Lesson Circuits:
One Path for Electricity

Quick Look

Grade Level: 4 (3-5)

Time Required: 45 minutes

Lesson Dependency: None

Quick Look

Jump start your students on making sense of the phenomenon of electricity through the curricular resources featured here, by grade band! Electricity
Grade Level:
4 (3 – 5)
Time Required:
45 minutes
Discuss this lesson

TE Newsletter

Two images show a circuit with a 1.5 volt battery and a light bulb. The above image shows an open switch in the circuit. Current does not pass through the open switch and therefore the light bulb does not light up. The below diagram shows a complete circuit with a closed switch. In this case current runs through the entire circuit and lights the light bulb.
Electrical current must be able to follow a complete path through a circuit to light a light bulb.
copyright
Copyright © Fermi National Accelerator Laboratory http://ed.fnal.gov/ntep/f98/projects/nrel_energy_2/energy.html

Summary

Students begin to make sense of the phenomenon of electricity through learning about circuits. Students use the disciplinary core idea of using evidence to construct an explanation as they learn that charge movement through a circuit depends on the resistance and arrangement of the circuit components. Students also explore the disciplinary core ideas and crosscutting concepts of energy and energy transfer in the context of energy from a battery. In one associated hands-on activity, students build and investigate the characteristics of series circuits. In another activity, students design and build flashlights.

Engineering Connection

The circuit diagram is the language of electrical design and engineering. These diagrams are maps that anyone can read to see how to build the circuit. When engineers design or build any electrical circuit they either create a new circuit diagram or use an existing one. Interpreting circuit diagrams is an essential skill for electrical and many other types of engineer. Once built, these electrical circuits are used to light our houses, power computers, run cars, and pretty much every modern device that uses electricity.

Learning Objectives

After this lesson, students should be able to:

  • Describe how current changes in a series circuit when a light bulb or battery is added or removed from the circuit
  • Understand that chemical energy in a battery is converted to electrical energy in a circuit, which is converted to thermal energy and light in a light bulb. Also, sound energy can be produced from electricity, by way of a moving speaker cone. For this example, electricity is converted to mechanical motion (to move the speaker), which then produces sound energy in the form of moving waves of air.
  • Describe the connections among representations of circuit symbols.
  • Find the voltage of batteries connected in series by summing the individual batteries' voltages.

Pre-Req Knowledge

Battery, simple circuit, current electricity, resistance, voltage, current

Introduction/Motivation

A figure shows a simple circuit diagram with a battery, an open switch, and a light bulb.
Figure 1. A diagram of a simple circuit.
copyright
Copyright © 2012 Carleigh Samson, University of Colorado Boulder

Ask students if they ever had an electronic game or toy that required batteries? (Many will answer yes.) Ask how many batteries the game or toy needed? (Possible answers: One, two, three or four batteries.) Ask students to brainstorm why some electronic games or toys require more batteries than other games or toys? (Possible answers: Some toys need more power, some games need more electricity.) Three AA batteries connected "in series" can provide more voltage than a single AA battery. This is because the chemical energy in a battery gets converted to electrical energy in a circuit, and there is more chemical energy available in a circuit with three AA batteries “in series” than in a circuit with only a single AA battery. Electrical circuits as well as batteries can be "in series" or "in parallel." During today's lesson we will learn what "in series" and "in parallel" mean.

How do electrical engineers know how many batteries are needed to operate an electronic game or toy? One way that they can determine the necessary voltage and current is to create a map of the circuit. Electrical engineers can use a map, or circuit diagram, to determine how much power a device needs to operate.

Ask students why some devices use batteries and other devices use a wall outlet for power? (Answer: Batteries produce a different type of current than a wall outlet.) The current that comes from a battery is called direct current (DC). The current that comes from a wall outlet in our homes or schools is called alternating current (AC). Explain to students that many televisions, computers, DVD players and stereos have hardware (equipment) inside the device that converts the alternating current (AC) to direct current (DC) for operation of the device.

Lesson Background and Concepts for Teachers

What Are Circuit Diagrams?

Circuit diagrams are graphical representations of circuits or electrical devices. Each component of a circuit has a corresponding standard symbol (see Figure 2). When drawn, these symbols are linked together to show the construction of a circuit; the resulting diagram is a map that anyone can read to see how to build the circuit. In effect, the circuit diagram is the language of electrical design and engineering. When engineers design or build any electrical circuit they either create or use an existing circuit diagram. Interpreting circuit diagrams is an essential skill for electrical engineers and many other types of engineers.

A table showing the circuit diagram symbols for wire, resistor, light bulb, battery, fuse and switch.
Figure 2. A selection of representational circuit diagram symbols.
copyright
Copyright © Daria Kotys-Schwartz, ITL Laboratory, University of Colorado at Boulder, 2004.

Wires, which have a very low resistance, are represented by straight or angular lines connecting electrical components. A resistor is a device used to regulate the amount of current in a circuit. There are many different resistors, with resistances ranging from a few ohms to millions of ohms. The resistor is symbolized by a zigzag line. There are various ways to represent a light bulb in a circuit. In this unit, the symbol used for a light bulb is the circle with an "x", as shown in Figure 2. A cell, or electrochemical cell, is represented by two lines of different lengths, positioned perpendicular to the wire line, to show that there is a voltage between the positive and negative terminals; the shorter line is the negative terminal of the battery. A battery is composed of multiple cells. Notice the symbol for a battery appears to look like two cells in a row, or in series. The symbol for a switch shows that the electrical connection can be open and closed at the contact.

To draw a circuit diagram of an existing series circuit, draw the layout of the circuit and corresponding symbol as you encounter each circuit element. Although wires in a circuit are usually curved, draw wires in the circuit diagram as either straight lines or angular, bent lines.

How Are Electrical Elements Connected in a Circuit?

There are many components that may be used in circuits: batteries, light bulbs, wire and switches. The parts of a circuit can be connected in two different ways. When they are connected such that there is a single conducting path between them, they are said to be connected in series. The circuit on the left in Figure 3 shows two resistors in series. When circuit elements are connected across common points such that there is more than one conducting path through the circuit, they are connected in parallel. The circuit on the right in Figure 3 shows two resistors in parallel. Refer to the Bulbs & Batteries in a Row activity to have students practice building their own circuits with several components. A typical electrical device is composed of many smaller series and parallel portions. In general, only very simple circuits can be entirely in series.

