Solution Manual for Delmar's Standard Textbook of Electricity, 5th Edition
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’s Guide
to Accompany
DELMAR’S STANDARD TEXTBOOK
OF ELECTRICITY
Fifth Edition
by
Stephen L. Herman
and
Kerry A. Reinhackel
SOLUTIONS
GUIDE
to Accompany
DELMAR’S STANDARD TEXTBOOK
OF ELECTRICITY
Fifth Edition
by
Stephen L. Herman
and
Kerry A. Reinhackel
SOLUTIONS
GUIDE
iii
Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
Section 1 Safety, Basic Electricity, and Ohm’s Law . . . . . . . . . . . . . . . . . . . . . . . . 1
Unit 1 Atomic Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Unit 2 Electrical Quantities and Ohm’s Law . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Unit 3 Static Electricity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Unit 4 Magnetism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Unit 5 Resistors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Section 2 Basic Electric Circuits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Unit 6 Series Circuits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Unit 7 Parallel Circuits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Unit 8 Combination Circuits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Unit 9 Kirchhoff’s Laws, Thevenin’s, Norton’s, and Superposition Theorems . . . . . 20
Section 3 Meters and Wire Sizes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Unit 10 Measuring Instruments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Unit 11 Using Wire Tables and Determining Conductor Sizes . . . . . . . . . . . . . . . . . 27
Section 4 Small Sources of Electricity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Unit 12 Conduction in Liquids and Gases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Unit 13 Batteries and Other Sources of Electricity . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Unit 14 Magnetic Induction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Section 5 Basics of Alternating Current . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Unit 15 Basic Trigonometry and Vectors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Unit 16 Alternating Current . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Section 6 Alternating Current (AC) Circuits Containing Inductance . . . . . . . . . . 43
Unit 17 Inductance in AC Circuits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Unit 18 Resistive-Inductive Series Circuits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Unit 19 Resistive-Inductive Parallel Circuits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
Section 1 Safety, Basic Electricity, and Ohm’s Law . . . . . . . . . . . . . . . . . . . . . . . . 1
Unit 1 Atomic Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Unit 2 Electrical Quantities and Ohm’s Law . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Unit 3 Static Electricity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Unit 4 Magnetism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Unit 5 Resistors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Section 2 Basic Electric Circuits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Unit 6 Series Circuits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Unit 7 Parallel Circuits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Unit 8 Combination Circuits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Unit 9 Kirchhoff’s Laws, Thevenin’s, Norton’s, and Superposition Theorems . . . . . 20
Section 3 Meters and Wire Sizes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Unit 10 Measuring Instruments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Unit 11 Using Wire Tables and Determining Conductor Sizes . . . . . . . . . . . . . . . . . 27
Section 4 Small Sources of Electricity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Unit 12 Conduction in Liquids and Gases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Unit 13 Batteries and Other Sources of Electricity . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Unit 14 Magnetic Induction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Section 5 Basics of Alternating Current . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Unit 15 Basic Trigonometry and Vectors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Unit 16 Alternating Current . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Section 6 Alternating Current (AC) Circuits Containing Inductance . . . . . . . . . . 43
Unit 17 Inductance in AC Circuits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Unit 18 Resistive-Inductive Series Circuits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Unit 19 Resistive-Inductive Parallel Circuits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
iii
Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
Section 1 Safety, Basic Electricity, and Ohm’s Law . . . . . . . . . . . . . . . . . . . . . . . . 1
Unit 1 Atomic Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Unit 2 Electrical Quantities and Ohm’s Law . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Unit 3 Static Electricity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Unit 4 Magnetism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Unit 5 Resistors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Section 2 Basic Electric Circuits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Unit 6 Series Circuits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Unit 7 Parallel Circuits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Unit 8 Combination Circuits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Unit 9 Kirchhoff’s Laws, Thevenin’s, Norton’s, and Superposition Theorems . . . . . 20
Section 3 Meters and Wire Sizes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Unit 10 Measuring Instruments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Unit 11 Using Wire Tables and Determining Conductor Sizes . . . . . . . . . . . . . . . . . 27
Section 4 Small Sources of Electricity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Unit 12 Conduction in Liquids and Gases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Unit 13 Batteries and Other Sources of Electricity . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Unit 14 Magnetic Induction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Section 5 Basics of Alternating Current . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Unit 15 Basic Trigonometry and Vectors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Unit 16 Alternating Current . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Section 6 Alternating Current (AC) Circuits Containing Inductance . . . . . . . . . . 43
Unit 17 Inductance in AC Circuits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Unit 18 Resistive-Inductive Series Circuits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Unit 19 Resistive-Inductive Parallel Circuits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
Section 1 Safety, Basic Electricity, and Ohm’s Law . . . . . . . . . . . . . . . . . . . . . . . . 1
Unit 1 Atomic Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Unit 2 Electrical Quantities and Ohm’s Law . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Unit 3 Static Electricity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Unit 4 Magnetism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Unit 5 Resistors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Section 2 Basic Electric Circuits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Unit 6 Series Circuits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Unit 7 Parallel Circuits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Unit 8 Combination Circuits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Unit 9 Kirchhoff’s Laws, Thevenin’s, Norton’s, and Superposition Theorems . . . . . 20
Section 3 Meters and Wire Sizes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Unit 10 Measuring Instruments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Unit 11 Using Wire Tables and Determining Conductor Sizes . . . . . . . . . . . . . . . . . 27
Section 4 Small Sources of Electricity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Unit 12 Conduction in Liquids and Gases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Unit 13 Batteries and Other Sources of Electricity . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Unit 14 Magnetic Induction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Section 5 Basics of Alternating Current . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Unit 15 Basic Trigonometry and Vectors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Unit 16 Alternating Current . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Section 6 Alternating Current (AC) Circuits Containing Inductance . . . . . . . . . . 43
Unit 17 Inductance in AC Circuits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Unit 18 Resistive-Inductive Series Circuits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Unit 19 Resistive-Inductive Parallel Circuits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
iv
Section 7 AC Circuits Containing Capacitors . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Unit 20 Capacitors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Unit 21 Capacitance in AC Circuits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Unit 22 Resistive-Capacitive Series Circuits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Unit 23 Resistive-Capacitive Parallel Circuits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Section 8 AC Circuits Containing Resistance-Inductance-Capacitance . . . . . . . . 61
Unit 24 Resistive-Inductive-Capacitive Series Circuits . . . . . . . . . . . . . . . . . . . . . . . . 61
Unit 25 Resistive-Inductive-Capacitive Parallel Circuits . . . . . . . . . . . . . . . . . . . . . . 64
Unit 26 Filters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Section 9 Three-Phase Power . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Unit 27 Three-Phase Circuits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Section 10 Transformers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Unit 28 Single-Phase Transformers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Unit 29 Three-Phase Transformers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Section 11 DC Machines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Unit 30 DC Generators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Unit 31 DC Motors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Section 12 AC Machines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Unit 32 Three-Phase Alternators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Unit 33 Three-Phase Motors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
Unit 34 Single-Phase Motors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Answers to Review Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Answers to Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
Section 7 AC Circuits Containing Capacitors . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Unit 20 Capacitors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Unit 21 Capacitance in AC Circuits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Unit 22 Resistive-Capacitive Series Circuits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Unit 23 Resistive-Capacitive Parallel Circuits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Section 8 AC Circuits Containing Resistance-Inductance-Capacitance . . . . . . . . 61
Unit 24 Resistive-Inductive-Capacitive Series Circuits . . . . . . . . . . . . . . . . . . . . . . . . 61
Unit 25 Resistive-Inductive-Capacitive Parallel Circuits . . . . . . . . . . . . . . . . . . . . . . 64
Unit 26 Filters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Section 9 Three-Phase Power . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Unit 27 Three-Phase Circuits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Section 10 Transformers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Unit 28 Single-Phase Transformers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Unit 29 Three-Phase Transformers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Section 11 DC Machines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Unit 30 DC Generators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Unit 31 DC Motors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Section 12 AC Machines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Unit 32 Three-Phase Alternators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Unit 33 Three-Phase Motors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
Unit 34 Single-Phase Motors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Answers to Review Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Answers to Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
v
This ’s Guide has been divided into five
main sections to help you in the instruction process. The
first section is an overview of instruction techniques and
information on learner types. The second section in-
cludes teaching instructions for each of the 34 units of
the text. The third section includes answers and solu-
tions to the review questions. The fourth section con-
tains 15 tests that can be used at various intervals in the
instruction process. The final section includes answers
to the tests.
This lesson plan manual has been written with the
idea that many of the instructors using Delmar’s Stan-
dard Textbook of Electricity have not had an opportu-
nity to take a course in education. With this in mind, a
variety of ideas to help the instructor teach the material
has been written into the section-by-section lesson plans.
Additionally, this introduction will give the instructor a
brief overview of the four main types of learners and
ways to enable those types of learners to be successful
in the classroom. This success in the classroom will,
ultimately, lead to success out in the field.
