International 2023. Nowa Szkoła

SETS PHYSICAL AIDS

MAGNETICITY

Lesson Plan 1. Magnets

Lesson’s content Introduction phase 1. Organisational activities. 2. Teacher introduces the topic of the lesson to the students. 3. Then asks the students a question in order to encou- rage brainstorming.

Experiment #7. Students prepare the following materials:

8. The teacher prepares experiment #6 worksheets and asks students to perform the indicated experiment. Experiment #6. Students prepare the following materials:

Main goals student provides de  nitions for the following terms: magnet, magnetic  eld, and magnetism, student explores the interaction between magnets. Key competences communication in the mother tongue, mathematical competence and basic / core com- petencies in science and technology, ability to learn, social and civic competences. Speci  c goals Student: knows the names of the magnetic poles of a single magnet and the Earth, can demonstrate and describe the interaction of magnetic poles, uses a magnetic needle to determine the polarity of a magnetic  eld, knows how a compass works,

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Experiment #8. Students prepare the following materials:

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Ferromagnetic consists of a large number of domains, or areas of magneti- sation, which behave like small magnets. They are usually arranged chaotically unless magnetised. It can be done by moving a magnet across its surface. Then, the domains are rearranged. Examples of ferro- magnets: iron, cobalt, nickel and their alloys.

What is a magnet? Have you seen one in your everyday life?

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Students use magnets to attract iron  lings. When the magnet comes close to the area with the iron  lings, the black magnetic  lings rise vertically and move with the movement of the magnet. Based on this experiment, students try to explain the principle of a magnetic board called a “disappearing pen”. Then, the students place magnets under a glass pane,  rst, one magnet, next, two magnets with opposite poles facing each other, and later with the same poles facing each other. However, each time they should remember to put iron  lings on the glass pane and shake it slightly.

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Methods of work discussion, talk, demonstration, experiment, brainstorming,

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Implementation phase

One pupil slides the plastic  gures (with magnets) across the plastic board. The teacher asks the students: Is this force a magnetic force?

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1. The students have a discussion and they try to answer the question posed by the teacher. The teacher writes down the students’ ideas on the board and then they organise them together. The teacher also refers to the history of magnets and magnetism (near the Greek town Magnesia a stone was discovered that attracted pieces of iron called magnetite). 2. The teacher introduces the concepts of magnets and magnetism. 3. The teacher shows students bar magnets and U-shaped (horseshoe) magnets. Together with students he/she discusses their construction and markings: N ( North ) – North Pole. Connotation useful for students north is associated with cold – color blue. S ( South ) – South Pole. Connotation useful for students the south is associated with warmth – color red.

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Students investigate how different bodies react to a magnet. They classify them into those that are attracted by a magnet and those that are not. The teacher explains what ferromagnets are, and together with students list their properties.

problem method.

The teacher may also mention diamagnetics and paramagnetics.

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Forms of work individual, group, collective.

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6. The teacher gets the column magnets ready. The students are asked to break one magnet in half. Then, one student should take the other magnet, which is till intact, and move it closer to one of the broken parts. Conclusion: due to the breaking of the magnet, two smaller magnets are created a magnet always has two poles. 7. The teacher shows an experiment: he/she puts a steel screw between the poles of two bar magnets. Then he/she pushes the magnets together - the screw falls down. Conclusion: after joining the magnets together one big magnet is created.

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describe the effect of magnets on iron, characterise ferromagnetic substances, gives examples of ferromagnets, explains what a magnetic  eld is,

MAGNETICITY

Teaching aids Science Suitcase Magneticity consists of:

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knows how to determine the direction of a magnetic  eld, knows that each part of a divided magnet becomes a magnet, knows how to conduct an experiment and draw appropriate conclusions, give examples of how a magnet can be used.

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Science Electricity Suitcase Kit components: iron ma- terials, bar magnet, U-shaped magnet, plastic maze tile, handheld magnet, magnetic  gures, magnetic chips, column magnet, compass, objects that are not attracted to a magnet. Worksheets for the Science Suitcase Magneticity: Experiments 1, 2, 6, 7, 8, and 9.

