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Teacher’s notes

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Integrated strands

Science concept

• Metals conduct electricity.

Nature of Science Theme

Scientists’ observations are influenced by their science ideas…

Scientists may test if a material conducts electricity to help them decide if it is a metal or not.

DSSA Investigation Focus

Carrying out an investigation includes choosing an appropriate approach…

One approach to an investigation is pattern seeking.

Activity

What you need

• A simple electrical circuit made using a 1.5-volt battery in a battery-holder, a 2.5-volt bulb in a bulb holder, wires and metal paper clips. (For instructions on setting up a simple electrical circuit, refer to Making Better Sense of the Physical World, Activity 8, p. 76.)
• Objects made from a variety of substances, for example, a metal nail, fabric, ballpoint pen, aluminum foil, wooden or plastic pegs, steel wool, coin.

Note: Supporting activity resources are provided below.

Focus

• What is a metal? Can you see any in the room? Where do you see metals at home?
• What is not a metal?
• Are all shiny things metals?
• Are all metals shiny?
• What tests could you carry out to decide if something is a metal?

Exploration

1. Explain that one pattern that can separate metals from other types of materials is that metals conduct electricity.
2. Set up the circuit according to the diagram on page 76 of Making Better Sense of the Physical World.
3. Explain to the students that because metals conduct electricity, a metal object will complete the electrical circuit and the light will go on.
4. Model this by testing the circuit with one metal object, and then with a non-metal object. As you do this, model the making-a-prediction-and-testing method as follows:
   1. Choose a metal object.
   2. State, “I think this is a metal. I predict it will make the light go on”.
   3. Test your prediction by placing the object in the circuit.
   4. State the result, “My prediction was right!”
   5. Repeat the process with the non-metal object (“This is a non-metal, so I predict it will not make the light go on.”).
5. Decide, with the students, how to report their findings as they test each object (for example, they could draw and label the results, make a chart and tick or cross off each item, write a sentence for each item, or make an oral statement).
6. For each object, get students to:
   1. predict whether they think it will make the light go on
   2. test their prediction
   3. place the object in one of two groups – either “Made the light go on” or “Didn’t make the light go on”.
7. When all items have been tested, as a class look at the “Made the light go on” group and help the students to formulate an answer to the question, “What do all the things in this group have in common?”
8. Help them test their answers by:
   • encouraging them to find out more about each object.
   • finding and testing more objects to confirm their ideas.

Extension

• Can water conduct electricity?
• What happens to water when you add ordinary salt to it? Will it conduct electricity now?

Reflection

• What are the different ways we can record our findings?
• Were any of our predictions wrong? Why? What caused us to make a wrong prediction?
• Are there any materials that are not metals which conduct electricity?
• Are there other ways you could test something to see if it is a metal?
• Electricians use tools made of metal. How do they protect themselves from electric shock?
• Why are electrical wires made of metal?