June 19 - FOSS Magnetism and Electricity Kit - Winthrop University

ELEM 631
Dr. Linda Pickett
Winthrop University

“Keep away from people who try to
belittle your ambitions. Small
people always do that, but the
really great make you feel that you,
too, can become great.”
- Mark Twain

Agenda
Revised rubrics for presentation and
narrative
FOSS Magnetism and Electricity Kit
– Magnetism
– Electricity
– Electromagnetism
Assessment ideas for Elementary Science

FOSS Program
Any prior experiences?
Coordinated science curriculum from the
Lawrence Hall of Science – University of
California, Berkeley
Research-based
Classroom-tested
Based on brain research and children’s
developmental stages – look at Thinking
Processes on chart on page 152

Inquiry
Instructional Pedagogies
Hands-on Active Learning
Multisensory Methods
Student-to-Student Interactions
– Grades 3-6 - groups of 4 and share materials
– Grades K-2 – work in groups but have own materials
“Working alone...together”
Discourse and Reflective Thinking

Assessing Student Learning
Content Knowledge
Conducting Investigations
Building Explanations
Assessment Strategies:
– Observations and interviews
– Scoring guides and recording strategies
– Short summative test and system for portfolio
assessment

Quick Write
Engage
Please write three things you know about
magnetism.
What experiences you have had with
magnetism?

Neodymium Magnets
Engage
NIB magnet (also called a rare earth
magnet) is a powerful magnet made of a
combination of neodymium, iron, and
boron
Used for stabilization and angular head
motors in computer hard drives

A neodymium magnet lifting
1300 times its own mass
How much could you lift if you
were a neodymium magnet?

Magnetic Observations
Exploration
Staying seated, use your magnet to explore.
– What are some of the things it sticks to?
Put magnets aside
Sort test objects into 2 groups:
– things that will stick to a magnet
– things that will not stick to a magnet
Test to confirm predictions Page 169

Exploration
Page 169
Test objects in classroom – do not put
magnets near computers, screens, credit
cards, CDs, jump drives.
What happens when two magnets come
together?
Can you make a temporary magnet out of
a nail?

Explanation
What do magnets stick to?
– Objects made of iron or steel
Why does it stick to the rock?
– Lodestone – contains the mineral magnetite
which is rich in iron
Attract and Repel
– Put 4 magnets on a pencil and make them
“float”

Breaking the Force
Elaboration and Extension
Materials
1 magnet-on-a-post
1 magnet
1 balance
2 plastic cups
1 bag of washers
6 spacers
Paper to record data

Breaking the Force Investigation
1. Put the magnet on a post in the hole on
the bottom of the balance.
2. Put the cups in the holes.
3. Put the doughnut magnet in the cup
above the magnet on a post.
4. Stack washers in the other cup until you
break the force between the two
magnets.

Initials
Data Table
Please enter the # of washers that “broke the force”
Number of spacers
0 1 2 3 4 5 6
SS 17 10 Do 6 5 4 4
Not
BM 19 11 5 5 4 3
JE 16 10 Test 6 5 4 4
Yet

Graph the Data – Page 171
Use the recording sheet: The Force
Independent variable? Where does it go?
# of spacers – X axis
Dependent variable? Where does it go?
# of washers – Y axis
Plot the data points
Do not connect points with straight edge
Interpolate - Hypothesize # of washers for
2 spacers
Test to confirm your hypothesis
Share a graph

What do the graphs mean?
The points represent the relationship between:
– The distance between the two magnets (# of
spacers) and
– The force of the magnetic attraction between
the two magnets (# of washers needed to
“break the force”).
Curved (sloped) graph – is a non-linear graph that
indicates the relationship between the two
variables. It means the relationship between the
two variables is not constant.
Extrapolate – predict for more than 6 spacers

Use graphs to draw conclusions
Explanation
Washers are used to quantify the force
of the magnetic attraction between two
magnets.
The greater the distance between two
magnets, the weaker the force of the
magnetic attraction between them.

Word Bank
Explanation
Force
– A push or pull
Magnet
– An object that sticks to iron
Magnetism
– A specific kind of force
Attract
– When magnets pull together
Repel
– When magnets push apart

Temporary magnet
Word Bank
Explanation
– A piece of iron or steel that behaves like a magnet
when it is touching a permanent magnet
Permanent magnet
– Permanent magnetic fields have been induced and
will remain unless the magnet is dropped or heated.
– Used to be made of iron, but now aluminum, nickel,
cobalt, ferrite, neodymium are used to make
powerful, long-lasting magnets.

