Real World Science: Magnetism - NHPBSSUGGESTED ACTIVITIES The Suggested Activities offer ideas for...

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Real World Science: MagnetismINTRODUCTION TO THE AIMS TEACHING MODULE (ATM)

Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Organization and Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

INTRODUCING REAL WORLD SCIENCE: MAGNETISM

Themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

PREPARATION FOR VIEWING

Introduction to the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Introduction to Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Discussion Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Focus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Jump Right In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

AFTER VIEWING THE PROGRAM

Suggested Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18Checking Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19Review Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20True or False . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21Number Code . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22Magnetism Puzzle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23Word Search . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24 Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

ADDITIONAL AIMS MULTIMEDIA PROGRAMS . . . . . . . . . .27

ANSWER KEYS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28

SECTION 1

SECTION 2

SECTION 3

SECTION 4

© Copyright 1999 AIMS MultimediaAll Rights Reserved. No part of this work may be reproduced or transmitted without written permission of AIMS

Multimedia with these exceptions: Persons or schools purchasing this AIMS Teaching Module may reproduceconsumable ATM pages, identified in Section 4, for student or classroom use.

AIMS Multimedia is a leading producer and distributor of educational programs serving schools and libraries fornearly 40 years. AIMS draws upon the most up-to-date knowledge, existing and emerging technologies, and all of

the instructional and pedagogical resources available to develop and distribute educational programs in film, videocassette, laserdisc, CD-ROM and CD-i formats.

Persons or schools interested in obtaining additional copies of this AIMS Teaching Module, please contact:

AIMS Multimedia

1-800-FOR-AIMS1-800-367-2467

© Copyright 1999 AIMS Multimedia2


Congratulations!You have chosen a learning programthat will actively motivate your studentsAND provide you with easily accessibleand easily manageable instructionalguidelines designed to make yourteaching role efficient and rewarding.

The AIMS Teaching Module providesyou with a video program keyed to yourclassroom curriculum, instructions andguidelines for use, plus a comprehen-sive teaching program containing awide range of activities and ideas forinteraction between all content areas.Our authors, educators, and consultantshave written and reviewed the AIMSTeaching Modules to align with theEducate America Act: Goals 2000.

This ATM, with its clear definition ofmanageability, both in the classroomand beyond, allows you to tailor spe-cific activities to meet all of your class-room needs.


RATIONALE

In today’s classrooms, educational ped-agogy is often founded on Benjamin S.Bloom’s “Six Levels of CognitiveComplexity.” The practical applicationof Bloom’s Taxonomy is to evaluate stu-dents’ thinking skills on these levels,from the simple to the complex:Knowledge (rote memory skills),Comprehension (the ability to relate orretell), Application (the ability to applyknowledge outside its origin), Analysis(relating and differentiating parts of awhole), Synthesis (relating parts to awhole), and Evaluation (making a judg-ment or formulating an opinion).

The AIMS Teaching Module is designedto facilitate these intellectual capabili-ties, AND to integrate classroom expe-riences and assimilation of learningwith the students’ life experiences, real-ities, and expectations. AIMS’ learnerverification studies prove that our AIMSTeaching Modules help students toabsorb, retain, and to demonstrate abil-ity to use new knowledge in their world.Our educational materials are writtenand designed for today’s classroom,which incorporates a wide range ofintellectual, cultural, physical, and emo-tional diversities.


ORGANIZATION ANDMANAGEMENT

To facilitate ease in classroom manage-ability, the AIMS Teaching Module isorganized in four sections. You arereading Section 1, Introduction to theAims Teaching Module (ATM).

SECTION 2, INTRODUCING THIS ATMwill give you the specific informationyou need to integrate the program intoyour classroom curriculum.

SECTION 3,PREPARATION FOR VIEWINGprovides suggestions and strategies formotivation, language preparedness,readiness, and focus prior to viewingthe program with your students.

SECTION 4, AFTER VIEWING THE PROGRAMprovides suggestions for additionalactivities plus an assortment of consum-able assessment and extended activities,designed to broaden comprehension ofthe topic and to make connections toother curriculum content areas.

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FEATURES

INTRODUCING EACH ATM

SECTION 2

Your AIMS Teaching Module isdesigned to accompany a video pro-gram written and produced by some ofthe world’s most credible and creativewriters and producers of educationalprogramming. To facilitate diversity andflexibility in your classroom, your AIMSTeaching Module features these compo-nents:

Themes

The Major Theme tells how this AIMSTeaching Module is keyed into the cur-riculum. Related Themes offer sugges-tions for interaction with othercurriculum content areas, enablingteachers to use the teaching module toincorporate the topic into a variety oflearning areas.

