MAGNETS - Are you attracted to them...or are you repelled?

DISCUSSION POINTS WITH CLASS: [Tip: Have several different sizes and types of magnets handy, as well as a globe, to point out the Earth's magnetic poles further along in the discussion]

"A magnet is a piece of rock that has the mineral MAGNATITE in it.   Magnatite is a mineral that appears in differing amounts in assorted rocks.  Notice the spelling of magnet...now look at the word magnetite!  Who can describe what magnets do? [pull together/attract...or push apart/repel]"

"It's amazing to watch, even though we're used to it...but have you ever thought that a magnet uses AN INVISIBLE FORCE FIELD? And each magnet has a force field on EACH END.  How have you seen magnets used? [students answer] When magnetite is present in a rock, that's when we notice those familiar actions of magnets sticking together, or pulling apart.  WORKERS ACTUALLY HUNT FOR ROCKS that are loaded with large quantities of magnetite.  Factories then buy these rocks and EXTRACT [pull out] the magnatite from the large rocks, using it to make assorted magnetic products."

"SURPRISE!    HERE ARE SOME PRODUCTS THAT USE MAGNETS!  Your refrigerator door [that's how it stays shut], credit cards [the magnetized stripe on the back activates  a magnet inside an ATM machine]... and have you ever played with an ETCH-A-SKETCH?  The knobs turn magnets that activate tiny iron particles that end up making your picture."  

OTHER FACTS ABOUT MAGNETS:
1.  Magnets won't stick to all substances, just particular metals, like iron and steel .   Try picking up different coins with a magnet.  How about paper clips?    Watch how the magnetism can SPREAD through several paper clips, even when only one is touching the magnet.  The size of a magnet may determine the strength of its PULL or PUSH.  For instance, a small refrigerator magnet couldn't hold a large poster board onto the fridge....but a very LARGE, STRONG magnet could.  

2. Each magnet has 2 ends; one end will be ATTRACTED [pull toward] metal, but the opposite end of the SAME magnet will PUSH AWAY [repel] from the same piece of metal.  Experiment with this now with your class. [demo] Scientists describe the end of the magnet that ATTRACTS as NORTH, and the end of the magnet that REPELS is described as SOUTH.   A magnet's NORTH side  is marked as a plus sign+, and SOUTH side  is marked as a minus sign-.  THESE OPPOSITE ENDS OF THE SAME MAGNET ARE CALLED "POLES."

3.  Our EARTH is a big, giant MAGNET! Hard to believe, but true.  Its core is made of iron rocks, and lots of them are melted because it's SO HOT in the middle of the earth!  As the Earth spins around each day, all this melted iron spins around too...and causes the Earth to have MAGNETIC PULL, especially the TOP part of the earth, and the BOTTOM part, too.  We call these two ends of the Earth THE NORTH POLE [the Arctic region], and THE SOUTH POLE [the Antarctic region]. 

4.  An invention that has been VERY IMPORTANT to our world is the COMPASS, and it's made with a magnet!  For hundreds of years, it has enabled ships to "find their way" to destinations, even when they were out at sea, where sailors could not see LAND.   A compass is a small round case which is filled with liquid, and a metal needle is inside it, which is floating and can freely more around and change directions.  The four directions  are marked with N,S, E, W.   One end of this needle is made of a magnet, and it always feels a magnetic pull /ATTRACTION to the Earth's NORTH POLE, and it will ALWAYS move around so it points NORTH!  That helps sailors know where to guide the ship, and get to the right destination.  How could a compass  STILL BE HELPFUL to us in modern times, perhaps if we were hiking in the mountains, and got lost, and our cell phone wouldn't work far from the city? CAN YOU THINK OF OTHER EXAMPLES? 

5.  Another amazing invention  is a MAGLEV train.  A full-sized train  has magnets built into the bottom.  There are also magnets built into the train tracks...but THESE magnets on the tracks REPEL the magnets on the train, pushing it up in the air just a bit, making a little "space" between the tracks and the train.   This helps the train go faster with less fuel, because there is no FRICTION between the actual train and the tracks!  [The magnets for MAGLEV trains are made even more powerful by running electricity through them,& turning them into "electromagnets'.]

6.  BASIC MAGNETIC PULL "RULES":  2 magnets/N pole touching S pole=attract; 2 magnets/N pole touching N pole=repel;  2 magnets/S pole touching S pole = repel.   ALWAYS REMEMBER:  1) OPPOSITES ATTRACT  & 2) Magnets are mainly attracted to IRON AND STEEL. 

7.  CARE FOR YOUR MAGNETS !    A magnet that gets dropped, banged around, or heated can LOSE  some of its magnetism.   Store them with OPPOSITE POLES touching.  Also, wash your hands after handling magnets.

8.  PRODUCTS THAT CONTAIN MAGNETS:  Computers, TV screens, credit cards, and sound speakers in a radio, stereo, or headphones.  So,  DON'T play with magnets near these items,or the items might get damaged!

