How to be Brilliant at Electricity, Light and Sound

Transcription

1 How to e Brilliant at Electricity, Light and Sound Colin Hughes Winnie Wade

2 We hope you and your class enjoy using this ook. To find out more details on any of the other ooks in the series listed elow, please log onto our wesite: Maths titles How to e Brilliant at Algera How to e Brilliant at Using a Calculator How to e Brilliant at Numers How to e Brilliant at Mental Arithmetic How to e Brilliant at Shape and Space English titles How to e Brilliant at Writing Stories How to e Brilliant at Writing Poetry How to e Brilliant at Grammar How to e Brilliant at Making Books How to e Brilliant at Spelling How to e Brilliant at Reading How to e Brilliant at Word Puzzles Science titles How to e Brilliant at Recording in Science How to e Brilliant at Science Investigations How to e Brilliant at Materials How to e Brilliant at Electricity, Light and Sound How to e Brilliant at Living Things Pulished y Brilliant Pulications Unit 10 Sparrow Hall Farm Edlesorough Dunstale Bedfordshire LU6 2ES, UK Wesite: General information enquiries: Tel: The name Brilliant Pulications and the logo are registered trademarks. Written y Colin Hughes and Winnie Wade Illustrated y Kate Ford Cover photograph y Martyn Chillmaid Colin Hughes and Winnie Wade 1997 Printed ISBN: eook ISBN: First pulished Reprinted The right of Colin Hughes and Winnie Wade to e identified as the authors of this work has een asserted y them in accordance with the Copyright, Designs and Patents Act Pages 7-48 may e photocopied y the purchasing institution or individual teachers for classroom use only, without consent from the pulisher and without declaration to the Pulishers Licensing Society. No other part of this ook may e reproduced in any other form or for any other purpose, without the prior permission of the pulisher.

3 Contents PoS reference Page Introduction 4 Links to the National Curriculum 5 What uses electricity? P/1a (KS1) 7 Beware electric items may e dangerous! Gen PoS 5a and 5 8 How does electricity pass through the ul? P/1a 9 Electricity pathways P/1a; M/1c 10 Make your own electric circuit quiz oard P/1a 11 Putting uls and uzzers in circuits P/1a 12 Making switches P/1; P/1a 13 Morse code P/1; P/1a 14 Design a set of model traffic lights P/1a; P/1 15 How right? P/1c; P/1a 16 The lifting nail electromagnets P/1c;P/1a 17 Drawing circuits P/1d; P/1a 18 Circuit diagams using symols P/1d; P/1a 19 Make a lighthouse P/1; P/1d; P/1a 20 Electricity detective P/1d; P/1a 21 Light in our lives P/3a 22 What makes a shadow? P/3 23 When are shadows formed? P/3 24 Who's who? P/3 25 Reflections P/3c 26 Writing with mirrors P/3c 27 Comparing images P/3c 28 Tall mirrors do you need them? P/3c 29 Make a periscope P/3c 30 Seeing the light P/3d 31 Light quiz P/3c; P/3 32 Different sounds P/3e 33 Bottle music P/3e 34 Bang the drum P/3e; P/3f 35 Pan-pipes P/3e; P/3f 36 Scrapers P/3e; P/3f 37 Musical notes P/3f 38 Making sounds P/3f 39 Make a speaking tue P/3f 40 High tension P/3f 41 Telephone call P/3g 42 Sounds travel P/3g 43 Tick-tock P/3g 44 Asoring sounds P/3g 45 Model traffic lights hint sheet 46 Cut-out circuit drawings 47 Cut-out circuit symols 48

4 Introduction How to e Brilliant at Electricity, Light and Sound contains over 40 photocopiale sheets for use with children working at levels 2-5 of the National Curriculum (Scottish levels C-E). The activities are designed to help children develop the scientific knowledge and understanding of these topics. They can e used whenever the need arises for particular activities to support and supplement your existing scheme of work for science. The activities provide learning experiences which can e tailored to meet individual children s needs. The activities are addressed directly to the children. They are self-contained and many children will e ale to work with little additional support from you. You may have some pupils, however, who have the necessary scientific skills and concepts, ut require your help in reading the sheets. Pupils should e encouraged to use the sheets for all aspects of communicating their work. Most of the activities require asic classroom science resources and these are listed in the What you need ox on each sheet. Some of the sheets require the use of an additional resource sheet. Where this is the case, it has een indicated y a small ox, with the page numer in it, in the top right corner, eg 48. Links to the National Curriculum How to e Brilliant at Electricity, Light and Sound relates directly to themes 1 and 3 of the programmes of study for Physical Processes. Pages 5 and 6 give details of those elements of the programme of study that are covered. 4