There are four basic types of learning strategies that
most people use to learn new material. Some individuals
may use more than one of these strategies, but most will
use at least one, whether they are aware of it or not. The
first type I will discuss is the visual learner.
Visual learners use what they see to help them under-
stand what is being taught. This goes beyond just read-
ing a text. In fact, visual learners may not benefit as
much from the printed word as they do from pictures,
graphs, charts, and other examples drawn about what is
written in the text. For this type of learner there are in-
structions concerning visual aids throughout this entire
manual. Many people are visual learners, often in com-
bination with one or more of the other learning styles,
such as audile.
An audile learner will listen carefully to everything
the instructor has to say. Depending on the memory ca-
pabilities of this type of learner, he or she may also take
quite a few notes. This type of learner may ask for in-
formation or explanations to be repeated, or restated in
a different way. If this individual also uses the strategies
of the visual learner, then explanations that are simple,
clear, and are accompanied by visual aids benefit them
the most. They may do just fine right where they sit. For
the kinesthetic learner, though, this may not be the case.
A kinesthetic learner is a hands-on type of learner.
These individuals like to hold the visual aids in their
hands and work things out (like experiments) with their
hands. They will want to create a circuit and connect the
wires, resistors, and so on. They will also benefit, as will
the visual learners, from drawing their own circuits and
diagrams. They may or may not be good at compre-
hending the material just from reading the text, as tactile
learners will be.
Tactile learners are good readers and can compre-
hend most of the material that they need to learn by
reading the text. Tactile learners, however, will also
greatly benefit from the use of visual aids, hands-on
activities, and clear concise explanations.
As often as possible, the instructor should try to fol-
low the lesson plans, bring in visual aids, make charts,
and use the discussions to uncover any prior knowledge
that students may have about each unit.
Individuals learn better when they believe that they
already have some knowledge on a subject that they are
beginning to study. With this in mind, each unit has a
statement that calls for a question/discussion time that
will include allowing students to realize that they prob-
ably are much more familiar with the overall subject
matter than they thought they were. Think of it as wall-
paper being hung on a wall. The wallpaper simply sticks
better, and more readily, if there is already some paste or
glue on the wall. Our minds are the same way. This prior
knowledge, uncovered and made known to a student, is
the glue that gives your lesson something to stick to. It
sticks better, faster, and more readily when the student
has been made aware that the glue is there. The slight-
est amount of glue is always going to hold something
better than no glue at all.
Each unit is completed with a Unit Round Up sec-
tion. This is where you will always need to double-check
for understanding. Just in case the glue didn’t hold, and
your lesson slid off onto the floor, you will have students
Introduction
This ’s Guide has been divided into five
main sections to help you in the instruction process. The
first section is an overview of instruction techniques and
information on learner types. The second section in-
cludes teaching instructions for each of the 34 units of
the text. The third section includes answers and solu-
tions to the review questions. The fourth section con-
tains 15 tests that can be used at various intervals in the
instruction process. The final section includes answers
to the tests.
This lesson plan manual has been written with the
idea that many of the instructors using Delmar’s Stan-
dard Textbook of Electricity have not had an opportu-
nity to take a course in education. With this in mind, a
variety of ideas to help the instructor teach the material
has been written into the section-by-section lesson plans.
Additionally, this introduction will give the instructor a
brief overview of the four main types of learners and
ways to enable those types of learners to be successful
in the classroom. This success in the classroom will,
ultimately, lead to success out in the field.
There are four basic types of learning strategies that
most people use to learn new material. Some individuals
may use more than one of these strategies, but most will
use at least one, whether they are aware of it or not. The
first type I will discuss is the visual learner.
Visual learners use what they see to help them under-
stand what is being taught. This goes beyond just read-
ing a text. In fact, visual learners may not benefit as
much from the printed word as they do from pictures,
graphs, charts, and other examples drawn about what is
written in the text. For this type of learner there are in-
structions concerning visual aids throughout this entire
manual. Many people are visual learners, often in com-
bination with one or more of the other learning styles,
such as audile.
An audile learner will listen carefully to everything
the instructor has to say. Depending on the memory ca-
pabilities of this type of learner, he or she may also take
quite a few notes. This type of learner may ask for in-
formation or explanations to be repeated, or restated in
a different way. If this individual also uses the strategies
of the visual learner, then explanations that are simple,
clear, and are accompanied by visual aids benefit them
the most. They may do just fine right where they sit. For
the kinesthetic learner, though, this may not be the case.
A kinesthetic learner is a hands-on type of learner.
These individuals like to hold the visual aids in their
hands and work things out (like experiments) with their
hands. They will want to create a circuit and connect the
wires, resistors, and so on. They will also benefit, as will
the visual learners, from drawing their own circuits and
diagrams. They may or may not be good at compre-
hending the material just from reading the text, as tactile
learners will be.
Tactile learners are good readers and can compre-
hend most of the material that they need to learn by
reading the text. Tactile learners, however, will also
greatly benefit from the use of visual aids, hands-on
activities, and clear concise explanations.
As often as possible, the instructor should try to fol-
low the lesson plans, bring in visual aids, make charts,
and use the discussions to uncover any prior knowledge
that students may have about each unit.
Individuals learn better when they believe that they
already have some knowledge on a subject that they are
beginning to study. With this in mind, each unit has a
statement that calls for a question/discussion time that
will include allowing students to realize that they prob-
ably are much more familiar with the overall subject
matter than they thought they were. Think of it as wall-
paper being hung on a wall. The wallpaper simply sticks
better, and more readily, if there is already some paste or
glue on the wall. Our minds are the same way. This prior
knowledge, uncovered and made known to a student, is
the glue that gives your lesson something to stick to. It
sticks better, faster, and more readily when the student
has been made aware that the glue is there. The slight-
est amount of glue is always going to hold something
better than no glue at all.
Each unit is completed with a Unit Round Up sec-
tion. This is where you will always need to double-check
for understanding. Just in case the glue didn’t hold, and
your lesson slid off onto the floor, you will have students
Introduction
vi
explain concepts to you, work out formulas, and explain
why the various things work as they do. The best way to
check for understanding is to have the students give back
to you, in their own words, what you have given to them.
In the case of the various formulas, practice is the key. It
will be useful if you can create some problems of your
own for your students to solve, using the formulas that
are being covered in any given unit.
This manual was written with you in mind. It has been
written in user-friendly language and is meant to be a
benefit and aid to you as a teacher. Obviously, any idea
that has been given as a lesson enhancer is optional. Every
learning group is different, and one group may require
everything you can come up with to help them grasp the
material, and other groups may barely require your pres-
ence! Use what will help you and pass over what will not.
explain concepts to you, work out formulas, and explain
why the various things work as they do. The best way to
check for understanding is to have the students give back
to you, in their own words, what you have given to them.
In the case of the various formulas, practice is the key. It
will be useful if you can create some problems of your
own for your students to solve, using the formulas that
are being covered in any given unit.
This manual was written with you in mind. It has been
written in user-friendly language and is meant to be a
benefit and aid to you as a teacher. Obviously, any idea
that has been given as a lesson enhancer is optional. Every
learning group is different, and one group may require
everything you can come up with to help them grasp the
material, and other groups may barely require your pres-
ence! Use what will help you and pass over what will not.
Loading page 6...
1
SECTION 1
Safety, Basic Electricity, and Ohm’s Law
OUTLINE
S-1 General Safety Rules
S-2 Effects of Electric Current on the Body
S-3 On the Job
S-4 Protective Clothing
S-5 Ladders and Scaffolds
S-6 Fires
S-7 Ground-Fault Circuit Interrupters
S-8 Grounding
KEY TERMS
Meter
De-energized circuit
Idiot proofing
Horseplay
Artificial respiration
Cardiopulmonary resuscitation
Milliamperes
Fibrillation
OSHA
MSDS
Confined spaces
Lockout and tagout
Fire-retardant clothing
Scaffolds
Energized circuit
Disconnected
Safety Overview
Anticipatory Set
Go over the eleven objectives of this unit and ask students what they already know about any of the objectives men-
tioned. Promote classroom discussion on the subject of safety. Be careful to correct any mistakes.
ANSWER TO REVIEW QUESTIONS
1. To think before acting
2. To prevent a current path directly through the heart.
3. 0.1–0.2 amperes
4. When the heart quivers or vibrates and does not pump blood.
5. It discharges a capacitor across the heart causing the heart of contract.
6. The Secretary of Labor
7. To ensure safe and healthy workplaces in the U.S.
8. Material safety data sheet
9. The electrician
10. 4 feet
11. A current path to ground other than intended.
12. 5 mA
13. Circuit breaker, receptacle, extension cord
14. Class B fires involve fuels such as grease, combustible liquids or gases.
15. NEC Section 250
SECTION 1
Safety, Basic Electricity, and Ohm’s Law
OUTLINE
S-1 General Safety Rules
S-2 Effects of Electric Current on the Body
S-3 On the Job
S-4 Protective Clothing
S-5 Ladders and Scaffolds
S-6 Fires
S-7 Ground-Fault Circuit Interrupters
S-8 Grounding
KEY TERMS
Meter
De-energized circuit
Idiot proofing
Horseplay
Artificial respiration
Cardiopulmonary resuscitation
Milliamperes
Fibrillation
OSHA
MSDS
Confined spaces
Lockout and tagout
Fire-retardant clothing
Scaffolds
Energized circuit
Disconnected
Safety Overview
Anticipatory Set
Go over the eleven objectives of this unit and ask students what they already know about any of the objectives men-
tioned. Promote classroom discussion on the subject of safety. Be careful to correct any mistakes.
