Flashover Electrical Awareness

2Produced by C2B Media Ltd for Electricity North West Ltd © April 2010

Contents1. Introduction 32. Flashover Game 43. The Invisible Power Video 54. The Journey of Electricity 65. Identifying Hazards Part 1 – Don’t Get Toasted! 76. Identifying Hazards Part 2 – Don’t Get Fried! 87. Static Fanatic 98. Will Salt Water Conduct Electricity? 109. Match the Symbols 1110. Draw Circuits Using Symbols 1211. Mains or Batteries? 1312. Conductors and Insulators 1413. Series Circuits 1514. Parallel Circuits 1615. The Brightest Bulb! 1716. Resistance 1817. Using Switches 1918. Worksheets 20 Don’t Get Toasted! Don’t Get Fried! Static Fanatic Experiment 1 Static Fanatic Experiment 2a Static Fanatic Experiment 2b Static Fanatic Experiment 3 Will Salt Water Conduct Electricity? Match the Symbols Draw Circuits Using Symbols Mains or Batteries? Conductors and Insulators Series Circuits Parallel Circuits The Brightest Bulb! Resistance Using Switches


1. IntroductionThe Flashover game and accompanying resources aim to raise awareness of some of the dangers associated with electricity both inside and outside the home. To link in with the KS2 curriculum the experiments and activities relate to the requirements of the following schemes of work:

• Science Year 4 Unit 4F Circuits and conductors.• Science Year 6 Unit 6G Changing circuits.

While completing the activities and experiments, pupils will be able to show that they:

• Know the names of devices commonly used in simple circuits.• Can name appliances which use either mains electricity or batteries.• Understand that a device will not work unless there is a complete circuit.• Understand that switches can be used to control devices.• Know that metals are good conductors of electricity and plastics are poor conductors.

This resource pack includes suggestions for activities and student worksheets.


2. Flashover GameAims:• To highlight some of the dangers associated with electricity and electrical appliances in our everyday environment.• To build an understanding of static electricity, DC. electricity, simple circuits and components.

Learning Objectives:• To identify potential electrical hazards in everyday life and to take appropriate steps to stay safe and avoid dangerous situations.• To appreciate the journey made by electricity from generation to the home.• To conduct experiments with static electricity.• To conduct an experiment to show that salt water will conduct electricity.• To recognise typical components used when making simple circuits.• To use symbols when drawing simple circuits.• To identify everyday appliances that use either batteries or mains electricity.• To predict and verify which materials will conduct electricity and which will not.• To complete simple series circuits.• To predict and verify what will happen to components in a simple parallel circuit.• To identify whether circuits will or won’t work, and why.• To relate the brightness of bulbs in a series circuit with the number of bulbs and the number of batteries used.• To understand the relationship between the thickness of resistance wire and the brightness of a bulb in a series circuit.• To understand the relationship between the length of resistance wire and the brightness of a bulb in a series circuit.• To use switches to control components in series and parallel circuits.• To appreciate that reversing the flow of electricity in a series circuit will change the direction of movement of a DC motor.

You will need:• Access to the Flashover game either on the internet or CD ROM.• Preferably an audio facility (can be switched off if required).

Information: The game can be played by individuals, in pairs or can be used as a group activity to encourage discussion and debate. On launching the game, the user is guided by a friendly robot, Electroid. They are directed to 4 locations: House, Street, Countryside and Power station, where they have to identify potential hazards, and where possible, take corrective action to stay out of danger. As each hazard is successfully dealt with, the user gets to complete an activity or experiment. When all the hazards for a location have been dealt with and all the related activities completed, the user is promoted to their next level of electrical brilliance. They are also invited to enter their name and print a certificate to show completion of activities in that particular location. The game is over when all the hazards and activities have been completed. You may wish to tackle each location in different sessions.

Timings: The timings shown are for guidance only as users will work at their own pace.

