CHAPTER

5
Teaching Children about Magnetism

Before going into some events about magnets, we will present a brief history of how they
were discovered and used. The history of magnets goes back more than 3000 years. Ancient
civilizations discovered that certain types of rock seemed to attract bits of natural iron. The
rock was actually magnetite (Fe3O4), a mineral that is very rich in iron.
It is believed that magnetite was formed during the slow hardening of the earth’s crust as it
cooled down from its molten state. The rock was magnetized by the earth’s magnetic field.
This magnetic action does not occur in ordinary iron or steel during steelmaking because the
metal hardens far too fast.
At first magnetic rock was mereky a curiosty. By A.D. 1200, however, it became quite
important. Sailors found that when the rock was placed on a small floating raft in a pool of
water, the rock would line up in a north couth direction.
Sailors could use magnetite to tell direction. All they had to do was mark one of the ends to
know always which way they were headed, even if they were out in the high seas beyond the
sight of land. Because it was used to lead a ship safely to its destination, magnetite became
known as the lodestone (or “lead-stone”).
WHAT CAUSES MAGNETISMI There is still much to learn about the causes of
magnetism. However, it is generally believed that magnetism comes from ceratin properties
within the atom.
Since all materials are made up of atoms, you might think that all things are magnetic. But
that does not happen. No such properties are evident in many substances such as paper, glass,
silver, wood plastic, and ordinary rocks. Why not?
The answer is though to be that atoms often are grouped in opposite pairs so that they cancel
each other out. That is what probably happens in those substances that have no net magnetic
effect. Such substances are called non magnetic.
In other substances the magnetic fields of their individual atoms are not fully paired, so that a
net magnetic field remains. In these magnetic substances the atoms group themselves into
small regions known as magnetic domains ranging in sixe from 0.01 to 0.1 centimeters
across.
Nonetheless, even the substances (such as iron or steel) do not appear to be magnetic. For
example, ordinary iron and steel do not attract each other.
TEACHING CHILDREN ABOUT MAGNETISM 61

That is because the domains are scattered in a randomorder and cancel each other out.
(Remember that in nonmagnetic objects the atoms, not domains, cancel out each other.)
However, when an external magnetic force is brought near. The domains line up and the
substance is attracted to the magnet.
Discrepant Event and Pupll Investigations
Event 5-A. What Materials Are Attracted? There are many variations of this activity.
Basically, it is designed to test a variety of materials to see if they are attracted to a magnet.
Eventually, pupils should be able to classify objects according to whether they are attracted
or not attracted by a magnet.
If you use a list such as the one in Fig. 5-1, ask the class to make predictions about which are
and which are and which are not attracted. Do not let the pupils try the items with a magnet
this point of the activity. Just ask them to predictions on the chalkboard.
Of the items on the list, silver is perhaps the hardest to get. Use an old, unclad dime or
quarter if you can find one. It contains about 90 percent silver, A Canadian nickel is a good
source of nicke!. (The U.S nickel does not containenough nickel.)
Pupil Investigations (may include the following processes).
1. Predicting which materials are attracted by a magnet
2. Classifying materials according to which are and which are not attracted by a magnet
3. Discovering that many metals are not attracted by a magnet
Event 5-A Explained In Context (What Do Magnets Attract?)
There are relatively few pure substances thatare attracted by a magnet. Event 5-A. Materials
Are Attracted? Calls attention to those materials that are attracted. In this activity you may
wish to have the students test many additional items to see if a pattern develops. They can
place those items that are attracted in one pile and those that are not in another.
After a while most pupils will see some patterns develop. For example, they will see that
nonmetallic objects are not attracted to a magnets. Even kondergarten pupils will be able to
understand this. Metalic objects,however, will be more difficult. Most student believe that all
metallic objects are attracted by a magnet. Here they will discover that this is not the case.
In fact, only iron, nickel, and cobalt are attracted to a magnet. All other metals are not.
However,some combinations of metals (allovs), such as iron, alumunium, nickel, and cobalt
(alnico), are also magnetic.
In lower grades it may be fun to make a “fishing” game out of this activity. Use a magnet
instead of a hook, a string for a line, and a ruler for the pole. Use a wide variety of common
items arouns the classroom as the “fish”.
TEACHING SCIENCE TO CHILDREN 62

