Investigation 3: The Force of Magnetism...S1.2 Construct explanations independently for natural...

Investigation 3:

The Force of Magnetism

Name: ___________________________

Science Notebook

Energy and Electromagnetism

Big Question: What are the properties of magnets?

4th

1

Alignment with New York State Science Standards &

Performance Indicators

Standard 1: Mathematical Analysis

M1.1 Extend mathematical notation and symbolism to include variables and

algebraic expressions in order to describe and compare quantities

M2.1 Use inductive reasoning to construct, evaluate, and validate conjectures

and arguments, recognizing patterns can assist in explaining and extending

math phenomena

M3.1 Apply math knowledge to solve real-world problems

2

Standard 1: Scientific Inquiry

S1.1 Formulate questions independently with the aid of references appropriate

for guiding the search for explanations of observations

S1.2 Construct explanations independently for natural phenomena

S1.3 Represent, present, and defend proposed explanations

S2.1 Use conventional techniques and those of their own design to make

further observations and refine explanations

S2.2 Develop, present, and defend formal research proposals

S2.3 Carry out research proposals, recording observations and measurements

S3.1 Design charts, tables, graphs and other visual representations of

observations in conventional and creative ways

S3.2 Interpret organized data to answer the research question and to gain

insight into the problem

S3.3 Modify their personal understanding of phenomena based on evaluation

of their hypothesis

Standard 1: Engineering Design

T1.1 Identify needs and opportunities for technical solutions from an

investigation of situations of general or social interest

T1.2 Locate and utilize a range of printed, electronic, and human information

sources to obtain ideas

T1.3 Consider constraints and generate several ideas for alternative solutions,

using group and individual ideation techniques, defer judgment, evaluate ideas,

explain optimal choice

T1.4 Develop plans and construct a model of the solution

T1.5 In a group setting, test their solution against design specs, present and

evaluate results, describe how solution might be modified, and discuss

tradeoffs

Alignment with New York State Science Standards &

Performance Indicators

Standard 2: Information Systems

3: Information technology can have a positive and negative impact on society,

depending on its use

3

Standard 4: Physical Environment

4.1c Most activities in everyday life involve one form of energy being

transformed into another

4.1d Different forms of energy include heat, light, electrical, mechanical,

sound, nuclear, and chemical

4.1e Energy can be considered to be either kinetic energy or potential energy

Standard 6: Interconnectedness

1: Through systems thinking, they recognize commonalities that exist and how

parts of a system interrelate and combine to perform special functions

2: Models are simplified representations

5: Identifying patterns for change is necessary for making predictions about

future behavior and conditions

6: In order to arrive at the best solution to meet criteria and constraints,

trade-offs are often necessary

Standard 7: Interdisciplinary Problem Solving

1: The knowledge and skills of mathematics, science, and technology are used

together to make informed decisions and solve problems

2: Solving interdisciplinary problems involves a variety of skills and strategies

such as effective work habits, gathering information, generating ideas, making

connections, and presenting ideas

Table of Contents

Title Page Part

4

1 What materials stick to magnets? 6

2 What happens when two or more magnets interact? 13

3 What happens when a piece of iron comes close to 20 or touches a permanent magnet?

4 What happens to the force of attraction between two 27 magnets as the distance between them changes?

5 What do magnets interact with in the outdoor 35 environment?

5

What do you know about magnets?

I Think…

Now I Know…

Part 1: Magnets and Materials

6

What materials stick to magnets?

FOCUS QUESTION

CLAIM EVIDENCE

Part 1: Magnets and Materials

7

Test Objects Inventory

2 Aluminum foil

2 Aluminum nails

2 Black rocks

2 Brass rings

2 Cardboard

2 Copper foil

2 Paper fasteners

2 Plastic chips

2 Plastic straws

2 River rocks

2 Rubber bands

2 Sponges

2 Steel nails

2 Steel paper clips

2 Steel screens

2 Steel screws

2 Steel washers

2 Wood sticks

2 Wool yarn

8

What can you conclude about magnets?

Part 1: Magnets and Materials

9

Directions: Test objects in your classroom to determine if they are

made of iron or steel. Record your findings in the table below.

Part 1: Magnets and Materials

10

Read: Some materials stick to magnets. Some materials conduct

electricity. Challenge Question: How are magnetic materials and conductors

alike and how are they different? Answer the question below.

11

Part 1: Magnets and Materials

Word Bank

12

Part 1: Magnets and Materials

Science Content/Inquiry

Part 2: Magnets Interact

13

What happens when two or more magnets interact?

FOCUS QUESTION

CLAIM EVIDENCE

Part 2: Magnets Interact

Challenge: Find out if magnets attract when side A on one magnet

comes close to side A on a second magnet? Or do magnets attract

when side A on one magnet comes close to side B on a second

magnet? Illustrate and respond to demonstrate what you discover.

