Download Lesson 5: Intro to Magnet

Teacher: Chris
Grade Level: 12 grade physics
Unit: Electricity & Magnetism
Big Idea:
Student Teacher: Rashidul Bari
Date: 12/15/2014
Lesson V: Intro to Magnets
Electricity and magnetism is noting but two side of same coin. What causes certain
materials to be magnetized? Can you make a magnet from a nail, some batteries and
some wire? Yes.
Hypothesis:
H0: µ0: I think that increasing the voltage will (increase/decrease/no change) the
electromagnet’s strength.
H0: µ0: I think that increasing the wire coils will (increase/decrease/no change) the
electromagnet’s strength.
Ha: µa: There are more than two types of charges.
Standard:
For many years, learning standards and expectation to what students should
learn and know develop largely by local school district, which meant thousands
of different set of standards. Recetly New York Times reported that in the late
80s, a movement began to improve the standard and state finally took the task to
revolutionize the quality of middle/high school education.
Inspired by the motto of Singapore, “Teach less, learn More”—the Common
Core State Standards, reported NY times, formulated by a team of 75 experts led
by Jason Zimba has developed
a consistent, clear understanding of what
students are expected to learn. “The standards are designed to be robust and
relevant to the real world, said Jason Zimba, “reflecting the knowledge and skills
that our students need for success in college and careers”. With American
students become stronger in Physics, our nation will be best positioned to
compete successfully in the global economy.
Students know that magnets have two poles (north and south) and that like poles
repel each other while unlike poles attract each other and Students will develop a
testable question and indicate whether further information is needed to support
specific conclusion. Students will draw conclusions from scientific evidence
Objective:
After this lesson, students will be able to understand that electricity and magnetism is
actually same type of force.
Instructional Strategy (Tell me, I forget…involve me, I understand)
Tell me, I forget
Show me, I remember
Involve me, I understand.
I will take my lesson# V (Intro to magnets) to the next level of learning by
keeping above Chinese proverb in mind.
I am also motivated by Sousa prophecy— “If I can see it in my brain; I
may do it in the game”. This is why I will use color coding to help my
student to see that even we can use a nail and wire to make electricity!
Every human invention, from pedagogy to Operant conditioning, often
comes down to the individual and local level: How do school and teachers
use resources, view their students, and teach them? Unlike nearly every
other tool, complementary colors help them picture the topic in their
mind which creates a memory they can find easily. In many of my video
tutorials, I explained why it is so important that a student like Student A
visualize topics—or even trying to understand a physics problem in
complementary color because when students use all of their senses
(visual, auditory, tactile, kinesthetic) to picture a problem—they stand a
better chance of being able to solve it. This is why; I will make my lesson
more colorful by using many colors to demonstrate “Intro to Magnets”
Assessments:
Type of assessment
Do now
Class participation/good behavior
Weight
Will be graded
Will be graded
Percent
15%
5%
Group lab demonstration
Will be graded
10%
Exit Slip
Will be graded
5%
Home-work
Will be graded
20%
Exam
Will be graded
50%
Total
100%
How to differentiate (100%)
100%
This technique put emphasize on the ideologies of normative philosophers such as
Horace Mann, Freidrich Froebel, Charlotte Mason, Jean Piaget, Margaret Bancroft,
Booker T. Washington, John Dewey, Maria Montessori, John Holt, Marie Clay, Jerome
Bruner—and Howard Gardner—who express value judgments about how literacy—
and classroom environment ought to be. This technique ask teacher to be very
ambitious: expect 100% of students to do 100% of the time, 100% of the way. This
technique will help us realize the prophecy of President Bush: NO CHILD LEFT
BEHIND.
This is like a recipe for conflict but as a teacher I know that I can win this battle with
delicacy far more often than with physical force. The three principles of 100%
compliance are as follows:
1) use the least invasive form of intervention;
2) rely on firm, calm finesse and
3) invent ways to make compliance visible.
Grouping (Experimental):
I will arrange classrooms by ability: placing the highest-achieving students in one cluster,
the lowest in another.
Materials
1.
2.
3.
4.
Long Nail (20)
1.5 meter Thin insulated wire (20)
Battery (20)
Screws (40)
Lesson agenda
Agenda
Do now
Mini lesson
Student activities (Building battery)
One group will presenting it for class
Exit slip
Time
5 minutes
10 minutes
15 minutes
10 minutes
5 minutes
Agenda
Do now
TIME
5 min
“How do I make an electromagnet using nail, wire & battery?”
Students are to write their answers to the “Do Now” on slips of paper handed to them
as they enter the classroom. One student will be selected randomly to put his/her
answers on the board while the remainder of the class finishes. The slips of paper will
be collected, and the answers will be reviewed.
Handouts # 1
Vocabulary on the front page
1.
2.
3.
4.
5.
6.
7.
