Experiment Design 201

Table of Contents
Table of Contents...................................................................................................1
Introduction .......................................................................................................... 2
Analysis of the question, description on brief theories involved............................4
Theories ............................................................................................................ 4
Magnetic Field around a Solenoid..........................................................................9
Picture given below shows the solenoid. A typical solenoid behaves like a bar
magnet. Magnetic field produced by solenoid is constant inside the solenoid and
parallel to the axis of it..........................................................................................9
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We find the magnetic field produced by solenoid with the following formula;.......9
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Detailed stepwise description of each section ....................................................11
Lesson plan 1....................................................................................................11
Lesson plan 2....................................................................................................17
From the equation which quantity can be varied, if L and I are kept constant?..19
Lesson plan 3....................................................................................................22
Closure................................................................................................................. 26
Reflections........................................................................................................... 27
References .......................................................................................................... 28

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Introduction
The HSC Practical Paper (Paper 5) is a timetabled written paper, focusing on the following
higher-order experimental skills like planning, analysis, conclusions and evaluation.
This examination paper does not require laboratory. It should be stressed that candidates
cannot be adequately prepared for this paper without extensive laboratory work during their
course of study.
In particular, candidates cannot be taught to plan experiments effectively unless, on a number
of occasions, they are required:
• to plan an experiment
• to perform the experiment according to their plan
• to evaluate what they have done.
This requires many hours of laboratory-based work, and requires careful supervision from
teachers to ensure that experiments are performed safely.
Paper 5 consists of two questions each of 15 marks. The first question is to plan a question, in
which candidates will be required to design an experimental investigation of a given problem.
The question is not highly structured: candidates are expected to answer with a diagram and
an extended piece of writing. The second question is an analysis, conclusions and evaluation
question, in which candidates are given an equation and some experimental data. From these
they are required to find the value of a constant. This question also is not highly structured:
candidates are expected to decide for themselves what they need to do in order to reach an
answer. They are also required to estimate the uncertainty in their answer. Some questions on
this paper may be set in areas of Physics that are difficult to investigate experimentally in
school laboratories, either because of the cost of equipment or because of restrictions on the
availability of materials (e.g. radioactive materials). No question, require prior knowledge of

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theory or equipment that is beyond the syllabus: candidates are given all the information that
they need.
For this reason, I decided to guide my students how to design an experiment to investigate the
factors on which the strength of an electromagnet depends. They will reach the objectives of
the design question when answering the questions in the worksheets. The class was
conducted in a mixed ability one and the teaching strategy was corporative work. The class
was divided into 3 groups of 5, bearing in mind that each group should have a highflyer,
average achiever, low ability student.

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Analysis of the question, description on brief

theories involved
Before starting we need to think about the keywords or phrases. After consulting the syllabus,
we need to know what are the theories involved in this design question. To be able to score
all the marks in the examination and develop Higher Order Thinking Skills (HOTS), a
student should have the mastery of the electromagnetism chapter. The theories are very
interesting and the applications of electromagnet are considerably appearing more or less
everywhere.
An electromagnet is a type of magnet which can provide a magnetic field with the help of an
electric current. The main advantage of electromagnets over the normal magnet is that they
can be easily started and stopped and the strength of the magnetic field can be effectively
controlled, which makes them suitable for many technological and scientific uses. The main
technological uses of electromagnets are in storing information and moving things. They are
used on many electrical devices like electrical balls, loudspeakers, and various magnetic
recording devices such as computer disks, tape recorders, etc. One of the most important uses
of electromagnet in hospitals is in magnetic resonance imaging (MRI), which is used for
getting a detailed image of the inside of the body to diagnose a number of diseases.

Theories
Electromagnet

An electromagnet is a device in which magnetism is produced by an electric current.

An electromagnet acts as a temporary magnet.

Magnetic field

A magnetic field is a region in which a magnetic material experiences a force as the result of
the present of a magnet or a electromagnet.

The direction of a magnetic field is from North pole to South pole.

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Magnetic Effects of a current –carrying Conductor.

The pattern of magnetic field produced by a current – carrying conductor depends on the
shape of the conductor used.
a) Current in a straight wire

The magnetic field lines form a pattern of concentric circles round the wire carrying the
current.

The direction of the field around a wire can use two rules:

Maxwell’s screw rule

If a right -handed screw is turned so that it moves forwards in the same direction as an
electric current, its direction of rotation gives the direction of the magnetic field due to the
current.

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The right -hand grip rule

If a wire carrying a current is gripped with the right hand and with the thumb pointing along
the wire in the direction of the current, the fingers point in the direction of the magnetic field
around the wire.

