Forces and Magnets - Massachusetts College of Liberal ArtsForces and Magnets Physical Science/Grade...

TheEvolutionoftheT2LScienceCurriculumOverthelastfouryears,theTeachtoLearnprogramcreated20NGSS-alignedscienceunitsingradesK-5duringoursummersessions.Truetoourplan,wepilotedtheunitsinNorthAdamsPublicSchools,andaskedandreceivedfeedbackfromoursciencefellowsandourparticipatingteachers.Thisfeedbackservedasastartingpointforourrevisionsoftheunits.Duringyear2(Summerof2015),werevisedunitsfromyear1(Summer/Fall2014)andcreatednewunitstopilot.Inyear3,werevisedunitsfromyears1and2andcreatednewunitsofcurricula,usingthesamemodelforyear4.Ourunderstandingofhowtocreaterichandrobustsciencecurriculumgrew,sobythesummerof2018,ourfinalsummerofcurriculumdevelopment,wehadcreatedfiveexemplarunitsandestablishedanexemplarunittemplatewhichisavailableintheT2LToolkit.Wemadeaconcertedefforttoupgradealltheexistingunitswithexemplarcomponents.Wewereabletodomuch,butnotall.So,asyouexploredifferentunits,youwillnoticethatsomecontainallelementsofourexemplarunits,whileotherscontainonlysome.Thefullyrealizedexemplarunitsarenotedonthecoverpage.Wedidreviseall20unitsandbroughtthemtoabaselineof“exemplar”byincludingtheLessons-At-A-GlanceandScienceTalkelements.

T2LCurriculumUnit

Grade3 Forces

andMagnets

ForcesandMagnets

PhysicalScience/Grade3

Studentswilllearnabouthowforcesaffecttheworldaroundthem.Theywillalsolearnaboutthelawsofphysics,invisibleforces,andhowforcescanbebalanced.StudentswillusetheirknowledgeaboutforcesandthelawsofphysicstounderstandhowmagnetsandtheEarth’smagneticfieldfunction. AuthorsLoriParrino,Grade3Teacher,ColegroveParkElementarySchool DiegoGonzalez,ComputerScienceMajor,WilliamsCollege LindsayOsterhoudt,ScienceCoordinator,NorthAdamsPublicSchools

MajorRevisions,Summer2018StephanieNguyen,ElementaryEducationandInterdisciplinaryStudies,MCLAMatthewRoychowdhury,Physicsmajor,WilliamsCollege

ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedastheunitispilotedandfeedbackreceived. Page 2 of 67

License/CopyrightInformationThiscurriculumunitislicensedundertheCreativeCommonsAttribution-NonCommercial-ShareAlike3.0).(CCBY-NC-SA3.0)

Pleaseseethefulltextofthislicense(http://creativecommons.org/licenses/by-nc-sa/3.0/)toviewallrightsandrestrictionsassociatedwithit.ThisunitwasdevelopedwithfundingfromtheNationalScienceFoundationDOE-IUSEAwardNo.1432591.Thisunitisdownloadableathttp://mcla.edu/teach-to-learnUnderthislicense,youarefree:toShare—tocopy,distributeandtransmittheworktoRemix—toadapttheworkandincorporateitintoyourownpracticeUnderthefollowingconditions:Attribution—Youmustattributetheworkinthemannerspecifiedas“TeachtoLearnAttribution”below.Youcannotattributetheworkinanymannerthatsuggeststheprogramorstaffendorsesyouoryouruseofthework.Noncommercial—Youmaynotusethisworkforcommercialpurposes.ShareAlike—Ifyoualter,transform,orbuilduponthiswork,youmaydistributetheresultingworkonlyunderthesameCreativeCommonsAttribution-NonCommercial-ShareAlike3.0license(CCBY-NC-SA3.0).TeachtoLearn’sAttribution:©2018TeachtoLearn.Allrightsreserved.Translations:Ifyoucreatetranslatedversionsofthismaterial(incompliancewiththislicense),pleasenotifyprincipalinvestigator,NickStroudatn.stroud@mcla.edu.Theprojectmaychoosetodistributeand/orlinktosuchtranslatedversions(eitherasis,orasfurthermodifiedbyTeachtoLearn).

TableofContents

OverviewUnitPlan......................................................................................................................................................................................................................4LessonsataGlance.................................................................................................................................................................................................9LessonFeatureKey.................................................................................................................................................................................................11TieredVocabularyList...........................................................................................................................................................................................12ScienceContentBackground..............................................................................................................................................................................13LessonPlansLesson1:IntroductiontoMagnets...................................................................................................................................................................19Lesson2:InvestigatingForcesandMotion..................................................................................................................................................24Lesson3:PoletoPole.............................................................................................................................................................................................30Lesson4:BalancedandUnbalancedForce...................................................................................................................................................36Lesson5:MagneticApplications.......................................................................................................................................................................45Lesson6:UnseenForces.......................................................................................................................................................................................49Lesson7:MagneticEngineers............................................................................................................................................................................58UnitResourcesScienceTalkandOracyinT2L............................................................................................................................................................................63ListofUnitResources............................................................................................................................................................................................65

UnitPlan

Stage1DesiredResults

• 3-PS2-3.Investigatetodeterminethenatureoftheforcesbetweentwomagnetsbasedontheirorientationsanddistancerelativetoeachother.ClarificationStatement:Focusshouldbeonforcesproducedbymagneticobjectsthatareeasilymanipulated.

• 3-PS2-1.Provideevidencetoexplaintheeffectofmultipleforces,includingfriction,onanobject.Includebalancedforcesthatdonotchangethemotionoftheobjectandunbalancedforcesthatdochangethemotionoftheobject.[ClarificationStatements:Descriptionsofforcemagnitudeshouldbequalitativeandrelative.Forceduetogravityisappropriatebutonlyasaforcethatpullsobjectsdown.StateAssessmentBoundaries:Quantitativeforcemagnitudeisnotexpectedinstateassessment.Stateassessmentwillbelimitedtoonevariableatatime:number,size,ordirectionofforces.]

• Meaning UNDERSTANDINGS

Studentswillunderstandthat… • Eachforceactsononeparticularobject

andhasbothstrengthanddirection.Anobjectatresttypicallyhasmultipleforcesactingonit,buttheyequaltozeronetforceontheobject.Forcesthatdonotsumuptozerocancausechangesintheobject’sspeedordirectionofmotion.(Boundary:Qualitativeandconceptual,butnotquantitativeadditionofforcesareusedatthislevel.)

• Thepatternsofanobject’smotionin

varioussituationscanbeobservedandmeasured;whenthatpastmotionexhibitsaregularpattern,futuremotioncanbepredictedfromit

• Objectsincontactexertforcesoneach

other.Electricandmagneticforcesbetweenobjectsdonotrequirethattheobjectsbeincontact.Thesizeofthe

ESSENTIALQUESTIONS • Howdoforcesaffectthe

worldaroundus?• Howdomagnetsandtheir

propertiesinfluenceeverydaylife?

• 3.3-5-ETS1-2.Generateseveralpossiblesolutionstoagivendesignproblem.Compareeachsolutionbasedonhowwelleachislikelytomeetthecriteriaandconstraintsofthedesignproblem.[ClarificationStatement:Examplesofdesignproblemscanincludeadaptingaswitchonatoyforchildrenwhohaveamotorcoordinationdisability,designingawaytoclearorcollectdebrisortrashfromastormdrain,orcreatingsafemoveableplaygroundequipmentforanewrecessgame.]

• 3-PS2-3.Conductaninvestigationtodeterminethenatureoftheforcesbetweentwomagnetsbasedontheirorientationsanddistancerelativetoeachother.

• 2006-PS-9Recognizethatmagnetshavepolesthatrepelandattracteachother.

• 3-PS2-4Defineasimpledesignproblemthatcanbesolvedbyapplyingscientificideasaboutmagnets.(Clarificationstatement:Examplescouldincludeconstructingalatchtokeepadoorshutandcreatingadeviceto

forceineachsituationdependonthepropertiesoftheobjectsandtheirdistancesapart

• Magnetshavecertaincharacteristicsandattractspecifictypesofmetals

• Magnetscanbeusedtosolvedesignproblems

• Magnetshavepolesthatattractandrepel• Magnetswillworkthroughnon-magnetic

surfaces• Amagnetwillattractsomeobjectsand

materialsandtherearesomeobjectsandmaterialsthatamagnetwillnotattract

StudentLearningTargets Studentswillbeableto Correctlypredictwhetherornotanobjectismagnetic.Categorizeobjectsbywhetherornottheyaremagnetic.Indicatewhetherornotanobjectwillmove.Answerquestionstodemonstrateunderstanding.Labelthenorthandsouthpolesofamagnet.Predictwhetherornottwopoleswillattractorrepeleachother.Predictthedirectionanobjectwillmovebasedonthestrengthanddirectionoftheforceonanobject.

keeptwomovingobjectsfromtouchingeachother.)

Determinethestrengthofamagnetbasedonthenumberofpaperclipsthemagnetheld.Explainhowamagnetworksthroughanon-magneticsurface.Predictwhetherornotanobjectwillstopduetofriction.Demonstratethatthehigheranobjectisplacedonarampthefasteritwillbeonceitcomesofftheramp.Createadesigntofixaneverydayproblemusingmagnetsandmaterialssupplied.

Stage2–Evidence

EvaluativeCriteria AssessmentEvidencePre-unitAssessment(ifany)

1. Theendoftheyearsciencetest.2. Individuallessonworksheets3. ShowWhatYouKnow!ManylessonscontainMCASstylemultiplechoiceand

openresponsequestionstoassessstudentunderstandingoftheconceptspresentedinthelesson.Theclassroomteachershouldadministerthequestionssometimeafterthecompletionofthelesson.Theresultscanbeusedtoplanadditionallessonsonconceptsthatstudentsneedhelpmastering.

Stage3–LearningPlan

3.R.1.Askandanswerquestionstodemonstrateunderstandingofatext,referringexplicitlytothetextasthebasisfortheanswers.PreK-PS2-1(MA).Usingevidence,discussingideasaboutwhatmakessomethingmovethewayitdoesandhowsomemovementscanbecontrolled.

PreK-PS2-2(MA).Developawarenessofthefactorsthatinfluencewhetherthingsstandorfall.ClarificationStatement:Examplesoffactorsinchildren’sconstructionplayincludeusingabroadfoundationwhenbuilding,consideringthestrengthofmaterials,andusingbalancedweightdistributioninablockbuilding.

K-PS2-1.Comparetheimpactsofdifferentstrengthsanddirectionsofpushesandpullsonthemotionofanobject.ClarificationStatements:Examplesofpushesorpullscouldincludeastringattachedtoanobjectbeingpulled,apersonpushinganobject,apersonstoppingarollingball,andtwoobjectscollidingandpushingoneachother.Non-contactpushesorpullssuchasthoseproducedbymagnetsarenotexpected. LessonOverviewLesson1-Studentswilldiscussmagnets,whattheyare,andwherethey’veseenthem.Theywillthendotwoactivities;firstexploringwhichobjectsaroundthemaremagneticandwhicharen’tmagnetic.Then,theywillpredictandtestthemagneticnatureofobjects.Lesson2-Studentswillinvestigatethatobjectsatreststayatrestunlessacteduponbyanoutsideforce.Studentswillwatchavideoregardingforcesandmotion.Then,theywillbrainstormdifferentwaystomoveanobject.Afterwards,thestudentswilllearn(throughexamples)thatinordertoalterthespeedofanobject,youmustapplyforcetothatobject.Studentswillpracticetheirengineeringanddesignskillsastheytesttheirairplanes.

Lesson3-Studentswillexperimentwithavarietyofmagnetsandexplorethepropertiesofthenorthandsouthpoles.Theywillhavetheopportunitytomanipulatemagnetsanddiscusshow“like”polesrepeland“different”polesattractoneanother.Thestudentswillextendthesepropertiestotheconceptofacompass.Theywillmanipulateamagnetandcompass.Theywillseethatthecompassworksbymagneticforcesandthattheintroductionofamagnetwillattractthecompass’needle.Lesson4-Studentswilllearnaboutbalanceandobservevariousdemonstrationsshowingthemhowforcesactonanobject.Studentswillthenparticipateinanactivityusingpingpongballsandstrawswheretheywilllearnhowforcesinteract.Finally,studentswillmakemobilestofurthertheirunderstandingofbalance.

