Activity 1: Evidence of Interactions

UNIT 1 CHAPTER 2 Activity 1: Evidence of Interactions Name Date Class Key Questions Chapter Activity I Think Fill in the evidence of the following interactions. Demonstration A Time Interval: while the ruler and table are touching Demonstration B Time Interval: while rubbing right hand against left hand Claim: Object 1: interacts Object 2: Claim: Object 1: interacts Object 2: ruler with table hand with other hand 1. Evidence: There is a change 2. Evidence: There is a change (are changes) in (are changes) in.. 23

RECORD SHEET Activity 1: Evidence of Interactions Fill in the following interaction form for the interaction chain. Demonstration C Time Interval: while shooting a slingshot Claim: Object 1: interacts Object 2: which interacts Object 3: hand with elastic band with ball 3. Evidence: There is a change 4. Evidence: There is a change (are changes) in (are changes) in.. Explore Your Ideas 1. Fill in the following interaction form for 2. Fill in the following interaction form for the first single interaction. the second single interaction. Time Interval: Time Interval: Claim: Claim: Object 1: interacts with Object 2: Object 1: interacts with Object 2: 1. Evidence: There is a change 2. Evidence: There is a change (are changes) in (are changes) in.. 24 UNIT 1 CHAPTER 2

RECORD SHEET Activity 1: Evidence of Interactions 3. Fill in the following interaction form for the interaction chain. Time Interval: Claim: Object 1: interacts Object 2: which interacts Object 3: with with Evidence: There is a change (are changes) in Evidence: There is a change (are changes) in.. Our Consensus Ideas The key question for this activity is: What is the evidence that an interaction has occurred? Write your answer to the key question. 25

UNIT 1 CHAPTER 2 Activity 2 : The Magnetic Interaction Name Date Class Key Question Explore Your Ideas Experiment 1: If a magnet is brought near another magnet, what happens to the other magnet? 1. What happens to the second magnet? 2. What happens to the second magnet? How does this compare with the previous step? 3. Complete the following statement: When two magnets interact, they (always attract each other, always repel each other, can either attract or repel each other). My evidence is 27

RECORD SHEET Activity 2: The Magnetic Interaction Experiment 2: If a magnet is brought near a metal, what happens to the metal? 4. Did the magnet interact with all the metals, with none of the metals, or with only some of the metals? 5. Complete the following statement: When a magnet and magnetic material interact, they (always attract each other, always repel each other, can either attract or repel each other). My evidence is Experiment 3: Is a compass needle a magnet? 6. Which student do you think is right, Isabel or Otis? Or do you have a different answer? 28 UNIT 1 CHAPTER 2

RECORD SHEET Activity 2: The Magnetic Interaction 7. What happens to the end of the compass needle that was originally pointing north? Does it move toward the magnet, away from the magnet, or does it remain motionless? 8. What happens to the end of the compass needle that was originally pointing north? Does it move toward the magnet, away from the magnet, or does it remain motionless? 9. Is this the same observation you made in Step 2 or is the observation different? 10. Complete the following statement: A compass needle My evidence is (is, is not) a magnet. Make Sense of Your Ideas 1. Do magnets interact with each other? 2. Suppose you had two objects and you knew that one of them was a magnet. What test(s) do you need to do to convince yourself that the other object was also a magnet? 29

RECORD SHEET Activity 2: The Magnetic Interaction 3. What test(s) do you need to do to convince yourself that the other object was a magnetic material but not a magnet? 4. Look back over the discussion between Isabel and Otis. Which of them do you agree with now? Our Consensus Ideas The key question for this activity is: What are the defining characteristics of a magnetic interaction? 1. Write the team answer to the question, along with the supporting reasons (evidence). 2. Indicate the experiments or experiments in this activity that provide the evidence to support the scientists ideas. Record this on the Scientists Consensus Ideas: The Magnetic Interaction form. 30 UNIT 1 CHAPTER 2

UNIT 1 CHAPTER 2 Activity 3: The Electric-Charge Interaction Name Date Class Key Questions 1. 2. We Think 1. Do you think that electrically charged objects behave the same way as two magnets, or do you think they behave differently? Why do you think so? Explore Your Ideas Experiment 1: What happens when a charged object is brought near metallic and nonmetallic objects that are not charged? 31

RECORD SHEET Activity 3: The Electric-Charge Interaction 1. What happens when a charged object (balloon) is brought near nonmetallic and metallic objects that are not charged? Experiment 2: What happens when charged objects are brought near each other? 2. Was the effect on suspended charge T1 the same or different when you turned around charge T2 and brought it near? 3. Was the effect on suspended charge B1 the same or different when you turned around charge T2 and brought it near? 4. Was the effect on suspended charge T1 the same or different when you turned around charge B2 and brought it near? 5. Was the effect on suspended charge B1 the same or different when you turned around charge B2 and brought it near? 32 UNIT 1 CHAPTER 2

