http://www.pbs.org/wgbh/nova/teachers/resources/subj_10_03.html 4.

After the students complete the activity, challenge them to relate each phase of
Aircraft Carrier! the activity to the equivalent atmospheric phase in the formation of a lightning
Objective bolt.
To try to simulate some of the difficulties of landing on a moving target.

o copy of "Moving Targets" student handout (PDF or HTML)
1. To introduce your students to the difficulty of landing a jet on the flight deck of
an aircraft carrier, conduct this activity.
2. Copy and distribute the mission assignment list on the "Moving Targets" student
handout to each student. This activity will require at least one wastebasket or
cardboard box and one ball, preferably a bouncy one such as a tennis ball since it
will be tossed around the room.
3. Divide the class into two groups, "Tossers" and "Target holders." Have each
group complete each one of the missions, starting with Mission Number 1. Then
have the groups switch roles and repeat the activity.
When students rub the wool piece on the paper, they build up a negative electric charge on the
paper. The metal sheet also carries a negative charge. This negative charge is increased when
the metal is placed on the paper. When the students' fingers touch the metal, the negative
charge is attracted to the positive charge in their bodies and creates a spark. Lightning is
formed in a similar manner. Under normal atmospheric conditions, the electrical charge of the
ground is evenly balanced between positive and negative. The most frequent type of lightning
occurs when a thundercloud has built up a strong negative charge. It repels the negative
charge of the ground, causing the charge to be pushed down slightly, similar to the effect of
holding two magnets so that their like charges repel each other. With the negative charge
pushed down, the ground becomes more positively charged, creating an attractive force for the
negative charge in the thundercloud. This same effect also occurs when students place the
negatively charged metal on top of the negatively charged paper and then place their
positively charged fingers near the negative charge.

The most complex challenge is Mission Number 4, when both the tosser and target are
moving. Encourage students to try some more difficult challenges such as carrying students
(targets) on the backs of other students, or perhaps having the tossers wear blindfolds so they
are forced to rely on spoken instructions from the target holders in order to aim accurately. Lightning! Student Handout
Timing and accuracy are important. Encourage students to communicate with each other by
calling out instructions for when to throw the ball or how to position themselves for the most Indoor Lightning
accurate results. Procedure
Moving Targets 1. Partner 1: Position the paper on a flat surface and hold it in place while watching
An enormous amount of skill and teamwork is required to land a jet safely on the deck of an the clock for partner 2.
aircraft carrier. In addition to the pilot's ability to fly the plane on a precise course, a 2. Partner 2: Rub the paper with the wool, using quick firm strokes, for at least 45
successful mission also depends on a significant amount of teamwork. To get a sense of some seconds, then place one piece of metal on the center of the sheet of paper.
of the difficulties of landing on a moving deck, try some of these activities. 3. Partner 1: Lift the paper off the surface.
Procedure 4. Partner 2: Touch the metal.
Mission Number 1 5. Watch the spark. Repeat the entire process using a different piece of metal.
Tossers: (This is the low-risk mission.) With the ball in your hand, stand over the wastebasket.
Type of Metal Length of time rubbed paper Observations
Now try to drop the ball into your target.
Mission Number 2
Tossers: Take the ball to the other side of the classroom. Walking quickly toward the
wastebasket, try to drop the ball into it without slowing down as you pass.
Mission Number 3
Tossers: Take the ball across the classroom again, and wait for your Target Holder to pick up
the wastebasket.
Target Holders: Pick up the wastebasket and slowly walk the length of the classroom, keeping
a steady pace. Try not to alter your speed or the way you are holding the target.
Tosser: As the Target Holder is crossing the room, try to toss the ball into the basket.
Mission Number 4
Tossers and Target Holders: Try Mission Number 3 again, but this time Target Holders should
try to help Tossers hit their targets. After you've tried this activity a few times, change places
—Tossers become Target Holders and vice versa. Change directions and speeds, and try to
think of other ways to make the activity more challenging.
Questions
Write your answers on a separate sheet of paper.
1. How accurate a tosser were you?
2. Which mission was the most challenging?
3. What were some of the reasons you missed your target?
4. What did Target Holders do to help Tossers hit the mark?

Lightning!
Objective
To observe the spark effect of static electricity.

o copy of "Indoor Lightning" student handout (PDF or HTML)

o A piece of notebook paper or a sheet of plastic, such as a transparency sheet
o Two or three flat pieces of metal, such as a 12" x 12" square of aluminum foil Analyzing the Results
folded into a flat disc, the top of a metal can, or the bottom of an aluminum pie 1. Compare the sparks from the different pieces of metal. Which piece makes the
pan (Be careful with sharp edges.) biggest spark? What happens if you rub the paper for a longer time?
2. What are other ways that you can make static electric sparks in the classroom?
o A piece of wool cloth (mittens or pieces of a sweater work well) 3. How is the illustration below of electrons in lightning related to the experiment
o A stopwatch or a clock with a second hand you conducted?

