energy and change [grade 4 english]

WESTERN CAPE PRIMARY SCIENCE PROGRAMME

ENERGY ANDCHANGE

GRADE 4

We welcome the wide use of these materials. Please acknowledge the PSP. ©PSP 2002

An example of a short learning programme in the Natural Sciences and Technology

Activity 1: We use energy for everything we do

Activity 2: We get energy from food

Activity 3: Food energy stories

Activity 4: Where does the energy in our homes come from?

Activity 5: Using energy – then and now

Activity 6: Making simple electrical circuits

Activity 7: Making your own torch

DEVELOPED BY WESTERN CAPE PSP TEAM AND TEACHERSThis learning programme will work towards the following learning outcomes in the Natural Sciences

K LO1: Scientific Investigations

The learner will be able to act confidently on curiosity about natural phenomena,

and to investigate relationships and solve problems in scientific, technological

and environmental contexts

K LO2: Constructing Science Knowledge

The learner will know and be able to interpret and apply scientific, technological

and environmental knowledge

K LO3: Science, Society and the Environment

The learner will be able to demonstrate an understanding of the interrelationships between science and technology,

society and the environment.

Course presented by Rose Thomas, Shane Nzwane and Sandra Mahote

Booklet designed by Welma Odendaal and illustrated by Janet Ranson and Nicci Cairns

Western Cape Primary Science Programme

Edith Stephens Wetland Park

Lansdowne Road

Philippi 7785

PO Box 529Howard Place7450

Tel: 021 691-9039 Fax: 021 691-6350

e-mail: [email protected]

website: www.psp.org.za

Contents• This booklet illustrates an example of a short learning programme for Grade 4.

• It develops concepts, skills, attitudes and language in a step-wise fashion.

• It includes activities and tasks for learners, teacher tasks, support materials and

assessment suggestions.

2 . . . . . . . . . . . . . . . . . .Activity 1 – We use energy for everything we do

4 . . . . . . . . . . . . . . . . . .Activity 2 – We get energy from food

6 . . . . . . . . . . . . . . . . . .Activity 3 – Food energy stories

8 . . . . . . . . . . . . . . . . . .Activity 4 – Where does the energy in our homes come from?

10 . . . . . . . . . . . . . . . . . .Activity 5 – Using energy then and now

14 . . . . . . . . . . . . . . . . . .Activity 6 – Making electrical circuits

17 . . . . . . . . . . . . . . . . . .Activity 7 – Making your own torch

20 . . . . . . . . . . . . . . .Suggested workscheme

21–24 . . . . . . . . . . . . . . .Assessment sheets

25 . . . . . . . . . . . . . . .Codes for assessment

Task cards to photocopy

26 . . . . . . . . . . . . . . . . .Activity 2 – Food gives us energy

30 . . . . . . . . . . . . . . . . .Activity 4 – Energy in our homes

32 . . . . . . . . . . . . . . . . . .Activity 5 – Energy available to people

36 . . . . . . . . . . . . . . . . .Activity 6 – Making a bulb light up

40 . . . . . . . . . . . . . . . . .Activity 7 – My torch

Support materials

42 . . . . . . . . . . . . . . . . .How light bulbs work

42 . . . . . . . . . . . . . . . . .Background information about batteries

43 . . . . . . . . . . . . . . . . . .Batteries and cells

Back page . . . . . . . . . . .Mindmap about energy and change

We use energy for everything we do

1. In order to find out what the learners already know about energy, make a mind map on the

chalkboard.

2 Make flash cards with action words on them and let the learners read and do.

Using energy through actionsRead and do:

a jump

a run on the spot

a make a windmill with your arms

a shout your name

a rub hands together to make them hot

• We use energy for everything we do e.g. we use energy to move, to make sounds and to cook our food

ENERGY

to clean

amandlacook

sebetsa

chew

dance

write

ride a bicycle

fruit and veg

2

Activity 11

Key concept

Teacher task

Learner task

we useenergy foreverythingwe do.

3

Explain to the learners that to do all these things they use energy.

Complete these sentences – e.g. we use energy to jump.

