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Why do magnets work?

National Science Standards:
Content Standard A: Science As Inquiry
Content Standard B: Physical Science – Magnetism

This Activity demonstrates whether or not a magnet can pick up objects

*NOTE: Educators/Parents should consider reading the entire text to their children, if necessary, as they assist the child with the activity.

Magnets do not work with magic. They use a force we cannot see. Sometimes, magnets can pick up objects when touched.

ACTIVITY FOR STUDENTS IN KINDERGARTEN

(1 of each item listed per student or per team of students)

For WORKSHEET A –; magnets, worksheet, paper, paper clip, cork, metal key, eraser, crayon, leaf, soil, metal spoon, plastic spoon

For WORKSHEET B –; magnets, worksheet, paper clip, metal key, metal scissors, coins (penny, nickel, dime), aluminum foil square, metal spoon, metal tack, brass tack

NOTE: It may be possible to substitute some items although your results may be different from what is expected.

    FOR WORKSHEET A:

  1. Predict which object(s) a magnet will pick up. This means the objects are attracted to the magnet.
  2. Place these objects into two groups onto a blank sheet of paper – a group you believe (and predicted) will be picked up and another group you predict will not be picked up. Label each group on your sheet of paper.
  3. Touch each object in each group with your magnet.
  4. Slowly lift the magnet to see if the object is actually attracted to the magnet. If the object is attracted, you will see the magnet lift the object. You may even feel the magnet pull on the object.
  5. If the object is attracted to the magnet, pull it away and place it back on the table.
  6. Complete Worksheet A

    FOR WORKSHEET B:

  7. Worksheet B shows the objects that are made of some type of metal. Predict which objects you think will be picked up by your magnet.
  8. Place these objects into two groups onto a blank sheet of paper – a group you believe (and predicted) will be picked up and another group you predict will not be picked up. Label each group on your sheet of paper.
  9. Slowly lift the magnet to see if the object is actually attracted to the magnet. If the object is attracted, you will see the magnet lift the object. You may even feel the magnet pull on the object.
  10. If the object is attracted to the magnet, pull it away and place it back on the table.
  11. Complete Worksheet B.

FOLLOW UP DISCUSSION

Ask students why they believe some objects were picked up while the magnet did not pick up some objects.
Ask students why the magnet did not pick up every metal object. You may consider directing the discussion to help them understand magnets only attract objects made of certain metals such as iron and steel.



ACTIVITY FOR STUDENTS IN GRADE ONE

*NOTE: Conduct the Kindergarten Activity before you begin this Activity.



This Activity demonstrates the strength of the force of magnets.



Magnets (1 bar and 1 horseshoe per student or team), paper clips (10 per student or team), Worksheet, blank sheet of paper, cloth piece, plastic cup


  1. Predict how many paper clips your magnet can pick up. Make sure none of the paper clips are touching.
  2. Touch one paper clip with your magnet. Move the magnet upward to pick up the paper clip.
  3. As this paper clip hangs below the magnet, move the magnet and allow the hanging paper clip to touch another paper clip on the table/desk.
  4. Slowly lift the magnet to see if the next paper clip is actually attracted to the paper clip hanging from the magnet. Move the magnet to make sure both paper clips are actually stuck to the magnet.
  5. Repeat this procedure to pick up as many paper clips as possible.
  6. Complete Worksheet C – Part 1.
  7. Place one of the paper clips inside the plastic cup. Move the magnet under the cup below the paper clip. If the magnet is strong enough, then the paper clip will move.
  8. Record your results on Worksheet C - Part 2.
  9. Place one of the paper clips behind a sheet of paper instead of inside the plastic cup.
  10. Place one of the paper clips behind a piece of cloth instead of a sheet of paper.
  11. Record your results on Worksheet C - Part 3.

FOLLOW UP DISCUSSION:

Ask students why people would ever need to use a very strong magnet. Ask students how they believe magnets can be made stronger or able to better attract metal objects. This question can lead you to use the KSNN™ Program (on the Grades 3-5 part of this website) about electromagnetism.


ACTIVITY FOR STUDENTS IN GRADE TWO

*NOTE: Conduct the Kindergarten and Grade 1 Activities before you begin this Activity.



This Activity demonstrates that magnets have forces that attract or repel other magnets.



string, 2 bar magnets (per student or team of students – these magnets must be marked with N and S on opposite ends), one directional compass per student or team, worksheet


  1. Notice that each end of the magnet has either a letter “N” or a letter “S”. These are called North and South Poles of the magnet.
  2. Tie a string around the middle of the magnet. Hold the string to let the magnet hang below your hand. The magnet should hang level – if not, adjust the string’s location in the middle of the magnet.
  3. Hold one string and magnet in each hand. Make sure the N (north) ends on each magnet face each other.
  4. Slowly move the magnets close together. Observe what happens when the two ends with the same letter (N-N or S-S) come close together. Next, observe what happens when two opposite ends (N-S) come close together.
  5. Complete Worksheet D - Part 1.
  6. Place a directional compass on your desk/table. Turn the compass so that the “N” and “S” on the edge of the compass line up with the needle in your compass.
  7. Remember that each end of your magnets also has these same two letters (N and S). This suggests that a compass needle might be like a small bar magnet.
    8. NOTE: Be CAREFUL when you place a compass near a magnet! You do not need to actually touch the compass with your magnet. Keep the compass and magnet separated by a few inches until you actually perform the experiment.
  8. To test this idea, slowly move the end of the magnet marked “N” close to the “S” end of the compass. Notice what happens.
  9. Now move the same magnet end (“N”) close to the compass end marked “N”. Notice what happens.
  10. Complete the Worksheet D - Part 2.

