Mark Sailer
Science Teacher
Pioneer Jr-Sr High
Physics
1- Electromagnetism and Electromagnetic Induction Unit
Study
Guidelines/What is to be accomplished?
- Compare and contrast
magnetic poles and electric charges.
- Use iron filings
to interpret the strength of a magnetic field at different
points near a magnet.
- Relate the motion
of electrons within a material to the ability of the material
to become a magnet.
- Describe what
happens to the magnetic domains of iron in the presence
of a strong magnet.
- Describe the magnetic
field produced by a current-carrying wire.
- Describe how a
magnetic field exerts a force on a charged particle in
the field.
- Describe some
practical applications of a magnetic field exerting a
force on a current-carrying wire.
- Describe how a
galvanometer and a motor work.
- Suggest possible
causes for earth’s magnetic field.
- Describe how voltage
is induced in a coil of wire.
- State and explain
Faraday’s Law.
- Describe how a
generator works.
- Compare and contrast
motors and generators.
- Describe how a
transformer works.
- Explain why transformers
are used for transmission of electric power.
- Relate the magnitude
and direction of an induced electric field to the inducing
magnetic field, and vice versa.
- Describe electromagnetic
waves.
State Standards and Benchmarks addressed by this unit
P.1.18 – Explain
the concepts of electrical charge, electrical current,
electrical potential electric field, and magnetic field.
Use the definitions of the coulomb, the ampere, the volt,
the volt/meter, and the tesla.
P.1.20 – Describe
electric and magnetic forces in terms of the field concept
and the relationship between moving charges and magnetic
fields. Know that the magnitude of the force on
a moving particle with charge q in a magnetic field is
qvBsina, where v and B are the magnitudes
of vectors v and B and a is the angle between
v and B.
P.1.21 – Explain
the operation of electric generators and motors in terms
of Ampere’s Law and Faraday’s Law.
Activities – 70
points Maximum
| Lab
– In which direction do magnetic fields act? (5
points) |
|
| Concept
Page 36-1 (5 points) |
|
| Concept
Page 37-1 (5 points) |
|
| Concept
Page 37-2 (5 points) |
|
| Lab 95 –
Jump Rope Galvanometer (5 points) |
|
| Chapter
36 Review Questions #1-20 p. 575-576 (10 points) |
|
| Chapter
36 Questions #21-32 p. 576 (10 points) |
|
| Chapter
37 Review Questions #1-22 p. 592-593 (10 points) |
|
| Chapter
37 Questions #23-24, 25, 28, 29, 31, 35, 37,
38, 40 p. 593-594 (10 points) |
|
B- Layer Experiment
– Follow proper experiment and recording procedures. (10
points)
| What
is one variable that determines the strength of an
electromagnet? |
|
A-Layer Assignments
– Use an A layer research form to record your research.
(15 points)
| 1.
Research superconducting magnets and write a one-page
summary of proposed future uses for such magnets.
Be sure to describe any hurdles that stand in the
way of the practical application of these magnets. |
2. Research
phenomena related to one of the following topics,
and prepare a report or presentation with pictures
and data.
- How does
Earth’s magnetic field vary with latitude, with
longitude, with the distance from Earth, and in
time?
- How do
people who rely on compasses account for these
differences in Earth’s magnetic field?
- What is
the Van Allen belt and why is it important?
- How do
solar flares occur and how do they affect Earth?
|
| 3. Research
the debate between the proponents of alternating current
and those who favored direct current in the 1880-1890s.
How were Thomas Edison and George Westinghouse involved
in the controversy? What advantages and disadvantages
did each side claim? What uses of electricity
were anticipated? What kind of current was finally
generated in the Niagara Falls Hydroelectric plant?
Had you been in a position to fund these projects
at that time, which projects would you have funded?
Prepare a report, presentation or re-enact a meeting
of businesspeople in Buffalo in 1887. |
Grades 55-64 D 65-74
C 75-84 B 85+ A
Dr Kathie Nunley
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