Lesson 1 - Introduction to Magnets and Magnetic Fields
- Goal 1: For given situations, students will predict whether magnets will repel or attract each other
- Goal 2: Students will describe the magnetic field around a permanent magnet (verbally and graphically)
- Goal 3: Students will describe the orientation of the Earth's magnetic field
Essential Question: What is a magnetic field and how does it affect the Earth?
First 0-10 minutes of class: Class will begin with a magnetic fields demonstration. The purpose of this demonstration is to engage student's interest and to show the interaction of magnets and magnetic fields.
The procedure for the demonstration is as follows: A bar magnet is set on an overhead projector with a blank transparency on top. Iron filings are then sprinkled on the transparency and students will observe the behavior of the filings. The process is repeated three times with the following setups:
1. Two bar magnets set 4 cm apart, aligned with opposite poles facing each other.
2. Two bar magnets set 4 cm apart, aligned with like poles facing each other.
3. A horseshoe magnet is used.
Throughout the demonstration, the students are asked to predict what will happen and explain their thought processes. They will be asked to verbally evaluate their predictions based on the demonstration.
Middle 50 minutes of class: After doing this demonstration, students will break into 3 groups of three. These groups will rotate through 4 stations in the classroom. Each station will have an expected outcome for the students to produce. They will organize their thoughts on an Exploration Handout. This handout will be due at the end of class and evaluated according to the rubric provided.
Station 1: Students will explore magnet properties using two bar magnets, a ring stand, string and various types of magnets. They will use the string to suspend one magnet horizontally from the ring stand. Next, they will bring the different poles of another magnet near the suspended one and observe the reaction. They should try this with several different magnets. The goal of this magnet exploration time is to come up with a discovery about magnetic relationships.
Station 2: Students will work through a flipchart at the Promethean Board. This flipchart includes graphics/video clips and virtual demonstrations. A majority of the flipchart is taken from teacher resources from the textbook publisher (Holt Physics) as well as some information I have compiled. Students will need to answer questions on their Exploration Handout for this station.
Station 3: Student's will use a laptop to research the Earth's magnetic field. Students will use four websites listed on the class website to research information about the Earth's magnetic field. Students will use what they've learned to write three good test questions related to the Earth's magnetic field.
Station 4: Quick Lab - the Magnetic Field of a File Cabinet. Students will complete the lab as directed on the Exploration Handout and summarize their findings. The iron flag pole out front of the building is magnetized.
Last 20 minutes of class: Come together to summarize our findings. Students will be prompted to share what they've learned. They will ask each other their test questions from station 3 and engage in discussion about magnets and magnetic fields. We will also create a class concept map about what we've learned and how it ties together. To wrap up class, I will show on the concept map where we are headed tomorrow as we continue learning about magnets. I will leave them with this question... "Are magnets and electricity connected? Can you have one without the other?"
The procedure for the demonstration is as follows: A bar magnet is set on an overhead projector with a blank transparency on top. Iron filings are then sprinkled on the transparency and students will observe the behavior of the filings. The process is repeated three times with the following setups:
1. Two bar magnets set 4 cm apart, aligned with opposite poles facing each other.
2. Two bar magnets set 4 cm apart, aligned with like poles facing each other.
3. A horseshoe magnet is used.
Throughout the demonstration, the students are asked to predict what will happen and explain their thought processes. They will be asked to verbally evaluate their predictions based on the demonstration.
Middle 50 minutes of class: After doing this demonstration, students will break into 3 groups of three. These groups will rotate through 4 stations in the classroom. Each station will have an expected outcome for the students to produce. They will organize their thoughts on an Exploration Handout. This handout will be due at the end of class and evaluated according to the rubric provided.
Station 1: Students will explore magnet properties using two bar magnets, a ring stand, string and various types of magnets. They will use the string to suspend one magnet horizontally from the ring stand. Next, they will bring the different poles of another magnet near the suspended one and observe the reaction. They should try this with several different magnets. The goal of this magnet exploration time is to come up with a discovery about magnetic relationships.
Station 2: Students will work through a flipchart at the Promethean Board. This flipchart includes graphics/video clips and virtual demonstrations. A majority of the flipchart is taken from teacher resources from the textbook publisher (Holt Physics) as well as some information I have compiled. Students will need to answer questions on their Exploration Handout for this station.
Station 3: Student's will use a laptop to research the Earth's magnetic field. Students will use four websites listed on the class website to research information about the Earth's magnetic field. Students will use what they've learned to write three good test questions related to the Earth's magnetic field.
Station 4: Quick Lab - the Magnetic Field of a File Cabinet. Students will complete the lab as directed on the Exploration Handout and summarize their findings. The iron flag pole out front of the building is magnetized.
Last 20 minutes of class: Come together to summarize our findings. Students will be prompted to share what they've learned. They will ask each other their test questions from station 3 and engage in discussion about magnets and magnetic fields. We will also create a class concept map about what we've learned and how it ties together. To wrap up class, I will show on the concept map where we are headed tomorrow as we continue learning about magnets. I will leave them with this question... "Are magnets and electricity connected? Can you have one without the other?"