Practical skills

Raw and synthetic materials

Plants

Adaptations

Light & dark

Magnetism

States of matter

Rock cycle

Human anatomy

Ecosystems

Electrical circuits

Sound

Separating mixtures

Physical and chemical changes

Reproductive cycles

Notable scientists

Forces

Space

Particles in physical and chemical changes

Sustainability

Humans and animals over time

Diet and lifestyle

Light

History of science

Materials

Science

Y3 Science

Key Stage 2

Year 3

UNIT

In this lesson, we will look at contact and non-contact forces and look at an example for each type of force.

What are non-contact forces?

In this lesson, we will learn what magnets are and test putting magnets together in different ways to see whether the ends are attracted or repelled.

What are magnets?

﻿Hello everybody, welcome to your second lesson on magnetism with me, Miss Roberts. Lenny the Lion and I are really excited to get started on today's lesson. So, you are going to need, if you want to get your favourite teddy, you can too. You'll also need a pencil or a pen, a ruler and a notebook. So, something to write with. Pause the video and go and get the resources you need now. Okay, we are ready to start. In today's lesson, we are going to go through our STAR words. We're going to then look at what magnets actually are. I'm going to talk you through an investigation, and then we're going to practise writing a conclusion. In the conclusion section, we're going to be writing it based on our practical skills of science, which is called working scientifically. I go through how to write a conclusion in the practical skills unit. So, if you want to do that unit before today's lesson, then you can pause the video, go back and have a go, and then come back when you're ready. Then, at the end of this lesson, we'll do a TASK. So, let's get started. Do you remember how we do this? My turn, your turn. STAR words, STAR words, STAR words! Well done! The first word is magnet. Your turn! With the actions, remember, magnet. Your turn! Good job! The next one is force. Your turn! Force. Your turn! Then next one is repel. Your turn! Repel. Your turn! The next one is attract. Your turn! Attract. Your turn! And the next one is poles. I want you to point to opposite sides. So, you can either do North and South, or you can just do side to side. So, poles. Your turn! Poles. Your turn! Now, not an actual physical pole, like a telephone pole, but poles on a magnet. And on a magnet, we have a North and a South pole, and I'm going to talk you through more about that later in the lesson, so don't worry just at the moment. And lastly, the word is friction. Your turn! Good, can you have a go at those actions? Friction! Your turn! Well done! Okay, so let's have a look at what magnets are and where they came from. So, a long time ago, it was discovered that some objects attracted or are repelled by other objects, without having to heat them up or to do anything at all to them. These materials were called magnets. Magnets were first found in 600 BCE as objects called lodestones. Can you say lodestones? Lodestones, well done. The oldest reference to lodestones was from a Greek philosopher called Thales of Miletus, and noticed iron's attraction towards it. If you dangle a magnet from a piece of string, one side will point towards the North Pole of the Earth, and the other will point towards the South Pole. And when two magnets are placed near each-other, they're affected by one-another's magnetism. When two different sides of the magnet are brought together, they are attracted. When two of the same side are brought together from a magnet, they are repelled, so they push each-other away. There are some examples of materials that are magnetic, and these include steel, iron, cobalt, and nickel. Can you say those with me? Steel, iron, cobalt, and nickel. Well done. So, that means that those materials will be attracted to a magnet. Can you remember those four again? Steel, well done. Iron. Cobalt. And nickel, well done. So, those are magnetic materials. Let's see how much you were listening to what I've just told you about how magnets were discovered. Have a go at the task on the screen. The first question says: magnets are objects that, or, other magnetic objects or materials. What are those two words that start with 'a' and 'r'? We learnt those last lesson, team. Question 2: what were the first known magnetic objects called? Something stones, I'll give you a clue. Question 3: what do you call the two sides of a magnet? We have those in our STAR words. And, question 4: can you give two examples of materials that are magnetic? Pause the video and write your answers out now. Okay, pause the video if you need more time, because I'm going to go through the answers. Magnets are objects that attract or repel. So, here, team, I'd like you to tick the answers that you got correct. If you got one wrong, that's okay. It's okay to make mistakes. But I would like you to cross it out and write the correct answer above it, so that you've had a go at writing the correct answer. Question 2: the objects were called lodestones. So, make sure you got the spelling of that correctly, as well. L-o-d-e-s-t-o-n-e-s, lodestones. The two sides of a magnet are called North pole and South pole. And two examples, you could have had any two, from iron, cobalt, nickel, and steel. So, if you couldn't remember them, then that's okay, just write your examples out now. Okay, so let's do an investigation. What I'm going to show you is a magnet, and here, it's called a bar magnet. Bar just means it's shaped like a bar, so we've got a long, thin rectangle. That's a very common type of magnet. And on the left side, you can see it's blue, and it has an 'S'. That means it's the South side, that's where the South pole on the magnet is. And in red, it says 'N', which is the North, the North pole side of the magnet. So, what's the 'S' stand for? South. And what does the 'N' stand for? North. And all magnets have a North and a South pole. So, that's why we have our STAR word for poles like this, because we have North and South. Can you say North and South pole? Can you do that with your actions? Well done! I know that your favourite teddy's really intently listening to you, so well done!

Excuse me. So, what we're going to do is we're going to do an experiment. If you've got magnets, then you can have a go with me. I've got two bar magnets, and I've got some safety pins. If you've got them at home, then great. If you don't, that's okay, you can just have a watch with me and then you can write down the findings from the investigation with me as I do it. So, if you want to pause the video and get some magnets you've got, you can do that now. If not, let's keep going. I'd like you to pause the video now, everybody, and draw this table, and then I'll explain what we're going to do for the investigation. So, on the left-hand side you've got your objects, and on your right-hand side, you're going to describe what happened. Pause the video and have a go now. Make sure you use a ruler for your lines, and use your best handwriting, team. Okay, so what we're going to do is we are going to use this investigation to test what happens when we put magnets together. So, first of all, I'm going to turn into my visualizer, or not turn into it- turn it around, you know what I mean. I'm going to move my pen out of the way, and I'm going to make it closer. So, here, you can see magnet number one, and magnet number two. I've got South and North, and South and North. So, on the table, that you've just drawn- oops! You can see it says N and S. So, that means I'm going to put my North side with my South side, and I'm going to leave one of them still, and I'm going to draw one of them closer together. Then, we're going to see what happens. So, let's have a try.

