Forces of Nature Module

KNOX COUNTY SCHOOLS CURRICULUM & INSTRUCTION DEPARTMENT CURRICULUM FRAMEWORK

8th Grade Science Forces of Nature

Topic: Gravity and Electromagnetism

Percent of time: 10%

Overview: Everything in the universe exerts a gravitational force on everything else; there is interplay between magnetic fields and electrical currents.

Essential Question(s): What are the scientific principles that explain gravity and electromagnetism?

Tier III Vocabulary: Magnetic pole, magnetic force, magnetic field, electromagnetism, electromagnetic induction, solenoid, electromagnet, orbit, Newton’s law of universal gravitation, gravity, weight, mass, inertia

*Tier II Vocabulary should be taught as referenced in the text.

Standards: GLE 0807.12.1 Investigate the relationship between magnetism and electricity.

• SPI 0807.12.1 Recognize that electricity can be produced using a magnet and wire coil. GLE 0807.12.2 Design an investigation to change the strength of an electromagnet.

• SPI 0807.12.2 Describe the basic principles of an electromagnet. 08.12H (Honors Requirement)

• Build several electromagnets of varying strength using the engineering design cycle. (This should be very high level open-‐-‐-‐inquiry lab as compared to the basic electromagnetic lab.)

• Describe the real world application of electromagnetism.

GLE 0807.12.3 Compare and contrast the earth’s magnetic field to that of a magnet and an electromagnet.

• SPI 0807.12.3 Distinguish among the earth’s magnetic field, a magnet, and the fields that surround a magnet and an electromagnet

GLE 0807.12.4 Identify factors that influence the amount of gravitational force between objects.

• SPI 0807.12.4 Distinguish between mass and weight using appropriate measuring instruments and units.

• SPI 0807.12.5 Determine the relationship among the mass of objects, the distance between these objects, and the amount of gravitational attraction.

GLE 0807.12.5 Recognize that gravity is the force that controls the motion of objects in the solar system.

• SPI 0807.12.6 Illustrate how gravity controls the motion of objects in the solar system

Media/Technology Integration:

http://www.school-‐-‐-‐for-‐-‐-‐champions.com/science/magnetism.htm

Build Your Own Electromagnet Exploratorium Lesson Index

Mad Science

www.internet4classrooms.com/skills_8th_science.htm

www.kidsastronomy.com/solar_system.htm

http://classroom.jc-‐-‐-‐schools.net/coleytech/webquest/Save our Gravity/gravitywebquest.html

Text and Other Resources: SPI 0807.12.1 - Probe Volume 4 #9 Magnets in Water, Holt 438-443

SPI 0807.12.2 – Holt 432-437

SPI 0807.12.3 – Lab Page 509, Holt 424-430

SPI 0807.12.4 – Holt 185-187

SPI 0807.12.5 – Holt 412-413

SPI 0807.12.6 – Holt 521, 410-411

Writing Extension:

1. Explain how gravity played a part in the formation of the solar system. 2. Write a timeline of Earth’s Magnetic Field.

Cross-Curricular Connections/Applications ELA/Literacy Standard:

CCSS.ELA.R1-- Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

Connections/Applications: Read an informational text or article on the connection between electricity and magnetism and have students analyze the textual evidence within the article, annotating text that helps them understand the connection.

Numeracy Connections/Applications: CCSS.MATH.CONTENT.8.EE.A.1 Know and apply the properties of integer exponents to generate equivalent numerical expressions.

When building an electromagnet, students need to know the exponential increase in heat as the amount of current is increased. Students can deduce the amount of heat increase as they add a battery to their system not only for knowledge but also as a safety precaution. (See Hints to Make Your Electromagnet Stronger section of the “Build Your Own Electromagnet” Lab listed in the Media/Technology Integration above.

ACT Standard: Select a simple hypothesis, prediction, or conclusion that is supported by a data presentation or a model

Connections/Applications: Predict the magnetic field shape of the arrangement of different magnets. See Magnetic fields PPT

Understand a simple experimental design Identify the control in an experiment Understand the methods and tools used in a complex experiment

Create an electromagnet, varying the number of coils, the size of the batteries, the size of the iron core. PHeT Simulations https://phet.colorado.edu/en/simulation/legacy/magnets-and-electromagnets https://phet.colorado.edu/en/simulation/legacy/faraday

Identify similarities and differences between models

Comparing the Earth’s magnetic field to a magnet and an electromagnet. See PPT Magnetic Fields PHeT Simulations https://phet.colorado.edu/en/simulation/magnet-and-compass

Vocabulary Glossary Definition

Magnetic pole One of two points, such as the ends of a magnet, that have opposing magnetic qualities.

Magnetic force The force of attraction or repulsion generated by moving or spinning electric charges.

Magnetic field A region of space near a magnet, electric current, or moving charged particle in which a magnetic force acts on any other magnet, electric current, or moving charged particle.

Electromagnetism The interaction between electricity and magnetism.

Electromagnetic induction The process of creating a electric current in a circuit by changing a magnetic field.

Solenoid A coil of wire with an electric current in it. Electromagnet A coil that has a soft iron core and that

acts as a magnet when an electric current is in the coil.