The figure shows two circuits. On the left is a simple circuit diagram consisting of a battery, two resistors in series, and a light bulb. On the right is a simple circuit diagram consisting of a battery, two resistors in parallel, and a light bulb.
Figure 3. Two resistors in series (left) and two resistors in parallel (right).
copyright
Copyright © 2012 Carleigh Samson, University of Colorado Boulder

Ohm's Law and Series Circuits

Ohm's Law is a fundamental mathematical equation describing the relationship between voltage, current and resistance. In fact, Ohm's Law defines resistance: R = V/I, where R = the resistance of a circuit element, V = total voltage supplied to the circuit by a power source (a battery, for example), and I = current through the circuit. The equation can be rearranged (V=I*R) to predict a voltage drop across a circuit element with a known resistance and a known current pass through. The voltage supplied to the circuit, V, and the total voltage drop throughout the circuit VT must be equal and opposite. This means V + VT = 0. The total voltage drop through the circuit is equal to: I*RT = VT, where RT is the total resistance in the circuit. We will explore how to find the total resistance, RT, in this lesson for series circuits and in the upcoming lesson and activities in this unit for circuits with elements in parallel.

A series circuit and its matching circuit diagram are shown in Figure 4. Because there is only one path for charge movement through the circuit, the current is the same throughout the circuit. As electrons move through the circuit, their flow is resisted by each light bulb, such that the total resistance to charge movement is the sum of all the resistances in the path. From Ohm's law (written in the form I=V/R), we know that the total current is equal to the voltage divided by the total resistance. There is a voltage drop across each bulb. The sum of the voltage drops is equal to the voltage of the power source, which in this case is a battery. Because the current is the same throughout a series circuit, the voltage drop across each light bulb is directly proportional to that bulb's resistance (by rearranging the Ohm's law equation, V=I*R).

On the left, a drawing of a series circuit composed of a battery, two light bulbs, a switch and wire connected all the circuit elements. On the right is the corresponding circuit diagram.
Figure 4. A series circuit (left) and the corresponding circuit diagram (right).
copyright
Copyright © Joe Friedrichsen, ITL Program and Laboratory, University of Colorado at Boulder, 2003.

When batteries are linked in series, the total voltage is the sum of the voltages of each battery. So, if we make a circuit with three 1.5 V batteries in series as the voltage source, the total voltage is 4.5 V, as shown in Figure 5. This is how battery manufacturers make batteries with higher voltages; they just link several batteries (of the same potential) together in series.

On the left, a drawing of a series circuit composed of three batteries, two light bulbs, two light bulb holders, a switch and wire between each component. The drawing indicates that the three 1.5 V batteries sum together to create a total voltage of 4.5V.
Figure 5. When batteries are linked in series, the total voltage is the sum of the voltage of each battery.
copyright
Copyright © 2012 Carleigh Samson, University of Colorado Boulder

What Is the Difference between DC and AC?

Direct current, or DC, refers to the movement of charge in a circuit in one direction only. Batteries, photovoltaic cells and some generators provide direct current. For example, in a battery-powered flashlight, electrons leave the negative terminal of the battery and move through the flashlight circuit to the positive terminal. Have students build their own flashlight with the Light Your Way: Design-Build a Series Circuit Flashlight activity. Many everyday portable devices operate on direct current. Have students apply their knowledge of such devices to design and build their own toy in the Build a Toy Workshop activity.

In AC, or alternating current, electrons are moved back and forth in a circuit. Because of this, the electrons only move a small distance around a relatively fixed position in the circuit. Although AC and DC generators are similar, AC has been proven to be a more effective way to transmit electrical power. Whenever you plug an electrical device into a wall socket you are using AC current. The current direction alternates because the direction of voltage is alternated at the power plant. In the U.S., we use current that changes direction 60 times a second, called 60-hertz current.

Lesson Closure

On the classroom board, draw an example series circuit that includes several components (for example, see Figure 4). Qualitatively, compare the current and voltage in different parts of the circuit. Ask the students to compare the current in three bulbs of increasing resistance connected in a series arrangement. (Answer: Current is the same everywhere throughout a series circuit.) Next, compare the voltage across each of these three bulbs. (Answer: The voltage drops when it encounters the resistance of a light bulb, so the first light bulb would have the most voltage and each consecutive light bulb would experience less voltage.) What happens to the total voltage when batteries are connected in series? (Answer: The total voltage is the sum of each battery's voltage.)

A circuit diagram for a three-light bulb series circuit. Lines represent wire, circles with an "X" inside represent light bulbs and light bulb holders, two lines perpendicular to the wire and of different lengths represent a battery, and a short line at a 45 degree angle to the wire represents a switch.
Figure 4. A series circuit diagram showing wire, three light bulbs, a battery and a switch.
copyright
Copyright © Joe Friedrichsen, ITL Program and Laboratory, University of Colorado at Boulder, 2003.

Vocabulary/Definitions

alternating current: An electric current that reverses direction at regular intervals. Abbreviated as AC.

circuit diagram: A graphical representation of a circuit, using standard symbols to represent each circuit component.

direct current: An electric current in one direction only. Abbreviated as DC.

energy transfer: The movement of energy within a system. Can include the transformation of one type of energy to another (with some loss). Relevant examples include electricity to motion (fan), electricity to light and heat (light bulb), and electricity to sound and motion (sound system).

load: A device or the resistance of a device to which electricity is delivered.

parallel circuit: An electric circuit providing more than one conducting path.

resistor: A device used to control current in an electric circuit by providing resistance.

series circuit: An electric circuit providing a single conducting path such that current passes through each element in turn without branching.

Assessment

Pre-Lesson Assessment

Discussion Question: Solicit, integrate and summarize student responses:

  • Why do some devices use batteries and other devices use a wall outlet for power? (Answer: Batteries produce a different type of current [DC] than a wall outlet [AC])

Post-Introduction Assessment

Voting: Ask a true/false question and have students vote by holding thumbs up for true and thumbs down for false. Count the votes and write the totals on the board. Give the right answer.

  • True or False: Three AA batteries connected "in series" provide more voltage than a single AA battery. (Answer: True.)
  • True or False: Batteries can be "in series" or "in parallel." (Answer: True.)
  • True or False: Electrical engineers use a circuit diagram to determine how much power a device needs to operate. (Answer: True.)
  • True or False: Batteries produce the same type of current as a wall outlet. (Answer: False. Batteries produce a different type of current [DC] than a wall outlet [AC].)
  • True or False: The current that comes from a battery is called alternating current. (Answer: False. The current that comes out of a wall outlet in our homes or schools is called alternating current [AC]. Batteries are direct current [DC].)
  • True or False: (Sound energy can be produced from electricity or by smacking your desk? Answer: True, electrical sources such as batteries can power small speakers and your hand can produce sound waves from hitting the hard surface of the desk.)

