Topic: The wonderful properties of a magnet
K.E. Timiryazev
View :
Project duration:
Project participants:
Objective of the project: in the process of getting to know the properties of a magnet.
Project objectives :
Educational:
- Expand and systematize children's knowledge about the magnet and its properties , learn to explore the subject and experiment with it.
- introduce
- children with the physical phenomenon of "magnetism", with the peculiarities of the magnet
- To update children's knowledge about the use of the properties of a magnet by a person.
Developing:
- To develop in children the desire to learn new things through practical experiments, to draw the simplest conclusions, generalizations
- Develop cognitive activity, curiosity when conducting experiments.
- Develop perception, attention, memory, observation, the ability to analyze.
Educational:
- Cultivate a friendly attitude towards each other, a desire to work in a group.
- Cultivate respect for inanimate nature, accuracy in work.
Download:
Preview:
Municipal Autonomous Preschool Educational Institution
the city of Kogalym "Bell"
Design - experimental activity
Topic: " The wonderful properties of a magnet"
Educator: Abdulkafarova Z. N
Kogalym 2017
Topic: The wonderful properties of a magnet
“People who have learned ... observations and experiments acquire
the ability to ask questions and get answers to them,
being at a higher mental and moral level
in comparison with those who did not go through such a school "
K.E. Timiryazev
View : educational research project
Project duration:short-term (November - December)
Project participants:children of the senior group, educators, parents.
Objective of the project: Development of cognitive research activitiesin the process of getting to know the properties of a magnet.
Project objectives:
Educational:
- Expand and systematize children's knowledge about the magnet and its properties, learn to explore the subject and experiment with it.
- introduce
- children with the physical phenomenon of "magnetism", with the peculiarities of the magnet
- To update children's knowledge about the use of the properties of a magnet by a person.
Developing:
- To develop in children the desire to learn new things through practical experiments, to draw the simplest conclusions, generalizations
- Develop cognitive activity, curiosity during experiments.
- Develop perception, attention, memory, observation, the ability to analyze.
Educational:
- Cultivate a friendly attitude towards each other, a desire to work in a group.
- Cultivate a respectful attitude towards inanimate nature, accuracy in work.
Equipment of the subject-developing environment:
- schemes, tables, models with algorithms for performing experiments;
- a series of paintings depicting natural communities;
- educational books, atlases;
- thematic albums;
- collections of magnets
- hint cards (allowing - prohibiting signs) "What is possible, what is not"
Age of participants: children 5 - 6 years old (older age)
Project implementation timeline– short term
Expected result:
- expand children's ideas about a magnet, its ability to attract objects
- to acquaint children with what objects a magnet can attract; as a result of experiments to establish the importance of the properties of a magnet in Everyday life and its application
- to replenish the vocabulary of children with such concepts as a magnet, magnetic forces, magnetism
- make souvenirs for parents on the refrigerator
- involve parents in the implementation of this project.
Relevance of the topic:
This topic is relevant because educational process experimentation is the teaching method that allows the child to model in his mind a picture of the world based on his own observations, experiences, establishing interdependencies, patterns.Children actively work with a magnet, without thinking about its properties, the history of its appearance, or its significance in human life.
At preschool age, in the process of developing cognitive activity, the child develops a desire to learn and discover as much as possible new things.
Recently, I noticed that children began to bring magnetic toys to the group. Seeing the interest of children in magnets, I decided to tell the guys a secret -what secrets does the magnet hold,introduce children to the properties of magnets,What is the force that attracts objects to a magnet?tell more about their use in life.
Project methods: playful, creative, problematic search, experimental-experimental.
Project stages:
Stage 1. Preliminary stage:
- Setting goals and objectives, determining directions, objects and methods of research, preparatory work with children and their parents.
- Creation necessary conditions for project implementation.
- Drawing up a plan for 2 weeks, choosing the forms of work.
- Selection of visual and didactic aids, methodological and demonstration material,children's fiction.
- Development of GCD cycles.
- Selection of materials, attributes for gaming activities.
Stage 2. Project implementation:
Educational areas | Forms of work with children |
cognitive development | Conversations
Viewing presentations
Observations
Construction"Fisherman" GCD "Magic Stone - Magnet" |
Speech development | Reading fiction
speech games
Viewing an excerpt from the cartoon
|
Social - communicative development | Didactic games
ball game "Attracts - does not attract" Games with a magnetic constructor Magnetic board games ISO magnetic game"Colors" Magnetic theater "Masha and the Bear" Conversations on life safety: “Rules safety during experiments" |
Artistic and aesthetic development | Painting "Magnetic Journey" Bas-relief modeling"Fridge Magnet" Creating a homemade book"What attracts a magnet?" Music game"Helper" |
Physical development | Mobile game "We are magnets" Physical education: "We played with magnets" |
Stage 3. Results:
- Creation of the magnetic theater "The Fox and the Crane"
- Creation of the collection: "Toys- magnets »
- Making a photo album "Why do we need a magnet"
- Creation of a card file of experiments on the topic "Magnets"
Analyzing the results of the project, we saw that children are involved in experimental activities with great interest, they can independently solve problematic tasks. Educational activities within the framework of the project were meaningful, filled with vivid impressions, interesting things, and the joy of communication.
Municipal budgetary preschool educational institution
"Kindergarten of the combined type No. 24 "Cornflowers""
Osinovo village, Zelenodolsky municipal district of the Republic of Tatarstan
"MAGIC
STONE - MAGNET»
Performed:
educator
Kumskovskaya I.E., Sovgir N.N. Children's experimentation. - M., 2003.
Dybina O. V., Rakhmanova N. P., Shchetinina V. V. The unknown is nearby. - M., 2001.
Dybina O.V. What was before ... // Preschool Pedagogy. No. 1, 2006.
Kiseleva A. S., Danilina T. A., Ladoga T. S., Zuykova M. B. Project method in the activities of preschool education. - M., 2004.
Big book "why" / edited by A.V. Veselova. Publisher: CJSC "ROSMEN" 2014.
“The unknown is near. Experiments and experiments for preschoolers.
Dybina O.V., Rakhmanova N.P., Shchetinina V.V. 2010
"Experimental activities of children of middle and older preschool age". Tugusheva G. P., Chistyakova A. E. 2010
"Organization of experimental activities of children aged 2-7 years". Martynova E. A., I. M. Suchkova. 2011
"365 scientific experiments". 2010
Target: development of cognitive abilities of preschool children through experimentation.
Tasks:
Educational
1. To form children's ideas about a physical phenomenon - magnetism.
2. Expand children's knowledge about the properties of a magnet, empirically identify its properties (attract objects; the action of a magnet through glass, cardboard, water, fabric, cereals, wood, sand).
3. Fill up the children's dictionary with the terms: "magnetism".
Educational
1. To develop activity, curiosity, the desire for an independent search for causes, methods of action, the manifestation of creativity and the manifestation of individuality.
2. Develop free communication with adults and children, components of children's oral speech in various forms and activities.
Educational
1. Develop artistic perception when getting acquainted with the artistic word on the topic "Magnet".
2. To form the skills of safe handling of objects during the experiments.
3. To develop the ability of children to work together, the ability to discuss, negotiate.
Material and equipment:
Demo: a magnet in a box, paper clips large and small, a table with a tablecloth, an aquarium with water and marine life, a large ship, pictures, an easel with pictures.
Dispensing: a magnet for each child, a set of items made of various materials: a soft toy, a wooden pencil, a plastic button, a glass glass with water, metal clips and a puck, fishing rods, containers with various cereals, paper boats, handkerchiefs, cardboard, white coats with badges and glasses.
Lesson progress:
The teacher invites the children to the group andbrings in a box with a large magnet. The box is closed.
Guys, this morning someone brought a box with a riddle to our group, try to guess what it is?
It happens small, big,
Iron is very friendly with him,
With him and the blind, without fail,
Find a needle in a haystack.
Children's answers...
Here we have an ordinary magnet.
He keeps many secrets in himself.
Educator: - I will tell you one oldlegend . Long ago, on Mount Ida, a shepherd named Magnis was tending sheep. He noticed that his sandals, lined with nails, and a wooden stick with an iron tip were sticking to the black stones that lay under his feet. The shepherd turned the stick upside down and made sure that the wood was not attracted by the strange stones. He took off his sandals and saw that bare feet were not attracted either. Magnis realized that these strange stones (black in color) did not recognize any other material than iron. The shepherd took some stones, brought them to the village and greatly surprised his neighbors. On behalf of the shepherd "Magnis" - the name "magnet" appeared.
But in many languages of the world, the word "magnet" simply means "loving" - this is because of its ability to attract to itself. The extraordinary ability of magnets to attract iron objects to themselves or stick to iron surfaces has always aroused people's surprise.
