ELECTRICITY AND MAGNETISM

6.1.1 Electric Charges 6.1.2 Electrical Forces between Charged Objects

Learning Outcomes
1. The student will explain the basic electrical structure of an atom and an ion. 2. The student will define positively charged, negatively charged, and neutral objects. 3. The student will define the elementary charge in relationship to the coulomb. A coulomb 19 equals 6.25 x 10 elementary charges. 4. The student will explain electric charge interactions in terms of attractions and repulsions. 5. The student will demonstrate charging objects by friction, conduction and induction. 6. The student will classify materials as conductors or insulators.

Misconceptions
1. 2. 3. 4. 5. 6. A charged body has only one type of charge. An electron is pure negative charge and has no mass. Charge can occur in any amount. Protons and electrons can both be transferred. Attraction between objects occurs only if both are charged. Only conductors are attracted by electrostatic forces.

Lesson Plans
Electrical Microstructure of Matter and Charge Interactions Unit of Charge Classifying Materials as Conductors or Insulators

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Electrical Microstructure of Matter and Charge Interactions

EXPLORATION #1
_____ Magic Tape (E500)

CONCEPT DEVELOPMENT #1
_____ Building Electroscopes (E501) and/or _____ How Do You Get So Charged? (E030a/E030b)

APPLICATION #1
_____ Neon Bulbs and Motion of Charge (E503a/ E503b)

EXPLORATION #2
_____ Will That be Cash or Charge? (E002a/E002b)

CONCEPT DEVELOPMENT #2
_____ How Do You Get So Charged? (E030a/E030b) and/or _____ Static Cling (E008) _____ Video Clip: Ben Franklin Explains Charge (E011)

APPLICATION #2
_____ Electrostatics (E039a/E039b) and/or _____ Next Time Questions (E012a/ E012b) and/or _____ Video Resource: Charging by Induction and Conduction (E037) * SUGGESTIONS & STRATEGIES - Electrical Microstructure of Matter In activity the Neon Bulbs and Charge (E503) page one should be done as a demonstration the student portion starts on page two. Both the Magic Tape (E500) and the Cash or Charge (E002a/E002b)activities have students exploring the presence of excess charge on objects. Reading through the Teacher Notes for Cash or Charge (E002b) will help prepare the teacher for the types of questions the students might pose. Also, the Electrostatic Series handout lists some common materials in order from those that are more positively-charged (those with a tendency to lose electrons) to those that are more negatively-charged (having a tendency to gain electrons). Be prepared for the misconception that positively charged objects have gained protons. During these preliminary experiments, emphasis should be put on students reasoning behind their responses rather than simply whether or not they stated correct answers. Encourage them to develop their own explanations about charged objects. 2

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*This resource is included in case you have Physics Cinema Classics laserdiscs. There are many references with frame numbers to these laserdiscs and to Mechanical Universe laserdiscs in the Bookshelf section on the Lab Room. If the reference says Video Clip, it will be a playable clip on the CD-ROM. If it says Video Reference, it will have the laserdisc frame numbers in case you have the laserdiscs.

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Electrostatic Series

More Positive: Rabbit's Fur Glass Mica Nylon Wool Cat's Fur Silk Paper Cotton Wood Lucite Sealing Wax Amber Polystyrene Polyethylene Rubber Balloon Sulfur Celluloid Hard Rubber Vinylite Saran Wrap More Negative

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Unit of Charge
EXPLORATION
_____ A Millikan Experiment Analogy (E607a/E607b)

C0NCEPT DEVELOPMENT
_____ Demo- Large Scale "Quantum" Effects (E606) and/or

APPLICATION
_____ Oil-Drop Experiment (E610a/E610b) _____ Video Clip: The Millikan Oil Drop Experiment (E611) SUGGESTIONS & STRATEGIES - Unit of Charge Although the electron was discovered in the late 1800s by Thomson and other physicists, its mass and charge were unknown until Robert A. Millikans famous oil-drop experiment of 1912. His experimental methods were meticulous - the details of the experiment might encourage students to take greater care in their own experimentation! Information about this American and his famous experiment is available from textbooks and library resources. It is also interesting to consider the impact of Millikans work on the quantum view of the atom that would emerge in future years. If you have The Mechanical Universe either on tape or on disc, you should show the part about the Millikan Oil Drop Experiment as part of the concept development of this learning cycle.

