Pacemaker Pack: Exciting Electrics (Upper) by Teacher Superstore

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(F or 9-11 y ear s) (For year ears)

Exciting Electrics

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Activities to Extend Talented Students in . te the Regular Classroom o c . che e r o t r s super

Edited by Sandy Tasker. © Ready-Ed Publications - 2006. Published by Ready-Ed Publications (2006) P.O. Box 276 Greenwood Perth W.A. 6024 Email: info@readyed.com.au Website: www.readyed.com.au COPYRIGHT NOTICE Permission is granted for the purchaser to photocopy sufficient copies for non-commercial educational purposes. However, this permission is not transferable and applies only to the purchasing individual or institution.

ISBN 1 86397 578 0

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Contents TEACHERS’ NOTES .......................................................................... Pages 4, 5 STUDENT RECORD SHEET ..................................................................... Page 6 ELECTRICITY - TURN ON THE FACTS ....................................................... Page 7 HOME POWER .................................................................................... Page 8 PLAYING FAVOURITES .......................................................................... Page 9

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ECSTATIC ABOUT STATIC .................................................................... Page 10 STATIC FANATIC ................................................................................. Page 11 A STATIC STATE ................................................................................. Page 12 IS LIGHTNING FRIGHTENING OR EXCITING? ........................................ Page 13

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POWER TO THE PEOPLE ............................................................................ Page 14

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POWER POINTS ................................................................................. Page 15

THE GOOD, THE BAD AND THE UGLY ..................................................... Page 16

CONCERNS AND CONGRATS ................................................................ Page 17 PLUG IT IN ........................................................................................ Page 18 ELECTRIC LIGHT - FROM EDISON TO NEON ........................................... Page 19 CHEAT SHEET - THE ELECTRIC LIGHT STORY .......................................... Page 20

DON’T TOUCH ..................................................................................... Page 21

© R e a d y E d P u b l i c a t i o n s POWER WORDS ................................................................................. Page 23 LET’S STARTED ............................................................................ Pagen 24l •GETf o rr evi ew pur poseso y• DR SPARK ......................................................................................... Page 22

SWITCHEROO .................................................................................... Page 25 THE SCIENTIFIC TOUCH ...................................................................... Page 26

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DRAWING CIRCUITS ............................................................................ Page 27

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CONDUCTORS AND INSULATORS ........................................................ Page 28

RECORDING YOUR RESULTS .................................................................... Page 29

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INVENTION STATION ........................................................................... Page 30

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BE WISE AND ADVERTISE ......................................................................... Page 31 NERVES OF STEEL OR FUMBLY FINGERS? ................................................ Page 32

THE ULTIMATE LIE DETECTOR ................................................................... Page 33

QUIZMASTER ........................................................................................... Page 34 EXTRA ELECTRICAL CHALLENGES ............................................................. Page 35 ELECTRICAL HALL OF FAME ..................................................................... Page 36 OUR ELECTRICAL WORLD ......................................................................... Page 37 IDEAS FOR BRIGHT SPARKS ........................................................ Pages 38, 39

GLOSSARY .............................................................................................. Page 40 ANSWERS ................................................................................. Pages 41 - 43

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Teachers’ Notes This fully revised series was initially devised as a means of providing extension for students within the regular classroom, whilst catering for the needs of the teacher and providing materials that were designed along educationally sound lines. Although the content and layout for the revised series has been completely updated, the principles behind the series remain the same, using CONTENT LEVELS as a basis for categorising activities. The key to this approach, which we term the appropriate curriculum model, is that students are presented with activities appropriate to their levels of understanding of the content together with their mastery of the requisite higher-order thinking processes. The levels are an adaptation of Bloom’s Taxonomy of Educational Objectives, still a widely accepted and valued model of education.

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Below are the Content Levels and Indicators used in this book:

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What it means

What the student does

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Content Level 1

FINDING OUT: Recalling data, showing understanding through restating or extending ideas. Answers factual questions, interprets information, describes or illustrates events.

Content Level 2 What it means

USING INFORMATION: Using information in a new situation through extending or breaking down concepts being studied.

What it means

CREATING / EVALUATING: Putting together ideas to develop new products, making judgements based on new information.

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What the student does

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What the student does

Puts forward theories or original ideas and designs, forms and states opinions on theories.

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Moving Through the Content Levels

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It is important that higher-order activities such as those at Content Level 3 are underpinned with a solid base of knowledge — the tasks and activities aligned with Levels 1 and 2 are designed to establish and expand this. It should never be assumed that students have the requisite content knowledge, but be prepared to advance students quickly to higher-level activities if they demonstrate a sound understanding of the facts and concepts presented in Levels 1 and 2. In considering the structure of this material, it is envisaged that in the heterogeneous classroom situation, the series can be implemented as follows:

Child Ability Level

Interpretation

M Above Average ________________ Emphasis on Level 2/3 M Average _____________________ Emphasis on Level 2 M Below Average ________________ Emphasis on Level 1 Many pages contain activities from more than one level. In this case, the TIME taken on each part will change focus, according to the outline above. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Teachers’ Notes Using the Pacemaker Packs in the Classroom Promote interest in the theme — set up a classroom learning centre that may contain: • Books and posters; • Models and artefacts; • CD-ROMS; • Art supplies and plenty of writing and drawing paper; • A “theme” table with items brought by students from home.

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Decide on the approach to the theme that suits you and your students best: • Teacher - directed with the whole class completing teacher-assigned sheets at a specified time (teacher records progress). • Student - directed with students working through materials at their own pace at a specified time (student records progress). • As an interest-based approach with students working from a selection of photocopied worksheets at their own pace (student monitored and recorded). • As supplementary materials to a unit of study.

You may wish to use this series as a Learning Centre, with photocopied sheets displayed in pockets that students can select from, perhaps set up like this:

Two covered strawboard sheets, hinged for easy storage and display.

Pockets for photocopied Pacemaker sheets.

Instructions for use.

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Relevant resource books for research.

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Relevant resource books for research.

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Before commencing, talk over the activities contained in the book with your class. Encourage students to broaden their thinking to suit the open-ended nature of the upper level activities, helping them to understand that there is not “one correct answer”. Outline a procedure for the activities: • How will students store and present their completed worksheets? (In a file, a booklet, a plastic sleeve.) • How can students work on the contents? (Individually, in pairs, in small groups.) • From where can further research sources be obtained? • What people or organisations might be able to help? • How and when will the sheets be available? / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Student Record Sheet Topic: _______________________________________________

Name: .............................. ..............................

Activity

Date Finished

Student Comments

Teacher Comments

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Electricity - Turn on the Facts

Name: .............................. ..............................

