Transcript And the answer is… - sciencepowerpoint.com

• RED SLIDE: These are notes that are very
important and should be recorded in your
science journal.
Copyright © 2010 Ryan P. Murphy
-Nice neat notes that are legible and use indentations
when appropriate.
-Example of indent.
-Skip a line between topics
-Don’t skip pages
-Make visuals clear and well drawn. Please label.
T
Gas
E
M
P
Boiling
Melting
Water
Ice
Heat Added 
Vapor
• RED SLIDE: These are notes that are very
important and should be recorded in your
science journal.
• BLACK SLIDE: Pay attention, follow
directions, complete projects as described
and answer required questions neatly.
Copyright © 2010 Ryan P. Murphy
• Keep an eye out for “The-Owl” and raise
your hand as soon as you see him.
– He will be hiding somewhere in the slideshow
Copyright © 2010 Ryan P. Murphy
• Keep an eye out for “The-Owl” and raise
your hand as soon as you see him.
– He will be hiding somewhere in the slideshow
“Hoot, Hoot”
“Good Luck!”
Copyright © 2010 Ryan P. Murphy

New Area of Focus, Electricity and
Magnetism
Copyright © 2010 Ryan P. Murphy
• What would life be like without electricity?
Copyright © 2010 Ryan P. Murphy
• Much different than it is for most of us.
• Much different than it is for most of us.
• Video Link! Nikola Tesla… Hank explains
great minds.
– Preview for language.
– http://www.youtube.com/watch?v=pPnGvjmIgZA
• Does somebody want to try and define the
word electricity?
• There is no single definition called
"electricity."
Copyright © 2010 Ryan P. Murphy
• There is no single definition called
"electricity."
• ELECTRICITY DOES NOT EXIST
Copyright © 2010 Ryan P. Murphy
• Electricity is a variety of independent
science concepts all with one single name.
Copyright © 2010 Ryan P. Murphy
• These are the questions and definitions we need to know
to generate a definition for electricity?
–
–
–
–
–
–
–
–
–
–
–
–
–
–
What is electric charge?
What is electrical energy?
What are electrons
What is electric current?
What is an imbalance of charge?
What is an electric field?
What is voltage?
What is electric power?
What is a spark?
What is electromagnetism?
What is electrical science?
What is electrodynamics?
What is electrostatics?
What are electrical phenomena?
Copyright © 2010 Ryan P. Murphy
• These are the questions and definitions we need to know
to generate a definition for electricity?
–
–
–
–
–
–
–
–
–
–
–
–
–
–
What is electric charge?
What is electrical energy?
What are electrons
What is electric current?
What is an imbalance of charge?
What is an electric field?
What is voltage?
What is electric power?
What is a spark?
What is electromagnetism?
What is electrical science?
What is electrodynamics?
What is electrostatics?
What are electrical phenomena?
Copyright © 2010 Ryan P. Murphy

Electricity is related to charges, and both
electrons (-) and protons (+) carry a
charge.
Copyright © 2010 Ryan P. Murphy
• We will skip most of the atomic information.
– We will examine circuits and static charges for
this unit.
Copyright © 2010 Ryan P. Murphy
• Electrons are negatively charged
Copyright © 2010 Ryan P. Murphy
• Electrons are negatively charged
Copyright © 2010 Ryan P. Murphy
• Electrons are negatively charged
• Protons (nucleus) are positively charged
Copyright © 2010 Ryan P. Murphy
• Electrons are negatively charged
• Protons (nucleus) are positively charged
Copyright © 2010 Ryan P. Murphy
• Electrons are negatively charged
• Protons (nucleus) are positively charged
Copyright © 2010 Ryan P. Murphy
• Electrons are negatively charged
• Protons (nucleus) are positively charged
• Their charges are about equal
Copyright © 2010 Ryan P. Murphy
• Electrons are negatively charged
• Protons (nucleus) are positively charged
• Add Electrons – Atom becomes more
negatively charged.
Copyright © 2010 Ryan P. Murphy
• Electrons are negatively charged
• Protons (nucleus) are positively charged
• Take away (strip) electrons then the atom
becomes more positively charged.
Copyright © 2010 Ryan P. Murphy
• Annoying Tape.
– Teacher gives each student 2 long pieces (10
centimeters each) strips of clear tape.
• Make non-stick handles by folding a small amount
tape on itself.
Copyright © 2010 Ryan P. Murphy
• Annoying Tape.
– Teacher gives each student 2 long pieces (10
centimeters each) strips of clear tape.
• Make non-stick handles by folding a small amount
tape on itself.
– Stick one piece of tape to table.
– Stick the other piece of tape on that tape.
– Quickly pull tape from table and then apart.
– Observe what happens to the tape when it gets
close to each other and then eventually your
arm.
• Try and dispose of in trash barrel by shaking the tape
from your hand and not picking.
Copyright © 2010 Ryan P. Murphy
• Annoying Tape.
– Teacher gives each student 2 long pieces (10
centimeters each) strips of clear tape.
• Make non-stick handles by folding a small amount
tape on itself.
– Stick one piece of tape to table.
– Stick the other piece of tape on that tape.
– Quickly pull tape from table and then apart.
– Observe what happens to the tape when it gets
close to each other and then eventually your
arm.
• Try and dispose of in trash barrel by shaking the tape
from your hand and not picking.
Copyright © 2010 Ryan P. Murphy
• What happened!
• What happened!
– When you removed the tape from the table you
gave it an electrical charge. When you peeled
the tape apart from each other, one piece of
tape gained more of a charge than the other.
• What happened!
– When you removed the tape from the table you
gave it an electrical charge. When you peeled
the tape apart from each other, one piece of
tape gained more of a charge than the other.
• Opposite charges attract (+)
(-)
• Annoying Tape.
– Teacher gives each student 2 long pieces (10
centimeters each) strips of clear tape.
• Make non-stick handles by folding a small amount
tape on itself.
– Stick both pieces of tape to table.
– Quickly pull tape from table.
– Observe what happens to the tape when it gets
close to each other and then eventually your
arm.
• Try and dispose of in trash barrel by shaking the tape
from your hand and not picking.
Copyright © 2010 Ryan P. Murphy
• Annoying Tape.
– Teacher gives each student 2 long pieces (10
centimeters each) strips of clear tape.
• Make non-stick handles by folding a small amount
tape on itself.
– Stick both pieces of tape to table.
– Quickly pull tape from table.
– Observe what happens to the tape when it gets
close to each other and then eventually your
arm.
• Try and dispose of in trash barrel by shaking the tape
from your hand and not picking.
Copyright © 2010 Ryan P. Murphy
• What happened?
• What happened?
– Each piece of tape gained a negative charge
when removed from the table. When they were
brought close together they moved away from
each other.
• What happened?
– Each piece of tape gained a negative charge
when removed from the table. When they were
brought close together they moved away from
each other.
• Like charges repel. (-)
(-)
• Life occurs because of electrostatic charges.
• Life occurs because of electrostatic charges.
• Without them, life would simple unravel.
• Life occurs because of electrostatic charges.
• Without them, life would simple unravel.
Electricity. Learn more at…
http://science.howstuffworks.com/electri
city.htm
• Electricity Available Sheet
Matter, Energy, and the Environment Unit Link

Electric Fields: The funky area near any
electrically-charged object.
 Replace
electrostatic for funky.
Copyright © 2010 Ryan P. Murphy
• Activity. The Fonz
– Try and pick up paper hole punches with a
plastic comb.
– Next run the comb through your hair and over
your clothes to collect a charge.
– Try again. What happened?

