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LAB 2: MAGNETIC FIELDS Lab 2: Magnetic Fields Materials Needed: Transparent graph Iron filings box 3 different magnets Colored pencils Compass Highlighter/whiteboard markers Safety: Take care when handing the iron filings boxes. If filings escape, students should wash hands immediately and avoid eyes. Engaging Activity Tell the class you are giving each student a magical rock. After distributing magnets to all students, ask students to convince you that what they are holding is more than a rock (a magnet). Ask students to work in pairs to come up with at least two concrete reasons. Have students share their examples that prove magnetic properties. Next ask students if all their magnets are “created equal”. Do they all repel and attract the same? Do they all have the same kinds of properties? Explain that the next lab will allow students to observe the magnetic field and understand similarities and differences between their magnets. Students groups each need an iron filing box, 3 different magnets, 3 transparency grids, compass, colored pencil, and the lab sheet Lab 2: Magnetic Fields. Ask students to tape the transparency to the filing box. After spreading the filings by shaking, students place a magnet under the box. Discuss observations. How do the filings help you detect the magnetic field? Instruct students to slowly move a compass around the magnet. Ask, how does the compass help you detect the magnetic field? Can a compass be a tool to replace the filings? Can you visually detect differences in magnetic field strength? How far does magnetic field reach? Does it have a specific area (begin to be quantitative)? After students have observed differences in iron filing behaviors between strong and weak magnetic fields, use highlighters or whiteboard markers to color in the magnetic field on the transparency. From the grids, students can determine strong magnetic field area by counting square units. MAGNETISM, ELECTRICITY AND MOVEMENT • 13 LAB 2: MAGNETIC FIELD Lab 2: Magnetic Field Name: ______________________________________Date: ____________________________ Question: What magnet has the (circle) strongest weakest magnetic field? Hypothesis: If the __________________magnet is used then the observed magnetic field is (circle) larger smaller the than other magnets. Data: Observe what happens to the filings in the box when you move the magnet. Decide as a team what kind of filing behavior will be considered a strong and weak magnetic field. Strong square cm magnetic field looks like: Weak square cm magnetic field looks like: Magnet Shape Qualitative Data: Color in the squares where you see the strong magnetic field. Area Grid Showing Magnetic Field Strength A B C D E F G H I J K L 1 2 3 4 STRONG 5 6 7 WEAK 8 Quantitative Data: Count the squares you colored and write the unit area. 14 • I S L A N D E N E R G Y I N Q U I R Y • www.islandenergyinquiry.org LAB 2: MAGNETIC FIELDS Lab 2: Magnetic Field Magnet Shape Magnet Shape Qualitative Data: Qualitative Data: Color in the squares where you see the strong magnetic field. Color in the squares where you see the strong magnetic field. Area Grid Showing Magnetic Field Strength A B C D E F G H I J K Area Grid Showing Magnetic Field Strength L A 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 Quantitative Data: B C D E F G H I J K L STRONG WEAK Quantitative Data: Count the squares you colored and write the unit area. Count the squares you colored and write the unit area. Results: Using <, > , or = symbols describe the magnetic field strengths of the three magnets you tested. _________________________________________________________________________________________ Conclusion: The _______________ magnet has the strongest magnetic field. I can tell because ___________________________ __________________________________________________________________________________________ Did your results agree with your hypothesis? (Circle) Explain why you decided to circle yes or no. Yes, supported! No, not supported! __________________________________________________________________________________________ __________________________________________________________________________________________ MAGNETISM, ELECTRICITY AND MOVEMENT • 15 LAB 2: MAGNETIC FIELD Lab 2: Magnetic Field Extensions In order to develop skills towards choosing appropriate measurement tools, students may repeat the lab using area grids of different sizes. Does the size of squares (measurement) change the area? Are smaller or larger squares more accurate? Students might also analyze results using bar graphs to compare Strong Magnetic Field Area vs. Magnet Type. Accelerated students may also create pie charts to show percentages of Strong, Medium, and Weak Magnetic Fields, but be sure to have a discussion of what these percentages mean. Magnetic fields continue indefinitely, but grow weaker from the source; a small area on the grid, has a small percent. This describes a ratio to the space tested – not infinite space! This discussion would highlight the limitation of graphs to represent data! Create pie or bar charts together with your class using NCES: http://nces.ed.gov/nceskids/createagraph/ Students may also diagram magnetic interactions, such as noticing the magnetic field lines attraction or repulsion using the iron filings with pairs of magnets. 16 • I S L A N D E N E R G Y I N Q U I R Y • www.islandenergyinquiry.org