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Electromagnets and Electric Fields Middle School Science (Grade 8) By Jessica Minton Table of Contents UNIT DESCRIPTION ................................................................................................................................................................ 3 UNIT OBJECTIVES ......................................................................................................................................................................... 3 A. Content Objectives .................................................................................................................................................................. 3 B. Epistemic/Cognitive Objectives ............................................................................................................................................... 4 C. Affective Objectives ................................................................................................................................................................. 4 D. Performance Objectives .......................................................................................................................................................... 4 E. Technology .............................................................................................................................................................................. 4 TENNESSEE STATE STANDARDS ................................................................................................................................................... 4 NATIONAL SCIENCE EDUCATION STANDARDS: CONTENT STANDARDS, GRADE 8......................................................................... 7 UNIT LESSON PLAN 1 ............................................................................................................................................................. 8 LESSON OBJECTIVES..................................................................................................................................................................... 9 IRON FILING LAB .................................................................................................................. ERROR! BOOKMARK NOT DEFINED. SCIENTIFIC WRITING RUBRIC ..................................................................................................................................................... 11 UNIT LESSON PLAN 2 ........................................................................................................................................................... 12 LESSON OBJECTIVES............................................................................................................. ERROR! BOOKMARK NOT DEFINED. LESSON OUTLINE......................................................................................................................................................................... 14 UNIT LESSON PLAN 3 ........................................................................................................................................................... 17 LESSON OBJECTIVES................................................................................................................................................................... 18 WIND TURBINE PROJECT ............................................................................................................................................................ 21 HYDROELECTRIC GENERATOR PROJECT ..................................................................................................................................... 22 Unit Description Subject Area: Forces in Nature (Physical Science) Grade Level: 8th Instructional Time: 50 minute classes, 2-3 weeks Main Idea: Electromagnets Description: Electricity and electromagnetism are important when understand forces in nature. Understand the relationship between magnetism and electricity is a large component in this understanding. Students need to experience lessons that are hands-on and collaborative while strengthening their knowledge foundation. The purpose of this unit of study is to allow students the opportunity to learn more about electromagnets, electricity and magnetic fields. Students will be introduced to multiple vocabulary terminology while they work through creating electromagnets, generators, electric currents making it possible for them to explain the relationship between earth’s magnetic force and that of an electromagnet. They will develop ways to communicate their findings with the use of a generator to create electricity only using magnet and wire. In the first lesson, students will be introduced to the basic principles that underlie electromagnetism. Students will first learn the electricity can be produced in many ways, but in particular electricity is generated using a magnet and a wire coil. They will be investigating how a simple motor works using wire, magnets, and batteries. In the second lesson, they will be making their own electricity using a hand generator to investigate the transmission of electricity through the wires to light up a lamp. After working with the electromagnets and examining the relationship between electricity and magnetism, students will use materials to make their own mini electromagnet in consider what happens to a needle/straight pen as it comes in contact with the electromagnet. Following this, students will test their knowledge on a solar car motor to see if they can get the motor to run using a battery to connect to the electromagnet in the motor. In the third lesson, students will follow these concepts with magnetic fields and the relationship of Earth’s magnetic fields to those that surround a magnets and an electromagnet. They will work with compasses, iron filings, and magnets to determine the magnetic fields and their importance. Students will work in collaborative groups to research Earth’s phenomena such as the Bermuda Triangle to understand real-world issues with the forces of nature. They will prepare and present their information to the class for discussion and comparison. Unit Objectives A. Content Objectives 1. Students will create a diagram to explain the relationship between electricity and magnetism. 