That’s Shocking
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Grade Levels:
Grades K - 8
Concepts:
Atoms to Electricity
Static and Circuit Electricity
Conductors and Insulators
Potential and Kinetic Energy
Energy Transfer
Objectives:
Students will explore static electricity in depth with this hair-raising experience. They will also discover
the link of atoms to electricity, look at the different types of electricity (static and circuit) and get a brief
introduction to conductors and insulators. Upper level students will get the chance to explore energy
transfer and work to identify different forms of energy.
Ohio’s New Learning Standards:
Science
Grade 1
Grade Band Theme: Observations of the Environment
Strand: Earth and Space Science
Topic: Sun, Energy and Weather
Content Statement: The sun is the principle source of energy.
Grade 3
Grade Band Theme: Interconnections within Systems
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Strand: Physical Science
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Topic: Matter and Forms of Energy
Content Statement: Heat, electrical energy, light, sound and magnetic energy are forms of energy.
Grade 4
Grade Band Theme: Interconnections within Systems
Strand: Physical Science
Topic: Electricity, Heat and Matter
Content Statement: Energy can be transformed from one form to another or can be transferred from one
location to another.
Grade 6
Grade Band Theme: Order and Organization
Strand: Physical Science
Topic: Matter and Motion
Content Statement: All matter is made up of small parts called atoms.
Content Statement: There are two categories of energy: kinetic and potential.
Grade 7
Grade Band Theme: Order and Organization
Strand: Physical Science
Topic: Conservation of Mass and Energy
Content Statement: Energy can be transformed or transferred but is never lost.
Content Statement: Energy can be transferred through a variety of ways.
Grade 8
Grade Band Theme: Order and Organization
Strand: Physical Science
Topic: Forces and Motion
Content Statement: There are different types of potential energy.
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Classroom Connections:
Either before or after your visit The Works recommends that you investigate these words and phrases in
your classroom.
Atoms
Friction
Insulators
Protons
Electricity
Attract
Electrons
Neutrons
Nucleus
Energy
Static
Circuit
Conductors
Repel
Literacy Links:
Boothroyd, Jennifer. All charged up: a look at electricity. Minneapolis, MN: Lerner Publications, 2011. Print.
Cast, C. Vance, and Sue Wilkinson. Where does electricity come from?. Hauppauge, NY: Barron's, 1992.
Print.
Cole, Joanna, and Bruce Degen. The magic school bus and the electric field trip. New York: Scholastic Press,
1997. Print.
Donnell, Liam, Richard Dominguez, and Charles Barnett. The shocking world of electricity with Max Axiom,
super scientist. Mankato, Minn.: Capstone Press, 2007. Print.
Parker, Steve. Electricity. Rev. ed. London: DK, 2005. Print.
Williams, Brian, David Antram, and Karen Barker Smith. Faraday, pioneer of electricity. Hauppauge, N.Y.:
Barron's, 2003. Print.
Extensions at The Works:
Zap Lab
•
Discover how electricity and magnetism are related. Build and test your own working circuits.
Additional Resources:
http://www.bbc.co.uk/schools/scienceclips/ages/6_7/electricity_fs.shtml
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http://www.neok12.com/Electricity.htm
www.attheworks.org
http://205.254.135.24/kids/energy.cfm?page=electricity_home-basics
http://science.howstuffworks.com/electricity.htm
http://www.energyquest.ca.gov/story/
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That’s Shocking
Pre Visit Activities
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Charged Up
Objective:
Students will observe the effects of a collection of electrons.
Materials:
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Balloon
Sink
Flowing Water
Procedure:
1. Distribute balloons to students.
2. Have students blow up and tie balloons.
3. Students will need to build up static by creating friction between the balloon and another surface.
a. Have students list surfaces that could be used to created friction.
b. Test different surfaces to see if they produce the same results.
4. Once static has been built up on the balloon turn on water in the sink.
5. Have students move their balloon, charged side first, toward the flowing water.
6. Observe and discuss results.
a. What happened to the water?
b. Did the substance used to build up static matter?
Possible Extensions:
• Repeat the experiment using the same surface to build up static, but vary the amount of time the
balloon is charged.
o Did the amount of time spent charging matter?
• Repeat the experiment but vary the same and size of balloons used.
o Did the shape or size of the balloon make a difference?
