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1. Electric Guitar Teacher s Guide s Table of Multimedia Contents Introduction 3 How to use the CD ROM ___ _ 4 Electric Guitar Unit Overview and Bibliography 7 Background 8 Video Segments 9 Multimedia Resources _ 9 Unit Assessment Answer Key 9 Unit Assessment 10 Activity One Resonance 11 Lesson Plan 12 Activity Sheet 14 Activity Two How Waves Behave _ 15 Lesson Plan 16 Activity Sheet 18 Activity Three Feedback Frenzy 19 Lesson Plan 20 Activity Sheet 22 Electricity P Unit Overview and Bibliography 23 pE Background 24 Video Segments 25 Multimedia Resources _ 25 Unit Assessment Answer Key 25 Unit Assessment 26 Activity One Plus and Minus __ 27 Lesson Plan 28 Activity Sheet 30 Activity Two Battery Required 31 Lesson Plan 32 Activity Sheet 34 Activity Three Wired 35 Lesson Plan 36 Activity Sheet 38 Introduction Welcome to the Newton s Apple Multimedia Collection Drawing from material shown on public television s Emmy award winning science series the multime dia collection covers a wide variety of topics in earth and space science physical science life science and health Each module of the Newton s Apple Multimedia Collec tion contains a CD ROM a printed Teacher s Guide a video with two Newton s Apple segments and a scientist profile and a tutorial video The Teacher s Guide provides three inquiry based activities for each
2. The vibration in the string of a guitar is trans formed into electrical impulses in the pick up What would you say coil The amplifier increases the size of the 6a 7b 8d 9a 10d electrical impulses and the loudspeaker emits the vibrations as sound waves Educational materials developed under a grant from the National Science Foundation 9 Multimedia APPLE Unit Assessment What do you know about Electric Guitars Write the answers in your journal or on a separate piece of paper Think about it 1 2 What is resonance Explain how sound from a loudspeaker can find its way back into an electric guitar amplifier How does an electric guitar change the vibration of a steel string into sound waves What would you say 6 7 Resonance will not occur a with objects that have different natural frequencies b when vibration is very slow c with objects that have the same rate of vibration d when vibration is very fast Which of the following is not an example of resonance a feedback on an electric guitar b listening to music with headphones c increasing someone s height on a swing with small pushes d the vibrations of a passing truck breaking a window in a house 10 Electric Guitar Someone is giving little pushes to a person on a swing When is this an example of resonance and when is it not A passing truck does not shake a window of a house close to the str
3. Northern States Power Set up the computer to play the CD ROM or set up the VCR and cue tape Company s Fran Csera explains how a circuit is completed and David Heil splices a powerline 4 mn 3 380 Gather the materials for each team of students Make a copy of Activity Sheet 3 for each student Review the information in the Background on page 24 Guide on the Side Engage Approx 15 min Hold up the extension cord Have students describe the construction of a typical electric cord Ask the students why most electrical wires are wrapped in an insulating material What purpose does the insulating e You may wish to begin the lesson by viewing the Introduction from the Video Menu on the CD ROM 26 03 26 44 Find out what students material serve It prevents contact with other objects What would already know about electricity As a happen to the circuit if the insulating material were not present People class discuss the questions posed by could be shocked or electrocuted circuits would fail What is the Eileen Galindo difference between an insulator and a conductor Insulators do not e If you choose to make the results Sune ee allow electricity to flow through them conductors do of this activity more quantitative through tie Use CI anammetorat will Show Video Clip 4 31 41 to 35 46 in which Fran Csera demonstrates be necessary to introduce the h i hee b leted tohi fl fel SUITE iS VSS and pumacse TES ow
4. www waltham com Consultants Dave Arlander John Marshall High School Rochester MN Bobbie Faye Ferguson NASA Chuck Lang University of Nebraska Maynard Miller Juneau Ice Field Research Project John Olson Arlington High School St Paul MN Dr Helen M Parke East Carolina University NEWTON S APPLE Multimedia AT LAST a supplemental middle school science curriculum that helps you meet the chal lenges of today s science classroom The program engages students by incorporating segments from the award winning Newton s Apple television show into hands on minds on activities Each lesson plan helps you integrate the technology using an inquiry based approach A variety of assessment options allow you to gauge student performance And the entire pro gram is correlated to the National Science Education Standards EACH CURRICULUM MODULE CONTAINS e a CD ROM with two Newton s Apple segments a video profile of a working scientist and additional audio visual resources e a teacher s guide with lesson plans for six inquiry based activities e a Newton s Apple videotape 38 topics in 19 modules Choose the curriculum modules that benefit your needs Physical Science Life Science and Health Earth and Space Science Air Pressure Domed Stadiums Antibiotics Cancer Clouds Weathering Electric Guitars Electricity Blood Typing Boner Dinosaur Extinction Earthquakes Gravity Rockets DNA DNA Fingerprinting Everglades
5. Destruc tive interference occurs when the trough of one vibration or wave falls on the crest of another The effect is to cancel out the vibration nodes The points in a standing wave that do not appear to move standing wave A wave in which parts of the wave remain stationary and the wave doesn t appear to be moving It is caused by the interference be tween the original wave and its reflection Educational materials developed under a grant from the National Science Foundation 15 Video Clip 1 36 50 to 39 44 Rock musician Ted Nugent explains how the sound of a vibrating string on an electric guitar is amplified 2 min 54 sec Guide on the Side e You may wish to begin the lesson by viewing the Introduction from the Video Menu on the CD ROM 36 00 to 36 44 Find out what students already know about electric guitars and amplification As a class discuss the questions posed by Eileen Galindo e Standing waves may be observed in water Fill a large flat glass container such as a cake pan with water Set the pan on top of an overhead projector so that the class can observe the waves Prepare two glasses of water Begin pouring one glass of water into one end of the pan so that waves are created Do the same at the other end Notice that the waves pass through each other and create a standing wave e This is a somewhat open ended activity Some groups may become frustrated Circulate and ask que
6. When the circuit is broken the electrons have nowhere to go and the flow of electricity is stopped Electrical science has a long history In 600 B C Thales of Miletus a Greek philoso pher noticed that a piece of amber after being rubbed with wool would attract small light objects somewhat like a magnet When Miletus rubbed the amber it was able to attract and hold some of the electrons from the wool As a result the amber had more electrons than it started with The excess of electrons stored on the amber is referred to as static charge or static electricity In the 1700s over 2000 years later experiments by Benjamin Franklin and Augustin de Coulomb showed that electric charges could attract or repel one another They also showed that the force of attraction or repulsion varied with the distance The greater the distance the weaker the interaction While discharging static electricity was scientifically interesting it was hardly a source of useful power That began to change in 1800 when Alessandro Volta the volt was named after him invented the electric cell called a battery It provided the first sustainable flow of electrons Electricity has sparked a lot of interest among scientists It s a good thing they figured it out otherwise we d be spending a lot of time in the dark Vid o amp Stills Video Segments Introduction 26 03 to 26 44 Eileen Galindo asks interesting questions about the energy source tha
7. house or apartment and record the reading Monitor the meter for three straight days reading the meter every day at exactly the same time How much does the reading change each day Monitor the change for one hour during a time of normal activity at home Do this three days in a row using the same time interval each day Next with a parent s permission turn on many electrical appliance at home for one hour Compare the amount of energy not electricity used in this one hour to that used in a normal hour on a normal day Auto repair manuals are good sources of circuit diagrams Locate and identify as many different circuit components as possible on these diagrams Try to identify the circuits as series parallel or some combination of the two Share your results with the class and discuss the function of each and its placement in a Circuit Educational materials developed under a grant from the National Science Foundation 37 APPLE WIRED Activity Sheet 3 NAME CLASS PERIOD WHAT YOU RE GOING TO DO You re going to construct electric circuits and investigate how different wiring arrangements can affect a bulb s brightness How TO DO IT gt Finally try lighting two and three bulbs I Work in small groups Using one flash using two batteries Try several varia light bulb and bulb tions of each circuit adding holder one battery and two wires devise as many different ways as you can to make the light bu
8. prep time 60 min class time How does electricity move through a circuit Students explore how electric circuits are wired Using batteries and flashlight bulbs they investigate the difference between series and parallel circuits Students also observe the amount of electric current that is available in each wiring arrangement They increase the amount of potential difference and observe what effect this has on the circuits Teacher s Guide More Information Internet Newton s Apple http www ktca org newtons The official Newton s Apple web site with information about the show and a searchable database of science ideas and activities Work Energy and Potential Difference Cyberschool Africa http www cyberschool co za science electricity ELECTRIC wepdques htm Interesting information about electric ity with activities for students Electroscope Exploratorium http www exploratorium edu snacks electroscope html A good activity with an electroscope Internet Search Words static electricity electrostatics electroscope CAUTION This unit involves use of static electricity and electrical devices Care should be taken that students handle the devices correctly and that no medical device such as a pacemaker is disturbed Educational materials developed under a grant from the National Science Foundation 23 ETE Multimedia Books and Articles Nye Bill Big Blast of Science
9. Greg Sales Seward Learning Systems Inc Minneapolis MN LESSON WRITERS Jon Anderson Fred Bortz Sara Burns Pam Burt Jim Dawson Russ Durkee Vickie Handy Lorraine Hopping Eagan Sheryl Juenemann Chery Lani Juarez Mike Maas Mike Mogil Bruce T Paddock Linda Roach Phyllis Root Zachary Smith Sheron Snyder Caren Stelson Steve Tomecek Edward Voeller Anne Welsbacher REVIEWERS Charles Addison Minnesota Earth Science Teacher s Association Micheal John Ahern Mentor Teacher Science and Math Redwood CA Scott Alger Watertown Mayer Middle School Watertown MN Zan Austin Strickland Middle School Denton TX Jon Barber North Oaks MN Rebecca Biegon Macalester College St Paul MN Juan Cabanella University of Minnesota Rolando Castellanos St Paul Academy and Summit School St Paul MN Sarah Chadima South Dakota Geological Survey Dr Orlando Charry University of Minnesota Dept of Surgery Kristine Craddock Mexico High School Mexico MO Ruth Danielzuk American Cancer Society Steve Dutczak Ph D NASA Richard Erdman Venice High School Los Angeles CA Bruce Fisher Fortuna Elementary Fortuna CA Mike Garcia University of Hawaii Chris Gregg A B O C Inver Grove Heights Family Eye Clinic Inver Grove Heights MN Rick Grigg University of Hawaii Deborah Harden San Jose State University Gloriane Hirata San Jose Unified District Margaret K Hostetter M D University of M
