HE 1 THE POWER OF ELECTRICITY

How is electricity produced? ?

LEARNING GOAL

phenomena related to the presence and flow of electrical charges .

Competencies Capabilities
Explains the physical world, based on scientific Understand and apply scientific knowledge.
knowledge.
Indicators

It mentions that the electrical energy we consume comes from the transformation of energy from one
system to another.

INFORMATION ABOUT
PHENOMENON
Electricity is a form of energy. For example, it makes things move and things work.
To understand what electricity is we must start with atoms. Atoms are small particles that are very
difficult to see, and they are the elements that everything around us is made of.
An atom is made up of protons, electrons and neutrons. The center of an atom, which is called
“nucleus” has at least one proton.
Electrons (in the same quantity as protons in a neutral atom) travel around the nucleus at high speed.
Protons and electrons have a property called charge, that of protons is positive and that of electrons is
negative. Neutrons have no charge. Protons and electrons attract each other because they have charges
of different signs. On the other hand, particles that have charges of the same sign repel each other.
The force that acts between electrically charged particles is the electric force.

Electricity is generated from other energy sources, mainly in: hydroelectric plants where the mechanical
force of water is used or in thermoelectric plants where electricity is produced from coal, oil and other
fuels.

Electricity allows light bulbs to light and appliances to operate.

Electricity as a form of energy is neither created nor destroyed; it is transformed.

Importance:
Many times we forget certain fundamental elements in any home or office installation. Perhaps the
premises or office that is occupied does not have adequate electrical installation, which makes it more
likely over time that a discharge will damage the equipment in general.

Electrical circuit

It is the pre-established path along which electrical charges move.

The electric charges that constitute an electric current pass from a point that has a higher electrical
potential to another that has a lower potential. To permanently maintain this potential difference, also
called voltage or tension between the ends of a conductor, a device called a generator (cells, batteries,
etc.) is needed that takes the charges that arrive at one end and drives them to the other. The flow of
electric charges through a conductor constitutes an electric charge.

A simple circuit consists of a minimum of three elements that are required to

complete an electrical circuit that actually works: a source of electricity
(battery), a path or conductor through which electricity flows (wire) and a resistor
electrical (lamp) which can be any device that requires electricity to
function. The following illustration shows a simple circuit consisting of a battery, two
wires and a light bulb. The flow of electricity leaves the high voltage (+) terminal of the
battery, passes through the bulb (turning it on), and returns to the negative (-) terminal, in a flow
continuous.

We must use electrical energy correctly because:

We protect our planet from global warming of the earth.

We take care of our natural memories such as water, oil, gas, etc.

We take care of our parents' money.

GENERAL GUIDELINES
 Before starting the session, make sure
Activities Time
you have the materials to carry out the
Login 15 minutes
experiments, materials from the
Experiment 1 20 minutes experiment box and the extra materials
Experiment 2 40 minutes that are required, as well as having the
Closing 15 minutes attention of the students to start the
Time 90 minutes dialogue and the participation of they.
MATERIALS FOR EXPERIMENTS

EXPERIMENT 1

Type of material material amount description detail

Different plastic The balloon must

A balloon 1
balloons be inflated
Rub with the
experiment box A nylon diver 1 Dark nylon
balloon
empty aluminum Bring the balloon
1 big
can closer to the can

ATTENTION: Be careful! The objects to be used must not present the risk of being cut,
burned or causing an accident.

EXPERIMENT 2

Type of material Material Amount Description Detail

experiment box They can be made of One end of the cable is

Wire 3 various metallic attached to one of the
materials. poles of the battery.
You should touch the
battery pole with the
Battery 1 Median
other end that is not
covered.
Lamp holder 1 White color - medium Screw in with the bulb
Screw in with bulb
Lightbulb 1 White color
holder
clips 2 little ones Serves as a plug
Punch the cardboard
Cardboard 1 3x5cm
with the clip
Tools (pliers and 2 little Join the insulating
screwdriver) material at the end of
 the three cables.

GUIDELINES FOR THE SESSION

START
(Plenary activity icon)
Start by remembering electricity manifests itself in a wide variety of physical and chemical phenomena.
For example: electricity allows light bulbs to light up and household appliances to work.

Promote the participation of schoolchildren by asking the following questions: How is electricity
generated? How is it transported? For serving us? What is dangerous in electricity?

To mention the topic you are going to discuss, write or paste the central question on the board:
How is electricity produced?

Ask the students to write down all their ideas in the log, regardless of whether they are right or
wrong. Collect all the answers from the schoolchildren and write them down in the SAEP table
(in the first column).