Lesson Summary Assessment

Quick Survey: Give students a piece of paper and ask them to write down the answers to the following three questions.

  • What did you like best about the lesson?
  • What could be done better?
  • What did you learn that you didn't know before?

Numbered Heads: Have the students on each team pick numbers (or number off), so each member has a different number. Ask the students the questions below (give them a time frame for solving it, if desired). The members of each team should work together on the question. Everyone on the team must know the answer. Call a number at random. Students with that number should raise their hands to answer the question. If not all the students with that number raise their hands, allow the teams to work a little longer. Ask the students:

  • If you remove one bulb from a series circuit with three bulbs, the circuit becomes a(n) _________ circuit. Open or closed? (Answer: Open.)
  • What happens to the other bulbs in a series circuit if one bulb burns out? (Answer: They all go out.)
  • When more bulbs are added to a series circuit, each lamp becomes _____________. Brighter or dimmer? (Answer: Dimmer.)
  • When batteries are connected in series, the voltage across them ____________. Increases, decreases or stays the same? (Answer: Increases.)
  • Draw a circuit diagram of a series circuit with two batteries and three light bulbs. (Answer: It should look like Figure 4 with the switch replaced with a second battery.)

Figure Drawing Race: Write the circuit symbols on the board. Divide the class into teams of four, having each team member number off so each has a different number, one through four. Call a number and have students with that number race to the board to draw the correct circuit diagram. Give a point to the team whose teammate first finishes the drawing correctly. Ask the students to draw circuit diagrams of the following:

  • A series circuit with one battery and two light bulbs
  • A series circuit with two batteries, one light bulb and one switch
  • A series circuit with one battery, one light bulb, and one resistor
  • A series circuit with three batteries, two light bulbs, and two resistors
  • A series circuit with one battery, two resistors, two light bulbs and one switch
  • A series circuit with three batteries, four light bulbs and one switch
  • A series circuit with one battery, and three each alternating bulbs and resistors and one switch

Homework/Independent Practice:

  • Have the students count the number of transformers in their homes. See the Lesson Extension Activities section for more information on transformers.

Lesson Extension Activities

Research the history and development of the flashlight. The Flashlight Museum has many photographs of antique flashlights and portable light devices, at: http://www.flashlightmuseum.com/.

Learn about transformers: A transformer is an electrical device used to convert AC power at a certain voltage level to AC power at a different voltage, but at the same frequency. A considerable amount of power is lost in transmitting energy along a power distribution grid. Additional energy is consumed in transformers at substations. Many everyday consumer electronic devices require transformers that are always on and consuming power, even if no one is using the electrical device.

  • Have students count the number of transformers they have at home. Transformers may be attached to computers, printers, scanners, speakers, answering machines, cordless phones, mobile phone chargers, electric screwdrivers, electric drills, baby monitors, modems and camcorders. Transformers are not always easy to recognize; obvious transformers look like larger boxes (usually the same color as the cord) attached to the end of the cords at the point where you plug the device into the electrical outlet.
  • If you touch a transformer and it is warm, you are feeling (wasted) electrical energy turned to heat energy. Have the students calculate the amount of energy wasted each year by the transformers in their house. The power consumption is not large — on the order of 1 to 5 watts per transformer, but it does add up. Say you have five transformers, each consuming 5 watts each. That means that 25 watts are being wasted constantly. If a kilowatt-hour costs 10 cents in your area, that means you are spending 10 cents every 1,000 watt-hours/25 watts = 40 hours. There are 8,760 hours in a year, so 8,760 hours/40 hours = $21.90 every year.
  • Have the students calculate the total amount of energy wasted by transformers in the entire country. There are 100 million households in America. If each household wastes 25 watts on these transformers, that is 2.5 billion watts. At 10 cents a kilowatt-hour, that is 2,500,000,000 watts/1000 watts or $250,000 every hour. That is $2,190,000,000 ($2 billion) wasted every year.

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References

Berg, Eric. Mechanical Engineering Senior, Colorado School of Mines, "How Does a Transformer Work?" http://www.physlink.com/ Accessed April 28, 2004.

Hewitt, Paul G. Conceptual Physics. 8th Edition. New York, NY: Addison Publishing Co., 1998. Raloff, Janet. "Must we pull the plug?" Science News. October 25, 1997.

Ropeik, David. MSNBC – How the Grid Powers a Continent. January 23, 2001. MSNBC News. http://www.msnbc.msn.com/id/3077316/ns/technology_and_science-science/t/how-grid-powers-continent/#.T4M6w_WfzTo Accessed April 7, 2004.

Schneider, Stuart. Flashlight Museum. Wordcraft.net. Accessed April 7, 2004.

Silberman, Steve. Wired News: Girding Up for the Power Grid. June 14, 2001. Wired Magazine. www.wired.com Accessed April 7, 2004.

Copyright

© 2004 by Regents of the University of Colorado

Contributors

Xochitl Zamora Thompson; Sabre Duren; Joe Friedrichsen; Daria Kotys-Schwartz; Malinda Schaefer Zarske; Denise W. Carlson; Carleigh Samson

Supporting Program

Integrated Teaching and Learning Program, College of Engineering, University of Colorado Boulder

Acknowledgements

The contents of this digital library curriculum were developed under grants from the Fund for the Improvement of Postsecondary Education (FIPSE), U.S. Department of Education and National Science Foundation (GK-12 grant no. 0338326). However, these contents do not necessarily represent the policies of the Department of Education or National Science Foundation, and you should not assume endorsement by the federal government.

Last modified: December 12, 2023

Hands-on Activity Bulbs & Batteries in a Row

Quick Look

Grade Level: 4 (3-5)

Time Required: 45 minutes

Expendable Cost/Group: US $4.00

Group Size: 4

Activity Dependency: None

Quick Look

Grade Level:
4 (3 – 5)
Time Required:
45 minutes
Group Size:
4
Discuss this activity

TE Newsletter

An electrical circuit showing a battery and two light bulbs in series.
Students build a simple series circuit
copyright
Copyright © YassineMrabet. Wikimedia Commons http://commons.wikimedia.org/wiki/File:Circuitenserie.svg

Summary

Using the science and engineering practice of making observations, we can explore the phenomenon of energy transfer. Every day, we are surrounded by circuits that use “in parallel” and “in series” circuitry. Complicated circuits designed by engineers are composed of many simpler parallel and series circuits, but both kinds of circuits transfer energy. During this activity, students make sense of the phenomenon of energy transfer as they build a simple series circuit and discover the properties associated with series circuits. Through this, students engage with the disciplinary core idea that energy can be transferred from place to place by electric currents.

