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Introduction
The unit 'Changing circuits' helped # to the revise concepts ^ had been introduced to in Year 2 and Year 4. The unit has consolidated ~ knowledge of materials which are electrical conductors, and extended ~ understanding of the ways in which the brightness of bulbs or speed of motors in a circuit could be changed and it has developed #'s understanding of the value of using conventional symbols for communication. The unit provided * with an opportunity to carry out ~ own complete investigation on the subject of electric circuits. The work in this unit also offered * several opportunities for relating ~ knowledge and understanding of electricity to familiar phenomena.
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Circuits
Section 1: Changing circuits

^ is able to summarise the ways in which the brightness of bulbs or speed of motors can be changed.
^ is able to construct circuits that match the descriptions given to * by ~ teacher.


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Drawing
Section 2: Drawing circuits with symbols

^ is able to construct a circuit from a conventional circuit diagram.
^ has drawn a circuit diagram of a working circuit.
^ examined an unfamiliar diagram of a simple circuit and ^ explained how ^ knew whether it would work or not when constructed.

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Testing
Section 3: Testing circuits

^ has tried out a wide variety of circuits and decided what to do. ^ was able to make sure that ~ comparisons between the circuits were fair.
^ could state whether ~ prediction was correct and ^ has made a number of generalisations about circuits such as the thinner the wire, the dimmer the bulb.

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Investigating
Section 4: Investigating circuits

^ was able to identify that the wires used in the investigation are much thinner than the wires they use for connections.
^ was able to why explain it is safe to use bare wires in ~ experiment because ^ was using batteries with a low voltage.
^ was able to explain that wires are usually covered with plastic because plastic is an insulator.

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Comment 6

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