This self-paced unit for students in grades 6-9 provides an opportunity to …
This self-paced unit for students in grades 6-9 provides an opportunity to explore basic electrical circuits and demonstrate the new knowledge by wiring a lamp, explaining the components of the lamp that are important for the flow of electricity, and completing a schematic of the lamp circuitry.
This part of the Student Observation Network allows you to make observations …
This part of the Student Observation Network allows you to make observations to answer the question, "Have auroras been seen within the last 24 hours due to a solar storm?"
The Student Observation Network provides guided inquiry. While participating in the Auroral Friends program your students may think of other questions that they wish to investigate. For instance, they may wish to know; "What causes the aurora?", "What affect does a solar storm have on aurora?", and "What conditions enhance auroras?". These open inquiries may reveal to them that coronal holes may energize auroras even when solar storms have not occurred.
Students are given an engineering challenge: A nearby hospital has just installed …
Students are given an engineering challenge: A nearby hospital has just installed a new magnetic resonance imaging facility that has the capacity to make 3D images of the brain and other body parts by exposing patients to a strong magnetic field. The hospital wishes for its entire staff to have a clear understanding of the risks involved in working near a strong magnetic field and a basic understanding of why those risks occur. Your task is to develop a presentation or pamphlet explaining the risks, the physics behind those risks, and the safety precautions to be taken by all staff members. This 10-lesson/4-activity unit was designed to provide hands-on activities to teach end-of-year electricity and magnetism topics to a first-year accelerated or AP physics class. Students learn about and then apply the following science concepts to solve the challenge: magnetic force, magnetic moments and torque, the Biot-Savart law, Ampere's law and Faraday's law. This module is built around the Legacy Cycle, a format that incorporates findings from educational research on how people best learn.
Explore the properties of magnets by designing a device that can move …
Explore the properties of magnets by designing a device that can move as far as possible using only magnets to move it, and then design a machine that will stay in motion for the greatest period of time.
This lesson introduces students to the effects of magnetic fields in matter …
This lesson introduces students to the effects of magnetic fields in matter addressing permanent magnets, diamagnetism, paramagnetism, ferromagnetism, and magnetization. First students must compare the magnetic field of a solenoid to the magnetic field of a permanent magnet. Students then learn the response of diamagnetic, paramagnetic, and ferromagnetic material to a magnetic field. Now aware of the mechanism causing a solid to respond to a field, students learn how to measure the response by looking at the net magnetic moment per unit volume of the material.
Students measure the relative intensity of a magnetic field as a function …
Students measure the relative intensity of a magnetic field as a function of distance. They place a permanent magnet selected distances from a compass, measure the deflection, and use the gathered data to compute the relative magnetic field strength. Based on their findings, students create mathematical models and use the models to calculate the field strength at the edge of the magnet. They use the periodic table to predict magnetism. Finally, students create posters to communicate the details their findings. This activity guides students to think more deeply about magnetism and the modeling of fields while practicing data collection and analysis. An equations handout and two grading rubrics are provided.
This course will cover the following topics: Magnetostatics Origin of magnetism in …
This course will cover the following topics:
Magnetostatics
Origin of magnetism in materials
Magnetic domains and domain walls
Magnetic anisotropy
Reversible and irreversible magnetization processes
Hard and soft magnetic materials
Magnetic recording
Special topics include magnetism of thin films, surfaces and fine particles; transport in ferromagnets, magnetoresistive sensors, and amorphous magnetic materials.
This is a booklet containing 37 space science mathematical problems, several of …
This is a booklet containing 37 space science mathematical problems, several of which use authentic science data. The problems involve math skills such as unit conversions, geometry, trigonometry, algebra, graph analysis, vectors, scientific notation, and many others. Learners will use mathematics to explore science topics related to Earth's magnetic field, space weather, the Sun, and other related concepts. This booklet can be found on the Space Math@NASA website.
In this activity and demonstration about electricity and magnetism, learners observe how …
In this activity and demonstration about electricity and magnetism, learners observe how the current generated when one copper coil swings through a magnetic field starts a second coil swinging. Learners also explore what happens when they change the polarity of the magnet, reverse the coil, or add a clip lead to short-circuit the coils. Use this activity to illustrate how electricity and magnetism interact. The assembly of the electromagnetic swing device takes about an hour.
Students learn about magnets and how they are formed. They investigate the …
Students learn about magnets and how they are formed. They investigate the properties of magnets and how engineers use magnets in technology. Specifically, students learn about magnetic memory storage, which is the reading and writing of data information using magnets, such as in computer hard drives, zip disks and flash drives.
In this activity about electricity and magnetism, learners examine what happens when …
In this activity about electricity and magnetism, learners examine what happens when a magnet exerts a force on a current-carrying wire. Using a simple device, learners discover that when an electrical current flows through a magnetic field, a force is exerted on the current and this force can be used to make an electric motor. Learners will experiment to find out what happens when they reverse the direction of current flow. They will also discover a mathematical tool called the "right-hand rule."