Engineering Connection

Electrical engineers are well versed in the logic of parallel and series circuitry. They design complicated circuits that are composed of many simpler circuits as well as special parts that make sure the use of electricity is safe. For example, electrical and mechanical engineers design circuit breakers that are connected "in series" in the wiring of your house. This "switch" automatically breaks the flow of electricity if it rises above a safe level, preventing an electrical overload from damaging your appliances or causing a fire.

Learning Objectives

After this activity, students should be able to:

  • Define, recognize and assemble series circuits
  • Explain the path of electrical charge through their circuit
  • Apply appropriate computational techniques to solve a variety of problems on series circuit
  • Understand that engineers apply their understanding of circuitry to the design of practical, everyday products

Materials List

Each group needs:

  • 2 D-cell batteries
  • 2 wide rubber bands
  • 3 #40 light bulbs (available at most hardware stores)
  • 3 light bulb holders (available most hardware stores)
  • 46 in (50.2 cm) insulated wire (gauge AWG 22) (available at hardware stores)
  • 1 basic switch (available at most hardware or electronics stores)
  • 4 Series Circuit Building Worksheets
  • 4 In a Row Math Worksheets

For the entire class to share:

  • wire strippers or sandpaper (to remove insulation at wire ends)
  • wire cutters
  • small standard screwdriver
  • masking tape

Note: Most of the materials required for this lab can be reused in numerous other electricity activities. When the batteries wear out, dispose of them at a hazardous waste disposal site.

Worksheets and Attachments

Visit [www.teachengineering.org/curriculum/print/cub_electricity_lesson05] to print or download.

Introduction/Motivation

Ask the students in the class if any of them have strings of the small-sized Christmas lights at home? (Many will answer yes.) Ask the students to brainstorm why it is that if one light goes out on a strand of Christmas lights then half of the strand or the entire strand stops working? (Possible answers: The wire is broken, all of the other bulbs are broken, or the circuit is broken.) Many newer strands of lights have more than one wire linking the lights, as a better way to string the lights together; in this case, if one bulb burns out, the rest of the lights do not go out -- only a section goes out.

A string of colorful christmas lights.
copyright
Copyright © http://images.all-free-download.com/images/graphiclarge/string_of_christmas_lights_310745.jpg

Ask the students if they ever had a flashlight that required batteries? (Many will answer yes.) Then, inquire how many batteries the flashlight needed (Possible answers: One, two, three or four batteries). Ask the students why larger flashlights require more batteries than smaller flashlights? (Possible answers: Some flashlights need more power, some flashlights need more electricity.) Three AA batteries connected "in series" can provide more voltage than a single AA battery. Explain to the students that the holiday lights and the batteries in a flashlight are similar because both are connected "in series." Electrical circuits as well as batteries can be "in series" or "in parallel." These different circuits are both ways for energy in the batteries to be transferred from the batteries to the lightbulbs, and we can observe that this transfer is taking place when turn on a flashlight or see bright holiday lights at night. During today's activity, we will learn what "in series" means. 

Explain to students that electrical and mechanical engineers design circuit breakers to be connected in series with the electrical wiring of your house. The purpose of a circuit breaker is to make sure that too much current does not flow through the electrical wiring in your house and cause equipment failures or a fire. A circuit breaker is similar to a switch; it has an open and closed position. If the electrical current in your house is above a safe level, a circuit breaker opens, creating an open circuit and causing the electricity to shut off.

Procedure

Background Information on Series Circuits

  • The current is the same throughout the circuit.
  • The total resistance for a series circuit is the sum of the resistances of each element.
  • From Ohm's law (I=V/R), we know that the total current is equal to the voltage divided by the total resistance.
  • There is a voltage drop across each element in a series circuit that is equal to V=I*R, where V is the voltage of the power source, I is the total current in the circuit, and R is the resistance of the element.
  • The sum of the voltage drops across each bulb is equal to the voltage of the power source.
  • The total voltage for batteries linked in series is the sum of the voltages of each battery.
  • Engineers use switches placed in series to control practically any circuit they make. Just think — most of your electronics have an on/off switch!

Before the Activity

  • Assemble all the materials.
  • Cut enough wire for each group: two 6 in (7.6 cm) pieces, one 10 in (25 cm) piece, and one 4 in (10 cm) piece.
  • You may also want to remove the insulation from the ends of the wires (step 1, below).

With the Students

  1. Using wire strippers or sandpaper, remove ½ in (1.3 cm) of the insulation from the ends of each piece of wire.
  2. Using masking tape, connect two batteries in series. The positive terminal of one battery should touch the negative terminal of the second battery.
  3. Connect the 10 in (25 cm) piece of wire to the positive terminal of one battery using masking tape. The other end of the 10 in wire should be connected to the terminal of one of the light bulb holders. Next, connect a 6 in (7.6 cm) piece of wire to the negative terminal of one of the batteries using masking tape. The other end of the 6 in wire should connect to the switch.
  4. Put each light bulb in a light bulb holder. Finish constructing the series circuit using the parts you have already made, plus a second light bulb holder, the remaining 6 in (7.6 cm) wire, and the 4 in (10 cm) piece of wire (see Figure 1).

On the left, a drawing of a series circuit composed of one battery, two light bulbs in two light bulb holders, a switch and wire between each component. On the right, the corresponding circuit diagram, lines represent wires, circles with an X inside them represent the light bulbs and light bulb holders, two lines perpendicular to the wire line and of different lengths represent a battery, and a short line at a 45 degree angle to the wire line represents a switch.
Figure 1. The activity setup: A series circuit (left) and the corresponding circuit diagram (right).
copyright
Copyright © 2003 Joe Friedrichsen, ITL Program and Laboratory, University of Colorado at Boulder

  1. On your Series Circuit Building Worksheet, draw a circuit diagram of your circuit. Follow along on the worksheet for the rest of the activity.
  2. Close the switch. What happens to the light bulbs? (Answer: Both bulbs light up.)
  3. Open the switch. Remove one light bulb from its base. Close the switch. What happens to the light bulb in the circuit? (Answer: The remaining bulb stays off.)
  4. Open the switch. Replace the light bulb you removed and remove the other light bulb from its base. Close the switch. What happens to the light bulb in the circuit? (Answer: The remaining light bulb does not light up.)
  5. Open the switch. Make a circuit with three bulbs in series. Close the switch. What happened to the brightness of the bulbs as you increased the number of bulbs in the series circuit? (Answer: The bulbs all got dimmer.)
  6. Use one team's circuit and observe what happens to the brightness of the bulbs as you add a third battery in series. What happens? (Answer: The bulbs all get brighter.)
  7. Use the knowledge you have gained about series circuits to complete the In a Row Math Worksheet. Or, if time is limited, assign the worksheet as homework.

