PR-0553UK Primary Science - Book 3

Magnetic attraction
Magnetism and electricity ~ Activity 1
Objectives
• learn that magnets can push
or pull magnetic materials
• explore how magnets have
poles and investigate how
these poles attract and repel
each other
• examine and classify objects
and materials as magnetic
and non-magnetic
Working scientifically
• Questioning
• Observing
• Predicting
• Investigating and
experimenting
• Analysing (sorting and
classifying)
• Recording and
communicating
Designing and making
• Exploring
Background information
All magnets have a force
concentrated at their two poles
(north and south). All magnets
have the ability to attract or
repel certain objects. This ability
is produced by the arrangement
of atoms within the magnetic
material.
Atoms are small particles that
make up matter.
In a magnet, the atoms are all
pointing in the same direction
(aligned). This is what gives
magnets their force. Nonmagnetic
materials have the
same atoms but they all point
in different directions. Items
attracted to a magnet are called
magnetic materials.
All magnetic materials are metal.
However, not all metals are
magnetic. Iron, nickel, cobalt
and mixtures of these metals can
be magnetic. So can alloys of
aluminium, copper, nickel, iron
and cobalt. An alloy is a metal
made up of two or more metals.
Iron is by far the strongest.
Aluminium and some stainless
steels, however, are not at all
magnetic.
Before the lesson
Materials needed
• Magnets (different sizes and shapes; e.g. bar, horseshoe), variety of materials to test
(e.g. bottle caps, cloth, aluminium cans, bolts, nuts, safety pins, cotton wool, thumb
tacks, crayons, chalk, aluminium foil, coins).
Preparation
• Magnetism activities can be set up in one area of the classroom, for small groups to
rotate through if material supplies are limited.
The lesson
Stimulus
• Ask the pupils if they have magnets or objects that are magnetic at home. Discuss their
responses.
• Show a variety of different types of magnets (horseshoe, bar, button, door-latch magnet,
ring etc.). To introduce the idea of ‘magnetic poles’, use bar magnets with clearly labelled
ends. Have children demonstrate reactions when like and unlike poles are put together.
What can they ‘feel’ when the poles ‘repel’?
What to do
• Have the pupils explore the properties of magnetic poles and record results. (Rule of
Magnetism: Like poles repel and unlike poles attract).
• Within their group, have the pupils explore the properties of a magnet by testing a
variety of the materials provided.
• Group and record the materials using whether they are attracted or not attracted to a
magnet as criterion. Pupils should be able to identify materials that attract. Materials
like aluminium cans, paper, plastic, wood or corks are not attracted or repelled by
magnets.
• Study the objects in each group, recording any similarities (e.g. metals – attract). How
are the objects the same or different from other objects or groups?
• Based on what was discovered, have pupils predict two or more materials they think
would be magnetic and non-magnetic. If possible, test these predictions and discuss the
reason behind their decisions.
After the lesson
Answers
1. (a) repel (b) repel (c) attract
2 – 4. Answers will vary depending on objects tested, but generally metal objects are
attracted. Materials like aluminium cans, paper, plastic, wood or rocks neither
attract nor repel.
Viewing Sample
Additional activities
• Find buried treasures. In a small sand tray or box, hide a variety of magnetic materials.
Secure small bar or button magnets to the end of a stick or ruler with tape. Pupils can
only use the magnetic sticks to find the objects. Tell them the number of items buried
and see who can find the most or who can find them all in the fastest time.
• Make fish shapes on sturdy card. Attach a small magnet to a piece of string and tie the
string to a pole or stick to make a fishing rod. Place a paperclip on the nose of each
fish. How many fish can you catch? Make it a spelling or maths activity by attaching
words or sums to the fish to match to certain sounds or numbers.
• Test other objects around the room or outdoors that are attracted to a magnet. Predict
the outcome and test for results.
Display ideas
• Make a large chart classifying drawings, pictures or words of things which are attracted
to or unaffected by magnets.
• Research toys or other objects we use that contain magnets. Draw and explain how
the magnets work for each item (e.g. magnet sculptures, door bells, door latches,
telephones, computers, some trains/tracks, tape recorders). Display the reports.
72 PRIMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com