10. Hank Ryan Mounds View High School Arden Hills MN Jan Serie Maclester College St Paul MN Larry Silverberg North Carolina State University Jaine Strauss Ph D Macalester College St Paul MN Thomas Walsh Ph D University of Minnesota Steve Wartburg Fortuna Elementary Fortuna CA Randy Yerrick East Carolina University FIELD TESTERS Scott D Bell Chaminade College Prep St Louis MO Laura S Berry Orland Jr High Orland Park IL Lance Brand Driver Middle School Winchester IN 40 Credits Lorene A Chance East Ridge Middle School Russellville TN Elizabeth Cordle Montgomery Middle School El Cajon CA David Eggebrecht Kenosha Unified Kenosha WI Dennis L Engle East Lawrence High School Trinity AL Dave Fleischman Spring Valley Middle School Spring Valley CA John Frugoni Hillsdale Middle School El Cajon CA Linda Furey Rising Star Middle School Fayetteville GA Rosemary Gonzales Greenfield Middle School El Cajon CA Liz Hendrickson Driver Middle School Winchester IN Bruce M Jones The Blake School Hopkins MN Dave Kahl Wadena Dear Creek High School Wadena MN Theresa Kistner Helen C Cannon Middle School Las Vegas NV Craig Klawitter Wadena Dear Creek High School Wadena MN Linda Love Hillsdale Middle School El Cajon CA Virginia Madigan Montgomery Middle School El Cajon El Cajon CA Steven D McAninch Park Forest Middle School State College
11. What variables were important in this activity How did you control them Which factors were most important in achieving the desired results Why What does the length of the air column have to do with resonance Copyright Twin Cities Public Television amp GPN Permission granted to reproduce for classroom use Activity 3 Feedback Frenzy What makes feedback happen What factors create feedback in an electric guitar system How do rock musicians control the amount of feedback in the system Getting Ready Overview Students investigate feedback with a microphone a speaker and an amplifier They examine feedback through the relationship between the volume of a loudspeaker and the distance between the micro phone and the speaker Objectives After completing this activity students will be able to e explain what factors affect feedback in a guitar system e discuss feedback and how it relates to the volume of an amplifier and the distance between a loudspeaker and microphone Time Needed Preparation Approx 15 min Classroom Approx 40 min Materials For the teacher e a system that will produce feedback a microphone connected to a loudspeaker and amplifier For each group of students access to a microphone and amplifier speaker system e measuring tape e non permanent fine tip markers for marking the volume dial incrementally e graph paper Important Terms amplifier A device that uses volta
12. ae Cem Video Menu Once you select a video and it loads you ll see the first frame of the video segment The video must be started with the arrow at the left end of the scroll bar As you play the video you can pause reverse or advance to any part of the video with the scroll bar You can return to the Clips Menu by click ing on the Video button Multimedia Tools The Newton s Apple staff has designed a product that is flexible so that you can use it in many different ways All of the video clips used in the program are available for you to use outside the program You may combine them with other resources to create your own multimedia presentations You will find all the video clips in folders on the CD ROM You may use these clips for classroom use only They may not be repackaged and sold in any form You will also find a folder for UGather and UPresent These two pieces of software were developed by the Univer sity of Minnesota They allow you to create and store multimedia presenta tions All of the information for install ing and using the software can be found in the folder There is an Adobe Acro bat file that allows you to read or print the entire user s manual for the soft ware We hope you will use these valu able tools to enhance your teaching Students may also wish to use the soft ware to create presentations or other projects for the class Educational materials developed under
13. are neutral and they attract together as they tumbled in the warm dry air of the negative charges Then they acquire a the clothes dryer This leaves the clothes with surplus of negative charges and they move away residual charges causing them to stick together from the charged rod because similar charges repel each other Yes Wall outlets usually have more than one socket These are on the same circuit 5 Yes An ampere is a measure of current and a volt is a What would you say measure of potential difference voltage 6b 7 b 8d 9d 10d Educational materials developed under a grant from the National Science Foundation 25 Multimedia APPLE Unit Assessment What do you know about Electricity Write the answers in your journal or on a separate sheet of paper Think about it 1 Why do socks and other pieces of clothing stick together after being tumbled in a dryer In your house can more than one electrical device be plugged into the same circuit What is the difference between an ampere and a volt What would you say 1 Similarly charged objects a attract each other strongly b repel each other c a and b d none of the above 2 Rubbing two objects such as wool and plastic together creates a static charge because a atoms are transferred from one object to another b electrons are transferred from atoms in one object to atoms in the other object c the electro
14. cup to the inside center of an aluminum pie pan Place a Styrofoam meat tray on top of the aluminum covered cardboard and rub the Styrofoam with fur Place the pie pan on top of the meat tray Touch the aluminum foil with one finger and the top of the pie pan with another Using the paper cup as a handle lift the pie pan and touch it to the probe on the electroscope The electroscope now has a negative charge Have students work together in small groups Explain to the students that they are going investigate the transfer of electrons between objects The groups should have a rubber rod glass rod and plastic pipe along with fur silk and sponge to rub on the rods and pipe They can then use the pith ball electroscope Styrofoam peanuts paper disks or other materials of their choosing to test the kind and strength of the charges Tell students that the electroscopes are negatively charged Students should design and conduct their own tests that will help them quan tify or evaluate the type of charge that is transferred and the strength of the charge They should test which materials work best for trans ferring electrons from one to another which materials develop the strongest charge and any other tests they may wish to design Tell students to record all their observations Evaluate 1 What is transferred and changes the charge on objects when they are rubbed together electrons 2 A small glass bottle is suspended from a stri
15. electric circuits must be completed to have a flow of electric cur may be done by demonstrating its rent Ask the students the following questions How many examples of use in a simple circuit It should be electric circuits can you think of Can you think of electric circuits that pointed out that it is measuring the are wired in different ways How do the wires that electric companies amount of current charge second being moved by the power source battery and that it is measuring this m ampa e an Amme is Use el In the video why was David Heil insulated when he went near the this activity it will need to be wired in series with the light bulbs to get a wires For protection It reduces the possibility that David might reading complete a circuit and be electrocuted e Wiring the bulbs in parallel can be a source of frustration for students Ask students how electricians or engineers know how to wire compli You may have to provide some cated circuits Explain that they follow wiring diagrams that use special additional guidance for some groups symbols Introduce them to these electrical symbols e Have extra batteries available e If they are available short wire Wire Connection leads with small alligator clips on each end make this activity easier to Power Source battery perform e Students may wonder where 3 fuses breakers and switches fit into a BP Resistor light bulb circuit These can be added b
16. learn the difference between static electricity and current electric ity Objectives After completing this activity students will be able to e discuss the role of electrons in generating and maintaining electric current e identify and describe the key components of a wet cell battery e apply their understanding of a battery to other electricity producing devices Time Needed Preparation approximately 45 min Classroom approximately 60 min Materials For the teacher e 14 gauge copper wire e iron nail e lemon e voltmeter Each team of students e apron e goggles or safety glasses e 250 ml beaker or battery jar e 2 glass rods e 2 wire leads banana plug on one end and alligator clip on the other about 60 cm long copper strip e 75 ml of weak sulfuric acid e tinstrip e voltmeter zinc strip e AA battery e iron nail e flashlight bulb and holder e 75 ml of vinegar e lemon e 75 ml of lemon juice potato Important Terms battery A device consisting of two dissimilar conductors and an electro lyte that converts chemical energy to electrical energy electrolyte A conducting medium such as a conducting liquid in which the flow of current is accompanied by the movement of matter generator A device that transforms mechanical energy into electrical energy volt A unit for measuring potential difference voltage potential difference A measure of electrical force or
17. powerful sound of electric guitars However it is the science of sound reso nance and electricity that makes it all possible The electric guitar is essentially a device that transforms the mechanical energy of a vibrat ing metal string into an electrical impulse of the same frequency in the guitar s magnetized pick up coil The amplifier enlarges the electrical pulse and sends it to a speaker If you ve been to a rock concert or watched a music video you may have seen guitarists holding their instruments close to their amplifiers to create a loud squealing sound That squeal is feedback Feedback occurs when a microphone or an electric guitar picks up sound waves from a loudspeaker and sends them back to the amplifier where they came from The waves are then amplified again and rebroadcast through the speakers once more This process repeats itself over and over very quickly Each time the sound waves are amplified the volume of the broadcast sound increases The closer the microphone is to the speaker the louder the original sound is and this also con tributes to the volume of the feedback You ve probably heard feedback in an auditorium or sports arena Resonance All elastic objects such as guitar strings will vibrate at a characteristic frequency when struck This is called the natural frequency of the object An object will also vibrate at its natural frequency when it picks up the vibrations of another object of the same f
