NIn this picture, the iron filings show the shape of the magnetic —daytonregionalstemcenter.org/.../05/Up-Up-and....docx · Web view · 2016-5-31

Printable ResourcesUp, Up and Away: Making Motion with MagnetsAppendix A: Pre/Post TestAppendix B: Pre/Post Test Answer KeyAppendix C: Related ArticlesAppendix D: Career Concept MapAppendix E: Engineering Design Process GraphicAppendix F: Engineering Design Challenge with RubricAppendix G: Engineering Design Challenge RolesAppendix H: Design BriefAppendix I: Peer Evaluation SheetAppendix J: Magnetic Station Task CardsAppendix K: Magnetic Student Answer DocumentAppendix L: Magnetic Student Answer Document KeyAppendix M: Magnet Station Reflection QuestionsAppendix N: How Does the Number of Magnets Affect the Speed of a Magnetic Linear Accelerator? Appendix O: Decision Analysis MatrixAppendix P: Design Process NotesAppendix Q: Design Process Reflection QuestionsAppendix R: Presentation Directions and RubricAppendix S: Additional Technical Brief

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Up, Up and Away: Making Motion with MagnetsAppendix A: Pre/Post Test

Name______________________________________

1. In this picture, the iron filings show the shape of the magnetic —

A Axis

B Core

C Field

D Pole

2. Which statement best compares a permanent magnet and an electromagnet?

A A permanent magnet has a north pole and a south pole, but an electromagnet only has a south pole.

B A permanent magnet has a fixed magnetic field strength but the magnetic field strength of an electromagnet can be changed

C A permanent magnet requires an external source of energy, but an electromagnet produces its own energy.

D The magnetic field lines from a permanent magnet emerge from the north pole, but they emerge from the south pole of the electromagnet.

3. Karen wants to make an electromagnet using a copper wire wrapped around an iron bar, as shown below.

To make the bar an electromagnet, what should Karen do next?

4.

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A connect the wire to a bulb

B heat the wire around the bar

C send a current through the wire

D touch the end of the wire together

Up, Up and Away: Making Motion with MagnetsJeff used the following electromagnet to pick up piles of different objects on his desk.

First he picked up staples. Next he tried to pick up paper clips but could not. Then he picked up small nails. Finally he picked up safety pins. Jose concluded that the reason the electromagnet did not pick up the paper clips was that it was not strong enough.

5. The diagram below shows an iron ball and a ramp with several magnets on it. The ball does not stick to any magnet, but the magnets are close enough to affect the motion of the ball. The ball rolls slowly down the ramp, following a curved path.

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Why doesn’t the ball roll in a straight line down the ramp? Explain your answer. (2 pts)

What is an alternate explanation for why the electromagnet did not pick up the paper clips? (1pt)

Up, Up and Away: Making Motion with Magnets

6. A student created an electromagnet and wanted to see how the number of wire coils affected the number of paper clips the electromagnet was able to hold. The results are displayed below.

0 10 20 30 40 50 60 70 80 900

10

20

30

40

50

Electromagnet Strength

Number of Coils

# o

f Pap

er C

lip

s

How would you describe the linear pattern created by the points plotted on the graph? How does the number of paper clips change as more wire coils are added? (2 pts)

Create a line of best for the plotted points by drawing on the line graph above. Determine the slope of the line of best fit in workspace provided below. (2 pts)

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# of Coils # of Paper Clips

0 0

20 8

40 18

60 31

80 46


7. A student made the magnetic linear accelerator displayed in the image below. The accelerator was made using three magnets secured to a wooden track. Each magnet had three ball bearings placed in front of it. Another ball bearing was then rolled along the track towards the first magnet causing the last ball bearing on the track to be launched towards the soda can. The ball bearing then hit the soda can, leaving a dent in the side of it.

(Bunsen, 2012)

8. Ben and Brandon are designing an (EMALS) Electromagnetic Launch System; they are collecting and recording data. What part of the Engineering Design Process are they working on? How do you know? (2 pts)

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What is one way the student could alter the magnetic linear accelerator in order to create a larger dent in the soda can? Explain your answer. (2 pts)


9. Dan wants to start building a prototype, Jeff explains that they need to start by identifying the problem, who should the rest of the design team listen to and why? (2 pts)

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Up, Up and Away: Making Motion with MagnetsAppendix B: Pre/Post Test Answer Key

1. C field2. B A permanent magnet has a fixed magnetic field strength but the magnetic field

strength of an electromagnet can be changed 3. C send a current through the wire4. Answers may vary but could include: the paper clip may have a plastic coating, the

battery could have lost charge or the wire could have become disconnected.5. Answers may vary but should include the idea that the iron ball is attracted to the

horseshoe magnets but the attraction force is only strong enough to change its movement as it rolls down the ramp, but does not allow the ball to become attached to the magnet.

6. The linear pattern shows a positive association. The more coils, the more paper clips the electromagnet attracts.

Answers may vary due to line of best fit.

0 10 20 30 40 50 60 70 80 900

10

20

30

40

50

Electromagnet Strength

Number of Coils

# o

f Pap

er C

lip

s

7. Answers may vary but could include: add more magnets, use larger magnets, use a small sized launch ball or reinforce the magnets attachment to the wooden track to reduce energy loss through magnet movement.

8. They are testing a solution to their design challenge. I know this because they must have a prototype to be collecting data.

9. Jeff is correct because if they have not identified the problem the prototype might not answer the question for the stakeholders.

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Slope= Δ yΔ x

= y2− y1x2−x 1

= riserun

Slope= 31−860−20

=2340

=.575 paper clips per coil

Up, Up and Away: Making Motion with MagnetsAppendix C: Related Articles

EMALS/ AAG: Electro-Magnetic Launch & Recovery for Carriers (1410L)http://www.defenseindustrydaily.com/emals-electro-magnetic-launch-for-carriers-05220/

Boing! New electromagnetic catapult hurls war planes into the sky (1540L)http://www.dailymail.co.uk/sciencetech/article-2044609/Up-away-New-electromagnetic-catapult-hurls-war-planes-sky.html

Electromagnetic launchers: Hurling objects with electrical energy is giving the catapult a new lease of life (1240L)http://www.economist.com/news/technology-quarterly/21598325-electromagnetic-launchers-hurling-objects-electrical-energy-giving

How Things Work: Electromagnetic Catapults (1410L)http://www.airspacemag.com/military-aviation/how-things-work-electromagnetic-catapults-14474260/?no-ist

For the chosen article complete the following: 1. Determine the main idea of the text and write an objective summary of the text. 2. Identify at least three vocabulary terms that are essential to the main idea of the text.

Provide the definition of each term. 3. What questions do you have after reading the article?

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http://www.airspacemag.com/military-aviation/how-things-work-electromagnetic-catapults-14474260/?no-ist

http://www.airspacemag.com/military-aviation/how-things-work-electromagnetic-catapults-14474260/?no-ist

http://www.economist.com/news/technology-quarterly/21598325-electromagnetic-launchers-hurling-objects-electrical-energy-giving

http://www.economist.com/news/technology-quarterly/21598325-electromagnetic-launchers-hurling-objects-electrical-energy-giving

http://www.dailymail.co.uk/sciencetech/article-2044609/Up-away-New-electromagnetic-catapult-hurls-war-planes-sky.html

http://www.dailymail.co.uk/sciencetech/article-2044609/Up-away-New-electromagnetic-catapult-hurls-war-planes-sky.html

http://www.defenseindustrydaily.com/emals-electro-magnetic-launch-for-carriers-05220/

http://www.defenseindustrydaily.com/emals-electro-magnetic-launch-for-carriers-05220/

Up, Up and Away: Making Motion with MagnetsEMALS/ AAG: Electro-Magnetic Launch & Recovery for Carriers

Jul 19, 2015 23:00 UTC by Defense Industry Daily staff

As the US Navy continues to build its new CVN-21 Gerald R. Ford Class carriers, few technologies are as important to their success as the next-generation EMALS (Electro-MAgnetic Launch System) catapult. The question is whether that technology will be ready in time, in order to avoid either costly delays to the program – or an even more costly redesign of the first ship of class.

