Physical+Science+-+Magnetic+Interaction+(pg.+257-274)

//Juniors page//) || **p. 258-261 Magnets & What they Attract - Meagan Ricks** p. 265-268 Field of Force Standards || 1. p.258-261 Magnets & What they Attract __GLE__: 0107.12.1 Investigate materials that are attracted to magnets. __Checks for Understanding__: 0107.12.1 Identify and classify objects in the classroom as magnetic or non-magnetic. 0107.12.2 Make predictions about how various objects will be affected by a magnet __GLE:__ 0207.12.1 Experiment with magnets to determine that objects can move without being touched. __Checks for Understanding__ 0207.12.1 Explain how two magnets interact. __GLE__: 0307.12.1 Explore how magnets attract objects made of certain metals. __ Checks for Understanding __ : 0307.12.2 Determine that only certain types of objects are attracted to magnets. __SPI__: 0307.12.1 Recognize that magnets can move objects without touching them. 0307.12.2 Identify objects that are attracted to magnets
 * Content (//copied from//
 * Magnets are all around us in homes, schools, etc.
 * Iron, steel, cobalt, and nickel are metals which are attracted by a magnet.
 * Metals which are not attracted by magnets include: brass, aluminum, tin, silver, stainless steel, copper, bronze, and gold. Items that are made of these metals are usually actually made of an attractable metal and simply coated in a thin strip or plate of the metal which is not attractable.
 * A U.S. nickel is actually made mainly of copper so it does not make a good example when experimenting with magnets and metals.
 * Natural magnets which contain the iron ore magnetite from the earth’s crust are called “lodestones” or “leading stones” because they were used by ancient mariners to point to the North Star which was referred to as the “lodestar.”
 * Only a select number of iron ores are magnetized and one theory is that this magnetization was caused by lightning arranging atoms in the ores similar to those of a magnet.
 * Dragging a magnet along the ground or a sandbox may show attraction by some particles. This is because magnetite (the iron ore found in lodestones) is present is many common soils.
 * There are many types of manmade magnets such as: bar, V, U, horseshoe, and cylindrical. These are typically made of steel and made magnetic by electricity.
 * V, U, and horseshoe magnets are the most attractive because two poles are working at once.
 * Alnico magnets are made of aluminum, nickel, iron, and cobalt and are common home and commercial use magnets.
 * p. 262-265 Making Magnets- Katie Mattie**
 * Magnets made from a relatively soft material, such as iron, usually hold their magnetism only a short time, so they are called //temporary magnets.//
 * Those made form a harder material, such as steel, retain their magnetism far longer, so they are called //permanent magnets//.
 * A magnet can be made from an iron nail by stroking the nail in one direction with one pole of a permanent magnet. The nail's magnetic power increases with the number of strokes you apply. Merely rubbing it back and forth will usually bring poor results.
 * A second way to make a temporary magnet is by holding a permanent magnet very close to any attracable object. This kind of magnetism is called //induced magnetism.//
 * You can also make a temporary magnet by wrapping an insulated wire around a nail and connecting the two wire ends to a battery. This is an //electromagnet.//
 * Any wire that carries an electric current generates a weak magnetic field around it. Wrapping the wire around the nail core concentrates the field into the core. Disconnect the wire from the battery, and the nail is no longer an effective magnet.
 * It takes longer to magnetize a steel object by stroking it with a magnet than it does an iron one. However, steel may hold its magnetism for years.
 * A more efficient way to make permanent magnets is by electricity.
 * Superconducting magnets are electromagnets made from special alloys such as niobium-tin or niobium-titanium.
 * Superconducting magnets are very powerful.
 * Telsa is the SI unit of flux density, or field intensity, for magnetic fields and is also called magnetic induction. One telsa is defined as the field intensity generating one newton of force per ampere of current per meter of conductor.
 * The superconducting magnets built today will be used in future particle accelerators, devices that can accelerate electrons or other particles to high energies.
 * p. 268-271 Magnetic Pole- Sarah Roach**
 * The greatest magnetic concentration will always be at the poles.
 * Magnetic fields can go through different materials without any loss of power. This magnetic field is called transparent.
 * An opaque magnetic field would be objects that contain steel or iron. The force goes inside the object and back into the magnet.
 * Earth acts like a huge magnet.
 * An idea of why Earth acts as a magnet is because earth's interior rotates at different speeds and this results in friction strips electric particles from atoms causing an electrical current to be made which makes a magnetic field. ( awkward wording )
 * The north and south magnetic poles should not be confused with the north and south geographical poles.
 * When a compass points north, it is not the true north.
 * The magnetic poles are always shifting.
 * p. 271-274 Magnetic Theory and Care of Magnets- Tina Gibson**
 * Science cannot fully explain magnetism.
 * Many tiny clusters of atoms randomly arranged, called domains, are contained within potentially magnetic objects. When an object is stroked in one direction, (magnetized), the domains line up in one direction.
 * Heating a magnet forces the domains into violent motion. This is likely to cause them to be disarranged.
 * If a magnet in repeatedly dropped, it can also cause the domains to be jarred out of line, thus causing the same result as if it was heated.
 * Although magnets can be ruined by heat and being dropped, they can keep much of their power for years when they are properly cared for and stored.
 * The proper way of storage: Place opposite poles of magnets together, place magnets on a small metal bar called a keeper, or place them on a nail.
 * Children should learn not to drop the magnets in order to keep the magnetic properties. ||
 * TN State

2. p.262-265 Making Magnets - No standards directly related to this section.

