ELECTRICITY AND MAGNETISM

UNIT OVERVIEW  e use electricity and magnetism every day, but how do they each work?
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How are they related? The Electricity and Magnetism unit explains electricity,
from charged particles at the atomic level to the current that flows in homes
and businesses. There are two kinds of electricity: static electricity and
electric currents. There are also two kinds of electric currents: direct (DC)
and alternating (AC). Electricity and magnetism are closely related. Flowing
electrons produce a magnetic field, and spinning magnets cause an electric
current to flow. Electromagnetism is the interaction of these two important
forces. Electricity and magnetism are integral to the workings of nearly
every gadget, appliance, vehicle, and machine we use.

Certain reading resources are provided at three reading

levels within the unit to support differentiated instruction.
Other resources are provided as a set, with different titles
offered at each reading level. Dots on student resources
indicate the reading level as follows:
low reading level
middle reading level
high reading level

THE BIG IDEA  ithout electricity, we’d literally be in the dark. We’d be living in a world
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lit by open flame and powered by simple machines that rely on muscle
power. Since the late 1800s, electricity has brightened our homes and streets,
powered our appliances, and enabled the development of computers, phones,
and many other devices we rely on. But people often take electricity for
granted. Flip a switch and it’s there. Understanding what electricity is and
how it becomes ready for our safe use helps us appreciate this energy source.
Meanwhile, without magnets, we couldn’t generate electricity. Electricity and
magnetism, and the relationship between the two, are fundamental to the
workings of the modern world.
Other topics
This unit also addresses topics such as: Earth’s magnetic field, electrical
safety, electromagnets, electrical units of measure, the behavior of magnets,
and means of generating and delivering electricity.

SPARK  he spark is designed to get students thinking about the unit’s topics and
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to generate curiosity and discussion.

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UNIT GUIDE Electricity and Magnetism

Materials
n small, unused foam tray or container n clean aluminum pie tin
n two small rubber bands n wool fabric (optional)
n tape

Activity
In advance of leading the activity, ask an employee at a grocery store meat
department or deli for an unused foam tray, or ask a restaurant employee
for a foam takeout container and remove the lid.
Place students in small groups. Have them tape the two rubber bands
to opposite sides of the rim of the pie tin to provide nonmetallic handles.
Rub the bottom of the foam tray or container back and forth on a piece
of wool fabric or on a student’s hair for several seconds.
Set the foam tray or container on a table or desk with the rubbed side facing
up. Carefully use the rubber-band handles to pick up the pie tin and lower
it onto the foam. It’s important that you do not touch the tin and that the tin
touches only the foam. Release the handles. Ask a volunteer to touch a finger
to the tin. He or she should experience a tiny spark. Advise the student not
to touch the foam, or the demonstration won’t work.
Have another student pick up the tin using the rubber-band handles and
raise it off the foam. He or she may notice that the foam tends to stick to
the tin. By shaking the pie tin by the handles, the foam should fall off. Now
let another student touch the tin again, just once. He or she may experience
a small spark.
This process can be repeated several times. If the sparks diminish, students
can recharge the foam by rubbing it on the wool or on hair again.

Below are questions to spark discussion.

What caused the spark you got when you touched the tin?
Why did this demonstration require that we rub the foam on something first?
Why do you get a spark when you touch the pie tin after it’s been set on the foam?
Why do you get a spark when you touch the tin after lifting it off the foam?
Why did the foam and tin stick together?

Use this activity to begin an introductory discussion about electricity. Explain

that the spark that was produced was an example of static electricity. That’s
the same kind of energy that sometimes shocks students when they walk
across a carpet and then touch something metal. Throughout the unit,
students will learn more about electricity as well as magnetism, a force
closely related to electricity.

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UNIT GUIDE Electricity and Magnetism

After completing this unit, revisit the spark activity to allow students to apply
what they learned about electricity to reflect on the demonstration. Explain
that rubbing the foam caused electrons to build up on it. Some of those
electrons transferred to the pie tin, and when a student touched it, the excess
electrons jumped to his or her finger. When the student lifted the tin away
from the foam and touched it again, the tin had fewer electrons, so electrons
from his or her finger jumped back to the tin. The attraction of charged
particles is also what caused the foam and tin to pull toward each other, just
as the foam pulled hair toward it when it was rubbed on a student’s head.
Many of the unit’s vocabulary terms are related to the spark activity and can
be introduced during the spark. For vocabulary work, see the Vocabulary
section in this Unit Guide.

