Secondary Science

Tuesday October 7th 2014

Presented by Celina Stubbs
Grade: 9

Unit: Physical Science: Characteristics of Electricity- Static Electricity

Curriculum Outcome

307-14: Use models in describing the structure and component of atoms

308-14: Identify properties of static electrical charges: like charges repel; unlike charges
attract; induced charges

Common challenges with the concept:

Distinguishing the difference between proton, electron and neutron.
What causes particles to repel and attract
Generating the model of an atom
Materials: Balloons, wool, cut up paper, computer and projector, long paper, markers
Instructions:
1) Introduce yourself to the class and state you are going to be introducing static electricity. At
this point state the grade level and curriculum. Also bring the students attention to the smart
board and explain the schedule of events.
2) Remind students in grade 6, they performed experiments using static electricity but never
learned about protons, neutrons and electrons
3) Introduce the topic of static (stationary) electricity with a class discussion of what the class
knows about and what kind of words come to mind when they think about static electricity. Also
ask the class it they can think of any example of static electricity

Answers could include: On your cloths, In your hair, lightning, socks on a carpet, taking
cloths out of a dryer.

4) With the class having a little knowledge about why static electricity occurs. Have them
perform the following activity and get them to think of a hypotheses and record their
observations.

Activity #1:
o Blow up the balloon.

o Stroke it with the piece of woollen material.

o Hold the balloon close the pieces of paper (without touching them).
The piece of paper jump and stick to the balloon.
o Stroke the balloon again with the wool.
o Hold the balloon close to the wall.
The balloon sticks to the wall.
5) Have a group discussion about the results they got while performing:

Balloon and the piece of paper

Balloon and the wall
Did you get two of the balloons to repel and attract?

6) Ask the students what was happening when they rubbed the balloon with wool?

It became electrified with power to attract things like a magnet.

At this point you can show the class an example of this by holding a balloon to hair and
making it stand up.

7) Re-cap. Re-explain we know the balloon becomes electrified when rubbed with wool and has
power to attracted things. Than ask class what causes things to attract and repel?

Positive and negative charges interaction and attract

The amount of positive and negative charges increase or decrease
When we rub the wool against the balloon, the balloon builds up a large charge of
negative charges

8) Same concept as the example of when you touch someone and shock someone accidently with
your finger. Ask the class why this happens

There is a large charge build up on youre on your finger called a static charge: two
surfaces touch- negative charges move from one object to another.
This is called Static Electricity- Charges remain in one area for a while rather than
moving or flowing to another area.

9) Ask the class why they think the negative charges move from object to object

One has positive charge and other has negative charge

Different charges attract
same charges repel

10) Explain this all starts with a tiny thing called an atom.

Everything is made up of atoms

Think of atoms as building blocks they are all connected together

Atoms carry charges

11)Discusswiththeclassweknowwehavetinythingscalledatomswhichcreatepositiveand
negativecharges.Getthestudentstodrawamodelofwhattheyfeelanatomlookslikebasedon
whatwehavetalkedaboutthusfar.

Getstudentstoworkingroupsandconstructwhattheyfeelanatomlookslike
Havestudentscirculateandviewthemodelsoftheirclassmates

12)Nowexplainwhatmakesupanatom.
Atomsaremadeupofthefollowing:

Protonspositivelycharged(+)
Electronsnegativelycharged()
Neutronsnocharged(neutral)

Thenucleusoftheatomcontains:
Protonsandneutrons,whichremainstill
Aroundthenucleuscontains
Electrons,whicharecontinuouslymoving

13)Havestudentsmodifytheirmodelnowthattheygainedmoreinformationandviewother
models
14)Comparethescientificmodeltothemodelthattheyhadcreated.
Askthestudentsifanyonewouldliketogoandmakemodificationtothemodelonthe
smartboard.
Showthescientificmodellookslike
15)Conclusion:
Ensureallstudentsunderstandthematerial
Recapkeyconcepts
Explainnextclass(whatistocome)
Nextclasswewillfinishtalkingaboutlawofelectricchargesandmoveonto
chargingobjectstolearnmoreabouthowobjectsgainandlosecharges.