Static Electricity: The imbalance of positive
and negative charges.
Copyright © 2010 Ryan P. Murphy
• Activity Simulation. John Travoltage.
• http://phet.colorado.edu/en/simulation/trav
oltage Static Charge
• Activity- Bad Hair Day Demonstration.
– Rub balloon all around your head.
– Question: Why does this happen?
Copyright © 2010 Ryan P. Murphy
• Answer!
– Electrons from your body move into the balloon.
– This gives you a positive charge.
– Your hair is also positive.
– Like charges repel so hair tries to get away from
body.
Copyright © 2010 Ryan P. Murphy
• Answer!
– Electrons from your body move into the balloon.
– This gives you a positive charge.
– Your hair is also positive.
– Like charges repel so hair tries to get away from
body.
?+
+
?
+
Copyright © 2010 Ryan P. Murphy
• Answer!
– Electrons from your body move into the balloon.
– This gives you a positive charge.
– Your hair is also positive.
– Like charges repel so hair tries to get away from
body.
?+
?
+
Copyright © 2010 Ryan P. Murphy
• Answer!
– Electrons from your body move into the balloon.
– This gives you a positive charge.
– Your hair is also positive.
– Like charges repel so hair tries to get away from
body.
+
+
+
Copyright © 2010 Ryan P. Murphy
• Electricity Available Sheet
Matter, Energy, and the Environment Unit Link
• Answer to wall sticking balloon.
– Electrons from hair are removed and put into balloon.
• Answer to wall sticking balloon.
– Electrons from hair are removed and put into balloon.
– Balloon has slight negative charge.
• Answer to wall sticking balloon.
– Electrons from hair are removed and put into balloon.
– Balloon has slight negative charge.
– The atoms orient and wall has slight positive charge.
• Answer to wall sticking balloon.
–
–
–
–
Electrons from hair are removed and put into balloon.
Balloon has slight negative charge.
The atoms orient and wall has slight positive charge.
Opposite charges attract and balloon sticks.
• Activity Simulator. Balloons Explained
• http://phet.colorado.edu/en/simulation/ballo
ons
• We usually only
notice static
electricity in the
winter when the air
is very dry.
• We usually only
notice static
electricity in the
winter when the air
is very dry. During
the summer, the air
is more humid.
• We usually only
notice static
electricity in the
winter when the air
is very dry. During
the summer, the air
is more humid.
– The water in the air
helps electrons
move off you more
quickly, so you can’t
build up a large
static charge.
• Demonstration Static Electricity
• Set-up below and move balloon around cup.
• What happened? Balloon gained electrons
from rubbing (
• What happened? Balloon gained electrons
from rubbing (now more negative). The
match is neutral and is attracted to the
negative balloon.
– Balancing on coin reduces friction.
• What happened? Balloon gained electrons
from rubbing (now more negative). The
match is neutral and is attracted to the
negative balloon.
• What happened? Balloon gained electrons
from rubbing (now more negative). The
match is neutral and is attracted to the
negative balloon.
– Balancing on coin reduces friction.
• Electricity Available Sheet
• Activities Van de Graaff generator
• Please read safety and operation
precautions on this link.
– http://hypertextbook.com/eworld/vdg.shtml
• Activity: Van de Graaff Generator – Creates
unequal distribution of electrons.
– Describe two demonstrations in journal with a visual and
explanation.
Copyright © 2010 Ryan P. Murphy
• Activity: Van de Graaff Generator – Creates
unequal distribution of electrons.
– Describe two demonstrations in journal with a visual and
explanation.
Copyright © 2010 Ryan P. Murphy
• Demonstration
– Take top off of generator to see its inner
workings.
Copyright © 2010 Ryan P. Murphy
• Video! How a Van de Graaff Generator works.
– http://www.youtube.com/watch?v=I2G0IdTWG
QU
• Tape a tack to the top of the generator.
– Can we hear the corona discharge.
Metal Thumbtack
Copyright © 2010 Ryan P. Murphy
Matter, Energy, and the Environment Unit Link

Coulombs Law:
 The
greater the charges, the greater the
force.

Coulombs Law:
 The
greater the charges, the greater the
force.
 The greater the distance between them, the
smaller the force.
• Video Link! Coulombs Law
– Be proactive, sketch some notes. If it gets a bit
advanced stay positive. (No worries here).
– http://www.youtube.com/watch?v=rYjo774UpHI
• Video Link! Coulombs Law
– Be proactive, sketch some notes. If it gets a bit
advanced stay positive. (No worries friend).
– http://www.youtube.com/watch?v=rYjo774UpHI
• Electricity Available Sheet
• If your car gets struck by lightning in a
thunderstorm, will you be safe. Why?
• If your car gets struck by lightning in a
thunderstorm, will you be safe. Why?
• If your car gets struck by lightning in a
thunderstorm, will you be safe. Why?
• If your car gets struck by lightning in a
thunderstorm, will you be safe. Why? Yes
• Answer: You will be safe because your
cars metal chassis acts like a Faraday
Cage.
• Answer: You will be safe because your
cars metal chassis acts like a Faraday
Cage. The charged particles travel around
the outside of the car and into the ground.
• Answer: You will be safe because your
cars metal chassis acts like a Faraday
Cage. The charged particles travel around
the outside of the car and into the ground.
• Answer: You will be safe because your
cars metal chassis acts like a Faraday
Cage. The charged particles travel around
the outside of the car and into the ground.
• Answer: You will be safe because your
cars metal chassis acts like a Faraday
Cage. The charged particles travel around
the outside of the car and into the ground.
• Answer: You will be safe because your
cars metal chassis acts like a Faraday
Cage. The charged particles travel around
the outside of the car and into the ground.
• Answer: You will be safe because your
cars metal chassis acts like a Faraday
Cage. The charged particles travel around
the outside of the car and into the ground.
• A Faraday cage is a
metallic enclosure that
prevents the entry or
escape of an
electromagnetic field.
• A Faraday cage is a
metallic enclosure that
prevents the entry or
escape of an
electromagnetic field.
– For best performance,
the cage should be
directly connected to
an earth ground.
• A Faraday cage is a
metallic enclosure that
prevents the entry or
escape of an
electromagnetic field.
– For best performance,
That should
person would
the cage
be be
dead
without that
directly
connected
to
Faraday
cage.
an earth
ground.
• Video Link. Human Faraday Cage.
• http://www.youtube.com/watch?v=Fyko81
WAvvQ
• Optional Activity! Teacher to make a
Faraday Cage wallet.
– Does a student have a cell phone that we can
place in the wallet and call?
• Why won’t it ring?...Hopefully.
• http://howto.wired.com/wiki/Make_a_Faraday_Cag
e_Wallet
• Optional Activity! Teacher to make a
Faraday Cage wallet.
– Does a student have a cell phone that we can
place in the wallet and call?
• Why won’t it ring?...Hopefully.
• http://howto.wired.com/wiki/Make_a_Faraday_Cag
e_Wallet
• Optional Activity! Teacher to make a
Faraday Cage wallet.
– Does a student have a cell phone that we can
place in the wallet and call?
• Why won’t it ring?...Hopefully.
• http://howto.wired.com/wiki/Make_a_Faraday_Cag
e_Wallet
• Optional Activity! Teacher to make a
Faraday Cage wallet.
– Does a student have a cell phone that we can
place in the wallet and call?
• Why won’t it ring?...Hopefully.
• http://howto.wired.com/wiki/Make_a_Faraday_Cag
e_Wallet
• Optional Activity! Teacher to make a
Faraday Cage wallet.
– Does a student have a cell phone that we can
place in the wallet and call?
• Why won’t it ring?...Hopefully.
• http://howto.wired.com/wiki/Make_a_Faraday_Cag
e_Wallet

Current: A flow of electrons, or individual
negative charges.
Copyright © 2010 Ryan P. Murphy
• The electrons have a mass (however small),
and when they move through the conductor,
there are collisions that produce heat.
Copyright © 2010 Ryan P. Murphy
• Don’t over connect outlets because they
could short circuit.
Copyright © 2010 Ryan P. Murphy
• Electricity Available Sheet

Conductors, Insulators, Semi-conductors:
How easily energy is transferred through
the object by the moving charge.
Copyright © 2010 Ryan P. Murphy
Matter, Energy, and the Environment Unit Link
• Video Link! Reading your meter at home.
• Optional:
– http://www.youtube.com/watch?v=k2ogwitaAh4
Using a Multimeter http://www.doctronics.co.uk/meter.htm

Volt: A measure of the force or pressure
under which electricity flows.

