Submitted By MonicaCamacho,  mac939@umkc.edu

Timestamp: 10/12/2005 12:31:39 AM

 Missouri Grade Level Expectations addressed by Lesson. Strand 2: Properties and Principles of Force and Motion 2. Forces affect motion 2.A Forces are classified as either contact (pushes, pulls, friction, buoyancy) or non-contact forces (gravity, magnetism), that can be described in terms of direction and magnitude 2.A.a Recognize magnets attract and repel each other and certain materials 2.A.b Describe magnetism as a force that can push or pull other objects without touching them 2.A.c Measure (using non-standard units) and compare the force (i.e.,push or pull) required to overcome friction and move an object over different surfaces (i.e.rough, smooth)
Described the concept being  addressed. Knowledge Objective: 1.Students will analyze the strength of magnets. 2.Students will discover that magnets differ in the strength of their attraction by testing various magnets' abilities to hold on to quantities of paper clips. Performance Objective: Students will identify that magnets differ in the strength of their magnetic attraction.

Described the activities to teach the concept (exploration). Students will test the magnets strength by comparing the strengths of various magnets by determining how many paper clips can be held in a chain by each type of magnet.
Described the data which would collected during the activities (exploration).  Students will have a data chart listing their findings. Students will first make predictions about how many paper clips will hold on 3 different magnets and write their predictions in their journal. Once the experiment has started the students will list on their data chart magnet number 1. They will test the magnet 1 on the paper clips and record how many paper clips were held on the magnet on their data chart. Then the students will test magnet number 2. They will test the magnet 2 on the paper clips and record how many paper clips were held on the magnet on their data chart. Next, the students will test magnet number 3. They will test the magnet 3 on the paper clips and record how many paper clips were held on the magnet on their data chart. Then, the students will compare their results with others.

Explained how the data could be used to derive the concept (concept introduction)The students are using higher-order thinking skills to make predictions before making an experiment and then finding the actual results. Students are documenting their results in a data chart to compare and contrast the strengths and weakness of various magnets.                             
Described an activity (different than above) which could be used to apply the concept (application). Students will make a temporary magnet. They will take an iron nail and rub the iron nail with both hands at least 50 times in the same direction. Then, the students will try to pick up a paper clip. They just made another type of magnet.
Material List for a class of 24. List for 4 students in a group. Each group having: 3 different magnets 25 paper clips
Described the history of the concept (i.e., historical figure, events). If magnets are made of the same material, the heavier the magnet, the stronger it will be (unless they are very different in age since magnets age or weaken over time). If magnets are made of different materials, heavier magnets may or may not be stronger. A magnet is an object or material that attracts certain metals, such as iron, nickel and cobalt. It can also attract or repel another magnet. All magnets have North and South poles. When magnets are placed near each other, opposite poles attract and like poles repel each other.

 
Provide related websites (the entire URL). http://www.utm.edu/departments/cece/old_site/second/2B2.shtml http://www.school-for-champions.com/science/magnets.htm http://www.lessonplanspage.com/printables/PScienceMagnetismUnit2MakeMagnet2.htm http://wwwlessonplanspage.com/printables/PScienceMagnetismUnit1WhatAttracts2.htm

Reference 1 (one reference is required)

  Albe,V., Venturini, P., & Lascours, J., (2001).  Electromagnetic Concepts in Mathematical Representation of Physics.  Journal of Science Education and Technology,  10, 197-203  

 

Reference 2

 Binnie, A., (2001). Using the History of Electricity and Magnetism to Enhance Teaching. Science and Education, 10, 379-389.