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					                           WebQuest Assignment Summary Sheet

Candidate Name: Rebekah Williams

WebQuest Name: Electromagnets

Web address to access WebQuest: rlwillia

Grade level targeted by WebQuest: 4th

Science content strand and objective being taught through WebQuest:

     Physical Science-Matter and Motion:
      Competency Goal 3: The learner will make observations and conduct investigations to
      build an understanding of magnetism and electricity.
              3.04 Explain how magnetism is related to electricity.

Technology objective being taught through WebQuest:

       Competency Goal 3: The learner will use a variety of technologies to access, analyze,
       interpret, synthesize, apply, and communicate information.
               3.07 Locate, select, organize, and present content area information from the
               Internet for a specific purpose and audience, citing sources. (6)
               [6 = Telecommunications/Internet]

Outline of your WebQuest

                                      Electromagnets
Engagement:

You have spilled your jar of steel paper clips all over your room. Rather than pick them up one
by one you decide to use a magnet. However, you don’t have a magnet. All you have is scattered
supplies like an iron rod, some wire, a battery. Then and idea strikes you. Is there a way you
could use electricity to make a magnet? Make a hypothesis about whether you think you can
make a magnet using electricity. How do you think it would work?

Exploration:

   1. In your group of three go to
      http://schools.bcsd.com/fremont/4th_Sci_Electricity_electromagnet.htm and scroll down
      to “What is an electromagnet?” Read that section.
   2. Scroll down and read the section called “What’s the difference between a regular magnet
      and an electromagnet?” do not click on any other links.
   3. Next go to http://www.sciencebob.com/experiments/electromagnet.php as you read think
      about how you would make an electromagnet. Make sure to pay special attention to the
      “How Does it Work” section.
   4. Go to http://www.energyquest.ca.gov/projects/electromagnet.html read the “What You’ll
      Discover” section.
   5. In your own words record in your science notebook answers to the following questions:
          a. What is an electromagnet?
          b. How does it work?
          c. Explain what you need to build a simple electromagnet?

Explanation:

   1. Discuss in your group your answers to the above questions. Were you right in your
      hypothesis?
   2. If you were to build an electromagnet what you think would affect its strength? How
      could you get it to pick up more paperclips?
   3. As a class we will watch and discuss this video [To further comprehension I could show
      this short video where Dr. Ruiz has built a model and demonstrates the principle of
      electromagnetism. Go to http://www.phys.unca.edu/demos/videos/demos_videos.asp
      click on the video titles “Electromagnet.”


Elaboration:

   1. Go to http://www.fossweb.com/modules3-
      6/MagnetismandElectricity/activities/electromagnet.html.
   2. Read the directions carefully before beginning.
   3. Set the current on the side to DC (Direct Current)
   4. Try to pick up as many iron fillings as you can.
   5. What did you discover about the electromagnet? Take notes in your science notebook
      about what happens when you change the voltage, gauge, winds, wire type, etc.
   6. Answer these questions:
          a. What settings did you have to have in order to pick up all 75 iron filings?
          b. Did your electromagnet ever explode? Why do you think that happened?

Evaluation:

   1. Given a word bank [Battery, wire, coil (solenoid)], have students label the parts of an
      electromagnet (Science, 2010).
   2. Hopefully we will be able to safely build a simple electromagnet and groups can plan to
      try and try pick up a reasonable number of paperclips. They can experiment hands-on
      trying to make their electromagnet stronger using different materials and techniques. At
      the very end they can evaluate what their group did, why certain things worked or did not
      work, and how their group functioned together.


Statement explaining how Web Quest addresses the objectives listed in the Standard
Course of Study for the content area for which it is designed:
      The content area that I addressed was to explain how magnetism is related to electricity.
Here the students are learning that they can use electricity to create a magnet thus demonstrating
one level of their relatedness. This could lead into a lesson on how you can reverse the idea using
magnets to create electricity.


Explanation of how the WebQuest encourages higher levels of thinking:
      In this WebQuest students are asked to hypothesis about the connection of electricity to
magnetism based on some prior information, and to explain their reasoning. They are also asked
to apply the basic knowledge they gain during this activity to making the most efficient
electromagnet and are asked to assess what makes the electromagnet stronger or weaker.

Explanation of specifically how the WebQuest explores content and process:

      This addresses the National Science Education Strands content standard B. As a result of
the activities in grades k-4, all students should develop an understanding of properties of objects
and materials, light, heat, electricity, and magnetism, positions and motion of objects. In this
WebQuest students examine how electricity moves through wire and coils to create a magnetic
charge. They also learn about the position and placement of the materials in order to create an
electromagnet. They closely examine the connection of electricity to magnetism by using
electricity to create magnetism.
The Inquiry Process Skills addressed are observing, numbers, and communicating.
Observing using the data they have obtained to establish what would make for the strongest
electromagnet also observing what they do to the electromagnet applet and how it changes the
effectiveness. Numbers because they need to figure out how many times to wrap the coil, or what
voltage, etc. for the applet to be at. Communicating within the group and also during the class
discussion, what they learned and how they got their electromagnet to work the most efficiently.