ANSWER TO REVIEW QUESTIONS
1. To think before acting
2. To prevent a current path directly through the heart.
3. 0.1–0.2 amperes
4. When the heart quivers or vibrates and does not pump blood.
5. It discharges a capacitor across the heart causing the heart of contract.
6. The Secretary of Labor
7. To ensure safe and healthy workplaces in the U.S.
8. Material safety data sheet
9. The electrician
10. 4 feet
11. A current path to ground other than intended.
12. 5 mA
13. Circuit breaker, receptacle, extension cord
14. Class B fires involve fuels such as grease, combustible liquids or gases.
15. NEC Section 250
Loading page 7...
2
Anticipatory Set
To prepare students for this unit, begin by stating the four objectives of the unit. Then, ask students what they
already know about any of the four objectives. You may need to do a little prompting, such as asking what they re-
member or know about atoms, positive/negative charges, things that conduct electricity, or things that do not con-
duct electricity. Ask if anyone knows why you don’t use electrical tools in the rain, or why you do use rubber boots
to protect you from shock when working on a damp floor.
1-1 Early History of Electricity
Instruct students to be prepared to define key terms in their notes as you proceed through the unit. Briefly discuss
the two basic types of current. Follow up with a brief explanation of repulsion and attraction. Have some examples
from list A or B (p. 30 of text) to show these principles in action. Distinguish between negative and positive charges
as they relate to attraction and repulsion. Ask students if they know any other examples. Check for understanding by
asking one or more students to explain the attraction/repulsion process.
1-2 Atoms
Define an atom. Discuss the three principle parts of the atom, and discuss the role of each part as it relates to the
make-up of the 90 natural elements and 23 artificial elements. Check for understanding before moving on.
1-3 The Law of Charges
Begin discussion of the law of charges with a reminder of the principles of attraction/repulsion. This will help the
students to immediately begin using previous learning as building blocks on which to attach new information. This is a
good time to explain that everything in this text will build on principles learned, unit by unit. Discuss charges that attract
and charges that repel. Using the PowerPoint® presentation, follow the outward-going and inward-going charges.
Explain the two theories about why protons having the same charge do not break apart in the nucleus. Check for un-
derstanding. Have students draw the proton-electron relationship and the proton-proton relationship in their notes.
1-4 Structure of the Atom
Ask students for to explain the similarities between how the planets orbit the sun in the solar system and the man-
ner which electrons orbit the center of the atom. Point out that both the planets and electrons exist in exact specific
orbits determined by their size (mass) and speed.
UNIT 1
Atomic Structure
OUTLINE
1-1 Early History of Electricity
1-2 Atoms
1-3 The Law of Charges
1-4 Structure of the Atom
1-5 Electron Orbits
1-6 Valence Electrons
1-7 Electron Flow
1-8 Insulators
1-9 Semiconductors
1-10 Molecules
1-11 Methods of Producing Electricity
1-12 Electrical Effects
KEY TERMS
Alternating current (AC)
Atom
Atomic number
Attraction
Bidirectional
Conductor
Direct current (DC)
Electron
Electron orbit
Element
Insulators
Matter
Molecules
Negative
Neutron
Nucleus
Positive
Proton
Repulsion
Semiconductors
Unidirectional
Valence electrons
Anticipatory Set
To prepare students for this unit, begin by stating the four objectives of the unit. Then, ask students what they
already know about any of the four objectives. You may need to do a little prompting, such as asking what they re-
member or know about atoms, positive/negative charges, things that conduct electricity, or things that do not con-
duct electricity. Ask if anyone knows why you don’t use electrical tools in the rain, or why you do use rubber boots
to protect you from shock when working on a damp floor.
1-1 Early History of Electricity
Instruct students to be prepared to define key terms in their notes as you proceed through the unit. Briefly discuss
the two basic types of current. Follow up with a brief explanation of repulsion and attraction. Have some examples
from list A or B (p. 30 of text) to show these principles in action. Distinguish between negative and positive charges
as they relate to attraction and repulsion. Ask students if they know any other examples. Check for understanding by
asking one or more students to explain the attraction/repulsion process.
1-2 Atoms
Define an atom. Discuss the three principle parts of the atom, and discuss the role of each part as it relates to the
make-up of the 90 natural elements and 23 artificial elements. Check for understanding before moving on.
1-3 The Law of Charges
Begin discussion of the law of charges with a reminder of the principles of attraction/repulsion. This will help the
students to immediately begin using previous learning as building blocks on which to attach new information. This is a
good time to explain that everything in this text will build on principles learned, unit by unit. Discuss charges that attract
and charges that repel. Using the PowerPoint® presentation, follow the outward-going and inward-going charges.
Explain the two theories about why protons having the same charge do not break apart in the nucleus. Check for un-
derstanding. Have students draw the proton-electron relationship and the proton-proton relationship in their notes.
1-4 Structure of the Atom
Ask students for to explain the similarities between how the planets orbit the sun in the solar system and the man-
ner which electrons orbit the center of the atom. Point out that both the planets and electrons exist in exact specific
orbits determined by their size (mass) and speed.
UNIT 1
Atomic Structure
OUTLINE
1-1 Early History of Electricity
1-2 Atoms
1-3 The Law of Charges
1-4 Structure of the Atom
1-5 Electron Orbits
1-6 Valence Electrons
1-7 Electron Flow
1-8 Insulators
1-9 Semiconductors
1-10 Molecules
1-11 Methods of Producing Electricity
1-12 Electrical Effects
KEY TERMS
Alternating current (AC)
Atom
Atomic number
Attraction
Bidirectional
Conductor
Direct current (DC)
Electron
Electron orbit
Element
Insulators
Matter
Molecules
Negative
Neutron
Nucleus
Positive
Proton
Repulsion
Semiconductors
Unidirectional
Valence electrons
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3
1-5 Electron Orbits
The section on electron orbits may call for a review of some basic mathematics.
When discussing electron orbits, be sure that students understand how to determine the maximum number of elec-
trons that can be in any given orbit. To check for understanding of the 2(N) 2 formula, write some arbitrary possibil-
ities on the board or overhead: 2(5) 2, 2(3) 2, 2(8) 2, and so on. Have students tell you how many electrons are in the
orbit, and the number of the orbit, or shell: 50/5th orbit, 18/3rd orbit, 128/8th orbit, and so on.
Stop here, and review the definitions of all key terms covered in the first five sections: direct current, alternating cur-
rent, repulsion, attraction, atom, matter, element, electron, neutron, proton, quarks, nucleus, atomic number, opposite
and like charges, and gluon. Have students explain these various terms. Review how they are related to each other.
1-6 Valence Electrons
Explain valence electrons and explain that the inner shells will have more electrons than the valence shell, as ex-
plained with 2(N) 2. Good examples of this are PowerPoint slides corresponding to Figures 1–15 and 1–16. Explain
how atoms with fewer valence electrons make better update conductors and why atoms with a higher number of va-
lence electrons resist conductivity.
1-7 Electron Flow
Discuss electron flow using the cue ball example. Ask students to give other examples (shuffle board, croquet, etc.).
Be sure that students understand the directional flow of the energy from the impacting electron and how that energy
is split by this directional flow, lessening the energy flow in each direction.
1-8 Insulators
Review what the maximum number of valence electrons is (8) and how this results in the creation of insulators.
Have students give examples of insulators used in various professions (boots, gloves, etc.) or in household appliances
(electrical cords).
1-9 Semiconductors
Explain semiconductors and give examples of how they are used (in computers, for example).
1-10 Molecules
Define molecules, and have students distinguish between molecules and atoms. See if students can explain, using
what they have learned about electrons and valence shells, how two atoms might form a compound.
1-11 Methods of Producing Electricity
Go over, one by one, each of the ways to produce electricity. Discuss the benefits of using one way over another,
for a particular purpose. Point out terms the student should become familiar with, such as piezo, Seebeck, photons, pho-
tovoltaic, photoemissive, photoconductive, solar cells, and cad cells. Take some time to discuss the production of electricity
from light, as it is so widely used.
1-12 Electrical Effects
Discuss how electricity can create some of the various effects, heat, light, pressure, magnetism, and chemical reac-
tions that it is created from. Give examples of the various uses of electricity, in these ways. For example, if you have ac-
cess to a crystal radio or earphone, it would be extremely beneficial for the student to see this process in action. Perhaps
you can copper plate something, or discuss the difference in buying gold plated jewelry versus solid gold jewelry. Per-
haps a discussion of the way electrolysis is used would also be helpful. Having a variety of light bulbs, of different
wattages, might be a good way for students to explain how light is produced, and the results in heat watts and light watts.