Assessment

Pre-Activity Assessment

Prediction: Before conducting the activity, ask students to predict:

  • How many batteries do you think it will take to light the two light bulbs?

Activity Embedded Assessment

Worksheet: At the beginning of the activity, hand out the Series Circuit Building Worksheets. Have students follow along, first diagramming the series circuit they have constructed, then filling in answers as they work through the activity; review their answers to gauge their mastery of the subject.

Energy Transfer Discussions: As students work, ask them how energy is being transferred through the circuit as they remove and add light bulbs. Students should observe that the light bulbs in their series circuit only light if all bulbs are connected; they are observing the phenomenon of energy transfer when the circuit is closed, since the chemical energy in the battery needs a path (the circuit) to light the light bulbs.  

Post-Activity Assessment

Mental Math Application: Write the equation, I = V ÷ R, on the board. Remind students that this is called Ohm's law. Explain that I = current = flow of electric charge through the circuit (this remains constant through a closed circuit), V = voltage = batteries used, and R = resistance = bulbs used. Challenge the students to explain their team's series circuits in terms of Ohm's law. Have them write the correct letter I, V or R next to the symbols in their circuit drawings. Then, ask the students the following questions:

  • What happens to the current (I) when we add another battery (V)? (Answer: The current increases.)
  • What happens to the current (I) when we add another light bulb (R)? (Answer: The current decreases.)
  • What happens to the current (I) when we have an open switch? (Answer: The current (I) = 0 since no electrons can move through the circuit.)

Series Circuit Advertising: After the activity, ask the student teams what their circuit might be used for? Is it used in a house? Or a toy? Or an appliance? Have the students decide on a name for their circuit and create a magazine ad for their circuit. Suggest they get creative. Have the teams include their circuit diagram and a short explanation of how the circuit works in their ad.

Problem-Solving/Homework: Assess students' understanding of the concepts by assigning the In a Row Math Worksheet as homework.

Safety Issues

  • Ask students to be very careful when using the sharp wire strippers and wire cutters.
  • Ask students to not play with the insulated wire; they might poke or cut themselves or another student.

Troubleshooting Tips

There must be good electrical contact between all the circuit components. If students have difficulty getting the circuit to work, be sure to double check all the connections.

Do not connect more than four D-cells in series for this activity. Four D-cell batteries connected in series totals 6.0 Volts, and most #40 light bulbs can only sustain 6.3 Volts through the filament.

Activity Extensions

Use a multimeter to measure the voltage across two batteries in series. How does the voltage compare to the voltage of one battery? (Answer: The voltage of two identical batteries in series is twice the voltage of one battery.)

Use a multimeter to determine the voltage across each light bulb and the current in each bulb. Find the resistance of the light bulb using R=V/I. Then, use the multimeter to determine the voltage across two bulbs in series and the current in the bulbs. Find the resistance of this load using R=V/I. Compare the resistance of one bulb to the resistance of two bulbs in series. (Resistances in series add to give the total resistance.) Compare the voltage across one bulb to the voltage across the battery terminals.

Note: A multimeter is an instrument that combines the measuring capabilities of an ammeter (measures current), voltmeter (measures potential difference, or voltage, between two points) and an ohmmeter (measures resistance) in one instrument to take measurements (current, voltage and resistance) from circuits. Multimeters are available at most electronics stores, ranging from about $15-$100.

Activity Scaling

  • For younger grades, use the In a Row Math Worksheet as a challenge activity or complete together as a class.

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Copyright

© 2004 by Regents of the University of Colorado.

Contributors

Xochitl Zamora Thompson; Sabre Duren; Joe Friedrichsen; Daria Kotys-Schwartz; Malinda Schaefer Zarske; Denise Carlson

Supporting Program

Integrated Teaching and Learning Program, College of Engineering, University of Colorado Boulder

Acknowledgements

The contents of this digital library curriculum were developed under a grant from the Fund for the Improvement of Postsecondary Education (FIPSE), U.S. Department of Education and National Science Foundation GK-12 grant no. 0338326. However, these contents do not necessarily represent the policies of the Department of Education or National Science Foundation, and you should not assume endorsement by the federal government.

Last modified: March 17, 2021

Hands-on Activity Light Your Way:
Design-Build a Series Circuit Flashlight

Quick Look

Grade Level: 4 (3-5)

Time Required: 1 hour

Expendable Cost/Group: US $6.00

Group Size: 4

Activity Dependency: None

Quick Look

Grade Level:
4 (3 – 5)
Time Required:
1 hour
Group Size:
4
Discuss this activity

TE Newsletter

A glowing flashlight turned on in the dark.
Students explore how a flashlight works
copyright
Copyright © http://fc06.deviantart.net/fs70/i/2012/048/7/1/glowing_flashlight_by_vitapiscana-d4q0swf.jpg

Summary

During a power failure, or when we go outside at night, we grab a flashlight so we can find our way. What happens inside a flashlight that makes the bulb light up? Why do we need a switch to turn on a flashlight? Have you ever noticed that for the flashlight to work you must orient the batteries a certain way as you insert them into the casing? Many people do not know that a flashlight is a simple series circuit. In this hands-on activity, students make sense of the phenomenon of electricity when they build this everyday household item. They use the science and engineering practice of defining a simple design problem and the disciplinary core idea of designing solutions to design their own operating series circuit flashlights. By exploring electricity and how flashlights work, students engage with the crosscutting concept of evolving technologies.

Engineering Connection

When engineers design electrical equipment, they figure out the optimum circuitry design for the situation, whether it is the installation of solar panels, design of electric cars, behavior of traffic signals, hair dryer on/off switch, turn indicator lights on a vehicle or even a simple flashlight. They decide between creating a parallel or series circuit, or they often create a complex circuit system composed of both types.

Learning Objectives

After this activity, students should be able to:

  • Design and construct a working portable flashlight.
  • Define, recognize and assemble series circuits.
  • Explain the path of electrical charge through their circuit.
  • Describe the engineering process behind designing a flashlight.