Overview

The Overview provides a synopsis ofcontent covered in the video program.Its purpose is to give you a summary ofthe subject matter and to enhance yourintroductory preparation.

Objectives

The ATM learning objectives provideguidelines for teachers to assess whatlearners can be expected to gain fromeach program. After completion of theAIMS Teaching Module, your studentswill be able to demonstrate dynamicand applied comprehension of thetopic.

© Copyright 1999 AIMS Multimedia


PREPARATION FOR VIEWING

SECTION 3In preparation for viewing the videoprogram, the AIMS Teaching Moduleoffers activity and/or discussionideas that you may use in any orderor combination.

Introduction To The Program

Introduction to the Program isdesigned to enable students to recallor relate prior knowledge about thetopic and to prepare them for whatthey are about to learn.

Introduction To Vocabulary

Introduction to Vocabulary is areview of language used in the pro-gram: words, phrases, usage. Thisvocabulary introduction is designed toensure that all learners, including lim-ited English proficiency learners, willhave full understanding of the lan-guage usage in the content of the pro-gram.

Discussion Ideas

Discussion Ideas are designed to helpyou assess students’ prior knowledgeabout the topic and to give students apreview of what they will learn.Active discussion stimulates interest ina subject and can motivate even themost reluctant learner. Listening, aswell as speaking, is active participa-tion. Encourage your students to par-ticipate at the rate they feelcomfortable. Model sharing personalexperiences when applicable, andmodel listening to students’ ideas andopinions.

Focus

Help learners set a purpose forwatching the program with Focus,designed to give students a focalpoint for comprehension continuity.

Jump Right In

Jump Right In provides abbreviatedinstructions for quick management ofthe program.

AFTER VIEWING THE PROGRAM

SECTION 4After your students have viewed theprogram, you may introduce any orall of these activities to interact withother curriculum content areas, pro-vide reinforcement, assess compre-hension skills, or provide hands-onand in-depth extended study of thetopic.

SUGGESTEDACTIVITIES

The Suggested Activities offer ideasfor activities you can direct in theclassroom or have your students com-plete independently, in pairs, or insmall work groups after they haveviewed the program. To accommo-date your range of classroom needs,the activities are organized into skillscategories. Their labels will tell youhow to identify each activity and helpyou correlate it into your classroomcurriculum. To help you schedule yourclassroom lesson time, the AIMShourglass gives you an estimate of thetime each activity should require.Some of the activities fall into thesecategories:

Meeting IndividualNeeds

These activities are designed to aid inclassroom continuity. Reluctant learn-ers and learners acquiring Englishwill benefit from these activitiesgeared to enhance comprehension oflanguage in order to fully grasp con-tent meaning.

CurriculumConnections

Many of the suggested activities areintended to integrate the content ofthe ATM program into other contentareas of the classroom curriculum.These cross-connections turn theclassroom teaching experience into awhole learning experience.

Critical Thinking

Critical Thinking activities aredesigned to stimulate learners’ ownopinions and ideas. These activitiesrequire students to use the thinkingprocess to discern fact from opinion,consider their own problems and for-mulate possible solutions, draw con-clusions, discuss cause and effect, orcombine what they already knowwith what they have learned to makeinferences.

Cultural Diversity

Each AIMS Teaching Module has anactivity called Cultural Awareness,Cultural Diversity, or CulturalExchange that encourages students toshare their backgrounds, cultures,heritage, or knowledge of other coun-tries, customs, and language.

Hands On

These are experimental or tactileactivities that relate directly to thematerial taught in the program.Yourstudents will have opportunities tomake discoveries and formulate ideason their own, based on what theylearn in this unit.

Writing

Every AIMS Teaching Module willcontain an activity designed for stu-dents to use the writing process toexpress their ideas about what theyhave learned. The writing activitymay also help them to make the con-nection between what they are learn-ing in this unit and how it applies toother content areas.

In The Newsroom

Each AIMS Teaching Module containsa newsroom activity designed to helpstudents make the relationshipbetween what they learn in the class-room and how it applies in theirworld. The purpose of In TheNewsroom is to actively involve eachclass member in a whole learningexperience. Each student will have anopportunity to perform all of the tasksinvolved in production: writing,researching, producing, directing,and interviewing as they create theirown classroom news program.

Extended Activities

These activities provide opportunitiesfor students to work separately ortogether to conduct further research,explore answers to their own ques-tions, or apply what they havelearned to other media or contentareas.