- « Our task is to get to know this better. amazing stone". Shows the magnet to the children, lets them touch it (What does it feel like? Smooth, cold), determine the weight (heavy - light?), Color (dark gray), give a definition -“A magnet is a stone, its surface is cold, smooth, has a weight and a dark gray color.”
caregiver invites children to the hall designed as a scientific laboratory….
Asks the children the question - “Where did we come from?”
Childrenconsider materials, “equipment”, offer an answer.
Educator: using a hint, leads the children to the conclusion that they were in a research institute.
Asks children who works in research institutes and what people in this profession do.
Children: scientists, researchers, conduct different experiments.
Educator: - Guys! I invite you to visit our institute and become scientists-researchers for a while.
Conducts a conversation "How to behave in a scientific laboratory." Learn the rules, assign roles.
The teacher acts as a senior researcher, since he has already visited this laboratory and knows what interesting things to do here.
Children are offered the roles of laboratory assistants (white coats, glasses, badges, with the appropriate designation).
Educator: - « Colleagues, what do you think, are all objects attracted by a magnet?
Children's answers.
To test your assumptions, I suggest that all laboratory assistants go throughto the laboratory.
- "Look what items are on your tables?"
Children list...
1. soft toy
2. wooden pencil
3. plastic button
4. glass cup
5. metal clip and washer.
Experience number 1.
“I suggest that you choose those objects that, in your opinion, a magnet can attract to itself.”The children are doing the task.
How to check if you made the right choice?Children offer a solution to the problem (using a magnet).
- "What objects did the magnet attract?" (Clip, washer).
- "And which ones did not attract?" ( soft toy, wooden pencil, plastic button, glass ball).
« What conclusion can be drawn?
Conclusion: The magnet only attracts metal objects.
Experience number 2. Get a snake out of the jar with a magnet.
Colleagues, look, there is a glass cup, and in it is a snake of paper clips. How to get paper clips without dropping your hands in there?
Children's answers, discussion, guesses.
Let's try to get a magnet?
Guys, what can you conclude?
Children: Conclusion: The magnet works through the glass.
Educator: - What do you think, does a magnet work only through glass?
Children's answers.
Experience number 3. The game "Fisherman".
With magnetic fishing rods, children catch marine life from the aquarium.
At the end of the game, the following property is discussed:
"A magnet is not afraid of water, it acts through water."
Experience number 4. "Does a magnet have obstacles?"
A filled container with various substances (sand, buckwheat, corn, millet, seeds, pumpkin seeds, semolina, watermelon seeds), at the bottom of which metal objects are placed. Children lower the magnet into the container.
Conclusion: The magnet can attract and pull out objects from sand, buckwheat, millet, seeds, pumpkin seeds, semolina, watermelon seeds). The magnet is not afraid of obstacles.
Experience number 5. "Paper boats".
There are paper clips on the boat, but they are metal, which means that the magnet attracts them. I wonder if a magnet can attract boats through a thick, wooden tabletop?
Conclusion: A magnet can attract and move iron objects through thick wooden table top.
Experiment No. 6 “Does a magnet attract iron objects through fabric?”
Place fabric on the paperclip.
Conclusion: A magnet can attract iron objects through fabric.
Experiment No. 7 “Does a magnet attract iron objects through cardboard?”
Place cardboard on top of the paperclip.
Conclusion: A magnet can attract iron objects through cardboard.
Warm up: Please help me understand which objects are attracted and which are not. You are magnets - I show the object, if it is magnetized - clap your hands, if not - hands behind your back.
Well done! (pictures - a knife, a ball, a saucepan, skis, skates, a plate, pencils, a samovar, a castle, boots, a notebook, etc.)
Experience No. 7 "Smart magnet plasticine."
Millions of magnetic particles and a neodymium magnet are embedded in plasticine. Plasticine: - breaks,
jumping,
stretches
Absorbs a neodymium magnet.
These are wonderful magnets - how much magic can be done with them.
Let's note in our diagram with an arrow that a magnet magnetizes to itself (Easel with pictures).
caregiver draws the children's attention to the box with the magnet.
- Dear colleagues, today we had a difficult but interesting day. We studied the properties of a magnet.
What properties
do we have a magnet?
Children name properties:
1. The magnet only attracts metal objects.
2. The magnet acts through glass, water, cardboard, fabric, thick wood, cereals, seeds, sand.
3. The magnet is not afraid of obstacles.
Assel reads a poem about a magnet:
I have loved magnets for a long time.
He still beckons me
Small piece of stone
An inconspicuous, gray bar.
- Dear laboratory assistants, the leadership of the research institute thanks you for the work done and rewards you with sweets.
Dear colleagues, now it's time for us to return to the group and become children again.
Project language:
I was wondering: what is a magnet? What are its features and properties? What are magnets for? I divided the collected material into 4 chapters: Chapter 1 - what is a magnet, the history of the discovery of magnetism, how magnets are made; Chapter 2 - the course of experiments and experiments conducted by me; Chapter 3 - the scope of magnets; Chapter 4 - the magnetic properties of our planet. So, a magnet is a piece of metal that can attract other metal objects. A magnet has two poles, north and south. Opposite poles of two magnets attract and like poles repel. Over 2,000 years ago, the ancient Greeks learned of the existence of magnetite, a mineral that attracts iron. Man has learned not only to use natural magnets, but also to make artificial ones. Magnets are made by magnetizing pieces of steel or other alloys. material pass heat treatment and cooled in a strong magnetic field. Having cooled and hardened, it acquires all the properties of a magnet. The strongest magnet in the world is located at the Lawrence Berkeley National Laboratory (USA). Its magnetic field is 250,000 times stronger than the Earth's magnetic field. Not only in literature, but also in practice, I found answers to many questions. Here is one of the experiments proving the properties of magnets: 1) opposite poles of magnets are attracted, and like poles are repelled, 2) temporary transfer of magnetic properties occurs by contact. Thanks to these abilities, magnets are widely used in our lives and surround us everywhere. The discovery of magnetism was one of the most significant in science.
It all started with the fact that I was presented with a designer from Geomag. It consists of metal balls and sticks that do not need to be fastened together with screws or in some other way. The details of the designer "stick" to each other themselves. From it you can model and build various spatial figures. This constructor is based on magnetic properties.
And I became very interested: what is a magnet? What are its features? What properties does it have? What are magnets for anyway? Why do the details of the designer "stick" only to each other, but not to the wooden table?
And I began to study this topic under the guidance of my teacher, Andreeva Nadezhda Vyacheslavovna. Collecting material about magnets, I learned a lot. It turns out that the magnet has many useful properties and we are exposed to it every day. I divided the collected material into 4 chapters.
Chapter 1 describes what a magnet is, the history of the discovery of magnetism, and how magnets can be made.
Chapter 2 describes the course of experiments and experiments that I conducted while studying the properties of magnets.
Chapter 3 talks about the application of magnets in our lives.
Chapter 4 describes the magnetic properties of our planet.
What is a magnet?
Magnet is a piece of metal that can attract other metal objects. Magnetism- a type of force, it is explained by the special arrangement of atoms in the metal. A magnet has two poles, north and south.
Opposite magnetic poles of two magnets attract, while like poles repel. All magnetic materials are made up of small groups of atoms—domains—like small magnets with north and south poles. When a material is magnetized, its millions of domains line up in the same direction.
Magnetic field - the area around the magnet, in which the action of its magnetic force and the influence on other magnetic bodies is manifested. The magnetic field is also created by moving electric charges and direct electric current.
Discovery of magnetism
More than two thousand years ago, the ancient Greeks learned about the existence of magnetite, a mineral that is able to attract iron. The origin of the word "magnetite" is not fully established. Perhaps magnetite owes its name to the ancient Turkish city of Magnesia (now the Turkish city of Maniza), where this mineral was found. And there is another version: this mineral was first noticed by a Greek shepherd who was tending his flock on Mount Ida. He discovered that the nails with which his sandals were nailed were attracted to the stones. His name was Magnes, and this name is preserved in the name of the magnetic mineral. Pieces of magnetite are called natural magnets. The strong magnetism of this mineral is associated with the presence of ferrous and trivalent iron atoms in its structure, which are able to exchange electrons with each other, creating a magnetic field.
Making magnets
Man has learned not only to use natural magnets, but also to make artificial ones. Magnets can be made by magnetizing pieces of steel or special alloys. Magnets are even made from rare earth elements, which are very rare and mined in small quantities.
The material is heat treated and cooled in a strong magnetic field. Having cooled and hardened, it acquires all the properties of a magnet.
According to the method of production, magnets are divided into sintered and magnetoplasts. Sintered magnets are manufactured using powder metallurgy technology, have high magnetic properties, but are expensive to manufacture and fragile. Magnetoplastics use a polymeric filler to hold magnetic alloy particles. They have weaker magnetic properties, but are cheap, ductile and easy to process.