Materials List

Each group needs:

  • 2 D-cell batteries (If each student brings in 2 D-cell batteries, then they can take their homemade flashlights home with them. If you do this, make sure to have enough of the other supplies to make one flashlight per student, not per group.)
  • 5 pieces of insulated copper wire (various lengths) (available at hardware stores)
  • 1 #40 bulb (available at hardware stores)
  • 1 bulb holder (available at hardware stores)
  • 1 cardboard paper towel or wrapping paper tube
  • Light Your Way Worksheets, one per student

For the entire class to share:

  • reflective material, such as aluminum foil, small pie tins, foil muffin cups, etc.
  • thumb tacks
  • rubber bands
  • masking tape
  • wire strippers or medium-grade sandpaper (to remove insulation from wire ends)
  • wire cutters
  • scissors

Optional materials for this design project:

  • thin flat strips of wood or plastic
  • switch (available at electronics stores), or a variety of materials to make switches: paper clips, aluminum foil, nails, coins, insulated wire (possibly of varying gauges), keys, etc.
  • thumb tacks

Note: Many of the materials required for this lab can be reused in numerous other electricity activities. When the batteries wear out, dispose of them at a hazardous waste disposal site.

Worksheets and Attachments

Visit [www.teachengineering.org/curriculum/print/cub_electricity_lesson05] to print or download.

Introduction/Motivation

Have you ever heard a bell or buzzer from a ringing building alarm? (Some will answer yes.) Let's brainstorm: How do you think the building knows to set off an alarm when an intruder tries to open a door or window? (Give students some time to think of some ideas. Possible answers: The building is really smart, or the alarm circuit is broken causing the bell to sound.) Electrical engineers design the wiring of an alarm system to be an "in series" circuit. The doors and windows of the building act as a switch for the alarm circuit. The alarm circuit is a closed circuit when the alarm is on and the windows and doors are closed. However, when someone tries to open a door or window (without turning off the alarm first), the alarm circuit becomes "open" and the building is, in essence, telling the alarm to sound.....ding, ding, ding!

Alarm systems are not the only items with an in series circuit. Batteries can also be connected in series, which provides more voltage to a device. For example, if we connect three AA batteries "in series," it provides more voltage than a single AA battery. When engineers design a flashlight, they determine if the batteries should be connected "in series" or "in parallel."

During today's activity, just like engineers, we will design our own flashlights and determine if the batteries in our flashlight will be connected "in series" or "in parallel."

Procedure

Background — Flashlights

The first flashlight was invented in 1896, and made possible by the invention of the D-cell battery in that same year. Prior to 1896, the only battery that could be used for portable lighting was too heavy to be practical. These new devices were called "flash lights" because they provided a brief flash of light when the user pushed a switch — unlike the steady light beam produced by today's flashlights.

Over time, the parts of a flashlight have not changed much (see Figure 1). Batteries are connected to a bulb in a basic series circuit containing a switch. A metal reflector placed behind the bulb increases the light output. A protective lens cap covers the bulb and reflector. A casing, often tubular in shape, contains the batteries, bulb, spring, wires and reflector, and connects to the lens cap. The switch is held in place on the outside of the casing. The flashlight that students build in this activity has all these parts except a lens cap and the spring.

A drawing show a cylindrical tube containing: two dry cell batteries connected in series, a spring contacting the negative terminal of one battery, a light bulb touching the positive terminal of the second battery, a reflector at the base of a light bulb, and protective glass at the end of the flashlight next to the bulb. Outside the flashlight casing is a switch.
Figure 1. Cross-section of a flashlight, showing its component parts.
copyright
Copyright © 2003 Joe Friedrichsen, ITL Program, College of Engineering, University of Colorado Boulder

Before the Activity

  • If applicable, collect leftover pieces of insulated wire (various lengths) from previous electricity activities.
  • Assemble all the materials.
  • Note: If you are using pre-made switches, you will not need to assemble any switch materials.

A schematic of a simple flashlight circuit includes two batteries (connected in series), a light bulb, wire and a switch. One light bulb and wire is connected to the positive terminal of the battery. The other side of the wire is connected to the switch, which is used to turn the flashlight on and off. The second wire is connected to the other side of the switch and the negative terminal of the second battery.
Figure 2. The basic circuit for constructing a flashlight.
copyright
Copyright © http://www.saltspring.com/brochmann/math_you_need/math_you_need.html

With the Students

  1. Open-ended design: Have students form into teams of four. Inform them that the goal of this activity is for teams to design and construct a working flashlight using only the provided materials. The flashlight must turn on and off using a switch. Also, all of the wiring and batteries must be contained within the paper towel tubes. All team members must participate in both the design and building phases.
  2. Discuss the qualities of a good flashlight with the students. (Possible features: On/off switch, reliable switch, easy-to-use switch, easy to carry, small size, bright beam of light, lasts a long time, does not break.) Hand out the Light Your Way Worksheet, and have students fill out the corresponding question on the worksheet.
  3. As a class, have students draw a flashlight on the board. Individual students should contribute one part to the drawing. (Parts include: Case, spring, bulb, switch, protective glass/plastic, reflector, batteries.) Have other students describe the function of each part of the flashlight that has been drawn. (For functions, see the Light Your Way Worksheet Answers.) Have each student answer the corresponding question on the worksheet.
  4. Show students the materials available to construct their flashlight. Let teams brainstorm the design of their flashlight, determining which materials they will use for each part. To aid the brainstorming process, show students the circuit diagram for a typical flashlight (Figure 2) as a printout or by drawing it on the board. Have students document their materials plan on the worksheet (question #3).
  5. Have students draw a circuit diagram for their flashlight on the worksheet.
  6. Have students write out the steps they are going to take to build their flashlight. Once you have looked at (and approved) a team's design, have the students gather their materials.
  7. Allow time for each team to construct their flashlight design.
  8. Test each team's flashlight. To be considered reliable, it should be able to light up three times in a row. If a team's flashlight does not work, have them compare the flashlight circuit diagram (Figure 2) to their team's flashlight circuit diagram. On the worksheet, have students write up any design changes or fabrication improvements they need to make. If time permits, have them implement their changes so the flashlight works.

Three photos (1) Two batteries are connected in series with masking tape, with the positive terminal of one battery touching the negative terminal of the second battery, and an insulated wire taped to the negative terminal of the second battery. (2) A side view of the flashlight shows the batteries and wires encased in a paper towel tube, a switch on the outside of the tube and a folded square of aluminum foil cupped behind the bulb as a reflector. The switch is made from a paper clip, a thumbtack and masking tape. Insulated wires from each side of the switch run into the ends of the paper towel tube and are taped flat onto the tube. (3) The front view of the flashlight, with the bulb lit.
Figure 3. An example flashlight design.
copyright
Copyright © 2003 Joe Friedrichsen, ITL Program, College of Engineering, University of Colorado Boulder

Assessment

Pre-Activity Assessment

Brainstorming: Have the students engage in open discussion to list on the board the qualities of a good flashlight. Remind students that no idea or suggestion is "silly." All ideas should be respectfully heard. Encourage wild ideas and discourage criticism of ideas.