Link to the World

These activities offer ideas for con-necting learners’ classroom activitiesto their community and the rest of theworld.

Culminating Activity

To wrap up the unit, AIMS TeachingModules offer suggestions for ways toreinforce what students have learnedand how they can use their newknowledge to enhance their worldview.


MATH


VOCABULARY

Every ATM contains an activity thatreinforces the meaning and usage ofthe vocabulary words introduced inthe program content. Students willeither read or find the definition ofeach vocabulary word, then use theword in a written sentence.

CHECKINGCOMPREHENSION

Checking Comprehension is designedto help you evaluate how well yourstudents understand, retain, andrecall the information presented in theAIMS Teaching Module. Dependingon your students’ needs, you maydirect this activity to the whole groupyourself, or you may want to havestudents work on the activity pageindependently, in pairs, or in smallgroups. Students can verify their writ-ten answers through discussion or byviewing the video a second time. Ifyou choose, you can reproduce theanswers from your Answer Key orwrite the answer choices in a WordBank for students to use. Students canuse this completed activity as a studyguide to prepare for the test.

CONSUMABLEACTIVITIES

The AIMS Teaching Module providesa selection of consumable activities,designed to specifically reinforce thecontent of this learning unit.Whenever applicable, they arearranged in order from low to highdifficulty level, to allow a seamlessfacilitation of the learning process.You may choose to have students takethese activities home or to work onthem in the classroom independently,in pairs or in small groups.

CHECKINGVOCABULARY

The Checking Vocabulary activityprovides the opportunity for studentsto assess their knowledge of newvocabulary with this word game orpuzzle. The format of this vocabularyactivity allows students to use therelated words and phrases in a dif-ferent context.

TEST

The AIMS Teaching Module Test per-mits you to assess students’ under-standing of what they have learned.The test is formatted in one of severalstandard test formats to give yourstudents a range of experiences intest-taking techniques. Be sure toread, or remind students to read, thedirections carefully and to read eachanswer choice before making aselection. Use the Answer Key tocheck their answers.


ADDITIONAL AIMS MULTIMEDIAPROGRAMS

After you have completed this AIMSTeaching Module you may be interestedin more of the programs that AIMSoffers. This list includes several relatedAIMS programs.

ADDITIONAL READINGSUGGESTIONS

AIMS offers a carefully researched list ofother resources that you and your stu-dents may find rewarding.

ANSWER KEY

Reproduces tests and work pages withanswers marked.

© Copyright 1999 AIMS Multimedia Real World Science: Magnetism11

OBJECTIVES

Real World Science: MagnetismTHEMESReal World Science: Magnetismexplores the various properties ofmagnets, including the principles ofattraction and repulsion. Viewerslearn how to make simple magnetsand how to use them. In addition, theprogram explains how the Earth islike a huge magnet, with poles ateach end. The concepts ofmagnetization and electromagnetismare also discussed.

OVERVIEWThe Greeks first discovered magnetswhen they realized that magnetiteattracted materials that containediron. All magnets have a north poleand a south pole. When placedtogether, like poles will repel oneanother, while opposite poles attract.The geographic poles are at the topand bottom of the Earth. As electronsspin around the nucleus of an atom,they create a magnetic field.Materials with strong magnetic prop-erties are called ferromagnetic. If werub an ordinary nail with one end ofa magnet, we can magnetize the nail.The nail will become a temporarymagnet, which means it will lose itsmagnetism easily. We can also usean electric current to produce a mag-netic field. This is called electromag-netism.

To study our discovery andunderstanding of magnetism.

To explore how magnets can beused in many ways.

To learn about the attracting andrepelling properties of magnets.

To understand how the Earth islike a magnet.

To identify magnetic materials.

To learn how to create simplemagnets.

To better understand electromag-netism.

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12© Copyright 1999 AIMS Multimedia Real World Science: Magnetism

Our AIMS Multimedia Educational Department welcomes your observations and comments. Please feel free to address your correspondence to:

AIMS MultimediaEditorial Department9710 DeSoto Avenue

Chatsworth, California 91311-4409

Use this page for your individual notes about planning and/or effective ways to manage thisAIMS Teaching Module in your classroom.


INTRODUCTION TOTHE PROGRAMMagnets can be found in manyobjects that we use everyday. Theyare found in objects made byhumans, as well as in natural materi-als. In fact, the mineral magnetite wasfound to have magnetic propertieslong before humans learned how tocreate magnets using magnetization.By viewing the video and discussingthe concepts presented, students willhave a better understanding of mag-nets and their uses in our world.

