Download File - STEP in STEM

Instructional Design Template
Name of Project: Magnetic Propulsion Design
Subject/Course: AP Physics C – Electricity and Magnetism
Designer(s): Gregory Kulle
Duration: Seven 90 minute class
periods
Grade Level: 12
Design Expectations
Selected Project Standards
(TEKS/CCRS)
Texas Essential Knowledge and Skills (TEKS)
§112.39. Physics, Beginning with School Year 2010-2011
(5) Science concepts. The student knows the nature of forces in the physical world. The student is expected to:
(F) design, construct, and calculate in terms of current through, potential difference across, resistance of, and power used by electric circuit
elements connected in both series and parallel combinations;
(G) investigate and describe the relationship between electric and magnetic fields in applications such as generators, motors, and
transformers
http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112c.html
Texas College and Career Readiness Skills (CCRS)
VIII. Physics
I. Electromagnetism
7. Understand magnetic fields and their relationship to electricity.
8. Relate electricity and magnetism to everyday life.
http://www.txccrs.org/resources/for-teachers.htm
AP Physics C
III. Electricity and Magnetism
E. Electromagnetism
1. Electromagnetic induction (including Faraday's law and Lenz's law)
2. Inductance (including LR and LC circuits)
http://www.collegeboard.com/student/testing/ap/physics_c/topics.html#elect
Big ideas Addressed in Content - Knows the nature of forces in the physical world. - Understand magnetic fields and their relationship to
electricity.
Standards. The student will
understand:
1 Copyrighted June 2011, The 2121 Collective Inc.
Student expectations addressed - Design, construct, and calculate electric circuit elements. - Relate electricity and magnetism to everyday
life. - Describe the relationship between electric and magnetic fields
in content standards. The
student is expected to:
What key knowledge will students acquire as a result of this project? What key skills will students acquire as a result of this project?
Students will learn about electromagnetic induction, the uses of induced Students will be able to design and construct circuits involving induction
magnetic fields in everyday life, and how electrical systems are created of a magnetic field using electricity. Students will be able to
to induce and use magnetic fields.
conceptually and mathematically describe the relationship between
electricity and magnetism.
How will students demonstrate they have acquired this knowledge? How will students demonstrate they have acquired these skills?
Students will be able to describe the relationship between electricity and Students will design, construct and calculate the characteristics of a
magnetism, and how these principles are applied to everyday life.
circuit which uses an electric field to induce a magnetic field.
Guiding questions to frame the inquiry and lead students to understanding:
- How can electricity be used to induce a magnetic field for the purpose of propulsion? - What applications are there for magnetic propulsion in
everyday life? - What are the social impacts of magnetic propulsion?
Specific PBL Considerations
Students will use their knowledge of circuitry and magnetic induction to design and build a model of an electrically
Project Idea:
powered magnetic propulsion device.
Summary of the issue,
problem, or challenge
2 Copyrighted June 2011, The 2121 Collective Inc.
Launch Details
Students will attend physics day at Six Flags over
Texas. In addition to filling out a packet on the
mechanical physics of various rides at the park, the
students will be required to ride and describe the
propulsion and braking systems of the Mr. Freeze
rollercoaster which relies on electromagnetic
induction.
Entry Document Details:
Authentic Format (ex. RFP)
RFP from engineering company president.
STEM Connections
Students will work in collaborative engineering teams to design and
model circuits used for electromagnetic propulsion.
Specific references to standards (ill defined)
Relationship between magnetic fields and electric current.
Culminating Product Guidelines
Presentation to marketing team and president (teacher and other
students).
Entry Launch and
Document
Content Constraints
Students will need to design a system that relies entirely on
electromagnetic induction for propulsion and/or braking systems.
Time constraints
Students will only have 5 minutes for their entire presentation.
Material Constraints
Students will need to find a source for their own model and
presentation materials. They are encouraged to contact sources that
may be willing to donate circuitry materials.
3 Copyrighted June 2011, The 2121 Collective Inc.
Know/Need to Know
Activity
Facilitation Questions:
What is the principle of electromagnetic induction?
What practical uses does this principle currently have?
What other uses could it be applied to?
What kind of circuit components are needed to build the system?
Learning Experiences
Description:
Students will make a presentation to the class on their product proposal. This should include a visual presentation (power
point, prezzie, etc) as well as a physical three dimensional model. They will also turn in a paper documenting their
proposal.
Culminating
Product/Assessment
Essential Content
Questions
Connections to Standards:
Document, model and presentation should all illustrate the student’s understanding of electromagnetic induction, circuit
design, and the connection of electromagnetism to the everyday world.
How can electricity be used to induce a magnetic field?
What connections does electromagnetic induction have to everyday life?
Activity Sequence to Scaffold Content Development
4 Copyrighted June 2011, The 2121 Collective Inc.
Academic Purpose/Outcome
Activity/Workshop
Electromagnetic Induction Gizmo
Content Rubric/Checklist
 Define and describe electric and magnetic
Elements
fields.
N/A
 Understand that a changing magnetic field can
induce an electric field and cause current to
flow in a wire loop.
 Predict the direction of an induced electric
field and current by a moving magnet.
