Mississippi Science P.4.6A

P.4.6A is a cluster heading. These are the individual standards under it.

• P.4.6A.1

  Obtain and communicate information to compare how different processes (including burning, friction, and electricity) serve as sources of heat energy.

• P.4.6A.2

  Plan and conduct scientific investigations to classify different materials as either an insulator or conductor of electricity.

• P.4.6A.3

  Develop models demonstrating how heat and electrical energy can be transformed into other forms of energy (e.g., motion, sound, heat, or light).

• P.4.6A.4

  Develop models that demonstrate the path of an electric current in a complete, simple circuit (e.g., lighting a light bulb or making a sound).

• P.4.6A.5

  Use informational text and technology resources to communicate technological breakthroughs made by historical figures in electricity (e.g. Alessandro Volta, Mic...

• P.4.6A.6

  Design a device that converts any form of energy from one form to another form (e.g., construct a musical instrument that will convert vibrations to sound by co...

01

What Students Need to Do

Students compare heat from burning, rubbing, and electricity. They test materials, trace a complete circuit, and model energy changing into motion, sound, light, or heat. They explain an inventor's work, then build, test, and improve a device.

02

What Mastery Looks Like

A student can light a bulb with a battery and wires, show the full circuit path, and predict whether a paper clip or plastic strip will close a gap. They can explain how rubbing hands produces heat and how a buzzer changes electrical energy into sound. They use test results to improve a switch.

03

Common Misconceptions

Some students think current stops at the bulb or that a bulb lights without a closed circuit. Others think electricity passes through a wire's plastic coating, or that rubbing makes heat without using motion.

04

How to Assess It

Draw a working D-cell, bulb, and two-wire circuit. Mark the complete path, predict whether a paper clip or plastic strip will light the bulb when placed in a gap, and name the energy source that heats a toaster.

1. 01

   Give pairs a D-cell, small bulb, wires, paper clip, and plastic strip to build a circuit and test both materials in a gap.

2. 02

   Read short accounts of Volta's battery and Faraday's generator; ask students to write one way each invention changed how people used electricity.

3. 03

   Use cards labeled rubbing hands, burning candle, toaster, fan, and LED; teams sort the heat sources and name each energy change.

4. 04

   Design a desk-help signal with a battery, buzzer, and paper-clip switch; test it, improve the switch, and label electricity changing to sound.

• PHS.8

  Students will demonstrate an understanding of temperature scales, heat, and thermal energy transfer.

• P.4.6B

  Students will demonstrate an understanding of the properties of light as forms of energy.

• E.4.10

  Students will demonstrate an understanding of the various sources of energy used for human needs along with their effectiveness and possible impacts.

• PHS.7

  Students will examine different forms of energy and energy transformations.