MS6301 Aca Science 6 - Academic Unit 7: 8.3 Contact Forces; Magnets

Lesson 5: Magnets 5

Duration of Days: 1

Lesson Objective

1. Students will use a simulation to model how magnetic fields change when a second magnet or coil is added to the system.

2. Identify an "Attractive Field": They will show how field lines connect in the middle when North and South poles meet.

3. Identify a "Repulsive Field": They will show how field lines curve away from each other when two similar poles meet.

4. Create a diagram model (a shared "map") to represent these invisible interactions accurately.

How does the magnetic field change when we add another magnet to the system?

magnet
wire
speaker
energy
force
sound
cause
effect
attraction
repulsion
force
kinetic energy
electromagnet
independent variable
dependent variable
magnetic field
north and south poles of a magnet
compass

MS-PS2-5.
MS-PS3-2.
MS-PS2-3.

Description:
Students will use a computer simulation to look at the invisible fields between two objects (like a magnet and a coil). They will observe what happens to these fields when they are pulling together versus pushing apart at different distances.

Purpose:
To help students visualize why magnets move. By seeing the field lines connect or curve away, students can explain the "how" behind the attraction and repulsion they felt in earlier hands-on labs.

DOK level 3

For Visual Learners: Students will use color-coded pointers in their drawings—one color for lines that "connect" and another for lines that "push away."

For Tech-Support: We will provide a simulation "map" that gives students specific coordinates to move the magnets, ensuring they see the field change clearly.

For Vocabulary Support: Students will use "Connection" vs. "Avoidance" as everyday terms to describe the field lines before moving to scientific terms like attraction and repulsion.

  • The Interactive Lab Report: Ability to describe the difference between the "connecting" lines of attraction and the "curving" lines of repulsion.

  • Consensus Modeling: Assess if students can explain why the field lines don't look the same as they did for a single bar magnet.

  • Distance Comparison: Students describe the difficulty of seeing changes at different distances.

  • Formative assessment