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The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE

approved instructional plans are available by using the Search Standards feature located on GeorgiaStandards.Org.

Georgia Performance Standards Framework for Physical Science – GRADE 8

Georgia Department of Education

Kathy Cox, State Superintendent of Schools

Physical Science GRADE 8 It’s Electromagnetic

July 2008 of 22

Copyright 2007 © All Rights Reserved

Unit Three Organizer: It’s Electromagnetic

(Approximate Time: 7.5 weeks)

OVERVIEW:

By the eighth grade, students have had limited exposure to the concepts of electricity and magnetism. It is in 8th

grade physical science that

most students will first be exposed to chemistry as the source of the energy that makes electricity, as well as the connected nature of

electrical charge and magnetism.

This framework is intended to expose students to the basics of charges, electrical flow through circuits, magnetism, and the integration of

electromagnetic science into technology. The students will make the connection between electricity, magnetism, and technology through

the completion of tasks designed to teach the concepts through hands-on experience. The tasks will take the students from electricity to

magnetism by constructing a simple wet cell and battery system, a simple static electric generator, an electromagnet, and culminating in the

building of two pieces of technology- a simple computer circuit, and an electrical communication device. By actually building these

devices, the students will reinforce classroom instruction and be given an opportunity to demonstrate the level of their understanding of the

concepts.

STANDARDS ADDRESSED IN THIS UNIT

Focus Standard:

S8P5. Students will recognize characteristics of gravity, electricity, and magnetism as major kinds of forces acting in nature.

b. Demonstrate the advantages and disadvantages of series and parallel circuits and how they transfer energy.

c. Investigate and explain that electric currents and magnets can exert force on each other.






July 2008 of 22


Supporting Standards:

S8P1. Students will examine the scientific view of the nature of matter. a. Distinguish between atoms and molecules.

b. Describe the difference between pure substances (elements and compounds) and mixtures.

c. Describe the movement of particles in solids, liquids, gases, and plasmas states.

d. Distinguish between physical and chemical properties of matter as physical (i.e., density, melting point, boiling point) or chemical

(i.e., reactivity, combustibility).

S8P2. Students will be familiar with the forms and transformations of energy. a. Explain energy transformation in terms of the Law of Conservation of Energy.

b. Explain the relationship between potential and kinetic energy.

c. Compare and contrast the different forms of energy (heat, light, electricity, mechanical motion, sound) and their characteristics.

Habits of the Mind S8CS1. Students will explore the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their

own efforts to understand how the world works. a. Understand the importance of—and keep—honest, clear, and accurate records in science.

b. Understand that hypotheses can be valuable even if they turn out not to be completely accurate.

S8CS2. Students will use standard safety practices for all classroom laboratory and field investigations. a. Follow correct procedures for use of scientific apparatus.

b. Demonstrate appropriate techniques in all laboratory situations.

c. Follow correct protocol for identifying and reporting safety problems and violations.

S8CS4. Students will use tools and instruments for observing, measuring, and manipulating equipment and materials in scientific

activities utilizing safe laboratory procedures. a. Use appropriate technology to store and retrieve scientific information in topical, alphabetical, numerical, and keyword files,

and create simple files.

b. Use appropriate tools and units for measuring objects and/or substances.

c. Learn and use standard safety practices when conducting scientific investigations.






July 2008 of 22


S8CS5. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters. a. Observe and explain how parts can be related to other parts in a system such as the role of simple machines in complex machines.

b. Understand that different models (such as physical replicas, pictures, and analogies) can be used to represent the same thing.

S8CS6. Students will communicate scientific ideas and activities clearly. a. Write clear, step-by-step instructions for conducting scientific investigations, operating a piece of equipment, or following a procedure.

b. Write for scientific purposes incorporating information from a circle, bar, or line graph, data tables, diagrams, and symbols.

c. Organize scientific information in appropriate tables, charts, and graphs, and identify relationships they reveal.

