1. Exploring Electricity and Magnetism Presented by SRP
Kevin Rolfe- Education Representative, Salt River Project
Sarah Sleasman- 4th Grade teacher, Excelencia Elementary
Robin Inskeep- STEM Coach, Tolleson School District

2. Agenda Introductions and logistics Basics of Magnetism Electromagnets
Basics of Electricity
Simple, Series, and Parallel Circuits
Electricity Generation
Wrap up and Resources

3. Basics of Magnetism

4. 1st Magnetism Activity “Magnetic Characteristics” Procedures:
Have students list small objects from the classroom or their desks and the material each is made from
Students predict whether or not they think that object will be attracted to a magnet
Test their predictions with a magnet
Introductory Activity #1 – Magnetism Fishing
This activity would be conducted as an introduction to the slide presentation.
Student Groups of 2-4
Materials Needed & Distributed to each group:
Fishing Poles made with Pencils, String & Magnets Ziplock Bags filled with about items (metal, paper, wood, cloth, etc) Paper & Pencils, Easel & Markers
Question:
“What is a magnet?”, “Where have you seen magnets?”, “Do they come in one size or shape?”, “Do we need magnets?”
Directions:
Step 1: Fold paper in half lengthwise - one side titled Magnet Will Pick Up, and the other, Magnet Will Not Pick Up.
Step 2: Lay out the items in ziplock bag, study and have each group predict which ones will be able to picked up with the magnet, and which ones, won’t. List under the appropriate column
Step 3: With the magnet fishing pole the groups try to pick up each item. Write Y after each item that was able to be picked up and N after the ones that weren’t.
Step 4: Each group will select a representative to write their findings on the easel for all to see.
When all groups have completed their task, a representative from each group will state their predictions and their findings and the similarities of the items that they were able to pick up with the magnet.
Have students bring 2 magnet fishing poles close together. They may have done this on their own.
What happened?

5. What is Magnetism?
Any material that attracts ferromagnetic materials including iron, steel, cobalt and nickel
Can be permanent or temporary
Teacher Notes: Magnets are strongly attracted to ferromagnetic materials. Ferromagnetic materials include iron, steel, cobalt and nickel. Magnetic fields influence all materials to some extent, but in many cases this attraction is too weak to perceive.
There are two kinds of magnets temporary and permanent magnets. Temporary magnets will lose their magnetic properties when not under the influence of a magnetic field. A permanent magnet retains its magnetic properties after a magnetic field has been removed. Iron is an example of a temporary ferromagnetic material and steel is an example of a permanent ferromagnetic material.
An electrical current can be used to make a temporary magnet by getting a bar of iron and wrapping it with wires and running a current through the wires.
Permanent magnets are made by placing pieces of iron cobalt, and nickle into strong magnetic fields. Permanent magnets are mixtures of iron, nickel, or cobalt with other elements.
There are many different metals but only three pure metals can be magnetized. These are iron, nickel and cobalt. If you mix pure metals together their magnetic characteristics can be altered. The natural form of a magnet is called a lodestone; it contains iron.

6. Only Certain Types of Materials Exhibit Magnetism
Magnetism Basics
Only Certain Types of Materials Exhibit Magnetism N S
Magnets can be made in a variety of shapes, but all magnets have 2 poles
Opposite poles attract
Like poles repel
Suggested Learning Activity:
Activity #2
1. Pass out bar magnets & worksheet and have the class draw the predicted pattern for the magnetic fields
2. Demonstrate the magnetic field using a compass or conduct optional demonstration using a strong magnet and iron filings/lines of flux
3. Discuss the findings in class
All magnets have lines of force extending from one pole to the other in the 3 dimensional space around them

7. Magnetic Lines of Flux Magnetic Field Magnetic lines do not cross
each other.
The lines go from North
to South on the magnet.
N magnet S