Making Connections
Lighting a Bulb
Materials: 2 light bulbs, 2 D-Cells, 2
short wires, 1 circuit base

Use a D-Cell and two wires (no light
bulb holder) to light the bulb.
Trace the path of electricity.
Now light the bulb using only one wire.
Again, trace the path of electricity.
Pages 172-173

Circuit - A pathway for the flow of electricity – by
convention we say it goes from negative to
positive
The electricity must travel in a complete path
(circle) from one end of the battery, through the
parts of the circuit and back into the battery.
Filament - The part in a light bulb that gets hot
and produces light
Look at Response Sheet – Bulbs (page 174)
– Do you think the bulb will light?
Hands-on Circuit Activity

Put the light bulb in the holder and put
the battery in the battery holder on the
circuit base.
Push down on the Fahnstock clips to
insert the wires.
Light the bulb.

Making a Motor Run
Pick up a motor
Build a circuit , using 1 D-cell, that
will make the motor run.

Get a switch.
Wire in the switch so you can turn
the motor on and off.
What does the switch do?
Opens and closes the circuit.
Build a circuit that will light 1 light
bulb and can be turned on and off
with a switch.

Finding Conductors and
Insulators – p. 175
Pick up 2 long wires and a bag of test
objects
Sort test objects into two groups:
Conductors – conduct electricity
Insulators – do not conduct electricity
Set up testing circuits and confirm
hypotheses

Concepts
All metals are conductors.
Metals that are covered with an
insulating layer will not conduct
electricity.

Building Series Circuits
Turn in motors and 2 long wires
Pick up 2 nd light bulb in holder, 1
additional short wire, and 1 switch
Build circuit that will light two bulbs
with one battery
Why are the light bulbs dim?

Use 2 nd battery in holder to make two
light bulbs burn brightly.
– Use wire to connect the two batteries
– How do batteries have to be positioned?
Series circuit - a circuit with only one
pathway for current flow
Students do Page 176 as an assessment

Building Parallel Circuits
You will need 2 long wires and 4 short
wires
Use 1 battery to get 2 light bulbs burn
brightly. Students use page 177 to
record their solutions.
Try some of the different solutions
shown on Elmo.
Parallel circuit - splits into two or more
pathways before coming together at the
battery

Online resources
Game
Jeremy – iPad apps

Current Attractions
Part 1: Building an Electromagnet
Materials: 1 rivet, 1 electromagnet wire, 1
short wire, 1 circuit base, 1 D-cell, 1
switch, 1 bag of small washers
Work with your partner to make an
electromagnet that will lift the washers.

Electromagnet
Word Bank
– A coil of insulated wire, usually wound around a core
of iron or steel, which produces a magnetic field
when electricity flows through the wire.
Core
Coil
– The material around which a coil is wound
– Insulated wire wound repeatedly around a central
core

Concepts
A magnet can be made by winding an
insulated wire around an iron core and
running current through the wire.
The magnetism produced by an
electromagnet can be turned on and off.

Part 2: Changing Number of Winds
How can you change the strength of an
electromagnet?
Groups of 4
Materials: 1 rivet, 1 electromagnet wire, 1 short
wire, 1 circuit base, 1 D-cell, 1 switch, 1 cup of
small washers
Recording sheet: Winding Electromagnets –
page 178

Concepts
What was the general pattern you saw in
the way the number of winds affects the
strength of an electromagnet?
The more winds on the core of an
electromagnet, the stronger the
magnetism.

Switch
to PP

It is assessment that helps us
distinguish between teaching and
learning.

Prior Knowledge and Alternative
Assessment Strategies
Brainstorming
Discussions
Think-pair-share
Concept maps
Drawings
Venn Diagrams and written summaries
Science journal/notebooks entries

Design assessment strategies that are
easy for your students to understand and
provide different ways for them to
demonstrate their learning.
Try to grade work and activities done in
class as much as possible
Page 302 in your packet
Feel free to use or modify any of these
ideas when you are designing
assessments for your lesson plans.

Unit is due on Thursday
Turn in hard copies of the three lesson
plans with all required activity sheets,
assessments, and attachments
Please label each Lesson Plan as 1, 2, or 3
Include a rubric with each lesson plan
Submit each lesson plan and all
attachments to Live Text by 1:00 on
Thursday – be sure to submit as correct
assignments