Name ______________________

 

 

 

 

 

 

Magnetism

Module Packet #1

 

Mrs. Peters

Physical Science

 

 

Magnetism – Module 1

 

 

Purpose: In this module, you will study some events involving magnets and record your observations. In your group you will discuss the scientific ideas that help you to make sense of your observations. As a whole class, we will discuss your findings and you will compose notes of the highlights of your findings.

 

Before beginning the events, explain what you know about magnets by answering the following questions.

 

Suppose someone gave you two substances and claimed they were both magnets. What evidence would you need to show that both substances were indeed magnets?

What I know myself:

 

 

 

 

 

 

 

What I found out from my group:

 

 

 

 

 

 

What I found out from the whole class discussion:

 

 

 

 

 

 

 

Event 1: Interactions of Ceramic Disk Magnets

How many different ways can 2 magnets interact?

 

Orientation #1: Place two ceramic disk magnets flat on the table, far enough apart so they do not make each other move as in Diagram A.

Diagram A

 

 

 

 

Without touching magnet #1, slide magnet #2 closer to magnet #1.

Describe what happens to magnet #1 as you bring it closer to magnet #2.

Example: Magnet #1 started to move away from Magnet #2 when I brought Magnet #2 closer. This started to happen when the magnets were 1 cm away from each other, and continued as they got even closer.

 

 

 

 

 

 

 

Explain why this happens to the magnets.

 

 

 

 

 

 

Orientation #2: Find a different way to place the two magnets on the table and draw them in the space for Diagram B. Label one of the magnets #1 and the other magnet #2.

Diagram B

 

 

 

 

 

Without touching magnet #1, slide magnet #2 closer to magnet #1.

Describe what happens to magnet #1 as you bring it closer to magnet #2.

 

 

 

 

 

 

Explain why this happens to the magnets.

 

 

 

 

 

 

Checklist: Use this list to make sure that you made scientific observations during Orientation #2

€       My observations describe what I see, hear or feel.

€       My observations are made up of measurements that other people can agree upon. For example, instead of saying “It is big”, I say “The blue car is 20 cm long”

€       My observations are clear to other people who are not performing this lab.

€       My observations come only from my five senses, and are not inferences.

€       My observations can be used later to make conclusions.

€       My observations are not judgments about what I see, hear or feel.

 

 

Orientation #3: Find a different way to place the two magnets on the table and draw them in the space for Diagram C. Label one of the magnets #1 and the other magnet #2.

Diagram C

 

 

 

 

 

 

 

 

 

Without touching magnet #1, slide magnet #2 closer to magnet #1.

Describe what happens to magnet #1 as you bring it closer to magnet #2.

 

 

 

 

 

 

 

Explain why this happens to the magnets.

 

 

 

 

 

 

Checklist: Use this list to make sure that your data collection during Orientation #3 was scientific.

€       I would be able to understand my data table weeks or months from now.

€       I paid attention to all possible observations.

€       I didn’t intentionally ignore any observations because they didn’t support my hypothesis.

€       My data is organized to show my point of my conclusion.

€       I thought about different ways to organize my data and decided on the one that best emphasizes my conclusion.

 

 

 

 

 

 

 

 

 

 

 

Event 1 at a glance: Fill in the Venn Diagram with statements that both describe and explain what you saw with the magnets.

 

 

 

 

 

Venn Diagram

Scientific Thinking

As you fill in your Venn Diagram, think about how the interactions of the different positions of the magnets were alike and how they were different. When you make sense of your observations and ideas (also called descriptions and explanations), you are making your own personal theory about magnetism that will help you make sense of future events.

 

 

Class Discussion about Event 1

All of the groups will report what they observed and why they think the events happened as they did. Take notes in the box below about any trials other groups did that may add to your trials on orientation.

Use the checklist below to help you make reasonable conclusions:

€       I made a conclusion by looking for something similar about the results in the lab.

€       My conclusions describe a big idea that can be backed up by my results.

€       I thought about what I already knew about the topic before I gathered data.

€       My observations are examples of what I am saying in my conclusion.

€       I thought about what scientists understand about this topic after I made my conclusion.

 

Notes on class discussion:

 

 

 

 

 

 

 

 

 

 

 

 

 

Adding Theory to your Observations:

Domains are parts of magnets that cannot be seen. They are ___________________ atoms grouped together in the magnet because their electrons spin around in the same way. The number of domains that are lined up in the same way determine how strong a magnet may be. If many domains are lined up, the magnet is strong.