18. ruler on the paper again and bring it close to some tiny scraps of paper The small scraps of paper will be attracted to the ruler Ask students if this is similar to the two rulers Accept all answers Explain that almost all objects are naturally neutral that is they have the same number of positive and negative charges However when two objects touch or are rubbed together one of them may attract electrons from the other giving one of the objects excess electrons or extra negative charges and leaving the other object with a short age of electrons A substance with excess electrons is negatively charged and one that has lost electrons is positively charged Tell students that objects with different charges attract each other and objects with the same charge repel each other Show Video Clip 1 26 46 to 29 38 in which Dr Al Green demon strates the power of static electricity According to the video why does static electricity discharge quickly What is necessary for a sustained electrical discharge A generator or battery Activity 1 Explore Approx 45 min Demonstrate and explain how to use an electroscope Touch the probe of the electroscope to show students how to discharge the device Students should not touch the leaves of the electroscope or disassemble the device Transfer a negative charge to the electroscopes before students begin their experiments Wrap aluminum foil around a sheet of cardboard Tape a paper
19. the arms Ask students if they can think of other examples of mechanical resonance A person pushing someone on a swing is one example The vibration of a swing the movement back and forth can be amplified if a small push is provided that matches the vibration of the swing Explain that this is true with any two similar objects if a vibrating object is given a push that corresponds to its natural fre quency the amplitude of its vibrations become larger Use a simple pendulum to demonstrate this phenomenon Explain that the amount of energy in the push does not have to be large It can be increased with small properly timed forces Activity 1 Explore Approx 45 min Have students work in groups Explain that they are going to investi gate natural frequency and resonance using pendulums Have them prepare four pendulums Two of the pendulums should be equal in length and weight The other two should be different lengths and or weights Have students rest a coat hanger wire at least 45 cm in length across a space between two chairs or tables Tape the ends of the wire to keep it from moving Have students suspend the two equal pendulums from the wire Have them give one pendulum small short pushes just as they would push a person on a swing to increase the vibration of the pendulum Have them record their observations Explain that the phenomenon they observed is mechanical resonance After they have recorded their obser
20. the results of later trials e If the students observe bubbling at the electrodes tell them it indi cates a chemical reaction is occur ring e If it is appropriate view the entire Newton s Apple video segment on electricity after completing the activity 32 Electricity Electricity Here s How Preparation Set up the computer to play the CD ROM or set up the VCR and cue tape Gather the materials for each team of students Make a copy of Activity Sheet 2 for each student Review the information in the Background on page 24 Engage Approx 20 minutes Ask students what the function of a battery is Ask students to think of devices that are run by batteries Ask them what is inside a battery that produces electricity and whether all the batteries are the same Accept all answers Take out a lemon and ask students if they have ever seen this kind of battery Can a lemon light up a light bulb Insert a 14 gauge copper wire and an iron nail into the lemon Wire it up to a flashlight bulb Have the students describe what they observe Given what they have just observed ask them if they can figure out what is necessary to make a wet cell battery two different conduc tors and an acid or electrolyte Show Video Clip 2 29 38 to 30 27 in which David Heil cranks a generator to push electrons through a circuit and light up a light bulb Ask your students what happens when the batteries are removed from a porta
21. the results of the wiring arrangement Have students work in small groups Encourage them to make careful notes of their observations in their journals and to use the proper electrical circuit symbols Evaluate 1 While testing strings of holiday lights by plugging each string into an outlet you find that one bulb in burned out in the middle of one string of lights The rest of the bulbs however are shining brightly Is this string of lights wired in series or in parallel Explain your choice It is wired in parallel This allows current to pass to other bulbs and keep them lit If wired in series the circuit would be interrupted and the remainder of the bulbs would not light 2 Sometimes people say that a certain appliance uses up a lot of electricity Do appliances use up electricity Appliances do not use up electricity however they do use up energy 3 Suppose you fall from a building and on the way down you grab a high voltage power wire Assuming that the wire holds you will you be electrocuted If the wire then breaks should you continue to hold on to the end of the wire as you fall Explain You would not be electrocuted due to the fact that you are not grounded to any other object and are not completing a circuit Once the wire breaks you would be wise to let go in an effort to avoid touching the ground with the wire in your hand and completing the circuit Try This Locate the kilowatt hour meter for your
22. Explain that students will use the voltmeter to measure the strength of the current from their wet cells Demonstrate how to create a wet cell by placing the two glass rods across the top of the beaker and using the alligator clips to attach the conductor strips Students can construct several different wet cells from the materials Students should predict which one will produce the strongest current and test their predictions Students may experiment with different variables including the kinds of conductors the amount or kind of electrolyte the distance between the conductors etc Groups should present their findings to the class and discuss the similarities and differences in their results Evaluate 1 What would happen if the two metal conductor strips touched one another Would the circuit still be complete They would break the circuit and no current would be produced 2 When a battery is connected to a complete circuit charges flow in the circuit almost instantaneously Explain The electrons in a conductor easily transfer this charge When the battery is connected it provides a push for this transfer of the charge 3 Why is it possible for foods such as lemons limes bananas apples cucumbers tomatoes and potatoes to be used as part of a wet cell And why do some foods work better than others These foods work well because they are somewhat acidic The more acidic a food is the better conductor it is Try This
23. Most local power companies have good educational outreach programs You may wish to call one and have them send you the path that the electricity follows to get from the power generating plant to your school You may wish to study the diagram found at Resource Button C on the CD ROM Have them include the output voltage at the power plant and the incoming voltage to your school Use this path as a map for a field trip to the power generating plant and take a tour of the plant Test several different types of batteries to determine which have the largest potential difference and which put out the most current Try to wire together several of the different battery types and measure the same two quantities After you have obtained your results speculate on which batteries will be best for particular applications Educational materials developed under a grant from the National Science Foundation 33 eee BATTERIES REQUIRED Activity Sheet 2 NAME WHAT YOU RE GOING TO DO CLASS PERIOD You re going to construct different wet cell batteries and investigate how they supply electricity How TO DO IT I Work with a group of classmates Be sure you are wearing an apron and goggles and follow standard safety procedures You are to construct at least three different wet cells and mea sure the current they generate First decide which conductors and which electrolyte to use for each of your group s wet cell Record this informatio
24. New York Addison Wesley 1993 Full of wonderful activities and ideas for communicating and investigating scientific concepts VanCleave Janice Physics for Every Kid New York John Wiley Publishers 1991 A good resource book contain ing topic specific activities and ideas geared for upper elementary to middle school students Williams John Projects with Electricity Milwaukee Gareth Stevens Children s Books Contains numerous easy to construct electricity experiments Appropriate for upper elementary to middle school students Bauman Robert P and Adams Saleh Misunderstandings of Electric Cur rent The Physics Teacher May 1990 p 334 Willis Courtney W and Nicholson Lois The Lemon Screamer the Lasagna Cell and the Physics Teacher The Physics Teacher May 1990 p 329 Community Resources Local electric utility company Physics department at a local college or university 24 Electricity Electricity Background At 6a m your clock radio buzzes you out of a sound sleep You stumble out of bed flip on the lights and after a hot shower get dressed and head to the kitchen for breakfast A couple pieces of toast with some fruit and milk do the trick You check the clock and see it s 7 28 time to head out to catch the bus How would your morning have been different without electricity No clock radio no electric lights a cold shower no toast the list goes on and on Virt
25. Newton s Apple has developed a set of lessons activities and assessments for each video segment The content and pedagogy conform with the Na tional Science Education Standards and most state and local curriculum frameworks This Teacher s Guide presents lessons using an inquiry based approach If you are an experienced teacher you will find material that will help you expand your instructional program If you are new to inquiry based instruction you will find information that will help you develop successful instructional strategies consistent with the National Science Education Stan dards Whether you are new to inquiry based instruction or have been using inquiry for years this guide will help your students succeed in science WE SUPPORT THE NATIONAL SCIENCE EDUCATION STANDARDS The National Science Education Standards published by the National Research Council in 1996 help us look at science education in a new light Students are no longer merely passive receivers of information recorded on a textbook page or handed down by a teacher The Standards call for students to become active participants in their own learning process with teachers working as facilitators and coaches Newton s Apple s goal is to provide you with sound activities that will supplement your curriculum and help you integrate technology into your classroom The activities have been field tested by a cross section of teachers from around th
26. PA Robert J Nicholson Von Tobel Middle School Las Vegas NV Jim Parker Spring Valley Middle School Las Vegas NV Joyce Perkins Whatcom Day Academy Bellingham WA Sharon Reynolds Independence Secondary School Christiansburg VA Judy Stellato Jerling Jr High Orland Park IL Ralph V Thomas Helen C Cannon Middle School Las Vegas NV Credits Robin Tomasino Masconomet Regional Jr High Topsfield MA Donna Treece East Ridge Middle School Russellville TN Darrell Warren Von Tobel Middle School Las Vegas NV Janis Young Montgomery Middle School El Cajon CA SPECIAL THANKS Partners American Psychological Association 750 First Street NE Washington DC 20002 202 336 5500 http www apa org Minnesota Department of Children Families and Learning Capitol Square Building 550 Cedar Court St Paul MN 55101 651 296 6104 http clf state mn us Fender Musical Instruments Corporation 7975 North Hayden Road Suite C 100 Scottsdale AZ 85258 606 596 7242 http www fender com W L Gore amp Associates Inc 551 Paper Mill Road PO Box 9206 Newark DE 19714 9206 302 738 4880 http www gore com National Science Foundation 4201 Wilson Boulevard Arlington VA 22230 703 306 1234 http nsf gov Regents of the University of Minnesota Twin Cities General Biology Program http biomedia umn edu Waltham Consumer Affairs RO Box 58853 Vernon CA 90058 800 525 5273 http
