Download Galactic Forces of Magnetism

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Galactic Forces of Magnetism
Teacher Resource Guide
Table of Contents
Lab Summary
1
Grade Levels
Student Outcomes
State and National Standards Connections
Related Links and Games
2
Related Texts
3
Gallery and Exhibit Connections
4
Writing Prompts
6
Pre-Visit Writing Topics/Prompts
Post-Visit Writing Topics/Prompts
Pre-Visit Vocabulary and Activities
7
Terms and Definitions
Vocabulary Activities
Graphic Organizers
Vocabulary Review Games
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Galactic Forces of Magnetism
Teacher Resource Guide
Lab Summary
Students experience the forces of magnetism as they explore the planetary magnetic fields of our galaxy.
Back on Earth, students will experiment with electromagnets and learn how engineers are using this
technology to power travel of the future.
Grade Levels: 4-8
Student Outcomes:
• Students will be able to investigate and demonstrate the basic properties of magnetism, including magnetic
fields and polarity.
• Students will be able to model the planetary magnetic fields of the Earth and the sun.
• Students will be able to design and build an electromagnet.
State and National Standards Connections
Next Generation Science Standards
• Grades 3-5: Engineering Design 3-5-ETS1-1, 3-5-ETS1-2, 3-5-ETS1-3
• Grade 3: Physical Science 3-PS2-3, 3-PS2-4
• Grade 4: Physical Science 4-PS3-2, 4-PS3-4
• Grade 5: Physical Science 5-PS1-3
• Grades 6-8: Physical Science MS-PS2-3, MS-PS2-5; Engineering Design MS-ETS1-1, MS-ETS1-2, MS-ETS1-3, MSETS1-4
Common Core Language Arts-Speaking and Listening
• Grade 3: SL.3.1b-d, SL.3.3, SL.3.4a
• Grade 4: SL.4.1b-d, SL.4.4a
• Grade 5: SL.5.1b-d, SL.5.4
• Grade 6: SL.6.1b-d
• Grade 7: SL.7.1b-d
• Grade 8: SL.8.1b-d
California Science Content
• Grade 4: Physical Science 1.b-f; Investigation and Experimentation 6.a, 6.c-d
• Grade 5: Earth Science 5.a-c; Investigation and Experimentation 6.a-c, 6.h
• Grade 6: Earth Science 3.a, 3.c; 4.b, 4.d; Investigation and Experimentation 7.a-b, 7.d-e
• Grade 7: Investigation and Experimentation 7.a, 7.c-e
• Grade 8: Physical Science 4.a-b, 4.e; Investigation and Experimentation 9.a-b
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Galactic Forces of Magnetism
Teacher Resource Guide
Related Links and Games
The following links and games provide additional information regarding planetary magnetic fields,
magnetism, and the many uses of magnetism and electromagnetism. We are not endorsing the following
organizations, but feel that the information provided by said organizations may be of benefit to your students
and may help enhance the learning experience of the lab.
•
NASA: The NASA website has many resources for both teachers and students. Students and teachers will
not only find abundant information on our galaxy and space research, but also activities, videos, and
much more. www.nasa.gov
•
Magnetic Fields on Other Planets: This website has interesting diagrams and information about why
certain planets have stronger magnetic fields than others.
http://www.windows2universe.org/physical_science/magnetism/detect_planet_mag_field.html
•
Solar Dynamic Observatory: NASA’s Solar Dynamic Observatory (SDO) is a program designed to
understand the causes of solar weather and the sun’s influence on Earth, including the sun’s magnetic
field and solar weather and how both affect Earth. http://sdo.gsfc.nasa.gov/.