 Relate the voltage in a circuit to the rate of
change in magnetic flux (Faraday’s law of
electromagnetic induction).
Formative Assessment:
Content Elements
Determine direction and magnitude of force
vectors applied to charges by a magnetic field.
Identify the factors that affect the strength of a
magnetic field.
Strategies
The gizmo is followed by five multiple choice
check for understanding questions that the
students will answer to demonstrate
understanding. The teacher will check student
performance on these, but a grade will not be
attached.
Differentiation considerations:
This is a student-led activity, however students may have difficulty in visualizing what is happening in the simulation. Providing students with coils of wires and nine volt batteries to construct a basic
electromagnet, and iron filings to illustrate the field generated around the electromagnet is recommended.
Activity/Workshop
Electromagnets TI-Nspire
investigation
Academic Purpose/Outcome
 Describe the magnetic field around an
electromagnet.

Content Rubric/Checklist
Elements
Formative Assessment:
Content Elements
N/A
Identify the effect of coil number on the magnetic
field.
Relate the strength of a solenoid-type
electromagnet to the number of turns of wire
on the electromagnet.
Strategies
Students will take a short quiz on the calculator at
the end of the investigation.
Differentiation considerations:
This is a student-led activity, however students may have difficulty setting the equipment up correctly and knowing whether or not their data was collected correctly the teacher guide contains diagrams
which the teacher may find helpful to share with struggling students.
Activity/Workshop
Magnetic Induction Gizmo
Academic Purpose/Outcome
Content Rubric/Checklist
 Measure the direction and strength of a
Elements
magnetic field induced by a current in a wire. N/A
 Describe how Earth's magnetic field affects
the strength of an induced field.
 Describe how distance affects the strength of a
magnetic field.
 Explain how current affects the strength of a
magnetic field.
 Derive an equation for the strength of the
magnetic field based on the current and
distance.
5 Copyrighted June 2011, The 2121 Collective Inc.
Formative Assessment:
Content Elements
Calculation of field strength.
Application of right-hand rule.
Strategies
The gizmo is followed by five multiple choice
check for understanding questions that the
students will answer to demonstrate
understanding. The teacher will check student
performance on these, but a grade will not be
attached.
Differentiation considerations:
This is a student-led activity, however students may have difficulty in visualizing what is happening in the simulation. Having actual physical compasses, wires and batteries on hand so students can
replicate in real-life what they are seeing in the simulation could be helpful.
Activity/Workshop
Electromagnetism TI-Nspire
investigation
Academic Purpose/Outcome
 Describe the operation of AC and DC
generators in terms of magnetic fields and
induced emf and currents.
Content Rubric/Checklist
Elements
Formative Assessment:
Content Elements
N/A
Calculate and describe induced emf.
Strategies
Students will take a short quiz on the calculator at
the end of the investigation.
Differentiation considerations:
This is a teacher-led activity, with the key concepts outlined in the teacher guide. Most of these concepts will need to be presented to the students by the instructor either verbally or a presentation like a
power point.
Activity/Workshop
Inductive Braking Pendulum Lab
Academic Purpose/Outcome
 Understand that a magentic will induce a
magnetic field in a metal loop which is
opposite in direction to the original field.
 Describe Len’s law.
 Describe uses of this opposing force in
everyday life.
Content Rubric/Checklist
Elements
 The student designed apparatus works to
significantly dampen the pendulum
oscillation.
 The student is able to describe how a
magnetic field is being induced in the metal
washer.
Formative Assessment:
Content Elements
Correct description of field induction and Len’s
law.
Strategies
The instructor should constantly interact with the
students throughout the investigation and evaluate
comprehension at every step.
 The student can correctly apply Lens’s law to
lab observations.
 The student can identify an everyday
application of this principle.
Differentiation considerations:
This is a student-led inquiry based lab investigation. Students should be provided materials and allowed to set up the system on their own, though struggling groups may need extra guidance or a demo.
Continue here if additional activities/experiences will be used:
Students will observe the effects of a magnetic field on a beam of electrons using a Helmholtz coil, and will further investigate electromagnetic induction using PHET simulations.
Other Planning Considerations
6 Copyrighted June 2011, The 2121 Collective Inc.
Resources
Gizmo simulations – www.explorelearning.com
PHET simulations – http://phet.colorado.edu/en/simulations/category/new
Texas instruments physics activities – http://education.ti.com/calculators/downloads/US/
Build a simple electric generator: http://www.amasci.com/amateur/coilgen.html
Electromagnetic induction: http://www.allaboutcircuits.com/vol_1/chpt_14/5.html
http://www.ndt-ed.org/EducationResources/HighSchool/Electricity/electromagnetism.htm
Support for Helmholtz coil and video provided on website from Dr. Mary Urquhart of The University of Texas at Dallas. Idea for inductive
braking pendulum lab from Dr. Wiley Kirk of The University of Texas at Dallas.
Project materials and blog for this project will be provided through district supported Moodle website at:
http://moodleweb2.lisd.net/schoolweb/course/view.php?id=1558
Other
Activities listed above will be presented to students a single activity per day. The remainder of class time per class will be devoted to project time
that students can use as they see fit.
7 Copyrighted June 2011, The 2121 Collective Inc.