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 Attached
Scientific Writing Rubric 11
Unit Lesson Plan 2 12
Lesson Objectives 13
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-field-video.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-mind-magnets-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-to-blow-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-magnetic-field-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.