Electricity: Very Electricity: Very Enlightening and Enlightening and

Shocking!Shocking!

By Ketlynne Joseph, Jeff Most, By Ketlynne Joseph, Jeff Most, and Anthony Riccardoand Anthony Riccardo

TopicTopic: Static Electricity, How is : Static Electricity, How is it Generated.it Generated.

Grade level/sGrade level/s: Intermediate 6-8: Intermediate 6-8

Time neededTime needed:  1-2 class periods, :  1-2 class periods, Approximately 75-90 minutesApproximately 75-90 minutes

Science or Math background Science or Math background material for the teachermaterial for the teacher

Teacher Background on Electricity Basics:Teacher Background on Electricity Basics:

http://www.eia.doe.gov/kids/energyfacts/souhttp://www.eia.doe.gov/kids/energyfacts/sources/electricity.htmlrces/electricity.html

Ben Franklin Stuff:Ben Franklin Stuff:http://www.fi.edu/learn/sci-tech/lightning-rohttp://www.fi.edu/learn/sci-tech/lightning-rod/lightning-rod.php?cts=benfranklin-weathd/lightning-rod.php?cts=benfranklin-weather-electricityer-electricity

Instructional ObjectivesInstructional Objectives::

To explain how objects can receive a To explain how objects can receive a static electrical charge. static electrical charge.

To describe the effects of bringing objects To describe the effects of bringing objects with like and unlike charges near one with like and unlike charges near one another.another.

To compare conductors and insulators.To compare conductors and insulators.

To identify and diagram a series circuit To identify and diagram a series circuit and a parallel circuit. and a parallel circuit.

Standards met by this LessonStandards met by this LessonLearning Standards for Mathematics, Science, and Learning Standards for Mathematics, Science, and Technology Standard 4: Intermediate Physical SettingTechnology Standard 4: Intermediate Physical Setting

4. Energy exists in many forms, and when these forms change energy is 4. Energy exists in many forms, and when these forms change energy is conserved.conserved.

Students:Students:describe the sources and identify the transformations of energy describe the sources and identify the transformations of energy observed in everyday life. observed in everyday life. observe and describe heating and cooling events. observe and describe heating and cooling events. observe and describe energy changes as related to chemical reactions. observe and describe energy changes as related to chemical reactions. observe and describe the properties of sound, light, magnetism, and observe and describe the properties of sound, light, magnetism, and electricity. electricity. describe situations that support the principle of conservation of energy. describe situations that support the principle of conservation of energy.

This is evident, for example, when students:This is evident, for example, when students:- design and construct devices to transform/transfer energy.- design and construct devices to transform/transfer energy.- build an electromagnet and investigate the effects of using different - build an electromagnet and investigate the effects of using different types of core materials, varying thicknesses of wire, and different circuit types of core materials, varying thicknesses of wire, and different circuit types.types.

MaterialsMaterials

T.V. set, T.V. set,

string, string,

chalk, chalk,

balloons, balloons,

thread, thread,

chalkboard, chalkboard,

water sprayer, water sprayer,

size D batteries, size D batteries,

battery clips and holders, battery clips and holders,

small bulbs (#41 & #48)small bulbs (#41 & #48)

sockets for small bulbssockets for small bulbs

copper wirecopper wire

objects to test as objects to test as conductorsconductors

paper clipspaper clips

strands of steel wool. strands of steel wool.

wool cloth,wool cloth,

Students will watch:Students will watch: “Greatest Moments in Science History” “Greatest Moments in Science History”

ProcedureProcedure

Groups will be assigned to complete Groups will be assigned to complete one of the following investigations. one of the following investigations. Once complete they will present their Once complete they will present their findings using either chart paper and/or findings using either chart paper and/or PowerPoint presentations.PowerPoint presentations.

Group Option #1Group Option #1

The students will perform the following activities The students will perform the following activities to understand how objects receive a static to understand how objects receive a static electrical charge: Let the string hang about one electrical charge: Let the string hang about one inch from the front of the T.V. set. When the inch from the front of the T.V. set. When the television is turned on, the string will be repelled television is turned on, the string will be repelled or attracted to the television screen. Students or attracted to the television screen. Students will inflate several balloons. They will rub the will inflate several balloons. They will rub the balloons with a wool cloth to create an balloons with a wool cloth to create an electrically charged surface. These balloons will electrically charged surface. These balloons will cling to the classroom ceiling and to a chalk cling to the classroom ceiling and to a chalk drawing of a shelf on the chalkboard. drawing of a shelf on the chalkboard.