Ampere: A measure of how much current
moves through a wire in one second.
Copyright © 2010 Ryan P. Murphy
• Ampere: A measure of how much current
moves through a wire in one second.
– Basically, the larger the size of wire, the greater
the ampere capacity.
Copyright © 2010 Ryan P. Murphy
• Where do your see these plugs?
– Why are they larger?
Copyright © 2010 Ryan P. Murphy
• Answer: The Plug to a dryer or stove is
much thicker than a standard outlet to
account for extra amps.
Copyright © 2010 Ryan P. Murphy
• Answer: The Plug to a dryer or stove is
much thicker than a standard outlet to
account for extra amps.
Copyright © 2010 Ryan P. Murphy

Watt: The amount of electricity consumed
per second.
Copyright © 2010 Ryan P. Murphy
• A Watt is calculated by multiplying volts times
amps. Most household electrical usage is
billed in kilowatt hours, or the amount of hours
times 1,000 watts.
Copyright © 2010 Ryan P. Murphy
• Question? We have a small computer server
with a sticker that shows 2.5 amps. Given a
normal 120 Volt, 60 hz power source and the
ampere reading from equipment…
– How many watts does it require?
• Raise your hand if you have no clue because
you weren’t paying attention for that black
slide that discussed what a Watt was?
• Raise your hand if you have no clue because
you weren’t paying attention for that black
slide that discussed what a Watt was?
• Question? We have a small computer server
with a sticker that shows 2.5 amps. Given a
normal 120 Volt, 60 hz power source and the
ampere reading from equipment…
– How many watts does it require?
• Question? We have a small computer server
with a sticker that shows 2.5 amps. Given a
normal 120 Volt, 60 hz power source and the
ampere reading from equipment…
– How many watts does it require?
• Question? We have a small computer server
with a sticker that shows 2.5 amps. Given a
normal 120 Volt, 60 hz power source and the
ampere reading from equipment…
– How many watts does it require?
• Question? We have a small computer server
with a sticker that shows 2.5 amps. Given a
normal 120 Volt, 60 hz power source and the
ampere reading from equipment
– How many watts does it require?
– Watts = Volts x Amps
– Watts = 120v x 2.5amps = 300 Watts
• Question? We have a small computer server
with a sticker that shows 2.5 amps. Given a
normal 120 Volt, 60 hz power source and the
ampere reading from equipment
– How many watts does it require?
– Watts = Volts x Amps
– Watts = 120v x 2.5amps = 300 Watts
• Question? We have a small computer server
with a sticker that shows 2.5 amps. Given a
normal 120 Volt, 60 hz power source and the
ampere reading from equipment
– How many watts does it require?
– Watts = Volts x Amps
– Watts = 120v x 2.5amps =
• Question? We have a small computer server
with a sticker that shows 2.5 amps. Given a
normal 120 Volt, 60 hz power source and the
ampere reading from equipment
– How many watts does it require?
– Watts = Volts x Amps
– Watts = 120v x 2.5amps = 300 Watts
• Electricity Available Sheet
• Volts are a measure of the force or pressure
under which electricity flows.
• Volts are a measure of the force or pressure
under which electricity flows.
• Volts are a measure of the force or pressure
under which electricity flows.
• Amps are a measurement of the current flow
rate of electrons
• .
• Volts are a measure of the force or pressure
under which electricity flows.
• Amps are a measurement of the current flow
rate of electrons
• .
• Watts is a measurement of electrical power
created.
• Volts are a measure of the force or pressure
under which electricity flows.
• Amps are a measurement of the current flow
rate of electrons
• .
• Watts is a measurement of electrical power
created.
– 1 watt is equal to one joule of energy per second.
• Volts are a measure of the force or pressure
under which electricity flows.
• Amps are a measurement of the current flow
rate of electrons
• .
• Watts is a measurement of electrical power
created.
– 1 watt is equal to one joule of energy per second.
• Volts are a measure of the force or pressure
under which electricity flows.
• Amps are a measurement of the current flow
rate of electrons
• .
• Watts is a measurement of electrical power
created.
– 1 watt is equal to one joule of energy per second.
Crazy things about to happen.
Which is the correct description of Watts?
Which is the correct description of Watts?
This is a
measurement
of electrical
power
created.
This is a
measure of
the force or
pressure
under
which
electricity
flows
This is a
measurement
of the current
flow rate of
electrons
Which is the correct description of Watts?
This is a
measurement
of electrical
power
created.
This is a
measure of
the force or
pressure
under
which
electricity
flows
This is a
measurement
of the current
flow rate of
electrons
Which is the correct description of Amps?
This is a
measurement
of electrical
power
created.
This is a
measure of
the force or
pressure
under
which
electricity
flows
This is a
measurement
of the current
flow rate of
electrons
Which is the correct description of Amps?
This is a
measurement
of electrical
power
created.
This is a
measure of
the force or
pressure
under
which
electricity
flows
This is a
measurement
of the current
flow rate of
electrons
Which is the correct description of Volts?
This is a
measurement
of electrical
power
created.
This is a
measure of
the force or
pressure
under
which
electricity
flows
This is a
measurement
of the current
flow rate of
electrons
Which is the correct description of Volts?
This is a
measurement
of electrical
power
created.
This is a
measure of
the force or
pressure
under
which
electricity
flows
This is a
measurement
of the current
flow rate of
electrons
• Volts are a measure of the force or pressure
under which electricity flows.
• Amps are a measurement of the current flow
rate of electrons
• .
• Watts is a measurement of electrical power
created.
– 1 watt is equal to one joule of energy per second.
• Volts are a measure of the force or pressure
under which electricity flows.
• Amps are a measurement of the current flow
rate of electrons
• .
• Watts is a measurement of electrical power
created.
– 1 watt is equal to one joule of energy per second.
Which is the correct description of Amps?
This is a
measurement
of electrical
power
created.
This is a
measurement
of the current
flow rate of
electrons
This is a
measure of
the force or
pressure
under which
electricity
flows
Which is the correct description of Amps?
This is a
measurement
of electrical
power
created.
This is a
measurement
of the current
flow rate of
electrons
This is a
measure of
the force or
pressure
under which
electricity
flows
Which is the correct description of Volts?
This is a
measurement
of electrical
power
created.
This is a
measurement
of the current
flow rate of
electrons
This is a
measure of
the force or
pressure
under which
electricity
flows
Which is the correct description of Volts?
This is a
measurement
of electrical
power
created.
This is a
measurement
of the current
flow rate of
electrons
This is a
measure of
the force or
pressure
under which
electricity
flows
Which is the correct description of Watts?
This is a
measurement
of electrical
power
created.
This is a
measurement
of the current
flow rate of
electrons
This is a
measure of
the force or
pressure
under which
electricity
flows
Which is the correct description of Watts?
This is a
measurement
of electrical
power
created.
This is a
measurement
of the current
flow rate of
electrons
This is a
measure of
the force or
pressure
under which
electricity
flows
atts
atts
atts
olts
atts
olts
atts
olts
mps
atts
olts
mps
atts
olts
mps
How do you
find Watts?
atts
olts
mps
How do you
find Watts?
atts
olts
mps
How do you
find Watts?
atts
olts
mps
How do you
find Amps?
atts
olts
mps
How do you
find Amps?
atts
olts
mps
How do you
find Amps?
atts
olts
mps
How do you
find Volts?
atts
olts
mps
How do you
find Volts?
atts
olts
mps
How do you
find Volts?
atts
olts
mps
• Please complete these questions on the
available sheet.
• A Watt is calculated by multiplying volts times
amps. Most household electrical usage is
billed in kilowatt hours, or the amount of hours
times 1,000 watts.
Copyright © 2010 Ryan P. Murphy
• A Watt is calculated by multiplying volts times
amps. Most household electrical usage is
billed in kilowatt hours, or the amount of hours
times 1,000 watts.
Copyright © 2010 Ryan P. Murphy
Matter, Energy, and the Environment Unit Link
• What’s a resistance?