1 We use energy to ride a bicycle.

2 We use energy to swing our arms

3 We use energy to write.

4 We use energy to dance

5 We use energy to play.

Teacher task

Learner task

4

We get energy from food

1. Photocopy the following for learners:

a labels – page 26.

a picture of active children – page 28–29.

2. Hand out the picture and the labels to the learners.

1. Look carefully at the picture and match each label with the action.

2. Tell your group about each action on the picture.

3. You can start like this:

The girl is using energy for jumping.

• Food gives us the energy we need to keep us alive

Teacher task

Key concept

Activity 22

Learner task

5

1. Point to a person in the picture who looks tired.

2. Discuss the following with the learners.

(a) Why is this person so tired?

(b) How can this person get more energy to continue with his tasks?

(c) What can he do to have more energy?

Learner Task Card:

Food gives us energy 1. Find on the picture people who are eating or drinking.

2. Look at the picture of active children and say what kind of food gives them (each person) the

energy they need to keep them active.

3. Complete this paragraph about food as a source of energy for our bodies.

Food gives us energy

We get energy from food. The girl is buying a hot dog.

The boy is going to eat some popcorn and a hot dog

The food will give them energy to play sport this afternoon.

I like to eat porridge every morning because it gives me energy

to complete my tasks at school.

Task card tophotocopy – page 27.

Teacher task

Learner task INDIVIDUAL

6

Food Energy Stories

Show learners how energy is transferred in a certain order from one living thing to the other andintroduce the concept of an energy story (food chain).

Example:a The girl gets energy from eating bread that is made from wheat.a The wheat plant gets energy from the sun.

1. Match the sentences with the pictures and put them in a correct order to make a complete

food energy story. Remember to end all your stories with the sun.

a Thembi can run very fast because she gets energy from eating bread.

a The bread is made from wheat. It stores energy from the wheat.

a The wheat plant gets energy to grow from the sun.

a The sun gives heat and light energy.

a The milk, which gives me energy, comes from the cow.

a The cow gets energy from grass.

a The grass gets energy from the sun.

a The sun gives heat and light energy.

• Energy in our food comes from the sun• Energy is transferred in a sequence known as an energy story or

a food chain

1 2 3 4

1 2 3 4

Activity 33

Key concepts

Teacher task

Learner task

7

2. Draw other energy stories and write sentences to tell the energy story. Each story should end

with the sun.

Ideas:

a The energy story of a cyclist.

a The energy story of a soccer player.

a The energy story of a bird flying.

a The energy story of a cat catching a mouse.

Food energy stories

What we want to access What we expect from learners

Matching pictures with sentences a each sentence must be matched with the correct picture

a the sentences with their matching pictures must be in a correct order to tell an energy story

a The sequence must be: animal R green plant R sun

Drawing of other energy stories a drawing must be clearand writing sentences about a sentence must match the correctthem drawing

a the drawings with their matching sentences must be in a correct order to tell an energy story

a the sequence must be: animal R green plant R sun

Learner task

(continued)

ActivityAAsssseessssmmeenntt 33

8

Where does the energy in our homescome from?

Discuss and explain to learners what kind of energy we use to cook food.

Learner Task Card:

Energy in our home1. Look at each of these pictures and write on the space

provided at the bottom to tell

where heat energy for cooking comes from.

2. Where does the heat energy in each of the pictures come from?

• Heat energy in our homes comes from sources such as paraffin, gas, wood and electricity

Task card tophotocopy –

page 30 and 31.

1 2 3 4

3. Look at the picture of the family in the kitchen and complete the table on the next page.

Activity 44

Key concept


Teacher task

electricity wood gas paraffin

9

What is using Where does the What does the energy do?energy energy come from?

the kettle gas boils the water

the iron wood makes the iron hot

the lamp paraffin makes the lamp light up

the radio batteries makes the radio play

the fire wood burns to make fire that warms up the boys hand

3 Complete the sentences below.

a) The kettle gets energy from gas to boil the water

b) The iron gets energy from wood to make it hot.

c) The lamp gets energy from paraffin to light up the room.

d) The radio gets energy from batteries to play the music.

e) The fire gets energy from burning wood to warm the boy’s hands.