2. Students will produce an electromagnet using a bar magnet and wire coil. 3. Students will experiment with an electromagnet to determine its strength. 4. Students will create a chart distinguishing earth’s magnetic fields versus a magnet and an electromagnet. B. Epistemic/Cognitive Objectives 1. Students will develop scientific inquiry skills by studying the relationship between electricity and magnetism. 2. Students will develop engineering process skills by designing investigative ways to change the strength of an electromagnet. C. Affective Objectives 1. Students will expand positive attitudes towards scientific and engineering designs by understanding forces in nature within the realm of electricity and magnetic fields by using real-world implications of electricity generation and Earth’s magnetic fields. D. Performance Objectives 1. Students will recognize that electricity can be produced using a magnet and wire coil. 2. Students will describe the basic principles of an electromagnet. 3. Students will distinguish among the Earth’s magnetic field, a magnet, and the fields that surround a magnet and an electromagnet. E. Technology 1. Students will use online resources to research Earth’s magnetic field phenomena. 2. Students will create diagrams and charts to present their finding of magnetic fields and the relationship between electricity and magnetism. Tennessee State Standards Grade 8: Embedded Inquiry Conceptual Strand Understandings about scientific inquiry and the ability to conduct inquiry are essential for living in the 21st century. Guiding Question What tools, skills, knowledge, and dispositions are needed to conduct scientific inquiry? Grade Level Expectations GLE 0807.Inq.2 Use appropriate tools and techniques to gather, organize, analyze, and interpret data. GLE 0807.Inq.3 Synthesize information to determine cause and effect relationships between evidence and explanations. GLE 0807.Inq.5 Communicate scientific understanding using descriptions, explanations and models. Checks for Understanding 0807.Inq.2 Identify tools and techniques needed to gather, organize, analyze, and interpret data collected from a moderately complex scientific investigation. 0807.Inq.3 Use evidence from a dataset to determine cause and effect relationships that explain a phenomenon. 0807.Inq.5 Design a method to explain the results of an investigation using descriptions, explanations, or models. State Performance Indicators SPI 0807.Inq.2 Select tools and procedures needed to conduct a moderately complex experiment. SPI 0807.Inq.3 Interpret and translate data into a table, graph, or diagram. SPI 0807.Inq.5 Identify a faulty interpretation of data that is due to bias or experimental error. Grade 8: Standard 9 - Matter Conceptual Strand 9 The composition and structure of matter is known, and it behaves according to principles that are generally understood. Guiding Question 9 How does the structure of matter influence its physical and chemical behavior? Grade Level Expectations GLE 0807.9.1 Understand that all matter is made up of atoms. GLE 0807.9.2 Explain that matter had properties that are determined by the structure and arrangement of its atoms. Checks for Understanding 0807.9.1 Identify atoms as the fundamental particles that make up matter. 0807.9.2 Illustrate the particle arrangement and type of motion associated with different states of matter. State Performance Indicators SPI 0807.9.1 Recognize that all matter consists of atoms. SPI 0807.9.2 Identify the common outcome of all chemical changes. Grade 8: Standard 12 – Forces in Nature Conceptual Strand 12 Everything in the universe exerts a gravitational force on everything else; there is an interplay between magnetic fields and electrical currents. Guiding Question 12 What are the scientific principles that explain gravity and electromagnetism? Grade Level Expectations GLE 0807.12.1 Investigate the relationship between magnetism and electricity. GLE 0807.12.2 Design an investigation to change the strength of an electromagnet. GLE 0807.12.3 Compare and contrast the earth’s magnetic field to that of a magnet and an electromagnet. Checks for Understanding 0807.12.1 Create a diagram to explain the relationship between electricity and magnetism. 0807.12.2 Produce an electromagnet using a bar magnet and a wire coil. 0807.12.3 Experiment with an electromagnet to determine how to vary its strength. 0807.12.4 Create a chart to distinguish among the earth’s magnetic field, and fields that surround a magnet and an electromagnet. State Performance Indicators SPI 0807.12.1 Recognize that electricity can be produced using a magnet and wire coil. SPI 0807.12.2 Describe the basic principles of an electromagnet. SPI 0807.12.3 Distinguish among the Earth’s magnetic field, a magnet, and the fields that surround a magnet and an electromagnet. National Science Education Standards: Content Standards, grades 9-12 Standard A – Science as Inquiry Abilities necessary to do scientific inquiry Understandings about scientific inquiry Standard B – Physical Science Motion and Forces Transfer of Energy Standard D – Earth and Space Science Structure of the Earth Systems Standard E – Science and Technology Abilities of Technological Design Understandings about Science and Technology Standard G – History and Nature of Science Science as a Human Endeavor Nature of Science History of Science Unit Lesson Plan 1 Days required: 2 days; 90-minute blocks Description: The purpose of this lesson will be to introduce students to magnets. The students and teacher will discuss the properties of magnets, why some