PROJECT 1:  MAKING AN IRON MAN OR IRON LADY ! (Visual Arts Standard 1 [2nd grade] VA2-1.4)

SUPPLIES:  * THICK, STURDY  full-sized paper plates, 1 PER STUDENT
                     * Chinet brand CLEAR PLASTIC "dessert" size plates, 1 per student  [should fit inside                         the rim of the cardboard paper plates]
                     *Dark colored marker, to draw eyes, nose, mouth
                     *1 or 2 containers of IRON FILINGS [may be ordered online, or buy at science supply]
                      *1 glue gun, for teacher use only...or bottle of clear Elmer's glue
                      *  1 or 2 packages "hobby magnets" from art supply store [each child needs 1]

1. On the bigger cardboard plate, have each student color eyes, a nose, and a mouth, as if the plate is a full-sized head.  DON'T DRAW eyebrows or hair.  Write name on back of plate.

2. When finished,  teacher will measure 1 tablespoon [or a little less] of IRON FILINGS into the very center of the plate/face.
3. Teacher will then make a thin glue line around the INNER EDGE of the plate [where the face is, but NOT out on the edge of the large plate...teacher is aiming for a circumference that will fit the dessert plate!]
4 .  Teacher will turn the small plastic plate UPSIDE DOWN over big plate, pressing it into the glue; this will leave  a 1/2 " air space between the two plates.  DON'T WIGGLE THE IRON FILINGS during the gluing process ...   they must stay in the middle for a LONG TIME, until the glue dries!  
5.  After 1 hour, GLUE SHOULD BE DRY.   Let each student have their IRON PERSON, and put the magnet under the plate....move magnet around to create "hair, eyebrows, beard, mustache", etc. 
6. Watch how the iron filings "rise up" and move around, according to how you move the magnet!  7.  Make lots of crazy faces with your IRON MAN or IRON LADY!

PROJECT  2:  MAGNET MAN /MAGNET LADY  Comic Strips  (Visual ArtsStandard 3 [ 2nd grade]  VA2-3.2 )
*  Give each student a piece of contruction paper, white, off-white, yellow, or pink...a light color so that the cartoon drawings can show up well. Also,  thin-tipped markers or colored pencils will be needed for the final comic strip.
*  On a "rough draft" piece of notebook/printer paper, have each student  draw a full-sized rendering of their idea of a hero-/heroine type "magnet man or magnet lady." [It is helpful if they've seen several types & shapes of magnets during the class discussions, so they can visualize how they want to draw their character.]
*On the other side of the small "rough draft paper", have them draw a horizontal line cutting the paper in half, and then a vertical line, so they end up with 4 "cartoon panels" of the same shape.  
Knowing they have four panels, and also knowing the traits of magnets, ask them to think [some idea for MAGNET MAN or MAGNET LADY to help someone  by using their gift of magnetism [either attracting, or repelling]....someone who is having some type of problem.  Quickly sketch stick figures on the scrap paper to get the beginning, middle, and ending of the short comic strip...also write what figures will say.
*ON THE LARGE CONSTRUCTION PAPER,  student will draw the 4 panels of this "episode" of MAGNET MAN / MAGNET WOMAN.   Make sure to write the "bubbles"  of anyone speaking or thinking.  Make sure to include simple scenery in the comic strip so we'll know where the "action" takes place!  

PROJECT 3:  MAGNET PEOPLE ROAMING THE ROOM!  How will they effect each other? (Theatre Standard 2 , 2nd grade[ T2-2.2] )

* Make sticky notes that have a + sign or a - sign on them, 4 per actor.   Attach a + and a - on each front shoulder, and on each back shoulder. [You may need to add a touch of masking tape to KEEP THEM ON while they're moving around the room.]
1. " You are 2 people walking toward each other on a narrow sidewalk ".   Let them start at opposite sides of the room and when their plus and minus sides are close, they'll gradually "stick" together!  Or if they're going the same way, & one passes the other on the sidewalk, they'll "push" apart, etc.
2.  "You are 2 magnetic cars driving on a narrow country road."
3.  Have the class discuss other situations, good AND bad,  that could happen if we were magnetized in some way!
[ex:  Magnetized grocery bags that would stick to your body and you wouldn't have to carry them? What would be the benefits/problems of this product? ]
                       
 

Whether a teacher is just getting acquainted with a magnets unit, or a  substitute teacher may need to use this lesson, I have included the  list of facts about magnets, magnetism, poles, etc. that may be a helpful reminder. Knowing the facts  will help students design the imaginary "products" for the small group project that will relate to the standard for the lesson.

*Teacher will assess from  the discussion during PROJECT 2 and PROJECT 3 if the concept of magnetic rules of attract/repel are being understood by each student. 
 
* An index card will be made by each student, titled SIMPLE  RULES OF MAGNETISM.  Each card will be numbered 1-6, with student's name.
Question 1,2,3 -  Students will write the rules of ATTRACTION for magnets, without assistance from teacher, to assess understanding 1)+ attracts-     2)  + repels +   3) - repels -  
question 4-What kind of metal is attracted to magnets?  
question 5- How can magnets be DE-MAGNETIZED?
question 6- What are some things we see every day that contain magnetic parts?