LIGHTNING IN A PAN

An Investigatory and Exploratory Project

Presented to the Faculty of
Westfield Science-Oriented School
Las Piñas

In Partial fulfillment of
The Requirements in
Physics II

Katrina Michelle T. PIllada

IV- Mapa
 March 2011
WESTFIELD

Science-Oriented School and Colleges

CERTIFICATION OF THE PROJECT

This is to certify that we have read the individual project entitled

LIGHTNING IN A PAN

The researcher has successfully completed and defended her

Science Project before a panel

Recommendation:

[ ] Approved

[ ] Passed with revision

[ ] Redefense

_____________________ ____________________

Member of the panel Member of the panel

Joebert Angeles
Subject Teacher

Noted and Approved by:

_________________ ____________________ _________________

ii
 Edith S. Bunuan, Ed. D. Albert C. Abitria Oscar R. Tangco
HS Principal President/CEO Academic Coordinator
Abstract
The title of this investigatory project is the lightning in a pan. The
researcher conducted this study because she wanted to know how lightning is
formed. First, rub the styrofoam quickly with the wool sock. Push the thumb tack
through the pie plate and push the end of the pen onto the tack. Pick up the
aluminum pie plate with the pen and put it down on top of the styrofoam. As you
rub the styrofoam it steals electrons from the wool and becomes negatively
charged. Because like charges repel and opposite charges attract the excess
electrons on the styrofoam repel the electrons on the pie plate. The pen is used
as an insulator, preventing the built up charge from moving through you.
It is therefore concluded that when two negatively charged particles
interact they repel and form a shock

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ACKNOWLEDGEMENT

The researcher would like to thank the following for the help they have

extended to her in accomplishing this investigatory project:

God - for supporting her and giving her the strength to finish this project,

in helping her parents provide financially to be able to buy all the needed

materials to complete this project.

Parents - for all the support -- not just financially but more so for the

encouragement given to her in order to help her finish this project. They have

always been there whenever the researcher feels like giving up.

Mr. Joebert Angeles - for helping her understand more her Investigatory

Project and for extending to her even the support and patience – he has helped

her also in the editing of this paper..

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Table of Contents

Title page………………………………………………………………………….…......…....i

Certification of the Project………………………………………………………...…...…....ii

Abstract………………………………………………………………………….…....….…..iii

Acknowledgement…………………………………………………………….…..…..….…iv

Table of Contents…………………………………………………………….……..…..…..v

Chapter I. Problem and Its Background…………………………………….……….……1

Introduction……………………………………………………………….......….…1

Objectives of the Study………………………………………………........………2

Statement of the Problem……………………………….……………..….....……2

Hypotheses………………………………………………………….….………..…2

Scope and the Delimitation………………………………………….….......….....2

Significance of the Study…………………………………………...……..…...….3

Definition of Terms…………………………………………………....…..….....…3

Chapter II. Review of Related Literature…………..……………………………......…...5

Chapter III. Methodology…………………………………………..………….….….…….8

Materials…………………………………………………………….....…….….….8

Procedures………………………………………………………..………...….…..8

Chapter IV. Results and Discussions……………………………………….……...…....8

Chapter V. Conclusions and Recommendations…………………………..….…...…..10

Conclusions……………………………………………………………...….…….10

Recommendations………………………………………………….……..….….10

Bibliography…………………………………………………………………….....…...….11

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Appendix………………………………………………………………………………...…12

Chapter I. PROBLEM AND ITS BACKGROUND

Introduction

Have you ever wondered how a lightning is formed? Or when does

it occur? Lightning happens when the negative charges (electrons) in the bottom

of the cloud are attracted to the positive charges (protons) in the ground. The

accumulation of electric charges has to be great enough to overcome the

insulating properties of air. When this happens, a stream of negative charges

pours down towards a high point where positive charges have clustered due to

the pull of the thunderhead. The connection is made and the protons rush up to

meet the electrons. It is at that point that we see lightning and hear thunder. A

bolt of lightning heats the air along its path causing it to expand rapidly. Thunder

is the sound caused by rapidly expanding air.

