Science
SCI.IV.3.4
Grade: 6
Strand IV:
Using Scientific Knowledge in Physical Science
Standard 3:
Motion of Objects - All students will describe how things around us
move, explain why things move as they do, and demonstrate and explain
how we control the motion of objects
Benchmark 4:
Use electric currents to create magnetic fields and explain applications of
this principle.
Constructing and Reflecting:
SCI.I.1.1 - Generate scientific questions about the world based on observation.
SCI.I.1.2 - Design and conduct scientific investigations.
•
Experiment with batteries, wires, and a nail to make and test an electromagnet.
SCI.I.1.5 - Use sources of information in support of scientific investigations.
SCI.I.1.6 - Write and follow procedures in the form of step-by-step instructions, formulas, flow diagrams, and sketches.
SCI.II.1.3 - Show how common themes of science, mathematics, and technology apply in real-world contexts.
SCI.II.1.4 - Describe the advantages and risks of new technologies.
Vocabulary / Key Concepts
• electric current
• magnetic poles
• magnetic fields.
Tools:
• magnetic compass
• battery
• wire
Context
• electromagnets
• bells
• speakers
• motors
• magnetic switches
• Earth’s magnetic field.
Knowledge and Skills
Students will construct an electromagnet and
describe how it is used.
In an electromagnet, an electric current is applied
through a conductive wire, which creates a
magnetic field around that wire. A magnetic field
is the area around a magnetic object where the
force of the magnet can be detected. For
example, if you take a wire, wrap it around an iron
nail and connect it to a battery it will result in a
closed circuit. The electric current will create a
magnetic field that will be able to pick up paper
clips or other magnetic objects. This same
principle can be seen in junkyards (crane
magnets) and doorbells. When a doorbell is
pushed, a closed circuit results, causing the
electromagnet to become magnetic, the armature
is attracted to the magnet and hits the bell.
Electromagnets may be found in motors and
generators.
(Resources continued from column on right)
Videoconferences Available
For more information, see www.remc11.k12.mi.us/dl
or call Janine Lim 471-7725x101 or email
jlim@remc11.k12.mi.us
IV.3.MS.4
• Magnets to Motors from the Adventure Science
Center
• Magnetism: A Strong Attraction from the National
Science Center
• Magnetism from COSI Toledo (a science
museum)
• Magnet Mania from the Discovery Center of
Springfield
6th Grade Science Curriculum
Technology Resources
IV.3.MS.4 Use electric currents to create magnetic
fields and explain applications of this principle.
Vernier Probes available: Current & Voltage
Probe, Voltage Probe, Magnetic Field Sensor
Resources
Coloma Resources:
Lab: (Showing forces of magnets.)
Compasses, magnets, wire, nails, motors &
battery.
Other Resources:
•
AIMS—“Mostly Magnets” Copyright 1991.
AIMS Foundation
•
TOPS—“Magnetism”
•
Magnetism and Electricity. Milliken
Copyright 1985.
•
Bill Nye: Gravity, Friction, Magnetism
•
Science Explosion
•
Beakman’s Electric Motor – easy and
excellent!
•
Michigan Teacher Network Resources
•
The Blobz Guide to Electrical Circuits – fun,
interactive learning site for 1-5 students.
•
Online lesson - Magnets, Electromagnets &
Fields of Force (includes lab and
assessment)
•
Online lesson - Magnets, Electromagnets,
and Motors (includes prep, lab and
assessment)
Instruction
Assessment
Optional Assessment
After students have completed a unit on
electromagnets and their construction they will
experiment with the effects of different variables
Have the students place a navigational compass
on a flat surface. Have them pass a magnet near on the strength of an electromagnet. They will
the compass and observe what happens. Discuss test the strength of their electromagnet designs
by seeing how many paper clips they can pick
their observations.
up. Working in groups, students may change
Have students (in small groups) construct a simple the number of wire wraps, the length of wire,
core size (nail thickness), and tightness and
circuit by using a 1.5 V battery and a twelve-inch
space of wire on the core. Each group should
length of bell wire. Have students predict where
experiment with a different variable, constructing
the magnetic field is located in the circuit. Put a
a chart that shows how changes in that variable
navigational compass flat on a desk/flat surface.
affected the strength of their electromagnet and
Place the wire on top of the compass parallel to
the needle. Connect the battery to the ends of the the number of paper clips it was able to attract.
wire. Have the students observe the movement of
the compass needle. Have the students compare After sharing and discussing their results with
the rest of the class, students should respond to
and discuss results with the whole class.
the following constructed response assessment
item:
Focus Question: Where is a magnetic field
located in a simple circuit?
After the students have completed the activities,
have them research and discuss the various uses
of electromagnets, and the advantages and/or
risks of those uses (MRI-magnetic resonance
imaging, generators, etc.).
NOTE: When circuit is connected the battery
gets hot and drains quickly. Limit connected
time.
1.) Choose two of the following variables and
discuss the effect they have on the strength
of the electromagnet; number of wire
wraps, the length of wire, core size (nail
thickness), and tightness and space of wire
on the core.
See AIMS activity “Electromagnets” in Electrical
Connections book.
(Give students rubric before activity.)
Scoring Rubric
Criteria: Correctness of ideas:
Apprentice - Explanation contains few correct
ideas.
Basic - Explanation contains some correct
ideas.
Meets - Explanation contains many correct
ideas.
Exceeds - Explanation contains all correct
ideas.
Teacher Notes:
• Electricity in a coiled wire produces a magnetic field. The force that magnets exert on certain metals and
each other is an invisible force that acts “at a distance” without coming into contact with the object it moves.
Electric charges can also exert non-contact forces, following the same rules as magnets (like charges repel,
unlike charges attract).
Focus Questions
• How does a current flow in circuits?
• What is the relationship between magnetic forces and electric currents?
• What is energy and how does it transfer from one substance to another in everyday situations?