Put a Spark in It! - Electricity
Learn about energy, electrons, charge, electricity, current, circuits — and how important they are to our everyday activities.Copyright 2009 Denise W. Carlson. Used with permission (electrical outlet/switch), and © 2004 Microsoft Corporation, One Microsoft Way, Redmond, WA 98052-6399 USA. All rights reserved. (other three images).
Overview of topics by lesson: 1) introduction to electricity, both static and current, as well as electrons and atoms, 2) static electricity, including inducing electrical charge, repulsion and attraction, 3) current electricity, including voltage, current and resistance, 4) electrical conductors and insulators, including material properties, 5) series circuits, including resistance and circuit components, and 6) the composition and practical application of parallel circuits, including Ohm's law.
Electrification is FIRST on the list of the National Academy of Engineering's top 20 engineering achievements of the 20th century (see https://www.teachengineering.org/curricularunits/view/cub_electricity_curricularunit). After Edison's 1879 invention of the light bulb, electrification boosted America's economic development and quality of life, soon becoming pervasive in both urban and rural communities to provide lighting, power for home appliances, and in later years, computers and communication devices, as well as the widespread production of goods and services.
If electricity is the workhorse of the modern world, then engineers hold the reins. Beginning with their understanding of atoms and electrons, engineers exploit scientific principles of voltage, current and resistance to create the circuitry and batteries found in electronic devices. They create circuit diagrams to communicate their designs to others. Over the years, and continuing today, engineers invent new equipment, tools and products that use electricity and provide capabilities for people, including electronics, radio, TV, household appliances, telephones, refrigeration, air conditioning, computers, internet, imaging, health technologies, laser and fiber optics, spacecraft.
We now demand so much electricity that engineers are asked to invent new ways to conserve it and generate it, for example, the invention of photovoltaic cells that use sunlight to make electricity. Through the smart use of materials, for their conductivity and insulating characteristics, engineers design devices and appliances that operate correctly, dependably and safely. Engineers are creative with their inventions; using static electricity, engineers devised industrial air filters that clean the air. The engineering design of integrated circuits combines thousands to millions of parallel and series circuits working together. The resulting central processing units (CPUs) have become essential in modern vehicles, video games, smoke detectors, DVD players, garage-door openers, cordless phones, clocks and calculators—useful devices and inventions that improve our lives.
- CCSS.Math.Content.3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs.
Grade 3
Do you agree with this alignment? - CCSS.Math.Content.5.NBT.B.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
Grade 5
Do you agree with this alignment?
- 3-5-ETS1-1 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
Grades 3-5
This resource focuses on the following Three Dimensional Learning aspects of NGSS:
Science & Engineering Practices- Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost.Do you agree with this alignment?
Disciplinary Core Ideas- Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account.Do you agree with this alignment?
Crosscutting Concepts- People's needs and wants change over time, as do their demands for new and improved technologies.Do you agree with this alignment?
Do you agree with this alignment? - Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost.
- 3-PS2-3 Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.
Grade 3
This resource focuses on the following Three Dimensional Learning aspects of NGSS:
Science & Engineering Practices- Ask questions that can be investigated based on patterns such as cause and effect relationships.Do you agree with this alignment?
Disciplinary Core Ideas- Electric, and magnetic forces between a pair of objects do not require that the objects be in contact. The sizes of the forces in each situation depend on the properties of the objects and their distances apart and, for forces between two magnets, on their orientation relative to each other.Do you agree with this alignment?
Crosscutting Concepts- Cause and effect relationships are routinely identified, tested, and used to explain change.Do you agree with this alignment?
Do you agree with this alignment? - Ask questions that can be investigated based on patterns such as cause and effect relationships.
- 4-PS3-2 Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
Grade 4
This resource focuses on the following Three Dimensional Learning aspects of NGSS:
Science & Engineering Practices- Make observations to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution.Do you agree with this alignment?
Disciplinary Core Ideas- Energy can be moved from place to place by moving objects or through sound, light, or electric currents.Do you agree with this alignment?
- Energy is present whenever there are moving objects, sound, light, or heat. When objects collide, energy can be transferred from one object to another, thereby changing their motion. In such collisions, some energy is typically also transferred to the surrounding air; as a result, the air gets heated and sound is produced.Do you agree with this alignment?
- Light also transfers energy from place to place.Do you agree with this alignment?
- Energy can also be transferred from place to place by electric currents, which can then be used locally to produce motion, sound, heat, or light. The currents may have been produced to begin with by transforming the energy of motion into electrical energy.Do you agree with this alignment?
Crosscutting Concepts- Energy can be transferred in various ways and between objects.Do you agree with this alignment?
Do you agree with this alignment? - Make observations to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution.
- Day 1: Lights Out! lesson
- Day 2: Static Cling activity
- Day 3: Take Charge! All About Static Electricity lesson
- Day 4: Charge It! All About Electrical Attraction and Repulsion activity and Build a Charge Detector activity
- Day 5: Electrons on the Move lesson
- Day 6: Completing the Circuit activity
- Day 7: Two-Cell Battery activity
- Day 8: Go with the Flow lesson
- Day 9: Will It Conduct? activity
- Day 10: Materials Switcheroo: Construct Simple Electrical Switches activity
- Day 11: Circuits: One Path for Electricity lesson
- Day 12: Bulbs & Batteries in a Row activity
- Day 13: Light Your Way: Design-Build a Series Circuit Flashlight activity
- Day 14-15: Build a Toy Workshop activity
- Day 16: Parallel Circuitry & Ohm’s Law: Many Paths for Electricity lesson
- Day 17: Bulbs & Batteries Side by Side activity
Supporting Program
Integrated Teaching and Learning Program, College of Engineering, University of Colorado Boulder
Acknowledgements
The contents of this digital library curriculum were developed under grants from the Fund for the Improvement of Postsecondary Education (FIPSE), U.S. Department of Education and the National Science Foundation (GK-12 grant no. 0338326). However, these contents do not necessarily represent the policies of the Department of Education or National Science Foundation, and you should not assume endorsement by the federal government.
Copyright
2004 by Regents of the University of Colorado
