Topic: Simple Phenomena of Magnetism
Lesson 1: Magnetic Poles and Forces
| Section | Details |
|---|---|
| Objective | – Describe the forces between magnetic poles (attraction and repulsion).– Differentiate between magnets and magnetic materials. |
| Activities | Starter (5 mins): Show two bar magnets and demonstrate attraction and repulsion between poles. Ask students to predict what will happen when like or unlike poles are brought close.Main (25 mins): 1. Introduce key terms: north pole (N), south pole (S), attraction, repulsion, magnetised, and unmagnetised.2. Discuss the forces between magnets and magnetic materials.3. Demonstrate how magnetic forces only act on specific materials (e.g., iron, steel).Plenary (10 mins): Students summarize how magnetic poles interact. |
| Resources | Bar magnets, magnetic and non-magnetic materials (e.g., paperclip, plastic, wood). |
| Time | 40 minutes |
| Homework | Write a paragraph explaining why magnets attract some materials and not others. |
| Assessment | Students explain attraction and repulsion between magnetic poles during the plenary. |
| Past Paper Practice | IGCSE Physics 0625/12/M/J/20 Q4(a). |
Lesson 2: Induced Magnetism and Magnetic Materials
| Section | Details |
|---|---|
| Objective | – Describe induced magnetism.– Differentiate between temporary (soft iron) and permanent (steel) magnets.– State the difference between magnetic and non-magnetic materials. |
| Activities | Starter (5 mins): Ask students why a nail can stick to a magnet when placed near it.Main (25 mins): 1. Explain induced magnetism as the temporary magnetisation of a material when placed near a magnet.2. Demonstrate using a bar magnet and iron nails to show how induced magnetism works.3. Discuss properties of soft iron (temporary magnet) and steel (permanent magnet).Plenary (10 mins): Students summarize the differences between temporary and permanent magnets. |
| Resources | Bar magnets, nails, paperclips, steel rod. |
| Time | 40 minutes |
| Homework | Research and list two examples of temporary and permanent magnets used in daily life. |
| Assessment | Students explain induced magnetism and compare the properties of soft iron and steel. |
| Past Paper Practice | IGCSE Physics 0625/22/O/N/20 Q5(b). |
Lesson 3: Magnetic Fields and Field Lines
| Section | Details |
|---|---|
| Objective | – Describe a magnetic field as a region where a magnetic pole experiences a force.– Draw the pattern and direction of magnetic field lines around a bar magnet.– Understand that field strength is represented by line spacing. |
| Activities | Starter (5 mins): Show a bar magnet and sprinkle iron filings around it to reveal the magnetic field pattern.Main (25 mins): 1. Define a magnetic field and explain how it represents the region of force.2. Use a compass to plot the magnetic field lines around a bar magnet.3. Highlight how closer lines indicate stronger fields.Plenary (10 mins): Students draw and label the magnetic field lines of a bar magnet. |
| Resources | Bar magnet, iron filings, compass, whiteboard for diagrams. |
| Time | 40 minutes |
| Homework | Draw and label the magnetic field lines of two bar magnets with opposite poles facing each other. |
| Assessment | Students plot field lines during the activity and explain field strength based on line spacing. |
| Past Paper Practice | IGCSE Physics 0625/31/M/J/20 Q4(c). |
Lesson 4: Plotting Magnetic Fields and Field Direction
| Section | Details |
|---|---|
| Objective | – Use a compass or iron filings to plot magnetic field lines.– Determine the direction of the magnetic field using a compass. |
| Activities | Starter (5 mins): Ask students how sailors in history navigated using the Earth’s magnetic field.Main (25 mins): 1. Demonstrate how to use a compass to plot the magnetic field lines of a bar magnet.2. Explain how the compass points in the direction of the magnetic field.3. Discuss how plotting magnetic field lines can help in visualizing invisible forces.Plenary (10 mins): Students practice plotting field lines and identify the direction of force on a north pole. |
| Resources | Bar magnet, compass, iron filings, paper. |
| Time | 40 minutes |
| Homework | Write an explanation of how a compass works, using the concept of the Earth’s magnetic field. |
| Assessment | Students plot magnetic field lines accurately during the activity. |
| Past Paper Practice | IGCSE Physics 0625/22/M/J/19 Q5(a). |
Lesson 5: Applications of Magnets
| Section | Details |
|---|---|
| Objective | – Describe the uses of permanent magnets and electromagnets.– Explain that magnetic forces result from interactions between magnetic fields. |
| Activities | Starter (5 mins): Show pictures of devices that use magnets (e.g., electric bell, MRI machine) and ask how magnets might be involved.Main (25 mins): 1. Discuss common uses of permanent magnets (e.g., fridge magnets, speakers) and electromagnets (e.g., cranes, electric bells).2. Explain how magnetic forces arise from the interaction of magnetic fields.Plenary (10 mins): Students discuss how electromagnets are more versatile than permanent magnets. |
| Resources | Examples of devices using magnets, diagrams of electromagnets in use. |
| Time | 40 minutes |
| Homework | Research and write a paragraph on one application of electromagnets and its advantages. |
| Assessment | Students explain the uses of permanent magnets and electromagnets during class discussion. |
| Past Paper Practice | IGCSE Physics 0625/42/M/J/19 Q5(b). |
Key Notes for Teachers:
- Use practical demonstrations and hands-on activities to engage students.
- Relate magnetic concepts to everyday applications to improve understanding.
- Highlight differences between temporary and permanent magnets for clarity.
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