Year 6 Science & Technology Unit 2016 It s Electrifying (PC) Term: Week:

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1 Year 6 Science & Technology Unit 2016 It s Electrifying (PC) Term: Week: Electrical energy is part of our everyday lives at home, at work and at school. We use it for refrigeration, machines and lighting. Portable devices rely on batteries for electrical energy. Electric circuits are needed to allow energy to be transferred from a battery to light bulbs, motors and buzzers, where it is changed into light, movement or sound. UNIT OVERVIEW Through investigating batteries, light bulbs, switches, conductors and insulators, students will explain how battery-operated devices work. ASSESSMENT Students will be exposed to a number of different types of assessments during this unit. Diagnostic Assessment: occurs at the beginning of the unit. This assessment is used to elicit students prior knowledge so that the teacher can take account of this when planning how the unit will progress. Through this unit students will develop their understanding of the role of electrons in transferring energy in electrical circuits through hands-on activities. Values and Attitudes: ST3-1VA shows interest in and enthusiasm for science and technology, responding to their curiosity, questions and perceived needs, wants and opportunities ST3-2VA develops informed attitudes about the current and future use and influences of science and technology based on reason Skills: Working Scientifically ST3-4WS investigates by posing questions, including testable questions, making predictions and gathering data to draw evidence-based conclusions and develop explanations. question, predict and communicate plan and conduct investigations process and analyse data and information Skills: Working Technologically ST3-5WT plans and implements a design process, selecting a range of tools, equipment, materials and techniques to produce solutions that address the design criteria and identified constraints. explore and define a task generate and develop ideas produce solutions evaluate UNIT OUTCOMES Knowledge and Understanding: Physical World ST3-6PW describes how scientific understanding about the sources, transfer and transformation of electricity is related to making decisions about its use. electrical circuits provide means of transferring and transforming electricity. energy from a variety of sources can be used to generate electricity and this knowledge can inform personal and community based decisions about using these sources sustainably. light from a source forms shadows and can be absorbed, reflected and refracted. Knowledge and Understanding: Built Environments ST3-14BE describes systems in built environments and how social and environmental factors influence their design. systems in built environments are designed to meet the needs of people Formative Assessment: occurs throughout the unit at various points. This assessment type enables the teacher to monitor students developing understanding and provide feedback that can extend and deepen students learning. Summative Assessment: occurs towards the end of the unit. This assessment type is used determine students achievement of Science Inquiry Skills and Science Understanding as developed throughout the unit. o o o o o o o o o o o Resources Science Journals KWL template Light bulb template paper Experiment equipment see individual lessons Torches Bulbs Circuit equipment Conductors and insulator equipment Chromebooks, laptops Fact sheets

2 UNIT AT A GLANCE WEEK CONTENT OVERVIEW OF TEACHING & LEARNING EXPERIENCE ASSESSMENT Discovering Background Knowledge ST3-1VA, ST3-4WS, ST3-6PW Battery Operated Devices ST3-1VA, ST3-4WS, ST3-6PW Exploring How Batteries Work ST3-1VA, ST3-4WS, ST3-6PW ask questions, pose problems and find out what students know about electricity develop Í Wonder questions about electricity observe and record information about the working of different battery-operated devices draw conclusions about what batteries can do develop safety rules when using electricity draw a cutaway diagram of how they think a torch works Diagnostic Assessment: Elicit what students know and understand about: how electricity works appliances that use electricity forms how electrical circuits provide a means of transferring and transforming electricity safety considerations for using electricity Exploring and Representing Electrical Circuits ST3-1VA, ST3-2VA, ST3-4WS, ST3-5WT, ST3-6PW, ST3-14BE Light Bulb Explorers ST3-1VA, ST3-2VA, ST3-4WS, ST3-5WT, ST3-6PW, ST3-14BE Alessandro Volta: Battery Maker ST3-1VA, ST3-4WS, ST3-6PW Forms of Renewable Energy ST3-1VA, ST3-2VA, ST3-4WS, ST3-5WT, ST3-6PW, ST3-14BE Investigating Conductors and Insulators ST3-1VA, ST3-2VA, ST3-4WS, ST3-5WT, ST3-6PW, ST3-14BE Functions of Switches in an Electric Circuit ST3-1VA, ST3-2VA, ST3-4WS, ST3-5WT, ST3-6PW, ST3-14BE Energy Project ST3-1VA, ST3-2VA, ST3-4WS, ST3-5WT, ST3-6PW, ST3-14BE construct and test circuits represent functioning circuit draw a light bulb from memory draw a light bulb from observation read about and complete a labelled diagram of a light bulb HOME/SCHOOL CONNECTER: Research Thomas Edison and present to class-wk7 read and discuss a biography of Alessandro Volta discuss the way scientists develop and change their ideas represent their ideas about the biography make a chronological timeline of significant events in Volta s life examine different forms of renewable energy and how they generate electricity discuss and record the positives and negatives of different forms HOME/ SCHOOL CONNECTOR: Research a form of energy or a significant person in Electricity history to present in Week 10 (Energy Project) formulate a question for investigation construct a circuit and test their question for investigation observe, record and share results discuss materials discuss the role of switches in an electric circuit create a circuit diagram including the switch symbol demonstrate what they know and have learnt about one form of energy, showing evidence of additional research present information in a creative and interesting manner Formative Assessment: Monitor students developing understanding of: the components of electric circuits, how to connect them and form a working circuit how energy from batteries can be used to form electrical energy the structure of a light bulb the historical development of batteries based on the work of Alessandro Volta how circuits provide means of transferring electricity different forms of energy creation Summative Assessment: Assess students ability to: formulate a question for investigation and makes a prediction plan for the investigation showing some awareness of the need for fair testing summarise and explain observations made during an investigation formulate generalisations based on observations made during an investigation make suggestions for improving the investigation demonstrate understanding about what they know and have learnt