• Power station: 3 scenario and 3 activities = 10-15 minutes• Countryside: 5 scenario and 5 activities = 15-25 minutes• Street: 7 scenario and 5 activities = 20-35 minutes• House: 9 scenario and 9 activities = 25-45 minutes

Information: The game can be played by individuals, in pairs or can be used as a group activity to encourage discussion and debate. On launching the game, the user is guided by a friendly robot, Electroid. They are directed to 4 locations: House, Street, Countryside and Power station, where they have to identify potential hazards, and where possible, take corrective action to stay out of danger. As each hazard is successfully dealt with, the user gets to complete an activity or experiment. When all the hazards for a location have been dealt with and all the related activities completed, the user is promoted to their next level of electrical brilliance. They are also invited to enter their name and print a certificate to show completion of activities in that particular location. The game is over when all the hazards and activities have been completed. You may wish to tackle each location in different sessions.


3. The Invisible Power Video

Aim:• To raise awareness of the importance of treating electricity with respect.

Learning Objectives:• To encourage discussion and debate about what can go wrong if you don’t respect the invisible power of electricity.

• To appreciate that you don’t have to touch electrical equipment to get an electric shock or other injury.

• To establish some of the actions you can take to stay safe when playing near overhead lines.

You will need:• The Invisible Force video. This can be accessed via the video button in the Flashover program.

• Discussion questions. These are shown below.

Timings: • The duration of the video is 5 minutes.

• Allow 10-15 minutes for the discussion.

Discussion Questions: Whose fault is it that Harry was killed?

His own - Harry is responsible for his own safety not Connor or his brother etc.

What should he have done when the camera fell in? He should have told his parents/rung the electricity number on the fence.

What did you learn from the video?

Not to mess about near substations, pylons and empty buildings.


4. The Journey of Electricity

Aim:• To develop an understanding of the journey made by electricity from generation to our homes and schools.

Learning Objectives:• To use images of power stations, substations, overhead lines and buildings to create a poster of the journey taken by electricity.

You will need:• Poster making materials.

• Pictures of power generation plants: e.g. power stations, wind farms.

• Pictures of substations – big ones, smaller ones, pole mounted transformers.

• Pictures of pylons with overhead cables.

• Pictures of wooden poles with overhead cables.

• Pictures of houses/buildings.

Timings: • Allow 30 minutes for this activity.

Answers: Posters should link all the elements to show the journey of electricity as follows:

Power stations

Pylons and cables

Overhead lines and

underground cables

Substations Street lamps and houses


5. Identifying Hazards Part 1 – Don’t Get Toasted!Aim:• To raise awareness of electrical hazards in and around the home.

Learning Objectives:• To establish some of the actions you can take to stay safe when playing near overhead lines. To identify electrical hazards in a range of domestic locations.

• To explain why they could cause accidents.

You will need:• The Don’t Get Toasted! worksheet.


Hazards:

Location Hazard Reasons WhyBathroom Using electrical appliance near water. Can cause explosion, fire, or

electrocution.Bedroom Overloaded socket. Can get electrocuted or can cause

fire.Taking front off an appliance without unplugging it.

Will get electrocuted.

Kitchen Poking a knife in toaster. Can get burned or electrocuted. Never poke objects – particularly metal ones – into a toaster.

Fraying wires on kettle plug. Can get electrocuted.

Living Room Poking knitting needle into socket. Will get electrocuted as metal is a conductor. Should never poke objects into sockets.

Gold fish tank positioned above an electrical appliance.

Water can spill on appliances and cause explosion, electrocution or fire.

Garden Wire trailing through pond. Can get electrocuted. Should never expose electrical appliances to water.

Using hedge trimmer too close to trailing wire.

Can get electrocuted if you accidentally cut through the training wire.


6. Identifying Hazards Part 2 – Don’t Get Fried!Aim:• To raise awareness of electrical hazards outside the home.

Learning Objectives:• To identify electrical hazards outdoors.

• To explain why they could cause accidents.

You will need:• The Don’t Get Fried! worksheet.


Hazards:

Location Hazard Reasons WhyStreet Someone climbing a tree near an

overhead line.Electricity can jump gaps! Don’t get too close.