S8CS6. Students will question scientific claims and arguments effectively. a. Support statements with facts found in books, articles, and databases, and identify the sources used.

b. Identify when comparisons might not be fair because some conditions are different.

The Nature of Science S8CS8. Students will be familiar with the characteristics of scientific knowledge and how it is achieved.

Students will apply the following to scientific concepts:

a. When similar investigations give different results, the scientific challenge is to judge whether the differences are trivial or significant,

which often requires further study. Even with similar results, scientists may wait until an investigation has been repeated many times

before accepting the results as meaningful.

b. When new experimental results are inconsistent with an existing, well-established theory, scientists may pursue further experimentation

to determine whether the results are flawed or the theory requires modification.

c. As prevailing theories are challenged by new information, scientific knowledge may change.

S8CS9. Students will understand the features of the process of scientific inquiry. Students will apply the following to inquiry learning practices:

a. Investigations are conducted for different reasons, which include exploring new phenomena, confirming previous results, testing how

well a theory predicts, and comparing different theories. Scientific investigations usually involve collecting evidence, reasoning,

devising hypotheses, and formulating explanations to make sense of collected evidence.

b. Scientific investigations usually involve collecting evidence, reasoning, devising hypotheses, and formulating explanations to make

sense of collected evidence.






July 2008 of 22


c. Scientific experiments investigate the effect of one variable on another. All other variables are kept constant.

d. Scientists often collaborate to design research. To prevent this bias, scientists conduct independent studies of the same questions.

e. Accurate record keeping, data sharing, and replication of results are essential for maintaining an investigator’s credibility with other

scientists and society.

f. Scientists use technology and mathematics to enhance the process of scientific inquiry.

ENDURING UNDERSTANDINGS

Electricity is a general term used to refer to the presence and/or flow of electrical charges. It is usually associated with the movement or

position of those charges.

Static electricity is the attractive force between oppositely charged objects due to a buildup of negative charges. Static electricity is non-

moving charges.

A wet cell or dry cell can be used to produce electricity through a chemical reaction.

A battery is a series of electrical cells.

Insulators are poor conductors and resist charge movement while conductors are poor insulators and tend to allow charges to easily move.

Closed circuits allow current flow while open circuits do not have an unbroken path for current movement.

A series circuit contains only one path for electricity to flow, while a parallel circuit contains more than one path. Parallel circuits are an

advantage in that bulbs in parallel will still work if one of the burns out.

Magnets can induce electric current and electric current can produce a magnetic field.

Magnets can be used to make electricity when needed.

Electricity can be used to make a magnet when needed.

Electromagnets are used in electric motors to transform electrical energy to mechanical energy.

Generators convert mechanical energy to electrical energy.






July 2008 of 22


ESSENTIAL QUESTIONS:

How is electricity produced and used?

What are the advantages and disadvantages of series and parallel circuits?

How are insulators and conductors used in the movement of charges?

How is static electricity different from “regular” electricity?

How are parallel and series circuits different and how are they alike?

What are the differences between permanent magnets and electromagnets?

What are the factors that affect the strength of electromagnets?

How are electric motors related to electric generators?

In what ways are electromagnets used in modern technology?

How are electricity and magnetism used in modern technology?

CONCEPTS:

Nature of electricity and charge

Nature of electric current

Differences between direct and alternating current

Uses of conductors and insulators in circuits

Advantages and disadvantages of series and parallel circuits

Nature of magnetism

Use of electricity to generate a magnetic field

Use of magnets in creating motors and generators






July 2008 of 22


LANGUAGE:

Battery

Cell

Circuit

Closed Circuit

Conductor

Current

Dry Cell

Electrical Charge

Electric Field

Electrical Force

Electric Motor

Electricity

Electromagnet

Generator

Induction

Insulator

Magnet

Magnetic Field

Open Circuit

Parallel Circuit

Permanent Magnet

Poles

Series Circuit

Static Electricity

Switch

Technology

Transformer

Volt

Voltage

Wet Cell

MISCONCEPTIONS PROPER CONCEPTIONS

Electricity is only moving charges. Electricity describes the charges that result from the movement or

positions of electrical charges.