 

 

 

 

 

If few domains are lined up, the magnet is weak.

 

 

 

 

 

If a magnet is heated or dropped, the domains that were lined up become out of line and the magnet weakens.

 

Event 2: Making and Destroying Magnets

A magnet can be made out of a non-magnetic piece of iron (like a nail) by rubbing it in one direction with a permanent magnet.

 

Design an investigation that tests the effect of the number of “rubs” on the strength of the magnetism in the piece of iron. You can measure the strength of magnetism by counting how many staples the magnetized piece of iron picks up.

 

Procedure:

1.

 

 

2.

 

 

3.

 

 

4.

 

 

5.

 

 

6.

 

 

 

Draw your data table here:

 

 

 

 

 

 

 

 

 

Questions about Data: Answer the following questions about your data table and use the checklist to make sure you addressed the most important points.

·        Did you ignore any data/observations that happened? Explain.

 

 

 

 

 

·        Could you understand what you did to obtain your data weeks or months from now? Explain.

 

 

 

 

 

·        Is your data organized to clearly illustrate your point? Explain.

 

 

 

 

 

€       I would be able to understand my data table weeks or months from now.

€       I paid attention to all possible observations.

€       I thought about different ways to organize my data and decided on the one that best emphasizes my conclusion.

 

 

 

 

 

Write a few statements that describe what happened in Event 2 and explain why it happened that way.

 

Description of investigation

Explanation of investigation

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Scientific Explanations: Answer the following questions about how you used your evidence to back up your claims and use the checklist to remind yourself of the most important points.

 

·        Are your observations clear to other people? Explain why you think that.

 

 

 

·        Check your explanations against your observations. Do they make sense together? Explain with one example.

 

 

 

€       My observations are clear to other people who are not performing this lab.

€       My observations come only from my five senses, and are not inferences.

€       My observations can be used later to make conclusions.

 

 

 

Class Discussion about Event 2

All of the groups will report what they observed and why they think the events happened as they did. Take notes in the box below about any trials other groups did that may add to your trials on orientation.

 

Notes on class discussion:

 

 

 

 

 

 

 

 

 

 

 

 

Questions about Theory: Answer the following questions about how we develop ideas from observations and use the checklist to ensure you included the most important information.

·        What big ideas could your facts explain?

 

 

 

·        Is there something similar about the facts that you could describe?

 

 

 

 

·        Have expert scientists reported about the ideas you generated?

 

 

 

 

€       My conclusions describe a big idea that can be backed up by my results.

€       I thought about what I already knew about the topic before I gathered data.

 

 

Making Sense of our Findings

As a class we will try to find similarities, differences and connections among our findings for Events 1 and 2.  

Ground rules for discussions:

  1. Claims must be supported with evidence. For example, “I think that _______ because ____________”
  2. Comments about claims must also be supported with evidence. For example, “I disagree with what you said about __________ because I think we found ______________”
  3. Let everyone contribute to the discussion.
  4. Listen to other people while you are waiting to talk about your findings.

 

Event 1 Statements from the discussion . . .

That make sense with our findings

That don’t make sense with our findings

 

 

 

 

 

 

 

 

 

 

 

 

Consensus Ideas from Event 1:

 

 

 

 

 

 

 

 

 

 

Event 2 Statements from the discussion . . .

That make sense with our findings

That don’t make sense with our findings

 

 

 

 

 

 

 

 

 

 

 

 

Consensus Ideas from Event 2:

 

 

 

 

Questions about Observations, Evidence and Theory: Answer the following questions about your evidence.

 

·        Can other people understand your observation out of context? How do you know that?

 

 

 

·        Is your observation free of any judgment? Explain.

 

 

 

·        Are your observations relevant to the purpose of the investigation? Explain how they are.

 

 

 

·        Is your data organized to clearly illustrate your point? Give an example.

 

 

 

·        Have you ignored any factors in taking the data? What else could you have looked at?

 

 

 

 

·        What big ideas (theory) did you use to make sense of your observations?

 

 

 

·        What generalization did you develop because of your observations?

 

 

 

 

·        How do your observations support this generalization?

 

 

 

·        What do scientists understand about your generalization?

 

 

 

 

·        Has your thinking about the observations become more like an expert?

 

 

 

 

 

 

 

 

 

 

 

 

Notes about Magnetism Events:

Vocabulary needed in understanding magnetism:

 

 

 

 

 

 

 

 

 

 

 

Defining Characteristics about Magnetism

Evidence from Events