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Winning Electromagnetic Level


Barrier Passing

I. Motivation and Objective

The promotion activity about Cyberfair Project and electromagnetic waves has been carried out for a period. We have conducted promotion with our reports in our respective classes, performed the short play during morning exercise, and broadcasted at lunch time. However, we’ve always felt something is missing. After discussion, we have decided to organize a barrier passing activity for Grade-5 students who can avail themselves of this opportunity to understand the knowledge about electromagnetic waves. Through this activity with the theme as electromagnetic waves, students can cooperate at each checkpoint, make attempts, and learn something new. In addition, they can develop the sense of mutual cooperation and labor division. We hope that we can spare no efforts on this day and make students happily learn and grow and get impressive impressions.


II. Mode of the Activity
This is our first time to organize large-scale activity. In the first place, we had no clues at all. However, with the recommendations from the teachers, we have our own ideas. After discussion, we have reached a consensus. Team members of Cyberfair Project will be the checkers at respective checkpoints, and the competition totally consists of 5 checkpoints, including “Electromagnetic Q&A”, “Magnetic Field Observer”, “Electromagnetic Community”, “Electromagnetic Knowledge”, and “Electroma Barrier Passing”. As for Electromagnetic Community”, through actual operation and experience, students can have a better understanding of the relation between electricity and magnetism. “Magnetic Field Observer” involves the introduction to magnet, magnetic force, magnetic field, and magnetic line of force. During “Electromagnetic Q&A”, a computer video is played to introduce the basic knowledge of electromagnetic waves, which is followed by Q&A activity. In terms of “Electroma Barrier Passing”, through small scratch games, students can know the history of the resistance to electromagnetic waves. Through “Electromagnetic Knowledge”, students can have a knowledge of the electromagnetic waves generated by the household electrical appliances.


1. Electromagnetic Community
(1) Objective: To make students know why electromagnetic waves are generated. Namely, changing magnetic field generates electric field, and changing current generates a changing magnetic field. When these two fields interact with each other, “electromagnetic waves” can be generated.
(2) Judges: Ssu-chi Li, Yu-an Chien
(3) Instructions:
1) Generate electricity by shaking: shake the tool from side to side with hands to make magnets with strong force come in and out of the coil to observe whether LED light goes on.
2) Electromagnets: there are five electromagnets with different number of coils. They are designed to test how many clips can be drawn to different electromagnets.
(4) Passing:
1) All the participants draw all the clips to the other side with electromagnets.
2) Participants hold battery cases in hand and electric wires with fingers. The coil rods cannot be touched.
3) Answer what is the principle for electricity generation by shaking. Magnetic field generates electricity.

(5) Rules: Listen to the instructions carefully and protect those items.


 2. Magnetic Field Observer
1. Objective:
(1) To understand that the area which the magnetic force of a magnet can reach is called as magnetic field.
(2) To understand the concept of magnetic line of force is derived from Faraday who first conceives to describe the shape and intensity of the magnetic field with virtual lines.
(3) To understand magnetic line of force can be used to indicate the direction of magnetic forces within magnetic field.
(4) To understand magnetic lines of force are those curves connected by grains of iron powders evenly sprinkled around the magnet.
(5) To understand that magnets of different shapes and magnetic force will generate different magnetic lines of force and field regions.
2. Judges: Pin-han Liao, Yu-hsuan Lin
3. Passing: Find out which magnets generate corresponding magnetic lines of force by reference to graphic cards.
4. Instructions:
(1) Please arrange magnetic lines of force with iron powders by making use of magnets and iron powders.

(2) Through comparison with other students, the conclusion is drawn that different magnets generate lines of force and field regions of different shapes.

3. Electromagnetic Q&A
1. Objective: Through ball throwing, to make students learn the knowledge relevant to electromagnetic waves during game playing.
2. Judges: Chieh-yun Lin, Ya-han Hsieh
3. Passing: If all the group members hit the targets and give right answers, the group can pass this checkpoint.
3. Rules:

  1. During this link, don’t come to the stage but answer questions in the seats as far as possible.

(2) Everybody has three opportunities to throw the balls. If one fails to hit the target three times, it is time for the next member to have a try until all the members have thrown the balls for three times.
(3) After hitting the target, the corresponding member should answer our question.


