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Activity: What's the Story with Static Electricity? - UCLA

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<strong>Activity</strong>: What’s <strong>the</strong> <strong>Story</strong> <strong>with</strong> <strong>Static</strong> <strong>Electricity</strong>?<br />

Subject Area(s): Physical Science<br />

Lesson Title: What’s <strong>the</strong> story <strong>with</strong> static electricity?<br />

Large amount of static electricity built up on a person.<br />

http://www.funnyphotos.net.au/images/static-electricity-hair-stand-on-end1.jpg<br />

Grade Level: 8<br />

Time Required: 1 hour<br />

Summary<br />

In this activity/lesson students are introduced to <strong>the</strong> basis of static electricity. First <strong>the</strong>y are<br />

introduced to <strong>the</strong> structure of all matter, atoms. Specifically, <strong>the</strong> students learn that <strong>the</strong> structure<br />

of an atom is made up of sub-atomical particles (neutron, electron, proton) and relate <strong>the</strong> concept<br />

to explore static electricity, how it is created and its effects. Using a Van der Graaff generator<br />

for demonstration, students learn that static electricity refers to <strong>the</strong> build up of electric charges on<br />

<strong>the</strong> surface of objects. Students first make an observation (balloons on wall <strong>with</strong> static) and <strong>the</strong>n<br />

<strong>the</strong>y are asked to describe what <strong>the</strong>y think is happening. The goal of <strong>the</strong> activity is to guide <strong>the</strong><br />

students to make explorable questions about <strong>the</strong> concepts <strong>the</strong>y are learning that <strong>the</strong>y can test <strong>with</strong><br />

simple materials.<br />

Keywords<br />

Atoms, static electricity, Van der Graaf<br />

Educational Standards


CA Science Standard:<br />

Grade 4 1E: Students know electrically charged objects attract or repel each o<strong>the</strong>r.<br />

Grade 8: 3a. Students know <strong>the</strong> structure of <strong>the</strong> atom and know it is composed of protons,<br />

neutrons, and electrons.<br />

3b. Students know that compounds are formed by combining two or more different elements and<br />

that compounds have properties that are different from <strong>the</strong>ir constituent elements.<br />

Material List:<br />

Van der Graaff generator (<strong>the</strong> generator comes <strong>with</strong> <strong>the</strong> supplies)<br />

(can you add <strong>the</strong> catalog number and purchasing detail, I couldn’t find it on line)<br />

Metallic balls<br />

Puffed wheat<br />

Styrofoam cup and balls<br />

Pre-Requisite Knowledge<br />

Students know electrically charged objects attract or repel each o<strong>the</strong>r.<br />

Learning Objectives<br />

After this lesson, students should be able to:<br />

Describe <strong>the</strong> structure of an atom.<br />

Define sub-atomical particles<br />

Understand that things are composed of more than one element <strong>with</strong> unique properties.<br />

Describe how static electricity forms.<br />

Introduction / Motivation<br />

All matter is made up of atoms. Atoms (Figure 3) are <strong>the</strong> basic building blocks of all matter.<br />

They have a nucleus that consists of <strong>the</strong> sub-atomical particles, protons, neutrons and electrons.<br />

To draw in <strong>the</strong> students describe <strong>the</strong> atomic make up of a human body. How many atoms are<br />

you made of? Proceed by having <strong>the</strong> students take a guess at <strong>the</strong> number of atoms that make up<br />

a human body (average weight of 70kg).<br />

~99% of human body is made up of:<br />

Hydrogen<br />

Oxygen<br />

Carbon<br />

Nitrogen<br />

Calcium<br />

Phosphorus


1% is made up of trace elements<br />

For simplicity concentrate on <strong>the</strong> most abundant: H, O, C:<br />

(write <strong>the</strong> guesses on <strong>the</strong> board)<br />

Then on <strong>the</strong> board write down <strong>the</strong> amount of atoms for each element and add <strong>the</strong>m up:<br />

H: 4.7*1027<br />

O: 1.8*1027<br />

C: 7.0*1026<br />

Total: 7*1027<br />

(You can give <strong>the</strong> closest prediction a prize)<br />

Structure of an atom.<br />

http://www.sciencemadesimple.com/static.html<br />

Procedure<br />

Have <strong>the</strong> students rub a balloon on <strong>the</strong>ir heads and attempt to put it on <strong>the</strong> wall. Ask <strong>the</strong>m what<br />

<strong>the</strong>y think is happening? Next move on to use <strong>the</strong> Van der Graaff generator (Figure 2 shows <strong>the</strong><br />

separation of charges) and explain <strong>the</strong> parts and have <strong>the</strong> students predict <strong>the</strong> demo.<br />

Allow <strong>the</strong> students to do <strong>the</strong>ir own testing using <strong>the</strong> supplies that come <strong>with</strong> <strong>the</strong> generator. Have<br />

<strong>the</strong> students make a team and give <strong>the</strong>m one of <strong>the</strong> supplies and predict what <strong>the</strong> effect will be.<br />

The students must come up <strong>with</strong> <strong>the</strong> prediction and explanation <strong>the</strong>n <strong>the</strong>y can test it in front of<br />

<strong>the</strong> class.


