Learning Goals:

1. Relate that electric current creates a magnetic field.
2. Describe how electromagnets are made.
3. Investigate ways to change the strength of an electric motor.
4. List several items that engineers have designed using electric motors.

Handouts

• Electric Motor Lab Worksheet

Classroom Supplies

• Band saw or handsaw
• Tin snips
• Roll of electricians’ tape
• Hammer
• Hand drill or drill press
• 3/4″ Spade bit
• Can of WD-40
• Bottle of woodworking glue
• Yard stick
• Roll of masking tape

Group Supplies (up to 25 per group)

• 4 Common bright nail 16D (3-1/2” long)
• 3 26 Foot sections of 22 AWG magnet wire
• 6 Volt 10 Amp battery charger
• 2 Paper clips per motor
• Multi-meter (to measure conductivity and Voltage)
• 2 Test leads w/alligator clips
• 3/4″ by 4-1/2” by 3-1/4” block of wood or plywood (base)
• 2 1/8”- 1/4″ by 1-1/2” x 3-1/2” inch wood (armature supports/thin door skin or like material)
• 3/8” x 3-1/8” dowel per motor
• Thin aluminum (28-32 gauge) available in hardware store as “flashing” in roll form
• 2 Bright finishing nails (1-1/2” long) per motor
• 2 No. 8 x 9/16” Phillips low profile head screws per moor
• 4 feet of light-weight string
• 3/4inch “C” clamp to secure motor base to cabinet edge

Important Links

• Lesson Plan

Next Generation Science Standards

3-5 Engineering Design

• 3-5-ETS1-1: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or costs.
• 3-5-ETS1-2: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints on materials, time, or cost.
• 3-5-ETS1-3: Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

M.S. Engineering Design

• MS-ETS1-1: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
• MS-ETS1-2: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
• MS-ETS1-3: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
• MS-ETS1-4: Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

H.S. Engineering Design

• HS-ETS1-1: Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
• HS-ETS1-2: Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
• HS-ETS1-3: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.