Resistance:
The refusal to accept or
comply with something;
the attempt to prevent
something by action or
argument.
Copyright © 2010 Ryan P. Murphy

Resistance:
Anything in an electrical
circuit that impedes the flow of current is
referred to as resistance.
Copyright © 2010 Ryan P. Murphy
• Volts are a measure of the force or pressure
under which electricity flows.
• Amps are a measurement of the current flow
rate of electrons
• Resistance:
Anything in an electrical
circuit that impedes the flow of current is
referred to as resistance.
• Watts is a measurement of electrical power
created.
– 1 watt is equal to one joule of energy per second.
• Volts are a measure of the force or pressure
under which electricity flows.
• Amps are a measurement of the current flow
rate of electrons
• Resistance:
Anything in an electrical
circuit that impedes the flow of current is
referred to as resistance.
• Watts is a measurement of electrical power
created.
– 1 watt is equal to one joule of energy per second.
Which is the correct description of Watts?
This is a
measurement
of electrical
power
created.
Anything in
an electrical
circuit that
impedes the
flow of
current.
This is a
measurement
of the current
flow rate of
electrons
This is a
measure of
the force or
pressure under
which
electricity
flows
Which is the correct description of Watts?
This is a
measurement
of electrical
power
created.
Anything in
an electrical
circuit that
impedes the
flow of
current.
This is a
measurement
of the current
flow rate of
electrons
This is a
measure of
the force or
pressure under
which
electricity
flows
Which is the correct description of Watts?
This is a
measurement
of electrical
power
created.
Anything in
an electrical
circuit that
impedes the
flow of
current.
This is a
measurement
of the current
flow rate of
electrons
This is a
measure of
the force or
pressure under
which
electricity
flows
Which is the correct description of Watts?
This is a
measurement
of electrical
power
created.
Anything in
an electrical
circuit that
impedes the
flow of
current.
This is a
measurement
of the current
flow rate of
electrons
This is a
measure of
the force or
pressure under
which
electricity
flows
Which is the correct description of Watts?
This is a
measurement
of electrical
power
created.
Anything in
an electrical
circuit that
impedes the
flow of
current.
This is a
measurement
of the current
flow rate of
electrons
This is a
measure of
the force or
pressure under
which
electricity
flows
Which is the correct description of Watts?
This is a
measurement
of electrical
power
created.
Anything in
an electrical
circuit that
impedes the
flow of
current.
This is a
measurement
of the current
flow rate of
electrons
This is a
measure of
the force or
pressure under
which
electricity
flows
Which is the correct description of Watts?
This is a
measurement
of electrical
power
created.
Anything in
an electrical
circuit that
impedes the
flow of
current.
This is a
measurement
of the current
flow rate of
electrons
This is a
measure of
the force or
pressure under
which
electricity
flows
Which is the correct description of Watts?
This is a
measurement
of electrical
power
created.
Anything in
an electrical
circuit that
impedes the
flow of
current.
This is a
measurement
of the current
flow rate of
electrons
This is a
measure of
the force or
pressure under
which
electricity
flows
Which is the correct description of Watts?
This is a
measurement
of electrical
power
created.
Anything in
an electrical
circuit that
impedes the
flow of
current.
This is a
measurement
of the current
flow rate of
electrons
This is a
measure of
the force or
pressure under
which
electricity
flows
• Volts are a measure of the force or pressure
under which electricity flows.
• Amps are a measurement of the current flow
rate of electrons
• Resistance:
Anything in an electrical
circuit that impedes the flow of current is
referred to as resistance.
• Watts is a measurement of electrical power
created.
– 1 watt is equal to one joule of energy per second.
• Volts are a measure of the force or pressure
under which electricity flows.
• Amps are a measurement of the current flow
rate of electrons
• Resistance:
Anything in an electrical
circuit that impedes the flow of current is
referred to as resistance.
• Watts is a measurement of electrical power
created.
– 1 watt is equal to one joule of energy per second.
Matter, Energy, and the Environment Unit Link
• Georg Simon Ohm (1789 –1854)
– Ohm found that there is a direct proportionality
between voltage applied across a conductor
and the resultant electric current.
Learn more at..
http://www.allaboutcircuits.co
m/vol_1/chpt_2/1.html

Ohms: The measure of resistance in a
circuit to the flow of an electric current.
 The
greater the ohm value the more difficult it
is for current to flow through a given circuit.
 A low ohm value represents a low resistance
and the easy flow of current through a circuit
Current

Ohms: The measure of resistance in a
circuit to the flow of an electric current.
 The
greater the ohm value the more difficult it
is for current to flow through a given circuit.
 A low ohm value represents a low resistance
and the easy flow of current through a circuit
I is used instead of C because C is already
used for Coulombs.
Current

Ohms: The measure of resistance in a
circuit to the flow of an electric current.
 The
greater the ohm value the more difficult it
is for current to flow through a given circuit.
 A low ohm value represents a low resistance
and the easy flow of current through a circuit
I is used instead of C because C is already
used for Coulombs.
Current
I is amps and today, you may see A
instead of I

Ohms: The measure of resistance in a
circuit to the flow of an electric current.
 The
greater the ohm value the more difficult it
is for current to flow through a given circuit.
 A low ohm value represents a low resistance
and the easy flow of current through a circuit
Current
• Ohms: The measure of resistance in a
circuit to the flow of an electric current.
– The greater the ohm value the more difficult it is
for current to flow through a given circuit.
– A low ohm value represents a low resistance
and the easy flow of current through a circuit
• Ohms: The measure of resistance in a
circuit to the flow of an electric current.
– The greater the ohm value the more difficult it is
for current to flow through a given circuit.
– A low ohm value represents a low resistance
and the easy flow of current through a circuit.
• Ohms: The measure of resistance in a
circuit to the flow of an electric current.
– The greater the ohm value the more difficult it is
for current to flow through a given circuit.
– A low ohm value represents a low resistance
and the easy flow of current through a circuit.
• Voltage
Ohms: =The
resistance
in a
(I) measure
Electricityoftimes
Resistance
circuit to the flow of an electric current.
– The greater the ohm value the more difficult it is
for current to flow through a given circuit.
– A low ohm value represents a low resistance
and the easy flow of current through a circuit.
Current and
resistance are
inversely
proportional.
As one goes
up, the other
goes down.
• Resistance
Ohms: The
of resistance
in a (I)
= measure
Voltage divided
by Current
circuit to the flow of an electric current.
– The greater the ohm value the more difficult it is
for current to flow through a given circuit.
– A low ohm value represents a low resistance
and the easy flow of current through a circuit.
Current and
resistance are
inversely
proportional.
As one goes
up, the other
goes down.
• Video Link! Ohms Law (Optional)
– Be proactive, record notes as he does.
– http://www.youtube.com/watch?v=-mHLvtGjum4
• Please complete these questions on the
available sheet.
• If 220 volts travel through a copper wire and
the current is 36A,
– What’s the resistance of the wire?
• If 220 volts travel through a copper wire and
the current is 36A,
– What’s the resistance of the wire?
• If 220 volts travel through a copper wire and
the current is 36A,
– What’s the resistance of the wire?
• If 220 volts travel through a copper wire and
the current is 36A,
– What’s the resistance of the wire?
• If 220 volts travel through a copper wire and
the current is 36A,
– What’s the resistance of the wire?
V
220
R= -----I
• If 220 volts travel through a copper wire and
the current is 36A,
– What’s the resistance of the wire?
V
220
R= ------ --------- = 6.1 ohms
I
36A
• If 220 volts travel through a copper wire and
the current is 36A,
– What’s the resistance of the wire?
V
220
R= ------ --------- = 6.1 ohms
I
36A
• If 220 volts travel through a copper wire and
the current is 36A,
– What’s the resistance of the wire?
V
220
R= ------ --------- = 6.1 ohms
I
36A
• Electricity flows through a wire much like
water flows through a pipe.
• Electricity flows through a wire much like
water flows through a pipe.
– A force is required to drive it and resistance to is
encountered, the flow of current is measured in
amps
• Ohms Law Simulator at…
– http://phet.colorado.edu/en/simulation/ohms-law
• Please complete these questions on the
available sheet.
Matter, Energy, and the Environment Unit Link
• Video Link! Current, Voltage, Resistance
– http://www.youtube.com/watch?v=J4VqxHqUo8
• Visit a more complex circuit simulator AC
and DC
• http://phet.colorado.edu/en/simulation/circ
uit-construction-kit-ac
• Visit an online circuit builder if materials
are not present.
– http://phet.colorado.edu/en/simulation/circuitconstruction-kit-dc