3 WEEK LEARNING AND TEACHING ACTIVITIES ASSESSMENT TASK EVALUATION RESOURCES ONE: Discovering Background Knowledge ST3-1VA ST3-4WS ST3-6PW Ask students to identify some forms of energy (e.g. heat, light, sound or movement). Can we see or feel energy? Create a mind map of different forms of energy wind, electricity, battery, gas, water etc. What do you know about electricity? Have students record responses on their KWL chart. What do you want to know about electricity? Record responses on KWL chart as I Wonder questions. Students choose one question and record it on the light bulb template to be displayed on Science wall. Cooperative Learning Task: o What is an appliance? o Identify and list appliances that use energy in the classroom o Identify and list appliances that use energy around the school walk around school o Example of how to list appliances: Appliances that use energy In the Classroom Around the School Return to classroom and discuss groups list of appliances List items that students have identified and group them e.g. battery operated, power point etc. Let s Make It Go Interactive Resource (explores what energy is needed to make objects work) Diagnostic Assessment: use the KWL chart to show prior knowledge and wonderings about electricity list appliances that use electricity science journal KWL chart Light bulb template PLENARY: Discuss findings and draw conclusions Add vocabulary to word wall

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5 What do you know about electricity? Electricity What do you want to find out about electricity? What have you learnt about electricity?

6 WEEK LEARNING AND TEACHING ACTIVITIES ASSESSMENT TASK EVALUATION RESOURCES TWO: Battery Operated Devices ST3-1VA ST3-4WS ST3-6PW Electricity Safety Rules: o THINK: Brainstorm 3 or more safety rules/ tips about electricity o PAIR; Discuss them with a partner o SHARE: Discuss ideas with the class Introduce collection of battery operated devices, including torches. Encourage students to share their ideas about how a battery works. Explain outline of task to students and develop a success criteria: 1. Record in their Science journals, observations about what the devices do and what makes them work. 2. In groups, explore and record observations about a total of 3 devices. Each group will move from table to table exploring and recording observations about three devices in Science journals. Cooperative Learning Task: o Each student record responses to questions: What does the device do? (e.g. light up) What makes it go? (e.g. battery, switch) How does the device work? o Discuss group observations about the devices. Create electricity safety posters in small groups and display PLENARY: Discuss the advantages and disadvantages of batteries and battery-operated devices Display heading: What battery operated devices can do. Discuss and record student responses Add vocabulary to word wall Diagnostic Assessment: observe student understanding about how electrical circuits provide means of transferring and transforming electricity 3 or 4 torches collection of battery operated devices (e.g. toy, music player) science journal paper