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Classifying Materials as Conductors or Insulators

EXPLORATION
_____ Am I a Conductor? (E601)

CONCEPT DEVELOPMENT
_____ A Mechanical Model of Conduction (E020) and/or _____ *The Electrophorus: A Device for Generating Static Electricity (E701) and/or _____ Electrophorus and Straws (E502)

APPLICATION
_____ Identifying Conductors & Insulators (E505) and/or _____Video Reference: Conductors and Insulators (E017) SUGGESTIONS & STRATEGIES - Classifying Materials as Conductors or Insulators Although students may have an intuitive idea about which materials are better conductors of electricity, they may have given little thought to the reason for a materials ability or inability to conduct electricity. It might be helpful to compare and contrast electrical insulators and conductors with thermal insulating and conducting materials to be sure that students make the distinction. Students may also wish to investigate another type of materials semiconductors --- through independent research.

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6.1.3 Coulomb's Law

Learning Outcomes
1. The student will describe the relationship between charge and distance involved in Coulomb's Law. 2. The student will compare Coulomb's Law with Newton's Law of Universal Gravitation in terms of constants, range, and relative magnitudes.

Misconceptions
1. The electrical force is the same as the gravitational force, a one way force. 2. Coulomb's Law applies to charge systems consisting of something other than charges. 3. Electrical force can only be transferred directly; you must touch something in order to see or feel the affects of an electrical force. 4. The strength of the electrical force decreases by the inverse instead of the inverse square. 5. Gravitational force is stronger than electrical force.

Lesson Plans
Coulomb's Law

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Coulomb's Law
EXPLORATION
_____ Electrostatic Demonstration (E027a/E027b)

CONCEPT DEVELOPMENT
_____ Demonstration Inverse Square Law (E050) and/or _____ Coulomb's Law (E058) and/or _____ Background Information: Force Between Point Charges (E053) and/or _____ Video Clip: Coulombs Law (E052) and/or _____ Video Reference: Coulombs Law (E051)

APPLICATION
_____ 2x4 Electroscope (E026) and/or _____ Moon Dust (E061a/E061b)

SUGGESTIONS & STRATEGIES - Coulomb's Law This lesson provides an excellent opportunity to reinforce recurrent patterns in physics --specifically that of the inverse square law first introduced in the study of gravitation --- as well as set the stage for the characteristics of magnetic forces. Students readily recognize the similarities in the mathematical expressions for Universal Gravitation and Coulombs Law, but direct them to think more carefully about the principles they represent by using the following questions as a guide for discussion: 1. How is Coulombs Law similar to Newtons Law of Gravitation? How are the two laws different? 2. The proportionality constant K in Coulombs Law is huge in ordinary units, whereas the proportionality constant G in Newtons Law of Graviation is tiny. What does this mean in terms of relative strengths of these two forces? 3. Which force repels as well as attracts? What are the implications of this difference? 4. If electrons were positive and protons were negative, would Coulombs Law be written the same or differently? The 2X4 Electroscope (E026) is a fun activity that is rather impressive. Spiral back to the concept that most of the forces that we experience in our everyday lives are electrical in nature.

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6.1.4 Electric Fields

Learning Outcomes
1. The student will define an electric field as E=F/q with a unit of Newton/Coulomb. 2. The student will map the electric field surrounding various electric charge distributions.

Misconceptions
1. 2. 3. 4. The electric field and force are the same thing and in the same direction. Field lines can begin/end anywhere There are a finite number field lines. Fields don't exist unless there is something to detect them.