Unit Round Up
Review all terms from the unit, including those terms covered in Sections 1-6 through 1-10: valence electrons,
conductor, electron flow, insulators, semiconductors, and molecules. Review basic principles covered in the unit, and
check for understanding by having students explain to you how these principles work. It is also a good idea for the
instructor to review the test from the ’s Guide to assure that all necessary material was covered well enough
for students to answer all test questions.
1-5 Electron Orbits
The section on electron orbits may call for a review of some basic mathematics.
When discussing electron orbits, be sure that students understand how to determine the maximum number of elec-
trons that can be in any given orbit. To check for understanding of the 2(N) 2 formula, write some arbitrary possibil-
ities on the board or overhead: 2(5) 2, 2(3) 2, 2(8) 2, and so on. Have students tell you how many electrons are in the
orbit, and the number of the orbit, or shell: 50/5th orbit, 18/3rd orbit, 128/8th orbit, and so on.
Stop here, and review the definitions of all key terms covered in the first five sections: direct current, alternating cur-
rent, repulsion, attraction, atom, matter, element, electron, neutron, proton, quarks, nucleus, atomic number, opposite
and like charges, and gluon. Have students explain these various terms. Review how they are related to each other.
1-6 Valence Electrons
Explain valence electrons and explain that the inner shells will have more electrons than the valence shell, as ex-
plained with 2(N) 2. Good examples of this are PowerPoint slides corresponding to Figures 1–15 and 1–16. Explain
how atoms with fewer valence electrons make better update conductors and why atoms with a higher number of va-
lence electrons resist conductivity.
1-7 Electron Flow
Discuss electron flow using the cue ball example. Ask students to give other examples (shuffle board, croquet, etc.).
Be sure that students understand the directional flow of the energy from the impacting electron and how that energy
is split by this directional flow, lessening the energy flow in each direction.
1-8 Insulators
Review what the maximum number of valence electrons is (8) and how this results in the creation of insulators.
Have students give examples of insulators used in various professions (boots, gloves, etc.) or in household appliances
(electrical cords).
1-9 Semiconductors
Explain semiconductors and give examples of how they are used (in computers, for example).
1-10 Molecules
Define molecules, and have students distinguish between molecules and atoms. See if students can explain, using
what they have learned about electrons and valence shells, how two atoms might form a compound.
1-11 Methods of Producing Electricity
Go over, one by one, each of the ways to produce electricity. Discuss the benefits of using one way over another,
for a particular purpose. Point out terms the student should become familiar with, such as piezo, Seebeck, photons, pho-
tovoltaic, photoemissive, photoconductive, solar cells, and cad cells. Take some time to discuss the production of electricity
from light, as it is so widely used.
1-12 Electrical Effects
Discuss how electricity can create some of the various effects, heat, light, pressure, magnetism, and chemical reac-
tions that it is created from. Give examples of the various uses of electricity, in these ways. For example, if you have ac-
cess to a crystal radio or earphone, it would be extremely beneficial for the student to see this process in action. Perhaps
you can copper plate something, or discuss the difference in buying gold plated jewelry versus solid gold jewelry. Per-
haps a discussion of the way electrolysis is used would also be helpful. Having a variety of light bulbs, of different
wattages, might be a good way for students to explain how light is produced, and the results in heat watts and light watts.
Unit Round Up
Review all terms from the unit, including those terms covered in Sections 1-6 through 1-10: valence electrons,
conductor, electron flow, insulators, semiconductors, and molecules. Review basic principles covered in the unit, and
check for understanding by having students explain to you how these principles work. It is also a good idea for the
instructor to review the test from the ’s Guide to assure that all necessary material was covered well enough
for students to answer all test questions.
Loading page 9...
4
At No Seq Sym Name
1 1 H Hydrogen
2 2 He Helium
3 3 Li Lithium
4 4 Be Beryllium
5 5 B Boron
6 6 C Carbon
7 7 N Nitrogen
8 8 O Oxygen
9 9 F Fluorine
10 10 Ne Neon
11 11 Na Sodium
12 12 Mg Magnesium
13 13 Al Aluminum
14 14 Si Silicon
15 15 P Phosphorous
16 16 S Sulfur
17 17 Cl Chlorine
18 18 Ar Argon
19 19 K Potassium
20 20 Ca Calcium
21 21 Sc Scandium
22 22 Ti Titanium
23 23 V Vanadium
24 24 Cr Chromium
25 25 Mn Manganese
26 26 Fe Iron
27 27 Co Cobalt
28 28 Ni Nickel
29 29 Cu Copper
30 30 Zn Zinc
31 31 Ga Gallium
32 32 Ge Germanium
33 33 As Arsenic
34 34 Se Selenium
35 35 Br Bromine
36 36 Kr Krypton
37 37 Rb Rubidium
38 38 Sr Strontium
39 39 Y Yttrium
40 40 Zr Zirconium
41 41 Nb Niobium
42 42 Mo Molybdenum
43 (1) Tc Technetium
44 43 Ru Ruthenium
45 44 Rh Rhodium
46 45 Pd Palladium
47 46 Ag Silver
48 47 Cd Cadmium
49 48 In Indium
50 49 Sn Tin
51 50 Sb Antimony
52 51 Te Tellurium
53 52 I Iodine
54 53 Xe Xenon
55 54 Cs Cesium
56 55 Ba Barium
57 56 La Lanthanum
58 57 Ce Cerium
59 58 Pr Praseodymium
At No Seq Sym Name
60 59 Nd Neodymium
61 (2) Pm Promethium
62 60 Sm Samarium
63 61 Eu Europium
64 62 Gd Gadolinium
65 63 Tb Terbium
66 64 Dy Dysprosium
67 65 Ho Holmium
68 66 Er Erbium
69 67 Tm Thulium
70 68 Yb Ytterbium
71 69 Lu Lutetium
72 60 Hf Hafnium
73 71 Ta Tantalum
74 72 W Tungsten
75 73 Re Rhenium
76 74 Os Osmium
77 75 Ir Iridium
78 76 Pt Platinum
79 77 Au Gold
80 78 Hg Mercury
81 79 Tl Thallium
82 80 Pb Lead
83 81 Bi Bismuth
84 82 Po Polonium
85 83 At Astatine
86 84 Rn Radon
87 85 Fr Fracium
88 86 Ra Radium
89 87 Ac Actinium
90 88 Th Thorium
91 89 Pa Proactinium
92 90 U Uranium
93 (3) Np Neptunium
94 (4) Pu Plutonium
95 (5) Am Americium
96 (6) Cm Curium
97 (7) Bk Berkelium
98 (8) Cf Californium
99 (9) Es Einsteinium
100 (10) Fm Fermium
101 (11) Md Mendelevium
102 (12) No Nobelium
103 (13) Lr Lawrencium
104 (14) Rf Rutherfordium
105 (15) Db Dubnium
106 (16) Sg Seaborgium
107 (17) Bh Bhorium
108 (18) Hs Hassium
109 (19) Mt Meitnerium
110 (20) Uun Ununnilium
111 (21) Uuu Unununium
112 (22) Uub Ununbium
114 (23) Uuq Ununquadium
Seq—sequence—plan number is natural element.
Number in parentheses is artificial element.