Sources of heat energy The learners must be able to:a identify the correct source of heat in

each picture

Table completion Table must be completed with:a correct source of energy for each user

of energya correct information of what the energy

does

Sentences Sentences must say:a where energy comes froma what energy does

Where does the energy in our homes come from?ActivityAAsssseessssmmeenntt 44

10

Using energy then and now

Hand out picture with appliances used by people – page 32.

1. Look at the picture and discuss the following.

(a) Which appliances were used long ago?

(b) Which appliances are used mostly these days?

• People have always depended on energy to do things• People still depend on energy to do things• People use energy sources that are readily available to them

Activity 55

Key concepts

Teacher task

Learner task GROUP

Appliances – then and now

11

Picture 2

Teacher task 1. Hand out pictures with two families – page 34 and 35.

2. Lead a discussion as to how these two families use energy. Refer to the questions on the

Learners Task Card table – page 33.

3. Write the relevant vocabulary on the chalkboard so that the learners can complete the table.

Refer to the answers on the table for vocabulary – page 12.

Picture 1

12

Learner Task Card:

Energy available to people

Look at the pictures of families and complete the table below.

Questions Picture 1 Does this use electricity?

1. What do they use to cook burn wood to make a fire for cooking notheir food?

2. What do they use to light fire notheir house?

3. What do they use to keep burn wood to make a fire notheir house warm?

4. What do they use to sing, clap hands, tell stories and dance noentertain themselves?

5. What do they use to keep dried food / keep some in cooler parts notheir food from going bad? of the house

6. What do they use to travel walked long distances nofrom place to place?

7. What do they use to make cut and prepare animal skins noand care for their clothes? for clothing


1. What do they use to electric stove yescook their food?

2. What do they use to electric lamps yeslight their house?

3. What do they use to keep oil heater yestheir house warm?

4. What do they use to watch TV / go to the cinema yesentertain themselves?

5. What do they use to keep refrigerator and deep freezer yestheir food from going bad?

6. What do they use to travel motor cars trains and planes yesfrom place to place?

7. What do they use to make electric sewing machines and yesand care for their clothes? electric irons

Learner task GROUP

Task card tophotocopy for

learners – page 33.

13

1. Discuss the ideas about the two families with the learners and point out the following:

a many years ago, the only energy that people used to do work was the energy in their own

bodies.

a as the years went by people discovered fire. They found out that when they burned wood,

the fire’s heat and light could be useful.

a people also began to use animals for transport and to help them do jobs that needed lots

of energy.

a today many people use machines and electrical appliances that need lots of energy in the

form of electricity.

a people still also use energy sources that were used by people long ago because those are

the energy sources available to them.

Write a conclusion about how people use energy. You may begin like this :

People use the energy they can get easily

Today I learnt that long ago people used fire for light in their houses. Today people use paraffinand electric lamps to light up their houses.

Another thing I learnt was people walked long distances to get towhere they wanted to be. But, today we use cars, buses andaeroplanes that use petrol and electricity.

I also learnt that long ago people used to gather around fires singing songs, telling stories and clapping their hands to entertain themselves. But today people go to movies and watch television for entertainment.

Finally I learnt that today people use electricity for energy. But, people also still use energy sources and resources that wereused long ago because it is what is available to them.

Using energy then and now


Table completion Learners must writea appropriate answers about each picture

whether electricity is used or not

Paragraph about what Sentences mustenergy sources and energy a make senseresources people use a state the different energy sources and

resources available to people

Teacher task



14

Making electrical circuits

1. Introduce the apparatus: cell, wire, bulb. Write their names on the chalkboard.

2. Give each group of learners a cell, two wires and a bulb.

Learner Task Card A:

Making a bulb light up1. Use the apparatus to make the bulb light up.

2. Draw and label a diagram to show how you made the bulb light up.

3. Write a paragraph to explain how you made the bulb light up. Remember to write a heading

for your paragraph.

How I made the bulb light upToday in class I made a bulb light up. This is how I did it.

First I connected the one end of the first wire to one pole of the cell.

Then I connected the other end of the wire to the metal

part of the bulb.

Thereafter I connected one end of the second wire to the metal

pin at the bottom of the bulb.

