Measurement and Analysis of Material Properties

Measurement and Analysis of Material Properties

Subject
Physics
Duration
100 minutes
Target group
High school and grammar school
Digital competencies developed
Understanding phenomena using a 3D model, explaining processes with a 3D model
1
Activity – Describe Me

Duration: 20 minutes

Tools: bowl of water, piece of raw wood, piece of steel pipe, three flipcharts, marker, and stopwatch

Instructions:

Divide the class into three groups. Give each group one marker, one flipchart, and one object, which remains covered. Tell your students that their task is to describe the properties and characteristics of the object they received. Encourage them to consider not only the physical appearance and shape but also the physical properties (conductor/insulator, magnetic, etc.).

Set a time limit (3–5 minutes) and monitor the time with a stopwatch.

When the time is up, have the groups put away the marker and cover their material again. Then pass it to the next group. Repeat the same process with the other objects. Each group should write characteristics for all three materials.

Compare the information on the flipcharts. Discuss with students how they obtained certain information about their materials (it could be observations, personal experiences, knowledge from school, etc.). If any conflicting information arises, encourage students to resolve it and find the correct answer. Cross out any inappropriate or incorrect information.

Compare information for each material and highlight the most interesting findings. You may reward the best group.

2
Discussion – We Are All Different, Yet Similar

Duration: 10 minutes

By questioning your students about their knowledge of materials, find out what they know and their opinions:

  • Why is it important for us to characterize materials?
  • How can we observe the characteristics of materials?
  • Can the characteristics of materials change?

Adjust the questions as you see fit or create your own.

3
Introduction – What Defines Materials

Duration: 10 minutes

Briefly discuss the characteristics of certain materials and how they are distinguished based on these characteristics:

"Particles are small, very hard-to-see pieces that make up matter... The mass of matter is conserved in any change from one form to another, including transitions where it seems to disappear (e.g., sugar in water, evaporation in a closed container)."

Materials can be characterized by their properties. Some are easily observable (color, shape), while others require deeper observation through experiments or other methods (reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility).

4
Introduction – Electrical Conductivity

Open the "Lemon Battery" model in the Corinth app, located in the Physics library.

Discuss how positively charged copper and zinc can generate electric current through a chemical process occurring in the lemon:

A lemon battery is a simple battery, often made using a piece of zinc metal (like a galvanized nail) and a piece of copper (like a penny)... Electrons lost from copper are replaced by two electrons moving from zinc through an external wire."

5
Activity – I Generate Electricity Better Than You

Duration: 20 minutes

Tools: lemon, potato, salt water, electric wires, zinc object (steel nail), copper object (coin), and voltmeter

Instructions:

  • Have students attempt to create a circuit from these materials. They can use the "Lemon Battery" model from Corinth to help assemble the circuit.
  • Instead of an LED, use a voltmeter to measure the amount of energy passing through the circuit. Record the energy obtained.
  • Change the energy source and see how it affects the amount of energy produced. Record the result and repeat the experiment with the last energy source.
  • Determine which source provided the most energy.

Ask your students the following questions:

  • Would we generate more energy if we connected two or more lemons in series in the circuit?
  • How could we power more LEDs or even small bulbs?
6
Introduction – The Power of Magnetism

Duration: 10 minutes

Introduce the class to magnetism and how we can move various iron objects using ferromagnetism:

"Magnetism is a force of attraction or repulsion in and around a material. Interestingly, it is present in all materials, but at such low levels that it cannot be easily detected. Certain materials, such as magnetite, iron, steel, nickel, and cobalt, exhibit magnetism at levels that can be easily detected. These are known as ferromagnetic properties, exhibiting temporary magnetic characteristics."

Open the 3D models "Electromagnet" and "Simple Light Bulb Construction" in the Corinth Physics library and ask students to identify different materials, such as plastic, iron, glass, etc. Ask your students to guess which materials can be temporarily magnetized with a magnet and which cannot. You can highlight different parts of the model and let students explore the material information of each part to better understand what the component is made of.

7
Activity – I Have Magnetic Powers!

Duration: 10 minutes

Tools: light bulb, spoon, scissors, knife, needle, piece of rubber, glass, piece of fabric, piece of plastic

Instructions:

  • Divide your students into groups. Give each group a sample of the materials listed in the tools.
  • Students try to use a magnet to magnetize the objects.
  • Ask them the following questions: Which materials became magnetic? How can you verify it? How long does it take for objects to lose their magnetic properties?
8
Reflection and Conclusion

The teacher discusses with students what new things they learned and what interested them. They can create a mind map on the classroom board or record student observations in another way. During the discussion, the teacher summarizes the new findings and recommends additional educational resources for students to revisit or continue studying and developing in the topic.