2 OBJECTS CAN AFFECT OTHER OBJECTS AT A DISTANCE

Task 5

WORKSHEET Workshop

Materials and tools for a working group:

The teacher leads the pupils to select those that have been attracted by a magnet from a group of objects whose behavior towards the magnet has been examined in the previous task. It should be two to three metal objects. First of all they evaluate that they are all metal. Subsequently, the teacher asks whether they had to attach the magnet to the objects to see if the objects were attracted by the magnet or not, or just to bring the object closer. He suggests that the pupils find out if the magnet attracts all of the objects from the same distance. The research question will be highlighted (will the magnet attract various objects from the same distance?). He and his pupils discuss how it would be possible to implement precise measurements that we could trust. It is not appropriate if the teacher leads the pupil in this step to implement the procedure proposed by the teacher himself. Pupils should perceive the fact that they design their research activities themselves. The teacher ensures that the final proposed procedure is truly usable and credible. At the same time, it encourages pupils to repeat the measurement for each object at least four times to make sure they have not made a mistake in the measurement. They record the results of the measurement in the table in task 5. If the pupils used the same objects and the same magnets in the same way (the distance from which the magnet attracts the object also depends on which side we approach the object magnet), they should get the same results. If they used different magnets, the results can be significantly different.

They compare the results and try to answer questions below the table based on what they have observed. The purpose of these questions is to highlight the most important similarities and differences that pupils could find out by measuring, and what the differences might have caused. In this way, the pupil‘s teacher guides them to systematic work with the acquired data and teaches them to find results in the data that would lead them to the conclusion of the observation while answering the research question. Therefore, the teacher leads students to draw conclusions in the form of an answer to a research question based on answers to questions.

It has emerged from the previous investigation that different objects are attracted to the magnet differently quickly. In the interpretation to which the pupils are guided in questions under task 5, there is usually an explanation that this is due to what the objects are, or how rough they are, and how flat they rub against the surface when they are attracted. The magnetic field intensity decreases gradually from the magnet. To attract a heavier object, it must be closer to the magnet than an object that is light, since it is sufficient for the object to be in a less intense magnetic field to attract the light object. Pupils observe this phenomenon as it occurs – heavier objects attract the magnet from a smaller distance than lighter objects. Despite the fact that such a statement cannot be regarded as correct in terms of knowing the principles of the operation of the magnetic field, it is consistent with empirical observations and so we accept it in this level of preconcept development.