Please record the symbols and their
names below.
Copyright © 2010 Ryan P. Murphy

Please record the symbols and their
names below.
Copyright © 2010 Ryan P. Murphy

Please record the symbols and their
names below.
Copyright © 2010 Ryan P. Murphy

Please record the symbols and their
names below.
Copyright © 2010 Ryan P. Murphy

Please record the symbols and their
names below.
Copyright © 2010 Ryan P. Murphy

Please record the symbols and their
names below.
Copyright © 2010 Ryan P. Murphy

Please record the symbols and their
names below.
Copyright © 2010 Ryan P. Murphy
• Activity – Creating a Circuit
– Please create a circuit to light the light bulb
with a switch.
– Draw the circuit in your journal using the
correct symbols.
– Teacher to test voltage (record next to
picture)
– Label the following
•
•
•
•
•
Conductor
Insulator
Resistance
DC current
Coulomb’s Law
Copyright © 2010 Ryan P. Murphy
• Electricity Available Sheet
• Possible answer to drawing a circuit.
Copyright © 2010 Ryan P. Murphy
• Activity: Connecting all of the lights to create
one large circuit.
– Can we connect all of the lights along a
chain?
– What will happen if one light bulb goes
out?
– Can we wire it so if one bulb goes the
whole string will stay lit.
Matter, Energy, and the Environment Unit Link

New Area of Focus: Magnetism
Copyright © 2010 Ryan P. Murphy

Magnetism: The force produced by a
magnetic field.
 Electric charges in motion.
Copyright © 2010 Ryan P. Murphy

A magnet is an object or a device that
gives off an external magnetic field.
Copyright © 2010 Ryan P. Murphy

A magnet is an object or a device that
gives off an external magnetic field.
Copyright © 2010 Ryan P. Murphy
• Demonstration – Iron filings over a
magnetic field
– Sprinkle iron filings on a piece of paper.
– Create the two poles a magnetic field with a
magnetic from underneath the paper.
– Identify the magnetic fields with a visual in
your journal.
Copyright © 2010 Ryan P. Murphy
• Demonstration – Iron filings over a
magnetic field
– Sprinkle iron filings on a piece of paper.
– Create the two poles a magnetic field with a
magnetic from underneath the paper.
– Identify the magnetic fields with a visual in
your journal.
Copyright © 2010 Ryan P. Murphy
• Demonstration – Iron filings over a
magnetic field
– Sprinkle iron filings on a piece of paper.
– Create the two poles a magnetic field with a
magnetic from underneath the paper.
– Identify the magnetic fields with a visual in
your journal.
Copyright © 2010 Ryan P. Murphy
• Demonstration – Iron filings over a
magnetic field
– Sprinkle iron filings on a piece of paper.
– Create the two poles a magnetic field with a
magnetic from underneath the paper.
– Identify the magnetic fields with a visual in
your journal.
Copyright © 2010 Ryan P. Murphy
• Demonstration – Iron filings over a
magnetic field
– Sprinkle iron filings on a piece of paper.
– Create the two poles a magnetic field with a
magnetic from underneath the paper.
– Identify the magnetic fields with a visual in
your journal.
Copyright © 2010 Ryan P. Murphy
• Demonstration – Iron filings over a
magnetic field
– Sprinkle iron filings on a piece of paper.
– Create the two poles a magnetic field with a
magnetic from underneath the paper.
– Identify the magnetic fields with a visual in
your journal.
Copyright © 2010 Ryan P. Murphy
• Demonstration – Iron filings over a
magnetic field. Answer to visual!
– Sprinkle iron filings on a piece of paper.
– Create the two poles a magnetic field with a
magnetic from underneath the paper.
– Identify the magnetic fields with a visual in
your journal.
Copyright © 2010 Ryan P. Murphy
• The term magnetism is derived from
Magnesia, the name of a region in Asia Minor
where lodestone, a naturally magnetic iron
ore, was found in ancient times.
Copyright © 2010 Ryan P. Murphy
• Visit a magnetic field simulator.
http://phet.colorado.edu/en/simulation/mag
nets-and-electromagnets
Copyright © 2010 Ryan P. Murphy

Opposite charges attract.
Copyright © 2010 Ryan P. Murphy

Opposite charges attract.
Copyright © 2010 Ryan P. Murphy

The Same forces repel.
Copyright © 2010 Ryan P. Murphy

The Same forces repel.
Copyright © 2010 Ryan P. Murphy
• Which one is right and which is wrong?
Copyright © 2010 Ryan P. Murphy
• Which one is right and which is wrong?
• Answer: They are both wrong.
Copyright © 2010 Ryan P. Murphy
• Which one is right and which is wrong?
• Answer: They are both wrong.
Copyright © 2010 Ryan P. Murphy
• Which one is right and which is wrong?
• Answer: They are both wrong.
Copyright © 2010 Ryan P. Murphy
• Which one is right and which is wrong?
• Answer: They are both wrong.
Copyright © 2010 Ryan P. Murphy
• Which one is right and which is wrong?
• Answer: They are both wrong.
Copyright © 2010 Ryan P. Murphy
• Which one is right and which is wrong?
• Answer: They are both wrong.
Copyright © 2010 Ryan P. Murphy
• Which one is right and which is wrong?
• Answer: Now they’re both right.
Copyright © 2010 Ryan P. Murphy
• Activity Simulation. Magnetic Field Hockey
• http://phet.colorado.edu/en/simulation/electr
ic-hockey
• Magnet: An object that is surrounded by a
magnetic field and that has the property,
either natural or induced, of attracting iron or
steel.
• Magnet: An object that is surrounded by a
magnetic field and that has the property,
either natural or induced, of attracting iron or
steel.
• Magnet: An object that is surrounded by a
magnetic field and that has the property,
either natural or induced, of attracting iron or
steel.
• Magnet: An object that is surrounded by a
magnetic field and that has the property,
either natural or induced, of attracting iron or
steel.
• Magnet: An object that is surrounded by a
magnetic field and that has the property,
either natural or induced, of attracting iron or
steel.
• Magnet: An object that is surrounded by a
magnetic field and that has the property,
either natural or induced, of attracting iron or
steel.
Matter, Energy, and the Environment Unit Link
Compass: A navigational instrument for
determining direction relative to the earth's
magnetic poles.
Copyright © 2010 Ryan P. Murphy
Compass: A navigational instrument for
determining direction relative to the earth's
magnetic poles.
Copyright © 2010 Ryan P. Murphy
• The magnetic poles of the earth have shifted
throughout Earth’s history.
Copyright © 2010 Ryan P. Murphy
• The magnetic poles of the earth have shifted
throughout Earth’s history.
Magnetism. Learn More http://www.schoolfor-champions.com/science/magnetism.htm
Copyright © 2010 Ryan P. Murphy
• How to hold the compass and your posture is
very important to get correct bearings.
•
Copyright © 2010 Ryan P. Murphy
• Activity! Learning to use a compass.
– Put “Red Fred in the shed”
– Put “Black Jack in the shack”
Copyright © 2010 Ryan P. Murphy
• Activity! Learning to use a compass.
– Put “Red Fred in the shed”
– Put “Black Jack in the shack”
Copyright © 2010 Ryan P. Murphy
• Activity! Learning to use a compass.
– Put “Red Fred in the shed”
– Put “Black Jack in the shack”
Red Fred
Copyright © 2010 Ryan P. Murphy
• Activity! Learning to use a compass.
– Put “Red Fred in the shed”
– Put “Black Jack in the shack”
Red Fred
Shed
Copyright © 2010 Ryan P. Murphy
• Activity! Learning to use a compass.
– Put “Red Fred in the shed”
– Put “Black Jack in the shack”
Red Fred
Shed
Copyright © 2010 Ryan P. Murphy
• Activity! Learning to use a compass.
– Put “Red Fred in the shed”
– Put “Black Jack in the shack”
Red Fred
Shed
Copyright © 2010 Ryan P. Murphy
• Activity! Learning to use a compass.
– Put “Red Fred in the shed”
– Put “Black Jack in the shack”
Shed
Copyright © 2010 Ryan P. Murphy
Shed
Copyright © 2010 Ryan P. Murphy
Shed
Copyright © 2010 Ryan P. Murphy
• Video Link! Using a Compass
– http://www.youtube.com/watch?v=6mTISEANFFY
Shed
Copyright © 2010 Ryan P. Murphy
• Going outside to use the compass.
–
–
–
–
Find 0 degrees / North (hold and face)
Mark ground at feet with object.
Turn dial to 120 degrees, (Put Red Fred in the shed.)
Face and sight a target, take 30 steps keeping red
Fred in shed.
• Follow the red arrow when Red Fred is in the shed.
– Turn dial to 240 degrees (Put Red Fred in the shed)
– Face and sight a target, take 30 steps keeping red
Fred in shed.
– Turn dial to 360 degrees / North (Red Fred It)
– Face and sight a target, take 30 steps keeping red
Fred in shed.
– How close were you?
Copyright © 2010 Ryan P. Murphy
• Activity! (Optional) Participate in an
Orienteering Course or create your own.
“Do you
see the
Owl?”
Copyright © 2010 Ryan P. Murphy
• Activity! (Optional) Participate in an
Orienteering Course or create your own.
“Yah,” “He’s
that way.”
Copyright © 2010 Ryan P. Murphy

