Mariano Marcos State University

COLLEGE OF TEACHER EDUCATION

Laoag City

A Semi-detailed Lesson Plan in Physics on

Magnetism
Prepared by:
Kevin A. Calidro
BSE III-C Physical Sciences

Submitted to:
Prof. Vida Antonio
Physics 140 Professor

September 29, 2015

 A Semi- Detailed Lesson Plan in Physics: Magnetism

I. Objectives:

After the discussion, at least 89% of the students should be able to:

a) relate and share their insights about the historical background of magnetism;
b) define and discuss magnetism and magnet;
c) enumerate the properties of magnet;
d) differentiate diamagnetic, paramagnetic and ferromagnetic types of magnetic substances;
e) discuss simply and logically what magnetic field is;
f) differentiate magnetic susceptibility from magnetic permeability;
g) analyze that magnetism is caused by the behavior of atoms in a magnet;
h) show that magnetism is induced on a nail to create a temporary magnet; and
i) cite the positive role of magnet in our daily life.

II. Topic: Magnetism

A. Topic: Magnetism
Sub Topics: a) Nature and History of Magnetism
b) Types of Magnetic Substances
c) Magnetic Susceptibility and Permeability
d) Atomic Theory
B. Concepts:
 Naturally, magnetic iron ore that can attract iron were called lodestones,
meaning leading stones was termed magnetite after the district of Magnesia in
Turkey where the word magnetism was derived.
 Magnetism is the study of magnetic fields and their effect on materials while
the region wherein magnetic force can be detected is the magnetic field.
 Magnet has two magnetic poles (north and south) and is surrounded by
magnetic field. It also attracts other magnetic objects; magnetic dimensions
align in one direction when hanging freely: like pole repel and unlike poles
attract; and magnetic poles occur in pairs.
 Magnetic substances has three types namely: diamagnetic, paramagnetic and
ferromagnetic.

a. Ferromagnetic

Ferromagnetic materials are strongly attracted by a magnet. They include

iron, cobalt, nickel and steel. In ferromagnetic materials, all electrons are
 spinning in the same direction. These materials make a strong permanent
magnets.
b. Paramagnetic

Majority of the electrons spin in the same direction but not all. They are
weakly attracted to magnets. When cooled, paramagnetic materials make
strong permanent magnets.
c. Diamagnetic

All electrons spin different direction. Diamagnetic materials are weak

response to a magnetic field. Instead of being attracted, hey are repelled by a
magnetic field. All substance in fact have an inherent diamagnetism.
Diamagnetism in independent of temperature.

 Magnetic susceptibility describes the magnetization per unit while magnetic

permeability is the degree of magnetization of a substance on magnetic field
 Magnets can be classified into permanent magnet which retains its magnetism
even when not subjected to any external magnetic field while a temporary
magnet does not hold its magnetism at all times.

C. Materials
wooden toothpick, penny ,jewelry, plastic cup, paper clips, thread, needles or
pins, rubber bands, elastic hair bands, glass, aluminum foil, crayon, nail, paper,
scissors, staples

D. Technological Highlights
Magnets are so beneficial in our everyday life from the simple magnet that
attracts nails and other metals to magnet driven trains.Magnets are very interesting to
learn, especially because of its many uses like it is being used in food safety
machines.

E. Values Infused:
The priceless values embedded in this lesson are humility, honesty, curiosity,
critical thinking, open- mindedness, creativity, teamwork and being appreciative to
one’s discovery specially to God’s handiwork.
F. References:

Hackett, J.K., Moyer, R.H. and Adams,D.K(1999).Merrill Science Edition.

Merrill Publishing Company p. 305From Pople,1999, p.214

N.A.(2014).Faraday: Retrieved online on July 15, 1015

fromhttp://www. Magspecialties.com

N.A.(2014).Henry: Retrieved online on July 15,2015

fromhttp//www. si.edu

N.A.(2014).Magnetism:Retrieved online July 15, 2015 from

https://www.google.com.ph/search?

q=lesson+plan+about+magnetism&ie=utf8&oe=utf8&aq=t&rls=org.mozil

la:enUS:official&client=firefoxa&channel=fflb&gfe_rd=cr&ei=ZnS4VZ7

KJ8Om8weFrJ_ID

Jezek, G.(2006).How Magnets Work: Retrieved online September 9, 2015 from

http//:howmagnetswork.com/types.html

N.A. (2015). The Power of Magnetism. Retrieved online September 9, 2015 from
https://www.google.com.ph/search?
q=lesson+plan+about+magnetism&ie=utf-8&oe=utf-
8&aq=t&rls=org.mozilla:en-US:official&client=firefox-
a&channel=fflb&gfe_rd=cr&ei=ZnS4VZ7KJ8Om8weFrJ_IDQ
III. Learning Activities

Teacher’s Activities Student’s Activities

A. Routinary

Greetings!

