Download The Structure of Magnets

Grade 4
Developed By:
The MAPs Team
Meaningful Applications Of Physical Sciences
Dr. Michael H. Suckley
Mr. Paul A. Klozik
Materials in this manual are based upon the Grade
Level Content Expectations provided by the
Michigan State Board of Education. The activities
and support materials have been inspired by
Operation Physics. All material in this book not
specifically identified as being reprinted from another
source is protected by copyright.
Participants registered for this workshop have
permission to copy limited portions of these materials
for their own personal classroom use.
Heat, Electricity and Magnetism
A. Introduction
1. Grade Level Curriculum Expectations
2. Naive Ideas Concerning Potential and Kinetic Energy
B. Energy
1. What is Energy? ........................................................................................................................ 4
2. How Is Energy Measured? ....................................................................................................... 5
3. The Seven Forms of Energy ....................................................................................................... 7
4. Energy Laws ............................................................................................................................... 9
C. Electricity
1. Circuits
a. Building the "Simple Circuit Board” .................................................................................... 10
b. Parallel Circuits .................................................................................................................... 11
c. Series Circuits....................................................................................................................... 12
d. Conductors ........................................................................................................................... 13
e. Fuses ..................................................................................................................................... 13
2. Electricity and Magnetism
a. Electricity and Magnetic Fields ........................................................................................... 14
b. The Electromagnet ............................................................................................................... 15
D. Magnetism
1. Magnetic Nature of Matter and Investigation of Magnetic Materials -------------------------------- 17
2. Magnetic fields ------------------------------------------------------------------------------------------------- 18
2.Structure of Magnets ------------------------------------------------------------------------------------------- 20
3. Measuring the Strength of a Magnetic field--------------------------------------------------------------- 21
E. Temperature and Effects of Heat Energy
1. Nature of Temperature – The Three Tubs .................................................................................. 23
2. Transferring (Conduction, Convection, Radiation) .................................................................... 24
3. Absorption
a. Colors and Heat Energy ...................................................................................................... 25
b. Absorption of Heat Energy ................................................................................................. 27
4. Expansion and Contraction
a. Solids
1) Ball and the Ring............................................................................................................. 29
2) Bimetallic Strip ............................................................................................................... 30
b. Liquids - - -Hand Boilers and Lava Lamp ........................................................................... 32
c. Gases
1) Demonstrations:
a) Tea Bag Rocket ......................................................................................................... 36
b) Egg in the Milk Bottle ................................................................................................ 37
c) Crushing the Soda Can ............................................................................................... 38
d) Observing the Expansion of Air ................................................................................. 39
2) Heat Mobile..................................................................................................................... 40
F. Appendix
1. Vendor List. ................................................................................................................................... 44
2. K-7 Standard Science Processes. ................................................................................................... 45
3. Physical Science Grade Level Content Expectations. .................................................................... 46
4. Grade Level Mathematics Expectations......................................................................................... 47
Grade 4 Heat, Electricity and Magnetism ©2009 ScienceScene
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Naïve Ideas
Energy
1.
2.
3.
4.
5.
6.
7.
Energy is truly lost in many energy transformations.
There is no relationship between matter and energy.
If energy is conserved, why are we running out of it?
Energy can be changed completely from one form to another (no energy losses).
An object at rest has no energy.
Doubling the speed of a moving object doubles the kinetic energy.
The terms “energy” and “force” are interchangeable.
Heat
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Ice cannot change temperature
When the temperature of a boiling substance remains constant, something is “wrong.”
All liquids boil at 100°C (212°F) and freeze at 0° C (32°F).
Heat is a substance.
Temperature is a property of a particular material or object (metal is naturally colder than plastic).
The temperature of an object depends on its size.
Heat and cold are different.
Boiling is the maximum temperature a substance can reach.
Heat rises.
All solids expand at the same rate.
Heat and temperature are the same.
Electricity
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Current flows from a battery to a light bulb.
Current flows out of both terminals of a dry cell or electrical outlet.
Current decreases in a circuit because it is used up.
All the electrons that make up a electrical current are in the battery.
Electricity is produced in the wall socket.
Electrons change into light when a lamp is turned on.
A larger battery will make a motor run faster or a bulb burn brighter.
Electricity from a dry cell will shock or hurt if it is touched.
Insulation is used to keep electricity in the wire.
All wires are insulated.
Batteries have electricity inside them.
Magnetism
1.
2.
3.
4.
5.
All metals are attracted to a magnet.
All silver colored items are attracted to a magnet.
All magnets are made of iron.
The magnetic and geographic poles of the earth are located at the same place.
The magnetic pole of the earth in the northern hemisphere is a north pole, and the magnetic pole in the
southern hemisphere is a south pole.
6. Larger magnets are stronger than smaller magnets.
7. Magnetic poles are always located at the ends of the magnet.
Grade 4 Heat, Electricity and Magnetism ©2009 ScienceScene
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What is Energy?
Energy is not a "thing," but rather a property that objects can have. It begins with the idea that energy can make something
move. The difference between force and energy is discussed, work is defined and a more complete definition of energy as,
"the ability to do work" is developed. These concepts are reinforced by examining the energy input and output of the human
body.
In both demonstrations and lab activities, the students are given many opportunities to reinforce the notion that energy is the
ability to do work, that energy can be measured, and that one form of energy can be transformed into another form of energy.
There two types of energy potential and kinetic. Through a variety of activities the factors that affect these kinds of
energy are discovered, and for the upper levels the equations of gravitational potential energy and kinetic energy are
introduced
The concept of energy conservation will be explored through activities, demonstrations, and discussion. The idea that
although energy can be transformed the total amount of energy remains the same. The concept of why we could run out of
energy even though it is conserved is also addressed. This is followed by a discussion of mass-energy conservation, which is
intended as an enrichment topic that can be presented with varying degrees of depth.
While the is limited to the 'physics" of energy (which is often not discussed in many other popular materials), it is recognized
that the topic has many environmental, economic and social implications. The amount and the forms of energy that we use
are now seen to have a direct relationship to how we live our lives. Teachers are encouraged to use an interdisciplinary
approach to this topic to help their students reach an understanding of the relationship between energy and society.
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How Is Energy Measured?
Materials: bricks, board, meter stick, spring scale (that reads in Newtons), object (roller skate or car), string
1. Using books or blocks make a ramp with the board as shown in the illustration above.
2. a) Measure the force necessary to pull your object at a constant speed on a flat surface.
____________Newtons
b) Measure the force necessary to pull your object at a constant speed up the ramp.
____________Newtons
c) Measure the force necessary to pull your object straight up (vertical) at a constant speed. ___________Newtons
3. Compare the results and explain _____________________________________________________________________
4. Measure the distance along the ramp, where the back wheels move as the skate is pulled from the bottom to the
top of the ramp. (i.e. measure the distance from the back wheels at the bottom of the ramp to the back wheels at
the top of the ramp.)
METERS ___________
5. Calculate the work done in pulling the object up the ramp.
WORK = FORCE x DISTANCE
______Joules
=
_______Newtons x ________meters
6. Calculate the work done in lifting the object the same distance vertically as it was previously raised by pulling it up the
ramp.
WORK = FORCE x DISTANCE
______Joules =
_______Newtons x ________meters
7. Compare the work done in pulling the object up the ramp to the work done lifting the object the same distance vertically.
Work done in pulling the object up the ramp. __________Joules
Work done in lifting the object vertically.
__________Joules
8. Explain why there is a difference in the values of Joules.
Grade 4 Heat, Electricity and Magnetism ©2009 ScienceScene
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How Is Energy Measured?
IDEA:
Energy is the ability to do work.
PROCESS SKILLS:
Predict Compare
LEVEL: TEACHERS
STUDENT BACKGROUND:
DURATION: 30-45 min.
Students should be familiar with the metric system, and that
the Newton is the unit of force.
ADVANCE PREPARATION:
If this is to be a small group activity, you might ask several days before the scheduled
class for the students to bring in old roller skates and bricks. Other toys that have
relatively low friction wheels can be substituted for the roller skates, and other heavy
objects can be used instead of bricks. The idea is to keep the object to be pulled within
the range of the spring scale. (When measuring the total weight of the skate and brick,
each can be weighed separately and then add the two values added. Tie a string around
the brick to attach it to the spring scale.) An alternative to using boxes is to use plastic
film cans filled with sand (as used in IIA2). These can be placed inside the track that
the cars run in and the distances the cars move can be measured with the meter sticks.
MANAGEMENT TIPS:
Use caution handling bricks. This is not intended to be an exercise in how the inclined
plane is a simple machine, but rather an activity to illustrate how work and energy are
measured. The meter sticks should be placed just a little farther apart then the width of
the cars to ensure that the cars travel in a straight line.
