Learning About Electricity, Part 2:
How Many Electrical Circuits Can
You Make?
We have been learning about circuits, and now it is your
chance to show what you know. Using wire, batteries, bulbs
and bulb holders, try to make at least 3 different electrical
circuits that will successfully light 1 or more lightbulbs. One of
your circuits should be a series circuit; one should be a parallel
circuit. Once you have made 3 different circuits, draw and label
each circuit with words and/or electrical symbols.
Learning About Electricity, Part 2: How Many Electrical Circuits Can You Make?
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Learning About Electricity, Part 2: How Many Electrical
Circuits Can You Make?
Suggested Grade Span
3–5
Task
We have been learning about circuits, and now it is your chance to show what you know. Using
wire, batteries, bulbs and bulb holders, try to make at least 3 different electrical circuits that will
successfully light 1 or more lightbulbs. One of your circuits should be a series circuit; one
should be a parallel circuit. Once you have made 3 different circuits, draw and label each circuit
with words and/or electrical symbols.
Big Ideas and Unifying Concepts
Cause and effect
Models
Systems
Physical Science Concept
Transfer and transformation of energy
Mathematics Concept
Diagrams
Time Required for the Task
45 minutes.
Context
This task was developed to assess students’ understanding of the concepts at the end of a unit
on electricity. Students had spent the previous eight weeks learning about electrical circuits,
conductors and nonconductors of electricity, switches, and series and parallel circuits. They had
also been developing and practicing their scientific process skills and problem-solving skills. A
published science kit was used for much of the unit as well as teacher-prepared activities
related to electricity. This task was part of a final performance task assessment of the unit.
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What the Task Accomplishes
This task assesses students’ understanding of several concepts, as well as their application of
process skills. It assesses the following concepts: a complete electrical circuit is required to light
a bulb; a complete electrical circuit can be constructed in more than one way using the same
materials; and a series circuit has one path for electrical current to follow and a parallel circuit
has more than one path.
This task also assesses the ability to make and test predictions, to use materials to wire simple
electrical circuits, to record the results of an experiment, to use symbols and labels to represent
the different parts of an electrical circuit, to investigate and problem solve, to wire circuits that
produce light, and to communicate results and ideas through writing and drawing.
How the Student Will Investigate
Students were presented with the problem of creating several different circuits and told to use
any of the materials available in the classroom to develop a solution. Students began by making
predictions and then testing which circuits would work. Once they had three different circuits
that worked, they drew and labeled each of their circuits.
Interdisciplinary Links and Extensions
Science
An alternative to this task might include asking students to wire a series circuit when given a
parallel circuit, or vice versa. Students might also try to light more than one bulb or try using
Christmas tree lights for more colorful results.
Language Arts
There are many wonderful children’s books that discuss concepts about electricity. Students
can use these books to practice reading for information, to write their own fact books about
electricity or to find answers to their questions.
Some of these include:
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Electricity and Magnetism, by Barbara Taylor
Danny Dunn and the Swamp Monster, by Jay Williams
Dear Mr. Henshaw, by Beverly Cleary
Einstein Anderson Lights Up the Sky, by Seymour Simon
Einstein Anderson Shocks His Friends, by Seymour Simon
Introduction to Electronics, by Pam Beasant
Discovering Electricity, by Natalie Lunis
The Light Bulb, by Shaaron Cosner
What’s the Big Idea, Ben Franklin, by Jean Fritz
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Teaching Tips and Guiding Questions
You may wish to review the difference between series and parallel circuits with students at
some point before this assessment. Some possible guiding questions to ask students before,
during and after they investigate include:
• What do you know about circuits that will help you to make one?
• What materials must you have to make a circuit? How will you combine them?
• Do your materials and the way you put them together make the bulb light? How can you
test them?
• Did you have to change them? Do you know why they wouldn’t light the bulb?
• What might a series circuit look like?
• What might a parallel circuit look like?
• How can you show the differences in your drawings?
• What things could you include with your drawing to better help others understand it? What
symbols or labels could you use?