At No Seq Sym Name
1 1 H Hydrogen
2 2 He Helium
3 3 Li Lithium
4 4 Be Beryllium
5 5 B Boron
6 6 C Carbon
7 7 N Nitrogen
8 8 O Oxygen
9 9 F Fluorine
10 10 Ne Neon
11 11 Na Sodium
12 12 Mg Magnesium
13 13 Al Aluminum
14 14 Si Silicon
15 15 P Phosphorous
16 16 S Sulfur
17 17 Cl Chlorine
18 18 Ar Argon
19 19 K Potassium
20 20 Ca Calcium
21 21 Sc Scandium
22 22 Ti Titanium
23 23 V Vanadium
24 24 Cr Chromium
25 25 Mn Manganese
26 26 Fe Iron
27 27 Co Cobalt
28 28 Ni Nickel
29 29 Cu Copper
30 30 Zn Zinc
31 31 Ga Gallium
32 32 Ge Germanium
33 33 As Arsenic
34 34 Se Selenium
35 35 Br Bromine
36 36 Kr Krypton
37 37 Rb Rubidium
38 38 Sr Strontium
39 39 Y Yttrium
40 40 Zr Zirconium
41 41 Nb Niobium
42 42 Mo Molybdenum
43 (1) Tc Technetium
44 43 Ru Ruthenium
45 44 Rh Rhodium
46 45 Pd Palladium
47 46 Ag Silver
48 47 Cd Cadmium
49 48 In Indium
50 49 Sn Tin
51 50 Sb Antimony
52 51 Te Tellurium
53 52 I Iodine
54 53 Xe Xenon
55 54 Cs Cesium
56 55 Ba Barium
57 56 La Lanthanum
58 57 Ce Cerium
59 58 Pr Praseodymium
At No Seq Sym Name
60 59 Nd Neodymium
61 (2) Pm Promethium
62 60 Sm Samarium
63 61 Eu Europium
64 62 Gd Gadolinium
65 63 Tb Terbium
66 64 Dy Dysprosium
67 65 Ho Holmium
68 66 Er Erbium
69 67 Tm Thulium
70 68 Yb Ytterbium
71 69 Lu Lutetium
72 60 Hf Hafnium
73 71 Ta Tantalum
74 72 W Tungsten
75 73 Re Rhenium
76 74 Os Osmium
77 75 Ir Iridium
78 76 Pt Platinum
79 77 Au Gold
80 78 Hg Mercury
81 79 Tl Thallium
82 80 Pb Lead
83 81 Bi Bismuth
84 82 Po Polonium
85 83 At Astatine
86 84 Rn Radon
87 85 Fr Fracium
88 86 Ra Radium
89 87 Ac Actinium
90 88 Th Thorium
91 89 Pa Proactinium
92 90 U Uranium
93 (3) Np Neptunium
94 (4) Pu Plutonium
95 (5) Am Americium
96 (6) Cm Curium
97 (7) Bk Berkelium
98 (8) Cf Californium
99 (9) Es Einsteinium
100 (10) Fm Fermium
101 (11) Md Mendelevium
102 (12) No Nobelium
103 (13) Lr Lawrencium
104 (14) Rf Rutherfordium
105 (15) Db Dubnium
106 (16) Sg Seaborgium
107 (17) Bh Bhorium
108 (18) Hs Hassium
109 (19) Mt Meitnerium
110 (20) Uun Ununnilium
111 (21) Uuu Unununium
112 (22) Uub Ununbium
114 (23) Uuq Ununquadium
Seq—sequence—plan number is natural element.
Number in parentheses is artificial element.
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UNIT 2
Electrical Quantities and Ohm’s Law
OUTLINE
2-1 The Coulomb
2-2 The Ampere
2-3 The Electron Flow Theory
2-4 The Conventional Current Flow Theory
2-5 Speed of Current
2-6 Basic Electric Circuits
2-7 The Volt
2-8 The Ohm
2-9 The Watt
2-10 Other Measures of Power
2-11 Ohm’s Law
2-12 Metric Prefixes
KEY TERMS
Ampere (A)
British thermal unit (Btu)
Complete path
Conventional current flow theory
Coulomb (C)
Electromotive force (EMF)
Electron flow theory
Grounding conductor
Horsepower (hp)
Impedance
Joule
Neutral conductor
Ohm (Ω)
Ohm’s law
Potential difference
Power
Resistance
Volt (V)
Watt (W)
Anticipatory Set
Go over the eight objectives of this unit and ask students what they already know about any of the objectives men-
tioned. Be careful to correct any mistakes. For example, a student may tell you that an amp is something that he plugs
his guitar into. You might even hear that an ohm is a sound you make when meditating! A little humor here relaxes
the students and creates a classroom environment geared to active learning. Begin a question/answer session on the
various types of measurements that students are already familiar and comfortable with. Tell them that this unit is sim-
ply an explanation of a set of measurements for electricity.
2-1 The Coulomb
Explain that the coulomb is a quantity measurement. A good visual aid is a 1- or 2-liter bottle of soda water. Show
the students that it is the amount of soda water in the bottle that makes the measurement of 2 liters an accurate one.
This is what “quantity” measurement means. Using that same 2-liter bottle, let it represent 1 coulomb tossed into the
Pacific Ocean.
As you define Coulomb’s law of electrostatic charges, write the equation on the board. Use two items to put into
the Q 1 and Q2 positions. Also, inform students what a dielectric constant is and how dielectric breakdown can occur.
2-2 The Ampere
Explain that an ampere is simply another measurement unit: 1 coulomb per second. Explain the two types of
measurement involved in the ampere: quantity and time. Refer to the PowerPoint slide corresponding with Figure 2–1
to show how an ampere of current flows through a wire when 1 coulomb flows past a point in 1 second. Illustrate this
by using the cue ball or another item that will roll or slide easily. Place a coin on top of a desk and roll or slide your
visual aid past the coin. Explain that the moving object represents a coulomb, the coin is the point it passes, and an
ampere of electricity is what flowed through the unseen wire on the desktop. So, the ampere is the measurement of
the amount (quantity) of electricity flowing through a circuit. Also, refer students to Figure 2–2 in the text, making
the water flow comparison.
UNIT 2
Electrical Quantities and Ohm’s Law
OUTLINE
2-1 The Coulomb
2-2 The Ampere
2-3 The Electron Flow Theory
2-4 The Conventional Current Flow Theory
2-5 Speed of Current
2-6 Basic Electric Circuits
2-7 The Volt
2-8 The Ohm
2-9 The Watt
2-10 Other Measures of Power
2-11 Ohm’s Law
2-12 Metric Prefixes
KEY TERMS
Ampere (A)
British thermal unit (Btu)
Complete path
Conventional current flow theory
Coulomb (C)
Electromotive force (EMF)
Electron flow theory
Grounding conductor
Horsepower (hp)
Impedance
Joule
Neutral conductor
Ohm (Ω)
Ohm’s law
Potential difference
Power
Resistance
Volt (V)
Watt (W)
Anticipatory Set
Go over the eight objectives of this unit and ask students what they already know about any of the objectives men-
tioned. Be careful to correct any mistakes. For example, a student may tell you that an amp is something that he plugs
his guitar into. You might even hear that an ohm is a sound you make when meditating! A little humor here relaxes
the students and creates a classroom environment geared to active learning. Begin a question/answer session on the
various types of measurements that students are already familiar and comfortable with. Tell them that this unit is sim-
ply an explanation of a set of measurements for electricity.
2-1 The Coulomb
Explain that the coulomb is a quantity measurement. A good visual aid is a 1- or 2-liter bottle of soda water. Show
the students that it is the amount of soda water in the bottle that makes the measurement of 2 liters an accurate one.
This is what “quantity” measurement means. Using that same 2-liter bottle, let it represent 1 coulomb tossed into the
Pacific Ocean.
As you define Coulomb’s law of electrostatic charges, write the equation on the board. Use two items to put into
the Q 1 and Q2 positions. Also, inform students what a dielectric constant is and how dielectric breakdown can occur.
2-2 The Ampere
Explain that an ampere is simply another measurement unit: 1 coulomb per second. Explain the two types of
measurement involved in the ampere: quantity and time. Refer to the PowerPoint slide corresponding with Figure 2–1
to show how an ampere of current flows through a wire when 1 coulomb flows past a point in 1 second. Illustrate this
by using the cue ball or another item that will roll or slide easily. Place a coin on top of a desk and roll or slide your
visual aid past the coin. Explain that the moving object represents a coulomb, the coin is the point it passes, and an
ampere of electricity is what flowed through the unseen wire on the desktop. So, the ampere is the measurement of
the amount (quantity) of electricity flowing through a circuit. Also, refer students to Figure 2–2 in the text, making
the water flow comparison.
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6
2-3 The Electron Flow Theory
Briefly state what the electron flow theory is, and draw the theory on the board showing this type of flow.
Emphasize that this theory is the one that will be used throughout the text.
2-4 The Conventional Current Flow Theory
Explain this theory carefully, making sure that students take note of the difference in flow: + to - versus - to + in
the two theories. Discuss why the conventional flow theory is preferred. Use the car battery example and check for
understanding. Remember to double check for understanding on the direction that electrons always flow, and make
sure the students know that the electron theory is the one that will be used throughout this text.
2-5 Speed of Current
Establish with students that a current is the flow of electrons through a conductive substance. Refer to the exam-
ple with the table-tennis balls in Figure 2–6. Try to acquire a piece of 3/4-inch or 1-inch pipe and some table-tennis
balls. Doing this visually in class will sink home the message of the nearly instantaneous effect of electrical impulses.
Also, remind students to try to count how long it takes a bulb to light up once a switch has been flipped. Here is a
flow of electrons, the current having been activated by flipping the switch, and the speed of that flow is so fast that
the bulb lights up before our hand is off the switch!
2-6 Basic Electric Circuits
Explain closed circuits and open circuits. Emphasize the loop quality of a closed circuit. Refer back to the light
switch example to illustrate how a switch is used to open a circuit when not in use, and to close a circuit when it is in
use. Explain how short circuits occur, and why proper circuits and proper insulators must be used to prevent wires
forming unintended short circuits. Now, add to this the explanation on grounded circuits. Have a three-prong plug
or adapter to show students during this explanation. Be sure to distinguish between the grounding conductor and the
neutral conductor.
