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HANDS-ON ACTIVITY
Light Your Way:

Design-Build a Series Circuit Flashlight 

Quick Look
Grade Level: 4 (3-5)
Time Required: 1 hour
Expendable Cost/Group: US $6.00
Group Size: 4
Activity Dependency: None
Associated Informal Learning Activity: Light Your Way: Design-Build a Series Circuit Flashlight
Subject Areas:
Physical Science
NGSS Performance Expectations:
3-5-ETS1-1

Summary
During a power failure, or when we go outside at night, we grab a flashlight so we can find our
way. What happens inside a flashlight that makes the bulb light up? Why do we need a switch to
turn on a flashlight? Have you ever noticed that for the flashlight to work you must orient the
batteries a certain way as you insert them into the casing? Many people do not know that a
flashlight is a simple series circuit. In this hands-on activity, students make sense of the
phenomenon of electricity when they build this everyday household item. They use the science and
engineering practice of defining a simple design problem and the disciplinary core idea of
designing solutions to design their own operating series circuit flashlights. By exploring electricity
and how flashlights work, students engage with the crosscutting concept of evolving technologies.
This engineering curriculum aligns to Next Generation Science Standards (NGSS).
 Students explore how a flashlight works

Engineering Connection
When engineers design electrical equipment, they figure out the optimum circuitry design for the
situation, whether it is the installation of solar panels, design of electric cars, behavior of traffic
signals, hair dryer on/off switch, turn indicator lights on a vehicle or even a simple flashlight. They
decide between creating a parallel or series circuit, or they often create a complex circuit system
composed of both types.

Learning Objectives
After this activity, students should be able to:

Design and construct a working portable flashlight.

Define, recognize and assemble series circuits.
Explain the path of electrical charge through their circuit.
Describe the engineering process behind designing a flashlight.

Educational Standards
 NGSS: Next Generation Science Standards - Science
 Common Core State Standards - Math
 International Technology and Engineering Educators Association - Technology
 State Standards

Materials List
Each group needs:
 2 D-cell batteries (If each student brings in 2 D-cell batteries, then they can take their
homemade flashlights home with them. If you do this, make sure to have enough of the other
supplies to make one flashlight per student, not per group.)
5 pieces of insulated copper wire (various lengths) (available at hardware stores)
1 #40 bulb (available at hardware stores)
1 bulb holder (available at hardware stores)
1 cardboard paper towel or wrapping paper tube
Light Your Way Worksheets, one per student

For the entire class to share:

reflective material, such as aluminum foil, small pie tins, foil muffin cups, etc.
thumb tacks
rubber bands
masking tape
wire strippers or medium-grade sandpaper (to remove insulation from wire ends)
wire cutters
scissors

Optional materials for this design project:

thin flat strips of wood or plastic

switch (available at electronics stores), or a variety of materials to make switches: paper clips,
aluminum foil, nails, coins, insulated wire (possibly of varying gauges), keys, etc.
thumb tacks

Note: Many of the materials required for this lab can be reused in numerous other electricity
activities. When the batteries wear out, dispose of them at a hazardous waste disposal site.

Worksheets and Attachments

Light Your Way Worksheet (pdf)
Light Your Way Worksheet Answers (pdf)
Flashlight Circuit Worksheet (pdf)
Flashlight Circuit Worksheet Answers (pdf)

Visit [www.teachengineering.org/activities/view/cub_electricity_lesson05_activity2] to print or download.

Introduction/Motivation
Have you ever heard a bell or buzzer from a ringing building alarm? (Some will answer yes.) Let's
brainstorm: How do you think the building knows to set off an alarm when an intruder tries to open
a door or window? (Give students some time to think of some ideas. Possible answers: The building
is really smart, or the alarm circuit is broken causing the bell to sound.) Electrical engineers design
the wiring of an alarm system to be an "in series" circuit. The doors and windows of the building
act as a switch for the alarm circuit. The alarm circuit is a closed circuit when the alarm is on and
the windows and doors are closed. However, when someone tries to open a door or window
(without turning off the alarm first), the alarm circuit becomes "open" and the building is, in
essence, telling the alarm to sound.....ding, ding, ding!

