Magnetism

Activating Strategy With a partner, take the list of everyday objects provided by the teacher and identify those objects that have or use magnets. Instructional Approach(s): Think-pair-share. The teacher should use the slide to activate students prior knowledge. http://www.first4magnets.com/magnets-in-the-house-i75

Essential question: how do the properties of magnets explain why some materials are magnetic and some are not? Instructional Approach(s): The teacher should introduce the essential question and the standard that aligns to the essential question

Standard: S8P5c. Investigate and explain that electric currents and magnets can exert force on each other. Instructional Approach(s): The teacher should introduce the essential question and the standard that aligns to the essential question

What is a magnet and what do you already know about magnets? Copy This ! WU2/7/17 What is a magnet and what do you already know about magnets?

Warm up answer magnet is any material that attracts iron or materials containing iron. Students should define magnet on their notes sheet.

Warm up answer Properties of Magnets All magnets have two poles Magnets exert forces on each other Magnets are surrounded by a magnetic field Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their notes

4. Magnets are surrounded by a Magnetic Field Magnetic field lines show both the direction and the strength of a bar’s magnetic field Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their notes

Magnets are surrounded by a Magnetic Field The closer together the lines, the stronger the field The lines around a magnet are closest together at the poles, because the magnetic force is strongest Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their notes

Field lines that curve toward each other show attraction. Opposites Attract Field lines that curve toward each other show attraction. Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their notes

Field lines that curve away from each other show repulsion. Likes Repel Field lines that curve away from each other show repulsion. Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their notes

Magnetic Fields https://www.khanacademy.org/science/discoveries -projects/discoveries/magnetic-fields/p/magnet- and-iron-filings Instructional Approach(s): The teacher should present the link on the slide to reinforce magnetic fields

5. Whether a material is magnetic depends on the material’s atoms The Cause of Magnetism 5. Whether a material is magnetic depends on the material’s atoms Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their notes

The Cause of Magnetism As electrons in atoms move around, a magnetic field is generated. The atom will then have a north and south pole. The atoms group together in areas called domains, which are like tiny magnets. In most materials, the magnetic fields cancel each other out because the domains are randomly oriented (as shown below) Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their notes

The Cause of Magnetism In materials such as iron, nickel, and cobalt, the north and south poles of the atoms in a domain line up and make a strong magnetic field (as shown in the diagram below) The arrangement of domains in an object determines whether the object is magnetic Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their notes

The Cause of Magnetism Instructional Approach(s): The teacher should present the illustration on the slide to provide an example of magnetized and demagnetized domains

If the arrangement of domains in an object determines whether the object is magnetic, is there a way to demagnetize an object? If so, how? Instructional Approach(s): The teacher should present the information on the slide to introduce magnets demagnetized

Losing Alignment The domains of a magnet may not always stay lined up When domains move, the magnet is demagnetized, or loses it magnetic properties What are some ways you think a magnet might be demagnetized? Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their notes

Ways to demagnetize (move domains) Losing Alignment Ways to demagnetize (move domains) Dropping a magnet or hitting it too hard Putting the magnet in a strong magnetic field that is opposite to its own Increasing the temperature of a magnet (in higher temperatures, atoms vibrate faster so they may no longer line up) Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their notes

Making Magnets You can make a magnet from something made of iron, cobalt, or nickel. You just need to line up the domains. You can magnetize an iron nail by dragging a magnet down it many times (in one direction) The domains in the nail line up with the magnetic field of the magnet. So, the domains in the nail become aligned. As more domains line up, the magnetic field grows stronger. Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their notes

Making a Magnet Activity http://www.education.com/reference/article/ magnetizing-metals/ If you have the resources, have students make objects magnetic

Bill Nye: Magnetism Instructional Approach(s): The teacher should present the video on the slide to reinforce magnetism

Distributed Summarizing A magnet is similar to _____________________ because ______________ Instructional Approach(s): Formative assessment. Each student should complete the summarizer. The teacher should use the summarizer to determine the level of student mastery and if differentiation is needed.

Wanted: Mr. Magnet Poster Summarizing Strategy Wanted: Mr. Magnet Poster Instructional Approach(s): Formative assessment. Each student should complete the summarizer. The teacher should use the summarizer to determine the level of student mastery and if differentiation is needed.