7 WEEK LEARNING AND TEACHING ACTIVITIES ASSESSMENT TASK EVALUATION RESOURCES Students draw a cutaway diagram of the torch they explored to show how they think it works how it makes the light bulb glow o Ask students to imagine what they could see inside o Discuss the features and purpose of a cutaway diagram a 3D representation of the outside and inside parts of an object. It includes a title, cutaway section, labels with a line or arrow to indicate main features. o Draw a cutaway diagram of a torch: Diagnostic Assessment: observe student understanding about how electrical circuits provide means of transferring and transforming electricity 3 or 4 torches collection of battery operated devices (toy, music player, science journal THREE: Exploring How Batteries Work ST3-1VA ST3-4WS ST3-6PW o Encourage students to record everything they think of. It does not need to be accurate. o Use questioning to probe understanding: Tell me about your diagram. Why do you think that? What if? Explain this piece to me. PLENARY: How do you think batteries work? Record responses. Add vocabulary to word wall

8 WEEK LEARNING AND TEACHING ACTIVITIES ASSESSMENT TASK EVALUATION RESOURCES FOUR: Exploring & Representing Electrical Circuits ST3-1VA ST3-2VA ST3-4WS ST3-5WT ST3-6PW ST3-14BE Review previous sessions and ask the following question What is electricity and how does it work? Watch How Electricity Works ABC Splash: ( ) Develop a definition of electricity Explain that students will explore how they can light up a light bulb using a battery and 1 or 2 wires. Introduce PROE Strategy (Predict, Reason, Observe, Explain) to the students and explain each component and ask students to write or draw response. o Predict: ways to connect the equipment to make the bulb light up o Reason: reason to support prediction o Observe: construct and test their equipment, recording everything they observe o Explain: why the result did or did not match predictions Collaborative Learning Task: o Form teams and allocate roles o Students make predictions and give reasons to support it o Teams construct and test predictions, recording all observations as they go (drawings and words) o Complete explanation to show conclusions drawn o Ask team speakers to create a drawing to show how they made the bulb light and ways that didn t work. Compare. Introduce term circuit and develop definition (electrical components organised to create a circular path for electrical energy to flow through) Introduce and discuss the symbols used in a circuit diagram and model drawing a circuit diagram on the board Students select 1 drawing of a circuit and represent as a circuit diagram using electrical symbols PLENARY: Review cutaway torch diagram update or redraw this diagram to include what they know about circuits Add vocabulary to word wall Formative Assessment: monitor student understanding about the components of electric circuits, how to connect them safely and represent them using a circuit diagram How Electricity Works ABC Splash site science journal PROE Strategy sheet electrical circuit equipment

9 P.R.O.E Strategy Task: Your team s task is to explore how to light up a light bulb using a battery and one or two wires. Draw your predictions and then record your reasons, observations and explanations on this record sheet using writing and drawings. Predict: Draw how you could connect the equipment. Reason: Why do you think it will work? Observe: What happened? What did you see? Explain: Did the results fit the prediction? Why do you think that is?

10 WEEK LEARNING AND TEACHING ACTIVITIES ASSESSMENT TASK EVALUATION RESOURCES FIVE: Light Bulb Explorers ST3-1VA ST3-2VA ST3-4WS ST3-5WT ST3-6PW ST3-14BE Review previous learning about electrical circuits Watch Light Up a Light Bulb ABC Splash: Brainstorm places and items that use light bulbs. Ask students to imagine and draw a light bulb. Label with any information that currently know. Explain that students will be working in teams to explore and record observations of a light bulb Collaborative Learning Task: o Form teams and allocate roles o Make observations and create a labelled diagram o Compare the two labelled diagrams drawn and discuss differences Introduce Inside a Light Bulb fact sheet. Read and complete the labelling activity. Highlight or underline interesting or unfamiliar vocabulary as they read. Record list of vocabulary words and assign groups to find out what they mean. PLENARY: Discuss students ideas in relation to their findings: o Why does the filament have the shape it does? (to increase the length of the filament. This increases resistance, which causes the filament to heat and produce light) o What is the filament made of? (Tungsten) o Why are there two different connection points? (for electrons to enter and leave the bulb, to create a circuit) Add vocabulary to word wall + word meanings HOME/SCHOOL CONNECTOR: Research information about the contribution Thomas Edison made to the history of electricity (inventor of the light bulb). Present information in a creative and engaging manner showing evidence of purpose and audience. Formative Assessment: monitor student understanding of: - the structure & function of a light bulb - how it connects to an electric circuit - scientific understandings that can solve problems that directly affect people s lives Light Up a Light Bulb ABC Splash site science journal light bulbs magnifying glasses Inside a Light Bulb fact sheet dictionaries Chromebook, laptops