•
Magnetism Resources: This website offers many additional resources on magnetism, electromagnetism,
and planetary magnetic fields. Students and teachers have access to pictures, articles, videos, games, and
puzzles all related to properties of magnetism.
http://www.neok12.com/Magnetism.htm
•
History of Magnets: A concise summary of the history of magnets
http://www.howmagnetswork.com/history.html
•
Magneto Mini Golf: Here students can play an online game that teaches how charged particles interact
with different types of magnetic fields. There are also links to more information about aurorae, planetary
magnetic fields, and the sun’s magnetic field.
https://www.spaceweathercenter.org/our_protective_shield/01/minigolf.html
•
Build Your Own Electromagnet: How Many Filings Can You Lift?: Test your knowledge of electromagnets
with this interactive resource. Students virtually build an electromagnet and choose the wire material and
thickness, and the number of turns to find out how many iron filings their virtual electromagnet can pick
up. http://www.fossweb.com/delegate/ssi-wdf-ucmwebContent/Contribution%20Folders/FOSS/multimedia/Magnetism_and_Electricity/electromagnet.html
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201 S. Market St.
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thetech.org
Galactic Forces of Magnetism
Teacher Resource Guide
Related Texts
The following titles may provide students with a greater contextual understanding of the field of magnetism
and electricity. Included in the list are narratives (fiction/nonfiction), and referential texts that extend learning
beyond the scope of the lab. We are not endorsing the following authors, but feel that the information
provided by said authors may be of benefit to your students and may help enhance the learning experience
of the lab.
Narratives
• Gotcha! By Jennifer Dussling.
o Recommended for grades 1-3
o “Part of the Science Solves It! Series,… Peter plays a practical joke on his friends and then
reveals how a magnet helped him pull it off. His friends use what they know about magnets
to play their own joke on Peter.” (Booklist)
• Out of This World. By Amy Sklansky. Illustrated by Stacey Schuett.
o Recommended for grades K-4
o An introduction to the stars, planets, and space travel presented through poems. Each poem
is supported by additional facts and explanations.
• SkySisters. By Jan Bourdeau Waboose. Illustrated by Brian Deines.
o Recommended for grades K-3
o Two Ojibway sisters set off across the frozen north country to see the SkySpirits’ midnight
dance – the Auroras. A powerful story, with stunning illustrations captures the chill of the
northern night and the warmth of the family circle.
• Roaring, Boring Alice. By P.K. Merski. Illustrated by Mark Weber.
o Recommended for grades K-3
o A tale that couples science with child psychology to explore a child’s tantrum and the magic of
the Northern Lights. Disagreeable Alice transforms her angry voice into streams of color
resembling the Northern Lights. A final page in the back explains the science behind the
Aurora Borealis.
Reference
• The Sun. By Seymour Simon.
o Recommended for grades K-3
o An exploration of the sun, from its continual nuclear explosions to its sea of boiling gases. It is
a fascinating introduction to our Solar System’s start, The Sun.
• Earth’s Outer Atmosphere: Bordering Space. By Gregory Vogt.
o Recommended for grades 5-12
o The book describes Earth’s atmosphere, the characteristics of the outer atmosphere, and how
it interacts with the magnetospheres.
• Electricity and Magnetism: Great Ideas of Science. By Peter Fairley.
o Recommended for grades 6-12
o Describes the uses for electricity and magnetism that stretch back to ancient times and
discusses the history behind their scientific study.
• Basher Science: Astronomy: Out of this World! By Dan Green.
o Recommended for grades 4-12
o “The universe is an enormous place. Imagine it as the home of a crowd of cool cosmic
characters each with their own personality. This book is your essential guide to these out-ofthis world beings who make the universe tick.” (www.basherbooks.com) A creative
introduction to astronomy.
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Galactic Forces of Magnetism
Teacher Resource Guide
Gallery and Exhibit Connections
The Tech Exploration Gallery (Lower Level)
• View From Space: This gallery presents “Science on a Sphere,” invented by Dr. Alexander MacDonald of
the National Oceanic and Atmospheric Administration (NOAA). Different “datasets” are projected onto
the sphere throughout the day, but one of the datasets in rotation shows stunning X-ray footage of
solar activity. If the solar dataset isn’t playing when you are at the sphere, you can also view it here:
http://sos.noaa.gov/Datasets/dataset.php?id=2. From there, you can search other datasets by category
and learn more about many subjects!
o Connection to the lab:
§ Here students can view solar activity such as solar flares and other solar phenomenon
o Questions to guide student learning:
§ What is the outermost layer of the sun called? The outermost layer is called the “corona.”
