Sciences

S​ tudent Pink
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Criterion B: inquiring and designing
Level 1-2 Level 3-4 Level 5-6 Level 7-8

i. State ​a problem or i. State ​a problem or i. Outline ​a problem or i. Describe ​a

question to be tested question to be question to be tested problem or
by a scientific tested by a by a scientific question to be
investigation, with scientific investigation. tested by a
limited success. investigation. ii. Outline and explain ​a scientific
ii. State ​a testable ii. Outline ​a testable testable hypothesis investigation.
prediction. hypothesis ​using using scientific ii. Outline and
iii. State ​a variable. scientific reasoning. explain ​a testable
iv. Design ​a​ ​method, reasoning​. iii. Outline​ how to hypothesis ​using
with limited success​. iii. Outline ​how to manipulate the correct scientific
manipulate the variables, and ​outline reasoning​.
variables, and how ​sufficient​, iii. Describe ​how to
state​ how ​relevant relevant data​ will be manipulate the
data​ will be collected. variables, and
collected. iv. Design ​a complete describe ​how
iv. Design a ​safe and safe method ​in sufficient​,
method​ in which which he or she relevant​ data will
he or she ​selects selects appropriate be collected.
materials and materials and iv. Design a ​logical​,
equipment​. equipment. complete and
safe method​ in
which he or she
selects
appropriate
materials and
equipment.

Criterion C: processing and evaluating 

Level 1-2 Level 3-4 Level 5-6 Level 7-8

i. Collect and present i. Correctly collect and i. Correctly collect, i. Correctly collect,
data in numerical present​ data in organize and present organize, transform
and/or visual forms. numerical and/or data in numerical and present​ data in
ii. Interpret​ data. visual forms and/or visual forms. numerical and/or
iii. State​ the validity of a ii. Accurately interpret ii. Accurately interpret visual forms.
prediction based on data and ​outline data and outline ii. Accurately interpret
the outcome of a results. results using scientific data​ and ​outline
scientific investigation, iii. State​ the validity of a reasoning. results ​using correct
with limited success. prediction based on iii. Outline​ the validity of scientific reasoning.
iv. State​ the validity of the outcome of a a prediction based on iii. Discuss​ the validity of
the method based on scientific investigation. the outcome of a a prediction base on
the outcome of a iv. State​ the validity of scientific investigation. the outcome of a
scientific the method based on iv. Outline​ the validity of scientific investigation.
investigation, ​with the outcome of a the method based on iv. Discuss ​the validity of
limited success. scientific investigation. the outcome of a the method based on
scientific investigation.
v. State​ improvements v.
or extensions to the
method that would
benefit the scientific
investigation, ​with
limited success.
State​ improvements v.
or extensions to the
method that would
benefit the scientific
investigation.
Outline​ improvements
or extensions to the
method that would v.
benefit the scientific
investigation.
the outcome of a
scientific investigation.
Describe
improvements or
extensions to the
method that would
benefit the scientific
investigation.

Task specific clarifications:

Laboratory. Formative assessment.

Student justifications: Teacher Justifications:

 
 

1. TITLE.
T​HE ​EFFECT ​OF ​THE ​FUNCTION ​OF ​THE ​COMPLEX ​CIRCUIT ​AND ​THE ​FLOW ​OF ​THE ​ENERGY ​ON ​THE ​LEVEL ​OF ​BRIGHTNESS ​OF ​THE
​ ULBS
LIGHT​ B

2. AIM / HYPOTHESIS
Create a research question related to electricity or circuits that can be tested through the
simulation​.
How does the current and voltage flow through each lightbulb in a complex circuit and what
is the reason for each lightbulb's level of brightness?

Answer the research question through a testable hypothesis.

The current and the voltage is divided into different pathways and each lightbulb’s level of
brightness depends on its order and where it is placed in the circuit.

3. VARIABLES: ​Be clear to define exactly what you are controlling and measuring.
(​What I control, include how you’re going to change it through the experiment​)
Independent: The complex circuit/number of lightbulbs

(​What I measure, Include units and tools to measure it​) Dependent: Voltage and Current
(Ammeter and Voltmeter)

(​What I keep the same, including at least 2 of them, explain how to keep them the
same​) Control Variables: The type of circuit and the energy of the battery. I will study the
complex circuit and keep the energy of the battery the same amount so that I can see the
difference of the current and voltage at each spot of the circuit.

4. BACKGROUND INFORMATION (Paragraph at least)

Complement the background information including the following elements:
electricity, energy, generator, magnetic field, motion, motor, induction,
conduction, conductor, circuit, current, voltage, circuit, parallel, series, and
complex circuits.

Electricity is basically a form of energy resulting from the existence of charged

particles such as protons and electrons. A generator is a machine that converts
magnetism and movement into electricity by a process called induction. Induction is
when a charged object is brought near but now touched to a neutral conducting
object. The process forces electrons within the conductors to move and create
electricity. The process requires a conductor, which is any object that can easily
produce electricity such as a metal ruler. An insulator is what cannot conduct
electricity and instead, they stop the flow of the electrons. A motor does the opposite
of a generator and converts electrical energy into mechanical energy. A generator
and a motor both include a magnetic field, a field that describes the magnetic
influence of electric charges in relative motion and magnetized materials. Both of
these things involve energy, both potential and kinetic, and energy works within
different types of circuits. A circuit is composed of individual electronic components. A
series circuit has more than 1 lightbulb on only one pathway, making it have different
amounts of voltage at specific areas of the circuit. While a parallel circuit has more
than one pathway with a light bulb, dividing the energy from the battery into two. All
circuits gain energy from the negative side of the battery. The energy that runs
through the circuit is voltage and current, measured with an ammeter and a voltmeter,
using the units of volts and amps.

