The MAPs Team
Meaningful Applications Of Physical Sciences
Dr. Michael H. Suckley
Mr. Paul A. Klozik
Materials in this manual are based upon the Operation Physics program funded in part by the National
Science Foundation. All material in this book not specifically identified as being reprinted from another source
is protected by copyright. Permission, in writing, must be obtained from the publisher before any part of this
work may be reproduced in any form or by any means.
Participants registered for this workshop have permission to copy limited portions of these materials for their
own personal classroom use.
Table of Contents
I. Static Electricity
A. Teaching of Static Electricity
B. Wonderment of Producing Static Charge
1. Rubbing
a. The Fluttering Butterfly .................................................................................. 5
b. The Static Mystery ......................................................................................... 6
2. Contact
a. Fickle Friends ................................................................................................. 7
b. The Repulsive Ball ......................................................................................... 8
3. Induction
a. Dancing Spheres in Captivity ......................................................................... 9
b. The Attractive Yard Stick, Broom, and 2 X 4’s ............................................. 10
C. Explanations - Developing A Model
1. How Do Materials Become Charged? ................................................................ 11
2. Using The Model To Illustrate the Static Charge? ............................................. 12
3. Developing the Laws of Static Electricity
a. The Repulsive Golf Tube and Attractive Test Tubes ..................................... 13
b. Sticky Tape Static Charges............................................................................. 14
4. The Electrostatic Series ...................................................................................... 15
a. Where Should We Put Scotch Tape In The Series? ..................................... 16
b. Attractive Stuff .............................................................................................. 17
D. Applying the "Model" For Static Electricity
1. The Moving Soda Can(s) .................................................................................... 18
2. Groovy Record .................................................................................................... 19
3. Electrophorus ...................................................................................................... 20
4. Static Electric Doorbell ...................................................................................... 21
5. Van De Graff Demo
II. Flowing or Current Electricity
A. Wonderment of Current Electricity ...............................................................................22
B. Building The "Simply Super" Circuit Board ..................................................................23
C. Parallel Circuits ..............................................................................................................24
D. Series Circuits ................................................................................................................25
E. Combined Circuits ..........................................................................................................26
F. Conductors ......................................................................................................................27
G. Fuses...............................................................................................................................27
H. Diodes ............................................................................................................................27
I. Resistors...........................................................................................................................28
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Static Electricity
A. Teaching of Static Electricity
Fundamental Forces and Static Electricity
All life depends upon energy, which allows us to interact with our environment. Energy is defined as the ability or capacity
to do work. All energy originates from four fundamental forces: strong nuclear forces, weak nuclear forces, gravitational
forces, and electromagnetic forces. We find that these fundamental forces act to produce common forms of energy in our
environment such as thermal, light, sound, mechanical, electrical, magnetism, chemical, and nuclear. An investigation of
electricity includes static electricity. Static electricity is found everywhere around us. Painting, printing, and copying
industries use static electricity. Static electricity is found in our homes. Lightning is the result of static electricity
discharging and can be quite harmful.
Goals to “Uncover”
a. The nature and occurrence of static electricity.
b. The production of static electricity by the action of friction.
c. Static electricity can be collected, but it is hard to hold on to.
d. Understand the atom through the use of models.
e. Water reduces or eliminates static electricity.
Background Concepts Concerning Static Electricity
Static electricity occurs when there is an excess of electrons in the material. In a material that is a poor conductor, the
electrons are unable to move therefore the charges are unable to move in the material. That is, electrons can be grouped in
one place and the atoms with fewer electrons in another place. The charge produced must be equal and opposite. Static
electricity is produced in three ways:
a. friction
b. contact
c. induction
• Objects can be charged by rubbing them together. As the two objects touch, one gives up loosely held outermost
electrons to the other. Thus, the material that receives electrons becomes negatively charged and the material that
loses electrons becomes positively charged. When you walk across a room on a rug on a cool dry day, you may gain
a static electric charge by friction. The rubber soled shoes rub against the wool carpet and gain electrons from the
carpet. When you reach for the metal door knob, these excess electrons are discharged to the knob, causing a shock.
• A material can be charged if electrons are transferred from one material to another by contact This generally happens
when one material is charged and it touches either a neutral or oppositely charged material. If you have ever seen a
person put his/her hand on a Van de Graaff generator, you have observed charging by contact.
• A material may be charged by induction when it is brought near a charged body. If the material is a conductor, it has
electrons that are relatively free to move.
Difference between static electricity and current electricity; The only difference between static electricity and current
electricity is that in current electricity the charges (electrons) move for a prolonged period of time. Current electricity
requires a continuous source of electrons. In static electricity there is an excess of a charge on a material and that excess
charge will flow to another charged material or to a neutral material. Once the excess electrons have been transferred, there
is no flow of electricity.
The tenants of the atomic model related to Static Electricity are:
a. Atoms are made up of tiny electrically charged and non-electrically charged particles.
b. The nuclei of atoms are made up of protons and neutrons. Protons are positively charged. Neutrons are neutral.
c. Electrons are negatively charged and orbit around the positively charge nucleus.
d. The positive protons in the nucleus cancel out the orbiting negative electrons. Nuclear forces hold atoms together.
e. The protons and neutrons in the nucleus are “heavy” and stay together as a tight-knit group in the center of the atom.
f. The electrons of the atom are much “lighter” in mass than the nucleus. Electrons travel alone and far away from each
other in separate orbits (as the planets do around the sun). The paths of the individual electrons do not meet because
their like negative charges repel one another.
Electric charges can be positive or negative. A positive charge is caused when atoms lose electrons and has a force. The
force makes it possible for paper to stick to a wall or for items that are electrically charged to “stick together.” A negative
charge is caused when atoms gain electrons, or when electrons are knocked free of an atom and remain loose. The negative
charge also has a force that causes it to push or pull, thus causing materials to “stick together.” A neutral material has an
equal number of positive and negative electric charges, therefore does not have a force or charge.
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Electron transfer occurs when two different dry materials are rubbed together.
a. The atoms of the two dry materials are jostled through the friction action of vigorous rubbing. The heat from friction
and the collisions of electrons caused from jostling, cause the outer orbiting electrons to separate from their atoms.
b. One of the two materials will have temporarily lost electrons and will carry a positive charge. The other material will
have temporarily gained electrons and carry a negative charge.
c. Rubbing two different, dry, “electrically neutral” materials together does not produce electric current. It merely creates a
temporary imbalance in the number of electrons possessed by the atoms of each material.
Note: A law of static electricity, as in magnetism, like electrical charges repel and unlike electrical charges attract. Positive attracts
negative. Positive repels positive. Negative repels negative.
Note: The study of static electricity reveals certain concepts about electricity. It is easy to collect on a dry day, but hard to hold on to.
Moisture shortens the time span of a charge’s force. Moisture helps a charge neutralize itself. Only separated or “free” electric
charges (+ or —) carry force. When an electron is no longer separated or “free” from its atom, it is neutral and carries no force
(charge).
Conductors are materials that allow electric charges to pass and spread through them easily (like metal and water or
moisture). Static electricity cannot accumulate and collect on things when electrons flow easily. If there is no conduction
path to remove a charge, then static electricity stays at rest and a static force (charge) results.
Induction of a static charge can occur on a conductor by bringing an object with a charge on it near the conductor. Because
opposites attract, one charge on the normally neutral conductor is attracted to the charged object, and the other charges
move as far away as possible.