27. Sewers Infrared Reflection Hearing Human Eye Geothermal Energy Glaciers Nicotine Smiles Greenhouse Effect Ozone Sports Physics Meteors Solar Eclipses Hang Gliders Surfing Phases of the Moon The Sun High Wire Skateboards Spinning Water skiing Individual Packages 49 95 To order by mail To order by phone call toll free Three CD collection 119 45 1 800 228 4630 Four CD collection 159 95 G fa Fax your order to 1 800 306 2330 EE ee E mail your order to P O Box 80669 gpn unlinfo unl edu Lincoln NE 68501 0669 Order today Distributed by Box 80669 Lincoln Nebraska 68501 800 228 4630
28. a grant from the National Science Foundation 5 Multimedia Technical Information Refer to the notes on the CD ROM case for information concerning system re quirements Directions for installing and running the program are also provided there Make sure you have the most current versions of QuickTime and Adobe Acro bat Reader installed on your hard drive The installation programs for QuickTime 3 QuickTime Pro and Acrobat Reader 3 0 can be found on the CD ROM Double click on the icons and follow the instructions for installation We recom mend installing these applications before running the Newton s Apple Multimedia program Trouble Shooting There are several Read Me files on the CD ROM The information found there covers most of the problems that you might encounter while using the pro gram 6 Introduction INTEGRATING MULTIMEDIA We suggest that you have the CD ROM loaded and the program running before class Select the video and allow it to load The video usually loads within a couple of seconds but we recommend pre loading it to save time All of the video segments are captioned in English The captions appear in a box at the bottom of the video window You can choose to play the clips in either English or Spanish by clicking one of the buttons at the bottom right of the screen You can also choose Spanish or English soundtracks for the scientist profile The Resources butt
29. access to enough electrocscopes instructions for building simple electroscopes can be found at these web sites http www mos org sin toe simpleelectroscope html http www exploratorium edu snacks electrocscope html Educational materials developed under a grant from the National Science Foundation 27 Multimedia Video Clip 1 26 46 to 29 38 Physicist Dr Al Green demonstrates the power of static electricity 2 min 52 sec Guide on the Side e You may wish to begin the lesson by viewing the Introduction from the Video Menu on the CD ROM 26 03 26 44 Find out what students already know about electricity As a class discuss the questions posed by Eileen Galindo e This is a very open ended activity Be prepared to work with some groups to provide some examples and help them design their own procedures Remind students to follow good laboratory procedure and eliminate as many variables as possible in each of their tests e You may wish to ask questions such as How far will a charge travel through air Does the duration or pressure of the rubbing items together make any difference What do you observe when a charged object is held near the pith ball e The plastic pipe used in under ground sprinkler systems works particularly well for this activity e Activities with static electricity are best done on a dry cool winter day However with the exception of a very humid
30. and then louder as they are converted to sound energy in the speakers Activity 2 Explore Approx 40 min Tell students they are going to explore how vibrations of a column of air can produce resonance Have students work in small groups Explain that their goal is to use resonance to amplify a sound Provide them with the materials they need Tell students that the tube can be used to create a column of air A tuning fork will be used to create the sound waves The surface of the water can be used to reflect the sound waves Students should decide how they are going to create the effect of resonance with the tools provided They should then test their idea After each trial they should discuss their observations and adjust their experiment accordingly After most groups have achieved the goal discuss their observations and results Most groups should discover that they can place the tube upright in the water and sound the tuning fork at the open end of the tube By slowly moving the tube up or down lengthening or short ening the column of air in the tube they will find the point where the frequencies resonate Ask the students what happened to cause the resonance Lead stu dents to understand that when the tone from the tuning fork reached the water in the tube it was reflected When the air column is the right length the vibration of the returning air molecules matches the vibration of the incoming tone The result is res
31. ar 1 min 5 sec Multimedia Resources Button A Button B Video Paper Cup Newton s Apple Science Try It Video Singing Wine Glass Newton s Science Try It about resonance Button D Button C Diagram Wave shapes of sound and noise Diagram A comparison of the parts of electric and acoustic guitars Unit Assessment Answer Key The Unit Assessment on the following page covers the basic concepts presented in the Newton s Apple video segment and the Background section in this guide The assessment does not require completing all of the activities The Unit Assessment may be used as a pre or post test However students should view the com plete Newton s Apple video before doing this assessment There is additional assessment at the end of each activity Think about it 1 Resonance is a phenomenon that occurs when 4 It is resonance when the pushes match the vibrations striking an object match the natural rhythm of the person on the swing If the frequency of the object The resulting sound pushes are not synchronized with the swinging has a greater amplitude it is louder motion the pushes will not have a resonant A sound wave from a loudspeaker vibrates an effect electric guitar string producing electric im The windows have different natural frequencies pulses in the pick up coil and sending them A window will not vibrate unless it has the same back to the amplifier basic rate of vibration as the moving truck
32. ble CD player Does the current still flow Why or why not Could something else take the place of the batteries and provide the push What would it be a generator or an electric line Ask students how a generator is similar to a battery They both provide the necessary push to keep electrons moving Show Video Clip 3 30 27 to 31 38 David and Al Green use beach balls to illustrate how electricity must be able to move through a complete loop to be useful Furthermore this loop must have some thing to push the electricity through it Introduce the students to a voltmeter This may be done by demon strating its use in a simple circuit It should be pointed out that the voltmeter is measuring the amount of potential difference push of the power source and that it is measuring this in volts Activity 2 Explore Approx 40 min Have students work in small groups Explain to the students that they will be exploring wet cells and measuring in volts how much poten tial difference each wet cell can provide Stress that goggles and aprons must be worn at all times when performing this activity Tell students that they will be constructing various wet cells and measuring how much potential difference each one generates Dem onstrate and explain how to connect the metal strips to the glass rods using the alligator clip ends of the wire leads see illustration on Activity Sheet 2 Demonstrate the hook up and use of the voltmeter
33. can cause serious hearing loss Increase volume levels very slowly As soon as feedback is present turn the volume level down immedi ately 2 Work with a group of classmates Brainstorm and list answers for this question What factors or variables contribute to feedback in a sound system gt Choose two variables and figure out a way to test how they affect feedback Write down a plan for carrying out your test and collecting data Before you try your plan have your teacher approve it 4 Try to control all the variables so that you get accurate data You may want to perform sev eral trials and average the results RECORDING YOUR DATA In your journal list the variables that you are testing Write out a plan for testing the variables Your plan should include the procedure your will follow how you will collect data and how you will use the data to form a conclusion Create a data table in your science journal to record your measurements and observations If possible create a graph that displays your data WHAT DID YOU FIND OUT What variables did your group test Did your experiment provide you with useful information Why or why not Explain how each of the variables affected the creation of feedback Did the variables have an equal effect on creating feedback If not which was the most important Why Copyright Twin Cities Public Television amp GPN Permission granted to reproduce for classroom use ben Elect
34. day good results can be obtained anytime On a humid day use a hair dryer to dry the test materials and to provide good results with this activity e If itis appropriate view the entire Newton s Apple video segment on electricity after completing the activity 28 Electricity Electricity Here s How Preparation Set up the computer to play the CD ROM or set up the VCR and cue tape Gather the materials for each team of students Make a copy of Activity Sheet 1 for each student Review the information in the Background on page 24 Engage Approx 15 min Ask your students about their experiences with static electricity Have students give examples of when they ve felt a discharge of static electricity What caused it Make it clear that static means not moving and the spark that they may see is not static electricity Tell students you are going to demonstrate how objects store static electrical charges Charge a plastic ruler by rubbing it vigorously on a sheet of paper Suspend the ruler from a ring stand with a piece of thread tied around the middle of the ruler Charge an identical plastic ruler the same way Bring this ruler close to the suspended ruler The suspended ruler will move away from it Ask students what they observed The rulers repelled each other because they have the same electrical charge Ask students for their ideas about why this hap pens Accept all reasonable responses Rub the
35. disprove your hypothesis Why or why not What ways could your experiment be changed to make it better Compare your results with the results of other groups How can you explain the differences Copyright Twin Cities Public Television amp GPN Permission granted to reproduce for classroom use Activity 2 How Waves Behave What are sound waves Can one sound wave amplify another How How are sound waves reflected Getting Ready Overview Students investigate waves sound waves and resonance They explore how to set an air column vibrating and determine how to amplify a sound wave by producing resonance Objectives After completing this activity students will be able to e explain how sound waves resonate e explain constructive and destructive interference in waves e define and describe the characteristics of a standing wave Time Needed Preparation Approx 20 min Classroom Approx 40 min Materials For the teacher e Slinky e piece of rope about 3 m 10 ft long e two tuning forks with the same pitch For each group of students e container of water about the size of a one quart jar e tuning fork e paper towel tube Important Terms antinodes The point in a standing wave having maximum motion constructive interference Rein forcement When the peak of one vibration or wave falls on top of the crest of another The effect amplifies the vibration destructive interference