Cover removed from lamp post. Can get electrocuted.An excavation in the road. Can get electrocuted.

Countryside Fishing near overhead line. Can get electrocuted. Electricity can jump gaps!

Climbing on a Pylon. Can get electrocuted. Electricity can jump gaps!

Flying a kite near an overhead line. Can get electrocuted. Electricity can jump gaps! It can also travel down kite string.

Power Station A gap in a fence which has a Danger of Death sign on it.

Can get electrocuted. When you see this sign, keep out.

Football inside a substation compound.

Can get electrocuted.

Kids playing on a swing on a pylon. Can get electrocuted. Electricity can jump gaps. You don’t need to be touching the cables or overhead lines to be electrocuted.


7. Static Fanatic

Aim:• To enable students to try out some experiments with static electricity.

Learning Objectives:• To show how rubbing a balloon on your hair can generate static electricity that can be used to make the balloon ‘stick’ to a wall.

• To show how static electricity on a comb can attract pieces of paper.

• To show how static electricity from a charged comb can be discharged through the body.

• To show how the static electricity from a comb can be used to attract a thin stream of tap water.

You will need:• The Static Fanatic Experiments 1, 2a, 2b and 3 worksheets.

• Balloons.

• Marker pen.

• A plastic or nylon comb.

• Some small squares of tissue or lightweight paper.

• A cold water tap.

Timings: • Allow approximately 30 minutes for this activity.

Conclusions: • Rubbing the balloon on your hair generates a charge which then allows the balloon to ‘stick’ to the wall.

• Combing your hair generates a charge on the comb which can be used to attract pieces of paper. Electrical charges can be large and can attract objects to them, so beware!

• The body is a good conductor of electricity. Electrical charge will travel down your body to the ground.

• The electrical charge on the comb can attract a thin stream of water.

• These experiments have allowed us to see that electricity can jump through the air. This means it is possible to get a shock from electricity without actually touching it.


8. Will Salt Water Conduct Electricity?

Aim:• To introduce the concept that impure water can conduct electricity.

Learning Objectives:• To carry out an experiment to test whether salt water will conduct electricity.

You will need:• The Will Salt Water Conduct Electricity worksheet.

• A 9 volt battery

• Connectors

• A bulb and holder

• Aluminium foil electrodes

• A beaker of tap water

• Salt

• A teaspoon


Conclusion: • Salt water is a good conductor of electricity. In fact any water with impurities in it, including tap water and river water, will conduct electricity. So water should be kept well away from sources of electricity.

• Our bodies are 70% water, which makes us excellent conductors of electricity.


9. Match the Symbols

Aim:• To introduce the symbols that are used to represent components in circuit diagrams.

Learning Objectives:• To recognise the symbols used for cells/batteries, switches, bulbs, motors, buzzers, bells and connectors.

You will need:• The Match the Symbols worksheet.


Answers: Picture Symbol

3V battery

Bulb

Motor

Two 1.5V cells connected = 3V

Bell

Switch (closed)

Connecting wire

Switch (open)

1 cell battery =1.5V

Buzzer


10. Draw Circuits Using Symbols

Aim:• To enable students to use symbols to represent components in circuit diagrams.

Learning Objectives:• To use the bulb, switch and battery symbols to draw a simple circuit diagrams.

You will need:• The Draw the Circuit worksheet.


Answers:


11. Mains or Batteries?

Aim:• To enable students to recognise that appliances may use different sources of electricity.

Learning Objectives:• To list examples of appliances that use mains electricity or batteries, and those that could use either.

You will need:• The Mains or Batteries worksheet.


Answers:

Mains Batteries EitherLamp

Burglar alarm

Kettle

TV

Toaster

Remote control

Wall clock

Torch

Mobile phone

Laptop

The worksheet asks for an additional 3 items, one that uses mains electricity, one that uses batteries and one that can use either. These should be added to the worksheet as appropriate.


