Magnets and Static Electricty

We continue to explore forces.  Recently, we have been working closely with magnets and learning about static electricity.

Here are some questions to think about before watching the video below:

MAGNETS & STATIC ELECTRICITY DEFINITION Forces can be applied at a distance through magnetism and static electricity. A magnet is an object that can attract some metals like iron. Static electricity can also attract objects without touching them, but it works a bit differently. It can attract and repel due to electrical charges.

***Watch the video below from Generation Genius to learn more. Then complete the worksheet provided. You can pause the video to write down your answers. After all of this is complete you can check out the other resources below.

Magnets and Static Electricity

After the video you will understand the following concepts:

  • Forces can be applied at a distance through magnetism and static electricity.
  • The closer magnets are, the stronger the force.
  • Magnets can push or pull other magnets, depending on the poles.
  • Electromagnets can be turned on and off with electricity.
  • Static electricity can push or pull things without touching them

Here are some other resources to read or watch about magnets. Also, I know many of you enjoyed watching the nine experiments with static electricity, I included that video too. Enjoy and have fun!

Trueflix Magnets

 

DK Magnets– Click on the quiz

Magnets

Did you know that magnets have a force of their own? Much like the pushing and pulling we have been talking about, magnets make things move. Watch the Brainpop Jr. Video below and continue to think about magnetism as a force.

Magnets on Brainpop Jr. video

  • You can post your thoughts on the padlet link below.
  • Please include your first name, so we know who wrote each response.
  • Elaborate and provide evidence from the video (text) to support your answers.
  • As always, please look at your spelling and punctuation before completing your post.

Padlet on Magnets

Applet to learn about patterns in a pendulum

We learned that a pendulum is a weight that hangs from the end of a rope, wire, or string in motion.  One end of the wire is attached to a fixed point. In our lesson students made a pendulum with a 7 inch string with a donut, and watched it swing three cycles. One student was a timekeeper and another student recorded the time it took the pendulum to swing in three cycles.  Students then changed the length of the string to 5 inches and recorded how long it took the pendulum to swing  for three cycles. Again, students recorded their data and compared the data from this one changed variable (the length of the string). What patterns did you notice?

Click on the link  below to view the experiment:

Pendulum Swing Video

Now that we found through our experiment that changing the length of a pendulum changes the time it takes to complete a swing; the shorter the pendulum, the faster it swings.

You can continue to explore with the applet below to change another variable.  Maybe you will change the amount of friction or the amount of gravity.  Remember to only change one variable at a time to have a fair test method. Have fun and experiment with the applet and remember to find patterns with the pendulum. Here are some questions to reflect about while exploring:

  • What makes a swing similar to a pendulum? 
  • Why do you need to push and pump to get yourself going in the first place? 
  • What makes you (or any pendulum bob) keep coming down to the ground and not flying off into the air?
  • What makes you (or any pendulum bob) keep going up? ) Hint:.TAKE AWAY FRICTION (force) see what happens.
  • How could we change the rate of the pendulum swing? 

***Here is an applet that shows a pendulum that you can virtually manipulate. You will need to download this. 

You can lengthen or shorten the string, add friction, add more or less gravity. 

FORCES

We have been learning about balanced versus unbalanced forces. Today we learned about friction. We learned through our investigations that friction is a force that affects the motion of objects.

Click on the video link below from BrainPop to learn more about forces. When you finish, click on the padlet and write something you learned from the video. Please put your initials and use correct spelling and punctuation.

Forces

Padlet on Forces

Balanced and Unbalanced Forces

We have been learning about balanced and unbalanced forces in science. Click on the link below to watch a video to learn more about this topic. Some questions to think about are:

  • What is a force?
  • Is a student sitting on a chair an example of a balanced force or an unbalanced force?
  • If you drop a ball is at rest or in motion?
  • What needs to happen in a game of tug of war for the forces to be balanced?

 

Balanced and Unbalanced Forces

After this activity, you will have some reading materials and questions to think about. Enjoy!

Maglev post #3 -Final Reflection

You did it! You have used all that you’ve learned about magnets and being a transportation engineer in order to create a successful maglev train. You planned, created and improved upon a design that would safely and efficiently transport people, or…rocks!

