Electrical Current and Magnetism
INTRODUCTION TO THE AIMS TEACHING MODULE (ATM)
Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Organization and Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
INTRODUCING ELECTRICAL CURRENT AND MAGNETISM
Themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
PREPARATION FOR VIEWING
Introduction to the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Introduction to Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Discussion Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Focus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Jump Right In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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AFTER VIEWING THE PROGRAM
Suggested Activities . . . . . . . . . . . . .
Vocabulary . . . . . . . . . . . . . . . . . . .
Checking Comprehension . . . . . . . . .
Magnetic Fields . . . . . . . . . . . . . . . .
Checking Vocabulary . . . . . . . . . . . .
Test . . . . . . . . . . . . . . . . . . . . . . . . .
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SE C T I O N 1
SECTION 2
SE C T I O N 3
SECTION 4
ADDITIONAL AIMS MULTIMEDIA PROGRAMS . . . . . . . . . .25
ANSWER KEYS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26
1
© Copyright 1997 AIMS Multimedia
All Rights Reserved. No part of this work may be reproduced or transmitted without written permission of AIMS
Multimedia with these exceptions: Persons or schools purchasing this AIMS Teaching Module may reproduce
consumable ATM pages, identified in Section 4, for student or classroom use.
AIMS Multimedia is a leading producer and distributor of educational programs serving schools and libraries for
nearly 40 years. AIMS draws upon the most up-to-date knowledge, existing and emerging technologies, and all of
the instructional and pedagogical resources available to develop and distribute educational programs
in film, videocassette, laserdisc, CD-ROM and CD-i formats.
Persons or schools interested in obtaining additional copies of this AIMS Teaching Module, please contact:
AIMS Multimedia
1-800-FOR-AIMS
1-800-367-2467
2
© Copyright 1997 AIMS Multimedia
Congratulations!
You have chosen a learning program
that will actively motivate your students
AND provide you with easily accessible
and easily manageable instructional
guidelines designed to make your
teaching role efficient and rewarding.
The AIMS Teaching Module provides
you with a video program keyed to your
classroom curriculum, instructions and
guidelines for use, plus a comprehensive teaching program containing a
wide range of activities and ideas for
interaction between all content areas.
Our authors, educators, and consultants
have written and reviewed the AIMS
Teaching Modules to align with the
Educate America Act: Goals 2000.
This ATM, with its clear definition of
manageability, both in the classroom
and beyond, allows you to tailor specific activities to meet all of your classroom needs.
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© Copyright 1997 AIMS Multimedia
RATIONALE
In today’s classrooms, educational pedagogy is often founded on Benjamin S.
Bloom’s “Six Levels of Cognitive
Complexity.” The practical application
of Bloom’s Taxonomy is to evaluate students’ thinking skills on these levels,
from the simple to the complex:
Knowledge (rote memory skills),
Comprehension (the ability to relate or
retell), Application (the ability to apply
knowledge outside its origin), Analysis
(relating and differentiating parts of a
whole), Synthesis (relating parts to a
whole), and Evaluation (making a judgment or formulating an opinion).
The AIMS Teaching Module is designed
to facilitate these intellectual capabilities, AND to integrate classroom experiences and assimilation of learning
with the students’ life experiences, realities, and expectations. AIMS’ learner
verification studies prove that our AIMS
Teaching Modules help students to
absorb, retain, and to demonstrate ability to use new knowledge in their world.
Our educational materials are written
and designed for today’s classroom,
which incorporates a wide range of
intellectual, cultural, physical, and emotional diversities.
4
© Copyright 1997 AIMS Multimedia
ORGANIZATION AND
MANAGEMENT
To facilitate ease in classroom manageability, the AIMS Teaching Module is
organized in four sections. You are
reading Section 1, Introduction to the
Aims Teaching Module (ATM).
SECTION 2,
INTRODUCING THIS ATM
will give you the specific information
you need to integrate the program into
your classroom curriculum.