Lesson5-Studentswillworkwithpaperclipsandmagnetstodeterminethestrengthofvariousmagnets.Lesson6-Studentswilllearnaboutfrictionandwillexperimentwithdifferentmaterialstoseehowmuchfrictiontheycanproduce.Thestudentswillalsolearnaboutgravityandairpressureandhowitkeepsplanesafloat.Lesson7-Studentstakeontheroleofengineers.Theywillbegivenaneverydayproblemtosolveusingmagnetsandavarietyofcraftmaterials.Studentswillreflectontheirknowledgeofmagnetsandwillworkingroupstoanalyzetheproblem.Then,theywilldiscussthedesignofagadgettosolvetheproblemaftermuchtestingandrevising.AdaptedfromMassachusettsDepartmentofElementaryandSecondaryEducation’sModelCurriculumUnitTemplate.OriginallybasedonUnderstandingbyDesign2.0©2011GrantWigginsandJayMcTighe.UsedwithPermissionJuly2012

LessonsataGlanceKey

Independentonlinestudentresearch

Techintegration YouTubevideo(orothervideosite)

Kinestheticlearning Outdooreducation Labwork

Lesson CoreActivities Extensions AspectsofLesson

1.IntroductiontoMagnets

• Magnetscavengerhunt• Magnetdiscoverybasket

2.InvestigatingForcesandMotion

• Doobjectsstopandstartmovingontheirown?

• BillNyevideo• Scooterthink-pair-share• Paperairplaneactivity

• “FamousScientists–IsaacNewton”reading

3.PoletoPole • Guidedmagnetexploration• Freemagnetexploration• Compassexploration

• Virtualcompass

4.BalancedandUnbalancedForces

• RopePulling• ForceDiagrams• Ping-pongballactivity• MobileMaking

• Ping-pongmaze

5.MagneticApplications • MagnetPlateCar• Testingmagneticstrength

• Temporarymagnets

6.UnseenForces • FrictionInvestigation

• AirResistanceInvestigation• RampLab• AirplaneReview

• BillNyeflightvideo

7.MagneticEngineers • Paperclipcontraptiondemo• Engineerscreatinggadgets

LessonFeatureKey

Lessonsinthisunitincludeseveralfeaturestohelpinstructors.Thiskeyisaquickguidetohelpidentifyandunderstandthemostimportantfeatures.

Talkscienceicon:Lookforthisicontoletyouknowwhentousesomeofthetalksciencestrategies(foundintheunitresourcesofthisunit).

Anchorphenomenonicon:Indicatesatimewhenananchoringscientificphenomenonisintroducedorwhenanactivityconnectsbacktothisimportantidea.

TextFormatting:

[SP#:….]Anytimeyouseeasetofbracketslikethis,itindicatesthatstudentsshouldbeengagedinaspecificscienceorengineeringpractice.

Underlinedtextinthelesson:

Thisformattingindicatesimportantconnectionsbacktothecentralscientificconceptsandisusefultonotetheseconnectionsasaninstructor,aswellasforstudents.

Callouts

TeachingTip

Inthesecall-outboxes,you’llfindtipsforteachingstrategiesorbackgroundinformationonthetopic.

StudentThinkingAlert

Lookoutforcommonstudentanswers,waysinwhichstudentsmaythinkaboutaphenomenon,ortypicalmisconceptions.

TieredVocabularyList

Tier1 Tier2 Tier3PushPull

MagnetMetal

NonmetalProblem

ForceTrial

ResearchSpeedDiagramBalance

ExperimentLawsofphysics

AttractRepelNorthEastWestSouthPole

StrengthCreateEngineerPractical

ScaleForcecomponentsNewton(unit)

FrictionGravity

AirresistanceMagneticFieldMagnetismDesignGadget

ContraptionCollaborateAerodynamics

ThrustLiftDrag

ScienceContentBackground Pleasereadthroughtheexplanationprovidedoverthenextfewpagesandjotdownanyquestionsoruncertainties.Consultinternetresourcestoansweryourquestions,askcolleagues,andworktogetherasateamtogrowyourownunderstandingofthesciencecontentandthecentralphenomenainthisunit.Thisknowledgewillprimeyoutobetterlistenandrespondtostudentideasinproductiveways.Pleasefeelfreetorevisitthisexplanationthroughouttheunittoreviseandimproveyourownunderstandingofthesciencecontent.

EssentialQuestions: Howdoforcesaffecttheworldaroundus?Forcesarecrucialtothefunctioningofeverypartoftheuniverse,andcanbethoughtofasan“push”or“pull.”Withoutforcesthespeedanddirectionoftravelofobjectswouldneverchange,andthetemperatureofmatterwouldneverchange.Forcescan,anddo,changeallthesevariablesandaffectwhereobjectsendupandhowtheyform;fromthebuoyancyofaleaffloatingonapondtothegrowthandsteadydeclineofmountainranges.Howdomagnetsandtheirpropertiesinfluenceeverydaylife?Magnetsinfluenceoureverydaylifebothinnatureandinhuman-madetools.TheEarth’smagneticfieldhelpsusnavigateviacompassandcreatesthenorthernandsouthernlights;humansusemagnetstoattractmagneticobjectsandgenerateelectricity.

AnchoringPhenomena:Inthisunitweusetheconceptofengineeringanddesigntoconnectthefollowinglessonsandtheconceptsofforcesandmagnetism.Studentsareencouragedtousetheirunderstandingofforcesandmagnetismtocomeupwithinnovativewaystobuildpaperairplanesandusemagnets.

KeyScienceIdeas:

1. Newton’sFirstLaw:a. Objectswillalwayshavethesamespeed(evenifthatspeediszero)andtravelinthesame

directionunlessacteduponbyaforce.b. Aforceisapushorpull;thispushandpullcanbecausednotonlybyphysicalcollisions

(whentwoobjectshiteachother),butalsobyspecialtypesofattractionsandrepulsionssuchmagnetic,electric,chemical,andgravitationalforces.

2. Forcescancombineorcanceleachotherout:a. Aforcechangesanobject’sspeedand/orthedirectionoftheobject’spath.Theobject’stravelpathchanges

directionbasedonthedirectionoftheforce.b. Thelargertheforcethelargerthechangeinspeedand/ordirectionanobjectexperiences.c. Whentwoormoreforcesactuponthesameobjectfromthesamedirection,theycombinetogetherandactlike

onelargeforce;whentwoormoreforcesactuponthesameobjectfromoppositedirections,theysubtractfromeachotherandmaycanceleachotherout.

d. Everyforcecanbelookedatasthecombinationoftwo,smallerforcesthatareatrightanglestoeachother.3. Newton’sThirdLaw:

a. Everytimeanobjectappliesaforceonanotherobject,anequallylargeforceisappliedonthefirstobjectintheoppositedirection.

4. Friction:a. Frictionisaforcethatopposesmotion.b. Frictioniscausedbytheresistanceofbumpsonthesurfaceanobjecttoucheswhileitmoves.Therougherand

bumpierthesurface,thestrongertheforceoffriction.

5. Gravity:a. Gravityisaforcethatpullsanytwoobjectswithmasstowardseachother.Forexample,gravitypullsobjects

downtowardstheEarth,andthatobjectalsopullsuptheEarth.

b. Largerobjectsexperiencestrongerforcesofgravityandthereforefeelheavier.Weightissimplyameasureofthegravitationalpullonanobject,andcanchange(e.g.,yourweightisdifferentontheMoonthanonthesurfaceoftheEarth).

6. Magnetisma. Magneticforceisaspecialtypeofforcethatactsoncertaintypesofmaterials,suchasmetals

likeiron,nickel,andcobalt.Magneticforcescanpushandpullanobject.b. Magneticfieldsexertmagneticforcesonobjects.Whenanobjectisclosetothecenterofamagneticfield,itfeels

astrongmagneticforce;whenitisfarawayfromamagneticfield,itexperiencesaweakermagneticforce.c. Everymagneticfieldhastwopoles:anorthpoleandasouthpole.Oppositepolesattractandidenticalpoles

repel.d. Amagnetisanobjectthathasamagneticfield,andthereforeproducesmagneticforces.e. Somemagnetsarepermanent,meaningtheyalwayshaveamagneticfield,andothersaretemporary,meaning

theyonlybecomemagnetswhentheyarenearothermagnetsoraremagnetizedforashorttime.Explanation:Newton’sFirstLawstatesthatanobjectatrestwillalwaysstayatrestandanobjectinmotionwillalwaysstayinmotionunlessactedonbyanunbalancedforce.Thismeansthatallobjectswilltravelatthesamespeedandinthesamedirectionindefinitelyunlesstheyexperienceaforce.Therefore,wheneveranobjectspeedsupithasexperiencedaforce,wheneveramovingobjectsslowsdownithasexperiencedaforce,andwheneveranobjectchangesdirectionithasexperiencedaforce.Forcesdon’tmoveobjects;theyonlychangehowtheymove.

Everyforcehasadirection,andthelargertheforce,themorequicklyitchangesthespeedand/ordirectionoftheobjectitactson.Forcescomeinunitscallednewtons,justliketimecomesinunitsofhours.Anewtonisdefinedastheamountofforceneededtospeeduponekilogramofmasssothatitsspeedincreasesby1meter/seceverysecondthattheforceisapplied.Whenmorethanoneforceaffectsthesameobject,theycancombinetogether.Iftwoforcespointinginthesamedirectionareappliedtogether,theyactlikeonelargeforceontheobject.That’swhytwoormorepeoplepushingacar(oranythingelse)speeditupfasterthanonepersonpushingitalone.Forcescanalsosubtractfromeachother.Iftwoforcesactontheobjectfromoppositedirections,theysubtractfromeachotherandtheobjectspeedsupmoreslowlyinthedirectionofthegreater

force;ifbothforcesareequalinsizeandoppositeindirection,theyactuallycanceleachotheroutandtheobjectactsasiftherearen’tanyforcesonitatall(itkeepsitsoriginalspeed,evenifthatspeedwaszero).

Whenanobjectisaffectedbytwoforcesthatareatrightanglestoeachother,thetwoforcescombineintoonelargerforcethatpointsatananglediagonallyinbetweenthetwooriginalforces(seethelowerrightimageinthefigurebelow).Soiftworight-angle(perpendicular)forcesareinterchangeablewithonelarger,diagonalforce,itfollowsthatanyforceisinterchangeablewithtwosmaller,perpendicularforces.Inotherwords,justastwoperpendicularforcescombinetoformalargerforce,forcescanbe“brokenup”intolittleperpendicularforces(thishappenstoForce1intheupperrightpartoftheimageontheleft).Theseperpendicularforcesarecalledthecomponentsoftheforce.Thiscomesinhandywhenaninvestigatoristryingtofigureouthowseveralforces,includingdiagonalforces,willcombinetogether.Intheimagesontheleft,fourdifferentcombinationsofforcesactupontheyellowobject,buttheeffectofeachcomboontheobjectisexactlythesame.Rearrangingtheforcesintheupperleftimagesothattheylookliketheforcesinthelowerleftimagecanhelpaninvestigatorfigureoutwhattheircombinedforceisgoingtolooklike(thecombinedforceisthewhitearrowinthelowerrightimage).

Theconceptofresistingforcesisoftendifficultforstudentstounderstand.Everytimeanobjectexertsaforceonanotherobject,itundergoesanequallylargeforcepointingintheoppositedirection.Forexample,whenaplayerkicksasoccerball,theplayerappliesaforcetotheballandtheballappliesanequallylargeforceontheplayer.Theforcethatplayerreceivesfromtheballexplainswhyitsometimeshurtstokickaball,orwhyabowlingballrollsmoreslowlyafterithasstuckapin.Thetwoopposingforcesarenotbothappliedtothesoccerball.These“equalandopposite”forcesarecallednormalforces,andcancomefromsoccerballs,air,andtheground;anythingthatispushedorpulledappliesanormalforceagainstthethingpushingandpullingonit.Thisiswhyamotorboatmovesforwardbypushingwaterbackwardswithitsengines,orarocketpropelsitselfforwardbypushingfuelbackwards.Boththesemachinesarespedupbythenormalforceofthewaterorfuel.Sometimesthetwoopposingforcesarehardertosee.Whenapersonstandsontheground,theyarepusheddownbytheforceofgravity.Theyapplytheforceoftheirweightontheground,andthegroundappliesanequalforcebackonthem.Thepersonisheldinplacebythepullofgravityandthegrounddoesnotmoveduetoitssolidnature,buttheopposingforcesthetwoobjectsapplytoeachotherarestillthere.