So, what happened there? Let me show you again. I'm just moving it closer together.

Okay. So, what happened there was that they were attracted or repelled? Well done, they were attracted, because they were pulled together. I'd like you to pause the video and write that down in your table now. Okay. The next thing we're going to do is we're going to do South and North. So, oops! I've got my South side here, and I'm going to put my North side here, and I'm going to do it in the same way. Let's see what happens.

So, were they attracted or repelled? Well done, they were attracted. I'd like you to write that in your table. Okay. I'm now going to put my South side with the other South side of the other magnet. Let's- oops! Let's see what happens. I'm going to move it closer. Oh! I'm going to do that again for you. Think: was this attracted or repelled? Interesting. Now, it's actually swivelling just because of the flatness of my table. So- but you can see, that it's very clearly not- and I'm finding it quite hard to push them together. And it really wants to get away, and it really wants to turn into the different sides, the opposite. So, South and South, was that attract or repel? Write it down in your table now. Don't forget, team, if we're going too quickly, you can just pause the video and carry on when you're ready. So, I'm now going to do North and North and see what happens. Some of you might think you know already, and it's good to make a prediction in your mind, but let's now test it out. Oh! Again, was that attracted or repelled? I'm going to show you again. Interesting! So, it was pushed away, wasn't it? It was repelled. So, we'll talk about what that means in a moment, and we'll write a conclusion. The last thing I'm going to do is put my magnet here, and I've got some safety pins. If you're using safety pins at home, please be very careful if they're open, because they can sometimes be very sharp if they're open. You could also use paperclips, if you've got paperclips, as well. So, here, I'm going to put my magnet, and I'm going to draw- put the paperclips closer towards it and see what happens.

Are they being attracted or are they being repelled? Looks like they're being attracted to me, but that's interesting, because what I'm showing you is they seem to be attracted to both sides, don't they? So, I'm just putting it close, and then it's being attracted to it. So, here, in your table, I'd like you to write what happened. Are they attracted to one side or both sides? Write it in your table now. Well done. These safety pins are attracted to both sides of the magnet. That's interesting, we'll talk about that in a moment as well. So, well done for filling in your table. Now, I'm going to ask you to draw some conclusions based on the findings that you got in front of you. So, using the information in the table you've just written out, I'd like you to fill in the gaps. When two of the same side of a magnet are brought together, they. Now, that's going to be attract or repel. And when two different sides of a magnet are brought together, they attract or repel. Use your table to fill in those blanks, now. When two of the same side of a magnet are brought together, they repel, well done. And when two different sides of a magnet are brought together, they attract, good job team! Okay, so what we're going to do is we're going to conduct an experiment. I've got one magnet here, and I'm going to see how many safety pins it can hold in its magnetic field. So, this safety pin is magnetic, so it is attracted to the magnet. So, if I let go of it, it is sticking onto the magnet, and you can see it like that without me touching it. So, let's see how many safety pins one magnet can hold. So, there's one. There's two. There's- oops! Let's see if it'll work, will it take three? Doesn't look like it. No, I can only get one magnet to hold two safety pins. So, I wonder, how can I make this magnet stronger? How can I improve the force around the magnet? What do you think I could do? Can you tell your screen what you've thought of? Well done. I could use two magnets attached to each-other. So, here's one, and I'm going to attach a magnet on top of it. So, these are two magnets together. So, let's see, now, how many safety pins two magnets will hold. There's one- woops! Let's get it fair, so it's the same. There's one. Two. Three. There's already more. Will it take a fourth? It doesn't look like it. Let's see if it'll do four. Oops! Try it one more time.

Oh, there we go! Four safety pins are attached to this magnet. Shall we try a fifth? I'm not sure it's going to work, you can see it's already dangling quite a lot. Will it take five?

There we go, five safety pins! It's already much stronger. Will it take six? Shall we see? Let's give it a go. Just make sure it's really nice and fair, so just adding it on to the bottom. Is it going to? Nope! It doesn't want to take. So, two magnets are holding five safety pins! Wow! So, that shows me that two magnets are stronger than one magnet. So, you were right! Adding a magnet does make the force stronger. So, let's have a think. Now that we've created- now that we've carried out an investigation, let's write a conclusion about what we found. So, when we used one magnet, we found that- how many safety pins? There was only two safety pins stuck to the bottom of the magnet. But when we used two magnets, we found that- how many safety pins? Five safety pins stuck to the bottom of the lower magnet. I'd like you to write that out for your findings so far. So, use the title of 'Findings' in your notebook, and then those two sentences with the blanks filled in. Pause the video and write out those two sentences now. Okay, so now, we want to use these findings to write a conclusion. When we write a conclusion in a paragraph, we have a structure, which is the P.E.E model. You need to make your point, you need to give your evidence, and then you need to explain your evidence, and why you think what happened, happened? So, let's have a think in our investigation. What did we find? We found that two magnets are stronger than one magnet. What's the evidence for this? Can you use your knowledge of those safety pins to tell me what's the evidence? The evidence is like the information, or the data. So, what did we measure? Well done, it's that two magnets held five safety pins, but one magnet only held two safety pins. Why do you think this happened? What I'd like you to do now is finish those sentences. I'd like you to write them out in your book, using what I just said to help you, and then think what the reason behind this is. Have a go now. Okay, pause the video if you need more time. Have a really good think, especially about that last sentence. If you're not sure, then let's go through the answers. So, this is our conclusion for our investigation. We found that two magnets were stronger than one magnet. The evidence for this was that one magnet held two safety pins, but two magnets held five safety pins. I've left that blank there just because there may be some of you at home who've had a go at this, and who've asked your adult if they could help you. So, some of you may have different numbers for that. So, those are blank, but you can write two or five if you were doing the investigation with me on the screen. Now, for my explanation, I said that I think the reason this happened is because two magnets create a stronger magnetic field. So, the magnetic field is the area around the pole that is attracting those safety pins towards it. And if you have two magnets, then the magnetic field seems to be stronger, which is why it can hold more than two safety pins. Well done, team! That was quite tricky. I hope you had a good go at that. I'm going to give you an awesome cheer, because you've worked so hard this lesson. My final thing for you to think about is your Think Question. Based on our investigation, your Think Question is as follows: how might you make the strongest magnet possible? What do you think? How could you make a really strong magnet? Based on what we did in our investigation, I'd like you to have a think about it, and just like last lesson I said, I'd like you to ask somebody who maybe you live with, or maybe one of your friends. You can ask them that exact question. How do you think you might make the strongest possible magnet? And see what they say, and you can have a conversation about science. Well done, team. I will see you next time for Lesson 3 on magnetism. Have a lovely day, and Lenny the Lion and I will be here next time. Bye, everybody!