Review
Ask students the following questions:
 What are the main types of household circuits?
 What is the difference between fuse and circuit
breakers?
 What are some safety tips in operating fuses and
circuit breakers.
 What are ground wires?
Students answer briefly.
B. Motivation
The teacher will divide theclass into 4 groups and work
cooperatively on the following activities:
 First, each group will be provided with a bag of
objects to test (students should not have
magnets at this time).After which, the students
will empty their bags and investigate what are
inside.
 Second, each group will study all the objects
and then classify or group them based on what
they know about the materials. Students may
choose to sort by size, shape, material make-up,
weight, or some other scheme.
 Third, let the students have enough time to sort
the objects. Have them record their sorting
method on the sheet called Method of
Classifying Materials (see attachment #1).
 Lastly, each group share one of their methods,
and perhaps discuss which objects would fall
under which category. They are also required to
record the various classification methods on
their outputs.
Students work on their given tasks
and explain their work
After the given activity, the teacher will ask the key
questions for discussion as follows:
  Did any of you sort the object by weight? Heavy Students share their comments.
or light? Students do the activity quickly.

Now hold up a bar or horseshoe magnet and ask

the following questions:

 What is this object?

 How do you know when something is a magnet? Students answer
 How can you tell if an object is magnetic or not?

Once students have finished, the teacher will ask

them:

 Will an object's weight affect whether or not it is

attracted to the magnet?

The teacher explains to the students that objects

can also be classified as magnetic or not.

C.Lesson Proper
Strategy Used: Cooperative Learning and Lecture
Method
Students classify the materials in
1.Let the students stay by group and perform the activity their bag
titled, Magnetic or Not Magnetic. (see attachment #2)

Task: Classify the materials in your bag as

magnetic or not magnetic using a magnet.
Key questions:
a. What are the magnetic materials? What
properties do they possess?
b. What are the non-magnetic materials? Students answer
What properties do they possess?

2. Let the students discuss their findings.

3. Before discussing the terms about magnetism, the

teacher let the students read the history of
magnetism via a handout titled, Did you Know.
(see attachment #3)
Key questions:
a. The term magnetite was derived from
what district of Turkey? How do you
describe it?
 b. Who are the people who first discovered
lodestone or leading stone?
c. When was the first discovery of the Students answer.
natural magnet? Students are free to give their
analysis.

4. Instruct students to form in pairs. In a ¼ sheet of

paper, they will fill in the blanks with the correct
answer by arranging the jumbled words at the
right side of thedescription of the given terms in
the activity titled Knock! Knock! Who’s there?
Arrange Me! . (See attachment #4)

 Let the students share their answers,

followed by further discussion about the
three terms
 Let the students enumerate and describe Students share their knowledge and
the 4 properties of magnet. understanding.

5. Show a magnet, an iron nail and some staple

wires to class. Ask the following questions:
a. What do you think will happen when I
placed the magnet near the nail? Why?
b. What do you think will happen to the
staple wires if I will place near them the
iron nail connected to the magnet? Why?
c. Which of the materials is a permanent Students answer briefly.
magnet a temporary magnet? Why?

6. Ask the students to form in pair again and

perform another activity titled, Classify Me! (see
attachment #5)

Task: Items numbered 1-10 are examples of

permanent and temporary magnets.
Key questions:
 Why do you conclude that the given
samples are permanent or temporary Students answer
magnets?

7. Present the diagrams in class and asks the The students observe and share their
students to tell what they can observe. observations.
 D1

D2

D3

The students answer.

8. Ask the students on which of those diagrams they
think is least magnetic and most magnetic
materials.
The students listen attentively.

9. Discuss the tree types of magnetic substances.

The students listen attentively and free
to ask questions.

10. Discuss the magnetic susceptibility from

magnetic permeability.

IV. Application

11. A. Ask the students how are magnets or

magnetism used in our everyday lives via the
following questions: Students answer.
a. How are magnets used in our everyday
lives?
b. What are the benefits that can be derived
from them?

To sum up, ask the students to state the key

concepts derived from the lesson by answering
the following questions:
 a. What is the difference between the term
magnet and magnetism?
b. How is knowing the 4 properties of
magnet important in Science and
Students answer.
technology?
c. Based on what you’ve learned about
magnetism, can you cite other possible
importance of magnetism in our daily life?