Normalforcealsohelpsexplainthephenomenaoffrictionandairresistance.Prettymucheverysurface,nomatterhowsmoothitseems,iscoveredinbumpsandpiecesofdebris.Whenanobjectslidesacrossthatsurface,itrunsintothebumps,pushesthemoutoftheway,andpullsaroundthedebris.Inotherwords,theobjectisapplyingforcetothesurface.Thesurfacethereforeappliesanequalandoppositeforceontheobjectandslowsitdown.Thisnormalforceiswhatwecallfriction.Rollingobjectsdon’tapplyasmuchforcetothesurfaceasslidingobjectsdo,sotheytravelabitfurtherbeforecomingtoastop.Thisexplanationalsoexplainswhyobjectswithbumpiersurfacesexertmorefriction.Theforcethatairappliesonmovingobjects,calledairresistance,worksinaverysimilarway;insteadofsmoothingoutbumps,however,theobjectforcesairmoleculesoutofitsway.

Thisunitdoesnotrequirethatstudentsknowanythingmoreaboutmagnetsthanwhatisoutlinedinthekeyscienceideasabove.Butstudentsareboundtohavemorequestionsaboutmagnets,anditwillbehelpfultotheteachertoknowtheanswerstothosequestionsbeforedecidinghowintodepththeywanttogowiththeirexplanations.Belowareanswerstotwocommonlyaskedquestions.Theseanswersaremeanttoprovideafullunderstandingtotheteacher,butnotnecessarilytobeeasilygraspedbythestudent.

Whydosomeobjectssticktomagnetsandothersdon’t?Electronsarethetinyparticlesthatmakeupelectriccurrents,andtheyalsoexistineverymaterialontheplanet.Eachelectronspinsonitsaxis(liketheEarth),andthatspinningcreatesatinymagneticfield,turningtheelectronintoanincrediblysmallmagnet.Whenanelectronspinsclockwise,itsnorthpolepointsinonedirection(let’scallit“up”)anditssouthpolepointsintheother(“down”);ifitspinscounterclockwiseinstead,thenorthpolepointsdownandthesouthpolepointsup.Mostmaterials,includingsomemetalslikecopperandaluminum,havethesameamountofelectronsspinningclockwiseastheyhavespinningcounterclockwise.Therefore,themagneticforcescanceleachotheroutandtheobjectcan’tcreateorbeaffectedbyamagneticfield.Butmetalslikeiron,cobalt,andnickelhavemoreelectronsspinningonedirectionthantheydotheother,sothecombinedmagneticforcesofalltheirelectronscanadduptoamagneticfield.

Force of gravity

Normal force from ground

Ground

The person feels...

Person’s weight pushing And the ground

feels...

Equal and opposite forces

Whyaren’tthemetalsthatsticktomagnetsalwaysmagnetic?Evenifmostofametal’selectronsareallspinningoneway,thatdoesn’tmeanthatitselectron-magnetsareallpointedinthesamedirection!Inmostpiecesofmagneticmetal,eachtinymagnetispointedinadifferentdirectionandalltheforcescancelout.Butwhenthemetalisbroughtnearastrongmagnet,everyoneoftheelectron-magnetsstartspointingthesamedirection,andtheirforcesaddtogethertoturnthepieceofmetalintoonebigmagnet.Electronsnaturallymovearoundinsidethemetalthough,sooncethefirstmagnetgoesaway,themetal’selectronsgobacktopointingineverydirection;thisiswhyapaperclipismagneticonlyaslongasitisnearanothermagnet.Permanentmagnetscontainspecialstructuressothattheelectronsarealltrappedpointinginthesamedirectionandcan’tmove;therefore,theystaymagneticevenwithoutanothermagnetaround.Evenapermanentmagnetwillstophavingamagneticfield,however,ifthemagnetishammeredorheatedsothatitselectronsarejostledaroundagain.

Lesson1:IntroductiontoMagnetsBACKGROUND

OverviewoftheLesson Studentswilldiscussmagnets,whattheyare,andwherethey’veseenthem.Theywillthendotwoactivities;firstexploringwhichobjectsaroundthemaremagneticandwhicharen’tmagnetic.Then,theywillpredictandtestthemagneticnatureofobjects.FocusStandard3-PS2-3.Conductaninvestigationtodeterminethenatureoftheforcesbetweentwomagnetsbasedontheirorientationsanddistancerelativetoeachother.ClarificationStatement:Focusshouldbeonforcesproducedbymagneticobjectsthatareeasilymanipulated.LearningTargetsIcancorrectlypredictwhetherornotanobjectismagneticIcancategorizeobjectsbywhetherornottheyaremagneticAssessmentHavestudentscompletethetwoprovidedworksheets. WIDALanguageObjectivesDependentontheneedsofyourELLstudents

KeyVocabulary Tier1:Magnet,metal,nonmetal

RESOURCESANDMATERIALSQuantity Item Source

1 Largedemonstrationmagnet Bin1perstudent Handheldbarmagnets Bin1pergroup Plastictray Bin1ofeachpergroup Paperclips,woodblock,paper,plastictoy,pennies/coins,jarof

ironfilings,pipecleaners,noveltyfridgemagnets,plasticbingochips

1perstudent ScavengerHuntWorksheet Binder1perstudent DiscoveryWorksheet Binder**Itemsinboldshouldbereturnedforusenextyear**

LESSONDETAILSLessonOpening/ActivatorShowalargemagnettotheclass,thenaskthestudentsquestionslike“whoknowswhatthisis?”or“doesanyoneknowwhatthismightbe/beusedfor?”Studentswillidentifythisasamagnet.Theteachershouldalsoaskstudentsiftheyhaveencounteredmagnetsathomeorinotherplaces.Theteachershoulddemonstratethemagnetstickingtovarioussurfacesinthefrontoftheclassroomasthestudentsmaysuggestthattheyhaveseenthisbefore.DuringtheLessonMagnetScavengerHunt:Besuretoexplainthisactivitytothestudentsbeforehandingthemtheirmaterials.Studentswilleachbegivenamagnetandascavengerhuntworksheet.Theywilltaketheirbarmagnetaroundtheroomtofind6different

thingsthatthemagnetsticksto,andthatdon’tsticktothemagnet.Toincorporateoutdooreducation,theteachershouldbringtheclassoutside,sostudentscanfindobjectsoutsideaswell.

ScienceTalk(SmallGroups):Ifteacherschoosetohavestudentsworkinsmallgroups,studentswillsupporteachotherthroughadiscussionabouttheworksheet.

1. Theteachermaychoosetodothisactivityinsmallgroupsorhaveeachstudentdothisindividually.2. Givestudentsanadequateamountoftimetofillintheirworksheets.Then,bringthemallbacktoawholegroupand

startthediscussionaboutwhatobjectsthestudentsfoundtobemagnetic.Encouragestudentstousethesesentencestarterstohelpframetheirthinking:

Ithink_____wasmagneticbecauseit_____whenIheldthemagnettoit. Idon’tthink_____wasmagneticbecauseit_____whenIheldthemagnettoit.

3. Askstudentswhatmaterialtheobjectsweremadeof.Weretheobjectsmetalornonmetal?Writedowntheobjectsstudentsnameintwocolumns(magneticandnonmagnetic)ontheboard.Studentsshouldeventuallyconcludethatalltheobjectsthatthemagnetsstucktoweremadeofmetal,butthemagnetdidn’tsticktoallmetalobjects.

Theteacherwillnowexplaintothestudentsthattheywillbepredictingwhetherornotanobjectismagneticbasedonwhattheyjustlearned.Theteacherwillsplitstudentsintogroupsof3-4studentsandhavethestudentsineachgroupsittogetheraroundatableorcentraldesk.Magnetdiscoverybasket:Eachgroupwillbegivenatrayfullofthevariousobjects,andeachstudentwillbegivenaworksheet.Theworksheethasapredictioncolumnandanexperimentcolumn.

ScienceTalk:Supportstudentthinkingbyhavingstudentsmakepredictionsaboutthemagneticqualityoftheobjects:

1. Studentswillfirstpredictwhetherornottheobjectismagneticandnotethatinthepredictioncolumn,eitherbywritingthenameoftheobjectordrawingaquicksketchofit.

2. Oncethewholegrouphasalloftheirobjectsclassifiedasmagneticornotmagnetic,theteachershouldnowgiveeachgroupafewbarmagnetstotesttheirpredictions.Theywillrecordtheirfindingsintheexperimentcolumnoftheirworksheet,eitherbywritingthenameoftheobjectordrawingaquicksketchofit.

ProbingQuestions:Whatassumptionsdidyoumakebeforehandaboutthemagneticpropertiesofobjects?Whydoyouthinkyourpredictionswereincorrect?Whatdidyoulearnfromthisactivitythatwillhelpyoupredictifanobjectismagnetic/notmagnetic?LessonClosingStudentswillrecapwhattheylearnedduringthelessonbyreviewingwhattheylearnedaboutmagneticproperties.

Attheendofthelesson,askstudentsifalltheobjectsweremagnetic.Thestudentsshouldtelltheteacherthatsomeoftheobjectstheyexploredwerenotmagnetic.Therefore,basedonthisfact,theteachershouldaskstudentswhatexactlymakesanobjectmagnetic.Remindthestudentsthattheydonotneedtoknowtheanswer,buttheyshouldkeepthisquestionkeepthisinmindforthenextlessonwhichfocusesontheforces,theconceptsbehindmagnets.Assessment:Havestudentscompletethetwoprovidedworksheets.

Lesson2:InvestigatingForcesandMotion BACKGROUND

OverviewoftheLesson Studentswillinvestigatethatobjectsatreststayatrestunlessacteduponbyanoutsideforce.Studentswillwatchavideoregardingforcesandmotion.Then,theywillbrainstormdifferentwaystomoveanobject.Afterwards,thestudentswilllearn(throughexamples)thatinordertoalterthespeedofanobject,youmustapplyforcetothatobject.Studentswillpracticetheirengineeringanddesignskillsastheytesttheirairplanes.

FocusStandard(s) 3-PS2-1.Provideevidencetoexplaintheeffectofmultipleforces,includingfriction,onanobject.Includebalancedforcesthatdonotchangethemotionoftheobjectandunbalancedforcesthatdochangethemotionoftheobject.[ClarificationStatements:Descriptionsofforcemagnitudeshouldbequalitativeandrelative.Forceduetogravityisappropriatebutonlyasaforcethatpullsobjectsdown.StateAssessmentBoundaries:Quantitativeforcemagnitudeisnotexpectedinstateassessment.Stateassessmentwillbelimitedtoonevariableatatime:number,size,ordirectionofforces.] 3.3-5-ETS1-2.Generateseveralpossiblesolutionstoagivendesignproblem.Compareeachsolutionbasedonhowwelleachislikelytomeetthecriteriaandconstraintsofthedesignproblem.[ClarificationStatement:Examplesofdesignproblemscanincludeadaptingaswitchonatoyforchildrenwhohaveamotorcoordinationdisability,designingawaytoclearorcollectdebrisortrashfromastormdrain,orcreatingsafemoveableplaygroundequipmentforanewrecessgame.]

3.R.1.Askandanswerquestionstodemonstrateunderstandingofatext,referringexplicitlytothetextasthebasisfortheanswers.

LearningTargetsIcanindicatewhetherornotanobjectwillmove IcangenerateasolutiontoaproblemIcananswerquestionstodemonstrateunderstanding Assessment Studentswillbeassessedontheirparticipationindiscussions.Aworksheetwillalsoassesstheirknowledgeofthecoreconcepts.

KeyVocabulary Tier1:push,pull Tier2:force,trial,research,speed RESOURCESANDMATERIALS

Quantity Item Source1pieceperstudent Whitepaper ClassroomTeacher1pergroup Ipad ClassroomTeacher1 Scooter GymTeacher BillNye“ForceandMotion”Video CMCWebsite1perstudent BillNyeVideoWorksheet Binder1perstudent AirplaneTestFlightsWorksheet Binder1perstudent IsaacNewtonReadingandQuestions Binder1roll MaskingTape Bin**Itemsinboldshouldbereturnedforusenextyear**

LESSONDETAILSLessonOpening/ActivatorTeachersshouldmakeapaperairplanebeforethelessonbegins-thiswillbeusedfordemonstrationpurposes.(Alinktoatutorialisprovidedbelow.)Askthestudentsifanyofthemhaveeverflowninanairplane.Allowthestudentstosharetheirexperiences.Throwthepaperairplaneacrosstheroomandtimehowlongitstaysintheair.Then,askthestudentstosharewhattheyobserved.Howlongdidtheplanestayafloat?Whydiditfalltotheground?Howcanwepredictwhethertheplanewillflyinastraightorcurvedpath?Videoonhowtomakeanairplane:https://www.youtube.com/watch?v=veyZNyurlwUWebsitewithstepbystepinstructionsonhowtomakeanairplane:http://www.foldnfly.com/1.html#Basic-DartDuringtheLesson1. DoObjectsStartandStopMovingonTheirOwn?

a. Theteacherorsciencefellowshouldpretendtobeaninanimateobject.Askavolunteerorthefellowinstructortolightlypushonthepersonwhoisactingasaninanimateobject.Askthestudentstosharewhattheobserved.Whendidthemovementhappen?Couldtheobjectmoveonitsown?

b. Movetheclasstothehallway.Bringoutascooter.Askthestudentstoencouragethescootertomovebysayingthingslike“Pleasemoveoverhere!Ihavecake!”Asktheclassforideasonwhattheycansaytothe“object”togetittomove.Thisshouldlastfornomorethantwominutes.

c. Aftersomefailedattempts,asktheclass“Isthereanythingelsewecandotomovethescooter?”Guidethediscussion,sothatthestudentsrealizethatsomeoneneedstoapplyapushorapulltothescootertomakeitmove.Pushandpullthescooterandexplainthatthisshowsthatastillobject,oranobject“atrest”,willstayatrestunlessyouapplyaforce,whichyoucanfirstexplainasapushorpull.ProbingQuestions:

• Howdoyouusuallymovescooters?(Answer:youpushit)

• Whatifyoucouldn’tpushascooter?Isthereanotherwaytomoveit?Whatwillhappenifyoudonotpushorpullthescooteratall?

d. Stacksomebooksonthescooter,andgetitmovingslowly.Thenhaveavolunteerstopthescootersuddenlywiththeirfootandobservehowthebooksflyoff.Helpthestudentscometotheconclusionthatthebooksflewoffbecausetheykeptmovingandwereneverstoppedbyanopposingpush.Explainthatthisshowsthatamovingobjectoranobject“inmotion”willstayinmotionunlessacteduponbyaforce.