The strongest magnet in the world is located at the Lawrence National Laboratory in Beckley (California, USA). Its magnetic field is 250,000 times stronger than the Earth's magnetic field.
Chapter 2
Experiments.
The extraordinary ability of magnets to attract iron objects to themselves or stick to iron surfaces has always been surprising. Let's try to take a closer look at the properties and behavior of magnets. To do this, we will conduct a series of experiments.
- Does everyone attract magnets?
- objects made of wood, metals, plastics, steel, paper, fabrics
- surfaces from different materials: refrigerator door, cabinet, wall, window glass.
- A magnet suspended by a thread.
- you need to bring the magnet to various objects and surfaces, observing its reaction.
- some metal objects are attracted to the magnet, and some are not attracted by it, the magnet itself is attracted to some surfaces, but not to others
- the magnet attracts objects made of iron, steel, nickel, chromium, cobalt or objects containing them in small quantities.
- wood, glass, paper, fabric do not react to a magnet.
- to the iron surface large sizes the magnet is attracted by itself, as a lighter one.
- Does a magnet work through other materials?
- magnet, glass jug, paper clip, water
- throw a paper clip into a jug of water and try to pull it out with a magnet. To do this, bring the magnet to the bottom of the jug at the level of the paper clip and slowly move the magnet up the wall.
- the paperclip follows the movement of the magnet and rises up until it approaches the surface of the water. And you can easily get it without getting your hands wet.
- magnetic force acts through glass and through water. If the walls of the jug were metal, the paperclip would still move, but more weakly, because part of the magnetic force would be absorbed by the wall of the jug.
- magnet, table surface, metal nut big size, cardboard box.
- put the nut in the box and put it on the table. We place the magnet under the table in the place where the box with the nut stands, and we will move it along the table.
- the box moves along the trajectory of the magnet, which we set in motion.
- stick about 40 cm long, magnet, thread, 2 needles, colored paper, scissors, corks, toothpicks, adhesive tape, basin, water.
- from a stick, a thread and a magnet we will make a fishing rod. Let's make a boat out of corks by fastening them with a toothpick. We stick the needles into the cork - these will be the masts. From colored paper, cut out the sails and attach them to the mast with tape. Let's fill the basin with water and let the boat float, pick up a fishing rod and watch the boat.
- the movement of the rod over the basin causes the boat to move, even if the rod does not touch them.
- the magnetic force attracts the needle-masts even at a distance and sets the boats in motion.
- 3 magnets of different sizes, several identical coins, a table, a ruler.
- Lay out the magnets on the table in a row, at a distance of 10 cm from each other. We put a ruler on the table and put the coins close to it, but at a sufficient distance from the magnets. Slowly we will push the ruler with coins towards the magnets.
- some coins are attracted to the magnet at a great distance, others only when they come close to the magnets.
- magnets attract iron objects even at a certain distance. The larger the magnet, the greater the force of attraction and the greater the distance over which the magnet exerts its effect.
- Newspaper, cloth, dish sponge, magnet, steel object.
- you need to wrap the magnet in a newspaper and see if it attracts a steel object. Repeat the experiment with other materials. Repeat again, but this time the layers of different materials covering the magnet should be thicker.
- a magnet attracts an object through a thin layer of material, but stops attracting when the layer of material reaches a certain thickness.
- the magnetic force has a certain intensity and can overcome thin layers of some materials. But it cannot overcome thick layers of materials. This means that the magnet can be isolated in order to avoid its undesirable effects on other objects.
- magnets of different shapes (horseshoe, circle, bar) and different sizes, small metal objects (paper clips, carnations), boxes.
- we put carnations or needles in one box, and paper clips in the other. Let's take the magnets in turn to different boxes and calculate how many objects of the same type each magnet can lift.
- Some magnets pick up more objects than others.
- The shape and size of a magnet affects its strength. Horseshoe magnets are stronger than rectangular ones, which in turn are stronger than round ones. Among magnets having the same shape, the larger magnet will be stronger.
- Iron filings (processed with a file from iron objects)
- Magnet in the form of a rectangular bar
- horseshoe magnet
- Two pieces of cardboard
- adhesive tape transparent, red and of blue color
- two bar magnets
- compass
- two flat carton boxes the same size
- scissors
- two pencils
- leg-split
- Two bar magnets
- Toy car
- Scotch
- basin, water, magnet in the form of a bar, flat plate (it should float in the basin without hitting its edges), colored adhesive tape
- Bar-shaped magnet, two thick needles.
- multiple needles, magnet, hard surface
- 40 times rub the needle along its entire length (only in one direction) on the end of the magnet
- bring the magnetized needle to the other needles.
- As in the previous experiment, the magnetized needle attracts all the others.
- drop the magnetized needle several times on a hard surface.
- Again bring the needle to the rest.
- the needle has lost its magnetic force due to falling on a hard surface. During friction, the needle is magnetized, while impacts act on it in the opposite way. When magnetized, particles-domains acquire an ordered form, and impacts lead them to a disordered state, in which the magnetic properties are lost.
- large needle, bar-shaped magnet, pliers,
- Rub the needle 40 times along its entire length (only in one direction) on the end of the magnet. We bring the magnet alternately to the two ends of the needle. On the one hand, the needle is attracted, on the other, it is repelled.
- Both halves of a broken needle behave like independent magnets with north and south poles.
- Magnet, two nails.
- We pick up a nail with a magnet and bring it to another nail.
- The first nail pulled the second to itself.
- Now we will unhook the nail from the magnet, but we will keep it close.
- The first nail still attracts the second, and they don't fall apart.
- remove the magnet.
- a nail, a magnet in the form of a bar, a steel ball from a bearing.
- We lean the ball against the magnet, we will feel the force with which it is attracted.
- Take a nail, touch it to the ball and pull it towards us.
- The ball is attracted to the nail.
- Magnet, paper clip, colored paper, adhesive tape, thread, pencil, scissors.
- Draw on colored paper a small kite, cut it out, attach a paper clip with tape. We cut the thread 30 cm long, tie one end to a paper clip, and attach the other to the table. Let's bring a magnet from above to the snake.
- The kite rises and turns towards the magnet.
- The magnetic force is greater than the force of gravity that keeps the kite on the table.
Need to:
Experience progress:
Result:
Conclusion:
Need to:
Experience progress:
Result:
Conclusion:
Let's do another experiment:
Need to:
Experience progress:
Result:
Conclusion:
This happens because the magnetic force of the magnet, passing through the surface of the table, attracts the steel nut and causes the box to follow the movement of the magnet. Thus, the magnetic force can pass through objects or substances.
3) Can a magnet attract at a distance?
Need to:
Experience progress:
Result:
Conclusion:
4) Comparison of the strengths of different magnets.
Need to:
Experience progress:
Result:
Conclusion:
5) Can the magnet be insulated?
Need to:
Experience progress:
Result:
Conclusion:
6) What does the strength of a magnet depend on?
Need to:
Experience progress:
Result:
Conclusion:
7) Do all magnets have the same strength?
Need to:
Experience progress:
Put a rectangular magnet on the cardboard.
Put metal shavings on the cardboard and tap on it with your finger.
We will do the same on another cardboard with a different magnet.
Result:
Most of the sawdust will be collected at the ends of both magnets, a smaller part will be dispersed along the entire magnet.
Conclusion:
The magnetic force is concentrated at the poles, that is, at the ends of the magnet. The farther from the poles, the weaker the magnetic force. Metal filings are arranged around the magnet along lines that show us the area of activity of the magnet.
8) Why do magnets sometimes repel each other?
Need to:
Experience progress:
Hang the magnet as shown in the figure and wait until it stops. Let's compare the direction of the compass needle and the magnet. We stick a piece of red tape on the pole of the bar, oriented like a compass needle, and a piece of blue tape on the opposite. Let's do the same with the second magnet.
Let us approach each other, first, the identically colored poles of the magnet, then the differently colored ones.
Result:
Poles of the same color repel, different poles attract.
Experience progress:
We put the magnets in the boxes, close them and mark the corresponding poles on the outside with colored tape.
Let's put two pencils on one of the boxes, matching the colors of the labels of the two boxes.
Fasten the two boxes with transparent tape. After that, take out the pencils and click on the top box.
Result:
The top box tends to bounce off the bottom box.
Conclusion:
This is because the poles of each magnet have opposite signs (positive and negative). Poles of opposite signs attract, those of the same sign repel. Since the poles of the magnets of the same sign in the boxes are aligned, the boxes repel each other.
9) Action at a distance.
Need to:
Experience progress:
We will fix one magnet on the car, we will use the other magnet to move the van.
Result:
When we bring together the poles of the same name, the van goes forward, when the opposite poles - back.