In this lesson, we will learn about the history of the compass and then use our knowledge to write instructions for a treasure map!

How does a compass work?

﻿Woo. Hi everyone. Sorry, I've just got back from a long walk. Oh let me take my hat off. Ah and my scarf. Oh, do you know what? I got very lost when I was on my walk. Do you know why? Because I forgot my compass and I couldn't find my way back. So next time I need to reme- Look what I've just found in my pocket. I've just found my compass. We'll talk more about compasses during this lesson, because we're to find out what's a compass actually is and how it works. I wish I'd known I had it in my pocket because it would have stopped me from getting lost on my walk. So today we're going to look at how a compass works. Just before we start, I want to have a think about our think question from last week. And I asked you this, how might you make the strongest magnet possible? Because in the last lesson on this unit, we had two magnets put together and it held more safety pins than one. But I wonder what did you think was the possibility for making the strongest magnet possible? I wonder how many safety pins, if I had this many magnets, and I wonder what about if I had a hundred. I wonder what you came up with with the people that you spoke to, or the thinking that you did about that question. Okay, so let's get started on today's lesson. The resources you're going to need are a pen or a pencil, a ruler, a notebook, and if you've got one, you could get a compass. Don't worry if you've not got one though, because I'm going to show you lots of different examples. I also have my trusty steed, Lenny the lion here, and every lesson he sits by my screen, listening out to the- Aha, yes. Are we? They're going to love that. Okay, he's excited for today's lesson and he's excited for you to see making a compass during the lesson too. So pause the video and go and get the resources you need, and we'll get started together. Okay, so in today's lesson, we are going to do the following. We'll do our star words for our key vocabulary. Then I'm going to tell you about how compasses were first discovered. Then we'll see a real compass and I've got a treasure map challenge for you today using the points of a compass. That's what Lenny's really excited about, and I am too. So let's get going on our star words. Are you ready? Star words, star words, star words. Good job. There are two already on the screen. And I wonder, can you remember what the actions were for those two star words? What about the first one, poles. Can you remember what the action was for that? Well done, poles, because we have the North and South pole. And what was the action for friction? Can you remember? Well done. It was rubbing our hands together because it was two surfaces. Great job team. Okay, so let's look at our other star words. The first word is magnet. Your turn. Magnet, your turn. The next word is force, your turn. Force, let's see those actions, your turn. Well done, great actions team. And repel, your turn. Repel, your turn. And what was the opposite of repel? What was the opposite of repel? Well done. It was attract, your turn. Attract. Good job team. I love how you've done the actions really well there. It really helps them to stay sticky in my mind for those star words. So we'll come back to those throughout the lesson. So I'm now going to tell you about how compasses were first discovered. And in last lesson, there was a stone that we discussed. Do you remember what it was called? If you're carrying a heavy, load. Well done. It was called a lodestone, and it was believed that a form of a compass was first used in ancient China. Originally they used lodestone, which is the image that you can see on the screen. It's a piece of stone that has magnetic properties. We looked at this briefly in the last lesson. So can you remember when this was discovered, this lodestone? What was the date? Can you remember? Can you tell your screen? Well done, 600 BCE. That's a really long time ago. The lodestone was used as a compass by hanging it on the end of a string, and then it would pour, point, sorry, to the North and the South poles. Wherever you were on the earth, it would point to the North and the South poles. So you knew which direction North and South was no matter where you were, whether you were in the middle of the desert, whether you're in the middle of the ocean or at the top of a mountain. Let's just spell the word lodestone together. Are you ready? L O D E S T O N E. Lodestone. Well done team. So that was the first original use of a form of compass. And that lodestone helped to point to the North and South poles. But now you'll see on the screen, something that you probably recognised. I wonder, have you seen any of these types of compasses before? Hmm, some of you were saying you've seen maybe them on a screen, maybe in a film or even the image on the right on the top of a building. Well, let me talk you through. So over time, the use of a compass spread across the world to become what it is today, the modern day compass is a small thin magnet made from steel, which is placed on a pivot. So pivot means it can turn freely. The pivot is a small pointed object that the magnet balances on. And this means that the magnet can spin around easily and point to North. The image on the left is a beautiful gold compass with a cover that you can open and close to keep it safe. This looks like one that I might've seen in a film before. And you might've seen characters keep it in their top pocket, or even on the end of a string. The middle image is a regular hiking compass sometimes called a thumb compass. And it's very durable and can be easily packed into a rucksack when going walking. So you can see in that image in the middle, the North, South, East, and West points, and one of the needles is coloured red. That's the one that will always point to North. Now the third image on the right, is not an actual compass. It doesn't spin and face North, but you can see the North, South, East and West points. So what they've done here is they've discovered which way North is, and they've put this assembled sign on the top of a roof, sometimes on the top of a barn. So the North that you can see on the sign is always pointing North because North doesn't change. Then the arrow on the roof is different to an actual compass. That will just be the direction of the wind, but the sign has used a compass to find North, and then they've built it to always face in the correct direction. But why does an actual compass point to North? The reason a compass points to North is because the middle of the earth is filled with iron. So it behaves like a giant compass. It, sorry, not a giant compass, like a giant magnet. But a very weak magnet. When the magnet on a pivot is free to spin, the compass lines up with the earth's magnetism. So that's why the needle on a compass will always point to North because it's reacting against the magnetism of the earth. This is really helpful, if you want to know which way to go if you're lost and you can't use the sun or the stars to find which way to go, just like me on my hike today, I wish I'd known that my compass was in my pocket, I wouldn't have got lost, cause I would have been able to see which direction North is. Okay, I have got some questions for you to see how well you were listening to that description of where compasses were discovered. So question one, where was the first compass used? Question two. What was the first type of compass made from? So before like a compass that we know today, what was that material? What is the middle of the earth filled with? Question four. What does the earth act like a giant version of? Question five. Why are compasses helpful? And question six. What happens if you put a compass next to a magnet? I want you to think about that one carefully, because I said that the earth acts like a magnet, but quite a weak one. So if you have a compass and then you put a magnet next to it, I wonder what you think would happen. So question six is a think question, pause the video and write down the answers to those in your notebooks now, and then we'll go through the answers. Make sure to use your best handwriting, off you go. Okay, pause the video if you need more time, because I'm going to go through the answers. Question one, the first compass was used in China. The first compass was made, sorry, from lodestone. Question three. The middle of the earth is filled with iron. Well done. Question four. What does earth act like a giant version of? A magnet, but a weak one. Don't worry if you've not got that weak on there. So team for the first four questions so far, give yourself a tick, if you've got those answers correct, Or I want you to edit them and write the correct answer, if you've got them wrong. It's okay if you made a mistake, don't worry. It's still cool. Okay, question five. Why are compasses helpful? Well, compasses are helpful because it always shows North. So you can always find your way. Question six. What happens if you put a compass next to a magnet? Hmm, I wonder what you thought for this one. The compass will line up with the magnet rather than the earth's centre, so North will not be true North. So if I have a compass here, it's pointing North at the moment to the correct direction of North, based on the Earth's magnetism. But if I take my compass and I put South over here, then my compass is moving because my magnet is stronger than the Earth's magnetism. Don't worry team. I'll show you that under the visualizer in a moment, because we're going to talk more about magnets close up. So let's see a real compass. Team, just before we do, I'm going to give you an awesome cheer because you're working so hard this lesson, I know some of those questions are quite tricky and there's been a lot of listening, but well done for your hard work so far. So, let's have a look at a real compass. As I said previously, the earth's core is made of iron, which acts as a very weak magnet, but strong enough that a compass can always point to North. The needle, there's a needle inside of a compass. So this is going to- can you see that? That's an example of a very small needle that you might find inside a compass. So this needle inside a compass is magnetised. So it's always pointing North. However, because a compass is essentially just a magnet. If it's placed near another magnet, like we've said, it will line up with the magnetism of the nearby magnet. Let's see how a magnet is used to make a compass. I'm going to show you one example on a video, and then I'm going to have a go myself. You can have a go at this if you want to, but team, you need to be really careful because needles can be very sharp and you need to make sure that an adult is supervising you at all times. So don't try this without an adult. First of all, let's watch a video.