2. ScienceTalk:ForceDiscussion[SP6-ConstructingExplanations]Forthisactivity,studentsshouldbeseatedin

theclassroomsotheycanwatchtheBillNyevideo“ForceandMotion”.Beforeshowingthevideo,tellthestudentstopayattentiontowhathappenstoanobjectatrestandanobjectinmotion.Oncethevideoisover,goovertheconceptswiththestudents.Askthem;“Doobjectsatrestevermoveontheirown?Didtheboxesmoveonthetruckbythemselves?”“Doobjectsinmotioneverstopontheirown?Whatwouldhappenifanobjectinmotionhadnoforcesaffectingit?”NowpassouttheBillNyevideoworksheetforthestudentstocomplete.

Writethefollowingtwosentencesontheboard;“Objectsinmotionstayinmotionunlessacteduponbyanoutsideforce.Objectsatreststayatrestunlessacteduponbyanoutsideforce.”Askstudentswhethertheythinkthesesentencesaretrueorfalseandtoexplaintheirreasoning.Remindthemtothinkbacktothescooteractivityandvideotheyjustwatched.TellthestudentsthatthisisthefirstlawofphysicsbySirIsaacNewtonthattheywilllearnaboutduringthisunit.

ScooterThink-Pair-Share:[SP8-Obtaining,evaluating,andcommunicatinginformation]Tellthestudentsthattheywillbrainstormdifferentwaystoapplyaforcetoanobject.Ifyouwishtorelatethistoyourprevioushands-onexample,youcanhavethestudentsimaginethatthey’reapplyingforcetothescooter.Now,putthestudentsinpairsandaskthemtothinkofexamplesofhowtheycouldapplyaforcetoanobject,eitherdirectlyorindirectly.Givethestudents5-10minutesto

brainstormandthenhaveeachofthepairssharetheirexamples.Theteachershouldsplitthewhiteboardintofourcolumnsforeachtypeofforce.Foreachexampleastudentshares,theteachershouldwriteitdowninthecorrespondingcategory.Thecolumnsshouldn’tbelabeled.

Then,leadtheconversationtotheconclusionthateverywayofmovinganobjectiseithera:1. Push2. Pull3. Collision4. FrictionHavestudentsguesshowyougroupedtheirideas.

(ScienceTalk:ClassDiscussion):Bringthestudentsoutsideandtellthemthatwhenyouputaforceonanobject,youaffectthatobject'sspeed.Askthestudentsiftheyhaveeverseensomeoneskateboard.Allowastudenttodiscusstheconceptofskateboardingtotheclass.Askthestudents“Whathappenswhensomeonepushesonthegroundwhileonaskateboard?”Tohelpstudentsvisualizewhathappenswhensomeoneskateboards,theteachershouldselectastudentvolunteertodemonstrateonascooter.However,remindthestudentinsteadofstanding,theyshouldbefullyseatedonthescooter.Then,leadthediscussiontotheconclusionthatwhensomeoneskateboards,theypushthegroundtogainspeed.Askstudents:howcouldtheygetthescootertogofaster?Then,tellthestudents,“Eachpushhasthesameamountofstrengthbehindit,buttheskateboardkeepsgoingfasterandfasterbecausethespeedincreaseswitheverypush.”

TeachingTipForvisuallearners,drawabriefpicturenexttoeachcategory.Forpush,drawapersonpushingashoppingcart.Forpull,drawapersonpullingsomethingheavy.Forcollision,drawabowlingballcrashingintopins.Forfriction,drawsomeoneslippingonicetoshowthemthatthisisalackof

friction.

AirplaneActivity:(Thispartofthelessonwasadaptedfrom:[http://betterlesson.com/lesson/641889/flying-into-a-problem-1-3]Thestudentswillremainoutsideforthisactivity.

1. Putthestudentsintogroupsof2-4.Tellthestudentsthattheyaregoingtousewhattheyknowaboutforcestobecomeairplaneengineers.Askthestudentsiftheythinktheycanmakeapaperairplanethatfliesforatleast5feet.

2. Giveeachgroupafewsheetsofpaperandhavethestudentsdiscusstheirairplanedesignswiththeirgroup.Oncetheyhaveagreedonadesign,theywillmaketheirairplane.Note:Thestudentsshouldnotusepaperclipsintheirdesigns.

3. InitialTesting:Onceeverygrouphasmadetheirairplane,eachgroupwilltaketurnstestingtheirairplaneonthegrass.Makesurethatallstudentsarebehindthestudentthrowingtheairplane.Eachgroupwilltesttheirairplanethreetimes.TheteachershouldhandoutaworksheetwiththreecolumnslabeledTrial1,Trial2,Trial3forstudentstofillout.Tellthestudentstojotdownanyobservationsfromtheirtestflightsinthecolumnforthattrial.Onceastudent'spaperairplanehitstheground,putapieceofmaskingtapeonthegroundwheretheplanelanded.Writedownthenamesofthestudentsonthepieceofmaskingtapefollowedbythetrialnumber.Studentsshouldmeasurethedistancetheirairplanestraveledwithatapemeasurerandrecordthemeasurementsintheirworksheet.

4. Eachgroupshouldwritetheirnamesontheirairplane.Theteachershouldthencollecttheairplanesandsavethemforlesson6inthisunit.

(ScienceTalk:ClassDiscussion):Askthestudentstolisttheforcestheythinkareworkingontheairplane.Askthemwhatsortsofforceswereinvolvedinflight.Askthem,“Arethereanypushes?Anypulls?Anycollisions?”

Assessment Studentswillbeassessedontheirparticipationindiscussions.Aworksheetwillalsoassesstheirknowledgeofthecoreconcepts.

Lesson3:PoletoPole

BACKGROUND

OverviewoftheLessonStudentswillexperimentwithavarietyofmagnetsandexplorethepropertiesofthenorthandsouthpoles.Theywillhavetheopportunitytomanipulatemagnetsanddiscusshow“like”polesrepeland“different”polesattractoneanother.Thestudentswillextendthesepropertiestotheconceptofacompass.Theywillmanipulateamagnetandcompass.Theywillseethatthecompassworksbymagneticforcesandthattheintroductionofamagnetwillattractthecompass’needle.FocusStandard(s)3-PS2-3.Conductaninvestigationtodeterminethenatureoftheforcesbetweentwomagnetsbasedontheirorientationsanddistancerelativetoeachother.2006-PS-9Recognizethatmagnetshavepolesthatrepelandattracteachother.LearningTargetsIcanlabelthenorthandsouthpolesofamagnetIcanpredictwhetherornottwopoleswillattractorrepeleachotherAssessmentThestudentswillbeassessedontheirparticipationandhowwelltheyrespondtoquestionsduringthediscussions.

• Whatcanyousayaboutmagneticpoles?• Whenwillmagnetsattract?• Whenwillmagnetsrepel?• Whatisacompass?• Howdoesacompasswork?• Whatcouldaffectacompassanditsabilitytoworkproperly?

WIDALanguageObjectivesDependentontheneedsofyourELLstudentsKeyVocabulary Tier1:magnet,forceTier2:poles,attract,repel,north,south(east,west).Tier3:magnetism,magneticfield.

5ofeach

Barmagnet,blockmagnet,horseshoemagnet,ringmagnet,buttonmagnet,plastic-encasedblockmagnet,magnetwand,North/Southbarmagnet

ClassroomAttractionsKit(DowlingMagnets)

1 DemoAlnicobarmagnet Bin8 Compass Bin1perstudent ScienceJournal ClassroomTeacher6 Plasticbowls Bin6 Sewingneedles Bin6 PiecesofcorkorStyrofoam Bin**Itemsinboldshouldbereturnedforusenextyear**

LESSONDETAILSLessonOpening/ActivatorRemindthestudents:“Lastlesson,welearnedaboutforces.Acoupleoflessonsago,youwereabletoexperimentwithbarmagnets.Couldanyoneexplainwhathappenswhenmagnetsattractotherobjects?Didtheobjectsmove?Howdidtheymove?”Theteachershouldremindstudentsthatobjectscannotmoveontheirown.Then,theteachershouldhavestudentsbrainstormpossibleexplanationsofhowthemagnetattractedtheobjects.Theteachershouldthenexplainbrieflyhowamagnetexertsanunseenforceontheobject;thisiscallmagneticforce.Havethestudentsbrainstormwhattypeofforce

magnetsusetoattractobjects(isitapush,pull,collision,orfriction?).Then,telltheclass:“Today,wewilllearnabouttheforcesbehindmagnetsandseeifyouarecorrect.”DuringtheLesson:

1. GuidedExploration:Tellstudents:“Magnetshavetwoends;theseendsarecalledpoles.Oneiscalledthenorthpole.Theotheriscalledthesouthpole.”Nowformgroupsofstudentssotheycanexperimentwiththemagnets.a. Showthestudentsthedemobarmagnet,pointingtotheendsmarkedNandS.Givethestudentstwo“like”magnets(twohorseshoe,twobarorblockmagnets).Ask:“WhydoyouthinktheyarelabeledN(North)andS(South)foryou?”b. Havethestudentsmovethemagnetssothattheopposite/differentpolesarefacingoneanother.Thenhavethe

studentsmovethemagnetssothatthesamepolesarefacingoneanother.

c. Askthestudentswhattypeofforceisexertedwhenthemagnetshaveopposite/differentpolesfacingandwhentheyhavethesamepolesfacing.Discussthepullingandpushingthatthestudentsfeel.Explainthatthesepushesandpullsarespecialforcesthatmagnetsgiveoffcalledmagneticforces.Clarifythatwhenoppositepolesfaceeachother,themagnetsattracteachotherandpulleachother.Whenlikepolesfaceeachother,themagnetsrepeleachotherortheypushaway.

StudentThinkingAlert:Somestudentsmightthinkthatamagnethastwoendsbecauseeachendismadeofadifferentmaterial.Theteachershouldexplainthatbothendsaremadeofthesamematerial.Youcanprovethiswiththefollowinganswer:Ifthemagnetwastobebrokeninhalfalongthenorth-southdivide,eachpiecewouldbecomeitsownlittlemagnetwithanorthandsouthpole.Amagnetalwayshastwopoles,justlikeacoinalwayshastwosides.

2. FreeExploration:

Allowstudentstoexplorewithalltheothertypesofmagnets.Havethestudentsremainintheirgroupsandinvestigateandrecordtheirfindingsintheirsciencejournals.Guidethestudentstoexplorewiththedifferentkindsofmagnets.Givethestudentstimetoworkthroughtheirinvestigations.Bringtheclassbacktogethertodiscusstheirfindings.Havethestudentssharetheirobservationsandanynotestheymadeintheirsciencejournal.Theteachershouldwritethestudents’observationsonthewhiteboard.

