BIG Fields Produce Forces

IDEA:
Interleaved From P1.1
residual • Forces are measured in Newtons (N) using a Newtonmeter.
knowledge • Magnetism is a non-contact force
From C1.2
• Metals are generally shiny, sonorous, ductile, with high me
• They have many uses relating to these properties.
• Some metals are magnetic.
From P1.4
• Know the symbols and functions of the following componen
• Current needs a complete circuit to flow.
• Current is the flow of charge and is measured in Amperes/A

Scope of this unit: In this unit pupils will learn about the fundamentals of magne
them.
They will also learn the differences between permanent mag
themselves.
Unit sequencing: Pupils will also
From P1.1 learn
pupils will the very
have an basics about how
understanding the Earth’s
of contact andmn
non-contact force. They will also have an understanding of th
when building an electromagnet.
The unit begins with an introduction to the types of magnetic
magnets, before investigating the factors that affect the stre
Future Learning: Pupils will later build on this fundamental knowledge of magn
particularly in electrostatics.
Pupils will build on their skills developed with 2D representat
Key All metals are attracted to a magnet.
misconceptions: All silver coloured items are attracted to a magnet.
All magnets are made of iron.
Larger magnets are stronger than smaller magnets.
The magnetic and geographic poles of the earth are located
A magnetic field is a pattern of lines (not a field of force) tha
Magnetic field lines exist only outside the magnet.
Only magnets produce a magnetic field.
Electric current is the same as magnetism.
Electromagnets are induced magnets.
Magnetism is 'created' by current in a wire - in reality, it acco
Talking about increasing the number of 'coils' instead of 'turn
Unit title Lesson Lesson title
code

P2.2.1 Prior Knowledge Review

P2.2.2 Magnetism
 P2.2.3 Magnetic Fields
P2.2 Magnetism
 P2.2.4 Electromagnets
P2.2 Magnetism
P2.2.5 Investigating
Electromagnets
P2.2.6 Investigating
Electromagnets
Analysis
P2.2.7 Earth's Magnetic Field

P2.2.8 Feedback Lesson

rces

red in Newtons (N) using a Newtonmeter.

n-contact force

lly shiny, sonorous, ductile, with high melting and boiling points.
uses relating to these properties.
magnetic.

and functions of the following components: cell, battery, bulb/lamp, motor, switch, buz
omplete circuit to flow.
of charge and is measured in Amperes/Amps (A) by an Ammeter.

ll learn about the fundamentals of magnetism as a non-contact force. They will cover th

the differences between permanent magnets and electromagnets, and how electromag

l the very
have an basics about how
understanding the Earth’s
of contact andmagnetic fieldforces
non-contact functions because
and be able toofidentify
the structure
exam
hey will also have an understanding of the general properties of metals from KS2 and C
ectromagnet.
an introduction to the types of magnetic material and the rules for attraction and repu
estigating the factors that affect the strength of an electromagnet themselves. Finally t
d on this fundamental knowledge of magnetism when looking at uses of electromagnets
ostatics.
heir skills developed with 2D representations of 3D objects when describing the motor e
ted to a magnet.
ems are attracted to a magnet.
de of iron.
stronger than smaller magnets.
eographic poles of the earth are located at the same place.
a pattern of lines (not a field of force) that surrounds a magnet.
exist only outside the magnet.
uce a magnetic field.
e same as magnetism.
induced magnets.
ed' by current in a wire - in reality, it accompanies it; you can have a current without a m
asing the number of 'coils' instead of 'turns in the coil'
What do my students need to know by
the end of the lesson?