Van der Graaff Generator.<br />

http://wpcontent.answers.com/wikipedia/commons/thumb/c/c2/Van_de_graaf_generator.svg/320<br />

px-Van_de_graaf_generator.svg.png<br />

Lesson Background & Concepts for Teachers<br />

Additional information:<br />

The following background information was obtained from:<br />

http://www.sciencemadesimple.com/static.html<br />

You walk across <strong>the</strong> rug, reach for <strong>the</strong> doorknob and..........ZAP!!! You get a static shock. Or,<br />

you come inside from <strong>the</strong> cold, pull off your hat and......BOING!!! <strong>Static</strong> hair - static electricity<br />

makes your hair stand straight out from your head. What is going on here? And why is static<br />

more of a problem in <strong>the</strong> winter?<br />

To understand static electricity, we have to learn a little bit about <strong>the</strong> nature of matter. Or in o<strong>the</strong>r<br />

words, what is all <strong>the</strong> stuff around us made of? Atoms.<br />

Everything we see is made up of tiny little parts called atoms. The atoms are made of even<br />

smaller parts. These are called protons, electrons and neutrons. They are very different from each<br />

o<strong>the</strong>r in many ways. One way <strong>the</strong>y are different is <strong>the</strong>ir "charge." Protons have a positive (+)<br />

charge. Electrons have a negative (-) charge. Neutrons have no charge.<br />

Usually, atoms have <strong>the</strong> same number of electrons and protons. Then <strong>the</strong> atom has no charge, it<br />

is "neutral." But if you rub things toge<strong>the</strong>r, electrons can move from one atom to ano<strong>the</strong>r. Some<br />

atoms get extra electrons. They have a negative charge. O<strong>the</strong>r atoms lose electrons. They have a<br />

positive charge. When charges are separated like this, it is called static electricity.<br />

If two things have different charges, <strong>the</strong>y attract, or pull towards each o<strong>the</strong>r. If two things have<br />

<strong>the</strong> same charge, <strong>the</strong>y repel, or push away from each o<strong>the</strong>r.


So, why does your hair stand up after you take your hat off? When you pull your hat off, it rubs<br />

against your hair. Electrons move from your hair to <strong>the</strong> hat. Now each of <strong>the</strong> hairs has <strong>the</strong> same<br />

positive charge. Things <strong>with</strong> <strong>the</strong> same charge repel each o<strong>the</strong>r. So <strong>the</strong> hairs try to move away<br />

from each o<strong>the</strong>r. The far<strong>the</strong>st <strong>the</strong>y can get is to stand up and away from all <strong>the</strong> o<strong>the</strong>r hairs.<br />

If you walk across a carpet, electrons move from <strong>the</strong> rug to you. Now you have extra electrons.<br />

Touch a door knob and ZAP! The electrons move from you to <strong>the</strong> knob. You get a shock.<br />

Copyright © 1995-2009, Science Made Simple, Inc. All Rights Reserved.<br />

PO Box 503, Voorhees, NJ 08043<br />

Vocabulary / Definitions<br />

Word Definition<br />

Atoms Building block of all matter<br />

<strong>Electricity</strong> The movement of electrical charge<br />

Electrons Subatomical particle made up of a negative charge rotates around nucleus of<br />

an atom<br />

Nucleus The nucleus of an atom consists of protons, neutrons and electrons<br />

Neutrons Subatomical particle <strong>with</strong> neutral charge<br />

Protons Subatomical particle <strong>with</strong> positive charge<br />

Van der Graaff<br />

generator<br />

Lesson Closure<br />

Electrostatic generator that uses a belt and metal spheres to separate charges<br />

and cause a static electrical effect<br />

End <strong>the</strong> activity by making a human chain and transferring <strong>the</strong> electricity from person to person.<br />

Have <strong>the</strong> students predict how <strong>the</strong> experiment would work best. For example <strong>with</strong> more people<br />

less people, what types of objects or substances would help transfer <strong>the</strong> shock easier (water,<br />

plastic, ect.).<br />

References<br />

http://www.sciencemadesimple.com/static.html<br />

http://www.howstuffworks.com/vdg.htm<br />

http://education.jlab.org/qa/mathatom_04.html


Owner<br />

Gloria C. Preza and Robin Nagle<br />

Contributors<br />

<strong>UCLA</strong> GK-12 workshop instructed by Warren Essey<br />

Brian Gabrich

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