1. Magnetism

2. Essential question: how do the properties of magnets explain why some materials are magnetic and some are not?
Instructional Approach(s): The teacher should introduce the essential question and the standard that aligns to the essential question

3. Standard: S8P5c. Investigate and explain that electric currents and magnets can exert force on each other.
Instructional Approach(s): The teacher should introduce the essential question and the standard that aligns to the essential question

4. A magnet 1.is any material that attracts iron or materials containing iron.
Students should define magnet on their notes sheet.

5. Properties of Magnets All magnets have two poles
Magnets exert forces on each other
Magnets are surrounded by a magnetic field
Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their notes

6. All Magnets have Two Poles
Each end of the magnet is called 2.a magnetic pole
One end of the magnet always ends up pointing 2 to the north. It is called the 2. north pole
The opposite end of the magnet points to the 2 south and is called the 2.south pole
Magnetic poles are always in 2. pairs (one north, one south)
Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their notes

7. All Magnets have Two Poles
If a magnet is broke in half, 2. each half gains a new pole
Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their notes

8. Magnets Exert 3. Forces on Each Other
As observed in the Properties of Magnets Activity, when you bring two magnets close together, the magnets exert a magnetic force on each other
These magnetic forces result from 3. electric charges in the magnets. What causes the electric charge?
Remind students that gaining or losing electrons causes electric charge.

9. Magnets Exert Forces on Each Other
The force can either push the magnets apart or pull them together
The magnetic force between magnets depends on how the poles of the magnets line up. Like poles repel, and opposite poles attract
Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their notes

10. After discussing the slide, students should complete the magnet images on their notes sheet

11. Distributed Summarizing
A magnet is similar to _____________________ because ______________
Instructional Approach(s): Formative assessment. Each student should complete the summarizer. The teacher should use the summarizer to determine the level of student mastery and if differentiation is needed.

12. Magnets are surrounded by a 4.Magnetic Field
The shape of a magnetic field can be shown with lines drawn from the north pole of a magnet to the south pole as shown in the diagram below
Magnetic field lines 4. show both the direction and the strength of a bar’s magnetic field
Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their notes

13. Magnets are surrounded by a Magnetic Field
The closer together the lines, 4.the stronger the field
The lines around a magnet are closest together 4. at the poles, where the magnetic 4. force is strongest
Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their notes

14. Field lines that curve toward each other show attraction.
Opposites Attract
Field lines that curve toward each other show attraction.
Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their notes

15. Field lines that curve away from each other show repulsion.
Likes Repel
Field lines that curve away from each other show repulsion.
Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their notes

16. Field Lines in a Horseshoe Magnet
Instructional Approach(s): The teacher should present the illustration on the slide to provide an example of magnetic fields in different magnets

17. The Earth behaves as if it has a bar magnet running through its center
The Earth behaves as if it has a bar magnet running through its center. The poles of this imaginary magnet are located near Earth’s geographic poles.
Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their notes

18. Magnets are surrounded by a Magnetic Field
The shape of the magnetic field surrounding a magnet can be seen by observing the shape of iron filings when placed near a magnet
Instructional Approach(s): The teacher should present the information on the slide to provide a real life example of magnetic fields

19. Whether a material is magnetic depends on the 5. material’s atoms
The Cause of Magnetism
Whether a material is magnetic depends on the 5. material’s atoms
Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their notes

20. The Cause of Magnetism
As 5. electrons in atoms move around, a magnetic field is generated. The atom will then have a north and south pole.
The atoms group together in tiny areas called domains. Each domain is like a tiny magnet.
In most materials, such as copper and aluminum, the magnetic fields cancel each other out because the domains are randomly oriented (as shown below)
Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their notes

21. The Cause of Magnetism
In materials such as iron, nickel, and cobalt, the north and south poles of the atoms in a domain line up and make a strong magnetic field (as shown in the diagram below)
The arrangement of domains in an object determines whether the object is magnetic
Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their notes

22. The Cause of Magnetism
Instructional Approach(s): The teacher should present the illustration on the slide to provide an example of magnetized and demagnetized domains

23. If the arrangement of domains in an object determines whether the object is magnetic, is there a way to demagnetize an object? If so, how?
Instructional Approach(s): The teacher should present the information on the slide to introduce magnets demagnetized

24. Losing Alignment The domains of a magnet may not always stay lined up
When domains move, the magnet is demagnetized, or loses it magnetic properties
What are some ways you think a magnet might be demagnetized?
Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their notes

25. Ways to demagnetize (move domains)
Losing Alignment
Ways to demagnetize (move domains)
Dropping a magnet or hitting it too hard
Putting the magnet in a strong magnetic field that is opposite to its own
Increasing the temperature of a magnet (in higher temperatures, atoms vibrate faster so they may no longer line up)
Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their notes

26. Making Magnets
You can make a magnet from something made of iron, cobalt, or nickel. You just need to line up the domains.
You can magnetize an iron nail by dragging a magnet down it many times (in one direction)
The domains in the nail line up with the magnetic field of the magnet. So, the domains in the nail become aligned.
As more domains line up, the magnetic field grows stronger.
Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their notes