Download Subject Area/Grade: Physical Science gr4 Title: Magnets and Motion

Unit Pack
Unit Planning Pack with Resources
Subject Area/Grade: Physical Science gr4
Unit Theme:
(to be completed)
Title: Magnets and Motion
GRAPHIC ORGANIZERS:
NC Science Essential Standards; Physical Science Domain; Forces and Motion Strand
Atlas of Science Literacy page 43 in Volume 1, page 27 in Volume 2
Conceptual Lens:
(to be completed)
Crosscutting Concepts
Cause and effect: mechanism and explanation
Qwiki graphic organizers:
Magnet http://www.theinfoexp.com/q/#/Magnet
Electromagnetism http://www.theinfoexp.com/q/#/Electromagnetism
Concepts
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NC Science Essential Standards
A magnet pulls on all things made of
iron.
A magnet pushes or pulls on other
magnets. Objects can be electrically
charged.
An object that has been electrically
charged pulls on all other uncharged
things and may either push or pull
other charged objects.
Terminology
force
magnet
force field
attract
4.P.1 Explain how various forces affect the
motion of an object.
4.P.1.1 Explain how magnets interact with all
things made of iron and with other magnets to
produce motion without touching them.
4.P.1.2 Explain how electrically charged
objects push or pull on other electrically charged
objects and produce motion.
magnetism
repulse
charge
electricity
electric
Questions
What is a charge? How do we know
something is carrying a charge? What is
a magnet? How can we describe the
properties of a magnet?
What is electromagnetism? How do
electromagnetic forces create a push or a
pull?
If we cannot see a force, how do we
know it is there?
discharge
Identify Misconceptions
*Construct formative assessment probes – see ‘how to’ on pages 85, 102, and 183 in Science Formative Assessment by Page Keeley.
Use formative probes: Uncovering Student ideas in Science, Volumes 1-4, by Page Keeley
I) Volume 4 Magnets in Water p. 67
Formative Assessment Probes (articles, how-to, free-online) by Page Keeley, et al
http://pal.lternet.edu/docs/outreach/educators/education_pedagogy_research/assessment_probes_uncovering_student_ideas.pdf
http://www.ode.state.or.us/teachlearn/subjects/science/resources/msef2010-formative_assessment_probes.pdf
Unpacked Content
4.P.1.1
Students know that a magnet pulls on all things
made of iron without touching them, and that this
pulling can result in motion. Students know that a
magnet attracts some metals, but not all of them.
Students know that a magnet has a force field and
poles that determine how a metal affected by the
magnet will behave within its field.
4.P.1.2
Students know that an object that has been
electrically charged pulls or pushes on all other
charged objects and that this can result in
motion. Students know that electrical charges
can result in attraction, repulsion or electrical
discharge.
Science For All Americans
FORCES OF NATURE
The two kinds of forces we are commonly aware of are
gravitational and electromagnetic.
The electromagnetic forces acting within and between atoms
are immensely stronger than the gravitational forces acting
between them. On an atomic scale, electric forces between
oppositely charged protons and electrons hold atoms and
molecules together and thus are involved in all chemical
reactions. On a larger scale, these forces hold solid and liquid
materials together and act between objects when they are in
contact (for example, the friction between a towel and a
person's back, the impact of a bat on a ball). We usually do not
notice the electrical nature of many familiar forces because the
nearly equal densities of positive and negative electric charges
in materials approximately neutralize each other's effects
outside the material. But even a tiny imbalance in these opposite
charges will produce phenomena that range from electric sparks
and clinging clothes to lightning.
Depending on how many of the electric charges in them are
free to move, materials show great differences in how much they
respond to electric forces. At one extreme, an electrically
insulating material such as glass or rubber does not ordinarily
allow any passage of charges through it. At the other extreme, an
electrically conducting material such as copper will offer very
little resistance to the motion of charges, so electric forces acting
on it readily produce a current of charges. (Most electrical wires
are a combination of extremes: a very good conductor covered
by a very good insulator.) In fact, at very low temperatures,
certain materials can become superconductors, which offer zero
resistance. In between low- and high-resistance materials are
semiconducting materials in which the ease with which charges
move may vary greatly with subtle changes in composition or
conditions; these materials are used in transistors and computer
chips to control electrical signals. Water usually contains
charged molecular fragments of dissolved impurities that are
mobile, and so it is a fairly good conductor.