Orbit The path that a body follows as it travels around another body in space.

Newton’s law of universal gravitation Scientific principle which states that the force of gravity depends on the product of the masses of the objects divided by the square of the distance between the objects.

Gravity A force which attracts objects with mass to one another. Gravity is most familiar as the agent that gives weight to objects with mass and causes them to fall to the ground when dropped.

Weight A measure of the gravitational force exerted on an object; it’s value can change with the location of the object in the universe.

Inertia The tendency of an object to resist being moved or, if the object is moving, to resist a change in speed or direction until an outside force acts on an object.

Mass A measure of the amount of matter in an object.

Grade: 8th Domain/Subject: Science Module: Forces in Nature Materials: Iron nails, batteries, copper wire, paper clips, lab instructions & data table, computer website activity

Standards Emerging Learner Grade Level Learner Advanced Learner Students will learn the basic parts of an Students will learn the basic parts of an Students will learn the basic parts of an Science electromagnet from the teacher’s model of electromagnet from the teacher’s model of electromagnet from the teacher’s model of the proper set up of the electromagnet. the proper set up of the electromagnet. the proper set up of the electromagnet. SPI 12.2 Describe the basic principles of an Students will manipulate the variables that Students will use inquiry skills to manipulate Students will use inquiry skills to manipulate electromagnet. are part of an electromagnet to see how it the variables that are part of an the variables that are part of an

affects the strength of the electromagnet. electromagnet to see how it affects the electromagnet to see how it affects the

CC Science Literacy RST 6-‐-‐-‐8.3 Follow precisely a multistep

Students will identify the variables to be manipulated: iron core, number of coils, voltage of the battery. Students will experiment with these variables to measure the dependent variable: the strength of the

strength of the electromagnet. Students will identify the variables to be manipulated: iron core, number of coils, voltage of the battery. Students will experiment with these variables to measure

strength of the electromagnet. Students will identify the variables to be manipulated: iron core, number of coils, voltage of the battery. Students will experiment with these variables to measure

procedure when carrying out electromagnet as determined by the number the dependent variable: the strength of the the dependent variable: the strength of the experiments, taking measurements, of paperclips that the electromagnet can electromagnet as determined by the number electromagnet as determined by the number

or performing technical tasks. I Can Statements: I can describe the basic principles of an electromagnet and manipulate variables that make up an electromagnet to alter the strength of the electromagnet.

attract. For emerging learners, the variables are already specified for them and students are told exactly what variable to change in each experimental trail. Students will express their findings in a data table.

of paperclips that the electromagnet can attract. For grade level learners, students can choose what to manipulate in each experimental trial. Students will express their findings in a data table that can also be graphed. Grade level learners will have a virtual lab on electromagnets showing electricity produced

of paperclips that the electromagnet can attract. For advanced learners, students can choose what to manipulate in each experimental trial. Students will express their findings in a data table that will also be graphed in bar graphs that shows each of the different variables that compare to the dependent variable of electromagnet strength.

using a bar magnet and a wire coil. Advanced learners will also be enriched with a virtual lab on electromagnets showing electricity produced using a bar magnet and a wire coil as well as linking to the SPI that the Earth is a bar magnet.

Implementation ESSENTIAL QUESTIONS

What are the basic principles of an electromagnet and how will it affect the electromagnet strength if those basic variables are manipulated? Common Misconceptions When the battery and coil of wire are connected, there is heat produced. Many students think that if heat is produced there should also be a magnetic field produced that should pick up paper clips.

AA, AAA, C & D batteries all have 1.5 volts. The size of the battery does not change the voltage of the battery. In order to change the voltage,

you must connect more than one battery together. Model use of academic math vocabulary: Independent variable, dependent variable, x axis, y axis Notes to Teachers These electromagnets will produce heat. Students need to protect their fingers when connecting wire to batteries to avoid being burned. Students using inquiry skills and changing the number of batteries connected will increase the heat produced. You may wish to have students wear goggles as well in case a battery leaks battery acid.

ELECTROMAGNETISM

Name(s) Class

Current moving down a wire can be used to create a magnet. Current carrying wires create a magnetic field. Looping the wire concentrates the field, resulting in a stronger magnetic force.

In this experiment, you will be challenged to design and build an electromagnet.

There are several things you can try listed below. You must rank how effective each modification is at increasing the magnetic force.

• Change the number of loops(turns) of wire in the electromagnet. • Change the diameter of the loops of wire. • Add an iron core inside the coil. • Change the current amount going through the wire.

Prediction Question: Which do you think will lead to the greatest increase in the number of paper clips an electromagnet can pick up:

1. Doubling the number of loops 2. Doubling the diameter of the loops 3. Placing an iron nail in the coil. 4. Doubling the current traveling through the wire in the electromagnet.

Choose ONE and give reasoning below: CAUTION! Wires get HOT when running current through them. Protect your fingers & take your circuit apart if the wires are too hot to handle.

