The description is filled in here for boats
Keyword Search
Edu. Standards Search
- - - - - - - - - - - - - - - - - - - - Advanced Search Tips to improve your search
not logged in

TE Activity: Yogurt Cup Speakers

Contributed by: Center for Engineering and Computing Education, University of South Carolina

Summary

This lesson introduces students to the role of electricity and magnetism as they build a speaker. In addition, students explore properties of magnets, create an electromagnet, and determine the direction of a magnetic filed. They conduct a scientific experiment and show cause-effect relationships by monitoring changes in the speaker's movement as the amount or the direction of the current change.

Engineering Connection

The study of electromagnetism is the foundation of electrical engineering. In addition, it finds wide application in other engineering disciplines. For example, electromagnets are essential to the design of electric generators and electric motors and therefore to the work of mechanical engineers. They are also used by aerospace engineers as electromagnetic propulsion systems can provide moving power for spacecraft.


Contents

  1. Pre-Req Knowledge
  2. Learning Objectives
  3. Materials
  4. Introduction/Motivation
  5. Vocabulary
  6. Procedure
  7. Safety Issues
  8. Troubleshooting Tips
  9. Assessment
  10. Extensions
  11. Activity Scaling
  12. References

Grade Level: 6 (6-9) Group Size: 5
Time Required: 1 hours
Activity Dependency :None
Expendable Cost Per Group : US$ 5
Keywords: charge, current, electricity, electromagnet, magnet, magnetic field, magnetic force
Reviews:  Read Reviews  |  Be the First to Write a Review

Related Curriculum :

Educational Standards :    

  •   American Assoc Advancement of Science Proj 2061 Science
  •   National Science Education Standards Science
Does this curriculum meet my state's standards?       

Pre-Req Knowledge (Return to Contents)

Students should know how to:

  • Make a series circuit
  • Identify the north and south poles of a magnet

Learning Objectives (Return to Contents)

After this activity, students should be able to:

  1. Create an electromagnetic field by running current through a wire coil.
  2. Understand that an electric current produces a magnetic field. The stronger the current, the more intense the magnetic field.
  3. Understand that electricity and magnetism are related concepts.
  4. Describe properties and characteristics of magnets:
  1. Magnets can be permanent or temporary.
  2. Magnets and electromagnets attract or repel each other: similar poles repel, while dissimilar poles attract.
  3. Magnets and electromagnets attract or repel another objects.
  4. Magnets and electromagnets exert a force at a distance through a magnetic field.

Materials List (Return to Contents)

Each group needs:

  • 2 round magnets (½ to ¾ inch diameter)
  • 15 ft., 20-24 gauge coil wire (enamel-coated transformer coil wire)
  • 1 plastic container (yogurt, whip topping, butter)
  • 1 D Cell battery
  • Sand paper
  • Electrical tape

To share with the entire class:

  • Radio with detachable speakers. The output of the radio should be at least 20 watts.

Introduction/Motivation (Return to Contents)

Can you imagine life without radios? Do you know that the object that makes the speaker in the radio work is an electromagnet? An electromagnet is created with a battery (or some other source of electricity) and a wire. A battery has two ends, positive and negative. Although electrons collect at the negative end of the battery, they can flow to the positive end through a wire. The flowing electrons generate a magnetic field. The magnetic field from one wire is quite small. By putting many wires next to each other a much larger field is created. The easiest way to do this is by making the wire into a coil with many loops. The idea behind an electromagnet in a speaker is simple: by running electric current through a wire coil, you can create a magnetic field. The field from the electromagnet is attracted or repelled from the field of a permanent magnet in the center of the speaker. When the current in the coil changes, so does the strength of the magnetic field. When the strength of the magnetic field changes, the attractive force between the coil and the permanent magnet changes. The changing force makes the speaker vibrate and produce sound. The bigger the vibrations, the louder the sound. Electromagnets are also used inside a television to generate the picture on the screen, in electric motors, and in some medical devices.