INTRODUCTION TOVOCABULARYBefore starting the program, write thefollowing words on the board. Askthe class to discuss the meaning ofeach word, and review the terms thatare unfamiliar to students.

repel - to move away from oneanother

attract - to move toward one another

poles - opposite ends of a magnet

DISCUSSION IDEASAsk students to think about what theyknow about magnets. What does asimple magnet do? What kinds ofmaterials does it attract? Does a mag-net attract more material to its middleor to its ends? Two things can happenwhen magnets are placed near eachother. What are they? (Magnetsattract metal objects, such as iron andsteel. A magnet attracts more mater-ial at its ends or poles. If two magnetsare placed with the same polestogether, they will repel each other. Ifthey are placed with opposite polestogether, they will attract each other.)

FOCUSMagnets are found in many of theappliances and machines we use.They are also used to help us createelectricity. Without magnets, our liveswould be very different. Ask studentsto keep this in mind as they begin theunit.


JUMP RIGHT IN

Preparation

Read Real World Science:Magnetism Themes, Overview,and Objectives to become famil-iar with program content andexpectations.

Use Preparation for Viewingsuggestions to introduce the topic to students.

Viewing REAL WORLD SCIENCE:MAGNETISM

Set up viewing monitor so that allstudents have a clear view.

Depending on your classroomsize and learning range, you maychoose to have students view RealWorld Science: Magnetismtogether or in small groups.

Some students may benefit fromviewing the video more than onetime.

After Viewing REAL WORLDSCIENCE: MAGNETISM

Select Suggested Activities thatintegrate into your classroom cur-riculum. If applicable, gathermaterials or resources.

Choose the best way for studentsto work on each activity. Someactivities work best for the wholegroup. Other activities aredesigned for students to workindependently, in pairs, or insmall groups. Whenever possible,encourage students to share theirwork with the rest of the group.

Duplicate the appropriate numberof Vocabulary, CheckingComprehension, and consumableactivity pages for your students.

You may choose to have studentstake consumable activities home,or complete them in the class-room, independently, or ingroups.

Administer the Test to assess stu-dents’ comprehension of whatthey have learned, and to providethem with practice in test-takingprocedures.

Use the Culminating Activityas a forum for students to display,summarize, extend, or sharewhat they have learned with eachother, the rest of the school, or alocal community organization.

HOW TO USE THE REAL WORLD SCIENCE: MAGNETISM AIMS TEACHING MODULE

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SUGGESTED ACTIVITIES

Hands On

Ask students to use a magnet to test the magnetic properties of the following items. Encouragethem to keep careful notes of which objects are attracted by the magnet and which are not.

When they are finished, ask them to look closely at the objects that were attracted by the mag-net. What do they have in common? Do they have similar weights, colors or forms? What arethey made of? (The objects attracted by the magnet will be made of various metals, such assteel and iron.)

sewing needle (attraction)pencil (no attraction)eraser (no attraction)plastic comb (no attraction)copper wire (attraction)paper (no attraction)thumbtack (attraction)paper clip (attraction)rubber ball (no attraction)cloth (no attraction)toothpick (no attraction)

Meeting Individual Needs

Ask students to make sentences using the following words. Encourage them to use a dictionaryif they are unsure of the meanings. Make sure that their sentences display an understanding ofthe words as they relate to the program.

• compass - device that has a magnetic needle that always points due north

• electromagnet - magnet that only works while electricity is flowing through it

• magnetize - to turn an object into a magnet

• ferromagnetic - material that is strongly attracted to a magnet and can easily keep a magnetic charge

• induce - to create; for example, to induce a magnetic force

• magnetite - mineral that is naturally magnetic

• solenoid - a coil of wire that produces a magnetic field when electricity is passed through it

30 Minutes

20 Minutes


Critical Thinking

An audio tape works because of magnets, but magnets can also ruin audio tapes if they gettoo close to them. An audio tape is really a plastic ribbon coated with a layer of metal pow-der. When we record sounds onto the tape, the metal particles are magnetized by an electro-magnet in the recording head. The magnetic pattern on the tape is a code that can be turnedback into sound. Why might a magnet ruin the sounds recorded onto an audio tape? (Themagnet can change the pattern of the metal particles, and therefore, change the resultingsounds.)

A compass uses a small magnetized needle to help us find directions. What might happen ifa powerful magnet got too close to a compass? (The powerful magnet could demagnetize thecompass needle.)