Electrical charge results from the movement of positive and negative

charges.

Under normal circumstances, positive charges cannot leave an atom.

Only the negative charges are able to move.

Electricity moves like water through a pipe.

Water flows as a result of gravity. Electricity, being negatively charged,

moves away from like charged objects and towards oppositely charged

ones. Additionally, the charges require a complete path to flow.

A cell is the same as a battery. A cell is a single unit that produces electrical current through a chemical

reaction. A battery is two or more cells connected in series or parallel

circuits.

Batteries store electricity. A cell or battery may produce electricity from chemicals contained

within. Some contain chemical processes that are reversible by

recharging them.






July 2008 of 22


Wire must be coiled to produce a magnetic field. Any wire carrying an electric current generates a magnetic field. Coiling

the wire increases the field to allow it to be more easily detected.

Wire must be coiled around and iron core to produce a magnet. Coiled wire, or any wire carrying an electric current produces a magnetic

field. Adding an iron core strengthens and focuses the field.

EVIDENCE OF LEARNING:

Culminating Activity:

GRASPS

GOAL: You are working for a government agency that is responsible for encryption and code breaking. Your challenge is to design and build

two pieces of technology that incorporate electricity and magnetism. The first is a simple computer using electrical circuits to compute a simple

arithmetic problem and to arrive at an answer displayed by an output device. The second is to design a communication device and communicate

your findings to your team members in code.

ROLE: You are an engineer leading a team made up of your colleagues. You as the team leader will help design and build your devices and

communicate with your team members. It is up to you as a team to work well together to design and build the devices, along with your coding

system to complete the mission.

AUDIENCE: Your team members are depending upon you to solve the problem and communicate the vital information. Watching you will be

spies, such as other teams, as well as your teacher.

SCENARIO: The devices you build will be examples of technology- the use of scientific knowledge in applications that serve a purpose.

Your devices should be tested and refined and be fully functional in the end. Your team is competing with other teams (spies) to be the first to

complete the design and build of these critical devices and to complete the mission.

PRODUCT: The design of your devices will include many components of the fields of electricity and magnetism. Besides displaying your

functional devices, you will produce written reports that include detailed drawings of the parts of the devices and explanations of their

functions. You will also make your code available to your teacher, the director of your agency.






July 2008 of 22


RUBRIC FOR CULMINATING ACTIVITY

Exceeds Expectations

4 points

Meets Expectations

3 points

Does Not Meet Expectations

2 points

Evidence of Scientific

Understanding: Computing

Device

The student clearly exhibits

understanding of electrical circuits

and components in project work

and clearly explains same in

written report. There is evidence of

thorough understanding of all parts

and workings of the device.

The student attempts to explain

how and in what manner electricity

flows through the device but may

not completely explain all

components in class or in writing.

The student does not exhibit

thorough understanding of how the

device computes and displays data.

The student did not explain how

and in what manner electricity

flows through device circuits and

does not exhibit evidence of

understanding of the components

of the device.

Evidence of Scientific

Understanding:

Communication Device

Student demonstrates a thorough

understanding of the circuits and

components of the device,

including explanations of why each

part is necessary. The student also

explains the coding system and

demonstrates understanding of

same.

Student demonstrates basic

knowledge of the communication

device, but may not thoroughly

explain how and why various

components are necessary.

Knowledge of coding system is

evident, but may not be at expert

level.

Student does not thoroughly

explain the functions of the device

or the reasons for inclusion of the

components. Evidence does not

exist that the student understands

or has mastered the code system.

Organization and Analysis

Student written report clearly

shows how devices were developed

and how and why each component

is included to aid in function.

Report shows how each device

functions and includes the

descriptions of input and output to

computer and the coding system

developed for communication.

Student recording, organization and

analysis of the devices and their

development are included in the

written report. Results of functions

are discussed minimally.

