Section 1.1 - 1.7
This section we are starting deals with electricity. We are going to learn about light bulbs, wires, and batteries and how they are used in the use of electricity. For section 1.1 the question what is needed to light a bulb is being asked. We learned that a complete circuit compiled of wires and an electric source (battery) is needed to light the bulb. The electricity goes from the battery through the wires to the bulb and makes it light. In activity 1.2 we added a compass to the closed loop circuit. It was used to detect the activity in the wires during bulb lighting. The questions asked was the compass needle deflect clockwise or counter clockwise. We constructed a table to place our data.

Compass Needle Movement
By connecting the compass to the loop we tried different variations to see what direction the needle pointed. They turned out to be the same in every case but when we reversed the wires of the battery the chart was the opposite. In activity 1.3 we learned that a circuit is any unbroken loop of electrical components that forms a continuous conducting path. In activity 1.4 It asked what would happen to the wires to make the compass deflection change direction when the batter orientation is reversed and whether or not a compass can be used to identify the direction of movement within a wire. We found out that when the battery orientation changed so did the compass deflection. Also, the compass can be used to tell the direction of the movement within a wire because of the deflection. In activity 1.5 we learned that that moving substance that causes the compass needle to deflect is the charge. In activity 1.6 we learned that the reversal of the needle when the batteries are reversed shows the change in the direction of charge flow but doesn't tell use what direction it has before or after the charge. In activity 1.7 we answer the question, "Which is the conventional" direction in an actual circuit? The conventional charge flow was from the negative end of the battery around the circuit, ending at the positive end. If the battery leads were reversed, so would the flow of the charge.

Section 1.8 - 1.11

*An object is a conductor if it permits the bulb to light. An object is an insulator if it prevents the bulbs from lighting.*
Key conductor lit conductor
Waxed Paper insulator not lit insulator
Foil conductor lit conductor
Shoe lace insulator not lit insulator
Pencil wood insulator not lit insulator
Pencil "lead" conductor lit conductor
Rubber band insulator not lit insulator

All the conductors are elements on the periodic table, most of them are metals and can conduct electricity. The insulators don't make make the lightbulb light.
--The filament and the supports are both conductors of a circuit in a light bulb.
Glass Bulb insulator not lit insulator
Threaded Section conductor lit conductor
Black ring insulator not lit insulator
Tip conductor lit conductor
-- The electricity flows from the tip of light bulb to the filament located at the top of the bulb.
In a light bulb socket when two wires are connected to the same metal clip, then the light bulb will light up. The metal clips are designed so that one touches the tip and the other touches the threaded section because those are the two conducting parts of a light bulb.
In this section we tried to create a complete circuit by only using a wire, a light bulb, and a D-cell battery. We found that you can make a complete circuit by touching the tip or the threaded section of the bulb to either end of the battery, and then touch the other conductor of the light bulb (whichever isn't touching the battery- either the tip or threaded section) to one side of the wire, with the other end of the wire touching the opposite side of the battery. By doing this we created a closed circuit that made the light bulb light up.

Section 2.1 - 2.7

In this lab we set up a circuit with one round light bulb and placed a compass under a wire to see the deflection of it. We placed a resistor in the circuit wire and watched to see what happened to the light bulb, it ended up getting dimmer. Next, we added a second resistor to the circuit and the light bulb ended up not being able to light up.
The first step was to set up three different circuits, one with one round bulb, the other with two round bulbs, and the last with three round bulbs. We discovered as we added more bulbs to the circuit, the more dim the bulbs got.
This activity refers to the previous activity and as to how to draw in how bright the light bulb is and the special arrows as to which way the charge is flowing through the circuit. To determine the brightness you draw more lines around the picture of the light bulb. The arrows have more lines through it means it has a larger charge flow.
This section tells us about what a resistor is. It comes from the ancient greeks. It means that it allows some flow to take place but reduces rate. The flow rate tells you the amount of charge that passes through the wire during each section, not the speed, it is not the same thing as velocity however.
This activity required us to set up 3 types of circuits. One with just one round light bulb, the next with two bulbs one round one long, and the last one was set up the same as the second one but switch around the light bulbs. The long bulb had more of a resistance because it lit up each time and the round bulb was unable to light up. The charge passed through the round bulb and collected in the long bulb.
We used a dissecting microscope to view the inside of a light bulb. We had to compare the filament, supporters, and connecting in a round bulb and a long bulb. The next step was to compare or come up with the best path to travel through each part and which wire was the thickest and thinnest.
The last part was to compare the different types of straws and compare the different types of air flows. This goes back to the sizes of the filaments in each light bulb. We compare if a smaller diameter or larger diameter is better by exhaling in the 3 types of straws.

Section 3.1 - 3. 4

Section 3.5 - 3.8
The bulb doesn't light because the voltmeter has a very high resistance and blocks the flow. It has to be able to resist so that it can give an accurate reading
The Ammeter is the same throughout the circuit because you are not adding or subtracting resistors. The ammeter in the second question is higher because there is a round bulb. The long bulb has more resistance and is the only bulb that lights.
The beginning and end of the current are the same because electrons cannot be created nor destroyed. Since the current is split into the two bulbs it is half of the original current.
February 17, 2010