Science · Grade 9

Active learning ideas

Magnetism and Electromagnetism

Active learning builds durable understanding of magnetism and electromagnetism because students must physically manipulate variables, observe real-time changes, and revise models based on evidence. When they wrap wire around an iron core and feel the pull of their electromagnet, the abstract concept of a magnetic field becomes tangible and memorable.

• Ontario Curriculum Expectations
• HS-PS2-5

• 30–50 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Experiential Learning
• 45 min · Small Groups

Inquiry Lab: Design Your Electromagnet

Provide wire, batteries, iron nails, and paperclips. Students wrap coils with 20, 50, or 100 turns, connect circuits, and count lifted paperclips. They graph strength versus turns and propose improvements based on data. Discuss core material effects in debrief.

Explain how moving electric charges create magnetic fields.

Facilitation Tip

During Inquiry Lab: Design Your Electromagnet, circulate to ask each group: 'What variable will you change first, and what do you predict will happen to the magnetic pull?' to push evidence-based reasoning before testing.

What to look for

Present students with a diagram of a current-carrying wire and ask them to draw the direction of the magnetic field lines using the right-hand rule. Follow up by asking them to explain in one sentence how the direction of current affects the field direction.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 02

• Experiential Learning
• 30 min · Pairs

Visualization: Iron Filings Field Mapper

Place bar magnets or solenoids under paper sheets. Students sprinkle iron filings, tap gently, and sketch field lines. Compare permanent magnets to electromagnets by switching currents on and off. Pairs photograph results for reports.

Design a simple electromagnet and predict its strength based on design parameters.

Facilitation Tip

During Visualization: Iron Filings Field Mapper, remind students to place the compass near the wire before adding filings so they can align the field direction with the right-hand rule.

What to look for

Students will sketch a simple electromagnet design and list three specific modifications they could make to increase its strength. They should briefly explain why each modification would have that effect.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 03

• Timeline Challenge
• 50 min · Pairs

Timeline Challenge: Build a Simple Motor

Use battery, magnet, wire coil, and paperclips for a homopolar motor. Students assemble, spin armatures, and adjust for smoother rotation. Test direction changes by flipping polarity. Record videos to analyze forces.

Analyze the principles behind electric motors and generators.

Facilitation Tip

During Challenge: Build a Simple Motor, limit wire length to 30 cm and provide one precut piece to reduce tangles and focus students on the commutator and brushes.

What to look for

Facilitate a class discussion comparing electric motors and generators. Ask students: 'How are the core principles of these two devices similar, and what is the key difference in their energy conversion process?'

• Remember
• Understand
• Analyze
• Self-Management
• Relationship Skills

Activity 04

• Stations Rotation
• 40 min · Small Groups

Stations Rotation: Motor and Generator Basics

Four stations: coil in field (induced current), motor demo (rotation), generator crank (light bulb), field strength meter. Groups rotate every 10 minutes, noting observations and predictions. Whole class shares patterns.

Explain how moving electric charges create magnetic fields.

Facilitation Tip

During Station Rotation: Motor and Generator Basics, assign roles so each student handles a distinct part (e.g., cranking, measuring voltage, recording data) to build shared accountability.

What to look for

Present students with a diagram of a current-carrying wire and ask them to draw the direction of the magnetic field lines using the right-hand rule. Follow up by asking them to explain in one sentence how the direction of current affects the field direction.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

A few notes on teaching this unit

Start with simple materials so students focus on the core relationship between current and magnetism instead of complex tools. Use guided questions to prompt predictions before each test, then require students to explain discrepancies between prediction and outcome. Avoid rushing to the 'correct' answer; let students revise their models through repeated trials and peer discussion.

Successful learning looks like students confidently explaining how current direction affects field direction, predicting how to increase electromagnet strength, and connecting motor and generator functions through interacting fields. They should use evidence from their own tests to revise initial ideas and communicate findings to peers.

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Watch Out for These Misconceptions

• During Inquiry Lab: Design Your Electromagnet, watch for students who assume a stronger battery always creates a stronger magnet without considering coil turns or core material. Redirect by asking: 'How could you test whether more wire or a different core matters as much as the battery?'

  Use the activity to model controlled testing: vary one factor at a time (e.g., 20 turns vs. 40 turns with the same battery) and measure pull strength with paper clips or a spring scale, then compare results to isolate each variable's effect.

• During Challenge: Build a Simple Motor, watch for students who believe the motor will run indefinitely once started. Redirect by asking: 'What happens to the battery after five minutes of spinning?'

  Have students measure battery voltage before and after operation and observe temperature changes, then connect this to energy transfer and friction losses to correct the perpetual motion idea.

• During Visualization: Iron Filings Field Mapper, watch for students who think electromagnet poles are fixed like permanent magnets. Redirect by asking: 'What happens if you reverse the battery leads?'

  Let students flip the battery while the filings are in place and observe the field lines reverse direction, then use compasses to confirm pole switching, reinforcing that current direction controls field orientation.

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Methods used in this brief

• Experiential Learning
• Timeline Challenge
• Stations Rotation