Student recording, organization and

analysis of the devices is not

complete in written report.






July 2008 of 22


Effort and Participation Active student participation was

evident throughout the activity.

Student interacted with team

members and others in a respectful

and productive manner.

Student participation was evident

throughout the activity, but lacked

enthusiasm. Student interactions

were respectful and not

counterproductive.

Student did not participate or work

in each aspect of this exploration

and failed to interact with team

members in a positive and

encouraging manner.

UNIT RESOURCES

Electricity

http://atschool.eduweb.co.uk/trinity/elec2.html

http://www.kented.org.uk/ngfl/subjects/science/qca/usingelectricity.htm

http://www.energy.ca.gov/education/projects/projects-html/lightning.html

http://www.eskimo.com/~billb/amateur/coilgen.html

http://encarta.msn.com/find/Concise.asp?z=1&pg=2&ti=03AEF000

http://www.miamisci.org/af/sln/frankenstein/fruity.html

Magnetism

http://image.gsfc.nasa.gov/poetry/

http://psrc.aapt.org/

Motors/Generators


http://www.exploratorium.edu/snacks/stripped_down_motor.html

Technology

http://www.eecs.umich.edu/mathscience/funexperiments/agesubject/lessons/appliances.html


http://atschool.eduweb.co.uk/trinity/elec2.html

http://www.kented.org.uk/ngfl/subjects/science/qca/usingelectricity.htm

http://www.energy.ca.gov/education/projects/projects-html/lightning.html


http://encarta.msn.com/find/Concise.asp?z=1&pg=2&ti=03AEF000

http://www.miamisci.org/af/sln/frankenstein/fruity.html

http://image.gsfc.nasa.gov/poetry/



http://www.exploratorium.edu/snacks/stripped_down_motor.html

http://www.eecs.umich.edu/mathscience/funexperiments/agesubject/lessons/appliances.html







July 2008 of 22


Culminating Activity- Electricity and Magnetism in Technology

Standards (Content and Characteristics):

S8P5. Students will recognize characteristics of gravity, electricity, and magnetism as major kinds of forces acting in nature

S8P2. Students will be familiar with the forms and transformations of energy.

S8CS1. Students will explore the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their

own efforts to understand how the world works.

S8CS2. Students will use standard safety practices for all classroom laboratory and field investigations.

S8CS4. Students will use tools and instruments for observing, measuring, and manipulating equipment and materials in scientific activities

utilizing safe laboratory procedures.

S8CS5. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters.

S8CS6. Students will communicate scientific ideas and activities clearly.

S8CS8. Students will be familiar with the characteristics of scientific knowledge and how it is achieved.

S8CS9. Students will understand the features of the process of scientific inquiry.

Enduring Understanding:

Electricity is a general term used to refer to the presence and/or flow of electrical charges. It is usually associated with the movement or

position of those charges.

Insulators are poor conductors and resist charge movement while conductors are poor insulators and tend to allow charges to easily move.

Closed circuits allow current flow while open circuits do not have an unbroken path for current movement.

A series circuit contains only one path for electricity to flow, while a parallel circuit contains more than one path. Parallel circuits are an

advantage in that bulbs in parallel will still work if one of the burns out.

Magnets can induce electric current and electric current can produce a magnetic field.

Magnets can be used to make electricity when needed.

Electricity can be used to make a magnet when needed.

Electromagnets are used in electric motors to transform electrical energy to mechanical energy.






July 2008 of 22


Essential Questions:

What are the advantages and disadvantages of series and parallel circuits?

How are insulators and conductors used in the movement of charges?

How are parallel and series circuits different and how are they alike?

What are the differences between permanent magnets and electromagnets?

What are the factors that affect the strength of electromagnets?

In what ways are electromagnets used in modern technology?

How are electricity and magnetism used in modern technology?