Current steam catapult technology is very entertaining when it launches cars more than 100 feet off of a ship, or gives naval fighters the extra boost they need to achieve flight speed within a launch footprint of a few hundred feet. It’s also stressful for the aircraft involved, very maintenance intensive, and not really compatible with modern gas turbine propulsion systems. At present, however, steam is the only option for launching supersonic jet fighters from carrier decks. EMALS aims to leap beyond steam’s limitations, delivering significant efficiency savings, a more survivable system, and improved effectiveness. This free-to-view spotlight article covers the technology, the program, and its progress to date.

From Steam to Magnets: EMALS vs. Current Approaches

Current steam catapults use about 615 kg/ 1,350 pounds of steam for each aircraft launch, which is usually delivered by piping it from the nuclear reactor. Now add the required hydraulics and oils, the water required to brake the catapult, and associated pumps, motors, and control systems. The result is a large, heavy, maintenance-intensive system that operates without feedback control; and its sudden shocks shorten airframe lifespans for carrier-based aircraft.

To date, it has been the only option available. Hence its use on all full-size carriers.EMALS (Electro-Magnetic Aircraft Launch System) uses an approach analogous to an electro-magnetic rail gun, in order to accelerate the shuttle that holds the aircraft. That approach provides a smoother launch, while offering up to 30% more launch energy potential to cope with heavier fighters. It also has far lower space and maintenance requirements, because it dispenses with most of the steam catapult’s piping, pumps, motors, control systems, etc. Ancillary benefits include the ability to embed diagnostic systems, for ease of maintenance with fewer personnel on board.

EMALS’ problem is that it has become a potential bottleneck to the USA’s new carrier class. It opportunity is that it may become the savior of Britain’s new carrier class.The challenge is scaling a relatively new technology to handle the required weights and power. EMALS motor generator weighs over 80,000 pounds, and is 13.5 feet long, almost 11 feet wide and almost 7 feet tall. It’s designed to deliver up to 60 megajoules of electricity, and 60 megawatts at its peak. In the 3 seconds it takes to launch a Navy aircraft, that amount of power could handle 12,000 homes. This motor generator is part of a suite of equipment called the Energy Storage Subsystem, which includes the motor generator, the generator control tower and the stored energy exciter power supply. The new Gerald R. Ford Class carriers will require 12 of each.

Because it’s such a big change, it’s a critical technology if the US Navy wishes to deliver its new

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carrier class on-time and on-budget, and fulfill the CVN-21 program’s cost-saving promises. If EMALS cannot deliver on time, or perform as advertised, the extensive redesign and additional costs involved in adding steam catapult equipment throughout the ship could easily rise to hundreds of millions of dollars.

Launches have begun, and the 2nd phase of EMALS aircraft compatibility testing is scheduled to begin in 2012. Engineers will continue reliability testing through 2013, then perform installation, checkout, and shipboard testing, with the goal of shipboard certification in 2015.

The related Advanced Arresting Gear (AAG) sub-program will replace the current Mk 7 hydraulic system used to provide the requisite combination of plane-slowing firmness and necessary flexibility to the carriers’ arresting wires. The winning AAG design replaces the mechanical hydraulic ram with rotary engines, using energy-absorbing water turbines and a large induction motor to provide fine control of the arresting forces. AAG is intended to allow successful landings with heavier aircraft, reduce manning and maintenance, and add capabilities like self-diagnosis and maintenance alerts. It will eventually be fitted to all existing Nimitz class aircraft carriers, as well as the new Gerald R. Ford class.

EMALS was also set to play a pivotal role in the British CVF Queen Elizabeth Class, until the window of opportunity shut in 2012. The F-35B’s ability to take off and land with full air-to-air armament was already a matter of some concern in Britain before the 2010 strategic defense review, which moved the heavier F-35C from “Plan B” for British naval aviation, to the Royal Navy’s preferred choice.An F-35C requires catapults, but the Queen Elizabeth Class carrier’s CODAG (COmbined Diesel And Gas) propulsion doesn’t produce steam as a byproduct, the way nuclear-powered carriers do. Instead, it produces a lot of electricity. Adding steam would require a huge redesign in the middle of construction, and raise costs to a point that would sink the program entirely. Instead, after commissioning some research of their own with British firms, they placed a formal request to buy EMALS.By 2012, however, the Royal Navy had discovered that adding catapults to its new carrier design was much more difficult and expensive than BAE had led them to believe. In an embarrassing climb-down, the government retreated back to the F-35B STOVL (short Take-Off, Vertical Landing) fighter, and ended efforts to add catapults to its carriers.

For the article complete the following: 1. Determine the main idea of the text and write an objective summary of the text. 2. Identify at least three vocabulary terms that are essential to the main idea of the text.


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Up, Up and Away: Making Motion with MagnetsBoing! New Electromagnetic Catapult Hurls War Planes Into The SkyBy ROB WAUGH UPDATED: 07:09 EST, 3 October 2011

Aircraft carriers are terrifyingly high-tech machines - from the nuclear reactors that supply their power, down to the computer-controlled firing systems that defend them from attack faster than any human could react. But the lowest-tech link in the chain has always been the Fifties-designed steam catapults used to hurl planes from the decks - until now.

A new electromagnetic catapult being trialed in the US is passing tests with flying colors - using a kinetic energy storage system that can launch a huge 26-tonne plane, then recharge in 45 seconds. The Electromagnetic Aircraft Launch System (EMALS) is designed to be lighter, easier to operate and faster than the current steam catapults - which are also in danger of being outpaced by today's faster, heavier aircraft. Tests last week launched a 26-tonne Northrop Grumman E2-D surveillance aircraft using the technology.

Captain James Donnelly, Aircraft Launch and Recovery Equipment Program Office, PMA-251, program manager, said 'Each launch we do provides more data and validation of the hard work and efforts that have been put into this state-of-the-art technology.'

Steam catapults are a 50-year-old technology, invented by British engineers - the machines are big, complex and heavy, and rely on building up more than half a ton of steam before each launch.

The new electromagnetic systems are half the size and weight of steam-based systems, and require less maintenance even when launching heavy planes. The current EMALS system can launch planes at up to 200 knots - around 100mph. 'Newer, heavier and faster aircraft will result in launch energy requirements approaching the limits of the steam catapult, increasing maintenance on the system,' said the US Navy department behind the system.

'The system's technology allows for a smooth acceleration at both high and low speeds - and the capability for launching all current and future carrier air wing platforms from lightweight drones to heavy strike fighters.'

Britain's upcoming Queen Elizabeth class supercarriers, the first of which is due later this decade, will need EMALS technology if they are to compete.



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Up, Up and Away: Making Motion with MagnetsCatapulting AheadElectromagnetic Launchers: Hurling Objects with Electrical Energy is Giving the Catapult a New Lease of LifeMar 8th 2014

As a jet fighter screams away from the deck of an aircraft carrier a swirl of vapor trails from the steam-driven catapult that launched it into the air. Catapults are an ancient technology, developed from the crossbow for increased range and firepower. By the Middle Ages, they could hurl rocks as big as 75kg (170 pounds) to batter castle walls. From using the kinetic energy stored in twisted ropes and sinews to launch projectiles, catapults were developed using hydraulics, gravity and air as propellants. Steam became a favorite with naval architects because it was on tap, generated by the engines of ships. Now catapults are going electronic and finding new military and civilian roles.Despite their punch, the steam-driven catapults on aircraft carriers are not as powerful as some would like. Even with their engines roaring, catapulted aircraft still need the extra airspeed provided by turning the carrier into a headwind. If there is no wind, you must “crank the ship up” to generate one by sailing faster, says a retired commander of a US Navy warship.

The US Navy is so impressed with the push delivered by its new catapult, the Electromagnetic Aircraft Launch System (EMALS), that its next aircraft carrier, the Gerald R. Ford, is in effect being built around it, says Captain James Donnelly, manager of the launcher. EMALS can accelerate a heavy warplane to 180 knots (333kph)—about 30 knots faster than a steam catapult. As the acceleration can be finely adjusted every millisecond, it produces smoother launches, which are better for pilots and aircraft.The system is being fine-tuned by General Atomics, a defense contractor, at an airfield in Lakehurst, New Jersey. Just under the runway lies a nearly 100-metre array of electromagnets straddled by a sliding, conductive armature. Precisely timed pulses of electricity create a wave of magnetism, which rapidly pushes the armature along. The armature is connected to a shuttle on the runway above, to which the aircraft’s nose wheel is hitched.