• Forces are measured in Newtons (N) using a

Newtonmeter.
• Magnetism is a non-contact force
• Non-contact forces are forces that act at a distance
• Magents can repel and/or attract
• Know the symbols and functions of the following
components: cell, battery, bulb/lamp, motor, switch, buzzer,
ammeter, voltmeter.
• Current needs a complete circuit to flow.
• Current is the flow of charge and is measured in
Amperes/Amps (A) by an Ammeter.
• The magnetic force is a non-contact force exerted by
magnetic materials on each other
• Iron, cobalt and nickel are magnetic materials, and steel is
an alloy of iron so it is also a magnetic material
• Bar magnets have a North pole and a South pole
• The poles of a magnet are where the magnetic force is the
strongest
• Opposite poles attract and like poles repel
• Permanent magnets are magnetic all the time
• Induced magnets are materials that become magnetic
when placed in a magnetic field and lose their magnetism
when removed
• Magnetic materials and the Earth create magnetic fields
around them
• A magnetic field is the area around a magnet that is
affected by the non-contact magnetic force
• Magnetic field lines are used to describe the strength and
direction of the magnetic field
• The direction of the magnetic field at any point is given by
the direction of the force that would act on another north
pole placed at that point
• Field lines flow from the North pole to the South pole
• Closer field lines demonstrate that the magnetic force is
stronger
• When a current flows through a conducting wire a
magnetic field is produced around the wire
• A solenoid is a coil of wire with a current flowing through it
• An electromagnet is a solenoid with an iron core
• The strength of the magnetic field around a solenoid is
increased by adding more turns in the coil, adding a
magnetic material as a core or increasing the current
• The strength of the magnetic field depends on the current
through the wire, the number of turns in the coil, the core
material and the distance from the wire
• An electromagnet can be turned off when there is no
current flowing through it
• The Earth has a magnetic field
• The Earth behaves like it has a giant bar magnet inside it,
because of currents of molten iron and nickel in its core
• A compass will point to Earth's North (magnetic) pole
which is different to Earth's geographic North pole
nd boiling points.

, battery, bulb/lamp, motor, switch, buzzer, ammeter, voltmeter.

A) by an Ammeter.

s a non-contact force. They will cover the different magnetic materials and the rules of a

d electromagnets, and how electromagnets can be turned on and off using simple circu

ctact
fieldforces
functions because
and be able toofidentify
the structure of the
examples core and
of each. the
They difference
will also havebetween
more ofaan
geog
und
ral properties of metals from KS2 and C1.2 and some pupils may be able to identify ma

ial and the rules for attraction and repulsion. From here pupils move on to learning abo
an electromagnet themselves. Finally they apply their knowledge of magnetic fields to
when looking at uses of electromagnets and electromagnetic induction and the motor e

3D objects when describing the motor effect and identifying the direction of movement

same place.
unds a magnet.

es it; you can have a current without a magnetic field.

e coil'
What do my students need What could help my
to be able to do by the end students to understand
of the lesson? this knowledge?

Recall that magnetism is a non-contact The first magnets ever used were
force natural stones called lodestones.
The word ‘lode’ means ‘lead’ and
Draw a circuit using component symbols so the stone was used to
magnetise compass needles and
Define current lead sailors home.
Archimedes, the famous scientist
from ancient Greece, is supposed
to have pulled the nails out of
enemy ships by using lodestone.
The ships then came apart, causing
them to sink.
Explain what a magnetic material is and Magnetic domains are like little
give some examples.​ magnets inside the magnet
https://www.electronics-
Describe what is meant by a permanent tutorials.ws/electromagnetism/mag
magnet.​ netism.html

Predict the effects of placing like and How MAGLEV trains work:
unlike magnetic poles near each other. https://science.howstuffworks.com/
transport/engines-equipment/magl
ev-train.htm
Define the term magnetic field.​ Magnetic fields may be
represented by continuous lines of
Describe the magnetic field lines around force or magnetic flux that emerge
a bar magnet.​ from north(-seeking) magnetic
poles and enter south(-seeking)
Explain what is meant by an induced magnetic poles (although they do
magnet. go through the magnet). The
density of the lines indicates the
magnitude of the magnetic field. At
the poles of a magnet, for
example, where the magnetic field
is strong, the field lines are
crowded together, or more dense.
Farther away, where the magnetic
field is weak, they fan out,
becoming less dense.
Explain that a magnetic field exists For more details on the theory
around any wire with a current flowing behind electromagnets -
through it.​ https://www.youtube.com/watch?
v=cxELqN7wjS0
Describe how an electromagnet is
made.​

Explain how to increase or decrease its

strength.
Write a detailed practical method which The following page:
includes information about variables.​ https://www.bbc.co.uk/bitesize/guid
es/z3g8d2p/revision/4
Describe the effect of one variable on
the strength of an electromagnet.​

Follow a detailed practical method.