Insulators are materials that do not allow electric charges to pass through them easily (like rubber, glass, and plastic).
Electrons cannot move easily through an insulator. Insulators help keep a charge in place. Electric wires are covered with
insulation to keep the electric charge concentrated in the wires and to protect materials that the live electricity could hurt or
damage. The insulation around electric wires also helps to prevent live electrical wires from touching each other and
causing a short circuit.
Grade Level Appropriate Concepts
As in the teaching of any area of science it is important to carefully consider the appropriate grade level for the
concepts intended to be taught. According to the National Science Education Standards (NSES), it may be premature to
introduce atoms in the early grades as a means to explain the properties of elements and compounds, focusing, instead, on
the macroscopic features of substances. This may be the reason that electricity is confined to the study of circuits without
mention of the charges that produce the currents. In the middle grades fundamental particles can be used to explain how
materials become charged. In the high school, students develop the ability to relate the macroscopic properties of
substances to the microscopic structure of substances. The idea that matter is made of minute particles called atoms, which
are composed of even smaller particles, is introduced along with the measurable properties of mass and charge. Use of
technology and mathematics assume a greater role in investigations.
Naïve Ideas
1. After a material acquires a positive charge, it has more positive charges (protons) than it did.
2.
When a material has positive charge, the missing negative charges (electrons) have been destroyed.
3.
Whenever a material becomes charged, the charges have been newly created in the process.
4.
Positively charged atoms give a positive charge; negatively charged atoms give a negative charge.
5.
Static electric forces are always attractive.
6.
In order for an object to act like it is charged, electrons must be added or removed.
7.
All wires must be coated with an insulating material or the electricity will leak out.
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B. Wonderment of Producing Static Charge
1. Rubbing
The Fluttering Butterfly
Objective:
To produce a static charge by friction and observe the
effect on butterfly wings.
Materials:
colored pencils or crayons, tissue or other lightweight
paper, stick glue, construction paper, balloon or comb,
wool cloth
Procedure
1. We have prepared the activity by:
a. Drawing a butterfly onto a 8-cm square piece of tissue or
lightweight paper
b. Cutting out the butterfly design. We put a small amount of glue on the body, being extra careful not to get
any glue on the wings and glued the butterfly on the paper.
c. Allowing the glue to dry.
2.
You should crease the wings next to the body so they will bend up and down easily.
3.
Hold the uncharged balloon or comb NEAR the wings, then move away and observe.
4.
Charge a balloon or comb by rubbing it with the wool. (Your hair works, too!)
5.
Hold the charged balloon or comb NEAR the wings, then move away. Repeat several times.
Notes: The type of electricity made when you rub a rubber comb with a piece of woolen cloth is called “static” electricity.
“Static” means “standing” in Greek. Static electricity is produced when two things are rubbed together. The butterfly
overlay was produced using an Ellison Decorative Die, which was available at our local Intermediate School
District.
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1
2
The Static Mystery
Objective:
To produce a charge on a balloon and observe that the charge does not spread equally over its entire surface.
Materials:
balloons, piece of wool, small pieces of paper or Styrofoam, permanent marker
Procedure
1. Inflate a balloon, then use marker to make three lines, evenly spaced around the balloon. (See diagram). Number the
lines 1, 2, and 3.
2.
Try the small pieces of paper or Styrofoam to determine if there is a charge on the balloon.
3.
After the marks have dried on the balloon, give the marked balloon and the wool cloth to another person. That
person should, without you seeing, rub the balloon along only one of the three lines being careful to handle the
balloon by the knot.
4.
The person should then return the balloon to you and challenge you to use the small pieces of paper or Styrofoam to
discover which line was rubbed.
Notes: objects can be charged by rubbing them together. As the two objects touch, one gives up loosely held outermost
electrons to the other. Thus, this transfer of electrons produces a static charge.
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2. Contact
The Fickle Friends
Objective:
To demonstrate that a charged object can transfer charge to a neutral object.
Materials:
hard-rubber comb, piece of woolen cloth, pepper or Styrofoam spheres or powdered cork
Procedure
1.
Sprinkle some of the pepper over the uncharged comb.
2.
Notice the movement of the pepper as it moves toward and reaches the comb.
3.
Rub the comb with the wool.
4.
Sprinkle some of the pepper over the charged comb.
5.
Notice the movement of the pepper as it moves toward and reaches the comb.
6.
Repeat the above steps using Styrofoam spheres.
7.
Repeat the above steps using powdered cork.
Notes: The small pieces are neutral, and when they come near the negatively charged comb they are attracted to it. But they
won’t remain “friends” for long. As soon as they get a negative charge too, they jump away from the comb.
A material can be charged if electrons are transferred from one material to another by contact. This generally
happens when one material is charged and it touches either a neutral or oppositely charged material. Since the
comb transfers some of its electrons to the pepper the comb and the pepper have the same charge and repel one
another.
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The Repulsive Ball
Objective:
To observe the effect of charging an object by contact.
Materials:
balloon, Styrofoam ball, aluminum foil, piece of wool, packing "peanut"
Procedure
1. Attach a piece of string to a ping pong ball.
2.
Cut a piece of aluminum foil into a square 10-cm. on a side and cover the ping pong ball with the foil.
4.
Bring a uncharged balloon near the suspended ball and observe the reaction of the ping pong ball.
3.
Charge a balloon by rubbing with a piece of wool.
4.
Bring a charged balloon near the suspended ball and observe the reaction of the ping pong ball.
5.
Attach a string to a packing "peanut".
6.
Bring the charged balloon near the "peanut" and observe the reaction.
Notes: The ping pong ball is attracted toward to the balloon and will touch the balloon. Upon touching the balloon the ping
pong ball jumps away after being charged by contact.
A material can be charged if electrons are transferred from one material to another by contact. This generally
happens when one material is charged and it touches either a neutral or oppositely charged material. Since the
balloon transfers some of its electrons to the ping pong ball the balloon and the ping pong ball have the same
charge and repel one another.
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3. Induction
Dancing Spheres In Captivity
Objective:
To observe that a neutral object can be attracted to a charged object by induction.
Materials:
clear acrylic or cellulose packing tube. two lids, so that the tube can remain closed, tiny candy balls (the kind
used to decorate cakes and cookies) wool cloth.
Procedure
1. Place about 30 or 40 candy balls inside the plastic tube. Cap both ends closed. If you have little children, you might
want to glue the caps onto the ends.
2.
Rub the closed tube vigorously with the cloth.
3.
Observe how the balls interact with each other.
4.
Move your finger along the tube and observe what happens.
Notes: Fine points to discuss
What makes the beads/balls move?
Is there a pattern to their movement?
How can you control their movement?
What happens if you rub the tube with (or on) different materials?
What happens to the tube if you leave the tube undisturbed for awhile?
What happens to the beads/balls if you rub one end of the tube?
Can you make the beads/balls move without sticking to the tube or to each other?
How can you get rid of the static charge inside the tube?
What happens when you bring two static tubes next to each other?
Do the beads/balls behave the same way inside of other plastic containers?
Do other particles behave the same way as beads/balls inside a plastic tube?
Flex Tubes (clear cellulose packing tubes) can be ordered from Brockway-Flex Products, 445 Industrial Road,
Carlsadt, N.J. 07072. Tel. #800-526-6273. Wendy and Kim Nichols in their book Wonder-science suggest putting
tiny Styrofoam beads inside the tube. You might want to compare how the force of static effects both materials.
