Circuit Questions

Lilly builds a simple circuit to light up a light bulb. Her design is shown in the diagram. The light bulb in Lilly’s circuit does not light up. Which BEST describes the reason?

• A switch is needed to allow energy to flow through the circuit.

• The circuit is missing a power source to provide energy to the battery.

• A second wire needs to connect the other side of the battery to the light bulb.

• The wire needs to run from the positive end of the battery instead of the negative end.

John wants to create a circuit to light up a bulb. He has a copper wire and a light bulb. What else does he need?

• A power source like a battery.

• A wire that can conduct electricity.

• A switch that will turn the power on and off.

• An insulator that will stop the flow of electricity.

Mika takes a load of clothes out of the dryer. She notices that a pair of socks are stuck together. When she separates the socks, she feels a small shock and hears a crackling sound. Is this an example of static electricity or human-harnessed electricity?

• This is an example of static electricity which resulted from the steady flow of charge that is constantly moving through the socks.

• This is an example of static electricity which resulted from the build up of electric charges on the socks when they were tossed around in the dryer.

• This is an example of human-harnessed electricity which resulted from the steady flow of charge that is constantly moving through the socks.

• This is an example of human-harnessed electricity which resulted from the build up of electric charges on the socks when they were tossed around in the dryer.

The diagram shows a simple circuit that Sam is building. Sam wants to put an insulator around the switch for safety. Which material would be a good choice?

• copper wire

• steel wool

• cork (wood)

• tin

The table compares a bar magnet to an electromagnet. Which statement correctly compares a bar magnet to an electromagnet?

• Bar magnets are stronger.

• Electromagnets are adjustable.

• Bar magnets are temporary magnets.

• Electromagnets are permanent magnets.

A student is investigating with electromagnets and permanent magnets. She holds five magnets at an equal distance from fifty paperclips and records her observations. The student performs the investigation twice. The graphs show her data. Which two arguments can be made using the student's data?

• Magnet 2 requires a source of electricity.

• Magnet 5 is the strongest of the magnets.

• Magnets 2 and 5 are permanent magnets that can attract iron objects.

• Magnets 1, 3, and 4 are permanent magnets that can be turned on and off.

• Magnets 2 and 5 are electromagnets because their magnetic strength can be adjusted.

A student is designing an investigation using a magnetic wand. His initial set up is shown. Which investigation would be the best way for the student to use the magnetic wand to investigate how magnetic fields behave?

• He can use a longer rod to observe if the magnetic field strength of the wand will increase.

• He can use fewer paper clips to observe if the magnetic field strength of the wand will increase.

• He can use different colors of paper clips to observe which color will be attracted to the magnetic field of the wand the fastest.

• He can place different objects between the wand and the paper clips to observe how much of the magnetic field passes through them.

A student plans an investigation with magnets. Her experimental procedure is shown. Step 1: Test the attractive properties of a small, circular permanent magnet by placing it on a refrigerator door. Step 2: Place a square of paper that is 3 millimeters thick between the magnet and the refrigerator and observe if the magnet is attracted to the refrigerator. Step 3: ? What could the student do at step 3 to demonstrate how a magnetic field’s strength can change?

• Step 3: use different amounts of water to moisten the paper

• Step 3: use increasing thicknesses of paper

• Step 3: use smaller squares of paper

• Step 3: use different textures of paper

Which describes the role of the paperclip in this diagram?

• It keeps the circuit open.

• It conducts electricity.

• It powers the circuit.

• It lights the bulb.

Students are given the following supplies. They are asked to create a complete circuit using one or more of these items. Which of the following is a complete electric circuit?

• A. [Image of a light bulb and battery]

• B. [Image of a light bulb, battery, and wire]

• C. [Image of a light bulb and wire]

• D. [Image of a battery and wire]