Subject: What is a magnet?

Supplementary material for use in lessons in the group of natural sciences (nature, biology, chemistry, geography, physics), additional classes, science clubs. It can serve as a resource for expanding knowledge, preparing students for science competitions.

Author: Zyta Sendecka

Target group

8th grade student of elementary school (physics).

Core curriculum

8th grade – physics

VII. Magnetism. Student:

1) names the permanent magnet poles and describes the interaction between them;

3) describes the effect of magnets on magnetic materials using iron as an example, and mentions examples of how this effect can be used.

Lesson objective

The students name magnetic poles of magnets and give examples of objects that are affected by magnets.

The criteria for success

• you will name the magnetic poles of magnets;

• you will describe interactions between the poles of magnets;

• you will give examples of objects that are affected by magnets.

Key competences

• communication in the mother tongue;

• communication in foreign languages;

• mathematical competence and basis competences in science and technology; 

• digital competence;

• learning to learn;

• social and civic competences;

• initiative and entrepreneurship.

Methods/forms of work

Talk, working with the text, working with the film, workshop method.

Individual activity and activity in groups.

Teaching aids:

• abstract;

• interactive whiteboard or traditional blackboard;

• tablets/computers;

• bar magnets;

• blue and red paper;

• adhesive tape;

• scissors;

• three containers per group;

• various objects (some that are affected by magnets and some that are not) - one set per group.

Lesson plan overview

Introduction

1. The teacher asks the students if they have any decorative magnets on the fridge and why they are attached there.

2. The teacher specifies the subject, the lesson objectives in a language the student understands, and the criteria for success.

Realization

1. The students read the passage from the abstract entitled “How magnets interact with each other”, in the form of an individual activity.

2. The teacher randomly divides the students into groups. Each group receives two bar magnets, two sheets of red and blue paper and an adhesive tape. The students are to determine the magnets poles and mark them by sticking paper: the south pole shall be marked in red and the north pole in blue.

3. Students do interactive exercise no. 2 in the form of an individual activity.

4. Each group receives three containers: two of them empty and one with various objects (the same for each group). The students use the magnet to divide the objects into two sets and put them into empty containers: they put those attracted by a magnet to one container, and the ones not attracted by a magnet to the other one.

5. The teacher plays the film entitled “Magnet”. The students discuss the experiment presented therein: they explain what happens to iron swarf when it is near the magnet.

6. The student define in their own words what magnetic field is. The teacher helps the students, or plays the film once again.

7. The teacher writes the proper definition on the board.

Summary

1. The teacher asks the students how many poles each magnet has and asks the students to name five examples of objects attracted by a magnet.

2. The teacher asks the students to do interactive exercise no. 1.

Homework

At home, find devices that use magnets. Take the photos of them and send them to the teacher within three days from the date of the lesson.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

What is a magnet?

Objects are attracted thanks to interactions known as ‘magnetic’. We use magnets, i.e., objects that have permanent magnetic properties, on a daily basis: in electric motors, bicycle dynamos, even on doors of lockers or when attaching tools.

The ends of magnets are called poles. Each magnet has two poles: the north one and the south one. On some magnets, these are marked with two colors (usually blue and red). Let's watch the video to see how the poles of magnets interact. We can also test this ourselves by conducting an experiment.

The ancient Greek scholar, Thales of Miletus, noted that objects made of magnetite interact with objects that contain iron. Let's carry out a simple experiment to see which home objects are attracted by magnets.

Magnets affect not only other objects, but also each other. The space around a magnet, in which magnetic interactions (forces) occur, is called magnetic field.

What will happen if we try to divide one magnet into two? If we repeat the experiments on each of the pieces, we will see that there is a magnetic field around each of them. It turns out that two magnets were made from one. We are never able to obtain a single magnetic pole.

• Magnets produce a magnetic field.

• In the area of the magnetic field, magnets act on certain objects with specific properties.

• Each magnet has two poles. The same poles repel each other, and different poles attract each other.