 Also students will address Language Arts Competency Goal 2: The learner will apply strategies
and skills to comprehend text that is read, heard, and viewed.
        2.02 Interact with the text before, during, and after reading, listening, and viewing by:

      setting a purpose using prior knowledge and text information.
      making predictions.
      formulating questions.
      locating relevant information.
      making connections with previous experiences, information, and ideas.


Summary of appropriate accommodations for English Language learners completing the
WebQuest:

This vocabulary sheet will be included with the WebQuest.
                                              Vocabulary
        Magnet: Object that attracts iron or steel
        Attract: Moving towards each other (Opposite charges attract)
        Repel: Moving away from each other (Like charges repel)
        Electromagnet: A temporary magnet that becomes magnetized when electricity flows
        through it
        Temporary magnet: A material that can be magnetized when exposed to a magnetic.
        Current: Flow of electricity through a conductor
        Volts (Voltage): A unit for measuring of electromagnetic force
        Winds: the number of times the coil is twisted around the core
        Gauge: thickness of the wire
        Circuit: a path for the flow of electricity
        Solenoid: Wire carrying electricity that has been wrapped into a coil
Since there are lots of complicated words with this concept this would benefit all students to
have the list, so they can fully understand the explanations given which use these words.
However, it would be especially helpful to ELL students. Also depending on their level of
English proficiency I could also write the WebQuest and vocabulary in their first language. This
site offers simplified vocabulary for this concept in Spanish:
http://www.fossweb.com/resources/vocab/Magnetism_and_Electricity_D_Sp.pdf. The partners
could help explain what the directions are, and it would be great if there was a partner who spoke
the student’s native language as well as English and could fully explain the directions to the
student. The electromagnet applet is easy to navigate once the student had the basic concepts
down.
Summary of appropriate accommodations for special needs students completing the
WebQuest:

      Before delving into this WebQuest, as a class we will review the vocabulary and also the
concepts. Having the definitions and directions written down would be beneficial to students
with hearing impairments. Part of the review for all students would be going to
http://www.fossweb.com/modules3-6/MagnetismandElectricity/index.html and clicking on
“How Magnets Interact.” This is a very brief review of magnets. Listening to the review would
be helpful to a student with a visual impairment. If I had a student with a severe visual
impairment I could read the information on the sights into a CD recording and they could still
participate by offering suggestions to their group on how to make the electromagnet stronger
based on the information. Also if you go to http://www.fossweb.com/modules3-
6/MagnetismandElectricity/index.html and click on “Magnetism and Electricity Glossary” it will
read most of the vocabulary words for this unit to the students. Also they can listen to the video,
and the verbal explanation describes what is happening. Offering reviews helps all students, but
would be especially helpful to students with special needs. Also the incorporation of reading
about the electromagnet, working with one, and watching a real one in action, and ideally getting
to safely build one either individually or as a class helps give multiple means of engagement.
Working with partners also would be good for students with special needs since they could help
one another and provide examples of appropriate behavior. The hands on aspect of
experimenting with the applet, and then hopefully with the real thing should be affirming to
students with emotional issues, as well as being beneficial to all students.

For the gifted students (or anyone who is especially interested in this topic) they could work
ahead [3.02 Describe and demonstrate how magnetism can be used to generate electricity] and
explore a related concept through this activity:
   1. If electricity can produce magnets do you think magnets can produce electricity? Why or
      why not? Record your hypothesis in your science notebook.
   2. Explore these links,
      http://micro.magnet.fsu.edu/electromag/java/faraday/index.html
      http://micro.magnet.fsu.edu/electromag/java/faraday2/index.html
   3. Play with the applets and read about magnets and electricity.
   4. Was your hypothesis correct? Why?
   5. Go to this site http://www.phys.unca.edu/demos/videos/demos_videos.asp click the
      “Generator” video. Watch the short video demonstrating this concept of getting
      electricity from magnetism
Also I took direct and alternating currents out of this lesson because explaining them is
complicated and would have taken away the focus. But if students were interested in it I thought
this was a good sight for learning about DC and AC:
http://www.pbs.org/wgbh/amex/edison/sfeature/acdc.html. Students could click back and forth
and compare what changes when they switch systems. Also I found the information on this page
to be on a more comprehendible level than in most places. And if confused students can click on
the parts to get details about what they are.
Grading rubric you would apply in evaluating student learning as per the Evaluation
section of the WebQuest:




                                 Grading Rubric for WebQuest


 Possible     No credit                                    Half credit                                Full credit
  points
            Student has           Student has             Student has           Student has
            answered none of      answered few            answered half of      answered most        Student has
            the questions from    questions from the      the questions from    questions from the   answered all
    10      the WebQuest          WebQuest                the WebQuest          WebQuest             questions from the
                                                                                                     WebQuest