Conclusions The  lings are arranged along the magnetic  eld lines. On the outside of the magnet, the magnetic  eld lines are from N to S, and on the inside of the magnet, the lines are S to N.

Conclusions There is a magnetic  eld around the magnet in which magnetic forces act. 9. The teacher prepares experiment #7 worksheets to discuss the direction of the magnetic  eld lines.

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Lesson Plan 1. Magnets

Lesson Plan 2. Magnetic levitation

Conclusions Objects attracted by a magnet are called ferro- magnets.

Magnetit. Phot. (cc) Archaeodontosaurus, https://pl.wikipedia.org/wiki/Plik:Magnetite.jpg

The Transrapid system uses servomechanisms to pull the train on the tracks and maintain a magnetic gap when driving at high speed. Fot. (cc) JakeLM. https://en.wikipedia.org/wiki/ File:Maglev_june2005.jpg

the concept of ferromagnets and describes their properties. Experiment #1. Students prepare the following materials:

4. The teacher prepares experiment #2 worksheets which show the repulsion and attraction of magnets: Experiment #2. Students prepare the following materials:

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A 2

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Experiment #9 Students prepare the following materials:

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Magnetic  eld. Phot. (cc) Geek3. https://en.wikipedia.org/wiki/File:VFPt_Solenoid_correct2.svg

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Experiment #10 Students prepare the following materials:

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The experiment is designed to show that magnets attract a large number of iron parts, which indicates how strong the magnet is. The strongest magnetic part of a magnet is called the magnetic pole. Before performing the experiment, it is advised to demonstrate the students that steel objects do not retain their own magnetic  eld; only when they come into contact with a magnet do they act like one.

During this experiment, the students will learn that the main component of a compass is a magnetic needle – a small, thin magnet whose north pole always aligns with the Earth’s geographic north pole. Conclusion: the compass interacts with a large magnet – the Earth. The teacher explains in detail how a compass works, and how the needle reacts when placed near a magnet. It is worth mentioning that every few hundred thousand years there is a change in the magnetic poles of the Earth.

The experiment is designed to show that magnets have different magnetic poles and are referred to as „N” and „S” poles respectively. Magnetic poles with the same name repel each other and magnetic poles with different names attract each other.

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4. After the students have performed the experiments and discussed the results of their observations, it is time to mention the magnetic railroads. Use the title “Levitating trains: how does Maglev work?” to introduce the topic. 5. The students search the Internet for gadgets about the use of magnetic levitation. They explain how they work. 6. Brainstorm about magnetic levitation and the attrac- tion and repulsion of magnets in everyday life. Conclusion phase 1. The teacher summarises the lesson, asking students to design their own gadgets or devices using magnetic levitation.

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11. The teacher presents the effects which magnetic  elds have on nature. Students make a poster showing the effects of magnetic  elds on plants, animals, and people. 12. Brainstorming examples of the use of magnets in eve- ryday live (telecommunications, radio engineering, measuring techniques, motors, generators, etc.). Conclusion phase 1. The teacher characterise the lesson, asks students to characterize the properties of a magnet, and assigns a group project entitled: The role of magnets and magnetism in human life.

The “Maglev” experiment. Stacking magnet wheels on the magnetic horseshoe. The students will see that it’s possible to suspend objects in the air.

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5. The teacher prepares worksheets with experiment #1 and #8 which show how the magnets interact with other bodies. The students are divided into groups and asked to investigate the interaction of a magnet with different materials. Students present their  ndings and the teacher introduces

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Conclusions The magnet attracts steel and iron. The magnet causes the iron to become magnetized and then attracts it.

MAGNETICITY

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Lesson Plan 2. Magnetic levitation

Lesson Plan 3. Electromagnet

Lesson’s content Introduction phase 1. Organisational activities. 2. Teacher introduces the topic of the lesson to the students. 3. Then, a question in order to encourage brainstorming. .

