Frequently Asked Questions
Question: Do I have to go on to Lessons 15 and 16 and wire a
house?
Answer: No. You can use Lesson 13, Constructing a Flashlight, as
a summative assessment. If you opt to end the unit at this point, make
sure you have enough materials for each student to complete a
flashlight. Also provide additional time for students to plan the
flashlight. Add to the objectives: Student’s understanding of the
concepts in the Electric Circuits unit is assessed.
Question: When do students plan an investigation in this unit?
Answer: There is an extension activity in Lesson 11 that has students
conduct an investigation on circuit type and which circuit will last the
longest. The investigative question would be: What is the effect of circuit type
(parallel or series) on time it takes a bulb to burn out. You can also have
students plan other related investigations that interest them. Have a
controlled, manipulated, and responding variable. Possible questions include:
What is the effect of wire length on time it takes a bulb to light? What is the
effect of wire type on time it takes bulb to light?
Question: Why can’t I get my nichrome wire to glow?
Answer: The nichrome wire can be finicky. There are times when residue
left over from tape (if the spool of wire was taped to secure it) or modeling
clay will prevent it from glowing. Instead, it just smokes a little. If you are
unable to get the wire to glow, try cutting some more, possible from inside of
the roll. Also make sure students have clean hands.
Question: What should I do if the circuits don’t work in the hidden
circuit boxes in Lesson 9?
Answer: Check to make sure that all the circuits are secure and that the
stripped portion of the wire is in the Fahnestock clips. Also, some teachers
have found it helpful to replace the brads and/ or batteries at this point. You
can also use this as an opportunity to further work on troubleshooting steps.
Question: Why does my teacher’s guide have compasses mentioned when
other teacher’s guides do not?
Answer: There are different editions of the teacher’s guide. The newer
versions include compasses in some of the lessons in order to address
electromagnetism. If you have access to the materials and would like to use
them, do so; electromagnetic force is an important concept. Note that the
changes in the teacher’s edition are often not reflected in kit trainings.
Question: How do I make sure students follow safety rules?
Answer: Set clear expectations about how to handle materials and when it
is acceptable to explore electricity. Lesson 1 includes safety guidelines in
Procedure step 4. You can also contact the local power company to inquire about
having a guest in your room to go over electrical safety issues.