Activity 1 - Toe Dancing Tinsel

First written by Kerri Penne and Angie Willnerd

Materials

• Strands of holiday tinsel, 1 pressed foam meat tray (clean and dry), 1 piece of notebook or typing paper, and blunt end scissors
• Lab note

Focus questions:

1. What is a force?
2. Do you think a force comes from a piece of tinsel?
3. A meat tray?

Learning outcomes:

1. Explain that there is a force between the tinsel strands.

Exploration -

1. Organize learners into pair groups.
2. Ask. Ask if they can think of a way to move the tinsel without moving their hand.
3. Hold ends of the tinsel together in one hand. Trim the bottom of the tinsel so that the strands are all the same lengths.
4. Rub the meat tray back and forth with the piece of paper to charge the tray with static electricity.
5. Slowly lower the strands of tinsel until their tips come close the center of the tray. Slowly move the tinsel up and down and side to side over the tray. (Do not let the tinsel actually touch the tray).
6. Ask what do you observe?
7. How can you explain what you see?
8. Rub the tray again to recharge it. Predict what will happen if you hold the tray to the side or above the tinsel. Do it and see what happens. Move the tray around to see how the tinsel reacts.
9. Learners should share with a partner if your predictions were close.
10. Have them discuss why they think it happens.
11. Ask. Do you think different lengths of tinsel would make a difference. Let them try it.

Invention -

1. Review and ask how they might summarize what they observed. Accept all answers.
2. Ask what is force - Is a push or pull that may cause motion.
3. Ask. Is there a force? yes
4. Where would you say the force is coming from? Accept all answers.
5. Ask. Do you think there is a force coming from the tinsel or the meat tray? Accept both as possible.
6. Ask. Do you think there is a force coming from the pencil sharpener, the ceiling ... yes
7. Is the force of other objects in the room strong enough to cause the tinsel to move? probably not
8. So, we can probably agree that ... There is force that pushes or pulls the tinsel. And it probably is coming from the tinsel or the meat tray. And some people would call it static.
9. depending on the experiences of the learners you can leave it here and have them draw a model show forces ... OR you if you believe the learners are ready you can add the idea of static electricity has charges, positive and negative, and ... OR wait for later activities ...

Discovery

Ask them where at home they would be able to see the same kinds of results. Tinsel on Christmas tree, a bow on a present, their hair may do the same thing.

Activity 2 - The Great Electron Rip-off

First written by Kerri Penne and Angie Willnerd

Materials:

• 2 one-foot pieces of clear plastic tape
• Lab note

Focus questions:

1. What other objects can static forces?

Learning outcomes:

1. Describe the four different positions two pieces of tape can be placed against each other, describe how forces will either cause them to attract or repel, and explain with a model how the force might act.

Exploration

1. Organize learners into pair groups.
2. Ask. What will happen when two pieces of tape are put together. If they are placed sticky sides together they stick, if the sticky sides are part the backs of the tape won't stick. If they are place facing the same direction one will stick to the other and ...

Demonstrate the following, with a strip of paper. So the learners can have the opportunity to see what happens when they complete the activity.

1. Stick a length of each piece of tape to a smooth hard desk or counter top. Allow about enough of each length of each piece to hang over the end of the counter so that you can easily grab it and rip it off.
2. In each hand, grab one end of the pieces of tape and quickly rip it off the counter.
3. Allow the pieces of tape to dangle, but do not let them touch anything (or each other yet).
4. Slowly bring the pieces of tape near each other.
5. Notice what you observe?
6. Discuss how you might explain why this happens? (The name of the activity should give you a clue).

Try another one!

1. Stick one of the pieces of tape to your work surface again. Although tape is sticky, rub the entire length of the other strip by pulling it between your thumb and index finger.
2. Now rip off the first piece of tape from the counter and let the two pieces hang near each other.
3. Notice What happens? Do the pieces attract or repel? Do you think the pieces have like charges or opposite charges?

Let the students explore with the tape in different ways and be ready to report back to the class their results.

Invention

1. Regroup and review their results.
2. Ask. What did you find out about tape and their charges?
3. Review the two activities on their lab notes.
4. Ask. Did anyone try an additional investigation with the tape? Listen to all answers
5. Did you consider what might happen if both pieces were pulled between your finger and thumb and then hung next to each other?
6. If they didn't, Try it and see!
7. Review the different ways the tape could have been placed together.
8. Make a table.

Discover

Ask. where they could use what they learned.

Activity 3 - The Mysterious Moving Ping-Pong Ball

First written by Kerri Penne and Angie Willnerd

Materials:

• 1 unbreakable or rubber comb, 1 Ping-Pong ball, and 1 tape measure, wool cloth (optional)
• Lab notes

Focus questions:

1. How can you move a ping-pong ball without touching it?

Learning outcomes:

• Move a suspended ping-pong ball with touching.

