Download ottley--tamara_7534_59713275_Compasses Lesson Draft One

Tamara Ottley
5th Grade
Engineering Challenge Compasses
STANDARD III: Students will understand that magnetism can be observed when there is an interaction between
the magnetic fields of magnets or between a magnet and materials made of iron.
Students design and build magnetic compasses. Compasses will be scored on:
1. Pointing north; higher scores for working in more than one location
2. A case that encloses it; sealed cases score higher
3. Visibility while sealed in case
4. Labels: north, east, south, and west labeled correctly
5. Portability and ease of use: ability to use with one hand scores highest
Compass Materials (for each group)






1 steel needle with blunt tip
1 strong bar magnet
1 bottle of water, any size
1 plastic bottle cap (in addition to cap on water bottle)
4 clear plastic cups, 12-oz. size or larger
3 small paper drink cups, 6-oz. size









1 cork
1 foam tray
1 aluminum pie pan
2 straws
5 uncoated metal paper clips, any size
6 craft sticks
1 sheet of plain paper
1 roll of clear tape
1 sq. ft. of plastic wrap


1 ft. of thread
1 shopping bag (to hold materials
kit)
Tools


Hole punches
Scissors

Permanent markers
Additional Materials:

A few dozen assorted magnets (it helps if
some magnets are labeled north and south)

A few additional uncoated metal paper clips

Permanent marker

Colored markers

Chart paper

Pencils

Digital timer

Masking tape


Digital video cameras (optional)
Method of displaying videos (optional)
BEFORE YOU BEGIN – GET SET

Assemble materials kit for each group.

Set out magnets and paper clips for Investigate, Session 1

Choose three different locations, indoors or outdoors, to test the compasses. The
locations need to be well away from steel doors or sources of magnetic fields, such as
generators. Determine which direction is north at each of the three locations and note
this information.


Make copy of the Test Results page for each group.
Set up the digital time where students can check on it.
INVESTIGATE SESSION ONE 30 MINUTES





Provide each pair of students with a variety of magnets and paper clips. Give students about 10
minutes for freely explore these materials.
After free exploration, start a class discussion about the properties of magnets.
o What happens when you place two magnets near each other?
o How can you use one magnet to figure out the poles of another magnet?
o What happens to a magnet when it can turn freely and is not near another magnet?
Review Properties of magnets: like poles repel each other and opposite poles attract each other.
Earth is a magnet, and magnetized needles turn to line up with Earth’s magnetic field when they
are allowed to.
Show students how to magnetize a blunt needle, using a strong magnet. Hold the needle in one
hand and the magnet in the other. Stroke the needle with the magnet at least 10 times, always
stroking in the same direction, not rubbing back and forth.
When the needle has been magnetized, tie a thread to the center of it so it hangs horizontally
and swings freely. When it stops swinging, tell students that it has lined up with Earth’s magnetic
field. Ask them which end points north. (Students can reasonably guess either end of the needle,
so after letting them guess, tell them which direction is north.) Use a permanent marker to
darken the end of the needle that points to Earth’s North Pole. NOTE: The north end of a magnet
is the north-seeking end of the magnet because it is attracted to Earth’s North Magnetic Pole.
INVESTIGATE SESSION TWO 30 MINUTES

Remind students how a needle was magnetized and explain that this needle has north and
south magnetic poles. Tell students that the same end of this needle will always point north if
it’s allowed to turn freely.

Explain to students that when Christopher Columbus wanted to cross the ocean, he needed to
know which direction to go, so he used a device called a compass. Compasses are a very old
technology, but like most technology, they take a lot of planning and testing to build. Tell
students that they will be designing and building compasses.

Explain to students that early compasses were made from either a sliver of magnetite, a
naturally magnetic mineral, or from a magnetized metal needle. The magnetic material was
placed on wood or hay and floated in water. Since the needle was floating, it was able to turn

freely so it could point north. Compasses today are based on this same idea, but they are
smaller and more advanced.
Read the Criteria and Constraints and explain anything that isn’t clear. Show students the
Test Results sheet so they know how their compasses will be scored. Point out the time limit
for Brainstorm, Plan, and Build.
BRAINSTORM 20 MINUTES

Show students the materials kit. Tell them they may use any materials in the kit- but no
other items- to build their compasses.

Set out samples of each material found in the kits so that students may touch and observe
them while brainstorming.
Give each student a sheet of plain paper. Have them write Brainstorm at the top. Instruct
them to work silently and independently for 15 minutes. Tell them to think of as many
different designs for a compass as possible. Explain that they may include different
materials from the kit for each design, or they may use the same materials in different
ways.