The first way here is to take the tip of your needle, the point and touch it against the S, the South part of the magnet. Then take the eye and touch it on the North side right there. And now your needle is magnetised, and can be used for a compass. So now you need a floating device for your needle, so it's able to point.

Fantastic. So, I cut them off there because I want to make sure that we're really clear on what just happened. He took his needle and he touched it on the North side, and then he touched the other end on the South side of the magnet. He then placed it in water, to see whether it would point to North. So why did he use a bit of plastic when he put the needle in the water? I'm going to play the video again. And I want to think why he might've put the needle on the plastic, into the water. Let's have another watch.

The first way, here is to take the tip of your needle, the point and touch it against the S, the South part of the magnet. Then take the eye, and touch it on the North side right there. And now your needle is magnetised and can be used for a compass. So now you need a floating device for your needle, so it's able to point.

Okay, why do you think he used a floating device? Can you tell your screen now? Well done. That's because the needle needs to be able to pivot, so that it can freely point to North. Team, I'm now going to have a go at this, and I'm going to show you. Like I said, I don't want you to try this, unless you have adult permission in order to do so, and ideally they need to be doing it with you as well. So, here I've got my water ready to place the magnet in. Here I've got my needle, oops, that's my needle. You can just about see it under the visualizer. And that's my floating device, I've just got a leaf. So, one thing I'm going to show you just before we start making it, I'm going to show you, I've got water over here. I'm going to show you my compass. So this is my compass here. So if I turn the plastic around, you can see that North, this small end here always points towards the same direction, even though I'm moving the device. You can also see a little bubble in there, that's because there's liquid inside it, that's acting as a pivot. This is my compass that I had in my pocket. And it will always point to North, no matter which direction I put the device in. Sometimes it takes a second to adjust, doesn't it team, and you can see it moving. That's when it's pivoting. Okay, so let's have a go. So I've got my needle and I've got my magnet. Oops, there we go. So I'm going to put the point of the needle. I'm going to be really careful not to prick my fingers with it cause it's very sharp. So I'm going to place that on the North side of my magnet, and then I'm going to turn it around and take the eye and place it on the South side of the needle. So that it's touched both sides. I'm just going to do that again, so that it's really, make sure that it's got both ways. Touch the South with the eye. Okay, so hopefully now my needle has been magnetised. I'm going to take my water and I've got my leaf, which is a nice light floating device. And I'm going to put the needle onto the floating device. And there you can see it's pivoting, and it's pointing towards North. If I show you this way, you can see the compass down here, is also pointing to North in that direction, which is the same as the needle. So I've now made a compass. This needle is magnetised and it's floating, which makes it able to pivot, and that means that it's able to show me where North is. Okay, now I have a treasure map, a challenge for you. I'm just going to turn my visualise off, so that you can see me again, there we go. Okay, so I'm just going to move my resources so I don't spill everything. The treasure map challenge is going to really test whether you are really confident with your North, South, East and West of a compass. Now we need to be really confident with this in order to do the challenge. So, let's just recap because we haven't talked about this yet. There's also an East and a West side on a compass, not just a North and a South. An East and West are perpendicular to North and South. So have a look at the compass on the screen. Can you point to where the N is? Can you point to your screen, go on touch it. There you go. That's the North. Now can you take your finger and point to South? Well done. Now, point to the E and that stands for East. Now can you take your finger and point to the W? Well done, that stands for West. And those are our four points on the compass. There's a way that I like to remember which order those go round the compass in. So a bit like a clock, it goes North, East, South, West. Can you say that with me? North, East, South, West. And I like to remember, never eat shredded wheat. And that's how I remember, that it goes North, East, South, West. So do you want to say the rhyme with me? Ready, steady, go. Never eat shredded wheat. Say that one more time to your screen without me. Ready? Never eat shredded wheat, N E S W. And that helps me to remember the four points on the compass in the correct order. They go round in a clockwise direction. So now we are really confident with the direction of a compass and our four points. I'm going to show you a treasure map. I would like you to use your compass points, to get me from the beach all the way to the cross, where the treasure is, but I figured out a route, but I just need to write down the directions so that someone can read it. You need to make sure that you're not straying off from the route, in case you get attacked by pirates or eaten by snakes. So each step we'll have a set of squares and a direction. So you can see where the dotted line starts from my route, which direction do I first start travelling? Can you have a look? If it's to the left of your screen, which direction is that? Is that North, East, South or West? I'm going to go back to that compass so that you can have a look. Which way is left? Well done, It's West. So my first direction, I need to travel is West. Now, can you count with your finger, how many squares left do I need to go? One, two, three. So I need to move three squares and I need to travel in a West direction. So this is what your steps will look like. Move three squares West. What would the next one be? So if you've got three squares left, I then need to travel, I think I need to travel up one square. Which direction is up? Let's have a look at the compass. Upwards is North. So how many squares North? Can you have a look at your screen? How many squares is that? I think that's one square. So move one square North. I hope you enjoy having a go at this. I'd like you to see if you can complete those steps and get me all the way to the treasure map. Then why don't you show a grownup at home or one of your brothers or sisters, or even one of your friends at school. That way you can get them to travel on your directions and see if they make it to the treasure. You could even have a go at making up your own wherever you are, and setting a treasure map for yourself. You could even draw one. Okay, so those are the steps I'd like you to follow, pause the video either on the steps or on the treasure map and have a go at your task now. Okay, pause the video, if you need more time to complete your treasure map and have a double check that you haven't missed any of the steps. Well done team. I'm going to give you a rainbow cheer, which goes like this. Ah because you've worked so hard this lesson. I've got a final think question for you and Lenny the lion and I, are really excited for you to have a think about your think question. Why were compasses so helpful to people sailing in boats, no matter what the weather was like? So if Lenny the lion and I, went on an adventure and we took a boat, we were in the middle of the ocean. Why would a compass be helpful for us if it was stormy, stormy weather, we couldn't see anything, or even if it was bright sunshine and we could see land around us so we knew where we were. Why would a compass be helpful in that situation? I wonder, can you have a think and tell your screen? And then later I'd like you to speak to somebody about it and have a scientific conversation. I'd love to know what you thought. So well done today team. You've done so well at learning about what a compass is. I'm really excited for the next lesson, were we're going to continue our work on magnetism. Well done everyone and see you next lesson. Bye.

In this lesson, we will learn the two ways you can see a magnetic field.

How can we see a magnetic field?

In this lesson, we will look at how we can tell if a material is magnetic or not and also learn how to make our own magnets!

How can we tell if a material is magnetic or not?