1. A lightning bolt is an enormous release of static electric charge. We commonly

experience the phenomenon of small amounts of static electricity when removing
clothes from the dryer, brushing our hair, or walking across a carpeted floor and
then touching a metal doorknob. Most of the time the sparks from these static
electric releases are not visible, so the connection between these experiences and
lightning may not be evident to students.
2. To demonstrate the spark effect of static electricity, have students try this
activity. (This activity will be most successful on a very dry day or in winter.)
3. Organize the students into pairs and give a set of materials to each team. If
possible, darken the room to make the sparks more visible. Point out to the class
that it takes a lot of physical energy to create enough of a charge to make a small,
barely visible spark. This energy is insignificant compared to the amount of
electric charge that builds up in a thundercloud.
Escape! Because Accidents Happen -- Fire o emergency lighting
o emergency exits
Objective
To research and analyze fire safety strategies in public and private buildings. o fire lanes around perimeter of building
*Adapted from materials produced by the National Fire Protection Association.

o copy of "Up To Code?" student handout (HTML) The "Up To Code" activity aligns with the following National Science Education Standards:

Personal health
o The potential for accidents and the existence of hazards imposes the need for
1. Organize students into groups and distribute the "Up to Code" student handout. injury prevention. Safe living involves the development and use of safety
Explain that each group will collect data on how a building is designed to address precautions and the recognition of risk in personal decisions. Injury prevention
three facets of fire safety: preventing a fire from occurring and/or spreading, has personal and social dimensions.
extinguishing a fire and evacuating people. Groups may choose to investigate a Risks and benefits
public building (such as a school, mall, cinema or library) or their own home. (If o Risk analysis considers the type of hazard and estimates the number of people
students choose to evaluate their own home, obtain permission first from a parent that might be exposed and the number likely to suffer consequences. The results
or guardian.) Students can collect data outside of class over a one- to two-week are used to determine the options for reducing or eliminating risks.
period.
o Students should understand the risks associated with natural hazards (fires,
2. To help students identify types of data to collect, create a class list of elements of floods, tornadoes, hurricanes, earthquakes and volcanic eruptions), with chemical
building design and construction that address fire safety issues. In addition, have hazards (pollutants in air, water, soil and food), with biological hazards (pollen,
students brainstorm a list of places where they could learn about fire safety. (See viruses, bacterial and parasites), social hazards (occupational safety and
Resources for some suggestions.) From their brainstorming and research, have transportation) and with personal hazards (smoking, dieting, and drinking).
groups create two master checklists of fire safety items (one for public buildings
and one for private homes) so that data can be compared later.
3. Have groups gather their information by touring a public building or private
home and talking to the person(s) who oversees the property (building manager
or parent/guardian).
4. Once they've gathered their information, have students report their findings. From Escape! Because Accidents Happen: Fire Student Handout
their lists, compile a final checklist on the board for each type of building.
Compare the data and discuss similarities and differences between the checklists Up to Code?
and the reasons for them. Fire safety codes exist to ensure that the buildings you live, work and play in are designed to allow
5. Following their building appraisal, have students generate their own rating you to get out safely if there is a fire. How safe are the buildings in which you spend your time?
system, taking the "least safe" of the buildings they compared and proposing Find out by analyzing the fire safety features of public and private buildings in your community.
changes to increase its safety. Procedure
6. As an extension, students could create a "prototype" building that would be as 1. Decide with your group the type of building you will evaluate:
safe as possible. Students should consider cost factors when designing their
building.
o Public Building (such as a school, mall, cinema or library)
o Your Home (get permission from a parent or guardian first)
2. Brainstorm features of building design and construction that you consider important
for fire safety. Find out about government codes for fire safety by researching on the
As an alternative to having students collect data on a building, invite an architect to present a Internet or by calling your local fire department, your local office of the National Fire
building plan and explain fire safety features or talk about aspects of your local building code Protection Agency and/or your regional Federal Emergency Management Agency.
that deal with fire safety. Students can use their checklists to evaluate the building plan. 3. Create a "master" checklist of fire safety features with groups who are evaluating the
As students create their checklists, they might consider the following questions: same type of building. This list should include the 10 to 15 most important safety
features you will use to evaluate the building.
o What fire safety features are evident in the building? (Note: You might want to 4. Collect data for the building you have chosen to inspect—through visits, telephone
point out that some features, such as fire walls, may not be readily apparent.) calls or other means—using your safety features checklist as a guide.
o How many smoke detectors, fire alarms, fire extinguishers and fire sprinklers are 5. After you have collected the data, organize it into a chart like the one below. This will
there? Where are they located? help you compare data with other groups.
o How many escape routes are there and are they free of any obstructions? Are the Questions
1. What features did you choose to include on your checklist? Explain why you think
escape routes clearly marked?
these are the most important.
o Does the building contain any flammable debris? 2. Based on your data, how safe do you think the building is in terms of:
When comparing buildings, students might ask themselves: o preventing the occurrence or spread of a fire?
o Do safety features differ between the two buildings? If so, why might that be? o extinguishing a fire?
o How old are the buildings?
o evacuating people in the event of a fire?
o Is one building made of more flammable material than the other? Explain why.
o What's the appropriate level of risk for a building? What are some factors to 3. How would you improve the building? Make a list of your recommendations.
consider in evaluating that risk? 4. Compare your building to another group's building. How are the safety features of the
two buildings alike or different? Explain.
o Can a building be made 100 percent fireproof? Make a chart like this one for your answers:
Below are basic safety features recommended and/or required by the government for homes Building:
and public buildings: Age of Building:
Some Safety Features for Homes* Use of Building:
o smoke detectors—on every level, outside all sleeping areas, tested regularly
Fire Prevention Fire Extinguishing Evacuation Features Other
o planned escape routes Features Features
o fire screens around working fireplaces
o electricity—frayed wires discarded, one electrical item per outlet, appliances in
good condition
o combustibles (such as trash, rags, paper) stored away from heat-producing
equipment
o matches and lighters stored out of children's reach
o flammable liquids (such as turpentine, barbecue lighter fluid) stored in tightly
closed and labeled containers
o portable heating equipment properly maintained and located at least three feet
from walls, furniture and other combustibles
o Automatic sprinkler system
Some Safety Features for High-Rises*
o smoke and fire alarm system
o Automatic sprinkler system