            Questions were        Not all answers to      Answers to            Answers to           Answers to
            not answered          questions are           questions are         questions are        questions are
                                  thoughtful or           thoughtful with       thoughtful with      thoughtful with
                                  some do not have        attempts to           reasonable           correct
                                  attempts at             explain answers       explanations for     explanation for
    30                            explaining the          but explanations      answers but          answers that
                                  answers                 demonstrate little    explanations do      demonstrates
                                                          comprehension of      not demonstrate      accurate
                                                          material              complete             comprehension of
                                                                                comprehension of     material
                                                                                material

            Student did not       Student did not         Student did not       Student              Student
            participate in any    participate at all in   participate           participated some    participated
            way                   either in class         adequately in         in class the         meaningfully in
                                  discussion or their     either in class       discussion and       the class
    10                            group                   discussion or their   was an adequate      discussion and
                                                          group                 member of their      was an active
                                                                                group                member of their
                                                                                                     group

            Student did not       Student’s               Student worked        Student worked       Student worked
            work with group       electromagnet was       with group to         with group to        with group to
            to build an           ineffective, but        build an              build an             build an
            electromagnet that    their explanation       electromagnet that    electromagnet that   electromagnet that
            was effective, and    of why it was           was effective but     was effective, but   was effective, and
            did not attempt to    ineffective             was unable to         their explanation    was able to
            explain why it was    demonstrated            clearly explain       of why it was        evaluate and
            effective.            some level of           why it was            effective while      explain why it was
    30                            comprehension,          effective or much     mostly correct was   effective.
                                  OR their electro        of their              missing some
                                  magnet was              explanation was       aspects.
                                  effective but their     inaccurate.
                                  explanation
                                  demonstrated no
                                  comprehension of
                                  material.

            Student does not      Student does not        Student properly      Student properly     Student properly
    20      properly label any    properly label all      labels                labels               labels
            electromagnet   electromagnet      electromagnet      electromagnet        electromagnet
            parts           parts and many     parts and but do   parts and            parts and
                            explanations are   not explain what   adequately explain   adequately explain
                            inaccurate         each part does     what most parts do   what each part
                                                                  but some             does
                                                                  explanations may
                                                                  be inaccurate




List of sources/resources used to create the WebQuest in proper APA format: Listed Below
                                           References

Abruscato, J., & DeRosa, D. A. (2010). Adapting the science curriculum. In Teaching

       children science: A discovery approach (pp.141-155). Boston: Allyn & Bacon.

Abruscato, J., & DeRosa, D. A. (2010). Using technology to enhance science. In Teaching

       children science: A discovery approach (pp.135). Boston: Allyn & Bacon.

California Energy Commission. (2006). Electromagnet: Here’s an “attractive” project; create a

       magnet using electricity. Retrieved from

       http://www.energyquest.ca.gov/projects/electromagnet.html

Davidson, M. W. (2006). Faraday’s magnetic field induction experiment. Retrieved from

       http://micro.magnet.fsu.edu/electromag/java/faraday/index.html

       http://micro.magnet.fsu.edu/electromag/java/faraday2/index.html

Fremont Magnet Elementary. Electromagnets. Retrieved from

       http://schools.bcsd.com/fremont/4th_Sci_Electricity_electromagnet.htm

Full Option Science System. Electromagnet. Retrieved from

       http://www.fossweb.com/modules3-6/MagnetismandElectricity/activities/electromagnet.html

Full Option Science System. (2005). How magnets interact. Retrieved from

       http://www.fossweb.com/modules3-6/MagnetismandElectricity/index.html

Full Option Science System. Magnetism and electricity glossary. Retrieved from

       http://www.fossweb.com/modules3-6/MagnetismandElectricity/index.html

Full Option Science System. (2005). Magnetismo y electricidad. Retrieved from

       http://www.fossweb.com/resources/vocab/Magnetism_and_Electricity_D_Sp.pdf

Public Broadcasting Service. ( 2 0 0 0 ) . AC/DC: What’s the difference. Retrieved from

       http://www.pbs.org/wgbh/amex/edison/sfeature/acdc.html

Ruiz, M. (Producer), & Ruiz, E. (Director). Electromagnet [Motion picture]. (Available from
       University of North Carolina at Asheville physics department,

       http://www.phys.unca.edu/demos/videos/demos_videos.asp)

Ruiz, M. (Producer), & Ruiz, E. (Director). Generator [Motion picture]. (Available from

       University of North Carolina at Asheville physics department,

       http://www.phys.unca.edu/demos/videos/demos_videos.asp)

Science, B. (2010). Make an electromagnet. Retrieved from

       http://www.sciencebob.com/experiments/electromagnet.php

				
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