Conclusion:
This happens because the movement of the van is determined by the magnetic force and occurs either towards the magnet that is in the hands (two opposite poles attract) or in the opposite direction (two like poles repel).
10) What makes a magnetic compass needle move?
Need to:
Experience progress:
Fill a basin with water and lower a plate with a magnet attached in the center onto its surface. Spin the plate and wait until it stops.
Glue tape of the appropriate colors to the edges of the basin. Let's spin the plate again.
Result:
When the plate stops, the poles of the magnet will again coincide with the marks made earlier.
Conclusion:
This happened because the magnetic force of the Earth causes all freely moving magnets to orient their poles one to the North, the other to the South.
11) Is it possible to magnetize an object?
Need to:
Experience progress:
With one end of the bar, you need to rub both needles about 40 times (you need to rub all the time in one direction).
We bring the needles one to the other, first from the side of the eye, then from the point.
Result:
The needles are either attracted or repelled, depending on the approaching ends.
Conclusion:
This is because rubbing with a magnet has caused them to become magnetized. They behave like two magnets, mutually attracting or repelling, depending on the approaching poles. Any iron or steel object can be magnetized by rubbing the object against one of the poles of a magnet.
12) Can a magnet lose its power?
Need to:
Experience progress:
Result:
Experience progress:
Result:
13) Can a magnet have one pole?
Need to:
Experience progress:
Break the needle into two halves and again bring the magnet to both ends of each half.
Result:
Conclusion:
Magnets are made up of countless elementary magnets, which have their own north and south poles. Even if we divide the magnet into tiny pieces, each of them will retain two poles. This observation shows that magnetism is a property of the smallest particles of a magnet, that is, its constituent atoms.
14) Is it possible to transmit magnetic force?
Need to:
Experience progress:
Result:
Experience progress:
Result:
Experience progress:
Result:
The nails fall apart and the second nail falls.
Conclusion:
When in contact with a magnet, the first nail becomes magnetized and serves as a magnet for the second nail. In the second case, the magnetic force of the magnet also acts through the air and is transmitted to the nails. When the magnet is removed, the effect of the magnetic force is lost.
15) Exchange of magnetism
Need to:
Experience progress:
Result:
Conclusion:
This is because the strength of the magnet is transferred to the nail and makes it stronger than the magnet itself.
16) Can magnetic force resist gravity?
Need to:
Experience progress:
Result:
Conclusion:
Thus, in the course of the experiments, the following properties of magnets were revealed:
- magnets act on objects made of iron, steel and some other metals;
- magnetic force can pass through objects or substances;
- the magnet exerts its effect even at a distance, depending on its power;
- the magnetic force can be neutralized if the magnet is insulated with a dense layer of non-magnetizable material;
- the strength of a magnet depends on its shape and size;
- the magnetic force is most intense at the ends of the magnet, that is, at the poles;
- Opposite poles of magnets attract, like poles repel;
- The earth behaves like a big magnet;
- any iron or steel object can be magnetized by friction against one of the poles of a magnet;
- the magnet may lose its magnetic strength if subjected to shocks;
- in magnets, the north and south poles are always located at two opposite ends;
- temporary transfer of magnetic properties can occur by contact;
- magnetic force can defeat gravity.
Also, reading literature, I found that magnetism and electricity are closely related to each other.
It used to be thought that magnetism and electricity were two different phenomena. But at the beginning of the nineteenth century, the Dane Oersted and the Frenchman Ampère discovered the closest connection between them: an electric current can also create a magnetic field. The magnetic force generated by electricity has the great advantage that it can be interrupted by turning off the electricity by simply turning a switch. All electric motors work due to the interaction of magnetism and electricity.
Electricity and magnetism are two different sides of the same phenomenon: electromagnetism. The electromagnetic force holds the atoms together in molecules. This power is very important, because all the world made up of molecules!
Chapter 3
Scope of magnets.
The scope of magnets is very wide. You probably use magnets to attach notes to the refrigerator door. Magnets hold cabinet doors in the closed position. Magnets are built into the motors of all children's moving toys, DVD players, clocks, elevators.
Video and audio cassettes are also based on magnetic properties, because their tape is covered with tiny magnets. The record head orients the magnets on the tape so that they pass through the playback head and create electrical signals, which are then converted into sound signals.
Discs use a magneto-optical recording method. The laser remagnetizes sections of the disk surface, creating a pattern of differently oriented magnetic domains on it.
Magnets are used in chemical and medical laboratories where sterile substances need to be mixed in small quantities. A sterile steel plate is placed in a test tube, and a magnet is placed under it, which, by rotating, sets the plate in motion in the test tube. Thus, the substance is mixed.
Magnets are also used in scanning devices that are used in medicine to build an image. internal organs. These are magnetic resonance imaging.
Magnets, due to the fact that the magnetic force acts through substances, are used in the construction and repair of underwater structures. With their help, it is very convenient to fix and lay the cable or keep the tool at hand.
Magnets are used in supermarkets. They are attached to clothes, household appliances, pasted on packaging medicines, perfumery. Such goods cannot be taken out of the store without payment, as an audible signal will be emitted when passing through the control. Demagnetization is carried out at the checkout after payment for the goods.
Huge magnets are used to sort scrap metal for remelting. This uses their enormous lifting force and the ability to attract iron and steel.
Magnetic levitation trains move without touching the rails due to the phenomenon of magnetic repulsion. Friction on the rails does not slow down their movement. These are very high-speed trains, they do not have wheels.
Most electricity is generated in power plants by magnets rotating between wire windings and inducing an electric current. Magnets are also used in nuclear power.
A compass is used to navigate the terrain. A compass is a device that consists of a magnetized needle (arrow) mounted on a pivot point. It was invented by the Chinese over 4000 years ago. But they began to use the compass only about 1000 years ago. The compass needle always points north. The compass helps travelers not to get lost both at sea and in the forest.
Even the telegraph, invented in 1873 by Samuel Morse, is based on electromagnetism. The principle of operation of the device: during transmission, the contacts of the key turn on the electromagnet at the other end of the line. With a quick press on the key, a dot is printed on the tape of the receiving device, with a longer one - a dash. Morse developed an alphabet consisting of dots and dashes. She allowed to transmit and receive any text. It was a revolutionary invention of the time.
In addition, our planet Earth is a huge magnet. I will cover this in detail in the next chapter.
Chapter 4
The earth is a huge magnet.
Under our feet is a huge magnet with two magnetic poles. It is they who orient the compass needles and give us unforgettable spectacles of the aurora borealis… Our planet has a huge magnetic field created by electric currents inside its core. The core is made up of iron and nickel and rotates with the globe. Magnetic field lines go from one pole to another. The compass needle is guided by these lines.
The north magnetic pole, which the compass needle points to, does not exactly coincide with the geographic pole and is located on Bathurst Island in Canada, 1900 km from the geographic pole. The south magnetic pole is located in the sea, 2600 km from the geographic pole. The position of the magnetic poles is not constant, over the course of millennia they wander, change their places: the South Pole becomes North and vice versa, the North becomes South. This happens once every 500 million years (magnetic epochs) or every 4-5 thousand years (magnetic phenomena).
Traces of these phenomena remain in rocks containing ferruginous minerals, especially in rocks of volcanic origin. When lava solidifies and hardens after an eruption, it becomes magnetized in the direction of the magnetic field that exists at that time.
magnetosphere called the layer of the atmosphere, which extends at an altitude of about 500 km. In it, electrically charged particles that have flown to us from the Sun are captured due to the action of the earth's magnetic field. Above this layer is another layer, magnetopause, in which the effect of the earth's magnetic field is not felt so strongly.
Polar Lights.
Auroras occur when charged particles from the solar wind, driven by the Earth's magnetic field, enter the atmosphere near the magnetic poles, where they collide with air molecules, causing them to glow.
The auroras are one of the most beautiful light phenomena in nature, which is why they have attracted the attention of man throughout his history. References to the auroras can be found in the writings of Aristotle, Pliny, Seneca and other ancient philosophers.
For a long time polar lights were considered as harbingers of catastrophes - epidemics, famines and wars. For example, this phenomenon was associated with the fall of Jerusalem and the death of Julius Caesar. In any case, this was seen as a manifestation of the wrath of the gods or other supernatural forces. People living in places where the aurora is not uncommon, tried to explain its occurrence in a natural way. For example, it has been suggested that this reflection sunlight from the sea surface or the radiation of sunlight accumulated during the day in the thickness of the ice.
In the Russian North, the polar lights were called paths or flashes. The first of these words indicates the similarity of the phenomenon under consideration with the dawns, and the second comes from the word "poloshit", that is, to disturb, disturb, raise an alarm. Indeed, during the auroras, the sky can turn red, like on fire. There are cases when the red aurora was mistaken for the glow of a fire and fire brigades went to a huge glow in the northern part of the horizon.