When we think of electricity we usually think of lights and electrical appliances in our houses. How often, though, do you think of electricity as a transformation of energy? Electricity is commonly produced by kinetic energy or chemical energy.

Kinetic Energy is the energy which results from the motion of an object. For example, your bicycle may have a generator which turns when rubbed against the moving wheel and produces a current to make your light shine. On a much larger scale, huge generators are driven by energy from flowing water or expanding gases such as steam. This energy produces the electric current which is used in your home.

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There are other types of energy too, like solar energy and photo electric cells.

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Chemical Energy is another example of using the transformation of energy to produce electricity, such as the battery in your radio or the bigger batteries found under the bonnet in cars. A battery can be a single cell or a group of cells. Your radio battery is probably a primary type of battery which discharges electricity until it is “flat”. A car battery is a storage type of battery which can be charged with a flow of an electric current through it, so the battery is re-charged by the car’s generator whenever the car is running. You may know someone who has left the car lights on, causing a flat battery. If the car can be restarted by charging it from the battery of another car and then the car is driven for a while, the battery will work normally again.

Look at the pictures below and write how the energy is transformed in each case.

The food that the girl has eaten has ____________________________________________________

allowed energy to be stored in the ____________________________________________________ © Ready EdPubl i cat i ons muscles she uses to dribble the ball. ____________________________________________________ •f orr evi ew pur posesonl y• ____________________________________________________ ____________________________________________________

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Related Outcome: Students express their understanding of energy transformation. Subject Area: Science - Energy and Change. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Home Power

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In your own words, describe electricity: ______________________________________________________

___________________________________________________________________________ ___________________________________________________________________________

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It’s hard to describe something that is invisible — you most probably described what electricity DOES. Use the four concepts below to connect up the household appliances. Draw an electrical cord between the appliance and what the electricity produces. There may be more than one answer for some! Use different colours for each picture.

Light

Heat

Sound

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Electricity produces...

Movement

Entertainment

Communication

Laundry

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Do a house-count — how many electrical appliances can you find in your house?

Other (please list) _______________________________________________________ TOTAL

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Write three things that you miss the most when there is a power failure: 1 ___________________________________________________ 2 ___________________________________________________ 3 ___________________________________________________ If the power was out for a week, how would your family cope?

_____________________________________________________________ _____________________________________________________________ _____________________________________________________________ Related Outcome: Students describe their understanding of electricity and apply it to common household appliances. Subject Area: Science - Energy and Change. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Name:

Playing Favourites

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Electricity is used to produce forms of energy such as sound, light, heat and movement. Electricity itself is a form of energy that can flow from one place to another and power many of the things that we use in our daily lives.

What is your favourite electrical appliance? _______________________________________

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Draw it in the space below:

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Why do you like this appliance so much? ________________________________________

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___________________________________________________________________________ Imagine that you can only take one electrical appliance with you to live in a new house.

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Would your choice be the same as the one above? _________________________________

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Why or why not? _____________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________

Create a survey that discovers the favourite appliances of your classmates. Graph your results.

Related Outcome: Students will identify which electrical appliances are important in their own lives. Subject Areas: Science - Energy and Change; Natural and Processed Materials. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Ecstatic about Static Use a dictionary, encyclopaedia or Internet reference for a definition of

Name: .............................. ..............................

STATIC ELECTRICITY: ___________________________________ ___________________________________________________________________________ ___________________________________________________________________________

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Reference: __________________________________________________________________ Explore the wonderful world of static by doing this investigation below: “Lift Off!”

a plastic “rod” (a pen or comb), a sheet of plain paper, pieces of material such as wool, silk, cotton, other “rods” such as twigs, pencils, a metal spoon, etc.

• Cut or tear the paper into tiny pieces and scatter them over your desk top.

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You will need:

• Hold the plastic rod over the paper pieces and write what happens: _______________________ ________________________________________________________________________ What will happen if you rub the rod with wool, then hold it over the paper?

What happened? _____________________________________________________

Why do you think this occurred? ________________________________________

Write your prediction here: _____________________________________________ © ReadyEdPubl i cat i ons ___________________________________________________________________ •f orr evi ew pur posesonl y• Rub the rod briskly with the wool, then hold the rod close to the paper pieces.

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• Now use a variety of other materials to rub the plastic rod and fill out the list below:

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MATERIAL

•

WHAT HAPPENED?

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__________________

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Next, try using rods made from different substances. Make up your own table to record your results.

Write a sentence that shows some more about what you know about STATIC ELECTRICITY. ___________________________________________________________________________ ___________________________________________________________________________ Related Outcome: Students will conduct simple experiments on static electricity, using a basic format to develop their own tests. Subject Areas: Science - Energy and Change; Working Scientifically. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Name:

Static Fanatic

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Check out these fun static experiments

1 Rub a plastic spoon with wool and then hold it over a bowl of dry puffed rice.

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What happens? ___________________

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What happens? ___________________ _______________________________

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_______________________________

Why?

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Why?

Blow up a balloon and then rub it against a woollen jumper. Hold it close to your hair (longer hair works best)

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Briskly rub a plastic pen with a piece of wool. Quickly hold the rubbed pen alongside a THIN, smooth stream of water coming out of a tap.

© ReadyEdPub l i c at i onoffsover your head, Take a woollen jumper or rub an inflated balloon briskly on the front of as woollen jumper then bring •f orr evi ew pur po se on l yand• _______________________________ _________________________

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Why?

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the balloon up to your ear.

What happens? ___________________ _______________________________ Why?

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What happens? ___________________

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Does it work with non-plastic rods? ______

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For this final investigation, you will need:

Plastic rod, wool, a glass, some wet soil, a piece of thin copper wire.

•Set up the experiment as it is in the diagram •Charge the plastic rod by rubbing it with the wool. •Put the rod close to the copper wire. •Listen carefully! What do you hear? •You have made a model of a lightning conductor. •Label the diagram and draw in what is happening in the experiment.

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Related Outcome: Students will investigate static electricity through a variety of experiments, providing reasons for their findings. Subject Areas: Science - Energy and Change, Working Scientifically. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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A Static State So what does all this stuff about static mean?

Name: .............................. ..............................

Static electricity is all about CHARGES. An Atom

Every object is made up of tiny parts called atoms, and making up these atoms are positive charges (+) called protons and negative charges (—) called electrons. Think of these charges like forces of energy that balance each other out. Normally, objects have the same number of protons and electrons so the object is neutral. It has a neutral charge — it behaves normally. A neutron (O) is a neutral charge.

Neutrons (0) Electrons (-)

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BUT, sometimes, certain objects can lose their electrons when they come in contact with other objects. Wool and human hair are two examples. So, when a plastic pen is rubbed with wool, some electrons jump off the wool and onto the pen. Having more electrons makes the pen have a negative charge.

