IOWA 4-9 SCIENCE PROJECT

TEACHER GUIDE for: Magnets 3-Strongest Parts of Magnets Marlene Gaston
MAGNETS.472 Grades 4-7

CONCEPT OBJECTIVE: Students will investigate and observe that the parts of the magnet called the poles are magnetically stronger than the other parts of a magnet.

PROCESS OBJECTIVE: To develop a student's observing, exploring, recording, predicting and inferring skills.

MATERIALS (for each student):
1 copy of Student Activity Worksheet 3
1 small marked bar shape magnet (The alnico magnets from Delta Education work well)
Paper clips (Use steel disks instead of paper clips for small magnets.)
( for the class):
A collection of a wide variety of different sizes, shapes and kinds of magnets. (Ask students to bring magnets from home also to make a larger collection.)

EXPLORATION:
1. Distribute 1 bar magnet, a number of paper clips, and 1 copy of Student Activity Worksheet 3 to each pupil.
2. Teacher's directions to students:
"Try different places on the magnet to see how many paper clips will attract (stick) to various places on the magnet."
"Record the number of paper clips on the magnet drawing at the appropriate places."
Allow enough time for students to try 3 to 10 different places on the magnet. (10-20 min.)

CONCEPT DEVELOPMENT: (This activity could be done in small groups or with the whole class.)
1. Ask the students:
"Where on the magnet did the most paper clips attract (stick)?" (The ends)
"Where on the magnet did the fewest paper clips attract (stick)?" (The middle)
2. Ask the students to make a rule about what parts of a magnet are the strongest. (Compare this rule with the rule about the parts of a magnet that cause repelling and attracting.)
3. Review the word "poles."

APPLICATION AND EVALUATION:
1. Use a wide variety of kinds, sizes, and shapes of magnets, paper clips and Student Activity Worksheet 3 Part B.
2. Teacher's directions to students:
"Find the strongest places (poles) on as many different magnets as you can. Record the number of paper clips that attract (stick) to the magnet in at least 3 or 4 different places on each magnet."
Allow time for students to try several magnets of different sizes, shapes and kinds.
3. Ask students:
"Were the poles always where you thought they would be on each magnet?"
"Were you able to find poles on all magnets?"
"Are there similarities between where you found poles and the size, shape or kind of magnet?"

MAGNETISM STUDENT ACTIVITY WORKSHEET 3

PART A: Record the number of paper clips that attract (stick) to the magnet on the magnet drawing below. Record on the appropriate places.
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PART B: Draw the shape of magnets that are various shapes, sizes and kinds. Record the number of paper clips that attract (stick) to the magnet at different places.