Physics Distance Learning Plan Week 4 (April 13-17)

Student Name Teacher Name

District of Columbia Public Schools | SY 2019-2020 Science Distance Learning Plan Introduction

Dear Students and Families,

We hope you have found a routine for distance learning and taking care of yourself.

You will notice that beginning this week your assignments will shift to include both content that may be review, and new content that you did not previously learn in class. Some weeks you will still see the mission logs and action plans, but you will also see activities that zoom in on specific content through readings, videos and hands-on activities. We have guessed where most classes are, but your class may have left off at a different place.

The assignments for this week were designed to take four days to complete. The recommendation of 40 to 60 minutes per day per subject, four times per week continues. Activities are organized and labeled by day.

Week 4: Interaction of Forces This week you will study how forces interact at a distance while discovering how this knowledge can be applied to our world. You will complete your Mission Log as you learn new information and later apply this new learning to complete your Action Plan.

As you work toward this goal, you will be learning the following concepts:

• Electric and magnetic fields can interact at a distance. • Changing magnetic fields can produce an electric current. • Gravitational force is impacted by distance and mass. • Electrostatic force is impacted by distance and the charges of the two particles.

District of Columbia Public Schools | SY 2019-2020 Science Distance Learning Plan

Repeating Prior Work In some cases, your science teacher may have already assigned the Mission Log, Action Plan, or Math Connections activity earlier in the year. • If you have done the Mission Log before, challenge yourself to complete as much as possible without looking at your notes. • If you have done the Action Plan already, come up with an alternative solution. There is more than one correct way to respond! • If you have done a Math Connections activity, skip it and do the activities you have not yet done.

Your teacher may also share specific expectations for you. Instructions on accessing optional extension activities are included below.

Accessing the STEMscopedia The STEMscopedia is the primary text within STEMscopes, your science curriculum resource. You have likely been reading excerpts from it all year. You can access the STEMscopedia on STEMscopes via Clever. Sections relevant to this week are also posted online at http://bit.ly/DCPSscienceathome.

Using STEMscopes via Clever By default, the STEMscopedia is turned on for all units. Your teacher does not need to assign it to you. You can access STEMscopes online through Clever. • Go to https://clever.com/in/dcpsk12 • As your username, use your DCPS student IDnumber. • As your password, use your date of birth(mmddyy). • Find the “STEMscopes” icon to get started. • Select “Learning Resources” at the top of thepage. • Search for the name of the topic you are reviewing (e.g., Structures of Matter). The topics are included as subtitles on the Mission Log.

Optional Extended Learning Opportunities (Science) You can also explore a list of science learning activities that you can complete at home. These Science Extensions can be found at http://bit.ly/DCPSscienceathome .

District of Columbia Public Schools | SY 2019-2020 Science Distance Learning Plan

Week 4: Day 1- Mission Log and STEMscopedia

Today’s Assignments 1) Watch the YouTube video below. Using this and what you already know begin to fill out the Mission Log found on the next page. 2) Read pages 1-3 of the STEMscopedia- Interaction of Forces.

https://www.youtube.com/watch?v=EbORQVttbeU

Information video on trains (EMS & EDS) that was completed as part of a high school assignment. The video includes the physical principles involved in each maglev system, as well as their relative benefits and shortcomings.

District of Columbia Public Schools | SY 2019-2020 Mission Briefing

Anchoring Phenomena Some high-speed trains, known as maglev trains, can travel at 600 km/hr or about 270 mph and are considered to be “green” transportation as they produce fewer emissions than other forms of mass transit. Currently, maglev trains can be found in the following places: ● Aichi, Japan, known as the Tobu-kyuryo Line or the Line ● Shanghai, China, known as the Shanghai ● , known as the Airport Maglev

Mission Briefing As a part of the design team, you are responsible for explaining two different processes that could be used, as well as making a recommendation on what process would be most appropriate for the US. The two possible processes include electromagnetic suspension (EMS) or electrodynamic suspension (EDS). To help determine the most appropriate design, consider the following questions:

● How do electric currents produce magnetic fields? ● How does a changing magnetic field produce an electric current? ● How does gravitational force impact objects? ● How will electrostatic forces impact objects?

Information Gained Connection to Mission

Interaction of Forces Interaction of Forces

How does an electromagnet work? How would an electromagnet be used in a maglev train EMS system?

How would electromagnetic induction be used in a maglev train EDS system?

