Magnetic fields prac
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This document provides instructions for an experiment to observe magnetic fields using bar magnets and iron filings. Students are asked to sprinkle iron filings on a sheet of paper and move magnets around below to see how the filings arrange themselves, then take photos of different magnet arrangements. They analyze the results by identifying areas of strong and weak magnetic fields and how field strength decreases further from the magnets.
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The document discusses magnetic fields and experiments with magnets. It explains that:
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- When two magnets with like poles are placed together, they repel each other, while unlike poles attract.
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Iron particles are lined up when a magnet is brought close to iron. When two bar magnets are placed close together with the same poles facing, they will repel each other. The magnetic field consists of field lines that emerge from the North pole and reenter at the South pole. Magnets are made of iron, nickel, or cobalt. Magnetic materials such as iron and steel are attracted to magnets, while non-magnetic materials like plastic and wood are not. To preserve a bar magnet, it should be stored with another magnet to maintain its magnetic field.
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1. The student conducted an experiment to determine the effect of temperature on the strength of a magnet. Paperclips were used to measure the magnet's strength by calculating the weight of paperclips attracted at different temperatures.
2. Results showed that magnets attract more paperclips, and thus have stronger magnetic force, at colder temperatures near 0 degrees Celsius compared to hotter temperatures near room temperature.
3. The strength of magnetism is influenced by temperature because heat can disrupt the alignment of magnetic domains within the material, while cold preserves the alignment and strengthens the magnetic field.
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This document provides instructions for a multi-step magnetism exploration activity. Students are asked to:
1) Explore how paperclips interact with different parts of bar and shaped magnets, and identify the strongest poles.
2) Explain that magnet poles are usually located at the ends, and analyze magnet shapes for single or multiple poles.
3) Elaborate by making a magnetic compass and explaining how it orients using the Earth's magnetic field.
4) Evaluate by sketching what an iron filing pattern would look like around a hypothetical three-poled magnet.
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Bringing the north poles of two bar magnets close together causes the magnets to repel each other. Scattering iron filings on paper placed over the magnets shows a pattern of lines of force diverging between the two north poles. Bringing a north and south pole together causes the magnets to be attracted to each other, and iron filings show a pattern of lines of force converging between the opposite poles.
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Bringing the north poles of two bar magnets close together causes the magnets to repel each other. Scattering iron filings on paper placed over the magnets shows a pattern of lines of force diverging between the two north poles. Bringing the north and south poles of two bar magnets close together causes the magnets to attract each other. The pattern of lines of force between the attracting poles converges compared to the diverging pattern between two similar north poles.
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This document discusses magnetism and magnetic substances. It defines three categories of substances: magnetic, ferromagnetic, and non-magnetic. Magnetic substances have their own magnetic field and can attract iron, cobalt, or nickel. Ferromagnetic substances are attracted to magnets but do not repel them, and must contain iron, nickel or cobalt. Non-magnetic substances are not attracted to magnets. All magnets have two poles, north and south, and opposite poles attract while like poles repel. The magnetic field around a magnet has directional lines of force from north to south. A compass works because its magnetic needle orients itself to be attracted to the south magnetic pole.
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This document outlines an experiment to test if all objects fall at the same speed. The aim is to drop various objects like a pencil case, basketball, tennis ball, and sheets of paper from 1.5 meters and compare their fall to a 50 gram mass. The method describes dropping each object alongside the 50 gram mass and recording the results in a table comparing if objects fall faster, slower, or at the same speed. It also notes dropping loose and tight paper balls. The discussion and conclusion sections will analyze the results and determine if the hypothesis is supported.
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This document provides instructions for building an electromagnet using a nail, copper wire, and a power pack. It describes wrapping the copper wire around the nail in increasing numbers of loops and testing the electromagnet's ability to pick up paperclips. The results showed that more loops increased the electromagnet's strength. The discussion asks whether the nail's thickness or length would also impact strength.
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This document outlines an experiment to measure the frictional forces between different surfaces. The experiment involves pulling a block of wood across various surfaces, including a desk, carpet, silk, lino, and sandpaper, using a spring balance to measure the force needed to maintain constant motion. Multiple trials are conducted on each surface and the average frictional force is recorded and compared between surfaces.