Polarized
Magnetic field
Magnetic flux
Right hand rule
Solenoid
Electromagnet
Battery
Focus question on the back page
Can the strength of an electromagnet be changed by changing the voltage of the
power source? Can the strength of an electromagnet be changed by changing the
amount of wire wrapped around its core?
1.
2.
3.
4.
Heating or hitting a permanent magnet can ruin it. (True/Flase)
Iron is a good metal to use to make an electromagnet.
The north pole of one magnet will attract the north pole of another magnet
Magnets and electromagnets are used in many devices
Story-line/mini lesson
13 min
We’ve learned that charge can produce electric field. Today we’ll learn that magnet can
produce magnetic field. Now tell many how many of you have played with magnet as a
child? Great.
You should know that we human have known about magnets for thousands of years and
we have been using them practically, as compasses, for almost as long. However, we did
not know that there is a link between magnet and electricity until recently. We've only
really learned how magnetism works in the last century, thanks to Micheal Faraday, who
demonstrated that magnet is an object that can produce magnetic field—an invisible field
responsible for the most important property of magnet: a force that pulls on iron and
attacks and repels other magnets. Here’s what you should know before you started
making magnet:
1. A magnet has two ends called poles: north and south pole
2. Like pole repel but opposite pole attracts much the same way like charges repel but
opposite attracts
3. A magnet creates an invisible area of magnetism all around it called a magnetic field
much the same way charge create electric field.
4. Now here is the important info: The north pole of a magnet points roughly toward Earth's
North Pole and vice-versa. Who can tell me why?
5. If you cut a bar magnet in half, you’ll get two brand new, smaller magnets, each with its
own north and south pole much the same way cutting a piece of gold smaller size would
not affects its density!
6. If you run a magnet a few times over iron nail, you can convert it into a magnet as well.
This is called magnetization and this is what you will do today. Now tell me are you
excited or not?
Student activities
10 min
How to create magnet with wire, nail and battery
HERE’S SOME USEFUL INSTRUCTION:
1. Take the wire and straighten it.
2. One end of the wire has a nail attached. Hold the nail in your hand and measure off an
arm’s length of wire. This splits the wire into two sections, one much longer than the
other
3. Take the long section of wire and wrap it neatly around the nail. Start wrapping at the flat
part of the nail and work your way towards the nail’s point. Wrap the wire around the nail
25 times to build the first electromagnet. Later, you will wrap the wire around the nail
another 25 times to make a larger electromagnet.
Electromagnet Testing Time:
There are four different settings on the battery pack. They are labeled 1.5V, 3.0V,
4.5V and 6.0V. The “V” stands for volts. A volt is a unit used to measure the amount
of electricity in something, like meters is a unit used to measure the length of
something. Your team will test your electromagnet by seeing how many screws (see
the picture below) it can pick up at each voltage. Test each voltage two times.
Data collection: Record the number of screws picked up by each electromagnet for
each try. After you have collected all of the data for both of the electromagnets,
average the number of paper screws picked up at each voltage
Electromagnets Data Chart
Battery Voltage
1.5 V
3V
4.5 V
6V
Identify the Variables
Independent Variables
Dependent Variable
Constants
Let’s Make a Graph
# Screws picked up
Average
Making Decision:
1. Increasing the voltage applied to an electromagnet………………its strength.
2. Increasing the amount of wire wrapped around an electromagnet…………………….. its
strength.
Group presentation (1 group only)
10 min
Any group can be candidate to make a classroom presentation. This group will receive
extra point based on the following rubric:
Skills
E
G
O
Delivery (Presenter doesn’t rush, shows
enthusiasm, avoids likes, ums, kind ofs,
you
knows, etc. Uses complete sentences.)
Eye Contact (Presenter keeps head up,
does not read, and speaks to whole
audience.)
Posture (Presenter stands up straight, faces
audience, and doesn’t fidget.)
Volume (Presenter can be easily heard by
all. No gum, etc.
Content (Presentation shows full grasp and
understanding of the lab)
3
2
1
3
2
1
3
2
1
3
2
1
3
2
1
Exit slip
5 min
Exit slip: Exit slip is to be completed on a loose-leaf.
1. What is one thing about magnets you learned most?
2. What is one thing about magnets you learned least?
(There’re two) Handouts # II
1 min
Home-work (The Structure of Atom)
Name:
Class:
Period:
Date:
Directions: Under the “Sample Sentence or Illustration” box, draw a picture that represents the
vocabulary word or write a complete sentence that shows understanding of the term. (I will
make a separate homework (easier) for my Student A because he is IEP.
Term
Magnet
Magnetic field
Electromagnet
Magnetic Pole
Why North Pole facing North?
Readings for tomorrow
Definition
Draw picture
Faraday Cage
Link: http://www.magnet.fsu.edu/education/tutorials/tools/faradaycage.html
Final remarks
How many of you accept the null hypothesis, raise your hands.
1 min