Finally I connected the last end of the second wire to the

other pole of the cell and the bulb lit up. Teacher input

1. Explain to learners how the light bulb works. See teacher support material – page 39.

• Electricity travels along a path• The path along which electricity travels is a circuit• Electricity can only travel if the electricity pathway is not broken

Task card tophotocopy,

page 36–37.

light bulb

cell

flow of electricity

wire

Activity 66

Key concepts

Teacher task

Learner task GROUP

15

2. Introduce key words and concepts: electrical circuit, electricity flows when the pathway is not

broken.

Give each group of learners: 1 light bulb, wires, batteries and the task card called: Other simpleelectrical circuits to fill in.

See correct answers below.

Learner Task Card B:

Other simple electrical circuitsUse your apparatus to see which electrical circuits work and which electrical circuits do not work.

Task card tophotocopy – page 38.

+–

+–

+–

+–

1

2

3

4

5

+–+–

Teacher task

Learner task GROUP

1. (a) Do you think the bulb will light up?

Yes No

(b) Connect the wires, bulb and cell as shown on the picture. Did it light

up?

Yes No


Yes No

(b) Connect the wires, bulb and cell as shown on the picture. Did it light

up?

Yes No


Yes No

(b) Connect the wires, bulb and cell as shown on the picture.

Did it light up?

Yes No


Yes No


Did it light up?

Yes No


Yes No


Did it light up?

Yes No

ü

ü

ü

ü

ü

16


Yes No

(b) Connect the wires, bulb and cell as shown on the

picture. Did it light up?

Yes No


Yes No



Yes No

8 (a) Do you think the bulb will light up?

Yes No



Yes No


Making a bulb light up Learners must: succeed in making the bulb light up

Drawing to show a circuit The drawing must:a be cleara have correct labelsa show a closed circuit

Paragraph to explain how a bulb The writing must: was made to light up a have an appropriate heading

a be logicala state how the bulb was made to lighta have a correct use of concepts and key words. E.g:

electricity goes through the wire, connect, bulb, cell etc.

Completing a table of The table must show which circuits worked and which did not. electrical circuits E.g: circuits 2, 4, 5 and 8 worked, but circuits 1, 3, 6,

and 7 did not work.

Making electrical circuits

6

7

8

+–

+–

+– +–

+ –

+ –

Learner task (continued)


ü

ü

ü

17

Making your own torch

1. Show the diagram of the torch on the chalkboard.

2. Disassemble a torch and refer to the diagram as you show the learners the different parts.

3. Make sure learners know the essential parts – e.g. switch, bulb, and cell. Refer to the teacher

support material.

4. Give each group of learners a bulb, wires, and a battery to make their own torch. Learners

can find any other materials to make a torch as well.

Project Task Card

• Electricity can only flow in a torch if the path of the electricity is not broken

• Electricity in a torch flows through the wire (filament) in the bulb and is changed into light

battery holder switch

light bulb holder

light bulb

reflector

end piece

glass to protect light bulb

batteries

spring connection for battery

base

Activity 77

Key concepts

Teacher task

18

My torch

1. Use the bulb, wires and battery together with any other suitable materials you can find to

make your own torch.

2. Present your torch to the group.

3. Can it light up?

4. Draw and label your torch.

5. Write to tell someone how you made a torch.

How I made a torch

What I used:

a bulb, a toilet roll cardboard, tin foil, transparent plastic, batteries,

wires, sticky tape, prestik, and a paper cup.

What I did:

To begin with I cut the top of the paper cup off and I covered the

remaining part with tin foil to make a reflector which I then sealed

with transparent plastic.

Then

I cut the bottom of the paper cup and inserted the light bulb.

Thereafter

I put two batteries with the opposite poles attached to each other

and connected the wire to one end.

Task card tophotocopy, page 40.


Continuedon page 19

19

Next

I pushed the batteries with the wire into the battery holder made

of toilet roll cardboard.

I attached the loose end of the wire to the side of the light bulb

and brought the metal end of the bulb in contact with the batteries.

Finally

I sticky-taped everything into position so that my torch would

light up.

Making you own torch


Diagram of a torch The diagram should have correct labels.

Model of a torch The model should be a working model – the torch should light up.