12. Conductors and Insulators

Aim:• To enable students to identify materials that are conductors and those that are insulators.

Learning Objectives:• To make predictions for a number of materials.

• To test these predictions through experiment.

• To draw conclusions about what makes a good insulator.

You will need:• The Conductors and Insulators worksheet.

• A range of materials as shown in the table below.

• A simple series circuit with a bulb to test whether the materials are conductors or insulators.


Answers:

Item Result Iron paper clip

Plastic comb

Graphite

Piece of string

Wooden stick

Copper wire

Aluminium foil

Rubber band

Conductor

Insulator

Conductor

Insulator

Insulator

Conductor

Conductor

Insulator

Conclusion

In general, most metals are good conductors while most non-metals are not.

Graphite is a non-metal, but is also a conductor. This is because it has metallic properties.

(You may also wish to test other materials and add them to the list.)


13. Series Circuits

Aim:• To show that a circuit will only work when it is a complete circuit.

Learning Objectives:• To use the equipment provided to build a simple circuit and light a bulb.

• To determine what will happen if one of the components of the circuit is missing or faulty.

• To identify reasons why a circuit might not work.

You will need:• The Series Circuits worksheet.

• Circuit board equipment: bulbs, batteries, connectors, switches, circuit boards


Answers: 1. If one bulb is removed from a series circuit, the others will not light as the circuit isn’t complete.

2. This series circuit will not work if:

o The bulb is missing

o The bulb is loose or faulty

o The batteries are flat

o The batteries are not connected up correctly

o There is a bad connection

o The switch is faulty

o The circuit is not complete in any way

3. In the first circuit, the electricity does not pass through the bulb. In the second circuit, one of the batteries is the wrong way round.


14. Parallel Circuits

Aim:• To show that parallel circuits behave differently to series circuits, making them more suitable to use for the electricity circuits in our homes.

Learning Objectives:• To use the equipment provided to build a parallel circuit and light 3 bulbs.

• To determine what will happen if one of the components of the parallel circuit is missing or faulty.

You will need:• The Parallel Circuits worksheet.

• Circuit board equipment: bulbs, batteries, connectors, switches, circuit boards


Answers: In a parallel circuit, all the bulbs have the same brightness. If one of the bulbs is removed or be-comes faulty, the others will still work. This is why we use a parallel circuit for the lights in our homes.


15. The Brightest Bulb!

Aim:• To show that the brightness of bulbs in a series circuit is directly related to the ratio of bulbs to batteries in the circuit.

Learning Objectives:• To predict which circuit will have the brightest bulbs.

• To build each circuit to test the prediction.

You will need:• The Brightest Bulb worksheet.

• Circuit board equipment: bulbs, batteries, connectors, switches, circuit boards.


Answers:

a b c d

Circuit (d) will have the brightest bulbs as it has more batteries than bulbs.

Circuit (b) will be the dimmest as it has more bulbs than batteries.

The other two circuits will have bulbs of the same brightness as there is one battery for each bulb.


16. Resistance

Aim:• To show how the brightness of bulbs in a series circuit is affected by the thickness and length of resistance wire.

Learning Objectives:• To predict what will happen when you change the thickness and length of resistance wire.

• To build a circuit to test the prediction.

You will need:• The Resistance worksheet.


• Thin and thick resistance wire.

• Variable resistor.


Answers: For the same length of wire, thinner wire has more resistance than thicker wire. This means that as the wire gets thinner, the bulb gets dimmer, and as the wire gets thicker, the bulb gets brighter.

Changing the length of resistor wire can also make the bulb brighter or dimmer. The shorter the wire, the brighter the bulb.


17. Using Switches

Aim:• To understand how switches can be used to control devices in an electrical circuit.

Learning Objectives:• To predict what will happen to components in a parallel circuit when the switch is placed in different positions.

• To build the circuit to test the prediction.

You will need:• The Using Switches worksheet.


Additional circuit board equipment: buzzers and bells.


Answers:

(If buzzers and bells are not available, bulbs may be used instead)

If switch is placed at A: bulb off, buzzer on, bell on.