3. CompassExplorationa. Tellstudents:TheEarthactslikeamagnetandhasaNorthandSouthpolejustlikethemagnetswe’veexplored

inclass.

b. TheEarthisfilledwithmagneticmaterialssuchasiron.

c. Doesanyoneknowwhatacompassis?Whatisitusedfor?Acompasshasamagnetizedneedlewithanorthandsouthpolejustlikeothermagnets.AskstudentswhattheyknowaboutEarth’spoles;NorthatthetopandSouthatthebottom.

d. Acompassissimple:theredpointerinacompass(orthemagnetizedneedleonyourhomemadecompass)isamagnet.Therefore,theneedle/redpointerisattractedbyEarth'sownmagnetism(sometimescalledthegeomagneticfield—"geo"simplymeansEarth).AsEnglishscientistWilliamGilbertexplained400yearsago,thattheEarthbehaveslikeagiantbarmagnetwithonepoleupintheArctic(nearthenorthpole)andanotherpoledowninAntarctica(nearthesouthpole).

FigureA

e. Theteacherwillshowacompassviaaprojector/Elmoandwaitfortheneedletostopmoving.Theteacherwillturnthecompassaroundsothatthearrowontheneedlelinesupwiththe“N”forNorth.Decidewherenorthandsouthareintheroomyouarein.Then,havethechildrenpredictwheretheirneedlewillpoint.

OptionalExtension:Teacherscanuseavirtualcompassinplaceofanactualcompass.Foundhere:http://digitalarena.co.uk/teach/virtual_compass/virtual_compass_interactive.htm#.WywT76czrIVInvestigation1:Haveeachgroupconductaninvestigationwithaneedle,cork/styrofoam,abowlofwater,andcompass.Floattheneedleontopofthecork/styrofoamandsetitinthewaterwithinthebowl.Thestudentsshouldrecordwhichwaythecompassneedlepoints.Setyourbowlonthedeskandyourcompassbesideitandcompare.Theneedleshouldlineupjustasthecompassdid.Afterthestudentshavecompletedtheactivitydiscusswhathappenedandwhattheyobserved.

Investigation2: (ScienceTalk:ClassDiscussion):Askstudentsifanyonecanpredictwhatwillhappenwhenyouplaceamagnetnexttoacompass?Acompassinthepresenceofothermetalsormagnetswillthrowoffthetruereadingofacompass.Allowstudentstotestoutthemagnetnexttothecompassanddiscusstheresults.

● Havethestudentstowritedownintheirsciencejournalswhatkindofforcethemagnetwillexertonthecompass(willitpushorpullthecompass?)andhowthiswillaffectthecompass’needle(willitmovethemagnet?).

● Askstudentswhytheythinkthattheneedlemoved.Promptstudentssotheythinkabouttheirpriorexperienceswithmagnets;specifically,whatmakesanobjectmagneticandhowmagnetswork.

LessonClosingBesuretoreviewthefirstactivity,reinforcingwhatstudentslearnedaboutthepolesofmagnets.Askstudentstosharewhattheydiscoveredaboutthedifferentkindsofmagnets.AssessmentThestudentswillbeassessedontheirparticipationandhowwelltheyrespondtoquestionsduringthediscussions.

• Whatcanyousayaboutmagneticpoles?• Whenwillmagnetsattract?• Whenwillmagnetsrepel?• Whatisacompass?• Howdoesacompasswork?• Whatcouldaffectacompassanditsabilitytoworkproperly?

Lesson4:BalancedandUnbalancedForces

BACKGROUND

OverviewoftheLesson Studentswilllearnaboutbalanceandobservevariousdemonstrationsshowingthemhowforcesactonanobject.Studentswillthenparticipateinanactivityusingpingpongballsandstrawswheretheywilllearnhowforcesinteract.Finally,studentswillmakemobilestofurthertheirunderstandingofbalance.

FocusStandard 3-PS2-1.Provideevidencetoexplaintheeffectofmultipleforces,includingfriction,onanobject.Includebalancedforcesthatdonotchangethemotionoftheobjectandunbalancedforcesthatdochangethemotionoftheobject.[ClarificationStatements:Descriptionsofforcemagnitudeshouldbequalitativeandrelative.Forceduetogravityisappropriatebutonlyasaforcethatpullsobjectsdown.StateAssessmentBoundaries:Quantitativeforcemagnitudeisnotexpectedinstateassessment.Stateassessmentwillbelimitedtoonevariableatatime:number,size,ordirectionofforces.] LearningTarget IcanpredictthedirectionanobjectwillmovebasedonthestrengthanddirectionoftheforceonanobjectAssessment Studentswillbeassessedontheirparticipationinclassdiscussions.Attheendofthelesson,havestudentsdrawforcediagramsofdifferentscenarios.Thesecaninclude:objectsinfreefall,apersonstandingontheground,arisingelevator,etc.Thestudentsshouldincludeinthepicturesarrowsrepresentingtheforcesactingontheobjectandlabelsidentifyingtheforce.

WIDALanguageObjectives [DependentontheneedsofyourELLstudents]

KeyVocabulary Tier2:diagram,balanceTier3:scale,Newton

RESOURCESANDMATERIALS Quantity Item Source

1 Rope Bin1 BalanceScale Bin15 Marbles Bin1 Ballwithstringsattached Bin3boxes Straw Bin15 Pingpongballs Bin1perstudentpair PingPongballhandout Binder2packets IndexCards Bin Paperclips ClassroomTeacher1perstudent Ruler ClassroomTeacher MobilePoster Binder Craftsuppliesfordecoratingmobiles Bin1 Rollofmasking/coloredtape(optional) ClassroomTeacher**Itemsinboldshouldbereturnedforusenextyear**

LESSONDETAILS

LessonOpening/Activator

(ScienceTalk:ClassDiscussion):Remindthestudents:“Lastlesson,wediscoveredthatwhenyouputamagnetnexttoacompassitattractsthecompass’needle.WhywouldtheneedlebeattractedtothemagnetwhenitisusuallyattractedtotheEarth’sNorthPole?Howdidthetinymagnetmakethecompass’needlemovewhentheneedleisusuallypulledbythehugemagnetintheNorthPole.”Havestudentsthinkaboutthequestionsforaminuteandsharetheirthoughts.Then,tellthem:“Toanswerthesequestions,today,wewilllearnhowdifferentamountsofforceaffectsthemovementofobjects.Bytheendofthislesson,youwillknowhowthetinymagnetwasabletopullthecompass’needle.”Reviewthetwolawsofofphysicswithstudentsandwritethemontheboard.

• Anobjectatreststaysatrestunlessaffectedbyaforce• Anobjectinmotionstaysinmotionunlessaffectedbyaforce

Splitthestudentsintosmallgroupsandhandoutabalancescaleandmarblestoeachgroup.Letthestudentsknowthatrightnowthescaleisbalancedbecausebothsidesofthescaleareinthemiddle.Now,haveeachgroupput5marblesontoonesideofthescale.Explaintothestudentsthatthescaleisnowunbalancedbecauseonesideislowerthantheother.Askthestudents“Doesanyoneknowhowwecanbalancethescaleagainwithoutremovinganymarbles?”Thestudentsneedtofindthecorrectnumberofmarblestoplaceontheemptysideofthescaletobalanceitout.Askthestudents“Howmanymarblesdidittaketobalancethescale?”Leadthediscussiontotheconclusionthatthescalewasbalancedwhenbothsideshadthesamenumberofmarblespushingdown.Askthestudents“Isitimportanttohavethesameamountofmarblesoneachsideofthebalance?”

DuringtheLesson

1. (ScienceTalk:ClassDiscussion):Explaintothestudentsthatallforceshavedirections.Demonstrateontheboardthattheseforcescanbeshowninpicturesaslittlearrowscomingtowardsoroutfromtheobjectstheyacton,andtellthestudentsthatthesekindsofpicturesarecalleddiagrams.

2. Askthestudents“Areyoumovingorstill?”“Ifyouarestillarethereanyforcesaffectingyourightnow?”Allowthestudentstoshareanyanswers.“Actually,thereareforcespullingonyouatalltimes!”Pointoutthatgravity,aconstantforce,pullsustowardstheground.Drawapictureofpersonsittingonachair,andthenhaveastudentcomeupandhelpthemdrawthepropergravityarrowpointingdown.Then,askthestudents“Soifgravityispullingyoudown,whydoyouthinkyou’renotmoving?”Allowthestudentstotrytoanswerthiswiththeirowntheories.Thecorrectansweristhatthechairtheyaresittingonisactuallypushingthemupwards.

Leadthediscussiontothisconclusion.Askthestudents“Soifthere'saforcepullingyoudown,andaforcepushingyouup,whyareyoustill?Whyaren’tyoumovingallovertheplace?”Allowthestudentstoanswer.Leadthediscussiontotheconclusionthattheforcepushingyouupandtheforcepullingyoudowncanceleachotherout.Drawthesecondforceonthediagram.Tellthestudentsthattheforcesarebalancedjustlikethescale.Therefore,whentheforcesonanobjectarebalanced,theobjectisatrest.2. Ropepulling:(Thispartofthelessoncanandshouldbedoneoutsideifpossible)Askthestudentsiftheyhaveever

playedthegame“TugofWar”.Iftheyhave,askforavolunteertoexplaintherulesofthegame.Ifnoneofthestudentscanexplaintherules,thentheteacherorsciencefellowshouldexplainthem.

StudentThinkingAlert:Studentsmaybeconfusedabouthowaninanimateobjectlikeachairisabletoexertaforce.Everytimeanobjectexperiencesaforce,itappliesanequallylargeforceintheoppositedirectionontheobjectthatgaveitthatforce.Sowheneverachairgetspusheddownon,itpushesbacktheotherway.

Chairforce

Gravityforce

a. Askforthreevolunteers.Tellthestudentsthattheyaregoingtobeforcesactingonanobject.Trytopickstudentswhohavesimilarstrengths.Takeouttheropeandtellthestudentsthattwoofthevolunteerswillbeononesideoftheropeandthethirdwillbeontheothersideoftherope.SharewiththestudentsthattheunitofmeasurementscientistsusetomeasureforcesareNewtonswhichisnamedafterIsaacNewton.Explaintotheclassthateachvolunteerisonenewton.Askthestudentshowmanynewtonsareonthesidewithtwostudents(twonewtons).Askthestudentshowmanynewtonsareonthesidewithonestudent(onenewton).

b. Havethesestudentsplaytugofwarandaskthestudents“Imaginethatthere'saballgluedtothemiddleoftherope,whichdirectionwilltheballmove?Why?”Allowthestudentstoanswer.Leadthediscussiontotheconclusionthattheballmovedtowardsthesidewithmorepeoplesincetheyhadmorenewtonsofforce.

c. Nowaskfortwomorevolunteers.Addthesestudentstothesideoftheropewithonlyonestudent.Askthestudents“Whatwillhappenthistime?Whichsidewillpotentiallywin?Why?”Allowthestudentstoanswer.Havethestudentsplaytugofwaragain.Nowfinallyaskforonelastvolunteer.Addthisstudenttothesidewithtwostudents.Eachsideshouldhavethreestudentsnow.Asktheclass“Whatwillhappenthistime?”Allowthestudentstoanswer.Leadthediscussiontotheconclusionthatitwillbeaclosergamebecauseeachsidehasanequalamountofpeopleornewtons.Thesidesarebalanced.Connectthediscussiontothepreviouslessononmagnets.Askstudentswhenthemagnetswereattractedtoeachother,whydidn’ttheymove?Providestudentswiththehintthatwhattheylearnedintugofwaralsoappliestomagnets(eventhoughthemagnetswerebothpullingeachother,theforceswerebalanced,sotheydidn’tmove).

3. ForceDiagram:Drawacirclewhichrepresentsaballontheboard.Drawtwoarrowsoutfromthecircle;thesearrows

shouldformarightangle(seeimagebelow).Remindthestudentsthatthisisaforcediagramwhichisahelpfultoolscientistsusetovisualizehowforcesaffectanobject.Askthestudentstoimaginetherearetwostringswherethearrowsare,andthatwepullonboththestringsatthesametimetheballwillmove.Askthestudentshowtheythinktheballwillmove?”Allowthestudentstosharetheirpredictions.

4. Nowtakeouttheballwhichhastwostringsattachedtoit.Holditinthesamewayasdepictedintheimagebelow.

a. (ScienceTalk:TurnandTalk):Askthestudentstomakepredictionsofwhatwillhappenwhenyoupullonthestrings.Studentsshouldwritedowntheirpredictionsintheirsciencejournals.Then,theywillturnandtalktotheirclassmatesabouttheirpredictions.Theteachershouldthenpulloneachstringseparately.Inotherwords,pullononestringandthenpulltheotherstring.

b. Now,pullonboththestringsatthesametime.Theballshouldmovestraightup..Allowthestudentstosharetheir

theoriesandexplainwhattheyobserved.c. Explaintothestudentsthatthestringontheleftpulledtheballupandtotheleft,whilethestringontherightpulled

theballupandtotheright.Sinceonestringpulledtotheleftandtheotherpulledtotheright,thosetwopartsoftheforcewerebalancedandcanceledeachotherout,similartothetugofwar.Asaresult,therewasanupwardsforcefrombothstrings,sotheballmovedupwards.Note:thisconcepttakessometimetofullyunderstand.Ifthestudentsaskforbetterexplanation,refertodescriptionbelowtohelpsolidifytheconcept.