The technology is similar to the linear-induction motors employed in some high-speed trains except; of course, trains are not expected to take off. The Lakehurst system can propel the shuttle to the other end of the runway in just 2.4 seconds, says Mike Doyle, the program’s chief technology officer. But it takes a lot of energy, more even than a nuclear-powered aircraft carrier can suddenly muster. Hence energy is stored kinetically in rapidly spinning rotors and released to power generators whenever the catapult is fired.

Such kit is not cheap. The four-catapult system for the Gerald R. Ford has a price tag of some $750m. But it eliminates all the tentacular plumbing of steam catapults and should cut crewing and upkeep expenses by about $250m over its expected 50-year life, the retired commander estimates. Being much lighter it will also make the aircraft carrier more stable, maneuverable and cheaper to propel.

EMALS is costly partly because it has to be squeezed into the confines of an aircraft carrier. Building such a system on land would be much cheaper. This leads some to wonder whether catapults could be used to cut the costs of commercial flying. The engines on airliners guzzle fuel on takeoff. Scott Forney, head of General Atomics’ electromagnetics business, says that he has been approached by cargo airlines considering this. But could it be used to launch passenger aircraft too?

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Fasten your seat beltsSkeptics doubt civil airliners are strong enough to handle the stress of a catapult launch. Airbus, Europe’s giant aircraft manufacturer, reckons this problem can be overcome by lengthening the catapult along a runway and accelerating aircraft more slowly. That way only minor reinforcements would be needed, says Charles Champion, head of engineering for Airbus. He thinks electromagnetic catapults could be operating at civilian airports by around 2050.

Beside saving fuel, a catapult-assisted takeoff would also reduce noise and allow runways to be shortened, reckons Mr. Champion. That could increase the capacity of airports.

The aircraft, of course, would also have to land on these shorter runways. Cables are used to catch a tail-hook on planes landing on carriers. Something similar could be employed on runways; arresting cables are already used on short runways at some military airbases. For civil aircraft, though, it would be necessary to decelerate the landing more slowly so as not to jolt passengers. The energy captured by the cables could be stored and reused for catapult launches, suggests Mr. Champion.

Back to battleCatapults are also making a comeback as a way to launch projectiles and missiles. Some naval missiles are ejected with a burst of pressurized gas or a small booster charge before the rocket in the missile ignites. This reduces the risk of a warhead detonating in the launch tube. Launchers using linear-induction motors coiled inside a tube have been developed, but these coil guns showed mixed results.

Another system, known as a rail gun, offers more promise. Inside the barrel of a rail gun is a pair of parallel metal rails and a sliding conductive armature. The armature cradles the projectile to be fired or, in some cases, is the projectile. When electrical energy accumulated in a bank of capacitors is rapidly pulsed into the rail, it creates an instantaneous magnetic field, which flings the armature out with explosive force (see picture). A rail gun can hurl a slug of metal much farther than artillery can and at speeds far exceeding those of missiles. The slugs destroy things with the force of their impact rather than detonating an explosive warhead.

The US Navy’s rail gun program, aptly named Velocitas Eradico—“I Who Am Speed, Destroy” in Latin—has made brisk progress since it began in 2005. Working primarily with General Atomics and Britain’s BAE Systems, the muzzle energy of shots has increased from six to 32 megajoules, enough to hammer targets beyond 160km (99 miles) at more than five times the speed of sound (sound travels at about 1,230kph), reckons Nevin Carr, a retired rear-admiral and former head of America’s Office of Naval Research.

The slugs can be heavy. General Atomics has produced a rail gun able to hurl a 10kg projectile more than 200km in less than six minutes (that’s 2,000kph). Some slugs fly

fast enough to hit a target 30km away with a straight trajectory, says John Finkenaur, a rail gun expert at Raytheon, another defense contractor. Slugs are cheaper than missiles and, lacking propellant and explosives, are safer to store.Rail guns, though, can be awkward. They get hot and wear rapidly. Some rail guns had to be dismantled after two or three shots to make sure components

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Up, Up and Away: Making Motion with Magnetswere holding up. Now some can

handle 100 shots and computer models suggest this might be multiplied six fold, giving rail gun barrels roughly the same lifespan as five-inch naval guns, says Mr. Carr.

This greater durability is due in part to better x-ray and ultrasound diagnostics for inspecting new alloys used in the construction of rail guns, and improved cooling techniques. Some research groups with highly effective cooling systems are clocking up “velocities they can’t talk about”, says Alexander Zielinski, a former rail gun designer at the US Army Research Lab in Maryland. An added advantage of cooler rail guns is that they are harder to attack with heat-seeking missiles.

Researchers have managed to fire slugs containing sensors and an explosive charge to generate shrapnel in mid-air. This would help rail guns smash incoming missiles. Keeping the electronics and explosives intact at launch requires “shaping” the energy as it is delivered to the projectile so that it accelerates a little more gently, says a former US defense official. It requires a long barrel, and some rail gun barrels already extend more than ten meters.

Work funded by DARPA, a Pentagon research agency, has also led to an electromagnetic mortar. Designed like a rail gun and powered by electricity generated by a vehicle, its range is twice that of the roughly 8km reached by conventional mortars, says Harry Fair, founder of the group behind the project at the University of Texas, Austin. Neither it nor a coil gun-mortar designed by Sandia National Laboratories is in volume production. Nevertheless, such work points to electromagnetic weapons spreading beyond the navy.

General Atomics is building a wheeled rail gun for sale to land forces, and researchers in China are trying to produce one that can shoot slugs at 2.5km per second. At greater speeds the friction from air deforms the projectile’s aerodynamic profile, which can cause it to stray off course.

There are uses beyond weapons. Some at NASA, America’s space agency, have argued for a mountaintop rail gun to help lob payloads into space. Chemical rockets would still be needed to accelerate the vehicle to orbital speed and to maneuver it. Many consider the concept “out there on the edge”, says Douglas Witherspoon of HyperV Technologies, a Virginia firm that investigated the possibility by building a tabletop launcher using a spiral-shaped rail gun called Slingatron.

HyperV is, though, making progress with another exotic rail gun. Rather than use metal as an armature, the firm strips ions from a few milligrams of argon gas and uses the resulting conductive plasma to transfer electrical energy from one rail to another. In a vacuum it can fire a plasma blob at nearly 150km a second—fast enough to initiate fusion in a deuterium and tritium fuel. HyperV hopes to use it to design the world’s first commercially viable, power-generating fusion reactor.

Whether or not the firm succeeds, there are plenty of down-to-earth ideas about what to do with electromagnetic catapults. Elon Musk, the billionaire founder of PayPal, Tesla Motors and SpaceX, has proposed using them to propel passenger pods at

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Up, Up and Away: Making Motion with Magnetsmore than 1,200kph along an elevated track between Los Angeles and San Francisco. More prosaically, IAP Research, a technology-development company based in Dayton, Ohio, has come up with something for the

handyman. With funding from a toolmaker it has produced a prototype electromagnetic gun that drives nails into concrete. Dave Bauer, the firm’s founder, expects it to be in hardware stores within a couple of years.



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Up, Up and Away: Making Motion with MagnetsHow Things Work: Electromagnetic CatapultsFrom zero to 150 in less than a second.US Navy)By Tim WrightAIR & SPACE MAGAZINE JANUARY 2007

George Sulich stands astride one of two 333-foot-long steam-powered catapults aimed down the runway at the U.S. Naval Air Warfare center in Lakehurst, New Jersey.

The catapults, identical to those that launch airplanes aboard Navy carriers, are used to tweak and test the 1950s launch technology. But Sulich’s interest lies a few steps away, in a concrete-and-steel trench more than 300 feet long, where a new catapult, also aimed down the runway, is under construction. When complete in 2008, it will be the first catapult to use electro-magnetics to launch manned aircraft.

