TOPIC TWO: FORCES IN EQUILLIBRIUM

2.1 LESSON PLAN: MOMENT OF A FORCE

DATE SUBJECT CLASS PERIOD TIME ATTENDANCE

PHYSICS II 80 MINUTES

Competence: To demonstrate ability in using Moment of a force in real life.

Topic: Forces in Equilibrium

Sub-topic: Moment of a Force

Objectives:

General: To understand the concept of Moment of a force.

Specific: Students should be able to:

o Explain the concept of turning forces

o Determine the moment of a force

o State the principle of moments

o Apply the principle of moments in daily life.

Common misconceptions/learning difficulties

Students may interpret moment as a force instead of turning effect of the force.

Resources: hinged window, hinged door, suspended piece of wood, metre rule, string, variety of
masses, beam balance, see saw, door.

Reference: (1) Abbott, AF & Nelkon M. (1971). Elementary Physics (2nd Edition). London.
Heinemann Education Books.

(2) TIE (1994). Physics for Secondary Schools (Book two). Dar es Salaam. TIE

Essential Question:

How the forces acting on a body makes it to be in equilibrium?

LESSON DEVELOPMENT
Stage Time Teachers Activities Students Activities Assessment
(Minutes) technique
Introduction 10 Min 1. Ask students to state Through No Opt Out Brainstorming;
which spanner they method,
would choose to Check the
unscrew a bolt; one with 1. State the reason why answers if they
long arm, or that with it is easier using a long are correct.
short arm. spanner.

2. Pick a student clearly 2. State how to balance

the see saw.
different in weight to
you and ask he/she
would balance a seesaw
with the 2 of you on it.

Development of 5 Min -Organize Students in Students to sit in a group Peer assessment;

a new groups of 4 and give assigned.
knowledge them instructions. Class
presentations.
-Give the students
worksheet for activity 1 Do the activities, discuss
15 Min and answer question
and 2 and guide them to
arrive at the meaning of from the worksheets.
turning effect and
moment of a force.

-Students to identify the

-Lead students to pivot.
identify the pivot.
One student to present
Correct misconceptions the answers for each
if any. activity.
-Give the students -In their group conduct
worksheet for activity 3 the experiment to
and guide them to determine the clockwise
conduct the practical and anticlockwise
15 Min work. moments.
- Challenge the class to -Students arrive at
derive a mathematical Forceleft x Distanceleft =
expression that sums up Forceright x Distanceright
 the balancing ruler -One student to present
situation in small the answers for the
5 Min groups, reminding activity.
Moment = Force x
distance

-comment on their
answers and correct
mistakes if any.

Reinforcement 10 Min -Using the mathematical -Students to practice and Peer Assessment
expressions let them realize the relationship
realize the relationship between the force and
between the force and the perpendicular
the perpendicular distance and clockwise
distance; and clockwise moment and anti
moment and anti clockwise moment.
clockwise moment.

-Lead students to state

the principle of -State the principle of
moments. moments.

Reflection 10 Min -Ask each student to -calculate the size of a Calculating the
calculate the size of a force (or its result.
force (or its perpendicular distance
perpendicular distance from a pivot) acting on Answer in
from a pivot) acting on an object that is accordance to the
an object that is balanced. Principle of
balanced. moments.

-Correct mistakes if any

Consolidation 5 Min Ask one student to One student to Oral practice

summarise the lesson. summarise the lesson.
Peer Assessment

5 Min
Ask the students to Draw mind map.
Draw mind map Exit ticket

Evaluation:
Teacher's Evaluation

Student's Evaluation
............................................................................................................................................................
............................................................................................................................................................

Remarks: ...

2.2 LESSON NOTES: MOMENT OF A FORCE

1.1 Introduction

Forces can produce turning effects and this is widely used in everyday life and in machines.
When a door is opened the force on the handle exerts a turning effect about the hinges. In the
case of a bicycle, the force on the pedal produces a turning effect which keeps the wheels
moving. The metal cap of a bottle of drink is levered by a turning effect. Many machines in
industries such as printing press and lathes are kept in motion by the turning effects of forces. A
force that is applied to an object away from the object's centre makes the object rotate about a
fixed point.