36. e the wave will grow until water spills out of the tub Educational materials developed under a grant from the National Science Foundation 13 ete RESONANCE Activity Sheet 1 NAME ooo CLASS PERIOD WHAT YOU RE GOING TO DO You re going to investigate natural frequency and resonance using pendulums How TO DO IT I Work with your group Make four pendulums out of string and washers Two of the pendulums should be equal in length and weight The other two should be different lengths and or weights Rest a coat hanger wire across a space between two chairs or desks Tape the ends of the wire to keep it from moving 2 Suspend the two equal pendulums from the wire Give one pendulum small short pushes just as you would push a person on a RECORDING YOUR DATA swing to increase the vibration swing Write your hypothesis below Record your ing of the pendulum Record your obser observations and plan in your science jour vations nal Create a data table to record informa tion and observations from your experi gt Discuss your observations with your group Then formulate a hypothesis about the resonance between the various pendu Hypothesis lums you constructed ments 4 Develop a plan for testing your hy WHAT DID YOU FIND OUT pothesis Then carry out your plan Be How is resonance demonstrated in the movement sure to record your plan and observations of the pendulums Did your test prove or
37. e country Some of the activities are more basic other activities are more challenging We don t expect that every teacher will use every activity You choose the ones you need for your educational objectives Educational materials developed under a grant from the National Science Foundation 3 i ABETE Multimedia Teacher s Guide We suggest you take a few minutes to look through this Teacher s Guide to familiarize yourself with its features Each lesson follows the same format The first page provides an overview of the activity learning objectives a list of materials and a glossary of important terms The next two pages present a lesson plan in three parts ENGAGE EXPLORE and EVALUATE e ENGAGE presents discussion questions to get the students involved in the topic Video clips from the Newton s Apple segment are integrated into this section of the lesson e EXPLORE gives you the information you need to facilitate the student activity e EVALUATE provides questions for the stu dents to think about following the activity Many of the activities in the collection are open ended and provide excellent opportu nities for performance assessment GUIDE ON THE SIDE and Try THIs are features that provide classroom management tips for the activity and extension activities 4 Introduction Usna THE CD ROM When you run the Newton s Apple CD ROM you will find a main menu screen that allows you to c
38. eet but it does shake a neighbor s window Why Natural frequency is a a vibrating guitar string b very fast vibrations c the speed of sound waves d the basic rate of vibration of an object In an electric guitar the pick up coil a changes the vibrations of the string into electrical impulses b amplifies the sound of the string c changes electric pulses into vibrations d improves the sound of the guitar 10 Resonance occurs when a the volume of a loudspeaker is turned up b the speed of sound waves are increased c the number of sound waves is increased d a vibration gets a boost from a similar vibration Copyright Twin Cities Public Television amp GPN Permission granted to reproduce for classroom use Activity 1 Resonance What is vibration Can one vibrating object affect another object Does each object vibrate the same as other objects What s an object s natural frequency What is resonance How is resonance created Getting Ready Overview What is mechanical resonance Students learn about natural fre quency and how a vibrating object can affect a similar nearby object strengthening vibrations and causing resonance Objectives After completing this activity students will be able to e explain how and when a vibrating object can affect nearby objects e discuss how resonance strengthens vibrations Time Needed Preparation Approx 10 min Classr
39. elsen Additional Resources Coordinator Michael Watkins Susan Ahn Sandy Schonning David Yanko Production Managers Lisa Blackstone Erin Rasmussen Producers Steve Flynn Producer Editor Videographer Lesley Goldman Danika Hanson Kim MacDonald Associate Producers Janet Raugust Screen Designer Ben Lang Production Assistant Linda Lory Blixt Field Test Coordinator Michael Johnston Joe Demuth Short Course Facilitators Nick Ghitelman Intern NEBRASKA EDUCATIONAL TELECOMMUNICATIONS John Ansorge Interactive Media Project Manager Andy Frederick Interactive Media Designer Christian Noel Interactive Media Project Designer Kate Ansorge Intern GREAT PLAINS NATIONAL Tom Henderson Jackie Thoelke Diane Miller Diedre Miller Guide Design and Production NATIONAL ADVISORY BOARD Rodger Bybee National Academy of Sciences Richard C Clark Minnesota Department of Education Retired Credits Dave Iverson Imation Enterprises Corporation Vadnais Heights MN Dr Roger Johnson University of Minnesota Dr Mary Male San Jose State University Dr Carolyn Nelson San Jose State University Lori Orum Edison Language Academy Santa Monica CA Janet Walker B E T A School Orlando FL Michael Webb New Visions for Public Schools New York NY SENIOR ADVISORS David Beacom National Geographic Society Dr Judy Diamond University of Nebraska State Museum Dr Fred Finley University of Minnesota
40. er Blow across the mouth of the bottle to produce a sound Do the same with the bottle next to a guitar or violin A sound comes from the instrument Add more water and try it again Why does the vibrating air set off one string and not another Listen to the sea Put a seashell or a can to your ear What do you hear The air inside the seashell is vibrating in resonance with some of the sounds outside the shell Research how marimbas and pipe organs work and report to the class Educational materials developed under a grant from the National Science Foundation 17 a HOW WAVES BEHAVE Activity Sheet 2 NAME CLASS PERIOD WHAT YOURE GOING TO DO You re going to explore how vibrations in a column of air can produce resonance How TO DO IT I Work with a group of classmates Your goal is to create a resonance that will amplify a sound The tube can be used to create a column of air The tuning fork will be used to create the sound waves The surface of the water can be used to reflect the sound waves 2 With your group decide how you can create the effect of reso nance with the tools provided Think about what you know about resonance and apply it Test your idea After each trial discuss your observations Adjust your experi ment and try again RECORDING YOUR DATA In your journal record how your group went about creating the effect of resonance Record your observations WHAT DID YOU FIND OUT
41. from their data and observations When all groups have finished each group should discuss its results with the entire class What common factors did they discover What might account for differences in data Evaluate 1 Can feedback be created by directing one loudspeaker toward another Why or why not No The sound must be fed electronically back into the amplifier 2 Rock musicians often move toward and away from their amplifiers during a performance What is the reason for this Distance from the amplifier is one of the factors that affects feedback 3 Sometimes public address systems produce feedback What advice would you give someone with a microphone who wants to avoid this Advise the person not to direct the microphone toward any of the speakers Turn down the volume Try This Get a real electric guitar and amplifier and investigate feedback using the same variables Compare the results Find out what could happen to a speaker system if feedback were not prevented Could any physical damage be done to a speaker or amplifier Use audio shops as resources for informa tion Educational materials developed under a grant from the National Science Foundation 21 NEWTON S ime FEEDBACK FRENZY Activity Sheet 3 NAME CLASS PERIOD WHAT YOU RE GOING TO DO You re going to design an experiment and test the factos that cause feedback How TO DO IT I WARNING The feedback you produce in this activity
42. ge to increase the size of electric impulses that are converted to sound by the loudspeakers feedback The continual return of a portion of the output of a speaker into the sound amplifying system input The energy or electric impulse fed into an amplifier output The sound vibrations emitted by a loudspeaker Educational materials developed under a grant from the National Science Foundation 19 Video Clip 2 39 46 to 40 51 Ted Nugent cranks up his guitar and gets some heavy feedback 1 min 5 sec Guide on the Side e You may wish to begin the lesson by viewing the Introduction from the Video Menu on the CD ROM 86 00 to 36 44 Find out what students already know about electric guitars and amplification As a class discuss the questions posed by Eileen Galindo e You may wish to conduct this activity in an auditorium or other space where other classes will not be disturbed by the sound e For students to get a measure ment for the volume setting they may have to mark increments on the volume dial They should be able to measure distance between the speaker and microphone with a centimeter ruler to the nearest millimeter e Remind students to measure and record their data carefully e Remind students to follow good laboratory procedures to eliminate variables that could affect their results e If time allows you may wish to have students view the entire Newton s Apple video segment on
43. he feedback produced by this activity has the potential for causing serious hearing loss Students should be strongly cautioned to increase volume levels very slowly As soon as feedback is present the volume level should be turned down immediately to the lowest setting Tell the students that they are going to investigate and test various factors affecting feedback Activity 3 Have students work in groups Have groups begin by brainstorming and listing the variables that affect the creation of feedback volume of the speaker size of the amplifier distance between microphone and speaker direction of the microphone etc They should then develop a plan to test and evaluate the relationship between any two variables The plan should explain the procedure they will follow and how they will collect and organize the data that s generated Before groups carry out their plans check to make sure the variables and procedure are realistic For example students might choose to test the relationship between D the distance between the speaker and microphone and V the volume level of the amplifier They would carry out this test by setting the microphone a given distance from the loudspeaker and slowly turning up the volume until feedback occurs They would then turn down the volume and move the microphone farther away and perform the procedure again The data could be easily graphed on a simple x y axis They should then draw some conclusions
44. hoose either of the two Newton s Apple topics or the scientist profile Simply click on one of the pictures to bring up the menu for that topic Main Menu Once you have chosen your topic use the navigation buttons down the left side of the screen to choose the information you want to display DOWN To EARTH Topic Menu The Background button brings up a short essay that reviews the basic science concepts of the topic This is the same essay that is in the Teacher s Guide PLAYING THE VIDEO The Video button allows you to choose several different clips from the video seg ment We have selected short video clips to complement active classroom discussions and promote independent thinking and inquiry Each video begins with a short introduction to the subject that asks several questions These introductory clips can spark discussion at the beginning of the lesson The Teacher s Guide for each activity presents specific strategies that will help you engage your students before showing the video Each of the individual clips are used with the lesson plans for the activities The lesson plan identifies which clip to play with each activity Pavie Hep ome jara mnen ey TERS rr ETAPA ialla Ps i COHN s TEE EDSTSISIM PALI POH big PLAET JECA I CEE Sy ee ce A EEN ad a a fr BEATEN fee Her ssa dee Armana e ere SPF CTE RT Bah eae b HACE DHIE 18 CMEC IE SIS ALIH k fare HEIL OR T TEST nm ar rug pma peN HH