Benchmarks Reference
4G
Magnetic forces are very closely related to electric forces—
the two can be thought of as different aspects of a single
electromagnetic force. Both are thought of as acting by means of
fields: an electric charge has an electric field in the space around
it that affects other charges, and a magnet has a magnetic field
around it that affects other magnets. What is more, moving
electric charges produce magnetic fields and are affected by
magnetic fields. This influence is the basis of many natural
phenomena. For example, electric currents circulating in the
earth's core give the earth an extensive magnetic field, which we
detect from the orientation of our compass needles.
The interplay of electric and magnetic forces is also the basis
of much technological design, such as electric motors (in which
currents produce motion), generators (in which motion
produces currents), and television tubes (in which a beam of
moving electric charges is bent back and forth by a periodically
changing magnetic field). More generally, a changing electric
field induces a magnetic field, and vice versa.
Next Generation Framework
PS2.B: TYPES OF INTERACTIONS
What underlying forces explain the variety of interactions observed?
All forces between objects arise from a few types of interactions: gravity, electromagnetism, and strong and weak nuclear interactions.
Collisions between objects involve forces between them that can change their motion. Any two objects in contact also exert forces on each
other that are electromagnetic in origin. These forces result from deformations of the objects’ substructures and the electric charges of the
particles that form those substructures (e.g., a table supporting a book, friction forces). Gravitational, electric, and magnetic forces between
a pair of objects do not require that they be in contact. These forces are explained by force fields that contain energy and can transfer energy
through space. These fields can be mapped by their effect on a test object (mass, charge, or magnet, respectively). Objects with mass are
sources of gravitational fields and are affected by the gravitational fields of all other objects with mass. Gravitational forces are always
attractive. For two human-scale objects, these forces are too small to observe without sensitive instrumentation. Gravitational interactions
are nonnegligible, however, when very massive objects are involved. Thus the gravitational force due to Earth, acting on an object near
Earth’s surface, pulls that object toward the planet’s center. Newton’s law of universal gravitation provides the mathematical model to
describe and predict the effects of gravitational forces between distant objects. These long-range gravitational interactions govern the
evolution and maintenance of large-scale structures in the universe (e.g., the solar system, galaxies) and the patterns of motion within them.
Electric forces and magnetic forces are different aspects of a single electromagnetic interaction. Such forces can be attractive or repulsive,
depending on the relative sign of the electric charges involved, the direction of current flow, and the orientation of magnets. The forces’
magnitudes depend on the magnitudes of the charges, currents, and magnetic strengths as well as on the distances between the interacting
objects. All objects with electrical charge or magnetization are sources of electric or magnetic fields and can be affected by the electric or
magnetic fields of other such objects. Attraction and repulsion of electric charges at the atomic scale explain the structure, properties, and
transformations of matter and the contact forces between material objects (link to PS1.A and PS1.B). Coulomb’s law provides the
mathematical model to describe and predict the effects of electrostatic forces (relating to stationary electric charges or fields) between
distant objects. The strong and weak nuclear interactions are important inside atomic nuclei. These short-range interactions determine
nuclear sizes, stability, and rates of radioactive decay (see PS1.C).
Grade Band Endpoints for PS2.B
By the end of grade 2. When objects touch or collide, they push on one another and can change motion or shape.
By the end of grade 5. Objects in contact exert forces on each other (friction, elastic pushes and pulls). Electric, magnetic, and gravitational
forces between a pair of objects do not require that the objects be in contact—for example, magnets push or pull at a distance. The sizes of
the forces in each situation depend on the properties of the objects and their distances apart and, for forces between two magnets, on their
orientation relative to each other. The gravitational force of Earth acting on an object near Earth’s surface pulls that object toward the
planet’s center.
PS3 Energy
How is energy transferred and conserved?
Interactions of objects can be explained and predicted using the concept of transfer of energy from one object or system of objects to
another. The total energy within a defined system changes only by the transfer of energy into or out of the system.
PS3.A: DEFINITIONS OF ENERGY
What is energy?
That there is a single quantity called energy is due to the remarkable fact that a system’s total energy is conserved. Regardless of the
quantities of energy transferred between subsystems and stored in various ways within the system, the total energy of a system changes
only by the amount of energy transferred into and out of the system.