5 Links to the National Curriculum How to e Brilliant at Electricity, Light and Sound supports the following elements of the Physical Processes programme of study. Pupils should e taught: 1 Electricity simple circuits a that a complete circuit, including a attery or power supply, is needed to make electrical devices work; c d how switches can e used to control electrical devices; ways of varying the current in a circuit to make uls righter or dimmer; how to represent series circuits y drawings and diagrams, and how to construct series circuits on the asis of drawings and diagrams. 3 Light and sound everyday effects of light a that light travels from a source; c that light cannot pass through some materials, and that this leads to the formation of shadows; that light is reflected from surfaces, eg mirrors, polished metals; seeing d that we see light sources, eg light uls, candles, ecause light from them enters our eyes; viration and sound e that sounds are made when ojects, eg strings on musical instruments, virate ut that virations are not always directly visile; f g that the pitch and loudness of sounds produced y some virating ojects, eg a drum skin, a plucked string, can e changed; that virations from sound sources can travel through a variety of materials, eg metals, wood, glass, air, to the ear. In addition, the requirements in the following section of the programme of study (National Curriculum, 1995) apply across the Physical Processes. Pupils should e given opportunities to: 1 Systematic enquiry a ask questions related to their work in science; 5

6 c d use focused exploration and investigation to acquire scientific knowledge, understanding and skills; use oth first-hand experience and secondary sources to otain information; use IT to collect, store, retrieve and present scientific information. 2 Science in everyday life a use their knowledge and understanding of science to explain and interpret a range of familiar phenomena; c d consider the part science has played in the development of many of the things that they use; relate their understanding of science to their personal health; consider ways in which living things and the environment need protection. 3 The nature of scientific ideas a otain evidence to test scientific ideas in a variety of ways; recognize that science provides explanations for many phenomena. Pupils should e taught to: 4 Communication a use appropriate scientific vocaulary to descrie and explain the ehaviour of living things, materials and processes; c use standard measures and SI units, eg metre, newton, appropriate to their work; use a wide range of methods, including diagrams, drawings, graphs, tales and charts, to record and present information in an appropriate and systematic manner. 5 Health and safety a recognize and assess the hazards and risks to themselves and others when working with living things and materials; take action to control these risks. 6

7 What uses electricity? So many things in our lives today depend on electricity. From the moment we get up, to the time we go to sleep, we are surrounded y machines, toys and appliances which use electricity. Did you know that one hundred years ago very few houses had electricity? Look carefully at the picture elow. Which appliances are using electricity? Is the electricity provided y the mains supply or y atteries? Record your findings in the tale. Appliance Uses attery or mains electricity? Appliance Uses attery or mains electricity? EXTRA! List the items in and around your house which run on mains electricity. Make a separate list of those items which run on atteries. Colin Hughes and Winnie Wade This page may e photocopied for use in the classroom only. How to e Brilliant at Electricity, Light and Sound 7

8 Beware electric items may e dangerous! If simple rules are followed, electrical items are usually safe. If the rules are roken, electric items may e very dangerous. Look at the pictures elow. Write a few words eside each picture explaining the danger. EXTRA! Design a poster to help your friends and family keep safe from the dangers of electricity. How to e Brilliant at Electricity, Light and Sound 8 Colin Hughes and Winnie Wade This page may e photocopied for use in the classroom only.

9 How does electricity pass through the ul? What you need: attery (1.5 volt), ul ( volt), 2 pieces of wire, sticky tape, Plasticine. Follow these instructions carefully. Attach the attery on its long side to the tale using Plasticine. Use sticky tape to attach a wire to each end of the attery. Ensure that the wires make a firm connection with the middle of each end of the attery. Use Plasticine to attach the ul on its side to the tale. Using the two free ends of the wires, try to make the ul light. If the ul does not light: check the connections with the attery; try touching different parts of the ul with the wire. Draw a picture of your circuit here: Descrie the path the electricity takes as it passes around the circuit, explaining in detail the route through the ul. EXTRA! Turn the attery around. Does the ul still light? Move the two wires to different places on the ul. Can you get the ul to light? Colin Hughes and Winnie Wade This page may e photocopied for use in the classroom only. How to e Brilliant at Electricity, Light and Sound 9

10 Electricity pathways What you need: attery (1.5 volt) in attery holder, ul ( volt) in ul holder, 3 pieces of wire (preferaly with crocodile clips at each end), metal spoon. Other everyday ojects made from a variety of materials: eg paper, polythene ag, wooden spoon, mug, eraser, yoghurt pot, kitchen towel, Plasticine, paper clip, pencil with graphite showing at oth ends. Materials that allow electricity to flow through them are called conductors. Materials that do not allow electricity to pass through them are called insulators. Make a circuit like this: Try touching crocodile clips A and B together. The ul should light up. A B Fasten crocodile clips A and B to a metal spoon. Does the ul still light up? Is the electricity still flowing? Test other everyday ojects to see if they allow electricity to flow through them. Make a list of the ones that do. EXTRA! Which types of materials are conductors of electricity? Which types of materials are insulators? How to e Brilliant at Electricity, Light and Sound 10 Colin Hughes and Winnie Wade This page may e photocopied for use in the classroom only.