Physics · Year 11

Active learning ideas

Permanent Magnets and Magnetic Fields

Active learning helps students visualize the invisible properties of magnets and magnetic fields. Hands-on investigations provide direct evidence of abstract concepts like field lines and polarity, making abstract ideas concrete and memorable.

• National Curriculum Attainment Targets
• GCSE: Physics - Magnetism and Electromagnetism
• GCSE: Physics - Magnetic Fields

• 20–50 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Inquiry Circle
• 50 min · Small Groups

Inquiry Circle: The Electromagnet Strength Test

Teams build their own electromagnets and systematically vary the number of coils and the current. They measure the strength by the number of paperclips lifted, plotting their results to find the mathematical relationship between the variables.

Explain the concept of magnetic poles and their interactions.

Facilitation Tip

During the Electromagnet Strength Test, circulate with a multimeter to help groups measure current accurately and troubleshoot weak connections.

What to look for

Provide students with a diagram showing two bar magnets. Ask them to draw the magnetic field lines between the magnets in two scenarios: first, when the North pole of one magnet faces the South pole of the other, and second, when two North poles face each other. They should label the direction of the field lines.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 02

• Gallery Walk
• 40 min · Small Groups

Gallery Walk: Mapping the Invisible

Students use plotting compasses to map the magnetic field around different configurations: a single bar magnet, two attracting magnets, and a solenoid. They must leave their 'maps' at stations for other groups to critique and improve.

Analyze the pattern of magnetic field lines around different types of magnets.

Facilitation Tip

For the Gallery Walk, assign each group a different magnet or solenoid setup so the room becomes a full exploration of field patterns.

What to look for

On one side of an index card, have students draw a horseshoe magnet and sketch its magnetic field lines, indicating the direction. On the other side, ask them to write one sentence explaining why iron filings form a visible pattern around a magnet.

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

Activity 03

• Think-Pair-Share
• 20 min · Pairs

Think-Pair-Share: The Magnetic Scrap Yard

Students are shown a video of a scrap yard crane. They must discuss with a partner why an electromagnet is used instead of a permanent magnet and explain the physics of how the crane 'drops' the metal, then share with the class.

Construct a magnetic field map using a compass and iron filings.

Facilitation Tip

During the Magnetic Scrap Yard discussion, provide labeled metal samples and ask students to justify their sorting choices using magnetic properties.

What to look for

Pose the question: 'If you broke a magnet in half, what would happen to its poles?' Facilitate a class discussion where students use their understanding of magnetic poles and field lines to explain why each piece would still have both a North and a South pole.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Teach magnetic fields by starting with tangible experiences—students should first feel the pull of a magnet before drawing lines on paper. Avoid over-relying on diagrams early on, as field lines are a representation, not a physical reality. Research shows students need multiple representations (3D viewers, filings, compasses) to build a strong mental model of magnetic fields.

Students will confidently map magnetic fields, explain how electromagnets work, and correct common misconceptions about magnetic materials. They should use evidence from investigations to support their reasoning about field direction and strength.

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Watch Out for These Misconceptions

• During Gallery Walk: Mapping the Invisible, watch for students who draw field lines as starting at one pole and ending at the other.

  Use the 3D magnetic field viewer with iron filings in oil during the gallery setup to show students the continuous loops of the field. Have them trace the loops with their fingers to feel the field’s three-dimensional nature.

• During Think-Pair-Share: The Magnetic Scrap Yard, watch for students who assume all metals are magnetic.

  Provide a labeled tray of metal samples (aluminum, copper, brass, steel) and ask students to test each with a bar magnet. Have them record which materials are attracted and discuss why only ferromagnetic materials respond.

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Methods used in this brief

• Inquiry Circle
• Gallery Walk
• Think-Pair-Share