materials are magnetized and some are not, describe multiple types of magnets, and discuss the magnetism of the Earth. After a brief discussion of magnetism and understanding the properties of magnets, the students will work in small groups to explore magnets and the forces between them. Students will investigate the poles of magnets (to find the north and south poles), how a material can become magnetized, and use items such as a toy car and a compass to understand magnetic forces and fields. Tennessee State Standards Course Level Expectations GLE 0807.Inq.2 Use appropriate tools and techniques to gather, organize, analyze, and interpret data. GLE 0807.Inq.3 Synthesize information to determine cause and effect relationships between evidence and explanations. GLE 0807.9.2 Explain that matter had properties that are determined by the structure and arrangement of its atoms. GLE 0807.12.1 Investigate the relationship between magnetism and electricity. GLE 0807.12.3 Compare and contrast the earth’s magnetic field to that of a magnet and an electromagnet. Checks for Understanding 0807.Inq.2 Identify tools and techniques needed to gather, organize, analyze, and interpret data collected from a moderately complex scientific investigation. 0807.Inq.3 Use evidence from a dataset to determine cause and effect relationships that explain a phenomenon. 0807.9.2 Illustrate the particle arrangement and type of motion associated with different states of matter. 0807.12.1 Create a diagram to explain the relationship between electricity and magnetism. 0807.12.4 Create a chart to distinguish among the earth’s magnetic field, and fields that surround a magnet and an electromagnet. State Performance Indicators SPI 0807.Inq.2 Select tools and procedures needed to conduct a moderately complex experiment. SPI 0807.Inq.3 Interpret and translate data into a table, graph, or diagram. SPI 0807.9.1 Recognize that all matter consists of atoms. SPI 0807.12.3 Distinguish among the Earth’s magnetic field, a magnet, and the fields that surround a magnet and an electromagnet. Lesson Objectives A. Content Objectives 1. Students will describe the properties of magnets. 2. Students will explain why some materials are magnetic and some are not. 3. Students will describe four kinds of magnets 4. Students will give two examples of the effect of Earth’s magnetic field. B. Epistemic/Cognitive Objectives 1. Students will develop scientific inquiry skills by studying the relationship between electricity and magnetism. 2. Students will develop engineering process skills by designing investigative ways to change the strength of an electromagnet. D. Performance Objectives 1. Students will investigate and explain magnets and their properties. 2. Students will distinguish among the Earth’s magnetic field, a magnet, and the fields that surround a magnet and an electromagnet. Vocabulary Magnet Magnetic Pole Magnetic Force Materials Interactive Notebook SmartBoard and PowerPoint/Prezi for Notes and diagrams Pens, pencils Supplies for the lab activities- Matchbox cars, bar magnets, compasses, paperclips, iron filings, iron nail Plain white paper for filing activity Online materials HowStuffWorks Videos – “100 Greatest Discoveries: Earth’s Magnetic Field” http://science.howstuffworks.com/environmental/29143-100-greatest-discoveries-earths-magnetic-fieldvideo.htm HowStuffWorks Videos – “Stuff to Blow Your Kid’s Mind” http://shows.howstuffworks.com/stuff-to-blow-your-mind/51304-stuff-to-blow-your-kids-mindmagnets-video.htm YouTube Videos – “Bermuda Triangle: what happened to Flight 19?” http://www.youtube.com/watch?v=FfsQBeXWktU Description of activities 1. In small groups, students will explore the magnetic poles using bar magnets and Matchbox toy cars. They will find that if the poles are opposite the car on a magnet will be pulled towards the other, while if the poles are the same the car will be repelled from the other. 2. With their groups, students will create diagrams showing magnetic fields of magnets after completing a lab with iron filings. 3. Also within their groups, students will create chart for predicting which items (previous given) are attached or not attached to a magnet. Engage Upon entering the classroom, students will have the follow items at their lab tables: a piece of aluminum foil, a nickel, a plastic spoon, a wooden craft stick, a glass marble, and some paper clips. They will work in their lab notebooks, using a page entitled “Attracted or Not?” After they predict which would be attracted to a magnet or not, students will work through the materials and record their findings in a column next to their predictions. After the time elapses, the teacher and students will have a discussion on their findings-only the paper clips will be attracted to the magnets. The teacher will use probing questions, such as – (1) What material(s) do you think will be attracted to a magnet and why? (2) How does the makeup of the materials you selected differ from the other materials? And, after the students work through the materials, (3) What material(s) were actually attracted to the magnet? (4) What are some questions you have about the materials you worked with? The purpose of this will be to get students to start thinking about the lesson at-hand. Following this discussion, the teacher will show a video on magnetism (such as http://shows.howstuffworks.com/stuff-to-blow-your-mind/51304-stuff-toblow-your-kids-mind-magnets-video.htm), to introduce the iron filing activity to the students. Following this, the students will be given the materials and handouts for the iron filings lab. Explore Students will then begin working on a lab activity (“Iron Filings and Magnetic Field Lines”) in small groups. This activity was taken from UC Berkley (see attached). Their task will be to use iron filings and magnets to investigate magnetic field lines. They will be using white computer paper between the iron filings and the magnets to