3. p.265-268 Fields of Force GLE 0807.12.1 Investigate the relationship between magnetism and electricity. GLE 0807.12.3 Compare and contrast the earth’s magnetic field to that of a magnet and an electromagnet. SPI 0807.12.3 Distinguish among the Earth’s magnetic field, a magnet, and the fields that surround a magnet and an electromagnet.

4. 268-271 Magnetic Pole __GLE:__ 0407.12.1 Explore the interactions between magnets. __SPI:__ 0407.12.1 Identify how magnets attract or repel one another.

5. p. 271-274 Magnetic Theory and Care of Magnets - No standards directly related to this section. || [|http://mypages.iit.edu/~smile/mp0398.htm] The purpose of this lesson plan is to help students investigate magnetic strength, which part(s) of a magnet are the strongest, and what magnetic attraction is. It uses stations for different concepts and allows students to make and test predictions. [] This lesson plan is an excellent resource for the upper grade level on how to create a magnet. This lesson plan is intended for the fifth grade level and it helps students realize the how the "magnetic field of Earth and a magnet are similar." Students not only get to construct a manget, but they also get to learn how to create a compass and how it works. This lesson plan already includes the materials needed, additional resources, web sites, and background information, and how the procedure for this activity plays out. This lesson plan is really neat! It is designed for 3rd graders. It talks about how like fields repel each other and opposite poles attract. It has a lot of neat questions that you could ask your students. @http://teachhouston.uh.edu/TeachHouston_document/lesson_plans1/science_lesso n/files/Magnets-Final_5-20-10.pdf This is a 5E lesson that explores what magnets attract. There is a section that describes safety precautions for using the magnet and what can harm them. || Assessment Probe || **Magnets in Water** Uncovering Student Ideas in Science: 25 New Formative Assessment Probes, Volume 4; page 67-72 || || //That Magnetic Dog// by Bruce Whatley. Angus & Robertson: 1994. Skitty is a magnetic do with "magnetic" qualities. She doesn't attract metal, like keys and spoons. She attracts food.
 * Website || Each person select and describe one website for your section ||
 * Lesson Plans || **1. Magnets and What They Attract - Meagan Ricks**
 * 2. Making Magnets-Katie Mattie**
 * 3. Magnetic Pole- Sarah Roach**
 * @http://www.lessonplanspage.com/sciencemagnetlesson-htm**
 * 4. Magnetic Theory and Care of Magnets - Dr. Suters**
 * Videos || media type="custom" key="10802256" ||
 * Formative
 * Children's Book

Read the book as an introduction. Discuss why the author describes the dog as magnetic. Ask if they've ever heard the word magnetic to describe someone? What does magnetic mean?

Revisit the first page of the book after several experiments with magnets have been conducted. "Magnets attract metal objects like keys and spoons." Ask: Is it entirely correct to say, "Magnets attract metal objects." How could we rewrite this sentence to make it more scientific?

Source for lesson idea: "More Picture-Perfect Science Lessons" by Karen Ansberry & Emily Morgan. NSTA Press: 2007 || from text || Read "That Magnetic Dog" & discuss what magnetic means. (**3 Minutes**)
 * Activities

Formative Assessment Strategy #1 A&D Statements, p. 48. (**3-5 minutes**)

Formative Assessment Probe: //Magnets in Water// **(3 Minutes)**

Activities from each of the following sections will be conducted in stations of approximately 5 minutes each. Everyone should record their work in their learning logs. Stations (**25 minutes Total)**

1. p.258-261 Magnets & What they Attract The Power of Magnets, p.g 260 Explore, Explain, Elaborate, Evaluate Also test different materials to determine what is and is not attracted.

2. p.262-265 Making Magnets How to Make Magnets, p. 262 Explore, Explain (#1), Elaborate (#1)

3. p.265-268 Fields of Force Magnetic Fields, p. 266 Explore, Elaborate Does Magnetism Go Through Objects? p. 266 Explore, Explain, Elaborate (water)

4. p. 268-271 Magnetic Pole Make Your Own Compass, p. 268 Explore, Explain

5. p. 271-274 Magnetic Theory and Care of Magnets Lost Magnetism, p. 272 Explore

Closure: Discuss station activities. Revisit Magnetic Dog Book, formative assessment probe, and A&D statements. (**5 minutes)** ||