Electrostatics by Jason Kozel

Transformation 2013 Design Challenge Planning Form Guide Design Challenge Title: Getting Charged Up About Electrostatics Teacher(s): Pamela Miller School: Harlandale High School Subject: Electrostatics Abstract: Students will design an interactive website that teaches electrostatics to their peers.

MEETING THE NEEDS OF STEM EDUCATION THROUGH DESIGN CHALLENGES

ÂŠ 2008 Transformation 2013

last updated 10/7/08

Begin with the End in Mind The theme or “big ideas” for this design challenge: Students will gain the knowledge required to teach electrostatics concepts to their peers. TEKS/SEs that students will learn in the design challenge: (6) Science concepts. The student knows forces in nature. The student is expected to: (B) research and describe the historical development of the concepts of gravitational, electrical, and magnetic force; (C) identify and analyze the influences of charge and distance on electric forces; (F) identify examples of electrical and magnetic forces in everyday life. Key performance indicators students will develop in this design challenge: Vocabulary development (electrostatics, static electricity, electric charge, coulomb, conductor, insulator, induction, ground, electrostatic force, Coulomb’s Law, Electric field, electrostatic Equilibrium), calculate electrostatic forces using Coulomb’s Law, calculate electric field, describe examples of electrostatics in daily life, develop a web site, use a web site to teach electrostatic concepts to peers

21st century skills that students will practice in this design challenge: www.21stcenturyskills.org Technology use, written and oral communication, collaboration, critical thinking

STEM career connections and real world applications of content learned in this design challenge:

Careers: Web design, Teacher, Electrical engineer Connections: Students will see examples of electrostatic principles at work in their daily lives.

last updated 10/7/08

The Design Challenge Your physics teacher has been recruited by NASA to participate in experiments involving their ion propulsion rocket drive, which uses electric fields to accelerate charged gas particles and through conservation of momentum, the rocket itself. Unfortunately, these experiments are scheduled the week before your Electrostatics exam. Your teacher decides the best way for you to review Electrostatics is to teach it to each other. You are challenged to design an interactive website about electrostatics that will teach the key concepts to your peers.

ÂŠ 2008 Transformation 2013

last updated 10/7/08

Map the Design Challenge Already Learned

Taught before the project

Taught during the project

2. calculate electrostatic forces using Coulombâ&#x20AC;&#x2122;s Law

3. calculate electric field

4. describe examples of electrostatics in daily life

5. develop a web site

6. use a web site to teach electrostatic concepts to peers

Performance Indicators

1. Your physics teacher has been recruited by NASA to

participate in experiments involving their ion propulsion rocket drive, which uses electric fields to accelerate charged gas particles and through conservation of momentum, the rocket itself. Unfortunately, these experiments are scheduled the week before your Electrostatics exam. Your teacher decides the best way for you to review Electrostatics is to teach it to each other. You are challenged to design an interactive website about electrostatics that will teach the key concepts to your peers.

ÂŠ 2008 Transformation 2013

last updated 10/7/08

Team-Building Activity It is important that teachers provide team-building activities for students to help build the 21st Century Skills that are necessary for success in the workforce. Team-building helps establish and develop a greater sense of cooperation and trust among team members, helps students adapt to new group requirements so that they can get along well in a new group, serves to bring out the strengths of the individuals, helps identify roles when working together, and leads to effective collaboration and communication among team members so that they function as an efficient, productive group. Our students are often not taught how to work in groups, yet we assume that they automatically know how. Use team-building activities with your students so that you can see the benefits which include improvement in planning skills, problem solving skills, decision making skills, time management skills, personal confidence, and motivation and morale. A Piece of Technology I Used Today Purpose: The purpose of this activity is to heighten awareness and frame the unit’s discussion of technology. This activity will also create a sense of the group and the learning environment. Overview: In this activity, participants will complete the sentence: “A piece of technology I used today was….” Participants will be asked to discuss their conceptions of technology as revealed by their answers. Materials: None Activity: 1. Ask the participants to get out of their chairs, walk around the room, and find someone with whom they have not spoken to today. 2. Instruct them to introduce themselves to each other. 3. Ask them to pay one complement to each other. 4. Ask them to complete the sentence, “A piece of technology I used today was….” 5. Use this time to both get people talking and to probe what people think technology is. Take note of the discussion: a. Do participants talk about toothbrushes, forks, pots, and pans? b. Do participants tend to mention only electronic or digital equipment? 6. Once the pairs have shared with each other, have them return to their seats and debrief with them. Ask the group to share items that were discussed. 7. You may want to follow up with commentary that pulls out some points about this content area. a. We all use technology, virtually all of the time. It’s safe to assume that we all know a lot about technology. Our task in this session is to clarify what we know and then build on that knowledge. b. Note that people’s perceptions of technology may vary. Some people’s first reaction may be to identify as “technology” only electronics/digital equipment. As discussion continues, participants may identify other items as well. On the other hand, people may be aware of technology as including ancient tools and objects. 8. As a facilitator, your role can be to acknowledge this broad range and challenge the group to develop a working or proposed definition of technology. If ideas are somewhat lop-sided, your role may be to ask about or suggest other examples of technology and ask people how to incorporate these examples into their idea of what technology is. 9. Challenge the participants with the question, “If you are alone, naked in an untouched field (no man has ever set foot on this field), what technology is present?” After they have discussed their response, have the participants work as a large group to come up with their own definition of technology.