ADMINISTRATION PROCEDURES

Outcome /

Performance

Expectations:

Each student or team will design and create two pieces of technology incorporating electricity, circuits, and

possibly magnetism. The two devices will consist of a simple computer circuit for completing math

calculations using the digits 0 and 1. The second device will be a simple communicator using electrical

circuits and switches to light bulbs and/or ring bells to communicate via code (a telegraph) as well as a code

system by which to communicate via the device.

General Teacher

Instructions:

PART ONE- Simple Computer

Build a circuit using 2 dry cell flashlight batteries, wire, clips, switches, and bulbs as shown below.

You may want to have the students build one circuit with a switch labeled “1” and “0” to begin with, and ask

them to think of ways to use this circuit in conjunction with other circuits to do math problems. This adds an

inquiry element to the activity and will open the door to some surprising ideas from students.






July 2008 of 22


Single circuit:

In the single circuit above, when the switch is in the “0” or off position, the bulb does not glow= 0 bulbs.

When the switch is in the “1” or on position, the bulb glows= 1 bulb.

On/off switch

Labeled “0” and “1”

On = “1”

Off = “0”

Flashlight

bulb

cell

cell

Battery holder






July 2008 of 22


Double Circuit (computer) :

On/off switch


On = “1”

Off = “0”

Flashlight

bulb

cell

cell

Battery holder

On/off switch


On = “1”

Off = “0”

Flashlight

bulb






July 2008 of 22


In the computer above, the switches are the input devices and the bulbs are the output devices. The student

enters binary data (0 or 1) via the switches. When both switches are in the “0” or off positions, there are 0

bulbs lit. When either switch is in the “1” or on position and the other is in the “0” or off position, 1 bulb is

lit. When both switches are in the “1” or on positions, 2 bulbs are lit.

Students can add more circuits and even devise ways of altering the input data. Advanced students could

potentially research binary language and build eight circuits to input eight digit binary code.

PART TWO- communicator

Students can either obtain or build a momentary switch. A momentary switch is a switch that must be held in

the on position and goes back to off when released. There are several inexpensive types of momentary

switches that can be purchased, such as a cheap doorbell button switch. The other option is to have the

students build their own.

To build a momentary switch, each student or group will use two ice cream sticks (craft sticks), bare copper

wire, a toothpick, and a rubber band. They should assemble the switch as shown below.

Wrap bare copper around two ice cream sticks as shown here:






July 2008 of 22


Position the two sticks as shown here with extra wire trailing to the ends

Place a toothpick or other round object between the sticks and put a rubber band tightly around both sticks on

the opposite side of the toothpick as shown below. The wire wrapped around the other ends of the sticks

should only touch when the student presses on the switch and holds the two sticks together. When released,

the rubber band pulls the opposite ends together breaking the connection of the wires.

toothpick Rubber band

Press here to make switch connect circuit






July 2008 of 22


Using the momentary switch, students should assemble a circuit as shown below, using 2 flashlight batteries,

a battery holder, wire and clips, and flashlight bulbs and holders.

By pressing and letting go of the switch, students cause the bulb to on and off. Holding the switch longer allows

the bulb to stay on longer. Students can design their own coding system using alternating on and off flashes and

by alternating the amount of time the bulb stays lit. Students may also begin by using actual Morse code as used

in telegraphs in the 1800’s. Once the students are familiar with coding, they may devise interesting code systems

of their own.

This system can be altered by substituting a bell or electromagnet doorbell in place of the flashlight bulb and

holder. Then it becomes an auditory communication device using alternating ringing and not ringing of the bell.

Given enough wire, the student can also build blinds so that one person cannot see the other, or move to another

part of the classroom and communicate using their devices.

Flashlight

bulb

cell

cell

Battery holder

Momentary switch






July 2008 of 22


Materials Needed:


Per student or group:

2 Flashlight bulbs

2 bulb holders

2 flashlight batteries

1 Battery holder

2 switches- preferably toggle or household switches with a clearly defined on/off setting

8-10 strands of insulated wire 6 inches in length, preferably with alligator clip connectors on each end.