Exploration

1. Organize learners into pair groups.
2. Ask. How can you move a ping-pong ball without touching it?

Demonstrate - without actually combing and moving the ball.

1. Place the Ping-Pong ball on a smooth flat surface. Run a comb through your hair about 10-15 times. Now the comb should be charged with static electricity. (If your hair is too short you can rub the comb with a wool cloth).
2. Bring the back of the comb near, but not touching the side of the Ping-Pong ball.
3. Slowly move the comb away from the ball.
4. What happens?
5. Does the ball follow the comb?
6. Do you think it would if you had not run the comb through your hair?
7. See how far you can make the Ping-Pong ball travel this way.
8. Measure the distance with your tape measure.
9. Have a contest with your partner. Using separate combs, see who can make the Ping-Pong ball go the farthest.
10. Why do you think one went farther than another?
11. You can also have a race! Mark a finish line about 1 yard away from the starting line. Put both Ping-Pong balls on the starting line. Have another person say "GO!" When they say go, you and your partner should start combing your hair. Quickly use your comb to get the Ping-Pong ball to move. If your ball stops before the finish line, comb your hair again for some extra static electricity.

Invention

1. Report back what happened.
2. Ask. How many times they had to stop to comb their hair and ask why.
3. When a plastic comb is run through hair, it gains excess electrons (which are negatively charged particles), making it negatively charged. When it is brought near a neutral ping-pong ball (or small pieces of paper), it induces a positive charge on the side closest to it.
4. Before, next next, next models

Before

The comb is neutral, and the ping-pong ball is neutral. Meaning the electrons and protons are distributed evenly throughout both objects.

Next (Rubbing the comb or charging it):

Rubbing the comb on hair transfers electrons, to the comb giving it a negative charge (-).

Next (Interaction)

When the negatively charged comb approaches the ping-pong ball, it pushes, (repels) the electrons within the ball's surface. These electrons move to the far side of the ball so the side of the ball closest to the comb becomes positively charged (due to the presence of more protons), while the far side is negatively charged (due to the presence of more electrons). Because the positive side is closer to the negative comb than the negative side is more attracted.

Next

If the ping-pong ball touches the comb, it may gain the same negative charge and suddenly be repelled. Or the charges may interact until they are even enough that there is not enough force to move the ball.

Ions are atoms or molecules that have a positive or negative charge due to the loss or gain of one or more electrons.

Discovery

Ask. Can you think of other examples that would work like this.

Try this suggestion:

Make a very thin stream of water come out of your kitchen faucet. Comb your hair a few times and slowly bring the comb towards the water (but not touching). See what happens? What would happen if the comb got wet?

Activity 4 - Make a Balloon Ec-Static Today!

First written by Kerri Penne and Angie Willnerd

Materials

• round balloons (inflated and tied), two 20" pieces of string, 1 wool or acrylic sock
• Lab notes
  

Focus questions:

1. Will charges attract or repel?

Learning outcomes:

1. Explore balloons with static and explain that they can be made to attract or repel each other.

Exploration

1. Organize learners into pair groups.
2. Ask. what would happen when you rub a balloon on your hair and bring it near another object.

Demonstrate with out actually doing or showing results. Just enough to prepare the learners to explore and collect data for the following activities.

How to tie strings to balloons, rub them, suspend them. How to move hand around balloons with and without a sock on the hand.

1. Groups explore.
2. Have them complete their lab notes.

Invention

1. Share result ...
2. What happened when you rubbed the balloon?
   What happened when the rubbed balloon was brought close to your hair? My hair was attracted to the balloon
3. What happened when you charged two balloons on the strings and brought them close to each other? They either attracted or repelled each other.
4. Share before and next diagrams. Discuss how charges were either the same and repelled or different and attracted.
5. Share that when Ben Franklin was experimenting with electricity he thought there was a particle that carried an electric charge (electron) but he didn't know if it was positive or negative. So he thought that having more electricity would be positive and continued with his studies using positive for the charge. Later scientists discovered that electrons have negative charges and protons are positive.
6. Thus, if an object has a negative charge, it has more electrons at the place with the charge. If it has less electrons, then it has a positive charge.
7. Share how the models change their charges to change from neutral, to positive or negative and how they attract or repel or don't.

Discover

What other objects might be used to attract or repel the balloon?

Activity 5 - Pepper and Salt

First written by Kerri Penne and Angie Willnerd

Materials:

• salt, pepper, 1 comb, 1 wool cloth, 1 sheet of paper
• Lab notes

Focus questions:

1. Can static electricity be used to solve a problem?

Learning outcomes:

1. Use static electricity to attract salt and pepper and then vibrations to separate them and then explain the forces used.