The turning effect of a force is called its moment. The moment of a force about a point is the
product of the magnitude of the force and the perpendicular distance from the pivot (axis of
turning) to the line of action of a force. The pivot does not change position when it experiences a
moment. Moments can act clockwise or anti-clockwise.

When you open a door the pivot is the hinge which connects the
door to the wall. The force is you pushing the door.

For a seesaw the pivot is the central part which is connected to the
ground. The force is the weight of the person sitting on the seesaw.

Mathematically

Moment of force = force (Newton) x distance (metre). The moment is expressed in Newton
metre (Nm).

Size of moments

The moment of a force can be increased by:

Increasing the force

Applying the force further away from the pivot

 Applying the force at right angles to the object

If two people sit at either end of a seesaw and they have different masses, the seesaw will not
balance. If the heavier person sits closer to the pivot than the lighter person, the seesaw could be
balanced.
When untightening a nut it is easier to use a longer spanner. This is because you are able to apply
a force further from the pivot and so the moment is larger.

Adding moments and the resultant moment

The resultant moment is the sum of all the different moments on a body.

The resultant moment in the clockwise direction is equal to the sum of the all clockwise
moments minus the sum of all the anti-clockwise moments.
The resultant moment in the anti-clockwise direction is equal to the negative of the
resultant moment in the clockwise direction.

Principle of moments

The principle of moments states that when a body is in equilibrium, the sum of clockwise
moments about the pivot is equal to the sum of the anti-clockwise moments about the same
pivot.

When the clockwise moments do not equal the anti-clockwise moments there is a resultant
moment.

Conditions for equilibrium:

(1) Resultant force is 0.
(2) Resultant moment about the pivot is 0 => principle of moment must apply.

Note:

(1) When solving questions on equilibrium, we have to always ensure these two conditions are
satisfied.

(2) When solving questions on moment, always identify the position of pivot first and then label
all the forces and their associated perpendicular distance.

(3) When solving questions on moment, must always include the moment of the weight into the
calculation unless weight is very small or it acts at the pivot.

Example:
A uniform rod AB of weight 100 N and length 2 m is supported by two vertical strings at its ends
and carries a load of 20 kg as shown in the diagram below. Determine the tensions in the strings.
Answer:
Let the tension of the string at A be
T1
The tension of the string at B be T2
Taking moments at A
100 x 1 + 200 x 0.5 =T2 x 2
T2 = 100 N
Sum of upward forces = sum of
downward forces
T1 + T2 = 200 + 100
T1 = 300 100 = 200 N
OR
Taking moments at B
100 x 1 + 200 x 1.5 =T1 x 2
T1 = 200 N

Activity 1: Door opening.

a. Open the classroom door as you usually do.

b. Then open the door by only pushing near the hinge.
c. Explain what happens in the two cases.
d. Identify the pivot and note the turning effect of the push on the door.

Activity 2: Unscrewing a bolt.

a. Try unscrewing a bolt with a short arm spanner.

b. Then unscrew a bolt with a long arm spanner.
c. Explain what happens in the two cases.
d. Identify the pivot and note the turning effect of the push on unscrewing the bolt.

Additional questions with reference to the two activities.

a. What is the name given to the force which makes objects turn/rotate?
b. Which factors affect the effort needed to make an object to rotate?
c. Write the formula for the moment of a force.

Observations:
One will realize it is easier to open the door in the usual way but extremely difficult to do so in
the second case. Also it is easier using a long arm spanner than the short arm one.
The difference in the two cases is caused by the distance from the pivot.
The effort needed to make an object rotate depends both on the force applied and the distance
between the force and the fulcrum.

Activity 3: Experiment on Investigation on Principle of Moments

To investigate that when a body is in equilibrium, the sum of clockwise moments about the pivot
is equal to the sum of the anti-clockwise moments about the same pivot.

Thus, when the clockwise moments do not equal the anti-clockwise moments there is a resultant
moment.