At the macroscopic scale, energy manifests itself in multiple phenomena, such as motion, light, sound, electrical and magnetic fields, and
thermal energy. Historically, different units were introduced for the energy present in these different phenomena, and it took some time
before the relationships among them were recognized. Energy is best understood at the microscopic scale, at which it can be modeled as
either motions of particles or as stored in force fields (electric, magnetic, gravitational) that mediate interactions between particles. This last
concept includes electromagnetic radiation, a phenomenon in which energy stored in fields moves across space (light, radio waves) with no
supporting matter medium.
Electric and magnetic fields also contain energy; any change in the relative positions of charged objects (or in the positions or orientations of
magnets) changes the fields between them and thus the amount of energy stored in those fields. When a particle in a molecule of solid
matter vibrates, energy is continually being transformed back and forth between the energy of motion and the energy stored in the electric
and magnetic fields within the matter. Matter in a stable form minimizes the stored energy in the electric and magnetic fields within it; this
defines the equilibrium positions and spacing of the atomic nuclei in a molecule or an extended solid and the form of their combined electron
charge distributions (e.g., chemical bonds, metals).
Electromagnetic radiation (such as light and X-rays) can be modeled as a wave of changing electric and magnetic fields. At the subatomic
scale (i.e., in quantum theory), many phenomena involving electromagnetic radiation (e.g., photoelectric effect) are best modeled
as a stream of particles called photons. Electromagnetic radiation from the sun is a major source of energy for life on Earth. The idea that
there are different forms of energy, such as thermal energy, mechanical energy, and chemical energy, is misleading, as it implies that the
nature of the energy in each of these manifestations is distinct when in fact they all are ultimately, at the atomic scale, some mixture of
kinetic energy, stored energy, and radiation. It is likewise misleading to call sound or light a form of energy; they are phenomena that, among
their other properties, transfer energy from place to place and between objects.
Grade Band Endpoints for PS3.A
By the end of grade 2. [Intentionally left blank.]
By the end of grade 5. The faster a given object is moving, the more energy it possesses. Energy can be moved from place to place by
moving objects or through sound, light, or electric currents. (Boundary: At this grade level, no attempt is made to give a precise or complete
definition of energy.)
North Carolina Connections: (local and state resources)
Catawba Science Center
CSC also provides a variety of educational and fun programming for school groups, children, families, adults, and other community groups.
243 3rd Avenue NE (street address), P.O. Box 2431, Hickory, NC 28603, (828) 322-8169
Imagination Station Science Museum
Interactive programs are designed to promote student investigation into various science concepts. 224 East Nash Street,Wilson, NC 27894
Phone (252) 291-5113.
North Carolina Museum of Life and Science
Experience how inquiry-based teaching energizes your students and encourages science discovery. 433 West Murray Avenue (street
address), P.O. Box 15190, Durham, NC 27704, (919) 220-5429
SciWorks, the Science Center and Environmental Park of Forsyth County
Enjoy interactive, hands-on special exhibits and programs in spacious exhibit halls. 400 West Hanes Mill Rd., Winston-Salem, (336) 7676730
North Carolina NASA Educator Resource Center
J. Murrey Atkins Library UNC Charlotte 9201 University City Blvd., Charlotte, NC 28223 704-687-2559
Annotated TEACHER Resources
Mother Nature's Funnest Play Things: Magnets
http://serc.carleton.edu/sp/mnstep/activities/27094.html
These two activities are just a small part of overall fun students will have in discovering the wonders of magnets and how they apply to us
every day.
Magnets 1: Magnetic Pick-ups
http://www.sciencenetlinks.com/lessons.php?BenchmarkID=4&DocID=175
This lesson provides students with an understanding that certain materials are attracted to magnets while others are not. It is the first in a
two-lesson series on magnets. In Magnets 1: Magnetic Pick-ups, students will look at various objects, make predictions about whether they
are magnetic, and then test their predictions. This exploration is an introductory activity to magnets and magnetism.
Magnets 2: How Strong is Your Magnet?
http://www.sciencenetlinks.com/lessons.php?BenchmarkID=4&DocID=159
In this lesson, students will experimentally measure the strength of a magnet and graph how the strength changes as the distance from the
magnet increases, and as the barrier (masking tape) is built between the magnet and an iron object. This lesson is the second in a two-lesson
series on magnets.
Charge It!
http://www.teachengineering.org/view_activity.php?url=http://www.teachengineering.org ...
Students use balloons to perform several simple experiments to explore static electricity and charge polarization.
Get Charged!
http://www.teachengineering.org/view_lesson.php?url=http://www.teachengineering.org/c ...
Students are introduced to the idea of electrical energy. They learn about the relationships between charge, voltage, current and resistance.