8. Magnets Attracting Each Other
N S
Pulling

9. Magnets Opposing Each Other
N S
Pushing Apart

10. 2nd Magnetism Activity Magnetic Lines of Flux N magnet S 9/16/2018
What you need:
A bar magnet with the North and South poles clearly marked.
A small compass.
A sheet of paper and a pencil
Step 1: Place your magnet on a piece of paper and draw lines of flux as you predict they will be. Remember, they go from the north pole to the south pole and they cannot cross each other.
Step 2: Place your compass on the lines of flux. Notice the compass needle will follow the “true” path of the lines of flux. Some may say the needle will act like a train on railroad tracks. The “tracks” are the invisible lines of flux. Have fun doing this in 3-D space.
Inquiry:
Do lines of flux go through the paper, or through a sheet of foil? How about a thin sheet of steel?
What happens to the lines of flux
if two magnets are placed end to end?

11. The Earth is a Magnet

12. What are the characteristics?
North and south poles
“di”-poles
Break the magnet in half and you will have two separate magnets
3 dimensional field of attraction
Transfer magnetic properties
Teacher Notes: "3 dimensional field of attraction" this is referring to the fact that the field lines between the poles is in 3 dimensional space and this field will influence other materials in this 3 dimensional space.
"Transfer magnetic properties" is a reference to the process of turning a ferromagnetic material into a magnet using a magnet to align the "magnetic domains" in the ferromagnetic material.  You can think of a ferromagnetic material as consisting of lots of tiny magnets that are arranged in a random pattern.  As a result of this randomness, the magnetic fields within the material cancel each other out and you have a net magnetic field of zero.  By using a magnet you align all these tiny magnets so that the fields no long cancel each other out and you end up with another permanent magnet.

13. Magnetic Domains

14. Where do magnets come from?
Nature
Man-made materials from:
Ceramic
Alnico (aluminum, nickel, & cobalt)
Flexible rubber-like material
Created using current (electricity)
Nature: lodestones (found occurring naturally in the ground)
Magnetism and electricity are not two separate phenomena. In fact, when ever an electric current flows, a magnetic field is created, and whenever a a magnet moves, an electric current is produced. The properties of magnetism and electricity are both bound up in the nature of the physical structure and arrangement of atoms and their electrons.
Electromagnetism is the effect by which electrical currents produce magnetic fields. The magnetic field around a straight wire is weak Stronger magnetic fields are obtained by coiling wire into a spiraling loop, known as a solenoid.
Activity #3:
Suggested Magnetism learning activity (small groups)
1. predict and graph the power of magnets (how many paper clips can you pick up?)

15. 3Rd Magnetism Activity Make an electromagnet with: Wire
Iron bolt or nail
Battery 1.5volts
Compass
To build an electromagnet you need the following:
A thin wire about 3 feet long. (Thinner wire is easier to wrap around the nail.)
Iron bolt or nail about 3 to 5 inches long
1.5 volt “D” or “C” cell flashlight type battery
Step 1 – Wrap the wire neatly around the bolt or nail. The more times you wrap it, the stronger the electromagnet will be.
Step 2 – Strip about ¼ inch of insulation off the end of the wire.
Step 3 – Connect one end of the wire to the + post of the battery and the other to the - end of the battery.
Step 4 – Pick up paperclips or anything else with ferromagnetic properties
Inquiries:
What can you do to make the magnet stronger? (More wraps of wire and more batteries. Careful too many batteries, more that two, will make the wire painfully hot.)
Experiment with different cores. (Ferromagnetic cores work best.)

16. Uses for Magnets in Everyday Life
Homes
Door bells
Microwaves
TV’s
Speakers
Hard Drive
Electricity
Schools
Whiteboard Magnets
Teacher Notes: Power Locks and Refrigerators use motors. Motors rely on a magnetic field to operate.
Most door bells use a solenoid to propel a striker into a bell. When you push the button on a doorbell you are completing an electrical circuit that powers the solenoid. The striker is usually connected to a spring and when you release the button the spring causes the striker to hit a second bell. If you listen carefully when you ring a doorbell you can hear the “ding” of the first bell when you press the button, and the “dong” of the second bell when you release it.
A microwave oven generates microwaves through the use of a device called a magnetron. Part of a magnetron is a permanent magnet.
A Cathode Ray Tube (CRT) Television uses magnetic fields to aim the electrons that excite phosphors and generate the colored pixels that make up the displayed image. The speakers in a television create sound through the combined use of an electromagnet and permanent magnet. An alternating current driven through an electromagnet in the middle of a permanent magnet causes the cone of the speaker to oscillate and produce sound.