Materials

A half-metre rule
A mass of 50g and a mass of 100g
Some strings
Procedure

1. Use the string to suspend the rule, make sure the rule is balanced. At which marking shall
you tie the string?
2. Place the 50g mass anywhere on one side of the rule, what effect does it have on the rule?
What is the moment and the direction of the moment? Show your working clearly.
3. Place the 100g mass on the other side of rule to keep the rule balanced. At which marking
shall you put the 100g for this to work? What is the moment produced by this 100g mass and
the direction of the moment? Show your working clearly.
4. Repeat step 2-3 five times and record the data in the following table. g = 10m/s2

1 2 3 4 5 6
Direction Moment Direction of
Moment
Distance of of moment produced moment
Distance of produced by
100g mass produced by 100g produced
Data set 50g mass 50g mass
from pivot by 100g mass about by 50g
from pivot about the
(cm) mass about the pivot mass about
pivot (Nm)
the pivot (Nm) the pivot
1
2
3
4
5

5. Did you observe any pattern in the values you obtained from column 3 and 6? How about
column 2 and 5?
6. Based on your investigation, what do you think are the necessary conditions for an object to
be balanced (in equilibrium)?
7. Draw a force diagram of the experiment while the rule is balanced with 100g and 50g masses
on it. Indicate ALL forces acting on the rule.
2.3. LESSON PLAN: THE CONCEPT OF CURRENT ELECTRICITY

DATE SUBJECT CLASS PERIOD TIME ATTENDANCE

PHYSICS II 80 MINUTES

Competence: To apply the knowledge of Current Electricity in real life.

Topic: Current Electricity

Sub-topic: Concept of Current Electricity

Objectives:

General: To understand the concept of Current electricity.

Specific: Students will be able to:

o Define current electricity.

o Identify different sources of current electricity in daily life.
o Identify different instruments utilizing current electricity in our daily life.
o State the applications of current electricity in our daily life.
Resources: charged capacitor, uncharged capacitor, galvanometer, conducting wires, dry cell,
accumulator, dynamo, generator, solar panel.
Reference: (1) Abbott, AF and Nelkon M. (1971). Elementary Physics (2nd Edition). London.
Heinemann Education Books.

(2) TIE (1994). Physics for Secondary Schools (Book two). Dar es Salaam. TIE

Essential Question:

How Current electricity exhibited in the real world?

LESSON DEVELOPMENT

Stage Time Teachers Activities Students Activities Assessment

(Minutes) technique
Introduction 10 Min Using sentence mixed Come up with the Brainstorming;
letters [tritietactis correct form of the
cycle], let students phrase. Check whether
come up with the phrase they can state the
static electricity. Brainstorm and phrase and
state the meaning of answer the
Ask the students to state
 the meaning of electricity. question.
electricity.

Development 10 Min Act Out an Electric Each student to sit Class

of a new Circuit with the students in a group assigned. presentations
knowledge to lead them to the
meaning of electric Discuss and answer
current. question from the
worksheet.
Organize Students in
2 Min groups of 2 (pair).

-Provide them with a

worksheet for activity Tick the items that
15 Min
on the different sources use electricity and
of current electricity and then discuss with
state which instruments them which ones
in our daily life use use electricity and
current electricity. which ones dont.
-Lead the students to
15 Min
tick the items that use
electricity and then One student to
discuss which ones use present the answers.
electricity and which
ones dont.

Ask the students to

choose one member to
present the answers for
each activity.

Reinforcement 10 Min Show them different To observe the Observation

sources of current displayed sources
electricity and display to and instruments and Peer Assessment
them different relate with what
instruments applying they discussed.
the concept of current
electricity.

Reflection 10 Min Ask the students to State the Check whether

apply the concept of applications of they can state the
current electricity in current electricity applications of
 their daily life. in daily life. current
electricity in
Correct mistakes if any. their daily life.

Consolidation 5 Min Ask one student to One student to Oral practice

summarize the lesson. summarize the
Ask the students to lesson. Peer Assessment
5 Min answer the essential Each student to Exit ticket
questions on pieces of answer the essential
paper before the session question.
ends.

Evaluation:

Teacher's Evaluation
..
.

Student's Evaluation
............................................................................................................................................................
..........................................................................................................................................................

Remarks: ..