Hands On

Magnets are invisible, but we can see their forces by using iron filings. Allow the class to workwith iron filings and two small bar magnets. First, have them place the bar magnets with likepoles facing each other. Next, the students should place a sheet of paper over the bar mag-nets and sprinkle iron filings on the sheet. What happens? (Filings will gather around eachend of the magnets, but there will be few filings between the magnets.)

Have them repeat the experiment by placing the magnets with opposite poles facing eachother. What happens to the filings now? (Filings will collect in a thick pattern between theopposite poles.)

What could be the explanation? (More filings gather at the ends of the magnets because mag-netic force is strongest at the poles. When like poles are placed next to one another, the ironfilings, which are magnetized, are pushed apart by the magnetic field. When opposite polesare placed next to one another, the filings are drawn together by the magnetic field.)

Connection to Science

The strength of a magnetic field is measured in units called gauss. The earth’s magnetic field isabout 1/2 gauss. A small bar magnet can produce a field that is 200 gauss. Electromagnetsare the most powerful magnets of all. They can produce fields that are 30,000 gauss.

Ask students to use an encyclopedia to find out who the gauss is named for. What was thisperson’s contribution to the study of magnetism? (The gauss named was for Karl FriedrichGauss. He was a German scientist and mathematician who did important work in electro-magnetism.)

20 Minutes

45 Minutes

10 Minutes

SCIENCE


Connection to History

Many scientists contributed to our understanding of magnetism and electromagnetism. Ask stu-dents to investigate the contributions of each scientist listed below. Encourage them to summa-rize the main discovery or invention of each scientist in a few sentences.

Thales of Miletus - He worked to understand why amber that had been rubbed with woolattracted small pieces of paper.

William Gilbert - He was an English physician who discovered the Earth’s magnetism. He alsowas able to explain magnetism’s use in a simple compass.

Hans Christian Oersted - He discovered that electricity can create a magnetic field.

Andre Marie Ampere - He developed the electric generator by understanding how electric cur-rent is related to magnetism.

William Sturgeon - He created the first electromagnet.

Extended Activity

Scientists believe that magnetite, the mineral that the Ancient Greeks discovered to be mag-netic, was formed deep in the Earth. It started as a molten (liquid) metal that was mostly madeof iron. Ask students if they can guess why the magnetite gained magnetic properties. Tell themto keep two things in mind: the Earth’s natural magnetic field and the presence in all magnetsof atoms lined up in the same direction.

(In its molten form, the magnetite’s atoms lined up according the Earth’s natural magnetic field.As the molten liquid cooled, the atoms locked in the same direction. As a result, the mineralwas magnetized.)

Culminating Activity

Ask students to go through their homes making a list of the things that use magnets. Remindthem to include appliances, video and audio recorders, televisions, radios, door bells, tele-phones and other small machines. When they are finished, ask them to choose one of the itemson the list. Have them write a paragraph describing what life would be like without the item.How would their lives be more difficult? Encourage class members to share their paragraphswith one another.

45 Minutes

HISTORY

10 Minutes

20 Minutes

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VOCABULARY

The following terms are from Real World Science: Magnetism. Fill in the number of each termnext to its closest definition.

1. magnetite2. horseshoe3. repel4. attract5. magnetic field

___ move toward one another

___ magnetic force that surrounds a magnet

___ each end of a magnet; where magnetic force is the strongest

___ device with a magnetic needle that always points to the Earth’s north pole

___ mineral discovered by Greeks that attracted materials containing iron

___ move away from one another

___ the relationship between electricity and magnets

___ coiled wire that carries an electric current with a magnetic field

___ type of magnet that has a bend in the middle

___ dark areas where the magnetic field has broken through the corona


6. poles7. compass8. electromagnetism9. solenoid

10. sun spots


Name

CHECKING COMPREHENSION

Read the following sentences and circle the letter of the word that best fills each blank.

The Greeks first discovered magnets when they realized that magnetite attracted materials that con-tained ___1___ . All magnets have ___2___ poles. When placed together, like poles will ___3___one another, while opposite poles ___4___ . The geographic poles are at the top and bottom of the___5___ . As ___6___ spin around the nucleus of an atom, they create a magnetic field. Materialswith strong magnetic properties are called ___7___ . If we rub an ordinary nail with one end of amagnet, we can ___8___ the nail. The nail will become a ___9___ magnet, which means it will loseits magnetism easily. We can also use an electric current to produce a magnetic field. This is called___10___ .

