M.1+NOS+and+3DQs

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M.1: Introduction to Magnetism © 2019 PEER Physics Page 1 M.1 N ATURE OF S CIENCE R EADING Instructions: The purpose of this Nature of Science reading is to contextualize and formalize the Crosscutting Concepts and Science Practices from this activity. Physics principles (Disciplinary Core Ideas) were formalized in the Scientist’s Ideas reading. These three pieces– Crosscutting Concepts (CCCs), Science Practices (SEPs), and Disciplinary Core Ideas (DCIs) - are often referred to as “the Three Dimensions” of science learning. As you read, consider the ways you engaged in and with the three dimensions throughout this activity. M.1d CCCs – Exploring properties of large scale phenomena: When seeking to understand a new phenomenon, scientists start by making observations of materials that have properties related to that phenomenon. Controlled experimentation and observations help build a foundation for making a model of a phenomenon. When investigating a new phenomenon, a scientist’s first step is to make observations of easily accessible objects and materials that relate to that phenomenon. Initial observations like these help the scientist have a starting point to describe the phenomenon … and describing a phenomenon is the first step in developing a scientific model to explain it. In other words, initial observations occur before scientists ever start developing ideas about smaller scale (and harder to observe) mechanisms that might help them explain the phenomenon. In this activity you examined the magnetic properties of different materials, which helped you to start developing concepts and rules about magnetism that you will be able to apply to new objects and situations. ▪ You started your exploration of the new phenomenon of magnetism by testing different materials to see how they interacted with a magnet. You made observations (in other words, collected empirical evidence) to identify patterns of magnetic interactions. You might even have been surprised by some of your observations, for instance when some metals did not interact with a magnet at all. ▪ After exploring the materials, you magnetized iron nails by rubbing them with a magnet in intentional ways, creating magnetic systems with different kinds of magnetization. ▪ Then you observed how different ends of rubbed and unrubbed nails interacted with each other, to explore how different experimental designs for rubbing the nail with a magnet impacted its final magnetization. Your observations thus far will help you in upcoming activities, when you will develop and revise a model of magnetism that includes ideas about smaller scale mechanisms.

M.1: Introduction to Magnetism © 2019 PEER Physics Page 2 Magnetism is an example of a phenomenon that occurs at a large scale. Almost everywhere on Earth, a magnetized floating object (like an iron nail that has been rubbed with a magnet) will align itself in the North-South direction. It is important to explore and understand this phenomenon, since it happens almost everywhere. In this activity, you made observations of how the rubbed nail interacted with the Earth's magnetism when floating in water. Through observations of the behavior of smaller magnetic objects, like magnets and rubbed iron nails, you could indirectly infer the existence of the Earth’s own magnetism, as well as its effects on other magnetized objects. M.1e SEPs – Developing an initial model for a new phenomenon: Initial observations of objects and interactions are building blocks for a scientific model. This process involves making directional hypotheses and examining properties of new materials. Directional hypotheses make predictions about how changes in an independent variable will affect a dependent variable. Scientists investigate phenomena by making predictions about possible relationships between variables and then testing them with experiments. For instance, in this activity you might have predicted that some kinds of materials would interact with magnets, but found that they actually didn’t when you tested them. From this observation you could infer that the type of metal is an important variable to think about when making predictions about whether a material can become magnetized. In this activity, you made multiple kinds of directional hypotheses like this. You made and tested your predictions about whether or not an object would interact with a magnet, or become magnetized itself. These effects were the dependent variables in your explorations. The different kinds of materials you tested, as well as the different ways in which you rubbed nails with magnets, are examples of independent variables. Notice that the experiments you conducted so far did not ask you to think about what might be happening inside a magnet, or to try and explain why magnetism occurs. In this activity your only objective was to explore some properties of magnetism, which will set the stage for developing a scientific model that can actually explain this phenomenon.

M.1: Introduction to Magnetism © 2019 PEER Physics Page 3 M.1 3D Q UESTIONS Respond to the following questions individually in your lab notebook: 1. Describe the difference between a magnet and a ferromagnetic object. 2. Do the two ends of a rubbed nail behave similarly or differently when interacting with another rubbed nail? 3. What does it mean that a magnet exerts a force at a distance? 4. What evidence suggests that the Earth behaves like a magnet? 5. Describe what it means that the Earth has magnetic poles. 6. What other variables (besides the type of material) could you change to investigate magnetic forces at a distance between objects? 7. Describe the key observations that led you to claim the nail was acting like a magnet, and not just a ferromagnetic object. What specific evidence did you gather to support your claims? 8. Looking back at your initial ideas, how does your current explanation for how magnets interact with different materials differ from your initial predictions? What new or surprising observations helped change your thinking? 9. Before conducting the experiment, you were asked to make predictions. Why is the practice of forming hypotheses and predictions important when scientists need to interpret the outcomes of their experiments? 10. In the experiment where you changed the way you were rubbing the iron nail, how did you go about testing your predictions? What is another method or strategy you could use to confirm your results?

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