RESPONSES TO
SOME QUESTIONS:
4. (Work) joules = (Force) Newtons x (distance) meters.
7. It will probably not be obvious, but they should be the same. Discuss this with the
class, pointing out that in reality, pulling the skate and brick up the ramp may
require more work due to friction. See the book "SIMPLE MACHINES" for
more detail.
8. (Work) joules = (force) Newtons x (vertical distance) meters.
POINTS TO EMPHASIZE IN
THE SUMMARY DISCUSSION:
1. Only the force in the direction of the distance moved is used in calculating work.
2. The work done is numerically equal to the energy expended.
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Seven Forms of Energy
(Demonstration)
Energy was defined as the ability to do work. If an object begins moving, then work is being done on it, and therefore, some
form of energy is being used. We refer back to this idea to demonstrate some of the many forms that energy can take. It is
suggested that a list of energy forms be generated by the students. Examples of each form can be taken individually and
demonstrated to show its ability to make something move. As each is shown, the objects are placed on a table with a card
labeling that form of energy. For example if a student mentions coal, a demonstration of how chemical energy causes motion
can be shown. If another student mentions gasoline the instructor can point out that it is another form of chemical energy.
The objective of this demonstration is to make similarities and differences between the many forms of energy "come alive"
to focus discussion. It is not intended as an attempt to classify every form of energy in the universe. Some suggestions arc as
follows:
1.
Heat: Heat a bimetallic strip with a match or candle flame. Ask "Does heat make things move? Is heat a form of
energy?"
Another example of heat to motion that might be used is the form of the pin wheel found in Christmas ornaments that
makes use of the convention currents from candles to produce rotation, or a "palm glass" that uses heat from a person's
hand to partially evaporate a colored liquid causing the remaining liquid to be forced up a glass tube..
2.
Light: Start a radiometer moving with a flashlight. If a flash attachment from a camera is available, try "kick" starting
the radiometer with the flash. For each of the forms of energy, ask:
Does _____________ make things move?
Is ________________ a form of energy?
3.
Sound: A sound apparatus that consists of a tin can, a balloon and a small mirror that will demonstrate that sound can
cause something to move. Another example would be to use two matched tuning forks (preferably mounted on
sounding boxes). Striking one fork will cause the sound from it to set the other one in motion.
4.
Mechanical: This type of energy is the kinetic and potential energy of objects. There are a variety of toys that can be
used here to demonstrate mechanical energy.
5.
Electrical: Hold up the plug to an electric fan and ask "What form of energy are we dealing with here?" (Electric).
Plug in the fan and turn it on. As an alternative. use a battery operated toy. Show the battery first and ask the same
question as you would with the plug. Insert the battery and make the toy move. (If a battery
is used, then it is stored chemical energy, not electrical energy).
6.
Chemical: Half fill a test tube with vinegar. Put about Sec (or about half a teaspoon) of baking soda into a rubber
balloon. Attach the end of the balloon to the top of the test tube and shake the baking soda into the vinegar. The gas
produced (CO2) will make the balloon expand (Stretching the balloon first by blowing it up and releasing the air will
make this more dramatic.) A variation of this example is to place a few drops of water into the bottom of a plastic
35mm film can and drop in an "Alka-seltzer" tablet and quickly snap on the lid. Place the can on the table in such a
way that the lid will not hit anyone when it pops off.
7.
Nuclear: Use a Krieger counter in listen to background radiation. Hold the Geiger tube near a piece of ordinary rock and
note that the background activity remains the same. Now hold the tube near a radioactive sample. Now the sharp increase
in activity, both) by the speaker and the deflection of the meter needle. This may seem kind of far-fetched, but it does
make an impression on the viewers that indeed, nuclear energy does make things move.
Grade 4 Heat, Electricity and Magnetism ©2009 ScienceScene
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Seven Forms of Energy
1. Heat
2. Light
3. Sound
4. Mechanical
5. Electrical
6. Chemical
7. Nuclear
And
Two Types of Energy
1. Potential or stored energy
PE = F x h
2. Kinetic or moving energy
KE = ½m x v2
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Energy Laws
The First Law of Energy tells us that energy input always equals energy output. Energy is neither created nor destroyed.
The second law of energy tells us that when energy is converted from one form to another, the result is to move from
higher level energy (gasoline) to lower level energy (heat).
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Electricity
Materials: (see page labeled Materials List)
The Simple Circuit Board “S.C.B.” was designed to provide an inexpensive circuit board that can be used to answer the
following questions associated with circuits.
What is a circuit? What are conductors? What is a switch? What is a fuse? What are volts? What are amperes?
What is a battery? What is a resistor? What are the characteristics of a parallel circuit? What are the
characteristics of a series circuit?
These instructional materials were developed for teachers and may need to be modified for student use. Colored masters of
this handout, with answers, may be downloaded from: ScienceScene.com.
(ScienceScene.com – MAP Company – Teaching Materials – Electricity)
Background
An electric circuit requires a minimum of three components:
1. A pathway or conductor, on which the electrons can flow.
2. A source of electrons, such as a battery or a generator.
3. An object for the electrons to act on, such as a toaster or a television set. The
circuit leads electrons in a continuous path. The flow continues as long as
the driving force acts. This flow can be described using the following terms.
a. Pressure that cause the current to flow (Volts).
b. Rate of the current flow (Amperes).
c. Resistance of the conductor to the flow (Ohms).
Building the “SCB”
1.
2.
3.
4.
Obtain materials for the SCB.
Place a magnet on a glue dot and remove with the glue dot attached to the
magnet.
Place the magnet on the card with the “SCB” printed on it. Push firmly for
greatest adhesion. Repeat for all magnets indicated.
Making the bulb unit:
a. bend two paperclips into an L shape and place on either side of a light bulb.
b. Attach with heat shrink tubing.
c. Wrap wires from light bulb around paperclip
d. Repeat to make three Bulb units.
a.
b.
c.
5. Obtain a 4-AA battery pack and a clip with
attached wires. Wire wrapping a paperclip to the end
of the wires.
You are now ready to use the SCB!
Grade 4 Heat, Electricity and Magnetism ©2009 ScienceScene
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Parallel Circuits
Building a Parallel Circuit
1. Place the paperclips as indicated.
Your “S.C.B.” should look like the figure.
2. The paperclip between master and 1b is our switch. Open it; do not
connect the paperclip, between master and 1b.
Qualitative Characteristics of Parallel Circuits
1. Now connect the battery, positive or red wire “+”, to 1a and the negative
to master.
2. Close the switch and observe and record. _____________
3. Lift bulb unit 1 just enough to break the circuit - so that the bulb will not
light. Describe the effect on the other bulbs.
Replace the bulb unit.________________________________.
4. Repeat step 2 for bulb unit 2 and 3.
©
Quantitative Characteristics of Parallel Circuits
©
Voltage
1. Now connect the battery, positive or red wire, “+”, to 1a and the negative
to master.
2. Close the switch, Bulbs should light. Observe and record. __________________________
3. Measure the resulting voltage as indicated in the chart.
Placement of Volt Meter
Black – Red (Across)
Bulbs
1b -1a
1
2b – 2a
2
3b – 3a
3
1b – 3a
1+2+3
Power Supply (Master – 1a)
1+2+3
Voltage
2. What do you observe about Voltage in a series circuit? _________________________________
Amperage
1. Set-up the circuit as shown and connect the battery.
2. Close the switch. Bulbs should light. Slide bulb assembly to “break circuit” as indicated in the chart. Connect the
Ammeter, in series, as indicated in the chart. Bulbs should light. Record amperage
Insert Ammeter (Between)
Bulbs
Bulb-3b
3
Bulb-2b
2
Bulb-1b
1
Master-1b
1+2+3
Amperage
2. What conclusion can you make about the amperage in a parallel circuit?_______________
Grade 4 Heat, Electricity and Magnetism ©2009 ScienceScene
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Series Circuits
Building a Series Circuit
1. Place the paperclips as indicated. Your “S.C.B.” should look like the figure.
2. The paperclip between master and 1b is our switch. Open; do not connect
the paperclip, between master and 1b.
Qualitative Characteristics of Series Circuits
1. Now the battery positive or the red wire, "+", to 3a and the black wire to
master. Leave it there for this activity.
2. Close the switch, observe and record your observations.
______________________________
3. Lift bulb unit 1 just enough to break the circuit - so that the bulb will not
light. Describe the effect on the other bulbs. (Replace the Bulb unit each
time) __________________________________.
4. Repeat step 2 for bulb unit 2 and 3.
©
Quantative Characteristics of Series Circuits
Voltage
1. Now connect the battery, positive or red wire “+”, to 1a and the negative to
master.