4. “Electromagnetic Knowledge”
1. Objective: To understand the electromagnetic waves at different distances are different and the difference in the effects when different items are applied to isolate electromagnetic waves.
2. Judges: Chin-chen Lin, Yu-tung Cheng
3. Passing: To understand and record the electromagnetic waves generated by household appliances.
4. Instructions:
(1) Measure the electromagnetic waves generated by household appliances.
Materials: Hair dryer, quilt dryer, electric fan
Measurement: The measuring points include the place close to the coil of materials, the place close to the materials (far away from the coil), 10cm away from the materials, and 30cm away from the materials. Measure the changes of electromagnetic waves at different distances with a magnetometer.
(2) Demonstrate the existence of electromagnetic waves and ways to block electromagnetic waves
Materials: Steel net, aluminum foil paper, carton, wood
Measurement: After electromagnetic waves are isolated with the aforesaid props, observe whether the values of measuring instrument change.

 5. Electroma Barrier Passing

1. Judges: Hsuan-ying Li, Sheng-tang Chan
2. Objective: Small games about electromagnetic waves are designed for the students in Grade 5, including Chin-hao Liu, Yu-chen Chen, Yen-tsen Lin, Yu-jui Tseng, Yu-cheng Li, and Cheng-ting Tsai so that they will know information about electromagnetic waves.
3. Rules: Prior to the game, click on the green flag on the top right corner of the computer screen to start. In addition, the video must be watched carefully, for there are questions after the game.

4. Passing: Give right answers to all the questions during the game.

III. Information about the Preparation
1. Preparatory Work

Before the barrier passing activity, we had completed a lot of preparatory work. We made a presentation about the knowledge relevant to electromagnetic waves for classes passing barriers, so they would not hold too many doubts about electromagnetic waves during the activity.


2.Rehearsal for the Barrier Passing    

Inviting the students of Class 15, Grade 5 to participate in the barrier passing activity.

We will invite all the students in Grade 5 to participate in the barrier passing activity next week, and we are the keepers for respective checkpoints. Therefore, we invite the students of Class 15, Grade 5 to have a try so as to identify areas for adjustment.


IV. Experience Gained from the Barrier Passing Activity



It is a very precious and challenging experience to be a checker for the first time. From this, I have experienced the hardship to be a checker, and I will keep this fantastic barrier passing activity in my memory forever.

After the suffering for one afternoon, we have completed another work to promote “electromagnetic wave”. Despite the great hardship, happiness has come in the end. I also understand the stress of teachers and leaders. I also hope the participants and audience for the barrier passing next time can behave themselves, otherwise even Ssu-chi Li will bristle with anger!

A total of 30 teams have participated in the barrier passing game this afternoon. From those in amusement, I seemed to gain something valuable. In despite of tiredness, I have felt a sense of achievement, for the students in Grade 5 have understood the theory of magneto-electricity symbiosis. I also hope they can further understand electromagnetic waves.

We organized the barrier passing activity at the library this afternoon, and all the participants are students in Grade 5. We hope that after this barrier passing activity, those students can learn the knowledge about electromagnetic waves, understand the regulations on electromagnetic waves in Taiwan, and know the categories of electromagnetic waves.
Chieh-yun Lin and I have divided the work, namely she was responsible for instruction and I was responsible to collect the cards for barrier passing from students. Therefore, the activity has gone on smoothly at rapid pace. However, some students were not as obedient as we had expected, and some even came to the stage. Since we are their seniors and checkers, we have to be tolerant and forgiving to set good examples.
Speaking of the students in Grade 5, I think we are great, for it is we that pass on these knowledge! In addition, these kids were quite responsive to our promotion. We have made them understand our instructions and improved our speaking skills in which we are deficient. Really, we have killed two birds with one stone.
During the activity organized by us, we invited students from other classes to participate. We have spent much energy and time on this activity, for we hope this activity can interest everyone and enable them to acquire much knowledge from this. In the first place, I looked forward to the activity very much, for I had not organized such activity and only served as participants passing the barriers before. However, I am a checker this time. First of all, I would like to express my view on this role. I think in such activity, a checker plays a very important role, for he or she must possess certain leadership so as to lead students to actually understand the meaning of corresponding checkpoint and to impart anything relevant to the subject in detail to them.
Speaking of the students in Grade 5, I think we are great, for it is we that pass on these knowledge! In addition, these kids were quite responsive to our promotion. We have made them understand our instructions and improved our speaking skills in which we are deficient. Really, we have killed two birds with one stone.