45. innesota Neil F Humphrey University of Wyoming Lisa Hunter Ph D University of Minnesota Sally Jenkins Roosevelt Elementary Minot ND Bruce Jones The Blake School Hopkins MN Leslie Kline Metcalf Junior High Burnsville MN Tom Krinke Maple Grove Junior High Maple Grove MN Frank Lu University of Texas Arlington Cynthia MacLeod Sabin Early Childhood Education Center Portland OR Robert March University of Wisconsin Madison Shannon Matta Ph D Minneapolis Medical Research Foundation Ken Meyer Coon Rapids High School Coon Rapids MN Lou Mongler Mexico High School Mexico MO Educational materials developed under a grant from the National Science Foundation 39 S Qar Candy Musso Vineland Elementary School Pueblo CO John Musso Pueblo Technical Academy Pueblo CO Debbie Nelson Bay Trail Middle School Penfield NY Jack Netland Maple Grove High School Maple Grove MN Joyce Nilsen Technology Learning Campus Robbinsdale MN Ingrid Novodvorsky Mountain View High School Tucson AZ Jon Pedersen East Carolina University MaryBeth Peterson Roosevelt Elementary Minot ND Alberto Ramirez Spanish Translator Miami FL Bev Ramolae Technology Learning Campus Robbinsdale MN Brad Randall Osseo Area Schools North Maple Grove MN Gina Roetker Strickland Middle School Denton TX Fernando Romero University of Houston Dr Lawrence Rudnick University of Minnesota
46. itor collect dust so easily How does an electric charge collect on an object Getting Ready Overview Students learn about static electricity and the how a transfer of electrons can cause objects to carry a positive or negative charge Students use an electroscope to explore the charges that are transferred between different materials Objectives After completing this activity students will be able to e describe how a static charge is accumulated on an object e explain how charged objects repel and attract e identify positively and negatively charged objects Time Needed Preparation approximately 45 min Classroom approximately 60 min Materials For the teacher two plastic rulers piece of paper tiny slivers of paper ring stand thread aluminum foil aluminum pie plate Styrofoam meat tray cardboard square larger than the meat tray paper cup masking tape For each group of students hard rubber rod flexible plastic one inch diameter water pipe glass rod piece of fur piece of silk foam rubber pith ball with silk thread attached and ring stand electroscope Styrofoam packing peanuts tiny pieces of paper Important Terms electron A negatively charged particle that can be found in all atoms electroscope A device that detects the presence of an electric charge on an object static electricity An electric charge that builds up and is stored on an object NOTE If you do not have
47. lb light up In your journal make a diagram of each of your arrangements and indicate whether the bulb lit up or not either additional light bulbs or batteries Carefully ob serve the results 4 Identify each circuit as either series or parallel RECORDING YOUR DATA In your journal record the following information about each of the circuits you cre ate Include a diagram of each circuit e Try the activity again Use one bat tery and two bulbs Use as many wires as you need Devise as Circuit many different ways as you can to make N nb Toa both light bulbs light up In your journal saat ean P make a diagram each of your arrangements and indicate if the lights were dim or bright Then do the same with one battery and three flashlight bulbs Number of batteries Series or parallel Observations WHAT DID you FIND OUT How did you test if a circuit was series or parallel What did you learn when you wired two bulbs using one battery Were the bulbs equally bright Did it matter whether the circuit was a series or parallel When you used two batteries did the brightness of the bulbs change Were all of the bulbs equally bright CD ROM PROJECT STAFF KTCA TV NEWTON S APPLE MULTIMEDIA Dr Richard Hudson Director of Science Unit David Heath Lee Carey Curriculum Development Managers Cori Paulet Paddy Faustino Curriculum Development Coordinators Edward Voeller Lesson Editor Jeffrey Ni
48. n Then predict which of the three will deliver the strongest current You can measure the cur rent by using a voltmeter or by connecting the wet cell to a light bulb e Be sure to carefully wash and dry all of the materials you use after each trial RECORDING YOUR DATA Create a data table for each of your trials You should include the following informa tion for each trial Trial Conductor 1 Conductor 2 Electrolyte Amount of electrolyte ml Prediction Observations Conclusions WHAT DID YOU FIND OUT Which wet cell provided the greatest potential difference If you could do the activity over what would you do differently Why Compare your results with the results of other groups What similarities and differ ences do you discover Copyright Twin Cities Public Television amp GPN Permission granted to reproduce for classroom use Activity 3 Wired How is electricity carried through a circuit How does a battery light a bulb Could you feel the electricity if you were part of a circuit How is it possible to run several electrical devices from the same outlet Does the electricity get used up in an appliance Getting Ready Overview How does an electric circuit bring power from a battery to a light bulb Students explore how electric circuits are wired Using batteries and flashlight bulbs they investigate the difference be tween series and parallel circuits Students also obse
49. n sound They experiment with waves and create a resonant sound in a vibrating column of air 3 Feedback Approx 15 min prep 40 min class time What is feedback in an electric guitar Students examine factors that produce feedback They explore the relationship between the volume setting of an amplifier speaker and the distance between the speaker and a microphone or guitar ABBR E Electric Guitar Le Teacher s Guide More Information Internet Newton s Apple http www ktca org newtons The official Newton s Apple web site with information about the show and a searchable database of science ideas and activities The Universe as a Guitar New York University http www nyu edu classes neimark UNIVERS html This neat little activity shows the design of sound Sound Waves University of Manitoba Canada http www umanitoba ca faculties arts linguistics russell 138 sec4 acoustl htm Illustrations of sound waves Sound Simulations http www explorescience com Many interactive simulations including a number of demonstrations of waves and sound Internet Search Words resonance sound waves feedback electric guitars Educational materials developed under a grant from the National Science Foundation 7 Books Friedhoffer Robert Sound Book 4 Scientific Magic Series New York Franklin Watts 1992 Good source of experiments and clear explanations of the science of sound Mac
50. ng It is free to spin around A negatively charged comb held nearby is seen to attract the bottle Does this mean that the bottle is positively charged Explain Yes Because opposites attract the bottle would carry a positive charge to be attracted to the negatively charged comb 3 If the comb repelled the bottle what could you conclude if any thing about the charge on the bottle Explain You could conclude that the bottle was negatively charged because objects with the same charge repel one another Try This Your teacher produced a negative charge for the electroscope with styrofoam foil and fur Use the Internet to research exactly where and how the electrons transfer from one material to another Charge a balloon by rubbing it with fur Touch the balloon to the knob of an electroscope and watch the leaves Describe the result Neutralize the electroscope by touching the knob with a finger Rub the balloon again and this time touch the fur to the knob of the electroscope and watch the leaves Describe the result Try charging the balloon by rubbing it on your hair Check results with electroscope Rub the balloon on a variety of materials such as wool silk cotton polyester or plastic and check the balloon s charge with the electroscope What gives the balloon the greatest charge What gives the balloon the least amount of charge Can you explain the difference in charges that the balloon acquires Rub a ha
51. ns in one object are attracted to the electrons in the other object d electrons become more widely distributed in each object An important difference between insulators and conductors is that in conductors a electrons can be removed from atoms easily b electrons are free to move around c electrons carry electric charges d All of the above are true 26 Electricity 4 A charged rod is brought near a pile of tiny plastic spheres Some of the spheres are attracted to the rod but as soon as they touch the rod they fly away in different directions Explain 5 A simple circuit consists of a battery a light bulb and some connecting wires Is it possible to use these components to make the light bulb glow Draw a circuit that would allow this to happen 4 In an electrical circuit charged particles a flow around in a closed loop b flow from higher potential to lower potential c get energy from an external source d Do all of the above 5 The energy carried by an electric current depends on a the charge transferred b the potential difference c the total number of charges in the circuit d both a and b Copyright Twin Cities Public Television amp GPN Permission granted to reproduce for classroom use Activity 1 Plus and Minus Why does a door knob sometimes give you a shock Have you ever noticed how clothes right out of the dryer cling together And why does a computer mon
52. of the topics background informa tion assessment and a bibliography of additional resources The CD ROM holds a wealth of information that you and your students can use to enhance science learning Here s what you ll find on the CD ROM e two full video segments from Newton s Apple e additional visual resources for each of the Newton s Apple topics e background information on each topic e a video profile of a living scientist working in a field related to the Newton s Apple segments e an Adobe Acrobat file contain ing the teacher s manual along with student reproducibles e UGather and UPresent software that allows you and your students to create multime dia presentations e QuickTime 3 0 QuickTime 3 Pro and Adobe Acrobat Reader 3 0 installers in case you need to update your current software The Newtons Apple Multimedia Collection is designed to be used by a teacher guiding a class of students Because the videos on the CD ROM are intended to be integrated with your instruction you may find it helpful to connect your computer to a projection system or a monitor that is large enough to be viewed by the entire class We have included a videotape of the segments so that you can use a VCR if it is more convenient Although the CD ROM was designed for teachers it can also be used by individuals or cooperative groups With the help of many classroom science teachers the staff at
53. of the ideas above or come up with your own Make sure you set up your experiment so that you are testing as few variables as possible with each RECORDING YOUR DATA Record the following information in your journal What we re testing How we re going to test it include what you are going to do and how you will measure the results Observations and measurements for each trial trial Make detailed notes about your observa tons WHAT DID YOU FIND OUT group learned from your tests In your journal write a short paragraph that describes the information that your Compare your tests with the tests of other groups How were the results similar and different What might account for any differences in results What other questions came to mind as a result of your experiments Copyright Twin Cities Public Television amp GPN Permission granted to reproduce for classroom use Activity 2 Battery Required How does a battery provide electric power How does electricity move from a battery to a flashlight bulb and back to the battery again What happens when a battery goes dead What makes a battery work Getting Ready Overview Students construct a wet cell battery and investigate how it provides the current necessary to run an electrical device The students use various metals for electrodes and explore the amount of voltage potential difference that the wet cells are capable of supplying Stu dents