Identify the independent and dependent
variables in an investigation​

Draw a suitable graph of results​

Draw a conclusion from a graph

Describe how the Earth’s magnetic field This page:
is generated.​ https://wtamu.edu/~cbaird/sq/2013
/11/15/why-does-a-magnetic-
Compare the Earth’s magnetic north compass-point-to-the-geographic-
pole to the geographic north pole​ north-pole/

Compare the Earth to a bar magnet

eter.

materials and the rules of attraction and repulsion. They will also learn about magnetic

n and off using simple circuits. They will also learn about the factors that affect the stren

difference
ill also havebetween
more ofaan
geographic northof
understanding pole and
non- a magnetic
contact forcesnorth pole.
through P1.2, including ex
may be able to identify magnetic materials. Pupils will also have a basic understanding

ls move on to learning about magnetic fields, including how to draw these accurately. P
ledge of magnetic fields to the Earth’s magnetic field where they learn the difference be
c induction and the motor effect. They will also build on their knowledge of magnetic fiel

the direction of movement.

What prior knowledge What are the core What practical
do I expect my practical, enquiry and activities are
students to have? maths skills that planned? What
Where is this likely to students will learn and apparatus and
have come from? practise? chemicals are
required?
Key:
Skills in bold are taught
for the first time here

KS2 NC - Notice that some

forces need contact between
two objects, but magnetic
forces can act at a distance .
Observe how magnets attract
or repel each other and attract
some materials and not others.
Compare and group together a
variety of everyday materials
on the basis of whether they
are attracted to a magnet, and
identify some magnetic
materials. Describe magnets as
having two poles. Predict
whether two magnets will
attract or repel each other,
depending on which poles are
facing.

P1.1 Forces:
• Forces can be contact or non-
contact
• Magentic forces can act at a
distance
From C1.2
• Metals are generally shiny,
sonorous, ductile, with high
melting and boiling points.
• They have many uses
relating to these properties.
• Some metals are magnetic.
P1.4:
KS 2 National curriculum.
Y3POS. Notice that some
forces need contact between
two objects, but magnetic
forces can act at a distance .
Observe how magnets attract
or repel each other and attract
some materials and not others.
Compare and group together a
variety of everyday materials
on the basis of whether they
are attracted to a magnet, and
identify some magnetic
materials. Describe magnets as
having two poles. Predict
whether two magnets will
attract or repel each other,
depending on which poles are
facing.
68. Visualise and represent 2D
and 3D forms including 2
dimensional representations of
3D objects
Understanding from the
previous two lessons of
magnetic fields, permanent
and induced magnets and
magnetic materials. Also an
understanding of what is
necessary in a circuit for
current to flow. The circuit
symbols for cell, battery, switch
and wire.
Students should know the Per group:
definitions of (and be able to Power supply or
identify) independent, batteries (5V or lower)
dependent and control Connecting Leads
variables. Crocodile clips
Length of insulated wire
Iron nail
Metal paperclips
Retort (clamp) stand
and clamp
An understanding of magnetic
fields, the attraction of North
and South poles.

