnt about electrical circuits and the way in which they work.•To report and present findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations•To continually make systematic evaluations when designing and making, to bring about improvements in processes and outcomes.•To identify scientific evidence that has been used to support or refute ideas or arguments

This problem will give the children an opportunity to communicate what they know about electricity. Thus, it is a great form of assessment.

Challenge the children to make a model room: e.g. lights (some can be dimmed) (some could be in a series circuit whilst others are in a parallel one), a door bell and a fan. They could include other models in their model to show the appliances that use mains or batteries, how the building is protected from lightning strikes, how carpet can create static electricity, etc. They could even show how the mains electricity reaches their room.

Circuit Diagram Symbols

Manor Primary School – Science- Electricity

Battery

Supplies electrical energy. A battery is more than one cell.The larger terminal

(on the left) is positive (+).

Bulb

A transducer which converts electrical

energy to light. This symbol is used for a

bulb providing illumination, for

Push switch

A push switch allows current to flow only when the button is pressed. This is the

switch used to operate a doorbell.

Cell

Supplies electrical energy.

The large terminal (on the left) is positive (+).

A single cell is often Manor Primary School – Science- Electricity

example a car headlamp or torch

bulb.

called a battery, but strictly a battery is two or more cells

together.

Buzzer

A transducer which converts electrical energy to sound.

Wire

To pass current very easily from one part

of a circuit to another.

Motor

A transducer which converts electrical

energy to movement or kinetic energy.

Simple switch

An on-off switch allows current to flow only when it is in the closed (on) position. These are used for wall light switches.

Manor Primary School – Science- Electricity

Alternative light bulb symbol

Manor Primary School – Science- Electricity

Manor Primary School – Science- Electricity

Using Circuit Diagrams

Manor Primary School – Science- Electricity

Manor Primary School – Science- Electricity

Teachers Checklist:Other component symbols can be downloaded from: http://electronicsclub.info/circuitsymbols.htm

Manor Primary School – Science- Electricity

battery

loud speaker

motor

push switch

buzzer

lamp/bulb

on/off switch

fuse