﻿Hello, everybody, welcome to your fifth lesson on magnetism with me Ms. Roberts. It's so great to your back here today. So Lenny, the lion and I are here for another lesson, he sits by my screen and listens to all of my star words and information. So if you want to, you can go and get your favourite Teddy, and your resources that you're going to need. Just before I show you what resources do you need, let's have a quick recap. Last lesson, we looked at the field lines around a magnet, but I wonder if you can remember what were the two ways that we discussed that you could show the field lines. What was the first way that you could use, with a pencil and a small resource? Well done, drawing it round it with a compass along the lines of the force. And the other way was, scattering the iron filings, well done. Because the iron findings will fall on the field lines around the magnet, on the force, so well done everyone. So it's time to get ready for this lesson. You're going to need a pencil or pen a ruler, a notebook, and if you've got one, a magnet. I've got bar magnet it's like this, but if you've got a different type of magnet, then that's okay too. I've also got my favourite Teddy, so you could grab yours as well. Pause the video and get the resources you need now. Okay, in today's lesson, we're going to do our star words, then we're going to look at permanent and temporary magnets. We're then going to look at how we make a magnet, and then look at magnetic and non-magnetic materials. Then at the end, I've got another think question for you, so let's get started with our star words, star words, star words. Well done, you guys are really good at that now. Okay, the first word is magnetic, your turn, magnetic, your turn. The next word is force, your turn, force, your turn, well done. Permanent, permanent, permanent means forever, can you say that? Well done, permanent means forever, permanent means? So if something is permanent, it means it lasts forever. And temporary, your turn, temporary, your turn. So something is temporary, it doesn't last forever, if something is temporary, then it doesn't last forever. So if I have something that doesn't last forever, then what can I say it's also? Temporary, well done. And poles, your turn, well done. And last word is field, your turn, well done. Good job on the actions, everybody. Okay, so let's look at permanent and temporary magnets. So on the screen, you can see iron, steel and nickel. And we've talked before, about how these materials are all magnetic, what are they all? Magnetic, well done. So although not all materials are magnetic, iron, steel and nickel are examples of materials that are. And this means that they can be turned into magnets. So for instance, iron here could be turned into a magnet. Currently as a magnetic material, it's attracted to the North and the South pole of a magnet. But if we turned it into a magnet, then it would work similarly to a bar magnets, with a North and a South pole. Now they can be turned into a magnetic, into a magnet sorry, either permanently or temporarily. And that's what we're going to look at just now. So iron can be turned into a magnet steel can be turned into a magnet, and nickel can be turned into a magnet. What's the two types of magnet that they could be turned into. Here's the clue from your star wood's this or this. Can you tell your screen? Well done, they could be permanent or temporary. And just to recap, temporary means it doesn't last forever. Permanent means it will always be like that forever. So if you turn a material like nickel, for example, into a temporary magnet, it could that be then turned back into nickel as normal. Let's look how on earth we would do this. If I was turning iron into a magnet, so not just a magnetic material, but into a working magnet, I could do this by stroking the edge of the iron, using one of the poles. We're going to look at that later in the lesson, so don't worry too much about the, the detail of how we turn it into a magnet, but you stroke the metal with a magnet. So this will be my magnet, and if I had the, the iron just going to use a safety pin as an example, you would stroke it along one side of it. If you then turned it into a magnet and both North and a South pole within the piece of iron that you've got, but if you wanted to then turn it back into normal iron, you could do, but you would need to heat it. So if you want it to turn it back from a magnet into a normal piece of iron, you could do this by heating it to a very high temperature. Okay, so let's see how much you have listened and remembered. Okay, so let's see how much you have listened to and remembered, based on temporary and permanent magnets. Question one, what are the three types of magnetic materials we looked at. Question two, what happens when you place a magnetic material close to a magnet? And something magnet can stay magnetic for a short time, so it doesn't last forever. I'd like to pause the video, and write the answers down to these questions on your notebook now. Okay, pause the video if you need more time, because I'm going to go through the answers. The three examples of magnetic materials were iron, steel and nickel. If you place a magnetic material close to a magnet, it will be attracted to both poles. And a temporary magnet is the type of magnet that can stay magnetic for only a short amount of time. So now what I'm going to do, is I'm going to show you a video of how you would make a magnet. I gave you a very brief demonstration, but now I'm going to show you a video about how to do it properly. When you're watching this video, I want you to watch the motion that she uses in order to turn it into a magnet. It's already made of magnetic material, but she turns into an actual magnet, that can attract or repel materials that are magnetic. If you've got a magnet, oh, and you've got, oh, it's a trap, it's magnetic, it's my laptop, that's interesting. If you've got a magnet and you've got, I've got a safety pin, I actually tried that experiment and it worked with a safety pin so either side, if you don't then that's okay. But it is quite interesting to see how it works, so have a go if you can. So let's just have a think. The video that we've just watched is called the single touch method, can you say that back with me? Single touch method, your turn. And that's because when she was stroking it along the magnet, that was a single touch, so one, one, one, one, one, so she said you had to do it 50 times, so that's a single touch method. I'm going to show you on the screen now, some writing, I'm going to make it bigger, and I'd like you to complete this sentence, using the words at the bottom of the screen. So the single touch method involves moving a single