SECTION 3,
PREPARATION FOR VIEWING
provides suggestions and strategies for
motivation, language pre p a re d n e s s ,
readiness, and focus prior to viewing
the program with your students.
SECTION 4,
AFTER VIEWING THE PROGRAM
provides suggestions for additional
activities plus an assortment of consumable assessment and extended activities,
designed to broaden comprehension of
the topic and to make connections to
other curriculum content areas.
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© Copyright 1997 AIMS Multimedia
FEATURES
INTRODUCING EACH ATM
SECTION 2
Your AIMS Teaching Module is
designed to accompany a video program written and produced by some of
the world’s most credible and creative
writers and producers of educational
programming. To facilitate diversity and
flexibility in your classroom, your AIMS
Teaching Module features these components:
Themes
The Major Theme tells how this AIMS
Teaching Module is keyed into the curriculum. Related Themes offer suggestions for interaction with other
curriculum content areas, enabling
teachers to use the teaching module to
incorporate the topic into a variety of
learning areas.
Overview
The Overview provides a synopsis of
content covered in the video program.
Its purpose is to give you a summary of
the subject matter and to enhance your
introductory preparation.
Objectives
The ATM learning objectives provide
guidelines for teachers to assess what
learners can be expected to gain from
each program. After completion of the
AIMS Teaching Module, your students
will be able to demonstrate dynamic
and applied comprehension of the
topic.
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© Copyright 1997 AIMS Multimedia
PREPARATION FOR VIEWING
Discussion Ideas
SECTION 3
Introduction to the Program is
designed to enable students to recall
or relate prior knowledge about the
topic and to prepare them for what
they are about to learn.
Discussion Ideas are designed to help
you assess students’ prior knowledge
about the topic and to give students a
preview of what they will learn.
Active discussion stimulates interest in
a subject and can motivate even the
most reluctant learner. Listening, as
well as speaking, is active participation. Encourage your students to participate at the rate they feel
comfortable. Model sharing personal
experiences when applicable, and
model listening to students’ ideas and
opinions.
Introduction To Vocabulary
Focus
Introduction to Vocabulary is a
review of language used in the program: w o rds, phrases, usage. This
vocabulary introduction is designed to
ensure that all learners, including limited English proficiency learners, will
have full understanding of the language usage in the content of the program.
Help learners set a purpose for
watching the program with Focus,
designed to give students a focal
point for comprehension continuity.
In preparation for viewing the video
program, the AIMS Teaching Module
offers activity and/or discussion
ideas that you may use in any order
or combination.
Introduction To The Program
AFTER VIEWING THE
PROGRAM
SECTION 4
After your students have viewed the
program, you may introduce any or
all of these activities to interact with
other curriculum content areas, provide reinforcement, assess comprehension skills, or provide hands-on
and in-depth extended study of the
topic.
Jump Right In
Jump Right In provides abbreviated
instructions for quick management of
the program.
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© Copyright 1997 AIMS Multimedia
SUGGESTED
ACTIVITIES
The Suggested Activities offer ideas
for activities you can direct in the
classroom or have your students complete independently, in pairs, or in
small work groups after they have
viewed the program. To accommodate your range of classroom needs,
the activities are organized into skills
categories. Their labels will tell you
how to identify each activity and help
you correlate it into your classroom
curriculum. To help you schedule your
classroom lesson time, the AIMS
hourglass gives you an estimate of the
time each activity should require.
Some of the activities fall into these
categories:
Meeting Individual
Needs
These activities are designed to aid in
classroom continuity. Reluctant learners and learners acquiring English
will benefit from these activities
geared to enhance comprehension of
language in order to fully grasp content meaning.
Curriculum
Connections
Critical Thinking
Critical Thinking activities are
designed to stimulate learners’ own
opinions and ideas. These activities
require students to use the thinking
process to discern fact from opinion,
consider their own problems and formulate possible solutions, draw conclusions, discuss cause and effect, or
combine what they already know
with what they have learned to make
inferences.