The map of the magnetic field due to an electric current flowing in a vertical wire through
centre of a horizontal card

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The direction of the electric field and the plotting compass

b) Current in a single coil

The pattern of the magnetic field produced at the centre of the coil is in the form of straight
line.

The lines in the coils are more closed spaced tab the outside.

The field lines around the two wires are in opposite directions.

The Maxwell’s screw rule or The right -hand grip rule can also be used to both sides of the
coil to determine the direction of the magnetic field.

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c) Current in a solenoid

The pattern of the magnetic field produced by a solenoid is similar to that of a bar magnet.

The pattern in the centre of the solenoid is in the form of straight lines. However, the field
lines are uneven and more widely spaced outside the solenoid. We can use two methods to
determine the direction of the magnetic field:

If a solenoid carrying a current is gripped with the right hand and with the thumb pointing
along the solenoid so that the fingers curling round the solenoid in the direction of the current
and the thumb then points towards the north pole.

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Determining the poles of the solenoid

Looking at the direction of the current from each end of the solenoid, if the direction of the
current is clockwise, the viewed end of the solenoid is the South pole. If the direction of the
current is anticlockwise, the viewed end is the North pole.

Magnetic Field around a Solenoid

Picture given below shows the solenoid. A typical solenoid behaves like a bar magnet.
Magnetic field produced by solenoid is constant inside the solenoid and parallel to the
axis of it.

We find the magnetic field produced by solenoid with the following formula;

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Where: I is the current, N is the number of loops, L is the length of the solenoid, and is the

permeability of free space.

We find the direction of magnetic field by using right hand rule again. Grab the solenoid as
your four fingers shows the direction of current and your thumb shows the direction of
magnetic field.

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Detailed stepwise description of each section

Now the students will be guided towards how to design an experiment to investigate how the
strength of an electromagnet depends on current.

Lesson plan 1
Subject area : Physics

Class level : Higher School certificate

Class size : 15 (mix abilities)

Venue : Physics lab

Duration : 100 minutes (3 periods)

Topic : Electromagnetism

Aim: To design an experiment to investigate how current affects the strength of an

electromagnet.

Objectives:

At the end of the lesson, students should be able to:

• Identify the independent variable in the experiment

• Identify the dependent variable in the experiment

• Identify the variables that are to be kept constant

• Design and carry out an investigation, and finally compare and analyse the results of
their investigation about electromagnets

• Recognize how to set up a proper experimental design

Student Prior Knowledge: concept of magnetic fields, magnetic materials, electricity.

Teaching-Learning strategies: Cooperative learning and Guided inquiry

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Student Organisation: 5 groups of 3 students based on their achievement

In each group a student is assigned the role as leader, they will have to work as a team.

Teacher will distribute worksheet 1, and hence start asking questions:

Write down the formula relating magnetic field and current.

A student will be chosen at random to write it on the white board. Teacher will confirm on
his slides, which will be projected on the whiteboard itself.

Worksheet 1

1. Write the mathematical formula for the relationship between the magnetic field, B and
the current, I.

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2. How is B related to I, if the other quantities are kept constant?

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3. What happens to B if I is increased? Decrease?

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4. From the statement above, which variables are independent and dependent
respectively?

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5. What is an electromagnet?

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6. Describe how you will make an electromagnet and state the materials used.

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7. Why do we use a rheostat in the circuit?

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8. Draw a schematic diagram of the circuit for the electromagnet.

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9. How will you account for the strength of the electromagnet or test for the conductivity
of the magnetic field?

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10. Should the electromagnet be on the table with the pins or the electromagnet above the
pins?

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11. How can the electromagnet be supported above the pins?

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12. What are the 2 additional materials used for the experiment?

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13. Draw a diagram for the experiment (circuit + set up).

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14. Since current should be a manipulated variable (varying), state the number of readings
you would take.

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15. The magnetic field produced will attract some of the nails, M. Draw a table to
illustrate the data collected. i.e for I, and M (number of pins attached to the
electromagnet) and the number of turns.

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16. If a graph of M against I is plotted, what is the shape of the graph expected?

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17. Describe the shape of the graph.

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18. Does the strength of the electromagnet is affected by the current? Explain.

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Teacher will be confirming the answers on his power point presentations gradually as the
students answer the questions. While they would be working, teacher will walk around to see
how the groups are working, will check whether group work is taking place or not.

All the answers for the worksheet will be projected so the students can confirm their results,
they will be invited to discuss if they have any doubt.

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Now the students will be guided towards how to design an experiment to investigate how the
strength of an electromagnet depend number of turns.

Lesson plan 2
Subject area : Physics

Class level : Higher School certificate

Class size : 15 (mix abilities)

Venue : Physics lab

Duration : 100 minutes (3 periods)

Topic : Electromagnetism

Aim: To design an experiment to investigate how the number of turns, N affects the strength
of an electromagnet.

