Teaching Magnetism
5.3 PHYSICS
Physics is involved in most of the everyday applications of science and technology
that we meet in our daily lives, in work, medicine, entertainment and in the home.
While physics is principally concerned with the laws and relationships that govern
our world, it also provides interesting insights into how things work and contributes
to the development of problem-solving skills.
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3A: Force and energy Section
3B: Heat, light and sound Section
3C: Magnetism, electricity and electronics
SECTION 3C: MAGNETISM, ELECTRICITY AND ELECTRONICS
Magnetism is a natural phenomenon with many useful applications.
Main Topic: 3C1
Magnetism
Sub-topics:
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forces of attraction and repulsion;
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magnetic field;
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the Earth’s magnetic field;
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the magnetic compass
On completion of this section, students should be able to:
OP45carry out simple experiments to show attraction and repulsion between
magnets, and test a variety of materials for magnetism
OP46plot the magnetic field of a bar magnet
OP47demonstrate that the Earth has a magnetic field, and locate north and south
OP48use simple materials to generate static electricity; demonstrate the force
between charged objects and the effect of earthing
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Teaching Magnetism
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Teaching Magnetism
Primary science syllabus – Prior Knowledge
Magnetism and Electricity
The child should be enabled to
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explore how magnets have poles and investigate how these poles attract and
repel each other
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explore the relationship between magnets and compasses
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examine and classify objects and materials as magnetic and non-magnetic
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investigate that magnets attract certain materials through other materials
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magnets attracting materials through water, glass, plastic
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learn that magnets can push or pull magnetic materials
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investigate how magnets may be made
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stroking a piece of iron or steel with a magnet, passing electricity through a
coil around a piece of iron or steel (electromagnet)
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explore the use of magnets to lift and hold objects
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how magnets can be used in cranes, door catches, how magnets may be used to
sort materials
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Teaching Magnetism
A lesson Plan
Description:
These lesson provides an introduction to magnets and their properties.
Students will learn how to locate poles on various kinds of magnets. Students will
also observe how like poles repel and unlike poles attract each other.
In addition, students will become familiar with natural magnets and the different
materials a magnet can attract.
Goals: To introduce students to the properties of magnets.
Objectives:
1. Students will be able to locate poles on various kinds of magnets.
2. Students will be able to identify the strongest parts of a magnet.
3. Students will be able to observe that like poles repel and unlike poles attract
each other.
4. Students will be able to identify objects that are attracted to magnets.
Materials:
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magnets (man-made and natural magnets, if available)
paper clips
iron filings
plain white paper
Vocabulary:
1.
2.
3.
4.
magnet - A stone or a piece of metal that attracts some other metal.
attract - To pull towards.
repel - To push away from each other.
magnetic poles - The north and south poles or ends of a magnet.
Procedure:
Anticipatory Set:
Inform students that today they are starting a new unit in science.
Hold up a magnet.
Ask, "Does anyone knows what this is?" Show students a bar magnet.
Ask them what the "N" and "S" stand for.
Explain that all magnets have a north and south pole, just like our earth.
"Can anyone name something that shows us the directions north and south?
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Teaching Magnetism
Has anyone ever heard of a compass?"
Continuation:
Show the students more examples of magnets.
Give each pair of students two magnets and ask students to find the poles.
"What happens when you put the north pole of a magnet next to the south pole of a
magnet?
What happens when two north poles are placed next to each other?
Two south poles?" Ask students to share their findings.
Demonstration #1:
Give each pair of students some paper clips and have them lay the paper clips in a
line. "Touch a magnet to one paper clip. Now the paper clip is temporarily magnetic.
Lower the magnet until the paper clip is touching another paper clip. Lift the magnet
up again. Pull the chain off the table using the magnet. Let's see who can get the
longest chain."
Demonstration #2:
Divide the students into small groups. Give each group a plain, white piece of paper.
Have the students place a bar magnet underneath the sheet of paper, keeping the
paper flat on the table. Go around to each group and sprinkle iron filings over the
paper. The students should be able to see where the magnet has the strongest
attraction by where the iron filings seem to cluster. (The iron filings will cluster and
move towards the magnet's poles.)
5.
Closure:
Hold up a magnet and ask students to name the poles and the strongest parts of the
magnet. Ask a student or a pair of students to demonstrate and explain what two
north poles do and what two south poles do when placed next to each other.
6.
Lesson Extensions (Technology Integration Ideas):
After discussing what the natural form of a magnet is called, where magnets are
most abundant, and what natural magnets look like, have the students look up this
information on the World Wide Web. When discussing where the natural forms of
magnets are found most commonly in the world, you can have students look up
these places on the Internet or an electronic encyclopedia. Magnets are commonly
found where volcanoes are located, so this could lead into a discussion or lesson
about volcanoes. Students can take "electronic fieldtrips" to different regions in the
world where volcanoes are located and view on-screen animations/demonstrations
of how volcanoes erupt.
7.
Assessment: Observe students' actions during the demonstration activities.
Have students write a journal entry listing three facts that were learned about
magnets today.
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Teaching Magnetism
8. Useful Internet Resources:
* Discovery School's A to Z Science - Magnetism
This web site discusses the study of magnetism and how magnets work. Related
links and study aids are also available on the site.
http://school.discovery.com/homeworkhelp/worldbook/atozscience/m/338410.ht
ml
9. Special Comments: Special Needs Adaptation: During the
demonstration/experiment you could pair a special needs child with another child
who understands the material and concepts. Working in pairs will help both of the
students. The special needs student will benefit by having someone other than the
teacher explain the concepts to him/her. Also, by explaining the concepts to
someone else, the other student will reinforce his/her own knowledge of the subject
matter.
