|
MC |
5th Grade |
Standard: 04 |
|
Objective: 01. Describe the behavior of static electricity as observed in nature and everyday occurrences. |
||
|
ILO: |
|
|
Which is a form of static electricity that appears in nature?
a. rain
b. ocean currents
c. lightning
d. volcanoes
Correct Answer: c
|
MC |
5th Grade |
Standard: 04 |
|
Objective: 01. Describe the behavior of static electricity as observed in nature and everyday occurrences. |
||
|
ILO: |
|
|
Which
of the following questions could be answered by reading more about static
electricity?
a. Why does a wire get hot when you use it to connect one side of the battery to the other?
b. Why do clothes
taken from a dryer stick together more in the winter than in the summer?
c. Why does a fuse
short out sometimes when too many things are plugged into one outlet?
d. Why do electric
companies use alternating currents for sending electrical energy over long
distances?
Correct Answer: b
|
I |
5th Grade |
Standard: 04 |
|
Objective: 01. Describe the behavior of static electricity as observed in nature and everyday occurrences. |
||
|
ILO: |
|
|
Use
the information on the chart below to answer the following questions:
1. Based on the given three examples of
static electricity, which of the following statement is true about generating
static electricity.
a. You must have at
least one battery to create a shock.
b. Static electricity
can make a bulb shine brighter.
c. A circuit made of metal is necessary to carry static electricity.
d. Friction between
two objects can create static electricity.
2. Which of the following will generate
static electricity?
a. Rubbing a PVC pipe
with a piece of wool to attract small pieces of paper.
b. Placing a
lightning rod on the roof of a house to attract lightning.
c. Using a sheet of
fabric softener in the dryer to help reduce static cling.
d. Building a circuit
using copper wire instead of aluminum.
Correct
Answers:
1. d
2. a
|
E |
5th Grade |
Standard: 04 |
|
Objective: 01. Describe the behavior of static electricity as observed in nature and everyday occurrences. |
||
|
ILO: |
|
|
Describe
one example of how static electricity can be a natural occurrence in daily
life.
Example:
(Answers
will vary.)
Sometimes,
after a load of clothes has been dried in the dryer, they could have a static
charge that can give you a little shock when pulling the clothes apart.
Scoring Rubric:
4 -
Cites one correct example in detail and explains a cause and effect
relationship to static.
3 -
Cites one correct example but does not offer a cause and effect relationship to
static.
2 -
Cites one correct example without much detailed information.
1 - Cites an incorrect example or incorrect explanation.
|
MC |
5th Grade |
Standard: 04 |
|
Objective: 01. Describe the behavior of static electricity as observed in nature and everyday occurrences. |
||
|
ILO: |
|
|
Which
of the following ñI Wonder ...î statements would explain the connection of
static electricity to lightning?
a. I wonder if certain animals really start acting strangely just before lightning strikes, like dogs barking wildly.
b. I wonder if the
hairs on a personÍs arm or head really stand up when lightning is about to
strike.
c. I wonder is there
more voltage in a lightning bolt that hits land or one that hits water.
d. I wonder if
lightning is seen better from the shuttle in space or standing on the surface
of the Earth.
Correct Answer: b
|
E |
5th Grade |
Standard: 04 |
|
Objective: 01. Describe the behavior of static electricity as observed in nature and everyday occurrences. |
||
|
ILO: |
|
|
What causes lightning?
Correct Answer:
Static electricity builds up in the clouds or on the ground as air moves across EarthÍs surface. When it becomes great enough, it discharges from cloud to ground or ground to cloud.
|
E |
5th Grade |
Standard: 04 |
|
Objective: 01. Describe the behavior of static electricity as observed in nature and everyday occurrences. |
||
|
ILO: |
|
|
Write
a short explanation to describe how static electricity relates to lightning.
Example:
(Answers
will vary.)
A
flash of lightning is a form of static electricity. Great masses of air bump
into each other during thunderstorms. As they rub against each other they
become electrically charged. Lightning happens when two objects of different
charges get close to each other.