§ What do the solar storms look like on the surface of the sun? Solar activity appears as areas of
bright white flashes breaking through the surface of the sun.
§ How long does it take for a surge of increased radiation to reach the Earth? The Sun’s solar flare
radiation takes 8 minutes to travel to Earth.
§ Does the surface of the Sun rotate at the same constant speed? No, the equator rotates at a faster
speed than the poles. On average it takes 28 days for the Sun’s surface to rotate.
§ If this sphere was the actual size of the Sun, how large would Earth be in comparison? Earth
would be the size of a nickel!
• Snapshots From Outer Space: through this computer program, students can learn more about the
planets and where they are in our Solar System. They can also find beautiful images captured by the
Hubble telescope and learn more about the telescope’s inner workings.
o Connection to the lab:
§ The exhibit focuses on the solar system and order of planets, as discussed in the lab.
o Activity to complete at the exhibit:
§ Create a mnemonic device to help remember the order of the planets, starting with the planet
closest to the sun. For example,
My (Mercury)
Very (Venus)
Educated (Earth)
Mother (Mars)
Just (Jupiter)
Served (Saturn
Us (Uranus)
Noodles (Neptune)
In this example, the sentence reads “My Very Educated Mother Just Served Us Noodles.”
Mnemonic devices can help us remember the long list of planet names, but different sentences
may work differently for each person. Come up with one that works for you!
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201 S. Market St.
San Jose CA. 95113
1-408-294-8324
thetech.org
Galactic Forces of Magnetism
Teacher Resource Guide
• EX-1 Mars Pod: In this exhibit, students can learn more about terrain on Mars and other planets in our
Solar System.
o Connection to the lab:
§ This exhibit gives students a look at the terrain of planets in our solar system discussed in the
lab.
o Activity to complete at exhibit:
§ Find the control center for the Museum’s model of the Sojourner. Take turns piloting the rover
and controlling its camera to see how scientists on Earth can control a rover on Mars.
o Questions to guide student learning:
§ To your right when you first enter the pod, you will find information about Mars rovers.
§ What is the name of the rover currently exploring Mars that landed in 2012? The Curiosity rover is
still exploring Mars as of 2015, even though it originally was scheduled to stay on Mars for only 2
years.
§ What was the first rover to successfully land on Mars? The Sojourner was the first rover to land on
Mars successfully in 1997.
Upper Level Bridge (just off escalators)
• Robot Design Basics: At this exhibit station, build a robot rover that can travel the tough terrain of Mars.
o Connection to lab:
§ Builds on engineering and design principles used in the lab.
§ Continues discussion on space and tools used in space.
o Activity to complete at exhibit:
• You and your group can design a robot that will explore Mars! After completing your design,
sketch it and label one feature that makes the robot perfect for Mars’ terrain, the name of your
rover, and the most useful feature.
Tech Silicon Valley Innovation Gallery (Upper Level)
• Google Earth: Here you can view satellite images of Mars by selecting the Mars icon instead of the Earth
icon at the top of the touchscreen. While on Mars, explore the different landmarks. You can even find
remnants of a volcano on Mars, called the Olympus Mons Summit. Olympus Mons is 100 times larger
than Mauna Loa, the largest volcano on Earth. Can you find Mauna Loa on Google Earth?
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201 S. Market St.
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Galactic Forces of Magnetism
Teacher Resource Guide
Writing Prompts
The following writing prompts and questions are just a few examples of journal topics to incorporate writing
into your students’ lab experience. If you feel that one of the below prompts does not meet your needs, you
are welcome to use your own, but please make sure it is related to the chosen lab experience. If you have a
related writing prompt you would like to share with The Tech and other teachers, please let us know on our
teacher survey that will be available in the lab.