A superconductor levitating above a permanent magnet. Phot. (cc) Julien Bobroff (user:Jubobroff), Frederic Bouquet (user:Fbouquet), LPS, Orsay, France, https://en.wikipedia.org/wiki/File:Levitation_ superconductivity.JPG

Main goals Understand how electromagnets work. Key competences communication in the mother tongue, mathematical competence and basic competencies in science and technology, ability to learn, social and civic competences. Speci  c goals The student: knows how an electromagnet is built, knows the working principle of an electromagnet,, can build a simple electromagnet, uses a magnetic needle to test the poles of an electromagnet, gives some examples of applications of electro- magnets.

Speci  c goals Student: is curious about the world around him,

Experiment #4 Students prepare the following materials:

Experiment #3 Students prepare the following materials:

conducts experiments according to instructions, discusses the properties of magnetic poles, depicts the magnetic  eld, can explain the phenomenon of magnetic levitation.

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What is levitation?

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Magnetic levitation can be stabilised using different techniques; here rotation (spin) is used. Phot. (cc) Roberto Arias from London, United Kingdom, https://en.wikipedia.org/wiki/File:Science_show_ magnetic_levitation.jpg

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Magnetic Cranes. Also referred to as electromagnetic cranes, these cranes are used to handle and move metals like steel and iron. They operate using a magnetic  eld that is formed by an electric current passing through windings around the magnet. The magnet is turned on and off when needed by the electric current. Phot. (cc) Girija Devi, Asst Exe Engineer Civil at Kerala State Electricity Board (1994-present), https://www. quora.com/Why-does-a-crane-have-a-magnet

Methods of work discussion, talk, demonstration, experiment, brainstorming,

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The experiment is designed to show that magnetic poles with the same name repel each other, and magnetic poles with different names attract each other. Thus, the trolleys can repel or attract each other. In the second case, the  rst trolley pulls the second one behind it.

problem method.

This experiment demonstrates that thanks to the principle of mutual repulsion of magnetic poles with the same name, it is possible to suspend the magnetic ring in the air.

Forms of work group, collective.

Methods of work discussion, talk, demonstration, experiment, brainstorming,

Main goals shaping the scienti  c attitudes of students, understanding the principle of Maglev. Key competences communication in the mother tongue, mathematical competence and basic competencies in science and technology, ability to learn, social and civic competences.

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Teaching aids

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Science Suitcase Magneticity. Science Suitcase Magneticity Kit components: iron materials, bar magnet, U-shaped magnet, magnetic cantilever, ring magnets, trolleys, small magnetic balls, hand-held magnetic horseshoe. Worksheets for the Science Suitcase Magneticity: Experiments 3,4 and 10.

Science Suitcase Magneticity. Contents of the Science Suitcase Magneticity Kit: electromagnetic device, wires, battery compartment, iron objects, objects that are not attracted to a magnet. Worksheets for the Science Suitcase Magneticity: Experiment 5 and 11.

problem method.

Forms of work group, collective.

A live frog levitates inside a 32 mm diameter vertical bore of a Bitter solenoid in a magnetic  eld of about 16 teslas. Phot. (cc) Lijnis Nelemans, High Field Magnet Laboratory, Radboud University Nijmegen, https:// en.wikipedia.org/wiki/File:Frog_diamagnetic_levitation.jpg

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MAGNETICITY

Lesson Plan 3. Electromagnet Lesson’s content Introduction phase 1. Organisational activities. 2. Teacher introduces the topic of the lesson to the students. 3. Then asks the students a question in order to encou- rage brainstorming:

Lesson Plan 3. Electromagnet

Experiment #5 Students prepare the following materials:

Electromagnet with variable air gap, creates up to 2 Tesla magnetic  elds with 20 A. Phot. (cc) Antennamax, https://en.wikipedia.org/wiki/ File:AGEM5520.jpg

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A simple electromagnet, consisting of an insulated wire wound around an iron core. When an electric current is passed through the wire, the iron core becomes a magnet, with a north pole at one end and a south pole at the other. Phot. (cc) Berserkerus at Russian Wikipedia, https://en.wikipedia.org/wiki/ File:Simple_electromagnet2.gif

Have you seen electric magnets used in everyday life?

