RIC-3531 Primary Science - Book D (Digital)

Magnetic Attraction
Magnets – Activity 1
Lesson Focus
Outcomes
Energy and Change
2.6 Describes observable
changes that occur in
two objects that interact,
identifying the energy source
and the receiver.
Indicators
• Predicts which objects will be
attracted by a magnet.
• Classifies materials into
magnetic and non-magnetic
categories.
• Collects and interprets data
and draws simple conclusions
from results.
Skills Focus
• Records
• Observes
• Identifies patterns
• Conducts simple tests
• Draws conclusions
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 electrons within the magnetic
material.
Electrons are extremely small
particles that are found in atoms.
Atoms are small particles that
make up matter.
Each electron has its own two
poles. In most materials the
electrons are randomly placed,
so there is no obvious magnetic
effect. However, if the electrons are
lined up with their poles aligned in
the same direction, then we do get
a magnetic effect. Objects that do
show this effect are magnets, while
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 class stations for small groups to rotate through
if material supplies are limited.
The Lesson
Stimulus
Ask the students 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 students explore the properties of magnetic poles and record results. (Rule
of Magnetism: Like poles repel and unlike poles attract.)
• Within their group, have the students 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. Students 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 students 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
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.
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.
Students 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.
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