2. Close the switch, Bulbs should light. Observe and record. _________________________
3. Measure the resulting voltage as indicated in the chart.
Placement of Volt Meter
2.
Black – Red (Across)
Bulbs
1b – 1a
1
2a – 2b
2
3b – 3a
3
1b – 3a
1+2+3
Power Supply (Master – 3b)
1+2+3
©
Voltage
What conclusion can you make about the Voltage in a series circuit? _______________
________________________________________________________________________
Amperage
1. Set-up the circuit as shown and close the switch. Bulbs should light. Slide bulb assembly to “break circuit” as
indicated in the chart. Connect the Ammeter, in series, as indicated in the chart. Bulbs should light. Record the
amperage.
Insert Ammeter (Between)
Bulbs
Bulb-3b
3
Bulb-2a
2
Bulb-1b
1
Master-1b
1+2+3
Amperage
2. What do you observe about Amperage in a series circuit? __________________________
_________________________________________________________________________
Grade 4 Heat, Electricity and Magnetism ©2009 ScienceScene
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Conductors
1. Set-up the “S.C.B.” as shown. This will allow only the first bulb
to light when the battery is connected.
2. By placing the paperclips as indicated, 1b and the master, you
will have made a conductivity tester. The two paper clips will
be used to hold a fuse, test for conductivity or act as electrodes.
Solutions
1. Carefully dip these paper clips into various solutions to test for
conductivity.
2. The relative brightness of the bulb is an indication of the degree
of conductivity. Conduct several tests to determine conductivity
of several solutions. Determine the brightness of each solution
as: excellent, good, fair, poor, and none.
3. Clean electrodes, (large paper clips), after each test by dipping
them into distilled water and drying them. Take special care not
to get the “S.C.B.” wet.
Solids
©
1. Test various materials around the classroom to determine which
N
of them would be conductors. Conduct your test by carefully
touching the two electrodes to each object. Record your
observations_________________________________________
__________.
2. The relative brightness of the bulb is an indication of the degree of conductivity. Conduct several tests on these
materials to determine brightness such as: excellent, good, fair, poor, and none. Record your
observations___________________________________________.
Fuses
1. Place a single strand of steel wool, number 2 or coarse, in the paperclip connector.
2. Connect the current to the circuit and carefully observe the fuse.
a. Add paperclips to 1b – 2b and 1a – 2a to light bulb 2 carefully observe the fuse.
b. Add paperclips to 2b – 3b and 2a – 3a to light bulb 3 carefully observe the fuse..
c. Observe the number of light bulbs that can be lit before the fuse burns out.
Record your observations__________________________________________________
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Electricity and Magnetism
Electricity and Magnetic Fields
In the early 1700's, reports of lightning changing the direction of compass needles and making magnets out of
objects such as knives and forks led scientists to suspect a relationship between electricity and magnetism. Danish
schoolteacher Hans Christian Oersted discovered the first concrete evidence of this relationship in 1820. His discovery
was quite accidental. Oersted laid the current-carrying wire of an electric circuit beside a directional compass. As he did
so, he happened to notice the compass needle turning. He immediately recognized that a magnetic field must have been
emanating from the wire causing the compass needle to be deflected. He also realized that the magnetic field had to be
produced by the current flowing in the wire because, when the current was turned off, the needle ceased to be deflected.
Keeping a battery oriented as illustrated. Half of the students should place the
wire on top of the compass and the other half should place the wire underneath the
compass. Touch the wire, to battery, only long enough to observe movement of the
compass needle. (Be aware it will get hot)
As we move a compass around a magnet, the needle will point to the direction of
the magnetic field. The field can be thought of as a group of imaginary lines
pointing in the direction shown by the compass. These imaginary lines curve from
the North Pole to the south pole of the magnet. (We can think of these lines as
closed loops, with part of the loop inside the magnet and another part forming the
magnetic field outside the magnet.)
+
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The Electromagnet
Oersted's discovery of the relationship between electricity and magnetism led to a very important principle: when
current flows in a wire (or any other conductor), it generates a magnetic field which surrounds the wire. Wrapping the
wire around a piece of soft iron can strengthen the magnetic field created by the electric current. In fact, if we wrap the
wire around the soft iron core several times, we can strengthen the magnetic field tremendously. This arrangement is
called an electromagnet. The iron core offers an easy path for the field inside the coil, and thus provides a minimum of
magnetic resistance. In essence, the core concentrates the field and, by doing so, strengthens it. Electromagnets allow
magnetism to be turned on or off at will, and are currently used in many areas of modern society.
The magnetic field created by an electric current passing through a wire can be
strengthened by wrapping wire around a piece of soft iron that becomes magnetized.
The soft iron, of the paperclip, concentrates and strengthens the magnetic field when
electric current flows through the wire. This arrangement is called an electromagnet.
The iron core offers an easy path for the field inside the coil, and thus provides a
minimum of magnetic resistance. Electromagnets allow magnetism to be turned on or
off at will, and are currently used in many areas of modern society.
1. Take a paperclip and wrap it with wire.
2. Touch bare ends of wire to AA battery. (Be aware it will get hot)
3. Bring close to another paperclip.
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Materials
Simple Circuit Board,
7- Small magnets
- - - CMS Magnetics
7- Small paperclips
- - http://www.staples.com/
$1.69 per 500
2- Connecting wires - - Radio Shack Model: 278-1301 - Catalog #: 278-1301 $4.99
7- Glue dots - - - - - - - http://www.gluedots.com/display/router.aspx?DocID=290
3- Christmas lights
- - Betty’s Christmas House
Part Number 630000 Ph. (815) 673-5824
6- Small paper clips http://www.staples.com/
$1.69 per 500
3 - /8” x ½’ clear heat shrink tubing - - - www.buyheatshrink.com
3
Accessory Pack
#2 steel wool, 3 - 10 ohm resistors, 1 diode, 1 tooth pick
Set of conductivity solutions:
10% NaCl solution (10g. /100ml)
2.4% NaCl solution (2.4g/100ml.)
5% Sugar solution (5g/100ml.)
Distilled water
Polaroid Polapulse battery
Meter -
Ammeter
50LE Multimeter
http://www.kelvin.com
Voltmeter
To read Amperage:
1. Set dial to 10A
2. Plug black wire into COM –
3. Plug Red wire into 10 ADC
To read voltage:
1. Set dial to DCV 20
2. Plug black wire into COM –
3. Plug Red wire into +V
Note
1. You may use any 6 volt power supply for the circuit boards. We have found that the 6 volt Polaroid Polapulse
battery, obtained from a Polaroid film pack, works well for a power source.
2. All references such as 1a or 2b refer to specific locations or points on the “Simple Circuit Board” References
such as 2b-3b refer to specific connections between two points. The label 1, 2, and 3 represent the three
Christmas tree light bulbs.
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Magnetism
Workshop Materials: Set of Test Materials, Magnetic Viewer, Reference Magnet (the south pole colored red and the north
pole colored white-this is in the plastic bag with the motor kit), Two Unmarked Magnets (doggie magnets),
The Magnetic Nature of Matter
More than 2000 years ago, an iron ore called magnetite was discovered that could attract small bits of iron. The term
magnetism came to be applied to the force of attraction or repulsion between certain substances. If you were to investigate
all the known materials you would find that most materials fall in the following classifications
diamagnetic materials –
these are materials that are not attracted to a magnet and are sometimes referred to as
nonmagnetic materials.
paramagnetic materials – these materials are weakly attracted to a magnet, however, the attraction may be so weak it is
not even noticeable. These are commonly referred to as nonmagnetic materials also.
ferromagnetic materials – these are materials such as magnetite, those do-dads and souvenirs we prominently display on
our refrigerator doors, and any other materials that can be used to produce a “permanent
magnet”. These are also the kinds of materials that are most strongly attracted to a permanent
magnet.
Today we picture the permanent magnets as being surrounded by a magnetic field. When one permanent magnet is
brought into the vicinity of another permanent magnet, the magnetic fields of the two interact with each other. It is this
interaction of the magnetic fields that causes the attraction and repulsion that we observe between the magnets. When any
“magnetic material” is brought into the vicinity of a magnet, the magnet induces a “temporary magnetic field” in the
material causing an attraction of the material to the magnet. This is possible because of “things” that are happening at the
atomic level (which we will look at later). When a “nonmagnetic material” is brought into the vicinity of a magnet, the
same “things” do NOT happen (at least not to the same degree) and there is no resulting attraction between the material
and the magnet. Our first goal is to determine which materials are magnetic and which are not.
Identifying- Magnetic Materials
Obtain the Set of Test Materials and test each one of them with the reference magnet. In the data sheet below
indicate which magnetic (Y) are and which are not (N). Any material that is attracted to the magnet is considered to be a
magnetic material. All common magnetic materials are included in the Set of Test Materials.
