# Lesson video

In progress...

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! Then next one is repel.

Your turn! The next one is 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! 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.

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.

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.

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!.