Lesson Plans
Defining and Mapping Electric Fields

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Defining and Mapping Electric Fields

EXPLORATION #1
_____ Charges on a Hill (E089a/E089b) and/or _____ Demo: Viewing the Invisible 1 (E063)

CONCEPT DEVELOPMENT #1
_____ Demo: Lines of Force Around Van de Graaff (E066) and/or _____ Teacher Resources (E068)

APPLICATION #1
_____ Electric Fields and Potentials (E071) and/or _____ Video Clip: Faraday Cages (E085) and/or _____ Faraday Cages: Everyday Connections (E084)

EXPLORATION #2
_____ Demo: Plotting Equipotentials (E092) and/or _____ Demo: Electric Field Line Patterns (E065)

CONCEPT DEVELOPMENT #2
_____ Demo: Lines of Force Around Van de Graaff (E066) and/or _____ Background Info: Comparing Electric and Gravitational Field (E055)

APPLICATION #2
_____ Shielding by a Faraday Cage (E081) and/or _____ Video Clip: Faraday Cages (E085) and/or _____ Faraday Cages: Everyday Connections (E084)

SUGGESTIONS & STRATEGIES - Defining and Mapping Electric Fields Whereas Coulombs Law presents electrical interactions between bodies as action at a distance forces, this lesson directs students to begin thinking of electrical forces being exerted by fields. The conventions for drawing field lines allows for pictorial depictions of abstract ideas that can be interpreted the same way by all users. Field line patterns are a kind of symbolic language that conveys the characteristics of the field without becoming overburdened by complex mathematics (In fact, students might better identify with Michael Faraday if they knew of his own difficulties with mathematics!).

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6.1.5 Electric Potential and Electric Potential Energy

Learning Outcomes
1. The student will define the electric potential at any point in an electric field as the work per unit charge required to bring one coulomb of positive charge from infinity to that point. 2. The student will define potential difference between two points in an electric field as the change in potential energy as the charge is moved from one point to another. 3. The student will define the volt as the energy per charge when the charge is moved through a region in which there is an electric field. 4. The student will know that a battery serves as a source of potential difference (voltage). 5. The student will compare electric potential energy with gravitational potential energy.

Misconceptions
1. 2. 3. 4. 5. 6. 7. 8. 9. Voltage flows through a circuit. There is no connection between voltage and electric field. Voltage is energy. Equipotential means equal field or uniform field. High voltage by itself is dangerous. It takes work to move a charge on an equipotential. Charges move by themselves. Sparks occur when an electric field pulls charges apart. Bigger batteries produce bigger voltages.

Lesson Plans
Electrical Potential and Potential Difference Electrical Potential Energy and Gravitational Potential Energy.

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Electric Potential and Potential Difference

EXPLORATION #1
_____ How Work on a Charge Increases Potential (demo) (E112) and/or _____ Batteries as a Source of Potential Difference (E603)

CONCEPT DEVELOPMENT #1
_____ Static vs. Current Sources of Potential Difference (E115) and/or _____ V = W/q (E114)

APPLICATION #1
_____ Equipotential FieldEveryday Connections (E117) and any or all of the following video clips: _____ Video Clip: Electric Field and the Van de Graaff Generator (E119a) _____ Video Clip: U = qV (E119b) _____ How A Battery Creates An Electric Field (E119c) _____ Work and Electric Potential (E119d) _____ The Potential Difference Between Opposite Charges (E119e) _____ How Batteries Make Charge Flow In A Circuit (E119f)

EXPLORATION #2
_____ Fluorescent Tube and Van de Graaff (E111) and/or _____ Batteries as a Source of Potential Difference (E603)

CONCEPT DEVELOPMENT#2
_____ Static vs. Current Sources of Potential Difference (E115) and/or _____ V = W/q (E114)

APPLICATION #2
_____ Fluorescent Tube in an Electric Field (E098a/E098b) and/or _____ Video Reference: Batteries and Galvanometers (E106) SUGGESTIONS & STRATEGIES - Electric Potential and Potential Difference Students might have difficulty distinguishing between electric potential energy and electric potential difference, especially because of the common practice of simply referring to potential difference as potential. Therefore it is essential that sufficient support is given to the students to help them overcome any difficulties here. Although the Exploratory activity does not specifically address the definition of electric potential, it is still instructive. The use of the electroscope to display electric potential in Static vs. Current Sources of Potential Difference (E115) is very helpful. Students are already familiar with the term voltage and its association with batteries. Use this basis to construct their understanding of the actual concept of potential difference. Each time they use the term voltage early in the study of electricity, have them explain what potential 12

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difference is. (Voltage is, after all, a rather sloppy term... it is equivalent to referring to distance in the study of kinematics as meterage, or to mass in the study of momentum as kilogrammage!) If the Physics: CINEMA CLASSICS materials are available, the vignettes listed in the Application stage will help students understand how batteries produce potential differences.

