Workshop Objectives

This workshop will introduce the teacher to the an inquiry-based exploration of magnets and magnetism. The primary goal will be to show how students can discover the properties of magnets and magnetic fields. This activity will allow participants to use the science process skills of observation, data collection and recording. Through inference, they will make generalizations based upon their results.

At the conclusion of the workshop, participants will be able to:

• understand that some materials are magnetic and some are not;
• identify natural magnets and manufactured magnets;
• test a sample to determine if it is magnetic;
• understand that magnets contain two opposite poles;
• understand the concept of the magnetic forces of attraction and repulsion;
• understand magnetic fields;
• make a temporary magnet;
• record data; and
• infer the magnetic properties of a material.

Learning Styles Accommodated by the Workshop

Visual: Visual learners will be stimulated by observation of the testing of materials and the magnetic field patterns.

Auditory: Auditory learners will benefit from small group discussion throughout the investigation.

Tactile/Kinesthetic: Kinesthetic learners will be stimulated by the materials testing collection experience.

Mathematics, Science and Technology Standards Addressed

National Standards - 1, 2, 3, 5, 6, 7, 8
State Standards - 1, 3, 4, 5, 6, 7
District 13 Standards - A, B, C, D, E

Classroom Setup

Cooperative learning in an classroom, followed by any other bounded location.

Materials

Various types of magnets (bar, donut, horseshoe, etc.), magnetic and non-magnetic objects/materials for testing (steel nails, aluminum nails, straws, cardboard, white paper sheets, coins, rubber bands, plastic spoons, silver spoons, assorted paper clips, etc.), lodestone, sand, iron filings, paper and desktops/flat surfaces.

Schedule

Introduction
Activity 1 - Magnetic observations
Activity 2 - Attractions
Activity 3 - How do magnets interact?
Activity 4 - Magnetic fields
Conclusion

Development of Theme
Concepts

• Some materials are magnetic; these are attracted to magnets.
• There are naturally occurring magnets and manufactured magnets.
• Magnets contain two opposite poles (N and S).
• Like poles repel; opposite poles attract.
• Attraction and repulsion are forces.
• A magnetic field surrounds every magnet, creating a distinctive pattern around and between its poles.
• Some materials can take on the properties of a magnet temporarily.

Applications

Magnetism is an essential building block of physics. The principles of magnetism are embodied in all present day devices that contain motors, electrical energy production and transmission, computers, computer disks, in addition to simpler technologies such as the compass.

The strategies employed to study magnets and magnetism in these activities provide inquiry opportunities for the student to investigate the properties of magnets and to sort and classify those materials that are magnetic. Observation and data collection are followed by analysis and model/rule formulation. These science process skills are applicable to any science investigation.

Activities

The following activities examine the magnets and magnetism. In the first activity, participants discover that certain materials are magnetic while others are not magnetic. Through this discovery, they develop the rule/model for determining whether a given material is magnetic. In the second activity, the magnet’s ability to attract is explored and quantified. In the third activity, participants explore those situations when magnets repel and when they attract. The final activity provides for the investigation of magnetic fields. Therefore, in all of these activities, participants use data collected as a result of observations to make inferences.

Note: some of these activities/materials may have to be adjusted for students’ ages

Activity 1 - Magnetic observations
For each group of two participants, provide the magnets and testing materials as listed above.
Procedure:

• Distribute one magnet to each participant. Brainstorm for descriptive words about magnet. List words on board.
• Demonstrate how a magnetic material is attracted ("sticks to") to the magnet. Ask for an explanation of the observed phenomenon. Develop the concept through limited questioning and answering that promotes critical thinking.
• Distribute the testing materials to each group. Before any testing occurs, elicit predictions as to which objects will be attracted to the magnet. Record predictions.
• Participants test objects and record their observations.
• Review findings as a class. Through brainstorming, develop the rule for determining if an object is magnetic.
• Direct participants to identify objects around the room to test. Ask them to predict, based on the rule, whether they are magnetic. Record predictions.
• Participants test objects and record observations.
• Groups report out, comparing predictions with findings. Modify the rule as necessary.
• Demonstrate the ability of the lodestone to attract. Ask for explanations. Discuss natural and manufactured magnets.
• Participants predict what will happen with sand. Record predictions.
• Distribute sand to groups and test.
• Groups report results.
• Draw inferences through brainstorming.