Cultural Diversity
Each AIMS Teaching Module has an
activity called Cultural Awareness,
Cultural Diversity, or Cultural
Exchange that encourages students to
share their backgrounds, cultures,
heritage, or knowledge of other countries, customs, and language.
Hands On
These are experimental or tactile
activities that relate directly to the
material taught in the program.Your
students will have opportunities to
make discoveries and formulate ideas
on their own, based on what they
learn in this unit.
Writing
Many of the suggested activities are
intended to integrate the content of
the ATM program into other content
areas of the classroom curriculum.
These cross-connections turn the
classroom teaching experience into a
whole learning experience.
Every AIMS Teaching Module will
contain an activity designed for students to use the writing process to
express their ideas about what they
have learned. The writing activity
may also help them to make the connection between what they are learning in this unit and how it applies to
other content areas.
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© Copyright 1997 AIMS Multimedia
In The Newsroom
Each AIMS Teaching Module contains
a newsroom activity designed to help
students make the relationship
between what they learn in the classroom and how it applies in their
world. The purpose of In The
Newsroom is to actively involve each
class member in a whole learning
experience. Each student will have an
opportunity to perform all of the tasks
involved in production: writing,
researching, producing, directing,
and interviewing as they create their
own classroom news program.
Extended Activities
These activities provide opportunities
for students to work separately or
together to conduct further research,
explore answers to their own questions, or apply what they have
learned to other media or content
areas.
Link to the World
These activities offer ideas for connecting learners’ classroom activities
to their community and the rest of the
world.
Culminating Activity
To wrap up the unit, AIMS Teaching
Modules offer suggestions for ways to
reinforce what students have learned
and how they can use their new
knowledge to enhance their world
view.
VOCABULARY
Every ATM contains an activity that
reinforces the meaning and usage of
the vocabulary words introduced in
the program content. Students will
either read or find the definition of
each vocabulary word, then use the
word in a written sentence.
CHECKING
COMPREHENSION
Checking Comprehension is designed
to help you evaluate how well your
students understand, retain, and
recall the information presented in the
AIMS Teaching Module. Depending
on your students’ needs, you may
direct this activity to the whole group
yourself, or you may want to have
students work on the activity page
independently, in pairs, or in small
groups. Students can verify their written answers through discussion or by
viewing the video a second time. If
you choose, you can reproduce the
answers from your Answer Key or
write the answer choices in a Word
Bank for students to use. Students can
use this completed activity as a study
guide to prepare for the test.
CONSUMABLE
ACTIVITIES
The AIMS Teaching Module provides
a selection of consumable activities,
designed to specifically reinforce the
content of this learning unit.
Whenever applicable, they are
arranged in order from low to high
difficulty level, to allow a seamless
facilitation of the learning process.
You may choose to have students take
these activities home or to work on
them in the classroom independently,
in pairs or in small groups.
TEST
The AIMS Teaching Module Test permits you to assess students’ understanding of what they have learned.
The test is formatted in one of several
standard test formats to give your
students a range of experiences in
test-taking techniques. Be sure to
read, or remind students to read, the
directions carefully and to read each
answer choice before making a
selection. Use the Answer Key to
check their answers.
CHECKING
VOCABULARY
The Checking Vocabulary activity
provides the opportunity for students
to assess their knowledge of new
vocabulary with this word game or
puzzle. The format of this vocabular y
activity allows students to use the
related words and phrases in a different context.
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© Copyright 1997 AIMS Multimedia
ADDITIONAL
AIMS MULTIMEDIA
PROGRAMS
After you have completed this AIMS
Teaching Module you may be interested
in more of the programs that AIMS
offers. This list includes several related
AIMS programs.
ADDITIONAL READING
SUGGESTIONS
AIMS offers a carefully researched list of
other resources that you and your students may find rewarding.
ANSWER KEY
Reproduces tests and work pages with
answers marked.