2-7 The Volt
Define volt for the class and distinguish it from an ampere. An ampere is a quantity measurement of electricity
flowing through a circuit, whereas a volt is the pressure, or electromotive force, that pushes those electrons through
a wire. If you refer back to the pipe and the table-tennis balls, a volt is the ball that hits the last ball in line, forcing
the first ball in line out of the pipe.
Explain the potential aspect of the volt and define a joule (J) for the class, letting them know that they will see this
word again in the discussion of watts (W). Check for understanding by having students explain that voltage pushes
current through a wire but does not actually flow through the wire, as an ampere does. Students should realize that
voltage is a potential force pushing electricity along a current waiting to be activated. As an example, note that the
wall socket has voltage, or potential, but to release that force a circuit must be activated by plugging something into
that socket.
2-8 The Ohm
Define ohm for the class. Refer to Figure 2–12 and Figure 2–13 in the text, and use the text’s example of running
on the beach to explain resistance. To further illustrate resistance, use the comparison of weight lifting. The more
weight you try to lift, the more your body resists the weight. Your body does this to protect you. An ohm serves a
similar function in controlling the flow of electrons in an electric circuit. Just as your muscles would short-circuit on
you under too much pressure, the electric circuit will short out with a power overload.
2-9 The Watt
Define wattage and compare it to the ampere. Make the point that both of these are quantity measurements, but
the watt is the power flow resulting from the electric flow (amperes) times the force applied to that flow (volts).
Wattage is not a flow of current; it is a resulting amount of power.
2-3 The Electron Flow Theory
Briefly state what the electron flow theory is, and draw the theory on the board showing this type of flow.
Emphasize that this theory is the one that will be used throughout the text.
2-4 The Conventional Current Flow Theory
Explain this theory carefully, making sure that students take note of the difference in flow: + to - versus - to + in
the two theories. Discuss why the conventional flow theory is preferred. Use the car battery example and check for
understanding. Remember to double check for understanding on the direction that electrons always flow, and make
sure the students know that the electron theory is the one that will be used throughout this text.
2-5 Speed of Current
Establish with students that a current is the flow of electrons through a conductive substance. Refer to the exam-
ple with the table-tennis balls in Figure 2–6. Try to acquire a piece of 3/4-inch or 1-inch pipe and some table-tennis
balls. Doing this visually in class will sink home the message of the nearly instantaneous effect of electrical impulses.
Also, remind students to try to count how long it takes a bulb to light up once a switch has been flipped. Here is a
flow of electrons, the current having been activated by flipping the switch, and the speed of that flow is so fast that
the bulb lights up before our hand is off the switch!
2-6 Basic Electric Circuits
Explain closed circuits and open circuits. Emphasize the loop quality of a closed circuit. Refer back to the light
switch example to illustrate how a switch is used to open a circuit when not in use, and to close a circuit when it is in
use. Explain how short circuits occur, and why proper circuits and proper insulators must be used to prevent wires
forming unintended short circuits. Now, add to this the explanation on grounded circuits. Have a three-prong plug
or adapter to show students during this explanation. Be sure to distinguish between the grounding conductor and the
neutral conductor.
2-7 The Volt
Define volt for the class and distinguish it from an ampere. An ampere is a quantity measurement of electricity
flowing through a circuit, whereas a volt is the pressure, or electromotive force, that pushes those electrons through
a wire. If you refer back to the pipe and the table-tennis balls, a volt is the ball that hits the last ball in line, forcing
the first ball in line out of the pipe.
Explain the potential aspect of the volt and define a joule (J) for the class, letting them know that they will see this
word again in the discussion of watts (W). Check for understanding by having students explain that voltage pushes
current through a wire but does not actually flow through the wire, as an ampere does. Students should realize that
voltage is a potential force pushing electricity along a current waiting to be activated. As an example, note that the
wall socket has voltage, or potential, but to release that force a circuit must be activated by plugging something into
that socket.
2-8 The Ohm
Define ohm for the class. Refer to Figure 2–12 and Figure 2–13 in the text, and use the text’s example of running
on the beach to explain resistance. To further illustrate resistance, use the comparison of weight lifting. The more
weight you try to lift, the more your body resists the weight. Your body does this to protect you. An ohm serves a
similar function in controlling the flow of electrons in an electric circuit. Just as your muscles would short-circuit on
you under too much pressure, the electric circuit will short out with a power overload.
2-9 The Watt
Define wattage and compare it to the ampere. Make the point that both of these are quantity measurements, but
the watt is the power flow resulting from the electric flow (amperes) times the force applied to that flow (volts).
Wattage is not a flow of current; it is a resulting amount of power.
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7
Explain the need for energy conversion to occur before true power (watts) can exist. The electrical energy flowing
through a circuit must be converted into another type of energy. Use the example of a young but extremely active
child. The parent may enroll that child in several sports-related activities to convert wild or destructive energy into
focused and purposeful energy. With electricity, that conversion can be to heat energy or mechanical energy.
2-10 Other Measures of Power
Explain the definition of horsepower (hp). A drawing, even a primitive one, will be helpful. Draw a horse, with a
rope hooked to a harness on the horse. Have the rope go up and through a pulley, and attach the rope to a weight.
Change the poundage amount of the weight to work the formula several times. This visual aid will help students grasp
the definition of horsepower. Then, show the equality of horsepower to watts.
Define British thermal unit (Btu), and compare it to the calorie in the metric system. Discuss what a joule is again,
and that 1 joule = 1 watt/second. Refer to Figure 2–17, and have students copy this conversion chart into the front of
their notebooks for easy access, or make copies of this chart, and perhaps all conversion charts included in this text,
and distribute to students.
Have students work the sample problem, then add people (a few at a time, at an average weight of 160 lbs. each),
and have students figure the amount of hp needed for each new weight. Continue with these examples until the class
is comfortable with this formula. Then, practice with the Btu formula and use other examples, changing the high tem-
perature desired and/or the amount of the water to be heated.
2-11 Ohm’s Law
Go over Ohm’s law carefully, and have students explain what it means. Students can get confused if they don’t
break it down one section at a time. For clarification, go over each of the three formulas, making sure students un-
derstand that the level of resistance is equal to the number of ohms.
Next, show students how they can solve for R, I, or E, if they have the two components that make up the missing
amount. For example, show students that if they know the I and R, they can find the E (E = I × R). If they need to
find I, they can divide R into E. If they need to find R, they divide I into E. Practice all three of these formulas sev-
eral times until students are comfortable with them.
A quick memory tool that your students can use here is the triangle:
E
I R
Students can see that I = E/R, that R = E/I, and that E = R × I. It is a handy reminder of the three formulas.
Display the formula chart in Figure 2–20 on the overhead. Explain how the chart can be used, based on the infor-
mation they have. Do several practice problems using this “Dial-A-Formula” chart, covering the examples given in
the text.
2-12 Metric Prefixes
If your students are like most Americans, just the mention of the metric system can cause them to break out in a
cold sweat. This lack of knowledge concerning the metric system can lead to learning blocks whenever the metric
system is involved. As a teacher, you must help students overcome this anxiety. Explain that you are only concerned
with a very basic knowledge of the metric system, and either have students copy the chart from Figure 2–24, or have
a handout that they can put into their notebooks near the front for easy access. They also need to copy the chart from
Figure 2–25.
Unit Round Up
Take as much time as is necessary to review this unit. It is a vitally important unit. Students need to be able to work
with the various concepts and formulas comfortably and use them interchangeably. Go through the summary to-
gether, and assign the review questions to double-check for complete understanding. Check these assignments before
moving to the next unit to see if any reteaching needs to be done. Review all key terms from the unit.
Explain the need for energy conversion to occur before true power (watts) can exist. The electrical energy flowing
through a circuit must be converted into another type of energy. Use the example of a young but extremely active
child. The parent may enroll that child in several sports-related activities to convert wild or destructive energy into
focused and purposeful energy. With electricity, that conversion can be to heat energy or mechanical energy.
2-10 Other Measures of Power
Explain the definition of horsepower (hp). A drawing, even a primitive one, will be helpful. Draw a horse, with a
rope hooked to a harness on the horse. Have the rope go up and through a pulley, and attach the rope to a weight.
Change the poundage amount of the weight to work the formula several times. This visual aid will help students grasp
the definition of horsepower. Then, show the equality of horsepower to watts.
Define British thermal unit (Btu), and compare it to the calorie in the metric system. Discuss what a joule is again,
and that 1 joule = 1 watt/second. Refer to Figure 2–17, and have students copy this conversion chart into the front of
their notebooks for easy access, or make copies of this chart, and perhaps all conversion charts included in this text,
and distribute to students.
Have students work the sample problem, then add people (a few at a time, at an average weight of 160 lbs. each),
and have students figure the amount of hp needed for each new weight. Continue with these examples until the class
is comfortable with this formula. Then, practice with the Btu formula and use other examples, changing the high tem-
perature desired and/or the amount of the water to be heated.
2-11 Ohm’s Law
Go over Ohm’s law carefully, and have students explain what it means. Students can get confused if they don’t
break it down one section at a time. For clarification, go over each of the three formulas, making sure students un-
derstand that the level of resistance is equal to the number of ohms.
