Sorry … late to the party. Crazy half day snow days the whole week and then I was gone for the weekend:
Where does this lesson fit in with your curriculum?
I’m sure I could find a place for it in our energy unit. Magnetism, although we refer to it in connection with electricity, is not usually a topic we dwell on too much, but this experiment would make it worthwhile.
Which part or parts of the lesson would your students need extra support in order to be successful?
It is simple enough, which also makes it useful as its a project that can be done in about two periods with high school students.
If you were to teach this lesson to your class, describe your role during the class. What does a successful teacher actively do during this lesson?
I’d introduce the topic of magnetism as a form of energy, provide some examples of how it’s used and how it can be detected and then let the kids start experimenting.
If you were to teach this lesson to your class, describe your student’s role during the class. What does “student success” look like?
Students would, with guidance, build all the necessary elements that go into making this experiment work. I’d like to challenge them to come up with ideas to make the search a little more challenging by perhaps incorporating some “depth” into the hiding places. If they used perhaps up to 3 layers of cardboard, the magnetic sensitivity could be affected and perhaps with additional trial and error, students would eventually be able to determine how “deep” the obstacles were so it could be determined whether or not they could pass above or below. This element could be expanded by using the arduino and a “sonar” map of the area could be produced … I’ll have to play more with these ideas to make them real, but perhaps the students can contribute to this.