Buko Daria

Makoveeva Antonandon the

Educational Institution "Secondary School No. 6 of Zhodino"

Minsk region, city of Zhodino

The magic power of a magnet

Work done collectively

Head of work: Mikheeva Marina Vladimirovna

Subject direction:

PHYSICS AND TECHNOLOGY;
NATURAL SCIENCE;
HUMANITARIAN;
PRESCHOOL

Introduction 3

1. Effect of a magnet on other objects 4

2. Underwater magnetism 4

3. Strength of different magnets 4-5

4.Magnetic poles 5

References 7

Appendix 8

Introduction 3

The extraordinary ability of magnets to attract objects to itself has always aroused people's surprise. We often meet with magnets in everyday life: these are our first magnetic alphabets, a magnetic board in the classroom, "Checkers" on a magnetic board, souvenir magnets on the refrigerator and other miracles. It became interesting to us: “So, what is a magnet? Why does a magnet attract?

It turns out that more than 2000 years ago, the ancient Greeks learned about the existence of magnetite - a mineral that is able to attract iron. Magnetite was named after the ancient Turkish city of Magnesia (now the Turkish city of Maniza), where this mineral was found. Pieces of magnetite are called natural magnets.

A magnet can be made artificially by magnetizing pieces of steel. The force of attraction between magnets and objects is called magnetic force.

The properties of a magnet to attract certain objects have not lost their enchanting mystery even today.

No wonder they say that the person who could say: "I know everything about the magnet" was not born.

Object of study:

Magnet and its properties.

Purpose of the study:

With the help of experiments to find out the nature of the properties of magnetic force.

Research objectives:

- conduct experiments that determine the ability of a magnet to attract and magnetize objects;

Find out how magnets affect other objects.

Research methods:

- analysis of literature on the research topic;

- conducting experiments.

Hypothesis:

We assumed that magnets are capable of attracting any objects, have the same strength, their poles are attracted.

1. The effect of a magnet on other objects 4

We were interested in the question, do magnets attract everything? To answer it, we conducted the following experiment:

They took objects made of paper, metals, plastics, steel and fabrics and divided them into two groups: metal and non-metal. They brought the magnet in turn to the objects of the first group.

They brought the magnet in turn to the objects of the second group.

Then they brought the magnet to the surface of the refrigerator, cabinet, wall, window glass.

As a result, it was established that some metal objects are attracted to a magnet, and some do not experience its attraction; A magnet is attracted to some surfaces, but not to others.

This is because magnets are pieces of iron or steel that have the ability to attract objects made of iron, steel and metals containing them in small quantities.

Wood, glass, plastic, paper and fabric do not react to a magnet. To a large iron surface, the magnet itself is attracted, being lighter.

Conclusion:magnets act on objects made of iron, steel and some other metals.

2.Underwater magnetism

Studying the encyclopedic literature, we learned that magnets are used underwater. Due to their ability to attract objects under water, magnets 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.

To check if this is the case, we carried out the following experiment:

A paperclip was thrown into a jug of water.

We leaned the magnet against the wall of the jug at the level of the paper clip. And after she approached the wall of the jug, the magnet was slowly moved up the wall.

The paperclip moved with the magnet until it rose to the surface. This is because the magnetic force acts through both glass and water.

Thus, we found out that the magnetic force can pass through objects and substances.

3.Strength of different magnets

We were interested in the question: do magnets have the same strength? To answer it, we took three magnets of different sizes and three identical coins.

They put a ruler on the table and put coins close to it, but at a sufficient distance from the magnets.

As a result, some coins were attracted to the magnet immediately, others only when they came close to the magnets.

This is because magnets attract objects 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.

Is it possible to isolate a magnet, is it possible to prevent the action of magnetic force?

In order to test this, we took a sheet of paper, foil, a towel and a steel object.

We wrapped the magnet in foil and checked if it attracts a steel object

As a result, it was found that the magnet attracts an object through a thin layer of material, but ceases to attract when the layer of material reaches a certain thickness.