something, along the surface of a magnetic material in the same something, from top to something, many times. Pause the video, and I'd like to write out the sentence and fill in the blanks, using the words at the bottom of your screen, pause the video and write that sentence out now. Okay, pause the video so that you can complete that sentence. And here were the words, direction, bottom and magnet, let's see if you've got it right. The single touch method involves moving a single magnet, along the surface of magnetic material, in the same direction from top to bottom many times. So like she said, it was really important that she didn't go up and down when she was doing it, she had to recap round and round, and round, and round and round, on that single touch method. And that's how you can turn a magnetic material into an actual magnet, isn't that amazing? That it can then have a magnetic force around it and a field that attracts metallic materials? That's right, magnetic materials. I just find that absolutely fascinating. Okay, so now we're going to sort magnetic and non-magnetic materials. So magnetic materials are when they are attracted or repelled by magnets, but non-magnetic materials have no change when they come into contact with the magnets, I'm going to show you some examples. On the screen, you can see a little table, magnetic, and non magnetic. I'd like you to jot that down on your notebook now, and I'm going to show you some materials, and see if they're magnetic or non magnetic, and then I'd like to write them in your table. So here's my magnets, my first object that I've got is a wooden pencil. Do you think that's going to be magnetic or non-magnetic? Can you tell your screen? Let's see if you're right. Here is the pencil, and there was no change when it comes into contact with the magnet, so that is non magnetic, so put that in your non-magnetic. So there are other examples I'm going to show you into my visualizer, because it will be easier for you to see, whether they are attracted or repelled. So here's my magnet, my next material is a five p coin, and this I'm going to draw the magnet closer to it, and you can see what happens, so what happened there? Was it attracted, repelled or no change? And you can see when I pick it up, that it's attracted. So therefore this five p coin is magnetic, well done. The next material that I've got is a spoon, this small teaspoon, let me just see if I can focus it, there we go. So here's my magnet, here's my spoon, I'm going to put my magnet closer to the spoon, and you can see that it's attracted, and I can actually even pick up the spoon with the magnet. That's cool, isn't it? So, does that make the spoon magnetic or non-magnetic? Well done, it's most likely that's made out of steel, that small spoon there. The next object I've got is a plastic ruler. This is a solid plastic ruler, let's see if there's any change when I put the, let's move this, put the magnet that near it. Nope, it's not being repelled and it's not being attracted, so that ruler is, write it down and we'll see if you're right in a moment. And the other material I've got is a glass oh, that's very big, is a glass cup that's made of glass, obviously. So here's my magnet, let's see, and does anything happen? Nope, so it's not attracted or repelled, just being moved by the magnet. Jot that one down on your table. And I've also got one of my, oops, it's gone straight away, my safety pins, oh, I can't even put it far enough away look at that. How close can I? Mm, there we go, so my safety pin, is that magnetic or non-magnetic? Make sure you've got all of those filled into your table, 'cause now I'm going to show you, how I would sort those into magnetic or non-magnetic. So the wooden pencil was non-magnetic, the safety pins were magnetic, the plastic ruler was not magnetic, and nor was the glass cup, but the coin and the spoon were magnetic as well. So, I hope you got all of those in. Pause the video if you need more time to finish those off. What I now going to do is show you an image on the screen. So what do you think is going on here? I'd like to tell you a screen, what can you see in this image? Can you see the magnets? Can you point to it on your screen? Can you see the pile of white and black materials? Can you point to them? Well done, that's a mixture of flour and iron filings. So iron filings are made of iron obviously, and iron is a magnetic material, flour is not a magnetic material. What do you think is happening in this image? Can you pause the video, and try and explain it to your screen? Well done, pause the video if you haven't quite finished there. So, what's happening here is that in the first image, there is a pile of flour and iron filings, mixed all together. Then someone's taken a magnet, and is moving it closer to the mixture. And then you can see in the third image, all of the iron filings are going towards what? Are they being repelled attracted or no change? Well done, they're being attracted the magnet, but what's happening to the flour? Can you tell your screen? Well done, the flour is not moving, it's just staying on the wooden block. And then lastly, in the final image on the right, what's happened there? where are the iron filings, can you tell me? Good, and where's the flour? Well done, there's been no change to the flour, but the iron filings have stuck to the magnet. That's a really interesting way to sort materials. So if I wanted to get a magnetic piece of material out of a non magnetic material, that maybe it was a bit tricky, I could use a magnet, and it would be attracted to it. So lastly, following on from what we just looked at, I have a think question for you. How could magnets help us to solve recycling materials, if iron is mixed in with the recycling? So when you go to the bin, either at home or at school, or maybe out and about, there is often a bin, that has recycling in it. So if you finished with your paper cup, or if you finished with your metal materials that you don't want anymore, you don't put them in the normal bin, you can put them in the recycling bin. But how could magnet help to sort that whole mixture of materials? Because if you've got paper and plastic and metal together, that's going to need sorting, isn't it? So ask an adult at home, ask one of your friends, or you could even ask your teacher, how could magnets be useful when sorting recycling materials? Well done everyone, you've done really well today. I'm going to give you a rainbow cheer, which goes like this, ah, because you've worked really hard. Lenny the lion and I will be back next lesson for a final lesson on magnetism. You've been working so hard everybody, so let's see you next time, and we'll finish our unit on magnetism. Well done everyone, bye.