17. 4th Magnetic Activity Paperclip Pick-up Procedures:
Students made predictions about how many paperclips they can pick up using the fishing pole magnet (1 only, 2, 3 etc.)
Using the fishing pole magnets, students test their predictions (no stacking allowed!)
Students will see that surface area affects the amount of paper clips the magnet can pick up (it’s not simply additive!)

18. Magnetism Activities “Magnetic Characteristics” “Lines of Flux”
“Electromagnet”
“Paper Clip Pick Up”
Summarize findings & Review class worksheets

19. Basics of Electricity

20. Safety Note Always be careful around electricity.
Make sure an adult is present during experiments and demonstrations using electricity.
Use only low voltage for demonstrations (6 volts dc or less)
Take care to prevent shorts on batteries
Never allow the positive and negative terminals to touch the same metal object (short)
Use plastic covers on batteries when not in use
Never use electricity from a wall outlet in any of these classroom demonstration. Use the batteries or generators.

21. Electricity Basics Electricity is….. The flow of electrons
The energy supplied by batteries and generators (current electricity)
The shock you can get from rubbing your feet on the carpet (static electricity)
A bolt of lightning! (static electricity)
Class discussion

22. All Matter is Made up of Atoms
(Diamond, coal)
ELEMENT
(Carbon, Oxygen)
ATOM
(particles)

23. Atoms What is an Atom? The smallest component in all things
Made up of three smaller particles
Protons (+)
Neutrons (no charge)
Electrons (-)
Strive for stability
Charged atom = ion

24. _ _ + + Opposites Attract
Attraction
Opposite charges will attract each other, while same charge oppose each other.
Particles with opposite charges attract each other.

25. - - - -- --- ++ +++ +++ Charged Atom (Ion) Stable Atom Positive Ion
Negative Ion ++
- - -
Positive Ion
+++ --
Stable Atom
+++
---
Stable atoms have equal protons and electron
Stable atoms have no charge
Free electrons will seek positively charged ions to create stability
An atom that has the same number of electrons as protons has no charge. It is considered “stable.”
An atom that has more protons than electrons is a positively charged “ion.”
An atom that has more electrons than proton is a negatively charged “ion.”
Free electrons will seek positively charged ions to make “stable” atoms.
Teacher Notes: Electrons that have been “knocked” out of the outer shell of an atom are known as free electrons. These free electrons can exist by themselves outside of the atom, and it these electrons which are responsible for most electrical phenomena. The movement of free electrons constitutes an electric current.

26. Static Electricity The imbalance of positive and negative charges
Example: a build up of negative charges in a storm cloud will travel to the ground in the form of lightning
Suggested Learning Activity #2
Static Electricity Demonstration
Teacher Notes:
When a person drags his/her feet across a carpeted floor they strip electrons off of the carpet and onto his/her body. That person now has a net negative charge. As he/she approaches a metal object that has a neutral charge the person attracts the protons in the metal and repels the electrons. Eventually, the attraction force between the electrons on the person and the protons on the metal object is strong enough for the electrons to jump from the person’s body to the metal object. This is perceived as a “static shock”