Material
Magnetic (Y/N)
Material
Aluminum
Nickel
Cobalt
Paper
Copper
Plastic
Brass
Tin
Iron
Wood
Magnetic (Y/N)
Data
Note: All of the materials that were attracted to the magnet are classified as ferromagnetic materials. All the others are
classified as diamagnetic or, in the case of the aluminum and tin, paramagnetic.
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Magnetic Fields
We can determine the magnetic field surrounding a magnet by using another magnet, such
as a directional compass, to physically plot the field o r by using an magnetic viewer. A magnetic
viewer consists of two sheets of plastic spaced slightly apart with iron filings. When placed near a
magnetic field the iron filings are attracted and realign themselves in the shape of the field.
Mapping Magnetic Fields of a Magnet
1. Place a magnet on the diagram of the single magnet on the worksheet.
2. Make or obtain a magnetic viewer. (Two sheets of plastic spaced slightly apart with iron
filings)
3. Shake the magnetic viewer to adjust the iron filings evenly within the viewer.
4. Place the viewer on top of the magnet and tap the top of the viewer to adjust the iron filings in the magnetic field.
5. Formulate a statement that describes the geometry, or shape, of the magnetic field surrounding the magnet.
Mapping Magnetic Fields of Two Unlike Magnetic Poles
1. Repeat the procedure indicated above using two magnets with unlike poles facing one another.
2. How does your sketch of the magnetic field compare to the original?
Mapping Magnetic Fields of Like Magnetic Poles
1. Repeat the procedure indicated above using two magnets with like poles facing one another.
2. How does your sketch of the magnetic field compare to the original?
Grade 4 Heat, Electricity and Magnetism ©2009 ScienceScene
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Magnetism Worksheet
Note: Your lines of magnetic force will overlap between the sections. Use a different color for each section.
Single Magnet
Unlike Poles
Like Poles
Summarize your findings concerning magnetic fields:
Grade 4 Heat, Electricity and Magnetism ©2009 ScienceScene
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Analyzing Magnetic Fields - Quiz on Magnetic Fields: Select the drawing that best represents the magnetic field.
Section A
N
N
N
N
N
S
S
S
S
S
D
E
A
B
C
N
N
N
N
N
SS
S
S
S
S
N
N
N
N
N
SS
S
S
S
S
A
B
Section B
C
D
E
Section C
N
N
N
N
N
S
S
S
S
S
S
S
A
B
Which is the correct drawing for:
C
Section 1
D
Section 2
Grade 4 Heat, Electricity and Magnetism ©2009 ScienceScene
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Section 3
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The Structure of Magnets
To understand magnetic materials one first has to consider the structure of the
atom. Our model of the atom includes the dense core (or the nucleus) containing the
positively charged protons and the electrically neutral neutrons. Surrounding the
nucleus, and orbiting around it like the planets orbiting the sun, are the negatively
charged electrons. As these electrons orbit the nucleus we picture them spinning, or
rotating, in much the same way the Earth spins on its axis, thus, the electrons are said
Nucleus
to have “spin” (sometimes referred to as atomic spin, or magnetic spin). These
motions of the electrons produce a magnetic field (in fact, it is one of the great
scientific discoveries of all time that a moving electric charge produces a magnetic
field).
Thus, each moving electron generates its own magnetic field. In atoms with
two or more electrons, each electron is “paired together” with another electron
(except for the occasional lone electron that has no one to pair up with). These two
Iron
electrons have almost the same energy and are said to occupy the same energy level,
or orbit (in fact, this is why they are said to be paired). The electrons in each pair
usually have opposite spins, and their magnetic fields cancel each other out. However, in atoms of magnetic elements (such
as iron, nickel, and cobalt), the fields do not cancel each other but instead reinforce each other (the spins are in the same
direction) and, in effect, create a “tiny magnet”. These materials are the “ferromagnetic materials” we spoke of earlier.
(The Latin word for iron is fermium, from which we get ferromagnetic).In these materials there is also a strong interaction,
or coupling, between neighboring atoms. This strong interaction results in large groups of atoms with their electron spins
pointing in the same direction. These large groups of atoms are called magnetic domains.
Magnet Domains
The strength of a magnet is dependent upon the
number of magnetic domains that are aligned. When
the magnetic domains (represented by arrows in
Figure 7) are randomly arranged the material does not
act as a magnet. However, when the magnetic
domains in the material are lined up in the same
general direction, the material does act like a magnet.
The greater the alignment of the domains, the stronger
is the magnet.
Random
Aligned
Models used to represent varying degrees of
magnetic strength are illustrated to the right. The
orderly arrangement of the tiny rectangles in the
bottom illustration represents the arrangement of the
domains necessary to produce a substance with north
and south magnetic poles.
Grade 4 Heat, Electricity and Magnetism ©2009 ScienceScene
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Measuring the Strength of Magnets
Materials: 3 magnets, 2 plastic cups, 1 craft stick, 1
Jumbo paper clip (paper clip hook),
25 washers - USS standard no. 10
Procedure:
1. Turn the cups upside down and then place a tongue depressor across the cups.
2. Place the magnets on top of the tongue depressor
3. Bend the Jumbo paper clip into a hook.
4. Place the Jumbo paper clip hook on the underside of the tongue depressor.
5. Add washers to the paper clip hook until it falls from the magnet.
6. Record the number of washers when the hook fell.
7. Repeat using two and three magnets.
Number
Magnets
Washers
1
2
3
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Temperature and Effects of Heat Energy
This unit on Heat and Temperature is designed using the discovery approach to learning, hoping to build concepts from
those that the students already have when they begin the lessons. These Ideas are not meant to be pointed out to the students,
but are for the teacher’s information. It is hoped that teachers will use these ideas as tools to understand where the students
are "coming from."
It is hoped that by using these activities that students will develop some understanding of concepts, rather than merely
memorizing terminology. Obviously, some vocabulary is necessary. Stress is put on using the terms "heat energy," "heat
transfer," 'temperature change," etc. whenever possible. This may help students realize that heat is not a "substance' (The
term "student" in this book refers to teacher participants in workshops as well as the students in the classes they teach.)
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Sensing Temperature – The Three Tubs
Get three bowls big enough to put your hands in. Fill one of them with very warm (but not boiling) water, and fill the second
with cold water. Then pour equal amounts of hot and cold water into the third bowl.
Okay now, put one hand in the warm water and the other hand in the cold water for, say, a minute. Now one at a time put
your hands in the in-between bowl of water. The hand in hot water will sense cold and the hand in cold water will feel
warmth. It’s hot and cold at the same time!
Actually, the water in the third bowl in not two temperatures it’s just one temperature, somewhere between very warm and
cold. But it feels different to each hand. This happens every time. Our sense of temperature depends on where our body’s
been. We do our best, but we’re not that good at sensing temperature all the time. That’s why we invented thermometers.
Once you have a thermometer, you don’t need to touch things to see how warm or cold they are. This can be mighty handy
(no hilarious pun intended).
Grade 4 Heat, Electricity and Magnetism ©2009 ScienceScene
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Heat Energy Transformation (Conduction, Convection and Radiation)
Materials: elastic bands, hand drills, nails, block of wood, hammer, pieces of coat hangers, cap for 3/4 copper tubing,
Superball, modeling clay, thermometers
Arranged around the room, you will find stations, each one having the materials to demonstrate the transformation of
mechanical energy to heat energy. Try the experiment at each station, recording your results on this paper.
Station #1: Elastic Rands
1. Touch one of the elastic bands to your upper lip, sensing its temperature.
2. Remove the elastic from the vicinity of your lip, expand it rapidly, and while still stretched, once again touch it to your
upper lip. Describe the sensation on your lip.
3. Was work required to stretch the elastic band?
4. Identify the energy transformations that took place.
Station #2. Hammer Nail And Block Of Wood
1. Hold a nail to sense its temperature, and then carefully pound the nail about 4 to 5 centimeters into the block of
wood. Identify the work required to do this.
2. Using the claw part of the hammer, pull the nail out of the wood. Immediately touch the part of the nail that was stuck
in the wood. Describe the sensation.
3. Identify the energy transformations that took place.
Station #3. Superball
1. Very carefully place the bulb of the thermometer into the hole drilled in the. ball. Record
the temperature. _______________ degrees. Remove the thermometer from the ball.
2. Bounce the ball against a hard surface for about 5 minutes. Take turns with the other members of your group.
3. After 5 minutes, insert the bulb of the thermometer into the drilled hole. Record the temperature. ______ degrees.
4. Identify the energy transformations that took place.
Station #4. Coat Hanger Wire Pieces
1. Measure one milliliter of water into a small test tube. Secure the temperature of the water. __________degrees.
2. Bend the coat hanger wire back and forth rapidly until it breaks in the middle. Quickly place the two broken ends into
the water in the test tube. Once again, record the temperature of the water. degrees.