They discover that electrical energy is the form of energy that powers most of their household appliances and toys. In the associated
activities, students learn how a circuit works and test materials to see if they conduct electricity. Building upon a general ...
Take Charge!
http://www.teachengineering.org/view_lesson.php?url=http://www.teachengineering.org/c ...
Students come to understand static electricity by learning about the nature of electric charge, and different methods for charging objects. In
a hands-on activity, students induce an electrical charge on various objects, and experiment with electrical repulsion and attraction.
Carrying Charges
http://www.sciencenter.org/chemistry/d/carryingcharges.pdf
Learners are challenged to create solutions that conduct electricity and make a buzzer buzz (or an LED light up). They are given water, salad
oil, alcohol, and vinegar as liquids, salt and sugar as solids, and a conductivity tester to see which combinations conduct electricity. Some
liquids conduct by themselves (vinegar), and others can be made to conduct when salt, but not sugar, is added.
Holding Charge
http://www.exo.net/~emuller/activities/Holding%20Charge.pdf
In this trick, learners discover how to stick a straw to the palm of their hand, window door, or anywhere using static electricity. This activity
introduces learners to negative and positive charges and shows how opposites attract. Note: this trick works best in low humidity (dry air).
Build a Charge Detector
http://www.teachengineering.org/view_activity.php?url=http://www.teachengineering.org ...
In this hands-on activity, students explore the electrical force that takes place between two objects. Each student builds an electroscope and
uses the device to draw conclusions about objects’ charge intensity. Students also determine what factors influence electric force.
Do It: Get Charged Up
http://pbskids.org/dragonflytv/superdoit/get_charged_up.html
In this science experiment, kids create electrical charge in pieces of tape.
Do It: Charged Comb and Water
http://pbskids.org/dragonflytv/superdoit/charged_comb_water.html
In this science experiment, kids use a comb to discover the positive and negative charges in hair and water molecules.
Smart Exchange
http://exchange.smarttech.com/search.html
A directory of Smart Board lessons that teachers can download and use.
Teachers Domain
http://www.teachersdomain.org/
Free digital media for educational use.
Electricity
http://www.teachersdomain.org/resource/idptv11.sci.phys.energy.d4kele/
This video segment from IdahoPTV's D4K explains some electrical vocabulary and follows the route of electricity from its generation to the
home.
Electricity and Magnetism
http://edtech.kennesaw.edu/web/electric.html
Physics4Kids – magnetism and electricity
http://www.physics4kids.com/files/elec_intro.html
Electricity – free power points
http://science.pppst.com/electricity.html
Cool Experiments with magnets
http://my.execpc.com/~rhoadley/magindex.htm
Electricity and magnetism Demonstrations
http://www.physics.isu.edu/~shropshi/emact.htm
Electricity & Magnetism Websites for Kids & Students
http://www.learningreviews.com/Electricity-Magnetism-Websites-for-Kids.html
Use these 18 websites to help kids and teens to explore electricity and magnetism. They include interactive games, lessons, experiments,
videos, and activities.
READING RESOURCES
Physics4Kids – magnetism and electricity
http://www.physics4kids.com/files/elec_intro.html
Kidipede Magnets
http://www.historyforkids.org/scienceforkids/physics/electricity/magnet.htm
Science Spot Kid Zone
http://sciencespot.net/Pages/kdzphysics3.html
Kids Research Express
http://kidsresearchexpress-2.blogspot.com/2008/09/electricity-and-magnetism.html
VIDEO RESOURCES
Bill Nye – Magnetism
http://www.free-tv-video-online.me/internet/bill_nye_the_science_guy/season_2.html
neoK12
http://www.neok12.com/Electromagnetism.htm
WRITING PROMPTS
1. You are being sent to the local department store to go on a treasure hunt for materials that are attracted to a magnet. The only ‘catch’
is - you are not allowed to take a magnet with you. Choose five items to buy that you think will be attracted to your magnet. Make
sure you explain why you believe this will be true for each item.
2. Write a story about the day that magnetism went on vacation.
3. Think of one item in your home that uses magnetism. Write a short essay describing the item and how it uses magnetism to perform
a useful function.
4. Develop an emergency plan for what your family would do if the electrical power in your home were to go off for a week.
5. You are going to get a renovated room! New paint, new power, new décor! No more electrical extension cords, ever. Describe how
many power receptacles you are going to ask to have installed on each of the four walls, and explain how each will be used.