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© Copyright 1997 AIMS Multimedia
Electrical Current and Magnetism
THEMES
The primary theme of this program is
how electromagnets and electromagnetism work. Related themes are the
differences between permanent magnets and electromagnets, how a compass works, magnetic fields, and
hands-on activities which illustrate
electromagnets.
OVERVIEW
Electrical Current and Magnetism
explores the basic principles of
electromagnetism. Large, powerful
electromagnets are illustrated with a
metal disc suspended from a crane.
When electricity flows through it, the
disc is able to pick up large amounts
of iron. The same principle, on a
smaller scale, is shown through
several simple experiments. Each
experiment is carefully perf o rm e d
and described.
Electromagnets are compared and
contrasted with permanent magnets;
their differences and similarities are
clearly shown. One experiment,
using a compass and a magnetized
copper wire, demonstrates current
flow and magnetic force. Another
experiment
proves
that, like
permanent magnets, electromagnets
have north and south poles. An
experiment using iron filings, a bar
magnet, and a magnetized coil
shows the lines of force generated
by permanent magnets and
electromagnets.
OBJECTIVES
To illustrate how electricity generates a magnetic field and how a
copper wire can be turned into a
magnet.
To demonstrate that electromagnets require electrical current for
magnetism.
To show how magnetic force
affects a compass.
To facilitate understanding of
electrical current, magnetic force
and attraction, and north and
south poles.
To teach the basic principles
behind
common
electrical
devices.
To define such terms as circuit,
current, and field.
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© Copyright 1997 AIMS Multimedia Electrical Current and Magnetism
Use this page for your individual notes about planning and/or effective ways to manage this
AIMS Teaching Module in your classroom.
Our AIMS Multimedia Educational Department welcomes your observations and comments.
Please feel free to address your correspondence to:
AIMS Multimedia
Editorial Department
9710 DeSoto Avenue
Chatsworth, California 91311-4409
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© Copyright 1997 AIMS Multimedia Electrical Current and Magnetism
INTRODUCTION TO
THE PROGRAM
Bring in a permanent magnet (bar or
horseshoe magnets are usually easy
to find), some paper clips and a coil
of copper wire. Allow some students
to demonstrate how the magnet
attracts the paper clips. Ask if the
magnet requires any assistance, such
as a motor or battery, to attract the
clips. (no) Then show the wire coil
and ask if anyone knows if this can
be turned into a magnet. If any students suggest that electricity flowing
through the coil will make an electromagnet, ask if he or she can explain
how an electromagnet works. Accept
all answers and tell the class that electromagnets, and how to make them,
will be explained in this program.
INTRODUCTION TO
VOCABULARY
To prepare students for viewing
Electrical Current and Magnetism,
ask for definitions of the words “electrical current” and “magnetism.” If
students need help, ask for volunteers
to look these words up in a dictionary
and tell the class what they mean.
Elicit suggestions as to what electrical
current might have to do with magnetism.
FOCUS
Ask students: can magnetism make
things move? Just before viewing the
program, encourage students to look
for examples of how magnetism can
make things move.
DISCUSSION IDEAS
Ask viewers to look around the classroom and identify things which use
magnetism. They may find a magnetic board, refrigerator-type magnets or a magnetic paper-clip holder,
among other things. Then tell them to
think about things at home and what
magnets are used for there. Discuss
what all these objects have in common (they use magnetism) and how
the magnets work. Accept all answers
and write them on the board.
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© Copyright 1997 AIMS Multimedia Electrical Current and Magnetism
JUMP RIGHT IN
HOW TO USE THE
ELECTRICAL CURRENT AND MAGNETISM AIMS TEACHING MODULE
Preparation
Read Electrical Current and
Magnetism Themes, Overview,
and Objectives to become familiar with program content and
expectations.
Use Preparation for Viewing
suggestions to introduce the topic
to students.