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This document outlines an experiment to determine how parachute size affects falling time. The experiment involves cutting plastic bags into parachutes of different sizes (10x10 cm, 20x20 cm, and 30x30 cm) and timing how long each takes to fall. It provides background on how air resistance from a parachute slows falling speed. The aim is to see if bigger parachutes fall slower by creating more air resistance.
Static electricity prac
1. The document describes an experiment to investigate static electricity using a balloon, perspex rod, ebonite rod, silk cloth, flannel cloth, and small pieces of paper.
2. The method involves rubbing a balloon with clothes or hair, then observing its attraction to those surfaces and ability to pick up small pieces of paper. It also involves rubbing a perspex rod with silk and an ebonite rod with wool, then observing their attraction to paper and interaction with a stream of water.
3. The results and discussion sections will document observations from these trials and explore why static charges were generated and their behaviors.
Measuring forces prac
This document provides instructions for an experiment to measure common everyday forces using a spring balance. The experiment aims to measure the force required to perform activities like opening doors, pulling off tape, lifting objects. Students are instructed to use a spring balance to measure the force of opening different doors and containers, lifting objects, and record their results in a table. They are then asked to analyze their results by discussing factors that led to larger measurements and ranking the forces from smallest to largest.
Physicalpropertiesandchanges
Physical properties can be observed or measured without changing the identity of matter. Most physical changes are reversible as they only change the form of matter without altering its identity. Examples of physical changes include cutting aluminum foil, molding clay, melting butter, evaporating water, freezing a juice box, and evaporating rubbing alcohol.
Identifytabulateelements compounds-mixtures
This document discusses the classification of pure substances and mixtures. It defines elements as pure substances that cannot be broken down further, compounds as pure substances made of two or more elements chemically bonded together, and mixtures as physical combinations of substances that are not chemically bonded and can be separated. Examples of each are given, such as copper being an element, salt being a compound of sodium and chlorine, and a salad being a mixture of various ingredients. Criteria for identifying elements, compounds and mixtures are outlined.
Chickenwingdissection
This document provides instructions for a chicken wing dissection lab. The aim is to investigate the structure of a chicken wing. Equipment needed includes a chicken wing, dissecting tray, scalpel, scissors, forceps, and rubbish bag. Safety precautions to prevent injury include filling out a risk assessment. The method describes separating the skin from the muscle using scissors and scalpel, inspecting and pulling muscles, and cutting through joints to observe tendons and cartilage. Observations should be recorded and photos taken.
Lungcapacity
This document provides instructions for an experiment to measure lung capacity. The experiment involves blowing into a balloon to determine the diameter, which corresponds to approximate lung capacity in liters. Students are asked to blow into the balloon four times and average their results. They then analyze the data and compare their lung capacity to others. The goal is to measure an individual's maximum lung air capacity.
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- 1. Y E A R 8 – F O R C E S MAGNETIC FIELDS
- 2. AIM To observe magnetic fields.
- 3. EQUIPMENT • 1 large sandwich bag • 1 sheet of A4 paper • 2 bar magnet • fine iron filings
- 4. RISK ASSESSMENT Risk Injury Prevention Fill out a risk assessment for your experiment
- 5. METHOD 1. Place a sheet of A4 paper on your desk. 2. Sprinkle a small amount of the iron filings into a sandwich bag, and place the sandwich bag onto the paper.
- 6. METHOD 3. Place one magnet on the sandwich bag and move the magnet around. Observe the arrangement of the iron filings. 4. Add a second magnet on top of the sandwich bag so that the north pole of one magnet is facing the south pole of the other. Repeat with north pole facing north pole and south pole facing south pole. 5. Take a photo of your results and insert it into the results section of your experimental report.
- 7. RESULTS • Insert your pictures in the table below: Magnet Arrangement Picture north pole facing south pole north pole facing north pole south pole facing south pole
- 8. DISCUSSION 1. Identify where the magnetic field was the strongest. 2. Identify and describe any positions on the magnet where no (or very few) filings were attracted. 3. Describe what you noticed about the strength of the field further away from the magnet.
- 9. CONCLUSION • Write your conclusion here.