As you can see from the video, a second day to clarify a few ideas did not have the desired result.  I think I left this lesson too open to confounding variables, which left me trying to get my class to see that there was, in fact, no relationship between length of wire, and number of paperclips picked up.  My students were not ready to look at a scatter plot and see there was no clear relationship between variables.  I was trying to foster their curiosity (Do you think it might make a difference if there is a space between wraps?) when I should have been helping them isolate a variable.  What I should have done was to ensure everything besides the number of wraps was being done in the exact same way from the beginning, including wrap direction, size of gaps, and overlap.  If everyone had the same length of wire, and wrapped it 20, 40, 60, and 80 times around the bolt, it would have been easy to see the results.

Proving the Null Hypothesis
Complex Tasks: Proving the Null Hypothesis

Unit 5: Electricity and Magnetism
Lesson 13 of 14

## Big Idea: How can you use evidence to support your claim about electromagnets?

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Standards:
50 minutes

### Justin Price

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