27. Static Electricity - - - - + - - + - + - - -
Start with a doorknob – no charge
Walk along carpet: strip electrons from carpet that collect in your body… You become negatively charged
Approach the doorknob and the positive charges move toward you. Negative charges move away. - -
Suggested Learning Activity #2
Static Electricity Demonstration
Teacher Notes:
When a person drags his/her feet across a carpeted floor they strip electrons off of the carpet and onto his/her body. That person now has a net negative charge. As he/she approaches a metal object that has a neutral charge the person attracts the protons in the metal and repels the electrons. Eventually, the attraction force between the electrons on the person and the protons on the metal object is strong enough for the electrons to jump from the person’s body to the metal object. This is perceived as a “static shock” - - + - - + - + - - -

28. Static Electricity - - + - + - - - - - - -
9/16/2018
Static Electricity
When close enough, the electrons will jump toward the positive doorknob and ZAP! You’ve been shocked by static electricity. -
Suggested Learning Activity #2
Static Electricity Demonstration
Teacher Notes:
When a person drags his/her feet across a carpeted floor they strip electrons off of the carpet and onto his/her body. That person now has a net negative charge. As he/she approaches a metal object that has a neutral charge the person attracts the protons in the metal and repels the electrons. Eventually, the attraction force between the electrons on the person and the protons on the metal object is strong enough for the electrons to jump from the person’s body to the metal object. This is perceived as a “static shock” - + - + - - - - - - -

29. Static Electricity + - + - + + +
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Static Electricity
When close enough, the electrons will jump toward the positive doorknob and ZAP! You’ve been shocked by static electricity.
Now you and the doorknob have the same charge. - + -
Suggested Learning Activity #2
Static Electricity Demonstration
Teacher Notes:
When a person drags his/her feet across a carpeted floor they strip electrons off of the carpet and onto his/her body. That person now has a net negative charge. As he/she approaches a metal object that has a neutral charge the person attracts the protons in the metal and repels the electrons. Eventually, the attraction force between the electrons on the person and the protons on the metal object is strong enough for the electrons to jump from the person’s body to the metal object. This is perceived as a “static shock” + + + +

30. 1st Electricity ActivitY
“Opposites Attract”
Demonstration:
Atom activity #1
Demonstrate attraction, repulsion of (positively charged) protons and (negatively charged) electrons using Styrofoam balls
Teachers notes: Electrons can be made into free electrons by an outside force: 1) rubbing a balloon with a wool cloth, or 2) the electromotive force of a battery. The positive post of a battery can be symbolized by a collection of many positively charged protons (Styrofoam balls) and the negative post by a collection of electrons.

31. 2nd Electricity Activity
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2nd Electricity Activity
“Fun with Styrofoam and Tape”
Suggested Learning Activity #2
Static Electricity Demonstration
Teacher Notes:
When a person drags his/her feet across a carpeted floor they strip electrons off of the carpet and onto his/her body. That person now has a net negative charge. As he/she approaches a metal object that has a neutral charge the person attracts the protons in the metal and repels the electrons. Eventually, the attraction force between the electrons on the person and the protons on the metal object is strong enough for the electrons to jump from the person’s body to the metal object. This is perceived as a “static shock”

32. Electricity & Ben Franklin
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Electricity & Ben Franklin
Benjamin Franklin ( )
1740’s – Proposed the notion of positive and negative charges that maintain a balance except when influenced by some means.
1752 – Famous kite experiments identify lightning as a form of electrical discharge. Led to his invention of the lightning rod.

33. Break

34. Current Electricity
Electric current is the movement of free electrons from atom to atom
To start the free electrons moving an electromotive force is needed.
Generator
Batteries
Teacher Notes: Electrons that have been “knocked” out of the outer shell of an atom are known as free electrons. These free electrons can exist by themselves outside of the atom, and it these electrons which are responsible for most electrical phenomena. The movement of free electrons constitutes an electric current.