When the tube is rubbed with the wool a negatively charge is produced both on the tube and on the candy balls.
When your finger is brought near the tube it induces a positive charge near the surface of the candy and the small
candy balls move in the tube.
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The Attractive Yard Stick, Broom, and 2 X 4’s
Objective:
To discover that a neutral object can be attracted to a charged object by induction.
Materials:
yardstick, comb, golf tube or balloon, piece of wool, broom, piece of wood 2” x 4” x 6’, film canister and
ping pong ball
Procedure
1. Balance a yardstick on a ping pong ball which has been placed on a film canister.
2.
Bring an uncharged comb near the end of the yardstick.
3.
Describe the motion of the yardstick.
4.
Rub a rubber comb with a wool cloth to place a charge on the comb.
5.
Bring the charged comb near the end of the yardstick.
6.
Describe the motion of the yardstick.
7.
Describe the induction of charge on each material by the charged object.
8.
Make a drawing indicating the charges on the material and the charged object.
9.
Repeat the above using a broom balanced on a ping pong ball on a film canister.
10.
Bring a charged comb near the end of the broom. Describe the motion of the broom.
11.
Repeat the above using a 2” X 4” balanced on a ping pong ball on a film canister.
12.
Bring a charged comb near the end of the 2” X 4”. Describe the motion of the 2” X 4”.
Notes:
When the negatively charged comb is brought near the yardstick, it induces a positive charge near the surface of
the yardstick (the extra electrons on the comb repel electrons near the surface of the yardstick). Since opposite
charges attract, the comb attracts the yardstick.
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C. Explanations - Developing A Model
1. How Materials Become Charged
All matter is made up of tiny particles called atoms. Each atom contains three basic parts: protons which have a positive
electrical charge; electrons which have a negative electrical charge; and neutrons which have no electrical charge.
Protons and neutrons are in the nucleus or central core of an atom, while the electrons orbit around the nucleus. Most
objects normally have the same number of electrons and protons. making them electrically balanced.
1. Cut out the 18 electron tokens and place one electron token on each of the nine protons from Material A. Remember,
+1 and -1 combined equals zero. What is the “net” charge on Material A? (“Net charge is the remaining charge after
all the +1 charges and - 1 charges have been combined.)
2. Place one electron token on each of the nine protons from Material B. Remember, +1 and _ 1 combined equals zero.
What is the “net” charge on Material B?
3. One way of moving electrons from one material to another is by friction (rubbing the materials together). Pretend
that material A and material B are rubbed together. Move one electron from material A to material B.
4. What is the net charge on material A? What is the net charge on material B?
5. How many electrons must be moved to give material B a net charge of _ 4?
Substance A
Substance B
Proton
+1
Proton
+1
Proton
+1
P r oton
+1
P r oton
+1
P r oton
+1
Proton
+1
Proton
+1
Proton
+1
P r oton
+1
P r oton
+1
P r oton
+1
Proton
+1
Proton
+1
Proton
+1
P r oton
+1
P r oton
+1
P r oton
+1
Electron Tokens
-1
Electron
-1
Electron
-1
Electron
-1
Electron
-1
Electron
-1
Electron
-1
Electron
-1
Electron
-1
Electron
-1
Electron
-1
Electron
-1
Electron
-1
Electron
-1
Electron
-1
Electron
-1
Electron
-1
Electron
-1
Electron
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Using The "Model" to Illustrate The Production Of Static Electricity
A. Friction
Electrons Lost to Another Material
Electron s Rubbed From Other Material
Proton
+1 -1
Electron
Proton
+1 -1
Electron
Proton
+1 -1
Electron
-1
Electron
Proton
+1 -1
Electron
-1
Electron
Proton
+1 -1
Electron
-1
Electron
P+r 1o t -o1n
Proton
+1 -1
Electron
Proton
+1 -1
Electron
Proton
+1 -1
Electron
Proton
+1
Proton
+1 -1
Electron
Proton
+1
Proton
+1 -1
Electron
+1
Transfer By
Proton
+1 -1
Electron
Rubbing
-1
Electron
Proton
+1 -1
Electron
+P 1r o -t o1n
Electron
Proton
+1
Electron
Proton
B. Contact
Negatively Charged
Proton
+1 -1
Electron
Proton
+1 -1
Electron
Proton
+1 -1
Electron
-1
Electron
Proton
+1 -1
Electron
-1
Electron
Proton
+1 -1
Electron
-1
Electron
Proton
+1 -1
Electron
Negative Charge By Transfer Of Electrons
-1
Electron
Transfer By
Proton
+1 -1
Electron
Contact
Proton
+1 -1
Electron
-1
Electron
Proton
+1 -1
Electron
Proton
+1 -1
Electron
Proton
+1 -1
Electron
Proton
+1 -1
Electron
-1
Electron
Proton
+1 -1
Electron
Proton
+1 -1
Electron
-1
Electron
Proton
+1 -1
Electron
Proton
+1 -1
Electron
Proton
+1 -1
Electron
Proton
+1 -1
Electron
C. Induction
Negatively Charged
Proton
+1 -1
Electron
-1 Electron
Proton
+1 -1
Electron
-1 Electron
Proton
+1 -1
Electron
Proton
+1 -1
Electron
Proton
+1 -1
Electron
Induced Charge
Proton
+1
Proton
+1 -1
Electron
-1 Electron -1 Electron
Proton
+1 -1
Electron
Proton
+1 -1
Electron
-1 Electron
-1 Electron
Proton
+1 -1
Electron
Proton
+1 -1
Electron
Proton
+1 -1
Electron
-1 Electron
Proton
+1
Proton
+1
-1 Electron
Proton
+1
Proton
+1 -1
Electron
Proton
+1 -1
Electron
-1 Electron
Proton
+1 -1
Electron
-1 Electron
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2. Developing The Laws Of Static Electricity
The Repulsive Golf Tube and The Attractive Test Tube
Objective:
To observe the effect of like charges and unlike charges on each other.
Materials:
two golf tubes, wool cloth, silk scarf, glass test tubes
Procedure
1. Tie a string around the middle of a golf tube and a glass test tube. Suspend them from the ceiling and balance them
so that they hang parallel to the ground.
2. Hold the other golf tube and bring it close to each of the hanging tubes. There will be no movement because there is
no charge to attract or repel.
3. Rub the tube, in your hand so that it has a static charge. Bring the charged tube close to each of the hanging tubes.
There will be no attraction or repulsion because the tubes are made of an insulating material and the static charge on
the golf tube in your hand can not induce a static charge on the hanging tube because charges do not move in an
insulator.
4.
Rub the glass test tube with a silk scarf and rub the golf tube with a piece of wool.
5.
Bring the charged end of the golf tube close to the end of each of the suspended tubes. Observe whether the tubes are
attracted or repelled. Remember the charge on both golf tubes were produced in the same manner and therefore
possess the same charge.
Notes: When a material is rubbed by the same material it produces like static charges. Positive electricity is, by definition,
the kind of electricity produced on glass by rubbing it with silk. When you rub the bottom of a glass bottle hard
with silk it would attract an opposite charge. Negative electricity is, by definition, the kind of electricity produced
on hard rubber by rubbing it with wool. When you rub a golf tube with wool it would repel a like charge. The
effect of like charges repelling each other will demonstrate one part of the model of static electricity. Like charges
repel.
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Sticky Tape Static Charges
Objective:
Discover the laws of static electricity.
