Exploring Magnetism: Investigating the forces of magnets
Initial Publication Date: September 10, 2008
Summary
In this physics experiment, students are given a chance to explore the properties of magnets. They will investigate the idea that magnets can repel and attract. Students will diagram and write about what happens when they put two ring magnets together on a pencil. Students will also develop an investigation on how to test the properties of magnets.
CollapseLearning Goals
Students will be able to describe and create an experiment to prove that like poles of magnets repel each other while opposite poles attract.
They will also be able to prove using an experiment that the repelling force is stronger than the force of gravity for the ring magnets.
They will also be able to prove using an experiment that the repelling force is stronger than the force of gravity for the ring magnets.
Context for Use
This activity is best suited for grades 3-5, but could be modified for higher or lower levels. This is a lab activity paired with a classroom discussion. The time period is 1-2 class periods. These activities would be appropriately placed as introductory lessons on magnetism. Students should not need prior knowledge on the concepts. There are also no special materials other than the ring magnets and notebooks.
Description and Teaching Materials
1.Show students two ring magnets. Ask the question: "What would happen if you put two ring magnets on an upright pencil?"
2.Have students make predictions on what will happen and discuss them.
3.Now provide time for students to try different ways of stacking two magnets on each pencil. Have students return to their predictions to find out how close they were. This is also a good time to have students fill out their activity sheets describing what happened.
4.Allow students to use all their magnets to fill up their pencils with floating magnets and record what they see.
5. Let them continue exploring by arranging different numbers of magnets in various ways on their pencils.
6. The following questions could be used for extending students' thinking during or after the activity:
--Why is this student's magnet floating and these others are not?
--What happens if you put your fingers between the floating magnets?
--Why does the magnet float when it is on one side, but not when it is on the other?
--Where are the positive and negative poles on the ring magnets?
--Does the pencil have anything to do with the magnets floating?
--Why doesn't gravity hold the magnets down?
--What happens to the spaces between the magnets as you add more magnets?
--Can you make the magnets bounce? Why does this happen?
--Can you make the top magnet jump off of the pencil?
7.Close the activity with a discussion/review of the concepts.
Student Materials:
--ring magnets (2 or more per student)
--pencils or dowel rods (1 per student)
--optional clay (enough to keep each pencil upright)
--science journals/notebooks - Or some other sheet upon which students can diagram and record how the magnets stick together on the pencil, how they float, and what it looks like when the pencil is filled with magnets.
Extension/Integration:
--Use a long dowel rod to float all available magnets from the class and observe what happens.
--Do the same as the first extension activity, but measure the space between the magnets on top and the space between the magnets near the bottom.
--For an art activity, have students make puppets that will stand up on the top floating magnet. Also, these puppets could then be used for a puppet show.
2.Have students make predictions on what will happen and discuss them.
3.Now provide time for students to try different ways of stacking two magnets on each pencil. Have students return to their predictions to find out how close they were. This is also a good time to have students fill out their activity sheets describing what happened.
4.Allow students to use all their magnets to fill up their pencils with floating magnets and record what they see.
5. Let them continue exploring by arranging different numbers of magnets in various ways on their pencils.
6. The following questions could be used for extending students' thinking during or after the activity:
--Why is this student's magnet floating and these others are not?
--What happens if you put your fingers between the floating magnets?
--Why does the magnet float when it is on one side, but not when it is on the other?
--Where are the positive and negative poles on the ring magnets?
--Does the pencil have anything to do with the magnets floating?
--Why doesn't gravity hold the magnets down?
--What happens to the spaces between the magnets as you add more magnets?
--Can you make the magnets bounce? Why does this happen?
--Can you make the top magnet jump off of the pencil?
7.Close the activity with a discussion/review of the concepts.
Student Materials:
--ring magnets (2 or more per student)
--pencils or dowel rods (1 per student)
--optional clay (enough to keep each pencil upright)
--science journals/notebooks - Or some other sheet upon which students can diagram and record how the magnets stick together on the pencil, how they float, and what it looks like when the pencil is filled with magnets.
Extension/Integration:
--Use a long dowel rod to float all available magnets from the class and observe what happens.
--Do the same as the first extension activity, but measure the space between the magnets on top and the space between the magnets near the bottom.
--For an art activity, have students make puppets that will stand up on the top floating magnet. Also, these puppets could then be used for a puppet show.
Teaching Notes and Tips
It works well to divide students into groups of two or three so that they can combine their magnets for greater exploration. It may also help to use clay for a base for the pencils to keep them sturdy and upright.
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Assessment
Students will be formally and informally assessed based on their discussion and the responses in their science notebooks.
Standards
4. I. B, Scientific inquiry
II. A, The structure of matter
II. E, The forces of nature
II. A, The structure of matter
II. E, The forces of nature