If switch is placed at B: bulb on, buzzer off, bell on.

If switch is placed at C: bulb on, buzzer on, bell off.

If switch is placed at D: bulb off, buzzer off, bell off.

If switch is placed at E: bulb off, buzzer off, bell on.

Conclusion:In a parallel circuit there is more than one path for the electricity to take. Because of this, switches can be arranged in a parallel circuit to control the flow of electricity and so control different combinations of components.


18. Worksheets

The following worksheets are included in this section:

• Don’t Get Toasted!

• Don’t Get Fried!

• Static Fanatic Experiments 1, 2a, 2b and 3

• Will Salt Water Conduct Electricity?

• Match the Symbols

• Draw Circuits Using Symbols

• Mains or Batteries?

• Conductors and Insulators

• Series Circuits

• Parallel Circuits

• The Brightest Bulb!

• Resistance

• Using Switches

Produced by C2B Media Ltd for Electricity North West Ltd © April 2010

Don’t Get Toasted!Look at this picture and see if you can spot the hazards in each room.

Fill in the table to show all the hazards you found, and say why you think they are hazards.


Location Hazard Reasons Why

Bathroom

Bedroom

Kitchen

Living Room

Garden

Don’t Get Toasted! - Answer Sheet


Don’t Get Fried!Look at this picture and see if you can spot the hazards in each area.

Fill in the table to show all the hazards you found, and say why you think they are hazards.


Location Hazard Reasons Why

Street

Countryside

Power Station

Don’t Get Fried! - Answer Sheet


Static Fanatic Experiment 1

You will need:• Balloons.• Marker pen.• Classroom wall.

Instructions:1. Blow up a balloon and tie a knot in the end.2. Write your name on the balloon.3. Rub the balloon on your hair 10 times, then hold the balloon to the wall for 2 or 3 seconds and let go.

Results and Conclusions:

What happens?

Why do you think this happens?

Whose balloon stays there the longest?


Static Fanatic Experiment 2a

You will need:


• Some small pieces of tissue or light weight paper.

Instructions:

1. Comb your hair about 6 times.

2. Hold the comb about 4cm above the pieces of paper.


What happens to the paper?


What does this tell you about the power of electrical forces?


Static Fanatic Experiment 2b

You will need:


• Some small pieces of tissue or lightweight paper.

Instructions:

1. As before, comb your hair about 6 times.

2. This time, hold the teeth of the comb in your other hand before placing over the pieces of paper.


What happens to the paper this time?


What does this show you about your body’s ability to conduct electricity?


Static Fanatic Experiment 3

You will need:


• A cold water tap.

Instructions:

1. Turn on the tap to get a thin flowing stream of water.

2. As before, comb your hair about 6 times.

3. This time, hold the comb close to, but not touching the stream of water.

Results and Conclusions:What happens to the paper this time?


These Static Fanatic experiments have allowed us to see that electricity can jump through the air and charge up objects. This means that it is possible to get a shock from electricity without touching it.

In these experiments you have generated a weak form of what is called static electricity. This can give you a slight shock but because, on this occasion, you have created such a low power level it cannot kill you. You may have had such a shock from a car door or even your bedclothes!

The electricity we use in our homes is called mains electricity. It is different from the static electricity that you have just generated because:

• it is much more powerful.

• it can kill you instantly.


Will Salt Water Conduct Electricity?

You will need:

• The equipment provided for you by your teacher.

Instructions:

1. Connect up the equipment like it is in the diagram.

2. Add 2 teaspoons of salt to the water and stir it.

3. Dip the aluminium foil ends into the salt water.


Does the bulb light up?

How much water do you think there is in your body?

Is there any salt in your body? (Think about the last time you cried, what did your tears taste like?)

So do you think you will be a good or a bad conductor of electricity?

Danger!Never do experiments on your own!Never do experiments with mains electricity!Never touch mains electricity fittings with wet hands!

Dangerof Death


Match the Symbols

These are some of the symbols we use to draw electrical circuits.