As the Navy’s project manager for the Electromagnetic Aircraft Launch System (EMALS), Sulich’s task is to move the newest catapult technology from development at the research facility to ships at sea. A key instrument in the transition is the 1:12-scale model of an electromagnetic catapult, bolted to the concrete floor inside the lab. In place of a ship’s deck, the model is embedded in a knee-high metal casing about 60 feet long, with a narrow slot a few inches deep that runs along the top. An aluminum block rests snugly in one end of the slot. If an aircraft were part of the model, its nosewheel landing gear would be attached to the aluminum block. When the power is turned on, a wave of electromagnetic force silently shoots the aluminum block to the opposite end of the model at a speed of 60 mph. After a few keystrokes on a computer, the electromagnetic wave travels in reverse, gently returning the aluminum block to its starting position.

As the 21st century dawns, steam catapults are running out of steam. Massive systems that require significant manpower to operate and maintain, they are reaching the limits of their abilities, especially as aircraft continue to gain weight. Electromagnetic catapults will require less manpower to operate and improve reliability; they should also lengthen aircraft service life by being gentler on airframes.

The amount of steam needed to launch an airplane depends on the craft’s weight, and once a launch has begun, adjustments cannot be made: If too much steam is used, the nose wheel landing gear, which attaches to the catapult, can be ripped off the aircraft. If too little steam is used, the aircraft won’t reach takeoff speed and will tumble into the water. The launch control system for electromagnetic catapults, on the other hand, will know what speed an aircraft should have at any point during the launch sequence, and can make adjustments during the process to ensure that an aircraft will be within 3 mph of the desired takeoff speed.

The scale model in the Lakehurst lab is a linear induction motor, an efficient way to generate thrust with a minimum of moving parts. Shipboard electromagnetic catapults will be based on larger linear induction motors, made up of three main parts: two 300-foot-long stationary beams, or stators, spaced a couple of inches apart, and a 20-foot-long carriage, or shuttle, that is sandwiched between the two beams and can slide back and forth along their lengths.

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Each beam is made up of dozens of segments. Running down the spaces alongside the two beams, in sealed housings, is the wiring needed to energize them and turn them into an electromagnetic force to propel the carriage. Selectively turning on and off each beam’s segments generates an attractive magnetic force at the carriage’s leading edge and a repulsive magnetic force at its rear. At no point are all the beam’s segments simultaneously activated; instead, only those segments near the moving carriage are energized, creating the effect of a magnetic wave.

The interface between carriage and airplane runs through the aircraft’s nose wheel landing gear, using the same hardware employed by the current steam catapult system. After hooking up to the carriage, aircraft are electro-magnetically pushed and pulled down the catapult until airborne. After releasing an aircraft at speeds approaching 200 mph, the carriage will come to a stop in only 20 feet, its forward movement countered by reversing the push-pull electromagnetic forces of the two beams. The same energy is then used to return the carriage to its starting position.

An electromagnetic catapult can launch every 45 seconds. Each three-second launch can consume as much as 100 million watts of electricity, about as much as a small town uses in the same amount of time. “A utility does that using an acre of equipment,” says lab engineer Mike Doyle, but due to shipboard space limitations, “we have to take that and fit it into a shoebox.” In shipboard generators developed for electromagnetic catapults, electrical power is stored kinetically in rotors spinning at 6,400 rpm. When a launch order is given, power is pulled from the generators in a two- to three-second pulse, like a burst of air being let out of a balloon. As power is drawn off, the generators slow down and the amount of electricity they produce steadily drops. But in the remaining 42 seconds between launches, the rotors spin back up to capacity, readying themselves to release another burst of energy.

Working from the scale model in the Naval Air Warfare lab, designers developed the electronic hardware and software needed to build an EMALS prototype, which can accelerate dead-weight test articles (massive metal frames on wheels) to 165 mph in three-quarters of a second on a track just 100 feet long.

Care has been taken to make the launch process as similar as possible to current steam systems to help launch crews ease into the new technology. Pilots, as they position their aircraft for a catapult shot, won’t be able to tell if they are launching with electromagnetics unless they happen to notice the absence of steam escaping from the deck.

Electromagnetic catapult technology already has the ability to launch any aircraft now in the Navy inventory and any the Navy has ordered. With the new launch system’s potential to achieve acceleration forces reaching 14 Gs, human endurance may be one of the few limitations it faces.For the article complete the following:

1. Determine the main idea of the text and write an objective summary of the text. 2. Identify at least three vocabulary terms that are essential to the main idea of the text.


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Up, Up and Away: Making Motion with MagnetsAppendix D: Career Concept Map

A person with a STEM career uses his or her knowledge of science, technology, engineering, and math to help solve problems. Did you know that STEM graduates can find work as health care practitioners, teachers, farmers, engineers, managers, CEOs, and even writers or artists?

STEM careers are concentrated in the following fields: Agriculture, Agricultural Operations, and Related Sciences Computer and Informational Sciences and Support Services Engineering and Engineering Technologies Biological and Biomedical Sciences Mathematics and Statistics Physical Sciences and Technologies

Do you know what STEM career you might be interested in pursuing? In this activity you will have a chance to research a STEM career of your choice.

One way to organize and present information is a concept map. In this activity you will create a concept map of a STEM career. Possible career choices include: mechanical engineering, electrical engineering, aerospace engineering, physicist and chemist.

Equipment Reference materials Computer with word processing and Internet capability

ProcedureIn this activity you will investigate a STEM career. The concept map you will create (using Lucid Chart https://www.lucidchart.com or similar program will highlight the responsibilities, salary range, best location, education requirements, and future demands for this type of career.

1. Select a STEM career that you want to learn more about. Research the career through the internet or other sources. Record the required information.

2. Create a concept map that highlights the information that you collected on your career. Make sure to include the following.

What type of work do people in this career perform? What is the current salary of this occupation? What are the working conditions? Inside/Outside? Office/Plant/Lab? What are the major job responsibilities? Is there a demand for this job in the future? What kind of education is needed for this type of work? Name 3-4 related careers.

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Up, Up and Away: Making Motion with MagnetsConclusion

1. What impact do you think STEM professionals will have on your future?

2. Do you think you’d be interested in pursuing a career in STEM? Why or why not?

3. What concentration of STEM fields do you feel you would be the most interested in pursuing? Why?

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Up, Up and Away: Making Motion with MagnetsAppendix E: Engineering Design Process Graphic

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Up, Up and Away: Making Motion with MagnetsAppendix F: Engineering Design Challenge with Rubric

Engineering Design ChallengeIn order to achieve a successful lift-off, an airplane needs to reach a specific velocity within a specific distance. Large passenger jet liners must accelerate to a speed upwards of 200 mph before lift-off. Airplane runways are typically a minimum of 6,000 ft. in length in order to give large passenger jet liners enough distance to reach this speed.

In order to cut down on fuel costs and airport runway lengths, commercial airline companies are looking for a way to accelerate their planes faster and more efficiently by using magnetic forces. Multiple examples on the use of magnetic force to move objects have been presented in class. Your team’s challenge is to engineer a device to move a payload a distance of 2.5 meters in the fastest time possible. One of the forces involved in the movement of the payload created must be magnetic force. During the design process, data will be collected and utilized to make informed design decisions.

The following will materials available:

Meter sticks Ball bearings (various sizes)

Masking tape Duct tape

Bar magnets Wand magnets Tin foil Felt

Plastic wrap Wax paper Ruler Stopwatch

Plastic tubing Cylindrical magnets

Neodymium magnets

Other materials approved by the teacher (suggested by the student).

Graph paper Sand Paper Bubble wrap

You will need to collect the following data:

Number of magnets used in each design Distance between magnets in each design The number/size of ball bearings used in each design The amount of time it takes the payload to travel 2.5 meters Mass of the payload The different forces used design

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Up, Up and Away: Making Motion with MagnetsDesign Notes:

Collect all data in a data table Include at least one line graph demonstrating average speed of payload Include a video of a successful design

Be sure to keep detailed notes on each design, the results of each test, what worked, what did not work, and why. The information collected will be used to guide engineering decision for the next design the team constructs. Use the included Design Notes to guide this process.

