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Pickups and Records: Questions About Pull in a Music Studio worksheet preview

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Pickups and Records: Questions About Pull in a Music Studio

Grade 8 forces practice: ask testable questions about guitar pickup magnets and dusty records, then use data on gap and current to see what changes the pull.

Grade 8ScienceInteractive · Printable

Aligned toMS-PS2-3

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What’s included

  • Single worksheet
  • Auto-graded online
  • 1 NGSS standard
  • Printable answer key
  • 11 questions
  • Classroom-ready

Details

Format
Interactive · Printable
Grade
Grade 8
Subject
Science
Question types
Fill in the blank, Multiple choice, Matching, Sorting, Short answer

About this worksheet

What students practice

  • Students write and choose testable questions about what affects the strength of electric and magnetic forces.
  • Students use data to describe how distance and current change the strength of a magnetic pull.
  • Students tell apart questions about electric forces and questions about magnetic forces.

How to use

Read the passage aloud and list the studio observations on the board. Let students answer the questions on their own, then compare their new testable questions from question 11.

Curriculum

NGSS standard covered

MS-PS2-3

Ask questions about what affects the strength of electric and magnetic forces, such as distance and current.

Preview

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Pickups and Records: Questions About Pull in a Music Studio

Turn studio observations into testable questions about magnetic and electric forces, then read the data.

Studio observations and questions

Read the passage, then answer the questions.

Strange Pulls at the Studio

1Every Saturday, the Northside Youth Music Studio lets teens record songs with help from sound technician Ms. Adaeze Thorvaldsen. One morning, eighth graders Callum Ibarra and Wren Okafor were setting up an electric guitar. Under its steel strings sits a pickup: a row of small magnets wrapped in a coil of very thin copper wire. When a steel string vibrates above the magnets, it makes a tiny changing current in the coil, and the amplifier turns that current into sound.

2Callum had raised the pickup until it almost touched the strings, hoping for a louder sound. Instead, the low notes sounded wobbly and faded quickly. Ms. Thorvaldsen explained that the magnets pull on the steel strings, and a pickup set too close can pull hard enough to disturb how a string vibrates. She said the studio's guitars play best when the pull on a string stays below about 12 mN.

3Later, Wren slid an old vinyl record out of its paper sleeve to play it. The studio's air was dry that day. Bits of dust and lint jumped up onto the record from about 1 cm away. After she wiped the record with a dry wool cloth, dust jumped onto it from about 3 cm away. When she brushed it with the studio's special brush, which has thin carbon fibers that let charge flow away, almost no dust jumped at all.

4The pair asked questions and then ran two tests. For Test 1, they taped a 10 cm piece of steel guitar string to a small wooden block on a digital scale. They clamped a pickup magnet above the string and changed the gap between them. The magnet pulled up on the string, so the scale reading dropped, and they turned each drop into a force in millinewtons (mN). For Test 2, Ms. Thorvaldsen helped them wind 50 turns of wire around a steel bolt to make an electromagnet. They held it 2 mm from the same string piece and used a low-voltage power supply to change the current through the coil. They kept the same string, bolt and gap for every run of Test 2. Each value in the tables is the average of three readings.

1.
Use paragraph 2. Callum wonders, "Why does my guitar sound bad?" Which question turns his problem into a testable question about the strength of a magnetic force?
  • A. Is a guitar with a pickup a better instrument than a guitar without any pickup?
  • B. How does the gap between the pickup magnet and a string affect the pull on the string?
  • C. Why do some people like the sound of wobbly notes more than others?
  • D. Would the guitar sound better if its body were painted a lighter color instead of black?
2.
Match each observation from the studio to the testable question it leads to most directly.
  1. Dust jumped from farther away after the record was wiped with wool.
  2. The notes wobbled more when the pickup was raised closer to the strings.
  3. Dust jumped onto the record on a day when the air was dry.
  4. The electromagnet is a coil that carries a current from the power supply.
  1. A. Does more rubbing with wool make the record pull dust from a greater distance?
  2. B. Does a larger current in the coil make its pull on the string stronger?
  3. C. Does a smaller gap make the magnet's pull on a steel string stronger?
  4. D. Does the record pull dust from a shorter distance when the air is humid?

The preview shows the first questions. Unlock the worksheet to see all of it.

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