Therefore, the magnetic force can be neutralized if the magnet is covered with a dense layer of non-magnetizable material.

So what does the strength of a magnet depend on? To find out, we held a “competition” for strength:

We took three magnets of different shapes and sizes.

1. We put various metal objects (nails, coins, paper clips) into three cardboard boxes into groups.

2. Then they brought magnets in turn to different boxes and calculated how many objects of the same type each magnet could lift. The result was placed in a table.

RESULTS RECEIVED

As a result, it was found that one magnet picks up more objects than others. This is because 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.

Conclusion: The strength of a magnet depends on its shape and size.

4.Magnetic poles

Through all these experiments, we noticed that two identical magnets can not only attract, but also repel. We brought the identically colored poles of the magnets closer to each other, then the differently colored ones.

As a result of this, it was found that the poles of the same color repel, but differentare attracted. This is because the poles of each magnet have opposite signs (positive and negative). Poles of opposite signs attract; the same - repel.

conclusions 6

The work done by us on the topic of research "Magic power of the magnet" convinced us of the mystery of this subject. Due to its wonderful properties, the magnet is actively used by man in everyday life. Our experiments allowed us to draw the following conclusions:

1.Magnets act on metal objects. Due to their ability to attract objects even under water, magnets 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.

2. The magnet is able to attract objects even at a distance. Due to this property, magnets are used in chemical and medical laboratories, where it is necessary to mix sterile substances in small quantities.

3. The strength of a magnet depends on its shape and size.

4. Magnets of one pole are repelled, while those of different poles are attracted. Magnetic fields are arranged around the magnet in an ordered manner.

While working, we tested large and small magnets, tried to interfere with their power or even interrupt their effect by arranging fun experiments. Thus, our assumption that magnets are capable of attracting any objects is incorrect, since experiments have proven the effect of magnets on metal objects. The hypothesis about the same strength of the magnets was not confirmed. Experiments have shown that the strength of a magnet depends on its shape and size.

Bibliography

1. Big book of experiments for schoolchildren - Moscow. Rosman, 2009

2.F. Clark, L. Howell, S. Khan. "Miracles and secrets of Science", - Moscow,

Rosman, 2005.

3.A. Craig, K. Rosny. "SCIENCE encyclopedia", - Moscow. Rosman, 2001.

4.F. Chapman. "Young explorer. ELECTRICITY", - Moscow.: Rosmen, 1994.

5. A. Leonovich. “I know the world. PHYSICS. Encyclopedia”, -LLC “AST Publishing House”, 2006.

Appendix

Experience #1

The items were divided into two groups.

They brought a magnet in turn to each group.

Experience #2

A paper clip was thrown into a jug of water, and a magnet was leaned against the wall of the jug.

The paperclip moved with the magnet until it rose to the surface.

Experience #3

Magnets are laid out on the table in a row, at a distance of 10 cm from each other.

Slowly pushed the ruler with coins towards the magnets.

Some coins were attracted to the magnet immediately, others only when they came close to the magnets.

Experience No. 4

We wrapped the magnet in paper and checked whether it attracts a steel object.

We wrapped the magnet in foil and checked whether it attracts a steel object.

We wrapped the magnet several times in a folded towel and checked whether it attracts a steel object.

Experience No. 4

They put various metal objects (nails, coins, paper clips) into three cardboard boxes into groups.

They brought magnets in turn to different boxes and calculated how many objects of the same type each magnet could lift.

Experience No. 5

First, the identically colored poles of the magnets were brought closer to each other, then differently colored.

Marfina Elena Nikolaevna,

educator MBDOU No. 57 "Lukomorye",

Severodvinsk

The project of experimental - experimental activities in the senior group on the topic: "Magnets"

Target: acquaintance of children with the properties of a magnet in an emotionally practical way, the desire for independent knowledge and reflection, testing different methods of action, searching for answers to questions that arise in solving problem situations.

