Magnetism and Electromagnetism

Transformation 2013 Design Challenge Planning Form

Guide

Design Challenge Title: Magnetic Mass Transit Teacher(s):Pamela Miller School: Harlandale High School Subject: Magnetism and Electromagnetism Abstract: Students will apply principles of magnetism and electromagnetism to design a model of an environmentally friendly mass transit system.

MEETING THE NEEDS OF STEM EDUCATION

THROUGH DESIGN CHALLENGES

© 2008 Transformation 2013 1 last updated 10/7/08

Begin with the End in Mind

The theme or “big ideas” for this design challenge:

Students will apply concepts of magnetism and electromagnetism to the development of an environmentally friendly mass transit prototype.

TEKS/SEs that students will learn in the design challenge:

6) Science concepts. The student knows forces in nature. The student is expected to:

(B) research and describe the historical development of the concepts of gravitational, electrical, and magnetic force;

(D) demonstrate the relationship between electricity and magnetism;

(F) identify examples of electrical and magnetic forces in everyday life.

Key performance indicators students will develop in this design challenge:

Vocabulary development (magnet, magnetic fields, lodestone, ferromagnetism, electromagnet, electromagnetic induction, magnetic flux, Faraday’s law, Lenz’s law, eddy currents, mutual induction, transformer), Explain historical development of magnetic force, Link applications of magnetism and electromagnetism to magnetic and electromagnetic principles (compasses, tube television screens, electric motors, etc), draw magnetic field lines, calculate magnetic field and force, describe interactions between electricity and magnetism

21st century skills that students will practice in this design challenge: www.21stcenturyskills.org

Communication, collaboration, critical thinking, problem solving

STEM career connections and real world applications of content learned in this design challenge:

Careers: city planner, transportation consultant, environmentalist Connections: Students will learn to apply concepts of magnetism and electromagnetism and also recognize these concepts in their daily lives.


http://www.21stcenturyskills.org/

The Design Challenge Fossil fuels are becoming harder to come by and more expensive to use. Your home town is taking measures to become more environmentally friendly. Some recent changes include the addition of solar panels to buildings and investments in hydroelectric power. People in the town are also given incentives (preferential parking, fuel discounts, etc.) for driving hybrid vehicles. As part of the city transit department, you are being asked to develop an environmentally friendly mass transit system. You will be using magnetic and electromagnetic principles to design your system. Once it is complete you will present it to the townspeople during a Town Hall meeting.


Map the Design Challenge Performance Indicators

Already Learned

Taught

before the project

Taught

during the project

1. Vocabulary development (magnet, magnetic fields, lodestone, ferromagnetism, electromagnet, electromagnetic induction, magnetic flux, Faraday’s law, Lenz’s law, eddy currents, mutual induction, transformer)

X X X

2. Explain historical development of magnetic force X X

3. Link applications of magnetism and electromagnetism to magnetic and electromagnetic principles (compasses, tube television screens, electric motors, etc)

X X

4. Draw magnetic field lines X X

5. Calculate magnetic field and force X X

6. Describe interactions between electricity and magnetism X X

7. Design model of an environmentally friendly mass transit system that applies magnetic and/or electromagnetic principles

X X

8.

9.


Team-Building Activity It is important that teachers provide team-building activities for students to help build the 21st Century Skills that are necessary for success in the workforce. Team-building helps establish and develop a greater sense of cooperation and trust among team members, helps students adapt to new group requirements so that they can get along well in a new group, serves to bring out the strengths of the individuals, helps identify roles when working together, and leads to effective collaboration and communication among team members so that they function as an efficient, productive group. Our students are often not taught how to work in groups, yet we assume that they automatically know how. Use team-building activities with your students so that you can see the benefits which include improvement in planning skills, problem solving skills, decision making skills, time management skills, personal confidence, and motivation and morale.

Toxic Waste

http://wilderdom.com/games/descriptions/ToxicWaste.html

The challenge is to move the toxic waste contents to the neutralization container using minimal equipment and maintaining a safe distance within a time limit.

Can be done indoors or outdoors; outdoors is more dramatic because water can be used as the "toxic waste" instead of balls. Ideal group size is 7-9 people.

