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Simple Experiments to Help Students Understand Magnetic Phenomena
Abstract
The principles of magnetism are a common topic in most introductory physics courses, yet curricular materials exploring the behavior of permanent magnets and magnetic materials are surprisingly rare in the literature. We reviewed the literature to see how magnetism is typically covered in introductory textbooks and curricula. We found that while most texts contain a relatively complete description of magnetism and its relation to current-carrying wires, few devote much space to the development of a model that explains the magnetic phenomena students are most familiar with, e.g., the interaction between permanent magnets and ferromagnetic materials.1 We also found that while there are a wide variety of published articles exploring the various principles of magnetic induction, only a few of these explore the basic interactions between common magnets, ferromagnetic materials, and current-carrying wires.2,3 The activities described in this paper were designed to provide a structured series of simple experiments to help students develop a model of magnetism capable of explaining these phenomena.
... for school activities include mainly magnetic forces between permanent magnets-weak ferrite and strong neodymium magnets nowadays-or between magnet and magnetized iron. Magnetic forces are shown and explained as attractive as well as repulsive between magnets, i.e. magnetically attractable or non-attractable matter [1]. ...
Permanent magnets are used in many current industrial as well as home appliances today. Frequently, kitchen plastic magnets could be found at the refrigerators at home. However, the magnetic domain structure of such permanent plastic foils is not known and understood to the users at all. The purpose of this paper is to explain the magnetic domain structure of plastic magnets with Halbach array and ferrite or neodymium magnet polarization orientation. Principles of magnetic field visualization foils (magnetic flux detector and colour changing viewing film) is explained and demonstrated on multipole magnetic structures. Experiments with magnetic polarization reversal by the strong neodymium magnet in weaker ferrite magnetic material is demonstrated. All presented principles are collected in the simple magnetic set and suggested for education of school children of different ages. Elementary school children below 10 years age are mostly interested only in making hidden pictures in magnetic paper and ferrite magnet. Older school children of 11–12 years are able to absorb more knowledge about behaviour and properties of magnets.
... Reviewing former TLS, many useful phenomenological approaches for ferromagnetism and electromagnetism (e.g. Brown & Jackson, 2007;Donoso et al., 2009) and several experiments demonstrating paramagnetism and diamagnetism can be found (e.g. Chen & Dahlberg, 2011;Laumann & Heusler, 2017). ...
... In teaching magnetism, researching permanent magnets and their poles has an important place [3,4]. Like other physics subjects, the use of visuals/visualization is very important in the teaching * Author to whom any correspondence should be addressed. ...
In this work, we made a simple electronic tool called a ‘magnetic polarity detector’ which can determine the magnetic poles of permanent magnets or electromagnets. We used it in some student experiments in the physics laboratory. For example, determining the magnetic poles of permanent magnets and a current-carrying coils or electromagnets. Although this instrument is made of cheap materials and is very simple, we have found that it works quite well in the laboratory and contributes to the demonstration of magnetic poles. We think that it will be useful in examining the magnetic field created by a current-carrying coil and teaching the right hand rule. Therefore, a simple tool that aids in the physics lab, we think it would be useful to use as a tool.
... No, je li to prava istina? Ovaj pokus je nastao na temelju ideje iz rada [9]. Komadić odabrane tvari (papira, aluminijske folije, grafita, drva…) stavimo na površinu vode, tako da ga održava površinska napetost (slika 9). ...
Using the experience gained from working with teachers and students and the latest achievements in magnetism, we have developed a series of simple experiments using neodymium magnets. Some of the experiments are directly oriented to the curricula of primary and secondary schools, the others serve as a basis for additional teaching and project tasks. Many physical phenomena can be demonstrated in an impressive way, almost like a magic trick. In this way we can arouse the students' interest, and once we have aroused it, they will listen attentively to our explanations. Of course, in addition to the experiment, it is necessary to tell an interesting story. Therefore, in this text, I have described some basic ideas from the history of magnetism and given some basic explanations about the phenomenon of magnetism. Although in this lecture I will present experiments from different areas of physics, this text is primarily devoted to the magnetism of matter, which is not significantly represented in the curriculum.
