||Robert H. Lawrence School
|9928 S. Crandon Ave.
|Chicago IL 60617
Students will be able to recognize the strength of a magnet, what
part of the magnet is
the strongest, and what is a magnetic attraction.
Materials Needed: (For an entire class)
Several bar magnets and/or magnets of different sizes and shapes,
objects (paper clips, nails, iron filings, etc.), several nonmagnetic
paper, coins, etc.), pens and/or pencils, data-capture sheet - one per
student (pages 13,
15, 23, 72, 82 92), 20 small nails, large nails, 20 metal paper clips,
a table or flat surface, wooden rulers and construction paper.
- The teacher will introduce the topic by explaining some basic
facts about magnets. Students will be allowed to observe a magnet.
- The teacher will also explain the concept of a magnetic field.
The students will observe the teacher place a bar magnet under a piece
of thermal fax paper. A student can be chosen to come up and sprinkle
pieces of iron fillings on the paper. Observe to see what will happen.
Then teacher can then discuss the magnetic field of a magnet.
- The teacher will explain the scientific method, which will be
used in the lesson.
- Cooperative Learning Strategies will be explained prior to
placing students in cooperative learning groups.
- Once each group has been placed, the groups will be given the
rules for each learning station. Students will have 20 minutes to
formulate a hypothesis, test the hypothesis and come up with a
conclusion for each station. Predictions and outcomes are to be in
written format by the stenographer in each cooperative learning group.
- Each group begins to research.
STATION A ATTRACTION ACTION
- Using a bar magnet, select one object at time to see if it is
- Record your findings on the data-capture sheet provided.
- Once you have tested all of the objects provided, be creative and
find five more objects to test for magnet properties.
- Repeat step 2.
STATION B MAGNETIC MUSCLE
- With the 20 nails make a pile on a desk or other hard surface.
- Choose one magnet and place it in the pile of nails.
- Slowly lift it out of the pile and record the number of nails it
picks up on the data-capture sheet provided.
- Repeat steps 2-3 with the remaining magnets.
- Replace the nails with the 20 paper clips and repeat steps 2-4.
Compare your results from the first experience.
STATION C MAGNETIC MAP
- Place the bar magnet in the middle of the piece of paper and
trace around it to mark its position.
- Put the compass on the paper near the magnet. Draw and arrow
between the compass and the magnet showing the farthest point where the
compass needle is affected by the magnetic field.
- Repeat step two several times all around the magnet.
- Once you have completed step three, you will be able to see where
the magnetic field exists, where it is the strongest, and where it is
STATION D NEIGHBORLY NAIL
- With the large nail try to pick up some of the smaller nails or
paper clips. Observe what happens and record on data capture sheet.
- With one end of the bar magnet, stroke the nail 25 times in the
- Try again to pick up the small nails or paper clips with the
newly magnetized nail. Observe what happens and record on data-capture
- Carefully throw the magnetized nail against a hard surface.
- Try one more time to pick up the small nails or paper clips with
the nails. Observe what happens and record on data-capture sheet.
- Repeat this experience using iron fillings instead of nails or
paper clip. Observe what happens and record on data-capture sheet.
- teacher-made test
- oral- group discussions
- magnetic journals
- Boak, Rebecca & Raymond Gabaldon. Magnets. Columbia
Education Center's Summer Workshop. May 1994.
- Bouchier, Alfons. Magnetic Fields and Bermuda Triangles. Los
Alamos High School, Los Alamos, NM. 1994.
- Feigen, Mel.. Magnetism and Electricity. Teacher Created
Materials, Huntington Beach , CA., 1994.