What is electromagnetic induction?

Science Distance Learning Plan

Week 4: Day 2- Accessing Prior Knowledge and PhET Simulation

Today’s Assignments 1) Complete the Accessing Prior Knowledge Activity 2) Complete the PhET Simulation (Part 1)

Forces: How Do They Work?

Recall what you have learned about magnets. Using the picture above, what would happen to the iron filings if you were to:

1. Move the magnet 5, 10, or 15 cm above the table?

2. Move the magnet 5, 10, or 15 cm below the table?

Do the attractive forces change or stay the same? Why or why not? https://phet.colorado.edu/sims/html/faradays-law/latest/faradays-law_en.html

Faraday’s Law

Did you know? Magnetic induction is a phenomenon that can be used to produce an electric current by moving a magnet near a circuit.

Investigation Question What factors affect the magnitude of current produced when magnetic induction is used to produce an electric current?

Prediction

Procedure

Test 1: Number of Coils 1. Open the Faraday’s Law simulation practice. 2. Click on the two coil button at the bottom of the page. 3. Move the north pole of the magnet through the smaller coil and observe the amount of light produced. 4. Move the north pole of the magnet through the larger coil and observe the amount of light produced. 5. Describe the amount of light produced with the different coils in the data table.

Variable Tested Observations Light with Two Coils Light with Four Coils

Number of Coils Science Distance Learning Plan

Test 2: Motion of Magnet 6. Click on the one coil button at the bottom of the page. 7. Slowly move the magnet through the coil so both the north and south pole moves through the coil. 8. Observe the voltage meter as the different poles move through the coil and record it in the table below. 9. Again move the magnet so both sides of the poles go through the coil, and observe the amount of light being produced. 10. Move the magnet slowly first and observe the amount of light produced as each pole moves through the coil. Record your observation in the data table below. 11. Move the magnet so it is in the coil and leave it stationary. Observe the amount of light produced. Record your observation in the data table below.

Variable Tested Observations

Voltage from N Voltage from S Magnetic Pole

Light with Light with No Slow Motion Motion Speed of Magnet’s Motion

Conclusion 1. How does the number of coils impact the amount of electricity produced?

2. Why is no light produced when the magnet does not move? Science Distance Learning Plan

Week 4: Day 3- PhET Simulation and STEMscopedia Today’s Assignments 1) Complete the PhET Simulation (Part 2) 2) Read pages 4-6 STEMscopedia- Interaction of Forces.

Faraday’s Law: Magnetic Flux (PhET Simulation Part 2- Use the link below) https://phet.colorado.edu/sims/html/faradays-law/latest/faradays-law_en.html

Did you know? When we induce a moving magnetic field on a coil, it can create electric current. Faraday’s law can help predict how a magnetic field can interact with an electric circuit.

Investigation Question How can changing magnetic flux produce a flow of electricity?

Prediction

Procedure 1. Move the magnet around to see what happens, and record your answer in the data section. 2. Click on the field lines button and draw the magnet with its field lines in the data section. 3. Flip the magnet’s north and south poles and test what happens to the current. Describe what happens in the data section. 4. Click on the other coil set box. 5. Test the magnet in both coils.

Data 1. Record what happens when the magnet is moved around the simulation.

2. Draw the magnet with its field lines below.

3. Describe what happens when the magnet is flipped Science Distance Learning Plan

Conclusions 1. Do the north and south poles do something different to the voltage? Explain.

2. What does the magnet have to do in order to get current to flow?

3. What is the difference between the two coils on the voltage meter?

4. What is the difference between the two coil shapes?

5. What can be inferred about the strength of voltage output and coil shape? Science Distance Learning Plan

Week 4: Day 4- Video Lesson and STEMscopedia

Today’s Assignments 1) Watch and Answer questions on video titled: What are Electromagnets 2) Read pages 7-9 STEMscopedia- Interaction of Forces

https://app.acceleratelearning.com/scopes/13838/elements/696422

What Are Electromagnets?

1. Give three examples of everyday situations that use electromagnets to function. (Pause 0:23)

2. How is an electromagnet created? (Pause 0:39)

3. What is the simplest form of an electromagnet? (Pause 1:02)

4. How can an electromagnet be made stronger? (Pause 1:29)

5. Provide several examples (either from the video clip or your own examples) of ways electromagnets help us in our daily lives. (Pause 2:0)