In this lesson, we will learn how to make an electromagnet and write up an investigation to make our own electromagnet.

What are some uses of magnetic materials?

﻿Hello, everybody! Welcome to your final lesson on magnetism with me, Miss Roberts! I've really enjoyed this unit on magnetism, and I hope you have too. I've learnt so much about magnets, my mind has been blown, so many lessons, and I'm sure you've heard it in my voice. I hope you've enjoyed this unit as much as I have, and I can't wait to do our final lesson today. We're going to think about what are some uses of magnetic materials. We'll find out more in a moment. Before we do though, let's do a quick recap from the last lesson where we learnt about field lines. What were the two ways that you could make field lines visible because we said field lines are invisible. But we made them visible. What were those two ways? Can you remember? Tell your screen as soon as you remember and I'm going to show you some clues on the screen. That's your first clue and that's your second clue. How did we draw those field lines last lesson? We used a compass, well done. And then what's the other way that we could see them? When we scatter, what do we scatter on top of the magnet? Well done, iron filings. Wasn't that amazing? Okay. If you want to today, you can go and get the resources that you need and your favourite teddy. I've got Lenny the lion here as ever and he is really excited to listen to the final lesson on magnetism by my screen. You're definitely going to need a pencil, a pen, a ruler, and a notebook. If you want to, you can get a magnet. Pause the video and go and get the resources you need now. Okay, so in today's lesson, we are going to do the following. We're going to look at our STAR words. Then, we're going to learn about what is an electromagnet, uses of electromagnets, and then have a look at an investigation. You're really going to like this one. And then, as ever, I've got a think question for you. So, should we get started? I said, shall we get started? Okay, let's go, team! So, my turn, your turn. STAR words, STAR words, STAR words! Well done! There are two on the screen. What are the actions? Well done! Attract and repel. You know those ones really well already. Let's look at some other ones. So this one is electromagnet. So I'm going to wiggle my fingers around like a coil. You'll learn why later. Electromagnet. Can you do that one? Well done! I love your actions, team. The next one is force. Your turn. Permanent. Your turn. Temporary. Your turn. Well done! So, making an electromagnet. First of all, let's have a think. Last lesson, we began to see ways in which magnets can be useful. But it would be particularly useful if we could turn a magnet on and off. My bar magnets cannot be turned on and off. They are always magnetic. So no matter where I put it, it's going to be attracted to magnetic materials. If you build an electromagnet, it is possible to create a magnet that can be turned on and off. On the screen there's a light bulb. This is not powered by electromagnetism but we can turn bulbs on and off, and it's really useful. For instance, when we want to go to sleep or if we want to save energy, we can turn the bulb off. This is a really useful part of having a light bulb. And it's the same with electromagnetism. You can see on the screen a coiled piece of copper wire. And I'm going to talk you through why this is useful in a moment. As you can see on the screen, the electromagnet has three different parts. There is a coiled wire that goes around a piece of iron. The magnetic field can be channelled through the iron because it's being powered by a battery. So, you coil the wire around the iron and then you connect each side to a battery. This can then act as a switch and it can be turned on or off, depending if it's attached to the battery or not. Isn't that amazing? So we thought about being able to switch electromagnets on and off but what are the uses? What have we found useful ways to use electromagnets? So if you've ever been to a hotel before, you may have used a keycard, and this is a bit like a credit card. It's a piece of plastic that you put into a door. This then unlocks the door, and it does this by electromagnetism because inside the card will be a magnet that is then connecting the circuit of electromagnetism. Then unlocks the door. And it saves you having to use a key. Isn't that amazing? Another use of electromagnetism is cranes. They can transport really heavy metals. You can see on the screen there a crane with lots and lots of metal attached to it. Like I've said, it can be used to carry heavy things. Also, it can sort things in recycling. So if you put an electromagnetic crane into some recycling, what materials will it pull out? Can you tell your screen? Well done! It'll only pull up the magnetic materials, and that'll be really useful for sorting recycling materials. Let's have a think. How well were you listening? A few questions for you before we carry on. Question one. What can you do with an electromagnet that can't be done with a normal magnet? What are two uses of electromagnets? I just showed you them on the screen so see if you can think really hard rather than going back. And, how is the wire shaped in a simple electromagnet? For that one I'm going to give you a clue because our STAR word action was electromagnet. So, have a go at writing the answers down in your notebook. And pause the video if you need more time because I'm going to go through the answers. Okay, question one. The difference between a normal magnet and an electromagnet is that an electromagnet can be switched on or off. The two uses of electromagnets that we have talked about is the electric lock. If you said keycard that would be okay. Or a crane that collects heavy metals. The wire in a simple electromagnet is coiled, and that's why we do our action like this. Like a coiled wire. I'd like you to tick the ones that you got correct. And if you got any wrong, that's okay. You can just write the correct answers down now so that you've got them in your notebooks. Well done, team! You're working really hard this lesson to learn all about electromagnetism. So, shall we have a watch of somebody making an electromagnet? 