Now that you know some applications of electromagnets, can you say what the difference between a regular magnet and an electromagnet is? A magnet is any material that has a magnetic field. With a regular magnet, the magnetic field is permanent or "always on". However, there is only a magnetic field with an electromagnet when electrical current is flowing through the wire coil. This property makes electromagnets more useful than permanent magnets in many applications. For example, a big electromagnet on the end of a crane can lift and drop large masses of iron such as junk cars in a scrap yard. The three factors which increase the strength of an electromagnet are: 1) increasing the current flowing through the coil, 2) increasing the number of coils, and 3) putting an iron core inside the coil.


Vocabulary/Definitions (Return to Contents)

Magnet: An object that is surrounded by a magnetic field and has the property of attracting iron, steel, or other magnets.
Electromagnet: A magnet consisting of a coil of insulated wire wrapped around a soft iron core that is magnetized only when current flows through the wire.
Magnetic field: A region in which magnetic forces can be observed.
Magnetic force: The force exerted between magnetic poles or between two electrically charged moving particles (protons and electrons).
Current: A flow of electrical charge carriers. The common symbol for current is the uppercase letter I. The standard unit is the ampere symbolized by A.

Background

  • How can the direction of the magnetic field of an electromagnet be determined? Similar poles on magnets repel, while dissimilar poles attract. Running current through a wire creates a magnetic field similar to a field of a magnet. That field's direction and magnitude depend on the magnitude of the current and the direction of the current. The direction of the magnetic field can be determined by using the right hand rule:
  • Place the wire in your hand with your thumb in the direction of the current (point your thumb from positive (+) to negative (-)). Close your hand so that your fingers wrap around the wire. Your fingers are pointing in the direction of the magnetic field lines.
  • How Speakers Work?

A sound is produced when a vibrating object moves the air particles around it, which in turn move the air particles around them. Our ears pick up these fluctuations in air pressure and translate them into signals the brain can process. A speaker takes the electrical signal and translates it back into physical vibrations to create sound waves. Traditional speakers do this with a driver. The driver includes a permanent magnet and an electromagnet called a voice coil. The driver produces sound waves by rapidly vibrating a flexible cone that is connected to the voice coil. The voice coil is a basic electromagnet. This electromagnet is under the influence of a constant magnetic field created by a permanent magnet. These two magnets interact with each other the usual way. The positive end of the electromagnet is attracted to the negative pole of the permanent magnet and repelled by its positive pole. A stereo signal constantly reverses the flow of electricity switching the north and south ends of the electromagnet. In this way, the alternating current constantly reverses the magnetic forces between the voice coil and the permanent magnet rapidly pushing the coil back and forth. When the coil moves it pushes and pulls on the speaker cone. This vibrates the air around the speaker and creates sound waves.

Before the Activity

  • Set out pairs of magnets at each table.
  • Briefly review magnets and their polarities.
  • Possibly bring out a speaker radio and have it playing some music.

With the Students

  1. When the students enter have them explore, if they have not already started on their own, the affects the magnets have on each other when similar poles are near each other i.e. either North to North or South to South. Notice the affects the magnets have on each other when dissimilar poles are near each other i.e. North to South or South to North.
  2. Distribute the remaining supplies. Have the students create an electromagnet by winding roughly 6 to 15 feet of the wire around a cylindrical object such as a C or D cell battery. Two inches of wire should be left hanging off of each end.

The picture shows a person winding a coil around a battery.
Winding the wire
click for copyright

  1. While keeping the wire in the shape of a coil, carefully remove the wire from the cylindrical object and tape the coil so it doesn't unravel.
  2. Rub a piece of sand paper on each free end of the wire to remove the enamel insulation. Remove about 1 inch of insulation from each end.
  3. Hold the ends of the wire on opposite ends of the battery to make a series circuit with the battery and the coil. Move the coil close to the magnet and observe its motion. Hook the battery up differently and see what happens to the magnets. (When the coil is connected to the battery in one way, one side of the coil is the north pole and the other side - the south pole of the electromagnet. The north pole of the electromagnet will be attracted to the south pole of the permanent magnet. When the battery is turned around, the poles of the electromagnet are reversed.)
  4. Attach the coil and a permanent magnet to the bottom of the container with either tape or hot glue. Attach the coil and magnet in such a way that the coil and magnet are next to each other. There are many different creative ways to do this that will work. Examples are shown in Image 2 and Image 3.