What Happened?
Electrons have a negative charge and they’re the particles that move around to create electricity. Since
electrons are not stored within the nucleus of an atom they can more easily be moved than protons (the
positively charged particles inside the nucleus). Electrons flow when there is a disturbance. This
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disturbance can be as little as two atoms rubbing together creating friction. Electrons that are separated
due to friction tend the clump together. These clumps of unmoving electrons create static electricity.
Static electricity is very common. We’ve all experienced it before whether it be from socks sticking
together in the dryer, a balloon rubbed on our head, or the most powerful form, lightening, it’s all around
us all the time.
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LEDs – Current Electricity
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Objective:
Students learn and understand the properties of LEDs and current electricity.
Materials:
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•
•
•
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Light Source Print Outs
o 65 watt LED Bulb Add with Price
o 65 watt CFL Bulb (fluorescent) Add with Price
o 65 watt Incandescent Bulb Add with Price
CR2025 – 3 volt disc battery
o We recommend ordering from Digi-Key (www.digikey.com).
LED Light
o We recommend ordering from Newark/element14 (www.newark.com) part number
40K0061.
White Paper
Water
Paper or Science Journals
Pencil
Procedure:
1. Split students into pairs.
2. Distribute a disc battery and LED Light to each pair of students.
3. Have students independently explore the properties of the LED.
a. Current only flows in one direction through the LED.
b. The LED does not lose much energy in the form of heat, unlike an incandescent bulb.
c. Both ends of the LED must be in contact with the battery in order for it to light up.
d. The LED must “straddle” the battery in order to work.
e. By holding one end of the LED against one side the battery and tapping the other end against
the other side, the LED will flash on and off.
4. Students should share their results and discuss findings.
5. Ask students to create a list of devices where they have seen LEDs used.
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a. This list may include Christmas lights, coffee makers, computers, TVs, remotes, etc.
6. Compare and contrast the lists the students created.
7. Show students the Add printouts and ask them to make some observations.
8. Have students discuss the cost differences and why they think they exist.
Possible extensions:
• Allow students access to other types of bulbs to compare energy efficiency.
What Happened?
Students will discover that for electricity to flow through a circuit it must be complete and closed.
When an LED (Light Emitting Diode) is placed into a circuit it creates a one-way path for electricity.
Think of this like a locked door, when you are inside you can get out of the locked door, but when
you are outside you cannot get back through the same door. That is exactly what an LED does to
electrical current.
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Butterfly Electroscope
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Objective:
Students will discover static electricity and observe the effects of static charges on a tissue paper
butterfly’s wings.
Materials:
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Paperclip
Empty Glass Jar
Modeling Clay
Aluminum Foil
Colored Tissue Paper
Plastic Ruler
Wooden Ruler
Scraps of various fabrics
o Nylon
o Wool
o Cotton
o Fur
Objects from around the room
o Balloons
o Pens
o Pencils
o Styrofoam
o Saran Wrap
Glass Rod (optional)
Rubber Rod (optional)
White Paper
Scissors
Procedure:
7. Split students into groups of 3 – 4 students each.
8. Distribute a paperclip, empty glass jar, modeling clay, aluminum foil, tissue paper, plastic ruler,
wooden ruler, scraps of fabric, glass rod (if being used), rubber rod (if being used), white paper and
scissors.
9. Have students fold the paper twice lengthwise, making three columns.
a. Label columns with the following headers.
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i. Object
ii. Type of Cloth
iii. Wings Move?
10. Uncurl the paperclip so that it makes a hook shape.
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11. Roll a small piece of aluminum foil into a ball and poke the end of the paperclip through so that it
sticks.
12. Cut a small butterfly (template provided above) out of tissue paper, crease it down the middle and lay
it across the portion of the paperclip inside the jar.
a. If cutting out a butterfly shape is too difficult or too much of a distraction for your students, a
simple thin strip of tissue paper creased in half and placed over the paperclip will work fine.
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13. Rub the plastic ruler with the nylon scrap and place the ruler near, but not touching, the foil ball.
Have students observe what they see happening, if anything, with the butterfly.
14. Experiment by rubbing any combination of other fabrics or fur with the plastic ruler, the wooden ruler,
glass or rubber rods, and any number of objects from around the room.