The most common auroras are in the form of ribbons or spots resembling clouds. A more intense glow takes the form of ribbons, which turn into spots when the intensity decreases.
According to the brightness of the aurora, they are divided into four classes, which differ from each other by 10 times. Barely noticeable auroras, similar in their brightness to the Milky Way, fall into the first class. The radiance of the fourth class in brightness can be compared with the full moon.
The auroras are also accompanied by strong eddy currents in vast regions of space. As a result, strong magnetic fields are induced and so-called magnetic storms develop. Bright flashes of radiance may be accompanied by sounds similar to crackling. Strong changes in the ionosphere affect the quality of radio communications.
In most cases, it gets worse.
Magnetic susceptibility of animals.
Electricity and magnetism are two natural forces that often play an invisible but vital role in the existence of many animals. Scientists have always believed that the mineral magnetite can only be created in the bowels of the earth, in magma, with high pressure and temperature. No one could even imagine that any animals can synthesize this substance. But in the early 1960s, Professor Heinz Lowenstam at Caltech made a remarkable discovery. He discovered an animal producing magnetite within itself. While studying primitive chiton molluscs, Lowenstam discovered that the teeth on their ribbon-like tongue were made of magnetite, also called magnetic ironstone. He suggested that chitons synthesize this mineral on their own. Studies have shown that magnetite teeth help them orient their body position to the geomagnetic field of the planet. California chitons are attached to the rocks, focusing on the north.
Honey bees also contain magnetite in their tissues. In 1970, zoologist Joseph Kirsschwing showed that magnetite is contained in the bee's abdominal cells, forming a girdle. Swaying in the dance, the bees who have returned to the hive in this way indicate to relatives in the colony where to find nectar. This behavior of bees is due to their ability to sense the Earth's magnetic field.
Orientation of birds in flight.
Among the many hypotheses put forward by scientists to explain how birds navigate in their long-distance flights, there is one: birds can use the Earth's magnetic field. The most famous magnetically sensitive creatures are birds, and most of all among them carrier pigeons. Even deprived of their usual landmarks and the ability to navigate by the Sun, pigeons still find their way home and return if their sense of the magnetic field is not damaged. An experiment was carried out, a magnet was attached to the head of the bird, changing the polarity of the magnetic lines, and the dove flew in the opposite direction from the house.
An artificial magnetic field can knock migratory birds off course. So far, the magnetic receptors of birds have been poorly studied. Magnetite particles have been found in the beak and skull bones of pigeons and passerines.
Among animals, not only birds, but also many marine life are also sensitive to magnetism. The first magnetic receptors binding magnetite to nervous system and behavior were discovered recently: in 1999 at the University of Auckland. While studying brown char fish, the researchers found magnetite in their brains, showing that this fish is also sensitive to magnetism.
Conclusions.
I found answers to many questions that worried me at the beginning of studying this topic. In a practical way, I studied some of the properties and abilities of magnets.
Thanks to these abilities, magnets are very widely used in our lives. They, like real magicians or magic wands, are used in everyday life, and in medicine, and in construction, and in energy, and in the transport industry, and in geology. They surround us everywhere. I believe that the discovery of magnetism was one of the most significant discoveries in science.
Now I know that magnets and magnetic phenomena are studied in the Electromagnetism section of physics. There are many complex formulas and rules that I still do not understand. But this topic interested me very much, and I would like to continue studying it in high school.
Items:
Preschool childhood is a very curious period. At this age, children love to experiment. The cognitive interest of the child is manifested in the desire to learn new things about the qualities and properties of objects, to understand the connections and relationships existing between them. The ability of magnets to attract objects to itself has always aroused people's surprise. In order to reveal the secrets of the magnet, you need to study the literature, conduct a series of experiments, experiments. Magnets are all around us. Children learn the material easier and more firmly when they acquire knowledge themselves, follow the changes, and draw conclusions. This research topic chosen by us is the beginning for further study of the properties of the magnet. It aroused interest among children, because in the course of the experiments, the child independently received the result of his research, drawing the appropriate conclusions.
Download:
Preview:
"This Amazing Magnet"
Age of children: 5-6 years
Project type :
- according to the activities of the project participants:
cognitive research.
- by duration: one day
- by number of participants: group
Members: educators, older children
Project relevance:
Preschool childhood is a very curious period. At this age, children love to experiment. The cognitive interest of the child is manifested in the desire to learn new things about the qualities and properties of objects, to understand the connections and relationships existing between them. The ability of magnets to attract objects to itself has always aroused people's surprise. In order to reveal the secrets of the magnet, you need to study the literature, conduct a series of experiments, experiments.Magnets are all around us.Children learn the material easier and more firmly when they acquire knowledge themselves, follow the changes, and draw conclusions. This research topic chosen by us is the beginning for further study of the properties of the magnet. It aroused interest among children, because in the course of the experiments, the child independently received the result of his research, drawing the appropriate conclusions.
In the project, we tried to answer the questions that interest us:
What objects are attracted by a magnet?
What attracts a magnet?
What objects are not attracted to a magnet?
How does a person use a magnet?
Hypothesis : suppose that a magnet is an object that creates a magnetic field, has the property of attracting other objects and is widely used in human life ...
Objective of the project : To develop a conscious need for knowledge, experimentation. To study the properties of a magnet and the possibility of using it in everyday life
Project objectives by educational areas.
Cognitive development:
To develop the desire for knowledge through search and research
activity. To form in children an idea of \u200b\u200bthe magnet and its properties to attract objects, to find out through which materials the magnet acts. Identify areas of human use of the magnet.
Artistic and aesthetic development:
Develop children's creativity, imagination. Introduce children to reading fiction, watching educational cartoons.
Socio-communicative development:
Build skills safe work when conducting experiments.
To cultivate friendly relations between children in a group, a sense of collectivism, respect for the work of an adult.
Speech development:
Develop connected speechthe ability to draw conclusions. Activate children's vocabulary.
Physical development:
Strengthen the cultural and hygienic skills of children.
Pedagogical technologies:
gaming
Health saving
Cognitive research
ICT (use of computer technology)
Expected Result:
Children:
Children's speech is activated
The cognitive and research activity of children will increase
Children will develop an interest in conducting experiments, research activities.
They will acquire knowledge about the properties of a magnet and its applications.
Project implementation product:
- do-it-yourself magnetic game.
Triad of questions to the project: problem question
Stage I: preparatory
- A conversation about the properties of a magnet and its applications.
- Watching the cartoon "Smeshariki" (series "Magnetism")
The study of scientific and methodical literature.
Search and development of the necessary material
Stage II: practical
Work with children
Cognitive development:
- Examination of photographs and pictures depicting magnets of various shapes and sizes
- Study: "Why don't houses and people fall?"
- OOD "This amazing magnet!"
- Experiments with a magnet
Social and communicative development
"Let's remember the safety rules for working in a magical laboratory." Conversation.
Artistic and aesthetic development:
- Reading an excerpt from the fairy tale (about Elya and the Tin Woodman) by A. Volkov "The Wizard of the Emerald City"
Speech development:
- Conversation "The use of the properties of a magnet by a person"
Didactic game "Name the extra"
Physical development:
- Mobile game "Pluses and minuses"
III stage: final
Work with children
- Making a magnetic game "Racing" (with cars)
During the project, the children learned:
About the properties of a magnet
About the areas of use of the magnet
Learned how to make magnetic crafts with your own hands
Municipal Autonomous Preschool
educational institution
Kindergarten No. 15 "Crane" of a general developmental type
with priority implementation of activities on
artistic and aesthetic direction of development of pupils
« magical properties magnets"
Compiled by:
Bunina Liliya Valerievna
Berezovsky GO
Project "Magic properties of magnets"
Project type: informative - research.
Project participants:
Children, educators, parents of the preparatory group.
Children's age: 6-7 years old.
Short term project: one week.
Relevance:
In modern society, a creative person is in demand, capable of active knowledge of the environment, the manifestation of independence, research activity. Therefore, already at preschool age, it is necessary to lay the foundations of a person who shows an active research and creative attitude to the world. Scientists who studied experimental activity (N.N. Poddyakov, A.I. Savenkov, A.E. Chistyakova, O.V. Afansyeva) note the main feature of cognitive activity: “a child learns an object in the course of practical practical interaction with the environment provides the worldview of the child. This is the basis for the active introduction of children's experimentation into the practice of working with preschoolers.
By nature, a preschool child is oriented toward learning about the world around him and experimenting with objects and phenomena of reality.
Experimentation as a specially organized activity contributes to the formation of a holistic picture of the world of a preschool child and the foundations of his cultural knowledge of the world around him.