An understanding of where the

Earth's core is and what this is
made of and where the
Northern and Southern
hemispheres are.
about magnetic fields and their properties, including how to interpret and draw

t affect the strength of an electromagnet and investigate these factors for

1.2, including explaining the effect of increasing the distance on the strength of a
understanding of how to set up a simple circuit from P1.4, which they will need

se accurately. Pupils then move on to comparing electromagnets and permanent

he difference between a magnetic and geographic pole.
of magnetic fields when learning about other non-contact forces and their fields,
What misconceptions may students arrive at the lesson with? What
could they leave the lesson thinking if we are not careful? How can I
address this directly?
NOTE: More misconceptions are discussed in the 'notes' section of
the powerpoints

Misconceptions which are to be corrected

- When a circuit is completed, the current (electrons or particles carrying charge) pours out of
the battery and round the circuit.
- When the current stops flowing the electrons all go back into the battery.
- Many researchers such as Driver et al (1994), Gott (1984) and Shipstone (1985) have found
that students’ explanations, at an early stage, are likely to use the words current, voltage,
electricity and energy to mean the same thing. To advance their understanding of electric circuits
it is necessary for students to distinguish between: the current flowing through the circuit (that is
conserved); the energy that is stored in the battery and then transferred elsewhere; and the
voltage.

Models of Electric Circuits, Institite of Physics Teaching Guidance for 14-16,

https://spark.iop.org/models-electric-circuits#gref Electric Current: A Flow of Charge, Institute of
Physics Teaching Guidance for 11-14, https://spark.iop.org/collections/modelling-simple-electrical-
loops-physics-narrative can be useful places to refresh subject knowledge.

While models are useful to represent what is going on they can never be perfect - using the
heating system model can lead to the delay misconception, whereby the component has to 'wait'
for the hot water to reach it. It is important to highlight this as a problem with the model and show
pupils there is no delay between switching on a circuit and a component transferring energy (e.g.
a lamp lighting up).
All metals are attracted to a magnet.

All silver colored items are attracted to a magnet.

Larger magnets are stronger than smaller magnets.

These misconceptions can be shown to be untrue with simple demonstrations using bar magnets,
paper clips, and other basic apparatus.
Misconception: We are pulled down onto the Earth's surface by gravity. Gravity works because the
Earth is like a giant magnet which attracts things to the surface.
Correct: Magnetism is not related to gravity
That to increase the strength of the magnetic field around an electromagnetic you need to
increase the coils instead of the turns on the coil.
That the magnetic field comes out of the ends of the electromagnet (it runs through the centre of
the electromagnet core).
That to increase the strength of the magnetic field around an electromagnetic you need to
increase the coils instead of the turns on the coil.
That the magnetic field comes out of the ends of the electromagnet (it runs through the centre of
the electromagnet core).
That the Earth's geographic, magnetic and true magnetic North pole are all in the same place.
That the Earth's magnetic field is static.
What exit ticket What alternative activities What
questions will the could I do in this lesson? keywords
students be required am I
to answer by the end introductin
of the lesson? g in this
lesson that
students
may find
difficult?

Choose the only correct Force,

description of poles of a magnetic,
magnet. attract, repel,
A. There are like poles and north pole,
opposite poles south pole,
B. There is a north pole and a current
south pole
C. There are positive and
negative poles

2. Choose which component is

shown here.
A. Lamp
B. Cell
C. Circuit

3. Choose the best description

of current.
A. How bright the lamp goes
in a circuit
B. Something in circuits that
pushes charge around
C. The flow of charge around
a circuit
1. A permanent magnet Song for Teaching about Magnets by north, south
A. always keeps its magnetic Ron Brown pole, attract,
properties https://www.songsforteaching.com/int repel,
B. can be turned off ellitunes/magnets.htm permanent
C. is always made of iron magnet, non-
Alternative resources can be found contact force
2. Examples of magnetic https://www.teachitscience.co.uk/sear
materials include chresults?keyword=magnet+ks3
A. Iron, Silver, Copper July 2019
B. Nickel, Iron, Steel
C. All metals Researchers at Lawrence Berkeley
National Laboratory have managed to
3. Which of these statements create the first permanently magnetic
is false? liquids, which could open up new
A. north and north poles avenues for electronics and robotics.
attract https://newatlas.com/liquid-magnet-
B. north and south poles droplets/60663/
attract Teachers could suggest the students
C. south and south poles repel read the report and come up with
ideas for its use.
Which of these describes the Possible extension: magnetic field
shape of a magnetic field pole
around a bar magnet The magnetic field lines for attracting induced
A. Loops curving from one and repelling magnets. magnetism
pole to the other pole
B. Straight lines coming out of Research and report about - The
the poles strongest magnet ever built is 22-foot
C. Lines bending away from tall and weighs 34 tonnes. It was built
the poles in a research lab in Tallahassee and it
produces a magnetic field of at least
2. In which direction do 45 000 times stronger than the
magnetic field arrows point? Earths.
A. North to south
B. South to north
C. It doesn’t matter