The picture shows the magnet attached to the inside of the yogurt cup with electric tape.
The attached magnet
click for copyright

The picture shows the coil attached to the outside of the yogurt cup with electric tape.

  1. Connect the ends of the speaker wire to the speaker output of the radio. On the back of the radio there should be plugs to connect the speaker wires to. These are usually holes that the wires are stuck into. Choose the plugs for one speaker (the left, for example) and insert one end of the wire from the yogurt speaker into one hole, and the other end of the wire into the other.
  2. Turn the radio on and adjust the volume. When there is more current flowing through the wire coil, the electromagnetic force increases. As the radio changes the current very fast, the changing electromagnetic force causes the plastic cap to vibrate. The vibration creates sound waves in the air, which are heard.) (See Image 4.)
  3. The wires of the speaker may get hot. When electric current flows through the wire, some of the electrical energy is converted to heat energy due to the résistance inside the wire. If you touch the wire, the heat will transfer to your skin. When the volume of the radio is turned up, more electricity flows through the wire and more heat is generated. If the speaker gets too hot, turn down the volume.

The picture shows the yogurt speaker attached to the radio.
The yogurt speaker in action
click for copyright

Safety Issues (Return to Contents)

The home-made speaker wires may get hot when they are attached to the radio. This is more likely to occur with very thin wires and very high-power radios that are set at a high volume.

Troubleshooting Tips (Return to Contents)

Make sure that students completely remove insulation from the end of the wire or no current will flow.

Pre-Activity Assessment

Discussion Questions: Solicit, integrate and summarize student responses:

  • Can we make a non-magnetic object magnetic? (Answer: Yes, this is known as magnetic induction. This phenomenon can be demonstrated with two nails. We can magnetize one nail by touching it to a magnet. Then, both nails will hang together. The magnetized nail is a temporary magnet. Temporary magnets retain their magnetism for a short time. They are similar to electromagnets which magnetize where the electric current is on and demagnetize when it is off.)
  • What is a magnetic field and where do magnetic fields come from? (Answer: Magnetic fields are caused by the movement of electrons. The magnetic field lines give the direction in which the magnetic force acts. They converge where the magnetic force is strong and spread out where it is weak. For instance, in a compact bar magnet, they spread out from one pole and converge towards the other. The magnetic force is strongest near the poles where these field lines come together. A space modified by the presence of magnetic field lines is a magnetic field.

The picture shows that the magnetic field lines around a bar magnet point away from the north pole toward the south pole, never cross one another, only come out of the ends of the magnet, and are closest together near the poles where the field is stronger.
The field lines around a bar magnet.
click for copyright

  • Does magnetism ever wear off? (Most permanent magnets will retain their magnetism for a very long period. This is because they are composed of electrons divided naturally into "magnetic domains" - tiny regions where all the magnetic fields of the atoms are all pointing in the same direction. These electrons are charged and spin acting like little electromagnets and their magnetism never wears off. It is the lining up of many, many electron spins that creates permanent magnets. Therefore, the underlying magnetism never wears off; only the ordering of all the spins together may become more disordered.)

Activity Embedded Assessment

Now try this!: Have students try the following extra investigations once they have completed their speakers.

  1. Have the students change the amount of current by using more than one battery and monitor the changes in the speaker's movement.
  2. Have the students change the direction of the current by changing the wire connections to the battery and monitor the change in the speaker's movement. Can they relate the current's change in direction or change in amplitude to the change in movement in the speaker.
  3. When the speaker is connected to the radio, change the volume or add more than one magnet. Can the students explain why the speaker gets louder or softer? (When the volume on the radio is turned up, more electrical current flows through the wire. More current makes the electromagnet stronger. The stronger the electromagnet, the more it is attracted to the regular magnet on the speaker. This makes the vibrations of the speaker bigger and the speaker volume louder. Using more than one permanent magnet or a stronger one also increases the attraction to the electromagnet so that will also increase the sound from the speaker. )

Post-Activity Assessment

Question/Answer: Ask the students and discuss as a class:

  1. How many different forms of energy are there in the speaker circuit? (Answer: Four different forms of energy exist in the circuit: electrical, heat, magnetic, and mechanical or kinetic. If a battery were used instead of a stereo, there would be chemical energy as well.)
  2. Is this circuit in series or parallel? (Answer: This is a series circuit, because there is only one path.)
  3. What poles attracted or repelled? (Answer: Different poles attracted and like poles repelled.)
  4. Was there a conductor, insulator or both used? (Answer: Both a conductor and an insulator were used: the wire is the conductor and the coating around the outside of the wire is the insulator.)
  5. How could you increase the strength of the speaker/electro-magnet? (By wrapping more loops or coils of the wire, by increasing the current in the circuit, or by doing both.)