help eliminate messes. If possible, small filing containers will be used in the place of free filings. They will also be looking at the effects of magnetic fields on a compass. While the groups will use a simple compass, the teacher will also have a compass box for demonstration with the magnets. Explanation The following day, the teacher will guide a discussion of the properties of magnets and the students’ findings from the day before. Vocabulary words will be put into the Interactive notebooks and the notes on magnets will be given. Students will be focusing on the specific properties of magnets-north pole/south pole, materials that are attracted to magnets, magnetic fields, types of magnets, and the Earth’s magnetic field. The teacher will also show another video over Earth’s magnetic field (http://science.howstuffworks.com/environmental/29143-100-greatest-discoveries-earths-magneticfield-video.htm), followed by discussions of why the Earth’s magnetic field is important. Any difficulties with concepts presented in the lab activity will also be clarified at this point, through both teacher explanation and peer assistance. Elaboration After the discussion and notes have been completed, the teacher will then ask students to think about what implications might be involved with magnets and magnetic fields. Students will look at different real-world scenarios involving magnets near computers and electronics, magnets in industry and junk yards, and in medical careers. They will end with the video over the Bermuda Triangle (http://www.youtube.com/watch?v=FfsQBeXWktU) and the question, “What happened to Flight 19?” They will have a 1 page writing assignment that they will work on using the information over magnetism and the Earth’s magnetic fields to try to explain one theory about the Bermuda Triangle. Whatever the students do not finish in class, will be taken home as homework. Evaluation Informal All students will be informally evaluated during class discussions and while they are working on their assignments. Students will each be expected to participate in the discussions, at the very least, by presenting their findings for the opening activity and lab activities. While students are working in small groups, the teacher will circulate around the room in order to gauge student comprehension, evaluate their participation, and scaffold their learning, as necessary. Formal Students will hand in their Interactive Notebooks with the opening activity with both their predicted and the recorded findings. They will also hand in the iron filings lab with worksheets completed to be graded for completion and correctness. The students will also have the 1 page writing assignment over the Bermuda Triangle to assess their understanding of magnetism and what areas they might still be struggling with. These assignments will serve as daily grades for the students, and will be handed back on the following day along with feedback. In addition, students’ understanding will also be tested on the unit exam, which will include questions requiring that students understand the properties of magnets, magnetic fields, and the Earth’s magnetic field. Science Writing Rubric Knowledge Application Knows and understands scientific terms, facts, concepts, principles, theories and methods Applies scientific knowledge, skills and methods to manipulate, analyze, synthesize, create and evaluate. Communicates scientific knowledge and applications through writing, speech, and visual displays. 4 Descriptions of scientific terms, facts, concepts, principles, theories and methods are complete and correct. Applications are thorough, appropriate, and accurate. Written, oral and/or visual communication is wellorganized and effective. 3 Descriptions of scientific terms, facts, concepts, principles, theories and methods are mostly complete and correct. Applications are mostly thorough, appropriate, and accurate Most of the written, oral and/or visual communication is wellorganized and effective. 2 Applications are somewhat, appropriate, and accurate. Some of the written, oral and/or visual communication is organized and effective. 1 Applications are minimally appropriate and accurate. Little of the written, oral and/or visual communication is organized and effective. 0 Descriptions of scientific terms, facts, concepts, principles, theories and methods are somewhat complete and correct. Descriptions of scientific terms, facts, concepts, principles, theories and methods are minimally present or correct All descriptions of scientific terms, facts, concepts, principles, theories and methods are missing and/or incorrect. All applications are missing and/or incorrect. All of the written, oral or visual communication is missing and/or lacks organization. Score Communication Unit Lesson Plan 2 Days required: 2 days; 90-minute blocks Description: The purpose of this lesson will be to introduce students to electromagnets. Students have already worked through the properties of magnets and how they work. They will be building on the knowledge they have over magnets and magnetic fields to investigate how electromagnets are made and what their importance is. After brief notes and discussion about electromagnets, students will work in small groups to explore electromagnets and making their own electromagnets. Student will be able to produce an electromagnet using a bar magnet and wire coil with other components. Tennessee State Standards Course Level Expectations GLE 0807.Inq.2 Use appropriate tools and techniques to gather, organize, analyze, and interpret data. GLE 0807.Inq.3 Synthesize information to determine cause and effect relationships between evidence and explanations. GLE 0807.9.2 Explain that matter had properties that are determined by the structure and arrangement of its atoms. GLE 0807.12.1 Investigate the relationship between magnetism and electricity. GLE 0807.12.2 Design an investigation to change the strength of an electromagnet. GLE 0807.12.3 Compare and contrast the earth’s magnetic field to that of a magnet and an electromagnet. Checks for Understanding 0807.Inq.2 Identify tools and techniques needed to gather, organize, analyze, and interpret data collected from a moderately complex scientific investigation. 