Investigating Magnetism
Initial Publication Date: September 26, 2007
Summary
In this physical science lab, students will investigate ways to control an electromagnet, how adding coils of wire can change the magnet, and the differences between an electromagnet and a bar magnet. Students will explain in their journal how the materials given might be used to construct an electromagnet, then experiment with creating an electromagnet to prove their predictions.
CollapseLearning Goals
This activity is designed for students to recognize that all electric currents produce magnetic forces, compare electromagnets with bar magnets, and learn how electromagnets can be useful to people.
Concepts students will discover in this lab include: how the number of coils of wire on the nail affects the strength of the magnet, and how the increase and decrease of current flow can affect the strength.
A vocabulary word to be reviewed is: electromagnet.
Concepts students will discover in this lab include: how the number of coils of wire on the nail affects the strength of the magnet, and how the increase and decrease of current flow can affect the strength.
A vocabulary word to be reviewed is: electromagnet.
Context for Use
Grade 4 lab experience (groups of 3-4)
Approx time: 45 min—1 hour
Materials: A battery, insulated wire, an iron nail, and paper clips.
Previous experience with batteries and magnets would be beneficial.
Approx time: 45 min—1 hour
Materials: A battery, insulated wire, an iron nail, and paper clips.
Previous experience with batteries and magnets would be beneficial.
Description and Teaching Materials
I plan to use this lab experience to introduce the concept of electromagnets. For each group of 3-4 students I will provide the following materials: 1 size D battery, 2 nails of different sizes, insulated wire in different lengths, and several paper clips.
I plan to introduce this activity by providing the materials to each group and challenge them to predict how these materials might be used to construct an electromagnet using what they know about magnets and electric current flow. With their group they will write down their thoughts and include sketches. Then they will have the opportunity to experiment with their materials to prove or disprove their predictions. They will be responsible to explain how they can prove that their devices work.
(Adapted from activity found in Harcourt Science Series, copyright 2002)
I plan to introduce this activity by providing the materials to each group and challenge them to predict how these materials might be used to construct an electromagnet using what they know about magnets and electric current flow. With their group they will write down their thoughts and include sketches. Then they will have the opportunity to experiment with their materials to prove or disprove their predictions. They will be responsible to explain how they can prove that their devices work.
(Adapted from activity found in Harcourt Science Series, copyright 2002)
Teaching Notes and Tips
This activity is part of an "Investigation Challenge" section of our science series that is often not done because of lack of materials, time, or the fact that is not directly part of the rest of the lesson. I would make sure to do this activity after talking and working with both magnets and batteries to help students use prior knowledge to create knowledgeable predictions. Careful placement of students might also help with the success of this activity.
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Assessment
To assess student achievement, each group will write and make sketches of their findings in their science journal. Here they must include their predictions, descriptions of their use of materials and what worked and didn't (including sketches), a comparison of an electromagnet to a bar magnet, and finally describe how an electromagnet could be helpful for people. Journals are usually handed in to be responded to and graded.
Standards
4.II.E.2—forces of nature