Viewing ELECTRICAL CURRENT AND
After Viewing ELECTRICAL
MAGNETISM
CURRENT AND MAGNETISM
Set up viewing monitor so that all
students have a clear view.
Depending on your classroom
size and learning range, you may
choose to have students view
Electrical Current and Magnetism
together or in small groups.
Some students may benefit from
viewing the video more than one
time.
Select Suggested Activities that
integrate into your classroom curriculum. If applicable, gather
materials or resources.
Choose the best way for students
to work on each activity. Some
activities work best for the whole
group. Other activities are
designed for students to work
independently, in pairs, or in
small groups. Whenever possible,
encourage students to share their
work with the rest of the group.
Duplicate the appropriate number
of
Vocabulary,
Checking
Comprehension, and consumable
activity pages for your students.
You may choose to have students
take consumable activities home,
or complete them in the classroom, independently, or in
groups.
Administer the Test to assess students’ comprehension of what
they have learned, and to provide
them with practice in test-taking
procedures.
Use the Culminating Activity
as a forum for students to display,
summarize, extend, or share
what they have learned with each
other, the rest of the school, or a
local community organization.
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© Copyright 1997 AIMS Multimedia Electrical Current and Magnetism
SUGGESTED ACTIVITIES
Meeting Individual Needs
Ask what the difference is between a permanent magnet and an electromagnet. Show the permanent magnet and the coil of copper wire brought in earlier and ask again if the wire could
be made into a magnet, and how. (by flowing electricity through it) What kind of magnet
would then be produced? (electromagnet) Could the magnetism in this kind of magnet be
stopped and started? (yes, by stopping and starting the electricity) Refer again to the Focus
question. Can magnets make things move? (yes) What examples did the audience find in the
video? (compass needle, iron filings, scrap iron, nail) What happens when iron filings are
moved by the electromagnet? (They create a pattern of attraction to a magnetic field.)
20 Minutes
Hands On
Again show the first part of the video in which a simple circuit is created. If possible, gather
the equipment needed to make a circuit; copper wire, a battery and a compass. Divide the
class into small groups and have each group make a circuit and send electricity to the wire.
They should write down what happens to the compass when electricity flows through the wire
and when it stops. In which way is the compass needle deflected? What happens when the
compass is moved to the other side of the circuit? What has this experiment shown? (passing
electricity through the wire creates an electromagnet which affects the position of the compass
needle; electricity flows from positive to negative pole)
40 Minutes
Connection to Science
Using the electromagnet made above, students will experiment with what a magnet can attract.
Have the groups gather various small objects, such clips, nails, wood chips, pencils, keys,
paper, bolts, push pins, erasers, etc. Groups can test these objects to see which are attracted
to the magnet. They should write down their findings, then try to explain why certain things
are attracted and others are not. (metals are attracted to magnets)
20 Minutes
Link to the World
Many things that we take for granted in the modern world work because of magnetism. These
include computers, floppy disks, telephones, train rails, bank cards, tape recorders and VCRs.
Have each student make a list of 10 objects which use magnetism, then have them choose partners with which to work on research reports about how magnets are used in the world today.
Each group should report on a different use of magnetism from their combined lists. Groups
which choose to report on computers, telephones, and other communication devices should
include how magnets make our world smaller by increasing our communication abilities.
Suggest that one group report on how magnets can be harmful to some things. For example,
running a magnet over a piece of recorded videotape erases the recording by rearranging the
magnetic particles. Encourage creative reporting, and the use of audio visual aids and experiments.
Extended
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© Copyright 1997 AIMS Multimedia Electrical Current and Magnetism
Connection to History
Ask students how they think the principle of magnetism was discovered. Locate the Greek myth
of Magnes and read it to the class, or copy it for each student to read. The stone which Magnes
discovered is called magnetite, and pieces of it are called lodestone, which means “leading
stone.” Ask why it got this name. (because it turns to Earth’s magnetic poles like a compass
needle) The use of lodestone was an important advance in making a compass, and that, in
turn, had implications for early navigation, trade and discovery. Ask for volunteers to find out
how lodestone improved navigation and what impact this had on people’s ability to sail to distant lands. Other volunteers can research the use of compass in ancient China, the country
which has understood and used compasses longer than any other culture.
