Energizing Circuit Testing

Overview

In this lesson (8 of 9), students test and evaluate the functionality of their electrical devices from the previous lessons. They present to the class, explaining how electrical energy is transferred and transformed in their circuit, and they use evidence to decide what worked and what needs fixing.

Learning intentions

WALT: Test and evaluate the functionality of our devices.

• Students will test their device using a planned process and observe what changes when components are altered.
• Students will explain how electricity flows through conductors, and where insulators or open circuits stop the current.
• Students will present their device clearly using agreed circuit language and representations.
• Students will identify possible sources of error and suggest improvements based on evidence.

Success criteria

• I can demonstrate my device working (or explain why it does not work yet).
• I can describe the energy flow in my circuit (electrical energy to other energy forms).
• I can point out which parts are conductors and which parts help prevent unwanted current flow.
• I can compare my test results to my predictions and suggest improvements.

Curriculum links

• AC9S6U03: investigate the transfer and transformation of energy in electrical circuits, including the role of circuit components, insulators and conductors.
• AC9S6I02: plan and conduct repeatable investigations with fair testing by deciding variables to change, measure and control, and describing safe equipment use.
• AC9S6I04: use appropriate representations (including circuit diagrams) to organise and communicate findings.
• AC9S6I05: compare methods and findings, recognise possible sources of error, and draw reasoned conclusions from evidence.

Lesson structure (45 minutes)

1. 0–5 min · Hook + safety check. Teacher shows one short “device attempt” scenario (e.g., bulb not lighting) and asks: “What evidence tells us electricity is flowing?” Students quickly share ideas and confirm safety rules (hands away from battery contacts unless instructed; dry surfaces; careful wiring).

2. 5–10 min · Presentation plan. Teacher models the presentation checklist (provided to students) and a sentence frame for explaining energy flow (e.g., “When I close the switch, electrical energy flows through…, which makes… energy”). Students read the checklist and decide their order: build → test → explain → improve.

3. 10–22 min · Device testing (repeatable). Teacher reminds students to keep one variable the same while changing another (fair testing) and to record observations. Students test their own device 2–3 times, recording: switch position, whether the bulb/light/indicator works, and which change they made (e.g., switch connection, wire placement, tightening contacts).

4. 22–31 min · Present to the class (Round 1). Teacher facilitates each student’s 2–3 minute presentation, prompting for evidence-based reasoning (e.g., “What did you observe?” “What part might be an insulator stopping current?”). Students demonstrate their device and use their circuit diagram or a labelled sketch to explain the flow of electricity and the component roles.

5. 31–39 min · Evaluate and troubleshoot (Round 2). Teacher runs a quick “evidence swap” discussion: classmates ask one question that starts with “How do you know…?” or “What would you test next…?” Students make one improvement attempt only (choose the most likely fix) and re-test to see if the issue is resolved.

6. 39–44 min · Class comparison + reasoned conclusions. Teacher leads students to compare device outcomes across the group, highlighting common successful strategies and common error sources (loose connections, incorrect polarity, broken circuit, using poor conductors where conductors are needed). Students summarise their next step: “One improvement I will try is… because…”

7. 44–45 min · Exit ticket. Teacher collects a short response: “In my device, electrical energy transfers to ____ when the switch is closed, and the evidence I saw was ____.” Students complete independently or with support.

Resources

• Device kits (batteries, holders, wires, switch, bulbs/LEDs, connectors as used in unit)
• Student circuit diagrams or labelled sketches
• Device presentation checklist (differentiation)
• Recording sheet for test observations (table: attempt 1/2/3; change; result)
• Safety equipment reminder cards (dry hands, careful battery handling)
• Sticky notes for peer feedback questions
• Timer for presentations
• Clean work area and spare wire/connectors for controlled adjustments

Assessment

• Formative: teacher observes testing process for fair testing (what changed vs what stayed the same).
• Formative: teacher checks presentations using the checklist—students reference component roles and describe energy flow.
• Formative: exit ticket to assess whether students can connect evidence to a reasoned conclusion about device function and likely causes.

Differentiation

• Provide a presentation checklist with tick boxes and sentence starters to scaffold explanation of energy flow.
• Offer a “choose-from” word bank: conductor, insulator, switch, complete circuit, current, electrical energy, light/heat/sound.
• Support planning for fair tests by giving each student two prepared test options (e.g., “tighten contact” vs “swap wire”), so only one variable changes at a time.
• For extension within lesson: challenge students to improve their device using a specific target (e.g., “make it brighter” or “make the switch work more reliably”) and justify the improvement using evidence.

Differentiation (presentation checklist guidance)

• Student must include: device demonstration, switch role, conductor/insulator explanation, energy transfer statement, evidence from tests, one improvement suggestion.