Tasks:

To form in the child ideas about the properties of a magnet;

Develop the ability to analyze, draw conclusions and conclusions;

To develop the desire for knowledge through creative and experimental activities;

Cultivate initiative and independence.

Materials and equipment:

Easel;

Pictures for drawing up the "Smart Magnet" scheme;

A cup of peas and a cup of nuts;

Mobile phone with music "Romance of the Turtle Tortilla";

Large basin with water;

Fishing rods according to the number of children;

Sheets of A-4 paper;

metal filings;

Magnetic constructor.

Methods and techniques for enhancing cognitive activity:

Problematic communication;

Experimentation;

Algorithm method;

Intriguing start;

Information-receptive "joint activity of the teacher and the child";

Use of ICT (mobile phone);

Educational didactic games;

Surprise effect;

Activity progress:

Educator: Let's take a break and listen to the story. Remember we read the fairy tale about the girl Zhenya "Flower - seven-flower"? The girl was very fond of looking around and one day another unpleasant story happened to her.

Mom asked Zhenya to buy peas in the store. The girl went to the store, bought peas, and on the way back, as always, gaped, saw the boys who were repairing the bike and rushed to them with all her might. The boys had small parts stacked in a large cup. Zhenya was in such a hurry that she stumbled, the sack of peas broke, and everything spilled out into a cup with details. Everything was mixed up. The boys got angry and started attacking Zhenya...

Guys, let's rather figure out how to help separate the iron parts from the peas.

Children suggest using a magnet: it will attract all the iron parts, and the peas will remain. Show how to do it.

Educator: Well done boys. They quickly dealt with the trouble, and now the boys will not offend the girl Zhenya.

A mobile phone rings. In the recording "Romance of the Turtle Tortilla".

Educator:

I wonder who is calling?

What do you guys think?

The teacher picks up the phone and "talks" to the turtle Tortilla.

Guys, Turtle told me that her favorite pond, where she lives for 300 years, is very polluted. It has a lot of iron debris at the bottom. The turtle asks you to help clean up the pond. Only one condition: you can not catch fish.

Well, let's help the inhabitants of the pond?

From a large basin, children use fishing rods with a magnet at the end to catch various metal debris. The magnets attached to the fishing rods are different in size and, accordingly, in the force of attraction. In the course of practical activities, children come to the conclusion that the larger the magnet, the stronger it is, which means that it can magnetize large metal objects.

Educator: guys, the magnet is not only a great helper, but also a wonderful artist. If you want, I'll show you what beautiful pictures he draws.

The teacher lays out pictures from magnets of different sizes, covers with a sheet of paper and sprinkles with metal shavings.

Educator: We have worked hard today and learned a lot of new things. But it turns out, guys, that a magnet can be not only a good helper, but also an excellent designer. Here is a magnetic designer we bought for you in the store. In your free time, you will play with it and learn another property of the magnet.

References:

Dybina O.V. , Poddyakov N.N., Rakhmanova N.P., Shchetinina V.V., “Child in the world of search: search activity of preschool children”.

Dybina O.V. Rakhmanova N.P., Shchetina V.V. "The Unknown Is Near: Entertaining Experiments and Experiments for Preschoolers."

Korotkova N.A. "Cognitive and research activities of older preschoolers." Child in kindergarten.

Mamontova Olga Ivanovna, educator, municipal preschool educational institution "Kindergarten of a general developmental type with priority implementation of the cognitive-speech direction of development of pupils No. 38" Carnation "s. Kochubeevsky Kochubeevsky district

Cognitive - research project

"Magic Stone Magnet"

Project participants:

Educator: Mamontova O.I.,

children, parents of the "Why" group

MDOU No. 38 "Carnation"

2014 academic year

Topic: Creation of a mini-museum "Valshebny stone magnet" as a means of developing the skills of collective research activities in preschool children.

Project relevance:

This topic is relevant the fact that in the 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.