Attached is the evaluation rubric. Remember – this experience is about the process not just the end results.

4 3 2 1Video/Demo of design in action

Video/demo demonstrated evidence that the design challenge was accomplished and was/can be repeated multiple times.

Video/demo demonstrated evidence that the design challenge was accomplished however it may not be repeated multiple times.

Video/demo was attempted but design challenge displayed some flaws and it may not be repeated multiple times.

Video/demo demonstrates little/no evidence of design challenge.

Data Collection

Data is collected for each design and used to influence design decisions for the next design

Data is collected for all designs but only some data is used to influence the next design

Data is collected but very little is used to influence design decisions. Some data is missing

Some data is collected but no data is used to influence design decisions

Speed Calculations and Line Graph

The average speed of the payload is accurately recorded and used to create a line graph.

The average speed of the payload I mostly accurately recorded and used to create a line graph.

The average speed of the payload is inaccurately recorded and used to create a line graph.

The average speed of the payload is not completely recorded or used to create a line graph.

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Up, Up and Away: Making Motion with MagnetsAppendix G: Engineering Design Challenge Roles

Construction Battalion Chief

_______________________Name

Leads the team in the construction/building of the magnetic launch system following the design plan developed by the civil engineer.

Civil Engineer

_________________________Name

Leads the team in the designing of the project and translating the idea onto paper. Ensures that the design is complete and thorough, containing all necessary measurements and structural details. Evaluates materials available and leads the team in using those materials in the most efficient way. Oversees safety, quality control, and environmental concerns.

Research Scientist

________________________Name

Leads the team in the research necessary to begin construction of a magnetic launch system. Determines a method in which to use the materials available in an efficient and responsible manner for the project to be successful.

Public Affairs Lieutenant

_________________________Name

Leads the team in developing a multimedia presentation that accurately conveys vital information related to the design construction and research to the public (class) addressing the benefits the research holds for them. (Why do they care?)Records important data/notes throughout the design process to aid in the presentation.

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Appendix H: Design Brief

Design Team:

Problem Statement:(Define the problem you intend to solve. [Who] needs [what] because [why])

Design Requirements and Constraints:

Design Description:(Describe your solution to the problem in detail.)

Deliverables:(List everything you must submit to your customer.)

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Up, Up and Away: Making Motion with MagnetsAppendix I: Peer Evaluation Sheet

Name: ______________________________

Job Key: CBC = Construction Battalion ChiefCE = Civil EngineerRS = Research ScientistPAL = Public Affairs Lieutenant

Jobs Team Member’s Name

Team

Fo

rmat

ion/

Des

ign

Brie

f

Mag

netic

St

atio

ns

Des

ign

Prop

osal

Bui

ld, T

est,

Red

esig

n

Pres

enta

tion

Prep

arat

ion

Pres

enta

tion

CBC

CE

RS

PAL

To rate your peers, put a number 1, 2, 3, 4, or 5 for each team member underneath each column after completing each major component of the engineering design challenge.

1 = Not prepared at all, no participation in group discussion, no effort, no evidence of understanding the job assignment

3 = Minimal effort, participated a little, job not very complete

5 = Total participation, had all materials, job very complete, clear evidence the person did the job

(Use a 2 or a 4 if a member is in between two descriptions)

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Appendix J: Magnetic Station Task Cards

Station 1: ElectromagnetMaterials:

Iron nails of various sizes About 3 feet of THIN COATED copper wire A fresh D size battery Paper clips or other small magnetic objects A wire cutter/stripper Electrical tapDirections:

1. Leave about 8 inches of wire loose at one end and wrap most of the rest of the wire around the nail. Try not to overlap the wires.

2. Cut the wire (if needed) so that there is about another 8 inches loose at the other end too.

3. Now remove about an inch of the plastic coating from both ends of the wire and attach one exposed wire to one end of a battery and the other exposed wire to the other end of the battery. Tape the wires to the battery using electrical tape.

4. You have made an ELECTROMAGNET! Put the point of the nail near a few paper clips and it should pick them up!

5. Making an electromagnet uses up the battery quickly. This is why the battery may get warm. Disconnect the wires when you are done exploring.

6. Repeat the experiment using a different thickness/length of nail or number of coils.

Respond in Answer Document: Does the number of times you wrap the wire around the nail affect the strength of the

nail? Does the thickness or length of the nail affect the electromagnets strength?

CAUTION: The battery and wires may become very hot. Disconnect the wires from the battery if the electromagnet is too hot to handle.

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Station 2: Magnetic Linear AcceleratorMaterials:

Wooden ruler that has a groove in the top in which a steel ball can roll easily Tape Four ½ inch neodymium cube magnets Nine steel balls Approximately 5 pieces of Hot Wheels style track Tape measure

Directions:1. Tape the first magnet to the ruler at the 2.5 inch mark. The distance is somewhat

arbitrary – make sure to get all four magnets on a one-foot ruler. Feel free to experiment with the spacing later

(MiniScience.com)

2. Continue taping the magnets to the ruler, leaving 2.5 inches between the magnets, until all four magnets are taped to the ruler.

(MiniScience.com)

3. To the right of each magnet, place two steel balls.

4. Connect approximately 5 connected lengths of Hot Wheel style tracks to the top of a desk. Tape the opposite end of the track to the floor to create a secure ramp.

5. Test the linear accelerator to make sure the rocketed ball bearing doesn’t travel farther than the length of the track. To launch the linear accelerator, set a steel ball in the groove to the left of the leftmost magnet. Let the ball go. If it is close enough to the magnet, it will start rolling by itself, and hit the magnet. Add more track pieces to the ramp if necessary.

6. Complete three trials using the 4-magnet linear accelerator. Record the distance

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http://sci-toys.com/scitoys/scitoys/magnets/gauss_rifle/two_magnets.jpg

http://sci-toys.com/scitoys/scitoys/magnets/gauss_rifle/all_magnets.jpg

Up, Up and Away: Making Motion with Magnetsthe ball bearing travels up the ramp in your answer document.

(MiniScience.com)

7. Create another linear accelerator, this time only using one magnet. This design will require three ball bearings.

8. Repeat steps 1-6.

How does it do that? Read the following and response in your answer document by drawing to define the four underlined vocabulary words.

The kinetic energy of the ball is transferred to the magnet, and then to the ball that is touching it on the right, and then to the ball that is touching that one. This transfer of kinetic energy is familiar to billiards players -- when the cue ball hits another ball, the cue ball stops and the other ball speeds off.

The third ball is now moving with a kinetic energy of 1 unit. But it is moving towards the second magnet. It picks up speed as the second magnet pulls it closer. When it hits the second magnet, it is moving nearly twice as fast as the first ball.

The third ball hits the magnet, and the fifth ball starts to move with a kinetic energy of 2 units. It speeds up as it nears the third magnet, and hits with 3 units of kinetic energy. This causes the seventh ball to speed off towards the last magnet. As it gets drawn to the last magnet, it speeds up to 4 units of kinetic energy.

The kinetic energy is now transferred to the last ball, which speeds off at 4 units, to hit the target.

When the device is all set up and ready to be launched, we can see that there are four balls that are touching their magnets. These balls are at what physicists call the "ground state". It takes energy to move them away from the magnets.

But each of these balls has another ball touching it. These second balls are not at the ground state. They are each their own diameter from a magnet. They are easier to move than the balls that are touching the magnet.

The more units of magnets added to the accelerator, the faster the rocketed ball bearing will travel.

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http://sci-toys.com/scitoys/scitoys/magnets/gauss_rifle/ready_to_fire.jpg

Up, Up and Away: Making Motion with MagnetsStation 3: Magnetic Fields 2-D

Materials: Two bar magnets Film canister of iron filings with a tiny hole punched in the top Petri dish with lid Compass

Directions:1. On your answer document trace one of the bar magnets. Make sure to label the north

and south poles.

2. Move the compasses from one pole to the other and notice how the compass behaves.

3. Move the compass to different points around the magnet. On you answer document, add arrows to your bar magnet drawing that the direction the compass points at each location.