11 Inside A Light Bulb Inside a light bulb, there is a wire filament, which is often made of the metal tungsten. The filament looks like a spring. It is attached to two metal rods. One of these rods is connected to the threaded outer metal case. The other rod is connected to the shiny metal part on the base of the light bulb. A non-metal spacer, which does not conduct electricity, separates the two connection points. When electrical energy flows through it, the filament heats up to more than 2,000 C. The flow of electrical energy through the filament heats the wire and causes it to glow white-hot and give out a bright light. The heat from the filament warms the light bulb s glass to temperatures that can burn a hand brought too close. You d think that being so hot the metal would burn up, however, fire needs oxygen that s why you can smother some fires and they go out. The bulbs are filled with nitrogen or neon gas, which means there is no oxygen in the bulb. This allows the filament to glow, without burning, for hundreds of hours. SAFETY NOTE: In this activity, the light bulbs are low-voltage bulbs that are safe to touch. Never touch household light bulbs when they are switched on as they are very hot.

12 WEEK LEARNING AND TEACHING ACTIVITIES ASSESSMENT TASK EVALUATION RESOURCES SIX: Alessandro Volta: Battery Maker ST3-1VA ST3-4WS ST3-6PW ST3-14BE Introduce various batteries and ask students to identify differences in battery sizes and labelled voltages. Ask What does v or volts stand for? Record responses in science journal Ask What do you know about the history of the battery? What do you wonder? Record responses in Science journals Read biography Alessandro Volta: Battery Maker and have students critically reflect on the following questions: o Why did the scientists disagree? o What was the first thing Volta did when he disagreed with Galvani? Why? o Did either of them change their ideas? Did they change other people s ideas? o What could have happened if Volta had agreed with Galvani? Paired Learning Task: o Create a chronological list to represent significant events in Volta s life PLENARY: Add vocabulary to word wall + word meanings Formative Assessment: monitor students understanding of the role of Alessandro Volta in the development of the first battery. science journal Alessandro Volta: Battery Maker biography biography questions worksheet chronological list worksheet

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15 Alessandro Volta: Battery Maker Task: Read the biography Alessandro Volta: Battery Maker and answer the following questions. 1. Why did the scientists disagree? 2. What was the first thing Volta did when he disagreed with Galvani? Why? 3. Did either of them change their ideas? Did they change other people s ideas? 4. What could have happened if Volta had agreed with Galvani?

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17 WEEK LEARNING AND TEACHING ACTIVITIES ASSESSMENT TASK EVALUATION RESOURCES SEVEN: Forms of Renewable Energy ST3-1VA ST3-2VA ST3-4WS ST3-5WT ST3-6PW ST3-14BE Ask: What are renewable and non-renewable forms of energy? Have students record in a table what they think each form means and give 1 example (if possible). Discuss and record responses. Watch Nature Works: To Make Clean Energy- Use the Frayer Model to record the following information about renewable and non-renewable forms of energy: o Define each term: Renewable energy: energy generated from natural resources. These resources are considered renewable because they quickly replenish themselves and are usually available in a never-ending supply. Non-Renewable energy: energy generated from natural resources. These sources are considered non-renewable because they cannot be replenished (made again) in a short period of time. o Illustrate an example o Give 2 examples providing key information in dot-points Explore and discuss the benefits and drawbacks to using renewable energy. Watch Energy #2: Benefits and Drawbacks video Explain that students will work in groups using a chrombook/ laptop to create a poster about different forms of renewable energy. Groups will use a Renewable Energies infographic from ABC Splash Collaborative Learning Task: o Form teams and allocate roles o o o Use Chromebooks/ laptop to access infographic Create a creative and engaging poster about different forms of renewable energy or alternatively assign a form of renewable energy to each group to them explain and present to the class. Use PLENARY: Present information to the class on renewable energy (group) Add vocabulary to word wall + word meanings HOME/ SCHOOL CONNECTOR: Research and present information about a form of energy or a significant person in electricity history -wk10 Formative Assessment: Monitor students understanding of the difference between renewable and nonrenewable energy, different forms of each, benefits and drawbacks science journal Nature Works: To Make Clean Energy video 2x copies of Frayer Model for each student Energy #2: Benefits and Drawbacks video Renewable Energies inforgraphic chromebook/ laptop poster paper