15. On their papers or white boards, have them fill out the columns appropriately as shown below.
Object
Type of Cloth
Wings Move?
Plastic Ruler
Nylon
Yes
Wooden Ruler
Wool
No
Balloon
Cotton
No
Balloon
Wool
Yes
Styrofoam
Wool
Yes
Possible Extensions:
o Have students discuss the invisible force that makes the butterfly’s wings flap.
o Students could draw a picture of what they think the force would look like if it could be
seen and discuss why they made their choice.
o Discuss the objects that were used and their similarities and differences.
 Did it matter if the materials were conductors or insulators?
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What Happened?
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“Static” electricity is generated by friction between two or more objects and tends to discharge all at
once (think being shocked by a doorknob after walking on carpet) as opposed to current electricity
that flows through wires and powers most of our modern appliances. When students rubbed the
fabric on different object they were building up static. However, as they would have observed not
every type or material and/or object was able to cause the wigs to “flap”. The wings flapped when
the materials were able to create an electrical charge.
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That’s Shocking
Post Visit Activities
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Power to Go
Objective:
Students learn and understand the conservation of mass by using a triple beam balance to measure the
various components of a system both before and after the reaction.
Materials:
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•
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Lemons
Copper Wires
Pennies
Large Metal Paperclips
Digital Clock
Scissors
Knife
Procedure:
9. Split students into groups of 3 – 4 students each.
10. Distribute two lemons, three copper wires, two pennies, two large paperclips, digital clock, scissors and
a knife to each group.
11. Have students attach one penny to the end of one copper wire and attach a paperclip to the other end.
12. Have students attach one penny to the end of another piece of copper wire.
13. Have students attach one paperclip to the last piece of copper wire.
14. Squeeze and roll the lemons.
15. Make two small cuts on the top of each lemon approximately one inch apart.
• Students may need adult assistance with this step.
16. Set the lemons side by side and use the copper wire with the penny and paperclip to attach them.
17. The penny should be in one lemon and the paperclip in the other.
18. Make sure the penny and the paperclip are both in the pulpy part of the lemon.
19. Using the wire with just the penny attached place the penny into the second hole of the lemon with the
paperclip.
20. Using the wire with only the paperclip attached place the paper clip into the second hole in the lemon
with the penny.
21. Connect the free wire ends to the terminals of the digital clock.
22. If your clock isn’t running try switching the wires.
23. Observe and share results
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Possible extensions:
• Try potatoes or other citrus fruits.
• Replace paperclips with vinyl-covered paperclips. What happened?
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What Happened?
Batteries work because of an imbalance of electrons, meaning there are more electrons stored on the
negative end of the battery and when the ends are connected those negative charges seek out the
positive charges on the opposite end, creating an electron flow. Electricity!
Chemical reactions between the lemon juice and the copper penny and steel paperclip pushed
electrons through your wires. An imbalance is created because of the different metals.
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Magnet Maker
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Objective:
Students will understand the electricity and magnetism are related. Magnets can be used to create
electricity and electricity can be used to create a magnet.
Materials:
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Teaspoon (stainless steel)
9-volt battery
3ft of insulated wire
Paperclip
Testing materials of your choice
o Paper, fabric, iron, nickel, pencil lead (graphite), plastic, glass, wood, tap water, etc.
Procedure:
1. Before giving the wire to students strip the plastic insulation from both ends of the wire to expose the
metal inside.
2. Split students into groups of 3 – 4 students each.
3. Distribute a teaspoon, 9-volt battery, insulated wire with striped ends, paperclip and testing materials
to each group.
4. Have students wrap the wire approximately 40 times around the handle of the spoon.
a. Be sure to leave about one foot of wire on each end after wrapping.
5. Students should wrap each end of the wire to a battery terminal.
6. Students should tap the spoon to their paperclip.
7. Observe and discuss what happened.
a. If the spoon picked up the paperclip you have successfully created a magnet using electricity.
b. These types of magnets are called electromagnets.
8. Have students test other materials using their electromagnet.
9. Record whether the items were magnetic or nonmagnetic.
10. Discuss your findings.
Possible extensions:
• Try to pick up more than one paperclip at a time. How many paperclips were you able to pick up?
• Vary the type of battery used. Did you notice a difference in charge?
What Happened?