For your final reflection please answer the following questions:

 

Paragraph 1- Describe what your first track and vehicle design were.

 

Track: What magnets did you use? How many of each? How were they arranged?

 

Vehicle: (What magnets did you use? How many of each? How were they arranged?

 

Paragraph 2- Describe one problem your group faced and how you revised and improved your design to solve the problem

 

Paragraph 3- Describe your final design. Why did it work?

 

Track: (What magnets did you use? How many of each? How were they arranged?)

 

Vehicle: (What magnets did you use? How many of each? How were they arranged?

 

Paragraph 4 – Describe some of the thoughts and feelings you had when going through the design process.  Be specific about what caused you to have these thoughts and feelings.

 

Be sure to check over your work in your Google Drive BEFORE you post it to your blog. Look for:

  • Proper capitalization and punctuation
  • Spelling and grammar
  • That you answered each question in FULL sentences
  • Be sure to include a few photographs for any of the questions.

Maglev Day 2

We have finished our second day of designing, planning and creating our Maglev Transportation System. Your group worked really hard to test out the design you developed to see if the train has safely and efficiently traveled along the track without any problems. In your Google Drive you will type up your Blog Post #2. This will be placed in your Science Folder in your Google Drive.

Here is the Blog Post Requirements:

Paragraph #1:

  • What did you do today that worked? Be specific!
    • Types of magnets
    • Placement of magnets

Paragraph #2:

  • What did you do today that failed?
  • What did you learn from your failure?
  • What changes did you make because of your failure?

Paragraph #3:

  • Talk about your goals for your next design session

Be sure to check over your work in your Google Drive BEFORE you post it to your blog. Look for:

  • Proper capitalization and punctuation
  • Spelling and grammar
  • That you answered each question in FULL sentences
  • Your writing reflects your work throughout day 2 of the Planning and Creating stages of the Engineering and Design Process
  • You have used the Engineering Design Process and Magnetism Vocabulary provided to you

Blog Post #1 for Maglev Transportation

We finished our first day of designing, planning and creating our Maglev Transportation System. Your group worked really hard to test out the design you developed to see if the train safely and efficiently traveled along the track without any problems. In your Google Drive you will type up your Blog Post #1. This will be placed in your Science Folder in your Google Drive (new Docs, name it blog post #1 maglev). You have all this information on the last page of your packet as well.

Here is the Blog Post Requirements:

Paragraph #1:

  • What is a maglev train and how does it work?
  • What was your group’s idea for the track and train?

 

Paragraph #2:

  • What did you do today that worked?
  • What did you do today that failed?

 

Paragraph #3:

  • How was your experience working with your group? (What was challenging and what worked well?) No Names Included

 

Be sure to check over your work in your Google Drive BEFORE you post it to your blog. Look for:

  • Proper capitalization and punctuation
  • Spelling and grammar
  • That you answered each question in FULL sentences
  • Your writing reflects your work throughout day 1 of the Planning and Creating stages of the Engineering and Design Process
  • You have used the Engineering Design Process and Magnetism Vocabulary provided to you

Transportation Engineers

Today students learned that Transportation Engineers are hired by towns to help them make their intersections both safe (no one gets hurt) and efficient (no one has to wait a very long time to get through an intersection).

Part of the job includes using the EDP to help make observations, ask questions, brainstorm possible solutions and then choosing the best idea to try out.

Today we focused on the ASK and IMAGINE steps of the EDP. We observed a few different types of intersections to begin learning how they work. Students used the Engineering Design Process to solve a problem. 

After watching the videos below, we discussed the idea of a system (different parts working together) and the job of Transportation Engineers.  One aspect of their job might be to study the SAFETY and EFFICIENCY of an intersection.

Check out the videos below:

 

Climate Change on TrueFLix

We have been learning a lot about natural habitats and how organisms survive. Please do the following assignment:

  • Go to the library database on Heathcotegateway
  • Choose TrueFLix
  • Click on Ecosystems
  • Click on Climate Change and read the book
  • You can use the audio option to help understand the text better
  • Take notes and write notes using boxes and bullets

We will have a discussion about this text when I return.