14

Part 2: Magnets Interact

15 15

1. Orient your magnet so that it will attract the north

pole of a bar magnet. 2. Slowly bring your magnet in that orientation up to a

bar magnet.

3. Show that it sticks when you let go.

Note: The side you labeled S should be the one that

sticks to the north pole of the bar magnet. Remember,

opposites attract.

Follow the directions below to confirm your magnet’s

poles are labeled correctly using a bar magnet.

1. The south pole on your magnet should attract the

colored north end of the compass needle. 2. The pole labeled “N” should repel the colored end of

the compass needle.

If your magnet is labeled correctly you will see the

following.

COMPASS

BAR MAGNET

Part 2: Magnets Interact

16 16

17

Part 2: Magnets Interact

Word Bank

18

Part 2: Magnets Interact

Science Content/Inquiry

Part 2: Magnets Interact

19

Directions: Read, When Magnet Meets Magnet and use evidence from the

text to answer the questions below.

1. Why does magnetite stick to a magnet?

2. What causes magnets to attract each other at some times and repel each

other at other times?

3. The magnets shown on page 42 of your text have one pole labeled. Which pairs of magnets will attract, and which will repel?

Part 3: Magnetic Fields

20

What happens when a piece of iron comes close

to or touches a permanent magnet?

FOCUS QUESTION

CLAIM EVIDENCE

Part 3: Magnetic Fields

21 21

OBSERVATIONS & DISCOVERIES

INVESTIGATE: Can magnetism work through

materials?

Part 3: Magnetic Fields

22 22

OBSERVATIONS & DISCOVERIES

INVESTIGATE: What happens when a piece of iron

comes close to or touches a permanent magnet?

Part 3: Magnetic Fields

23

How Magnets Work

1. Can a magnet attract a paperclip through materials? If yes, what kinds of

materials?

2. How can a magnet make a paperclip float in the air?

3. What happens to a steel nail when a magnet touches it?

24

Response Sheet- Investigation 3

1. You probably noticed that an iron object doesn’t have to touch a magnet

before it begins to move toward the magnet. Why do you think that happens?

2. If you put something like a piece of cardboard between a magnet and an

iron nail, the magnet still holds the nail in place. How can that happen?

3. When you make a “chain” of iron objects, you start with a magnet, stick

an iron object to the magnet, then stick other iron objects to more iron

objects. Why do you think the iron objects stick to each other even when they are not touching the magnet?

25

Part 3: Magnetic Fields

Word Bank

26

Part 3: Magnetic Fields

Science Content/Inquiry

Part 4: Magnetic Force

27

What happens to the force of attraction between two

magnets as the distance between them changes?

FOCUS QUESTION

CLAIM EVIDENCE

Part 4: Magnetic Force

28 28

How many washers did it take your group to break the force of attraction between two magnets? ________ washers

Part 4: Magnetic Force

29 29

What do you think will happen to the force of attraction between the two

magnets if you put a plastic spacer between them? Do you think the force

will get strong, weaker, or stay the same? Why?

When I put a plastic spacer

between the magnets, the force will

I think this will happen because

DATA

PREDICT RESULTS

When I put a plastic spacer

between the magnets, the force

Part 4: Magnetic Force

30 30

Directions: Graph the data from your T- chart on the prior page.

Part 4: Magnetic Force

31 31

How many washers will it take to break the force of attraction

when two spacers are placed between the magnets? Why?

RATIONALE

PREDICT RESULTS

It will take ___________

washers to break the force

of attraction when two

spacers are placed between

the magnets.

It took ___________ washers

to break the force of

attraction when two spacers

are placed between the

magnets.

Part 4: Magnetic Force

32

Directions: Answer the questions below.

1. How much distance in spacers was used when it took a force of

four washers to break the force?

3. What is the relationship between the distance separating two

magnets and the force of attraction between them?

2. How can you use a graph to predict?

33

Part 4: Magnetic Force

Word Bank

34

Part 4: Magnetic Force

Science Content/Inquiry

Part 5: Magnets Outdoors

35

What do magnets interact with in the

outdoor environment?

FOCUS QUESTION

CLAIM EVIDENCE

Part 5: Magnets Outdoors

36

Directions: Test objects outdoors to see how they interact with

magnets. Record your findings below in a data table you create.

37

Part 5: Magnets Outdoors

Word Bank

38

Part 5: Magnets Outdoors

Science Content/Inquiry

What are the properties of magnets?

Investigation 3: The Force of Magnetism

39

BIG QUESTION

Explain. Use evidence from the investigations to support your

answer.