last updated 10/8/08

5E Lesson Plan Design Challenge Title: Getting Charged Up About Electrostatics TEKS/TAKS objectives: §112.47. Physics 6BCF Engage Activity Plasma Globe Show students a plasma globe, Ask students what they think cause the lines of brightly colored glass. Place your fingers on the globe. Ask the students why the lines now seem to be attracted to your fingers. Explain to the students that the lines show the electric field coming off of the conductor at the center of the globe. The lines are brightly colored because the globe is filled with gas that has been ionized by the electric field. The lines seem attracted to the fingers because the human body is a conductor. The glass acts as an insulator that contains the electric field. Van de Graaf Generator “Hair Raising Experience” Warning: Make sure the generator is off before anyone touches or lets go of it. Place a wooden chair next to a Van de Graaf generator. Have a volunteer sit in the chair, feet off the ground, and touch the large metallic globe of the generator. The hairs of the volunteer should raise and separate. The best volunteers for this demonstration have long, fine hair. Turn off the generator, touch the volunteer with the wooden stick (to remove excess charge), then have the volunteer lower his/her feet and remove his/her hand from the generator. Explain to students that like charges repel. The surface of the Van de Graff generator is positively charged when turn on. A person touching the generator will gain a positive charge. Because like charges repel, positively charged hairs repel each other causing them to separate. Have students write a journal entry reflecting on what they observed and learned from these two demonstrations. Introduce Design Challenge: Your physics teacher has been recruited by NASA to participate in experiments involving their ion propulsion rocket drive, which uses electric fields to accelerate charged gas particles and through conservation of momentum, the rocket itself. Unfortunately, these experiments are scheduled the week before your Electrostatics exam. Your teacher decides the best way for you to review Electrostatics is to teach it to each other. You are challenged to design an interactive website about electrostatics that will teach the key concepts to your peers. Give students time to research ways of building their website. Examples include building pages using Microsoft office, Google page creator, etc. Provide students with web site rubric. Thinkquest puts on a yearly competition for student website building. Even if you do not want to participate in the contest, good information is provided on their website concerning website development. http://www.thinkquest.org/

Engage Activity Products and Artifacts Journal entry reflecting on demonstrations

last updated 10/8/08

Engage Activity Materials/Equipment Plasma globe, wooden chair, wooden stick, van de graaf generator, volunteer Engage Activity Resources http://labs.google.com/ click on “Google Page Creator” http://www.make-a-web-site.com/ http://www.wigglebits.com/ http://www.thinkquest.org/

Explore Activity Have students complete all explore activities with a partner. Explore 1 Slides 2-5 of Electrostatics PowerPoint presentation Challenge • Move all of the salt from plate A to plate B. • Rules: - do not touch the salt with your hand - do not touch the plates with your hand - you may use the balloon given Solution: Blow up the balloon and charge it by rubbing it on your hair or a wool garment. The salt will be attracted to the charged balloon. Deflate the balloon to let the salt fall on the other plate. Magic Straw 1.

Tear a piece of paper into small pieces. Place the straw close to the pieces of paper. What happens?

2. Now rub the straw briskly with wool or fur and place it near the strips of paper. What happens? Continue to Explain 1 Explore 2 Slides 19-30 of Electrostatics PowerPoint presentation Electroscope Building • An electroscope is a device which can help you determine whether or not an object is charged. • Materials: – Cup Electroscope: Styrofoam cup, aluminum foil, glue stick, flexible straw, tape, straight pin