Faraday's Law: The changing of a
magnetic field can create voltage.
Copyright © 2010 Ryan P. Murphy

Faraday's Law: The changing of a
magnetic field can create voltage.
Copyright © 2010 Ryan P. Murphy
• Electrical motors and generators use this
law. Magnets and Electricity
Copyright © 2010 Ryan P. Murphy
• Electrical motors and generators use this
law. Magnets and Electricity
Copyright © 2010 Ryan P. Murphy
• Electrical motors and generators use this
law. Magnets and Electricity
– How many products can we mention?
Copyright © 2010 Ryan P. Murphy
• Activity Simulator. Faraday’s Law and
introduction to electromagnets.
• http://phet.colorado.edu/en/simulation/faraday
• An electric motor uses the attraction and
repelling properties of magnets to create
motion.
• Electric motors use a permanent magnet
and temporary magnet.
• Electric motors use a permanent magnet
and temporary magnet.
• Electric motors use a permanent magnet
and temporary magnet.
– The permanent magnetic has a north and
south Pole.
Matter, Energy, and the Environment Unit Link
Another version
of the motor.
Neodymium
Magnet
• Okay, So how does it work? Which one is
correct?
• A.) The magnetic force from the battery
combined with the hoop spins the ring counter
clockwise.
• B.) The hoop creates a Faraday cage and the
extra electrons spin the hoop counter clockwise.
• C.) Charges moving through a magnetic field
experience a push dependent upon the direction
of the magnetic field.
• D.) The earth’s magnetic field is turned on when
you connect the battery and spins Northward.
• E.) Electrons get excited when they go around
the copper wire loops. This excited state spins
the loop against the electron gradient.
• Okay, So how does it work? Which one is
correct? And the answer is…
• A.) The magnetic force from the battery
combined with the hoop spins the ring counter
clockwise.
• B.) The hoop creates a Faraday cage and the
extra electrons spin the hoop counter clockwise.
• C.) Charges moving through a magnetic field
experience a push dependent upon the direction
of the magnetic field.
• D.) The earth’s magnetic field is turned on when
you connect the battery and spins Northward.
• E.) Electrons get excited when they go around
the copper wire loops. This excited state spins
the loop against the electron gradient.
• Okay, So how does it work? Which one is
correct? And the answer is…
• A.) The magnetic force from the battery
combined with the hoop spins the ring counter
clockwise.
• B.) The hoop creates a Faraday cage and the
extra electrons spin the hoop counter clockwise.
• C.) Charges moving through a magnetic field
experience a push dependent upon the direction
of the magnetic field.
• D.) The earth’s magnetic field is turned on when
you connect the battery and spins Northward.
• E.) Electrons get excited when they go around
the copper wire loops. This excited state spins
the loop against the electron gradient.
• Answer: It works on the principal of
Faraday's Law of electromagnetic induction.
This force depends on the direction of the
magnetic field. Because the wire is stripped
on one side, it alternates the current from on
to off every 1/2 rotation.
• Halfway through the spin, the ring gets current and
receives a boost.
• Answer: It works on the principal of
Faraday's Law of electromagnetic induction.
A current-carrying conductor generates a
magnetic field; when this is placed in
between the poles of a strong magnet, it
generates rotational motion.
– This force depends on the direction of the
magnetic field. Because the wire is stripped on
one side, it alternates the current from on to off
every 1/2 rotation.
• Halfway through the spin, the ring gets current and
receives a boost.
• Answer: It works on the principal of
Faraday's Law of electromagnetic induction.
A current-carrying conductor generates a
magnetic field; when this is placed in
between the poles of a strong magnet, it
generates rotational motion.
– This force depends on the direction of the
magnetic field. Because the wire is stripped on
one side, it alternates the current from on to off
every 1/2 rotation.
• Halfway through the spin, the ring gets current and
receives a boost.
• Answer: It works on the principal of
Faraday's Law of electromagnetic induction.
A current-carrying conductor generates a
magnetic field; when this is placed in
between the poles of a strong magnet, it
generates rotational motion.
– This force depends on the direction of the
magnetic field. Because the wire is stripped on
one side, it alternates the current from on to off
every 1/2 rotation.
• Halfway through the spin, the ring gets current and
receives a boost.

Electromagnets: By running electric
current through a wire, you can create a
magnetic field.
Copyright © 2010 Ryan P. Murphy

Electromagnets: By running electric
current through a wire, you can create a
magnetic field.
Copyright © 2010 Ryan P. Murphy
• The advantage of an electromagnet is that
you can turn it on and off.
Copyright © 2010 Ryan P. Murphy
• We created an electromagnet when we
created our electric motor.
• Please record this spreadsheet in your
journal.
Size of battery
Number of paper clips collected
AA
Trial___________
Trial___________ Trial______________
D
Trial___________
Trial___________ Trial______________
• Activity – Building an electromagnet
– Draw the finished product in journal.
– How many paper clips can it pick up with AA and
then D battery? Why?
– Practice turning on / off with the magnet by
transporting paperclips to the empty cup.
Electromagnets. Learn more.
http://www.howstuffworks.com/electromagnet.htm
Copyright © 2010 Ryan P. Murphy
• You should be close to page 8 in your
bundle.
• Video Link! Electricity Review
• http://www.youtube.com/watch?v=D2mon
VkCkX4
• Be prepared to have more questions than
answers for the next 100 slides.
• Space: The unlimited expanse in which
everything is located.
Copyright © 2010 Ryan P. Murphy
• What is time?
• Time: An indefinite period, a continuum of
experience in which events pass from the
future through the present to the past.
• How do you view time?
Matter, Energy, and the Environment Unit Link
• Remember, right now you are…
– Traveling around the Sun at 66,000 miles per
hour.
– We are also traveling around the spiral arm of the
Milky Way Galaxy at 483,000 miles per hour.
– And the Milky Way Galaxy is traveling through
space at 1.3 million miles per hour.
• Remember, right now you are…
– Traveling around the Sun at 66,000 miles per
hour.
– We are also traveling around the spiral arm of the
Milky Way Galaxy at 483,000 miles per hour.
– And the Milky Way Galaxy is traveling through
space at 1.3 million miles per hour.
– We don’t feel it because were not changing
directions or accelerating.
• Remember, right now you are…
– Traveling around the Sun at 66,000 miles per
hour.
– We are also traveling around the spiral arm of the
Milky Way Galaxy at 483,000 miles per hour.
– And the Milky Way Galaxy is traveling through
space at 1.3 million miles per hour.
– We don’t feel it because were not changing
directions or accelerating. If we did…
• Remember, right now you are…
– Traveling around the Sun at 66,000 miles per
hour.
– We are also traveling around the spiral arm of the
Milky Way Galaxy at 483,000 miles per hour.
– And the Milky Way Galaxy is traveling through
space at 1.3 million miles per hour.
– We don’t feel it because were not changing
directions or accelerating. If we did…

Special Relativity:
 The
laws of physics are equally valid in all frames
of reference moving at a uniform velocity.
 The speed of light from a uniformly moving source
is always the same, regardless of how fast or slow
the source or its observer is moving.
 The theory has as consequences the relativistic
mass increase of rapidly moving objects, the
Lorentz-Fitzgerald contraction, time dilatation, and
the principle of mass-energy equivalence.