... This in turn could help bolster their children's self-esteem. Ideas from the literature suggest that as a way to captivate an audience, a teacher could present science through the discrepant events (such as magic shows), and making the demonstration interactive by involving participation from the audience (Barrett, 2000;Browne & Jackson, 2007;Coffey, 2008;Corrao, 2010;dePino, 2001;Dindorf, 2001;Ellenstein, 1982;Featonby, 2009;Featonby, 2010;Froehle, 2008;Gardner, 1999;Gluck, 2005;Goodman, 2005;Gore, 2010;Graf, 2008;Hapka, 1999;McClymer, 2010;Riveros, 2005;Ruiz, 2010;Schlichting & Suhr, 2010;Shamsipour, 2006;Subramaniam, 2008;Subramaniam & Ning, 2004;Subramaniam & Riley, 2008;Weaver, 1998). This led to the idea that I can present the creative work of my students to their parents through a live demonstration, alongside photographs and multi-media clips during a parent-teacher conference (PTC) in a classroom (or laboratory). ...
This chapter reports the views from parents of 38 students, averaging 13 years of age, in a secondary school in Singapore towards the use of appealing design-and-make toy projects to foster joy of learning and creativity in science amongst their children who are in an academically low achieving group. An instrument to capture the parents' views was developed and administered in a parent-teacher conference (PTC) at the end of the school term. In the PTC, parents and siblings of these students had a chance to look through their design journals and fiddled with their toy inventions. Information gathered from the parents highlight that they value the teacher's approach in motivating and engaging their children to learn science and were impressed with the creativity showcased by their children through the toy projects. Such positive views from the parents affirm the use of appealing design-and-make toy projects to promote interest and understanding in science, as well as foster their creativity and inventiveness in the STEM (Science, Technology, Engineering, and Mathematics) areas.
... The simplest method is called the half-width estimate (or full width at half M agnetism is traditionally taught within the subject of electromagnetism at the undergraduate and graduate levels in physics courses, with the goal of establishing a solid foundation of the underlying physical mechanisms before advancing to more specialized topics. Oftentimes, a laboratory component of these courses involves practical, hands-on exercises that include, e.g., characterization of magnetic properties of materials and dipoles, [1][2][3][4][5] measuring the vertical and horizontal component of a magnetic field generated by power supplies, 6 or measuring the EMF induced in a wire coil due to a changing magnetic field. 7 Here, we provide a complement to these activities with a discovery exercise akin to an outdoor magnetic field survey, one that leverages the ready availability of strong small rare earth magnets ("neo-magnets"). ...
Magnetism is traditionally taught within the subject of electromagnetism at the undergraduate and graduate levels in physics courses, with the goal of establishing a solid foundation of the underlying physical mechanisms before advancing to more specialized topics. Oftentimes, a laboratory component of these courses involves practical, hands-on exercises that include, e.g., characterization of magnetic properties of materials and dipoles, measuring the vertical and horizontal component of a magnetic field generated by power supplies, or measuring the EMF induced in a wire coil due to a changing magnetic field. Here, we provide a complement to these activities with a discovery exercise akin to an outdoor magnetic field survey, one that leverages the ready availability of strong small rare earth magnets (“neo-magnets”).
... Reviewing former TLS, many useful phenomenological approaches for ferromagnetism and electromagnetism (e.g. Brown & Jackson, 2007;Donoso et al., 2009) and several experiments demonstrating paramagnetism and diamagnetism can be found (e.g. Chen & Dahlberg, 2011;Laumann & Heusler, 2017). ...
Magnetism is highly relevant for many technological applications and a fundamental topic of physics education. Traditional teaching-learning sequences (TLS) discuss only ferromagnetism, which can create a distorted picture about the universality of magnetic properties. In the periodic table of the elements, only three ferromagnetic elements (under
standard conditions) are surrounded by a variety of paramagnetic (51) and diamagnetic (34) elements. Furthermore, all types of magnetism share the same origins of magnetic moments (electron spin: ferromagnetism and paramagnetism, macroscopic and microscopic electrical currents: electromagnetism and diamagnetism). Thus, the treatment of paramagnetism and diamagnetism could potentially improve the conceptual knowledge on ferromagnetism and electromagnetism. In this study, the development of a TLS on magnetism starting with paramagnetism and diamagnetism to proceed to ferromagnetism is presented. The TLS is based on an interplay of multiple representations (material structure, experiments, digital
media content). Following a design-based research approach, the initial TLS has been implemented in two university physics education courses over two years and comprehensively evaluated. The evaluation focused the conceptual knowledge on paramagnetism and diamagnetism (pre-test-, post-test and follow-up-test-questionnaire, problem-based interviews) as well as specific aspects of digital media content and the structure of the TLS. The results indicate an appropriate development of conceptual knowledge on paramagnetism and diamagnetism among the university students for the first and second design cycle of the TLS. However, the findings reveal several important modifications to improve the development of conceptual-knowledge (third design cycle).