Drawing of own torch The drawing should be clear.The labels should be correct and should point to the correct parts of the torch

Writing a procedure about The writing must contain the following:making a torch a apparatus needed to make a torch

a necessary steps followed to make the torch

a the steps should be clear a the steps should be logicala key words should be correctly used


20

PPEERRIIOODD 11AAccttiivviittyy 11

• Prior knowledge aboutenergy

• Learners using energythrough actions

• Sentence completion.(50 min)


• Matching actions withlabels and talking aboutthem. (15 min)

• Discussion about whatgives us energy

• Writing about food as asource of energy for us.(35 min)


• Introducing food chains

• Matching sentenceswith pictures to makeenergy stories. (30 min)

• Drawing and writingother energy stories. (20min)


• Discussion about heatenergy used for cookingfood

• Writing about sources ofheat and light energy inour homes.(50 min)


• Discussion aboutfamilies using energy

• Completion of tableabout energy availableto people. (50 min)

PPEERRIIOODD 66AAccttiivviittyy 55 (cont.)

• Discussion about theresults and teacherinput. (30 min)

• Writing about energysources and energyresources available topeople. (20 min)


• Introducing componentsof a circuit. (5 min)

• Completion of activityfrom task card aboutmaking a bulb light up.(45 min)


• Completion of task cardabout making a bulblight up. (50 min)


• Teacher input abouthow light bulbs work

• Introducing key wordsto do with circuits.(50 min)


• Completion about taskcard about simplecircuits. (50 min)


• Taking the torch apartand naming thedifferent parts of it. (10min)

• Learners labelling theirtorch diagrams. (40min)


• Learners start theproject about making aworking model of atorch. (50 min)

Suggested work scheme

ENERGY AND CHANGEGrade 4 learning programme


• The project continues(drawing and writingabout own torch). (50min)


• The project iscompleted.

• Presentations andhanding over of project

Total time to finish the activities in thisLearning Programme = 14 periods @ 50minutes per period = 11.6 hrs.

This is 3 weeks’ work. Recommended timefor Natural Sciences and Technology = 4hours per week.

26

shouting shouting shouting

jumping jumping jumping

throwing throwing throwing

running running running

talking talking talking

laughing laughing laughing

making a noise making a noise making a noise

singing singing singing

shooting shooting shooting

Task cards

Photocopy for learners

Activity 2 Food gives us energy

Labels

27

Activity 2

Learner Task Card


1. Find on the picture people who are eating or drinking.

2. Look at the picture of active children and say what kind of food gives them (each person) the

energy they need to keep them active.

3. Complete this paragraph about food as a source of energy for our bodies.


We get energy from food. The girl is buying—————————————

—————————————————————————————————The boy is going to eat ——————————————————————

—————————————————————————————————

The food will give them energy to play sport this afternoon.

I like to eat ------------------- every morning because it gives me

-------------- to complete my tasks at school.


28

Activity 2: ACTIVE CHILDREN

30

Activity 4

Learner Task Card

Energy in our homes1. Look at each of these pictures below and write on the space provided where the heat energy

for cooking comes from.

Where does the heat energy come from?

1. ———————————————————————

2. ———————————————————————

3. ———————————————————————

4. ———————————————————————

2. Look at the picture of the family in the kitchen and complete the table below.

3. Complete the sentences below:

What is using Where does the energy What does the energy do?

energy come from?

the kettle

the iron

the lamp

the radio

the fire

1 2 3 4


31

a. The kettle gets energy from gas to boil the water.

b. The iron - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

c. The lamp - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

d. The radio - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

e. The fire - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

32

Activity 5


Learner Task Card

Apliances - then and now

Activity 5

Learner Task Card: Energy available to people

Look at the pictures of families and complete the table below.


1. What do they use to cook their food?

2. What do they use to light their house?

3. What do they use to keep their house warm?

4. What do they use to entertain themselves?

5. What do they use to keep their food from going bad?

6. What do they use to travel fromplace to place?

7. What do they use to make and care for their clothes?


1. What do they use to cook their food?

2. What do they use to light their house?

3. What do they use to keep their house warm?

4. What do they use to entertain themselves?

5. What do they use to keep their food from going bad?

6. What do they use to travel from place to place?

7. What do they use to make and care for their clothes?

33

34

Activity 5


Picture 1

35

Activity 5


Picture 2

36

Activity 6

Learner Task Card A: Making a bulb light up1. Use the apparatus to make the bulb light up.