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The students’ task is to put together a note on the construction of an electromagnet. (Below is the correct order):

Implementation phase 1. The students have a discussion and they try to answer the question posed by the teacher. The teacher writes down the students’ ideas, and then they organise them together. The teacher presents the objectives of the lesson. 2. The teacher recalls all the concepts related to mag- nets and magnetism from the previous lesson. 3. Next, the teacher provides examples of practical applications of electromagnets. 4. The teacher uses the electromagnet from the Science Suitcase Experiment Kit – Magneticity and demonstrates to students the construction and operation of the electromagnet. 5. After the presentation, the teacher leads a discussion to summarise previously mentioned ideas. 6. Then the teacher divides the students into 2 groups. Each of them, on the basis of the experiment #5 worksheets, builds their  rst electromagnet. The teacher directs the pupils’ work in such a way that they ask appropriate questions, draw conclusions, and  nally, share their result.

After completing the task, the students present their results. The teacher gives the students a short text that needs to be put in the correct order.

An electromagnet is a coil (otherwise known as a so- lenoid) with a core inside, made of ferromagnetic material, in which current  ows. The core is usually made of mild steel i.e. not hard- ened. It magnetises quickly, and once the external magnetic  eld subsides, it demagnetises quickly. In AC electromagnets (voltage and current  uctuate) the cores are made of sheets coated with an insu- lating layer. This prevents energy losses caused by the eddy current. In electromagnets whose coils are in contact with the core, the wire should be insulated so that current cannot  ow over the surface of the core. The horseshoe shape of the electromagnet reduces the magnetic  ux dispersion.

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Sextupole magnets used for focussing the electron beam in the storage ring, as used at the Australian Synchrotron, Clayton, Victoria. Phot. (cc) John O’Neill, https://en.wikipedia.org/wiki/Special:Emailuser/Jjron

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MAGNETICITY

Lesson Plan 3. Electromagnet

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7. Now the teacher tells the students that they are go- ing to see how an electromagnet works. To do this, each group will perform Experiment #11 from the worksheets. Experiment #11 Students prepare the following materials:

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8. After the experiment, the teacher explains how the electromagnet works. The right-hand rule is worth mentioning here.

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Doświadczenie 3 Przygotuj: Experiment 3 Prepare:

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magnesy pierścieniowe ring magnets

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Magnetism is the property that magnets have. It is a com- plex and uncontrolled process. This experiment allows the students to see if there is another way of creating magnetic materials. Students install electromagnets. They then use the installed electromagnet to attract the ferromagnetic material. What we can observe: a powered coil with an iron core attracts ferrous material. Conclusion: the powering coil is magnetic and has the same properties as a magnet. We call it an electromagnet. Now students construct a makeshift electromagnetic crane using an electromagnet to see which materials will be attracted it.

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9. After the students have conducted their experiments and discussed their  ndings, they create a project which presents the use of electromagnets in every- day life. Conclusion phase 1. The teacher summarises the lesson and plays “quick questions”, a game which refers to the topic of the lesson. Then, he/she rewards students who have demonstrated a strong understanding of the topic.

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Doświadczenie 6 Experiment 6

Magnetism. Science suitcase with lesson scenarios and worksheets NS6119 The contents of the suitcase allow students to conduct simple experiments in the field of magnetism. With this set, it is possible to build electromagnets, test magnetic properties of different materials or to

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demonstrate how magnets and magnetic fields work. The teacher can also prepare an experiment which shows magnetic levitation. The lessons scenarios included in the set contain goals, methods, forms and a detailed lesson plan involving various interesting activities. The worksheets make conducting the experiments much easier thanks to the clear instructions.

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Doświadczenie 9 Przygotuj: Experiment 9 Prepare:

Doświadczenie 11 Experiment 11

magnes kolumnowy column magnet

domowy kompas compass

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