Set-Up

Use the rope to create a circle at least 8 ft in diameter on the ground to represent the toxic waste radiation zone. The larger the radiation zone, the more difficult the activity.

Place the small bucket in the center of the radiation zone and fill it with water or balls to represent the toxic waste.

Place the neutralization bucket approximately 30 to 50 feet away. The greater the distance, the more difficult the activity.

Put all other equipment (i.e., bungee, cords, and red herring objects (optional)) in a pile near the rope circle.

Directions

The challenge is for the group to work out how to transfer the toxic waste from the small bucket into the large bucket where it will be "neutralized", using only the equipment provided and within a time frame. The waste will blow up and destroy the world after 20 minutes if it is not neutralized.

Anyone who ventures into the radiation zone will suffer injury and possibly even death, and spillage will create partial death and destruction. Therefore, the group should aim to save the world and do so without injury to any group members.

The rope circle represents the radiation zone emanating from the toxic waste in the bucket. Emphasize that everyone must maintain a distance (circle radius) from the toxic waste wherever it goes, otherwise they will suffer severe injury, such as loss of a limb or even death.


Give the group some planning time with no action e.g. 5 mins, then start the clock and indicate its time for action, e.g., 15 or 20 mins.

Facilitator Notes:

Toxic Waste is not an easy exercise and most groups will benefit from some coaching along the way.

The solution involves attaching the cords to the bungee loop, then guiding the bungee with the strings to sit around and grab the toxic waste bucket. Then with everyone pulling on their cord and with good coordination and care, the toxic waste bucket can be lifted, moved and tipped into the empty neutralizing bucket.

If someone breaches the toxic waste zone, indicated by the circle, enforce an appropriate penalty e.g., loss of limbs (hand behind back) or function (e.g., blindfolds if a head enters the zone) that lasts for the rest of the game. If a whole person enters the zone, they die and must then sit out for the rest of the activity.

If the group struggles to work out what to do, freeze the action and help them discuss.

If the group spills the waste entirely, make a big deal about catastrophic failure (everyone dies), invite them to discuss what went wrong and how they can do better, then refill the container and let them have another go.

The exercise will tend to naturally expose processes and issues related to many aspects of teamwork, including cooperation, communication, trust, empowerment, risk-taking, support, problem-solving, decision-making, and leadership.

Processing Ideas:

How successful was the group? e.g. consider:

o How long did it take?

o Was there any spillage?

o Were there any injuries?

How well did the group cope with this challenge? (e.g., out of 10?)

What was the initial reaction of the group?

What skills did it take for the group to be successful?

What would an outside observer have seen as the strengths and weaknesses of the group?

How did the group come up with its best ideas?

What did each group member learn about him/her self as a group member?

What lessons did the group learn from this exercise which could be applied to future situations?

Materials: Small bucket, large bucket, water/balls (toxic waste), rope (~25 ft in length), bungee, cords (7-9 per group) Resources: http://wilderdom.com/games/descriptions/ToxicWaste.html


http://wilderdom.com/games/descriptions/ToxicWaste.html


5E Lesson Plan Engage Activity

TEKS/TAKS objectives: §112.47. Physics 6BDF

Design Challenge Title: Magnetic Mass Transit

Build a Simple Compass 1. Magnetize a needle by stroking the needle with a bar magnet (use one pole and stroke in the same direction each time). 2. Place the needle on top of a piece of cork. 3. Float the cork/needle combination in a water-filled pie plate or dish. Look around the room. What do you notice about the compass needles in the room? www.brainpop.com Watch the “Magnetism” video (Science section) and the “Compass” video (Technology section). Students can take notes during the videos or take the quiz at the end of each. Introduce Design Challenge: Fossil fuels are becoming harder to come by and more expensive to use. Your home town is taking measures to become more environmentally friendly. Some recent changes include the addition of solar panels to buildings and investments in hydroelectric power. People in the town are also given incentives (preferential parking, fuel discounts, etc.) for driving hybrid vehicles. As part of the city transit department, you are being asked to develop an environmentally friendly mass transit system. You will be using magnetic and electromagnetic principles to design your system. Once it is complete you will present it to the townspeople during a Town Hall meeting. Students will work in groups of 3-4. Students will need to keep a log of their work, including research, plans, sketches, tests, and modifications. Students should begin researching and designing their project at this point.