Most of the writing topics could be used as either pre-lab or post-lab writing. You may choose the prompts
that work best for your class and schedule.
Pre-Visit Writing Topics/Prompts
Generic
• We will be attending ___lab name__ at The Tech Museum of Innovation; what do you think we will learn about
in the lab? What do you want to know about this topic? What do you already know about this topic?
• We will be attending __lab name___ at The Tech Museum of Innovation; what are you looking most forward to
in this lab? Why?
Specific to Galactic Forces of Magnetism
• The Earth has a North Pole and a South Pole. Magnets have a North Pole and a South Pole. Do you think
this means the Earth is a magnet? Why or why not? Give examples to support your conclusion.
• How do you think magnets “work?” Why?
• Do you think magnets work in space? Why or why not?
Post-Visit Writing Topics/Prompts
Generic
• We learned a lot in our _lab name_ lab. What were your two favorite things you learned in the lab? Why?
• The principal is excited to hear all about your lab experience. Explain what you did and learned about in the
lab since she or he was unable to attend the lab.
Specific to Galactic Forces of Magnetism
• Imagine you are an engineer creating a new product featuring an electromagnet. What kind of product are
you going to build? Create a sales pitch or advertisement for your product. How does your product work?
Why should the public buy it?
• The Earth’s magnetic field is very important. What do you think would happen to the Earth if its magnetic
field went away?
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thetech.org
Galactic Forces of Magnetism
Teacher Resource Guide
Pre-Visit Vocabulary and Activities
These are words and concepts that we will discuss in the lab. Your students’ experience will be enhanced if they are
familiar with these terms prior to your visit. Below you will find several graphic organizers and games to aid in your
vocabulary review.
Terms and Definitions:
• Circuit: the complete path that allows the flow of electrical current
• Electricity: The motion of charged atomic particles called electrons.
• Electromagnet: A type of magnet in which the magnetic field is produced by electrical current flowing
through a conductor.
• Electron: an elementary particle having a negative charge, found outside the nucleus of an atom
• Force: A push or pull that causes a change in the motion of a movable object, or puts stress on an
unmovable object. (e.g. magnetism)
• Magnet: An object composed of magnetic material that is able to produce its own magnetic field.
• Magnetic Field: An invisible field produced by magnetic objects or electrical current. Magnetic fields can
exert force on magnetic items or moving electrons.
• Magnetic Poles: The two ends of a magnet where the magnetic field is concentrated. All magnets have two
poles with equal magnetic strength (North and South).
• Short Circuit: a path in the circuit that has no element between two different voltage potentials.
• Solar System: comprised of the sun and all objects that orbit it.
Advanced Vocabulary:
• Differential Rotation: when different parts of a rotating object (e.g. the sun) rotate at different rates and
potentially different latitudes and depths. This indicates that the rotating body is not solid.
• Magnetic Domains: A very small region of a material that has uniform magnetization.
• Permanent Magnet: An object composed of magnetized material that produces its own persistent magnetic
field.
• Magnetic Moment: A measure of the strength and direction of an object’s magnetism.
Vocabulary Activities:
Graphic Organizers
• Frayer Graphic Organizer: The Frayer Graphic Organizer is a great tool for vocabulary development. This
graphic organizer allows students to write their own definitions, define characteristics, and provide
examples and non-examples. This tool will lead your students to a deeper understanding of the vocabulary
and how it relates to their lives. On page 9 you will find a blank Frayer Graphic Organizer for your use in the
classroom.
o For more information on the Frayer Model and how to implement it, please visit the following link:
http://www.theteachertoolkit.com/index.php/tool/frayer-model
• Vocabulary Graphic Organizer: This graphic organizer is a great tool for younger students as well as English
Language Learners. Although very similar to the Frayer Model, this graphic organizer includes a drawing of
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Galactic Forces of Magnetism
Teacher Resource Guide
the vocabulary term and the use in a sentence. On page 10 you will find a blank Vocabulary Graphic
Organizer for your use in the classroom.
• Circle Map: This graphic organizer is a great tool for helping all students develop an overall sense of a topic.