Problem: Federal State Requirements provide for the comprehensive harmonious development of preschoolers. The topic of studying the magnet and its application has become relevant. Magnet is a universal material accessible to a child and widely used in children's toys and construction sets. Children actively work with a magnet, but despite this, they do not have enough knowledge about magnets, its properties and uses. Children have a desire and a need to use objects made from a magnet. To do this, interest parents in joint experimental activities with children, involve them in doing creative homework, involve them in actively participating in enriching the subject-developing environment, and educate children and parents in vital activity.

Objective of the project: The development of a child's cognitive activity in the process of forming ideas about a magnet, its properties and use in medicine, technology, everyday life and in a group.

Tasks:

• Acquaintance with the concept of "magnet";
• To acquaint with the history of the appearance of the "magnet";
• Formation of ideas about the properties of the "magnet";
• Updating knowledge about the use of the properties of a magnet by a person;
• Formation of skills to acquire knowledge through practical experiments, draw conclusions, generalizations;
• Education skills of mutual assistance and cooperation.
• To develop the cognitive activity of children, research activities, curiosity, observation, fine motor skills of the hands;
• Activate the child's personality

• Encourage the active participation of each child in solving problem situations.
• Expand the vocabulary of children (the words "magnet", "attracts", "repels", "magnetic field", etc.)
• To expand and deepen the knowledge and ideas of the child about the objects around him.
• Cultivate attentiveness, accuracy, caution when working with dangerous objects.

An object: A magnet and a representation of what a magnet can do.

Thing: Creation of psychological and pedagogical conditions for the development of collective research skills in preschool children.

Stages of project implementation

Stage 1 - motivational - indicative (preparatory).

The motive for the creative, cognitive and research activities of a preschooler for us, teachers, is a developing and educational task, and for a child this is a “problematic issue”, which he himself “invented” and “voiced”. Here we draw attention to the fact that the underlying problem must be "clear", that is, the child must have an objective opportunity to solve it. And this is important for us, because by defining his problem, the child ceases to be the executor of individual tasks. He can meaningfully move forward, feeling his importance, having the opportunity to choose his own path.

Stage 2 - search

As a result of the question-and-answer conversation organized by the teacher, we draw up a work plan for each research topic.

In some cases, this plan is directly related to the questions that the child needs to answer. But often it is necessary for children to determine what knowledge, skills, materials they have to solve their problem. For them, we ask questions: what do they need to find out, what to learn, what work to do, what will be required for this? At this stage, we try to distribute the task and different types of work in accordance with the children's interests, their capabilities, and their development priorities. Here, hypotheses are put forward by children and plans are drawn up - actions that we try to make visual. This is necessary in order to keep in the minds of children what was conceived, to remember the problem of their work.

Stage 3 - practical

Here we try to teach children, with the help of certain tasks, to plan their future work, to organize joint work in pairs, in a group, i.e. work in a team. Also, don't deviate from your plan.

We offer children the following combinations of questions: where to start work; what seems important to you: speed of execution, accuracy, interesting, beauty; how you will act, tell me in order; what do you need for your work?

Hypothesis:

If we create psychological and pedagogical conditions for the organization of the mini-museum "Magic Stone Magnet", then in children:

• There is a steady interest in the study of this topic in various activities:
• Research skills will be formed:
• Social activity, the ability to work in a team of children will increase, and ultimately this will lead to an increase in the cognitive activity of children, the formation of initial research skills.

The use of a variety of effective methods for familiarizing with the properties of a magnet increases the interest of children in the surrounding reality, the desire for independent knowledge.

Project participants:children of the senior group, educators of the group, parents of pupils.

Tasks for teachers:

1. On the basis of the studied problems of children, the goal of the project was set.
2. Development of a plan to achieve the goal (discussion of the plan with parents).
3. Drawing up a plan-scheme of the project.
4. Collection, accumulation of material.
5. Inclusion in the plan of the project scheme of joint activities, experiments and other types of children's activities.
6. Enrichment of the subject-developing environment
7. Creation of the mini-museum "Magic Stone Magnet"
8. Release a photo album "Why do we need a magnet";
9. Replenishment of the card index of experiments and experiments with new materials;
10. Project presentation.

