- Explain the various forms of magnetism such as ferromagnetism
- Understand the strengths and magnetic field of a magnet. Research by Shaik, A. (2015), show that there are different forms of magnetism forces.
- Understand how a magnet works and how forces of a magnet work
- Make a non-permanent magnet from readily available things.
- Understand the multiple uses of magnetism in modern life.
Lesson review: the students will briefly revisit yesterday's lesson on friction.
Friction: the force that limits the movement of two bodies that have contact with each other. For instance, when a wheel of a car is moving, friction is created between the wheel and the road. However, objects with smoother surfaces experience lower friction rather than those with rough ones.
Materials required in the lesson.
- One magnet
- Three nails
- Three pieces of wood
- Iron filings
- A sheet of paper
- 50 cm insulated wire
- 1 AA size battery
The students will perform this experiment in their regular groups of three. (The classroom is already arranged such that each group settles at their workstations on time.)
Brief the students of the experiment at hand. The students will be testing different objects if they are attracted to a magnet. Therefore, each group will have a magnet that they will use during the class.
At first, before they begin the task, the teacher will ask the class to make suggestions of items that they think are more likely to be attracted by a magnet.
At this point, the students can begin to investigate whether a magnet can attract the different items. It is vital that after testing one thing, they should put it aside to avoid any inconveniences during the assessment. As the students continue with the tests, the teacher will move around the class checking if the students are doing the tests as required. The teacher will also provide any help and classification on any part where the students feel they need help.
The students should test each item at least twice before recording their findings in their booklets. The teacher will highlight the importance of doing a test twice instead of doing it once.
After they are done with the assessment, the students should clean their workstations and immediately begin answering questions in the booklet.
If a student or group complete all these tasks before other groups, they may proceed with the questions at the back of their booklets.
Still, while waiting for all groups to complete their questions, they can proceed with drawing lessons from the observations they noted down in their books.
The teacher will inform the students about tomorrow's air resistance force topic.
The teacher will highlight the instructions of today's assignment to the students. He will also request any student with an issue with the homework to stay behind for clarifications.
The students can now leave the room and head back to their respective places.
The groupings will comprise both above below grade level students doing the experiments together. However, if some students require more attention than the latter, the teacher can form another group. The group will have the IA as the head of experiments. He or she would help the students perform the tests as well as in recording the findings in the worksheets.
At the beginning of the class, the teacher will inform them about the rules that they are supposed to observe during the session. The teacher and the assistants should conscientiously watch the students during the lesson time. They should carefully do the tests as per the procedure to avoid accidents in the lab. They should adequately keep away equipment they do not need from their workstations. For instance, the nails could cause injury if it falls and another step on it. Also, the iron filings are dangerous to the eyes, and thus students should practice extreme caution throughout the process.
To completely engage the students and avoid any noise from groups that complete the experiment before the others do, the teacher will write a quiz on the board. The students can think about them as the other groups complete the work.
"Do you think that magnets are useful in human life? Have you seen a magnet in any of the equipment at home? A speaker? A refrigerator? What do other home electronic accessories you think are based on the magnetism concept? What about commercial ways in which magnets are used? What do you think companies would use to lift heavy metallic objects from the ground?"
|Time||Class time||What will the teacher be doing?||What will the students be doing?|
|5%||The class begins||Preparing the students ahead of the lesson||Students will present yesterday's assignment. Listen to the guidelines from the teacher as well as settling in their groups.|
|15%||Starting the lesson||Revisiting the lesson the students learned yesterday. |
Pioneer the vocabulary.
Asking the important questions such as what is a magnet?
Actively participate in the test.
Providing the answers to the questions presented by the teacher and instructor.
|65%||Middle of the lesson|| |
Distribute the worksheets to the groups.
Studying the students as they do their investigations.
Helping the students wherever they require help.
Actively doing the tests
Fill in their findings in the worksheets.
|10%||The climax of the lesson|| |
Prepare the students for tomorrow's lesson on air resistance force.
The teacher will help the students review today's lesson. The teacher will ask questions based on the topic of today to evaluate how the students understood the lesson.
|Help the teacher in closing the lesson.|
|5%||The climax of the class|| |
Explain the homework to the class.