4. Link the arrows together by continuous lines to try and show the magnetic field.

5. Place the petri dish on top of the bar magnet on the table. Sprinkle a small quantity of iron filings into the petri dish and place the lid back on it. It may be necessary to gently tap or jiggle the petri dish. The filings will line themselves up with the magnetic field lines.

6. Sketch the pattern that the filings make on your answer document.

7. Repeat the previous step for two bar magnets with like poles facing each other, such as N and N or S and S, and with unlike poles facing each other. Sketch the pattern of the filings in both situations.

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NN SN

SN


Materials: Two bar magnets Horseshoe magnet Jar of iron filings in oil

Directions:1. Vigorously shake the jar of iron filings. Select a horseshoe magnet and bring the poles

of the magnet near the jar and observe carefully.

2. Place the horseshoe magnet at other locations around the jar. Observe how the filings line up and sketch the pattern in your answer document.

3. Re-shake the jar of iron filings. Select a bar magnet and bring one pole of the magnet near the jar and observe carefully.

4. Place the bar magnet at other locations around the jar. Observe how the filings line up and sketch the pattern in your answer document.

5. Based on your observations, try and sketch the three-dimensional field that the bar magnet creates.

Hint: Think of the ribbings of an umbrella coming out of one of the poles as a starting point.

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N

S

Up, Up and Away: Making Motion with MagnetsStation 5: Spring Scale

Materials: Spring scale Various classroom objects

Respond in Answer Document: What is the relationship between

grams and Newtons?

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Directions:1. First, check the scale to be certain that it

reads zero. Adjust the screw on the top of the scale if needed.

2. Hang various objects on the scale and record their weights in grams and their force and weight in Newtons.

3. Try pulling an object across the lab table and practice reading the scale.

Background Knowledge:

A spring scale measures force. It can measure weight, which is the force of gravity on an object. It can also measure the amount of force necessary to overcome inertia, which is the object’s resistance to moving.

A spring scale can measures the amount of force necessary to move an object at a constant speed. The handle of the spring scale hook can be used to pull an object to measure force or hang an object to measure force. The spring scale measures force or weight in N (Newtons). The other side of the scale measures mass in grams.


How many Newtons of force would 200 grams apply?

What would the mass of an object that weighs 7 N on Earth?

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Up, Up and Away: Making Motion with MagnetsStation 6: Which Way is North?

Materials: One pair of donut magnets for each group member String Tape Compass

Directions:1. Put the end of a string between two ring magnets and hang them from the edge of the

table. 2. Keep the magnets about a meter or more apart and away from metal chairs and/or table

legs. 3. Stop the magnets from spinning and let them come to rest. In which direction do the

holes of your magnet point?

Hint: Imagine you were sticking your arm through the holes, which cardinal direction would your arm point?

4. Turn the magnet slightly and then let it turn by itself until it comes to rest again. In which direction do the holes point now?

5. Move the magnet over to the other side of the table. In which direction do the holes point now?

6. Check out your group member’s suspended magnets. In which direction do their holes point?

7. Using a compass, what do you notice about the alignment of the compass and how the magnet holes pointed? Explain your answer.

8. Read the following and discuss the important topics and terms with your lab partner.

Various cultures noticed this alignment of magnets with the North and South poles of the Earth. Europeans had previously adopted the North Star as a navigational tool and saw the magnetic needle of a compass as a way to locate the North Star when it was not visible. Europeans used a naturally occurring magnetic substance called a lodestone. Needles like loadstones were used for navigation by suspending them on the surface of a liquid and allowing them to freely rotate. The Chinese also used lodestones for navigation. They carved them into spoon shapes, which rotated on a non-magnetic base.

You are currently standing on top of a large magnet, which we call Earth. The magnetic field is created by the flow of electrical charges deep inside the core. Like all magnets, it has a north and a south pole. It is so massive that every loose magnet on earth is attracted or repelled from its poles. Due to gravity and friction, you do not often see formations of magnets flying north and south to the poles. However, if little magnets are allowed to freely turn, they will turn to face the poles.

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Up, Up and Away: Making Motion with MagnetsAppendix K: Magnetic Station Answer Document

Name: ______________________________

Station 1: Electromagnet

1. Does the number of times you wrap the wire around the nail affect the strength of the nail?

2. Does the thickness or length of the nail affect the electromagnets strength?

3. Does the thickness of the wire affect the power of the electromagnet?

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Up, Up and Away: Making Motion with MagnetsStation 2: Magnetic Linear Accelerator

Trial 1 Trial 2 Trial 3 Average4-Magnet Linear Accelerator1-Magnet Linear Accelerator

Draw to Define It!Respond to this task by creating a drawing that demonstrates the meaning of each of the words below.

Kinetic Energy:

Transfer:

Physicist:

Ground State:

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Bar magnet tracing with arrows (steps 1-4):

Bar magnet tracing with iron filings (steps 5-6):

Bar magnet/iron filing drawing with like poles (step 7):

Bar magnet/iron filing drawing with unlike poles (step 7):

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Station 4: Magnetic Fields 3-D Horseshoe magnet/iron filings drawing (steps 1-2):

Bar magnet/iron filings drawing (steps 3-4):

Bar magnet/iron filing 3-D sketch (step 5):

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Station 5: Spring Scale

1. What is the relationship between grams and Newtons?

2. How many Newtons of force would 200 grams apply?

3. What would be the mass of an object that weighs 7N on Earth?

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Station 6: Which Way is North?1. Like poles _________, while unlike poles _________. (attract or repel)

2. If you attach a magnet to a string so that the magnet is free to rotate, you will see that one end of the magnet will pointa. north b. southwest c. east d. west

3. Magnetic poles always occura. alone. b. in pairs. c. in threes. d. in fours.

4. The Earth behaves like a large magnet. True or False: Circle one

5. Magnets are like charges, since there are two types poles and two types of charge True or False: Circle one

6. Magnetic field lines flow…a. in no recognizable pattern.b. from one pole to another.c. from the center of a magnet outwards.d. from the poles to the center of the magnet.

7. The strongest region of a magnet can be found at…a. its center.b. both of its poles.c. only its North Pole.d. only its South Pole

8. Dropping a temporary magnet is a great way to magnetize it. True or False: Circle one

9. Magnets that can be magnetized and demagnetized are called…a. permanent. b. temporary. c. metals d. lodestones

Sketch the domains for a magnetized nail below.

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Up, Up and Away: Making Motion with MagnetsAppendix L: Magnetic Station Answer Document Key

Name: ______________________________

Station 1: Electromagnet

1. Does the number of times you wrap the wire around the nail affect the strength of the nail?

The strength is directly proportional to the number of turns or coils.

2. Does the thickness or length of the nail affect the electromagnet’s strength?

The more complete the circuit formed by the iron, the more field that you will get for a given coil and current. The best way to do a simple magnet is to have an iron core shaped like a "C". The gap formed by the "C" should be as small as possible. In our lab you won’t observe a difference.

3. Does the thickness of the wire affect the power of the electromagnet?

Thicker wires increase the strength of the electromagnet as higher current passes through a thicker wire.

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Up, Up and Away: Making Motion with MagnetsStation 2: Magnetic Linear Accelerator

Draw to Define It!Respond to this task by creating a drawing that demonstrates the meaning of each of the words below.

Kinetic Energy: Answers may vary but should express that kinetic energy is energy of motion.

Transfer: Answers may vary but should express that energy can transfer from one object to another.

Physicist: Answers may vary but should express that physicists are scientists who study matter and the motion of matter.

Ground State: Answers may vary but should express that ground state is the state of least possible energy in a system.

Station 3: Magnetic Fields 2-D Bar magnet tracing with arrows (steps 1-4):

Bar magnet tracing with iron filings (steps 5-6):

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Up, Up and Away: Making Motion with Magnets Bar magnet/iron filing drawing with like poles (step 7):

Bar magnet/iron filing drawing with unlike poles (step 7):

Station 4: Magnetic Fields 3-D Horseshoe magnet/iron filings drawing (steps 1-2):

(A School of Fish, 2014)

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Bar magnet/iron filings drawing (steps 3-4):

Bar magnet/iron filing 3-D sketch (step 5):

(Everything Maths & Science)

Station 5: Spring Scale

1. What is the relationship between grams and Newtons?

As grams increase, Newtons increase.