last updated 10/8/08

1. Cut a 1 cm section off of the end of the long side of the flexible straw. 2. Apply glue (glue stick recommended) to the straw section. 3. Place the end of a 4 cm piece of string on the straw section, and wrap a 1 cm wide strip of aluminum foil around the string and the straw section. 4. Stick the straight pin through the straw, 0.5 cm from the end of the short section of the flexible straw. 5. Thread the pith ball string through the hole created by the straight pin. Tie off string. 6. Tape the long section of the straw to the top half of an upside down Styrofoam cup. Using the Electroscope 1. Rub a straw with fur. 2. Bring the straw close to the pith ball. What happens? 3. Touch the pith ball to transfer the charge. What is the charge on the pith ball? 4. Re-deposit electrons on your straw using the fur. 5. Bring the straw close to the pith ball again. What happens now? Explain. Sticky Balloons 1. Rub an inflated balloon on your hair. 2. Hold the balloon up to the wall 3. What do you see? Explain. Electrophorus Building Glue a Styrofoam cup upside down on an aluminum pie plate. Using 1. Rub the bottom of the Styrofoam plate with the fur. Place the plate bottom-side up on your table. 2. Hold the pie plate by the cup handle and lower the pie plate to just above the Styrofoam plate. Donâ&#x20AC;&#x2122;t touch the pie plate. 3. Raise the pie plate and hold it up to your electroscope. Is the pie plate charged? 4. Lower the pie plate to just above the Styrofoam plate. Touch the pie plate with your finger. What happens? 5. Raise the pie plate and hold it up to your electroscope. Is the pie plate charged? By what method? Have students record all observations/question answers in their journals Continue to Explain 2

Explore Activity Products and Artifacts Journal notes for Explore 1 Electroscope Electrophorus Journal notes for Explore 2 Explore Activity Materials/Equipment Computer with PowerPoint, projector, Electrostatics presentation The following material quantities are for each pair of students: Explore 1: 2 paper plates, salt, 1 balloon, paper pieces, straw, piece of fur Explore 2: 1cm x 3 cm aluminum foil, flexible straw, straight pin, 4 cm thin string, tape, scissors, 2 Styrofoam cups, aluminum pie plate, glue, Styrofoam plate, piece of fur, balloon ÂŠ 2008 Transformation 2013

last updated 10/8/08

Explore Activity Resources http://www.amasci.com/emotor/statelec.html http://www.mos.org/sln/toe/staticmenu.html http://www.glenbrook.k12.il.us/gbssci/Phys/Class/estatics/estaticstoc.html www.mysciencesite.com/Static_Electricity_Easy_and_Quick_Activities.rtf

Explain Activity Explain 1 Slides 6-18 of Electrostatics Presentation Students take Cornell notes during presentation. Homework: Electrostatics Calculations Go over student homework the next day. As a class go over problems 1 and 2. Have students switch papers and try the problems written for #3. Use the peer grading rubric to score this problem. The rubric is located at the bottom of the back side of the homework sheet. Explain 2 Slides 31-37 of Electrostatics Presentation Students take Cornell notes during presentation.

Explain Activity Products and Artifacts

Cornell notes for Explain 1 Homework: Electrostatics Calculations Cornell notes for Explain 2 Explain Activity Materials/Equipment computer with PowerPoint, projector, Electrostatics presentation, Explore lab notes Explain Activity Resources Instructions for Cornell notes http://coe.jmu.edu/learningtoolbox/cornellnotes.html http://www.amasci.com/emotor/statelec.html http://www.mos.org/sln/toe/staticmenu.html http://www.glenbrook.k12.il.us/gbssci/Phys/Class/estatics/estaticstoc.html www.mysciencesite.com/Static_Electricity_Easy_and_Quick_Activities.rtf

ÂŠ 2008 Transformation 2013

last updated 10/8/08

Elaborate Activity

Students will use their knowledge of electrostatics to design an interactive website design to teach their peers. Students should have a plan concerning how they will build the web page (using Microsoft office, Google page creator, etc.) from the engage activity. The website should address all of the following topics:  What is Electrostatics?  Electrostatic Force  Coulomb’s Law  Electric Field  Applications of electrostatics and electric field  Four ways to charge an object Students will develop drafts of the index page and all associated pages (on paper) that include the layout and content notes. Elaborate Activity Products and Artifacts Paper drafts of page layouts Elaborate Activity Materials/Equipment Computers with internet access and Microsoft office (or other software for website development) Elaborate Activity Resources http://labs.google.com/ click on “Google Page Creator” http://www.make-a-web-site.com/ http://www.wigglebits.com/ http://www.thinkquest.org/

Evaluate Activity

Each student group will use the “Getting Charged Up About Electrostatics” Rubric to grade another team’s website. Student websites can then be used for exam review.

last updated 10/8/08

Evaluate Activity Products and Artifacts Electrostatics Websites Peer Grading Sheets (“Getting Charged Up About Electrostatics” Rubric) Evaluate Activity Materials/Equipment Computers with internet access and Microsoft office (or other software for website development), rubric Evaluate Activity Resources “Getting Charged Up About Electrostatics” Rubric

last updated 10/8/08

Electrostatics Calculations Directions: For each problem, draw a diagram representing the situation given. Use Coulomb’s law and the equations for electric field to calculate the solution. 1. Two steel marbles are given equal charges and are separated by a distance of 1.9 m. The repulsive force between the two marbles is 2.3N. Find the magnitude of the charge on each marble.

