Introduction
Magnetism is a key aspect of the BC Science 7 Curriculum. In particular, the impact that electromagnetic force has on magnetism. Other outcomes of this curriculum include the observation and analysis of experiments and graphic data (British Columbia Ministry of Education, 2018d).
The magnetic ruler feature allows users to observe how often the phone or tablet passes a magnet and the time interval in which the magnets pass. This allows users to observe the presence of magnets as well as observe their presence graphically (Phyphox, 2016).
This activity serves as the first, or one of the first, engagements of the unit. The purpose of this experiment is to engage students interest and discover their wonderings around magnetism that can be further analyzed, in a fun and engaging way.
The I see, I think, I wonder activity allows students to think critically and reflect on their learning (Lowe et al., 2013).
The magnetic ruler feature allows users to observe how often the phone or tablet passes a magnet and the time interval in which the magnets pass. This allows users to observe the presence of magnets as well as observe their presence graphically (Phyphox, 2016).
This activity serves as the first, or one of the first, engagements of the unit. The purpose of this experiment is to engage students interest and discover their wonderings around magnetism that can be further analyzed, in a fun and engaging way.
The I see, I think, I wonder activity allows students to think critically and reflect on their learning (Lowe et al., 2013).
Materials
- a smartphone or small tablet with phyphox installed
- A number of small magnets
- An electric model train set, remote control car, or toy car with wheels
- A setting with minimal ambient noise
- Elastic bands and/or tape
- I see, I think, I wonder printout for each student
- optional: a projector to cast the phone/tablet output to
- A number of small magnets
- An electric model train set, remote control car, or toy car with wheels
- A setting with minimal ambient noise
- Elastic bands and/or tape
- I see, I think, I wonder printout for each student
- optional: a projector to cast the phone/tablet output to
Procedure
1. Create a model train track that students are able to see from their desks.
2. Distribute and explain the I see, I think, I wonder worksheet. Students are meant to write their observations, their thoughts, and their questions during the experiment. Describe minimally the magnetic ruler setting (we want to leave room to wonder).
3. Distribute a number of magnets around the train track in various places.
4. Attach the phone with the phyphox running on the magnetic ruler setting to one of the electric trains.
5. Run the train around the track while projecting the results of the magnetic rule OR share results afterwards
6. After the experiment, allow students to analyze the graph output and complete their worksheet.
7. Discuss what they saw, thought, and wondered as a class.
8. Consider student wonderings as driving questions for the unit.
Optional: Can also be done with an electric car with magnets around the room.
Optional: Can be done using a rolling (non electric) toy car being pushed in a straight line.
2. Distribute and explain the I see, I think, I wonder worksheet. Students are meant to write their observations, their thoughts, and their questions during the experiment. Describe minimally the magnetic ruler setting (we want to leave room to wonder).
3. Distribute a number of magnets around the train track in various places.
4. Attach the phone with the phyphox running on the magnetic ruler setting to one of the electric trains.
5. Run the train around the track while projecting the results of the magnetic rule OR share results afterwards
6. After the experiment, allow students to analyze the graph output and complete their worksheet.
7. Discuss what they saw, thought, and wondered as a class.
8. Consider student wonderings as driving questions for the unit.
Optional: Can also be done with an electric car with magnets around the room.
Optional: Can be done using a rolling (non electric) toy car being pushed in a straight line.
Connections to the British Columbia Grade 6 Science Curriculum
(British Columbia Ministry of Education, 2018d)
Big Ideas
The electromagnetic force produces both electricity and magnetism.
Content
Electromagnetism
Curricular Competencies
Questioning and predicting
Planning and conducting
Processing and analyzing data and information
The electromagnetic force produces both electricity and magnetism.
Content
Electromagnetism
- the electromagnetic force is responsible for both electricity and magnetism
Curricular Competencies
Questioning and predicting
- Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal interest
Planning and conducting
- Observe, measure, and record data (qualitative and quantitative), using equipment, including digital technologies, with accuracy and precision
Processing and analyzing data and information
- Construct and use a range of methods to represent patterns or relationships in data, including tables, graphs, keys, models, and digital technologies as appropriate