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Electric Potential Energy and Gravitational Potential Energy

EXPLORATION #1
_____ Work in an Electric Field Demo (E110)

CONCEPT DEVELOPMENT #1
_____ Gravitational Potential Energy and Electric Potential Energy (E113a/E113b) and/or _____ Electric and Gravitational Potential Energy (E700)

APPLICATION #1
_____ Electric Fields and Potential (E099a/E099b) SUGGESTIONS & STRATEGIES - Electric Potential and Gravitational Potential Energy This lesson is the final one dealing with the concept of potential, and uses the strategy of learning by association. Students are aware of the potential energy of a mass in a constant* gravitational field such as the earth. The change in potential energy for a falling body from a height of ho to h is PE = mg(ho-h), and the gravitational potential difference (or gravitational potential) is the change in potential energy (or work) per unit mass, m, or PE/m = g(ho-h), which is independent of the mass moved in the gravity field. Similarly, when a charge q is placed in a constant electric field E, the work done on q in moving it from a position of do to d is given by W = qE(do-d). The change in electric potential is defined as the work done on the charge q in moving it from a position of do to d is V-Vo = W/q = E(do-d). The unit for this potential difference is the volt, or J/C. Notice again that the change in V is independent of the magnitude of the charge. It depends on the field strength and the distance between the two points in the field region. Consider the following parallel scenarios: A mass, m, falls from a higher gravitational potential to a lower potential in the direction of the gravitational field. The g field does work on the mass equal to W = PE = mgh-mgh0. A positive charge moves from a higher electric potential to a lower potential in the direction of the electric field. The E field does work on the charge equal to W = PE = qEd-qEd0. Remember that m is only positive, while charges are either positive or negative. Therefore if a negative charge is placed in an E field it will behave exactly the opposite as a positive charge placed in the field. The Application activity Electric Fields and Potential (E071) also uses a compressed spring analogy to discuss potential difference.

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*locally constant

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6.2.1 Simple Circuits

Learning Outcomes
1. The student will define an electric current as the flow of electric charge measured by the rate at which electric charge passes a point and the conditions under which there will be a current in a circuit. 2. The student will define current in terms of the potential difference of a battery. 3. The student will define the unit of current as the ampere, one coulomb/second.

Misconceptions
1. 2. 3. 4. 5. Current is the same thing as voltage. Charges move by themselves. Current is an excess charge. Charges that flow in a circuit are from the battery or power supply. Electrons move near light's speed through a circuit.

Lesson Plans
Electric Current, the Ampere and Causes of Current

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Electric Current, the Ampere, and Causes of Current

EXPLORATION
_____ A Simple Electric Circuit (E122) or _____ Getting Wired (E169a/E169b)

CONCEPT DEVELOPMENT
_____ DC Circuits Terms (E123) and/or _____ Electric Current (E124a/E124b) and/or _____ Video Clip: Definition of Ampere (E151) and/or _____ Video Clip: Electric Battery and Electric Eel (E107)

APPLICATION
_____ Complete Circuits (E180a/E180b) and/or _____ Current Module (E158a/E158b) and/or _____ Electron Speed (E103a/E103b)

SUGGESTIONS & STRATEGIES - Electric Current and the Ampere As a kinesthetic example of a simple circuit, have students connect pinky fingers and pass a pinky squeeze around the circuit. One student begins the squeeze by squeezing the pinky to his/her right. The receiver of the squeeze passes it to his/her right, etc. The squeeze eventually returns to the originator. Repeat this scenario, but have a break in the circuit --- unlinked pinky fingers. Students will see (feel) that the squeeze now cannot make it around the circuit. You may point out that the rate of transferring the squeezes represents the amount of current. You might also note that a single pinky finger does not travel all the way around the circuit, but the signal (the squeeze) does. A common misconception is that each electron travels all the way around the circuit. This lesson builds upon students ability to link cause and effect. In order for current to flow in a conductor, two conditions must be met: (1) there must be a complete, unbroken path, and (2) there must be a potential difference. If students recognize current as a dependent variable, understanding other circuit concepts will be easier. A common misconception is that a battery pours charge into a circuit, i.e., that the battery is the source of the charge that flows in the circuit. Help students understand that the battery is merely the energizer, providing the push to the electrons already in the circuit.

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6.2.2 Identifies and Characterizes Resistance

Learning Outcomes
1. The student will characterize resistance and resistivity. 2. The student will determine and apply Ohm's Law

Misconceptions
1. Resistors consume charge. 2. The bigger the container, the larger the resistance. 3. A conductor has no resistance.

Lesson Plans
Resistance Ohm's Law

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Resistance
EXPLORATION
_____ Ohm Sweet Ohm (E192a/E192b)

CONCEPT DEVELOPMENT
_____ Resistance and Resistivity: Terms to Define (E146) and/or _____ Video Clip: Water Analogy & Resistivity (E148)

APPLICATION
_____ Thin and Fat Filaments (E149a/E149b) and/or _____ High Resistance (E152a/E152b)

SUGGESTIONS & STRATEGIES - Resistance As a kinesthetic approach to developing the concept of resistance, construct a circuit (mazes of desks) in your classroom through which student current must pass. (If your desks cannot be moved to increase resistance, have some students block the path of the current students.) As students try to scurry through the maze, they obviously encounter resistance to their flow. Ask students what characteristics of the desk maze would represent high resistance and what would represent low resistance (High resistance = many desks, narrow room, long maze). Be aware that students may mistake resistivity for density of the material because of this demonstration, though, unless resistivity is specifically discussed in terms of conduction properties.

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Ohm's Law
EXPLORATION #1
_____ Ohm, Ohm on the Range I (E201a/E201b)

CONCEPT DEVELOPMENT #1
_____ Ohm's Law Problems (E163a/E163b) and/or _____ It's Current that Kills (E161) and/or _____ Video Clip: Ohms Law (E160)

APPLICATION #1
_____ High Voltage Bird (E181a/E181b) and/or _____ Electric Shock (E162a/E162b) and/or _____ High Voltage (E155a/E155b)

SUGGESTIONS & STRATEGIES - Ohm's Law The Exploratory activity Ohms Law & Series Circuits is a good application of linear relationships that were introduced at the beginning of the course. You may, however, wish to point out that Ohms Law is not a fundamental law because of the behavior of non-ohmic materials. The material contained in Its the Current That Kills details the differences between current and voltage and bridges the concept to biology and physiology.

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6.2.3 DC Circuits
Learning Outcomes
1. The student will manipulate Ohm's Law, solving for voltage and current for each electrical element in a series circuit. 2. The student will manipulate Ohm's Law, solving for voltage and current for each electrical element in a parallel circuit. 3. The student will manipulate Kirchhoff's Laws to analyze a series-parallel circuit.

Misconceptions
1. 2. 3. 4. Charges slow down as they go through a resistor. There is no current between the terminals of a battery. Current is the same thing as voltage. Current gets "used up" as it flows through a circuit.

Lesson Plans
Series Circuits Parallel Circuits Kirchhoff's Laws and Series-Parallel Circuits

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Series Circuits
EXPLORATION #1
_____ Ohm Ohm on the Range II (E203a/E203b)

CONCEPT DEVELOPMENT #1
_____ Series Circuits (E208a/E208b) and/or _____ Video Clip: Series Circuits (E186)

APPLICATION #1
_____ Circuit Cards (E153) and/or _____Three Bulbs in a Circuit (E185a/E185b) and/or _____ Putting Out (E191a/E191b)

EXPLORATION #2 _____ Sparky the Electrician-Series (E173a/E173b)

CONCEPT DEVELOPMENT #2
_____ Series Circuits (E208a/E208b) and/or _____ Video Clip: Series Circuits (E186)

APPLICATION #2
_____ Circuit Cards (E153) and/or _____Three Bulbs in a Circuit (E185a/E185b) and/or _____ Putting Out (E191a/E191b)

SUGGESTIONS & STRATEGIES - Series Circuits Construct a series circuit in your classroom. Students represent the current. Popcorn or another food item can be used as the energy source (potential) and resistors can be students who collect popcorn along the circuit to allow the current to pass. Students get a fresh supply of potential when they return to the power supply. Some students may have frustrating experiences with series-connected holiday tree lights since they will not work if a single bulb is burned out.

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Parallel Circuits
EXPLORATION #1
_____ Ohm Ohm on the Range III (E238a/E238b)

CONCEPT DEVELOPMENT #1
_____ Parallel Circuits Teacher Notes (E222) and/or _____ Video Clip: Parallel Circuits (E187)

APPLICATION #1
_____ Simple Circuits: Parallel Circuits (E239a/E239b)

EXPLORATION #2
_____ Sparky the Electrician-Parallel Portion (E174a/E174b)

CONCEPT DEVELOPMENT #2
_____ Parallel Circuits Teacher Notes (E222) and/or _____ Video Clip: Parallel Circuits (E187)

APPLICATION #2
_____ Simple Circuits: Parallel Circuits (E239a/E239b)

SUGGESTIONS & STRATEGIES - Parallel Circuits You can simulate a parallel circuit in your classroom similar to the series one mentioned in the previous lesson. More student current will flow because of added pathways or branches. You can alter the resistance on various branches by having more resistors in a given branch or having a resistor demand more popcorn to pass. Current will adjust itself accordingly, with more current choosing the path of less resistance. Discuss with the students the way that household circuits are wired. If a TV, lamp, electric clock, and electric blanket were connected in a series circuit, then either all the devices would have to be simultaneously off or simultaneously on. Obviously this is not the case!

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Kirchhoff's Laws and Series-Parallel Circuits

EXPLORATION
_____ Ohm, Ohm on the Range IV (E609)

CONCEPT DEVELOPMENT
_____ Short Circuits and Leaky Pipes (E177) and/or _____ Video Clip: Kirchoffs Laws, Conservation of Charge (E197) and/or _____ Video Clip: Voltage Drop + Voltage Rise (E797)

APPLICATION _____ Compound Circuits (E612)

SUGGESTIONS & STRATEGIES -Kirchhoff's Laws Kirchhoffs Laws are actually consequences of fundamental principles that have already been studied: the law of conservation of charge (the algebraic sum of currents at any junction is equal to zero) and the law of conservation of energy (the algebraic sum of all the changes in potential around a circuit is equal to zero). These rules must be employed in analysis of all circuits. Try this method to help students in analyzing compound circuits: Provide them with a schematic diagram of the circuit with several overlay pages stapled over the original schematic. Have them begin at the innermost nested branch and replace series or parallel resistors with an equivalent single resistor by drawing it on the adjacent overlay in the right spot. Working upward through the overlays will result in the top overlay being a schematic containing only the battery and one resistor. External current may then be calculated, and students can trace both the paths and the characteristics of the current around the circuit by referring to the overlays. Be cautious not to over emphasize the mathematics of circuit analysis...The conservation principles in this lesson constitute the fundamental ideas while the resolution of circuits is more of an engineering tool.

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6.2.5 Power
Learning Outcomes
1. The student will relate electric power to the rate at which electrical energy is expended and to potential difference times current. 2. The student will distinguish between electric power and electric energy and calculate the cost of operating appliances.

Misconceptions
Electric power is the same as electric energy.

Lesson Plans
Power and Electric Energy

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Power and Electric Energy

EXPLORATION #1
_____ Cranking Up (E225)

CONCEPT DEVELOPMENT #1
_____ Power Production (E379a/E379b) and/or _____ Video Clip: Power (E216)

APPLICATION #1
_____ Electric Power (E221) and/or _____ 40 Watt Vs 100 Watt (E209aE209b) and/or _____ Watts (E210a/e210b) SUGGESTIONS & STRATEGIES - Power and Energy As an alternate for a Genecon, you can use a small, hand-held portable mixer. A version usually found in Dollar Stores is the Pierre by Pierre Cardin. Plug a lead with alligator clips on it into the AC adapter port of the mixer, then crank on the beater and it works like a Genecon for a fraction of the price!

