observations of static cling, given to the students and, like static electric shock, charging gravitation, many times does The abstract and foreign a rubber balloon by rubbing it not include a physical model concepts that students against their hair, etc. demonstrating the reasons for typically struggle with do not the interaction. affect student learning. Young children are told by their parents that The Coulomb’s Law equation Instruction with the Lycra® “opposites attract” without being given is generally stated, followed Sheet Field Model to teach any explanations. by the analogy to Newton’s electrical concepts becomes a law of gravitation and spiraling activity and an Students learning about comparing the relative opportunity to review electrostatic phenomenon are strength of the respective concepts. able to use terms such as forces. charge,” Students observe that the “electric “like charges,” charges,” interaction between objects “unlike current,” that are charged does not “electric “potential difference,” etc., but cannot require physical contact in give concrete meanings to order for the force to be describe the words as they applied. use them. Students are able to Students will often attribute independently recognize the the electric force interactions similarity to gravitational to another force, like attraction. They should notice gravitational or magnetic. that the closer the charged objects are, the greater the electric force is acting between the charged objects. This observation may remind them of the gravitational field relationship. At this point, students can return to the Lycra® Sheet to review the gravitational field concepts. The Lycra® Sheet Field Model The Lycra® Sheet Field Model is introduced as a physical model of gravity that is patterned after Einstein’s theory of the space-time fabric. The Lycra® sheet can be purchased at any fabric store. It is recommended that the fabric contain about 20% spandex, which gives it a considerable amount of stretchiness. The sheet should be large enough to be easily manipulated and visible to the whole class; a 4.5’ x 4.5’ sheet is a good size to meet these requirements. The
observations of static cling, static electric shock, charging a rubber balloon by rubbing it against their hair, etc. Young children are told by their parents that “opposites attract” without being given any explanations. Students learning about electrostatic phenomenon are able to use terms such as “electric charge,” “like charges,” “unlike charges,” “electric current,” “potential difference,” etc., but cannot give concrete meanings to describe the words as they use them. Students will often attribute the electric force interactions to another force, like gravitational or magnetic. given to the students and, like gravitation, many times does not include a physical model demonstrating the reasons for the interaction. The Coulomb’s Law equation is generally stated, followed by the analogy to Newton’s law of gravitation and comparing the relative strength of the respective forces. The abstract and foreign concepts that students typically struggle with do not affect student learning. Instruction with the Lycra® Sheet Field Model to teach electrical concepts becomes a spiraling activity and an opportunity to review concepts. Students observe that the interaction between objects that are charged does not require physical contact in order for the force to be applied. Students are able to independently recognize the similarity to gravitational attraction. They should notice that the closer the charged objects are, the greater the electric force is acting between the charged objects. This observation may remind them of the gravitational field relationship. At this point, students can return to the Lycra® Sheet to review the gravitational field concepts. The Lycra® Sheet Field Model The Lycra® Sheet Field Model is introduced as a physical model of gravity that is patterned after Einstein’s theory of the space-time fabric. The Lycra® sheet can be purchased at any fabric store. It is recommended that the fabric contain about 20% spandex, which gives it a considerable amount of stretchiness. The sheet should be large enough to be easily manipulated and visible to the whole class; a 4.5’ x 4.5’ sheet is a good size to meet these requirements. The
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