2.4 LESSON NOTES: THE CONCEPT OF CURRENT ELECTRICITY

Electricity is a type of energy that can build up in one place or flow from one place to another.
When electricity gathers in one place it is known as static electricity (the word static means
something that does not move); electricity that moves from one place to another is called current
electricity.

Electricity is used everywhere in our daily lives. It is used to heat our hot water, cook our food
and keep that same food from spoiling. We use it at school and home in the form of lighting so
that we may learn and enjoy leisure activities such as watching TV and playing video games.

Current is the rate at which an electric charge flows in a conductor. It is the number of electrons
passing a given point in a second. This means that if more electrons pass by a given point, the
current is greater. The symbol for current is the letter I. Electrical current is measured in
Coulombs/second which is named Amperes or amps. The symbol for Ampere is the letter A.
Electric current in simple terms are electrons in motion along a path, regardless of the number of
electrons flowing. The path may be a conductor such as copper, silver and aluminium. Free
electrons can be forced to move from one region of the conductor to the other.

Measuring electric current

Electric current is measured in units called amperes (amps). If 1 coulomb of charge flows past
each point of a wire every second, the wire is carrying a current of 1 amp. If 2 coulombs flow
past each point in a second, the current is 2 amps.

SOURCES OF ELECTRIC CURRENT

There are several different devices that can supply the voltage necessary to generate an electric
current. The two most common sources are generators and electrolytic cells.

A: Generators

Generators use mechanical energy, such as

water pouring through a dam or the motion of
a turbine driven by steam, to produce
electricity. The electric outlets on the walls of
homes and other buildings, from which
electricity to operate lights and appliances is
drawn, are connected to giant generators
located in electric power stations. Each outlet
contains two terminals. The voltage between
the terminals drives an electric current through
the appliance that is plugged into the outlet.

B: Electrolytic cells

Electrolytic cells use chemical energy to produce

electricity. Chemical reactions within an
electrolytic cell produce a potential difference
between the cells terminals. An electric battery
consists of a cell or group of cells connected
together.
C: Other Sources

There are many sources of electric current other than generators and electrolytic cells. Batteries,
solar cells, fuel cells, capacitors, inductors, static discharge, and piezoelectricity are some. Fuel
cells, for example, produce electricity through chemical reactions. Unlike electrolytic cells,
however, fuel cells do not store chemicals and therefore must be constantly refilled.

Some electricity comes from batteries. Batteries use chemicals to store up electricity that can
power devices like cell phones, radio controlled cars, handheld video games, and flashlights.
Batteries run out of power after a while and either need to be recharged or recycled.

Certain sources of electric current operate on the principle that some metals hold onto their
electrons more strongly than other metals do. Platinum, for example, holds its electrons less
strongly than aluminum does. If a strip of platinum and a strip of aluminum are pressed together
under the proper conditions, some electrons will flow from the platinum to the aluminum. As the
aluminum gains electrons and becomes negative, the platinum loses electrons and becomes
positive.

Some substances emit electrons when they are struck by light. Electricity produced in this way is
called photoelectricity. When pressure is applied to certain crystals, a potential difference
develops across them. Electricity thus produced is called piezoelectricity. Some microphones
work on this principle.

Effects of Electricity

Electric current has three effects: heating, chemical and magnetic.

Heating: The heating effect of electric current is used in many everyday devices. Electric
cookers, kettles and toasters are among the household appliances that rely on it.

Chemical: Passing an electric current through a liquid causes chemical changes in a process
called electrolysis. Electroplating uses electrolysis to put a layer of one metal on top of another.
Examples include chromium plating of bathroom and car parts, and silver plating of cutlery and
jewellery.

Magnetic Electric current passing through a wire generates a magnetic field around the wire.
This effect is used in all sorts of ways. Examples include electric motors and electromagnets. In a
car, for example, the central locking uses electromagnets called solenoids to operate the lock
mechanism.

These three effects are used in lots of ways in our lives. The heating effect of electricity is used
to iron your clothes or cook your food. The chemical effect is used in an industrial process called
electroplating, where one metal is covered with a thin layer of another metal to protect it. Silver-
plated jewellery or shiny chrome car bumpers are two examples. The magnetic effect of
electricity is used in some door bells. Another widespread example is the loudspeaker, where
variations in the magnetic effect of an electric current are translated into sound waves that we
can hear.