The GEF DO states: “... Cognitive development involves the development of children's interests, curiosity and cognitive motivation; the formation of cognitive actions, the formation of consciousness; development of imagination and creative activity; formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relations of objects of the surrounding world (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest , causes and effects, etc.)
The development of children's ability to experiment is a certain system, which includes demonstration experiments carried out by the teacher in specially organized activities, observations, laboratory work performed by children independently in the spatial-subject environment of the group.
Experimentation has a positive effect on the emotional sphere of the child, on the development creativity, on the formation of labor skills and health promotion (by increasing the overall level of physical activity).
Problem:
In reality, in preschool educational institutions, this method (experimentation) is used unreasonably rarely. Despite many positive aspects, it has not yet received wide distribution.
Objective of the project:
Expanding children's knowledge about the world around them through experimental activities, the formation of curiosity, activity, knowledge about science.
Project objectives:
Expand children's understanding of physical properties the surrounding world;
Develop ideas about the physical phenomenon - magnetic attraction;
To form ideas about a magnet and its properties to attract objects; identify materials that can become magnetic; separate magnetic objects from non-magnetic objects using a magnet;
To study the influence of magnetism on various objects;
To form experience in the implementation of safety regulations when conducting physical experiments;
Develop an emotional and value attitude to the world around;
To develop the intellectual emotions of children: to create conditions for the emergence of surprise in relation to the observed phenomena, to awaken interest in solving problems, to be able to enjoy the discovery made.
Form in children different ways knowledge that is needed
to solve cognitive problems;
Teach children to purposefully look for answers to questions - to do
assumptions, means and methods for their verification, to carry out this
check and draw appropriate conclusions.
Expected results:
Formation in children of the prerequisites for search activity, intellectual initiative. The ability to identify possible methods for solving a problem with the help of an adult, and then independently. The ability to apply methods that contribute to the solution of the problem, using various options. The desire to use special terminology, conducting a constructive conversation in the process of joint, and then independent research activities. Increasing the level of curiosity, observation. Activation of children's speech, replenish vocabulary with many concepts. The desire to independently draw conclusions and put forward hypotheses.
Methods and forms of work:
Observations.
Experimentation.
Study.
The teacher's story.
Viewing presentations.
Watching cartoons, educational films.
Reading educational literature.
problematic situations.
Simulation of experiments.
Stages of project implementation:
Stage 1 - Organizational and diagnostic
Forms of work:
1. Analysis of scientific and methodological literature.
2. Monitoring at the beginning of the project implementation.
3. Development perspective plan work with children and parents.
4. A selection of experiments with a description of the conduct.
5. Organization of a subject-developing environment.
Activity content:
Definition of relevance, problems, goals.
Observation, conversations, conducting diagnostic situations with children, the results of initial monitoring.
Creation of conditions for children's experimentation: selection of equipment for experiments.
Stage 2 - Formative
Forms of work:
Implementation of a long-term plan of work with children and parents.
Activity content:
1. Organization of a subject-developing environment (a mini-laboratory with the equipment necessary for experiments).
2. Working with children:
educational situations, experiments, experiments, individual work with children, independent experimental activity, didactic games, research activities walking, talking, watching presentations, cartoons.
3. Working with parents:
Questionnaires, consultations, information booklets, conversations, homework.
Stage 3 - final
Forms of work:
1. Monitoring at the end of the project implementation.
2. Comparative analysis of the results.
3. Perspectives.
Activity content:
Observation, conversations, conducting diagnostic situations with children, monitoring results at the end of the project, designing the photo exhibition “How we conduct our experiments”, creating collections of magnets “Cities” and “Animals”
Expected Result:
1.Exhibits steady cognitive interest to experimentation;
2. Puts forward hypotheses, assumptions, ways to solve them, widely using argumentation and evidence;
3. Independently plans future activities; consciously chooses objects and materials for independent activity in accordance with their qualities, properties and purpose;
4. Shows initiative and creativity in solving tasks;
5. In a dialogue with adults, explains the course of activities, draws conclusions.
Forward Planning "Little Explorers"
Magnet and its properties. Experimenting with a magnet"
|
Tasks |
Experimental Activity Theme |
Integration of educational areas |
Interaction with parents |
|
Theme 1: Soaring Aircraft |
Cognition: Determining parts of the world with a compass while walking. to help the accumulation in children of specific ideas about the magnet and its property to attract objects; identify materials that can become magnetic, through which materials and substances a magnet can act; |
Creation of a mini-laboratory "World of magnets" Folder-slider "Experiments for children" |
|
|
Help determine what properties a magnet has in water and in air. Raise interest in experimental activities and the desire to engage in it |
Theme 2: Attracts - does not attract |
Artistic creativity: drawing "Magnets-kittens" (making magnets from paper). Physical education: Development of motor activity by means of dance movements. |
Invite parents to conduct experiments with magnets at home with their children. |
|
To acquaint children with the practical use of a magnet in creativity. Contribute to the education of independence, the development of communication skills; |
Topic 3: How to get a paperclip out of the water without getting your hands wet |
Didactic - magnetic game "Let's dress a doll for a walk" Magnetic designer and crafts from it. |
Co-creation puppet theater on magnets. |
|
To help the accumulation in children of specific ideas about the magnet and its properties to attract objects; identify materials that can become magnetic; separate magnetic objects from non-magnetic objects using a magnet; To study the effect of magnetism on different objects |
Topic 4: Draw a magnet or not |
"Twisting, spinning ..." (with the help of several magnets with different colors) Socialization: develop mental operations, the ability to put forward hypotheses, draw conclusions, activate the vocabulary of children; |
Consultation "What is impossible and what should be done to maintain children's interest in cognitive experimentation." |
|
To form knowledge that different magnets attract objects from different distances |
Topic 5: Magnets act at a distance |
Cognition: measure with a ruler from what distance magnets attract objects |
Issue of the wall newspaper "Little Explorers". |
Bibliography:
1. “The unknown is nearby: entertaining experiments and experiments for preschoolers” O.V. Dybina, N.P. Rakhmanova, V.V. Shchetinin. -M.: TC "Sphere", 2005. 2. "Natural scientific observations and experiments in kindergarten". Plants. children's encyclopedia A. I. Ivanov - M .: TC "Sphere", 2004.
3. Poddyakov A.I."Combinatorial experimentation of preschoolers with a multiply connected object -" black box " Questions psychology, 1990 No. 5.
4. Poddyakov N.N.“Creativity and self-development of preschool children. Conceptual aspect" - Volgograd: Change, 1995.
5. Prokhorova L.N., BalakshinaTA. " Children's experimentation is a way of knowing the world around”, “ Formation began the ecological culture of preschoolers "(from the experience of kindergarten No. 15 "Sunflowers", Vladimir) Ed. L.N. Prokhorova. - Vladimir, VOIUU, 2001.
Applications
Questionnaire "Study of cognitive interests"
|
Possible answers |
|||
|
How often does a child spend a long time in the corner of cognitive development, experimentation? |
b) sometimes c) very rarely |
||
|
What does a child prefer when asked a quick wits question? |
a) speak independently b) when c) get a ready answer from others |
||
|
How emotionally does the child relate to an interesting activity for him related to mental work? |
a) very emotional b) when c) emotions are not clearly expressed (compared to other situations) |
||
|
Do you often ask questions: why? why? as? |
b) sometimes |
||
|
Shows interest in symbolic "languages": tries to independently "read" schemes, maps, drawings and do something according to them (sculpt, design) |
b) sometimes c) very rarely |
||
|
Shows interest in educational literature |
b) sometimes c) very rarely |
30-22 points - the need is strongly expressed;
21 -18 points - the need is expressed moderately;
17 or less points - the need is poorly expressed
Card file of experiments
Experience #1
"Magnet is a magician»
Description. The children are met by a magician who performs the "picky goose" trick.
Magician: Many consider the goose a stupid bird. But it's not. Even a little gosling understands what is good for him, what is bad. At least this kid. Just hatched from an egg, and already got to the water and swam. So, he understands that it will be difficult for him to walk, but it will be easy to swim. And understands food. Here I have two cotton wool tied, I dip it in mustard and offer the caterpillar to taste it (a wand without a magnet is brought up) Eat, little one! Look, it turns away. What does mustard taste like? Why doesn't the goose want to eat? Now let's try to dip another cotton wool into the jam (a stick with a magnet is brought up). Yeah, reaching for the sweet. Not a stupid bird
Why does our gosling reach for the jam with its beak, but turns away from the mustard? What is his secret? Children look at a stick with a magnet on the end. Why did the goose interact with the magnet? (There is something metallic in the goose). They examine the goose and see that there is a metal rod in the beak.