Engage Activity Products and Artifacts

Team Building: Journal Entry summarizing processing questions Simple compass BrainPop notes or quizzes

Engage Activity Materials/Equipment

(quantities are for each group of students) sewing needle, piece of cork (or bottom of Styrofoam cup), bar magnet, pie plate/dish, water, computer with internet access, projector

Engage Activity Resources

Compass: http://adventure.howstuffworks.com/compass1.htm BrainPop: www.brainpop.com

http://www.brainpop.com/

http://adventure.howstuffworks.com/compass1.htm


Explore Activity

Magnets and Electromagnets Stations Have students work in groups of 3. Students will rotate through stations and answer the following questions. Instruct students to disconnect electromagnets when they leave a station. Electromagnets can become extremely hot when left connected. 1. How does the toy at this station work? 2. Run the magnet across the flat plastic container of iron filings. (a) What happens? Let the magnet sit on the surface of the plastic for a full minute. (b)What do you notice? (c)Why does this happen? 3. At this station there is a magnet in a plastic container with iron filings. Even if you shake the container, the iron filings always line up the same way. Why? 4. At this station you will find a coil of wire, a nail and some paperclips. (a) Touch the wire to the paperclips. What happens? (b) Touch the nail to the paper clips. What happens? (c) Is anything at this station magnetic? 5. Use the instructions at this station to build an electromagnet. (a) what is an electromagnet? (b) what creates the magnetic field of the electromagnet? 6. At this station there are two different electromagnets. (a) which one is stronger? Why? (b) how did you figure this out? 7. This flashlight uses mechanical energy to create electrical energy and then light energy. One piece moves when you shake the flashlight. (a) what do you think this piece is? (Hint: hold the flashlight under the flat plastic container of iron filings from the previous station) (b) what is it moving through? (c) Why is this the most important part of the flashlight? 8. At this station there is an electromagnet from an electric motor. Use the sheet at this station to list five things you have at home that contain electric motors. 9. Compare the open electric motor to the picture at this station. (a) Draw a picture of the inside of the motor and label it as accurately as you can using the picture at this station. Connect the closed motor to the C batteries at this station (b) What happens?

Explore Activity Products and Artifacts

“Magnets and Electromagnets Stations” Handout

Explore Activity Materials/Equipment

(Numbers correspond to station numbers above) 1. any magnetic toy 2. Flat magnet, iron filings encased in flat, fluid filled container 3. cow magnet inplastic container with iron filings 4. short coil of insulated wire with stripped ends, iron nail, 5-10 paperclips 5. electromagnet kit or battery, nail, insulated wire, battery holder, 2 “C” batteries, 10- 30 paperclips 6. two electromagnets, one with more coils of wire around the


nail than the other 7. Hand generated flashlight 8. Electric motor from electric toy with electromagnet removed, “Motors Everywhere!” Handout 9. “Electromagnets and Motors” sheet

Explore Activity Resources

How to build an electromagnet http://www.sciencebob.com/experiments/electromagnet.html Electric Toy motors (“Mabuchi motors”) http://scientificsonline.com/category.asp?c=421238&sid=google&cm_mmc=google-_-cpc-_-edmu-_-minimotors&bhcd2=1217113546

Explain Activity

Students will take Cornell notes during “Magnetism and Electromagnetism” PowerPoint presentation in two parts, “Magnetism” and “Electromagnetism”. After completing part one, “Magnetism”, assign “Magnetic Field Calculations” for homework. Students will watch “Electromagnets” and “Electromagnetic Induction” BrainPop videos at points indicated in the PowerPoint presentation. Students will take the quizzes for each video immediately after watching.