3. Describe the work done on the piece of wire.
4. Identify the energy transformations that took place.
Station #5: Rubbing Hands
Have students rub their hands together and observe any temperature changes which may occur.
Station #6: Styrofoam Cups
Shaking (2 Styrofoam cups, sand, strong tape, thermometer)
1. Fill one cup about 1/3 full of sand. Measure the temperature.
2. Invert the second cup over the first. Seal well by wrapping tape around the seam between the two cups.
3. Shake the sand back and forth inside the cups for five minutes.
4. Punch a hole in the top of one of the cups. Insert the thermometer and measure the temperature of the
sand.
Station #7: Light
1. Bulb (20-watt bulb, socket) - Light the bulb. Put hands at a safe distance above the bulb.
2. Sun - Stand where one arm can be placed in the sun and the other in the shade. Describe what is
felt on each arm.
Grade 4 Heat, Electricity and Magnetism ©2009 ScienceScene
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Color and Heat Energy
Materials: sheets of red, green, yellow, blue, black, and white paper, aluminum foil (the same size as paper sheets), 7
thermometers, staples or paper clips, light source, clock or stopwatch
1 . Fold each paper sheet in half. Fasten together the open side. Push the bulb end of a thermometer the same
distance into each folded sheet.
2.
Place the enclosed thermometers in sunlight or underneath the light source. RECORD the initial temperature
of each thermometer in the data table.
3.
List, in order, the three colors that you think will warm up the fastest.
4.
Use the chart below to RECORD the temperatures for each thermometer at 2-minute Intervals for 10 minutes.
Temperature at:
COLOR
0 Min
2 Min.
4 Min.
6 Min.
8 Min.
10 Min.
12 Min.
Red
Yellow
Green
Blue
White
Black
5. Were your predictions correct?
6. EXPLAIN why you think the results came out in the order that they did.
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Color and Heat Energy
IDEA:
Different materials can absorb light
energy at different rates.
PROCESS SKILLS:
Observe, Record, Predict, Explain
LEVEL: TEACHER
DURATION: 30 Min.
STUDENT BACKGROUND:
Students should be able to read a thermometer.
ADVANCE PREPARATION:
Cut the paper into pieces approximately 6" x 9".
MANAGEMENT TIPS:
Be sure to position materials so that you have the same air space between the
thermometer bulb and the paper covering the bulb.
This may be done outside if weather conditions permit. On a very hot day, the
thermometers may rise too rapidly. Place the paper with thermometers on a
piece of white paper or tag board. Also try to avoid doing this outside on a
very windy day, (you may need to fasten them) as your experiment may blow
away) Be certain to take into consideration latitude, time of day, ambient air
temperature and time of year when establishing length of time.
In the classroom, this activity may be done by placing the covered
thermometers under a 100 watt bulb. Be sure to arrange them so that all
colors will receive the same amount of radiation. For example: draw a circle,
place the light source in the center, and put the bulb end of all the
thermometer packets on the line of the circle. In the classroom, be
sure to caution students not to touch the bulb, as it becomes very
hot.
You may wish to have the students record their predictions on
the board and discuss only those colors In which the
predictions were way off from the actual results. This saves
the time it takes to discuss each color.
RESPONSES TO
SOME QUESTIONS:
6.
As radiation is absorbed, it is turned into heat energy. When using
objects made of the same material, the more radiation which is
absorbed the hotter the object will became. Dark colors are generally
better absorbers of radiation and light colors are poorer. Aluminum
foil reflects radiation (see possible extensions).
POINTS TO EMPHASIZE IN
THE SUMMARY DISCUSSION:
Don't worry about the exact order of the colors. It will tend to vary with the
shade of the color. Emphasize that dark colors absorb more radiation and this
radiation is changed into heat energy. White and sliver tend to reflect
radiation.
POSSIBLE EXTENSIONS:
Try different thicknesses of while paper or different thicknesses of
black paper. Try aluminum foil and/or saran wrap.
Discuss why roofs are different colors, why people dress in
different colors in different climates and why people wear dark
colors in winter and light colors in summer.
Grade 4 Heat, Electricity and Magnetism ©2009 ScienceScene
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Absorption of Heat Energy
Materials: 3 Styrofoam cups, 3 Thermometers, water, dark soil, light sand, lamp, clock or stopwatch
1.
Place equal masses of soil in one container, sand in another, and water in the third. In each container. place a
thermometer with the base about one cm below the surface.
2.
RECORD the temperature of each sample in the data table.
3.
PREDICT which material will undergo the greatest temperature change. Which material do you think will undergo
the least change?
GREATEST: _________________________
LEAST: _________________________
EXPLAIN why you made these predictions.
4.
Place the containers under the lamp about 15-20 cm below the bulb and arranged so that each container is
receiving the same amount of radiation. After turning on the lamp, RECORD the temperature of each
substance at 2-minute intervals.
Initial
Temperature
2 Min.
4 Min.
6 Min.
8 Min.
10 Min.
12 Min.
14 Min,
16 Min.
soil
Sand
Water
6.
In which material was the highest temperature change recorded? Which material showed the least temperature
change? Were your predictions correct?
GREATEST: _________________________
LEAST: _________________________
7.
On a clear day, where would it warm up the fastest: A lake, the shore, or a freshly plowed field?
8.
Which of these areas would you expect to cool off the most quickly at night? Why?
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Absorption of Heat Energy
Material
Foam Rubber
Perceived Temperature (Place check)
Actual
Temperature
°C
__cold, __cool, __room temp., __warm, __hot
Sand
__cold, __cool, __room temp., __warm, __hot
Glass Marbles
__cold, __cool, __room temp., __warm, __hot
Steel Shot
__cold, __cool, __room temp., __warm, __hot
Gravel
__cold, __cool, __room temp., __warm, __hot
Wool Fabric
__cold, __cool, __room temp., __warm, __hot
Plastic Shot
__cold, __cool, __room temp., __warm, __hot
Lead Shot
__cold, __cool, __room temp., __warm, __hot
Lamb's Wool
__cold, __cool, __room temp., __warm, __hot
Potting Soil
__cold, __cool, __room temp., __warm, __hot
Grade 4 Heat, Electricity and Magnetism ©2009 ScienceScene
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Ball and Ring
Materials: metal ball and ring, small dish, candle or alcohol burner matches
1.
Try to fit the ball through the ring. What happens?
__________________________________________________________________________
__________________________________________________________________________
2.
Light the candle and attach It to the dish with wax, or light the burner. Heal the ball or
the ring in the flame.
3.
Try to fit the ball through the ring again. What happens?
4.
EXPLAIN what happened.
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Ball and Ring
IDEA:
PROCESS SKILLS:
The addition of heat energy usually causes
Observe
solids to expand. The loss of heat energy
Explain
usually causes solids to contract.
Infer
LEVEL : TEACHER
STUDENT BACKGROUND:
DURATION: 15 Min.
ADVANCE PREPARATION:
If a metal ball and ring apparatus is not available, you can make a similar
apparatus by screwing a screw and screw-eye into dowels or the erasers of
pencils. The screw-eye should be slightly smaller than the head of the screw.
Use pliers to adjust the eye so that the screw head will not fit except when the
eye is heated.
Also, you can make a similar apparatus by wrapping un-insulated wire tightly
around a marble. The marble should not drop through when placed on the
wire ring, but it should drop through when the wire is heated. Make sure to
retain the insulation on the end of the wire that you will hold or that the wire
is long enough and secured on a dowel to prevent burning of fingers.
MANAGEMENT TIPS:
An alcohol burner works taster than a candle and is
less messy. (Carbon builds upon the metal when it is heated in the flame.) If
you do chose to use candles, it is a good idea to line the dish with aluminum
toil before mounting the candle as this makes clean-up easier.
RESPONSES TO
SOME QUESTIONS:
1. The ball will fit through the ring.
3. When the ball is heated, it will not fit through the ring. If the ring is
heated, the ball will fit.
4. Heat energy must cause the ball to get larger or expand for a short
period of time. When heat energy is lost to the environment, the ball
cools and contracts. Then the ball will again fit through the ring.
POINTS TO EMPHASIZE IN
SUMMARY DISCUSSION:
1. Solids expand as their temperatures increase.
2. Solids contract when their temperatures decrease.
POSSIBLE EXTENSIONS:
Discuss the necessity of having expansion joints in bridges, why concrete slabs
are poured in sections and why fillings must expand at the same rate as your
teeth. (Note: This may be more appropriate after the entire section on
expansion has been covered.)