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Protons (+)

Here are the “rules of static”. Have you ever heard the saying “opposites attract”? [ Charges that are the same (LIKE charges) repel each other.

They will MOVE AWAY FROM EACH OTHER.

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Now, think about the experiment you did with the paper — the small bits of paper have a neutral charge and the pen, when rubbed, has a negative charge. The neutral charge and the negative charge are unlike each other, so the two objects ATTRACT.

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An object that is negatively charged is UNLIKE an object with no charge or a positive charge. These objects will MOVE TOWARDS EACH OTHER.

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And now the sequel to this little tale — after a while, you will notice that the paper falls away from the pen. Can you guess what has happened? If you said that the paper starts to steal some of the electrons from the pen, so that it becomes more negative, you would be right! As the two objects become more the same with their charges, they start to repel each other. (Source: www.mos.org) Read through this a couple of times to let it all sink in. If it makes sense to you, well done! You have just had your first physics lesson. Related Outcome: Students will understand basic principles of static electricity, relating previous experiments to provided information. Subject Area: Science - Energy and Change. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Is Lightning Frightening or Exciting?

Name: .............................. ..............................

After you have read the “Static State” page, you might be able to write why ... Two woollen socks stick together in the clothes drier:

___________________________________________________________________________ ___________________________________________________________________________

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___________________________________________________________________________ Your hair is pulled along with your jumper when you take it off:

___________________________________________________________________________

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___________________________________________________________________________ ___________________________________________________________________________

Have you ever had an electric shock? This is caused by your shoes collecting or giving away electrons on the surface of a carpet. This changes the charge in your whole body and when you go to touch something, the difference in the charge is so great that the charge jumps across to the object, or another person, in a spark. The spark is so hot that you can feel it stinging your skin and sometimes you can even see a small flash of light. Lightning is a phenomenon that we see often in the sky — considered frightening by some and spectacular by others. The actual process of lightning is quite complex and some scientists do not agree on the entire process, but generally the collision of opposing forces in the clouds combines with attractive forces pulling the giant sparks to earth (which has a strong positive charge after the electric fields in the clouds have changed the neutral state of the earth). The result is a bolt of lightning, a hot and powerful flash that has the capacity to start fires and kill or injure unlucky people and animals in its path.

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Visit www.howstuffworks.com or a similar site and find out how lightning rods (also called lightning conductors) work. These are often installed on golf courses as the open spaces of golf courses make golfers swinging metal clubs into an ideal target for a lightning strike. Design your own lightning rod for golfers in the space below, labelling all the parts and showing it in action.

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Related Outcome: Students will understand how static electricity is seen in our everyday lives and our weather. Subject Areas: Science - Energy and Change; Technology and Design - Materials, Design Process. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Name:

Power to the People

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The electricity we use every day is produced in a power station. In simple terms, a power station contains turbines, which, when rapidly rotated can be made to drive generators. These, in turn, produce the electricity that is then brought into our homes through above-ground and the more modern underground cables.

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There are two ways to produce the energy that works the turbines. In the boxes, make a SYMBOL for each type:

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Fossil Fuels / Non-renewable Energy

Nuclear

Biomass*

Wind

Solar

Wave

Hydro

Tidal

Renewable Energy

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Gas

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Coal

* Burning of a product which is currently sustainable, not running out, such as bagasse (sugar cane waste).

Use an atlas or an Internet site to locate 10 power stations on this map of Australia. Use the symbols that you designed above to show what the source of energy is for each.

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Related Outcome: Students will understand the difference between renewable and non-renewable energy sources and locate them on a map of Australia. Subject Areas: Science-Energy/Change; Society/Environment-Investigation, Communication/Participation. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Power Points Read the points below so that you are geared up to make some informed opinions about Australian power sources: Biomass is the organic matter of plants and animals, such as off-cuts and sawdust of wood, and manure of animals. The burning of the biomass releases carbon dioxide and energy. The theory behind the use of biomass is that unused plant and animal matter would decay naturally, so as long as the source is sustainable (it will not run out), then it is appropriate to use. A disadvantage is that it takes a lot of matter to produce the level of energy required. One example of biomass in Australia is the burning of sugar cane waste to produce electricity. Although biomass electricity is a good way of getting rid of wastes in a useful way, the burning process can still release some greenhouse gases.

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Wind Energy harnesses its power by using huge windmills in areas of high wind to power turbines that produce electricity. The use of wind as a power source does not produce any pollution, but the large windmills can produce vibrations. Also the windmills can be very expensive to make and run. It can be unreliable as not many places have wind blowing all the time. Some people are worried about the ugly appearance of the windmills whilst others are concerned about birds flying into their path.

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Solar Energy uses the sun as its source. Solar cells collect the sunlight and convert it into electricity. With the sun being ever-present in our lives, it is a good way to produce power without producing any pollutant gases. Although expensive to make, solar panels usually require little upkeep. They are quiet and can be used at the site where the electricity is required, reducing the costs for cabling long distances in remote areas. Unfortunately a storage system is required for when sunlight is not available.

© ReadyEdPubl i cat i ons Hydroelectricity usesi movement water inr dams to spin turbines •f orr ev ew ofp u po s esthat onl y• produce electricity. This needs to be done in mountainous areas of high rainfall to make sure that the dams

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Tidal/Wave Energy uses the movement of water to generate power. It uses similar principles to hydroelectricity and may require the building of dams to “capture” the tidal flow. This system is pollutionfree but many of the same problems to Hydroelectricity occur, such as damage to the wildlife and shorelines. These systems would also be expensive to build.

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can be kept full. The building of dams can be very expensive and can cause flooding as the natural flow of rivers is stemmed. This can damage the wildlife living in or near the rivers. The advantage is that no harmful gases are produced.

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Coal, Gas and Nuclear Energy use fossil fuels and other sources that are non-renewable. Because they have formed in the earth over millions of years, it would be very difficult to replace these sources once they have run out. Coal has been produced by decomposing plants over millions of years. Although a cheaper way of producing electricity, the large production of carbon dioxide can contribute to the greenhouse effect. Gas that is trapped between rock in our earth can be used in stoves, home heating and hot water systems. Nuclear Energy uses a mineral called uranium to change atoms and produce energy. This method of power production is considered very dangerous by many people as the process causes radiation that is harmful to people and the environment.

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The Good, the Bad and the Ugly Our society relies heavily on electricity, but we often forget to consider the damage that is being done to our environment though some forms of energy sourcing.

Name: .............................. ..............................

In the last few decades, there has been a positive move towards harnessing the more renewable energy sources, most of which are also much safer for our planet. Look carefully at the pictures below and decide whether to give it a good, bad or ugly (very bad) rating according to what it might be doing to our earth. Write the reasons for your rating underneath.

