I. Curricular Framework
Concept:
Energy
Essential Question:
How are electricity and magnetism related and what causes the energy flow?
Bridge:
Protons, Electrons, Neutrons
Content:
Outcomes:
II. Standards Aligned
III. Instruction and Assessment
1. Connect: Connecting to the Concept Experientially
Objective: Students will observe that electrons can jump from atom to atom creating static electricity or brief moments of energy.
Activity: Set up “Static City” which will consist of two set ups for each of three different activities equaling six set ups. This is a two day event and the three activities will change the second day.
DAY 1 Divide the class into six groups to rotate through the six stations. Rotate groups every 15 or 20 minutes.
Activity 1 News Hold Up
You will need stopwatch, pencils, 6 half sheets of newspaper, and clean blackboards (clean the day before). Each group rubs the newspaper with a pencil held flat against the blackboard for one minute. Then they time how long the paper remains clinging to the board. While timing the paper the groups can observe the charges on two balloons hanging from strings tied to a stick. This requires 4 balloons, 2 strings, and 2 sticks. Do the balloons attract or repel each other?
Activity 2 Pie Plate Generator
You will need darkened area, 2 aluminum pie plates, 4 large rubber bands, 2 fluorescent bulbs any size, 2 gallon size plastic baggies, and 2 wool cloths or sweaters. Stretch 2 rubber bands at right angles to each other across an aluminum pie plate. Lay the plastic bag on top of the wool cloth and students rub the pie plate on the plastic bag. They should rub briskly, holding the X formed by the crossed rubber bands. They should touch the charged pie plate to the ends of the fluorescent tube. There should be a quick flash of light.
Activity 3 Magnetic Puffed Rice
You will need stacks of heavy books, 2 sheets of plastic, box of puffed rice, 2 margarine containers, and 2 wool mittens or cloths. Form two stacks each with three heavy books. Place end of the plastic under the second book in one stack and the opposite end of the plastic under the second book in the other stack. Plastic should lay above the table top about 2 or 3 inches, in between the two stacks of books. Lay some puffed rice on the table top under the plastic. Students rub wool on top of the plastic and watch as puffed rice flies up and clings to plastic. Also lay some puffed rice on table top and students hold margarine container upside-down 2 or 3 inches over rice. Students rub bottom of container and watch rice fly up into container. Students should note which activity produces the most charge and picks up the most rice.
DAY 2 You can use the same six groups to move from station to station every 15 or 20 minutes.
Activity 4 Gravity Overpowered
You need 2 wool scarves or sweaters, 6 uninflated balloons, and 2 stopwatches. Students must do something to the balloon to overcome the force of gravity (blow up the balloon, rub it with wool, place on the wall). The group should time the number of minutes which the balloon can overcome gravity.
Activity 5 Paper Fish Derby
You need two colors of typing paper, each cut into ten 15 X 2.5 cm strips, large washtub, 6 combs, and 2 wool cloths. Fill tub with 2 or 3 inches of water and make paper fish using directions below.
Students charge the comb by rubbing on the wool cloth, place fish on top of water, and move comb near fish to propel them forward. Comb should not touch the tub or fish because it will lose the charge. Students can race their fish. If a fish sinks, a new fish starts over.
Activity 6 Balloon Power
You need aluminum foil, scissors, masking tape, 4 blocks of paraffin, 6 balloons, 2 pieces of wool cloth, a ruler, and 2 empty metal cans without labels. Cut one strip of foil 30 X 5 cm and two strips of foil 15 X 5 cm. Place a can on top of one paraffin block and tape one end of the long foil strip to the can. Tape the other end of the foil strip to another paraffin block. Place both paraffin blocks on the edge of a desk with the foil strip stretched in between them. Tape the two short strips of foil to the block without the can so that they touch the end of the long strip and hang over the desk edge. Inflate the balloon. Students rub balloon with wool cloth (20-50 strokes in one direction) and touch balloon to the can and observe the results.
Evaluation: Participation in experiments.
2. Attend: Attending to the Connection
Objective: Students will observe that electrons can jump from atom to atom creating static electricity or brief amounts of energy. Students will observe that moving electrons produce light and motion.
Activity: Students discuss results of activities in “Static City”.
Evaluation: Participation in discussion.
Assessment, Phase One, Level of Engagement, Fascination:
3. Image: Creating a Mental Picture
Objective: Students will simulate electron movement occurring in static electricity and current electricity.
Activity: Work in an open area and divide students into groups of 5 or 6. Give each group a circle of paper with either: a + sign, representing a proton; a – sign, representing an electron; blank, representing a neutron. Students in each group arrange themselves to model the particles of an atom. Students who are neutrons and protons should bunch together in a tightly bound center. The electrons circle around the neutrons and protons. As the group spins faster and faster, the electrons fly off and begin circling another atom and then repeat the same movement. This symbolizes electron movement or electricity. Static electrons jump from atom to atom. Current electrons flow smoothly from atom to atom in a circular path. Simulate by a “Grand Right and Left”.
Evaluation: Participation in study.
Assessment, Phase Two, Seeing the Big Picture:
4. Inform: Receiving Facts & Knowledge
Objective: Students will observe that current electricity is a pathway of continuously flowing electrons. Students will observe a relationship between electricity and magnetism.
Activity: Small groups of students are given a bulb, a battery, and two wires. The group works to light the bulb by creating a continuous pathway. Groups will draw a diagram of their successful connection. Students can experiment to add a switch to their circuit. Teacher diagrams and demonstrates series, parallel, complete, and incomplete circuits. Bulletin board and student text supply more detailed information on electricity and its relationship to magnetism.
Evaluation: Observation of group progress and individual diagrams.
Assessment, Phase Three, Success with Acquiring Knowledge:
5. Practice: Developing Skills
Objective: Students will practice creating various types of circuits and electro magnets. Students will complete worksheets and quizzes over given material.
Activity: Provide students with wire, switches, batteries, lights, nails, small metal objects and optional bells or buzzers. Students practice creating the various types of circuits and making electromagnets. Provide more practice with worksheets.
Evaluation: Completion of worksheets and quizzes.
Assessment, Phase Four, Success with Acquiring Skills:
6. Extend: Extending Learning to the Outside World
Objective: Students will explore new interests and questions relating to the application of electricity. Students will decide on a project to apply one’s understanding of electricity as moving electrons.
Activity: Teacher provides a description of some possible activities, and students brainstorm some additional possible projects. Students fill out a plan describing their project which meets their interests and capabilities.
7. Refine: Refining the Extension
Objective: Students will apply new and old knowledge as they create their project.
Activity: Students research, create, revise and finalize their project.
Evaluation: Quality and completion of project.
8. Perform: Creative Manifestation of Material Learned
Objective: Students will share project and knowledge of moving electrons.
Activity: Each student presents his/her project to the class.
Evaluation: Quality of presentation.
Assessment, Phase Five,Performance, Creative Use of Material Learned:
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