B. Have students try the activity Mag-nificent

Breakfast Cereal (see attachment #6). In this
activity, students pull iron out of rice using a
magnet. Students may not believe that there are
metals in food we eat. This activity will surprise
them and enhance interesting questions for
discussion.

They may answer some series of cognitive and

application questions as follows:
Students answer.
a) Based on what you’ve learned, why do you think
cereals are magnetized;
b) How is/arethe lesson/s derived from this activity
helpful in food safety and food safety machines?

V. Summary
Student participates and summarizes the
Require students to participate in the summary of the lesson.
topic that was beingdiscussed with the aid of concept
map (a horseshoe magnet serves as a concept figure)
paste on the blackboard. (see attachment #7)

V. Evaluation

The teacher administers a 10 multiple choice test to

students. (see attachment #8)

VI. Assignment

Research and answer the following questions:

1. Is Earth really a big magnet? Why?

2. What does the compass tell about magnets?
3. What is electromagnetism?
4. What is an electromagnet?
5. What is the difference between right-hand rule
and left-hand rule of magnetism?

(Attachment #1)
Activity No. 1
Methods of Classification

I. Objectives
After the activity, the student should be able to:
a. to classify the materials using any method; and
b. to investigate the use of the given materials.

II. Procedure
a. Investigate what is inside in the bag.
b. Name and classify what is inside the bag using T-chart or your own method. You
may choose to sort by size, shape, material makeup, weight or some other
scheme.
 (Attachment #2)
Activity No.2
Magnetic or Not Magnetic

I. Objectives
After the activity, the student should be able to:
a. to classify the materials as either magnetic or not magnetic; and
b. to differentiate a magnetic material to nonmagnetic materials.

II. Procedure
a. Name all the materials.
b. Hold a magnet and place it near the materials. Observe what happens.
c. Determine the given materials if it is magnetic or not magnetic by fill upping
the table below.

Materials Observation/s when a Magnetic or Not

magnet is placed near the Magnetic
 material

III. Questions
1. What are magnetic materials? What properties they possess?

2. What are the non- magnetic materials? What properties do they possess?
 IV. Generalization

(Attachment #3)
Did You Know?
More than 2000 years ago, people in Asia discovered black, metallic
rocks that can attract iron. These were called lodestone, meaning “leading
stone”, by the Greeks and Arabs.These stones always pointed in the same
direction when hung. Lodestone was named “Magnes” after the boy
discovered it. Later, lodestone was termed magnetite after the district of
Magnesia in Turkey and later became known as magnet. Lodestone and other
magnetic iron ores often occur in igneous and metamorphic rocks found
around the world. Lodestone is very well described as rough, hard, black and
heavy, graven everywhere with veins like wrinkles and a natural magnets
stone has a oxide of iron) showing polarity when suspended.
 (Attachment #4)
Activity No.3
Knock! Knock! Who’s there?
Arrange Me!

I. Objective
To identify the correct term that can be formed jumbled letters at the right
related to magnetism.

II. Procedure
a. Analyze and arrange the given jumbled words in order to form the correct
terms in magnetism.
b. Put your answer in the line below the jumbled words.

Knock! Knock! Who’s there? Arrange Me

1. The study of magnetic fields and GAMISNETM
 effect on materials. ____________

2. It has two magnetic poles and is MTAEGN

surrounded. _________

3. A region space where magnet is ICETGNAM IELDF

capable of exerting a force in an ________________
magnetic material.
4. A magnet does not hold its POARRYTEM
magnetism at all times. ___________

5. A magnet retains its magnetism even PERNENTMA

when act subjected to any external ___________
magnetic field.
6. Describes the magnetization per unit. CEPTIBILISUSTY
_______________

7. Degree of magnetization of a PERAMELIBITY

substance on a magnetic field. ______________

8. It exhibits magnetization through the ERRROFMAGTISMNE

alignment of internal ions. ____________________

9. It exhibited by all common materials AIDMAGMNETIS

but it is very weak. ________________
10. Exhibited by materials containing APARAMGMNETIS
transitions elements, rare elements __________________
and actinide elements.

Note. “Knock! Knock! Who’s there?” means the description of the term related to
magnetism and “Arrange Me” means just arrange the letters given to form the correct
term.
 Key Answers in the activity titled “Knock! Knock! Who’s there?
Arrange Me!”

1. MAGNETISM
2. MAGNET
3. MAGNETIC FIELD
4. TEMPORARY
5. PERMANENT
6. SUSCEPTIBILITY
7. PERMEABLITY
8. FERROMAGNETISM
9. PARAMAGNETISM
10.DIAMAGNETISM
 (Attachment #5)
Activity No. 4
Classify Me!