Picture Symbol

3V battery

Bulb

Motor

Two 1.5V cells connected = 3V

Bell

Switch (closed)

Connecting wire

Switch (open)

1 cell battery =1.5V

Buzzer

Use coloured pens to connect each picture with the correct symbol. When you have finished check the answers with your teacher.


Draw Circuits Using Symbols

To make an electrical appliance such as a light bulb work we need to make a complete circuit like the one shown here.

Can you draw the above circuit as a symbol diagram?

A switch to control the circuitA light bulb

A supply of electricity (batteries)

Some wires to join the parts together


Mains or Batteries?All the things below need electricity to work.

• Some use mains electricity from the plug socket (230 Volts).

• Some use batteries which are made up of cells which store electricity.

• Some can use either.

For each item, put a tick in the table to show what type of electricity it uses.

Batteries Mains Electricity Either

Lamp

Burglar Alarm

Kettle

TV

Toaster

Remote Control

Wall Clock

Torch

Mobile Phone

Laptop

There are 3 gaps in the table. Can you think of three more examples to fill these gaps: one that uses batteries, one that uses mains electricity and one that can use either?


Conductors and InsulatorsConductors let electricity flow through them.

Insulators do not let electricity flow through them.

Test each of these materials to see if they are conductors or insulators.

MaterialsPredictionConductor (C) or Insulator (I)

ResultConductor (C) or Insulator (I)

Iron paper clip

Plastic comb

Graphite from a pencil

Piece of string

Wooden stick

Copper wire

Aluminium foil

Rubber band

Conclusion:

In general, most _____________ are good conductors while most _____________

are not.

Graphite is a ____________, but is also a _____________. This is because it has

___________ properties.


Series CircuitsIn a series circuit, there is only one path for the electricity to take, because all the components of the circuit are connected in series.

If you remove one of the bulbs from this circuit, what do you think will happen to the others?

When the switch is closed on this circuit the bulb does not light. Can you think of reasons why it does not work?

Why don’t these circuits work?

Prediction: Result:

Reasons:1.2.3.4.5.

Reason:

Reason:


Parallel CircuitsIn a parallel circuit, there is more than one path for the electricity to take, because the components of the circuit are connected in parallel.

If you remove one of the bulbs from this circuit, what do you think will happen to the others?

Now if you remove 2 bulbs from this circuit, what do you think would happen to the other bulb?

Which type of circuit would you use for the lights in your house?

Parallel

Series

Prediction: Result:

Prediction: Result:


The Brightest Bulb!

a b c d

Why do you think this is?

Prediction: Result:

In which circuit will the bulbs be brightest?

In which circuit will the bulbs be dimmest?


Resistance

You will need:

• A series circuit with a bulb.

• 2 pieces of resistance wire, one thick, one thin.

• A variable resistor

Instructions:

1. Use each piece of wire to complete the circuit in turn.

2. Look at the brightness of the bulb and record what you see.

Thickness of Wire ResultThin wire Bulb bright or dim?

Thick wire Bulb bright or dim?

3. Now use the variable resistor to complete the circuit.4. Move the slider on the variable resistor to make the wire shorter and longer and look at the brightness of the bulb again.

Length of Wire ResultShort wire Bulb bright or dim?

Long wire Bulb bright or dim?

For the same length of wire, _________ wire has more resistance than _________

wire. This means that as the wire gets thinner, the bulb gets __________, and as

the wire gets thicker, the bulb gets _________.

Changing the length of resistor wire can also make the bulb brighter or dimmer. The

__________ the wire, the brighter the bulb.


Using Switches

What do you think will happen to the bulb, the buzzer and the bell when you put the switch in each of the different places shown in the diagram and open the switch?

Predictions:

Position Bulb on/off Buzzer on/off Bell on/offABCDE

Now build this circuit to test your predictions.

Results:

Position Bulb on/off Buzzer on/off Bell on/offABCDE

Conclusion:

Documents

Flashover Electrical Awareness