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Up, Up and Away: Making Motion with MagnetsThe gravitational field strength on the Earth's surface is 9.8N/kg. This means that a mass of 1kg (1000g) will have a weight of 9.8N on the Earth's surface.

If W is the weight in Newtons and m the mass in grams then W = (m/1000)*g where g is the gravitational field strength = 9.8N/kg on the Earth's surface).

This means that:m = 1000W/g or Weight = Mass x Gravity (9.8)

2. How many Newtons of force would 200 grams apply?

First, divide by 1000 and then multiply by 9.8200 divided by 1000 = .2 .2 times 9.8 = 1.96 N

3. What would be the mass of an object that weighs 7N on Earth?

Newtons are weight, Kg are mass. Weight = Mass X 9.8 (on earth) N = Kg X 9.8 N/9.8 = Kg So, divide your Netwons by 9.8 to get the weight. 7 divided by 9.8 = .71kg

Station 6: Which Way is North?1. Like poles attract, while unlike poles repel. (attract or repel)

2. If you attach a magnet to a string so that the magnet is free to rotate, you will see that one end of the magnet will pointa. north b. southwest c. east d. west

3. Magnetic poles always occura. alone. b. in pairs. c. in threes. d. in fours.

4. The Earth behaves like a large magnet. True or False: Circle one

5. Magnets are like charges, since there are two types poles and two types of charge True or False: Circle one

6. Magnetic field lines flow…a. in no recognizable pattern.Draft: 5/5/2023

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Up, Up and Away: Making Motion with Magnetsb. from one pole to another.c. from the center of a magnet outwards.d. from the poles to the center of the magnet.

7. The strongest region of a magnet can be found at…a. its center.b. both of its poles.c. only its North Pole.d. only its South Pole

8. Dropping a temporary magnet is a great way to magnetize it. True or False: Circle one

9. Magnets that can be magnetized and demagnetized are called…a. permanent. b. temporary. c. metals d. lodestones

10. Sketch the domains for a magnetized nail below.

(iStackImgur)

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Up, Up and Away: Making Motion with MagnetsAppendix M: Magnetic Station Reflection Questions

Name: ___________________________

After you complete the stations in class answer the questions below. Make sure to write in complete sentences and use proper, scientific language (no slang!)

Reflection Questions

ElectromagnetIn what ways can an electromagnetic be strengthened? Identify at least two possible changes and explain their effects.

Magnetic Linear AcceleratorUsing the following vocabulary; kinetic energy, transferred, physicists, and ground state write a scientific description of how the magnetic linear accelerator worked for a student that was absent.

Magnetic Fields 2-DThink about the phrase, “opposites attract.” How does this common phrase apply to magnets and their poles?

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Magnetic Fields 3-DCompare and contrast the position of iron filings in the oil with the bar magnet versus the horseshoe magnet. Hypothesize the cause of these differences.

Spring ScaleDescribe a situation that you would use a spring scale instead of a balance?

Which Way is North? Describe what it is about the Earth that caused ancient cultures to discover that their compass needles or lodestones were attracted to magnetic North.

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Up, Up and Away: Making Motion with MagnetsAppendix N: How Does the Number of Magnets Affect the Speed of a Magnetic Linear Accelerator?

Directions: Use the information from Logger Pro to compare a 1-magnet linear accelerator and a 4-magnet linear accelerator by completing the questions below. When working with numbers generated from Logger Pro, round to the nearest hundredth.

Part 1: Find a Line of Best Fit 1. For each graph, choose two points to connect by drawing a straight line through them.

Extend the line across all points. This line should generally follow the path created by all of the points plotted on the graph.

2. How would you describe the linear pattern created by the points plotted on the graph? How does the distance the ball bearing traveled change as more time passes?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Part 2: Find the Slope of the Line1. Use the following formula to find the slope for the lines you created:

Δ yΔ x

= y2− y1x2−x1= riserun

Part 3: Analyzing Results1. How many meters per second faster did the 4-magnet linear accelerator ball bearing

travel than the 1-magnet linear accelerator ball bearing?______________________________________________________________

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Slope=

1-magnet linear accelerator:

4-magnet linear accelerator:

Up, Up and Away: Making Motion with Magnets2. How does adding magnets to a linear accelerator affect the speed of a ball bearing?

______________________________________________________________

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Up, Up and Away: Making Motion with MagnetsAppendix O: Decision Analysis Matrix

Up, Up and Away: Making Motion with Magnets Decision Analysis Matrix

Factors/Criteria

Design Goals

Weight Design #1 Design #2 Design #3 Design #4 Design #5Total Scor

e

Ranking: Assign a score to each design idea for a particular criterion. Use the scale numbers below.

BEST WORST4 3 2 1

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Up, Up and Away: Making Motion with MagnetsDecision Analysis Techniques in Engineering Design

Method of Weighted FactorsMargaret Pinnell, PhD

This method of decision analysis can be used whenever a difficult choice must be made such as choosing a college or a certain product, etc. Step-by-step instructions for using

this method as a tool for assessing design plan ideas are provided below.

Identifying the objectives and constraints for a particular topic can assist in make a final decision. Safety should always be on the list, but some other items might include

aesthetics, cost, ease of maintenance, performance (ability to function as intended), recyclability, etc.

Instructions for Using the Matrix:

1. Determine the relative importance of each of these objectives and constraints, and rank them from 1 – 10 with 10 being the most important and 1 being of little importance (may be nice to have, but doesn’t really matter). All constraints will be rated a 10.

2. As a team, discuss each conceptual design, and rank the designs from 1-n in its ability to meet the identified objectives or constraints. For example, if you are analyzing three different designs, you will rank those designs from 1-3, with 3 being the best and 1 being the least. In some cases, the designs may have equal performance and they might get the same rating, an example of this is shown below.

3. For each design, multiply the attributed (objective or constraint) weighting factor by the rank, and add up a total score.

4. The design that has the highest score may be considered the “best.” Keep in mind though, that there is a significant amount of subjectivity to this approach, so if two designs have very close values, you may want to consider these designs a little more deeply.

An example is provided below for purchasing a car. This was done through the eyes of a college student who is looking for a new car to transport her from home to school. The ranking was done without any research, but certainly actual values could be obtained from reliable resources regarding relative safety, cost, gas mileage etc. If this information is available, this research should be done, but this is just a quick example. The college student, with input from her parents, identified the following factors that would help her decide which car to purchase. They decided that safety was, by far, the most important factor.

Since this was for a college student, cost-related issues including price of the car, cost of upkeep/maintenance and gas mileage were all very important as well. The student didn’t really have more than a suitcase that she would need to carry, so cargo room was not that important, but would be nice to have in case she did have some larger things to bring home. Also, since she only needed the car to last her through her 4 (or 5) years in college, the “life span” of the car was only marginally important. The college student protested regarding aesthetics, after all, she wanted a cool ride, so aesthetics were pretty important to the student. The student considered three cars available at a dealer close to her home.

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Up, Up and Away: Making Motion with MagnetsResultant Sheet:

Results of this decision analysis suggest that car 1 is the best choice for the student. However, had these factors been weighted differently, the results might have changed.

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Up, Up and Away: Making Motion with MagnetsAppendix P: Design Process Notes

Group Name: __________________________Date: ___________ Design # ____

Each team will complete a page of notes for EACH design they engineer. The more specific the data collection is, the more efficient the design process will become. Each team needs one page a notes for the team. Notes can be copied when completed if each team member wants a copy. Keep ALL notes AT SCHOOL incase a team member is absent.