(More of all the above if students are allowed to go further with this task)

PART TWO- communicator

For the switch:

2 ice cream sticks

1 toothpick

1 rubber band

2 pieces of bare copper wire about 8 inched each

For the rest of the circuit:


1 battery holder

1 flashlight bulb and holder

6 strands of insulated wire 6 inches in length, preferably with alligator clip connectors on each end.

1 DC electric bell

Safety Precautions:

There is almost no danger from electricity in this task. Be sure the flashlight batteries are new and in good

condition. Old batteries can leak acid and corrode metal and burn skin.

There is a potential for broken glass if the flashlight bulbs are dropped or crushed.






July 2008 of 22


Task with Student

Directions:


Obtain the following materials

2 Flashlight bulbs

2 bulb holders


1 Battery holder

2 switches

8 strands of wire

Begin by building a simple circuit as shown in the diagram below.

(Be sure to label the switch with a “0” in the off position and a “1” in the on position)

On/off switch


On = “1”

Off = “0”

Flashlight

bulb

cell

cell

Battery holder






July 2008 of 22


What happens when the switch is turned to the “0” position? ____________________

What happens when the switch is turned to the “1” position? ____________________

Think of ways to put this circuit to use and plan a way to add to it to complete math problems using this

simple computer. Design a plan for your computer on paper before you begin to build it by adding to the

above design. (Your computer should use at least two circuits)

In addition to your paper design, also create a data table that shows all switches and what your predictions

are for each combination of switch settings and what the actual results are after you build it.

PART TWO - communicator

Obtain the following materials:

For the switch:

2 ice cream sticks

1 toothpick

1 rubber band

2 pieces of bare copper wire about 8 inched each

For the rest of the circuit:


1 battery holder

1 flashlight bulb and holder

6 strands of insulated wire 6 inches in length, preferably with alligator clip connectors on each end.

1 DC electric bell

Electromagnetic doorbell






July 2008 of 22


Build a momentary switch. If a switch is purchased, skip these steps.

Wrap bare copper around two ice cream sticks as shown here:

Position the two sticks as shown here with extra wire trailing to the ends

Place a toothpick or other round object between the sticks and put a rubber band tightly around both sticks on

the opposite side of the toothpick as shown below. The wire wrapped around the other ends of the sticks

should only touch when the student presses on the switch and holds the two sticks together. When released,

the rubber band pulls the opposite ends together breaking the connection of the wires.






July 2008 of 22


Using the momentary switch, students should assemble a circuit as shown below, using 2 flashlight batteries,

a battery holder, wire and clips, and flashlight bulbs and holders.

toothpick Rubber band

Press here to make switch connect circuit

Flashlight

bulb

cell

cell

Battery holder

Momentary switch






July 2008 of 22


By pressing and letting go of the switch, students cause the bulb to on and off. Holding the switch longer

allows the bulb to stay on longer.

Using Morse Code, send messages to your lab partner and have them translate what you are sending.

Develop your own coding system on paper, and practice using the system to send messages to your partner.

Substitute the DC bell or electromagnetic doorbell for the flashlight bulb and holder and the use the

communicator to send and receive messages.

Resources:

http://mistupid.com/computers/binaryconv.htm

http://www.roubaixinteractive.com/PlayGround/Binary_Conversion/Binary_To_Text.asp

http://dept-info.labri.u-bordeaux.fr/~strandh/Teaching/AMP/Common/Strandh-Tutorial/Dir.html

http://www3.wittenberg.edu/bshelburne/Comp150/LogicGatesCircuits.html

Homework /

Extension:

Have students research binary code and other code languages.

Have students research computers and how they function.

Have students research message coding.

http://mistupid.com/computers/binaryconv.htm

http://www.roubaixinteractive.com/PlayGround/Binary_Conversion/Binary_To_Text.asp

http://dept-info.labri.u-bordeaux.fr/~strandh/Teaching/AMP/Common/Strandh-Tutorial/Dir.html

http://www3.wittenberg.edu/bshelburne/Comp150/LogicGatesCircuits.html

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