The magician shows the children pictures of animals and asks: "Can my animals move by themselves?" (No.) The magician replaces these animals with pictures with paper clips attached to their bottom edge. Puts the figurines on the box and moves the magnet inside the box. Why did the animals move? Children look at the figures and see that paper clips are attached to the stands. Children try to control animals. The magician “accidentally” drops the needle into a glass of water. How to get it without getting your hands wet? (Bring the magnet to the glass.)
Children themselves take out various objects from the water with the help of a magnet.
Experience number 2 "Catch, fish"
Description. Cat-fisherman offers children the game "Fishing". What can you fish with? Trying to fish with a rod. They find out if any of the children saw real fishing rods, what they look like, what kind of bait is used to catch fish? What are we fishing for? Why is she holding on and not falling? They examine the fish, the fishing rod and find out that they have metal plates and magnets. What objects are attracted by a magnet? Children are offered magnets, various items, two boxes. In one they lay out objects that attract the magnet, and in the other - which does not attract. The magnet only attracts metal objects. Why does a person need a magnet? How does he help him?
Experience No. 3What materials does a magnet attract?
Take objects made from different materials: a piece of cloth, a piece of paper, a wooden toothpick, an iron paper clip, a stone, a glass ball, an aluminum lid, etc. Invite the children to take turns bringing the magnet to them. Which of these materials will be attracted to a magnet?
It is usually a big discovery for children that not all shiny things are made of iron. It turns out that not all, they used to call "piece of iron" (and this is aluminum, and nickel, and other metals), the magnet does not attract.
Conclusion:
A magnet only attracts iron.
A challenge for ingenuity.
Pour semolina into a bowl and bury the paper clips in it. How can you quickly collect them? In response, the children can offer several options: by touch, sift, or use the property of the magnet that we have just defined to attract all iron.
Experience 4. "Magnets act at a distance."
Draw a line on the paper and place a paperclip on it. Now slowly move the magnet towards this line. At some distance from the line, the paperclip suddenly "jumps" and sticks to the magnet. Mark this distance.
Do the same experiment with other magnets. You can see that some of them are strong - they magnetize the paper clip from a longer distance, others are weak - they magnetize the paper clip from a close distance. Moreover, this distance does not directly depend on the size of the magnet itself, but only on its magnetic properties.
Conclusion:
Around the magnet there is something with which it can act on objects at a distance. This is something called a "magnetic field".
The task of ingenuity.
Pour two centimeters of water into a bowl. And throw a paperclip at her. How, without getting your hands (or any other objects) wet, pull a paper clip out of the water? Children who have closely followed the previous experience will immediately guess that this can be done with a magnet, using its property to act at a distance.
Experience 5. "Magnetic properties can be transferred to ordinary iron."
Hang a paperclip from the bottom of the strong magnet. If you bring another one to it, it turns out that the top paper clip magnetizes the bottom one! Try to make a whole chain of these paper clips hanging on top of each other.
If you remove the magnet, then all the paper clips will crumble. But try to bring any of these paper clips to another - you will see that the paper clip itself has become a magnet!
The same thing will happen with all iron parts (studs, nuts, needles) if they stay in a magnetic field for some time. The atoms within them will line up just like the atoms in magnetic iron, and they will acquire their own magnetic field.
But this field is very short-lived. Artificial magnetization is easy to destroy if you just hit the object sharply. Or heat it to a temperature above 60 degrees. The atoms inside the object will then lose their orientation, and the iron will return to normal.
Conclusion:
The magnetic field can be created artificially.
Lesson summary on experimentation
“Amazing items. World of magnets»
educational field: cognitive development
Tasks:
1. Introduce children: with the concept of "magnet", with the poles of a magnet, with the properties of magnets.
2. To form the ability to acquire knowledge through practical experiments.3. To develop in children attention, thinking, the ability to analyze and generalize4. Update knowledge about the use of the properties of the magnet by man.5. Cultivate the skills of cooperation, mutual assistance.6. Raise interest in experimentation, making devices with your own hands.
Equipment and materials:
Handout : A magnet without marked poles and two magnets with marked poles. Containers with staples, metal bolts, washers, aluminum and copper wire. Objects made of different materials (plastic, rubber, wood, iron, glass), stones. Plates: wooden, plastic, cardboard, glass. A glass of water; strip of cardboard pencil, sand containers.
Demo material:
A globe, a candle with matches, tweezers are objects made of different materials (plastic, rubber, wood, iron, glass).
For physical education, blue and red ribbons, flags (blue, green, yellow)
Lesson progress
1. Organizational moment.
Educator: Guys, there is a globe in front of you. What is on the globe? (children's answers) What countries do you know? (children's answers) There is another country, but you will not find it on the globe, as it is covered with a magical veil. And it is called - the country of "Knowledge". In this country, people study different sciences, conduct research and make important discoveries necessary for humanity. A letter has come to us from this magical land. Want to know what the letter says?
This story is a legend about the origin of the magnet.
“In ancient times, on Mount Ida, a shepherd named Magnis was tending sheep. He noticed that iron-lined sandals and a wooden stick with an iron tip were sticking to the black stones that lay in abundance underfoot. The shepherd turned the stick upside down and made sure that the tree was not attracted by strange stones. He took off his sandals and saw that bare feet were not attracted either. Magnis realized that these strange black stones did not recognize any other material than iron. The shepherd took several of these stones home with him and amazed his neighbors with this. On behalf of the shepherd, the name "magnet" appeared.
Educator: Today we will get acquainted with such a familiar to us, but very surprising subject - a magnet. The extraordinary ability to attract objects to itself has always aroused people's interest. Let's go to the laboratory and take a closer look at the properties of magnets. With the help of experiments and experiments, we will try to figure out what a magnet is.
2. Main body
1. Experience "Magnetic poles".
Educator: Each of you has a magnet. Let's join our magnet on different sides with our neighbor's magnet. Let's see what will happen.
(Children note that the magnets either connect or repel each other.)
Educator: Right. This is due to the poles of the magnets. On one side of the magnet is the "north" pole, and on the other - the "south". Where else can there be "south" and "north" poles.
(children's answers: Our planet Earth.)
Educator: Show on the globe the geographic poles of the Earth and mark the "south" pole with a red circle, and the "north" - blue.
Educator: Tell me, guys, what shape is our Earth?
(children's answers)
Educator: Why don't people, objects, houses fall from it?
(children's answers: The earth attracts everything to itself.)
Educator: The Earth, like one big magnet, attracts everything to itself, it has magnetism.
When do magnets attract and when do they repel?
(children's answers: When we connect the "north" and "south" poles, the magnets attract. The north poles repel each other and the south ones too.)
Conclusion: When the magnets are connected to each other by different poles, the magnets begin to make friends. And if the magnets are connected by the same sides - poles, then they run away from each other, do not want to be friends.
2.Experience with different items
Educator: In front of you are boxes with various materials different quality, a magnet, a sheet of cardboard on which I graphically depicted these items. Your task is to alternately bring the magnet to each object and determine whether it is attracted or not. Then, with a pencil, mark on the sheet with a “+” sign those objects that are attracted. Objects that are attracted - set aside to the right side. Which are not attracted - to the left.
Equipment for each child:magnet, container with objects (paper, coins, wire, fabric, wooden stick, paper clip, button, rubber eraser, glass, stone.
Conclusion: Some metallic objects are attracted to a magnet, while non-metallic objects are not attracted to it. But a magnet only attracts certain metals. And aluminum nickel and some others - no.
3. Experience "A magnet is afraid of fire."
Educator Guys, I have a candle on the table. Now, with the help of tweezers, I will heat up my magnet. What do you think will happen to the strength of the magnet? (children's answers). We will now test your assumptions. See what happens when I bring the magnet near the metal clips.
(Children note that the magnet has lost its strength).
Conclusion: When a magnet or magnetized metal objects are heated, they lose their power of attraction. Magnet afraid high temperature. Fire robs him of his magnetism.
Physical education "Magnetic little men"
Educator: You have red and blue ribbons on your table: these are your poles. Take them and line up in a circle: you will move along big circle. I will be in the center of the circle. When I show a red flag - "south pole", "north poles" are attracted to me. When you see the blue flag, the "south poles" are attracted to me. When you see a yellow flag (this is fire), then squat down (the magnet is afraid of fire, high temperature)
4. Experience "Does a magnet work through other materials?"
Educator: And now I suggest you check if the magnet acts through other materials. Before you is a plastic container filled with paper clips, a glass jar with buttons. We bring the magnet to the container and look - does it attract through glass and plastic? Yes. And now let's check - does the magnet work in water?
Conclusion: The force of the magnet acts through glass, plastic, paper, wood.
Educator: And now I suggest you play game "treasure hunters"". It is necessary to find hidden metal objects in the sand using a magnet.
Conclusion: The force of the magnet acts through water and bulk solids.
