Download HSPS3-5

HS-PS2-5 and HS-PS3-5 2014
HS-PS2-5. Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that
a changing magnetic field can produce an electric current. [Assessment Boundary: Assessment is limited to designing and conducting
investigations with provided materials and tools.]
HS-PS3-5. Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces
between objects and the changes in energy of the objects due to the interaction. [Clarification Statement: Examples of models could
include drawings, diagrams, and texts, such as drawings of what happens when two charges of opposite polarity are near each other.] [Assessment
Boundary: Assessment is limited to systems containing two objects.
Essential Questions
What is a magnetic field?
How can we represent the
strength of the magnetic field
based on the strength of the
current?
21st Century Life and
Careers
9.3HL.1-.6
9.3ST.1-.6
Enduring Understandings
Students will be able to understand and
write a mathematical expression to show
the relationship between magnets and the
strength of the electrical current?
Tie the knowledge into something they
may see on a daily basis.
Common Core Standards
Connections
HS-PS3
ELA/Literacy: RST.11-12.1 WHST.9-12.7
WHST.11-12.8 WHST.9-12.9 SL.11-12.5
Mathematics: MP.2 MP.4 HSN.Q.A.1
HSN.Q.A.2 HSN.Q.A.3
HS-PS2
ELA/Literacy: RST.11-12.1 WHST.9-12.7
WHST.11-12.8 WHST.9-12.9 SL.11-12.5
Mathematics: MP.2 MP.4 HSN.Q.A.1 HSN.Q.A.2
Labs, Investigation, and Student Experiences
Lab From NASA
Activity 1 - Permanent Bar Magnets
Teacher’s Guide
Although magnets are familiar household items, students may need to be
reminded of the basicproperties of magnets and magnetism. This hands-on
activity allows students to re-acquaint themselves with magnets, magnetic
fields and the concept of polarity, which form the basic ingredients
of a study of Earth’s magnetic field and the technology of magnetometers.
Goals
1.Students will learn the basic properties of magnets and magnetic forces.
2.Students will learn about polarity, attraction,repulsion, and magnetic field
strength, which are the basic terms and concepts we will be using throughout
the THEMIS program.
Figure A – The magnetic lines of force
surrounding a bar magnet revealed by
iron filings.
Procedure
There are many different versions of this activity available on the Internet and
you can find some locations provided at the end of this teacher guide. Please
consult these sites for suggestions on detailed set-up and specific tasks the
HS-PS2-5 and HS-PS3-5 2014
HSN.Q.A.3
Desired Results:
Students will understand that many devices they use, contain electromagnets.
Studnets will have a concept of rating a magnet alogn with the production of
electromagnets etc.
Sample Assessments:
The units which can align to create a magnet are called
.
1. domains
2. magnetic units
3. molecules
4. electrons
Materials placed very close to each other in the triboelectric series exchange
maximum charge.
1. True
2. False
Which of the following is NOT a method for making a magnet out of a metal
which has the ability to be magnetized?
1. by striking the metal
2. by exposing the metal to another magnet
3. by super radiating the metal
4. by running electricity through a coil wrapped around the iron
Crossing of wires in an electromagnet can reduce its magnetism.
1. true
2. false
http://www.helpteaching.com/questions/Magnetism_and_Electricity/Grade_12
students can perform. Below is a shortened strategy that will
quickly demonstrate the basic phenomena with which we will be working in
THEMIS.
1. Distribute the magnets to the students.
2. Have them experience, tactilely, the repulsive and attractive natures of
magnetic forces. Also, have them experience, through magnet manipulation
and working with paper clips, the idea that magnetic forces vary in intensity
throughout space, becoming weaker as distances increase.
3. Ask one student in the classroom to mark the letter ‘N’ on one end of a bar
magnet. Use this arbitrarily-defined ‘North polarity’ to determine the N and S
polarities of all other magnets in the classroom using the ‘likes repel’ and
opposites attract’ rule for magnetic polarity.
There are many more: Click the link below
http://cse.ssl.berkeley.edu/SegwayEd/lessons/exploring_magnetism/magnetism
_and_electromagnetism/mag_electromag.pdf
Modifications (ELLs, Special Education, Gifted and Talented)
· Teacher tutoring
· Peer tutoring
· Cooperative learning groups
· Modified assignments
· Differentiated instruction
· Native language texts and native language to English dictionary
· Response to Intervention (RTI) www.help4teachers.com and
www.docstoc.com , (search tiered lesson plan template
· Follow all IEP modifications/504 plan
Resources:
Text:
Holt Physics: Pupil Edition
2002,Jan 1, 2002
by Serway and Faughn
HS-PS2-5 and HS-PS3-5 2014
Modern Chemistry
Jan 1, 2006
by RINEHART AND WINSTON HOLT
Concepts and Challenges in Physical Science
Jun 1991
by Alan Winkler and Leonard Bernstein