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19 Year 6 Energy Project Task: Research and present information about one of the following areas. This project will be due for presentation to the class by Monday 19 th September Week 10. You will have a 6 minutes to present your project. Area: Forms of Energy Area: Significant Person Choose one form of energy that is either renewable or non-renewable Explain the form of energy and how it works Identify and explain the benefits and drawbacks to using this form of energy Represent the form of energy in a creative way illustrate, 3D model, diorama etc. Choose a way to present it to the audience that is engaging powerpoint/ Google slide, poster, brochure, video etc. Topic Suggestions: Forms of Energy Renewable Energy: solar energy, wind energy, hydro power, biomass energy, geo thermal energy, wave energy Non-renewable energy: coal power, oil, natural gas Choose one person who has made a significant contribution to electricity Highlight significant events in their life Identify and explain their contribution to electricity Represent their contribution in a creative way illustrate using a labelled diagram, 3D model, diorama etc. Choose a way to present it to the audience that is engaging powerpoint/ Google slide, poster, brochure, video etc. Topic Suggestions: Significant Person Andre -Marie Ampere Luigi Galvani Alessandro Volta Michael Faraday Nikola Tesla George Westinghouse James Watt Success Criteria To be successful in this project you will need to demonstrate the following: Evidence of your understanding about energy and electricity Evidence of further research in to your chosen area that is explained in your own words Include all elements of your chosen area from the list above, including creative representation Include a bibliography of sources you used during research, that includes the name of the site and URL address or the name of the book Ensure presentation is proofread and edited no mistakes evident in your final presentation When presenting you will also be marked on the following: Present project confidently to the class using appropriate voice projection and pacing Listen attentively to the presentations of others showing eye contact and asking thoughtful questions about presentations Provide constructive feedback to others about their presentations recording positives and areas for further development

20 WEEK LEARNING AND TEACHING ACTIVITIES ASSESSMENT TASK EVALUATION RESOURCES EIGHT: Investigating Conductors & Insulators ST3-1VA ST3-2VA ST3-4WS ST3-5WT ST3-6PW ST3-14BE Explain that in this lesson students will be working in teams to solve a mystery. View and discuss Let the Electricity Flow video Introduce Lab Notes: What s this all about? Collaborative Learning Task: o Form teams and allocate roles o Discuss problem scientists could have been investigating and formulate an investigation question o Share ideas o Introduce Investigation Planner and record question and prediction o Make a list of materials and draw a diagram for setting up equipment o Record results in a table o Explain objects which allowed electrons to pass through and those which did not Introduce terms conductors and insulators o Summarise and record findings o Evaluate investigations PLENARY: Ask the following questions: o How is electrical energy carried around a circuit? (by electrons flowing through the wire) o Why do some materials allow electrons to pass through them, while others don t? (conductors have electrons that can move around, allowing electrical energy to flow through them, while insulators do not) Add vocabulary to word wall + word meanings Summative Assessment: Assessing students ability to: formulate a question for investigation and make predictions plan for the investigation showing some awareness of the need for fair testing summarise and explain observations science journal Lab Notes: What s this all about? Investigation Planner battery light bulb insulated wire self-adhesive tape clothes peg wood (popstick, toothpick) plastic (straw, cutlery) rubber (balloon, rubber band) metal (paperclip, cutlery) paper/ cardboard pencil (sharpened at both ends twist ties

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24 WEEK LEARNING AND TEACHING ACTIVITIES ASSESSMENT TASK EVALUATION RESOURCES NINE: Functions of Switches in an Electric Circuit ST3-1VA ST3-2VA ST3-4WS ST3-5WT ST3-6PW ST3-14BE Ask: What is a switch and when might we use one? Discuss and record responses Record a definition for switches: An important function that needs to be carried out in many circuits is connecting or disconnecting parts of the circuit to the power supply. Switches help us do this. When a switch is open (off), there is a gap in the circuit. Electricity cannot travel around the circuit. When a switch is closed (on), it makes the circuit complete. Electricity can travel around the circuit. Explore the symbols for showing open and closed switches: Collaborative Learning Task: o Form small groups and demonstrate, using role play, how a switch help to control the flow of electrons in a circuit. (NB: use a container and bean bags as power source and electron flow, 1 student represents switch and another the bulb). o Represent their role play as a labelled diagram Discuss how we could use this knowledge to add a switch to our electrical circuits. Introduce task materials o Develop a question for investigation and record predictions o Read Making Switches: Paperclip switch sheet o Record in science journals a circuit diagram that includes a switch, using electrical symbols. Annotate the diagram to describe the role of the switch in a circuit PLENARY: Discuss and record responses to the following questions: o What did the switch do in the circuit? (when it was not connected, it stopped the path of the electrons. When it was connected, the electrons travelled through it) o Why do we use a switch in a circuit? (to have more control over when the electrical energy is flowing; so that energy isn t wasted; so the battery doesn t go flat) Add vocabulary to word wall + word meanings Summative Assessment: Assessing students ability to: formulate a question for investigation and make predictions plan for the investigation showing some awareness of the need for fair testing summarise and explain observations science journal containers bean bags Making Switches: Paperclip switch sheet battery bulb insulated wires A4 card paper clip 2 thumbtacks or split pins