'Cause I've only shown you a very brief, simple example so far. Would you like to see it? Oh, you wouldn't? Oh, you would? Okay, let's take a look at an investigation. Once we've watched this investigation, I'm going to ask us to write it up, of how you make an electromagnet. If you've not done the practical skills unit so far, then I suggest you go and have a watch of those lessons, particularly of how to write up a method because that's what we're going to do today. So, let's have a watch. So you can see that this person has a very thin copper wire. Then, they've coiled it around the iron nail. Now you can see that they've not done it loosely. They've not done it just haphazardly. They've done it very, very tightly around the nail. This nail is made of iron which is magnetic, and that's really important. Then just on the ends of the wire, they're just scrubbing it off to make sure that all of the wire is exposed. So you can see now that it's ready. There, they've got a battery and they're just attaching a rubber band around the battery to hold everything in place. So they're going to attach one end of the copper wire to one end of the battery and the other end of the copper wire to the other end of the battery. So now electricity is running through the copper wire and is making the nail into an electromagnet because it's magnetism made by electricity. And there! You can see that the iron filings are sticking to the end of the nail. And there you can see that the safety pins are also sticking to the ends of the nail, which shows you that that nail, which wasn't magnetic before, is now turned into an electromagnet. Wow! Wasn't that amazing, team? Who would've thought that a normal magnet like this bar magnet could also be made by electricity? So, let's have a think. What was the equipment needed? When we write out an equipment list, we always use bullet points. As you can see on the screen, this is not an equipment list for an electromagnet. This is from a plants experiment. One seed tray, seed compost, tomato seeds, and water. That wasn't how they made the electromagnet. I'd like you to now write down the equipment list for the electromagnetism experiment that we just saw. What were the three things they used? They used, can you tell me one of the things? Well done. They used a thin copper wire. What did they wrap that around? Well done, an iron nail. And then where did they get the electricity from? Well done. They got it from a battery. So those were the three things I want you to write down in your notebook using bullet points. Not numbered steps. Bullet points. Have a go now. Okay, so now we've written our equipment list down, we're going to write out the method. Now again, this is not the method for our experiment. When we write out a method, we want to think carefully about how we write it. In purple, you can see there are numbers because you have to carry out a method in the order that you have to do it. For instance, if I said test the nail with the iron filings first, then it wouldn't work because you haven't made the magnet yet. So, you need to write it in numbered steps. Then, you'll also see a green highlighting. The green highlighting is over the words first, and what's the other word it's over? Can you tell your screen? Next, well done. And these are examples of adverbs of time. And adverbs of time tell us which order to do things in. For instance, first. That tells us that it's the first thing to do. Next tells us that we need to do it next. So we should've already done something. I want you to use adverbs of time when you're writing out your method. Then, you'll notice that there are some pink writing. This is because we need to use verbs to tell somebody what we did. Sprinkle the seeds, place the seeds, and spray the seeds. So those are verbs that we're using. In which tense? Are we talking about the past tense, the present tense, or the future tense? Well done. It's the present tense. So we write our verbs in the present tense. I'd now like you to have a go at recapping all of the features of a method. Can you read what it says in the arrow? Well done. The underlined method. What's the next thing? Well done, adverbs of time. Numbered steps, well done. And present tense. So now that you know how to write a method, I'd like you to have a go at writing out the method for the electromagnet. If you need to, you can skip back in the video and re-watch how that person made the electromagnet because it did go quite quickly. I've given you the first step to help you, and it reads as follows. First, tightly coil the wire around the nail. That would be my first step and you can borrow mine if you want to. Now I'd like you to have a go at writing out the rest of the method. So pause the video and have a go. Okay, well done, everyone! I am really impressed with how well you wrote out that method. I hope you had a go. Make sure that you don't use the method to make your own electromagnet unless you have an adult present with you. It's really important that you keep yourself safe so they need to be able to know what you're up to. So please ask a grown-up. Okay, this is the final part of our lesson and the final slide for our whole unit of magnetism. I've got a think question for you. Why might it be difficult to use a permanent magnet on an electronic lock? Why would it be difficult to use a permanent magnet on an electronic lock? So for instance, if you use a magnet on your lock on your door but it's permanent, what would that mean? Does that mean you can unlock it? That might not be difficult. I'd like you to have a think about your decision for this think question and then as ever, I'd like you to speak to somebody, either at home or at school. You could ask your adult, you could ask your friend, or your brother or sister, or somebody at school, and have a scientific conversation about what you think the answer is. I am so proud of you for all of your learning on magnetism, and I know that Lenny the lion is as well. We've really enjoyed teaching you all about magnetism and I hope you've learnt lots. Well done, everyone, and I can't wait to see what scientists you grow into in the future. Bye, everybody!

Is friction a contact or non-contact force?

In magnetism, 'attract' means...

Which of the following is NOT a non-contact force?

What are the two poles of a magnet called?

What does 'repel' mean?

When we combine electricity with magnets, what is this called?

Where is the magnetic field strongest around a magnet?

What happens when you move the north and north poles of two magnets together?

What happens when you move the north and south poles of two magnets together?

What happens when you move a magnet and a piece of plastic together?

What happens when you move an iron nail (not magnetised) and a piece of plastic together?

Unit Overview: Magnetism

National Curriculum

Unit Question

Lessons: