Assignment: Science Experiment

Paper focuses on a grade level and scientific concept appropriate for that age group Magnetic Experiments/1st Grade Magnets have a special power that enables them to attract other magnetic things such as iron, steel, cobalt and nickel. Magnets have two main forces - push and pull. Magnetism Project

Testing the Pull Paper outlines a plan for a science experiment to explore that concept, including the following points: How magnets pull: Magnets pull on magnetic materials, such as iron, nickel, cobalt and steel, but pull through non-magnetic things, like cardboard, glass, plastic and wood. Magnets can even travel through water. A list of the equipment and materials to be included in the science kit Water A Magnet A Paper-Clip A Clear Glass A Piece of Cardboard A Plastic or Wooden Ruler An explanation of safety precautions needed Classroom management needs to focus on students safety, work space, use of equipment, consideration of others, and the use of modeling experiences.

An outline of the step-by-step procedures for the experiment 1. Draw a maze on a piece of cardboard. Can you guide a paper-clip through the maze? Place the paperclip on the top of your cardboard with the maze facing up. Place the magnet under your cardboard where the paperclip is resting on top. Now move your magnet around and see what happens. 2. Can you rescue a paper-clip from a glass of water without getting wet? Fill you glass with water and drop the paper-clip inside the glass. Take the magnet and place it on the outside of the glass close to the magnet and see if you can pull the paper-clip to the side of the glass and up to the top (without getting wet). 3. Will the paper-clip climb the ruler? (You can use a plastic or a wooden ruler). Hold your ruler so that one end is resting on a flat surface and hold the other end up at a angle. Place the magnet on the under side of the ruler (the end that it resting on the flat surface) and then place the paperclip on the top of the ruler (again, the end of the ruler that is resting on the flat surface). Move the magnet to go up to the top end of the ruler.

Methods for monitoring student performance Observations of students as they engage in group discussions, experimentation, group work, and individual projects provides information about how well students are progressing in using methods of inquiry, a checklist provides a format for observation of inquiry skills

Appropriate assessment for the lesson develop a test to determine whether the students understood the concepts associated with sound energy. The test could be short answer, essay, or multiple choice. In this test, the teacher might ask the following questions: 1. Why does a megaphone conserve sound energy? (A megaphone reflects sound in a specific direction.) 2. Explain how a megaphone works. (A megaphone concentrates the sound waves instead of allowing the sound waves to spread out equally in all directions.) 3. Does it make any difference which end of the megaphone you use? Explain. (The large end gathers the sound, the small end magnifies the sound.)
Opportunities for cross-disciplinary learning as a result of the experiment