QUIRKS in the WORKS

Key Stage 1

INTRODUCTION

Quirks in the Works is based on the sections on electricity of Attainment Target 4 of the National Curriculum for Science. We aim to make the scientific content self-explanatory but these notes will give you a guide to the topics covered so that preparatory and follow-up work can be done.

Our story follows Fizz and Whizz, two electrons, as they battle round a circuit in a smoke alarm. Along the way they encounter a switch, a gap in the wire, materials that carry electricity and those that don’t as they battle with the evil Dr No Go to sound the alarm.

SCIENTIFIC CONCEPTS EXPLORED

USES OF ELECTRICITY

We meet two Trons (electrons) Fizz and Whizz, who tell us that they are the electricity in electrical appliances and that electricity is used in many ways.

With the help of the audience they work out that electricity can be used for light, in our homes and schools and work places, or for heat, when using an electric fire or an electric cooker or kettle. They also realise that electricity is used in less obvious ways, for instance in a telephone or a television, for communications.

In the classroom: The children could make three headings, lighting, heating and entertaining. Under each heading they could then draw a picture of two or three everyday things that use electricity to either light, heat or entertain.

DANGERS OF ELECTRICITY

Fizz and Whizz, our two Trons, have a look around Melvin’s sitting room and they show the audience how electricity can be very dangerous.

Firstly they spot a trailing wire and point out that someone could trip over it. Whizz then points to an overloaded plug and asks the audience what is wrong with that. Fizz asks the audience why a vase with flowers and water in it should not be put on the television and concludes that water and electricity do not mix.

In the classroom: enclosed is a picture with six dangerous ways to use electricity. See if the children can identify them all and then discuss what could be done in each instance to use the electricity safely.

COMPLETE CIRCUITS

Whizz explains that no electrical appliance will work unless there is a complete circuit. She chooses two helpers from the audience to show everyone what she means.

One person is the battery, the other is the light bulb. Whizz wires the circuit up to show a complete circuit and travels round and back to the battery. She then disconnects one of the wires and demonstrates that as there is now a break in the wire she can no longer travel around the circuit.

The children learn the phrase: complete circuit - that’ll work it!

In the classroom: the children could experiment with a simple circuit. Using a battery, two connecting wires and a light bulb the children should try to wire up a circuit and make the light bulb shine. They can then see what happens to the light bulb if one of the wires is disconnected.

TWO PATHS BACK TO THE BATTERY

Fizz and Whizz come to a junction in the wire and there are now two paths back to the battery. Although we travel around a parallel circuit this is not discussed. The play merely states that there are two different paths back to the battery and we use it as way, dramatically, to split up the two protagonists.

A GAP IN THE WIRE

We encounter Fizz on his side of the circuit. Suddenly he finds he can’t continue as someone has made a gap in the wire. For him to carry on he must bridge the gap using something that carries electricity (a conductor). He looks in his bag and finds a piece of wood and a piece of glass. He tries laying each material across the gap but neither of them will carry electricity (they are insulators). He then tries a piece of metal and finds that the metal will carry him over the gap. We do not use the words ‘conductor’ and ‘insulator’ in this version of the play.

In the classroom: wire up the above circuit. Then try clipping objects made of various materials between the crocodile clips to see which will carry electricity. Try using a wooden spoon, a plastic ruler, kitchen foil, a piece of string, a coin, your jersey, cork and a paper clip. Which material seems the best at carrying electricity? Which will not?

USING A SWITCH

Whizz, travelling around her side of the circuit, suddenly comes to a halt. She realises she has encountered a switch and that she won’t be able to continue unless someone comes and switches the electricity on. But until that happens she knows that she is trapped.

In the classroom: using your simple circuits add a switch and experiment with switching the electricity on and off. Why do you think the electricity stops flowing when the switch is off? Thinking back through the play, what was it Whizz told us that we need for an electrical circuit to work and how does that relate to how a switch works?

AT THE SMOKE SENSOR

Fizz finally makes it to the smoke sensor, and with the help of smoke coming from Melvin’s television both he and Whizz sound the alarm and make their way back to the battery to complete their circuit.

AT THE END OF THE PLAY

These are the topics covered in the show and at the end of the play the actors will lead a question and answer session where both the science topics are re-capped and any other questions the children might have about the play will be answered.

Show Requirements

The actors will be arriving approximately forty minutes prior to the start time in order to set up and will need to have access to the school hall from then. They bring the set, lighting and sound equipment with them so only need access to a plug socket. They’ll need a space approximately 15’ wide by 10’ deep with the children sitting in front, either seated or on the floor. The show works well ‘on the flat’ but if it’s more convenient for the actors to use your stage, please let them know on arrival. Quirks in the Works lasts one hour with a two minute ‘q & a’ session at the end.