Our team made the decisions for this design based on the following research: (Research Scientist)

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Use the space below to draw a blueprint of your magnetic launch system. Be sure to include all necessary measurements and a scale for your blueprint. Draw and label all forces including their directions. (Civil Engineer)

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Up, Up and Away: Making Motion with MagnetsStep by step directions on how to assemble your design:(Construction Battalion Chief)______________________________________________________________________

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Describe the results of your design. What did you observe? What worked well? What needs to be changed? (Research Scientist)______________________________________________________________________

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Our team’s plan for the next design is: (Public Affairs Lieutenant)______________________________________________________________________

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Up, Up and Away: Making Motion with MagnetsAttach this data table to a sheet of graph paper. Record your data in a table and create your graph(s) on the graph paper too.

Data Table:

Design 1

Design 2

Design 3

Design 4

Design 5

Design 6

Design 7

Design 8

Remember that every graph should have a title, axis labels, a scale, and be created using a straight edge.

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Up, Up and Away: Making Motion with MagnetsAppendix Q: Design Process Reflection Questions

Complete the following questions after each day in the design process. Use complete sentences.

Design Proposal:1. In 20 words or less, describe the engineering design process. What part of the

engineering process do you feel your group is working in now? Provide evidence for this choice.

2. Explain what is being asked of you in this engineering design challenge (pay close attention to the criteria and constraints of the challenge).

3. Describe how your group went about selecting an approach to the challenge (deciding what your final design would be).

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Up, Up and Away: Making Motion with MagnetsComplete the following questions after each day in the design process. Use complete sentences.

Build, Test and Redesign: 1. Explain what you feel were the most significant contributions to your group’s

success in refining and finalizing your design.

2. What were the biggest hindrances to your group’s ability to progress to finalizing your design? What enabled your group to overcome these obstacles and reach a consensus on the final design?

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Up, Up and Away: Making Motion with MagnetsAppendix R: Presentation Directions and Rubric

Name _______________________

I can: Present claims and findings emphasizing important points. Present claims and findings in a focused coherent manner. Present claims and findings with relevant evidence. Present claims and findings with valid reasoning and detail. Use appropriate eye contact, adequate volume, and clear pronunciation. Integrate multimedia and visual displays into presentations to clarify information. Integrate multimedia and visual displays into presentations to strengthen claims

and evidence. Integrate multimedia and visual displays into presentations to add interest.

Summary:

At this point in the design challenge, you will be creating a presentation to share with the rest of the class, utilizing all of the data you have collected. Your design presentation will need to be limited to 5-8 minutes and include the following:

1 page handout to share with classmates Data table explaining data collection 3 multimedia slides Google Slides/PowerPoint/Prezi, etc. Video and/or live demo of your design in action

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Up, Up and Away: Making Motion with MagnetsPresentation will be graded using the following rubric:

4 3 2 1

1 page handout Handout is accurate, addresses all important claims and findings with relevant evidence, reasoning, and details

Handout is accurate, addresses important claims and findings with relevant evidence and reasoning but is lacking details.

Handout is accurate, addresses important claims and findings with relevant evidence but is lacking reasoning and details

Handout is accurate and addresses important claims.

3 Multimedia Slides

Presentation integrates multimedia and visual displays into presentation to clarify information, strengthen claims and evidence, and add interest and contains at least three slides that are free of grammatical errors and contain at least one special effect and a background

Presentation integrates multimedia and visual displays into presentation to clarify information, strengthen claims and evidence, and add interest and contains at least three slides that are free of grammatical errors and contain at least one special effect.

Presentation integrates multimedia and visual displays into presentation to clarify information, strengthen claims and evidence, and add interest and contains at least three slides that are free of grammatical errors

Presentation integrates multimedia and visual displays into presentation to clarify information, strengthen claims and evidence, and add interest and contains at least three slides

Presentation All group members shared in the presentation verbally and used appropriate eye contact, adequate volume, and clear pronunciation.

All group members shared in the presentation verbally and used appropriate eye contact, adequate volume

One group member participated physically; two group members shared in the presentation verbally and used appropriate eye contact, adequate volume, and clear pronunciation.

Two group members participated physically; one group member participated in the presentation verbally and used appropriate eye contact, adequate volume, and clear pronunciation.

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Up, Up and Away: Making Motion with MagnetsAppendix S: Additional Technical Brief

Foreword: This technical brief was initially written with the intent to have the students create a railgun, but due to issues with the construction, the lesson has been changed to its current form. As such, much of the information has carried over for the electromagnetics of the railgun at the end of this brief, and should stand to be used as additional reading for those interested.

In physics, a force is any external effort that causes an object to undergo a certain change, either concerning its movement, direction, or geometrical construction. In other words, a force can cause an object with mass to change its velocity (which includes to begin moving from a state of rest), i.e., to accelerate, or a flexible object to deform, or both. Force can also be described by intuitive concepts such as a push or a pull. A force has both magnitude and direction, making it a vector quantity. It is measured in the SI unit of newtons and represented by the symbol F (6).There are numerous ways to exert a force on an object. The two methods of concern in this document are the electromagnetic and Newtonian forces. Magnetism, and in this case, permanent magnetism, is the method where by electrons of one object interact with electrons of another object. Permanent magnets have their atoms arranged so that there is a north and south pole to the magnet (5, 7). These magnets emit an electromagnetic field that can act upon other ferromagnetic objects. Newtonian forces seen in this project are very much like the forces seen in the game billiards (8). This is mostly concerned with the conservation and transfer of momentum. Momentum is the product of mass and velocity. The momentum is initially provided in this project by rolling the ball bearing along the track. The momentum is transferred by the ball bearing hitting another ball bearing. Two ball bearings are attached to the magnet by the magnetic force and therefore transfer the momentum to the next ball bearing which is able to move along down the track. This would be like shooting pool when you are cracking the rack of balls, but the front ball is glued to the table. Even though the first ball does not move, the rest of the balls will disperse.

Any charged object produces an electromagnetic field or EMF (1). Electromagnetic fields are one of the four fundamental forces of nature (the others being gravitation, weak interaction, and strong interaction). An electromagnetic field can be considered a combination of an electric field and a magnetic field. Electric fields are caused by stationary charges and magnetic fields are caused by moving charges (i.e. electric current). Electric and magnetic fields are always perpendicular to each other.

Figure 1. The propagation of an electromagnetic wave with perpendicular electric (Labeled E) and magnetic (Labeled B) fields (2).

Electromagnetic fields can exert forces on the world. These forces are governed by the Lorentz force law. For a Lorentz force to occur there must be both electric and magnetic fields interacting and therefore a charge in motion (i.e. electric current). The force is perpendicular to both the direction of the current and the magnetic field. To determine the direction of the force, the “Right-Hand Rule” is typically used.

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Up, Up and Away: Making Motion with MagnetsTo use the “Right-Hand Rule,” using your right hand, place your thumb along the direction of the current. Note that the direction of current is from the positive to the negative terminals of your power source. Continue by extending your other four fingers perpendicular to the direction of the current. The force from the electromagnetic field will be exerted in the direction of a vector coming out of your palm.

Figure 2. An illustration of the “Right-Hand Rule” (3).This Lorentz force has both magnitude and direction. While the actual calculation of the magnitude of the force may be out of the scope of this lesson, certain mathematical relationships can be derived. For a straight wire the force is defined by Equation 1.

Equation 1. The mathematical form of the Lorentz Force Law for a straight wireThe force is then therefore the cross-product of the vectors ℓ and B where ℓ is a vector whose magnitude is the length of the wire and whose direction is along the wire in the direction of the current. The magnetic field is the vector B. The current is denoted by the italicized I. By this equation we can therefore say that the magnitude of the force is directly proportional to the size of the current and the size of the magnetic field. Using the information above we can then see why increasing the current applied to the rails or increasing the number of magnets along the rails both increase the force applied to the object being propelled. Based on these statements, we should also be able to observe that doubling either the current or the number of magnets should result in the same increase in the amount of force applied to the object, but this is not the case. Since the magnetic field is created both by the permanent magnets along the rails and the use of current which we have already said creates a magnetic field. A more accurate, though not perfect, equation is presented in (4) as equation 2. Note that this force is only due to the current itself and does not take into account the augmenting permanent magnets along the rails.

Equation 2. The current has a quadratic relationship with the force applied by the railgun. The L’ value is the per unit length value of the inductance of the rails (4).

Figure 3. The field and force diagram of a railgun (4).

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