4. Pingpongballactivity:[SP3-PlanningandCarryingoutinvestigations]Partnerupthestudentsandgiveeachpaira

ping-pongball,twostraws,andthepingpongballhandout.Thehandouthasacirclelabeledstart.Thisiswherethestudentsshouldinitiallyplacethepingpongball.Nexttoeachstartcircle,therearetwoarrowspointingtowardsthecircle.Thisiswherethestudentsareallowedtoblowontheballwiththeirstraws.Thehandoutalsohas3circleslabeledend.Thisiswherethestudentsaretryingtorolltheballtowards.Theendsarenumbered1,2,and3.Theteachershouldmodelhowtocompletethisactivity,sostudentsarenotconfused.

a. Eachgroupwillneedtogettheballtorolloverthefirstendcircle(labeledwitha1)onlybyblowingontheballalongthearrows.Havethestudentsdiscussintheirgroupswhattheirplanisbeforegoingaheadandblowingontheball.

b. Walkaroundandhelpthestudentswhennecessary.Askthestudents“Doyouthinkyouneedboththestrawstoblowatthesametime?Onceagrouphassucceededingettingtheballtorollovertheendcircle,tellthemtotrytogettheballtorolloverthenextendcircle.

c. OptionalExtension:Theteachercantapeouttwoorthreesimplemazesonthefloor/tables(templatesformazescanbefoundathttps://www.shutterstock.com/search/simple+maze)withmaskingtape.Oncegroupshave

finishedthepingpongactivity,theywilltrytoblowtheirpingpongballthroughoneofthemazeswithoutgoingoverthelines.

***Iftimeisaconcern,thelessoncanbebrokenuphere*** 5. MobileMaking:[SP2-Developingandusingmodels]Tellthestudentsthattheywillbemaking

mobiles.Givethestudentspaperclips,indexcards,straws,rulers,andanyothercraftmaterialsyoumayhaveintheclassroom.Gooverthefollowingstepswiththestudentsandmodelthem.

a. Tapearulerofftheedgeofthedesksothathalftherulerhangsovertheedgeofthedesk.

b. Unbendapaperclipsothatithasahookoneitherend.Thetophookwillhookontotheruler.Thebottomhookwillhookontothemiddleofastraw.

c. Thestudentswillthenmaketheirmobilesbyaddingindexcardsorothercraftmaterialstoeithersideofthestraw,keepingeverythinginbalancewhiledoingso.Studentscanalsoaddmorestrawstotheendsofstrawstomakealargermobile.Studentscanaddobjectstotheendsofstrawsbymakinganotherpapercliphook.Thesecanbeusedtothenattachtheobjectstothestraws.

d. Asthestudentsaremakingtheirmobiles,walkaroundandhelpthembalancetheirmobilesifnecessary.

Note:RefertotheMobilePosterinthebindertoseeexampleofmobiles.Intheexamples,rubberbandsareusedwiththepaperclipstoholdobjects.Youmaydothisaswellifyouhaverubberbands.

LessonClosing

(ScienceTalk:ClassDiscussion):Askthestudentswhathappenedwhentheirmobileswereunbalanced.Leadthediscussiontotheconclusionthatwhentheirmobileswereunbalanced,themobilewouldfalltowardstheheavierside.Comparethistothegameoftugofwar,sothatstudentsunderstandthatforceaffectsanobject.Whenonesidehasmoreforce,theobjectwillmovewiththatforce.Nowtellthestudentsthatwhentheirmobileswerebalanced,themobilewouldnotmove.ProbingQuestions:Whathappenedwhenyouhadtoomanymaterialsononesideofyourmobile? Howdidyoubalanceyourmobiles? Howareyourmobilessimilartotugofwar?Askthestudentstocomparewhattheylearnedtodaytowhattheylearnedaboutmagnetsandnorthandsouthpoles.Askthestudents,“Whenwerethemagneticforcesbalanced?Whenweretheyunbalanced?”Withdirectionfromthestudents,drawaforcediagramoftwomagnetsinteractingontheboard.Assessment Studentswillbeassessedontheirparticipationinclassdiscussions.Attheendofthelesson,havestudentsdrawforcediagramsofdifferentscenarios.Thesecaninclude:objectsinfreefall,apersonstandingontheground,arisingelevator,etc.Thestudentsshouldincludeinthepicturesarrowsrepresentingtheforcesactingontheobjectandlabelsidentifyingtheforce.

Lesson5:MagneticApplicationsBACKGROUND

OverviewoftheLessonStudentswillworkwithpaperclipsandmagnetstodeterminethestrengthofvariousmagnets. FocusStandard3-PS2-3.Conductaninvestigationtodeterminethenatureoftheforcesbetweentwomagnetsbasedontheirorientationsanddistancerelativetoeachother.ClarificationStatement:Focusshouldbeonforcesproducedbymagneticobjectsthatareeasilymanipulated.LearningTargetsIcandeterminethestrengthofamagnetbasedonthenumberofpaperclipsthemagnetheldIcanexplainhowamagnetworksthroughanon-magneticsurfaceAssessmentContinuethediscussionontheusefulnessofmagnets.Discussotherusesmagnetshaveandaskforexamples.Dependingupontheamountofdepththeteacherwishestogointo,theseusescanincludemovingscrapmetal,sealingfridgedoors,generatingelectricitywhenthemagnetsarerotated,anddrivingmotorsinspeakersandelectricpowertools. WIDALanguageObjectivesDependentontheneedsofyourELLstudentsKeyVocabulary Tier2:Strength

RESOURCESANDMATERIALS

Quantity Item Source1package Mattefinishpaperplates Bin Craftsupplies ClassroomTeacher1package CoinMagnets Bin Varioustypesofmagnets Bin1 Boxofpaperclips Bin**Itemsinboldshouldbereturnedforusenextyear**

LESSONDETAILSLessonOpening/ActivatorAskthestudentswhattheyknowaboutthestrengthofmagnets:

• Doesthestrengthofthemagnetmatter?• Whatarethedifferentstrengthmagnetsusedfor?(Weakmagnetsmightbefridgedecorations,strongeronesmayhold

picturesuponthefridge,andverystrongonesmaybeusedinworkplaceslikethecraneinajunkyard).DuringtheLessonDiscussion/Demo

1. Theteacherwillfirstdiscussthatoneofthewayspeopleusemagnetsisbyusingthemthroughsurfaces.Someexampleswouldbehangingpicturesonthefridgeathome,themagneticwhiteboarderaser,andotherthingsyoumightfindaroundyourhome.Askthestudentsiftheycanthinkofsomeotherplacesintheirhomesthatmagnetsareusedtohelpthem.

2. Brieflyexplaintostudentsthatthemorestrengthamagnethas,themoreforceitexertsonotherobjects,soitwillattractobjectseventhroughsurfaces.

*Teachersareencouragedtomovethisactivityoutsideiftheweatherpermitsthemtodoso.Magnetplatecar:Inthisactivitystudentswillbedecoratingpaperplatestoresemblearacetrackstyleroadsotheircarcandriveinacircleontheirpaperplate.

1. Eachstudentshouldbegivenamattefinishpaperplate,crayons,coloredpencils,markers,,scissors,2coinmagnets,andglue.

2. Studentswillfirstcolortheirplateanddrawasmallcartocutoutofpaper.Then,theywillgluetheirpapercartooneofthecoinmagnets(liquidglueorgelglueispreferableforthisactivity).Oncethegluehasdriedthestudentsshouldputthecarmagnetononesideoftheplate,andtheirsecondcoinmagnetonthebackoftheplateunderneaththecarmagnet.

3. Thestudentswillmovetheirmagnetonthebackoftheplateandwatchthecarmagnetmoveontheirroad/plate.MagnetStrength:

(ScienceTalk:SmallGroupDiscussion):Theclassshouldbedividedupintogroupsof2-5students,dependingonclasssize.Explaintostudentsthatmagnetshavedifferentstrengthsdependingonhowtheyaremade.Forinstance,themagnetinacompassisweakerthanthemagnetthatstickstoyourfridge.

1. Eachgroupwilleachbegivenaboxofpaperclipsandseveraldifferentkindsofmagnets.Studentswilltesteachmagnetforstrengthbytestingthenumberofpaperclipseachmagnetcanhold.

2. Onestudentwillholdupthemagnetwhiletheotherstudentsattachpaperclipsoneatatimetothemagnetuntilnomorepaperclipswillholdwithoutfalling.Studentsshouldrecordtheamountofpaperclipsintheirsciencejournals.Then,studentsshoulddiscussandcomparethedifferentmagnetstrengths.Ifthereisenoughtime,studentscanrepeatthetesttoseeifthenumberchangesforeachtypeofmagnet.

AssessmentContinuethediscussionontheusefulnessofmagnets.Discussotherusesmagnetshaveandaskforexamples.Dependingupontheamountofdepththeteacherwishestogointo,theseusescanincludemovingscrapmetal,sealingfridgedoors,generatingelectricitywhenthemagnetsarerotated,anddrivingmotorsinspeakersandelectricpowertools.

Lesson6:UnseenForces

BACKGROUND

OverviewoftheLesson Studentswilllearnaboutfrictionandwillexperimentwithdifferentmaterialstoseehowmuchfrictiontheycanproduce.Thestudentswillalsolearnaboutgravityandairpressureandhowitkeepsplanesafloat.

FocusStandard 3-PS2-1.Provideevidencetoexplaintheeffectofmultipleforces,includingfriction,onanobject.Includebalancedforcesthatdonotchangethemotionoftheobjectandunbalancedforcesthatdochangethemotionoftheobject.[ClarificationStatements:Descriptionsofforcemagnitudeshouldbequalitativeandrelative.Forceduetogravityisappropriatebutonlyasaforcethatpullsobjectsdown.StateAssessmentBoundaries:Quantitativeforcemagnitudeisnotexpectedinstateassessment.Stateassessmentwillbelimitedtoonevariableatatime:number,size,ordirectionofforces.]

LearningTargetsIcanpredictwhetherornotanobjectwillstopduetofrictionIcandemonstratethatthehigheranobjectisplacedonarampthefasteritwillbeonceitcomesofftherampAssessment Studentswillbeassessedontheirparticipationinclassdiscussions.

WIDALanguageObjectives [DependentontheneedsofyourELLstudents]

KeyVocabulary Tier2:Experiment,lawsofphysics Tier3:Friction,gravity,airresistance

RESOURCESANDMATERIALS

Quantity Item Source

1pergroup Woodenramp Bin1pergroup Smallball Bin1pergroup MilkCarton(orsimilarhollowbox) Bin1pergroup Ruler ClassroomTeacher1pergroup Blockofwood Bin1pergroup Squareofcarpet Bin1pergroup SquareofSandpaper Bin1pergroup SquareofFelt Bin1pergroup SquareofLaminatedpaper Bin1pertwostudents Asheetoftissuepaper ClassroomTeacher1perstudent VocabularyWorksheet Binder1perstudent RampLabWorksheet Binder**Itemsinboldshouldbereturnedforusenextyear**

LESSONDETAILS

LessonOpening/Activator Explaintothestudentsthatupuntilnowthey’vebeenlearningabouttheforcestheycansee.Askforexamplesofforcesthatthey’veseeninthepastfewlessons.Someexamplesmayincludepushing,pulling,andcollisions.Oncethestudentshavenamedexamplesofforces,tellthemthattherearealsoinvisibleforceseverywhere.Askthestudents“Ifwecan’tseetheseforces,howcanwetellifthey’rethere?”Leadthisdiscussiontotheconclusionthatwecanlookathowobjectsmove.

Writethefollowingontheboard“1.Anobjectinmotionwillstayinmotionunlessacteduponbyanoutsideforce”and“2.Anobjectatrestwillstayatrestunlessacteduponbyanoutsideforce.”Tellthestudentsthatthesearetwolawsofphysicsthattheyaregoingtousethemtofindinvisibleforces.