... In such collections, as a rule, we may find some bar magnets as well as a U-shaped permanent magnet, or horseshoe magnet. Pupils may perform many simple school experiments [1] or acquire knowledge for everyday experiences [2]. More and more, classical bar magnets give place to modern technological solutions. ...
A few simple experiments in the magnetic field of a permanent U-shaped magnet are described. Among them, pin oscillations inside the magnet are particularly interesting. These easy to perform and amusing measurements can help pupils understand magnetic phenomena and mutually connect knowledge of various physics branches.
One of the emphases of 21st century science education is in producing students who are creative and who can contribute to the economy. Physics affords immense scope in this regard. This study illustrates an instructional teaching approach to present the physics concepts of density and forces in liquids to kinesthetic students and, at the same time, offers an avenue to foster creativity among them through the fabrication of variants of a popular physics toy: the Cartesian diver. It was conducted during curriculum time in a physics laboratory. Results showed that the students were able to showcase their creative abilities through knowledge from physics in this design-based toy project. Students found the pedagogical approach suitable for learning physics content and also a fun way to showcase their creative abilities through knowledge from physics. They also developed positive attitudes towards studying physics after going through this project.
One of the emphases of 21st century science education is in producing students who are creative and who can contribute to the economy. Physics affords immense scope in this regard. This study illustrates an instructional teaching approach to present the physics concepts of density and forces in liquids to kinesthetic students and, at the same time, offers an avenue to foster creativity among them through the fabrication of variants of a popular physics toy: the Cartesian diver. It was conducted during curriculum time in a physics laboratory. Results showed that the students were able to showcase their creative abilities through knowledge from physics in this design-based toy project. Students found the pedagogical approach suitable for learning physics content and also a fun way to showcase their creative abilities through knowledge from physics. They also developed positive attitudes towards studying physics after going through this project.
In this paper, I discuss a ``misconception'' in magnetism so simple and
pervasive as to be typically unnoticed. That magnets have poles might be
considered one of the more straightforward notions in introductory
physics. However, the magnets common to students' experiences are likely
different from those presented in educational contexts. This leads
students, in my experience, to frequently and erroneously attribute
magnetic poles based on geometric associations rather than actual
observed behavior. This polarity discrepancy can provide teachers the
opportunity to engage students in authentic inquiry about objects in
their daily experiences. I've found that investigation of the magnetic
polarities of common magnets provides a productive context for students
in which to develop valuable and authentic scientific inquiry practices.
Ask a typical high school student to draw a picture of how a bar magnet
works and most of the drawings produced will show a ``+'' and ``-'' sign
at the two ends. Some students will write ``N'' and ``S.'' If you then
ask some follow-up questions, they will often resort to talking about
``charges'' being responsible for the magnetism. For several years, I
have tried to tackle this prevalent misconception and guide students
toward a more sophisticated model of domains, with at least one
unexpected outcome along the way. This year, my AP Physics B class
helped me develop a simple demonstration that may convince some students
that charges are not in charge of magnetism.1
The Physics Teacher 46(2), 70 (2008) DOI: http://doi.org/10.1119/1.2834520
Light, Sight, and Rainbows, the IBI prize-winning module, provides questions for exploring simple atmospheric phenomena.
Students frequently are introduced to Oersted's experiment by deflecting
a plotting compass beneath a straight current-carrying conductor.
Thereafter, electromagnets, electric bells, relays, and motors are
explored. When attention is turned to electromagnetic induction, the
usual setup involves thrusting a straight wire between the jaws of a
powerful horseshoe magnet. To help underline the symmetry involved, we
have developed a stronger magnetic needle and outline here how we use it
in our classes.
The magnetic properties of common materials such as wood, plastic, glass, and aluminum are demonstrated using small, inexpensive, surplus quadrupole magnets. Paramagnetic rods line up with the field above the magnet while diamagnetic samples line up perpendicular to the field.
Helps students to:
Increase their scientific literacy and improve their critical thinking
abilities.
acquire mastery of a diverse subset of scientific concepts.
develop positive attitudes about science.
become comfortable reading graphs and interpreting their
meaning.
learn to use computers and other modern technologies with skill and
confidence.