Tasks set for children:

1. To consolidate the knowledge of children on a magnet (What is a magnet?, How did a magnet appear?, What are magnets?, properties of a magnet, experiments with a magnet).
2. To develop cognitive interest in research activities, the desire to learn new things.
3. Develop a coherent colloquial speech of children, activating new words (magnet, attracts, repels, magnetic field)
4. Build research skills.
5. To cultivate the ability to work in a team, the desire to share information, to participate in joint experimental and experimental activities.
6. Awaken the desire to work together with parents.

Tasks set for parents:

1. Help children get the necessary information on the topic of the project.
2. Participation in the organization of the mini-museum "Magic Stone Magnet";
3. Making a photo album "Why do we need a magnet";
4. Active participation in the enrichment of the subject-developing environment;
5. Collection, accumulation of material

Project work scheme

Presentation of the project "Magic Stone Magnet"

Target: The development of cognitive activity of children in the process of forming ideas about a magnet, the history of the appearance of a magnet, its properties, use in medicine, technology, everyday life and in the group.

Tasks:

• to systematize children's knowledge about the magnet, to introduce the history of the appearance of the "magnet"; formation of ideas about the properties of the "magnet"; actualization of knowledge about the use of the properties of the magnet by a person;
• develop logical thinking, communication skills; to form children's knowledge on the basis of observations, experimentation, draw conclusions, generalizations, curiosity, observation, fine motor skills of hands;

• educate attentiveness, accuracy, caution when working with dangerous objects, cultivating the skills of mutual assistance and cooperation;

Expected Result:

• children will gain experience in research activities, in putting forward hypotheses and choosing methods for their confirmation;
• Learn to actively and benevolently interact with the teacher, peers and adults when conducting research activities;
• will be able to make their own conclusions based on research.

Equipment: a “magic” ball, a laptop, a projector, a package with a sound letter and a “magic stone”, hats, magnets, cards with the image of objects, mittens, metal objects, a container of water.

Example of an event.

Dear guests, today we have invited you to the presentation of the Magic Stone Magnet project. The guys and I got acquainted with the magnet for a long time, studied the properties of the magnet, explored the magnet, and today we will show our result.

Organizational

Guys, go into the hall to the music.

(The teacher invites the children to go to the carpet and line up in a circle)

Guys, we have guests today. Let's greet them and smile at them.

All the children gathered in a circle

You are my friend and I am your friend

Let's hold hands together and smile at each other.

2. Parcel from the postman.

Guys, on the threshold of your kindergarten, I met a postman, he handed over a package for the children of the senior group "Why"

(Children sit on the carpet and examine the contents of the package.)

The teacher is surprised at the unusual stone and offers to listen to the sound letter.

1. Letter from Luntik.

"Hello guys! Once on the path I found this stone. My friends said that it is not simple, but magical. I know that you are doing a lot and you already know a lot. Help me find out what this stone is called, why it is called "magic" and why it is needed. Waiting for your reply. Your Luntik.

Guys, how can we help Luntik?

I suggest you explore the Luntik stone, find out everything about it and send him the same sound letter.

Let's take a closer look at the stone sent by Luntik. What is it called?(children's answers)

(The teacher invites the children to sit on chairs)

A Svitenko Alina tell us what a magnet is...

Magnet - it is a stone that can attract metal objects. A magnet has a north and south pole. Even if you break a magnet, it will still have a north and south pole. The magnet only attracts objects made of iron and steel. The area around a magnet is called the magnetic field. This is the zone in which the force of its attraction acts. The force that attracts objects is called the force of a magnet.

Reading the poem "Magnet":

With mommy we are craftsmen:

We do sewing.

Now with needles, then with a knitting needle

We sew clothes all day long.

And yesterday quite by accident

We have lost the needle.

Been looking for her all day

And they came up with a game.