Good

Bad

Ugly

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Rating:

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Rating:

Good

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Nuclear

Bad

Ugly

_________________________ Reason: _________________________ © R e a d y E d P ubl i c at i ons _________________________ _________________________ _________________________ _________________________ •f orr evi ew pur pose sonl y•

Reason:

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Rating: Reason:

Good

Coal

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Ugly

_________________________ _________________________ _________________________ _________________________

Rating: Reason:

Good

Bad

Ugly

_________________________ _________________________ _________________________ _________________________

Related Outcome: Students will rate environmental impacts of various energy sources. Subject Areas: Science - Energy and Change; Earth and Beyond. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

Ready-Ed Publications

Name:

Concerns and Congrats

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Choose one of the sources of electrical power that YOU have concerns about. Write an email to a power station using that source, imagining that you are a worried resident who lives nearby in the town of Polluteroo. Perhaps you have children or suffer from allergies or maybe you are just concerned about the planet. Donâ&#x20AC;&#x2122;t forget to do some more research!

Make your argument strong and persuasive, and donâ&#x20AC;&#x2122;t forget to include some facts!

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Untitled - Message 0Send Print From: To:

Delete

Address Book

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Subject:

Attach

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Now imagine that you live in a town called Clearsky. Clearsky has just won an important award for being the best town in Australia for using environmentally friendly energy sources. Design the award that Clearsky will win in this space.

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ÂŠ ReadyEdPubl i cat i ons â&#x20AC;˘f orr evi ew pur posesonl yâ&#x20AC;˘

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On the back of this page, draw a birdâ&#x20AC;&#x2122;s eye view of Clearsky. Think about the townâ&#x20AC;&#x2122;s central power sources, as well as additional sources of power for individual houses, factories, shops and vehicles. Make sure you show how attractive the town has become due to all its efforts. Related Outcome: Students will apply their understanding of eco-wise energy production to hypothetical perspectives. Subject Areas: Science - Energy and Change; Earth and Beyond; English - Writing. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

Ready-Ed Publications

Name:

Plug it in

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You are the rides designer at a Science Fair, and you have decided to create a ride that gives riders the sense of how electricity gets from the start to the end of its journey.

..............................

Firstly you need to place the correct words underneath the pictures, then decide what order they need to go in for the correct sequence. You may wish to cut the pictures out and glue them on a separate sheet.

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Then, work out a way that each stage can be incorporated into a roller coaster ride. Draw this on a large sheet of paper and use lots of colour. You may even like to use some recycled materials to create a 3-D effect. Have fun!!

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•Pylons •Electricity meter

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•Wall plug •Fuel source •Mains switch •Transformer •Electrical appliance •Power station •Power poles (may be underground cables)

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Related Outcome: Students will demonstrate understanding of electricity flow in a creative design context. Subject Areas: Science - Energy and Change; Technology - Design Process. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

Ready-Ed Publications

Electric Light - From Edison to Neon The light globe is a simple looking, cheap item that works at the flick of a switch. From its humble beginnings we now have an endless range of lights for every occasion and taste.

Name: .............................. ..............................

Use a variety of references to write the Electric Light Story. Include such things as: The invention of the light globe; How light globes are constructed; Different types of light globe; Light globes for special occasions; Neon and other modern lights.

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Write your notes in the idea globes below. On a separate sheet, draw a diagram showing how a typical light globe is constructed and how it works.

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Modern Lights

Other Points

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Special Occasions

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Related Outcome: Students will research the history and current use of electric light globes, including the structure of modern light. Subject Areas: Science - Energy & Change, Natural & Processed Materials; S & E - Time, Continuity and Change; English - Reading. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

Ready-Ed Publications

Name:

Cheat Sheet - The Electric Light Story

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Here are some handy hints to get you started and to guide you on your project:

..............................

Use books, encyclopaedias and Internet references. Below are a few websites that existed at the time of writing this book. If they have been removed, try typing in key words such as electric light history, light bulb, electric light timeline, light bulb types.

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Try these sites:

www.ideafinder.com

www.inventors.about.com www.wikipedia.org

www.howstuffworks.com (Christmas lights)

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www.lightfan.co.uk

Collect some notes from each category (make sure you write your reference source next to each set of notes by writing the title and author of the book, or by writing the website address). Decide on an interesting way of presenting your project — in a booklet, a chart, a comic, as part of a piece of art, as a speech or on a computer presentation.

Is there a timeline with dates? A chart?

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Have you included a written list of references? Is your project well presented and easy to read?

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Do you have the names of important inventors and the dates of their discoveries?

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Have you covered information on at least three different types of bulb? Have you used your creativity?

__________________________________________________________________ __________________________________________________________________

Related Outcome: Students will use guidelines to assist with the written presentation of researched information. Subject Area: English - Reading; Writing. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

Ready-Ed Publications

Name:

Don’t Touch

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Most young children are told that electricity is dangerous and many parents have rules around the home to keep their child safe from electricity.

Design and make a 4 page booklet for very young children in your school to help them understand the message on ELECTRICAL SAFETY. Because the booklet is for young children it will be mostly pictures. Plan your ideas in the squares below. A cartoon character or some rhyming slogans may appeal to children. These ideas might help, or type “electricity safety” into an Internet search.

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•Safety with electric plugs •Safety with electrical appliances •Power line safety

•Electricity and water - they don’t mix! •Electricity and metal objects

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Put these ideas onto larger paper, colour your pictures and make a bright cover for your book. You could also try putting your ideas into other forms that children may enjoy, e.g. puppet show, short skit, TV advertisement, radio commercial, song, poem. Related Outcome: Students will demonstrate understanding of safety with electricity. Subject Areas: Science - Energy and Change.; Health and Phys. Ed. - Safety. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

Ready-Ed Publications

Dr Spark Now students can get to be a “Dr Spark” and build their own simple circuits! They will need to get the following materials from school or home: Most of the materials below are available from “hobby” stores such as ®Tandy or ®Dick Smith.

1 - 2 batteries A globe

A No. 216, 9 volt battery is ideal

r o e t s Bo r e p ok u S Use at least a 6 volt globe for a 9 volt battery

These make circuits easier to put together

A battery clip

Buy from electrical or hobby stores. If you can’t find one, sticky tape or ®Blu-tak will do.

Drawing pins

Metal ones with large round tops

Copper wire

Single strands of stripped wire

Insulated wire

Copper wire with plastic coating

Tin foil

Use ordinary cooking foil

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A globe holder

A handful of small to medium size clips

Corrugated cardboard

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Construct the circuit board as below:

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drawing pins

copper wire wrapped around legs of pins

corrugated cardboard

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Ready-Ed Publications

Name:

Power Words

.............................. ..............................