Drawing: As a class, have students draw a flashlight on the board. Individual students should contribute one part to the drawing. (Parts include: Case, spring, bulb, switch, protective glass/plastic, reflector, batteries.) Have other students describe the function of each part of the flashlight that has been drawn. (For functions, see the Light Your Way Worksheet Answers.) Have each student answer the corresponding question on the Light Your Way Worksheet.

Activity Embedded Assessment

Worksheet: Have the students complete the Light Your Way Worksheet; review their answers to gauge their mastery of the subject.

Drawing: Have students draw a circuit diagram of their flashlight on the Light Your Way Worksheet.

Brainstorming: In their teams, have the students engage in open discussion to determine the design of their flashlight. They should decide which materials they will use for each part. All ideas should be respectfully heard. Encourage wild ideas and discourage criticism of ideas. Have each student answer the corresponding question on the Light Your Way Worksheet.

Procedure Practice: Using the Light Your Way Worksheet, have students list the steps they will take to design and build their flashlight.

Re-Design Practice: Have the students list any design or fabrication changes they would make to their flashlight on the Light Your Way Worksheet.

Post-Activity Assessment

Drawing: Using the Light Your Way Worksheet, have students complete the last item on the worksheet by drawing their team's flashlight and labeling all the parts.

Math & Circuits: Have students complete the Fraction Circuit Worksheet to learn about circuit diagrams and practice adding fractions!

Sales Pitch! Have the students pretend to be salespeople who are trying to sell their flashlight to a manufacturer or a consumer. Have student teams create a persuasive poster or flyer, as well as a 10-minute sales pitch of their flashlight design for presentation at the next class. Have them incorporate into their sales pitch their series circuit diagram, the parts and features of the flashlight and how it works.

Safety Issues

  • Caution students not to play with the insulated wire; they may poke or cut themselves or others.
  • Caution students not to hold the insulated wire on the D-cell battery with their fingers for extended periods of time. The stripped ends of the wire heat up when held on the battery terminals.

Troubleshooting Tips

Slice small cardboard tubes down the middle to accommodate the D-cell batteries.

A paperclip may be used to hold the light bulb in place.

Have students make sure all of their connections are reliable, so when they move the flashlight the connections do not come loose.

Ideally, all the wires used in the flashlight should be contained within the paper towel tube — no wires should be hanging out. If students have problems making the switch inside the tube, have them set up their switch externally, as in Figure 3.

Activity Extensions

Portable flashlights can be powered by means other than batteries. Have students conduct Internet research on solar-powered flashlights, "shake" flashlights and "crank" flashlights. Ask students to discuss the environmental and economic implications of using these types of flashlights.

Activity Scaling

  • For lower grades, provide completed flashlight examples and a drawing of the electrical circuit (as a printout or on the board) for students to examine. This helps them during the brainstorming process when they determine what materials to use to construct a flashlight. Complete the circuit diagram on the Light Your Way Worksheet together, as a class.
  • For upper grades, you may not need to provide a drawing of the flashlight's electrical circuit for students to examine during the brainstorming process when they determine what materials to use to construct their team's flashlight.

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References

Activity adapted from: Make a Flashlight, Rough Science, PBS. Accessed April 29, 2004. http://www.pbs.org/weta/roughscience/discover/powerplant.html#flashlight

Copyright

© 2004 by Regents of the University of Colorado

Contributors

Xochitl Zamora Thompson; Sabre Duren; Joe Friedrichsen; Daria Kotys-Schwartz; Malinda Schaefer Zarske; Denise W. Carlson

Supporting Program

Integrated Teaching and Learning Program, College of Engineering, University of Colorado Boulder

Acknowledgements

The contents of this digital library curriculum were developed under grants from the Fund for the Improvement of Postsecondary Education (FIPSE), U.S. Department of Education and National Science Foundation (GK-12 grant no. 0338326). However, these contents do not necessarily represent the policies of the Department of Education or National Science Foundation, and you should not assume endorsement by the federal government.

Last modified: May 28, 2021

Hands-on Activity Build a Toy Workshop

Quick Look

Grade Level: 4 (3-5)

Time Required: 2 hours

(can be split into two 60-minute sessions)

Expendable Cost/Group: US $3.00

Group Size: 3

Activity Dependency:

Quick Look

Full design Full design process
Grade Level:
4 (3 – 5)
Time Required:
2 hours

(can be split into two 60-minute sessions)

Group Size:
3
Discuss this activity

TE Newsletter

Image of a battery-powered Cinderella toy car.
Can you design a really cool toy?
copyright
Copyright © US Consumer Product Safety Commission http://www.cpsc.gov/cpscpub/prerel/prhtml08/08195.jpg

Summary

Working as if they are engineers who work for (the hypothetical) Build-a-Toy Workshop company, students apply their imaginations and the engineering design process to design and build prototype toys with moving parts. They set up electric circuits using batteries, wire and motors. They create plans for project material expenses to meet a budget.

Engineering Connection

Modern toys often incorporate items such as electric motors, radio transmitters and receivers, and electronic voice systems, which are fairly technologically advanced. Toys with or without electronic components are engineered with careful attention paid to their shapes and material composition. Due to the complex nature of the toy design and manufacturing industry, toy engineering often relies upon persons with diverse engineering backgrounds that lend themselves to work in multidisciplinary teams.

Learning Objectives

After this activity, students should be able to:

  • Apply the engineering design process to a design challenge.
  • Create a plan for project material expenses based on a budget.
  • Set up an electric circuit using batteries, wire, and a motor.

Materials List

Each group needs:

Worksheets and Attachments

Visit [www.teachengineering.org/curriculum/print/cub_electricity_lesson05] to print or download.

Pre-Req Knowledge

Familiarity with the basics of electricity and electrical circuits. This activity is designed to follow the One Path lesson and two associated activities: Bulbs and Batteries in a Row and Light Your Way.

Introduction/Motivation

Did you know that the job for some engineers is to design toys? Pretty cool, huh? Toy engineers get to apply their math and science skills to the fun of making toys that work well and are also entertaining, inexpensive and durable. Even simple toys involve a lot of engineering. For example, designing the darts for a Nerf gun is a pretty difficult task. The engineers who design the darts try out a lot of different designs, varying the darts' shape, material and mass before selecting a final design. These engineers also must balance out the darts' performance with their manufacturing costs.

If engineering a dart takes that much time and testing, imagine all of the work that goes into designing a remote controlled car! Do you think you have what it takes to be a toy engineer? Even though it is a lot of work, I think you will find that it's also fun and rewarding.

