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S o l i d C o n d u c t o r s Solid Conductors
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Developed by IEEE as part of the IEEE Teacher In-Service Program
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S o l i d C o n d u c t o r s



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L e s s o n F o c u s
Demonstrating the concept of conducting or insulating electricity, while identifying how
different materials serve as conductors. Note: This lesson plan is designed for classroom
use only, with supervision by a teacher familiar with electrical and electronic concepts.

L e s s o n S y n o p s i s
The Solid Conductors activity encourages students to test different classroom materials to
determine if they are conductors or insulators of electricity. Students work in teams
testing their hypotheses about each material, then groups compare results and discuss
findings.

A g e L e v e l s
8-11.

O b j e c t i v e s


Learn that different materials have different electrical properties.

Learn the roles of insulators and conductors.

Learn to predict outcomes and draw conclusions.

A n t i c i p a t e d L e a r n e r O u t c o m e s
As a result of this activity, students should develop an understanding of:


electrical properties of different materials

conductors and insulators

circuits and current

making predictions and testing a hypothesis

L e s s o n A c t i v i t i e s

Students test materials a variety of easy to find solid materials in a circuit to determine
whether they serve as an electrical conductor. Students make hypotheses about each
item and discuss the results in teams and as a class. Student teams also construct their
own circuit tester using wires, batteries, cardboard, metal paper fasteners, and a bulb.

R e s o u r c e s / M a t e r i a l s


Teacher Resource Document (attached)

Student Resource Sheets (attached)

Student Worksheets (attached) Solid Conductors
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Developed by IEEE as part of the IEEE Teacher In-Service Program
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A l i g n m e n t t o C u r r i c u l u m F r a m e w o r k s

See attached curriculum alignment sheet.

I n t e r n e t C o n n e c t i o n s


IEEE Teacher In-Service Program
(www.ieee.org/organizations/eab/precollege/tispt)

IEEE Virtual Museum (www.ieee-virtual-museum.org)

ITEA Standards for Technological Literacy: Content for the Study of Technology
(www.iteawww.org/TAA/Publications/STL/STLMainPage.htm)

McREL Compendium of Standards and Benchmarks
(www.mcrel.org/standards-benchmarks)
A compilation of content standards for K-12 curriculum in both searchable and
browsable formats.

National Institute of Standards and Technology (NIST) (www.nist.gov)
Information about measurements and measurement uncertainty.

National Science Education Standards (www.nsta.org/standards)

R e c o m m e n d e d R e a d i n g


DK Eyewitness Series: Electricity (ISBN: 0751361321)

My World of Science: Conductors and Insulators by Angela Royston
(Heinemann Educational Books, ISBN: 0431137269)

O p t i o n a l W r i t i n g A c t i v i t y


Write an essay (or paragraph depending on age) about the history of electricity.

R e f e r e n c e s

IEEE Teacher In-Service Program
www.ieee.org/organizations/eab/precollege/tispt
Solid Conductors
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Developed by IEEE as part of the IEEE Teacher In-Service Program
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S o l i d C o n d u c t o r s

F o r T e a c h e r s :
A l i g n m e n t t o C u r r i c u l u m F r a m e w o r k s

Note: All Lesson Plans in this series are aligned to the National Science Education
Standards which were produced by the

National Research Council and endorsed by the
National Science Teachers Association, and if applicable, also to the International
Technology Education Association's Standards for Technological Literacy or the National
Council of Teachers of Mathematics' Principals and Standards for School Mathematics.

National Science Education Standards Grades K-4 (ages 4 - 9)
CONTENT STANDARD A: Science as Inquiry
As a result of activities, all students should develop

Abilities necessary to do scientific inquiry

Understanding about scientific inquiry

CONTENT STANDARD B: Physical Science
As a result of the activities, all students should develop an understanding of

Light, heat, electricity, and magnetism

CONTENT STANDARD E: Science and Technology
As a result of activities, all students should develop

Understanding about science and technology

National Science Education Standards Grades 5-8 (ages 10 - 14)
CONTENT STANDARD A: Science as Inquiry
As a result of activities, all students should develop

Abilities necessary to do scientific inquiry

Understandings about scientific inquiry

CONTENT STANDARD B: Physical Science
As a result of their activities, all students should develop an understanding of

Properties and changes of properties in matter

Transfer of energy

CONTENT STANDARD E: Science and Technology
As a result of activities, all students should develop

Understandings about science and technology
Standards for Technological Literacy - All Ages
Design

Standard 10: Students will develop an understanding of the role of
troubleshooting, research and development, invention and innovation, and
experimentation in problem solving.


Solid Conductors
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Developed by IEEE as part of the IEEE Teacher In-Service Program
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S o l i d C o n d u c t o r s

F o r T e a c h e r s :
T e a c h e r R e s o u r c e s


Materials

Student Reference Sheets
Student Worksheet
One set of circuit materials for each group of students:
o

3 pieces of 6" bell wire (6" each) (strip the ends)
o

1 Side D batteries and holder
o

Socket and 1.5 volt bulb
o

small piece of cardboard
o

two metal paper fasteners
o

Solid materials for testing (coin, paperclip, nail, pencil, metal spoon, plastic
spoon, bobby pin, hair clip, etc.)


Procedure

1.

Provide Student Reference sheets to students as advance reading material.
2.

Have one set-up already prepared as an example.
3.

Divide students into groups of 4-5 students.
4.

Ask the groups to create a solid conductor testing set up, with wires, batteries, bulb
(as shown in Student Worksheet).
5.

Provide student teams with a variety of solid materials and ask them to predict
whether each will serve as a conductor of electricity. In the set up, electricity must
flow through the object being tested in order to light the bulb. Students record
their predictions for each material on the Student Worksheet.
6.

Student groups should then test each material using their solid conductor testing
set up and describe the results on the Student Worksheet.
7.

Student groups report their individual predictions, findings, and surprises to the
class.


Time Needed
1-2 class periods


Tips

Teachers may want to encourage students to bring items in from home to test.
Teacher may want to assign the Student Reference Sheet as advance reading
homework.



Solid Conductors
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Developed by IEEE as part of the IEEE Teacher In-Service Program
www.ieee.org/organizations/eab/precollege

S o l i d C o n d u c t o r s

S t u d e n t R e s o u r c e :
W h a t i s a S i m p l e C i r c u i t ?


Simple Circuit

A simple circuit consists of three minimum elements that are required to complete a
functioning electric circuit: a source of electricity (battery), a path or conductor on which
electricity flows (wire) and an electrical resistor (lamp) which is any device that requires
electricity to operate. The illustration below shows a simple circuit containing, one
battery, two wires, and a bulb. The flow of electricity is from the high potential (+)
terminal of the battery through the bulb (lighting it up), and back to the negative (-)
terminal, in a continual flow.



Schematic Diagram of a Simple Circuit

The following is a schematic diagram of the simple circuit showing the electronic symbols
for the battery, switch, and bulb.

Solid Conductors
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Developed by IEEE as part of the IEEE Teacher In-Service Program
www.ieee.org/organizations/eab/precollege

S o l i d C o n