TABLE OF CONTENTS - Lindbergh School District

g. Predict the differences in temperature over
time on different colored (black and white)
objects placed under a heat source
Scope and Sequence – Forms of Energy:
Electricity and Magnetism
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2.4; 3.5; 4.1)
g. Students will discuss their experiences
with dark/light clothing; dark asphalt/grass
on bare feet, etc. (2.3; 3.1; 3.6; 4.6)
change between insulated materials and
non-insulated materials. Students will
make an accurate prediction about their
results prior to the experiment.
g. Students will use a laboratory experience
to measure the rate of temperature
change between dark, light objects. They
will make an accurate prediction about
their results prior to the experiment.
h. Describe the interactions (i.e., repel, attract) of
like and unlike charges (i.e., magnetic, static
electric, electrical)
h. Students will demonstrate use of
electroscope or perform a pith ball
demonstration. (1.1; 1.2; 1.3; 1.4; 1.10;
2.7; 3.5)
h. Students will explain why objects can
often attract or repel each other when
electrically charged.
i. Diagram and identify a complete electric
circuit by using a source (battery), a means of
transfer (wires), and a receiver (resistance
bulbs, motors, fans)
i. Students will draw several electrical
circuits and trace the path of electrons
throughout. (1.1; 1.2; 1.3; 1.4; 2.7; 3.5)
i. From provided materials, students will
construct series/parallel circuits.
j. Observe and describe the evidence of energy
transfer in a closed series circuit
j. Students will measure heat increase in a
circuit (light bulb) and provide an
explanation as to the source of the energy.
(1.1; 1.2; 1.3; 1.4; 2.7; 3.5)
j. Students will formulate an explanation as
to the source of energy used to power a
motor in an electrical circuit.
k. Describe the effects of resistance (number of
receivers), amount of voltage (number of
energy sources), and kind of transfer materials
on the current being transferred through a
circuit (e.g., brightness of light, speed of
motor)
k. Students will use a circuit with variable
resistors to light a build/operate a motor.
(1.1; 1.2; 1.3; 1.4; 2.7; 3.5)
k. Students will explain/demonstrate how
the flow of electrical current may be
decreased using a resistor.
l. Classify materials as conductors or insulators
of electricity when placed within a circuit (e.g.
wood, pencil lead, plastic, glass, aluminum
foil, lemon juice, air, water)
l. Students will perform tests using a simple
light source or ohm-meter to
measure/demonstrate flow of electricity
though a circuit containing various
materials as insulators/conductors/
resistors. (1.1; 1.2; 1.3; 1.4; 2.7; 3.5)
l. Using technology (Ohmmeter/computer
interface probe/simple light bulb)
students will increase or decrease the
amount of electrical energy though a
circuit with a variable resistor (various
length pencil lead works ell).
m. Diagram and distinguish between complete
series and parallel circuits
m. Students will provide models of each
circuit type and example of their use in the
home. (1.2; 1.4)
m. Students will identify, from an example,
the type of circuit provided.
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