OR

Evaluation Rubric: In addition to the questions above, teachers can use the scoring rubric below to determine the effectiveness of student work. The rubric evaluates understanding the purpose of the experiment, the relationship between the variables, and the ability to develop hypotheses and make logical conclusions.

The first column of the table has three categories: Participation, Variables, and Analysis.  Each of the other four columns shows criteria for evaluating each of these categories in a scale ranging from 4 to 1.
Evaluation Rubric
click for copyright

Activity Extensions (Return to Contents)

  • Make another coil with more windings to wrap around the cell battery.
  • Dissect a real speaker and compare to the one used in this activity.
  • Observe the interaction between two electromagnets.
  • Connect multiple round magnets to the yogurt cup. The speaker should be louder.

Activity Scaling (Return to Contents)

For upper grades

Knowing that there are 3 variables that influence these electromagnetic coils/speakers (current, number of coils and direction of current ), have the students devise an experiment on their own to test each of the variable influences.

AAAS Benchmarks Educational Standards. Accessed May 29, 2006 at
http://www.teachengineering.com/browse_standards.php?matching=false&code=empty&lowgrade=empty&highgrade=empty&type=empty&subtype=empty&admin=

Knowledge Representation Laboratory. K-12 Electromagnetism and Magnetism. Accessed May 08, 2006 at
http://kr.cs.ait.ac.th/~radok/physics/k12.htm

Lynne Nolan. Illinois Institute of Technology. Magnets, Electromagnets, and Motors. Accessed May 08, 2006 at
http://www.iit.edu/~smile/ph9215.html.

Magnificent Magnets. Accessed May 08, 2006 at
http://staff.jsr.cc.va.us/asullivan/eisenhower/projects/magnificent_magnets.htm

Marshall Brain. HowStuffWorks. How Electromagnets Work. Accessed May 08, 2006 at
http://science.howstuffworks.com/electromagnet2.htm

McREL National Educational Standards. Accessed May 29, 2006 at
http://www.mcrel.org/compendium/search.asp

Schoolscience. Electromagnets. Accessed July 7, 2006 at
http://www.schoolscience.co.uk/content/3/physics/copper/copch33pg1.html

SC Science Curriculum Standards. Accessed May 29, 2006 at
http://www.myscschools.com/offices/cso/standards/science/default.cfm

The UIUC Physics Van Outreach Program. Magnetism Wearing Off. Accessed May 08, 2006 at
http://van.hep.uiuc.edu/van/qa/section/Electricity_and_Magnets/Magnets/20020408133732.htm

Tom Harris. HowStuffWorks. How Speakers Work. Accessed July 7, 2006 at
http://electronics.howstuffworks.com/speaker.htm.

Wikipedia, the free encyclopedia. Magnet. Accessed May 08, 2006 at
http://en.wikipedia.org/wiki/Magnet.

Contributors

Jed Lyons, Ph.D., P.E., Ivanka Todorova, Trevor Roebuck

Copyright

© 2006 by Center for Engineering and Computing Education, College of Engineering and Information Technology, University of South Carolina, Columbia, SC,
http://cece.engr.sc.edu

Supporting Program (Return to Contents)

Center for Engineering and Computing Education, University of South Carolina

Last Modified: January 9, 2009
K12 engineering curriculum K-12 engineering curricula K12 engineering curricula K-12 engineering activities K12 engineering activities K-12 engineering lessons K12 engineering lessons Engineering for children Engineering activities for children K-12 science activities K12 science activities K-12 science lessons K12 science lessons linker Are you a bot?
Use of the TeachEngineering digital library and this website constitutes acceptance of our Terms of Use and Privacy Policy.