Take note on their discoveries on the board. After they have finished telling you what they discovered, ask them if they can come to any conclusions about static electricity. Introduce terms as appropriate. Do a creative drama to explain how the balloons with like and unlike charges react to one another. Have the children be the balloons. Have them either repel or attract. Also you can demonstrate how negative electrons can flow freely from object to object and create either a positive or negative charge in an object.
Let the boys be electrons and girls be protons. Have 4 boys and 4 girls come up and put two of each on a piece of poster each piece of poster represented an object. Then ask what the electrons can do to make one of the objects positive.
Then negative. Now conclude the colloquium by asking questions to assess the students understanding of the concepts. Also do another demonstration to see if they can tell you why and event happened. See Assessment.
Assessment: To assess the students, I will question them in the colloquium to see if they understand the main concepts of static electricity. I will be able to assess their understanding by their responses. Also, I am going to do a demonstration using a balloon rubbed with wool and tiny bits of paper.
If they understand the concepts they should be able to tell me how the balloon and the pieces of paper will react to one another. They should also be able to tell why balloon attracted the bits of paper. The observation sheets that the students filled out during the investigation will also be used as a way of assessment.
I will also assess through observation. I taught my static electricity lesson today. I felt like it went pretty smoothly. I am in an extension class and my teacher does not teach science or math, so had no idea what level they were on and what I could expect from them. To be honest I was scared to death. I felt like I didn't know them and they didn't really know me either. It really scared me to be in control of the class and not even know the kids' names.
This was the first lesson I had taught to two of the classes. I taught the lesson to three classes. By the third time I taught the lesson, I felt pretty confident and worked out all the kinks so that the lesson went more smoothly. My main goal for the lesson was for the students to have fun while gaining an understanding of static electricity. I think that for the most part these goals were accomplished.
The students definitely had fun and I think that most of the students understood the concept of static electricity. Some were a little confused. I did not tell the students much about static electricity before they began their investigation. I wanted them to discover as much for themselves as they could. I was unsure about how much I should tell the chidren about static electricity before I began the lesson. In a similar manner, to move a charge in an electric field against its natural direction of motion would require work.
The exertion of work by an external force would in turn add potential energy to the object. The natural direction of motion of an object is from high energy to low energy; but work must be done to move the object against nature.
On the other hand, work would not be required to move an object from a high potential energy location to a low potential energy location. When this principle is logically extended to the movement of charge within an electric field, the relationship between work, energy and the direction that a charge moves becomes more obvious. Consider the diagram above in which a positive source charge is creating an electric field and a positive test charge being moved against and with the field.
In Diagram A, the positive test charge is being moved against the field from location A to location B. Moving the charge in this direction would be like going against nature. Thus, work would be required to move the object from location A to location B and the positive test charge would be gaining potential energy in the process.
This would be analogous to moving a mass in the uphill direction; work would be required to cause such an increase in gravitational potential energy. In Diagram B, the positive test charge is being moved with the field from location B to location A.
This motion would be natural and not require work from an external force. The positive test charge would be losing energy in moving from location B to location A. This would be analogous to a mass falling downward; it would occur naturally and be accompanied by a loss of gravitational potential energy. One can conclude from this discussion that the high energy location for a positive test charge is a location nearest the positive source charge; and the low energy location is furthest away.
The above discussion pertained to moving a positive test charge within the electric field created by a positive source charge. Figure 3 shows a method of induction wherein a charge is created in a nearby object, without direct contact. Here we see two neutral metal spheres in contact with one another but insulated from the rest of the world. A positively charged rod is brought near one of them, attracting negative charge to that side, leaving the other sphere positively charged.
This is an example of induced polarization of neutral objects. Polarization is the separation of charges in an object that remains neutral. If the spheres are now separated before the rod is pulled away , each sphere will have a net charge.
Note that the object closest to the charged rod receives an opposite charge when charged by induction. Note also that no charge is removed from the charged rod, so that this process can be repeated without depleting the supply of excess charge. Figure 3. Charging by induction. Another method of charging by induction is shown in Figure 4. The neutral metal sphere is polarized when a charged rod is brought near it. The sphere is then grounded, meaning that a conducting wire is run from the sphere to the ground.
Since the earth is large and most ground is a good conductor, it can supply or accept excess charge easily. In this case, electrons are attracted to the sphere through a wire called the ground wire, because it supplies a conducting path to the ground. The ground connection is broken before the charged rod is removed, leaving the sphere with an excess charge opposite to that of the rod. Again, an opposite charge is achieved when charging by induction and the charged rod loses none of its excess charge.
Figure 4. Charging by induction, using a ground connection. Neutral objects can be attracted to any charged object. The pieces of straw attracted to polished amber are neutral, for example. If you run a plastic comb through your hair, the charged comb can pick up neutral pieces of paper. Figure 5 shows how the polarization of atoms and molecules in neutral objects results in their attraction to a charged object. Figure 5. It is used to power everything from our lights to our trains.
In these activities, students will explore different kinds of circuits and investigate what is required to make a complete circuit. Learn first how to wire a simple circuit, then STEAM ahead to combine art materials with the circuit and create an electric birthday card, party hat, or other seasonally-themed item. Describe the components required to complete an electric circuit. Electricity is used to operate your cell phone, power trains and ships, run your refrigerator, and power motors in machines like food processors.
Electric energy must be changed to other forms of energy such as heat, light or mechanical in order to be useful. Everything we see is made up of tiny little parts called atoms. The atoms are made of even smaller parts called protons, electrons and neutrons.
An atom usually has the same number of protons which have a positive charge and electrons which have a negative charge. Sometimes electrons can be moved away from their atoms. Electric current is the movement of electrons through a wire.
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