This lesson will explore the connections between magnetism in natural materials and …
This lesson will explore the connections between magnetism in natural materials and electromagnetism. The ultimate goal will be for students to form an understanding that the source of magnetism in natural materials is moving charges. It is helpful, but not required, for the students to have some work with electricity, and other distance forces (such as gravity or the electric force). The lesson will probably take two 50-minute periods to complete. Although the video footage is brief, the activities are in depth, inquiry-based, and can take time for the students to explore. The materials are not specifically prescribed, but can include things such as bar magnets, compasses, iron filings, wire, batteries, steel bolts, coils, straws, and hot glue. The activities include drawing the magnetic fields of bar magnets and electromagnets. The activities also include making a magnet from a drinking straw and iron filings.
See how the equation form of Ohm's law relates to a simple …
See how the equation form of Ohm's law relates to a simple circuit. Adjust the voltage and resistance, and see the current change according to Ohm's law. The sizes of the symbols in the equation change to match the circuit diagram.
Peak oil may have come and gone, yet we are using oil …
Peak oil may have come and gone, yet we are using oil faster than we are discovering it and have only just begun to think about alternatives. Join Scripps Oceanography geophysicist Steve Constable and learn how he is using sophisticated marine electromagnetic techniques to find dwindling offshore reserves during our transition from the hydrocarbon age to beyond petroleum. (54 minutes)
Course 8.022 is one of several second-term freshman physics courses offered at …
Course 8.022 is one of several second-term freshman physics courses offered at MIT. It is geared towards students who are looking for a thorough and challenging introduction to electricity and magnetism. Topics covered include: Electric and magnetic field and potential; introduction to special relativity; Maxwell's equations, in both differential and integral form; and properties of dielectrics and magnetic materials. In addition to the theoretical subject matter, several experiments in electricity and magnetism are performed by the students in the laboratory. Acknowledgments Prof. Sciolla would like to acknowledge the contributions of MIT Professors Scott Hughes and Peter Fisher to the development of this course. She would also like to acknowledge that these course materials include contributions from past instructors, textbooks, and other members of the MIT Physics Department affiliated with course 8.022. Since the following works have evolved over a period of many years, no single source can be attributed.
This resource contains 95 multiple choice quiz questions inspired by Examples in …
This resource contains 95 multiple choice quiz questions inspired by Examples in the 12 chapters of University Physics Volume 2 Unit 2: Electricity and Magnetism. The quizzes have randomized numerical values, and can be printed out in two versions for students sitting side-by-side in a classroom. The current configuration creates 3-question quizzes. A study guide leads students to a practice quiz for each chapter. The number of questions in the study guide ranges from 4 to 11. The small number of questions in certain chapters does not imply that these chapters are less important -- not all examples make for good multiple choice test questions that involve numerical calculations. After this system has been field tested, more questions can be added where needed. Conceptual questions can also be added.
The selection of 3 questions from a given chapter was achieved by a random number generator. For this reason, the question selections might be less than ideal. These quizzes are not intended to have a large impact on the students' grade, but instead to encourage students to *read the textbook*. Also, since instructors know the contents of the quizzes in advance, they can compensate for idiosyncratic question selection as they prep students for the quiz.
The advantage of this system is that it is extremely convenient for instructors to use the browser's "print" option to print and distribute a quiz to the students. The disadvantage is that students and instructor have equal access to everything. Fortunately we can "hide the quizzes in plain sight". The current configuration provides 20 "renditions" of each quiz, and only the instructor knows which is selected.
The transparent nature of this unorthodox system has some advantages: Traditional methods of hiding the content of upcoming classroom exams are plagued by the fact that it is difficult to keep information secret. Instructors who use the same or similar exams for consecutive years will discover that students begin to exchange information with each other between semesters. An even more intractable problem is that testbank questions can be purchased on the internet. In this regard, the OER efforts might gain advantage over commercial ventures that sell text questions to instructors or students. The legitimate vendors (who sell to instructors) attempt to solve the "secrecy" problem by continuously modifying the textbooks, exams, and other ancillary materials. While all this ensures future revenues for the vendors, it also perpetuates costs for students.
In contrast, there is no need to modify an OER textbook by artificially creating a "new" edition. In fact, it is my experience that OER are created at a painfully slow pace, so it is unlikely that OER materials could evolve even if we wanted them to. This relatively "static" nature of OER textbooks suggests that the exams and homework problems be also "static". Instead of asking students to solve a homework problem at home, they should be quizzed on their ability to solve a problem whose solution is readily available online. Unfortunately all this tends to reduce the quality of lessons to that of rote memorization. So instead of finding interesting homework problems for which there is not solution available on the internet, we should task students with creating new homework problems and test questions. Those with less ability can be tasked with improving the posted solutions to problems that have already been solved.
No restrictions on your remixing, redistributing, or making derivative works. Give credit to the author, as required.
Your remixing, redistributing, or making derivatives works comes with some restrictions, including how it is shared.
Your redistributing comes with some restrictions. Do not remix or make derivative works.
Most restrictive license type. Prohibits most uses, sharing, and any changes.
Copyrighted materials, available under Fair Use and the TEACH Act for US-based educators, or other custom arrangements. Go to the resource provider to see their individual restrictions.