Name: _________________________________________________
Date: ___________________________
Lesson 1.6: Analyzing Field Line Data
Hello, student physicists! Now you have a better understanding of magnetic force and magnetic
field lines, and you’re just in time: We have finally received the magnetic field line data Dr. Shapiro
promised us from the Universal Space Agency. Does the evidence support or go against the claim
that the model spacecraft and launcher magnets were misaligned on Tuesday? Dr. Shapiro is eager
to read your analysis, so let’s get started!
Unit Question
• Why do magnets move objects in different ways?
Chapter 1 Question
• How can the launcher make the model spacecraft move without touching it?
Key Concepts
• A magnetic force can attract or repel an object at a distance.
• In a system of magnets, there is a repelling force between like poles and an attracting force
between opposite poles.
• The pattern of magnetic field lines around attracting magnets is different from the pattern of
magnetic field lines around repelling magnets.
Vocabulary
• attract • model
• magnetic field • refute
• magnetic field line • repel
• magnetic pole • system
Magnetic Fields—Lesson 1.6 27
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Name: _________________________________________________ Date: ___________________________
Warm-Up
Part 1: Predicting Magnet Motion
Complete the Modeling Tool activity: Predicting Magnet Motion on the next page.
Goal: Use the magnetic field lines to determine the orientation of the magnets in each diagram and
to predict how the magnets will move.
Do:
• Label the rest of the poles in each diagram.
• In the “after release” panel, show how the magnets will move when they are released.
Part 2: Discussing Magnetic Field Line Models
Share the models you just completed with a partner. Discuss the following questions:
• How did you identify where the poles of each magnet should be?
• How did you decide what the position of the magnets would be after they were released?
28 Magnetic Fields—Lesson 1.6—Activity 1
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
Name: _________________________________________________ Date: ___________________________
Magnetic Fields Modeling Tool Name: Date:
Modeling Tool: Predicting Magnet Motion
Predicting Motion
Use the magnetic field lines to determine which way the north and south poles of the magnets are
facing
Use in each diagram,
the magnetic thentopredict
field lines how the
determine magnets
which willnorth
way the move. Use
and the symbols
south poles ofshown in the Key
the magnets arein
your models.
facing in each diagram, then predict how the magnets will move. Use the symbols shown in the
Key in your models.
held in place after release
Key
direction of motion
Model A magnet
N S
magnetic field line
Model B
© 2016 The Regents of the University of California
Magnetic Fields—Lesson 1.6—Activity 1 29
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
30
Name: _________________________________________________ Date: ___________________________
MSSCI_MF_CU_121
Launcher Alignment
Name: Date:
Modeling Magnetic Forces Modeling Magnetic Forces
for an Aligned Launcher for an Misaligned Launcher
Draw the field lines for this aligned Draw the field lines for this misaligned
magnet system. magnet system.
N N N
Magnetic Fields—Lesson 1.6—Activity 2
S S S
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
Launcher Spacecraft Launcher Spacecraft
magnet magnet magnet magnet
© 2016 The Regents of the University of California
Name: _________________________________________________ Date: ___________________________
Evaluating a Claim
Dr. Shapiro has asked you to analyze the Magnetic Field Line diagrams and determine whether the
data supports the claim that the magnets in the launcher were misaligned during the Tuesday test
launch, causing it to be slower than expected.
Explain how the magnetic field line data supports or refutes the claim that the launcher and
spacecraft magnets were misaligned in the Tuesday launch. Refer to the words and phrases below to
help you write your response.
Word and Phrase Bank
attract refute because therefore
magnetic field lines repel if . . ., then . . . poles
system system since
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Magnetic Fields—Lesson 1.6—Activity 3 31
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Name: _________________________________________________ Date: ___________________________
Homework: Check Your Understanding
This is a chance for you to reflect on your learning so far. This is not a test. Be open and truthful when
you respond to the questions below.
Scientists investigate in order to figure things out. Are you getting closer to figuring out why the
model spacecraft went so much faster than expected on Wednesday?
1. I understand how the launcher can make the model spacecraft move without touching it.
(check one)
FF yes
FF not yet
Explain your answer choice.
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2. I understand where the energy to launch the model spacecraft came from. (check one)
FF yes
FF not yet
Explain your answer choice.
___________________________________________________________________________________________
___________________________________________________________________________________________
3. I understand how force caused different amounts of potential energy to be stored in the launcher
system. (check one)
FF yes
FF not yet
Explain your answer choice.
___________________________________________________________________________________________
___________________________________________________________________________________________
32 Magnetic Fields—Lesson 1.6—Activity 4
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Name: _________________________________________________ Date: ___________________________
Homework: Check Your Understanding (continued)
4. I understand how potential and kinetic energy changed during the spacecraft launches.
(check one).
FF yes
FF not yet
Explain your answer choice.
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5. What do you still wonder about the magnetic spacecraft launcher?
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Magnetic Fields—Lesson 1.6—Activity 4 33
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