Extended
Connection to Geography
A compass is attracted to Earth’s magnetic north pole. Ask a student to point out the North and
South poles on a map. Note that these are the northernmost and southernmost places on
Earth, but they are not the same as the magnetic north and south poles, which lie in the far
north and far south. Continue to the next activity.
15 Minutes
Critical Thinking
Remind students that magnets have a positive and negative pole. Ask what would happen if
the positive poles of two magnets faced together. Accept all suggestions, then have a few students try this with two magnets, putting two north poles, then two south poles together. (The
ends will repel each other.) Then ask this question: since like poles repel each other, how can
the needle of a compass (which is a magnet) turns its north pole to Earth’s north pole? Shouldn’t
they repel each other? Initiate a discussion on this conundrum, and emphasize that students
should think creatively and take nothing for granted as a given. (The answer is that the magnetic north pole actually lies near Earth’s geographic South Pole, and magnetic south is near
the geographic North Pole. Opposite magnetic poles attract.)
25 Minutes
Connection to Science
Ask if anyone knows what the aurora borealis and the aurora australis are. (northern and
southern lights) Does anyone know how they are connected to Earth’s magnetic field? If not,
ask for a volunteer to find out and tell the class. Then do the following experiment showing
Earth’s magnetic field. Divide the class into small groups and provide each group with a bar
magnet, a jar lid of the same diameter as the length of the magnet, iron filings, a ruler, marking pen, and a sheet of stiff white paper. Each group should draw a circle on the paper using
the jar lid, then use the marker to draw in Earth’s continents and oceans. Bend the ends of the
paper so the paper sits about one inch off the table. Put the magnet under the paper, and sprinkle the iron filings on top. Blow gently on the filings so they move across the paper. After a
while, the magnetic field of the magnet will be traced in filings, recreating the magnetic field
of the Earth.
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© Copyright 1997 AIMS Multimedia Electrical Current and Magnetism
40 Minutes
Connection to History
Three important scientists in the development of the electromagnet were Danish physicist Hans
Oersted, French physicist Andre Marie Ampere, and American physicist Joseph Henry. Have
students choose one person to research and tell what he discovered and how this led to the
development of the electromagnet. It is also interesting to note that these scientists were from
three different countries. Encourage students to think about how scientific information flows,
and how one discovery can lead to other steps in a “discovery ladder.”
Extended
Connection to Language Arts
Have students use the vocabulary words (in the reproducible pages) to play a matching game.
Let them work in small groups to make flash cards on index cards or construction paper. Each
vocabulary word should produce two cards, one for the word and one for the definition. Then
turn all the cards face down on a table. Students take turns turning over two cards at a time.
When a student draws a word and matching definition card, he or she keeps the pair. The winner in each group is the student with the most cards.
20 Minutes
Critical Thinking
Students already know that electricity produces magnetism in an electromagnet. Ask the class
to think about what produces magnetism in a permanent magnet, such as the stone magnetite,
or a bar magnet. Remind students to think creatively, taking nothing for granted. Students
might come up with the idea that electricity also produces magnetism in a permanent magnet.
This is, indeed, the case. Continue by asking how electricity is produced in nature (lightning is
one way). For those magnetized objects, such as iron, nickel and iron-containing (ferrous)
materials, the answer lies in the movement of electrons within the atomic structure of the object.
20 Minutes
In the Newsroom
Electromagnetism is the branch of physics that studies the relationship between electricity and
magnetism. Electromagnetism is a concept used in many careers. For example, it is part of
nuclear physics (energy for atomic reactors), archeology (to date ancient finds), and plasma
magnetics (the study of how to magnetize water so helpful particles stick to it). Have small
groups of students research careers in which electromagnetism is used. Choose two students to
be on-air news reporters, telling about the basics of electromagnets, as learned in the video.