One way of passing electricity from one place to another is by using a good CONDUCTOR. A conductor is a material that easily allows an electric current to pass along it so that it may be used to produce a certain form of energy. Copper wire is an excellent conductor of electricity and is often used as the “pathway” for the current.

A BATTERY is a way of producing a force to push the electric current through the wire. The force a battery produces is called an ELECTROMOTIVE FORCE.

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Look at the battery that you are going to use with this unit. You will see that it has two TERMINALS. Some batteries have both terminals on top, others have one on the top, one on the bottom.

An ELECTRIC CIRCUIT is a path from one terminal of the battery to the other. On this path you might place something like a light bulb. For the light to work, the circuit has to be completed by the connecting wire touching both terminals. Complete this Power Word dictionary below in your own words:

Circuit: ____________________________________________________________________

© ReadyEdPubl i cat i ons Battery: ____________________________________________________________________ •f orr evi ew pur posesonl y• ___________________________________________________________________________ ___________________________________________________________________________

Terminal: ___________________________________________________________________

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___________________________________________________________________________ Conductor: _________________________________________________________________

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Here’s a special one for experts. Can you answer it?

What is an insulator? _________________________________________________________ ___________________________________________________________________________ Can you think of other situations where the word “circuit” is used?

___________________________________________________________________________ ___________________________________________________________________________ Find some other electricity words and include their definitions on the back of this page. Related Outcome: Students will demonstrate an understanding of electricity vocabulary. Subject Areas: Science - Energy and Change; English - Reading. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

Ready-Ed Publications

Name:

Let’s Get Started

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You will need:

- Cardboard base - Battery clip - Bulb and bulb holder - Bare copper wire Your task:

- Battery - Drawing pins - Sticky tape bare wire wrapped around pin

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Using the materials listed above, make a circuit that allows the bulb to light up. Use the drawing pins to pin the wire to the base board and to make connections like this:

Hint: Make sure that the wire is connected to both terminals of the battery as well as the bulb in between. Did you create light? If so, you have made your first electric circuit - Good Work! Draw your circuit in this space. Label all parts.

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Extra: Many homes have special switches such as dimmer controls, touch light switches and sound response switches. Find out what these are and how they work. Related Outcome: Students will construct a simple electrical circuit to light a globe and draw the circuit that they have built. Subject Areas: Science - Energy and Change; Working Scientifically / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

Ready-Ed Publications

Name:

Switcheroo

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You will need: - The circuit you made in the previous activity (“Let’s Get Started”) - An extra piece of wire - A paper clip

Your task: You know that the bulb lights up because an electrical current moves from one terminal through the bulb and then onto the other terminal. However you may not always wish to have the bulb alight when the circuit is connected up.

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How can you use the paper clip to make a SWITCH to turn the bulb on and off?

When you have success, draw and label the circuit with the switch.

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Add the extra wire and paper clip to your circuit to make a switch. Think about a way to open and close the circuit with the paper clip. Don’t give up — you can figure it out!

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Why does the switch turn the bulb on and off? ____________________________________ ___________________________________________________________________________

Extra: Can you invent some other switches to use in your circuit? Try materials such as tin foil, toothpicks, rubber bands, a 5c coin. Related Outcome: Students will use a simple electric circuit to make a switch system, demonstrating an idea of why the switch works. Subject Areas: Science - Energy and Change, Working Scientifically. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

Ready-Ed Publications

The Scientific Touch Scientists and electricians draw circuit diagrams using symbols to represent actual parts of the circuit. Here are some symbols for the parts that you have used so far:

Name: .............................. ..............................

Battery Wire Bulb Switch

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This is a circuit diagram to show the first circuit that you made. Can you pick out and name each of the parts?

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Why do you think people use these diagrams instead of real pictures?

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______________________________________________________________________ ______________________________________________________________________

What other types of diagrams are symbols used in?

______________________________________________________________________ Draw some everyday symbols that you know. (Clue: Think of symbols used on safety or road signs.)

Related Outcome: Students will understand the use of scientific symbols in circuit drawings. Subject Areas: Science - Energy and Change. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

Ready-Ed Publications

Name:

Drawing Circuits

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In the space below draw a circuit diagram for the circuit you made with the switch (Page 26).

Keep using the symbols you have learned.

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Switch Diagram 1

Can you draw two more circuit diagrams that show other ways you could arrange your circuit? You can do this by placing the parts in different orders in the circuit. Switch Diagram 2

Switch Diagram 3

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Now draw a circuit diagram with a switch that would NOT work.

This circuit will NOT work because: _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________

Related Outcome: Students will experiment with different circuit configurations and express these in accurate circuit diagrams. Subject Areas: Science - Energy and Change; Working Scientifically. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

Ready-Ed Publications

Conductors and Insulators We know that electric current passes easily along a wire like the ones you have used already. Materials such as wire are called CONDUCTORS because they conduct, or carry, the current.

Name: .............................. ..............................

Materials that are poor conductors of electric current are called INSULATORS. Can you find some CONDUCTORS and INSULATORS?

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Use two drawing pins to leave a gap in the circuit. This is where you will place your “Test Objects”. Make sure that the wire is attached firmly to the pins, the globe and the battery.

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For this activity you will need to make a circuit like the one in this circuit diagram. Can you build it yourself?

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Your task:

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To test some objects to find out whether they are CONDUCTORS or INSULATORS. • Place the test object between the two drawing pins on your test circuit. • Make sure that it touches each pin. If the object is a conductor, the light bulb will glow. • Record your findings on the chart on the next page.

Related Outcome: Students will test a variety of objects to determine whether they are conductors or insulators, and record their findings. Subject Areas: Science - Energy and Change; Working Scientifically. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

Ready-Ed Publications

Name:

Recording Your Results

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Use the information from “Conductors and Insulators” to build a test circuit. These are some objects you could try. Think up some more for yourself.

Matchstick (dead), rubber band, key, scissors, nail, string, pencil, pen, comb, ruler, eraser As you test them write each object in the correct column.

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CONDUCTORS

INSULATORS

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__________________________________

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What do you notice about the objects in your list of conductors?

______________________________________________________________________ From your findings, list as many other conductors as you can think of. • ______________________________

• _______________________________

• ______________________________

• _______________________________

• ______________________________

• _______________________________

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Do you think water is a conductor or an insulator? (Do NOT try to do this as an experiment.)

Give a reason for your answer: _____________________________________________ ______________________________________________________________________ ______________________________________________________________________ 4]

Why do you think electrical wire is often coated in plastic? ____________________ ______________________________________________________________________ ______________________________________________________________________

Related Outcome: Students will test a variety of objects to determine whether they are conductors or insulators, and record their findings, making observations and conclusions about what they observe. Subject Areas: Science-Energy/Change; Working Scientifically. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

Ready-Ed Publications

Name:

Invention Station

..............................