Lightning comes from thunderclouds, known as cumulonimbus, which are

created when hot moist air rises into the atmosphere and condenses. the hot air

mingles with colder air, and the moisture condenses into water droplets. Clouds

are created when these water droplets become visible. The droplets increase in

size as the cloud grows and eventually become so heavy that they fall as rain.

The researcher conducted this study because she wants to know how lightning is

formed. And if it is possible to make a miniature version of lightning.

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Objectives of the Study

The general goal of this investigatory project is to know how lightning is

formed. The researcher was able to come up with the following objectives of the

study:

1. To prove we can make a miniature version of lightning.

2. To determine the relationship between resistance and amount of light.

Statement of the Problem

The focus of the study is the in the formation of lightning. It seeks to

answer the following questions:

1. Is it possible to build a miniature Lightning?

2. how is lightning formed?

Hypotheses

The researcher formulates the following hypotheses:

1. It is possible to build a miniature lightning.

2. Lightning is formed from the build up of electrons in the cloud and

needs to get rid of atoms. It sends atoms down creating heat and light.

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Scope and Delimitation

The study focuses in building a miniature lightning. The main problem of

this study is how lightning is formed. The project can be done in to one to two

days. The reference that I have used was www.sciencebuddies.com.

Significance of the Study

Parents. They can help their children to learn more about lightning in a much

simpler way.

Physics Teachers. They can use this experiment as one of the project of their

students.

Students. They can make this as their Investigatory Project but the researcher

recommends.

Definition of Terms

Lightning. The visible flash of light accompanying such a discharge.

Electron. The electron is a subatomic particle carrying a negative electric

charge. It has no known components or substructure.

Insulator. A material that insulates, especially a nonconductor of sound, heat, or

electricity.

Resistor. A device used to control current in an electric circuit by providing

resistance.

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Chapter II. REVIEW OF RELATED LITERATURE

Lightning forms from the build up of electrons or negative charges in the cloud or

the ground and needs to get rid of atoms. Since protons and electrons attract, it

sends down atoms to the ground creating heat and light.

Once there is enough charge build up between the cloud and the ground a

stepped leader (with a negative charge) will start toward the ground. The stepped

leader is a dim 50 yard long "streak" of lightning starting from the cloud. The

stepped leader will continue toward the ground in steps of 50 yards. Each

stepped leader takes about 50 millionths of a second to start branching off into

one or more additional stepped leaders. As the stepped leader(s) near the

ground, the positively charged earth and objects on earth start to be attracted to

the stepped leader. In a human, if you have your hair standing on end you are

being attracted to the stepped leader of a lightning strike. Once the stepped

leader reaches one of the positively charged streams from the ground the

positive charges we get what we all now know a as lightning, a bright stream in

the sky that has several branches. The positive charges going up to the cloud are

actually where we see the bright lightning, this is also know as the return stroke.

When the return stroke reaches the cloud, if there are still more negative charges

left the lightning will continue with negative charges being taken to the ground

and another return stroke taking positive charges to the cloud.

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Lightning happens when the negative charges (electrons) in the bottom of the

cloud are attracted to the positive charges (protons) in the ground. The

accumulation of electric charges has to be great enough to overcome the

insulating properties of air. When this happens, a stream of negative charges

pours down towards a high point where positive charges have clustered due to

the pull of the thunderhead. The connection is made and the protons rush up to

meet the electrons. It is at that point that we see lightning and hear thunder. A

bolt of lightning heats the air along its path causing it to expand rapidly. Thunder

is the sound caused by rapidly expanding air.

Lightning comes from thunderclouds, known as cumulonimbus, which are

created when hot moist air rises into the atmosphere and condenses. Hot air

rises when heated by the sun, carrying water vapor into the sky. As it rises, the

hot air mingles with colder air, and the moisture condenses into water droplets.