I. Objective
After the activity, the student should be able to:
a. to differentiate the two types of magnet- temporary magnets and permanent
magnets;and
b. to classify the materials as temporary magnet or permanent magnet or
materials equipped temporary magnet or permanent magnet.

II. Procedure
a. Analyze the given pictures and classify each as temporary magnet or
permanent magnet by completing the table below.

Object Temporary Magnet/ Permanent Magnet

1. Speaker

2. Sand

3.
Refrigerator

4. Iron nails
 5. Electric guitar

6. Can

7. Paper clip

8. Coin

9. Microphone

10. Headsets

III. Question
Why do you conclude that the given samples are permanent or
temporary magnets?
IV. Generalization
 Key Answers in the activity titled “Classify Me!”
1. Permanent Magnet
2. Temporary Magnet
3. Permanent Magnet
4. Temporary Magnet
5. Permanent Magnet
6. Temporary Magnet
7. Temporary Magnet
8. Temporary Magnet
9. Permanent Magnet
10. Permanent Magnet
 (Attachment #7)
Activity No.6
Mag-nificent Breakfast Cereals

I. Objective
After the activity, the student should be able to:
a. interpret the vital role of application of magnets;
b. investigate behind the cereals why it is magnetized by magnets; and
c. explain why are some foods everyday in life can be magnetized.

II. Procedure
a. Grind the cereals into fine particles.

b. Hold a magnet. Place it near the cereals. Observe what happens.

III. Questions
1. Why do you think cereals are magnetized?

2. How it helpful in food safety and food safety machines?

IV. Generalization
3.
 (Attachment #8)
Activity No. 7
Concept Map
Direction: Go to blackboard one by one. Write and summarize about magnetism with the
aid of concept map. Give a phrase or a sentence only.
 Mariano Marcos State University
COLLEGE OF TEACHER EDUCATION
Laoag City

Name: Score:

Year/Section: Date:

Direction:Encircle the correct answer of the following items. Write e if there is no answer.

1.It is the study of magnetic fields and their effect on materials.

a. Magnetism
b. Magnetic field
c. Magnetic farm

a. It attracts other magnetic objects and has two magnetic poles.

i. Magnetic Flux
ii. Magnet
iii. Magnetism

b. It is a region in which magnetic force can be detected.

i. Magnetic field
ii. Magnetic farm
iii. Magnet pole

c. Which of the following statements is/are true about magnet?

1. Magnets slightly attract water, carbon and boron.
2. While magnetized, temporary magnets act like permanent magnets.
3. The strength of a magnet varies at different locations on the magnet.

a. I only b. II and III c. I,II and III d. II only

5. If you rub a nail on a permanent magnet, it can pick up stapler bullets and
paperclips at least for a while. This type of magnet is called .

a. Permanent magnet
b. Temporary magnet
c. Normal magnet
d. All of the above.
 6.If two magnets are placed end to end with both N poles close together. What will
happen?

a. Both poles will attract each other since that they are both magnets.
b. Both N poles will repel each other because it implies the law of charges.
c. It remains on its state since they are both N poles.
d. There is no reaction between the two same poles.

7.Does the force become stronger as the poles move further apart?

a. No, when north pole and south pole will attract each other, the further apart
the poles are, the weaker are the forces between them.

b. Yes, when north pole and south pole will repel each other, the further apart
the poles are, the greater are the forces between them.

c. No, both poles will repulse, the further apart the poles are, the greater are
the forces between of the two poles.
d. Yes, both poles will attract, the further apart the poles are, the weaker are
the forces between them.

8. Supposed if you have a magnet, you are thinking what pole should you use to
magnetized the material? North or South pole?

a. I will use the north pole because it has a greater holding power than south
pole.
b. I will use the south pole because it has a greater holding power than north
pole.
c. Since, both the poles of a magnet are equal holding power I will use either
of the two.
d. Since, both the poles of a magnet are equal holding power I will use
neither of the two.

9. The following statements are the properties of magnets which is not?

a. Magnets have the ability to attract materials that are magnetic in nature.
b. Like poles repel and unlike poles attract each other.
c. When allowed to hang freely, magnets always align in one particular
direction.
d. Magnetic poles always occur in lone pairs.

10. Which of the magnetic substances is the weakest?

a. Ferromagnetic c. Paramagnetic
b. Diamagnetic d. All of the above
 Key Answers in Multiple Choice Test

1.a
2.b
3.a
4.c
5.b
6.b
7.a
8.c
9.d
10.b