Magnets Lab

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University of Nebraska, Omaha *

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4450

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Physics

Date

Apr 3, 2024

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pdf

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7

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Learning Goals: Students will be able to 1. Predict the direction of the magnet field for different locations around a bar magnet and electromagnet. 2. Compare and contrast bar magnets and electromagnets 3. Identify the characteristics of electromagnets that are variable and what effects each variable has on the magnetic field’s strength and direction. 4. Relate magnetic field strength to distance quantitatively and qualitatively 5. Compare and contrast the fields of gravity and magnets qualitatively 1. Investigate Faraday’s Electromagnet Lab paying attention to what you can change and what tools you can use to make measurements. We will be using the Bar Magnet and Electromagnet tabs for this activity and the other tabs later. Within the Bar Magnet tab, we can manipulate a magnet and a compass. It allows us to increase or decrease the strength of the magnet and flip the magnet’s polarity. Also, we can see the magnetic field, both outside and inside of the magnet. Finally, we can use a field meter tool. Within the Electromagnet tab, we have the choice of a DC or AC current source, both of which have loops that can be increased or decreased in quantity. Like the Bar Magnet tab, we can see the magnetic field, compass, and field meter tool. Finally, we can display the electrons going through the loops, into the current source.
2. Read the first four learning goals and design experiments using the simulation that would help you learn these specific things. You do not have to write the procedures but be prepared to explain to the instructor or another student your designs. Write a document that gives evidence that you can meet the learning goals. (Include illustrations drawn by hand.) Experiment 1: Predict the direction of the magnet field for different locations around a bar magnet and electromagnet. Without using the “Field” or “Compass” features, predict and sketch what the compass would look like at the following positions around a Bar Magnet and Electromagnet. Use the “Field” and “Compass” features to compare the results to your predictions. At which points (A-D) would the compass look like the one drawn below?
Compare and contrast bar magnets and electromagnets. Recall previously learned information to help you answer the following questions: Explore and experiment under the Bar Magnet and Electromagnet tabs, record their similarities and differences. What happens when you increase or decrease the Bar Magnet strength. What happens when you flip the Bar Magnet polarity? What happens when you increase or decrease the amount of loops in the Electromagnet? Within Electromagnets, what is the difference between the AC and DC current sources, what causes this? Sketch the two alternating compass directions at the following positions around an Electromagnet with an AC current source. 1 4 5 6 3 2 Point 1 Possibilities: Point 2 Possibilities: Point 3 Possibilities: Point 4 Possibilities: Point 5 Possibilities: Point 6 Possibilities:
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Identify the characteristics of electromagnets that are variable and what effects each variable has on the magnetic field’s strength and direction. Recall previously learned information to help you answer the following questions: Within both AC and DC current source Electromagnets, what happens when you increase or decrease the number of loops? Within both AC and DC current source Electromagnets, what happens when you adjust the sliders? Within both AC and DC current source Electromagnets, what causes the electrons to move through the loops faster/slower. Within ONLY the AC current source Electromagnet, what causes it to flip polarity? How can we manipulate the AC current source Electromagnet to cause it to flip polarity faster/slower?
Relate magnetic field strength to distance quantitatively and qualitatively. Recall previously learned information to help you answer the following questions: Under Bar Magnet, select “show field”. Move the compass around, does it always match up with the field? How does the “show field” option display magnetic field strength? At 75% Bar Magnet strength, use the “field meter” to measure the magnetic field strength at each of the white points. Next, move the “field meter” to each of the yellow points. While the arrows should match for their corresponding white point, what happened to the readings on the “field meter”. Repeat these steps, but at both 25% and 100% Bar Magnet strength.
3. Pretend you and your lab partner are designers for the PhET simulations and want to make a simulation for students to investigate gravity fields. Think about what you know about gravity and what kinds of experiments a student might want to do to learn about gravity. You may have to refresh your memory by using the text. Draw a design, by hand, for a gravity simulation. Explain why you included each component and explain at least one experiment that a student could do. Simulation #1: Simulation #2: Simulation 1 allows students to manipulate mass, gravity, and height. These variables are the three most important when it comes to understanding the basics of gravity. I would add a “more properties” section for the user to measure other aspects such as speed. Simulation 2 allows students to manipulate gravity, and the mass of both earth and the moon. This allows students to see how earths relationship with the moon would change if our gravitational force was stronger or if one of them gained mass. It also allows students to see how changing earths gravitational pull affects its mass and distance from the moon. A student can see how much we can increase these things without the moon crashing into earth or leaving its orbit.
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4. Write a paragraph concerning learning goal 5. How is the magnetic field similar and/or different from a gravitational field? Overall, magnetic and gravitational fields are very different. One similarity they do share, it that the farther you move from the source of the field, the weaker it will be (vice versa). One large difference is that magnetic fields can push or pull where as gravitational fields only pull. Another difference is that gravity depends on mass, not the objects physical properties.

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