6. Experience: "Can a magnet transfer its properties to ordinary iron?"
Educator: Guys, I scattered iron clips on the table. Now we will try to bring the magnet to the paperclip. Look - she stuck, and the others followed her. Why do you think it happened?
(Children's answers: the paperclip became magnetized and itself became a magnet.)
Conclusion: The magnet transfers its properties to the iron: the paper clip itself has become a magnet, and therefore other paper clips are also magnetized by it. But if we remove a strong magnet, the paper clips will fall apart because the magnetic field has disappeared.
3. Final part
Educator: Our research is nearing completion. Let's remember what properties of magnets we met? I invite you to answer my questions with your magnets. I remind you of the properties of a magnet. If I'm right, then you raise the magnet, and if I'm wrong, then correct me.
Every magnet has a "North" and a "South" pole. (showing a magnet - yes). The planet Earth also has a "North" and "South" poles. (magnet display - yes). If the magnets are connected with the same poles, then they are attracted to each other. (No. Magnets are attracted to each other if they are connected with opposite poles) When heated, the strength of the magnet increases (No. When heated, the strength of the magnet disappears). The magnet does not attract wood, stones, plastic, sand, water. (showing a magnet - yes). A magnet attracts all metals (No. The magnet only attracts iron, and copper, aluminum, nickel does not attract). There is something around the magnet that can act on objects at a distance. And it's called a magnetic field (showing a magnet - yes). The magnet transfers its properties to ordinary iron (showing a magnet - yes).
A discussion about the benefits of magnets
Educator: A man came up with the idea of using the useful qualities of a magnet, for example, magnetized scissors, what do you think, for what?
Children: To find small items that are lost.
Educator: Right. And what other benefits do magnets bring to our lives?
Children: Fridge magnets. Toys with magnets, magnetic board, etc.
Educator: Well done. People have come up with a very useful item compass. Who knows why a man needs a compass?
Children: A compass helps people navigate the terrain.
Educator: That's right, in our time there is computer navigation, and earlier people simply needed a compass. People on the high seas, taiga workers, rescuers in the mountains were in great need of determining the cardinal points. And here the compass came to their aid. The compass needle always points north. Knowing where the cardinal directions are, people could easily determine where they should go next.
The property of magnets to repel is used on railways in China and Japan. Some high-speed trains do not have wheels: powerful magnets are installed inside the train and on the rails, which are turned to each other with the same poles. Such trains practically fly over the rails and can reach tremendous speeds.
Card file of didactic games
The game "Attracted-not attracted"
The educator is a magnet. Children are "objects made of different materials." The teacher names the material from which the children are made. Depending on this, children are either “attracted” or “repelled”.
The game "Determine if the object is attracted?"
The teacher in turn throws the ball to each child and names various objects. The child must say whether the object is attracted by the magnet or not.
The game "Labyrinth". Card labyrinth. The magnet under the card makes the metal ball move.
Game "Magnetic Stories" The child lays out a story from magnetic pictures on the playing field, composes a story from the pictures.
The game "Magnetic Mosaic" With the help of magnet parts, various figures, objects, pictures are compiled.
The game "Magnetic constructor" Cosmos ". Details of the constructor are laid out on the diagram-drawing, space technology, a space landscape are created.
The game"Let's dress the doll for a walk" Children dress the doll depending on the season.
Conversations about magnets
History of magnets.
The whole world, from giant nebulae to elementary particles, is magnetic. A great many magnetic fields intersect in the universe and on Earth as well. Magnets are around us: an electric razor and a microphone, a tape recorder and a computer, a refrigerator and a jar of nails… We ourselves are also magnets. The earth is a giant blue magnet. The Sun is a yellow plasma ball, an even grander magnet. Galaxies and nebulae are magnets of incomprehensible size. Magnets occupy an important place in the development of the technical thought of mankind. Natural magnets are pieces of magnetic iron ore, magnetite. Since ancient times, its property to "love" iron has been noticed. The first mentions of magnets are found in Central America, Asia and China. Know about magnets Ancient Greece and ancient Rome. The word "magnet" comes from the name of the province of Magnesia in Ancient Greece. In this province, a lot of magnet was mined from the mountain, which was often hit by lightning. By the way, Magnitnaya Mountain in the Urals is also famous for this. And it consists almost entirely of magnetite. Both in Asia and Europe, a magnetic stone was used for orientation in the role of a compass. The magnetic force attracted not only sailors, but also builders who dreamed of creating a temple where the statue could float in the air thanks to a huge magnetic vault. People used natural permanent magnets in the beginning. Then man-made magnets appeared. Scientists noticed that many iron columns standing upright acquired the properties of magnets. The same thing happened with the giant steel hulls of the ships, which were magnetized by the Earth's magnetic field. The first artificial magnets were obtained by rubbing. At the same time, substances that are easily magnetized are also easily demagnetized and vice versa. They were called magnetically soft and magnetically hard substances (iron and steel). Then people noticed that if tungsten was added to iron, the properties of the magnet improved. The addition of cobalt further improved the properties of artificial magnets. Then came the Alnico alloy (aluminum, nickel, cobalt). The next was the magnico alloy (iron, cobalt, nickel). Barium oxide alloys became even stronger. The magnet has become indispensable in the daily life of a person in all its areas.
The use of magnets.
Magnets are used to hold objects; separation of objects; control over objects; transportation of items; lifting objects; conversion of electrical energy into mechanical energy; transformations mechanical energy v electrical energy. In doing so, hundreds of ways to use magnets can be discovered. Approximate list of the use of magnets.
Inside the dwelling. Headphones; stereo speakers; handset; electric bell; refrigerator door holder; disk drive and hard drive of the computer; audio equipment; video equipment; magnetic strip on a bank card; TV magnetic systems; fans; transformers; magnetic locks.
Inside engines. Motors for rotating CD and DVD discs; motors for audio equipment; motors for video equipment; pump and timer in the dishwasher; pump and timer washing machine; refrigerator compressor; Electric Toothbrush; motor for a vibrator in a cell phone.
In the car. Starter motor and starter relay; internal motor fan; door locks; power windows; side mirror regulator; cleaning liquid pump; speed sensors; alternator.
Magnetism and magnets.
Magnetism. It is a force that acts at a distance and is caused by magnetic fields. Magnetism is closely related to electricity, so you can often hear electromagnetism.
Magnet. This is a body made of a certain material that creates a magnetic field and is able to attract other bodies. Magnets are made up of millions of molecules organized into groups called domains. If the domains can be oriented in the same direction, the item will be magnetized. If the domains are in a disordered state, their magnetic fields are in different directions, then these materials will not be magnetized. Each magnet has a "north" (N) and a "south" (S) pole. Scientists have agreed that the magnetic field lines exit from the "north" end of the magnet and enter the "south" end of the magnet. If a large magnet is broken into two smaller pieces, each piece will have a "north" and a "south" pole. There are no single pole magnets.
Main types of magnets. Permanent (natural) magnets; temporary magnets; electromagnets.
natural magnets. Natural magnets, called magnetic ore, are formed when an ore containing iron or iron oxides is cooled and magnetized by terrestrial magnetism. Permanent magnets have a magnetic field in the absence of electric current, since their domains are constantly oriented in the same direction. This is iron.
temporary magnets. These are magnets that act like permanent magnets only when they are in a strong magnetic field and lose their magnetism when the magnetic field is gone. These are staples, nails.
Electromagnets. They are a metal core with an induction coil through which an electric current passes.
A magnetic field. This is the area around the magnet, inside which the effect of the magnet on external objects is felt. The human senses are unable to detect a magnetic field. However, auxiliary devices prove that the magnetic field exists (experiment with iron filings on a sheet of paper with a magnet under the sheet).
Advice for parents"Do's and Don'ts to Maintain Children's Interest in Cognitive Experimentation".
What do we have to do?
1. Encourage children's curiosity and always find time to answer children's “why? »2. Provide the child with the conditions for action with different things, objects, materials.3. Encourage the child to experiment independently with the help of a motive.4. For safety reasons, there are some prohibitions on the actions of children, explain why this cannot be done.5. Encourage your child for showing independence and ability to explore.6. Provide the necessary assistance so that the child does not lose the desire to experiment.7. Teach your child to observe and make assumptions, conclusions.8. Create a situation of success.
What can't be done?
1. You can not dismiss the questions of children, because curiosity is the basis of experimentation.2. Can't refuse joint activities with a child, since a child cannot develop without the participation of an adult.3. You can not limit the activities of the child: if something is dangerous for him, do it with him.4. It is impossible to prohibit without explanation.5. Do not criticize or scold the child, if something did not work out for him, it is better to help him.6. Breaking the rules and childish prank are two different things. Be fair to your child.7. Do not rush to do for the child what he can do for himself. Be calm and patient.8. Children are impulsive, be patient and calm towards them.
