Making a Magnet

• demonstrate an understanding of magnetism by magnetizing a pair of scissors to pick up magnetically attracteditems
• demagnetize a magnetically-induced item
• work successfully in pairs to record the strength (and weakening) of a homemade magnet by successfully completing trial experiments
• demonstrate an understanding of magnetic strength by discussing their trials in class and in learning journals

2.1.2 Manipulate an object to gain additional information about it.
2.1.5 Demonstrate the ability to work with a team but still reach and communicate one's own findings.
2.1.6 Use tools to investigate, observe, measure, design, and build things.
2.3.8 Demonstrate and observe that magnets can be used to make some things move without being touched.
3.1.1 Recognize and explain that when a scientific investigation is repeated, a similar result is expected.
3.1.2 Participate in different types of guided scientific investigations, such as observing objects and events and collecting specimens of analysis.
3.1.3 Keep and report records of investigations and observations using tools, such as journals, charts, graphs, and computers.
3.1.4 Discuss the results of investigations and consider the explanations of others.
3.1.5 Demonstrate the ability to work cooperatively while respecting the ideas of others and communicating one's own conclusions about findings.
5.2.4 Keep a notebook that describes observations and is understandable weeks or months later.

NCSS Standards

• Physical Science
  • properties of objects and materials (strength of magnets)
  • magnetism (inducing/reducing)
• Science as Inquiry
  • abilities necessary to do inquiry (predict and test)
  • understanding about scientific inquiry (analyzing predictions and results)
• History and Nature of Science Standards
  • science as a human endeavor (create a magnet for many items)

• magnets and scissors (one for each pair - about 11 pairs)
• paper clips, magnetically attracted items
• non-attracted magnetic item
• pencil & paper (student provided)

1. Intro: Ask class how you can pick up a paper clip with a pair of scissors without putting the points through the loop or opening the scissors.
   • Call up one student from each reading pair to get some paper clips and a pair of scissors
   • Pairs attempt mentioned task
   
   
2. "Now, does anyone know how you could make this easier? How about with a magnet? The magnet has to be away from the paper clip." Give each group a magnet.

3. Ask what attracts the metal in the scissors to the magnet.

4. Explain you can make a magnet out of the scissors. (Explain instructions completely before letting ST attempt it)
   • rub magnet over scissors 10-12 times in one direction, lifting after each time.
   • Explain process as teacher is doing it, then pick up a paper clip with the new magnet.
   • Ask if students think that rubbing the magnet more times over the scissors will make the new magnet stronger.
   • Tell students they'll find out by making their own magnet.
   
   
5. Explain experimenting process, then let students experiment:
   • Pass out materials - 1 sheet for each group and several paper clips group
   • 1 tester, 1 writer per group
   • Tester rubs scissors several times in the proper manner, then tests how many paper clips it picks up.
   • Writer records number of trial, number of times scissors are rubbed, and number of paper clips picked up.
   • Groups do at least 5 trials
   
   
6. After trials, discuss lesson as a class. Questions to consider:
   • Could you pick up paper clips more easily?
   • Could you pick up more paper clips if you took the magnet over the scissors more times?
   
   
7. Ask, "Do you know how you could demagnetize the scissors?"
   • lightly slap scissors in palm
   • won't completely get rid of the attraction, but it will make it weaker
   • Repeat trial process with demagnetizing label paper: number of trial, number of scissor slaps, number of paper clips (total of 5 trials)
   After trials, ask why students think this weakens the magnet

8. Close: Pass out sheet of paper - 1 piece to each group. Students write in their Science journals, answering the following:
   • General observations on this activity
   • What happened when the magnet was taken over the scissors (and when you slapped it in your palm)?
   • What was the difference when you took the magnet over the scissors more times (and when you slapped the scissors more times)?
   • Why would rubbing the magnet over the scissors strengthen the scissors? (and why would slapping weaken it?)
   • What items could created magnets be used for?

• Did the student participate in the activity?
• Did the student share an equal role with his/her partner?

• Did the student complete his/her science journal?
• Did the student seem to have a clear understanding of the concept (based on his/her explanation in the science journal)?

Magnets Everywhere

Magnets, magnets here and there
Magnets, magnets everywhere

They come in horseshoes
They come in bars
They?re on refrigerators
And in your cars

They pick up metals
(but not every one)
But whatever they do
They sure are fun.

• Pair students who are weaker with students who are stronger
• Allow blind students to feel the magnetic attractions