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.

nStudents:

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.

 

Materials:

T.V. set, string, chalk, balloons, wool cloth, 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, and strands of steel wool.

Procedure:

1.      Motivation:

Show video of “Greatest Moments in Science History”

2.      Advance organizer (if appropriate) (Please note the correct spelling.  "Advanced" organizer is NOT correct):

See Below for example of Advance Organizer

3.      Describe your procedure step by step.

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.

A. 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.

Advance Organizer below:

Testing 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

B.  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.

C.  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.

D.  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 will have brighter bulbs.

Advance Organizer Example below:

Did the Object Conduct Electricity (Yes or No)?

Rubber Stopper

Penny

Insulated Wire

Cardboard

Parallel Circuit

Series Circuit

Explanation

Why or why not?

Why or why not?

Why or why not?

Why or why not?

4. Include discussion questions and possible answers at appropriate points in the lesson plan.

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.

5. 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.

Adaptations for students with disabilities:

Multicultural Connections:

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

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.

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.

Extension activities:

Web Activities, Science Expo

Bibliography/References: (List any useful books, articles, web sites).

• http://www.fi.edu/learn/sci-tech/lightning-rod/lightning-rod.php?cts=benfranklin-weather-electricity
• http://www.iit.edu/~smile/ph9213.html

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