Attracting Balloons

By: Erin Day

Grade level: 3-5

A.IDENTIFICATION OF THE CONCEPTS

Definition of static electricity,properties of static electricity, transformation of electrons

B.BACKGROUND INFORMATION FOR THE TEACHER

What is static electricity?

Static electricity is the situation where electrical charges build up on the surface of a material. It is called “static” because there is no current flowing as in AC or DC electricity. Static electricity is usually caused when materials are rubbed together. The result is that objects may be attracted to each other or may even cause a spark to jump from one object to the other. Common examples of static electricity in action are static cling, flyaway hair and the sparks that can occur when you touch something.

How is static electricity caused?

Static electricity is usually caused when certain materials are rubbed against each other, like wool on plastic or the soles of your shoes on the carpet. The process causes electrons to be pulled from the surface of one material and relocated on the surface of the other material.

Rubbing a balloon on a wool sweater
creates charges on the surfaces

The material that loses electrons ends up with an excess of positive (+) charges. The material that gains electrons ends up with an excess amount of negative (-) charges on its surface.

C.SOME REPRESENTATIVE STUDENT MISCONCEPTIONS ABOUT STATIC ELECTRICITY

Many students believe that “Static Electricity” is electricity which is static.

Static electricity is caused by friction. The fiction is really the transfer of electrons.

Weather affects static electricity.

The static electricity will attract any object put next to it.

D.SOURCES OF STUDENTS’ CONFUSION AND MISCONCEPTIONS

The introduction of charges between protons and electrons can be confusing. Protons have what we call a "positive" (+) charge. Electrons have a "negative" (-) charge. Neutrons have no charge, they are neutral. The charge of one proton is equal in strength to the charge of one electron. When the number of protons in an atom equals the number of electrons, the atom itself has no overall charge, it is neutral.

Use of phrases “friction,” “rubbing together,” or “gaining/losing electrons” do not give students a clear understanding of static electricity.

In describing static electricity, we often use the same word to describe several different things.

In describing static electricity, we often use more than one word for the same idea.

E.LEARNING ABOUT STATIC ELECTRICITY USING THE CONCEPTUAL CHANGE MODEL

TEACHING NOTES

Provide the following materials for each small group:

Balloons

Pop Can

Wool Cloth

Piece of Carpet

Activity 1

1. Commit to an Outcome

Predict what will happen to the balloon when it is rubbed with: wool rag, carpet, and on some ones head. Then go around the room and see how the balloon reacts with different objects (including the empty pop can).

2. Expose Beliefs

Share with others in your group your predictions and explanations about what will happen to the balloon and the objects around the room.

3. Confront Beliefs

Get the balloon, wool rag, carpet, and empty pop can and test your predictions. Do your observations agree with your prediction? Discuss your thinking with others in your group.

4. Accommodate the Concept

Based on your observations, how would you classify static electricity? What statement can you make about static electricity in each group? Are there some other ways objects reacted to the charged balloon.

5. Extend the Concept

What are some other examples of static electricity? Can you think of examples of objects that conduct static electricity?

6. Go Beyond

What additional questions, problems, and projects would you like to pursue related to this concept?

ASSESSMENT

Expectations:

  1. Students will become aware of their beliefs related to the behavior of the static electricity.
  1. Students will become aware of the views of others.
  1. Students will be willing to confront their ideas.
  1. Students will be willing to revise their ideas.
  1. Students will collaborate with others.
  1. Students will show respect for the opinions of others.
  1. Students will exhibit confidence in pursuing questions about static electricity.
  1. Students will appreciate the importance of the study of static electricity.
  1. Students will establish relationships among variables.
  1. Students will initiate ideas.

Students may also create a portfolio, which includes the following statements.

  • Today’s (this week’s) lesson was about….
  • My initial thoughts and feelings about the lesson were…
  • This is what we did in our small groups…
  • My feelings about sharing my thoughts with others in the group were…
  • The most difficult thing for me to do during the lesson was…
  • My thinking on static electricity has/hasn’t changed…
  • I want to further investigate these questions or problems, or do a project about…

References:

Stepans, Joseph (2006). Targeting Students' Science Misconceptions. Clearwater, FL: Showboard, Inc.

(2005). Science made simple . Retrieved December 13, 2006, from Electricity & Static Electricity Web site: htt://

Kurtus, Ron (2005). The School for Champions. Retrieved December 13, 2006, from School-for-Champions Web site:

Grosklags, Dawn (1994). The Educators Reference Desk. Retrieved December 08, 2006, from The Educators Reference Desk Web site: