Electricity: Very Enlightening and Shocking

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Electricity Very Enlightening and Shocking!

• By Ketlynne Joseph, Jeff Most, and Anthony
  Riccardo

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Topic Static Electricity, How is it Generated.

• Grade level/s Intermediate 6-8
• Time needed  1-2 class periods, Approximately
  75-90 minutes

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Science or Math background material for the
teacher

• Teacher Background on Electricity Basics
• http//www.eia.doe.gov/kids/energyfacts/sources/el
  ectricity.html
• Ben Franklin Stuffhttp//www.fi.edu/learn/sci-te
  ch/lightning-rod/lightning-rod.php?ctsbenfranklin
  -weather-electricity

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Instructional Objectives

• To explain how objects can receive a static
  electrical charge.
• To describe the effects of bringing objects with
  like and unlike charges near one another.
• To compare conductors and insulators.
• To identify and diagram a series circuit and a
  parallel circuit.

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Standards met by this Lesson

• Learning Standards for Mathematics, Science, and
  Technology Standard 4 Intermediate Physical
  Setting
• 4. Energy exists in many forms, and when these
  forms change energy is conserved.
• Students
• describe the sources and identify the
  transformations of energy observed in everyday
  life.
• observe and describe heating and cooling events.
• observe and describe energy changes as related to
  chemical reactions.
• observe and describe the properties of sound,
  light, magnetism, and electricity.
• describe situations that support the principle of
  conservation of energy.
• This is evident, for example, when students-
  design and construct devices to
  transform/transfer energy.- build an
  electromagnet and investigate the effects of
  using different types of core materials, varying
  thicknesses of wire, and different circuit types.

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Materials

• T.V. set,
• string,
• chalk,
• balloons,
• thread,
• chalkboard,
• water sprayer,
• size D batteries,
• battery clips and holders,

• small bulbs (41 48)
• sockets for small bulbs
• copper wire
• objects to test as conductors
• paper clips
• strands of steel wool.
• wool cloth,

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Students will watch Greatest Moments in
Science History
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Procedure

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

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Group Option 1

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

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Advance Organizer Example
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Group Option 2

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

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Group Option 3

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

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Group Option 4

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

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Circuits

• Series Circuit

• Parallel Circuit

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Discussion Questions

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

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Closure

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

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Multicultural Connections

• All cultures experience static electricity the
  same way.
• Students can research Physical Scientists or
  Inventors native to their country of origin.

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Possible ways technology might be incorporated

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

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Assessment

• 1. Using a diagram and sentences, explain how
  lightning is a form of static electricity.
• 2. What type of circuits are used in buildings?
  Explain.
• 3. Describe a safety device that is used as part
  of a circuit. Explain how it works.

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Extension activities

• Web Activities.
• Science Expo.

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Bibliography/References

• http//www.fi.edu/learn/sci-tech/lightning-rod/lig
  htning-rod.php?ctsbenfranklin-weather-electricity
  
• http//www.iit.edu/smile/ph9213.html