35. Simulating Electric Current
First: Point to tape on the floor and image on screen
“You have a complete circuit with an energy source (battery), a pathway (wire), and a load (in this case a bell).”
Second step: Have a few teachers stand inside the battery on the appropriate sides
“Our battery is charged with negative and positive ions so that free electrons will want to move when a pathway is created (an electromotive force is created by the difference in charges)”
Third step: Have teacher pairs (negative and positive) stand along the ‘wire’
“Everything is made up of atoms, so we need atoms along the wire. We could be copper atoms, silver etc. (any type of conductor). We are a conductor so electrons will move easily here. But, until we are connected to the battery, there is no electromotive force. Therefore, we don’t move yet. We are stable.”
Fourth step: Place the bell (or load) in the middle of the circuit.
“We want the electrical energy to do useful work for us. In this case we will use a bell. Every time an electron passes through the wires in the “alarm clock”, the bell will ring”
Fifth step: Connect the wire! Teachers holding electron balls should displace each other along the wire. As they pass the ‘clock’, that person will ring the bell. Once they have gotten to the other side of the battery they will match up with a positive ion. Once they have ALL gotten to the other side of the battery and are matched with a positive ion, they have reached stability. It’s a DEAD BATTERY because there is no longer a difference in charges to create an electromotive force. The clock won’t work and the battery must be replaced or recharged.
Sixth step if time: Have teachers switch balls with another person (positive ions are now electrons etc.) Repeat the procedure.

36. 3rd Electricity Activity
Demonstration of Electromotive Force
“Flow of Electrons”
Suggested Learning Activity #3
Electromotive Force Demonstration
An Electromotive Force can be represented by a collection of styrofoam protons at one end of the room and a collection of styrofoam electrons at the other end. In between are a line of students holding protons, some with electrons, others without. The line of protons represent a conductor (copper wire). The electrons will have a tendency to break free of their protons and move towards the collection of protons. This movement of electrons is electric current flow.
Now demonstrate this using a battery (the source of electromotive force), wires and a light bulb. Explain how the positive and negative charges of the batteries are causing the flow of electrons through the wire and the tiny filament in the light bulb.

37. Electricity Activities
“Flow of Electrons”
“Fun with Styrofoam”
Demonstration of Electromotive Force
Summarize Results & Review Class Worksheets

38. Electric Circuits

39. What is a circuit?
A circuit is a conductor path for electric current to travel through.
Current will flow only if the path is a complete loop from negative to positive
Teacher Notes: What do flashlights, radios and washing machines all have in common? They all run on electricity, and for electricity to do its work, it mush pass through circuits. Circuits are pathways for electric current to travel. The current (electrons) start at the negative terminal and end at a positive terminal. Think of each pathway as a loop. If it is broken or not connected to the positive and negative terminals, current cannot flow.

40. 1st Circuit Activity Make a Simple Circuit Procedure:
Give students materials to make a circuit and allow them to explore connecting them in different ways to make the light bulb light
Allow students to find all the ways they can make the light bulb light
Discuss what are the necessary components of a circuit.

41. What makes a simple circuit?
A simple circuit consists of:
A source - battery or generator
Conductors (path for current to flow)
An electric resistor or electric load - light bulb or an electromagnet
Teacher Notes: A simple circuit consists of three elements: a source of electricity (battery), a path or conductor on which electricity flows (wire) and an electrical resistor (lamp) which is any device that requires electricity to operate. The illustration below shows a simple circuit containing a battery, two wires, and a low voltage light bulb. The flow of electricity is from the high potential (+) terminal of the battery through the bulb (lighting it up), and back to the negative (-) terminal, in a continual flow.

42. Open and Closed Circuits
Open Circuit
Closed Circuit
A break in the pathway
Electricity cannot flow
A complete pathway
Electricity is able to flow
Open and Closed Circuits

43. Circuit Balls

44. 2nd Circuits Activity
Conductor vs. Insulator Experiment

45. Conductors Materials that pass electricity easily Examples: Copper
Silver
Gold
Aluminum
All other metals

46. Insulators Materials that resist electricity flow Examples: Wood
Rubber
Porcelain
Glass
Air
Cloth
Paper

47. Voltage and Current

48. Voltage & Current Voltage Current
Electric potential difference between two points
Pushes electrons
Measured in Volts
Supplied by batteries, generators (electric outlets), fuel cells, etc.
Current
Flow of electrons
Measured in Amps
1 amp = 6,240,000,000,000,000 electrons moving past a point every second (Coulomb)