PRIOR I nvite students to explain their understanding of what electricity and

KNOWLEDGE magnetism are. Ask them to explain whether the two are related and,
if so, how they are related.
Probing Questions to Think About
Use the following questions to have students begin thinking of what
they know about electricity and magnetism.
n  hat is electricity?
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n Why is electricity important in our lives?
n How do atoms relate to electricity?
n What kind of electricity shocks you when you touch a doorknob
after walking across a carpet?
n What kind of electricity flows into your home?
n What is magnetism?
n When do two magnets attract each other? When do they repel each other?
n What is an electromagnet?
n Can electricity produce magnetism? If so, how?
n Can magnets produce electricity? If so, how?
n How does electricity reach our homes and schools?

Tell students they will learn more about these topics soon.

UNIT MATERIALS Each unit provides a wide variety of resources related to the unit topic.
Students may read books and other passages, work in groups to complete
hands-on experiments and investigations, discuss science ideas as a class,
watch videos, complete writing tasks, and take assessments.
Resources are available for printing or projecting, and many student
resources are also available for students to access digitally on .

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UNIT GUIDE Electricity and Magnetism

Selected unit resources are available in more than one language.

For a complete list of materials provided with the unit, see the Electricity
and Magnetism unit page on the Science A–Z website.

VOCABULARY Use the terms below for vocabulary development throughout the unit.
Cut or Fold
They can be found in boldface in the Nonfiction Book, the Quick Reads,
and/or other unit resources. These terms and definitions are available
Electricity and Magnetism Electricity and Magnetism

alternating current an electric current in

(AC) which electrons move
(noun) rapidly back and forth

on Vocabulary Cards for student practice. Additional vocabulary lists are

WORD CARD DEFINITION CARD

$
Electricity and Magnetism Electricity and Magnetism

amperes (amps)
(noun)

WORD CARD
a measure of the amount
of current in a wire

DEFINITION CARD
provided in the teaching tips for Investigation Packs and FOCUS Books.
$

Core Science Terms

Electricity and Magnetism Electricity and Magnetism

atoms the smallest parts

(noun) of an element

WORD CARD DEFINITION CARD

These terms are crucial to understanding the unit.

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alternating an electric current in which electrons move rapidly

current (AC) back and forth
amperes (amps) a measure of the amount of current in a wire
atoms the smallest parts of an element
charge t he property of matter that causes it to be electrically
positive or negative, caused by losing or gaining
electrons
circuit a closed path along which an electric current travels
conductor a material, usually a metal, that transmits electricity
direct current (DC) an electric current in which electrons move in one
direction
electric current the movement of electrons through matter
electricity a form of energy made when tiny parts move around
in an atom; energy that can power many devices
electromagnet a magnet that can be turned on or off and is made
by sending electricity through metal
electromagnetism a combined force of electricity and magnetism
electrons  articles in an atom that orbit the nucleus and have
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a negative electrical charge
insulator a material, such as rubber or plastic, that does not
transmit electricity
ion a n atom that has gained or lost electrons and
has an electrical charge
magnetic field a n area around a magnet where magnetic force
can be felt
magnetism a force that pushes and pulls certain metals

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UNIT GUIDE Electricity and Magnetism

neutrons  articles in the nucleus of an atom that have

p
no electrical charge
protons  articles in the nucleus of an atom that have a positive
p
electrical charge
static electricity e lectricity caused by a buildup of negative charges
in one place and positive charges in another
volts a measure of the amount of push that gets an electric
current moving
watts a measure of the rate at which electrical energy
is being used

Other Key Science Terms

The following vocabulary is not essential for comprehending the unit
but may enrich students’ vocabulary.

attract to pull something closer

compass a tool with a needle that always points north, used
for showing direction
generator a machine that turns motion into electricity
hydroelectric plant a power plant that produces electricity from moving
water that turns turbines connected to generators
lines of force i nvisible lines of magnetic force that flow through
and around a magnet, forming a magnetic field
north pole the end of a magnet where lines of force flow out
nuclear power a factory that makes electricity by splitting or joining
plant atoms, usually those of radioactive materials such as
uranium
permanent magnet a material that is always magnetic
power plant a factory that makes electricity
repel to push something away
shock a sharp jolt experienced when an electric current
touches or travels through a person’s body
solar power plant a factory that makes electricity from the Sun’s heat
and light
south pole the end of a magnet where lines of force flow in
temporary magnet a material that is magnetic only while in the magnetic
field produced by an electric current or a permanent
magnet