RECORD SHEET Activity 3: The Electric-Charge Interaction 6. What happens when two objects with the same type of charge (the two top charges or the two bottom charges) are brought near each other? 7. What happens when two charged objects with a different type of charge (one top charge and one bottom charge) are brought near each other? 8. When two charged objects are interacting (either attracting or repelling) and one is then turned around, is the interaction effect the same or different? What is your evidence? Make Sense of Your Ideas 1. Write the defining characteristics of the electric-charge interaction. Use evidence from this activity to support your ideas. 33

RECORD SHEET Activity 3: The Electric-Charge Interaction Our Consensus Ideas The second key question for this activity is: 2. What are some of the similarities and differences between the magnetic and electric-charge interactions? 1. Write the answer for this key question 2. Indicate the experiments in this activity that provide the evidence to support the scientists ideas. Record this on the Scientists Consensus Ideas: The Electric-Charge Interaction form. 34 UNIT 1 CHAPTER 2

UNIT 1 CHAPTER 2 Activity 4: The Electric-Circuit Interaction Name Date Class Key Questions 1. 2. Explore Your Ideas Experiment 1: When does an electric-circuit interaction occur? 1. Draw a picture of the circuit when the bulb is lit. 2. Look carefully at how the wires are connected to each of the circuit elements the cell (in its holder), the bulb (in its holder), and the switch. How many connections are there to each element in the circuit (one connection, two connections, more than two)? 35

RECORD SHEET Activity 4: The Electric-Circuit Interaction 3. When does an electric-circuit interaction occur? Experiment 2: What types of materials are necessary for an electric-circuit interaction to occur? 4. Examine your data table, and complete the following statement: In order for an electric-circuit interaction to occur, the type(s) of material that must be included in the circuit is (are). The evidence is 36 UNIT 1 CHAPTER 2

RECORD SHEET Activity 4: The Electric-Circuit Interaction Experiment 3: How can you hook up more than one bulb to a cell? 5. Draw a picture of this circuit and label it series circuit. 6. Unscrew one of the two bulbs from its socket. Leave the other bulb alone. What happens to the other bulb does it remain lit or does it go out? 7. Draw a picture of this circuit and label it parallel circuit. 8. Unscrew one of the two bulbs from its socket. Leave the other bulb alone. What happens to the other bulb does it remain lit or does it go out? 37

RECORD SHEET Activity 4: The Electric-Circuit Interaction 9. Why do you think the result for Question 8 was different from the result for Question 6? Experiment 4: If the number of cells in the circuit increases, what happens to the brightness of the bulb? 10. Is the bulb in this two-cell and one-bulb circuit brighter than, dimmer than, or equally as bright as the bulb in the one-cell, one-bulb circuit in Experiment 1? 11. What happens to the brightness of the bulb when an additional cell is added to the circuit? 12. Write your conclusion for this experiment by answering the following question in a complete sentence. If the number of cells in the circuit increases, what happens to the brightness of the bulb? 38 UNIT 1 CHAPTER 2

RECORD SHEET Activity 4: The Electric-Circuit Interaction Experiment 5: If the number of cells in the circuit increases, what happens to the amount of electric current in the circuit? 13. What is your hypothesis about the relationship between the number of cells and the amount of electric current? Choose one of the following responses. a) The more cells, the greater the amount of electric current. b) The more cells, the smaller the amount of the electric current. c) There is no relationship between number of cells and the amount of electric current. Discuss this question with your partner and record your answer, including your reason. 39

RECORD SHEET Activity 4: The Electric-Circuit Interaction 14. Sometimes, people like to see data displayed on a graph. Your teacher will show you how to make a bar graph of your data. 15. Write your conclusion by completing the following statements: If the number of cells in the circuit increases, the amount of electric current (increases, decreases, remains the same). The evidence is Make Sense of Your Ideas 1. What kind of objects are involved in an electric-circuit interaction? 2. How are the objects connected together? 40 UNIT 1 CHAPTER 2

RECORD SHEET Activity 4: The Electric-Circuit Interaction 3. What is the evidence that an electric-circuit interaction has occurred? 4. What happens to the electric-circuit interaction when there is a break in an electric-circuit loop? 5. What variable or variables can influence the electric-circuit interaction? What is your evidence? 6. You can buy two types of holiday lights. I n type A, when you plug in the lights and one bulb burns out, all the bulbs go out. In type B, when you plug in the lights and one bulb burns out, the other bulbs stay on. In one type, the bulbs are all connected together in a series circuit with the electrical source. In the other type, the bulbs are connected in a parallel circuit with the electrical source. Which type, A or B, is connected in series? Which type is connected in parallel? 41