2. Draw and label a diagram to show how you made the bulb light up.

Diagram

Learner task GROUP

37

Learner Task Card A (continued)3. Write a paragraph to explain how you made the bulb light up.

Remember to write a heading for your paragraph.

How I made the bulb light up

Today in class I made a bulb light up. This is how I made it light up.

To begin with I - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

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Then - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Thereafter - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Finally - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

38

Other simple electrical circuitsUse your apparatus to see which electrical circuits work and which electrical circuits do notwork.


Yes No

(b) Connect the wires, bulb and cell as shown on the picture. Didit light up?

Yes No


Yes No

(b) Connect the wires, bulb and cell as shown on the picture. Didit light up?

Yes No


Yes No

(b) Connect the wires, bulb and cell as shown on the picture. Did it light up?

Yes No


Yes No


Yes No


Yes No

(b) Connect the wires, bulb and cell as shown on the picture.Did it light up?

Yes No


Yes No


Yes No


Yes No


Yes No

8 (a) Do you think the bulb will light up?

Yes No


Yes No

Activity 6

Learner Task Card B

+–

+–

+–

+–

1

2

3

4

5

6

7

8

+–

+–+–

+–

+– +–

+ –

+ –

39

Activity 7Diagram of the parts of a torch

1. Label the different parts

40

Activity 7

Project chart: My torch1. Use the bulb, wires and battery together with any other suitable materials you can find to

make your own torch.

2. Present your torch to the group.

3. Can it light up?

4. Draw and label your own torch.

Diagram


41

Activity 7

Project chart (continued)

5. Write to tell someone how you made a torch.

How I made a torch

Today in class I made a bulb light up. This is how I made it.

What I used: - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

What I did: - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

To begin with - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Then - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Thereafter - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Next - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Then - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Finally - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

42

This is what a light bulb looks like inside.

glass bulb

tungsten filament

metal casing

plastic pin

metal pin

Teacher supportHow a light bulb worksA light bulb will light up when there is a

pathway for electricity to flow through it.

The electricity must flow from the one

end (pole) of the battery through the

electric wires, then through the filament

(thin wire) inside the light bulb and then

back to the other end (pole) of the battery.

When you connect a light bulb you must

make sure that there is one connection to

the metal pin at the bottom of the bulb

and another to the side metal casing

around the base of the bulb.

Electricity will always choose the

shortest and easiest pathway along

conductors. If the easiest route does not go

through the filament the bulb will not light

up.

Background information about batteries (cells)A torch battery is also sometimes called an electric cell. (Scientists use the

term ‘battery’ for a number of cells.) The most common battery that we

use is a dry cell battery, which has chemicals sealed inside a casing.

The chemicals inside react together. This chemical reaction produces

electricity, which can be used when the battery is connected into a circuit.

When its chemicals have finished reacting, it stops working and cannot

be recharged.

We use very small dry cell batteries to power digital watches and

pocket calculators. These have other chemicals inside them.

Other batteries can be recharged with electricity and used again such

as a cell (battery) for lap top computers. The car battery is made up of

several lead-acid cells and these can be recharged.

43

Batteries and cells

Mercury battery

This type of battery is used for powering digital watches andpocket calculators. It is a mercury battery.

An electrolyte is a liquid or moist substance which conductselectricity e.g. lemon juice, salt water, ammonium chloridepaste.

Dry cell battery

The common dry cell battery produces avoltage of 1.5 volts. The zinc forms thebattery casing. The electrolyte isammonium chloride in the form of amoist paste.

Lead acid battery

The lead acid battery is used in cars. It is so called because ithas electrodes that are made of lead, and the electrolyte issulphuric acid. The battery consists of six sets of cells, whichproduce two volts each, for a total of 12 volts.

nickel-plated case

electrolyte

zinx powder

mercuric oxide and graphite

carbon rod (positive)

ammonium chloride paste

terminal

terminal

top-up cover

cell

casing

lead plates

positive plate

zinc case (negative)

energy and change [grade 4 english]

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