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Bi-Metallic Strip
A bi-metallic strip is used to convert a temperature change into mechanical displacement. The strip consists of two strips of
different metals which expand at different rates as they are heated, usually steel and copper. The strips are joined together
throughout their length riveting, brazing or welding. The different expansions force the flat strip to bend one way if heated,
and in the opposite direction if cooled below its normal temperature. The metal with the higher expansion is on the outer side
of the curve when the strip is heated and on the inner side when cooled.
Two metals with different thermal expansion coefficients are bonded together and wound into a spiral. The spiral will unwind
or tighten depending on the temperature versus its original value.
In the regulation of heating and cooling, thermostats that operate over a wide range of temperatures the bi-metal strip is
mechanically fixed and attached to an electrical power source while the other (moving) end carries an electrical contact. In
adjustable thermostats another contact is positioned with a regulating knob or lever. The position so set controls the regulated
temperature, called the set point.
Grade 4 Heat, Electricity and Magnetism ©2009 ScienceScene
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Expansion of Liquids
Materials: 3 test tubes, 3 one-hole rubber stoppers, 3 lengths glass tubing, glycerin, water,
ethyl alcohol, 500-ml beaker clamp, thermometer, rubber band, hot plate, metric
ruler
(CAUTION: - Ethyl alcohol Is quite flammable. Care should be taken that It Is not
placed directly over the heat source.)
Rubber
Band
Procedure:
1.
Fill each test tube with a different liquid: water, alcohol, and glycerin
2.
Lubricate the glass tubing with glycerin and carefully insert one length into each of
the stoppers.
3.
Insert the stoppers into the test tubes, and adjust them so that the height of the
liquid above each stopper is the same. Make sure there is no air bubble in the test
tube.
4.
Wrap the rubber band around the three tubes and the thermometer, and clamp them
to the beaker.
5.
Fill the beaker with water to within 2 cm of the top.
6.
MEASURE the initial temperature of the water in the beaker and the heights of the
liquid in the tubes. RECORD these measurements on a data chart.
7.
Place the beaker with the tubes on the hot plate and slowly heat it.
8.
MEASURE and RECORD the heights of the liquids in the tubes at each 5-degree rise in water temperature.
Continue heating until the water in the beaker reaches 60°C.
Hot Plate
10. What did you OBSERVE about the expansion rates of each liquid? _____________________________________
11. Create a graph from the data on the chart by plotting the height versus temperature of each liquid. You might use
a different color for each liquid so that the graph will be easier to read.
Temperature (Initial + 0C)
Liquid Expansion (cm)
0
5
10
15
20
25
30
35
40
Water
Glycerin
Alcohol
12. COMPARE the rates of expansion of the liquids. EXPLAIN any differences. _____________________________
13. Using your graph, PREDICT the height for each liquid at 75°C.
WATER = _____________
GLYCERIN = _____________
ALCOHOL = _____________
Grade 4 Heat, Electricity and Magnetism ©2009 ScienceScene
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Expansion of Liquids
Rise of Liquid
(cm)
20
25
30
35
40
45
50
55
60
65
70
75
Temperature (0C)
Grade 4 Heat, Electricity and Magnetism ©2009 ScienceScene
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The Expansion of Liquids
IDEA:
The addition of heat energy usually causes
liquids to expand. The loss of heat energy
usually causes liquids to contract.
Control Variables
PROCESS SKILLS:
Predict
Observe
Analyze Data
Graph
LEVEL: TEACHER
DURATION: 45 Min.
STUDENT BACKGROUND:
Experiment
Infer
Record .
Knowledge of expansion of solids or gases.
ADVANCE PREPARATION:
This lab is best done with students working with one or two partners,
but could be done as a demonstration it enough equipment is not
available. (The activity should be done only as a demo with elementary
age children.)
Materials should be collected in advance. It may be best to insert the glass
tubing into the rubber stoppers for the students prior to the activity. Students
will then only have to adjust the tubes so that the liquid level is the same.
Even so, students should use glycerin to lubricate the glass tubing, and
should handle the tubing with a towel.
MANAGEMENT TIPS:
Students with prior experience in labs should be able to create their own
charts and graphs. Less-experienced students can be given copies of blank
charts and graphs on which to record their data. (See attached.)
PRECAUTION: ETHYL ALCOHOL IS FLAMMABLE. Have a fire
extinguisher nearby whenever fire is used. Discuss safety precautions prior
to doing this activity.
RESPONSES TO
SOME QUESTIONS:
10.
Each liquid expands at a different rate.
12.
Students should observe that the alcohol expands at the greatest rate
and that water expands at the least rate. Students should inter that
thermal expansion is a characteristic property of each liquid and that
this may help distinguish between liquids.
13.
Students should extend the lines on the graph to make their
predictions.
POINTS TO EMPHASIZE IN
THE SUMMARY DISCUSSION:
1. Liquids expand when heated.
2. Different liquids expand at different rates when heated.
POSSIBLE EXTENSIONS:
Discuss what relative tube heights one would have to use to make a
thermometer using water as compared to alcohol.
Grade 4 Heat, Electricity and Magnetism ©2009 ScienceScene
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Lava Lamps and Hand Boilers
Lava Lamps
If you look inside a motion lamp when it's turned off, you'll find a solid waxy compound on the
bottom of the globe. This solid compound is only a little denser than the surrounding liquid
compound. When you turn on the light at the base of the globe, here is what happens:

The solid quickly turns into a liquid and expands, giving it a lower density than the
surrounding liquid.

A warm blob is now slightly less dense than the surrounding liquid, so it rises to the top
of the globe.

Because it is farther away from the heat source, the blob cools slightly, becoming more
dense than the surrounding liquid (it does not cool down enough to change back into a
solid, however).

The blob sinks to the bottom of the globe, where it heats up enough to rise again.
Hand Boilers
How does it work?
When the liquid in the bottom bulb is heated by your hand, an increase in
temperature creates an increase in pressure which causes the liquid to move
up the tube to the top bulb. When enough liquid transfers from the bottom
bulb, alcohol vapor is forced up the tube, causing the liquid in the top bulb to
appear to "boil."
What does it teach?
In a closed container, as the temperature goes up, so does the pressure. As
the temperature increases, the molecules of gas in the container move faster
which increases the pressure. As the pressure increases in one of the
chambers, the liquid will be pushed into the other one. Notice how hand
temperature varies in different people, and compare your data with others in
your group. Then decide who's hot and who's not!
Grade 4 Heat, Electricity and Magnetism ©2009 ScienceScene
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Demonstration in Expansion of Gasses
Teabag Rocket
Convection Currents in Action
Science concept
Hot air is less dense than surrounding cooler air and can be pushed
upwards by the cooler air and can carry small particles (like ash or dust).
Special instructions
Teachers should conduct their own risk assessment of this activity.
Class time required: 10 minutes
Materials
Teabags
Lighter or match
Scissors
Procedure
1. Remove the staple and unfold the teabag or using the scissors cut the top of the tea bag off just below the staple. This
will give you a flat edge that will allow your rocket to stand vertically.
2. Unfold the teabag and pour the tea into a pile on a flat surface. Flatten the pile of tea to make a launch pad.
3. Place your fingers inside the paper and try to make it as round as possible.
4. Stand it up on a table (vertical) on tour tea launch pad. Shut all doors, windows and make sure everyone watching does
not talk or move as this can knock over the rocket.
5. Use a lighter or match to ignite the top of your rocket and slowly walk back.
6. If you have done it correctly after its 2/3 is burnt the rocket should float up into the air all by itself and then disappear.
What's happening?
When the paper tube burns, the heat of the flame causes the surrounding air to become warmed. The molecules, of the
warmed air expand and become lighter and less dense than the surrounding cooler air. The denser or cooler air pushes the
less dense air upwards carrying the very lightweight, fine ash of the burned tea bag. The movement of the warmed air is an
example of convection current. This looks like the tea bag has launched from the tabletop like a rocket.
Grade 4 Heat, Electricity and Magnetism ©2009 ScienceScene
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Egg in the Milk Bottle
Experiment Objectives:
To develop a sense of curiosity that leads to developing
observation skills.
To experience the effects of high pressure vs. low pressure
Equipment:
Materials:
Three hard-boiled eggs per class, (remove the shell) One glass
jar with a small neck (about 1 1/2 in, in diameter) I use an old
fashioned milk bottle. Use any glass bottle that has an opening
slightly smaller than your eggs. I use a little vegetable oil
around the mouth of the bottle and some around the diameter of
egg. This will ease the egg into to the bottle so it doesn't break.
Matches, Paper towels
gallon
the
Procedure:
1. Light a small piece of paper towel and immediately place it in bottle/container. The paper should fall to the bottom of
the bottle heating the air inside the bottle.