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Teaching Magnetism
Worksheet 1 - The Magic of Magnets
These sticky activities inspire curiosity and creativity.
What you need:
• large and small magnets
• metal objects, such as spoons, paper clips, metal washers
• nonmetal materials such as fabric, paper, plastic, and wood
•
What to do:
1. The metal experiment:
Invite your student to investigate and explore how magnets work, using the metal
and nonmetal objects. Ask them to observe.
1.
2.
3.
4.
5.
6.
How many materials were attracted to the magnets?
What do those materials have in common?
Why weren't the other materials attracted to the magnet?
Experiment with magnets of different sizes.
How many objects can the large magnet pick up at one time?
Can the smaller magnet do the same?
2. Push-and-pull study:
Give your student several magnets to experiment with. Encourage them to put two
large magnets together.
1.
2.
3.
4.
Do they repel each other?
What does that feel like?
Do they stick to each other?
Encourage them to pull them apart and to describe how that feels.
http://www2.scholastic.com/browse/article.jsp?id=1227
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Teaching Magnetism
Worksheet 2 - Flexing those Magnet Muscles!
Problems:
1. Which lab magnet is the strongest?
2. Which is the weakest?
3. What part of a magnet is the strongest?
Hypothesis:
Materials: Several bar magnets and/or magnets of different sizes and shapes,
several magnetic objects (paper clips, nails, iron filings, etc.), several nonmagnetic
objects (plastic, paper, coins, etc.), pens and/or pencils, data-capture sheet - one per
student . 20
Procedure:
1. Once each group has been placed, the groups will be given the rules for each
learning station. Students will have 20 minutes to formulate a hypothesis,
test the hypothesis and come up with a conclusion for each station.
Predictions and outcomes are to be in written format by the stenographer in
each cooperative learning group.
2. You will make a data-capture sheet with your teacher.
3. Each group begins to research.
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Teaching Magnetism
Worksheet 3 - The Magnets In My House
Directions:
Below you will find a list of items in a typical home.
Take a look at them and decide if they have magnets in them.
Put a check next to the materials that have magnets.
In the last two boxes name to other items in your house that have magnets.
Item
VCR
Does It Have Magnets?
Fan
Speakers
Television
Can Opener
Tape Player
Computer
Radio
Telephone
http://www.teach-nology.com/worksheets/science/magnets/3/
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Teaching Magnetism
Worksheet 4 - Magnetic Attraction
Directions:
Experiment with various items to determine which are attracted to a magnetic force
and which are not.
Your teacher has provided you with a number of materials.
In box below, write which items were attracted by and which were not.
Use this chart to record your findings:
Attracted
Not Attracted
http://www.teach-nology.com/worksheets/science/magnets/1/
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Teaching Magnetism
Worksheet 5 - Magnetic Attraction And Cars
Directions: Draw arrows to show if the cars attract or repel each other. On the
space to the right, write the word that describes the action of the cars (attract or
repel).
1)
___________
2)
____________
3)
____________
4) Attract means to:_____________________________________
5) Repel means to:______________________________________
http://www.teach-nology.com/worksheets/science/magnets/2/
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Teaching Magnetism
Worksheet 6 –Questions on Magnetism
1.
Why do the doors of fridges and freezers close so well and tightly?
2.
Magnetic mines laid on the seabed explode when a ship passes over them.
How do you think they work?
3.
Why do airport runways have to re-numbered from to time?
4.
What type of magnetic pole (north or south) is found near the geographic
North Pole?
5.
If you were at a point on the earth just west of the North Pole, what direction
would a compass needle point?
6.
A hill walker puts a compass on a gate to hold it steady when planning her
route. What problem could this cause?
7.
It is thought that the earth’s magnetic field strength is decreasing and could
decrease to zero in about 1500 years. What effects could this have?
A list of frequently asked questions.
http://www.wondermagnet.com/magfaq.html
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Teaching Magnetism
Stations Activity
STATION 1 ATTRACTION ACTION
1. Using a bar magnet, select one object at time to see if it is magnetic.
2. Record your findings on the data-capture sheet provided.
3. Once you have tested all of the objects provided, be creative and find five
more objects to test for magnet properties.
4. Repeat step
STATION 2 MAGNETIC MUSCLE
1. With the 20 nails make a pile on a desk or other hard surface.
2. Choose one magnet and place it in the pile of nails.
3. Slowly lift it out of the pile and record the number of nails it picks up on the
data-capture sheet provided.
4. Repeat steps 2-3 with the remaining magnets.
5. Replace the nails with the 20 paper clips and repeat steps 2-4. Compare your
results from the first experience.
STATION 3 MAGNETIC MAP
1. Place the bar magnet in the middle of the piece of paper and trace around it
to mark its position.
2. Put the compass on the paper near the magnet. Draw and arrow between the
compass and the magnet showing the farthest point where the compass
needle is affected by the magnetic field.
3. Repeat step two several times all around the magnet.
4. Once you have completed step three, you will be able to see where the
magnetic field exists, where it is the strongest, and where it is the weakest.
STATION 4 NEIGHBORLY NAIL
1. With the large nails try to pick up some of the smaller nails or paper clips.
Observe what happens and record on data capture sheet.
2. With one end of the bar magnet, stroke the nail 25 times in the same
direction.
3. Try again to pick up the small nails or paper clips with the newly magnetized
nail. Observe what happens and record on data-capture sheet.
4. Carefully throw the magnetized nail against a hard surface.
5. Try one more time to pick up the small nails or paper clips with the nails.
Observe what happens and record on data-capture sheet.
6. Repeat this experience using iron fillings instead of nails or paper clip.
Observe what happens and record on data-capture sheet.
http://www.teach-nology.com/worksheets/science/phy/lab6/
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