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 UNIT GUIDE Electricity and Magnetism

transformer a device that reduces or increases the voltage

of an electric current
transmission lines p
 ower cables that carry high-voltage electricity over
long distances
turbine a fan-shaped machine that captures the motion of
water, wind, or steam to create an electric current

Vocabulary Activities
You may choose to introduce all the terms that will be encountered in the
unit before assigning any of the reading components. Vocabulary Cards with
the key science terms and definitions are provided. Dots on the cards indicate
the reading levels of the Nonfiction Book or the Quick Reads in which each term
can be found. If all level dots appear, the term may come from another
resource in the unit. Students can use these cards to review and practice the
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The science terms can be used in oral practice. Have students use each
term in a spoken sentence.
As students read, encourage them to create a science dictionary by recording
new vocabulary terms and definitions in their SAZ Journal.

BACKGROUND and Use this section as a resource for more background knowledge on unit
MISCONCEPTIONS content and to clarify the content for students if misconceptions arise.
Refer to Using the Internet below for more ways to extend the learning.
Electricity and
Magnetism
Q: Do atoms become positively charged because they gain protons?
A Science A–Z Physical Series
Word Count: 2,278
Electricity
and Magnetism
A: No. Atoms become positively charged because they lose electrons, which
leaves them with more positively charged protons than negatively charged
electrons. The number of protons in an atom doesn’t change.
Written by David Dreier

Visit www.sciencea-z.com www.sciencea-z.com

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UNIT GUIDE Electricity and Magnetism

Q: How does an atom gain or lose electrons, and where do “lost” electrons go?
A: Different elements have different tendencies to gain or lose electrons.
This fact explains why some elements are better conductors of electricity
than others. Friction, such as from scuffing your feet on a carpet, can strip
electrons from atoms, causing negatively charged electrons to build up.
Negatively charged electrons repel one another, so some of them “leap” to
positively charged atoms to balance out. When electrons “leap” from your
finger to a metal doorknob, you feel a shock and may see a spark. When
electrons move from one atom to another in a wire, they produce an electric
current. So electrons are not lost but rather are exchanged among atoms.

Q: Does electricity flow through the hollow inside of a wire?

A: No. The wire is solid metal. The flow of electric current is created
when electrons move among atoms within the solid metal wire.

Q: Is an insulator meant to keep a wire warm or cool, much like the insulation
in a house?
A: No. In electrical wiring, an insulator is used to prevent electric current from
flowing outside the wire, which would cause an electric shock if someone
touched it. Rubber and plastic are commonly used as electrical insulators.

Q: Are electricity and magnetism the same thing?

A: No, but the two are related. Magnetism and electricity are fundamentally
two manifestations of the same force—electromagnetism. But in practice,
they behave differently. Magnetism is a force that can help generate electricity.
When magnets spin around wires, they cause charged particles to flow
through the wires. This process generates an electric current. Other wires
carry the current to homes and businesses. Meanwhile, electricity can also
create magnetic fields. If you wrap a wire around a piece of metal and pass
an electric current through it, a magnetic field forms. If you turn off the
electricity, the field disappears. While electricity and magnetism work
together and are aspects of the same force, they are not the same thing.

Q: Can anything other than metal be turned into a magnet?

A: Yes. Magnets made of metal are by far the most common, but the electrons
in certain other materials can be rearranged to make them magnetic. Examples
include plastic, rubber, and ceramic magnets. However, it takes special
circumstances for nonmetallic items to be magnetized, so these types
of magnets are unlikely to occur in everyday life.

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UNIT GUIDE Electricity and Magnetism

Q: Are bigger magnets stronger than smaller ones?

A: Generally yes, but not always. A larger magnet made from the same
material and shaped in the same way as a smaller one will be stronger.
But magnets made of different materials have differing degrees of magnetic
force. For example, “super magnets” are made from neodymium, boron,
and iron. A smaller super magnet has a stronger pull than a much larger
common magnet. Additionally, an electromagnet may be stronger than
a regular magnet of similar size.

Q: Are the poles of magnets named after Earth’s North and South Poles?
A: No. In each case, the north and south ends are called poles because that
term refers to two points at opposite ends of an object. But Earth and magnets
do have something in common. Earth has a huge magnetic field with a north
and a south pole, just as any magnet does.