0807.Inq.3 Use evidence from a dataset to determine cause and effect relationships that explain a phenomenon. 0807.9.2 Illustrate the particle arrangement and type of motion associated with different states of matter. 0807.12.1 Create a diagram to explain the relationship between electricity and magnetism. 0807.12.2 Produce an electromagnet using a bar magnet and a wire coil. 0807.12.3 Experiment with an electromagnet to determine how to vary its strength. 0807.12.4 Create a chart to distinguish among the earth’s magnetic field, and fields that surround a magnet and an electromagnet. State Performance Indicators SPI 0807.Inq.2 Select tools and procedures needed to conduct a moderately complex experiment. SPI 0807.Inq.3 Interpret and translate data into a table, graph, or diagram. SPI 0807.9.1 Recognize that all matter consists of atoms. SPI 0807.12.1 Recognize that electricity can be produced using a magnet and wire coil. SPI 0807.12.2 Describe the basic principles of an electromagnet. SPI 0807.12.3 Distinguish among the Earth’s magnetic field, a magnet, and the fields that surround a magnet and an electromagnet. Lesson Objectives A. Content Objectives 1. Students will describe the properties of electromagnets. 2. Students will produce an electromagnet using a bar magnet and wire coil. 3. Students will experiment with an electromagnet to determine how to vary its strength. B. Epistemic/Cognitive Objectives 1. Students will develop scientific inquiry skills by studying the relationship between electricity and magnetism. 2. Students will develop engineering process skills by designing investigative ways to change the strength of an electromagnet. D. Performance Objectives 1. Students will investigate and explain electromagnets. 2. Students will experiment with an electromagnet to determine how to vary its strength. 3. Students will distinguish among the Earth’s magnetic field, a magnet, and the fields that surround a magnet and an electromagnet. Vocabulary Electromagnet Solenoid Electromagnetism Electric Motor Materials Interactive Notebook SmartBoard and PowerPoint/Prezi for Notes and diagrams Pens, pencils Supplies for the lab activities- magnets, wire coils, nails, paperclips, 9V batteries, straws, motors-two sizes, bells Online materials HowStuffWorks Videos – “100 Greatest Discoveries: Physics” http://science.howstuffworks.com/5025-100-greatest-discoveries-physics-video.htm HowStuffWorks Videos – “Mythbusters: Electromagnetic Turkey” http://videos.howstuffworks.com/discovery/40183-mythbusters-electromagnetic-turkey-video.htm YouTube Videos – “Electromagnets-What is It?” https://www.youtube.com/watch?v=_ygmHnjNYNo Description of activities 1. In small groups, students will explore the properties of electromagnets. 2. With their groups, students will create electromagnets using batteries, nails, and wire coils. 3. Also within their groups, students will investigate different ways to make the electromagnet stronger or weaker with different types of batteries. 4. After investigating electromagnets, they will use that information to make a simple doorbell with a straw, bell, coil, battery, and paperclip. 5. Students will also work with motors of two different sizes. Engage In order to spark students’ interest in electromagnets, the teacher will have a website up for the students as they enter the room (http://www.classzone.com/books/ml_science_share/vis_sim/emm05_pg77_electromag/emm05_pg77_e lectromag.html). This is a short interactive page to explore how electricity and magnetism is related to help activate background to peak interest. They have a crane that is trying to lift three weights and after trying all three, the students can add more batteries to change the strength of the electromagnet. The students will then watch a short video (2-3 minutes) introducing strong and weak forces in the 100 Greatest Discoveries series produced by Bill Nye. Explore The teacher will then lead a short (10-15 minute) discussion that covers what the students think electromagnets are and why they are important to society. They will go through each step of the process to make an electromagnet. Students will wrap a wire coil about a nail. Then they will hook the ends of the coil to a AA battery while trying to pick up the paperclips supplied (6-10). The students will record the number of paperclips they were about to pick up. They will be able to redesign their electromagnet (more or less coils around the nail) and try again recorded the number of paperclips they could pick up the second time. The students will change the type of battery they use to a 9V, recording the difference in the amount of paperclips. The final time they will be able to again change the number of coil around the nail, do one more test and record their findings. Explanation Following completion of the lab activity, the teacher will guide a discussion in which students will be asked to share and compare their observations among their peers. Emphasis here will be placed on promoting an understanding that while electromagnets all work, that they can vary in strength. Students will then place the terminology and a description of electromagnets into their interactive notebooks. They will watch the Mythbusters short over the Electromagnetic Turkey and write in the notebooks about why they think the myth turned out the way it did (Busted or Confirmed and why??). Elaboration The following day, students will be taking the information over electromagnets and applying them to motors. The larger motor is attached to a wooden block and broken into pieces for student to be able to view the components of a simple motor. Once they