54. on provides you with four additional resources There are addi tional video clips charts graphs slide shows and graphics to help you teach the science content of the unit J ie M PT HR aT 3 arena Be amn AT DOAL sv Te By es Tos ee j FE DNA 18 BH ILMENE Resources Menu The other navigation buttons on the left side of the window allow you to go back to the Main Menu or to exit the program Turn It Up What is feedback How do sound waves work and what do they have to do with feedback What is resonance and how is it produced How do rock stars make their electric guitars scream Themes and Concepts e sound e vibration and frequency waves and resonance e transfer of energy National Science Education Standards Content Standard A Students should develop abilities necessary to do scientific inquiry Content Standard B Students should develop an understanding of transfer of energy Content Standard G Students should develop an understanding of the nature of science Activities 1 Resonance Approx 10 min prep 60 min class time How can one vibrating object affect a similar nearby object Students explore mechanical resonance and how the natural frequency of an object can be amplified by another vibrating object of the same natural frequency 2 How Waves Behave Approx 20 min prep 40 min class time What are waves and how do they behave Students investigate vibra tion and resonance i
55. onance which amplifies the sound Evaluate 1 An airplane passes over your house and the windows shake Another airplane passes over and the windows do not vibrate at all Why would one affect the windows and not the other For the window to rattle the natural frequency of the window must be the same as the frequency of vibrations from the airplane In the first instance they are the same frequency and in the second instance they aren t 2 A column of vibrating air may be lengthened or shortened so that it is in resonance with the vibrations of a tuning fork Explain how a vibrating string of an electric guitar is amplified The vibration s of the guitar string are turned into electric impulses that have the same vibration The impulses are amplified by the amplifier This answer is based on information in the video 3 Explain how the sound of a violin string is amplified by the violin The string vibrates the sounding box which is stronger than the string The sounding box vibrates the air in the box Try This For a classroom demonstration remove the ends of tin cans and tape them together to form a tube Lower the tube into a deep pail of water and repeat the activity with a tuning fork Tape the top of a piece of paper to the front of a loud speaker Turn on the radio low volume at first and gradu ally louder Vary the treble and bass settings What are your observations Fill a soda bottle half full with wat
56. oom Approx 60 min Materials For the teacher e pendulum suspended from a ring stand For each group of students e piece of coat hanger wire approximately 45 cm 1 ft 6 in long approximately 1 m 3 ft of string numerous metal washers that are of equal size and weight Scissors masking tape Important Terms amplify To increase a sound or a vibration natural frequency The rate at which an object tends to vibrate The natural frequency of an object depends on its elasticity shape and other factors resonance A phenomenon that occurs when vibrations striking an object match the natural frequency of the object resonance can amplify the vibrations Educational materials developed under a grant from the National Science Foundation 11 Guide on the Side e You may wish to begin the lesson by viewing the Introduction from the Video Menu on the CD ROM 36 00 to 36 44 Find out what students already know about electric guitars and amplification As a class discuss the questions posed by Eileen Galindo e Students need to understand that the reference to vibration in the discussion of arm and leg movement in the Engage section is the swinging of arms and the pace of walking e Two of the pendulums must be the same length If they vary more than four percent in length they may not vibrate swing at the same frequency e If time allows you may wish to have students view the entire Newton s Ap
57. ple video segment on the electric guitar 12 Electric Guitar Electric Guitar Here s How Preparation e Gather the materials for each team of students e Make a copy of Activity Sheet 1 for each student e Review the Background information on page 8 Engage Approx 15 min Begin by asking students why they swing their arms back and forth as they walk Accept all answers If space permits have the students stand up and walk at a quick pace Tell them to let their arms swing naturally at their sides Ask the students what they notice about the rhythm or vibration of their arms It matches the rhythm of their walking pace Ask the students to try to walk while swinging their arms more quickly than they are moving their legs Ask them what they feel It is awkward but more than that they have to exert themselves more to walk Explain that swinging your arms so that they match the movement of your legs actually makes walking easier it requires less effort and saves energy Explain that when their arms swing in rhythm with their legs it amplifies their walking pace or vibration of their legs If their arms and legs are not synchronized as they walk they do not benefit from resonance Tell students to let their arms drop to their sides and make no effort to swing them Have them walk at a brisk pace Ask students what happens Your arms automatically begin to swing The vibration of the moving legs transfers to
58. push between two points Educational materials developed under a grant from the National Science Foundation 31 r Multimedia Video Clip 2 29 38 to 30 27 David Heil cranks a generator to light up a light bulb 49 sec Video Clip 3 30 27 to 31 38 David Heil and Al Green use a ring of beach balls to demonstrate the behavior of electrons in an electric circuit 1 min 11 sec Guide on the Side e You may wish to begin the lesson by viewing the Introduction from the Video Menu on the CD ROM 26 03 26 44 Find out what students already know about electricity As a class discuss the questions posed by Eileen Galindo e Battery jars available from science supply catalogs eliminate the need for the glass rods and beakers These jars have a porcelain top with brass connectors for attaching the metal strips e Remind students to follow established safety procedures when handling the materials especially the acid Caution students that they must not mix the electrolytes e If the voltmeter doesn t register tell students to switch the wires They may have hooked up the negative conductor to the positive connection e This is a very open ended activity You may have to work with some groups to help them figure out variables to test e Students should carefully wash and dry all the materials they have used after each trial A residue of acid in the beaker or on one of the conductors could affect
59. rd rubber rod with fur Demon strate using an electroscope or a pith ball that it has a charge Rub the rod vigorously to give it a large amount of charge Adjust a water faucet so that a small but steady stream of water is coming out of it Bring the rod near the stream of water What happens Why Educational materials developed under a grant from the National Science Foundation 29 NEWTON S APPLE Multimedia Activity Sheet 1 NAME PLUS AND MINUS CLASS PERIOD WHAT YOU RE GOING TO DO You re going to observe the behavior of objects that have been charged with static electricity How TO DO IT Work with several classmates You will be given a rubber rod a glass rod a plastic pipe a piece of fur a piece of silk and a piece of foam rubber Your task is to design and carry out a series of experiments to test how these objects transfer hold and discharge static electricity You can use the electroscope to determine the type of charge The electroscope will carry a negative charge Your teacher will need to recharge the electroscope if you touch it with your finger Here are some ideas to get you started e Test the strength of the charge e Determine the type of charge or e Test which materials work best with one another e Test how far the charge will travel e Test how long an object will hold a charge e Test different ways to transfer electrons between objects You can choose one or more
60. requency This phenomenon is called resonance Resonance amplifies the vibrations In the case of sound waves the sound becomes louder Resonance can be noticed in everyday objects The vibrations of a passing truck for example might start a window in a house rattling provided the window and the truck have the same natural frequency Sound waves behave in a similar way Pluck a string on a guitar and the same string on another nearby guitar will emit a tiny sound of the same frequency You can hear sound resonance when you listen to a tone coming from two speakers that are in a position so that the sound waves from the speakers hit your ears at the same time the sound will be louder than if you are out of the direct path of the two sounds Feedback can be used to extend the range of sound from a guitar It can also drive an audience from a concert hall and destroy very expensive speakers Next time someone complains that you re playing your music too loud you can tell them that you re just studying science Video amp Stills Video Segments Introduction 36 00 to 36 44 Eileen Galindo strums an acoustical guitar an an electric guitar and notices an electrifying difference 44 sec Video Clip 1 Video Clip 2 36 50 to 39 44 Rock musician Ted Nugent explains 39 46 to 40 51 Ted Nugent explains and demon the importance of vibration in sound 2 min 54 sec strates how rock musicians produce feedback on an electric guit
61. ricity ultimedia Go with the Flow What is electricity and how can you make it How do electrical wires bring electricity to your home Why do you sometimes get a shock when you touch a doorknob What is lightning How do batteries provide electrical power Themes and Concepts static electricity electrons and electric charges potential difference conductors and insulators the flow of electricity in electric circuits National Science Education Content Standards Content Standard A Students should develop abilities necessary to do scientific inquiry Content Standard B Students should develop an understanding of motions and forces and transfer of energy Content Standard G Students should develop an understanding of the nature of science Activities 1 Plus and Minus approx 20 min prep 45 min class time What is static electricity Students learn about the role static electricity plays in causing objects to attract and to repel one another Students charge several different objects and investigate how these charges interact with objects 2 Battery Required approx 45 min prep time 45 min class time How do batteries work Students construct a wet cell battery and study how it provides the electric current necessary to run electrical devices Students use various metals for electrodes and study the amount of voltage potential difference that the wet cells are capable of supplying 3 Wired approx 30 min