Your task is to draw some plans for a new electrical toy. It could be a game, a car, an instrument, a moving doll or animal, or anything else that you can dream up.

..............................

You also need to think about where the electricity that powers it comes from and how it can be switched on and off. Draw your plans below:

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Perhaps your invention could include different forms of energy that electricity produces such as heat, light, sound and movement.

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Your second challenge is to come up with an electrical device that helps the elderly or people with disabilities. Write your idea here: _________________________________________________________ Who would use this invention? _________________________________________________

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Draw your idea below. Again, think about whether it includes sound, light, heat or movement and remember to include the power source and the switch.

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Related Outcome: Students will incorporate electrical switches into an original design for two useful items. Subject Areas: Science - Energy and Change; Natural and Processed Materials; Technology - Design Process. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

Ready-Ed Publications

Name:

Be Wise and Advertise

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Choose one of your invention ideas (Page 30) and draw your invention very carefully, labelling all parts and materials, to send to the manufacturers who will make your product. 1]

Think of a creative name for your product and write it here:

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____________________

How will you package your product so that people want to buy it? ____________________ ____________________

____________________ © ReadyEdPubl i cat i o ns 3]• Think your TARGET AUDIENCE -r who tos buyo your product? f oabout rr ev i ew pu pwillowant se n l y•

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______________________________________________________________________ With this in mind, write THREE WAYS that you will advertise your product:

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1 ____________________________________________________________________ 2 ____________________________________________________________________

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3 ____________________________________________________________________

Think of a catchy SLOGAN that you might use so that people remember your product. ..................................................................................

The MegaMusician will be music to your ears.

.................................................................................. .................................................................................. .................................................................................. .................................................................................. Related Outcome: Students will develop marketing strategies for an electrical product that they have designed. Subject Areas: English - Viewing; Technology and Enterprise - Design Process. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

Ready-Ed Publications

Name:

Nerves of Steel or Fumbly Fingers?

.............................. How steady is your hand? Are you able to pass a small loop along a twisted length of wire without making a contact? Challenge your hands and mind with this Nerve Tester. You will need: A cardboard base Light bulb and holder

2 lengths of copper wire Drawing pins and tape

..............................

Battery and battery clip

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•

Using the other piece of copper, attach one end to the battery clip and twist the other end into a loop that fits around the zig-zag wire. Fit up the light bulb and battery as in the picture.

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What to do: • Twist one piece of copper wire into a zig-zag shape and pin it on to the base board like this:

bulb and bulb holder

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The idea is to pass the loop along the zig-zagged wire without touching it and therefore preventing the bulb from lighting up. If the game is too easy, perhaps you could make the loop smaller. Why does the bulb light up if the loop touches the zig-zag wire? _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

Related Outcome: Students will follow directions to construct a circuit-based electrical instrument. Subject Areas: Science - Energy and Change; Technology and Enterprise - Systems.

/ / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

Ready-Ed Publications

Name:

The Ultimate Lie Detector

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Imagine that when people lie, their hands start to shake more. Can you design and draw a machine that does more than just switching on the light bulb if the zig-zag wire is touched?

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Draw the nerve tester that you made in the previous experiment, but replace the light bulb with a “consequence” for someone who lies, making their hand shake.

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What sort of questions will you ask your subject? __________________________________ ___________________________________________________________________________ ___________________________________________________________________________

Challenge: If you know that water is a conductor, and sweat is made up of water, can you think of an idea for someone that sweats whenever they lie? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Related Outcome: Students will adapt the system made in the previous activity to design a functional instrument. Subject Areas: Science - Energy and Change; Technology and Enterprise - Design Process. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

Ready-Ed Publications

Name:

Quizmaster

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This game makes a great gift, especially if you take time in setting it up carefully and decorating it with bright colours. You will need A piece of thick card Insulated wire Light bulb Sticky tape

16 - 20 paper clips Thin strips of foil Battery and battery clip Split-pin paper fasteners

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Look carefully below at how the front and back of the card should be set up.

Questions

BACK

Light bulb (punch a hole in cardboard for this).

Legs of paper fasteners.

Paper fasteners. Insulated wire. Answers

Bulb holder taped to card.

Battery clip; one lead to bulb; other t o paper ffast ast ener astener ener..

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FRONT

Battery taped to card.

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Paper clip, by each question and answ er answer er..

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Thin strips of tin foil running from the question to its correct answ er answer er..

Use sticky tape where foil strips cr oss o o cross ovver er,, tto insulate them.

Play the game by connecting one wire to the clip on the question, the other one to the correct answer’s clip. If set up carefully, the bulb should glow when the answer is correct.

Related Outcome: Students will use knowledge of circuits to construct a more complex system that relies strongly on accuracy. Subject Areas: Science-Energy/Change, Working Scientifically; Technology/Enterprise-Systems, Design Process. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

Ready-Ed Publications

Name:

Extra Electrical Challenges

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Can you use your knowledge of ELECTRICITY to build some alarms? Use some of the materials in this book plus some others to design and construct alarms like those below.

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A pressure switch using foil strips. If someone steps on the switch, the alarm goes off. Draw a circuit diagram here:

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___________________________________________________________________________

© ReadyEdPubl i cat i ons ___________________________________________________________________________ •f orr evi ew pur posesonl y• ___________________________________________________________________________

___________________________________________________________________________

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A rain alarm using a sugar cube. Draw your circuit diagram here:

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___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Related Outcome: Students will apply knowledge of electric circuits to a broader range of deigns and ideas. Subject Areas: Science - Energy/Change, Working Scientifically; Technology and Enterprise - Design Process, Systems. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

Ready-Ed Publications

Name:

Electrical Hall of Fame

..............................

The famous scientists below dedicated their lives to discovering and inventing in the world of electricity. You have been asked to design a GARDEN that contains a MEMORIAL for each of these men. You may wish to make the memorial a plaque, a statue or a sculpture. Try to make the shape and design fit the achievements of the scientist.

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On each memorial, you need to write some information on:

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•Who they were •Where they lived •When they lived •What they discovered or worked on •Why their discoveries are important today.

Franklin

Allessandro Volta

Michael Faraday

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Write your notes in the spaces below. Draw your memorial garden on a larger sheet.

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o c . ch Benjamin Franklin Samuel Morse e r er o st supe____________________________ r ____________________________

Related Outcome: Students will research information on historical scientists in the field of electricity, using a simple proforma, & design a memorial garden based on findings. Subject Areas: English-Reading, Writing; The Arts-Visual Arts. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

Ready-Ed Publications

Name:

Our Electrical World

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Now you know about electricity in the form it takes when generated at a power plant or powered by a battery. You also know that static electricity can be created by the transfer of tiny particles from one object to another. But did you know that other forms of electricity are all around us? Here is just a small sample of amazing facts about our electrical world.

