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What Does a Magnet Pull?
Observe and classify by magnetic response · Hands-on Science
This opening unit establishes the chapter's starting point: students arrive with intuitions about what magnets attract, and those intuitions are often incomplete — many assume all metals are magnetic. Watch for the common error of calling all shiny or heavy objects magnetic; prompt students to test their assumptions rather than rely on appearance. A useful checkpoint before closing is to ask students to give one example of a non-magnetic metal, such as aluminium, to surface this misconception early.
0-8Teacher introduces the chapter through Reshma's story about sailors and compasses, then poses the opening question: which everyday objects will a magnet attract?
8-14Students individually predict the outcome for each object in their set and record predictions before any testing begins.
14-30Groups test each object with a magnet and record actual outcomes in a results table, distinguishing attracted from unattracted objects.
30-40Class shares results; teacher consolidates the terms magnetic materials and non-magnetic materials and names key examples — iron, nickel, cobalt versus wood, plastic, glass.
Competency (C-2.3). Describe the properties of a magnet (natural and artificial; Earth as a magnet).
Learning outcome. Students can classify given materials as magnetic or non-magnetic and justify each classification by identifying the shared property of magnetic materials.
A student tests four objects with a bar magnet: an iron nail, a copper coin, an aluminium strip, and a steel paper clip. Which pair of objects will be attracted to the magnet?
- A Aluminium strip and steel paper clip
- B Copper coin and aluminium strip
- C Iron nail and copper coin
- D Iron nail and steel paper clip
D. Iron nail and steel paper clip
What each wrong option reveals
- A Student correctly identifies steel (an iron alloy) as magnetic but pairs it with aluminium, suggesting incomplete understanding that the shared property is presence of iron, nickel, or cobalt content.
- B Student believes all non-ferrous metals are magnetic, failing to distinguish between metal as a category and magnetic materials specifically.
- C Student correctly identifies iron but incorrectly extends magnetism to copper, confusing 'metal' with 'magnetic material'.
Also saved as 8 periods or 10 periods or 12 periods.
- 2Sorting the World into Two Groups
Observe and classify by magnetic response - 3Where Is the Magnet Strongest?
Investigate the distribution of magnetic force - 4Poles Always Come in Pairs
Investigate the distribution of magnetic force - 5The Magnet Always Points North
Explain the directional property and Earth's magnetism - 6Building a Floating Compass
Explain the directional property and Earth's magnetism - 7How a Compass Works
Explain the directional property and Earth's magnetism - 8Like Poles Repel, Unlike Poles Attract
Investigate and reason about attraction and repulsion between poles - 9Repulsion: The True Test for a Magnet
Investigate and reason about attraction and repulsion between poles - 10Does Anything Block a Magnet?
Investigate and reason about attraction and repulsion between poles - 11Magnets in Play: Maze, Garland, and Water
Apply magnetic properties to practical and playful contexts - 12Repulsion in Motion: The Magnetic Cars
Apply magnetic properties to practical and playful contexts - 13Caring for Magnets: Storage and Handling Rules
Apply magnetic properties to practical and playful contexts - 14The Shipwreck Box: Reading a Crate of Found Objects
Whole-chapter synthesis: describe and investigate magnet properties
- 1. The Wonderful World of Science
- 2. Diversity in the Living World
- 3. A Path to a Healthy Body
- 4. Exploring Magnets
- 5. Measurement of Length and Motion
- 6. Materials Around Us
- 7. Temperature and its Measurement
- 8. A Journey through States of Water
- 9. Methods of Separation in Everyday Life
- 10. Living Creatures: Exploring their Characteristics
- 11. Nature's Treasures
- 12. Beyond Earth
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