Next, show students how they can solve for R, I, or E, if they have the two components that make up the missing
amount. For example, show students that if they know the I and R, they can find the E (E = I × R). If they need to
find I, they can divide R into E. If they need to find R, they divide I into E. Practice all three of these formulas sev-
eral times until students are comfortable with them.
A quick memory tool that your students can use here is the triangle:
E
I R
Students can see that I = E/R, that R = E/I, and that E = R × I. It is a handy reminder of the three formulas.
Display the formula chart in Figure 2–20 on the overhead. Explain how the chart can be used, based on the infor-
mation they have. Do several practice problems using this “Dial-A-Formula” chart, covering the examples given in
the text.
2-12 Metric Prefixes
If your students are like most Americans, just the mention of the metric system can cause them to break out in a
cold sweat. This lack of knowledge concerning the metric system can lead to learning blocks whenever the metric
system is involved. As a teacher, you must help students overcome this anxiety. Explain that you are only concerned
with a very basic knowledge of the metric system, and either have students copy the chart from Figure 2–24, or have
a handout that they can put into their notebooks near the front for easy access. They also need to copy the chart from
Figure 2–25.
Unit Round Up
Take as much time as is necessary to review this unit. It is a vitally important unit. Students need to be able to work
with the various concepts and formulas comfortably and use them interchangeably. Go through the summary to-
gether, and assign the review questions to double-check for complete understanding. Check these assignments before
moving to the next unit to see if any reteaching needs to be done. Review all key terms from the unit.
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8
ANSWERS TO PRACTICAL APPLICATIONS
1. Yes the circuit is large enough. 20 A × 0.80 = 16 A. 500 W × 8 = 4000 W. 4000 W/277 V = 14.44 A.
2. The first problem is that the circuit is too small to operate the furnace (15,000 W/240 V = 62.5 A). The cir-
cuit breaker does not always trip because the heating strips come on in stages. The third stage may not always
turn on. The problem will have to be solved by connecting a larger circuit breaker and probably a larger
conductor size to the furnace. The circuit breaker must be larger than 78.125 A (15,000 W/240 V = 62.5 A)
(62.5 A × 1.25 = 78.125 A).
3. Three fans can be connected to a single 15-ampere circuit. Two circuits will be required. Since the loads are
continuous duty, the circuit current is limited to 80% of the circuit rating or 12 amperes (15 × 0.80 = 12).
Each fan contains four 60-watt lamps for a total of 240 watts. The current draw for the lamps is 2 amperes
(240/120 = 2). The motor current of 1.8 amperes makes a total of 3.8 amperes per fan (2 + 1.8 = 3.8). Each
circuit could supply power to 3.16 fans (12/3.8 = 3.16).
4. Yes, the 20-ampere circuit can supply power to both the lamp and the motor. Continuous circuit current is
16 amperes for a 20-ampere circuit (20 × 0.80). The 600-watt lamp has a current draw of 5 amperes
(600/120) and the motor current is 8.5 amperes. Total circuit current is 13.5 amperes.
UNIT 3
Static Electricity
OUTLINE
3-1 Static Electricity
3-2 Charging an Object
3-3 The Electroscope
3-4 Static Electricity in Nature
3-5 Nuisance Static Charges
3-6 Useful Static Charges
KEY TERMS
Electroscope
Electrostatic charges
Lightning
Lightning arrestor
Lightning bolts
Lightning rods
Nuisance static charges
Precipitators
Selenium
Static
Thundercloud
Useful static charges
Anticipatory Set
Unit 3 is a very basic, simple unit. Go over the objectives and ask students to share experiences they have had in-
volving static electricity. Have some visual aids on hand to help illustrate the principles of electrostatic charges. These
aids might include a rubber rod, a piece of wool, a plastic comb, some tissues, an inflated balloon, and some pictures
you copied on a copy machine. When you make these copies, make them progressively darker so that you can show
the process in even more vivid detail.
3-1 Static Electricity
As you discuss the various uses of static electricity, and include the explanation of precipitators, ask students to
name a household item that may use this process (an air-conditioning unit). Be sure that students understand what
static means, and that it is a charge, not a current. It is similar to voltage in that it is a charge waiting to be released,
as a volt is potential force waiting for a current to push. Also, point out the electron theory in action here.
Be sure that students realize that insulators hold electrons, and that is why electrostatic charges build on them.
Make sure students understand that a lack of electrons means a majority of protons and, thus, a positive charge. The
inverse of this also needs to be explained.
ANSWERS TO PRACTICAL APPLICATIONS
1. Yes the circuit is large enough. 20 A × 0.80 = 16 A. 500 W × 8 = 4000 W. 4000 W/277 V = 14.44 A.
2. The first problem is that the circuit is too small to operate the furnace (15,000 W/240 V = 62.5 A). The cir-
cuit breaker does not always trip because the heating strips come on in stages. The third stage may not always
turn on. The problem will have to be solved by connecting a larger circuit breaker and probably a larger
conductor size to the furnace. The circuit breaker must be larger than 78.125 A (15,000 W/240 V = 62.5 A)
(62.5 A × 1.25 = 78.125 A).
3. Three fans can be connected to a single 15-ampere circuit. Two circuits will be required. Since the loads are
continuous duty, the circuit current is limited to 80% of the circuit rating or 12 amperes (15 × 0.80 = 12).
Each fan contains four 60-watt lamps for a total of 240 watts. The current draw for the lamps is 2 amperes
(240/120 = 2). The motor current of 1.8 amperes makes a total of 3.8 amperes per fan (2 + 1.8 = 3.8). Each
circuit could supply power to 3.16 fans (12/3.8 = 3.16).
4. Yes, the 20-ampere circuit can supply power to both the lamp and the motor. Continuous circuit current is
16 amperes for a 20-ampere circuit (20 × 0.80). The 600-watt lamp has a current draw of 5 amperes
(600/120) and the motor current is 8.5 amperes. Total circuit current is 13.5 amperes.
UNIT 3
Static Electricity
OUTLINE
3-1 Static Electricity
3-2 Charging an Object
3-3 The Electroscope
3-4 Static Electricity in Nature
3-5 Nuisance Static Charges
3-6 Useful Static Charges
KEY TERMS
Electroscope
Electrostatic charges
Lightning
Lightning arrestor
Lightning bolts
Lightning rods
Nuisance static charges
Precipitators
Selenium
Static
Thundercloud
Useful static charges
Anticipatory Set
Unit 3 is a very basic, simple unit. Go over the objectives and ask students to share experiences they have had in-
volving static electricity. Have some visual aids on hand to help illustrate the principles of electrostatic charges. These
aids might include a rubber rod, a piece of wool, a plastic comb, some tissues, an inflated balloon, and some pictures
you copied on a copy machine. When you make these copies, make them progressively darker so that you can show
the process in even more vivid detail.
3-1 Static Electricity
As you discuss the various uses of static electricity, and include the explanation of precipitators, ask students to
name a household item that may use this process (an air-conditioning unit). Be sure that students understand what
static means, and that it is a charge, not a current. It is similar to voltage in that it is a charge waiting to be released,
as a volt is potential force waiting for a current to push. Also, point out the electron theory in action here.
Be sure that students realize that insulators hold electrons, and that is why electrostatic charges build on them.
Make sure students understand that a lack of electrons means a majority of protons and, thus, a positive charge. The
inverse of this also needs to be explained.
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9
3-2 Charging an Object
Explain that this is merely an extension of the principles discussed in the first section. Here, we use these princi-
ples to electrostatically charge items by choice.
Have students experiment with visual aids, building up static charges. The comb can be run through someone’s
dry hair and then used to pick up pieces of the tissue. The balloon can be rubbed on someone’s dry hair (or on the
wool) and then suspended on a wall.
3-3 The Electroscope
Describe an electroscope and explain its function. If it is possible, have an electroscope in the classroom. Students
could use the various things they used earlier and determine what type of charge the various items took on.
3-4 Static Electricity in Nature
Define lightning as the result of static electricity, discuss why the flow of electricity sometimes moves from the
clouds to the ground, and explain that it goes the other way at other times. Again, the electron theory explains this
upward or downward movement.
Explain what lightning rods are, and make the distinction between them and lightning arrestors. Refer to
Figures 3–9, 3–10, and 3–11 in the text to help illustrate those explanations.
3-5 Nuisance Static Charges
Basically, just briefly touch on this, referring back to the things you did in Section 3-2. These principles have al-
ready been discussed. However, ask your students to explain why the various types of products that can be put in the
dryer with wet clothes (Bounce, Downy Dryer Sheets, Cling, etc.) prevent the static from building up in the clothes.
Ask them why an aerosol spray product made for this purpose can eliminate static cling when sprayed directly on the
clothing. Ask why some clothing items cling together, while others do not (e.g., rayon socks do, but denim jeans do
not; pantyhose do, but heavy towels do not).
