Sheila Vazquez 8/26/13 ELED 3221 Tuesday 11:00-1:45 Liquid Undergoes Magnetic Splits Summary of article Many molecules

as well as a number of proteins can morph into new shapes. A physicist named Jaakko Timonen along with his colleagues, in Finland, were trying to figure out if there was a synthetic structure or material that would be able to be altered like the molecules found in plants and animals. They tested this idea with nanomagnets, which is a shape shifting material. Each nanomagnet is a billionth of a meter in diameter. The Scientists took droplets of ferrofluid, which is a magnetic fluid, and squeezed the droplets onto a nonstick surface. Then the scientists used a larger magnet, to manipulate the liquid from underneath the surface. The scientist experimented with how far they moved the magnet as well as in what direction the magnet was going to see how the ferrofluid would respond to an outside source. The ferrofluids separated making sister droplets and continued to separate depending on the motion of the magnet. Sometimes two of the sister droplets would partially combine again to make a blob that looked almost like a mountain top. This video shows the scientist testing the nanomagnets. (http://www.sciencenewsforkids.org/2013/07/liquidundergoes-magnetic-splits/) Nc essential standards in science: 4.P.1.1 Explain how magnets interact with all things made of iron and with other magnets to produce motion without touching them..

How would I integrate this article into classroom instruction? One of my fondest memories as a young elementary student was working with magnets. I would use this during a magnet lesson such as the one in the North Carolina Essential Standards 4.P.1.1. I would show the students the video without telling them what the material was and ask them what they thought it was and how it split apart the way it did in the video. I would have them write down their ideas and then meet as a class and they would be able to share what they thought it was and how it moved the way it did. Once the students had shared their ideas I would show them all different shaped magnets. I would then tell the students that the liquid they saw contained a material that was a billionth of a meter in diameter. To show them just how small a billionth of a meter was I would show them what one meter looked like on a ruler, and tell them that how large of a number billion is when you have a billionth it makes it that much smaller. I would have stations set up where the kids could use different magnets to manipulate objects that could be moved by magnets. One station I might have some magnet shavings and water inside of clear thin jars or on plastic plates so they could see what happens when you move a magnet around in different areas (under plastic plate, above plastic plate, or in the water) While they were going through the different stations I would have them write their observations, thinking, and questions they came up with in their science journals. When they had finished going through some of the stations (based on time we have for class), I would have them meet back on the sharing area and have them share what they wrote in their science journal in small partner groups and then call on a few students to share what they observed at the different stations. I might even see if there was a way to make magnetic slime or some other substance

that normally is not magnetic and allow the kids to explore that material with a magnet like they did in the article and video. Article website: http://www.sciencenewsforkids.org/2013/07/liquid-undergoes-magnetic-splits/ http://www.ncpublicschools.org/acre/standards/new-standards/