Special Relativity:
 The
laws of physics are equally valid in all frames
of reference moving at a uniform velocity.
 The speed of light from a uniformly moving source
is always the same, regardless of how fast or slow
the source or its observer is moving.
 The theory has as consequences the relativistic
mass increase of rapidly moving objects, the
Lorentz-Fitzgerald contraction, time dilatation, and
the principle of mass-energy equivalence.
• Special Relativity:
– The theory has as consequences the relativistic
mass increase of rapidly moving objects, the
Lorentz-Fitzgerald contraction, time dilatation,
and the principle of mass-energy equivalence.
• Special Relativity:
– The theory has as consequences the relativistic
mass increase of rapidly moving objects, the
Lorentz-Fitzgerald contraction, time dilatation,
and the principle of mass-energy equivalence.
Special Relativity: Thought Experiments learn more.
http://aether.lbl.gov/www/classes/p139/exp/gedanken.html
• Sir Isaac Newton could describe gravity
but couldn’t explain it.
Copyright © 2010 Ryan P. Murphy
• Sir Isaac Newton could describe gravity
but couldn’t explain it.
– For 200 years, science didn’t have an
explanation for gravity until a clerk in a patent
office in Switzerland named Albert Einstein…
–
Copyright © 2010 Ryan P. Murphy
• Sir Isaac Newton could describe gravity
but couldn’t explain it.
– For 200 years, science didn’t have an
explanation for gravity until a clerk in a patent
office in Switzerland named Albert Einstein…
–
Copyright © 2010 Ryan P. Murphy
• Sir Isaac Newton could describe gravity
but couldn’t explain it.
– For 200 years, science didn’t have an
explanation for gravity until a clerk in a patent
office in Switzerland named Albert Einstein…
–
Copyright © 2010 Ryan P. Murphy
• Einstein also challenged the current view
of time.
– He contradicted the belief that time was
universal. He believed time changed, and
flowed like a river.
Copyright © 2010 Ryan P. Murphy
• Einstein also challenged the current view
of time.
– He contradicted the belief that time was
universal.
Copyright © 2010 Ryan P. Murphy
• Einstein also challenged the current view
of time.
– He contradicted the belief that time was
universal. He believed time changed, and
flowed like a river.
Copyright © 2010 Ryan P. Murphy
• Einstein also challenged the current view
of time.
– He contradicted the belief that time was
universal. He believed time changed, and
flowed like a river.
Time changes
with motion..
Copyright © 2010 Ryan P. Murphy
• Einstein's Special Theory of Relativity
describes the motion of particles moving at
close to the speed of light.
Copyright © 2010 Ryan P. Murphy
• Special relativity describes how events
look different to people in different places,
or when at difference speeds.
• Special relativity describes how events
look different to people in different places,
or when at difference speeds.
– Except for events involving the speed of light
in a vacuum. Things moving at the speed of
light always move at the speed of light
compared to you, no matter how fast you're
moving.
• Special relativity describes how events
look different to people in different places,
or when at difference speeds.
– Except for events involving the speed of light
in a vacuum. Things moving at the speed of
light always move at the speed of light
compared to you, no matter how fast you're
moving.
• Special relativity describes how events
look different to people in different places,
or when at difference speeds.
– Except for events involving the speed of light
in a vacuum. Things moving at the speed of
light always move at the speed of light
compared to you, no matter how fast you're
moving.
One of Theoretical Basis for Special Relativity
One of Theoretical Basis for Special Relativity
The speed of light is the same for all
observers, no matter what their relative
speeds.
One of Theoretical Basis for Special Relativity
The speed of light is the same for all
observers, no matter what their relative
speeds.
You need to be in the environment you are
observing (there are differences in
behavior on Earth and in space).
• Video Link! General Relativity
• http://www.youtube.com/watch?v=30KfPtH
ec4s
“My apologies for the slightly
inappropriate animations.”
• Relativity helps explain the theory of
gravity.
• Relativity helps explain the theory of
gravity.
– It unifies special relativity, Newton’s view of
gravity, mass-energy, and momentum.

General relativity is a theory of the
structure of spacetime.
Copyright © 2010 Ryan P. Murphy
Matter, Energy, and the Environment Unit Link
• The amount of energy in one gram of hydrogen
atoms is equivalent to burning hundreds of
thousands of gallons of gasoline according to
E=mc²
Copyright © 2010 Ryan P. Murphy
• The amount of energy in one gram of hydrogen
atoms is equivalent to burning hundreds of
thousands of gallons of gasoline according to
E=mc²
Copyright © 2010 Ryan P. Murphy
• The amount of energy in one gram of hydrogen
atoms is equivalent to burning hundreds of
thousands of gallons of gasoline according to
E=mc²
Copyright © 2010 Ryan P. Murphy
• The amount of energy in one gram of hydrogen
atoms is equivalent to burning hundreds of
thousands of gallons of gasoline according to
E=mc²
Copyright © 2010 Ryan P. Murphy
• The amount of energy in one gram of hydrogen
atoms is equivalent to burning hundreds of
thousands of gallons of gasoline according to
E=mc²
Copyright © 2010 Ryan P. Murphy
• The amount of energy in one gram of hydrogen
atoms is equivalent to burning hundreds of
thousands of gallons of gasoline according to
E=mc²
Copyright © 2010 Ryan P. Murphy
• One glass of water has the energy
equivalent of about 10 million gallons of
gasoline. (Estimation)
Copyright © 2010 Ryan P. Murphy
• One glass of water has the energy
equivalent of about 10 million gallons of
gasoline.
Copyright © 2010 Ryan P. Murphy
• Reading Links, E=mc²
– About Einstein:
http://www.aip.org/history/einstein/great1.htm
– About E=mc² : Same site
– http://www.aip.org/history/einstein/emc1.htm
Copyright © 2010 Ryan P. Murphy
• Activity! Audio Link to many scientists
describing E=mc²
– Listen to three scientists and be ready to report
what you learned.
– Keyword: E=MC² will get you the address below.
– http://www.pbs.org/wgbh/nova/einstein/experts.ht
ml
²
• Questions
• E=mc2
– A.) E = Energy measured in Kilograms, M = Mass
measured in Joules, and C = The speed of light in a
gas.
– B.) E = Energy measured in Joules, M = Mass
measured in Kilograms, and C = The speed of light in
a vacuum (Meters / Sec.)
– C.) E = Sun Energy, M = Motion of Particles, C =
Constant of Space and Time.
– D.) E = Einstein, M = Mechanical Constant J x K = P,
C = 690,000 mph.
– E.) None of the above.
• Questions
• E=mc2
– A.) E = Energy measured in Kilograms, M = Mass
measured in Joules, and C = The speed of light in a
gas.
– B.) E = Energy measured in Joules, M = Mass
measured in Kilograms, and C = The speed of light in
a vacuum (Meters / Sec.)
– C.) E = Sun Energy, M = Motion of Particles, C =
Constant of Space and Time.
– D.) E = Einstein, M = Mechanical Constant J x K = P,
C = 690,000 mph.
– E.) None of the above.
• Questions
• E=mc2
– A.) Energy is a term that has been around since the
beginning of recorded history.
– B.) Energy cannot be transferred between systems
and surroundings. It can be created and destroyed.
– C.) Energy comes in many forms, it can be
transferred from one system to another. The basic
unit of measurement for energy is the Joule.
– D.) Energy was first described by Einstein at the
Vienna conference in 1948.
– E.) All of the above.
• Questions
• E=mc2
– A.) Energy is a term that has been around since the
beginning of recorded history.
– B.) Energy cannot be transferred between systems
and surroundings. It can be created and destroyed.
– C.) Energy comes in many forms, it can be
transferred from one system to another. The basic
unit of measurement for energy is the Joule.
– D.) Energy was first described by Einstein at the
Vienna conference in 1948.
– E.) All of the above.
• Questions
• E=mc2
– A.) Mass is the same thing as weight. How heavy you
are is exactly how much mass you have.
– B.) Like energy, mass can easily be created or
destroyed.
– C.) Mass comes in many forms, it can be transferred
from one system to another. The basic unit of
measurement for mass is the newton.
– D.) Mass is a measure of a bodies inertia / resistance
to acceleration. It is the total amount of matter in an
object.
– E.) A and D.
• Questions
• E=mc2
– A.) Mass is the same thing as weight. How heavy you
are is exactly how much mass you have.
– B.) Like energy, mass can easily be created or
destroyed.
– C.) Mass comes in many forms, it can be transferred
from one system to another. The basic unit of
measurement for mass is the newton.
– D.) Mass is a measure of a bodies inertia / resistance
to acceleration. It is the total amount of matter in an
object.
– E.) A and D.
• Questions from reading or in general.
• E=mc2
– A.) The speed of light in a vacuum such as space is
close to 186,300 miles per second or 300,000 km per
second. – About seven times around the earth every
second.
– B.) The speed of light cannot be determined with any
real accuracy.
– C.) The speed of light is approximately 93,0000 miles
per second. It takes light from the sun only one
second to reach Earth.
– D.) Einstein was the first scientist to propose the
correct speed of light
– E.) A and B.
Matter, Energy, and the Environment Unit Link
• Learning some thermodynamics before we
start environmental issues.
• The energy on Earth comes from our sun.
Copyright © 2010 Ryan P. Murphy
• Energy
––––-
Copyright © 2010 Ryan P. Murphy
• The ability to work.
Copyright © 2010 Ryan P. Murphy
• To cause something to move/change.
Copyright © 2010 Ryan P. Murphy
• Energy is transferred but not created or
destroyed.
Copyright © 2010 Ryan P. Murphy
• Energy is lost in quality due to friction /
force / heat.
Copyright © 2010 Ryan P. Murphy