DEVELOPMENT
Activity icon (in groups)
Ask the students to form four work groups, provide the instructions that the members of each group
will assume. Next they are going to perform an experiment. Distribute the materials to each group so
that each one has: a balloon and an empty aluminum can. Indicate that the balloon should not be
inflated until reading the instructions presented in the log.
Mention that next they will recognize the importance of electricity.

Experiment 1:
Ask each participant in turn to choose a balloon and an aluminum can.

1 . Inflate the balloon and tie a very strong knot so that the air does not escape. Afterwards, take the balloon and
rub it vigorously against your sweatshirt. If you don't have one, you can rub it against your own hair (but be
careful not to damage yourself). Now it sticks to your head, seeing how it stays stuck to your head for a while.
2. After this, the aluminum can is placed on the table or the floor and the balloon is loaded again by rubbing it
against the sweatshirt or hair. By bringing the balloon closer to the can, without touching it, we will observe that
it begins to move towards the balloon. If we remove the balloon, the can will try to get closer to it and we will get
it to make a small journey.

Ask the students to observe the experiment. Talk to the students about how they got electricity. Share
answers.

Ask: How did you realize that the balloon produces electricity? How do you think electricity is
transmitted?
 In this activity: The student will understand that electricity can be fundamentally transformed into
four effects: light, heat, chemical changes and magnetic effects.

After carrying out the experiment, it is important for students to explain the experience they have
carried out with scientific arguments, remembering to carry out each of the steps of the scientific
inquiry.
At the end of the experience, ask to save the materials.

EXPERIMENT 2:

Then instruct the students to carry out the following activities that will test their visual and tactile
reaction time with the cable, battery, lamp holder, light bulb, clips, cardboard, tools (pliers and
screwdriver).

1. Remove the insulating material from the end of the three cables with the help of pliers and join them tightly
(this can be prepared by the teacher).
2. Screw the bulb into the bulb holder. Cut out a piece of cardboard approximately 3x5 cm in size to serve as a
plug.
3. One end of the cable is then attached to one of the battery poles. The uncoated end should touch the battery
pole while the other end screws onto the bulb holder.
4. One end of the second cable is threaded around the other side of the light bulb holder while the other is
threaded around a paper clip that is used to pierce the cardboard as a plug.
5. One end of the third cable is attached to the other pole of the battery and the other is threaded back into the
other paper clip. Before piercing the cardboard with the clip, put another one underneath. The clip serves as a
plug. “The electrical circuit works!”

Ask a representative from each group to explain their results. At the end of this activity ask: When you
build a circuit, does the light come on yes or no, why? Write the elements of the circuit ? Describe the
activities you carried out in the experiment?

Indicate that electricity is generated from other energy sources, mainly in: hydroelectric plants where
the mechanical force of water is used or in thermoelectric plants where electricity is produced from
coal, oil and other fuels.
Electricity allows light bulbs to light and appliances to operate.

Make it clear that electricity is a form of energy. For example, it makes things move and things work.
A simple circuit consists of a minimum of three elements that are required to complete an effectively
working electrical circuit: a source of electricity (battery), a path or conductor through which electricity
flows (wire), and an electrical resistor (lamp). which can be any device that requires electricity to
operate.

In this activity, the student will understand that electricity as a form of energy is neither created nor
destroyed, it is transformed.

At the end of the experiment, ask to record the corresponding information in columns two
and three of the SAEP table.
At the end of the experience, ask to save the materials

CLOSING
Activity type icon (plenary)
Promotes reflection among students, asking: What is the importance of electricity? Ask them to justify
their answers.
Return to the initial question: How is electricity produced?
Invite the students to rehearse some explanations.
Below we suggest some metacognition questions.
How do I recognize a simple circuit? What did I learn from each experiment? What part of this job did
you like? What part was difficult for you to understand?
You can ask your students more questions, remember not to accept answers in chorus. Introduce the
next session question: How will the parallel circuit be constructed?

Remember to generate reflection on the way the students have learned using the SAEP table.

To delve deeper into the topic:

Electricity
Video for children in which the process of electricity is seen in a didactic way.
www.youtube.com/watch?v=ljJWdY4lOrI

Home experiment
Video for children in which you can see electricity through a home experiment.
www.youtube.com/watch?v=SUF_0P60yLE

Glossary of terms

Electric circuit: It is the pre-established path through which electric charges move.

Electric charge: They constitute an electric current and pass from a point that has a higher
electrical potential to another that has a lower potential.

Simple circuit: It consists of a minimum of three elements that are required to

complete an electrical circuit that actually works: a source of electricity
(battery), a path or conductor through which electricity flows (wire) and a resistor
electrical (lamp) which can be any device that requires electricity to
function.