Materials:
roll of transparent tape, comb, piece of wool
Procedure
1. Take the tape dispenser and pull off about three inches of tape.
2.
Stick the end of the piece of tape to the end of a finger on one hand.
3.
Remove another three inches of tape from the dispenser.
4.
Slowly move the free ends of the tape to one another.
5.
Do they attract or repel? Indicate the correct results by circling attract or repel.
6.
Place a piece of tape on the table and the second piece on top of that tape. Remove both pieces from the table. Pull
the two pieces apart.
7.
Slowly move the free ends of the tape to one another.
8.
Do they attract or repel? Indicate the correct results by circling attract or repel.
9.
Negative electricity is, by definition, the kind of electricity produced on a plastic comb by rubbing it with wool.
Bring a charged comb near each type of tape, listed below. Determine the charge on each type of tape. Indicate the
results below by circling the correct answer.
Tape from:
Dispenser
positive - negative
Table Top
Tape on Tape
positive – negative
positive - negative
10.
Discuss the outcomes of this activity in terms of the number and types of static charges.
11.
Discuss the outcomes of this activity in terms of the electrostatic series.
Notes: This activity provides the opportunity to discover the Laws of Static Electricity. When placing one piece of tape next
to another, the student can see the effect of attraction and repulsion.
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3. Electrostatic Series
With the knowledge that some atoms either lose or gain electrons to become charged, we have been able to make lists
of materials that will receive or lose electrons. Such a list is called an “electrostatic series.” An ‘electrostatic series” lists
common materials in the order of their tendency to receive or lose electrons. The following electrostatic series is arranged
with materials that tend to give up electrons and become positively charged at the bottom of the list. Those that have a
tendency to gain electrons and become negatively charged are found at the top of the list. Any material on the list gives up
electrons to a material above it. The further apart the materials are on the list, the more easily electrons are transferred from
one to the other.
Materials tend to gain electrons and become
Negatively
Charged
Materials tend to lose electrons and become
Positively
Charged
Reynolds or Saran Wrap
Hard Rubber
Comb
Golf Tube
Sulfur
Rubber Balloon
Plastic
Polyethylene
Polystyrene
Amber
Lucite
Wood
Cotton
Paper
Silk
Cat’s Fur
Wool
Nylon
Mica
Glass
Rabbit’s Fur
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Where Should We Put Scotch Tape In The Series?
Objective: To add a new substance to the electrostatic series using the Laws of Static Electricity.
Materials: Scotch Tape, transparency, comb, rubber balloon, plastic, wood, cotton, paper, silk, nylon,
glass
Procedure
1. Cut pieces approximately 3-cm by 7-cm of wood, paper, glass, plastic, mica, rubber, cotton, wool
and silk. Make sure you label them.
2. Negative electricity is, by definition, the kind of electricity produced on hard rubber by rubbing it
with wool. Therefore when we place a charge on a comb by rubbing it with wool we know that the
charge is negative. Place a charge on a comb.
3.
Pull approximately 7-cm of Scotch tape from the roll. Rub a comb with a piece of wool.
4.
Hold the charged tape near the charged comb. The tape should be attracted to the comb. This would indicate that the
tape and the comb have a different charge. Since the comb has a negative charge the tape must have a positive
charge.
5.
Place a piece of tape on each of the specimens. Remove the tape, in order of the table, carefully not letting the
charged end of the tape touch any object. Test the resulting charge on the tape by bringing the tape near the charged
comb. If the tape is attracted to the comb, the charge on the tape must be positive and the charge left on the
substance must be negative. If the tape is repelled then the charge on the tape must be negative and the charge on the
substance must be positive. By repeating this procedure for each of the other specimens you will be able to identify
the charge on each of them.
6.
Record, in the chart, whether the charged tape is attracted or repelled when brought near the comb and the charge on
the tape and the substance.
7.
The Scotch Tape will be placed in the Electrostatic Series where the charge on the substance changes from positive
to negative. Indicate between which two substances the Scotch Tape should be inserted in the series.
Substance
Attract or Repell
Charge On:
Tape
Substance
Transparency
Comb
Rubber Balloon
Plastic
Wood
Cotton
Paper
Silk
Wool
Nylon
Glass
Notes: As the Scotch Tape is removed from an object some materials give up their electrons to the tape and others take
electrons from the tape. The tape can obtain a positive or a negative charge depending upon the material that the tape
is stuck onto. By comparing the tape to various substances, on the Electrostatic Series one can identify the tapes
position in the list and in this manner we can develop the list of materials and the order in the Electrostatic Series.
Electricity Workshop ©2008 ScienceScene
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Attractive Stuff
Objective:
To determine how a statically charged material effects other objects.
Materials:
paper clips, Styrofoam bits, Rice Krispies, Puffed Rice, small pieces of aluminum foil, cotton thread, salt,
Reynolds Wrap or Saran Wrap, wool cloth
Procedure
1. Place paper clips, Styrofoam bits, Rice Krispies, Puffed Rice, small pieces of aluminum foil, cotton thread, and salt
on the table.
2.
Predict what will happen when the charged plastic wrap is held aprox 1-cm from paper clips, Styrofoam bits, Rice
Krispies, Puffed Rice, small pieces of aluminum foil, cotton thread, salt, Reynolds Wrap or Saran Wrap.
3.
Record your predictions.
4.
Place a piece of plastic on a pile of newspapers, aprox 1-cm, and charge the plastic wrap by rubbing it with the wool
cloth.
5.
Hold the plastic wrap, flat, aprox 1-cm above the indicated objects.
6.
Record your observations.
Notes:
When regular household materials are placed near a charged piece of plastic wrap the effect helps us to see these
common household materials can be made to hold a static charge while others cannot. This leads us to the
conclusion that electrons are more active in some materials than others. In this manner we can develop the list of
materials and the order in the Electrostatic Series.
Electricity Workshop ©2008 ScienceScene
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D. Applying the "Model" For Static Electricity
The Moving Soda Can(s)
Objective:
To use the model for static electricity to
explain how a static charge can move a
neutral soda can.
Materials:
empty soda can, full soda can, piece of
woolen cloth, golf tube or comb
Procedure
1. Place an empty soda can on its side on a flat
surface.
2.
Bring an uncharged golf tube or comb close to
the can. Observe the effect on the soda can.
3.
Charge a golf tube or comb by rubbing it with wool cloth.
4.
Bring the charged golf tube or comb close to the can and observe the effect of the charge on the soda can.
5.
Place a full soda can on its flat surface.
6.
Bring the charged golf tube or comb close to the can and observe the effect of the charge on the soda can.
An Attractive Ping Pong Ball
Objective:
To use the model for static electricity to explain how a static
charge can move a ping pong ball.
Materials:
hard-rubber comb, ping pong ball, piece of woolen cloth
Procedure
1. Rub the comb vigorously with the woolen cloth. The comb is now
electrically charged.
2.
Bring the comb near a ping pong ball lying on the table. The neutral ball will roll to the comb.
3. Keep moving the comb ahead of the ball and you can keep rolling it all over the top of the table.
4.
Move the comb in a circle around the ball. The ball should spin in a circle.
Loony Loop
Objective: To determine how a statically charged object effects other
objects.
Materials:
comb, piece of wool, paper loop
Procedure
1. Cut a paper strip approximately 3-cm by 12-cm. Overlap the ends
and glue in place.
2.
