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Teacher: Chris Student Teacher: Rashidul BariGrade Level: 12 grade physics Date: 12/15/2014Unit: Electricity & Magnetism Lesson V: Intro to MagnetsBig Idea:

Electricity and magnetism is noting but two side of same coin. What causes certain materials to be magnetized? Can you make a magnet from a nail, some batteries and some wire? Yes.

Hypothesis:

H0: µ0: I think that increasing the voltage will (increase/decrease/no change) the electromagnet’s strength.

H0: µ0: I think that increasing the wire coils will (increase/decrease/no change) the electromagnet’s strength.

Ha: µa: There are more than two types of charges.

Standard:

For many years, learning standards and expectation to what students should

learn and know develop largely by local school district, which meant thousands

of different set of standards. Recetly New York Times reported that in the late

80s, a movement began to improve the standard and state finally took the task to

revolutionize the quality of middle/high school education.

Inspired by the motto of Singapore, “Teach less, learn More”—the Common

Core State Standards, reported NY times, formulated by a team of 75 experts led

by Jason Zimba has developed a consistent, clear understanding of what

students are expected to learn. “The standards are designed to be robust and

relevant to the real world, said Jason Zimba, “reflecting the knowledge and skills

that our students need for success in college and careers”. With American

students become stronger in Physics, our nation will be best positioned to

compete successfully in the global economy.

Students know that magnets have two poles (north and south) and that like poles repel each other while unlike poles attract each other and Students will develop a testable question and indicate whether further information is needed to support specific conclusion. Students will draw conclusions from scientific evidence

Objective:

After this lesson, students will be able to understand that electricity and magnetism is actually same type of force.

Instructional Strategy (Tell me, I forget…involve me, I understand)

Tell me, I forgetShow me, I remember

Involve me, I understand.

I will take my lesson# V (Intro to magnets) to the next level of learning by keeping above Chinese proverb in mind.

I am also motivated by Sousa prophecy— “If I can see it in my brain; I may do it in the game”. This is why I will use color coding to help my student to see that even we can use a nail and wire to make electricity! Every human invention, from pedagogy to Operant conditioning, often comes down to the individual and local level: How do school and teachers use resources, view their students, and teach them? Unlike nearly every other tool, complementary colors help them picture the topic in their mind which creates a memory they can find easily. In many of my video tutorials, I explained why it is so important that a student like Student A visualize topics—or even trying to understand a physics problem in complementary color because when students use all of their senses (visual, auditory, tactile, kinesthetic) to picture a problem—they stand a better chance of being able to solve it. This is why; I will make my lesson more colorful by using many colors to demonstrate “Intro to Magnets”

Assessments:

Type of assessment Weight PercentDo now Will be graded 15%Class participation/good behavior Will be graded 5%

Group lab demonstration Will be graded 10%

Exit Slip Will be graded 5%

Home-work Will be graded 20%

Exam Will be graded 50%

Total 100%

How to differentiate (100%)

100%

This technique put emphasize on the ideologies of normative philosophers such as

Horace Mann, Freidrich Froebel, Charlotte Mason, Jean Piaget, Margaret Bancroft,

Booker T. Washington, John Dewey, Maria Montessori, John Holt, Marie Clay, Jerome

Bruner—and Howard Gardner—who express value judgments about how literacy—

and classroom environment ought to be. This technique ask teacher to be very

ambitious: expect 100% of students to do 100% of the time, 100% of the way. This

technique will help us realize the prophecy of President Bush: NO CHILD LEFT

BEHIND.

This is like a recipe for conflict but as a teacher I know that I can win this battle with

delicacy far more often than with physical force. The three principles of 100%

compliance are as follows:

1) use the least invasive form of intervention;

2) rely on firm, calm finesse and

3) invent ways to make compliance visible.

Grouping (Experimental):

I will arrange classrooms by ability: placing the highest-achieving students in one cluster, the lowest in another.

Materials

1. Long Nail (20)2. 1.5 meter Thin insulated wire (20)3. Battery (20)4. Screws (40)

Lesson agenda

Agenda TimeDo now 5 minutes

Mini lesson 10 minutesStudent activities (Building battery) 15 minutes

One group will presenting it for class 10 minutesExit slip 5 minutes

Agenda TIMEDo now 5 min

“How do I make an electromagnet using nail, wire & battery?”

Students are to write their answers to the “Do Now” on slips of paper handed to them as they enter the classroom. One student will be selected randomly to put his/her answers on the board while the remainder of the class finishes. The slips of paper will be collected, and the answers will be reviewed.