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On its own steel is not a magnet, but by passing electricity through the material you can create a very
strong magnet.
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Conductors and Insulators
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Objective:
Students will discover that chemical reactions help us to clean our dishes, clothes and even hands every
time we wash them.
Materials:
•
•
•
•
•
•
•
CR2025 – 3 volt disc battery
o We recommend ordering from Digi-Key (www.digikey.com).
LED Light
o We recommend ordering from Newark/element14 (www.newark.com) part number
40K0061.
Small Pieces of Hook Up Wire with Ends Stripped
o One Red and One Black
Needle Nose Pliers
Electrical Tape
Assorted Objects to Test for Conductivity
o Metallic items, paper clips, keys, coins, foil, pull tabs, graphite lead, etc.
Paper
Procedure:
11. Split students into groups of 3 – 4 students each.
12. Distribute a battery, LED Light, one red hook up wire, one black hook up wire, electrical tape, needle
nose pliers and items to test for conductivity.
13. Students will then “build” the LED test circuit.
•
Depending on grade level you may want to assemble the test circuits and merely have students test
items for conductivity.
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14. Attach one end of the red hook up wire to the top, or positive end (marked with a +) of the battery with
a piece of electrical tape and set it aside.
15. Test LED on battery (as done in LED – Current Electricity above) to make sure which lead from the
LED attaches to the bottom, or negative end of the battery.
16. Using the needle nose pliers, twist one end of the black hook up wire together with the negative lead of
the LED.
a. That’s the lead that would attach to the bottom of the battery.
b. Make sure the connection is secure and that both wires are touching at all times.
17. Attach the other end piece of the black wire to the bottom, or negative end of the battery, with a piece
of electrical tape.
18. Gently touch the free end of the red wire and the free positive lead of the LED together to test if the
LED will light.
19. Select an object and test its conductivity by touching both the red wire and the positive LED lead to the
object. If the LED lights up, the object is a conductor (electricity flows through it). If the LED does not
light up, the object is an insulator (electricity either does not flow or has difficulty flowing through
it).
20. Students will keep track of which items are conductors and which are insulators on the piece of paper.
21. Compare and contrast each set of items and discuss what features are necessary to make a conductor.
22. Discuss the items that lit the LED.
a. What did the conductors have in common?
b. Was there any exception to the “rule”?
i. Graphite
Possible extensions:
• Have students observe the hook up wires.
a. Discuss the materials that make up the wires.
b. The inside of the wires is metallic and conducts electricity, but the outside of the wire is incased
in rubber, an insulator that protects the wire damage and us from being shocked.
• Discuss how moving the conductors in and out of the circuit might relate to a switch in a circuit.
What Happened?
Students will understand the difference between conductors and insulators. Conductors allow electricity
to continue to flow, but insulators either stop or inhibit the flow of electricity. Generally, metallic items
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are good conductors or electricity. Plastics on the other hand do not conduct electricity well. By testing
different types of items students will be able to see the effects of conductors and insulators on the flow of
electricity.
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Energy Expert
Objective:
Students will identify different types of energy and energy transfer.
Materials:
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Index Cards
Pencils
Playground
Energy Type Scavenger Hunt Sheet
Type of Energy
Where Observed
Chemical Energy
Human Body
Evidence
Food that is consumed creates a
chemical energy as it is broken
down in our bodies allow us to do
work throughout the day.
Procedure:
1. Review types of energy.
a. We recommend students visit
http://www.eia.gov/kids/energy.cfm?page=about_forms_of_energy-basics or pull the website
up for the class as a whole.
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b. There are two main types of energy; potential and kinetic, but each type can be characterized by
specific traits.
2. Pass out index cards to all students.
3. Split students into small groups (3 – 4) and introduce the energy type scavenger hunt.
a. The above table is an example that can be used to record findings.
4. Students should outside of the school and if possible a nearby street.
a. Have students record the type of energy, where it was observed and the evidence they have to
support their beliefs.
i. For example if a child rides by on a bicycle there is evidence of chemical energy from the
food they have eaten that day, the chemical energy is being converted into mechanical
energy through the gears on the bicycle and then converted again to motion energy and
the bicycle moves forward.
b. Share findings back in classroom.
What Happened?
Students will understand that there are many different types of energy and the energy can be
transferred between the different types.
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