Hands-on Activity: Switcheroo
Educational Standards :
Learning Objectives (Return to Contents)
After this activity, students should be able to:
Materials List (Return to Contents)
Each group needs:
For the entire class to use:
Note: Many of the materials required for this lab can be reused in numerous other electricity activities. When the batteries wear out, dispose of them at a hazardous waste disposal site.
Introduction/Motivation (Return to Contents)
Ask students if they have ever used a light switch to turn on a light in a room. Have you ever tried to figure out what is happening when you flip a switch on the wall and the light turns on? How does an electrical switch work? What would happen to the light in your room if you left the switch on? (Possible answers: The bulb would burn out, I would be scolded for leaving the light on, I would waste electricity.)
A switch can create either an open circuit or a closed circuit, depending on its position (on or off). Inform the students that in today's activity they will build their own electrical switches and determine which materials make the best switches.
Explain to students that material engineers create new types of materials for specific purposes, for example, so that they are strong and can survive very high temperatures. Material engineers work with chemical engineers to design and develop materials that can be used for many different types of switches and socket plugs. The switches and electric socket plugs used in our homes and schools are connected to copper wires that carry electrical current and can get very hot, so for our safety, the housing and parts that touch the wires of switches and plugs must be made of insulators developed by material and chemical engineers. An early material used for the housing of electrical switches and plugs was a plastic insulator called Bakelite. It is considered the first, true plastic and was invented in 1909 by engineer and chemist Leo Hendrik Baekeland.
Procedure (Return to Contents)
Background — Switches
The purpose of an electrical switch is to regulate current (the flow of electric charge) in a circuit. Most switches are used to open and close a circuit. Light and appliance power switches are examples of the most basic type of switch. When the switch is in the "on" position, a conductor inside the device closes the circuit so electrical charge can move through it, powering the light bulb or appliance (see Figure 2). When the switch is moved to the "off" position the circuit is broken, and no current flows.
Background — Dimmers and Multi-Position Switches
Dimmer switches and multi-position switches regulate the amount of current in a circuit. Dimmer switches are used on lamps and light fixtures. When a dimmer switch is first turned to the "on" position, the circuit is closed and a small amount of current is present in the circuit, lighting the bulb dimly. As you move the dimmer switch, the resistance of the lamp circuit is decreased, thus increasing the current in the circuit, causing the bulb to shine brighter and brighter. An electrical component called a variable resistor, or rheostat, is connected to the dimmer switch knob to change the resistance in the circuit within some range; the volume knob on a stereo works in a similar way. Multi-position switches work in almost the same way as dimmer switches except that the resistance of the circuit can only be changed between a few set values. Multi-position switches are typically used on appliances with motors or fans.
Before the Activity
With the Students
Remind students that electricity flows more easily through some objects than others. The materials that electrons can move through are called conductors. The atoms in a conductor have loosely-attached electrons, so a negative charge buildup pushes electrons through the material. Electrons in metals are loosely attached to the atom, so metals are conductors. If the electrons in a material are tightly attached to the atoms and cannot be forced to move from one atom to another, no electricity flows. These materials are called insulators. Some examples of insulators include rock, wood, plastic, glass, cloth, and air.
Attachments (Return to Contents)
Safety Issues (Return to Contents)
Troubleshooting Tips (Return to Contents)
Some coins may not be very good conductors due to their metal combination. If a coin is being used to close the circuit, make sure that it will conduct electricity at this low voltage. For example, some nickels are not good conductors.
Assessment (Return to Contents)
Prediction: Have students use the Switcheroo Worksheet to list all the objects provided to make a switch. Next to each object, have them write "good switch" if they think it will make a good switch and "no" if it will not.
Activity Embedded Assessment
Worksheet: Have students use the Switcheroo Worksheet throughout the activity to record test results, observations and conclusion.
Worksheet Analysis: Review the various objects that the class used to make switches. Have students compare their initial predictions about each test object with their test results, as recorded on the worksheets. Have each group make a short presentation to the class explaining which objects they chose and why, and demonstrating their best switch. Discuss with the class which materials made good switches.
Discussion Questions: Solicit, integrate, and summarize student responses:
Activity Extensions (Return to Contents)
Have students estimate the cost of the different materials or objects they used to make switches. Which materials or objects do they think make the best and least expensive switches?
Bring a dimmer switch and a multi-position switch to class (available at hardware stores). Let the students examine the switches. Have the students find picture of devices that use variable resistors and rheostats.
References (Return to Contents)
Leo Baekeland, Scientists & Thinkers, Time Online, accessed April 2004. http://inventors.about.com/gi/dynamic/offsite.htm?site=http://www.pathfinder.com/time/time100/scientist/profile/baekeland.html
ContributorsXochitl Zamora Thompson, Sabre Duren, Joe Friedrichsen, Daria Kotys-Schwartz, Malinda Schaefer Zarske, Denise W. Carlson
Copyright© 2004 by Regents of the University of Colorado.
Supporting Program (Return to Contents)Integrated Teaching and Learning Program, College of Engineering, University of Colorado Boulder
Acknowledgements (Return to Contents)
The contents of this digital library curriculum were developed under a grant from the Fund for the Improvement of Postsecondary Education (FIPSE), U.S. Department of Education and National Science Foundation GK-12 grant no. 0338326. However, these contents do not necessarily represent the policies of the Department of Education or National Science Foundation, and you should not assume endorsement by the federal government.