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Sea Volts: The electric eel is well-known for its shocking capacities. A long stack of muscle cells in its backbone acts like a stack of batteries in a torch, to generate a charge which is used to stun its prey or its enemies. Keepers of electric eels have to wear thick rubber gloves when coming in contact with the eel. Sharks have a super-ability to detect the tiniest electrical impulse in the water. In this way, they can pick up the electromagnetic fields of their prey.

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Design an aquarium in the space below that might prevent electric eel keepers from getting “zapped”.

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Body Charge: Tiny electrical impulses work in your brain between the neurons (brain cells) to get

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messages from one part of the body to another. Other impulses work to keep your heart beating evenly. Some people, who suffer from heart problems, have a small device called a “pacemaker” fitted. The pacemaker runs on a special battery and helps the impulses to the heart fire evenly. In the microscope slide, draw a picture of what you think an IMPULSE looks like crossing from one neuron (brain cell) to the next. Many other medical instruments use beams or electrical sensors to find out if systems in the body are working properly. One that you may have seen on television is the use of two flat paddles charged with electricity that are used to “jolt” a person back to life if their heart has stopped beating.

Related Outcome: Students will present original ideas based on information provided. Subject Areas: Science - Energy and Change; Technology - Design Process. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Ideas for Bright Sparks Increase your brain voltage with these activities. FINDING OUT • Conduct some research on one of these topics and present it in a report in an interesting way, or do a speech to your class with a demonstration of what you know: Electric fish, electromagnets, electronics, electric cars.

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• See if you can find out what the inside of your favourite electrical appliance looks like. Can you work out how the electricity makes it work? Draw a diagram that will help others to understand. (N.B. Do not pull an appliance apart. Use reference materials or ask an adult to help.)

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• Find out some safety rules that are in place at your school. Are there any linked to electricity? Interview some teachers to see if there have ever been any problems with electricity at the school. • How does electricity work with these modern inventions: CD’s DVD’s, computer games, Email?

• Find as many songs as you can that contain a reference to electricity. Make up an album cover for “Electric Tunes”, with these songs listed on the back. You might even like to write your own track.

• Research some true stories of people who have survived lightning strikes. Choose one of the most interesting stories and turn it into a newspaper article. You may need to change the person’s name to protect their identity or to write down the source of your reference.

• Make a timeline of the invention of the light bulb, or another electrical appliance. •

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• Carry out some experiments using a plastic rod, wool and small pieces of paper. Have races with classmates to see how quickly you can drag the pieces of paper without touching them. Decorate very thin, small pieces of paper into figures to make “dancing” paper puppets that can move with a static charge.

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• Use your knowledge of lightning to make a series of “storm safety” posters for a variety of places, including a golf course, a home, a school and a farm. • Interview classmates on the last time they felt an electric shock. What were they doing? What were they wearing and holding? Where were they? What was the weather like? After compiling some information, develop some theories on “How to avoid electric shocks”. • In a sentence or two describe what an electric shock feels like to someone who has never felt one. • Play a mime game of using different electrical appliances. Classmates have to guess what you are using. • In a small group, think of an electrical appliance, then come up with non-electrical alternatives that perform the same action. • Role play a conversation with Thomas Edison, a famous inventor who did much work in the field of electricity. What would you ask him? What would you show him from our world today?

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Ideas for Bright Sparks • Contact your local power provider and ask for some ideas on how to save power. Which ones do you already do? Which ones CAN you do? Make up a leaflet about saving electricity. Remember to remind people that it can save them money as well as helping the environment. • Look in the employment section of the newspaper and find as many jobs as you can that would focus on electricity for most of their day. Write a “letter of application”, expressing your interest in using electricity.

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• Make a list of advantages and disadvantages for using solar power instead of electricity from fossil fuel plants. What would YOU use if you had access to both?

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CREATING / EVALUATING

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• Write a story about how you survived in a town that went for two weeks without electricity. Was there chaos? Did people find alternative ways of doing things? Did they want to go back to using electricity? How did the town react when it suddenly went back on? • Cast your mind into the future and draw or write about ten electrical appliances that you think will be in regular use in 20 years time. Ask an adult about some appliances that have lost their popularity and draw up a “junk pile” of appliances that we use now but may be replaced in the future. • Samuel Morse created a special code for transmitting messages via telegraph. Invent a special code of your own that can be used on a modern communication device, such as a code alphabet for emails or a secret way of talking on the telephone. Maybe you can even invent your own text symbols for mobile phone messaging.

© ReadyEdPubl i cat i ons f o r e vi ew ur pofrom se so nl y •sockets. •• Invent ar safety device that stopsp young children pulling cords out of their Draw your idea and think of a name for your invention.

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• Make a flow chart describing in both words and pictures how electricity makes a bulb light up from a battery.

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• Design some Christmas or party lights, making sure that you include how they use electricity. • Make a crossword using all of the words you have learned in this topic.

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• What kind of person uses electricity the most? Work out a way to decide who uses the most electrical appliances and display your results in a graph.

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• Imagine that an electrical appliance was taken to an isolated tribe that had never seen anything electrical. What was the device? How did the people react? How did it change their lives? Write a story or make a cartoon strip. • Choose an electrical appliance around your classroom or home and think of five ways that it can be improved. Draw the “old model” and the “new model” side by side. • A company close to your town/city has just started up a new “wind farm” to produce power. Write a letter to your school principal explaining why you feel it is a good idea to change to using this new power source.

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Glossary Listed below are some of the words and terminology that are used in this book. Atoms:

Tiny parts that make up all of the objects and substances in our world.

Biomass: Use of an organic waste product such as sugar cane by-product to burn for energy. Chemical energy: Transforming energy from a source such as a battery to produce an electrical current. Circuit:

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A completed circle of power, where energy can flow from a source to an end product or appliance.

Conductor: A material that allows an electrical current to flow through it.

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Electr ons: Negative charges making up part of an atom. Electrons:

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Electromagnet: A magnet consisting of a coil of insulated wire wrapped around a soft iron core that is magnetized only when current flows through the wire.

Fossil fuel: Sources such as coal, oil or natural gas, produced under the earth’s surface and burned to produce energy. Fossil fuels are non-renewable energy sources, meaning they cannot easily be replaced for ongoing use and will eventually run out. Hydr oelectricity: Use of water movement, such as in dams, to produce electricity. Hydroelectricity:

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• Lightning: The collision of opposing charges in clouds combined with charges on the ground, Insulator: A material that prevents or slows an electrical current.