FOLLOW UP DISCUSSION:

Ask students what they believe causes the small magnetic compass needle to point north and south on the earth. This will allow you to discuss how the earth has an invisible magnetic field (force) just as the magnet has.
Ask students what happens to compasses on other planets (or even the moon), which do not seem to have a magnetic field.



STUDENT WORKSHEETS SECTION

KINDERGARTEN - WORKSHEET A

Set up your materials to look similar to this drawing:

  1. Place your objects into two groups. Group 1 will have objects you predict will be picked up by a magnet. Group 2 will have objects you predict will not be picked up by a magnet.
  2. Touch each object in Group 1 – one at a time – with your magnet.
  3. Slowly lift your magnet to see if the object is really attracted to the magnet.
  4. List all objects in Group 1 that are attracted to a magnet.
  5. Why are some of the objects not picked up by a magnet?

KINDERGARTEN - WORKSHEET B

Set up your materials to look similar to this drawing:

  1. Place your objects into two groups. Group 1 will have objects you predict will be picked up by a magnet. Group 2 will have objects you predict will not be picked up by a magnet. Some of these objects were used for Worksheet A. Can you remember if they were attracted to a magnet?
  2. Touch each object in Group 1 – one at a time – with your magnet.
  3. Slowly lift your magnet to see if the object is really attracted to the magnet.
  4. List all objects in Group 1 that are attracted to a magnet.
  5. Why are some metals not attracted to a magnet?


GRADE ONE - WORKSHEET C

Part ONE

Set up your materials to look similar to this drawing:

We know that a paper clip is attracted to a magnet. Let’s investigate to see if a paper clip can allow the magnetic force to move through it and attract more paper clips.

1. Predict how many paper clips (in a string of clips) your magnet can pick up when the clips touch each other. Write your number here: ____

2. Touch one paper clip with your magnet. Move the magnet upward to pick up the paper clip.

3. As this paper clip hangs below the magnet, move the magnet and allow the hanging paper clip to touch another paper clip on the table/desk.

4. Slowly lift the magnet to see if the next paper clip is actually attracted to the paper clip hanging from the magnet. Move the magnet to make sure both paper clips are actually stuck to the magnet.

5. Repeat this procedure to pick up as many paper clips as possible.

6. How close was your prediction to the number of paper clips your magnet could attract in a string of paper clips?

 


GRADE ONE - WORKSHEET C

Part TWO

Set up your materials to look similar to this drawing:

  1. Place one of the paper clips inside the plastic cup. Move the magnet under the cup below the paper clip. If the magnet is strong enough, then the paper clip will move.
  2. How can the magnet move a paper clip that it does not actually touch?


GRADE ONE - WORKSHEET C

Part THREE

Set up your materials to look similar to this drawing:

  1. Place one of the paper clips behind a sheet of paper instead of inside the plastic cup. Move the magnet under the paper below the paper clip. If the magnet is strong enough, then the paper clip will move.
  2. Place one of the paper clips behind a piece of cloth instead of a sheet of paper. Move the magnet under the cloth below the paper clip. If the magnet is strong enough, then the paper clip will move.
  3. Does the magnet still attract the paper clip through paper or cloth as well as it did through the plastic cup?


GRADE TWO - WORKSHEET D

Part ONE

Set up your materials to look similar to this drawing:

  1. Slowly move the magnets together. What happens when the two North Poles come close together?
  2. Repeat STEP 1 but try to get two SOUTH Poles on the magnets to touch. Are the results the same as with two NORTH Poles?
  3. Arrange the magnets so that you will bring together a North Pole and a South Pole on the magnets. Slowly move the magnets together. What happens as these magnets come close together?


GRADE TWO - WORKSHEET D

Part TWO

Set up your materials to look similar to this drawing:


*NOTE: Be CAREFUL when you place a compass near a magnet! You do not need to actually touch the compass with your magnet. Keep the compass and magnet separated by a few inches until you actually perform the experiment.

  1. Place a directional compass on your desk/table. Turn the compass so that the “N” and “S” on the edge of the compass line up with the needle in your compass.
  2. Remember that each end of your magnets also has these same two letters (N and S). This suggests that a compass needle might be like a small bar magnet.
  3. To test this idea, slowly move the end of the magnet marked “N” close to the “S” end of the compass. What happens to the compass needle when you move the magnet close to the needle?
  4. Now move the same magnet end (“N”) close to the compass end marked “N”. What happens to the compass needle this time?

*REMEMBER: Opposite poles on magnets are attracted to each other.
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