62. rve the amount of electric current that is available in each wiring arrangement They increase the amount of potential difference more batteries and observe what effect this will have on these circuits Objectives After completing this activity students will be able to discuss the flow of electricity in a circuit describe the key components of an electric circuit construct both series and parallel circuits differentiate between insulators and conductors and explain their characteristics recognize some the symbols used in an electric circuit diagram Time Needed Preparation approximately 30 min Classroom approximately 60 min Materials For the teacher extension cord or piece of typical electric cord Each team of students 2 size D dry cell batteries and a battery holder 3 flashlight bulbs 3 bulb holders 1 ammeter 2 wire leads banana plug on one end and alligator clip on the other about 60 cm long 8 pieces of bare copper wire about 20 cm long Important Terms fuse A device that breaks or opens a circuit when the current is too great parallel circuit Circuits in which the current divides and flows in two or more separate paths or branches series circuit A circuit in which the current can only flow in one path Educational materials developed under a grant from the National Science Foundation 35 ve Electricity Multimedia Here s How Video Clip 4 Preparation 31 41 to 35 46
63. s tions that will lead these groups to figure out how to proceed e Tell students to avoid splashing the water Have extra paper towels available just in case e Have a supply of dry paper towel tubes available They can become difficult to work with when they become saturated with water e If time allows you may wish to have students view the entire Newton s Apple video segment on the electric guitar 16 Electric Guitar APPLE Electric Guitar Multimedia Here s How Preparation Set up the computer to play the CD ROM or set up the VCR and cue tape Gather the materials for each team of students Make a copy of Activity Sheet 2 for each student Review the Background information on page 8 Engage Approx 20 min Stretch a Slinky out on the floor Tie a light string or thread about 30 cm 1 ft long to one end and have a student hold the string Shake the other end of the Slinky to create a wave that travels the length of the Slinky Ask students what happens to the wave It comes back on the same side of the Slinky Next have a student hold one end of the Slinky firmly so that it does not move Shake the other end of the Slinky again and have students observe what happens to the wave after it travels the length of the Slinky It is reflected If the wave travels down the left side of the Slinky it will return on the right side Constructive Interference and Destructive Interference Ask s
64. t modern technology relies on electricity 41 sec Video Clip 1 Video Clip 3 26 46 to 29 38 Physicist Dr Al Green demonstrates 30 27 to 31 38 David Heil and Al Green use a ring the power of static electricity 2 min 52 sec of beach balls to demonstrate the behavior of electrons in an electric circuit 1 min 11 sec Video Clip 2 Video Clip 4 29 38 to 30 27 David Heil cranks a generator to 31 41 to 35 46 Northern States Power Company s light up a light bulb 49 sec Fran Csera explains how a circuit is completed and David Heil splices a power line 4 min 5 sec Additional Resources Button A Button C Video Crazy Jumping Rice a Newton s Apple Diagram How electricity is delivered from a power Science Try It about static electricity plant to customers Button B Button D Video Animation of how a solar cell works Video Lemons electric devices that just never made it Unit Assessment Answer Key The Unit Assessment on the following page covers the basic concepts presented in the Newton s Apple video segment and the Background section in this guide The assessment does not require completing all of the activities The Unit Assessment may be used as a pre or post test However students should view the com plete Newton s Apple video before doing this assessment There is additional assessment at the end of each activity Think about it 1 The clothes have been charged by rubbing 4 Initially the spheres
65. the electric guitar 20 Electric Guitar DARE Electric Guitar Multimedia Here s How Preparation e Set up the computer to play the CD ROM or set up the VCR and cue tape Gather the materials for each team of students Make a copy of Activity Sheet 3 for each student Review the Background information on page 8 Engage Approx 10 min Begin by asking students how the sound of an electric guitar string is amplified The string vibrates creating electric impulses in the pick up coil The electric impulses are sent to the amplifier where they are strengthened These impulses are sent to a speaker where the impulses are converted into sound waves Have students view Video Clip 2 39 46 to 40 51 in which Ted Nugent explains feedback and the feedback loop Ask students which factors they think are important in creating feedback The distance of the guitar or microphone from the speaker or amplifier the volume of the speaker the direction of the microphone Accept all answers and record them on the board Tell students they are going to have to find out for themselves if they are correct Using a microphone and an amplifier demonstrate feedback for the students Begin with the volume control turned off Hold the micro phone to the speaker Slowly increase the volume until feedback occurs Do not move the microphone but use the volume control to start and stop the feedback Explore Approx 30 min WARNING T
66. tudents what they think will happen when a wave is started from both ends of the same side of the Slinky Have two students shake each end of the Slinky at the same time and in the same direction Ask students what they observed When the two waves meet they pass through each other creating a larger wave This is called constructive interference and is an example of amplification or resonance When waves are started at opposite ends and opposite sides of a Slinky the waves cross each other and cancel each other out This is called destructive interference Standing Wave Tie a rope to a doorknob and give the rope a shake The rope should be about 3 m 10 ft long Students will observe a wave travel down the rope and return on the opposite side of the rope Next move the rope up and down more quickly to form a standing wave A standing wave occurs when successive waves move back and forth so quickly that they form antinodes oval shapes The points where the rope is attached to the door and held in the hand are called nodes If the rope is shaken more quickly it is possible to create two antinodes and three nodes This is one wave length Show Video Clip 1 36 50 to 39 44 Ask students how sound vibrations are amplified on an electric guitar The vibrations of the guitar string produce electric impulses in the pickup of the same vibration The electric impulses are carried to an amplifier which makes the impulses larger
67. ually everything we do in the course of a typical day is dependent in some way upon the uninterrupted flow of electrical energy But what is electricity and how does it work As with so many other things it starts with the atom actually part of an atom Electrons are one of the particles that make up an atom Electrons can escape from one atom and move to another when the conditions are right Electrons have a negative charge The atom with the missing electron becomes positively charged while the atom that gained the electron becomes negatively charged The negatively charged atom can pass that extra electron on to another atom This process of electrons moving from one atom to another is the heart of electricity Electric current is the flow of electrons from one place to another To flow electrons must have a source a battery or generator and a material through which they can move a conductor A conductor often a copper wire allows the electrons to move through it as an electric current Current will only flow when a power source such as a battery or generator pushes the electrons Furthermore the electrons won t flow in a current unless the conductor forms a closed loop circuit with the power source The circuit may include a number of electrical devices such as light bulbs computers and appliance but it must still be a circuit If the circuit is interrupted or broken the electrons can no longer flow and the system won t work
68. ulay David The Way Things Work Electric Guitar Boston Houghton Mifflin Company 1988 A simple description of how the electric guitar works Frier G D and Anderson F J A Demonstration Handbook for Physics College Park MD AAPT 1981 A book containing a wide range of demonstra tions for all topics in physics Gardner Robert Experimenting With Sound New York Franklin Watts 1991 Good clear discussion of sound waves and sound resonance Talesnick Irwin Idea Bank Collation Kingston Ontario S17 Science Supplies and Services Co Ltd 1991 A great collection of all of the idea bank columns that appeared in the publications The Crucible and The Science Teacher Amery Heather Know how Books of Batteries and Magnets London England ECIN 8RT 1989 A collection of simple to make gadgets to use in exploration of magnetism and electric ity It includes lists of materials for each activity easy to follow instructions and many interesting experiments Zubrowski Bernie Blinkers and Buzzers Morrow Junior Books 1991 Simple unique and simple projects related to electricity and magnetism Community Resources Audio shops Music stores Local rock guitarist College and university physics 8 Electric Guitar Electric Guitar Background Sound and Resonance Science is probably the last thing most people think about when they listen to rock music They hear the drums vocals and the
69. vations each group should formulate a hypothesis about the resonance between the various pendulums they constructed Have them create and carry out a plan for testing their hypotheses Each team should report their findings to the class Evaluate 1 The natural frequency of a ship in the ocean is its rocking mo tion just as the frequency of a swing is its movement back and forth If the frequency of the ocean waves match the natural frequency of the ship what will happen The ship s rocking motion will increase dramatically due to resonance 2 The vibrations of an earthquake could match the natural frequency or vibration rate of a building Why is this dangerous They would increase or amplify the natural frequency rate of the building increas ing the chance for damage to the structure 3 How could it be dangerous for a group of elephants to walk in step across a bridge The vibration of their pace could match the natural frequency of the bridge resulting in the amplification of the vibration of the bridge and destructive shaking Try This Turn a clear plastic cup upside down and place it on a flat surface Put a small ball about the diameter of a dime under the cup If the cup is moved back and forth at the right frequency the ball will travel around and around faster and faster This is due to reso nance The same can be done ina bathtub with water If a little energy is added to a wave in the tub at the right tim
70. y the students or demonstrated by you Series Circuit with Resistors This often helps complete the picture Parallel Circuit with Resistors in student s minds gt e If it is appropriate view the entire Newton s Apple video segment on electricity after completing the activity use to carry electricity from one point to another compare to an exten sion cord or a lamp cord Both are parts of complete circuits 36 Electricity Activity 3 Explore Approx 45 min Explain to the students that they will be making circuits and measur ing qualitatively by the brightness of the bulbs how much current is able to reach each bulb in different wiring arrangements Tell them that they will be making two different types of circuits series circuits and parallel circuits Inform students that when two or more electrical devices such as resistors or light bulbs are connected end to end so that the same current passes through each one they are said to be wired in series When two or more electrical devices are wired so that the current from the source splits into separate branches one for each device they are said to be wired in parallel Tell students that they will be using a battery and three light bulbs Tell them that they will have enough pieces of wire to try a variety of wiring arrangements and that it is their responsibility to carefully record the way that the bulb or bulbs are wired with the battery and also to record

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