Kinetic energy: Energy that results from the motion of an object, such as moving windmills that turn wheels to grind grains or pump water. Lightning:

resulting in a bright flash or fork of light.

Neutron: A neutral charge on an atom.

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Protons: Positive charges making up part of an atom.

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Lightning rod: A special rod installed in the ground to attract lightning to prevent it from striking and damaging surrounding areas.

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Renewable energy: Energy that comes from sources that will not run out or are easy to re-use or replace, such as solar, wind or hydroelectricity. Static electricity: An accumulation of an electric charge on an object, often generated by friction leading to a transfer of charges. Terminal: The end of a battery that connects to a wire or another conductor of electricity. Turbine: A rotating component of a power station that drives the generator to produce electricity.

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Answers Page 7 - ELECTRICITY - TURN ON THE FACTS The heat from the fire is causing the water to boil and steam to rise from the boiling water. The power for the batteries in the torch is lighting the globe in the torch. The petrol in the car is being used to run the engine and make the car move forward. The battery in the car is used to start the car’s engine.

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Page 8 - HOME POWER

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Radio - sound Bedside lamp - light Washing machine - movement TV - light and sound Electric drill - movement Iron - heat Mixer - movement Digital alarm clock - light and sound Freezer - heat (by removing heat)

Page 10 - ECSTATIC ABOUT STATIC

2/3. The paper should lift up towards the comb after it is rubbed with the wool, because the comb became more “negative” as it gained electrons from the wool. It then attracted the neutrally charged paper.

© ReadyEdPubl i cat i ons 1. Rub a plastic spoon with wool and then hold it over a bowl of dry puffed rice. • f o r e v i ew pu po esfrom othenwool l y Puffed ricer should move towards the spoon. Ther spoon gainss electrons and• becomes Page 11 - STATIC FANATIC

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more negatively charged, then attracts the neutrally charged rice puffs. 2. Blow up a balloon and then rub it against a woollen jumper. Hold it close to your hair (longer hair works best). Hair should rise up towards the balloon. The balloon becomes more negative as it gains electrons from the wool, then it attracts the neutrally charged hair. 3. Briskly rub a plastic pen with a piece of wool. Quickly hold the rubbed pen alongside a THIN, smooth stream of water coming out of a tap. The plastic pen becomes negatively charged and then the neutral water moves towards the pen. 4. Take a woollen jumper off over your head, or rub an inflated balloon briskly on the front of a woollen jumper and then bring the balloon up to your ear. The crackles that are heard are the tiny sparks of static electricity.

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Two woollen socks stick together in the clothes drier because they both become charged as they lose or gain electrons. If one becomes more positive and the other more negative, they will attract and stick together. Your hair is pulled along with your jumper when you take it off because some electrons may jump from the jumper to the hair, causing an imbalanced charge and attracting the hair to the jumper.

Page 16 - THE GOOD, THE BAD AND THE UGLY Check that student has provided valid reasons based on readings and research.

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Answers Page 17 - CONCERNS AND CONGRATS Check that student has provided valid reasons based on readings and research.

Page 18 - PLUG IT IN Order: Fuel source, power station, pylons, transformer, underground cables or power cables, mains switch, wall plug, electrical appliance.

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Page 23 - POWER WORDS

Circuit: A completed circle, e.g. of power, where energy can flow through from one source to an end product.

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Battery: A source of power that contains two terminals allowing an electrical current to flow through. Terminal: The end of a battery that connects to a wire or other conductor of a current.

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Conductor: A material that allows an electrical current to flow through it, e.g. metal. Insulator: A material that prevents or slows an electrical current, e.g. plastic.

Can you think of other situations where the word “circuit” is used? A gym circuit, a train circuit, etc.

Page 25 - SWITCHEROO

Why does the switch turn the bulb on and off? Because it completes the circuit when it is connected. The power can only flow through when there are no gaps in the circuit.

© ReadyEdPubl i cat i ons People use symbols in circuit diagrams because it is consistent, universally recognised, easier to draw and faster• to draw. f orr evi ew pur posesonl y• Page 26 - THE SCIENTIFIC TOUCH

What other types of diagrams are symbols used in? Maps, road diagrams, safety signs, etc.

Page 29 - RECORDING YOUR RESULTS Write each object in the correct column. CONDUCTORS

INSULATORS

Key

Matchstick

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Matchstick (dead), rubber band, key, scissors, nail, string, pencil, pen, comb, ruler, eraser

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String

Pen (unless metal) Comb Ruler

Eraser What do you notice about the objects in your list of conductors? Made of metals. Do you think water is a conductor or an insulator? Water is a conductor. We know this because people are warned about having water near electrical appliances. Why do you think wire is often coated in plastic? Wire is coated in plastic to insulate it and stop the electrical charge escaping or doing any damage before it reaches its destination. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Answers Page 36 - ELECTRICAL HALL OF FAME (Sources: www.proteacher.com and www.nobel.se)

Why:

Michael Faraday England 1791-1867 Made initial investigations into how an electrical current was generated when a wire moved through a magnetic field. Faraday developed a copper disk that turned between the poles of a permanent fixed magnet, inventing the first dynamo. Helped to develop industries using electricity by publishing his findings on electromagnetic induction.

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Who: Where: When: What: Why:

Benjamin Franklin America 1706 - 1790 Carried out many experiments related to lightning safety, inventing a safe lightning rod that carried lightning to the ground near houses to prevent damage to the houses. Important developments in electrical safety.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• Allessando Volta Italy 1745 - 1827 Count Volta experimented with electricity and its possible storage. He perfected the dry cell battery in 1800. The volt, a unit of electricity, is named in his honour.

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Who: Where: When: What:

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Why:

Who: Where: When: What: Why: Who: Where: When: What: Why

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Who: Where: When: What:

Thomas Edison America 1847 - 1931 Contributed to over 1000 inventions including a quadraplex telegraph, the carbon-button telephone transmitter, an improved electric light bulb and a system of electrical generation and distribution, the phonograph, and some helpful developments in the motion picture industry. Considered one of the greatest inventors of all time. Improvements in many electrical devices were made. He also worked with and inspired many others.

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Samuel Morse America 1791-1872 By 1837, he had a working model of the telegraph. By the early 1840’s, he was able to transmit messages over the telegraph wires. In 1844, his first permanent telegraph line was completed. He used a special alphabetic code of dots and dashes. His work meant that messages could be transmitted over long distances for the first time.

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Guglielmo Marconi Italy 1874 - 1937 Invented the first practical wireless system of communication and by 1899 had implemented wireless communication between France and England Not only did he develop several patents (inventions) linked to wireless communication, he also worked hard to further the bounds of wireless communication across greater and greater distances.

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