RECORD SHEET Activity 4: The Electric-Circuit Interaction 7. Consider how your electrical devices are connected together at home. Suppose you have a room with two different lamps. Do you think the lamps are connected together in series or in parallel? How do you know? Our Consensus Ideas The key questions for this activity are: 1. What are the defining characteristics of an electric-circuit interaction? 2. What are some variables that influence the electric-circuit interaction? 1. Think about your answers to the questions in Make Sense of Your Ideas. Write your best answers to the key questions. 1. 2. 2. Indicate the experiments in this activity that provide the evidence to support the scientists ideas. Record this on the Scientists Consensus Ideas: The Electric-Circuit Interaction form. 42 UNIT 1 CHAPTER 2

UNIT 1 CHAPTER 2 Activity 5: E l e ctromagnets and Buzzers Name Date Class Key Question Explore Your Ideas Explore the Electromagnet Experiment 1: Under what circumstances will a coil of wire interact with a magnet? 1. Is the colored part of the compass needle attracted to the coil, repelled from the coil, or is there no effect? 2. Is the colored part of the compass needle attracted to the coil, repelled from the coil, or is there no effect? 43

RECORD SHEET Activity 5: Electromagnets and Buzzers 3. Is the colored part of the compass needle attracted to the coil/nail, repelled from it, or is there no effect? 4. How does the deflection (rotation) of the colored part of the compass needle compare to when there was no iron nail inside the coil? 5. Is the colored part of the compass needle attracted to the coil/nail, repelled from it, or is there no effect? 6. How does the deflection (rotation) of the colored part of the compass needle compare to when the compass was near the other side of the coil/nail? 7. What is the evidence that the electromagnet interacts with another magnet? 8. Does an electromagnet behave like a magnetic material or like another magnet? What is your evidence? 44 UNIT 1 CHAPTER 2

RECORD SHEET Activity 5: Electromagnets and Buzzers Experiment 2: How can you make an electromagnet stronger? 9. How did you make your electromagnet strong enough to lift the washer? (If it was already strong enough, write that it was strong enough.) 10. What happens to the washer? 11. Why do you think this happened? 12. What two different ways did you find that work? First way: Second way: 45

RECORD SHEET Activity 5: Electromagnets and Buzzers Make Sense of Your Ideas Make Sense of the Electromagnet 1. What are two variables that can influence the strength of the magnetic interaction between an electromagnet and a magnetic material (steel washer)? 2. How does each variable influence the strength of the electromagnetic interaction? Complete the following statements: For the first variable: As the (write the variable) increases, the strength of the magnetic interaction between the electromagnet and the magnetic material. (increases, decreases) For the second variable: As the (write the variable) increases, the strength of the magnetic interaction between the electromagnet and the magnetic material. (increases, decreases) Explore Your Ideas Explore the Buzzer Experiment: How is a sound produced? 1. What is the ruler doing while the sound is produced? 2. What is the rubber band doing while the sound is produced? 46 UNIT 1 CHAPTER 2

RECORD SHEET Activity 5: Electromagnets and Buzzers 3. What do you think is happening inside the buzzer to make that sound? Make Sense of Your Ideas 1. Choose the words/phrases from the list below that complete the story. Each word or phrase is used only once. electromagnet over and over again vibrate open armature magnetic electric circuit All sounds are produced by vibrating objects. In the buzzer, the moves rapidly back and forth to produce the buzzing sound. What makes it? When the contact is made, there is an electric-circuit interaction between the cell and the coil. (See the diagram in your student book.) This interaction creates an electric current in the coil, and the coil becomes a(n). There is then a(n) interaction between the electromagnet and the armature (made of iron). This interaction pulls the armature toward the coil. When this happens, however, the circuit becomes (contact broken, no electric current), the electromagnet loses its strength, and the armature returns to its original position (contact made ). The circuit is again closed and the process repeats itself, causing the armature to vibrate. 47

UNIT 1 CHAPTER 2 Activity 6: Interaction Between a Magnet and an Electric Curre n t Name Date Class Key Question Learning the Ideas 1. What happens to the magnetic compass needle when the switch is closed? 2. What evidence is there that there is an electric current in the circuit? (After all, you cannot see the electric current flowing in the wires.) 49

RECORD SHEET Activity 6: Interaction Between a Magnet and an Electric Current As the number of batteries in the circuit is changed, record the corresponding values for the electric current and the compass deflection in the following table. 3. What is the relationship between the compass deflection and the amount of electric current in the circuit? What We Have Learned The key question for this activity is: How does the electromagnetic interaction help explain how motors and meters work? Write the answer to the key question. 50 UNIT 1 CHAPTER 2