3. With a stronger magnet,

the lines of the magnetic field
A. Are more
B. Are closer together
C. Are further apart
1. Is an electromagnet ? Extension: Bottom picture is magnetic magnetic
A. Permanent putty. These are some experiments to electromagnet
B. Temporary do with it. current
C. Neither https://nationalmaglab.org/ wire
education/magnet-academy/plan-a- magnetic field
2. An electromagnet works lesson/magnetic-putty solenoid
because Ideal for science club, science (STEM)
A. the current creates a week, transition and taster and open
magnetic field. days.
B. The nail is made of iron.
C. It is made of wire.

3. How can the strength of an

electromagnetic be increased
A. Reduce the number of
turns in the coil
B. Increase the current
flowing through the coil
C. Add a smaller core
1. Which of the following Download simulation magnetism
would increase the strength of https://phet.colorado.edu/en/simulatio variable
an electromagnet? n/faradays-law. Alternative Phet pole
A. removing the iron nail simulation coils
B. wrapping the wire around
the nail more times Click north pole and move the magnet
C. decreasing the current inside the coil. Ask students what
flowing through the wire happens. Answer: The pointer/meter
move left/negative and the bulb
2. Why do we need to keep lights.
control variables the same? What happens when the magnet is
A. to make it a fair test still? Answer: No reading/ no light/no
B. so there is only one electricity made.
independent variable, Move the magnet out of the coil.
allowing valid results​ What happens? Answer: The
C. so there is only one pointer/needle moves right/positive
dependent variable, allowing
valid results Use the yellow box on the bottom to
reverse the magnet.
3. Which of these is an
appropriate control variable Click south pole and move the magnet
when you test the effect of inside the coil. Ask students what
the size of the iron nail on the happens. Answer: The pointer/meter
strength of the moves right/positive and the bulb
electromagnet? lights.
A. The size of the nail What happens when the magnet is
B. The number of coils of wire still? Answer: No reading/ no light/no
around the nail electricity made.
C. The number of paperclips it Move the magnet out of the coil.
can pick up What happens? Answer: The
pointer/needle moves left/negative
and the bulb lights
A student investigated the
relationship between the
number of turns in the coil
and the strength of an
electromagnet and found the
following results.​

1. What was the independent

variable?​
A. The number of paperclips
collected​
B. The strength of the
electromagnet​
C. The number of turns in the
coil​

2. Which would be the best

way to present these results?​
A. A line graph​
B. A pie chart​
C. A bar chart​

3. What is a suitable
conclusion for this
experiment?​
A. The more turns in the coil,
the stronger the
electromagnet​
B. The fewer turns in the coil,
the stronger the
electromagnet​
C. The greater the current,
1. The Earth’s magnetic field: magnetic
A. points exactly to the Aurora borealis
Earth’s South pole nickel
B. Is caused by a moving molten
molten iron and nickel in the iron
Earth's core
C. Never changes

2. Which of these statements

is true?
A. The earth has a large bar
magnet inside it
B. The earth’s magnetic field
acts like there is a huge bar
magnet inside
C. The earth’s magnetic field
does not act like a bar
magnet.

3. Which point on the diagram

shows the direction in which a
compass points?
A. Point A.
B. Point B.
C. Point C.
Which key slide will What will I be doing What will the
you script specific at this point in the students be doing?
things for teacher lesson? What How will I make my
exposition? questions do I need expectations clear?
to ask? What
models might I
use?
What might the Reflections
students find How did the lesson go?
difficult? How will How could it be
you respond to improved? What
this? feedback or resources
could be shared with
the SM team? Send to
sciencemastery@arkonl
ine.org