Q: What is the difference between Earth’s two kinds of north poles? Which one
does a compass needle point to?
A: The geographical poles represent the ends of the vertical axis around which
the planet rotates. The magnetic poles are the ends of the vertical axis through
Earth’s magnetic field. Earth’s geographical poles do not change much, but
its magnetic poles are constantly on the move. (In fact, Earth’s so-called North
Pole is currently a south magnetic pole, based on the flow of the magnetic
lines of force.) Over many years, the magnetic poles can migrate and have
even been known to switch places. Scientists determine their historical
locations based on geological research into the alignment of electrons
in magnetic rocks.
To accurately use a compass, it is important to account for the difference
between the present location of magnetic north and Earth’s geographical
North Pole. While a compass always points to magnetic north, people are
likely more interested in knowing which way true (geographical) north
is, in order to set a course on a map or toward a known destination.
(Earth’s migrating magnetic poles have been known to cause problems
for airports. Runways have had to be relabeled because pilots rely on
Earth’s magnetic field to navigate in the proper direction during landings.)

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 UNIT GUIDE Electricity and Magnetism

Q: Is a magnetic field really just a group of lines? Could a magnetic item “dodge”
the magnetic force if it were placed between some of those lines?
A: While magnetic fields are often shown in diagrams as being made up
of lines, they actually encompass a continuous area surrounding a magnet.
When iron filings position themselves in lines around a magnet, we see how
the magnetic field affects the filings. It turns each filing into a tiny magnet,
and because of the way magnets are attracted to opposite poles and can
repel one another, the filings line up. But the actual magnetic field is just
that—a field. The term lines of force helps describe the field and the direction
of force.

EXTENSION Using the Internet

ACTIVITIES Most search engines will yield many results when you input the term
electricity or magnetism. You can also search for information on a specific
use of magnets or electricity. Be aware that some sites may not be
© Jupiterimages Corporation

educational or intended for the elementary classroom. More specific

inquiries are recommended, such as:
n  ositive and negative ions
p n diagram of electric generator
n alternating vs. direct current n magnetic north pole
n amperes, voltage, wattage n magnetic field
n What is static electricity? n inside an electric motor

Projects and Activities

n  ath: Ask students to calculate and compare the amount of energy used
M
by incandescent lightbulbs of different wattages over various periods
of time. The example in the Nonfiction Book Electricity and Magnetism
(a 60-watt bulb uses 1.5 times more energy than a 40-watt bulb) can
provide a starting point. Common wattages of lightbulbs are 25, 40, 60,
75, and 100.
n Physical Education: Get students moving by having them represent
the current in a circuit. Have them stand in a circle with hands at their
sides. One student acts as the generator and controls the on/off switch
that completes the circuit. (For this game, the “generator” should move
along with the “current.”) When the generator calls out “AC” or “DC”
and shouts “on” or “off,” the other students all join hands and move in
a certain way. If DC, students sidestep in the same direction while the
generator is on. If AC, students shift three steps to the right, then three
steps to the left, continuing back and forth. If the generator says “off,”
or if any part of the circuit becomes disconnected, students stop where
they are and drop their hands.

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UNIT GUIDE Electricity and Magnetism
n  ield Trip: Tour a power plant to see electric generators—and the magnets
F
that get the current flowing—in action.
n Guest: Invite an electrician or someone who repairs appliances to use
tangible models to explain how magnets generate electricity inside motors.
n Community Service/Research: Have students research methods
of conserving electricity, which help society by reducing pollution
and lowering costs. Then have students write an action plan proposal
for their class, school, family, or city.
n Social Studies/Technology: Have students learn about Nikola Tesla
and Thomas Edison and their battle over AC versus DC. Students
can conduct research and produce a report about the rivalry between
these two inventors. Encourage students to use images, audio, video,
and other technologies to produce their reports.
n Literature: Recommended books for independent student reading include
Awesome Experiments in Electricity and Magnetism by Michael A. DiSpezio,
Electricity by Steve Parker and Laura Buller, Electricity and Magnetism
by Peter Adamczyk and Paul-Francis Law, and Electricity and Magnetism
by Steve Parker.
n Research: Help students conduct research into electric cars. How are
electric cars powered differently from traditional cars? What are the
advantages and disadvantages of using electricity versus gasoline?
Students can learn more on the websites of specific automakers that
produce electric cars.
n Research/Home Connection: Students can conduct
research as a family/home project or in the library/
media center to extend the learning about a topic
in one of the Quick Reads or other unit resources.

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