Explain Activity Products and Artifacts

Cornell notes for “Magnetism and Electromagnetism” PowerPoint presentation Revised “Magnets and Electromagnets Stations” Handout BrainPop quizzes for “Electromagnets” and “Electromagnetic Induction” videos “Magnetic Field Calculations” Homework

Explain Activity Materials/Equipment

Computer with PowerPoint and internet access, projector, “Magnetism and Electromagnetism” PowerPoint presentation

Explain Activity Resources

Instructions for Cornell notes http://coe.jmu.edu/learningtoolbox/cornellnotes.html “Magnetism and Electromagnetism” PowerPoint presentation www.brainpop.com


http://www.sciencebob.com/experiments/electromagnet.html

http://scientificsonline.com/category.asp?c=421238&sid=google&cm_mmc=google-_-cpc-_-edmu-_-minimotors&bhcd2=1217113546

http://scientificsonline.com/category.asp?c=421238&sid=google&cm_mmc=google-_-cpc-_-edmu-_-minimotors&bhcd2=1217113546

http://coe.jmu.edu/learningtoolbox/cornellnotes.html


Elaborate Activity

Students will plan and build their mass transit model. Any track should be no longer than one meter. Any vehicle should be self propelled by electrical or mechanical means (no combustion).

Elaborate Activity Products and Artifacts

Mass Transit Model

Elaborate Activity Materials/Equipment

Student provided materials, cardboard , wood, ceramic magnets (these can be bought by students in store, like Radio Shack, or resold for purchase price by the classroom teacher)

Elaborate Activity Resources

http://amasci.com/maglev/train.html http://my.execpc.com/~rhoadley/magtrain.htm http://www.howstuffworks.com/maglev-train.htm http://www.prufrock.com/client/client_pages/GCT_Readers/Science/Chapter_9/Maglev_for_Gifted_Students.cfm

Evaluate Activity

Town Hall presentation of Mass Transit design: Students will present their models to the class. Students should be able to answer questions from the teacher and their peers. Students will be provided with the rubric when they begin to work on their project.

Evaluate Activity Products and Artifacts

Project presentation

Evaluate Activity Materials/Equipment

Student projects

Evaluate Activity Resources

http://www.howstuffworks.com/maglev-train.htm http://www.o-keating.com/hsr/maglev.htm http://www.popularmechanics.com/technology/transportation/1289196.html


http://amasci.com/maglev/train.html

http://my.execpc.com/%7Erhoadley/magtrain.htm

http://www.howstuffworks.com/maglev-train.htm

http://www.prufrock.com/client/client_pages/GCT_Readers/Science/Chapter_9/Maglev_for_Gifted_Students.cfm

http://www.prufrock.com/client/client_pages/GCT_Readers/Science/Chapter_9/Maglev_for_Gifted_Students.cfm

http://www.howstuffworks.com/maglev-train.htm

http://www.o-keating.com/hsr/maglev.htm

http://www.popularmechanics.com/technology/transportation/1289196.html

Magnets and Electromagnets Stations

Station Number

Description Sketch Question Answer(s)



Electromagnets and Motors

http://electronics.howstuffworks.com/electromagnet.htm

An electromagnet is the basis of an electric motor. You can understand how things work in the motor by imagining the following scenario. Say that you created a simple electromagnet by wrapping 100 loops of wire around a nail and connecting it to a battery. The nail would become a magnet and have a north and south pole while the battery is connected.

Now say that you take your nail electromagnet, run an axle through the middle of it and suspend it in the middle of a horseshoe magnet as shown in the figure below. If you were to attach a battery to the electromagnet so that the north end of the nail appeared as shown, the basic law of magnetism tells you what would happen: The north end of the electromagnet would be repelled from the north end of the horseshoe magnet and attracted to the south end of the horseshoe magnet. The south end of the electromagnet would be repelled in a similar way. The nail would move about half a turn and then stop in the position shown.

Electromagnet in a horseshoe magnet

You can see that this half-turn of motion is simply due to the way magnets naturally attract and repel one another. The key to an electric motor is to then go one step further so that, at the moment that this half-turn of motion completes, the field of the electromagnet flips. The flip causes the electromagnet to complete another half-turn of motion. You flip the magnetic field just by changing the direction of the electrons flowing in the wire (you do that by flipping the battery over). If the field of the electromagnet were flipped at precisely the right moment at the end of each half-turn of motion, the electric motor would spin freely.


http://electronics.howstuffworks.com/electromagnet.htm

http://electronics.howstuffworks.com/battery.htm

Motors Everywhere! Your house is filled with electric motors. Everything that moves uses an electric motor. Examples of motors in your kitchen:

The fan over the stove and in the microwave oven

The dispose-all under the sink

The blender

The can opener

The refrigerator - Two or three in fact: one for the compressor, one for the fan inside the refrigerator, as well as one in the icemaker