2. Quickly put egg lightly on the opening and watch. There will be a PLOP sound - cool!
What is happening?
Two things happen when the burning paper is placed into the bottle. First the heat warms the air causing it to expand
and second the flame uses up the oxygen inside the jar. When the egg is placed on top of the bottle the flame continues to
burn for a short while and then goes out. The oxygen has been depleted and the air, in the bottle, begins to cool causing
the air pressure in the bottle to decrease. The egg will dance or jump around on top of the bottle. The higher air pressure
on the outside will push the egg into the jar. The students will think it is sucked in. This is NOT true. It is pushed!
Getting the egg out of the bottle
How do you get the egg out? Hold the jar upside-down so the egg is pointed out the opening. Create a high air
pressure inside the jar by blowing hard into it. The high air pressure inside the jar will push the egg back out the small
opening. Practice this! Blow as hard as you can for about 10 seconds then move the bottle quickly and voila the egg
FLIES out of the bottle.
Grade 4 Heat, Electricity and Magnetism ©2009 ScienceScene
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Crushing Soda Cans
Materials
Aluminum soda can, Tub of cold water, Hot plate or other heat source, Tongs
Steps
1. Place approximately 1 -2-cm of water in a soda can.
2. Heat approximately the water, in the bottom of a soda can, until water vapor emerges from the opening of the soda
can.
3. After the water has boiled for about 30 seconds, remove the can from the heat using a set of tongs.
4. Immediately invert the can to insert the end, of the soda, can with the opening into a tub of cold water.
5. The can is immediately crushed.
How does it work?
Let’s start by clearing up the big misconception. That “stuff” coming out of the can when you heat it on the stove is NOT
steam. Contrary to popular belief, you cannot see steam. Why? Because steam is a colorless, invisible gas that is 400
degrees F. If you were to accidentally touch steam, you would be faced with severe burns. What is that gas that we see?
It’s called water vapor.
Here’s the real scoop on the science of the imploding can: Before heating, the can was filled with water and air. By
boiling the water, it changed states from a liquid to a gas. This gas is called water vapor. The water vapor pushed the air
that was originally inside the can out into the atmosphere. When the can was turned upside down and placed in the water,
the water vapor condensed and turned back into the water. Water molecules in the liquid state are many, many times
closer together than molecules in the gas state. All of the water vapor that filled up the inside of the can turned into only
a drop or two of liquid, which took up much less space. This small amount of water cannot exert much pressure on the
inside walls of the can, so the pressure of the air pushing from the outside of the can is great enough to crush it. The
sudden collapsing of an object toward its center is called an implosion. Hey, air pressure is powerful!
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Observing the Expansion of Air
An interesting demonstration illustrating the expansion of air is the observation of the expansion and contraction of a balloon
secured on the mouth of a soft drink bottle. When the bottle is placed in hot water, the balloon will expand. However, when
the bottle is placed in ice water, the balloon contracts into the bottle.
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Heat Mobile
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Summary of Heat and Temperature
(Discussion)
For the present, let's define temperature as simply "that quantity which is measured by a thermometer." The definition of
heat is not quite as simple. Heat is the process by which energy is transferred from a hotter substance to a colder
substance when they are in thermal contact. The energy transferred by this process is often referred to as heat energy.
Thermal contact means that somehow, heat energy is able to transfer from one object to the other object. For example, the
cold drinks in a quality ice chest are not in good thermal contact with the air outside of the ice chest and vice versa.
One object must be hotter than another (it must have a higher temperature) in order for there to be a transfer of heat
energy. When there is no longer a temperature difference, there will no longer be a heat energy flow. Therefore, heat
energy will be transferred until the objects come to the same temperature. This temperature is sometimes called the
equilibrium temperature. The condition of having come to the same temperature is sometimes called a "state of
equilibrium" or simply "equilibrium".
Let's review some examples of heat energy transfer:
1 . When you rub your hands together, they become warm. The enemy of motion of your hands is transformed by
friction to make your hands warm. The heat energy flows from your hands to the cooler surrounding air.
2. When you turn on an electric stove and hold your hand near It, your hand becomes warm. Electrical energy is
transformed to make the electric coils warm. The heat energy flows from the hot coils to your cooler hand (and to
the cooler surrounding air).
3. Your body can warm up the surrounding area. Chemical enemy of foods is transformed by your body to keep your
body at 98.6°F. Most of the time, the surrounding air is cooler than 98.6°F. Therefore, your body will transfer heat
energy to the air.
4. A flame gives off heat energy. A flame is one indication that a chemical reaction (oxidation) is taking place. The
products of this chemical reaction (when a flame is present) are hotter than the surrounding air. They are so hot,
that they glow a yellow-orange color. Therefore, heat energy will be transferred from the hot chemical products to
the cooler surrounding air.
5. Radiation from the sun can make an object warm. In the sun, nuclear energy is released which make the sun much
hotter than the space and planets around it. The sun gives off this energy in the form of radiation. Because this
radiation makes objects warm, you say that heat energy has been transferred from the sun to the objects.
6. Radiation from a light bulb can make your hand warm. Electrical enemy is transformed to make the wire in the
light bulb hot. The wire is so hot that it glows a while-yellow color. The energy in this wire is therefore given off in
the form of radiation. Because this radiation can warm up your hand, you say that heat energy has been transferred
from the wire On the light bulb) to your hand.
Many of the activities showed that sometimes certain objects get hotter than others, even though they were all exposed
to the same heat source. How can this be?
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There are two kinds of reasons:
1 . Some objects are better than others at absorbing certain kinds of energy. For example, from one activity you
inferred that darker colored objects absorbed light energy at a faster rate compared to lighter-colored objects. So
even though all pieces of colored paper were exposed to the same source of energy, they absorbed different
amounts of energy.
2. Often two objects can absorb the same amount of energy, but have different Increases in temperature. There
are three possible situations.
a.
The objects are made of the same material, but you have a different amount (mass) of each. For example, you
can add a certain amount of heat energy to a small cup of water by putting it over a
flame for one minute. Suppose its temperature increased by 30°C. Now if you put a large pot of water over the
same flame for one minute so that it receives the same amount of heat energy as the small cup, you would find
that the large pot of water hardly changed temperature at all. Why? (Because more material requires more heat
energy to warm it up.)
b.
The objects have the same mass, but they're made of different materials. The activity with the rock and water
showed that some objects can have the same temperature, but they can transfer different amounts of heat energy.
This is because of the way the different objects store their energy. Just a little energy will make a 50-g rock
change 10°C. But you need to give 50-g of water a lot more energy to make its temperature increase by 10 0C
because of the way the water stores the energy. Because different materials store their energy differently, they
can transfer different amounts of heat energy. The materials have different heal capacities. Water has a very high
heat capacity compared to most other materials.
c.
The objects may be made of the same material and have the same mass, but one is at a temperature where It is
undergoing a change of state. For example, consider 100 g of water at 50 0C and another container with 100 g
of water at 1000C. Suppose heat energy is added to both containers by putting them on identical hot plates
turned to the same setting. In the 500C water, the heat energy will raise the temperature of the water. In the
100°C water (which is the boiling point of water) the heat energy is used to change the water from a liquid to a
gas. The temperature does not change; it remains at 100 0C until all the water has changed to a gas. Once it is
all in the gaseous state, then the heat energy is used. to raise the temperature of the gas. Similarly, if you have
50 g of ice at 0°C, the melting point, and 50 g of cool water at 5°C and you add heat energy to each, the ice
will begin to melt remaining at 0° until it is entirely liquid. Only then will the temperature begin to rise. The 50
water will heat up immediately because there is no change of state to "use up" the heat energy.
The above discussion points out how heat is different from temperature because it is possible for objects to be at the same
temperature, but transfer different amounts of heat (and vice versa). One useful way to think of the distinction between heat
and temperature is the following:
If I have a hot object with a certain temperature and I cut the object in half, the temperature of the "half object" is the same as
the original temperature. With temperature it doesn't matter how much material you have. (This is what is meant when
science texts write about the intensity of temperature)"
"If you could measure the heat which will be transferred from the hot object as it cools oft, you would find that the "half
object" would transfer half as much heat as the whole object. With heat it does matter how much material you have.
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HEAT RADIATION DUE TO COLOR - Answers
Time
Black Can
White Can
Silver Can
0
93.0
93.0
93.0
5
80.5
83.0
84.0
10
74.0
77.0
80.0
15
70.0
73.0
76.8
20
66.0
69.2
73.5
25
62.5
65.5
71.0
30
59.5
62.5
68.0
35
57.0
59.5
66.0
40
54.5
57.0
63.8
45
53.0
55.2
62.0
50
51.0
54.0
61.2
55
49.0
51.5
58.5
60
47.2
49.5
57.0
65
46.0
48.0
55.2
Heat Radiation Due to Color
95.0
85.0
Silver
75.0
White
65.0
Black
55.0
45.0
35.0
0 5 10 15 20 25 30 35 40 45 50 55 60 65
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Appendix 1
Physical Science Materials Vendor List
Operation Physics Supplier
Arbor Scientific
P.O. Box 2750
Ann Arbor, Michigan
48106-2750
1-800-367-6695
Electronic Kits
Chaney Electronics, Inc.