Activity 1: Act Out an Electric Circuit

Ask students to join you in forming a circle.

Tell students that you represent a battery and they represent a wire conductor.
Distribute an object like a ball, a book, or an eraser to each member of the circle,
including yourself. Ideally, everyone should have the same object.
Tell students that these objects represent electrons inside a wire conductor. Explain that a
wire conductor is full of electrons.
Remind students that you are playing the part of the battery in this circuit, and explain
that all batteries have a positive end, represented by your left hand, and a negative end,
represented by your right hand.
Pass your "electron" to the student on your right. The student receiving your electron
should in turn pass the one he or she is holding to the right.
Have students continue passing on electrons to the person to their right. Tell students that
because electrons share the same negative charge, they repel one another, which keeps
them moving along in the same direction.
State that the flow of electrons through a conductor is called electrical current.

Tell students that as long as the circle remains intact and the electrons continue to flow, their
circuit is closed. To illustrate what happens when a circuit breaks, or opens, create a gap in the
circle of students that is too wide across to pass electrons. The current will stop as a result.
Activity 2:

Study the following list of appliances and then answer the questions below:

Fridge
Freezer
Washing machine
Tumble dryer
Dishwasher
Cooker
Microwave
Kettle
Toaster
Sandwich maker
Juicer
Food Processor
Grilling machine
Coffee maker
Lights and lamps
Fan/Electric heater
Electric blanket
Electric shower
Hairdrying equipment
Mobile phone charger
TV
Satellite box
DVD Player / Recorder
Hi-Fi
Games console
CD Player
Computer (PC)
Digital camera
Answering machine

a) Tick all the appliances you own

b) From the appliances you ticked select the ones that use electricity
c) Mention other appliances that you think uses electricity in our daily life but they are not
on the list given.
LESSON PLAN: SIMPLE ELECTRIC CIRCUITS

DATE SUBJECT CLASS PERIOD TIME ATTENDANCE

PHYSICS II 80 MINUTES

Competence: To apply the knowledge of Current Electricity in real life.

Topic: Current Electricity

Sub-topic: Simple Electric circuits

Objectives:

General: To understand the concept of electric circuits.

Specific: Students will be able to:

o Define an electric circuit.

o Identify different circuit components.
o Identify basic electric symbols.
o Define current, voltage and resistance.
Resources: battery, cell, resistor, switch, connecting wires, bulbs, bulb holders, ammeter,
voltmeter, chart of electric symbols, chart showing the relationship between current, voltage and
resistance.
Reference: (1) Abbott, AF & Nelkon M. (1971). Elementary Physics (2nd Edition). London.
Heinemann Education Books.

(2) TIE (1994). Physics for Secondary Schools (Book two). Dar es Salaam. TIE

Essential Question:

How Current electricity exhibited in the real world?

LESSON DEVELOPMENT

Stage Time Teachers Activities Students Activities Assessment

(Minutes) technique
Introduction 10 Min Lead students to the Think pair share on Brainstorming;
definition of an electric the meaning of an
circuit by using a game. electric circuit Answer the
question.

Development 2 Min Guide students to form Group themselves Class

of a new groups of 4. as directed by the presentations,
knowledge teacher.
Lead student in groups Peer Assessment.
to discuss circuit Discuss and list
10 Min components like battery, down the circuit
cell, resistor, switch, components.
connecting wires.
Present their
anwers.

Display a chart [part of To identify the

book] and guide basic electric
students to identify symbols.
30 Min
basic electric symbols
shown on the chart [part
of book].

Lead students to the Play the game as

concept of how current directed and answer
flows in a circuit using the questions.
the current electricity
game (Activity 1.)

Lead students to define

current, voltage and
Discuss in groups
resistance and state their
the meaning of
S.I.units.
current, resistance
Correct any and voltage and
misconceptions. present their work.

Reinforcement 10 Min Ask two student Volunteer to the Peer Assessment

volunteers to go to the activity.
front of the classroom.
Assign one student the
role of the battery and
the other student the
role of the light bulb.