The other students give their career reports in the form of television advertisements, 30 second
to two minute attention-grabbing commercials for careers.
30 Minutes
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© Copyright 1997 AIMS Multimedia Electrical Current and Magnetism
Connection to Science
Ask if students think Earth’s magnetic field has always been the same and magnetic north has
always been in the same place. Accept all answers, then note that scientists believe that
Earth’s magnetic poles have switched places several times in geological history. Scientists
study iron and magnetite particles in ancient sediments, and have shown that they point to a
north pole which has changed position and is now the south pole.
20 Minutes
Culminating Activity
Review the concept that electricity produces magnetism. Ask for students to explain how a
copper coil can become magnetized, and how the magnet deflects the needle on a compass.
Try to ensure that all students reach the understanding that electricity always produces magnetism, whether in rocks, the human body, or giant cranes. The concept is that wherever electricity flows, even at its lowest level, there is always magnetism.
20 Minutes
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© Copyright 1997 AIMS Multimedia Electrical Current and Magnetism
Name
VOCABULARY
Fill in the correct word next to its definition. Use the Word Bank below.
____________________ a closed path traveled by electric current
____________________ the places on a magnet where the magnetic force is strongest
____________________ turn aside
____________________ opposite from the direction in which the hands of a clock move
____________________ a magnet produced when electrical current flows through a conductor,
such as copper wire
____________________ a device using a magnetic needle to point to a geographic direction
____________________ a body that attracts other materials, particularly metals
____________________ the flow of electrons through wire or other conductors
____________________ lines of magnetic force which flow around magnets
____________________ in the same direction in which the hands of a clock move
WORD BANK
circuit
clockwise
compass
counter-clockwise
deflect
electric current
electromagnet
magnet
magnetic field
poles
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© Copyright 1997 AIMS Multimedia Electrical Current and Magnetism
Name
CHECKING COMPREHENSION
Fill in the correct words or phrases using the Word Bank below.
An electromagnet is actually a soft ____________________ core wrapped in a coil of
____________________. We can make an electromagnet by constructing a ____________________
with wire and batteries. When we put a compass on the left side of the circuit, the needle is deflected
____________________. On the right side of the circuit, the needle is deflected
____________________. This happens because the current flows from the ____________________
to the ____________________ pole. If one compass is below the wire, and the other is above, the
needles will be deflected in the ____________________ direction. If we loop the wire, the magnet
becomes ____________________, showing that there is greater ____________________. This happens because the coils are now generating a stronger ____________________. Like permanent magnets, electromagnets have north and south ____________________. However, the coil is
____________________ by magnetic force, so if an iron rod is passed through it, the rod also
becomes ____________________. As long as ____________________ flows, the coil remains an
electromagnet.
WORD BANK
circuit
counter clockwise
clockwise
electrical current
iron
magnetic field
magnetic force
magnetized
negative
poles
positive
same
stronger
surrounded
wire
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© Copyright 1997 AIMS Multimedia Electrical Current and Magnetism
Name
MAGNETIC FIELDS
Below are two magnets, a bar magnet and an disc magnet. For each one, draw in the magnetic
fields as if iron filings were being attracted, then write a few sentences about where the magnetic
fields are and what they mean.
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© Copyright 1997 AIMS Multimedia Electrical Current and Magnetism
Name
CHECKING VOCABULARY
Hidden in the chart below are 12 words that have to do with electricity. The letters of these words
may be arranged horizontally, vertically or diagonally, either spelled foward or backward. Find
and circle the 12 words from the Word Bank below.
