Lesson 4 - Magnetism Lab Experience
- Goal 1: Students will set up a lab experiment and follow procedure to safely conduct it
- Goal 2: Students will use the tools in the lab to determine the magnetic properties of different materials
- Goal 3: Students will make observations regarding their lab data and synthesize their findings in a lab report
Essential Question: What is the magnetic field of a conducting wire?
First 0-5 minutes: Review lab safety regarding circuits, wiring, magnets etc...
5-15 minutes: Have students read through the procedure for the lab. They should answer the pre-lab questions in their lab note books.
15-45 minutes: After student's have completed the pre-lab questions, allow them to work in groups through the lab procedure in their text (page 787). When students have questions, they will be redirected to their text, lab procedure, and directions. The teacher will only answer questions in cases of safety. This is an opportunity for students to work through a scientific process and apply what they know.
45-80 minutes: Students will work on two tasks after completing their lab procedure. Both tasks will be graded as assessments of what they have learned related to this magnetism unit.
Task 1: Analysis and Interpretation of Lab Data (pg 789). All work for this task should be completed in your lab notebook according to lab write-up procedure.
Calculations and data analysis:
1. Analyzing Data - Use the data for each trial
a. CBL and Sensors - Find the current using the equation delta V=IR
b. Compass - Find the tangent of the angle of deflection for the compass needle
2. Graphing data - Use a computer, graphing calculator, or graph paper
a. CBL and sensors - use the data from Trials 1, 5, and 9 to plot a graph of Bwire in teslas against the current
in the circuit. Also plot the graphs for Trials 2, 6, and 10; Trials 3, 7, and 11; and Trials 4, 8, and 12.
b. Compass - Plot a graph of the tangents found in item 1 against the number of turns in the wire.
Conclusions:
3. Analyzing graphs - Use your graphs to answer the following questions
a. CBL and Sensors - For each position, what is the relationship between the current in the wire loop and the magnetic field strength?
b. Compass - What is the relationship between the tangent of the angle and the number of turns? Explain.
Applying Conclusions:
4. What is the relationship between the direction of current in the wire and the direction of the magnetic field?
Explain.
Task 2: Answer the following question: During a field investigation with your class, you find a roundish chunk of metal that attracts iron objects. Design a procedure to determine whether the object is magnetic and, if so, to locate its poles. Describe the limitation of your method. What materials would you need? How would you draw your conclusions? List all the possible results you can anticipate and the conclusions you could draw from each result. Present your findings in a power point or voice thread presentation. You must demonstrate a knowledge of magnetism through this task.
5-15 minutes: Have students read through the procedure for the lab. They should answer the pre-lab questions in their lab note books.
15-45 minutes: After student's have completed the pre-lab questions, allow them to work in groups through the lab procedure in their text (page 787). When students have questions, they will be redirected to their text, lab procedure, and directions. The teacher will only answer questions in cases of safety. This is an opportunity for students to work through a scientific process and apply what they know.
45-80 minutes: Students will work on two tasks after completing their lab procedure. Both tasks will be graded as assessments of what they have learned related to this magnetism unit.
Task 1: Analysis and Interpretation of Lab Data (pg 789). All work for this task should be completed in your lab notebook according to lab write-up procedure.
Calculations and data analysis:
1. Analyzing Data - Use the data for each trial
a. CBL and Sensors - Find the current using the equation delta V=IR
b. Compass - Find the tangent of the angle of deflection for the compass needle
2. Graphing data - Use a computer, graphing calculator, or graph paper
a. CBL and sensors - use the data from Trials 1, 5, and 9 to plot a graph of Bwire in teslas against the current
in the circuit. Also plot the graphs for Trials 2, 6, and 10; Trials 3, 7, and 11; and Trials 4, 8, and 12.
b. Compass - Plot a graph of the tangents found in item 1 against the number of turns in the wire.
Conclusions:
3. Analyzing graphs - Use your graphs to answer the following questions
a. CBL and Sensors - For each position, what is the relationship between the current in the wire loop and the magnetic field strength?
b. Compass - What is the relationship between the tangent of the angle and the number of turns? Explain.
Applying Conclusions:
4. What is the relationship between the direction of current in the wire and the direction of the magnetic field?
Explain.
Task 2: Answer the following question: During a field investigation with your class, you find a roundish chunk of metal that attracts iron objects. Design a procedure to determine whether the object is magnetic and, if so, to locate its poles. Describe the limitation of your method. What materials would you need? How would you draw your conclusions? List all the possible results you can anticipate and the conclusions you could draw from each result. Present your findings in a power point or voice thread presentation. You must demonstrate a knowledge of magnetism through this task.