Handouts # 1Vocabulary on the front page

1. Polarized2. Magnetic field3. Magnetic flux4. Right hand rule5. Solenoid6. Electromagnet7. Battery

Focus question on the back page

Can the strength of an electromagnet be changed by changing the voltage of thepower source? Can the strength of an electromagnet be changed by changing theamount of wire wrapped around its core?

1. Heating or hitting a permanent magnet can ruin it. (True/Flase)2. Iron is a good metal to use to make an electromagnet.3. The north pole of one magnet will attract the north pole of another magnet4. Magnets and electromagnets are used in many devices

Story-line/mini lesson 13 min

We’ve learned that charge can produce electric field. Today we’ll learn that magnet can produce magnetic field. Now tell many how many of you have played with magnet as a child? Great.

You should know that we human have known about magnets for thousands of years and we have been using them practically, as compasses, for almost as long. However, we did not know that there is a link between magnet and electricity until recently. We've only really learned how magnetism works in the last century, thanks to Micheal Faraday, who demonstrated that magnet is an object that can produce magnetic field—an invisible field responsible for the most important property of magnet: a force that pulls on iron and attacks and repels other magnets. Here’s what you should know before you started making magnet:

1. A magnet has two ends called poles: north and south pole

2. Like pole repel but opposite pole attracts much the same way like charges repel but opposite attracts

3. A magnet creates an invisible area of magnetism all around it called a magnetic field much the same way charge create electric field.

4. Now here is the important info: The north pole of a magnet points roughly toward Earth's North Pole and vice-versa. Who can tell me why?

5. If you cut a bar magnet in half, you’ll get two brand new, smaller magnets, each with its own north and south pole much the same way cutting a piece of gold smaller size would not affects its density!

6. If you run a magnet a few times over iron nail, you can convert it into a magnet as well. This is called magnetization and this is what you will do today. Now tell me are you excited or not?

Student activities 10 min

How to create magnet with wire, nail and battery

HERE’S SOME USEFUL INSTRUCTION:

1. Take the wire and straighten it.

2. One end of the wire has a nail attached. Hold the nail in your hand and measure off an arm’s length of wire. This splits the wire into two sections, one much longer than the other

3. Take the long section of wire and wrap it neatly around the nail. Start wrapping at the flat part of the nail and work your way towards the nail’s point. Wrap the wire around the nail 25 times to build the first electromagnet. Later, you will wrap the wire around the nail

another 25 times to make a larger electromagnet.

Electromagnet Testing Time:

There are four different settings on the battery pack. They are labeled 1.5V, 3.0V, 4.5V and 6.0V. The “V” stands for volts. A volt is a unit used to measure the amount of electricity in something, like meters is a unit used to measure the length of something. Your team will test your electromagnet by seeing how many screws (see the picture below) it can pick up at each voltage. Test each voltage two times.

Data collection: Record the number of screws picked up by each electromagnet for each try. After you have collected all of the data for both of the electromagnets, average the number of paper screws picked up at each voltage

Electromagnets Data Chart

Battery Voltage # Screws picked up Average1.5 V3 V4.5 V6 VIdentify the VariablesIndependent VariablesDependent VariableConstantsLet’s Make a Graph

Making Decision:1. Increasing the voltage applied to an electromagnet………………its strength.2. Increasing the amount of wire wrapped around an electromagnet…………………….. its

strength.

Group presentation (1 group only) 10 min

Any group can be candidate to make a classroom presentation. This group will receive extra point based on the following rubric:

Skills E G O

Delivery (Presenter doesn’t rush, showsenthusiasm, avoids likes, ums, kind ofs, youknows, etc. Uses complete sentences.)

3 2 1

Eye Contact (Presenter keeps head up,does not read, and speaks to whole audience.)

3 2 1

Posture (Presenter stands up straight, facesaudience, and doesn’t fidget.)

3 2 1

Volume (Presenter can be easily heard byall. No gum, etc.

3 2 1

Content (Presentation shows full grasp and understanding of the lab)

3 2 1

Exit slip 5 min

Exit slip: Exit slip is to be completed on a loose-leaf.1. What is one thing about magnets you learned most?2. What is one thing about magnets you learned least?

(There’re two) Handouts # II 1 min

Home-work (The Structure of Atom)Name:Class:Period:Date:Directions: Under the “Sample Sentence or Illustration” box, draw a picture that represents the vocabulary word or write a complete sentence that shows understanding of the term. (I will make a separate homework (easier) for my Student A because he is IEP.

Term Definition Draw pictureMagnetMagnetic fieldElectromagnetMagnetic PoleWhy North Pole facing North?

Readings for tomorrow

Faraday CageLink: http://www.magnet.fsu.edu/education/tutorials/tools/faradaycage.html

Final remarks 1 min

How many of you accept the null hypothesis, raise your hands.