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Is the magnet floating?

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How is the magnet not touching the sides of the tube?

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What is that thing going through the tube?

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How is the magnet going so slow through the copper tube?

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What is magnetic force?

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How does a magnetic field work?

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Do magnets attract metal objects?

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How can a magnet move another object without touching it?

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What effect does the mangnetic field of a magnet have a copper object?

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What types of materials can a magnet repel and does it matter which way the magnet is placed?

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This tool is great for whole group brainstorming. Post the phenomenon in a place the student can see it during the questioning process.

* Give students the access to the Padlet; Google Classroom is a good avenue.
* Have your students post a questions.
* Once the initial brainstorm is up. Use the inquiry cards to help classify the questions. I classified them in the title section, but this could also be done in the comments section.
* Give the students the SEP-1 inquiry card to figure out what type of question it is. Once they classify it, they can use the question to identify the Cross-cutting concept.  It probable that most of the questions will lead to explanitory, "How does it work?", questions.  This should help them undertand that they should be thinking in terms of cause and effect.

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Student 7 Question to be Empircally Tested

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Student 7 Question to be Empircally Tested

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What effect does the magnetic field of a magnet have on a copper object?

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Does the effect change when the magnet goes through the tube in a different direction?