PEER: Charge
Initial Model of Statice Electricity - Revised Model of Static Electricity
Model of Charges in Conductors - Initial Model of Current Electricity Revised Model of Current Electricity
Embedded Files
Literacy / Driving Question Board Connections
Nonfiction Science Literacy Resources
Graphic Organizers / Thinking Maps
Driving Question Boards
Multilingual Learner Language Expectations
Unit Storyline
This anchoring phenomenon allows students to grapple with safety concerns related to the potential for a spark to cause fire or explosions at the gas pump. By the end of Activity C.3, students will be able to apply their Model for Electric Charge to explain why a person should not get back into their vehicle while fueling. Students will have the opportunity to make a public safety announcement to demonstrate their understanding the Key Ideas from Activities C.1-C.3 relative to this anchoring phenomenon.
Why can reentering your care lead to an explosion at the gas pump?
Unit Standards
What is the NGSS & 3 Dimensional Science Learning and Why is it Important?
Science Practices - Disciplinary Core Ideas - Crosscutting Concepts
HS-PS2-4: Gravitational and Electrostatic Forces Between Objects
HS-PS2-4: Gravitational and Electrostatic Forces Between Objects
Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects. (Patterns)
Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects. (Patterns)
Clarification Statement: Emphasis is on both quantitative and conceptual descriptions of gravitational and electric fields.
Boundary Statement: Assessment is limited to systems with two objects.
HS-PS2-5: Electric Current and Magnetic Fields
HS-PS2-5: Electric Current and Magnetic Fields
Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current. (Cause and Effect)
Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current. (Cause and Effect)
Clarification Statement: none
Boundary Statement: Assessment is limited to designing and conducting investigations with provided materials and tools.
HS-PS2-6: Molecular-Level Structure of Designed Materials
Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials. (Structure and Function)
Clarification Statement: Emphasis is on the attractive and repulsive forces that determine the functioning of the material. Examples could include why electrically conductive materials are often made of metal, flexible but durable materials are made up of long chained molecules, and pharmaceuticals are designed to interact with specific receptors.
Boundary Statement: Assessment is limited to provided molecular structures of specific designed materials.
HS-PS3-1: Energy Change in Components of a System
HS-PS3-1: Energy Change in Components of a System
Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known. (Systems and System Models)
Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known. (Systems and System Models)
Clarification Statement: Emphasis is on explaining the meaning of mathematical expressions used in the model.
Boundary Statement: Assessment is limited to basic algebraic expressions or computations; to systems of two or three components; and to thermal energy, kinetic energy, and/or the energies in gravitational, magnetic, or electric fields.
HS-PS3-5: Energy Change Due to Interacting Fields
HS-PS3-5: Energy Change Due to Interacting Fields
Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction. (Cause and Effect)
Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction. (Cause and Effect)
Clarification Statement: Examples of models could include drawings, diagrams, and texts, such as drawings of what happens when two charges of opposite polarity are near each other.
Boundary Statement: Assessment is limited to systems containing two objects.
Crosscutting Concepts To help students Think Like a Scientists, they need to know how to question and gather evidence in order to refine and revise what they know and understand. The information below provides suggestions for connecting Thinking Maps to our science concepts. The thinking maps listed are general connections and should not be seen as the only maps that could be used. Using Thinking Maps in Science
Patterns
Critical Questions: Is there a pattern? What caused the pattern? What predictions can I make? How does this pattern compare to others?
Cause and Effect
Critical Questions: What evidence is there for this cause and effect relationship? What are other possible causes? How is this relationship similar to others? How does changing one event affect the results?
Systems and System Models
Critical Questions: What parts and sub-systems make up this system? What interactions and processes involve this system? How is this system alike or different from others? What are the effects of modifying one part of the system?
Structure and Function
Critical Questions: How does the function depend on the structure? Are there other structures that serve the same function?
Anchor Phenomenon
PEER Anchoring Phenomena & Storylines
Phenomenon Why can reentering your care lead to an explosion at the gas pump?
This anchoring phenomenon allows students to grapple with safety concerns related to the potential for a spark to cause fire or explosions at the gas pump. By the end of Activity C.3, students will be able to apply their Model for Electric Charge to explain why a person should not get back into their vehicle while fueling. Students will have the opportunity to make a public safety announcement to demonstrate their understanding the Key Ideas from Activities C.1-C.3 relative to this anchoring phenomenon.
Local Colorado Phenomenon & Career Connections
Local Colorado Phenomena Connections
Here are some local Colorado phenomena related to electricity that you could explore with your students:
Lightning in the Rocky Mountains: Colorado experiences frequent thunderstorms, which provide natural demonstrations of static electricity and discharge.
Hydroelectric Power from Dams: Examine the role of local dams, such as the Glen Canyon Dam, in generating electricity through hydropower.
Wind Farms: Discuss the use of wind energy in Colorado, particularly from wind farms located on the eastern plains, and how they convert kinetic energy into electrical energy.
Solar Energy in Colorado: With Colorado’s high altitude and abundant sunshine, solar energy provides a practical example of converting solar radiation into electricity.
Geothermal Energy: Colorado has potential for geothermal energy, which can be used to discuss how heat from the Earth can be converted into electricity.
These examples can provide students with real-world applications of electricity and help them connect theoretical concepts to their local environment.
Using SchoolAI, Gemini, ChatGPT to find local Colorado Phenomena or Career Connections
Use the following prompt, adjust accordingly. "I am a middle school science teacher looking for a local Colorado phenomena to address NGSS standard (enter standard you are looking for... example MS-PS1-4)"
Using SchoolAI
1) Navigate to Assistants
2) Select Curriculum Coach
3) Use the prompt above
Career Connections
Connecting what students are learning to careers not only deepens their engagement in school but also helps them make more informed choices about their future. Browse the following related career profiles to discover what scientists really do on the job and what it takes to prepare for these careers. For additional profiles visit your Year at a Glance Page.
To connect your students with Colorado-based careers in the field of electricity, consider these options:
Colorado School of Mines: Known for its engineering programs, particularly in electrical engineering. Contact faculty or research labs for potential partnerships.
University of Colorado Boulder: Offers strong programs in electrical engineering and renewable energy research.
Xcel Energy: A major electricity provider in Colorado. They might offer internships, facility tours, or guest speaker opportunities.
Tri-State Generation and Transmission Association: Based in Westminster, CO, they focus on power generation and transmission.
National Renewable Energy Laboratory (NREL): Located in Golden, CO, NREL conducts cutting-edge research in renewable energy technologies, including electricity.
Colorado Energy Office: Offers resources and programs related to energy initiatives in the state.
IEEE Denver Section: Part of the Institute of Electrical and Electronics Engineers, this organization can provide networking opportunities and events related to electrical engineering.
These organizations can be excellent resources for guest lectures, internships, mentorship programs, or facility tours.
Hands On, Minds On Connections
Hands-On Labs / Lab Safety
PASCO
St Vrain Science Center
Simulations
GIZMOS
Nearpod Lessons / Activities / Videos
LabXchange Lessons / Activities / Videos
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