Alarm systems are not the only items with an in series circuit. Batteries can also be connected in
series, which provides more voltage to a device. For example, if we connect three AA batteries "in
series," it provides more voltage than a single AA battery. When engineers design a flashlight, they
determine if the batteries should be connected "in series" or "in parallel."

During today's activity, just like engineers, we will design our own flashlights and determine if the
batteries in our flashlight will be connected "in series" or "in parallel."

Procedure
Background — Flashlights

The first flashlight was invented in 1896, and made possible by the invention of the D-cell battery
in that same year. Prior to 1896, the only battery that could be used for portable lighting was too
heavy to be practical. These new devices were called "flash lights" because they provided a brief
flash of light when the user pushed a switch — unlike the steady light beam produced by today's
flashlights.

Over time, the parts of a flashlight have not changed much (see Figure 1). Batteries are connected
to a bulb in a basic series circuit containing a switch. A metal reflector placed behind the bulb
increases the light output. A protective lens cap covers the bulb and reflector. A casing, often
tubular in shape, contains the batteries, bulb, spring, wires and reflector, and connects to the lens
cap. The switch is held in place on the outside of the casing. The flashlight that students build in
this activity has all these parts except a lens cap and the spring.
Before the Activity

If applicable, collect leftover pieces of insulated wire (various

lengths) from previous electricity activities.
Assemble all the materials.
Note: If you are using pre-made switches, you will not need
to assemble any switch materials. Figure 1. Cross-section of a flashlight, showing its
component parts.
With the Students

1. Open-ended design: Have students form into teams of four.

Inform them that the goal of this activity is for teams to
design and construct a working flashlight using only the
provided materials. The flashlight must turn on and off using
a switch. Also, all of the wiring and batteries must be
Figure 2. The basic circuit for constructing a
 contained within the paper towel tubes. All team members flashlight.

must participate in both the design and building phases.

2. Discuss the qualities of a good flashlight with the students. (Possible features: On/off switch,
reliable switch, easy-to-use switch, easy to carry, small size, bright beam of light, lasts a long
time, does not break.) Hand out the Light Your Way Worksheet, and have students fill out the
corresponding question on the worksheet.
3. As a class, have students draw a flashlight on the board. Individual students should
contribute one part to the drawing. (Parts include: Case, spring, bulb, switch, protective
glass/plastic, reflector, batteries.) Have other students describe the function of each part of
the flashlight that has been drawn. (For functions, see the Light Your Way Worksheet
Answers.) Have each student answer the corresponding question on the worksheet.
4. Show students the materials available to construct their flashlight. Let teams brainstorm the
design of their flashlight, determining which materials they will use for each part. To aid the
brainstorming process, show students the circuit diagram for a typical flashlight (Figure 2) as
a printout or by drawing it on the board. Have students document their materials plan on the
worksheet (question #3).
5. Have students draw a circuit diagram for their flashlight on the worksheet.
6. Have students write out the steps they are going to take to build their flashlight. Once you
have looked at (and approved) a team's design, have the students gather their materials.
7. Allow time for each team to construct their flashlight design.
8. Test each team's flashlight. To be considered reliable, it should be able to light up three times
in a row. If a team's flashlight does not work, have them compare the flashlight circuit
diagram (Figure 2) to their team's flashlight circuit diagram. On the worksheet, have students
write up any design changes or fabrication improvements they need to make. If time permits,
have them implement their changes so the flashlight works.

Assessment
Pre-Activity Assessment

Brainstorming: Have the students engage in open discussion to

list on the board the qualities of a good flashlight. Remind
students that no idea or suggestion is "silly." All ideas should be
respectfully heard. Encourage wild ideas and discourage criticism
Figure 3. An example flashlight design.
of ideas.
Drawing: As a class, have students draw a flashlight on the board. Individual students should
contribute one part to the drawing. (Parts include: Case, spring, bulb, switch, protective
glass/plastic, reflector, batteries.) Have other students describe the function of each part of the
flashlight that has been drawn. (For functions, see the Light Your Way Worksheet Answers.) Have
each student answer the corresponding question on the Light Your Way Worksheet.
Activity Embedded Assessment

Worksheet: Have the students complete the Light Your Way Worksheet; review their answers to
gauge their mastery of the subject.