H
V
I
U
J
P
V
G
M
K
W
L
N
A
T
O
M
G
Q
P
E
F
E
C
R
O
F
C
I
T
E
N
G
A
M
K
T
R
N
S
L
O
P
I
M
L
N
Z
F
Y
L
J
E
D
K
N
F
M
E
L
I
Q
M
R
R
E
P
A
I
N
I
C
S
O
E
J
Q
L
G
R
C
L
N
C
T
R
S
C
B
X
F
G
H
R
P
E
N
X
A
K
A
R
S
U
W M
V
H
L
M
P
X
R
O
M
S
W
P
T
L
B
S
V
I
Y
K
W
A
B
O
Y
U
S
X
N
V
Y
I
T
D
N
T
U
T
Z
I
X
G
L
L
C
W
E
N
B
X
J
W
V
E
J
R
I
K
A
G
Z
E
K
L
T
K
D
C
U
V
U
T
E
Z
H O
A
G
D
E
S
F
A
E
U
J
W W
I
R
E
V
O
I
C
N
C
Q
F
C
C
C
D
V
C
U
B
I
T
M
A
S
N
T
P
G
W
L
H
A
I
B
A
C
N
T
A
Z
S
L
T
U
A
E
X
E
Y
C
U
R
L
R
D
L
O
Q
P
A
Y
E
Q
K
J
N
V
R
N
R
T
Z
R
Z
M
C
R
B
E
I
D
F
S
S
C
G
O
E
O
C
L
W
X
N
Y
O
I
X
W
G
R
Z
H
B
I
A
N
R
E
S
O
U
A
D
L
E
I
F
C
I
T
E
N
G
A
M
B
L
U
M
P
R
C
M
R
S
B
Q
S
V
E
G
R
Z
C
D
E
V
E
V
I
T
I
S
O
P
D
O
R
X
T
M
V
A
L
E
WORD BANK
circuit
clockwise
electrical current
iron
magnetic field
magnetic force
magnetized
negative
poles
positive
stronger
wire
22
© Copyright 1997 AIMS Multimedia Electrical Current and Magnetism
Name
TEST
Check the correct answer.
1.
An electromagnet requires ____________ to create a magnetic force.
a force field
north and south poles
electricity
a compass
a light bulb
2.
Invisible lines of ____________ around a magnet make the magnetic needle on the compass
move.
electricity
force
current
deflection
radiation
3.
The ____________ in which electrical current moves affects the angle in which a compass
needle is deflected.
circuit
magnetic field
pole
attraction
direction
4.
____________ the poles of a battery changes the direction in which electricity flows.
Reversing
Extending
Reducing
Replacing
Enhancing
5.
When one compass is below a circuit wire and the other is above, both compass needles will
move in the ____________ direction.
opposite
reverse
similar
same
unopposed
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© Copyright 1997 AIMS Multimedia Electrical Current and Magnetism
Name
TEST (CONTINUED)
6.
When electricity to a magnetized wire is shut off, iron filings will ____________.
stay attached
form a chain
drop off
become magnetized
show a force field pattern
7.
The electromagnetic force in a wire coil can be strengthened by adding more ____________.
iron filings and nails
positive and negative poles
compass points
light bulbs
coils and electricity
8.
Permanent magnets have north and south ____________ of magnetic force.
directions
poles
markings
batteries
loops
9.
Electromagnets have north and south poles and are ____________ by magnetic force.
reduced
enhanced
started
stopped
surrounded
10. Poles of an electromagnetic coil can be ____________ depending on which way electricity is
flowing.
stopped
started
stabilized
reversed
increased
24
© Copyright 1997 AIMS Multimedia Electrical Current and Magnetism
ADDITIONAL AIMS MULTIMEDIA PROGRAMS
You and your students might also enjoy these other AIMS Multimedia programs:
Atoms and Molecules
Diffusion and Phase Changes of Matter
Newton’s Laws of Motion: Demonstrations of Mass, Force, and Momentum
Mass and Density: Investigating Matter
Heat: Molecules in Motion
It’s Chemical Series
Density in Solids
Phase Changes
Density in Liquids
Density in Gases
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© Copyright 1997 AIMS Multimedia Electrical Current and Magnetism