Scoring
Rubric:
4 -
Writes a logical and detailed explanation based on correct scientific
principles.
3 -
Writes a brief, basic explanation that connects static electricity to
lightning.
2 -
Writes a brief explanation but contains some incorrect information.
1 - Makes an attempt to write an explanation but shows little understanding.
|
MC |
5th Grade |
Standard: 04 |
|
Objective: 01. Describe the behavior of static electricity as observed in nature and everyday occurrences. |
||
|
ILO: |
|
|
Two objects have collected static electricity with the same charge. What would the objects do when placed near each other?
a. repel
b. attract
c. nothing
d. stick together
Correct Answer: a
|
MC |
5th Grade |
Standard: 04 |
|
Objective: 01. Describe the behavior of static electricity as observed in nature and everyday occurrences. |
||
|
ILO: |
|
|
How can you tell when static electricity has been discharged?
a. Heat is released and can be felt.
b. Light is released and you can feel a shock.
c. Static electricity gives off many different colors.
d. The object begins to spin rapidly when it is shocked.
Correct Answer: b
|
I |
5th Grade |
Standard: 04 |
|
Objective: 01. Describe the behavior of static electricity as observed in nature and everyday occurrences. |
||
|
ILO: |
|
|
Use this diagram of a homemade electroscope to answer the next two questions. The circles are cheerios that will take a static charge.
1. In the diagram, the cheerios are apart. What does that indicate about the charge on the cheerios?
a. One cheerio is positive, the other is negative.
b. Both cheerios are negative.
c. Both cheerios are positive.
d. The cheerios have the same charge.
2. Why would a comb that had been run through hair touch one cheerio and cause the two cheerios to come together. The comb had
a. a negative charge
b. a positive charge
c. a different charge than the cheerios already had
d. the same charge as the cheerios already had
Correct Answers:
1. d
2. c
|
MC |
5th Grade |
Standard: 04 |
|
Objective: 01. Describe the behavior of static electricity as observed in nature and everyday occurrences. |
||
|
ILO: |
|
|
Which
statement explains why rubbing a balloon over your hair several times will make
the balloon stick better to a wall than rubbing in over a wooden table?
a. The balloon will
always pop when rubbed along a wooden table.
b. Current electricity is made between the balloon and the wooden table.
c. The friction
between the balloon and hair create a temporary magnet.
d. There is more
static electricity generated between the balloon and hair.
Correct Answer: d
|
I |
5th Grade |
Standard: 04 |
|
Objective: 01. Describe the behavior of static electricity as observed in nature and everyday occurrences. |
||
|
ILO: |
|
|
Juan and his cooperative group were rotating through eight static electricity centers. At one center they were given a plastic rod, a glass rod, a piece of fur, and a ping pong ball. The students were asked to rub each of the rod ten times with the fur and then place it near the ping pong ball without touching it. To JuanÍs amazement, placing the plastic rod near the ping pong caused it to move across the table, whereas, the metal rod did nothing.
Which
of the following statements best explains the reaction of the ping pong ball?
a. The plastic rod
made it easier to move the surrounding air.
b. The metal rod was
too dense for it to be electrically charged.
c. The plastic rod
became electrically charged when rubbed with the piece of fur and repelled the
ping pong ball.
d. The metal rod was
heavier than the plastic rod and so a heavier type of material was needed to
rub it.
Correct Answer: c
|
E |
5th Grade |
Standard: 04 |
|
Objective: 01. Describe the behavior of static electricity as observed in nature and everyday occurrences. |
||
|
ILO: |
|
|
If you wanted to increase the shock you got from touching a metal object after rubbing your feet across the carpet, what would you do?
Correct Answer:
Rub my feet longer and more vigorously.
|
P |
5th Grade |
Standard: 04 |
|
Objective: 01. Describe the behavior of static electricity as observed in nature and everyday occurrences. |
||
|
ILO: |
|
|
Charging Cheerios
Activity Description:
Students will build and test a homemade electroscope.