investigate the larger motor, they will be given a small motor and a battery then asked to make it work. The idea is that the wires from the battery have to touch the right sequence of the terminals in the motors to get the electromagnetic to spin and cause the motor to work. Students will finish with their creation of an electromagnet in a form of a doorbell. They will be given a straw (cut to size), wire to coil, a large paperclip, battery, and two sizes of bells. Students have to make an electromagnet in which the paperclip will be pulled through the straw with the coil wrapped around and hit the bell causing it to ring. They will write/illustrate their conclusions into their notebooks. Evaluation Informal All students will be informally evaluated during class discussions and while they are working on their assignments. Students will each be expected to participate in the discussions, at the very least, by presenting their findings for the lab activities. While students are working in small groups, the teacher will circulate around the room in order to gauge student comprehension, evaluate their participation, and scaffold their learning, as necessary. Formal Students will hand in their Interactive Notebooks with the lab activities and writings. The students will have the writing assignments to assess their understanding of electromagnetism and what causes the motors to work. Students will have writing or illustrations for the doorbell lab from design and planning through the final product to assess their understanding of the concept in action. These assignments will serve as daily grades for the students, and will be handed back on the following day along with feedback. In addition, students’ understanding will also be tested on the unit exam, which will include questions requiring that students understand the properties of electromagnets, production of electromagnets and motors in action. Unit Lesson Plan 3 Days required: 2 days; 90-minute classes Description: The purpose of this lesson will be to help students understand the ability of magnets and electromagnets to generate electricity. Electricity is needed to sustain the lifestyle that humans are comfortable with and students need to recognize the importance of electricity production and usage. Students will be using the information they have learned about magnets and electromagnets to produce a hand generator in order to make electricity and light up a lightbulb. They will also be given the opportunity to make their ideas in electromagnetism, design a small hydroelectric generator from parameters that the teacher establishes, and collect data on the electricity generated from each model. Tennessee State Standards Course Level Expectations GLE 0807.Inq.3 Synthesize information to determine cause and effect relationships between evidence and explanations. GLE 0807.Inq.5 Communicate scientific understanding using descriptions, explanations, and models. GLE 0807.12.1 Investigate the relationship between magnetism and electricity. Checks for Understanding 0807.Inq.2 Identify tools and techniques needed to gather, organize, analyze, and interpret data collected from a moderately complex scientific investigation. 0807.Inq.3 Use evidence from a dataset to determine cause and effect relationships that explain a phenomenon. 0807.12.1 Create a diagram to explain the relationship between electricity and magnetism. 0807.12.2 Produce an electromagnet using a bar magnet and a wire coil. 0807.12.3 Experiment with an electromagnet to determine how to vary its strength. State Performance Indicators SPI 0807.Inq.2 Select tools and procedures needed to conduct a moderately complex experiment. SPI 0807.Inq.3 Interpret and translate data into a table, graph, or diagram. SPI 0807.12.1 Recognize that electricity can be produced using a magnet and wire coil. Lesson Objectives A. Content Objectives 1. Students will explain how a magnet can induce an electric current. 2. Students will explain how electromagnetic induction is used in a generator. 3. Students will compare step-up and step-down transformers. B. Epistemic/Cognitive Objectives 1. Students will develop scientific inquiry skills by studying the relationship between electricity and magnetism. 2. Students will develop engineering process skills by designing investigative ways to build a hydroelectric generator. D. Performance Objectives 1. Students will experiment with a hand generator to determine how it works. 2. Students will investigate induction of an electric current. 3. Students will design and build a small hydroelectric generator to produce electricity and measure the output. 4. Student will design and build wind turbine blade to produce electricity and measure the output. Vocabulary Electromagnetic induction Electric generator Transformer Materials Interactive Notebook SmartBoard and PowerPoint/Prezi for Notes and diagrams Pens, pencils Supplies for the lab activities- hand generators, light bulbs, different coil boxes, hydroelectric generator supplies (milk jug, wire coil, magnets, dowel rod, cork, spoons, dials-2), Wind Turbine Kits and blade challenge Online materials HowStuffWorks Videos – “Powering the Future: Electricity” http://videos.howstuffworks.com/discovery/41266-powering-the-future-electricity-video.htm HowStuffWorks Videos – “Powering the Furture: Wind” http://videos.howstuffworks.com/discovery/41266-powering-the-future-electricity-video.htm Description of activities 1. In small groups, students will experiment with a hand generator to determine how it works. 2. With their groups, students will create hydroelectric generators to produce electricity and measure the output. 