Through question and Answer the

answer lead the other questions with the
students using work correct answers.
sheet for activity 2.
Reflection 10 Min Ask the students to state State the conditions Check whether
what is needed for a necessary for a they can state the
circuit to be called an circuit to be an conditions
electric circuit electric circuit. necessary for a
circuit to be an
electric circuit.
Correct mistakes if any
Consolidation 5 Min Ask one student to One student to Oral practice
summarize the lesson. summarize the
lesson. Peer Assessment

Ask the students to

5 Min draw a mind map for the Each student to Exit ticket
lesson on a piece of draw a mind map
paper. for the lesson on a
piece of paper.

Evaluation:

Teacher's Evaluation
..
.

Student's Evaluation
............................................................................................................................................................
..........................................................................................................................................................

Remarks: ..

LECTURE NOTES ON SIMPLE ELECTRIC CIRCUITS

A circuit is basically a circle that allows electricity to travel in a large loop. It starts at an
electrical source (such as a battery), travels along a conductor (such as a wire), goes through an
electrical device (such as a light bulb) and ends up back at the battery where it started. It must
end up back where it started. The word circuit was originally used to mean a circular route or
course.

A battery is a storage device for power. It has a positive terminal side and a negative terminal
side. When a wire is connected from the positive to the negative side the electrons in the wire are
repelled from the negative side and attracted to the positive side. This causes them to move along
the wire. This movement of electrons along the wire is the current.

The potential difference between two places in an electric circuit is what drives the current
between them. Potential difference is measured in volts. If you increase the potential difference
between two places in a circuit by using a battery with a higher voltage, then the current will
increase. It is the current that moves and the potential difference that drives the movement.

Electrical symbols

Activity 1: Game

There are two teams everyone is holding hands. Can your team squeeze hands and send an
electric current faster than the other team?

Setup

Nothing much is needed to prepare this game, except a small coin (like a quarter) and two small
objects (such as a paper cup or foam ball) that can be grabbed. Place each object at the end of
both lines. Arrange everyone into two long lines of people, approximately equivalent in length.
Have everyone hold hands as a chain, with everyone facing forward in the same direction.

Playing the Electric Current Game.

Ask all players to close their eyes, except for the two people at the front of the chain. This game
is to be played silently. At the start of each round of game play, the facilitator does a coin toss.
Whenever heads is showing, the facilitator simultaneously lightly taps the shoulder of both
team leaders and the electric current begins. The two people at the front of each team squeeze
the hand of the next person in the chain as fast as they can. The next player who received the
hand squeeze then also squeezes the next person in the chain, rapidly continuing to pass the
electricity down the team. The first team who grabs the object (the paper cup or foam ball) at
the end of the chain is the winner. As facilitator, it is important to flip the coin slowly and wait
several sections between flips. If someone grabs the object but there was no heads coin toss,
that team loses a point.

You may change up the team order after each round if desired. Play continues for several rounds.
The winning team is the one that gets six points first.

Activity 2: Identifying the current and voltage through a circuit

Ask two student volunteers to go to the front of the classroom. Assign one student the role of
the battery and the other student the role of the light bulb. It may be helpful to have each
student stand by the chalkboard with a picture of his or her role (the battery or light bulb) nearby.

Ask the students, How can the battery give energy to the light bulb in order to create light?
Provide the battery with a basket of balls. Explain that the balls represent the electrons of an
atom. Draw a diagram of an atom and discuss the negative charge of electrons. Explain that the
electrons can carry energy and it is the flow of electrons that can generate electricity.

Have the battery toss the balls to the light bulb. Now the light bulb has been supplied energy to
generate light.

Procedure

Once the battery has thrown all of the balls to the light bulb the supply of energy to the light
bulb is exhausted and no more light can be generated.

Ask the students, How can the light bulb be lit for a longer period of time? Possible answers:

Have more balls

Have the light bulb return the balls to the battery quickly

While the first answer would still work for only a limited time, the second answer introduces the
term circuit. A circuit is a complete path; in this case the path is completed when the balls are
returned to their starting point and can then be given more energy and used again.