Charge a comb by rubbing it with a piece of wool.
3.
Bring the rubbed comb near the paper loop.
4.
Describe the relationship between the comb and the paper loop.
Notes: When a negatively charged material is brought near a neutral material, that is a conductor, it induces a positive
charge near the surface of the neutral material (the extra electrons on the charged material repel electrons near the
surface of the neutral material). Since opposite charges attract, the induced positive on the material is attracted to
the negatively charged material.
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Groovy Record
Objective:
To use the model for static electricity to explain
how an induced charge can cause an object to
move quickly.
Materials:
nonpareils, a 45-rpm record, shallow container,
wool cloth
Procedure
1. Place the 45-rpm record inside of a shallow container so
that it lies flat.
2.
Charge the 45-rpm record by rubbing it with the wool
cloth.
3.
Place about ten to twenty nonpareils on the grooves of the
charged, 45-rpm record. Observe what happens.
4.
Bring a pencil toward one of the small spheres on the record and observe the movement of the sphere as the pencil
approaches.
Note:
Nonpareils are variously colored tiny spheres of sugar. These candies are used to decorate cakes, cookies, etc.
You will be able to observe other interesting reactions of the spheres when they meet on the bottom or at the edge
of the container.
When the spheres are placed on the negatively charged record they obtain a negative charge through contact. A
pointed object such as a pencil collects electron from the record when it is very close to the surface of the record.
(This is similar to the way a lightning rod works.) The negative charge of the pencil and the negatively charged
record, both repel the negatively charged sphere. At the same time the induced positive charge, on the sphere,
pulls the sphere towards an area on the record of stronger negative charge. Lightning occurs because
thunderclouds have a strong electric charge in them. The pointed end of a lightning rod weakens the charge in the
clouds by absorbing the same charge as the cloud, so lightning may not strike at all. If lightning does strike, since
the lightning rod is grounded, the lightning travels safely to the ground.
Questions
What happens to the candies when they are on the grooves?
Can you predict how the candies will move?
What happens to the candies when you bring the pointed end of a pencil near the candy?
What happens to the candies when you bring the blunt end of a pencil near the candy?
What happens when two candies meet?
Why do you suppose this happens?
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Electrophorus \i-lek-'traf--rs\
Objective:
To use the model for static electricity to explain how a
static charge can, “charge by induction”.
Materials:
sheet of Styrofoam, piece of wool cloth, audio tape or
Christmas tinsel, film container, cake pan, piece of
Styrofoam, #2 neon bulb
Procedure
1. Using double stick tape, attach the cover of a film container to
the bottom of a cake pan. When you attach the film canister
to the cover you will make a handle. Always use this handle
to move the cake pan unless otherwise directed. Tape a few
strands of the tinsel to the lip of the cake pan. This will act as
a charge detector.
2.
Rub the Styrofoam briskly and lightly with the wool
approximately twenty times..
3.
Lower the cake pan NEAR but not touching the Styrofoam sheet.
4.
Touch the lip of the cake pan with your fingertip. Observe the results.
5.
Lift the cake pan away from the sheet. What happens to the charge detector?
6.
Touch the cake pan again, and describe what happens.
7.
You may repeat the procedure several times without re-rubbing the sheet obtaining the same results each time.
8.
Repeat steps 2-5. Hold a neon bulb by one wire and touch the other wire to the charged pan.
9.
Observe which filament of the light bulb lights first as the bulb lights. This will indicate the direction of the electron
movement, (negative to ground) or which material was negative.
Notes: Analysis:
1. Explain why it is important to handle the cake pan by the film container.
2. What happened to the charges in the cake pan when placed near the charged Styrofoam?
3. When you first touched the cake pan near the Styrofoam sheet, the cake pan became charged. Explain how
this happened.
4. When you lifted the cake pan and touched it again, it discharged. How could you tell?
5. Why was it unnecessary to recharge the Styrofoam when you repeated this activity,?
6. Why is it important for the cake pan to be a conductor?
This activity can be repeated without having to rub the wool over the Styrofoam sheet again because noelectrons from the sheet were ever transferred to the pan. Because Styrofoam is an insulator, molecules on the
surface that have obtained an extra electron are unable to move the electrons to their neighbors or to surrounding
materials. Theoretically, the sheet will remain charged forever. In actuality, the air is laden with charged particles
such as dust mites and molecules of water vapor. These will settle on the surface of the Styrofoam and neutralize
the charge. On humid days this can happen in less than a minute.
Placing a conductor (cake pan) near a charged object (Styrofoam sheet) induces a separation of charges in
the conductor. If the charged object is negative, electrons in the conductor will move away from the charged
object to the opposite side of the conducting material. Thus the side of the conductor nearest the charged object
becomes positive and the other side becomes negative, even though the conductor as a whole is still neutral. This
separation of charges remains only as long as the conductor is near or touching the charged object. If another
object (hand) comes in contact with the negatively charged side of the conductor the electrons may be removed
from the conductor. The conductor, having lost electrons, now has a net positive charge. This process is known
as charging by induction. This activity would not have worked if the cake pan had been made of an insulator such
as glass.
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Static Electric Doorbell
Objective:
Applies the concepts of static electricity, attraction of unlike charges and insulators to make a doorbell.
Materials:
2 - 3-pound metal coffee cans, 2 - blocks of canning wax, thermal transparency, plastic bag, small metal
thumb tack, tongue depressors or craft stick, sewing thread
Procedure
1. Make the clapper for your doorbell. Do this by:
a. Glue a piece of sewing thread to the end of the tongue depressor
(aprox. 20-cm.)
b. Measure the height of your coffee can.
c. Cut the sewing thread to approximately three-fourths of the height of the coffee can.
d. Glue the thumbtack to the sewing thread.
2.
Set up the coffee cans approximately 3 centimeters apart with one can
set on two blocks of cooking wax. The wax will act as an insulator.
The coffee can placed on these wax blocks is insulated and will tend to
hold the charge that will be placed in it.
Grounded
Insulated
A.
B.
Charged
3.
Place the thermal transparency on a stack of newspapers, which act
as an insulator, and rub the thermal transparency briskly with plastic
grocery bag.
4.
Carefully hold the edge of the charged transparency. Form a
cylinder and slide it into the insulated coffee can.
5.
Place your clapper on top of the non-insulated can between the two
cans.
6.
The clapper should move back and fourth due to the difference in
static charge.
Charged
Grounded
Insulated
A.
B.
Notes: The charged coffee can (B) will attract the neutral thumbtack by induction. Once the tack touches the can (B), it
will attain the same charge as the coffee can by contact, then move away. The charged tack then moves towards
the neutral can (A) due to an induced unlike charge. There the tack gives its charge to the grounded can (A) and
becomes neutral. Once again the charged can (B) induces an opposite charge on the tack and the tack is attracted
to the charged can (B) where it becomes charged and is repelled due to the like charge. This process repeats over
and over until the charge is dissipated. The sound made by the thumbtack sounds like a doorbell.
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Flowing Electricity
Current Electricity
There are two main kinds of electric currents: direct and alternating. Direct current flows in only one direction.
Alternating current rapidly reverses its direction of flow many times a second.
Electrons travel through any conductor from a negative source to a positive source of electricity. Benjamin Franklin
wrongly surmised that electricity travels from positive to negative. This belief was accepted for many years, and
electricians and electrical engineers still say that electricity flows from positive to negative. Scientific tests now prove that
electrons flow the other way, from negative to positive in electric circuits.