1. A. wood B. atoms C. ironD. electricity

2. A. positive and negative B. north and south C. left and right D. active and inactive

3. A. repelB. magnetizeC. polarizeD. attract

4. A. electrify B. attractC. demagnetize D. repel

5. A. horseshoe magnetB. bar magnet C. galaxyD. Earth

6. A. protons B. molecules C. electrons D. tiny magnets

7. A. ferromagnetic B. soluble C. ionicD. polar

8. A. heat B. magnetize C. electrifyD. dissolve

9. A. temporary B. permanentC. current D. solenoid

10. A. conduction B. electromagnetism C. polarizationD. atomic magnetism

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REVIEW QUESTIONS

1. Where does the word “magnet” come from?

2. Name three things at home that contain magnets.

3. What can be done to weaken a magnet?

4. When electric current is turned off, an electromagnet loses its magnetic field. How does this make electromagnets useful?

5. What kinds of objects are easiest to magnetize? Why?

6. How is the Earth like a giant magnet?



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TRUE OR FALSE

Place a T next to statements that are true and an F next to statements that are false.

1. ___ All magnets have a horseshoe shape.

2. ___ Like magnetic poles move away from one another.

3. ___ Magnetic forces are strongest in the center of a magnet.

4. ___ Magnetic fields are found on planets throughout our galaxy.

5. ___ The corona, or outermost layer of the sun, traces the sun’s magnetic field.

6. ___ Spinning protons give each atom a tiny magnetic field.

7. ___ Ferromagnetic material shows strong magnetic properties.

8. ___ All metals can be easily turned into permanent magnets.

9. ___ A magnet cut in half will lose all of its magnetic properties.

10. ___ An electromagnet loses its magnetism when the electric current is turned off.

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NUMBER CODE

A = 1B = 2C = 3D = 4E = 5F = 6G = 7

1. 4-9-17-10 magnets are used in the speakers of radios and televisions.

_____________________________2. A permanent magnet is usually made from 8-1-16-4 metals, like iron and steel.

_____________________________3. Small 8-14-16-17-5-17-8-14-5 magnets are used in radar machines.

_____________________________4. During the Middle Ages, people thought that magnets had 12-1-7-9-3-1-11 powers.

_____________________________5. Magnets are used to keep cabinets and refrigerator doors 3-11-14-17-5-4.

_____________________________6. The 3-14-12-15-1-17-17 made it possible for navigators to explore unknown worlds.

_____________________________7. Even the most powerful magnetic field is 9-13-20-9-17-9-2-11-5 to the human eye.

_____________________________8. There are two types of magnets: 13-1-18-19-16-1-11 magnets, like lodestone, and

1-16-18-9-6-9-3-9-1-11 magnets, which are made by people.

_____________________________


H = 8I = 9K = 10L = 11M = 12N = 13O = 14

P = 15R = 16S = 17T = 18U = 19V = 20W = 21


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MAGNETISM PUZZLE

M The force created by a magnet is known as a field.

A Spinning electrons make each like a tiny magnet.

G The Ancient discovered the first natural magnets.

N A compass needle always points to the pole.

E can be used to create a magnet using electricity.

T A magnet gains and loses magnetism very easily.

I Materials containing have strong magnetic properties.

S A is created with a coiled wire and electricity.

M A permanent keeps its magnetism for a long time.

D C L J L M Q P R M B L K

E L E C T R O M A G N E T

M A T T R A C T C B E R M

A A L G E G Y O R L A T A

G S S A P M O C R T R D G

N O C P E Z Q Z M O L W N

E B P O L E S G M H N B E

T N Q N Q C Y H M A L A T

I S O L E N O I D S E S I

Z H B G C B X D A W B L S

E P N H N W D M T E S V M

F E R R O M A G N E T I C

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WORD SEARCH

The following words can be found in the maze below. The letters may be arranged horizontally,vertically, diagonally or backward.

magnetismattractrepelcoronacompassferromagneticdemagnetizesolenoidelectromagnetpoles


© Copyright 1999 AIMS Multimedia Real World Science: Magnetism

Name

TEST

Circle the phrase which best answers each question.

1. Magnetic objects easily attract materials that contain:

• wood. • plastic.• water.• iron.

2. A magnet has the strongest magnetic force at:

• the center.• the north pole.• the south pole. • both poles.

3. The Earth’s magnetic north and south poles are:

• the same as the geographic North and South Poles.• different from the geographic North and South Poles.• areas with very little magnetic force.• slowly becoming weaker.

4. A compass helps people:

• produce electricity. • navigate.• operate appliances.• create atomic energy.

5. The sun’s magnetic field extends far above its outermost layer, which is called the:

• stratosphere.• pole.• corona. • ionosphere.