Include a screenshot of your mind map.

5. REQUIREMENTS (list)
List the materials needed for your experiment if you were carrying out in real life, please include
materials the simulator allows you to use.
- Battery
- Lightbulbs (At least three)
- Wires
- Switch (Not necessary)
- Voltmeter and Ammeter
-

6. SAFETY
Imagine you are doing this experiment using real materials and
write at least two safety concerns below (list)
1. Be Careful of the light bulbs and wires because they can
electrify or injure you.
2. Handle the light bulbs carefully because if it breaks, the glass
can injure you.
7. METHOD (List)
Write a detailed step by step guide on how you will prepare and do the laboratory. Make
sure to include how you are going to control your variables. Imagine someone else will be
following your instructions so make sure they are clear, in order, and not missing any steps.

1. Make an Complex Circuit with 3 light bulbs

2. Measure this circuit with both the ammeter and voltmeter at at least three different
spots
3. Compare the brightness of each light bulb
4. Record the results and write down the data
5. Make a different kind of complex circuit with a greater number of lightbulbs
6. Measure the circuit with both ammeter and voltmeter at at least three different spots
7. Compare the brightness of each light bulb
8. Record the results and write down the data
9. Repeat the process with one more different complex circuit

7. ​RESULTS ( QUALITATIVE / QUANTITATIVE)

A. Describe and include pictures of the experiment’s result.

There are two types of complex circuits. One of them has two pathways, one with one
lightbulb, and one with two light bulbs. The other one just has one more pathway with
another lightbulb. The third circuit has four pathways with five lightbulbs.
B. Create a table to show the results of the experiment.

Circuit 1 Circuit 2 Circuit 3

# of pathways 2 3 4

# of lightbulbs 3 4 5

A (Volts and Amps) 9.00 V 9.00 V 9.00 V

1.35 A 2.25 A 0.26 A

B ( Volts and Amps) 9.00V 9.00 V 6.43 V

0.90 A 0.90 A 0.26 A

C (Volts and Amps) 0.00V 0.00 V 3.86 V

0.90 A 0.90 A 0.26 A

D (Volts and Amps) 9.00V 9.00 V 1.29 V

0.45 A 0.45 A 0.13 A

E (Volts and Amps) 4.50 V 4.50 V 0.00 V

0.45 A 0.45 A 0.13 A

F (Volts and Amps) - 9.00 V 0.00 V

0.90 A 0.13 A

G (Volts and Amps) - - 0.00 V

0.13 A

H (Volts and Amps) - - 0.00 V

0.26 A

Order of Bulb 1, 2, 3 1;4 , 2;3 1;2;3 , 4;5

Brightness

C. Plot the data into a chart.

8. ANALYSIS (Paragraph): ​What ​trends (patterns) can you find in the data, now you have plotted your
graphs?
From the data that I have collected, I can see that in each complex circuit, the more pathways there are,
the smaller the amount of energy divided for each one there is. For Circuits 1 and 2, the voltage is actually
pretty stable throughout the whole circuit, separating at two or three pathways. Both circuits’ smallest
amount of voltage is on the very last spot, where the energy flow passed the last lightbulb and is going
back to the positive side of the battery. Where in Circuit 3, the voltage measures are much more broken
apart and diverse because of the complicated connections between each pathway and the number of
lightbulbs. Although there is a very simple pattern to the third circuit’s voltage measurements. As the
energy passes through each lightbulb, the voltage decreases by 2.57 volts until it’s 0 and goes back to the
battery. Overall, in each complex circuit, the voltage has a very stable flow and a clear pattern throughout
each circuit. In circuit one and two, the current is also pretty stable, but not repetitive. In the first circuit, the
energy basically broke up into one bigger and one smaller amount since the two pathways have different
numbers of lightbulbs. In the second circuit, we can see the function more clearly, where the current
started at 2.25 amps, and breaking apart into 0.9, 0.45, and 0.9 for the three pathways. The pathway with
one lightbulb gains 0.9 amps while the one with two lightbulbs is broken in half to 0.45 amps. The third
circuit works exactly the same way, starting with 0.26 amps and each lightbulb using 0.13 amps, but with
the unique design of the circuit, the 0.13 amps at both ends of the last two pathways add up together to
0.26 at the meeting point before decreasing to 0 amps when returning to the battery.

9. CONCLUSION (Paragraph): ​You need to draw connections between your results

and the hypothesis throughout this section.
In my hypothesis, I was able to correctly state the function of the division of the voltage and
current. The function of the lightbulb and its brightness is partly correct, although in the
second circuit, I missed one detail where the brightness of the light bulbs and its order can
change if there is a change in the number of pathways and the number of lightbulbs in those
pathways. In circuit number 3, the function is still the same and works with my hypothesis,
however, with more complicated and detailed circuits, these functions may have to change a
little according to new features that are more advanced.

10. ​EVALUATION AND IMPROVEMENT

A. Identify at least one problem in your method that could reduce the accuracy,
or reliability of the experiment.
Because I’m using two very easy complex circuit and one a little complicated one, my
hypothesis won’t apply to all kinds of complex circuits.
The simulation online can also cause misinformation or sometimes the results might differ in
real life.
B. Suggest changes in the method that can improve the accuracy or the
reliability of the experiment.
I can collect data from both the online experiment and from an actual experiment in real life
to both increase the accuracy and get information from the comparison.

REFERENCES
Include the reference of the consulted sources, according to the APA form.
One example has been included.
Example :
Respiration [Digital image]. (n.d.). Retrieved January 17, 2019, from
https://www.bbc.com/bitesize/guides/zq349j6/revision/1
Complex Circuit. (n.d.). Retrieved from

https://www.stickmanphysics.com/stickman-physics-home/unit-8-current-and-circuits/complex-

circuit/