DuringtheLesson

1. (ScienceTalk:ClassDiscussion):Askthestudentstodescribewhathappenswhenyourollaball.Whenthestudentsstatethefactthattheballwilleventuallystopmoving,say“That’sstrange,doesn’tlawnumber1saythatanobjectwillstayinmotionunlessacteduponbyanoutsideforce?What’shappeningthere?”Allowthestudentstoshareanyideastheymayhave.Tellthestudents“Theremustbeanunseenforcestoppingtheballfrommoving!Let’sthinkaboutthiswithanotherexample.Hasanyoneeverseenagameofhockey?Inhockey,playerspushasmallpuck,aflatcircle,overiceandtrytomakegoals.Doesanyoneknowwhytheyplayonice?Whatwouldhappenifyoupushedthehockeypuckoverpavement?”Leadthediscussiontotheconclusionthathockeyisplayedonicebecauseiceis“slippery”(orsomethingsimilartothat).Tellthestudentsthatsometimeswhenyoutrypushinganobjectoverasurface,theobjectcollideswiththebumpsonthesurface,causingthesurfacetopushbackagainsttheobjectjustlikeachairpushesupagainstyourweightwhenyousitonit.Thisresistanceiscalledfriction.Somematerials,likeice,havelessfrictionthanothers.Tellthestudentsthatfrictionisanunseenforcethatpushesonanobjectoppositethedirectionitismovingin.DrawFigure1ontheboardtohelpexplainthisconcept.

TeachingTip:Thislessonhassomedifficultvocabulary.Theteachersshouldbesuretoreinforcethevocabularyandensureunderstanding.

2. Frictioninvestigation:[SP3–PlanningandCarryingoutinvestigations]

a. Dividethestudentsintogroupsoffour.Tellthestudentsthattheyaregoingtoexplorehowdifferentmaterialscanproducedifferentamountsoffriction.Giveeachgroupablockofwood,asquareofcarpet,asquareofsandpaper,asquareoffelt,andasquareoflaminatedpaper.

b. Tellthestudentstopredictintheirsciencejournalswhichmaterialtheythinkwillproducetheleastamountoffriction.Tellthestudentstodrawfourcolumnsintheirsciencejournals.Putthefollowinglabelsonthecolumns:

i. Carpetii. Sandpaperiii. Feltiv. Laminatedpaper

c. Now,tellthestudentstoslidetheblockofwoodacrosseachofthematerials,writingdownobservationsintheirsciencejournals.Foreachmaterial,askthestudentstousewordssuchas“fast,slow,rough,smooth,slippery”regardinghowthematerialsimpactthespeedoftheblockofwoodasitisbeingpushedacross.

d. Thestudentsshouldgivetheblockofwoodapushandthentheywillseehowmuch

resistancetheblockencounters.Ifnecessary,provideademonstrationofaproperpushpriortothestudentsbeginningtheactivity.

e. Tellthestudentstonumberthedifferentmaterialsintermsofhowmuchfrictiontheyproduced.Number1willbethematerialwiththeleastfrictionand4shouldbethematerialwiththemostfriction.Thisshouldbewrittendownintheirsciencejournals.Askeachgrouptosharetheirresultsandthendiscusswhichmaterialproducedtheleastfrictionandwhichmaterialproducedthemostfriction?

***Iftimeisaconcern,thelessoncanbebrokenuphere.***AirResistanceInvestigation:

1. (ClassDiscussion):Dropapieceofpaper/tissuepaperontotheground.Tellthestudentstowatchasitfloatsdownwards.Askthestudents“Whythepaperdoesnotjustfallstraighttotheground,whydoesitfloatalittle?”Leadthediscussiontotheconclusionthatthereisairwhichhitsthepaperinacertainway.Tellthestudentsthatthereisairallaroundthemthatisconstantlypushingonthemfromeverydirection.Tellthemthisisanotherinvisibleforcecalledairresistancethatworksagainstobjectsmovingthroughtheair.

2. Think-pair-share:Breakthestudentsintogroupsoftwoorthreeandgivethemeachapieceoftissuepaper.Givethestudentsaboutfiveminutestofigureouthowtodropthetissuepaperfromtheairin

theshortestamountoftime(theycanfolditanywaytheywant).Regroupasaclassandhaveeachgroupdescribewhatworked.Cometotheconclusionthattheforceofairresistanceincreasesthewiderthesurfaceoftheobjectthatmovesthroughit.3. RampLab:[SP3–PlanningandCarryingoutinvestigations]

a. Nowhaveeachgroupcleanuptheirmaterialsfromthelastactivityandthengivethemaramp,amilkcarton,aruler,aball,andtheramplabworksheet.Gooverthefollowinginstructionswiththegroups.Eachgroupwillputthemilkcartonatthebaseoftheramp.Theywillthenputtheballatthreepositionsontheramp,atthetop,inthemiddle,andatthebase.Theywillreleasetheballanditwillrolldowntherampandhitthemilkcarton.Theywillthenmeasurehowfarthemilkcartongoesusingtheruler.Theywillwritedownthedistanceontotheworksheetusingcentimeters.

b. However,beforethestudentsstartthelab,tellthestudentstowritedowntheirhypothesis,ascientificguess.Tellthestudentstopredictwhichpositionoftheballwillmakethemilkcartongothefurthestandtowritethesedownontheramplabworksheet.

c. (ClassDiscussion):Onceallthestudentshaveexperimentedwiththeballsontheramp,havethestudentsindividuallydrawaforcediagramoftheballrollingdowntheramp.Bringtheclasstogetherfora

TeachingTip:

Studentsmightsaythatthetissuedoesn’tfallveryquicklyjustbecauseit’slight.Bunchupthetissueandshowthatitfallsfastereventhoughit’sthesameweight,showingthattheforceofairresistanceisslowingthetissuedown.

discussion.Discusstheirresultsandaskthestudentsiftheirpredictionswerecorrect.Askthestudents“Whywasthetopoftherampthebestpositionfortheball?Didtheballgainspeedovertime?Howdidtheball’sspeedaffectthedistancethemilkcartontraveled?”Leadthediscussiontotheconclusionthatthelongertheballwasabletoroll,thefasteritwent.Cometotheconclusionthatthisshowsthatgravityisatypeofforce.LessonClosing:

1.) ResearchandRevision:Takeouttheairplanesthatthestudentscreatedinlesson1.Tellthestudentsthattheyarenowgoingtofix/change

theirdesignsbasedonwhattheyhavelearnedintheunit.Tellthestudentsthatengineersoftenresearchtheirtopicstoimprovetheirdesigns.2. GiveeachgroupaniPad(ormoreifthesupplyallowsforit)andwritethefollowingwebsitesontheboard.Ifpossible,

providestudentswithQRcodesforthewebsites,sotheycanaccessthewebsiteseasily.Theteachershouldscreenthebestwebsitesaheadoftime,butthefollowingwebsitesarerecommended:

i. http://www.scholastic.com/teachers/article/what-makes-paper-airplanes-flyii. https://www.sciencebuddies.org/science-fair-projects/project-ideas/Aero_p046/aerodynamics-

hydrodynamics/how-far-will-paper-planes-fly#makeityourowniii. http://www.10paperairplanes.com/(therearevisualanimationsforthearrow,dart,stealth,andmoth

planes)iv. http://www.origami-instructions.com/paper-airplanes.html(it’shighlyrecommendedthattheteacher

makethestudentschooseonlyamongthefirstthreedesigns.)

3. Tellthestudentsthattheyshouldusethelinkstoresearchhowtheycanfixanyissueswiththeirdesigns.

TeachingTip:Tryrelatingthistothescooteractivityinlesson2.Helpthestudentsunderstandthatjustasthescootermovedfasterthelongeritwaspushed,theballrollsfasterthelongeritwasontheramp.

4. Walkaroundtheroomandaskthestudentswhattheyarethinkingabouttheirdesigns.Allowthe

studentsaround10-20minutestoresearchanddesign.Encouragethestudentstodrawtheirdesignintheirsciencejournal.Note:Allowthestudentstostrugglewiththeirdesignproblems.Thisismeanttogetthemthinkinglikeanengineer.

5. Gatherallthestudentsonceagaintotesttheirdesigns(outsideifpossible)andthenhavethemwritedownanyobservationsinthesciencejournalunderaheadingtitledTrial2.Makesurethatallstudentsarebehindthestudentthrowingthepaperairplane.

OptionalExtensions:2.)Ifthestudentsareinterestedinlearningmoreaboutflight,showthemtheBillNye“ForcesofFlight”video(~23minutes)[https://vimeo.com/83625163].Screenthevideotofindasectionspecifictotheirinterests.

Assessment Studentswillbeassessedontheirparticipationinclassdiscussions.

Lesson7:MagneticEngineersBACKGROUNDOverviewoftheLesson Studentstakeontheroleofengineers.Theywillbegivenaneverydayproblemtosolveusingmagnetsandavarietyofcraftmaterials.Studentswillreflectontheirknowledgeofmagnetsandwillworkingroupstoanalyzetheproblem.Then,theywilldiscussthedesignofagadgettosolvetheproblemaftermuchtestingandrevising.**PartsofthislessonwereadaptedfromalessonbyKarenOstlundandSherylMercieratTeacherspayteachers.com**FocusStandard3-PS2-4Defineasimpledesignproblemthatcanbesolvedbyapplyingscientificideasaboutmagnets.(Clarificationstatement:Examplescouldincludeconstructingalatchtokeepadoorshutandcreatingadevicetokeeptwomovingobjectsfromtouchingeachother.)LearningTargetIcancreateadesigntofixaneverydayproblemusingmagnetsandmaterialssuppliedAssessmentUsethefollowingquestionstoassessstudentlearning:● Didthestudentsbuildadesignthatwouldpotentiallysolvetheproblemtheyweregiven?● Didthestudentstesttheirdesign?● Canthestudentsdescribehowtheirdesignworks?● Canthestudentsstatetheproblemthatitsolves?● Didthestudentsusethemagnetsandunderstandwhytheyworked?

WIDALanguageObjectivesDependentontheneedsofyourELLstudents

KeyVocabulary Tier1:problemTier2:create,engineer,practical.Tier3:design,gadget,contraption,collaborate

1 Steelcan Bin30cm String Bin1-2 Piecetape Bin6each Magnets(differenttypes) Bin1Package Feathers Bin1each BoxPaperclips(smallandlarge) Bin1 Rollstring Bin1 PackageofcraftFoamsheets Bin1 Packageofpopsiclesticks Bin1 Packageofpompoms Bin1 Packageofclothespins Bin1 Listofdesignproblems Binder1perchild ScienceJournals ClassroomTeacher**Itemsinboldshouldbereturnedforusenextyear**

LESSONDETAILSLessonOpening/Activator

1. “Letthestudentsknowthattodaytheyaregoingtobeengineersandsolveaproblemusingmagnets.Whatisanengineer?Whatdoesitmeantodesignsomething?”Seeifthereisanyoneintheclasswhounderstandsthetermsengineerordesign.Discussthatwhenyoudesignsomething,youdecidewhatitwilllooklikeandhowitwillfunction(work)inthe

bestwaythatitcan.Whenyoudesignsomething,youusewhatyouknowandyouimaginewhatitcouldbe.“Generally,engineerscomeupwithideasanddesignsomethingtomakesomethingbetter.Engineersfigureoutproblemsthatneedtobesolved,testtheirdesign,discovertheirmistakes,andfindthebestsolutiontotheproblem.Today,youaretheengineerscreatingadesigntosolveaproblem.

DuringtheLesson

1. PaperclipContraption:a. Explainthatbeforeyoubegindesigning,thatyou’dliketoshareademonstration.It’scalledthePaperclip

Contraption.”b. Havetheexperimentalreadysetupinthefrontoftheclass.Placeamagnetinsidethesteelcan,closetothetop.

Turnthecanupsidedown.Tieapapercliptoastringandtapeittooneendofatable/desk.c. Askstudentstoobservewhatishappeningtothepaperclipinrelationtothecanandwhy.d. Leadadiscussionaddressingwhatiscausingthepapercliptobedrawntothecan.“Whatmaterialsmusteach

iteminourcontraptionbemadeof?Knowingwhatwedoaboutmagnets,whyisthereanattraction?Whatiscausingthepapercliptolevitate/hover?”(hangintheairunsupported)

e. Instructthestudentstodrawthe“contraption”intheirsciencenotebooksandshowwhatismakingitwork.f. Letstudentsknowthatnowwe’regoingtotakethe“contraption”apartandseehowitactuallyworks.g. Now,askthestudentstobrainstormpossiblewaystheycouldchangethecontraption.h. Askthestudentsiftheythinkthereisapracticaluseforthepaperclipcontraption.Havethestudentsbrainstorm

somepossibleusesforwhattheyobservedandwritetheseontheboard.