2. A hydrogen atom in its lowest energy state has a single electron and a single proton separated by a distance of 5.29x10-11m. The proton has a charge of 1.60x10-19C. What is the strength of the electric field generated by the proton at the distance of the electron?

3. Write your own word problem that involves calculations using Coulomb’s Law or the equations for electric field. Work out the solution to your problem on the back of this sheet.

last updated 10/8/08

Solution to Word Problem (#3)

ÂŠ 2008 Transformation 2013

last updated 10/8/08

Plan the Assessment Engage Artifact(s)/Product(s): Journal entry reflecting on demonstrations

Explore Artifact(s)/Product(s): Journal notes for Explore 1 Electroscope Electrophorus Journal notes for Explore 2 Explain Artifact(s)/Product(s): Cornell notes for Explain 1 Homework: Electrostatics Calculations Cornell notes for Explain 2 Elaborate Artifact(s)/Product(s): Paper drafts of page layouts

Evaluate Artifact(s)/Product(s): Electrostatics Websites Peer Grading Sheets (“Getting Charged Up About Electrostatics” Rubric)

last updated 10/8/08

Rubrics Peer Grading Rubric for Student Generated Word Problem Point(s) Description

0 Problem is illegible or unrelated to the topic

1 Problem is related to the topic, but is incomplete or has an incorrect solution

2 Problem is complete with a correct solution. Uses formulas directly.

3 Problem is complete with a correct solution. Requires manipulation of formula.

Web Site Design : Getting Charged Up About Electrostatics Student Name(s): CATEGORY Content Accuracy

Content

Interest

________________________________________ 4 All information provided by the student on the Web site is accurate and all the requirements of the assignment have been met. The site has a wellstated clear purpose and theme that is carried out throughout the site.

The author has made an exceptional attempt to make the content of this Web site interesting to the people for whom it is intended.

ÂŠ 2008 Transformation 2013

3 Almost all the information provided by the student on the Web site is accurate and all requirements of the assignment have been met. The site has a clearly stated purpose and theme, but may have one or two elements that do not seem to be related to it. The author has tried to make the content of this Web site interesting to the people for whom it is intended.

2 Almost all of the information provided by the student on the Web site is accurate and almost all of the requirements have been met. The purpose and theme of the site is somewhat muddy or vague.

1 There are several inaccuracies in the content provided by the students OR many of the requirements were not met.

The author has put lots of information in the Web site but there is little evidence that the person tried to present the information in an interesting way.

The author has provided only the minimum amount of information and has not transformed the information to make it more interesting to the audience (e.g., has only provided a list of links to the content of others).

The site lacks a purpose and theme.

last updated 10/8/08

Layout

The Web site has an exceptionally attractive and usable layout. It is easy to locate all important elements. White space, graphic elements and/or alignment are used effectively to organize material.

ÂŠ 2008 Transformation 2013

The Web pages have an attractive and usable layout. It is easy to locate all important elements.

The Web pages have a usable layout, but may appear busy or boring. It is easy to locate most of the important elements.

The Web pages are cluttered looking or confusing. It is often difficult to locate important elements.

last updated 10/8/08

Story Board 

 Week 1 Activities (based on 50 min periods)



 Week 2 Activities (based on 50 min periods)

Day 1 “A Piece of Technology” Team Building activity” (20 min) Plasma globe and Van de Graaf engage demonstrations (15 min) Journal writing (10-15 min)

Day 6 Draft pages for website (45-50 min)



Day 2 Introduce design challenge (10 min) Group students and give them time to research different methods of website design and choose one for their website (35-40 min) Day 7 Finish Draft pages and begin building website (45-50 min)

  

Day 3 Explore Activity 1 (15 min) Explain 1 (30 min) Assign “Electrostatics Calculations” homework (5 min)



 

Day 8 Finish website (45-50 min) Complete website for homework if necessary



Day 4 Go over homework, including peer grading of student developed word problem (20 min) Begin Explore Activity 2 (25-30 min)

Day 9 Peer review of websites (45-50 min)



 

Day 5 Complete Explore Activity 2 (15 min) Explain 2 (30 min) Plan for software/program used for web design (5 min) Finish for homework if necessary

Day 10

last updated 10/8/08