MENG 300 Lab Analysis and Reports

August 6, 2021

Student’s Name

Lab 2: Making a Compass

 Abstract

Background

To design a lab that could be performed by 10-14 years old. The selected lab was to construct a

homemade compass that could illustrate concepts of magnetism such as earth magnetic field and

magnetization by contact.

Design/Method

The lab was designed in a way that involved common and simple equipment and involved simple

steps that are appropriate to the learners. Several questions were also developed to help the

student to state and analyze their observations.

Results

The developed lap activity was found to be effective for illustrating basic concepts and

applications of magnetism that may make students interested in science and engineering.

Conclusion

The experiment, observation, and observation should be done individually. The topic is likely to

evoke students' interest in science and engineering as they may be curious about other

applications and experiments they may conduct using simple science concepts.
Introduction and Background

It is critical to cultivating young students' interest in science and engineering courses, particularly

girls. The primary reason for this is that the solution to the problems that we are facing, such as

climate change and global warming, may be averted by the solutions that will be developed by

future scientists and engineers (De Jong et al., 2013). Illustrating the applicability of science

concepts in real-world applications (Kelly et al., 2014). Moreover, the experiment should be

written in the standard lab manual to familiarize the students with the formats that they are likely

to encounter in science classes.

Procedure

1. Develop the objectives.

2. Identify the apparatus that will be included.

3. Come up with the procedure.

4. Guide the students in recording their observations and drawing conclusions through some

questions.

Results, Analysis, and Discussion

Objectives

The objectives of a lab report refer to the aims of conducting the experiment (Morrison et al.,

2020). In this case, the aim of the experiment was to make a compass using apparatus that is

readily available at home.

Background/Theory

This section of the manual provides students with the background knowledge necessary for them

to understand the concepts and principles being investigated (Kelly et al., 2014). The earth has a

magnetic field that is roughly aligned with the true north. Therefore, if a magnet is suspended on
a frictionless surface, it will move until its south pole is aligned to the north pole. Magnetization

refers to the method of making a market. For example, if you rub a magnetic material with a

magnet, it will become magnetic. For example, if you rub a material with the north pole of a

permanent magnet, it will become the south pole.

Apparatus

Apparatus requires the equipment that is needed to conduct a particular experiment. The

apparatus section of the experiment manual should be a list. In the experiment, the following

apparatus were deemed necessary.

● A sewing needle.

● A piece of paper.

● Wax or jerry.

● Drawing instruments such as ruler, protractor, and pencils.

● A bawl containing water.

● A magnet.

Procedure

The section of the experiment lists the procedures that students should use to

1. . Using a pair of compass and a pencil, draw a circle on a piece of paper.

2. Draw a perpendicular line to the diameter of the circle.

3. Label the points north, south, east, and west.

4. Apply a thin layer of wax or jerry on the circle.

5. Rub the pointed end of the needle to the north pole of a permanent magnet 20-30 times.
6. Pierce the circle with the sharp end of the needle pointed to the north point as shown

below. Be careful to avoid piercing yourself.

 7. Place the paper gently to make it float on water contained in a bowl and record your

observations.

8. Bring the magnet close to either end of the needle and record your observation.

9. Remove the magnet and observe the direction that the north side points.

Observation and Conclusions

The observations that the students make should be their responses to question 7 to 9.

In the conclusion the students should explain how the objectives of the experiment were met:

were they successful in making the compass or not. Encourage students to suggest ways that the

compass could be improved, such as adding additional compass points such as NE, NW, and SE

or using a lighter and permanent magnet.

Conclusion

Experiments are an excellent way to spark students' interest in science and engineering. The

experiment that should be selected should be safe and involve simple concepts that are

appropriate to their level of education. The students should be familiarized with the lab format

that they are likely to encounter as they advance their education. However, it is paramount that

the experiment they perform be of real-life significance, such as making a cool gadget as a

compass using basic concepts of magnetism.

 References

De Jong, T., Linn, M. C., & Zacharia, Z. C. (2013). Physical and virtual laboratories in science

and engineering education. Science, 340(6130), 305-308.

Kelly, A. E., Lesh, R. A., & Baek, J. Y. (Eds.). (2014). Handbook of design research methods in

education: Innovations in science, technology, engineering, and mathematics learning

and teaching. Routledge.

Morrison, J., Frost, J., Gotch, C., McDuffie, A. R., Austin, B., & French, B. (2020). Teachers’

role in students’ learning at a project-based STEM high school: Implications for teacher

education. International Journal of Science and Mathematics Education, 1-21.