The teacher will ask the students that feel need further help to remain behind after the others leave.
|Listen to the guidelines about the homework by the teacher.|
- Materials to test
- Iron filings
- Insulated wire
- Pieces of wood
- A sheet of a paper
What items do you think will be attracted by a magnet?......................................
Why do you think so?..........................................................
Clear your working space to ensure you only have one item at the table per time. By having only one thing at the table at a time, the students can efficiently work without causing any accidents in the lab. Place the nails on the table and pass the magnet over them and check if the nails move. Also, try picking the nails with the magnet to find out if the nails are attracted to the magnet.
Secondly, push the nails aside and place the wood on the worktable and try moving a magnet over the wood. Also, try picking the pieces of wood with the magnet. The students can begin testing the paper with the magnet. The students should record the findings of each test in their worksheet to avoid forgetting or recording the details on the wrong column.
Lastly, the students will also place the iron filings on a piece of cloth. The students will spread the iron filings evenly on the piece of fabric. Pass a magnet over the filings to see if a magnet will lift them from the cloth. However, students are cautioned to take care as they do this test to avoid any accidents.
The students will learn how to make a temporary magnet using readily available items such as copper wire and a small battery. The students will fold an insulated copper wire around a nail from the previous experiment. It is crucial that the students ensure that the pin is covered thoroughly with the cable. Students should feel free to ask for help from the teacher or instructors present in the room.
After winding the wire around the nail, they should connect both ends of the cable to the respective battery terminals. The students should again try attracting another nail or iron filings with the formed magnet. Students should quickly test each of the items in the experiment as the battery could lose its power, which would reduce the temporary magnet to a regular nail. In case any group does the test but does not see any results, they should ask for help from the teacher before joining another group or borrowing equipment from other groups.
For each assessment, the students should note down their findings on the worksheet provided at the beginning of the class. The students should only use the sheets in the classroom and not their regular exercise books. Equally important, they should follow all the rules in the lab. They should neither make noise in the lab nor run about in the lab as that could cause an accident in case one slides and hits the head against any lab equipment or the floor.
In the third experiment, the students will spread the filings over the piece of cloth provided at the beginning of the class. The student will slowly place a magnet on the cloth containing the iron filings. The student should carefully observe the patterns made after the magnet is placed on the cloth. The students should again lift the magnet and clean all the iron from it before spreading the iron filings on the cloth. Each group should slowly and carefully place the magnet on the cloth and observe any changes in the patterns.
Material Did it move when you passed the magnet on top? Did the magnet lift the item?
Wood Nails Paper Iron filings A magnet Yes No
Did you notice any patterns made when a magnet is placed on the cloth with iron filings Assessment
Which item did a magnet easily lift?
Which item didn't show any sign of magnetism?
What item did not show attraction to a magnet?
Why do you think the wood was not attracted to the magnet?
I do not know
Because magnets only attract items that have iron or metal
Why do you think like sides of a magnet repel while unlike terms attract?
Do you think people can make magnets?
Kindly provide details to support your answer
Now that you have seen the power of magnets think about ten applications of magnets and explain how they are useful to us. Explain each answer about how its implementation is useful. For example, the use of magnets in making earphone speakers has given man freedom to listen to their favorite FM stations and music even when they are not at home.
Lucas, J. (2015, July 28). What Is Magnetism? | Magnetic Fields & Magnetic Force. Retrieved November, 2018, from https://www.livescience.com/38059-magnetism.html
Shaik, A. (2015). Types of magnetism. Retrieved November, 2018, from http://www.physics-and-radio-electronics.com/physics/magnetism/types-of-magnetism.html
Meiani, A. (2003). Magnetism. Minneapolis, MN: Lerner Publications.
Spooner, F., Baker, J. N., Harris, A. A., Ahlgrim-Delzell, L., & Browder, D. M. (2007). Effects of Training in Universal Design for Learning on Lesson Plan Development. Remedial and Special Education,28(2), 108-116. doi:10.1177/07419325070280020101
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