Today, we are going to take on an engineering challenge, and experience toy engineering firsthand! Children of families who had to evacuate their homes because of a wildfires no longer have any toys. We need to engineer some new toys for them! You will be given various materials to work with and need to use your imagination plus math and science knowledge to design and build toys with moving parts. That means you need to apply your scientific knowledge of electrical circuits to your toy design. Think of toys you have seen that can move on their own. All of those toys are built with electric circuits.

Remember, an electric circuit needs to include a closed loop that current can travel through, as well as a voltage or power source. What do you think could be used as a voltage source? (Possible answers: Batteries, wall outlet.) For your toys, you will use batteries.

You have also already learned about resistance. What is an example of a resistor that you have seen in past lessons and activities? (Answer: A light bulb.) Your toys will incorporate motors, which act as resistors. It is up to you to decide how to use that spinning motor as part of your toy. One last constraint for this engineering challenge: your toy must cost $80 or less to build. Let's get started!

Procedure

Before the Activity

  • Gather materials and arrange them into a "store." Consider posting the cost of each item on the board. Suggested material prices are provided on the design worksheet.
  • Prepare to project the attached Toy Engineering Presentation.
  • Make copies of the attached Build-a-Toy Workshop Design Worksheet, one per group.
  • Divide the class into groups of three students each.

With the Students

  1. Introduce students to their engineering design challenge with the Toy Engineering Presentation. Review basic information about electric circuits.
    Photo shows five examples of toys constructed by students.
    A variety of example student-designed toys.
    copyright
    Copyright © 2009 William Surles, University of Colorado Boulder
  2. Review the following information with students:

Before you start working on your toy, it is important that we review the engineering design process so we can use it to accomplish this task. Who can list the engineering design process steps for me? (Answer: Identify the problem, research the problem, imagine or brainstorm ideas, plan by selecting a solution, create a prototype, test and evaluate, improve and redesign as needed.) First, you need to outline the problem and your constraints. Next, brainstorm with your group and write down all ideas you can think of, no matter how crazy they sound. After you have written down your ideas, vote as a team and agree on one, best design to work on. Draw out a plan for how to make the idea you've created. Then, gather materials and begin building a prototype. Once your prototype is complete, test it to see if it works the way you planned. After you've tested it, apply what you learned to improve it.

Photo shows two girls at a table with supplies.
Students construct their toy.
copyright
Copyright © 2009 Jacob Crosby, University of Colorado Boulder

Now that we've reviewed the engineering design process, let's get started with the first step – identifying the problem. For this activity, we are going to imagine that we all work for a toy company called Build-a-Toy Workshop. Build-a-Toy Workshop heard that some families in a town nearby lost their homes and all their belongings in a wildfire. These families evacuated with only their most important belongings and the children in these families no longer have any toys at all to play with. Build-a-Toy Workshop decided to put their engineers to work to create really special toys for these children. They want the toys to be fun and creative to make the children feel better after all they've been through. They also have given us the requirement that the toys must have moving parts, and must cost $80 or less. Since we are the engineers that work for Build-a-Toy Workshop, it is our job to design and build these toys!

  1. Distribute a Build-a-Toy Workshop Design Worksheet, $80 of toy money, and several markers or other writing utensils to each group.
  2. Direct students to begin working through the steps of the design process using their worksheets. Consider requiring that each section be signed off by theh teacher before the team can move on to the next step (this prevents groups from taking shortcuts and subsequently constructing sloppy toys).
    Photo shows three students with their completed toy.
    Accomplishment!
    copyright
    Copyright © 2009 Jacob Crosby, University of Colorado Boulder
  3. After groups complete the "Build" section of their worksheets and know exactly what materials they need (as well as the total cost) they are ready to purchase materials from the "store."
  4. Give students time to build their toy prototypes. Toy construction may take a significant amount of time, especially if students have chosen a more complicated design (such as an electric car).
  5. Once building is complete, encourage students to test their toys and see how well they function. Tell students to complete the "Test" portion of the worksheet, in which they detail two changes they feel are necessary to improve their designs.
  6. Give students time to make changes to their designs. If they need additional materials, issue additional money to each of group for re-design expenses, or permit them to sell back materials they did not use.
  7. When groups finish improving their toys, challenge them to develop a sales pitch or advertisement for their creations. Explain that they need to sell their idea to the Build-a-Toy Workshop management team to get the toys manufactured. Have students include explanations of their electrical circuits and how they used the motor in their toys.

Assessment

Pre-Activity Assessment

Video Discussion: Show students a one-minute video from the PBS Design Squad website, in which real-life mechanical engineer Amanda Bligh talks about her job making toys for Hasbro; see http://pbskids.org/designsquad/video/nerf-toys/ or search for the "Nerf Toys - Amanda Bligh" video on YouTube. After watching the video, discuss the different ways that she uses the engineering design process to fulfill the requirements of her job.

Activity Embedded Assessment

Worksheet: Have students complete the Build-a-Toy Workshop Design Worksheet as they work through the activity.

Post-Activity Assessment

Class Testing: After students complete their final designs, conduct a class-wide demonstration of all the toys. Ask the class to provide constructive criticism for each design. What worked well? What improvements would they make in the next iteration? What additional work would be required to make it ready for manufactue and market?

Troubleshooting Tips

Before the activity, build several different example toys using the activity materials to give students a head start and help them understand how the motors work.

Students may automatically want to build toy cars because of the materials provided. If so, encourage them to make their vehicles unique and different from other toy cars available at stores.

Activity Scaling

  • For lower grades, reduce the number of available materials and provide a more defined design task. For example, define the type of toy to be designe (such as a robot, electric car, helicopter, etc.) or provide pre-constructed individual toy components.
  • For upper grades, give students additional money, materials and time. Challenge them to make their toys functional as well as aesthetically pleasing. When they have finished constructing their final designs, have groups develop short commercials for their toys.

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PS: We do not share personal information or emails with anyone.

References

Toy. Last updated August 3, 2009. Wikipedia Free Online Encyclopedia. Accessed August 3, 2009. http://en.wikipedia.org/wiki/Toy

Copyright

© 2009 by Regents of the University of Colorado.

Contributors

Jacob Crosby; William Surles; Eszter Horanyi; Jonathan McNeil; Malinda Schaefer Zarske; Carleigh Samson

Supporting Program

Integrated Teaching and Learning Program, College of Engineering, University of Colorado Boulder

Acknowledgements

This digital library content was developed by the Integrated Teaching and Learning Program under National Science Foundation GK-12 grant no. 0338326. However, these contents do not necessarily represent the policies of the National Science Foundation, and you should not assume endorsement by the federal government.

Last modified: July 17, 2023