The mixer

The tape player in the answering machine

Probably even the clock on the oven

Examples of motors In the utility room:

The washer

The dryer

The electric screwdriver

The vacuum cleaner and the Dustbuster mini-vac

The electric saw

The electric drill

The furnace blower

Examples of motors in the bathroom:

The fan

The electric toothbrush

The hair dryer

The electric razor

Examples of motors in the car:

Power windows (a motor in each window)

Power seats (up to seven motors per seat)

Fans for the heater and the radiator

Windshield wipers

The starter motor


http://electronics.howstuffworks.com/microwave.htm

http://electronics.howstuffworks.com/refrigerator.htm

http://electronics.howstuffworks.com/icemaker.htm

http://electronics.howstuffworks.com/cassette.htm

http://electronics.howstuffworks.com/washer.htm

http://electronics.howstuffworks.com/dryer.htm

http://electronics.howstuffworks.com/inside-sd.htm

http://electronics.howstuffworks.com/vacuum-cleaner.htm

http://electronics.howstuffworks.com/hair-dryer.htm

http://electronics.howstuffworks.com/inside-razor.htm

http://electronics.howstuffworks.com/power-window.htm

http://electronics.howstuffworks.com/cooling-system9.htm

http://electronics.howstuffworks.com/wiper.htm

Electric radio antennas

Other motors in your home:

Several in the VCR

Several in a CD player or tape deck

Many in a computer (each disk drive has two or three, plus there's a fan or two)

Most toys that move have at least one motor (including Tickle-me-Elmo for its vibrations)

Electric clocks

The garage door opener

Aquarium pumps


http://electronics.howstuffworks.com/radio.htm

http://electronics.howstuffworks.com/vcr.htm

http://electronics.howstuffworks.com/cd.htm

http://electronics.howstuffworks.com/cassette.htm

http://electronics.howstuffworks.com/pc.htm

http://electronics.howstuffworks.com/hard-disk.htm

http://electronics.howstuffworks.com/category.htm?cat=Toys

Magnetic Field Calculations

Directions: Draw a diagram for each situation. Show all work for your calculations and don’t forget to include units!

1. A proton travels at a speed of 6.33 x 105 m/s at an angel of 31.8° with the magnetic field. The force on the proton exerted by the magnetic field is 2.98 x 10-17. What is the strength of the field?

2. A uniform magnetic field exerts a force of 0.0115 N on a charged body moving 8137 m/s through the field at an angle of 40° with the field. The charge on the body is 3.33µC. What is the strength of the field?

3. An F-15 fighter aircraft flies in a direction that makes a 29.8° angle with the earth’s magnetic field, which has a strength of 5.03 x 10-5 T. The aircraft is flying with a speed of 800 m/s and has accumulated a static charge of 340µC.

4. A magnetic field of 4.50 mT pointing straight down exerts a force of 4.12 µN due southon a charged particle moving due west through that field. The particle has a speed of 170 m/s. what is the charge(don’t forget the sign) on the particle?


Plan the Assessment Engage Artifact(s)/Product(s): Team Building: Journal Entry summarizing processing questions, Simple compass, BrainPop notes or quizzes

Explore Artifact(s)/Product(s): “Magnets and Electromagnets Stations” Handout

Explain Artifact(s)/Product(s): Cornell notes for “Magnetism and Electromagnetism” PowerPoint presentation, BrainPop quizzes for “Electromagnets” and “Electromagnetic Induction” videos, “Magnetic Field Calculations” homework

Elaborate Artifact(s)/Product(s): Mass Transit Model

Evaluate Artifact(s)/Product(s): Project presentation


Rubrics Magnetic Mass Transit

Design Challenge: Fossil fuels are becoming harder to come by and more expensive to use. Your home town is taking measures to become more environmentally friendly. Some recent changes include the addition of solar panels to buildings and investments in hydroelectric power. People in the town are also given incentives (preferential parking, fuel discounts, etc.) for driving hybrid vehicles. As part of the city transit department, you are being asked to develop an environmentally friendly mass transit system. You will be using magnetic and electromagnetic principles to design your system. Any vehicle involved must be self propelled using mechanical or electrical means (no explosions or flames of any kind, please). Any track should be no longer than one meter. Once it is complete you will present it to the townspeople during a Town Hall meeting. You will need to keep a log of your work, including research, plans, sketches, tests, and modifications. You will be expected to explain your design, the physics behind it, and answer questions from your peers or the teacher.