P.O. Box 4116
Scottsdale, AZ 85261
1-800-227-7312
Electronic Kits
Astronomy
Learning Technologies, Inc.
Project STAR
59 Walden Street
Cambridge, MA 02140
1-800-537-8703
The best diffraction grating I've found
Chemistry
Flinn Scientific Inc.
P.O. Box 219
Batavia, IL 60510
1-708-879-6900
All Electronics Corp.
905 S. Vermont Av.
Los Angeles, CA 90006
1-800-826-5432
Radio Shack
See Local Stores
Discount Science Supply (Compass)
28475 Greenfield Road
Southfield, Michigan 48076
Phone: 1-800-938-4459
Fax: 1-888-258-0220
Educational Toys
Oriental Trading Company, Inc.
P.O. Box 3407
Omaha, NE 68103
1-800-228-2269
Laser glasses
KIPP Brothers, Inc.
240-242 So. Meridian St.
P.O. Box 157
Indianapolis, Indiana 46206
1-800-832-5477
Rainbow Symphony, Inc.
6860 Canby Ave. #120
Reseda, California 91335
1-818-708-8400
Holographic stuff
Mouser Electronics
958 N. Main
Mansfield, TX 76063-487
1-800-346-6873
Lasers
Metrologic
Coles Road at Route 42
Blackwood, NJ 08012
1-609-228-6673
laser pointers
Magnets
The Magnet Source, Inc.
607 South Gilbert
Castle Rock, CO. 80104
1-888-293-9190
Dowling Magnets
P.O. Box 1829/21600 Eighth Street
Sonoma CA 95476
1-800-624-6381
Science Stuff - General
Edmund Scientific
101 E. Gloucester Pike
Barrington, NJ 08007-1380
1-609-573-6270
Materials for making telescopes
Rhode Island Novelty
19 Industrial Lane
Johnston, RI 02919
1-800-528-5599
Marlin P. Jones & Associates, Inc
P.O. Box 12685
Lake Park, Fl 33403-0685
1-800-652-6733
U.S. Toy Company, Inc.
1227 East 119th
Grandview, MO 64030
1-800-255-6124
Natural Wonders
Nature Store
Flea Markets
Garage Sales
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Appendix 2
Physical Science Grade Level Content Expectations
K-7 Standard Science Processes
Inquiry Process
S.IP:
Develop an understanding that scientific inquiry and reasoning involves observing, questioning, investigating,
recording, and developing solutions to problems.
S.IP.M.1
Inquiry involves generating questions, conducting investigations, and developing solutions to problems
through reasoning and observation.
S.IP.04.11
Make purposeful observations of heat, electricity and magnetism.
S.IP.04.12
Generate questions based on observation of heat, electricity and magnetism.
S.IP.04.13
Plan and conduct simple and fair investigations to compare and contrast heat, electricity and magnetism.
S.IP.04.14
Manipulate simple tools (for example, thermometer, stop watch/ timer) to measure temperature.
S.IP.04.15
Make accurate measurements with appropriate units (degrees, Celsius, Fahrenheit, minutes, seconds) in.
S.IP.04.16
Construct simple charts and graphs from data information collected about fuel types.
Inquiry Analysis and Communication
S.IA:
Develop an understanding that scientific inquiry and investigations require analysis and communication of
findings, using appropriate technology.
S.IA.M.1
Inquiry includes an analysis and presentation of findings that lead to future questions, research, and
investigations.
S.IA.04.11
Summarize information from charts and graphs to answer questions about kinds of fuel that are used to heat
buildings.
S.IA.04.12
Share ideas about heat, electricity and magnetism through purposeful conversation in collaborative groups.
S.IA.04.13
Communicate and present findings of investigations that describe the strength of magnets and their uses.
S.IA.04.14
Develop research strategies and skills for information gathering and problem solving about heat energy,
electricity sources, global climate changes and uses of electromagnets.
S.IA.04.15
Compare and contrast sets of data from multiple trials of an investigation on magnets and their strengths to
explain reasons for differences.
Reflection and Social Implications
S.RS:
Develop an understanding that claims and evidence for their scientific merit should be analyzed. Understand
how scientists decide what constitutes scientific knowledge. Develop an understanding of the importance of
reflection on scientific knowledge and its application to new situations to better understand the role of science
in society and technology.
S.RS.M.1
Reflecting on knowledge is the application of scientific knowledge to new and different situations. Reflecting
on knowledge requires careful analysis of evidence that guides decision-making and the application of
science throughout history and within society.
S.RS.04.11
Demonstrate similarities and differences in uses of heat, electricity and magnetism through various
illustrations, performances or activities.
S.RS.04.14
Use data/samples as evidence to separate fact from opinion about electricity and magnetism.
S.RS.04.15
Use evidence when communicating, comparing and contrasting the types of heat uses of electricity and uses
of magnetism.
S.RS.04.16
Identify technology used in everyday life to measure temperatures.
S.RS.04.17
Identify current problems about heat and electricity sources that may be solved through the use of technology.
S.RS.04.19
Describe how people such as Michael Faraday, Thomas Edison, and Enrico Fermi have contributed to science
throughout history and across cultures.
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Appendix 3
Physical Science Grade Level Content Expectations
Grade 4 Science Standards, Statements, and Expectations
Students enter the fourth grade with prior knowledge regarding energy in the context of sound and light as examples of
energy. Heat and electricity are introduced as additional forms of energy, as well as describing energy in terms of evidence of
change or transfer. Students have intuitive notions that energy is necessary to get things done and that humans get energy
from food. Children are not expected to understand the complex concept of energy at this level. By experimenting with light
and sound (third grade) and heat, electricity and magnetism in fourth grade, students begin to recognize evidence of energy
through observation and measurement of change. Through multiple experiences with simple electrical circuits, heat transfer,
and magnetism, students make simple correlations and describe how heat is produced through electricity, identify conductors
of heat and electricity, and explain the conditions necessary to make an electromagnet.
The content expectations for physical science conclude with the study of properties of matter that can be measured and
observed, states of matter, and changes in states of matter through heating and cooling.
Energy
P.EN:
Develop an understanding that there are many forms of energy (such as heat, light,
sound, and electrical) and that energy is transferable by convection, conduction, or
radiation. Understand energy can be in motion, called kinetic; or it can be stored, called
potential. Develop an understanding that as temperature increases, more energy is
added to a system. Understand nuclear reactions in the sun produce light and heat for
the Earth.
P.EN.E.1:
Forms of Energy- Heat, electricity, light, and sound are forms of energy.
P.EN.04.12:
P.EN.E.4:
P.EN.04.41:
P.EN.04.42:
P.EN.04.43:
Identify heat and electricity as forms of energy.
Energy and Temperature- Increasing the temperature of any substance requires the
addition of energy.
Demonstrate how temperature can be increased in a substance by adding energy.
Describe heat as the energy produced when substances burn, certain kinds of
materials rub against each other, and when electricity flows through wire.
Describe how heat is produced through electricity, rubbing, and burning.
P.EN.E.5:
Electrical Circuits- Electrical circuits transfer electrical energy and produce magnetic
fields.
P.EN.04.51:
Demonstrate how electrical energy is transferred and changed through the use of a
simple circuit.
P.EN.04.52:
Demonstrate magnetic effects in a simple electric circuit.
P.PM.E.5
Conductive and Reflective Properties – Objects vary to the extent they absorb and
reflect light energy and conduct heat and electricity.
P.PM.04.53
Identify objects that are good conductors or poor conductors of heat and electricity.
P.PM.E.3
Magnets – Magnets can repel or attract other magnets. Magnets can also attract certain
magnetic objects at a distance.
P.PM.04.33
Demonstrate magnetic field by observing the patterns formed with iron filings using a
variety of magnets.
P.PM.04.34
Demonstrate that magnetic objects are affected by the strength of the magnet and the
distance from the magnet.
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Appendix 4
Grade 4 Grade Level Mathematics Expectations
Math Integration in Heat, Electricity, and Magnetism
Measurement
M.UN.04.01 Measure using common tools and select appropriate units of measure.
M.PS.04.02 Give answers to a reasonable degree of precision in the context of a given problem.
M.TE.04.03 Measure and compare integer temperatures in degrees.
Data and Probability
D.RE.04.01 Construct tables and bar graphs from given data.
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