Investigating Energy Flow

Overview

This lesson investigates how electrical energy transfers and transforms in a simple circuit. Students will measure voltage and current using multimeters, record results with precision, and link their measurements to how components affect circuit function.

Learning intentions

WALT investigate how energy flows through electrical circuits by:

• constructing and using a simple circuit with the required components to allow electricity to flow
• measuring voltage and current with multimeters using appropriate settings and safe handling
• recording data clearly in tables and explaining what changes when circuit components or settings change
• using circuit representations (diagram or labelled model) to communicate results

Success criteria

• I can record voltage and current measurements in a table with units and correct multimeter use.
• I can describe what the readings suggest about energy transfer through the circuit.
• I can explain how a switch and conductors/insulators affect whether current flows.
• I can identify and safely manage measurement risks during circuit testing.

Curriculum links

• Science — investigate transfer and transformation of energy in electrical circuits, including the role of circuit components, insulators and conductors.
• Science — use equipment to observe, measure and record data with reasonable precision, using digital tools as appropriate.
• Science — plan and conduct repeatable investigations, deciding variables to change/measure/control and describing risks for safe use of equipment.
• Science — use representations (tables/graphs/visual models) to organise and process data and describe patterns or relationships.
• Science — pose investigable questions to test relationships and make reasoned predictions (based on a circuit diagram or picture).

Lesson structure (45 minutes)

1. 0–5 min · Hook (energy flow prediction). Teacher displays a labelled circuit diagram (battery, switch, bulb/resistor, wires) and asks: “What do you think will happen to voltage and current when the switch is opened?” Students do a quick think-pair-share and state predictions.

2. 5–12 min · Safety and tools check. Teacher demonstrates multimeter setup (voltage vs current), correct leads, and safe placement while the circuit is switched off. Students mirror the steps with one multimeter per group, pausing for teacher checks before any measurement.

Lesson 5 focus: measuring voltage and current, recording with units and precision.

3. 12–24 min · Investigation setup (repeatable circuit). Teacher confirms circuit components and directs students to build a simple “closed-switch” circuit. Students complete a short plan: choose what to change (switch state: open/closed) and what to measure (voltage and current), while keeping other factors constant (same wires/components, same battery). Students record their initial diagram and readiness checks.

4. 24–35 min · Measure voltage and current (two conditions). Teacher guides measurements in sequence:

• Condition A: switch open (expect no/near-zero current)
• Condition B: switch closed (measure voltage and current) Students measure voltage across the source (or as instructed for the circuit design), and current through the circuit using the appropriate multimeter mode. They record every reading immediately in a prepared table, including units. Teacher circulates for accuracy and safe lead handling.

5. 35–41 min · Represent results and interpret. Teacher prompts: “Which measurement tells you about energy transfer from the source, and which suggests how much electricity is moving?” Students use sentence starters to link readings to energy flow and component roles (switch, conductors).

6. 41–45 min · Exit ticket (quick check). Students answer two questions:

• “Write one result (V and/or A) from your table.”
• “Explain one reason your current reading changed between open and closed switch.”

Resources

• Simple circuit kits (battery holder, wires/leads, switch, bulb or resistor, optional connectors)
• Multimeters (enough for 4 students; at least 1 per group)
• Multimeter instruction cards (voltage/current modes, lead placement reminders)
• Circuit diagram template and labelled blank tables for voltage/current readings
• Safety poster/reminder cards (keep circuit off during lead changes; correct settings only)
• Sentence starters for interpretation and recording
• Clipboard or digital device for recording (if available)

Assessment

• Teacher observation checklist during multimeter setup (correct mode, leads, switch-off before changing connections).
• Review of data tables for precision (units included, consistent recording, no missing condition).
• Exit ticket for understanding of energy flow changes between open vs closed switch.

Differentiation

• Extra one-on-one support for multimeter use: teacher or learning support focuses on one student at a time for lead placement and switching between voltage/current modes.
• Provide step-by-step recording sheet with “Condition A/B” prompts and unit boxes to reduce cognitive load.
• Sentence starters for explanation: “When the switch is open…, so the current is… This suggests…”
• Extension for confident students: compare two bulbs/resistors if available and predict how readings would change, without extending the practical time.