If we take a magnet

He pulls and beckons.

Found everything under the bench

And rings and a pin.

Even in the cracks and in the dust

Father's nuts were found.

It turned out to be a whole holiday.

Here is such a magnet-prankster!

Educator: Guys, do you know where the magnet came from? One old legend about the appearance of a magnet will tell us Artem.

The legend of the appearance of the magnet

In ancient times, on Mount Ida, a shepherd named Magnis kept sheep. He noticed that his sandals, lined with iron, and a wooden stick with an iron tip were sticking to the black stones that lay in abundance 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 black stones did not recognize any other material than iron. The shepherd took several of these stones home and amazed his neighbors with this. On behalf of the shepherd and the name appeared"magnet".

caregiver : We have already answered one question of Luntik - this stone is called a magnet.

Educator:

Guys, you and I in the group studied a magnet for a long time. What are the properties of a magnet?

Dear guests, I propose to see photos of how children studied the properties of a magnet in a group.

View photos "Experimenting with a magnet"

Educator: And in order to answer the second question of Luntik, “Why is the stone called magical,” I propose to listen to our young researchers in the laboratory.

1. Laboratory.

“Here is a magic magnet in front of you. He keeps a lot of secrets in himself.

What do we know about the properties of a magnet?

How can these properties be checked?

Now we'll check it out. « The important thing is the Experiment!

We are interested in every moment of it.”

Experience number 1 "A magnet attracts metal objects" Borkanova Lisa

“I got in trouble. My dog ​​stole all the metal parts from me, confused them with plastic, rubber and wood, and hid them under the bed.

I was very upset, because I couldn’t do it myself, but my mother offered to take a magnet and take them apart. At first I was surprised how this stone can help me? Mom said: to do it right, you need to use a magnet.

Now I'll check it out. « The important thing is the Experiment!

(Lisa takes a magnet and independently extracts iron objects from the box with its help.)

In the box there are objects made of wood, rubber, plastic, paper, because they are not attracted to a magnet, they are not made of magnetic metals

Experience No. 2 "The shape of the magnet and its strength" Surin Sergey

I want to talk about the shape of the magnet and its strength.

Magnets come in different sizes and shapes: horseshoe, rectangle and circle.

I took one box and put coins in it. In two other boxes I put nails and paper clips. If you take a horseshoe-shaped magnet and bring it to each of the boxes, you can see how many objects are attracted to it. You can also use rectangular and round magnets and see how many objects are attracted to each of the magnets.

A horseshoe-shaped magnet attracts more objects than a rectangular one. A rectangular magnet is larger than a round magnet.

Experience No. 3 "Magnet Poles" Ryabikhin Misha

“I really like to play with a magnet. I even came up with a machine on a magnet.” (the child shows a toy car with a magnet attached.) “When I brought the magnet to the car. The car moved forward. (Child showing)

But one day, the car began to move in the other direction. (Showing by a child) “The magnet is broken,” I decided and was very upset. Mom told me that the magnet has different poles. When we bring the same poles together, the car drives off. When we bring different people together, the car drives up. Now I will bring the magnet to the typewriter, and you guess - these were different or the same poles.

6. Dynamic pause "Magic Stone"

And now we will have a little rest and play.

(The teacher offers to form a circle and tells the children that he will be in the role of a magnet. Showing a card with a metal object, the children run up to the teacher, and if the teacher shows a card with another object, the children run away from it).

Educator: Guys, do you know that a magnet has a field? Perhaps this field grows cereals?

Magnetic field Fomin Matvey

Grasses do not grow in a magnetic field. The magnetic field is the area around a magnet. The Earth also has a magnetic field - as if - as if there is a huge magnet inside it.

1. Focuses.

Educator: And now I want to amuse you.

(The teacher demonstrates a container of water into which he lowers the paper clip).

1. "Get a paperclip"

I will ask you one very interesting riddle: “How, without getting your hands wet, can you get a paper clip out of the water?”