Objectives:

At the end of the lesson, students should be able to:

• Identify the independent variable in the experiment

• Identify the dependent variable in the experiment

• Identify the variables that are to be kept constant

• Design and carry out an investigation, and finally compare and analyse the results of
their investigation about electromagnets

• Recognize how to set up a proper experimental design

Student Prior Knowledge: concept of magnetic fields, magnetic materials, electricity.

Teaching-Learning strategies: Cooperative learning and Guided inquiry

Student Organisation: 5 groups of 3 students based on their achievement

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In each group a student is assigned the role as leader, they will have to work as a team.
Teacher will distribute worksheet 2

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Worksheet 2

From the equation which quantity can be varied, if L and I are kept constant?

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1. How B varies with N?

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2. Following the same set up as in worksheet 1, how would you vary the number of
turns?

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3. How many sets of data would you need?

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4. List the additional materials used (as compared to the experiment 1).

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5. The magnetic field produced will attract some of the pins. Draw a table to illustrate
your data collected, i.e for N (number of turns), number of pins attached, M and
current, I.

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6. If a graph of M against N is plotted, what is the shape of the graph expected?

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7. Describe the shape of the graph.

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8. Does the strength of the electromagnet is affected by the current? Explain.

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Teacher will be confirming the answers on his power point presentations gradually as the
students answer the questions. While they would be working, teacher will walk around to see
how the groups are working, will check whether group work is taking place or not.

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All the answers for the worksheet will be projected so the students can confirm their results,
they will be invited to discuss if they have any doubt.

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Now the students will be guided towards how to design an experiment to investigate how the
strength of an electromagnet depends on the area of cross-section of the wire.

Lesson plan 3
Subject area : Physics

Class level : Higher School certificate

Class size : 15 (mix abilities)

Venue : Physics lab

Duration : 100 minutes (3 periods)

Topic : Electromagnetism

Aim: To design an experiment to investigate how the cross-sectional area of a wire, A affects
the strength of an electromagnet.

Objectives:

At the end of the lesson, students should be able to:

• Identify the independent variable in the experiment

• Identify the dependent variable in the experiment

• Identify the variables that are to be kept constant

• Design and carry out an investigation, and finally compare and analyse the results of
their investigation about electromagnets

• Recognize how to set up a proper experimental design

Student Prior Knowledge: concept of magnetic fields, magnetic materials, electricity.

Teaching-Learning strategies: Cooperative learning and Guided inquiry

Student Organisation: 5 groups of 3 students based on their achievement

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In each group a student is assigned the role as leader, they will have to work as a team.
Teacher will distribute worksheet 3

Worksheet 3

1. By recalling the formula of resistivity of a wire, derive a formula to obtain a

relationship between the magnetic flux density, B and the area of cross-section of the
wire wounded across the iron core.

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2. How does the magnetic flux density, B varies with the cross-sectional area, A keeping
other quantities constant?

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3. What will be the additional materials used here?

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4. What will be the changes made to the circuit of experiment 1?

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5. Following the same set up in experiment 1, how would you account for the strength of
the electromagnet?

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6. How will you calculate the cross-sectional area of the wires?

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7. Draw a table to illustrate all your data.

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8. Compare the results obtained from your table and hence explain what is happening.

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Teacher will be confirming the answers on his power point presentations gradually as the
students answer the questions. While they would be working, teacher will walk around to see
how the groups are working, will check whether group work is taking place or not.

All the answers for the worksheet will be projected so the students can confirm their results,
they will be invited to discuss if they have any doubt.

Due to lack of time, we couldn’t investigate on more factors affecting the strength of
electromagnets. So this part of investigation will be done by students at home where a
worksheet will be provided to them.

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Closure
Teacher will be viewing a video clip (http://marshallbrain.com/science/electromagnets.htm)
where students will see that 2 of the experiments they have design today is being done in the
clip. Teacher will give the students a worksheet as homework.

Worksheet

1. Fill the table below

2. What are the other factors that might affect the strength of electromagnets and explain
each factor?

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Reflections

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References
http://www.123helpme.com/view.asp?id=120659

http://www.scribd.com/doc/12405951/Chapter-8-Electromagnet-Teachers-Guide-2009

http://www.buzzle.com/articles/uses-of-electromagnets-what-are-electromagnets-used-
for.html

http://marshallbrain.com/science/electromagnets.htm

Nelkon, M and Parker, P (1995) Advanced Level Physics, 7th edition

Huthchings, R (1996) Physics

Carin, A.A and Bass, J.E (2001) Teaching Science as Inquiry (9th Ed.), New Jersey, Prentice-
Hall

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