In order to conduct electricity, the atoms of a substance must have electrons that are free to move from atom to atom.
In a conductor, the electrons in the outer shell of the atoms are able to move freely. In some materials such as rubber and
glass, the electrons are bound so tightly to their atoms that few can move. These materials conduct little electricity.
Electricity and magnetism are closely related. The area around a magnet where its force can be felt is called a
magnetic field. Electricity flowing through a wire sets up a magnetic field about the wire. In addition, a magnetic field can
produce electricity in a wire. If you move a wire so that it cuts across a magnetic field, electricity will be generated in the
wire. All electric generators work on this principle.
An electric circuit requires a minimum of three components: (1. a pathway or conductor, such as copper wire which
electrons can flow. (2. A source of electrons, such as a battery of a generator. (3. An object for the electrons to act on, such
as a toaster or a television set. The circuit leads electrons in a continuous path, from a driving force to a positive charge.
The flow will continue as long as the driving force acts.
Electrons are among the smallest known particles. A lit 60-watt light bulb has about 3,000,000,000,000,000,000 or
three billion billion electrons flowing each second in the wires to the bulb. These electrons travel from atom to atom in the
wires at a speed of approximately .01 cm per second every second. But electrical energy, or the ability of electricity to do
work, travels through a wire almost as fast as the speed of light, which is 3 x 10 8 meters per second. When you speak into
a telephone, the person to whom you are talking hears your voice almost instantly. Electric current in a wire works much
like a 100-foot long hose filled with water. If you connect the hose to a water source and turn it on, you will have sent a
signal 100 feet, although any drop of water in the hose will have moved only a few inches. The flow of electric current and
water both depend on three factors:
(1) the pressure that cause the current to flow (Volts).
(2) the rate of the current flow (Amperes).
(3) the resistance of the conductor (wire or hose) to the flow (Ohms).
The flow also produces power (work done per unit of time measured as watts.)
Naïve Ideas
1. Electrical energy flows from source to converter (light bulb, heater, etc.) by connecting a single wire.
2. If two wires are needed, energy flows from the source to the converter through both wires
3. In a circuit with electrical devices, more electrons leave the source than return to it.
4. Electrons are destroyed or “used by” the converter (light bulb, heater, appliance, etc.).
5. The electrons that comprise an electric current come from the source. (A dry cell is a can full of electrons. When it is
out of electrons, we throw it away or recharge it..)
6. Every part of a circuit gets the same current.
7. You can connect as many light bulbs, appliances, etc. in a circuit without affecting their behavior.
8. To receive more light from a bulb, you need a different light bulb.
9. Adding batteries to a circuit always increases the current (brighter lamps, faster motors, etc.).
10. All materials that conduct electricity conduct equally well.
11. Water is a good conductor. . . . . .
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The Simple Circuit Board
Materials: (see page labeled Materials List)
The Simple Circuit Board “S.C.B.” was designed to provide an inexpensive circuit board that can be used to answer the
following questions associated with circuits.
What is a circuit? What are conductors? What is a switch? What is a fuse? What are volts? What are amperes? What is a
battery? What is a resistor? What are the characteristics of a parallel circuit? What are the characteristics of a series
circuit?
The instructional materials were developed for teachers and may need to be modified for student use. Colored masters of this
handout, with answers, may be downloaded from: ScienceScene.com. (ScienceScene.com – MAP Company – Teaching
Materials – Electricity)
Background
An electric circuit requires a minimum of three components:
1. A pathway or conductor, on which the electrons can flow.
2. A source of electrons, such as a battery or a generator.
3. An object for the electrons to act on, such as a toaster or a television set. The
circuit leads electrons in a continuous path. The flow continues as long as
the driving force acts. This flow can be described using the following terms.
a. Pressure that cause the current to flow (Volts).
b. Rate of the current flow (Amperes).
c. Resistance of the conductor to the flow (Ohms).
Building the “SCB”
1.
2.
3.
4.
Obtain materials for the SCB.
Place a magnet on a glue dot and remove it with the glue dot attached to
the magnet.
Place the magnet on the card with the “SCB” printed on it. Push firmly for
greatest adhesion. Repeat for all magnets indicated.
Making the bulb unit:
a. bend two paperclips into an L shape and place on either side of a light
bulb.
b. Attach with heat shrink tubing.
c. Wrap wires from light bulb around paperclip
d. Repeat to make three Bulb units.
a.
b.
c.
5. Make two connecting wires, black and red, by wire wrapping a paperclip to each end of the wire. Once completed
insert one end, of each wire, into the battery.
You are now ready to use the SCB!
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Parallel Circuits
Building a Parallel Circuit
1. Place the paperclips as indicated (do not connect the power source). Your
“S.C.B.” should look like the figure.
2. Connect the red wire, "+", to 1a. Leave it there for this activity.
Qualitative Characteristics of Parallel Circuits
1. Connect the battery, red wire, "+", to 1a and the negative to “master”.
Observe and record.
__________________________________________________
2. Lift bulb unit 1 just enough to break the circuit - so that the bulb will not
light. Describe the effect on the other bulbs.
Replace the bulb unit._____________________________.
3. Repeat step 2 for bulb unit 2 and 3.
Quantitative Characteristics of Parallel Circuits
Voltage
1. Set-up the circuit as shown and connect the battery. Bulbs should light
Measure the resulting voltage as one includes bulbs to the circuit as
indicated in the chart.
Placement of Volt Meter
Black
Red
1b
1b
1b
Master
©
©
Voltage
1a
2b
3a
1a
2. What do you observe about Voltage in a series circuit? __________________________________
Amperage
1. Set-up the circuit as shown and connect the battery. Bulbs should light. Slide bulb assembly to “break circuit” as
indicated in the chart. Insert ammeter to complete circuit as indicated. Bulbs should light. Record amperage
Insert Ammeter
Bulb-3b
Bulb-2b
Bulb-1b
Master-1b
Number of Bulbs
Amperage
1 (3)
1 (2)
1 (1)
3 (1+2+3)
2. What conclusion can you make about the amperage in a parallel circuit?
______________________________________________________________________
Parallel Circuit Summary
Voltage
Bulb
1
2
3
Power Supply
Amperage
Reading
Bulb
Reading
Bulb-3b (3)
Bulb-2b (2)
Bulb-1b (1)
Master-1b (1+2+3)
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Series Circuits
Building a Series Circuits
1. Place the paperclips as indicated (1a-2a, 2b-3b)
Qualitative Characteristics of Series Circuits
1. Connect the battery, negative to master and positive to 3a, and record your
observations. _______________________________________
2. Lift bulb unit 1 just enough to break the circuit - so that the bulb will not light.
Describe the effect on the other bulbs. Replace the Bulb
unit._____________________________.
3. Repeat step 2 for bulb unit 2 and 3.
Quantative Characteristics of Series Circuits
Voltage
1. Set-up the circuit as shown and connect the battery. Bulbs should light.
Measure the voltage by connecting the volt meter as indicated in the table.
Placement of Volt Meter
Black
Red
1b
1a
1b
2b
1b
3a
2.