Exploration

1. Organize learners into pair groups.
2. Have learners sprinkle salt and pepper on a sheet of paper.
3. Ask if anyone can separate the two by using just a comb and wool cloth.
4. Listen to responses. Do not comment on accuracy. Let them try their ideas.
5. If they need a hint, suggest static electricity. Rub the comb with the wool cloth, observe what happens, the comb will attract both.
6. If they need another hint on another step, suggest if they might slightly tap the comb.
7. Have them try it and observe what happens. The salt drops off first because it is heavier than the pepper.

Invention

1. Share results.
2. Explain what they did.

Discover

1. Ask. Where are static charges used?

Industrial Air Cleaning (Ionization): Ionizing blowers and air knives are used in manufacturing (electronics, pharmaceuticals) to neutralize static charges on materials and remove contaminants like dust, ensuring clean,, precise production.

Electrostatic Precipitators: Used in power plants and industrial factories to clean smoke stack exhaust. The system gives ash and dust particles an electric charge, which are then attracted to grounded plates, preventing pollutants from entering the atmosphere.

Electrostatic Painting and Coating: In the automotive and appliance industries, paint or powder particles are given a positive electric charge while the target object (car body, appliance) is grounded. The charged paint is attracted to the grounded part, resulting in an even coating with minimal waste and better coverage.

Photocopying and Printing: Photocopiers and laser printers use static charges to attract ink or toner particles onto paper. Textile Manufacturing: Static electricity can be used to control fibers during production and is sometimes used in flocking processes to apply felt-like textures to materials.

Activity 6 - Make the Paper Dance

First written by Kerri Penne and Angie Willnerd

Materials

• thin pane of glass,
• Warning: Make sure you properly check the glass for sharp corners and warn students about working with glass. Also if you think the students are not capable of working with the glass, you can use this activity as a demonstration. Plexi-glass could also be used in place of glass.
• 2 thin books (approx. _ to 1" thick), several bits of paper or tin foil, and 1 silk or nylon cloth
• Lab notes

Focus questions:

1. How can you make bits of paper dance without touching them or blowing on them?

Learning outcomes:

1. Make bits of paper dance with static electricity and describe what makes them move and not move.

Exploration

1. Organize learners into pair groups.
2. Place a pane of glass on top of the two thin books that are lying flat.
3. Place bits of paper and/or tin foil in the space under the glass.
4. Ask. How can you make the bits of paper dance without touching them or blowing on them?
5. Listen to their answers and record the ideas on the board or a big piece of paper.
6. Have students predict what will happen if they rub the glass with the cloth.
7. Have learners explore and observe.
8. As they are successful Take pieces of aluminum foil around and ask. Do you think you could make other items dance? Try these.
9. Record what happened and draw a picture of what happened.

Invention

1. Regroup as a class and groups demonstrate their projects.
2. Share the drawings with the class and allow them to explain why they think it happened.

Discover

1. Review uses of static charges.

Industrial Air Cleaning (Ionization): Ionizing blowers and air knives are used in manufacturing (electronics, pharmaceuticals) to neutralize static charges on materials and remove contaminants like dust, ensuring clean,, precise production.

Electrostatic Precipitators: Used in power plants and industrial factories to clean smoke stack exhaust. The system gives ash and dust particles an electric charge, which are then attracted to grounded plates, preventing pollutants from entering the atmosphere.

Electrostatic Painting and Coating: In the automotive and appliance industries, paint or powder particles are given a positive electric charge while the target object (car body, appliance) is grounded. The charged paint is attracted to the grounded part, resulting in an even coating with minimal waste and better coverage.

Photocopying and Printing: Photocopiers and laser printers use static charges to attract ink or toner particles onto paper. Textile Manufacturing: Static electricity can be used to control fibers during production and is sometimes used in flocking processes to apply felt-like textures to materials.

Activity 7 - Fill the Stocking

First written by Kerri Penne and Angie Willnerd

Materials

• 1 silk or nylon stocking, 1 polyethylene bag (you can tell if a plastic bag is polyethylene by it’s stretch. If it stretches easily it is probably polyethylene.)
• Lab notes

Focus questions:

1. How can you fill the stocking without putting anything in it?

Learning outcomes:

1. Fill the stocking without putting anything in it and describe how it works.

Exploration

1. Organize learners into pair groups.
2. Show students a stocking.
3. Ask. Can you fill the stocking without putting anything in it.
4. Write their ideas on the board.

5. Have students rub the stocking with the polyethylene bag and observe what happens (it fills out).
6. Ask. How to empty the stocking, run stocking between fingers.
7. Allow students to experiment with other materials to rub on the stocking.

Invention

1. Regroup as a class and groups demonstrate their projects.
2. Ask. Why the stocking fills up? caused by the repulsion of like charges.
3. Ask if they can think of a way they could use the results.

Discover

Make a lightening storm with two different blankets or sheet and blanket. Lay in bed in the dark is best, with a sheet and blanket on top of you. Quickly lift the blanket and sheet apart and watch the sparks fly between them.