Prior to Assessment:
Students need to know that electric charge can be positive
or negative and that electric charge can move. Like charges repel and unlike
charges attract. When the parts of an electroscope (cheerios in this case) move
apart, they are charged. You cannot tell whether the charge is negative or
positive. When they move together, the charge has been removed. If they move
even further apart, the charge has been increased.
Materials:
Science Log Sheet (see below)
For each group of 2 to 3 students:
Inside
bag #2
wire clothes hanger Cotton
thread Wool
ruler Silk
scissors Polyester
two Cheerios Fur
comb (plastic, any size) Balloon
Time Needed:
Allow 20 to 30 minutes for this activity.
Procedure:
1. Begin by asking the students the following: "How
could we measure static electricity?" (Amount of repulsion or attraction)
"What happens when you walk across the carpet in your stocking feet?"
(When you touch a doorknob you feel a shock.)
2. Form cooperative groups and have each group construct
an electroscope.
3. Bend the hanger to build a stand as shown below.
4. Measure 12 inches of thread and cut. Tie the thread to
two Cheerios, placing one Cheerio on each end of the thread. Tie the thread to
the stand so that the Cheerios hang beside each other, but do not touch the
table. Run the comb through your hair and bring it near the Cheerios.
5. On the Science Log page, record whether or not the
Cheerios repel each other or attract each other.
6. Take the bag that has a variety of fabrics that are
labeled out. Rub the comb with each of the fabrics in bag #2 and record on the
Science Log page whether of not the Cheerios repel each other or attract each
other when one is touched with the comb.
7. Turn in the log page.
8. Put all the science equipment back in the bags as you
found them.
Scoring Guide:
Followed instructions carefully 5
points
Name on Science log sheet 5
points
Data sheet filled out correctly 10
points
Questions on bottom of sheet answered 10
points each
Total points possible on Performance Assessment 30
points
Student Science Log Page
Student Names __________________________________
_______________________________________________
_______________________________________________
Date ___________________
Materials: Bag
#2
wire clothes hanger Cotton
thread Wool
ruler Silk
scissors Polyester
two Cheerios Fur
comb (plastic, any size) Balloon
Procedure:
1. Construct an electroscope.
2. Bend the hanger to build a stand as shown above.
3. Measure and cut 12 inches of thread. Tie 12 inches of
thread to two Cheerios, placing a Cheerio on each end of the thread. Tie the
thread to the stand so that the Cheerios hang beside each other but do not
touch the table. Run the comb through your hair and bring it near the Cheerios.
4. Record on your science log sheet whether the Cheerios
repel or attract each other.
5. Take bag #2 and rub the comb with each item in the bag.
Touch the comb to one cheerio. Record your data.
6. Turn in your lab sheet.
7. Turn in your science log sheets.
8. Return your materials to their places.
Science Log Sheet
Student Name _______________________________
Date ___________________________
Object Tested Repels or Attracts
Hair
Cotton
Wool
Silk
Polyester
Fur
Balloon
1. Which fabrics or items did your group find made the
Cheerios attract each other?
2. Which fabrics or items did your group find made the Cheerios repel each other?
|
MC |
5th Grade |
Standard: 04 |
|
Objective: 01. Describe the behavior of static electricity as observed in nature and everyday occurrences. |
||
|
ILO: |
|
|
Which
of the following materials would also react similar to the plastic rod when
rubbed with a piece of fur to cause the ping pong ball to move without touching
it?
a. rubber
b. wood
c. copper
d. aluminum
Correct Answer: a
|
MC |
5th Grade |
Standard: 04 |
|
Objective: 01. Describe the behavior of static electricity as observed in nature and everyday occurrences. |
||
|
ILO: |
|
|
You
and a friend have different ideas about the best way to stick balloons on the
wall. You think rubbing the balloons on your head is the best way; however,
your friend thinks using a piece of fleece is better. What is the BEST solution
to resolve this difference of opinion?
a. Try out both ideas and compare the results.
b. Hang the balloons
with string from the ceiling.
c. Both agree to use
paper streamers instead of balloons.
d. Flip a coin to see who gets to stick the balloons on the wall.
