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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