3-6 Useful Static Charges
Discuss the various useful ways in which static electricity is used. When explaining how the copy machine works,
display your series of progressively darker copies. Have students explain how the copies became progressively darker
(beyond the obvious answer of pushing the button to make them darker).
Unit Round Up
Summarize the unit, review all key terms, and double-check for understanding. If necessary, go back through any
previous explanations, using the visual aids.
UNIT 4
Magnetism
OUTLINE
4-1 The Earth Is a Magnet
4-2 Permanent Magnets
4-3 The Electron Theory of Magnetism
4-4 Magnetic Materials
4-5 Magnetic Lines of Force
4-6 Electromagnetics
4-7 Magnetic Measurement
4-8 Magnetic Polarity
4-9 Demagnetizing
4-10 Magnetic Devices
3-2 Charging an Object
Explain that this is merely an extension of the principles discussed in the first section. Here, we use these princi-
ples to electrostatically charge items by choice.
Have students experiment with visual aids, building up static charges. The comb can be run through someone’s
dry hair and then used to pick up pieces of the tissue. The balloon can be rubbed on someone’s dry hair (or on the
wool) and then suspended on a wall.
3-3 The Electroscope
Describe an electroscope and explain its function. If it is possible, have an electroscope in the classroom. Students
could use the various things they used earlier and determine what type of charge the various items took on.
3-4 Static Electricity in Nature
Define lightning as the result of static electricity, discuss why the flow of electricity sometimes moves from the
clouds to the ground, and explain that it goes the other way at other times. Again, the electron theory explains this
upward or downward movement.
Explain what lightning rods are, and make the distinction between them and lightning arrestors. Refer to
Figures 3–9, 3–10, and 3–11 in the text to help illustrate those explanations.
3-5 Nuisance Static Charges
Basically, just briefly touch on this, referring back to the things you did in Section 3-2. These principles have al-
ready been discussed. However, ask your students to explain why the various types of products that can be put in the
dryer with wet clothes (Bounce, Downy Dryer Sheets, Cling, etc.) prevent the static from building up in the clothes.
Ask them why an aerosol spray product made for this purpose can eliminate static cling when sprayed directly on the
clothing. Ask why some clothing items cling together, while others do not (e.g., rayon socks do, but denim jeans do
not; pantyhose do, but heavy towels do not).
3-6 Useful Static Charges
Discuss the various useful ways in which static electricity is used. When explaining how the copy machine works,
display your series of progressively darker copies. Have students explain how the copies became progressively darker
(beyond the obvious answer of pushing the button to make them darker).
Unit Round Up
Summarize the unit, review all key terms, and double-check for understanding. If necessary, go back through any
previous explanations, using the visual aids.
UNIT 4
Magnetism
OUTLINE
4-1 The Earth Is a Magnet
4-2 Permanent Magnets
4-3 The Electron Theory of Magnetism
4-4 Magnetic Materials
4-5 Magnetic Lines of Force
4-6 Electromagnetics
4-7 Magnetic Measurement
4-8 Magnetic Polarity
4-9 Demagnetizing
4-10 Magnetic Devices
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10
KEY TERMS
Ampere-turns
Demagnetized
Electromagnets
Electron spin patterns
Flux
Flux density
Left-hand rule
Lines of flux
Lodestones
Magnetic domains
Magnetic molecules
Magnetomotive force (mmf)
Permanent magnets
Permeability
Reluctance
Residual magnetism
Saturation
Anticipatory Set
This is another unit in which students will greatly benefit from several visual aids. Gather magnets of various sizes,
some cardboard (even several sheets of paper stacked together will work), some paper clips, and perhaps a model, or
actual, electromagnet. Use PowerPoint presentation Figures 4–2, 4–5, 4–6, 4–7, 4–10, 4–11, 4–14, 4–15, and 4–17.
State the unit objectives.
4-1 The Earth Is a Magnet
Give the explanation of true geographic north versus magnetic north. Have students draw Figure 4–2 into their
notes, labeling the four poles, the polar axis, and magnetic flux lines. After they draw Figure 4–2 into their notes, ex-
plain why a compass points toward true magnetic north instead of to geographic north. Have students look at their
drawing as you explain this.
4-2 Permanent Magnets
Define permanent magnets, and have some to show your students (even if they came off your refrigerator and have
a phone number for ordering pizza on them, or a pig, or a cow, etc.). Be sure students write the definition of a per-
manent magnet into their notes, as well as the basic law of magnetism given in this section.
4-3 The Electron Theory of Magnetism
Explain electron spin patterns and how they affect, or account for, the magnetic qualities or lack of magnetic qual-
ities in an object. Refresh students’ memories by reminding them that the valence shell and, therefore, the valence
electrons are at the outermost contact points of an atom. The valence shell is the outermost shell, or orbit, of an atom.
Explain magnetic domains or magnetic molecules, and how these are formed by iron, nickel, and cobalt sharing
electrons in a way that does not cancel out their magnetic fields. Have students refer to Figures 4–5 through 4–7, and
use these PowerPoint slides.
4-4 Magnetic Materials
Discuss the three classifications of magnetic materials. Explain what an alloy is, and why it makes better permanent
magnets. Perhaps students can figure it out for themselves, just in knowing what the alloy Alnico 5 is made of. Refer
them to the Ferromagnetic materials list, and ask them to explain why Alnico 5 makes such a good permanent magnet.
Discuss ceramic magnets and, if possible, show some examples to the class.
4-5 Magnetic Lines of Force
Explain what flux is, and have students make note of its symbol in their notes. If you have the magnets and iron fil-
ings, this is the time to use them to display flux lines in action. If you do not have these items, use Figures 4–10 and 4–11
to illustrate this process. Make sure students understand that magnetic lines of flux never cross each other but repel each
other instead. Also, have students make note of another basic law of magnetism: like poles repel and unlike poles attract.
4-6 Electromagnetics
Explain how a magnetic field is formed and how electric current is necessary to produce the magnetic field.
Remind students that permanent magnets maintain their magnetism without electrical current, whereas electromag-
nets usually do not.
KEY TERMS
Ampere-turns
Demagnetized
Electromagnets
Electron spin patterns
Flux
Flux density
Left-hand rule
Lines of flux
Lodestones
Magnetic domains
Magnetic molecules
Magnetomotive force (mmf)
Permanent magnets
Permeability
Reluctance
Residual magnetism
Saturation
Anticipatory Set
This is another unit in which students will greatly benefit from several visual aids. Gather magnets of various sizes,
some cardboard (even several sheets of paper stacked together will work), some paper clips, and perhaps a model, or
actual, electromagnet. Use PowerPoint presentation Figures 4–2, 4–5, 4–6, 4–7, 4–10, 4–11, 4–14, 4–15, and 4–17.
State the unit objectives.
4-1 The Earth Is a Magnet
Give the explanation of true geographic north versus magnetic north. Have students draw Figure 4–2 into their
notes, labeling the four poles, the polar axis, and magnetic flux lines. After they draw Figure 4–2 into their notes, ex-
plain why a compass points toward true magnetic north instead of to geographic north. Have students look at their
drawing as you explain this.
4-2 Permanent Magnets
Define permanent magnets, and have some to show your students (even if they came off your refrigerator and have
a phone number for ordering pizza on them, or a pig, or a cow, etc.). Be sure students write the definition of a per-
manent magnet into their notes, as well as the basic law of magnetism given in this section.
4-3 The Electron Theory of Magnetism
Explain electron spin patterns and how they affect, or account for, the magnetic qualities or lack of magnetic qual-
ities in an object. Refresh students’ memories by reminding them that the valence shell and, therefore, the valence
electrons are at the outermost contact points of an atom. The valence shell is the outermost shell, or orbit, of an atom.
Explain magnetic domains or magnetic molecules, and how these are formed by iron, nickel, and cobalt sharing
electrons in a way that does not cancel out their magnetic fields. Have students refer to Figures 4–5 through 4–7, and
use these PowerPoint slides.
4-4 Magnetic Materials
Discuss the three classifications of magnetic materials. Explain what an alloy is, and why it makes better permanent
magnets. Perhaps students can figure it out for themselves, just in knowing what the alloy Alnico 5 is made of. Refer
them to the Ferromagnetic materials list, and ask them to explain why Alnico 5 makes such a good permanent magnet.
Discuss ceramic magnets and, if possible, show some examples to the class.
4-5 Magnetic Lines of Force
Explain what flux is, and have students make note of its symbol in their notes. If you have the magnets and iron fil-
ings, this is the time to use them to display flux lines in action. If you do not have these items, use Figures 4–10 and 4–11
to illustrate this process. Make sure students understand that magnetic lines of flux never cross each other but repel each
other instead. Also, have students make note of another basic law of magnetism: like poles repel and unlike poles attract.
4-6 Electromagnetics
Explain how a magnetic field is formed and how electric current is necessary to produce the magnetic field.
Remind students that permanent magnets maintain their magnetism without electrical current, whereas electromag-
nets usually do not.
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