Oral Presentation Rubric : Magnetic Mass Transit Student Name: ________________________________________

CATEGORY 4 3 2 1

Content Shows a full understanding of the topic.

Shows a good understanding of the topic.

Shows a good understanding of parts of the topic.

Does not seem to understand the topic very well.

Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic.

Student is able to accurately answer most questions posed by classmates about the topic.

Student is able to accurately answer a few questions posed by classmates about the topic.

Student is unable to accurately answer questions posed by classmates about the topic.

Speaks Clearly Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.

Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.

Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word.

Often mumbles or can not be understood OR mispronounces more than one word.

Vocabulary Uses vocabulary appropriate for the audience. Extends audience vocabulary by defining words that might be new to

Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience, but does

Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience.

Uses several (5 or more) words or phrases that are not understood by the audience.


most of the audience.

not define them.

Stays on Topic Stays on topic all (100%) of the time.

Stays on topic most (99-90%) of the time.

Stays on topic some (89%-75%) of the time.

It was hard to tell what the topic was.


Building A Model : Magnetic Mass Transit Student Name: ________________________________________

CATEGORY 4 3 2 1

Scientific Knowledge

Explanations by all group members indicate a clear and accurate understanding of scientific principles underlying the construction and modifications.

Explanations by all group members indicate a relatively accurate understanding of scientific principles underlying the construction and modifications.

Explanations by most group members indicate relatively accurate understanding of scientific principles underlying the construction and modifications.

Explanations by several members of the group do not illustrate much understanding of scientific principles underlying the construction and modifications.

Function Structure functions extraordinarily well, holding up under atypical stresses.

Structure functions well, holding up under typical stresses.

Structure functions pretty well, but deteriorates under typical stresses.

Fatal flaws in function with complete failure under typical stresses.

Information Gathering

Accurate information taken from several sources in a systematic manner.

Accurate information taken from a couple of sources in a systematic manner.

Accurate information taken from a couple of sources but not systematically.

Information taken from only one source and/or information not accurate.

Plan Plan is neat with clear measurements and labeling for all components.

Plan is neat with clear measurements and labeling for most components.

Plan provides clear measurements and labeling for most components.

Plan does not show measurements clearly or is otherwise inadequately labeled.

Modification/Testing Clear evidence of troubleshooting, testing, and refinements based on data or scientific principles.

Clear evidence of troubleshooting, testing and refinements.

Some evidence of troubleshooting, testing and refinements.

Little evidence of troubleshooting, testing or refinement.

Construction - Care Taken

Great care taken in construction process so that the structure is neat, attractive and follows plans accurately.

Constuction was careful and accurate for the most part, but 1-2 details could have been refined for a more attractive product.

Construction accurately followed the plans, but 3-4 details could have been refined for a more attractive product.

Construction appears careless or haphazard. Many details need refinement for a strong or attractive product.



Story Board Day 1 Day 2 Day 3 Day 4 Day 5

Week 1 Activities (based on 50 minute

class periods)

Toxic Waste team building (40 min)

Journal entry (10 min)

Build a compass (20 min)

BrainPop “Magnetism” with quiz (15 min)

BrainPop “Compass” with quiz (15 min)

Introduce design challenge (10 min)

Research for design challenge (40 min)

Magnet and Electro-magnet stations (45 min)

Part 1 “Mag-netism” PowerPoint with Cornell notes (40 min)

Assign and begin “Magnetic field Calculations” homework (10 min)

Day 6 Day 7 Day 8 Day 9 Day 10

Week 2 Activities

Go Over “Magnetic field Calculations” homework (10 min)

Part 2 “Electro-magnetism” PowerPoint with Cornell notes (35 min)

Homework: gather materials for model

Plan/Build transit model (45 min)

Plan/Build transit model (45 min)

Complete model for homework (give more than one day)

On due dates of model, Town Hall presentations (45 min)

Documents

Magnetism and Electromagnetism