©
©
Voltage
What conclusion can you make about the Voltage in a series circuit? ______________________
______________________________________________________________________________
Amperage
1. Set-up the circuit as shown and connect the battery. Bulbs should light. Slide bulb assembly to “break circuit” as
indicated in the chart. Insert ammeter to complete circuit as indicated. Bulbs should light. Record amperage
Insert Ammeter
Bulb-3b
Bulb-2a
Bulb-1b
Master-1b
Number of
Bulbs
1 (3)
1 (2)
1 (1)
3 (1 + 2 + 3)
Amperage
2. What do you observe about Amperage in a series circuit? ____________________________
Series Circuit Summary
Voltage
Amperage
Bulb
Reading
Bulb
1
Bulb-3b (3)
2
Bulb-2a (2)
3
Bulb-1b (1)
Power Supply
Master-1b (1+2+3)
Electricity Workshop ©2008 ScienceScene
Reading
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Combined Circuit (A circuit containing Series and Parallel)
Note: This parallel and series circuit combines the characteristics of both the series and
parallel circuits.
Building a Combined Circuits
Series
1. Place the paperclips as indicated (Master – 1b, 1a-2a, 2b-3b)
2. Connect the red wire, "+", to 1a. Leave it there for this activity.
3. Unfold a paperclip and bend it into an “L” shape.
Use it as a conductor between 1b-3a.
Do not let it touch any other spot.
Parallel
Qualitative Characteristics of a Combined Circuit
1.
Connect the battery record your observations. ________________________
Quantative Characteristics of a Combined Circuit
Voltage
1.
2.
©
©
Setup the circuit as indicated in the figure and connect the battery. Bulbs
should light.
Measure the voltage by connecting the volt meter as indicated in the table.
Placement of Volt Meter
Black
Red
1b
1a
2b
2a
3b
3a
1a
3a
Master
1a
Voltage
Type of
Circuit
Parallel 1(1)
Series 1(2)
Series 1(3)
Series 2(2+3))
Combined (1+2+3)
3. What conclusion can you make about the voltage in a Combined Circuit?
Amperage
1. Set-up the circuit as shown and connect the battery. Bulbs should light. The Ammeter is connected in series as
indicated in the chart.
2. Slide bulb assembly to “break circuit” as indicated in the chart. Insert ammeter to complete circuit as indicated.
Bulbs should light. Record amperage
Insert Ammeter
Number of Bulbs
Amperage
Type of Circuit
Bulb -3a
1 (3)
Series 1(3)
Bulb -2a
1 (2)
Series 1(2)
1b – 3a
2 (2+3)
Bulb -1b
1 (1)
Master – 1b
Series 2(2+3))
Parallel 1(1)
3 (1+2+3)
Combined 3(1+2+3+)
3. What conclusion can you make about the Amperage in a Combined Circuit?
Combined Circuit Summary
Voltage
Bulb
Amperage
Reading
Bulb
1b – 1a
Bulb -1b (1)
2b- 2a
3a – 3a
1a -3a
Master – 1a
Bulb -2b (1)
Bulb -3a (1)
1b – 3a
Master – 1b (1+2+3)
Electricity Workshop ©2008 ScienceScene
Reading
Type of Circuit
Parallel 1(1)
Series 1(2)
Series 1(32)
Series 2(2+3))
Combined 3(1+2+3)
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Investigating Conductors
1. Set-up the “S.C.B.” as shown. This will allow only the first bulb to
light when the battery is connected.
2. By placing the paperclips as indicated, 1b and the master you will
have made a conductivity tester. The two large paper clips, used to
hold a fuse, test for conductivity or act as electrodes.
Solutions
1. Carefully dip these paper clips into various solutions to test for
conductivity.
2. The relative brightness of the bulb is an indication of the degree of
conductivity. Conduct several tests to determine conductivity of
several solutions. Determine the brightness of each solution as:
excellent, good, fair, poor, and none.
3. Clean electrodes, (large paper clips), after each test by dipping
them into distilled water and drying them. Take special care not to
get the “S.C.B.” wet.
Solids
©
1. Test various materials around the classroom to determine which of
©
them would be conductors. Conduct your test by carefully
touching the two electrodes to each object. Record your
observations__________________________________________.
2. The relative brightness of the bulb is an indication of the degree of
conductivity. Conduct several tests on these materials to determine brightness such as: excellent, good, fair, poor,
and none. Record your observations___________________________________________.
Diodes
1. Place a diode in place of the fuse. Close the master switch and observe.________________
2. Remove the diode, flip it end for end, and then replace, test and observe.
________________________________________________________________________
Fuses
1. Place a single strand of steel wool, number 2 or coarse, in the paperclip connector.
2. Connect the current to the circuit and carefully observe the fuse.
Add paperclips to1b-2b and 1a-2a to light bulb 2 and carefully observe the fuse.
Add paperclips to 2b-3b and 2a-3a to light bulb 3 and carefully observe the fuse.
Observe the number of light bulbs that can be lit before the fuse burns out.
Record your observations__________________________________________________
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Resistors
1. Place one resistor in the paperclip connectors as indicated.
2. Connect the current to the circuit and observe the brightness of the Bulb.
3. Repeat using resistors in series (see figure) and observe the brightness of the Bulb.
__________________________________________________________
4. Repeat using resistors in parallel (see figure) and observe the brightness of the Bulb.
___________________________________________________________
©
©
©
©
Resistors in Parallel
Resistors in Series
May you find great success with the Simple Circuit Board
Mike and Paul
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Materials
Simple Circuit Board,
7- Small magnets - - - http://www.mattsblinkys.com/magnets.php Pac of 10 for $1.00 plus shipping
7- Small paperclips - - http://www.staples.com/ $1.69 per 500
2- Connecting wires - - Radio Shack Model: 278-1301 - Catalog #: 278-1301 $4.99
7- Glue dots - - - - - - - http://www.gluedots.com/display/router.aspx?DocID=290
Part Number XD41-1000
Ph. 239-437-8255
3- Christmas lights - - http://www.1000bulbs.com/ShoppingCart.php CHR/93207 - $2.95 / 50 lights
6- Small paper clips http://www.staples.com/ $1.69 per 500
3 - 3/8” x ½’ clear heat shrink tubing - - - http://stores.ebay.com/Heat-Shrink-Tubing
Accessory Pack
#2 steel wool
3 - 10 ohm resistors
1 diode
1 tooth pick
Set of conductivity solutions
10% NaCl solution (10g. /100ml)
2.4% NaCl solution (2.4g/100ml.)
5% Sugar solution (5g/100ml.)
Distilled water
Polaroid Polapulse battery
Meter -
50LE Multimeter
http://www.kelvin.com
Note
1. You may use any 6 volt power supply for the circuit boards. We have found that the 6 volt Polaroid Polapulse
battery, obtained from a Polaroid film pack, works well for a power source.
2. All references such as 1a or 2b refer to specific locations or points on the “Simple Circuit Board” References
such as 2b-3b refer to specific connections between two points. The label 1, 2, and 3 represent the three
Christmas tree light bulbs.
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The Polaroid Polapulse Battery
+
+
Polaroid
Polapulse
Battery
Polaroid
Polapulse
Battery
Polaroid
Polapulse
Battery
Polaroid
Polapulse
Battery
Using Multimeters
Ammeter
Voltmeter
To read voltage:
1. Set dial to DCV 20
2. Plug black wire into COM –
3. Plug Red wire into +V
To read Amperage:
1. Set dial to 10A
2. Plug black wire into COM –
3. Plug Red wire into 10 ADC
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The MAP Team
The MAP Team is composed of three educators with approximately 100 years of exemplary science teaching between them at
grade levels from third grade through college. The have worked together for the last ten years to encourage and promote
physics education in the elementary and middle schools in the Midwest. The goals of the workshops are to:
• Enhance upper elementary and middle school teacher's understanding of physics concepts
• Provide teachers with hands-on heads-on activities for effectively teaching these concepts to their students.
