Lesson Plan : Magnets & Magnetic Fields

Teacher Name:
 Michael Ruggiero
 Grade 11-12

 Magnets, Electromagnets, and Motors
 magnetic Poles, magnetic fields, forces exerted on objects by magnetic fields, relationship to electricity
 Have all students involved in hands on activities using magnets. Involve all students in discussion of properties of magnets and magnetic fields.
 1. Students will understand the general properties of magnets. 2. Students will understand and make an electromagnet. 3. Students will use electromagnets to do work, and they will make an electric motor.
 Magnets, iron filings, nails, pop cans, magnet holder, overhead
 Stand up several nails "floating nails" on table top. Discuss what is happening and what forces a re in action. Use materials in spece between naisl and magnet.
 Each student is given two magnets and is told to take them home and explore the properties of magnets, making as many observations as he/she can. The guide sheet below might be helpful to direct them. MAGNETIC PROPERTIES: An Attractive Assignment 1. Do the magnets attract all objects? 2. List 10 objects that are affected by the magnets. Do they have anything in common? 3. List 10 objects upon which the magnet has no effect? Do these objects have anything in common? 4. What might affect the ability of a magnet to attract another object? List as many factors as you can. 5. Is there a limit to the number of things that can be attracted to the magnet at one time? Test this. 6. Try and locate magnets in your house. Do these magnet show the same qualities as the ones above? DON'T FORGET TO BRING YOUR MAGNETS BACK TO CLASS!!!
 "A Magnetic Discussion" 1. List the following on the overhead for students to answer while you check their homework. MAGNETIC OR NOT (Don't list answers, just items) REFRIGERATOR DOOR **YES**Students are familiar with this. SOFA **NO** Students may argue a sleeper sofa has metal, but most textiles, wood, and foam insulation are not magnetic. COKE CAN (OR 7UP) **YES**These are made of steel. PEPSI CAN **NO** These are made of aluminum. DOLLAR BILL **YES**The ink has a little bit of iron in it, so that pop and candy machines can tell if its the real thing and not a photocopy. CEREAL **NO** HOWEVER, cereals claim to be iron fortified, and in some cereals, if a magnet is dropped into the box, it can be recovered from the bottom of the box with iron filings stuck to it. Iron fortified?? 2. Go over the above list and include in your discussion student observations of things that were magnetic in their home. Give as many students as possible a chance to answer. Lead into the properties of magnets..."Let's organize all this information."
 Have students interact with different materials and magnets to visualize in real time the concepts.
Checking For Understanding:
 Question: You are stranded on a desert island and have been captured by some potentially hostile natives. All you have in you pocket are four fairly strong magnets and some string. You must "wow" the natives in two different ways to save your life, what will you do? Rubric: 5 points: The person designed a compass, taught the natives how to use it, left the island, and navigated back to civilization. Then sold the magnets and began a new life. 4 points: The person clearly stated two different ideas and convinced you as a native that they understand magnetism. 3 points: The person has two ideas, but not clearly stated. You aren't completely convinced or "wow"-ed. 2 points: The person has only stated one idea, or has two ideas that lack explanation. This answer is poorly stated and incomplete. 0 points: The person threw the magnets at the natives and ran the other way.
 Today, magnets are used in generators that supply electricity, motors, television sets,tape recorders etc. Your intercation with magnetic fieds and electricity makes the world we live in operate.
Teacher Reflections:

Create New Lesson Plan Lesson Plan Center

Popular Areas: Bloom's Taxonomy Verbs | Lesson Planning Blocks | Lesson Forms Pack | Lesson Writing | Teacher Forum Chat