Magnets & Electricity
Investigation 2: Making the Connection
Part 2
Making a Motor Run
Students build a circuit with a switch and learn the conventions for drawing schematic diagrams of a circuit.
3. Lesson set up and Management
1.1.4 Understand that energy keeps things running and comes in many forms.
1.2.2 Know that energy can be transferred from one object to another and can be transformed from one type of energy to another.
2.1.2 Plan and conduct simple investigations, using appropriate tools, measures and safety rules.
2.1.3 Use data to construct reasonable explanations.
2.1.5 Record and report observations, explanations and conclusions using visual, oral, written, and mathematical expression.
3.1.2 Propose, design and test a solution to a problem.
3.1.3 Evaluate how well a design or product solves a problem.
1. A motor is an energy receiver that produces motion.
2. A switch is a device that opens and closes a circuit.
3. A closed circuit allows electricity to flow; an open circuit does not.
4. A schematic diagram is a representation of a circuit that is used for recording and communicating with others.
3. Lesson set up and Management
Materials:
1. Keep your wire stripper handy. You and your students will use them for cutting more wire and stripping plastic when the wire breaks.
2. Make sure that all motors have masking tape attached to the motor shaft. See Page 16.
3. Before handing out any equipment remind students about the safety of hot wires.
4. See page 15, Step #5 if the Fahnestock clip isn't working correctly on the battery or bulb holders.
5. Have extra wires and other materials such as bulbs and holders easily accessible for students for further investigating.
6. Be sure to point out that schematic drawings are always drawn with square corners to keep them neat.
Student Management:
1. Keep all materials at the station at which they are working. Don't let them carry the materials around. Let the students wander and explore.
2. Keep an eye on the child who may want to test the items near the caution signs.
3. Be on the look out for those who think they will not get burned or can handle the hot wire. They will try to show-off and could get hurt.
4. Explain that the bulbs are breakable and that the students should be careful when handling them.
5. Keep Moving! If you are constantly moving, it will keep everyone on task.
6. When discussing questions, have students place their materials in the middle of their table or desks or have them place their hands in lap.
1. You can lengthen or shorten the time on any lesson.
2. Use Pages 2 & 3 to help guide further inquiry at the end of every part.
3. Give students time to discuss their observations with each other.
4. Give journal reflection time.
5. Keep word banks and content inquiry charts up so students can see and have more time to copy later, if needed. It's nice if you can keep them up all the time and just add to them as you go.
6. It is easier to return all equipment before introducing the schematic drawings. Let the students use the drawings in their science journals as the reference for the schematic drawings.
Making a motor run using a battery holder. |
Using holders will help alleviate any fear of hot wires. |
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Let them explore using a switch to run both the bulb and motor. |
Let them explore using a switch to run both the bulb and motor. |
Writing Support:
1. Reflective journaling on the day's lesson. A prompt might be "What were the questions we were answering today?"
2. Start and finish each lesson with a KWLQ chart. ("What do I know?", "What do I want to know?", "What have I learned?" and "Are there any more questions to investigate?")
3. Have students write all word banks and inquiries in their journals.
Reading Support:
1. Check the Resource section of the teacher's guide for more reading suggestions or the literature link on this site.