Ask the students, How could the light bulb give off light that is brighter? Possible answers:

Have each ball carry more energy by making the balls bigger. (In this case, using
basketballs for example.) However, in an atom, it is easier to move the small, negatively
charged electrons than the larger, positive charges.
 Throw the ball harder. This introduces the term voltage (V). Voltage is the measure of
pressure under which electricity flows; in this case it is the measure of how much energy
or force the battery is giving each ball. If the same number of balls are thrown, but each
ball is given more force or energy, more power will be sent to the light bulb.
Throw the balls faster; send more balls to the light bulb per second. This introduces the
terms current (I) - the movement or flow of electricity, and amps - the measure of the
amount of electrical current. Since the electrical current is how many electrons pass by
each second, if we send twice as many electrons or balls each second, we will send twice
the energy.
Throw the balls harder and faster. This introduces the equation of total power (P), which
is the product of current and voltage. P = I x V. In this case, the total power would be
number of balls thrown multiplied by how much energy each one has.

Activity 3: Practical activity

Briefly connect the terminals of a battery with the thin wire until the wire feels warm. Dont
maintain this connection for more than 5 seconds at a time since the wire will get very hot. Does
the wire seem to be the same temperature along its entire length or are some sections warmer
than other? What might this observation suggest about what is happening in the wire at one place
compared to another?

Now make a single bulb circuit using the battery and hook-up cables you have been provided.
Sketch your circuit below. Show the working circuit (with the bulb lit) to the instructor before
moving on. Note the brightness of the bulb.

Observation

When a wire or a light bulb is connected across a battery, we have evidence that something is
happening in the circuit. The wire becomes warm to the touch; the bulb glows. In constructing a
model to account for what we observe, it is helpful to think in terms of a flow around a circuit.
We can envision the flow in a continuous loop from one terminal of the battery, through the rest
of the circuit, back to the other terminal of the battery, through the battery, and back around the
circuit. We have found that a light bulb included in this circuit will light.

We shall assume that the brightness of the bulb is an indicator of the amount of flow
through the bulb. Brighter means more flow (though twice as bright does not necessarily
mean twice the flow).

The assumptions that something is flowing through the entire circuit (including the bulb) and that
a light bulb can be used as an indicator of the flow are both consistent with our observations.

Follow-Up Question:
Can you tell from your observations thus far the direction of the flow through the circuit? Why
or why not? Can you think of any way you might be able to figure this out?

Discuss the above activity as a class.

Consider the following dispute between two students:

Student 1: When the bulb is lit there is a flow of

electric current from the battery to the bulb. There
is also an equal flow of electric current from bulb
back to the battery.

Student 2: There is only flow from the battery to

the bulb. We know this is so because a battery can
light a bulb, but a bulb cant do anything without a
battery.

Do you agree with student 1 or student 2? Explain your reasoning. Discuss as a class.

Activity 4: Simple circuit with single light bulb:

Materials:

1-D Cell battery

Battery holder
2 1.5 volt bulbs
2 sockets for the light bulbs (or E-10 light bulb bases)
4 pieces of 6-inch insulated solid strand copper wire (1822 gauge), with one inch of
insulation removed at each end wire

Procedure

1. Using two wires connect one end of each wire to the light bulb base.

2. Connect the other end of each wire to the battery, unless this has already been done for you.

3. Record what happens. Does the light bulb light up? Where does the energy flow? Describe and
illustrate the flow of electrical current from the battery through the wires and to the bulb.
4. Using your circuit, demonstrate how switches must work to turn lights on and off. Draw a
diagram of what the circuit would look like if the switch was in the off position.

wire

bulb battery

wire

For each of the four drawings below, explain why the light bulb will light up or not:

For an electric current to flow through the light bulb, the battery must be connected to the bulb to
form a complete circuit as illustrated below. No current will flow through the light bulb in the
other configurations for the following reasons:

A both wires are touching the metal casing which is connected to one side of the filament this
configuration is an example of a short circuit because current will flow unimpeded through the
casing and back to the battery

C both wires are connected to the positive terminal of the battery

D one of the wires is not connected to the light bulb

Appendix 1