25

Name

TEST (CONTINUED)

6. The atomic particle that creates magnetism is the:

• proton.• neutron.• ion.• electron.

7. Materials that have atoms lined up in the same direction have a strong magnetic:

• solubility. • domain. • current. • resistance.

8. A coiled wire carrying an electric current that has a magnetic field is called a:

• reverse magnet.• polar magnet.• colloid.• solenoid.

9. Electromagnets lose their electricity when the electric current is:

• turned on. • turned off. • increased.• none of the above

10. Moving a wire through a magnetic field a current.

• slows• creates • terminates• branches



ADDITIONAL AIMS MULTIMEDIA PROGRAMS

You and your students might also enjoy these other AIMS Multimedia programs:

2569-EN-VID-NR: “Real World Science: Matter: Solids, Liquids, and Gases”2570-EN-VID-NR: “Real World Science: Electricity”2571-EN-VID-NR: “Real World Science: The Scientific Method”2287-EN-VID-NR: “Real World Science: Rocks and Minerals”2290-EN-VID-NR: “Real World Science: Dinosaurs”

ANSWER KEY for page 18


VOCABULARY

The following terms are from Real World Science: Magnetism. Fill in the number of each termnext to its closest definition.

1. magnetite2. horseshoe3. repel4. attract5. magnetic field

___ move toward one another

___ magnetic force that surrounds a magnet

___ each end of a magnet; where magnetic force is the strongest

___ device with a magnetic needle that always points to the Earth’s north pole

___ mineral discovered by Greeks that attracted materials containing iron

___ move away from one another

___ the relationship between electricity and magnets

___ coiled wire that carries an electric current with a magnetic field

___ type of magnet that has a bend in the middle

___ dark areas where the magnetic field has broken through the corona

4

5

6

7

1

3

8

9

2

10

6. poles7. compass8. electromagnetism9. solenoid

10. sun spots



CHECKING COMPREHENSION

Read the following sentences and circle the letter of the word that best fills each blank.

The Greeks first discovered magnets when they realized that magnetite attracted materials that con-tained ___1___ . All magnets have ___2___ poles. When placed together, like poles will ___3___one another, while opposite poles ___4___ . The geographic poles are at the top and bottom of the___5___ . As ___6___ spin around the nucleus of an atom, they create a magnetic field. Materialswith strong magnetic properties are called ___7___ . If we rub an ordinary nail with one end of amagnet, we can ___8___ the nail. The nail will become a ___9___ magnet, which means it will loseits magnetism easily. We can also use an electric current to produce a magnetic field. This is called___10___ .

1. A. wood B. atoms C. ironD. electricity

2. A. positive and negative B. north and south C. left and right D. active and inactive

3. A. repelB. magnetizeC. polarizeD. attract

4. A. electrify B. attractC. demagnetize D. repel

5. A. horseshoe magnetB. bar magnet C. galaxyD. Earth

6. A. protons B. molecules C. electrons D. tiny magnets

7. A. ferromagnetic B. soluble C. ionicD. polar

8. A. heat B. magnetize C. electrifyD. dissolve

9. A. temporary B. permanentC. current D. solenoid

10. A. conduction B. electromagnetism C. polarizationD. atomic magnetism



REVIEW QUESTIONS

1. Where does the word “magnet” come from? The Ancient Greeks discovered rocks that contained the mineral magnetite. The mineral attracted materials that contained iron. Magnetite and magnet both come from the Greek word for the mysterious mineral, magnesia.

2. Name three things at home that contain magnets. Magnets are found in many items,including omputers, tape recorders, videocassette recorders, televisions, compact disc players, compasses and computers.

3. What can be done to weaken a magnet? The magnetic field of an object can be weakenedif the object is dropped, hit or struck with an object, or heated. This is called demagnetization.

4. When electric current is turned off, an electromagnet loses its magnetic field. How does this make electromagnets useful? Electromagnets are used in many devices with electric motors,such as electric mixers and power drills. When the switch is turned off, the device stops running.

5. What kinds of objects are easiest to magnetize? Why? Ferromagnetic objects are easiest to magnetize. That’s because they contain materials like iron that have atoms lined up in the same direction.

6. How is the Earth like a giant magnet? The Earth is surrounded by magnetic lines of force. The Earth also has a magnetic north and south pole. These poles are different than theareas we know as the geographic North and South Poles.



TRUE OR FALSE

Place a T next to statements that are true and an F next to statements that are false.

1. ___ All magnets have a horseshoe shape.

2. ___ Like magnetic poles move away from one another.

3. ___ Magnetic forces are strongest in the center of a magnet.