Spread out the items on a table and allow each child to fish for one item. The pupil should
tell which item he or she will fish for and predict whether it will be attracted to the magnet.
Then, if the item is magnetic, it is picked up by the magnet. The pupil puts the objecton the
magnetic pile. If it is not magnetic, the student should test with the magnet, and finally pick
the object up with his or her fingers and put it on the nonmagnetic oile. Eventually, all the
items are checked and classified into magnetic and nonmagnetic substances.
An interesting variation of this activity is to build a discrepancy into the collection of
materials. For example, hide a thin iron plate inside a note pad, and see the surprise on
pupils’ faces when the paper note pad “sticks” to the magnet.
Another idea to use a “tin” can, most cans contain no tin. They are made of nonmagnetic
substances such as alumunium and even cardboard. However, many cans have a lid that
contains iron to allow it to sticky to the magnetic holder of a can opener. Let the pupils
investigate.
Discrepant Events and pupil Investigations
Even 5-B. Linrd of Force. Place some magnets on a flat surfance as shown in fig. 5-2 and
cover them with a panr of glass. Then sprinkle some iron filings on the top of the glass.
Observe the formation of lines between like poles and unlikr poles.
Pupil Investigations (may include the following processes):
1. Observing that lines between unlike poles connect each other
2. Observing that lines do not connect between like poles
3. Generalizing that unlike poles attract and like poles repel
Event 5-C. Levitation. Set up an arrangement similar to that shown in Fig. 5-3. Place a strong
magnet inside the plastic cup and cover the magnet with tissue, cotton, or some other
material (to hide the magnet). Attach a thread to a paper clip so that the clip is held down. Do
not tell the pupils that there is a strong magnet in the cup. Ask them to decide what holds up
the paper clip.
Another part of this event part of this event is to insert sheets of various materials such as
glass, papaer, aluminum foil, plastic, copper and iron between the paper clip and cup. Ask
pupils to predict if the paper clip will fall as each of the sheets are carefully inserted between,
the cup and clip, one sheet at a time.
TEACHING CHILDREN ABOUT MAGNETISM 63

Pupil Investigations (may include the following processes)

1. Observing that there is nothing holding up the paper clip
2. Predicting which sheets will cause the clip to fall
3. Inferring that there is a magnet inside the cup
4. Generalizing that there is a relationship between sheets that cause the clip to fall and
those that are attracted by a magnet.
Events 5-B and 5-C Explalned In Context (Magnetism Is a Force)
SEEING MAGNETIC LINES OF FORCE. In Event 5-B. Lines of Force the magnetic force
acts upon the iron filings to show how the lines of force look. This is a rather traditional
activity and is quite worthwhile. Note that the lines of force showattraction between unlike
poles.
However, if like poles face each other, there seems to be a wall or fence formed between
them. The lines of force deflect away from the like poles repel each other.
The iron filings hold the shape of the lines only as long as the magnets are there. Once
removed, the filings are easily distrubed and lose the pattern of the lines. A more permanent
picture of the lines of force can be obtained by placing wax paper on top of the glass and
heating the wax after the filings have formed a pattern. When the wax cools, the filings will
stick well enough to hold the magnetic pattern even if the paper is moved.
Another way to obtain a permanent picture of the lines of force is to substitute a sheet of
paper for the wax paper for the wax paper and spray the filings with a fine mist of water. If
the filings are kept wet for some time, they will rust quickly, forming a stain that forms a
pattern on the sheet. Try to use paper that is somewhat resistant to moisture for the variation.
MAGNETISM TRAVELS THROUGH SOME MATERIALS. Magnetism is a force that acts
through space. We also know that it acts through certain materials that it acts through certain
material as if those materials did not exist. Some materials are, therefore, “transparent” to
magnetis lines of force. This principle is shown in Event 5-B. Levitation.
Pupils tend to gues rather quickly that there must be a magnet inside the cup. Even prima
primary grade pupils grade pupils will come to that conclusion after a few moments. This
prepares them for the lesson to follow.
The purpose of this lesson to show that magnetism is a force that extends beyond the ends of
a mgnet, that is, to show that there is something called a magnetic field. How can the magnet
affect the paper clip if it does not touch it? Because the magnet sends lines of force out
through space to “grab” the paper clip.
Another purpose of the lesson is directed at middle and upper grades. We see that magnetic
lines of force go through some materials and are blocked by others. Since the magnet is
inside the cup, it is obvious that the lines of force go through the cup (as if the cup did not
exist) to attract the paper clip.
Placing thin sheets of paper, glass, copper, wood, aluminum foil, and plastic between the cup
and clip does not affect the magnetic force. They are all transparent to the mafnetic forces. A
sheet of iron, however, cuts the lines of force and the paper clip falls.
HALAMAN 64
Student will find that any sheet that is attracted to a magnet will cut the lines of force to the
paper clip. Any sheet that is not attracted will have no effect on those forces. Given that
information, ask how an object can be shielded from magnetic forces. The answer is to
surround the object with a magnetic material, such as iron or steel.
One final note is derected to the primary grade teacher who wishes to be more creative in
doing this event. Replace the cup with a crepe paper “flower” in which a magnet is hidden.
Cover the paper clip with tissue paper wings to transform it into a “bee”.
Ask the pupils why the bee goes to the flower. Do not be surprised to hear an automatic
response, ‘Because the bee likes the flower”. That comment is likely to be followed by
exclamations that “it is not a real bec and it is not a real flower. “They soon conclude that
there must be a magnet in there.