Procedures: Several procedures are listed below in the table. Each varies one aspect of the electromagnet. All procedures compare to the results of a “reference coil”

Reference Coil Test: Take your copper wire and wrap it 30 times around a pencil. Leave at least 6” on wire at either end of the coil to allow for connection to the battery.

Connect to a 1.5 V battery and test to see how many paper clips it will attract. Record your data in your data table.

A. Number of Loops:

Wind another 60 loop coil in the same fashion that you created your

reference coil test. Connect to a 1.5 V battery and test to see how many

paper clips it will attract. Record your data in your data table.

B. Diameter of Loops:

Make an electromagnet by winding wire around two pencils to double the diameter of your coil. Wind 30 loops in the same fashion that you created your reference coil test. Connect to a 1.5 V battery and test to see how many

paper clips it will attract. Record your data in your data table.

C. Placing an iron core in the coil:

Carefully insert an iron nail into the core of the 30 turn, small diameter coil you wound in the “reference coil” procedure. Connect to a 1.5 V battery and test to see how many paper clips it will attract. Record your data in your data table.

D. Doubling the current through the wire:

Connect a 2nd battery in series with the first. Connect the two wires of the small diameter, 30 turn coil with double the current and test to see how many paper clips it will attract. Record your data in your data table.

DATA TABLE: 1) # of paper clips 2) # of paper clips 3) ratio of

2) to 1) 4) ranking

Number of turns of coil

30 turn coil with no core

60 turn coil with no core

Diameter of coil

Small 30 turn coil – no core

Large diameter 30 turn coil

Iron core in the coil


Small 30 turn coil with core

Doubling the current


Small 30 turn coil current 2x

.._............°'..Modt 0.-....S ..-..:111111 .......Pm.

""'f;illO: ........, ................._

,...,..,

Wltoy'9 ...,....,,... _•..............-.:

""'*""O•usi ..,..,........_ _.,.. -----...........

(N I S

rs N\s 1

('9GIJ O ... 111•

-•• .., ••w1...

Alt tlld,...,...1191 hM M hftcort ......Mth

'.".'- fMllM!l.i5...._......,............................ AINl"I -""cor. tln1ct0:,......1....'"""",._.,.,.....,..,of.".".' ..

AA t 1 1n ..._.......,_ .....,., ,,. 1 ......... . ....,...,. ...........

.... : t , ......... c:................

oc -•

CMl!9l ...-........._..,.. •.-...1ne _,...... AC MoYl"'•--a- •Mllotww -.....: -*C..-. f' S Siie

....-..-. ...............•ceilolwh ........_

- -- ...,....tl.ll.lctrk: ........ ---

VIRTUAL LABS RELATED: Electromagnet Lab PhET website: Faraday’s Electromagnet experiment (Questions to follow below)

https://phet.colorado.edu/en/simulation/faraday

Sample Learning Goals

• Predict the direction of the magnetic field for different locations around a bar magnet and an electromagnet. • Compare and contrast bar magnets and electromagnets. • Identify the characteristics of electromagnets that are variable and what effects each variable has on the

magnetic field's strength and direction. • Relate magnetic field strength to distance quantitatively and qualitatively. • Identify equipment and conditions that produce induction. • Compare and contrast how both a light bulb and voltmeter can be used to show characteristics of the induced

current. • Predict how the current will change when the conditions are varied.

Magnets & Electromagnets virtual lab https://phet.colorado.edu/en/simulation/magnets-and-electromagnets


• Predict the direction of the magnet field for different locations around a bar magnet and electromagnet • Compare and contrast bar magnets and electromagnets • Identify the characteristics of electromagnets that are variable and what effects each variable has on the

magnetic field's strength and direction • Relate magnetic field strength to distance quantitatively and qualitativel

Earth as a magnet – Magnets & Compass

https://phet.colorado.edu/en/simulation/magnet-‐-‐-‐and-‐-‐-‐compass


• Predict the direction of the magnet field for different locations around a bar magnet • Relate magnetic field strength to distance quantitatively and qualitatively • Describe how the earth's magnet field relates to a bar magnet

! Stage.1. !

Electromagnetism.Virtual.Lab.

1.How!is!the!electric!current!induced?! ! ! ! ! 2.!!What!did!a!“!low”!reading!on!the!galvanometer!indicate?! ! ! ! ! 3.!!Which!color!on!the!galvanometer!did!the!needle!point!to!when!the!magnet!was! moved!slow?!!medium?!!fast?! ! ! ! ! 4.!!When!the!motion!of!the!magnet!is!reversed,!what!happens!to!the!current!that!is! generated?! ! ! ! ! 5.!!What!is!the!galvanometer!reading!for!the!coil!of!wire!with!10!loops?! ! ! ! ! 6.!!What!is!the!galvanometer!reading!for!the!coil!of!wire!with!20!loops?! ! ! ! ! 7.!!What!is!the!galvanometer!reading!for!the!coil!of!wire!with!50!loops?! ! ! ! ! 8.!!How!should!ElectroF!Metro!adjust!the!speed!of!the!magnet!and!the!number!of! loops!of!wire!to!create!the!largest!current?! ! !

Forces of Nature Module

Documents

Transcript of Forces of Nature Module