LANCASTER
Suzanne McClellan's class at Wickersham Elementary School was curious about us, especially since they had an opportunity in the past to visit The Franklin Institute. However, upon learning that we were not endowed with any free tickets, attention quickly shifted to the science program. Setting the stage, their amused teacher broke out the FOSS Electricity and Magnetism kit to initiate the day's exploration. |
Each team retrieved a tray complete with materials to
use for their new investigation regarding electrical
conductivity. In addition, they picked up a baggie of
test objects. As a warm-up, Suzanne reminded the
students of some relevant vocabulary through the use of
overheads. "Conductor" and "insulator" were science
words that had special emphasis for the day. In the
final overhead, Suzanne presented the data-recording
sheet and directed the students to write their
predictions about the conductivity of the various test
materials by specifying whether they were insulators or
conductors. |
Before plans were formed, each team needed to assess
the stability of their circuit. A few groups were able
to begin testing objects immediately, because they
started with complete circuits that were easily
altered. Others found it necessary to rebuild or build
the circuit from scratch. Suzanne encouraged each team
to work independently based on their needs. Some
students who had been absent needed to get a review
from the other team members. Everyone eventually
converted his or her own complete circuit to a
conductivity tester.
|
 Suzanne allowed each team to construct their own design using the raw materials of the required complete circuit. The students created a variety of models. For example, some chose to disconnect the switch and place a test item (such as a nail) across the terminals.
|
 The majority of the teams modified the complete circuit by cutting a section of wire. If touching the disconnected wire segments to a test item completed the circuit and lit the bulb, then the item was a conductor. Using the flexible wires gave easy access to experiment on odd-shaped items such as sponges and rock fragments.
|
The students introduced unexpected variables to the
experiment when they created short circuits or wired
their circuit without carefully tracing the flow.
|
Anticipating this problem, Suzanne constantly moved
among the groups and was always on the alert for any
incident of carelessness or misunderstanding. Guiding
students through questioning was Suzanne's way of
facilitating corrections.
|
The student's delight in using a testing apparatus that
they built themselves was apparent. Each took great
satisfaction in collecting data that was accurate and
immediate. They were very excited to be building
evidence around their recorded predictions. A number of
groups finished testing the kit's baggie of items and
so launched their own investigation. Anything in their
immediate vicinity became a potential target in their
hungry search for experimental materials. Keys and
jewelry were temporarily confiscated in the name of
science. Shelby found it necessary to protect the
Franklin's digital camera with unfailing determination.
These kids were engaged in a glorious mission to
examine the conductivity of the world!
|
In the time remaining before the science study was
over, the students were instructed to fill in their
data sheets. This afforded them the opportunity to
review their predictions. Many students were finding it
difficult to disengage from the interesting work of
conductivity experimentation. In the end, however, all
were eventually able to record some of their data.
Obviously, Suzanne struck a pleasing note with her students by using this kit in her science program. One student stands out as evidence toward the kit's effectiveness. She was a quiet girl who had tested different parts of her necklace for fun. She found them to be conductive and began to think about how her necklace was now a part of the complete circuit. Suddenly, her facial expression transformed from a meditative scowl to pure amazement. In less than a heartbeat, she verbally exploded with sheer delight at her discovery that electricity had traveled in a path all the way around her neck. Her immediate question and potentially her next investigation was: "Why didn't I feel it?" Our thanks go to Suzanne McClellan for the enjoyable visit to her classroom and a peek into the FOSS kit, Electricity and Magnetism. |