Correct Answer: a
|
P |
5th Grade |
Standard: 04 |
|
Objective: 01. Describe the behavior of static electricity as observed in nature and everyday occurrences. |
||
|
ILO: |
|
|
Title: How Likely Is It?
Activity
Description:
Part
I -
Students will investigate which type of paper is attracted to a statically
charged PVC pipe. They will make predictions, record results, and explain their
findings by writing a conclusion.
Part
II -
Students will then plan their own investigation changing another variable other
than using different types of paper.
Time
Needed:
45 -
60 minutes for each part
Procedure:
Part I
1. Group students into cooperative groups
of 4-5 students per group.
2. Explain to students that they will be
investigating how different types of paper react to a 12î piece of statically
charged PVC pipe. To charge the PVC pipe students will rub the pipe 10 times
with a piece of wool.
3. Each group of students will be given
six small cups each containing different types of paper which has been
previously been punched with a paper hole punch. Types of paper could include: wax paper, construction paper, tissue
paper, paper towel, Xerox paper, newspaper, etc.
4. Before giving each group a PVC pipe and
a piece of wool, have students predict which paper will be most attracted to
the charged PVC pipe. Have students justify their answers.
5. Pass out (1) PVC pipe and a piece of
wool to each group. Have students test each type of paper and record their
results on an appropriate chart.
6. To test each piece of paper, students
need to charge the PVC pipe by rubbing it 10 times with a piece of wool and
holding it slightly above a small pile of paper. The paper will seemingly
ïjumpÍ and stick to the charged PVC pipe.
7. Students will need to design an
appropriate chart to record the number of pieces of paper that seem to ïstickÍ
to the PVC pipe.
8. Students will analyze their findings a
write a conclusion based on their data. This conclusion will be shared and
discussed with the class to determine how various materials react differently
to statically charged PVC pipe.
Scoring
Guide:
´ Student is able to clearly justify
their prediction, accurately records the data collected from the investigation,
and write a logical conclusion based on their data ........... 50 pts.
´ Student makes a prediction but the
justification is very basic, records data in an appropriate form, and writes a
conclusion but doesnÍt use data to support it ......... 40 pts.
´ Student makes a prediction with no
justification, records data with assistance, and makes an attempt to write a
conclusion but has contradicting data
....................... 30 pts.
Part II
1.
Cooperative
groups will use their experience in Part I to design a simple experiment
changing another variable. Further investigations could include:
´ Using the same type of paper but changing different types of
fabric to charge
the PVC pipe.
´
Using the same type of paper and fabric but using different type of rods
(glass,
rubber,
wood, metal).
´
Using the same type of rod and fabric but using different types of materials
(aluminum foil, pieces of balloon, Styrofoam¬, acetate, puffed
rice).
´
Using the same type of rod, material, and fabric but changing the number of
times you rub the rod with the fabric.
2. Students will need to formulate a
simple research question.
3. Design a way to collect data in an
organized way.
4. Understand that science investigations
use a variety of methods.
Scoring
Guide:
´ Student is able to formulate a simple
but clear research question testing one variable, shows a logical design in their
experiment, collects data in an organized way, and shows a complete
understanding to their approach to the stated question ...ƒ........... 50 pts.
´ Student is able to formulate a simple
research question testing one variable, shows a reasonable design in their
experiment, collects data in an appropriate manner, and shows some
understanding to their approach to the stated question ........................... 40
pts.
´ Student is able to formulate a simple research question however has an error in the number of variables being used, makes an attempt to design their experiment but needs assistance, collects data but isnÍt logical, and shows limit understanding to their approach to the stated question........................................................................................... 30 pts.