Lorentz Force Visualization Using an Electromagnetic Swing Through a STEM–Engineering Design Process for Middle School Electromagnetism Learning

Abstract

The pedagogy of physics education, particularly in electromagnetism, often relies on lecture-centric approaches that offer minimal experiential learning opportunities, thereby complicating students' comprehension of abstract concepts. The innovative aspect of this research resides in the design and application of a tactile Lorentz force visualization instrument, specifically an electromagnetic swing, within the framework of STEM-based Engineering Design Process (EDP) learning. This study aims to explore the efficacy of a STEM-oriented Engineering Design Process (EDP) that uses the electromagnetic swing as a hands-on learning tool to enhance students' understanding of the Lorentz force. The research employs an experimental practicum approach with a STEM emphasis, integrated with the Engineering Design Process (EDP), targeting 8th-grade students in junior high school. Findings reveal that the STEM-based Engineering Design Process (EDP) was successfully executed, enabling students to engage in inquiry, imaginative thinking, planning, creation, and iterative improvement. Data from the practicum indicate that increasing the number of coil turns resulted in a corresponding increase in the swing's frequency per minute, consistent with the principles of the Lorentz force and the magnetic field of a solenoid. This study demonstrates that a practicum grounded in the STEM–Engineering Design Process (EDP) is effective in helping students visualize the Lorentz force, as an increase in coil turns correspondingly enhanced the swing motion, thereby showcasing students' understanding of the interplay between electric current, magnetic fields, and force.