Activity 2 - Attractions
Use various magnets and magnetic materials to quantify the attraction force.
Procedure:

• Distribute the various magnets to the groups, along with a box of steel paper clips and steel washers.
• Predict how many paper clips a particular magnet will attract. Repeat for other magnets.
• Groups test and record observations.
• Groups report out to form aggregate data. Compare results to predictions. Elicit comments.
• Brainstorm how to record, compile and graph data to determine which type of magnet was able to attract the greatest number of paper clips.
• Elicit inferences based on data.
• Ask participants to explore moving the magnetic objects along the tabletop without touching. Participants explore by placing magnet a distance from the objects and under the tabletop.
• Participants draw inferences from data through brainstorming.

Activity 3 - How do magnets interact?
Use groups as above to explore how magnets interact with each other.
Procedure:

• Distribute two bar magnets only to each group.
• Ask participants to predict what will happen when the two magnets are placed near each other. Record predictions.
• Direct participants to place magnets near each other using three different orientations and to record observations.
• Groups report out and compare findings to predictions.
• Develop an explanation/rule for the observed phenomenon. Use the terms force, attract and repel.
• Ask participants how they might make a temporary magnet with a nail. Distribute nails and paper clips.
• Participants experiment until they get the nail to pick up paper clips (after rubbing one pole of magnet along the length of the nail).
• Participants provide explanation/reasoning.
• Participants draw inferences from findings.

Activity 4 - Magnetic fields
Groups use paper sheets, iron filings and bar magnets to explore magnetic fields.
Procedure:

• Distribute paper to groups.
• Distribute bar magnets to groups. Direct participants to place magnets 1"-2" apart, oriented so that they attract or repel.
• Ask participants to predict what will occur when iron filings are poured on the paper over the area where the magnets reside. Recall the rule(s) previously developed. Record predictions.
• Pour iron filings on the paper. Participants observe and record results.
• Groups report out and explain magnetic field phenomenon.

Appendix A

Activity 1 - Magnetic observations

Names of Scientists______________________________________________

Predictions for test objects

These objects will stick to the magnet.	These objects will not stick to the magnet.

Results

These objects stuck to the magnet.	These objects did not stick to the magnet.

Our rule about what will stick to the magnet:

Predictions for objects in the room

These objects will stick to the magnet.	These objects will not stick to the magnet.

Results

These objects stuck to the magnet.	These objects did not stick to the magnet.

Our rule for what will stick to the magnet

What happens when sand is placed near a magnet? Why?

Activity 2 - Attractions

Names of Scientists_________________________________________________

Predictions

Magnet Type Attracts how many paper clips?

Results
Our Data
Magnet Type Attracts how many paper clips?

Class Data
Magnet Type Attracts how many paper clips?

Class Graphs

What the data tells us about the force of attraction

Activity 3 - How do magnets interact?

Names of Scientists__________________________________________

Our prediction

First try: This is how we placed our bar magnets	This is what happened.

Second try: This is how we placed our bar magnets	This is what happened.

Third try: This is how we placed our bar magnets	This is what happened.

Our rule

Activity 4 - Magnetic fields

Names of Scientists____________________________________________

Our prediction

Our magnetic field

What causes the magnetic field pattern that you see?

Supplementary Reading List

Abruscato, Joseph. Teaching Children Science. Simon & Schuster, 1996.

Challand, Helen J. Magnets-Experiments. Children’s Press, 1986.

Fitzpatrick, Julie. Magnets. Silver Burdett, 1984.