It is also very helpful for beginning and early intermediate English Language Learners. This graphic
organizer lets students brainstorm what a term or concept means to them and provides a frame of
reference for the term. On page 11 you will find a blank Circle Map for your use in the classroom.
o For more information on the Circle Map and other Thinking Maps, please visit the following link:
http://thinkingmaps.com/thinking_maps_common_core.php
Vocabulary Review Games
• Quiz, Quiz, Trade: This is a fun cooperative game for students to review vocabulary terms. For more details
and to see an example of Quiz Quiz Trade in action, please visit the following link:
http://www.theteachertoolkit.com/index.php/tool/quiz-quiz-trade
1. Create questions or vocabulary cards. On one side of an index card, write the question or
vocabulary term; on the other, the answer or definition. Pass out the cards to students. If there are
not enough terms for everyone to have a different card, try using different “back” sides to the same
cards (e.g. instead of the definition again, have a drawing, a question about the term, characteristics
of the term, or an example of the term).
2. Pair up. When all cards have been passed out, students find a partner to quiz with their card.
3. Hands up. When both partners have completed the quizzes correctly, they put their hand up to
show other students that they are ready for a new partner to quiz.
• Back-words: This game is part Charades part 20 Questions. In this review game, students have to guess the
vocabulary term that is on their back by asking questions of a partner or having the partner act out the
term.
1. Write your vocabulary terms on index cards. If there aren’t enough terms for each student to have
a different one, you can make two sets and divide the class into two groups. You may also add in
other related vocabulary terms that you have been studying in class.
2. Tape one term onto the back of each student so that he or she cannot see the word.
3. Have students pair up. Each partner should look at the word on their partner’s back. Partners take
turns asking questions or acting out or gesturing about the term that is on their back. (e.g. “Am I an
element? Am I part of an atom? Do I make up all matter? Etc.) Partners must ask at least 2
questions before guessing their word.
4. When both partners have correctly guessed their word, they put a hand up to signal that they are in
need of a new partner. Continue game play until everyone has guessed their word.
• $10,000 Pyramid: This review game is exactly like the classic game show. Students will work in pairs, taking
turns to describe the words and to guess the words.
1. Break up the terms into two groups. Each partner will take on one group of words.
2. Have each partner fill out the worksheet on the next page with their group of words.
3. For the first round, Partner A will be the one describing the term and Partner B will be the one
guessing the term. Partner A will describe the term (starting with 1) using the words he or she
wrote down on the worksheet. From the description, Partner B will guess what the term is.
4. When Partner B guesses the word correctly, Partner A moves on to the next word.
5. When Partner B correctly guesses all the words in Partner A’s pyramid, they switch places and
Partner B will describe the terms on his or her pyramid while Partner A guesses the terms.
6. You can time this activity like on the quiz show, but it may intimidate some students.
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Galactic Forces of Magnetism
Teacher Resource Guide
Student Name: ____________________________________
$10,000 Pyramid
6
Vocabulary
term or
concept
4
Vocabulary
term or
concept
1
Vocabulary
term or
concept
5
Vocabulary
term or
concept
2
Vocabulary
term or
concept
3
Vocabulary
term or
concept
Write descriptive clues about each vocabulary term or concept
1. _______________________________________________________________________
_______________________________________________________________________
2. _______________________________________________________________________
_______________________________________________________________________
3. _______________________________________________________________________
_______________________________________________________________________
4. _______________________________________________________________________
_______________________________________________________________________
5. _______________________________________________________________________
_______________________________________________________________________
6. _______________________________________________________________________
_______________________________________________________________________
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201 S. Market St.
San Jose CA. 95113
1-408-294-8324
thetech.org
Galactic Forces of Magnetism
Teacher Resource Guide
Frayer Graphic Organizer
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San Jose CA. 95113
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thetech.org
Galactic Forces of Magnetism
Teacher Resource Guide
Vocabulary Graphic Organizer
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Galactic Forces of Magnetism
Teacher Resource Guide
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