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26 WEEK LEARNING AND TEACHING ACTIVITIES ASSESSMENT TASK EVALUATION RESOURCES TEN: Energy Project ST3-1VA ST3-2VA ST3-4WS ST3-5WT ST3-6PW ST3-14BE Discuss what we know about energy, electricity and circuits and record responses on KWL chart from the beginning of unit. Introduce Word Loop cards and explain that students will work in teams to match the words/ symbols/ meanings Collaborative Learning Teams: o Form groups and allocate roles o Match the words/ symbols/ meanings o Discuss results Energy Project Presentations: (see project sheet) Presenting over the course of the week 6-minute time frame Show evidence of their knowledge and understanding, including additional research put into their own words Include a bibliography of sources Proofread and edited presentation Confident presentation using appropriate voice projection Active listening and appropriate responses to others Constructive feedback about own and others presentations positives and areas for future development PLENARY: Add vocabulary to word wall + word meanings Formative Assessment: Assessing students ability to: match key words to their symbols and meanings deliver a presentation on either the area of forms of energy or significant persons. demonstrate a sound understanding of energy and electricity and its importance to our lives creatively represent their chosen area critically reflect on their own and others presentations science journal Word Loop cards

27 Word Loop Cards - 1 Torch Particles that carry energy around a circuit Bulb A scientist who explored electricity at the same time as Alessandro Volta Battery Materials that allow the flow of electrons Tungsten The switch is off and there is a gap in the circuit Volta Where electrons enter and leave a battery or bulb Filament The symbol for volts Galvani The change in energy from one type to another Electric Circuit Materials that do not allow the flow of electrons

28 Word Loop Cards - 2 A device that can be used to open or close a circuit Electrons Spring-like wire inside a light bulb Electrical symbol for a switch Connection Points Standard symbol for a bulb The switch is on and there are no gaps in the circuit Energy Transfer Standard symbol for a battery

29 The amount of push provided by the battery; named after Alessandro Volta Transformation A pictorial representation of an electric circuit Word Loop Cards - 3 Volt A pathway that electrical energy goes around Switch The movement of energy from one place to another V Standard symbol for a circuit wire The scientist who designed the first battery

30 Conductors A type of metal used to make a light bulb filament Closed Circuit A source of energy Insulators Transforms electrical energy to light (and heat) energy Open Circuit Battery-operated device that produces light Word Loop - Answers Torch: battery-operated device that produces light Battery: A source of energy Volta: The scientist who designed the first battery Galvani: A scientist who explored electricity at the same time as Alessandro Volta Bulb: Transforms electrical energy to light (and heat) energy Tungsten: A type of metal used to make a light bulb filament Filament: Spring-like wire inside a light bulb Electric circuit: A pathway that electrical energy goes around A pictorial representation of an electric circuit Standard symbol for a battery Standard symbol for a bulb Standard symbol for a circuit wire

31 Electrons: Particles that carry energy around a circuit Connection points: Where electrons enter and leave a battery or bulb Energy transfer: The movement of energy from one place to another Transformation: The change in energy from one type to another Volt: The amount of push provided by the battery; named after Alessandro Volta V: The symbol for volts Conductor: Materials that allow the flow of electrons Insulator: Materials that do not allow the flow of electrons Switch: A device that can be used to open or close a circuit Electrical symbol for a switch Closed circuit: The switch is on and there are no gaps in the circuit Open circuit: The switch is off and there is a gap in the circuit