Concepts to be Assessed
(Unifying concepts/big ideas and science concepts to be assessed using the Science
Exemplars Rubric under the criterion: Science Concepts and Related Content)
Physical Science – Transfer and Transformation of Energy: Students understand that energy
is a property of many substances and is associated with electricity and magnetism and that
energy is transferred in many ways, such as through wires in a circuit. Students observe that a
complete electrical circuit is needed for electricity to light a bulb, and that series circuits have
one path for electrical current to follow and parallel circuits have more than one path (systems).
Scientific Method: Students observe and explain cause-effect relationships, with some
justification, using data and prior knowledge when variables are controlled. Students see that
how a model works after changes are made to it may suggest how the real thing would work if
the same thing were done to it (models).
Mathematics: Students use diagrams appropriately.
Skills to be Developed
(Science process skills to be assessed using the Science Exemplars Rubric under the criteria:
Scientific Procedures and Reasoning Strategies, and Scientific Communication Using Data)
Scientific Method: Observing, predicting, hypothesizing, collecting/recording data, controlling
variables, manipulating tools, testing, problem solving, analyzing results, drawing conclusions,
communicating findings and raising new questions.
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Other Science Standards and Concepts Addressed
Scientific Theory: Students look for evidence that explains why things happen and modify
explanations when new observations are made.
Physical Science – Transfer and Transformation of Energy: Students understand that energy
is a property of many substances and is associated with heat, light, electricity, mechanical
motion, sound, nuclei and the nature of a chemical. Students understand that electrical current
moves through a circuit in a continuous path, providing a means of transferring electrical
energy. Students observe that an electrical circuit is a continuous path, unless interrupted by an
open switch.
Communication: Students use verbal and nonverbal skills to express themselves effectively.
Students interpret and communicate and use mathematical, scientific and technological
notation and representation.
Mathematics: Students use reasoning strategies, knowledge and common sense to solve
complex problems related to all fields of knowledge.
Suggested Materials
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D-cell batteries
Battery holders
Bulbs
Bulb sockets
Wires
Wire stripper
Pencil and paper for planning and recording results
Possible Solutions
There are many different possible combinations that will work. A correct solution will include
labeled (using words and/or symbols) drawings that accurately show the working electrical
circuits. One circuit should be series (one continuous path of wire, bulb, battery) and one should
be parallel.
Task-Specific Assessment Notes
Novice
The student completes the task, and the diagram shows three different circuits that could work.
There are no labels on any of the drawings. There is a series circuit included. The student
shows some conceptual understanding, in that there is an attempt to draw a parallel circuit. The
student uses more than one battery rather than more than one light, which makes it a series
circuit instead. The student understands concepts of complete circuits but has difficulty with the
difference between series and parallel circuits.
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Apprentice
The student completes the tasks and the diagram shows three different circuits that work. There
is a series circuit included. The student shows some conceptual understanding, in that there is
an attempt to draw a parallel circuit; however, the student uses more than one battery rather
than more than one light, which makes it a series circuit instead. The student includes symbols
(“+” and “–”) in the drawing to help indicate the flow of electricity. The student does not
understand that the negative end of one battery must connect to the positive end of another
battery. The student understands the concept of complete circuits but has difficulty with the
difference between series and parallel circuits.
Practitioner
The student completes the task, and the diagram shows three different circuits that work. There
is a series circuit and an example of a parallel circuit included. The student shows some
conceptual understanding in that there are some symbols used in the drawing to help indicate
the flow of electricity. The student understands the concept of complete circuits as well as the
difference between series and parallel circuits.
Expert
The student completes the task, and the diagram shows three different circuits that work. There
is a series circuit and an example of a parallel circuit included and labeled. Diagrams include
words, symbols and arrows to help indicate the flow of electricity and to identify the materials
used. The student also has a key that explains symbols in the drawing. The student
understands concepts of complete circuits as well as the difference between series and parallel
circuits.
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Novice
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Apprentice
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Practitioner
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Expert
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