Drawing: Have students draw a circuit diagram of their flashlight on the Light Your Way
Worksheet.

Brainstorming: In their teams, have the students engage in open discussion to determine the
design of their flashlight. They should decide which materials they will use for each part. All ideas
should be respectfully heard. Encourage wild ideas and discourage criticism of ideas. Have each
student answer the corresponding question on the Light Your Way Worksheet.

Procedure Practice: Using the Light Your Way Worksheet, have students list the steps they will
take to design and build their flashlight.

Re-Design Practice: Have the students list any design or fabrication changes they would make to
their flashlight on the Light Your Way Worksheet.
Post-Activity Assessment

Drawing: Using the Light Your Way Worksheet, have students complete the last item on the
worksheet by drawing their team's flashlight and labeling all the parts.

Math & Circuits: Have students complete the Fraction Circuit Worksheet to learn about circuit
diagrams and practice adding fractions!

Sales Pitch! Have the students pretend to be salespeople who are trying to sell their flashlight to a
manufacturer or a consumer. Have student teams create a persuasive poster or flyer, as well as a
10-minute sales pitch of their flashlight design for presentation at the next class. Have them
incorporate into their sales pitch their series circuit diagram, the parts and features of the flashlight
and how it works.

Safety Issues
Caution students not to play with the insulated wire; they may poke or cut themselves or
others.
Caution students not to hold the insulated wire on the D-cell battery with their fingers for
extended periods of time. The stripped ends of the wire heat up when held on the battery
terminals.

Troubleshooting Tips
Slice small cardboard tubes down the middle to accommodate the D-cell batteries.

A paperclip may be used to hold the light bulb in place.

Have students make sure all of their connections are reliable, so when they move the flashlight the
connections do not come loose.

Ideally, all the wires used in the flashlight should be contained within the paper towel tube — no
wires should be hanging out. If students have problems making the switch inside the tube, have
them set up their switch externally, as in Figure 3.

Activity Extensions
Portable flashlights can be powered by means other than batteries. Have students conduct Interne
t research on solar-powered flashlights, "shake" flashlights and "crank" flashlights. Ask students to
discuss the environmental and economic implications of using these types of flashlights.

Activity Scaling
For lower grades, provide completed flashlight examples and a drawing of the electrical
circuit (as a printout or on the board) for students to examine. This helps them during the
brainstorming process when they determine what materials to use to construct a flashlight.
Complete the circuit diagram on the Light Your Way Worksheet together, as a class.
For upper grades, you may not need to provide a drawing of the flashlight's electrical circuit
for students to examine during the brainstorming process when they determine what
materials to use to construct their team's flashlight.

References
Activity adapted from: Make a Flashlight, Rough Science, PBS. Accessed April 29, 2004. http://w
ww.pbs.org/weta/roughscience/discover/powerplant.html#flashlight

Copyright
© 2004 by Regents of the University of Colorado

Contributors
Xochitl Zamora Thompson; Sabre Duren; Joe Friedrichsen; Daria Kotys-Schwartz; Malinda Schaefer
Zarske; Denise W. Carlson
Supporting Program
Integrated Teaching and Learning Program, College of Engineering, University of Colorado Boulder

Acknowledgements
The contents of this digital library curriculum were developed under grants from the Fund for the
Improvement of Postsecondary Education (FIPSE), U.S. Department of Education and National
Science Foundation (GK-12 grant no. 0338326). However, these contents do not necessarily
represent the policies of the Department of Education or National Science Foundation, and you
should not assume endorsement by the federal government.

Last modified: May 28, 2021

Free K-12 standards-aligned STEM curriculum for educators everywhere.

Find more at TeachEngineering.org