3. Also within their groups, students will design and build wind turbine blade to produce electricity and measure the output. will investigate different ways to make the electromagnet stronger or weaker with different types of batteries. Engage As the students enter the classroom, the teacher will have placed a hand generator on each group’s table. Students will also get a light bulb and their job will be to see if they can hook their light bulb up and get the generator working in order to light the bulb up. They will be prompted to study the generator and record the steps they take in order to get the generator turning in order to produce electricity and light up the bulb. Students will get given the first part of the class to work on this project. Explore After the students have played with the hand generators and made their observations about how it works, they will be watching two short videos on Electricity Generation and Wind. They will then be given the materials to make an induced current to get an idea of the concept that electricity is generated from magnetism. Explanation Following completion of the lab activity, the teacher will guide a discussion in which students will be asked to share and compare their observations among their peers. Emphasis here will be placed on promoting an understanding of the production of electricity. Students will then place the vocabulary and notes into their interactive notebooks. They will discuss the video on wind power and brainstorm other ways to create electricity (solar, water, geothermal, etc). Elaboration The students will be given the task to create a hydroelectric generator and wind turbine blades. The hydroelectric generators will be out of the same materials with the same general content, but the design of the generator will be left up to the students to design and build. Students will be given several examples of small generators so they have ideas on the completed project. They will have to measure amount of electricity generated between all hydroelectric generators. After the hydroelectric project, students will be introduced to the wind turbine blade challenge. In their groups, they will have to plan, design and build 2-4 blades that will be attached to the wind turbine housing and tested. The electric current generated will be recorded and students will have the opportunity to tweak their design and retest. The process (notes, illustrations, designs) will be recording in the interactive notebooks. Evaluation Informal All students will be informally evaluated during class discussions and while they are working on their assignments. Students will each be expected to participate in the discussions, at the very least, by presenting their findings for the lab activities and the projects. While students are working in small groups, the teacher will circulate around the room in order to gauge student comprehension, evaluate their participation, and scaffold their learning, as necessary. Formal Students will hand in their Interactive Notebooks with the lab activities and writings. The students will have two projects that will be formally assessed. Students will have writing or illustrations for the hydroelectric generator and the wind turbines through the final product to assess their understanding of the concept in action. These assignments will serve as daily grades for the students, and will be handed back in a timely manner along with feedback. In addition, students’ understanding will also be tested on the unit exam, which will include questions requiring that students understand the generation of electricity from magnetism. Rubric for grading wind turbine project Criteria Investigate Create (90-100%) (75-89%) (60-74%) (0-60%) o o o o My team and I… My team and I… Summarized the challenge but without much detail. o Identified 1-2 relevant questions to research. o Gathered limited information using Power Notes from 1 source. o Described specifications & tests but these may be vague or not very logical. My team and I… o Completed at least 3 original, feasible (possible to build) designs, including drawings of the blade design as well as the whole turbine. o Included details like measurements, materials, number of blades, etc. in the design sketches. My team and I… o o My team and I… My team and I… o o o Summarized the challenge, including specific details. Gathered detailed background information using Power Notes format. Described 3 or more specifications that the wind turbine must meet, and described in detail how we would know if our design met each specification. Produced a plan including specific, logical steps for building each new turbine. o o Summarized the challenge. Gathered information using Power Notes. Described 3 or more specifications. Identified appropriate tests. Completed at least 2 designs with a high level of detail, or 3 designs without much detail. Produced a plan including steps for building each turbine. o Completed at least 2 designs, but they lack detail. The designs may not be feasible (possible to build). Produced some ideas for how we will build the turbines. My team and I… My team and I… My team and I… o o o My team and I… Used materials appropriately but faced some challenges in assembling a turbine quickly. o Noted changes made to our designs, but may not have explained why we made those changes. My team and I… o o o o o o o Attitudes 0 My team and I… o Evaluate 1-2 My team and I… o Plan 3-4 My team and I… o Design 5-6 Skillfully assembled each of our wind turbines, resulting in a turbine in a reasonable amount of time. Noted changes made to our designs during the building process, and explained why we made those changes. Tested each turbine in front of the fan, measuring the electrical output and observing the turbine’s motion. Compared how well each design met the design specs, chose the most successful design, and justified the choice. Suggested improvements to the most successful design. Reflected thoughtfully on our performance at each stage of the design cycle and suggested improvements. o o o Tested each turbine according to the design specifications. Chose the most successful design and provided some evidence. Suggested improvements to the design. Reflected on our