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6.3.1 Magnetic Interactions and 6.3.2 Magnetic Forces

Learning Outcomes
1. 2. 3. 4. 5. 6. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. The student will compare magnetic properties of materials. The student will identify poles and map magnetic fields. The student will develop laws for magnetic poles. The student will compare and contrast magnetic, electrical, and gravitational forces. The student will observe and discuss the effect of a magnetic field around and on a current carrying wire. The student will construct and explain a simple electric motor. North and South magnetic poles are the same as positive and negative charges. Magnetic field lines start at one pole and end at the other. Poles can be isolated. Flux is the same as field lines. Flux is actually the flow of the magnetic field. Magnetic fields are the same as electric fields. Charges at rest can experience magnetic forces. Magnetic fields around magnets are not caused by moving charges. Magnetic fields are not 3-dimensional. Magnetic field lines hold you on the earth. Charges, when released, will move toward the poles of a magnet.

Misconceptions

Lesson Plans
MagnetsTheir Poles and Fields Magnetic, Electrical, and Gravitational Forces Magnets and Current Simple Electric Motors

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MagnetsTheir Poles and Fields

EXPLORATION #1
_____ Magnets and Their Interactions (E604) and/or _____ 3-D Magnetic Field (E283aE283b) and/or _____ Fundamental Properties of Magnets Demo (E275)

CONCEPT DEVELOPMENT #1
_____ Fundamental Properties of Magnets demo (E275) and/or _____ Magnetism (E269) and/or _____ Magnetic Fields (E272) and/or _____ Video Clip: Magnetic Field (E254) and/or _____ Video Clip: Magnetic Field Formula (E270)

APPLICATION #1
_____ Determine Which is the Magnet (E273) and/or _____ Magnetic Field Dollar Bill (E264)

SUGGESTIONS & STRATEGIES - Magnets - Their Poles and Fields Students have probably had opportunities to experiment with magnets occasionally beginning with elementary-school science classes, but their understanding of magnetic effects may be lacking. Be sure that students refer to North and South poles rather than positive and negative poles to avoid confusion with electrical principles. Students may be unaware that the earths geographic North Pole is actually a magnetic South Pole*. Some textbooks explain the north-seeking nature of earths North Pole. Also, student with interests in astronomy and/or space science may wish to research the nonsymmetrical magnetic field of the earth and compare it to that of other planets known to possess magnetic fields.

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Magnets and Current

EXPLORATION #1
_____ You're Repulsive (E323a/E323b)

CONCEPT DEVEOLPMENT
_____ Electromagnetic Induction (E361a/E361b) and/or _____ Video Clip: Magnetic Field Around a Current Carrying Wire (E295)

APPLICATION
_____ Everyday Connections-Magnets and Charges (E312) and/or _____ Meter/Motor (E311a/E311b)

SUGGESTIONS & STRATEGIES - Magnets and Current While it is obvious to students that magnets exert forces on other magnets and charged objects exert forces on other charged objects, it is a rather abstract leap to consider forces exerted by magnets on charged objects or the creation of magnetic fields in the absence of permanent magnets. The key ideas here are (1) magnetic fields exert forces on moving charges (including current), and (2) every electric current creates a magnetic field. Whether or not Lorentz forces and hand rules are specifically addressed is an issue best resolved by each individual teacher.

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Electric Motor
EXPLORATION #1
_____ Oersted's Discovery (E293)

CONCEPT DEVELOPMENT #1
_____ It Can't Work (E355a/E355b) and/or _____ Video Reference: How Motors and Generators Work (E344)

APPLICATION #1
_____ Emergency Generator with only an Extension Cord (E377a/E377b)

SUGGESTIONS & STRATEGIES - Electric Motor Probably one of the most profound impacts of science on society was the invention of the electric motor. Have students list as many motors as they can that they recognized in a single 24-hour period...they may be surprised. The operation of the motor is based upon the force exerted by a magnetic field on moving charges. Although not formally included here as instruction, a natural extension is the operation of a generator and the related principle of electromagnetic induction.

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