Clouds are created when these water droplets become visible. The droplets

increase in size as the cloud grows and eventually become so heavy that they

fall as rain. Thunderclouds are large, anvil-shaped masses that can stretch miles

across at the base, and reach 40,000 feet or more into the atmosphere

The genesis of lightning is a subject of great theoretical debate, says Dr.

Vladimir Rakov of the Lightning Research Center at the University of Florida. We

know that electrical charges build up within thunderclouds, but there is no single

theory that fully describes why. One commonly discussed thesis suggests that

x
small cloud particles acquire a positive charge, while other larger particles

become negatively charged. part of the cloud becomes positively charged.

Chapter III. METHODOLOGY

Materials

The materials used in this study were 1 aluminum plate, 1 Ball-point pen,

Thumb tacks, Wool sock, And a Piece of Styrofoam

Procedures

First, push the thumb tack up through the centre of the plate. Push the end of

The pen onto the tack. Secure it with glue if necessary. Rub the styrofoam

quickly with the wool sock. Pick up the aluminum plate with the pen and put it

down on top of the Styrofoam.

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Chapter IV.RESULTS AND DISCUSSION

Based on the gathered observations and data during the experimentation

the following results were observed.

As you rub the Styrofoam, it steals electrons from the wool and becomes

negatively charged. Because like charges repel (move apart) and opposite

charges attract (move together), the excess electrons on the Styrofoam repel the

electrons on the pie plate and push them to the top edge of the plate. The pen

acts as an insulator, preventing the built-up charge from moving through you to

the ground until you are ready. When you bring your finger close to the edge of

the plate, the repelled electrons jump across the gap and escape through your

body, giving you a small shock. When you turn off the lights, you should be able

to see (as well as hear and feel) the discharge.

The attraction, or electrical potential, between the positive and negative charges

eventually grows strong enough to overcome the air's resistance to electrical

flow. Racing toward each other, the charges connect, completing an electrical

circuit, and discharging the accumulated electricity as lightning. Cloud-to-cloud

lightning is the most common form of electrical discharge. Only about one-third of

all discharges are cloud-to-ground. Bolts that shoot from cloud-to-air, known as

"bolts from the blue," are even less common, but can strike up to 10 miles away.

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When the current is discharged, it is accompanied by a flash containing millions

of volts of electricity. This is a huge amount of energy, and the surrounding air is

heated up to 54,000° Fahrenheit, five times hotter than the surface temperature

of the Sun. The rapidly expanding heated air also produces tremendous shock

waves, which become audible as the sound of thunder.

Although the flash and resulting thunder occur at essentially the same time, light

travels at 186,000 miles per second, almost a million times faster than the speed

of sound. The flash, if not obscured by clouds, is seen long before the thunder is

heard.

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Chapter V. CONCLUSIONS AND RECOMMENDATIONS

Conclusions

Based on the Study investigated, the following conclusions were drawn:

1. It is possible to build a simple a miniature lightning. Thus hypothesis

number 1 is now accepted.

2. Lightning is formed when negative charges are attracted to positive

charges. A stream of negative charges pours down towards a high

point where positive charges have clustered. Hence, hypothesis

number 2 is now accepted.

Recommendations

Based on the study done, the following recommendations were made:

1. Other students can use this as their title of their investigatory project.

2. teachers can use this in their teaching

3. Students will learn more about lightning

4. Students will have an idea on how lightning is formed

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Bibliography

http://www.sciencebuddies.org/science-fair-

projects/project_ideas/Elec_p056.shtml

• Lawrence Hall of Science. Grade 4 Science Resources. Learning More

About Magnetism and Electricity. Delta Education, 2007, p. 68.

This source provides an animation of the miniature lightning:

• Harris, T. (2008). How Dimmer Switches Work. Retrieved December 11,

2008, from http://home.howstuffworks.com/dimmer-switch.htm

This source provides a discussion and an example of lighting

• Stutz, M. (2000). How lightning relate. Retrieved December 12, 2008, from
http://www.allaboutcircuits.com/vol_1/chpt_2/1.html

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Appendix

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