• Provide the necessary integration of physical science skills with classroom activities to promote learning.
The specific content areas of the workshops are:
Measurement
Magnetism
Light
Sound
Color
Fluids
Electricity
Matter
Energy
Motion
Simple Machines
Heat
The presenters for these workshops are certified Operation Physics trainers. All of these teachers have presented National,
State, and local workshops. As a team, they have presented over 150 workshops in Physical Science during the past eight
years. Each of these presenters has a keen interest in the improvement of science education.
Dr. Michael Suckley has over 40 years of teaching experience at middle, high school and university level, Professor at
Macomb Community College for Physical and Environmental Science. Author of two physical science textbooks,
“Analyzing the Physical Universe”, and “Physics Is FUNdamental”. He has been an Instructional Design Consultant for
the National Association of Sickle Cell Disease, College of Nursing Wayne State University, Macomb County
Intermediate School District, and Utica Community Schools and has developed Instructional Materials for Education
Projects.
Mr. Paul A. Klozik has over 36 years of teaching experience at the high school level and Community College. 1986 Teacher
of the Year for Warren Consolidated Public Schools. 1989 PASCO Teaching Excellence Award winner. Developed and
presented workshops for science teachers for Warren Consolidated Schools. Introduced and promoted Science Olympics
at Sterling Heights H.S. Steering Committee for district science curriculum. Instructor at Macomb Mathematics Science
and Technology Center. Developed and taught courses that are interrelated between Physics, Mathematics,
Environmental Science, Computers, Research, and IDS (Inter discipline Studies).
Each of these educators has a keen interest in the improvement of science education. If you would like to learn more about
the MAP team or you would like the team to develop a customized workshop for your teachers and visit your school
district please contact us.
To Contact the Team
Michael Suckley Phone: 810-750-2373 E-mail: DrSuckley@ScienceScene.com
Paul Klozik Phone: 586-293-5424
E-mail: paklozik@wowway.com
Or
Email the Team at: MAP@ScienceScene.com
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H. References
Advancement of Science. New York: Oxford University Press, 1993.
Alexander, Joseph, et al., Teaching High School Science: A Sourcebook for the Physical Sciences.
New York: Harcourt, Brace & World, Inc., 1961.
Ardley, Neil. The Science Book of Electricity. San Diego: Gulliver Books Harcourt Brace & Co., 1991.
Benchmarks for Science Literacy; Project 2061, American Association for the Advancement of Science.
Branley, Franklyn. Flash, Crash, Rumble and Roll. New York: Harper and Row, 1987.
Brown, Robert J. Science for you, 112 Illustrated Experiments. Pennsylvania: TAB Books Inc. 1988
Brown, Robert J. 333 More Science Tricks and Experiments. TAB Books, 1984. (See chapter 8,
Electricity and Magnetism.).
Brown, Robert J. 333 Science Tricks and Experiments. TAB Books, 1984
Doherty, Paul, The Exploratorium Science Snackbook. The Exploratorium: 1991.
Electricity; Operation Physics Workshops
Esler, William K. Modern Physics Experiments for the High School. New York: Parker Publishing
Company, Inc., 1970.
Feynman, Richard Philip. “The Feynman Lectures on Physics”. Volume 1, Commemorative Issue.
Menlo Park, CA: Addison Wesley, 1989.
Gibson, Walter B., Magic with Science New York: Grosset & Dunlap 1968.
Herbert, Don. Mr. Wizard’s Science Secrets. New York: Hawthorn Books, Inc., 1965.
Liem, Tik L. Invitations to Science Inquiry. California: Science Inquiry Enterprises,1990.
Levenson, Elaine, Teaching Children Physical Science. New York: TAB Books, 1994.
Louisiana Science Framework; Louisiana Department of Education, 1997
Lynde, Carleton John, PhD. Science Experiments with Ten - Cent Store Equipment. New Jersey: D.
Van Norstrand Company, Inc., 1950.
National Science Education Standards, National Research Council, 1996.
National Science Resource Center (NSRC). "Science and Technology for Children," Electric Circuits,
Teacher’s Guide: Student Activity.
Rudy, Lisa Jo. The Ben Franklin Book of Easy & Incredible Experiments. John Wiley & Sons, Inc.,
1995.
Rybolt. Adventures with Atoms and Molecules. Hillside, NJ: Enslow, 1987.
Scienceworks. Ontario: The Centennial Centre of Science and Technology, 1984.
Suckley, Michael, Physics Is FUNdamental. Paladin House Publishers, 1998
Unesco. Source Book for Science Teaching. France: Unesco, 1962.
Roy Unruh, PRISMS; University of Northern Iowa
VanCleave, Janice Pratt, Teaching the Fun of Physics; 1985, Prentice Hall Press
Note: Dewey Decimal Classification Number for electricity is: J557.
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Physical Science Materials Vendor List
Operation Physics Supplier
Arbor Scientific
P.O. Box 2750
Ann Arbor, Michigan
48106-2750
1-800-367-6695
Electronic Kits
Chaney Electronics, Inc.
P.O. Box 4116
Scottsdale, AZ 85261
1-800-227-7312
Electronic Kits
Astronomy
Learning Technologies, Inc.
Project STAR
59 Walden Street
Cambridge, MA 02140
1-800-537-8703
The best diffraction grating I've found
Mouser Electronics
958 N. Main
Mansfield, TX 76063-487
1-800-346-6873
Chemistry
Flinn Scientific Inc.
P.O. Box 219
Batavia, IL 60510
1-708-879-6900
Discount Science Supply (Compass)
28475 Greenfield Road
Southfield, Michigan 48076
Phone: 1-800-938-4459
Fax: 1-888-258-0220
Educational Toys
Oriental Trading Company, Inc.
P.O. Box 3407
Omaha, NE 68103
1-800-228-2269
Laser glasses
KIPP Brothers, Inc.
240-242 So. Meridian St.
P.O. Box 157
Indianapolis, Indiana 46206
1-800-832-5477
Rainbow Symphony, Inc.
6860 Canby Ave. #120
Reseda, California 91335
1-818-708-8400
Holographic stuff
Rhode Island Novelty
19 Industrial Lane
Johnston, RI 02919
1-800-528-5599
U.S. Toy Company, Inc.
1227 East 119th
Grandview, MO 64030
1-800-255-6124
All Electronics Corp.
905 S. Vermont Av.
Los Angeles, CA 90006
1-800-826-5432
Radio Shack
See Local Stores
Lasers
Metrologic
Coles Road at Route 42
Blackwood, NJ 08012
1-609-228-6673
laser pointers
Magnets
The Magnet Source, Inc.
607 South Gilbert
Castle Rock, CO. 80104
1-888-293-9190
Dowling Magnets
P.O. Box 1829/21600 Eighth Street
Sonoma CA 95476
1-800-624-6381
Science Stuff - General
Edmund Scientific
101 E. Gloucester Pike
Barrington, NJ 08007-1380
1-609-573-6270
Materials for making telescopes
Marlin P. Jones & Associates, Inc
P.O. Box 12685
Lake Park, Fl 33403-0685
1-800-652-6733
Natural Wonders
Nature Store
Flea Markets
Garage Sales
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