In order to get the paperclip out of the water, you need to lean the magnet against the glass at the level of the paperclip. After it approaches the glass wall, slowly move the magnet up. The paperclip follows the magnet. It can be easily removed without getting your hands wet.

This means that the magnet has power, it acts through glass and water. This is due to underwater magnetism. The magnetic force also acts underwater.

1. Magic gauntlet

Guys, now I'll show you the trick. It's called "Magic Hand"

(The teacher puts on two mittens, one of which contains a magnet and passes over metal objects first with one mitten, where there is no magnet, and then the second, where there is a magnet. All objects were attracted to the mitten with a magnet).

Why do you guys think the items stuck to the mitt?

Well done boys! You already know a lot about the magnet.

1. View photos "We are playing with a magnet"

- And now I propose to see the photos"How we play with a magnet"

Educator: So we found out why the magnet is called magic

1. What is a magnet for?

It remains for us to find out what a magnet is for?

Tell me, please, did you learn something new and interesting, where did you get this information from? (Ask adults, found and read in books, went online, heard on TV, called a friend, etc.)

Today you and I have the opportunity to tell our guests about what you have learned in books, on the Internet, and from adults.

• The medicine

"Application of magnets in medicine" Vika Ramonyuta

Magnets are used in many medical devices. To create them, high-power permanent magnets are used, they allow you to achieve a uniform magnetic field, while not consuming electricity. Also, magnets are very often used in the treatment of complex bone fractures. The magnetic method of removing metal particles from the eye is widely used. Magnetic bracelets that have a beneficial effect on patients with blood pressure disorders.

• At home: Gelevereva Polina

In audio systems, such as headphones, magnets help create powerful, in electric guitars

Our refrigerator doors also have magnets inside to make them stick better. It is the magnets that prevent the refrigerator doors from opening and tightly press the Nail polish with magnetic particles. To create a pattern, you just need to bring a magnet. Magnets are also used to fix cutlery in the kitchen.

Magnets are used in metal detectors. The military is looking for hidden mines and shells in the ground.

1. Reply to Luntik

So we swami answered all the questions of Luntik: what is the name of this “magic stone”, why it is called magical and what it is for. We have the opportunity to chat with Luntik on Skype

(Children with a teacher go to a laptop)

Let's say hello and tell Luntik about what we learned about the "magic stone".

What is the name of this stone, why is it called "magic", where is it used?(Answers of children).

Well done boys! You did a good job.

1. Answer from Luntik.

“Thank you guys for your help. I told all my friends about the magic stone - a magnet, and even with its help I helped to find Uncle Shnyuk's needle. You are the real know-it-alls! Goodbye! Until we meet again!

1. Summary of the lesson. Surprise moment.

Well, guys, it's time for us to say goodbye to the guests. And I have prepared another surprise for you. I want to give you these wonderful magnets. I'm sure now you can use it to do your own research, show magic tricks to your family and friends. You are so curious, interesting, smart, kind. Goodbye.

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:

To form safe work skills during 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

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. The material is heat treated 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 faced with its effects 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 a large iron surface, the magnet itself is attracted, as it is lighter.
• 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 top, large size metal nut, 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.
  • a stick about 40 cm long, a magnet, threads, 2 needles, colored paper, scissors, corks, toothpicks, adhesive tape, a 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 blue
  • two bar magnets
  • compass
  • two flat cardboard boxes of 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 a small kite on colored paper, 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.

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Let's do another experiment:

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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?

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4) Comparison of the strengths of different magnets.

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5) Can the magnet be insulated?

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6) What does the strength of a magnet depend on?

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7) Do all magnets have the same strength?

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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.

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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?

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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:

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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?

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13) Can a magnet have one pole?

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Break the needle into two halves and again bring the magnet to both ends of each half.

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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?

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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

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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?

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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 force is very important, because the whole world around us consists 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 images of 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 the packaging of medicines, perfumes. 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, the auroras 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 is the reflection of 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, at 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 linking magnetite to the 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.

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