performance at each stage of the design cycle. May not have always used materials appropriately. o May not have finished building the turbines we designed, due to challenges in building them. o May not have noted changes made to our designs. My team and I… o o Tested at least two turbines. Identified the most successful design but provided little or no evidence. Did not suggest improvements, or they are unclear. Made little effort to reflect meaningfully on our performance. My team and I… My team and I… My team and I… o o o o o o Worked safely & responsibly with the turbine materials, tools, and workspace. Valued the contributions of all team members. Cooperated to get the job done. Resolved conflicts through appropriate communication. o o o Almost always worked safely & responsibly with the materials, tools, and space. Usually listened and valued each others’ contributions. Usually cooperated. Resolved most conflicts independently, but needed some help from the teacher to get along. o o Needed multiple reminders to use materials, tools, and space responsibly and safely. Sometimes ignored or insulted other group members or their ideas. Needed a lot of teacher help to resolve conflicts. Had a lot of trouble cooperating. My team and I did not meet even very basic expectations for this section. My team and I did not meet even very basic expectations for this section. My team and I did not meet even very basic expectations for this section. My team and I did not meet even very basic expectations for this section. My team and I did not meet even very basic expectations for this section. My team and I did not meet even very basic expectations for this section. Adapted from Wind Turbine Challenge RubricEdCampNYC Rubric for grading hydroelectric generator project Criteria Investigate Create (90-100%) (75-89%) (60-74%) (0-60%) o o o o My team and I… My team and I… Summarized the challenge but without much detail. o Identified 1-2 relevant questions to research. o Gathered limited information using Power Notes from 1 source. o Described specifications & tests but these may be vague or not very logical. My team and I… o o o Summarized the challenge, including specific details. Gathered detailed background information using Power Notes format. Described 3 or more specifications that the wind turbine must meet, and described in detail how we would know if our design met each specification. Completed at least 3 original, feasible (possible to build) designs, including drawings of the generator and list of materials. o o Summarized the challenge. Gathered information using Power Notes. Described 3 or more specifications. Identified appropriate tests. Completed at least 2 designs with a high level of detail, or 3 designs without much detail. o Completed at least 2 designs, but they lack detail. The designs may not be feasible (possible to build). My team and I… My team and I… My team and I… o Produced a plan including specific, logical steps for building the hydroelectric generator. My team and I… o Produced a plan including steps for building the hydroelectric generator. My team and I… o o o o My team and I… Used materials appropriately but faced some challenges in assembling a hydroelectric generator quickly. o Noted changes made to our designs, but may not have explained why we made those changes. My team and I… o o o o o o Attitudes 0 My team and I… o Evaluate 1-2 My team and I… o Plan 3-4 My team and I… o Design 5-6 Skillfully assembled our hydroelectric generator. Noted changes made to our designs during the building process, and explained why we made those changes. Tested the hydroelectric generator measuring the electrical output and observing the motion. Compared how well each design met the design specs, chose the most successful design, and justified the choice. Suggested improvements to the most successful design. Reflected thoughtfully on our performance at each stage of the design cycle and suggested improvements. o o o Tested the hydroelectric generator according to the design specifications. Chose the most successful design and provided some evidence. Suggested improvements to the design. Reflected on our performance at each stage of the design cycle. Produced some ideas for how we will build the hydroelectric generator. My team and I… o o May not have always used materials appropriately. May not have finished building the hydroelectric generator, due to challenges. May not have noted changes made to our designs. My team and I… o o May or may not have been able to tested the hydroelectric generator due to challenges. Did not suggest improvements, or they are unclear. Made little effort to reflect meaningfully on our performance. My team and I… My team and I… My team and I… o o o o o o Worked safely & responsibly with the hydroelectric generato materials, tools, and workspace. Valued the contributions of all team members. Cooperated to get the job done. Resolved conflicts through appropriate communication. o o o Almost always worked safely & responsibly with the materials, tools, and space. Usually listened and valued each others’ contributions. Usually cooperated. Resolved most conflicts independently, but needed some help from the teacher to get along. o o Needed multiple reminders to use materials, tools, and space responsibly and safely. Sometimes ignored or insulted other group members or their ideas. Needed a lot of teacher help to resolve conflicts. Had a lot of trouble cooperating. My team and I did not meet even very basic expectations for this section. My team and I did not meet even very basic expectations for this section. My team and I did not meet even very basic expectations for this section. My team and I did not meet even very basic expectations for this section. My team and I did not meet even very basic expectations for this section. My team and I did not meet even very basic expectations for this section. Adapted from Wind Turbine Challenge RubricEdCampNYC