First Law of Thermodynamics: Energy can
be transformed (changed from one form
to another), but it can neither be created
nor destroyed.
Copyright © 2010 Ryan P. Murphy

First Law of Thermodynamics: Energy can
be transformed (changed from one form
to another), but it can neither be created
nor destroyed.
Copyright © 2010 Ryan P. Murphy

First Law of Thermodynamics: Energy can
be transformed (changed from one form
to another), but it can neither be created
nor destroyed.
Copyright © 2010 Ryan P. Murphy

First Law of Thermodynamics: Energy can
be transformed (changed from one form
to another), but it can neither be created
nor destroyed.
Copyright © 2010 Ryan P. Murphy

First Law of Thermodynamics: Energy can
be transformed (changed from one form
to another), but it can neither be created
nor destroyed.
Copyright © 2010 Ryan P. Murphy
• Lunch in = High energy,
Copyright © 2010 Ryan P. Murphy
• Lunch in = High energy,
Copyright © 2010 Ryan P. Murphy
• Lunch in = High energy,
• Lunch out = Low energy
Copyright © 2010 Ryan P. Murphy
• Lunch in = High energy,
• Lunch out = Low energy
Copyright © 2010 Ryan P. Murphy
 2nd
Law: The energy content of the
universe is always diminishing in quality.
-
Copyright © 2010 Ryan P. Murphy
 2nd
Law: The energy content of the
universe is always diminishing in quality.
 Heat
Flow -> Warm to cold.
Copyright © 2010 Ryan P. Murphy
Electricity and Magnetism Review Game
Copyright © 2010 Ryan P. Murphy
Areas of Focus within The Matter, Energy, and the Environment Unit.
There is no such thing as a free lunch, Matter, Dark Matter, Elements and Compounds, States of
Matter, Solids, Liquids, Gases, Plasma, Law Conservation of Matter, Physical Change, Chemical
Change, Gas Laws, Charles Law, Avogadro’s Law, Ideal Gas Law, Pascal’s Law, Viscosity,
Archimedes Principle, Buoyancy, Seven Forms of Energy, Nuclear Energy, Electromagnet
Spectrum, Waves / Wavelengths, Light (Visible Light), Refraction, Diffraction, Lens, Convex /
Concave, Radiation, Electricity, Lightning, Static Electricity, Magnetism, Coulomb’s Law,
Conductors, Insulators, Semi-conductors, AC and DC current, Amps, Watts, Resistance,
Magnetism, Faraday’s Law, Compass, Relativity, Einstein, and E=MC2, Energy, First Law of
Thermodynamics, Second Law of Thermodynamics, Third Law of Thermodynamics, Industrial
Processes, Environmental Studies, The 4 R’s, Sustainability, Human Population Growth,
Carrying Capacity, Green Design, Renewable Forms of Energy.
Matter, Energy, and the Environment Unit Link
• This PowerPoint is one small part of my Matter,
Energy and the Environment Unit. This unit
includes…
• Five Part 3,700+ Slide PowerPoint roadmap.
• 14 Page bundled homework package, 20 pages
of units notes that chronologically follow the
PowerPoint.
• 5 PowerPoint review games (150 slides each),
video and academic links, follow along
worksheets / lab sheets, rubrics, games, activity
sheets, crosswords, and much more.
• Matter, Energy, and the Environment Unit Link
• Please open the welcome / guide document
on each unit preview.
– This document will describe how to utilize these
resources in your classroom and provide some
curriculum possibilities.
• Please visit the links below to learn more
about each of the units in this curriculum and
to see previews of each unit.
– These units take me four busy years to complete
with my students in grades 5-10.
Earth Science Units
Extended Tour Link and Curriculum Guide
Geology Topics Unit
http://sciencepowerpoint.com/Geology_Unit.html
Astronomy Topics Unit
http://sciencepowerpoint.com/Astronomy_Unit.html
Weather and Climate Unit
http://sciencepowerpoint.com/Weather_Climate_Unit.html
Soil Science, Weathering, More
http://sciencepowerpoint.com/Soil_and_Glaciers_Unit.html
Water Unit
http://sciencepowerpoint.com/Water_Molecule_Unit.html
Rivers Unit
http://sciencepowerpoint.com/River_and_Water_Quality_Unit.html
= Easier
5th – 7th grade
= More Difficult
6th – 8th grade
= Most Difficult
8th – 10th grade
Physical Science Units
Extended Tour Link and Curriculum Guide
Science Skills Unit
http://sciencepowerpoint.com/Science_Introduction_Lab_Safety_Metric_Methods.
html
Motion and Machines Unit
http://sciencepowerpoint.com/Newtons_Laws_Motion_Machines_Unit.html
Matter, Energy, Envs. Unit
http://sciencepowerpoint.com/Energy_Topics_Unit.html
Atoms and Periodic Table Unit
http://sciencepowerpoint.com/Atoms_Periodic_Table_of_Elements_Unit.html
Life Science Units
Extended Tour Link and Curriculum Guide
Human Body / Health Topics
http://sciencepowerpoint.com/Human_Body_Systems_and_Health_Topics_Unit.html
DNA and Genetics Unit
http://sciencepowerpoint.com/DNA_Genetics_Unit.html
Cell Biology Unit
http://sciencepowerpoint.com/Cellular_Biology_Unit.html
Infectious Diseases Unit
http://sciencepowerpoint.com/Infectious_Diseases_Unit.html
Taxonomy and Classification Unit
http://sciencepowerpoint.com/Taxonomy_Classification_Unit.html
Evolution / Natural Selection Unit
http://sciencepowerpoint.com/Evolution_Natural_Selection_Unit.html
Botany Topics Unit
http://sciencepowerpoint.com/Plant_Botany_Unit.html
Ecology Feeding Levels Unit
http://sciencepowerpoint.com/Ecology_Feeding_Levels_Unit.htm
Ecology Interactions Unit
http://sciencepowerpoint.com/Ecology_Interactions_Unit.html
Ecology Abiotic Factors Unit
http://sciencepowerpoint.com/Ecology_Abiotic_Factors_Unit.html
• Thank you for your time and interest in this
curriculum tour. Please visit the welcome / guide on
how a unit works and please link to the many unit
previews to see the PowerPoint slideshows, bundled
homework packages, review games, unit notes, and
much more. Thank you again and please feel free to
contact me with any questions you may have. Best
wishes.
• Sincerely,
• Ryan Murphy M.Ed
• [email protected]