49. Voltage is like Pressure
Water
Higher pressure pushes water to flow faster
You can have pressure without flow
Electricity
Higher voltage pushes electrons to move faster (higher current)
You can have voltage without current
Pressure
Pressure

50. Current is like water flow
Flow of water
The pressure determines how fast the water moves through the pipe
There is no water flow without pressure
Electricity
Flow of electrons
The voltage determines how fast the electrons move through the wire
There is no current without voltage
Flow
Flow

51. Electricity & Thomas Edison
1870’s – invented the first commercially practical incandescent light with a carbon filament.
1880 – Edison founded the Edison Electric Illuminating Company the first electric utility in New York City.

52. Circuits: Series and Parallel
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Circuits: Series and Parallel

53. Series Circuit
In Thomas Edison’s day, most lights were connected in series (one after another)
Christmas tree lights are sometimes connected in series
What happens if we add another light bulb?
Teacher Notes: Back in the day when Thomas Edison was developing the light bulb, circuits were very simple. Each bulb was connected one after another. We call this connecting the bulbs in series, and this is a series circuit. Christmas tree lights are often connected this way. The problem is if one bulb burns out, the circuit is broken and all the bulbs go out. Now you have a problem... Which bulb is burned out?
Series circuits have other unique characteristics too. For example, if you add another light bulb to the circuit, they all become dimmer.

54. Series Circuit – Adding bulbs
Do the bulbs get brighter or dimmer?
Why would they change?
What if we add a million light bulbs?
Teacher Notes: Series circuits have other unique characteristics too. For example, if you add another light bulb to the circuit, they all become dimmer. This is because each additional bulb reduces the current. Two bulbs reduce the current in half so each bulb becomes dimmer. Three bulbs reduce the current to one third, and so on. If you keep adding bulbs, eventually all of the bulbs will become very dim and almost no current will flow.

55. 3rd Circuits Activity
Series circuit demonstration

56. Parallel Circuit
By making a loop for each bulb we can make a parallel circuit
What are the benefits?
What happens if we add another bulb?
Teacher Notes: We can also feed each light bulb with a separate loop. By doing this we are creating parallel circuits. If each bulb has its own circuit, a bulb can burn out and the remaining bulbs remain lit. Also, new circuits can be added in parallel without affecting existing circuits.
If an additional bulb is added, current flow from the source (battery) will increase.

57. Parallel Circuit – Adding bulbs
Will the brightness of the bulbs change?
Why or why not?
What if we add a million bulbs?
Teacher Notes: If an additional bulb is added, current flow from the source (battery) will increase. Because each bulb sees all the voltage from the battery, adding bulbs in parallel will not affect the other bulbs or their brightness.

58. 4TH Circuits Activity
Parallel circuit demonstration

59. Moving Electrons Trade out your battery with a hand-crank generator.
What’s generating your electromotive force now?
Robin

60. How Do You Get Electricity?

61. Questions to Ponder How can you use this in your classroom?
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Questions to Ponder
How can you use this in your classroom?
What would you revise?
What would come next?

62. Review: Basics of Magnetism Exploring Magnets Magnetic Characteristics
Ferromagnetic materials
Lines of Force/Flux – The Magnetic Field
Electromagnets
Magnets in Everyday Life

63. Review: Basics of Electricity: Safety Flow of Electrons
Opposite charges attract
Static Electricity
Current Electricity

64. Review: Electric Circuits: Simple Circuits Open and Closed Circuits
Conductors and Insulators
Series Circuits
Parallel Circuits
Voltage and Current

65. Free workshops and Materials

66. Evaluations
Please take a moment to fill out the evaluation in the back of your folder
Don’t forget your certificate in the back of the room
THANK YOU!!

67. Questions?
Kevin Rolfe SRP Community Outreach Education Representative (602)