Science · Year 5 · Forces in Action · Summer Term

Magnets: Attraction and Repulsion

Exploring the properties of magnets, identifying magnetic and non-magnetic materials, and understanding magnetic forces.

• National Curriculum Attainment Targets
• NC-KS2-Science-Y5-Forces-5

About This Topic

Magnets produce invisible forces that attract certain materials and can push or pull other magnets without touching. In Year 5, students classify everyday objects as magnetic or non-magnetic, focusing on materials like iron and steel. They investigate magnetic poles, discovering that like poles repel while opposite poles attract, and compare the strength of different magnets through fair tests.

This topic fits within the Forces unit of the National Curriculum, building skills in prediction, observation, and experimental design. Students learn that magnetic force acts at a distance, a key concept for understanding contact and non-contact forces. Practical investigations reinforce scientific method, as children plan variables like magnet size or distance to measure pull strength accurately.

Active learning suits this topic perfectly. Hands-on sorting trays reveal patterns in materials quickly, while bar magnet pairings let students feel repulsion directly. Designing retrieval challenges or magnetic mazes under paper turns abstract forces into observable effects, boosting engagement and retention through trial and error.

Key Questions

1. Differentiate between magnetic and non-magnetic materials.
2. Explain how two magnets can attract or repel each other without touching.
3. Design an experiment to test the strength of different magnets.

Learning Objectives

• Classify a range of common materials as magnetic or non-magnetic based on experimental results.
• Explain the phenomenon of magnetic attraction and repulsion, referencing the interaction of magnetic poles.
• Compare the magnetic strength of different bar magnets by designing and conducting a fair test.
• Predict whether an object will be attracted to a magnet based on its material composition.

Before You Start

Properties of Materials

Why: Students need to be familiar with different material properties to classify objects as magnetic or non-magnetic.

Forces and Motion

Why: Understanding that forces can cause objects to move or change direction is foundational for grasping magnetic forces.

Key Vocabulary

Magnet	An object that produces a magnetic field, capable of attracting or repelling certain materials.
Magnetic material	A material that is attracted to magnets, typically containing iron, nickel, or cobalt.
Non-magnetic material	A material that is not attracted to magnets, such as wood, plastic, or aluminum.
Attract	The force that pulls two magnets or a magnet and a magnetic material together.
Repel	The force that pushes two magnets apart when their like poles are brought near each other.
Magnetic pole	The ends of a magnet where the magnetic force is strongest, usually labeled North and South.

Watch Out for These Misconceptions

Common Misconception

All metals are magnetic.

What to Teach Instead

Many metals like aluminium or copper show no attraction. Sorting activities with diverse metal objects help students categorise accurately through direct testing, reducing overgeneralisation. Group discussions reveal patterns in ferromagnetic materials.

Common Misconception

Magnets only attract objects.

What to Teach Instead

Magnets repel like poles. Pole-pairing tasks let students experience push without contact, correcting the idea of attraction only. Peer observation during demos builds shared understanding.

Common Misconception

Magnetic force requires touching.

What to Teach Instead

Forces act across space. Retrieval games with barriers show pull at distance; students measure gaps to quantify, making invisibility tangible through evidence.

Active Learning Ideas

Sorting Station: Magnetic Materials

Provide trays with objects like paperclips, plastic spoons, coins, and wood blocks. Students predict, test with magnets, and sort into magnetic and non-magnetic piles. Groups record findings in a class chart and discuss surprises.

30 min·Small Groups

Pairs Activity: Pole Investigation

Give each pair two bar magnets marked N and S. Students bring poles together to observe attract or repel, then test predictions with hidden magnets under cloth. Record results in a table showing like versus unlike poles.

25 min·Pairs

Experiment Design: Magnet Strength

Students choose variables like distance or magnet type, then design a fair test using a ruler and paperclips to measure pull. Pairs conduct trials, average results, and present to the class.

45 min·Pairs

Timeline Challenge: Magnetic Maze

Hide iron filings or paperclips under paper; students guide a magnet from above to navigate a drawn maze. Switch roles and time attempts to compare strengths.

35 min·Pairs

Real-World Connections

• Engineers use magnets in electric motors and generators, found in everything from electric cars to household appliances like blenders and washing machines.
• Scrap metal yards utilize powerful electromagnets mounted on cranes to lift and sort large quantities of ferrous metals, making recycling more efficient.
• Doctors use magnetic resonance imaging (MRI) scanners, which employ strong magnetic fields, to create detailed images of the inside of the human body for diagnosis.

Assessment Ideas

Exit Ticket

Provide students with a collection of small objects (e.g., paperclip, coin, eraser, key, foil wrapper). Ask them to sort the objects into two groups: 'Magnetic' and 'Non-magnetic', and write one sentence explaining their classification criteria.

Discussion Prompt

Hold up two bar magnets. Ask students: 'What do you observe happening when I bring these ends together? What about these ends? Can you use the terms 'attract' and 'repel' to describe what you see? What do you think is happening inside the magnets to cause this?'

Quick Check

Present students with a scenario: 'A treasure chest is buried under a thin layer of sand. You have a strong magnet. What material would the treasure likely need to be made of for the magnet to find it? Explain your reasoning.'

Frequently Asked Questions

How to teach children to differentiate magnetic and non-magnetic materials?

Start with prediction sheets listing common objects, then provide magnets for testing. Use sorting trays for tactile exploration, followed by a class tally chart. This reveals iron-based materials attract reliably, while others do not, through hands-on evidence and pattern spotting.

What activities demonstrate magnetic poles attracting and repelling?

Bar magnets with marked poles work best. Pairs test combinations systematically, noting repulsion between north-north or south-south, attraction otherwise. Covering magnets heightens surprise, encouraging predictions and reinforcing non-contact force.

How can active learning help students understand magnetic forces?

Active methods like magnet mazes or paperclip chains make invisible forces visible via effects. Students feel repulsion directly and measure strength changes with distance, turning abstract ideas concrete. Collaborative experiments promote discussion, deepening grasp of fair testing and variables over passive lectures.

Ideas for experiments on magnet strength in Year 5?

Design tests varying magnet size, shape, or gap to paperclips. Students predict, measure pull numbers, and graph results. Emphasise controls like identical objects, building experimental skills aligned to curriculum standards.