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TOKYMAKER | Science Course

Magnetism

Course Overview

In this course, we will learn the basics of magnetism. Under the guidance of a teacher, students will experiment with the Tokymaker to reinforce what they learned in a creative and fun way.

Core Objectives: (1) How do magnets work (2) What is a magnetic dipole

Course Requirements

Age Restrictions Topics Objectives Duration

7 years or older

STEM education, Computer Science

Understanding the concept of magnetism

120 minutes

Pre-Requisite Equipment Course Evaluation Additional Resources

Understand Tokymaker coding basics (how to drag and drop code blocks) Tokymaker basic tutorial, course one

Starter kit (1 kit per group of 2-3 students), MacBook OSX, Chromebook, Android Tablet, Android Smartphone with version 6.0 +, Internet

Use this guide in this document to evaluate students' understanding of the course.

Tokymaker Workbook Debugging Checklis

Key Words

• Magnet

• Magnetic

• Magnetic Pole

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Instructions

Step One: Pre-Class Preparation

Duration: 5 Minutes

This course can be completed by an individual or group. Required Before starting the next part of the course, students must complete the basic language course. This will give them foundation necessary to understand future lessons. Optional The code and walkthrough for the “How to be a Magnetic King” and “Compass” sections can be printed (see Appendix for details) Materials

• Tokymaker • Computer/ Laptop • Tokymaker Workbook • Strip magnet • Paper clip

• Paper • Rotation sensor • Electromagnetic sensor • Adapter pin • Various items you can find of

different material properties

Precautions

The video on Magnetism has audio. If the school is unable to provide audio support, the students can watch the video on laptops or personal electronic devices.

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Step 2: Physics - How Do Magnets Work? What Is a Magnetic Dipole?

Duration: 70 Minutes

Main Objectives

• How do magnets work? • What is a magnetic pole?

Next is the teaching guide. We recommend teaching the content in this order.

Properties of Magnets

(1) Experiment

• Have the class try to attract different objects with magnets (ex. rubber bands, metal paper clips, pencils, and thread). Students can get a feel for what is and isn't magnetic.

• The teacher prepares a piece of white paper. Stick the magnet to the side of the paper and ask the students whether they can attract the paper clip (iron) through the white paper. Pick one or two students to verify their answers in front of the class.

(2) Thoughts

• How are magnets used in our daily lives to attract things? Invite students to say their own ideas.

(3) Summary

• The magnet has a magnetic force that not only attracts iron, but also other metals such as nickel and lead. You can attract metal through another object, depending on the strength of the magnetic force.

What is a Magnetic Pole?

(1) Experiment

Step 1: Prepare a strip magnet.

Step 2: Divide the strip magnets into two parts and label them: A, B, and C. A will be one end of the strip magnet and C will be the other.

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Step 3: Let the students put the paper clips at point A. See how many paper clips they can put at point A

Step 4: Have them record the number of paper clips that can be attracted.

Step 5: Repeat for point B and C.

(2) Thoughts

• What part of the magnet can attract the most number of paper clips in the above experiment? What part of the magnet is the strongest? Have the students share their thoughts.

• Does a broken magnet have a magnetic pole? Have the students discuss and share their ideas.

(3) Summary

● The most magnetic part of the magnet is called the magnetic pole. A magnet has two poles and the poles are the most magnetic.

The nature of the magnetic pole

(1) Video

• Show the video to the students using a projector. The video below is about the magnetic north and south poles.

Link：https://www.youtube.com/watch?v=qPJ2cSHEcBI

• Summary: With a string in the middle, the magnet hangs horizontally. When it is stationary, it points to the N which is the north pole. The S is the south pole.

(2) Experiment

Step 1: Find the north and south poles of the two strip magnets and mark them with letters. One is marked with A and B. The other is labeled C and D.

Step 2: Use “àß” to indicate mutual attraction and “àß” to indicate mutual exclusion. Record the tests on paper.

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(3) Thoughts

• What is the law between the magnetic pole interactions of the magnets in the above experiment? Have students share their thoughts.

(4) Summary

● The two poles of the magnet are the South and the North pole.

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● When two magnets are close to each other, the same poles will repel and opposite poles will attract.

Step 3: Course Project Duration: 30 minutes

Experiment 1 – How to be a Magnetic King

(1) Introduction • There is a man that can attract all magnetic things in the world and he has a

huge magnetic force. In the next experiment, we want to create a magnetic force ourselves and become a small magnetic king.

(2) Preparation

• Connect the Tokymaker to a power supply and computer to the online coding environment.

(3) Required Components

• Input: Rotation sensor • Output: Electromagnetic sensor • Additional: A coin or paper clip

(4) Experiment

Step 1: Download the program to the Tokymaker

Step 2: Connect the sensors 1) Connect the rotation sensor to Input 1 2) Connect the electromagnet to Output 1 Note: The brown wire is connected to the negative pole and the red wire is connected to the positive pole.

Step 3: Investigate

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Put the coin close to the electromagnetic sensor and adjust the rotation sensor to see what has changed. Turn off the Tokymaker and see if you can attract coins again. What brings the magnetic force to the electromagnetic sensor? Is it the Tokymaker? Step 4: Summary A magnet has a magnetic force. How can you make something without a magnetic force have the ability to attract metals? The answer is the power in the Tokymaker. The power is turned into a magnetic force by the Tokymaker.

Experiment 2 – Changing the Magnetic Field

(1) Introduction • The compass is one of the four greatest inventions in ancient China. Under

the Earth’s magnetic field, the compass can distinguish north and south poles, making the compass one of the most important items to have for exploration and navigation. The compass is both lightweight and useful, but it doesn’t always give people the right direction at all times. Why?

(2) Preparation

• Connect the Tokymaker to a power supply and connect a computer to the online coding environment

(3) Required Components

• Input: Rotation sensor • Output: Electromagnetic sensor • Additional: Compass

(4) Experiment

Step 1: Download the program to the Tokymaker

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Step 2: Connect the sensors 1. Connect the rotation sensor to Input 1 2. Connect the electromagnetic sensor to Output 1 Note: The brown wire is connected to the negative pole and the red wire is connected to the positive pole.

Step 3: Investigate Place the electromagnetic sensor next to the compass and rotate the rotation sensor to see what happens. Change the position of the electromagnetic sensor and see what happens. Step 4: Summary The compass can indicate north and south poles without interference, but because the magnetic field of the electromagnetic sensor interferes with the normal operation of the compass, the compass will not correctly point to the north and south poles.

Step 4: Discussion – What did you learn in this course? What else are you curious about? Duration: 15 minutes

(1) Class questions ● How does a magnet work? ● What is a magnetic pole? Please have 1-2 students share their answers.

(2) Programming Reflection

● Invite 3-5 students to answer: What did they gain from this programming experiment?

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Step 5: The End Duration: 5 minutes

Have the students shut down their computers and Tokymakers. Disassemble the circuit and put all the sensors and equipment back in their box. Make sure their workspace is clear.

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Appendix Code Tutorial

4.1 How to become a Magnetic King

Code

Understanding the Code

In green [repeat]: The statement represents that the program inside will be executed again and again.

In red [Set output]: The statement causes Output 1 to be set according to Input 1.

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4.2 Compass

Code

Understanding the Code

In green [repeat]: The statement represents that the programs inside will be executed again and again.

In red [Set output]: The statement causes Output 1 to be set according to Input 1.