MYTH OR FACT? “Even Non-Scientists Can Think Like A Scientist.”

A.   Learning Outcomes: After completing this module, students will be able to:

1.      Explain and diagram how to make a light bulb work when given the bulb, a piece of wire, and a battery.

2.      Complete a diagram of a light bulb that will model the arrangement of the wires that are hidden from view by the metal sleeve around the base of the bulb.

3.      Explain the concept of a circuit and its role in getting the bulb to light.

4.      Explain how their activities on this exercise are similar the methods scientists use to solve problems and to explain their solutions.

B.  Materials:
       1.   For each group, one 1.5-volt battery, one flashlight bulb, and one 2-inch length of
             insulated copper wire.
       2.   One handout for each student, plus one extra handout for each group.

C.   Format:

       1.   This exercise consists of two group activities.
               a. The first activity should be done before the students are given the handout. They
                   are to work together to get the bulb to light using only the battery and wire. This
                   may take some time, but they are not to be helped by the instructor.
                b. Once they have succeeded in getting the bulb to light, they are given the handout
                   and asked to complete the handout in class. Each team is to turn in one handout |                       with the questions and diagrams completed as required.
       2.   Drawing the model of the wires behind the metal sleeve is especially challenging. The
             instructor should encourage the students to refer to their “rules” about circuits and the
             flow of electricity, and then to draw arrows showing the flow of electrons (electricity)
             through the battery, wire and bulb’s filament. Often, if the students can get this far, they
            can achieve the final step of completing the circuit behind the metal sleeve with some
             directive questioning by the instructor.

 D.   Assessment:

        1. Grading can be done on a team basis.
        2. The purpose of this exercise is to build confidence in the students’ minds that thinking  
             like a scientist is within their capacity.