Advance Organizer ExampleAdvance Organizer ExampleTesting Static Electricity

Experiment Hypothesis Observation Was your hypothesis supported?

Why or why not?

Example

Rub balloon with the wool cloth. What will happen when the balloon is placed on the wall?

Static Electricity Experiments

Place the string in front of the television while power is off.

Place string in front of the television screen while power is on.

Students will inflate two balloons to the same size and tie a string to each balloon and rub them with a wool cloth

Group Option #2Group Option #2

The students will perform the following activities The students will perform the following activities to understand the effects of bringing objects with to understand the effects of bringing objects with like and unlike charges near one another: like and unlike charges near one another: Students will inflate two balloons to the same Students will inflate two balloons to the same size and tie a string to each balloon. Both size and tie a string to each balloon. Both balloons will be given negative charges by balloons will be given negative charges by rubbing them with a wool cloth. They will repel rubbing them with a wool cloth. They will repel one another. Next, one of the balloons will be one another. Next, one of the balloons will be given a positive charge. This balloon will be given a positive charge. This balloon will be attracted to the negatively charged balloon. The attracted to the negatively charged balloon. The balloons will be sprayed with water to neutralize balloons will be sprayed with water to neutralize them. them.

Group Option #3Group Option #3

The students will perform the following The students will perform the following activities to compare conductors and activities to compare conductors and insulators: Using a simple series circuit insulators: Using a simple series circuit with one small bulb, each student will test with one small bulb, each student will test objects to observe which materials permit objects to observe which materials permit a flow of electrons (conductors) and which a flow of electrons (conductors) and which materials do not permit a flow of electrons materials do not permit a flow of electrons (insulators). Each student will list items (insulators). Each student will list items tested and test results on a chart. tested and test results on a chart.

Group Option #4Group Option #4

The students will perform the following The students will perform the following activities to understand series and parallel activities to understand series and parallel circuits: After learning how to read a circuits: After learning how to read a circuit diagram, each student will construct circuit diagram, each student will construct a series circuit and a parallel circuit. The a series circuit and a parallel circuit. The students will make observations about students will make observations about what happens when one bulb is removed what happens when one bulb is removed from each of the different types of circuits. from each of the different types of circuits. They will also observe which circuits have They will also observe which circuits have brighter bulbs. brighter bulbs.

CircuitsCircuits

Series CircuitSeries Circuit Parallel CircuitParallel Circuit

Discussion QuestionsDiscussion Questions

After a group has completed their After a group has completed their presentation, questions and discussion will presentation, questions and discussion will be generated from fellow students. Group be generated from fellow students. Group will be required to answer them. Teacher will be required to answer them. Teacher to facilitate the question and answer to facilitate the question and answer period.period.

ClosureClosure

Groups will display their investigative and Groups will display their investigative and experimental findings to the rest of the experimental findings to the rest of the class based on which activity they were class based on which activity they were assigned on the bulletin board.assigned on the bulletin board.

Multicultural ConnectionsMulticultural Connections: :

All cultures experience static electricity the All cultures experience static electricity the same way. same way.

Students can research Physical Scientists Students can research Physical Scientists or Inventors native to their country of or Inventors native to their country of origin.origin.

Possible ways technology Possible ways technology might be incorporatedmight be incorporated: :

Computers are to be used. Software such Computers are to be used. Software such as Microsoft Office will be utilized by the as Microsoft Office will be utilized by the students, more specifically PowerPoint, students, more specifically PowerPoint, Excel, and Word.Excel, and Word.

AssessmentAssessment: :

1. Using a diagram and sentences, 1. Using a diagram and sentences, explain how lightning is a form of static explain how lightning is a form of static electricity.electricity.

2. What type of circuits are used in 2. What type of circuits are used in buildings? Explain.buildings? Explain.

3. Describe a safety device that is used 3. Describe a safety device that is used as part of a circuit. Explain how it works. as part of a circuit. Explain how it works.

Extension activitiesExtension activities: :

Web Activities.Web Activities.

Science Expo.Science Expo.

Bibliography/ReferencesBibliography/References: :

http://www.fi.edu/learn/sci-tech/lightning-rohttp://www.fi.edu/learn/sci-tech/lightning-rod/lightning-rod.php?cts=benfranklin-weathd/lightning-rod.php?cts=benfranklin-weather-electricityer-electricity

http://www.iit.edu/~smile/ph9213.htmlhttp://www.iit.edu/~smile/ph9213.html