4. ___ Magnetic fields are found on planets throughout our galaxy.

5. ___ The corona, or outermost layer of the sun, traces the sun’s magnetic field.

6. ___ Spinning protons give each atom a tiny magnetic field.

7. ___ Ferromagnetic material shows strong magnetic properties.

8. ___ All metals can be easily turned into permanent magnets.

9. ___ A magnet cut in half will lose all of its magnetic properties.

10. ___ An electromagnet loses its magnetism when the electric current is turned off.

F

T

F

T

T

F

T

F

F

T



NUMBER CODE

A = 1B = 2C = 3D = 4E = 5F = 6G = 7

1. 4-9-17-10 magnets are used in the speakers of radios and televisions.

_____________________________2. A permanent magnet is usually made from 8-1-16-4 metals, like iron and steel.

_____________________________3. Small 8-14-16-17-5-17-8-14-5 magnets are used in radar machines.

_____________________________4. During the Middle Ages, people thought that magnets had 12-1-7-9-3-1-11 powers.

_____________________________5. Magnets are used to keep cabinets and refrigerator doors 3-11-14-17-5-4.

_____________________________6. The 3-14-12-15-1-17-17 made it possible for navigators to explore unknown worlds.

_____________________________7. Even the most powerful magnetic field is 9-13-20-9-17-9-2-11-5 to the human eye.

_____________________________8. There are two types of magnets: 13-1-18-19-16-1-11 magnets, like lodestone, and

1-16-18-9-6-9-3-9-1-11 magnets, which are made by people.

_____________________________

H = 8I = 9K = 10L = 11M = 12N = 13O = 14

P = 15R = 16S = 17T = 18U = 19V = 20W = 21

Disk

hard

horseshoe

magical

closed

compass

invisible

natural, artificial



MAGNETISM PUZZLE

M The force created by a magnet is known as a field.

A Spinning electrons make each like a tiny magnet.

G The Ancient discovered the first natural magnets.

N A compass needle always points to the pole.

E can be used to create a magnet using electricity.

T A magnet gains and loses magnetism very easily.

I Materials containing have strong magnetic properties.

S A is created with a coiled wire and electricity.

M A permanent keeps its magnetism for a long time.

agnetic field

tom

reeks

orth

lectromagnetism

emporary

ron

olenoid

agnet



D C L J L M Q P R M B L K

E L E C T R O M A G N E T

M A T T R A C T C B E R M

A A L G E G Y O R L A T A

G S S A P M O C R T R D G

N O C P E Z Q Z M O L W N

E B P O L E S G M H N B E

T N Q N Q C Y H M A L A T

I S O L E N O I D S E S I

Z H B G C B X D A W B L S

E P N H N W D M T E S V M

F E R R O M A G N E T I C

WORD SEARCH

The following words can be found in the maze below. The letters may be arranged horizontally,vertically, diagonally or backward.

magnetismattractrepelcoronacompassferromagneticdemagnetizesolenoidelectromagnetpoles


© Copyright 1999 AIMS Multimedia Mixtures: Together but Separate35

TEST

Circle the phrase which best answers each question.

1. Magnetic objects easily attract materials that contain:

• wood. • plastic.• water.• iron.

2. A magnet has the strongest magnetic force at:

• the center.• the north pole.• the south pole. • both poles.

3. The Earth’s magnetic north and south poles are:

• the same as the geographic North and South Poles.• different from the geographic North and South Poles.• areas with very little magnetic force.• slowly becoming weaker.

4. A compass helps people:

• produce electricity. • navigate.• operate appliances.• create atomic energy.

5. The sun’s magnetic field extends far above its outermost layer, which is called the:

• stratosphere.• pole.• corona. • ionosphere.



TEST (CONTINUED)

6. The atomic particle that creates magnetism is the:

• proton.• neutron.• ion.• electron.

7. Materials that have atoms lined up in the same direction have a strong magnetic:

• solubility. • domain. • current. • resistance.

8. A coiled wire carrying an electric current that has a magnetic field is called a:

• reverse magnet.• polar magnet.• colloid.• solenoid.

9. Electromagnets lose their electricity when the electric current is:

• turned on. • turned off. • increased.• none of the above

10. Moving a wire through a magnetic field a current.

• slows• creates • terminates• branches

Real World Science: Magnetism - NHPBSSUGGESTED ACTIVITIES The Suggested Activities offer ideas for...

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Transcript of Real World Science: Magnetism - NHPBSSUGGESTED ACTIVITIES The Suggested Activities offer ideas for...