Encourage students to label diagrams with the materials they plan to use, for example,

needle, plastic cup, thread…
While students brainstorm, walk around the room. Ask guiding questions to encourage
detail work and offering starting places for students who are stuck. Suggestions:
o How will you set up the magnetic pointer so that it moves freely?
o What are you planning to use as the base?
o

What properties of magnets do you need to think about when you choose materials?
o Which materials would work best for a see-through case to hold the compass?
o What questions do you have about this Challenge?
After 15 minutes, ask students to choose one favorite idea and circle it, and to make sure
their names are on their papers. Collect all Brainstorm papers.
PLAN: 30 MINUTES

Before Plan begins, review the “favorite idea” designs on all Brainstorm papers, and then
make groups of three to four students each by placing students with similar designs
together. For example, group together those who plan to use the same material for the
compass case.

Return the Brainstorm papers to students by group. Assign specific jobs to group
members. Speaker, Materials Manager, Timekeeper, or Recorder. For groups of three, one
student will do two jobs. Make sure each student understands their job. Remind students
that each group member helps to plan the build, as well as do a group job.

Set timer for 20 minutes. Instruct students to review their favorite designs with the
others in their group, looking for similarities. Encourage groups to use similarities as a
starting place for a group plan. Remind them that after all members have shared, the

group comes up with one plan that they all think will work. Encourage groups to use
additional pieces of paper to jot down ideas as they talk.
As students discuss, circulate around the room to offer support as needed and mediate
disagreements that the Speakers cannot manage. Sample questions to ask students as they
work.
o
o
o
o
o

How are your four favorite designs alike?
How is you final design like you four favorite designs? How is it different?
Did you choose one person’s design or did you use parts of two or more designs?
Which materials are you planning to use from the kit? How will you use them>
How do you plan to hold up the pointer? How will it be able to turn?
After each group agrees on one plan, the Recorder leads the group in writing the plan on
chart paper using colored markers. The plan needs a diagram and labels. Group should draw
each material in a different color and include a key, so that the diagram is easy to
understand (for example, plastic wrap drawn in blue, craft sticks drawn in brown).
BUILD 60 MINUTES



Tell students they will work as a group to build and test their compasses.
Set the timer for 60 minutes and invite each Material Manager to pick up a materials kit.
Remind Timekeeper to watch how much time is left, make sure the group is making
progress, and participate in the construction of the compass. As groups work, check in
with the students doing the other jobs, as well.

Encourage students to test their compasses from time to time and then make changes as
needed. Remind students that if a group agrees to make a change, the Speaker must first
notify the teacher. Then the Recorder makes changes to the plan in a different color or
draws up Plan 2.

When a compass is ready for its final test, the Speaker should notify the teacher. If you
are using video, then have groups proceed to Test & Present as they finish.
Test and Present 5 to 10 minutes per group

Give each group an I-Pad to record videos of the tests. Recorder use it to record the test.
Students visit each of the three locations to test item 1 on the Test Results sheet. Be sure to
tell students which direction is north in each location. During each test:
o The Recorder captures the test using the I-Pad and completes the Test Results sheet.
o
o

The Material Manager holds the compass so that the needle can turn.
The Speaker answers questions and narrates the test, explaining what is happening.
o The Timekeeper looks to see which way the compass is pointing.
Encourage the class to ask questions, and have the Speaker answer them while showing video.
Sample questions:
BEFORE the demonstration:
o
o
o
o
Which materials did you use?
How were your group’s favorite Brainstorm plans alike?
How many times did you change your group’s original plan?
Who came up with an idea that no one expected?
DURING the demonstration:
o
o
o
Does the compass work the way you expected?
Why is the compass acting this way?
How is the case holding everything together?
o
Can you see the needle clearly through the case?
AFTER the demonstration:


o Overall, was your compass design successful? How do you know?
o Which part of your design would you improve?
o What other items could you design that use magnets?
When all groups have presented, instruct each group to score their compasses for items 2, 3, 4
and 5 on the Test Results sheet.
Distribute a Challenge Reflection sheet to each student.
Lesson idea was from the book Engineer Through the Year 20 Turnkey STEM Projects by Sandi
Reyes.
Names ________________ ________________
________________________________________
_______________________________________
Compass Test Results
Criterion
1.
Compass points north
Score
_____
In three locations, score = 3
In two locations, score = 2
In one location, score = 1
Does not point north, score = 0
2.
Compass case
_____
Completely closed, score = 2
Closed, but comes loose easily, score = 1
Not closed, score = 1
3.
Able to see needle inside case
_____
Can read the compass easily, score = 2
Can read the compass with some difficulty, score = 1
Cannot see the inside to read the compass, score = 0
4.
Compass directions labeled
_____
Four directions are labeled correctly, score = 4
Three directions are labeled correctly, score = 3
Two directions are labeled correctly, score = 2
One direction is labeled correctly, score = 1
No directions are labeled correctly, score = 0
5.
Portable and easy to use
_____
Portable and easy to use with one hand, score = 3
Portable and easy to use with two hands, score = 2
Can be moved to a level surface for use, score = 1
Cannot be moved, score =0
Total Score
_____