[center][b][size=150] Static Electricity[/size][/b][/center][b][br][br]General Learning Objectives[/b][br]At the end of the lesson, the students are expected to:[br][br][list][*]understand the concept of electricity and its manifestation[/*][*]recognize examples of the appearance of electricity in everyday life[/*][*]understand the conditions under which electricity occurs[/*][*]differentiate between positive and negative charge[/*][*]understand the interaction of charged particles[/*][*]engage in engineering and design, and create a simple apparatus for probing electricity.[br][/*][/list][b][br]Materials[/b]:[br][list][*]Pictures with examples of electricity[/*][*]presentation[/*][*]worksheet with tasks[/*][*]cardboard or thick paper[/*][*]Styrofoam[/*][*]pepper, salt, iron filings[/*][*]amber[/*][*]wool[/*][*]silk [/*][*]glass[/*][*]paper[/*][*]scissors[/*][*]brass fasteners[/*][*]markers[/*][*]plastic pipes[/*][/list][b]An introduction to electricity and its history[/b][br][br][b]1. How was electricity discovered?[br][/b][br]Begin the lesson by sharing with the students the legend of Thales' daughter who discovered electricity using a spindle made of amber and wool.Asking problematic questions such as: "Why do you think the wool stuck to the spindle?"[br][br][b]2. Fun Examples of the static electricity:[/b][center][img]https://www.geogebra.org/resource/emej3tbx/q6Ur2kfP0d6LZr2Z/material-emej3tbx.png[/img][/center]

Students in groups do simple experiments with the aim of gaining knowledge about:[list][*]which materials can be charged[/*][*]how materials can become electrified (by friction and touch)[/*][*]what types of charges exist[/*][*]how different types of charges interact with each other[/*][/list][br]Linking to ICT Watching the movie https://www.youtube.com/watch?v=ru032Mfsfig [br]

[b]Objective:[/b] Strengthen counting and comparison skills while understanding which materials hold more static electricity.[br][br][b]Instructions:[/b][br][br]1. Divide students into small groups, and give each group various materials (e.g., wool, plastic, silk, paper) and small paper pieces (or pepper) to test for static electricity.[br][br]2. Have students rub each material against a plastic pipe or amber and count how many paper pieces each material attracts.[br][br]3. Ask them to record the number of attracted pieces in a table. [br]For example:[img]https://www.geogebra.org/resource/thvuvqwy/IHuTFODorWklPwzM/material-thvuvqwy.png[/img][br]4. Once each group has filled in their table, ask them to compare the numbers:[br][br][list][*]Which material attracted the most? The least?[/*][*]How many more pieces did wool attract than paper?[/*][*]If you add the total for wool and silk, how many pieces do they attract together?[/*][/list][br]5. End with a discussion on why certain materials might attract more or fewer pieces and how this relates to static electricity.

[b]Objective: [/b]Practice addition, multiplication, and division with larger numbers in the context of static electricity.[br][br][b]Instructions:[/b] Present the students with these word problems:[br][br][b]Problem 1:[/b] Three groups tested different materials for static electricity. Group A's wool attracted 126 pieces, Group B's silk attracted 4 times more pieces, and Group C's plastic attracted 3 times fewer pieces. How many paper pieces were attracted in total by the three groups?[br][b][br]Problem 2: [/b]Four groups attracted a total of 312 pieces of paper using different materials. If each group attracted the same number of pieces, how many pieces did each group attract?[br][br][b]Problem 3:[/b] During an experiment with static electricity, Group A attracted 150 pieces of paper using various materials. If 410 of these pieces were attracted by plastic, how many pieces did plastic attract?

[b]Objective: [/b]Engage students in a fun physical activity that simulates the interactions of charged particles through movement, cooperation, and strategic thinking.[br][br][b]Setup:[br][/b][br]1. Define a designated playing area, ensuring it is large enough to accommodate all players safely.[br]2. Divide students into pairs, assigning random spots across the playing area.[br]3. Select one pair to start as "unchained" (split) and assign roles:[br][list][*]One player is the "tagger" (positively charged).[/*][*]The other player is "being chased" (negatively charged).[/*][/list]

The tagger chases the runner, who can "neutralize" their charge by joining another pair. To join, they hold hands with one of the players in the pair.[br]When the runner joins a new pair, the third player in that group (the one on the opposite end) becomes "uncharged" and must start running away from the tagger.[br]The tagger continues chasing, aiming to tag the current runner.[br]Once a tag is made, the roles switch: the tagged player becomes the new tagger, and the former tagger becomes the runner.[br][br]2. Variations:[br]Start with multiple taggers and runners for a more intensive game.[br]If there is an odd number of players, create a triplet instead of a pair, ensuring all players are included.[br]Introduce multiple rounds, swapping pairs and roles to keep the game dynamic.[br][br]Safety Considerations:[br][list][*]Ensure tagging is gentle and restricted to the shoulders or below to prevent injury.[/*][*]Players should be reminded to look where they are running to avoid collisions.[/*][*]Check that all shoelaces are tied securely.[/*][*]The playing area should be free of obstacles and have ample space between players and walls if played indoors.[/*][/list][br]Connection to Static Electricity:[br][br]Relate the game to the behavior of charged particles:[br][list][*]Like charges repel: The tagger chases the runner until neutralized.[/*][*]Opposite charges attract: The runner joins a pair to "neutralize" their charge.[br][br][/*][/list]Use the activity as a metaphor for how static electricity interacts and moves between objects.

[b]Objective:[/b] Students will design and make a simple apparatus to prove the existence of static electricity. This activity will help them to understand which materials are and how they can be charged and how they interact with each other.[br][br][b]Materials Needed:[br][/b][br][list][*]styrofoam[/*][*]balloons[/*][*]plastic bottles[/*][*]plastic cases[/*][*]plastic film[/*][*]cardboard[/*][*]glue[/*][/list][center][br][img]https://www.geogebra.org/resource/nqq87v6a/VK9iyGzP9KzLpGih/material-nqq87v6a.png[/img][/center]https://www.youtube.com/watch?v=_DwNuxNQ_5M [br][center][br][img]https://www.geogebra.org/resource/cdyku7ka/L7d0EVJ5aChpKTEU/material-cdyku7ka.png[/img][/center][b]STEPAM Components[/b][list][*][b]Technology – [/b]Using ICT tools, such as videos and online resources, to explore the concept of static electricity and its practical applications.[/*][*][b]Engineering – [/b]creating [/*][*][b]Physical Education –[/b] Game 22 Two Is Company, Three Is a Crowd, 241. Four Balloons Relay [/*][*][b]Art -[/b] Designing and decorating apparatus and models for static electricity experiments[/*][*][b]Mathematics –[/b] data representation, reinforcing arithmetic skills (addition, multiplication, division of multi-digit numbers), fractions[br][/*][/list]