2. EngineerscreatingGadgets

(ScienceTalk:SmallGroupDiscussion):

a. Tellthestudentstheyaregoingtodesigntheirowncontraptionorgadgetusingmagnetsandthattheirdesignneedstosolveaproblem.

b. TheThirdGradeEngineers,willnowbegivenaproblemtosolveandsomematerialstouse.Askstudentstotakewhattheyknowandcreateagadgettosolveaproblem.

c. Theteacherwillplacestudentsingroupsof2-4.Theslipsofpaperwithadesignproblemwillbeinacontainer(Note:Theseslipsofpapershouldbecutoutfromthedesignproblemssheetinthebinder).Eachgroupwillchooseaproblemtoworkonandwillhaveapackettocompleteastheygo..Oncestudentshavechosenateamname,theywill

i. Identifytheproblemii. Brainstormsolutionsiii. Draw/designtheirprototypes(newdesigns)iv. Buildtheirprototypesv. Testtheirdesignsvi. Answertheconclusionquestionsattheendofthepackettocompletetheactivity.

OptionalExtension:Studentsmayusecomputerstoresearchcontraptionsthatcanhelpthemfindsolutionstotheirproblems.

d. Whilethestudentsaredesigningtheircontraptions,organizethetablewiththematerialstheycanuse.Theteachermaychoosetofamiliarizethechildrenwithwhatisavailableandlimithowmanyofeachitemtheychoose,dependingonavailability.Everyteamisgivenavarietyofmagnetstochoosefrom.Leteveryteamknowthattheruleis:everyteammustuseamagnet/magnetsintheirdesign,buttheothermaterialsareuptothem.

e. Theteachershouldgivethestudentsadesignatedamountoftimetocompletetheirproject.(Perhapsanhour).

LessonClosing

(ScienceTalk:SmallGroupDiscussion):Eachteamwillpresenttheir“gadget”andexplainhowitworksandanswerthefollowing:

● Doesyourgadgetsolvetheproblemyouweregiven?● Whatdidyoufindchallengingaboutthisactivity?● Whatwouldyouchangeaboutyourgadgetifyoucoulddothisagain?

Aftereveryonehassharedtheirowncontraptions,discusswiththeclasshowtheyfeltabouttheactivities.Weretherechallenges?Askthestudentstoarguefromevidenceinansweringthesequestions:Aremagnetsuseful?Howcantheymakeourliveseasiertomanage?[SP2–ArguingfromEvidence]AssessmentUsethefollowingquestionstoassessstudentlearning:● Didthestudentsbuildadesignthatwouldpotentiallysolvetheproblemtheyweregiven?● Didthestudentstesttheirdesign?● Canthestudentsdescribehowtheirdesignworks?● Canthestudentsstatetheproblemthatitsolves?● Didthestudentsusethemagnetsandunderstandwhytheyworked?

ScienceTalkandOracyinT2LUnits Sciencetalkismuchmorethantalkingaboutscience.Inlinewiththescienceandengineeringpractices,studentsareexpectedtomakeaclaimthatcanbesupportedbyscientificevidence.TheMASTEStandards(andtheNGSS)valuetheimportanceofengaginginanargumentfromevidence.NGSSdefineshowthispracticetakesformintherealworld:“Inscience,reasoningandargumentareessentialforidentifyingthestrengthsandweaknessesofalineofreasoningandforfindingthebestexplanationforanaturalphenomenon.Scientistsmustdefendtheirexplanations,formulateevidencebasedonasolidfoundationofdata,examinetheirownunderstandinginlightoftheevidenceandcommentsofferedbyothers,andcollaboratewithpeersinsearchingforthebestexplanationforthephenomenonbeinginvestigated.”Studentsareaskedtoparticipateinarticulateandsensibleconversationsinwhichtheyareabletocommunicatetheirideaseffectively,listentootherstounderstand,clarifyandelaborateideas,andreflectupontheirunderstanding.TheseformsoftalkcanbedevelopedusingscaffoldssuchastheA/BTalkprotocol(below)andstrategiesforclassdiscussions(fromtheTalkSciencePrimer,linkbelow).Oracyisdevelopedinthephysical,linguistic,cognitive,andsocial-emotionalrealms;eachoftheserealmscanbeexpandeduponovertimeinordertodevelopathoughtfulspeaker.Beingabletodisplayappropriatebodylanguage,usepropertoneandgrammar,bethoughtfulandconsideratethinkers,andallowspaceforotherthoughtsandopinionsareallimportantfacetsoforacytoworkonandthroughwith students. Incorporating the appropriate scaffolding is an important aspect of fostering these skills. Techniques forteachingeffectivesciencetalkoftenincludemodeling,discussionguidelines,sentence-starters,andgeneratingroles,whilegraduallyputtingmoreresponsibilityonstudentstoowntheirthinkingandlearning.Partofcreatingasafeschoolenvironmentforstudentsisallowingthemaspacethatiscomfortableenoughforthemtoexpressideasandaskquestions,whilebeingvalidatedfortheirthoughtsandquestions;studentsshouldbefeelcomfortableandconfidentwhenspeakingandlisteningforunderstanding.Effectivetalkisanimportantpartofbeinganactive,intelligentmemberofacommunityandsociety.Successfuldevelopmentinoracyisimportantforfutureemployabilityandgeneralwell-beingofadults.Thefollowingresourcesshouldbehelpfulexamplesofhowtoemployeffectiveuseofprogressiveoracyandsciencetalkinyourclassrooms.● OracyintheClassroom:https://www.edutopia.org/practice/oracy-classroom-strategies-effective-talk● ScienceTalkPrimer:https://inquiryproject.terc.edu/shared/pd/TalkScience_Primer.pdf

A/BTalkProtocolAdaptedfromhttps://ambitiousscienceteaching.org/ab-partner-talk-protocol/

1.ShareyourideasPartnerA● Ithink_______happenedbecause…● Evidencethatsupportsmyideais…● Theactivitywedidwith_______helpsme

knowmoreabout_______because…● OnethingI’mwonderingaboutis…

2.ListentoUnderstandPartnerB● Iheardyousay_______.Whatmakesyouthinkthat?● Iheardyousay_______.Whatif_______?● Canyouexplainthepartabout_______again?● Whatdoyoumeanwhenyousay_______?

3.ClarifyandelaboratePartnerA

Answerpartner’squestionsoraskforclarificationinordertounderstandaquestion.

4.Repeatsteps2&3untilallquestionsareanswered

5.Switchrolesandrepeatsteps1-4

6.Reflectonyourunderstandinginwriting● Myideaabout_______changedwhenmypartnersaid

_______.● Iwilladd_______tomyideaabout_______because…● Istillhavequestionsabout…● Imaybeabletoanswermyquestion(s)ifIcould

investigate_______.

ListofUnitResourcesLesson1

1 Largedemonstrationmagnet Bin1perstudent Handheldbarmagnets Bin1pergroup Plastictray Bin1ofeachpergroup Paperclips,woodblock,paper,plastictoy,pennies/coins,jarof

ironfilings,pipecleaners,noveltyfridgemagnets,plasticbingochips

1perstudent ScavengerHuntWorksheet Binder1perstudent DiscoveryWorksheet BinderLesson2

Quantity Item Source1pieceperstudent Whitepaper ClassroomTeacher1pergroup Ipad ClassroomTeacher1 Scooter GymTeacher BillNye“ForceandMotion”Video CMCWebsite1perstudent BillNyeVideoWorksheet Binder1perstudent AirplaneTestFlightsWorksheet Binder1perstudent IsaacNewtonReadingandQuestions Binder1roll MaskingTape Bin

Lesson3

Quantity Item Source5ofeach

Barmagnet,blockmagnet,horseshoemagnet,ringmagnet,buttonmagnet,plastic-encasedblockmagnet,magnetwand,North/Southbarmagnet

ClassroomAttractionsKit(DowlingMagnets)

1 DemoAlnicobarmagnet Bin8 Compass Bin1perstudent ScienceJournal ClassroomTeacher6 Plasticbowls Bin6 Sewingneedles Bin6 PiecesofcorkorStyrofoam BinLesson4

Quantity Item Source 1 Rope Bin1 BalanceScale Bin15 Marbles Bin1 Ballwithstringsattached Bin3boxes Straw Bin15 Pingpongballs Bin1perstudentpair PingPongballhandout Binder2packets IndexCards Bin Paperclips ClassroomTeacher1perstudent Ruler ClassroomTeacher

MobilePoster Binder Craftsuppliesfordecoratingmobiles Bin1 Rollofmasking/coloredtape(optional) ClassroomTeacherLesson5

Quantity Item Source1package Mattefinishpaperplates Bin Craftsupplies ClassroomTeacher1package CoinMagnets Bin Varioustypesofmagnets Bin1 Boxofpaperclips BinLesson6

Quantity Item Source 1pergroup Woodenramp Bin1pergroup Smallball Bin1pergroup MilkCarton(orsimilarhollowbox) Bin1pergroup Ruler ClassroomTeacher1pergroup Blockofwood Bin1pergroup Squareofcarpet Bin1pergroup SquareofSandpaper Bin

1pergroup SquareofFelt Bin1pergroup SquareofLaminatedpaper Bin1pertwostudents Asheetoftissuepaper ClassroomTeacher1perstudent VocabularyWorksheet Binder1perstudent RampLabWorksheet BinderLesson7

Quantity Item Source1 Steelcan Bin30cm String Bin1-2 Piecetape Bin6each Magnets(differenttypes) Bin1Package Feathers Bin1each BoxPaperclips(smallandlarge) Bin1 Rollstring Bin1 PackageofcraftFoamsheets Bin1 Packageofpopsiclesticks Bin1 Packageofpompoms Bin1 Packageofclothespins Bin1 Listofdesignproblems Binder1perchild ScienceJournals ClassroomTeacher

Forces and Magnets - Massachusetts College of Liberal ArtsForces and Magnets Physical Science/Grade...

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Transcript of Forces and Magnets - Massachusetts College of Liberal ArtsForces and Magnets Physical Science/Grade...

magnetic anti-ligature system - Behrens Groupbehrens.co.uk/media/Kestrel-Anti-ligature-Brochure.pdf · forces of magnetism. Permanent magnets will retain their magnetic properties

Lecture14 Magnets; Magnetic Field; Magnetic Forces on Charged Particles; Magnetic Flux; Gauss' Law for Magnetism

1 L 27 Electricity & Magnetism [5] Magnets –permanent magnets –Electromagnets –The Earth’s magnetic field magnetic forces applications Magnetism.

Twelve Forces that Will Radically Change the Future of …image-src.bcg.com/Images/BCG-Twelve-Forces-that-Will-Radically... · 6 Twelve Forces That Will Radically Change How Organizations

Chapter 4 Forces Forces and Interaction Force – a “push or pull” Contact Force – you physically push on a wall Long-range Force – like magnets or gravity.

Magnetism - Michigan State University · February 24, 2014 Physics for Scientists & Engineers 2, Chapter 27 3 Permanent Magnets - Poles ! Magnets exert forces on one another ! If

Levitation Engineers: Exploring Forces · magnets by conducting their own experiments with the magnets. Students will plan and design a magnetic levitation device using the engineering

Lecture # 11 Magnetism and Inductance. Magnetism Magnetism is a phenomenon which includes forces exerted by magnets on other magnets It has its origin.

Section 1: Magnets and Magnetic Fields Section 2 ... 17.pdf · Magnets exert magnetic forces on each other ... pivot so that the magnet can rotate freely . ... When a potentially

GivenLevitated trains with magnets. Say goodbye to traf!c jams. National Lab scientists developed a technology that uses the attractive and repulsive forces of magnets to levitate

Lesson 9 Dipoles and Magnets. Class 27 Today we will: learn the definitions of electric and magnetic dipoles. find the forces, torques, and energies on.

Properties of magnets Magnet- material that can exert forces on magnets or other magnetic materials, like iron and steel. Poles- all magnets have 2- North.

MARVELING IN MAGNETS - Core Knowledge Foundation€¦ · magnets. 2. The students will be able to identify ways in which to use magnets safely. 3. The students will use the scientific

1 L 28 Electricity and Magnetism [5] magnetism magnetic forces applications Why are magnets magnets?

Optimizing the Controller Design to Guide the Motion of a ...An Electromagnetic Suspension (EMS) Maglev train uses the attractive forces of magnets (& electro-magnets), positioned

Magnets have a magnetic field that surrounds them. This field is what causes the attraction and repulsion forces that we can feel when we play with magnets.

When transformation comes calling, will agency forces converge … · 2019-09-02 · When transformation comes calling, will agency forces converge with digital forces? | 1. However,

Warm-up 1.List some things that you already know about magnets. 2.Do you think magnets could cause any type of forces or motion? Why? 3.Based on what you.

200284256 November 8 , 20 - · PDF file2 Information about this unit This unit is about forces (contact, non-contact), friction, magnets and static electricity. Students will do a

Magnetism. Three Properties of Magnets 1. Magnets have poles; a north pole and a south pole. 2. Magnets exert forces; they can push or pull other magnets.