The principles of magnetism are a common topic in most introductory physics courses, yet curricular materials exploring the behavior of permanent magnets and magnetic materials are surprisingly rare in the literature. We reviewed the literature to see how magnetism is typically covered in introductory textbooks and curricula. We found that while most texts contain a relatively complete description of magnetism and its relation to current-carrying wires, few devote much space to the development of a model that explains the magnetic phenomena students are most familiar with, e.g., the interaction between permanent magnets and ferromagnetic materials.1 We also found that while there are a wide variety of published articles exploring the various principles of magnetic induction, only a few of these explore the basic interactions between common magnets, ferromagnetic materials, and current-carrying wires.2,3 The activities described in this paper were designed to provide a structured series of simple experiments to help students develop a model of magnetism capable of explaining these phenomena.

Topics
Electromagnetic induction, Ferromagnetic materials, Magnetic materials, Education
1.
Two notable exceptions are the Physics by Inquiry curriculum (L.C. McDermott, Physics by Inquiry, Wiley, New York, 1996) and the Constructing Physics Understanding (CPU) curriculum (details can be found at http://cpuproject.sdsu.edu/default.html). While some of the activities and much of the inquiry-based nature of our curriculum has been heavily influenced by the Physics by Inquiry curriculum, the Explorations in Physics curriculum is intended for a general audience of college-level nonscience students, in contrast with Physics by Inquiry's specific focus on teacher preparation.
2.
Charles A.
Sawicki
, “
Inexpensive demonstration of the magnetic properties of matter
,”
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553
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3.
F. M.
Gibson
and
Iain
MacInnes
, “
Symmetry in electromagnetism—A new magnetic needle
,”
Phys. Teach.
38
,
316
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(May
2000
).
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Search ADS
 
4.
D.P. Jackson, P.W. Laws, and S.V. Franklin, Explorations in Physics: An Activity Based Approach to Understanding the World (Wiley, New York, 2002). Also, see http://physics.dickinson.edu/EiP.
5.
P.W. Laws, Workshop Physics Activity Guide (Wiley, New York, 2004). Also, see http://physics.dickinson.edu/wp.
6.
L.C. McDermott, Physics by Inquiry (Wiley, New York, 1996), pp 277–322.
7.
We do not discuss the topics of paramagnetism and diamagnetism because these are typically very small effects that cannot be easily observed. Thus, by “nonmagnetic” we simply mean materials that are not noticeably attracted to a magnet.
8.
If the paperclip happens to sink, it is important to dry it off completely before attempting to float it again. It is extremely difficult to make a wet paperclip float on the surface of water.
9.
In order to be sure that this portion of the activity works, it is essential that the instructor perform a test (this can be done with a collection of magnetic compasses) before the class begins to ensure that the local magnetic field is not dramatically affected by nearby magnetic objects. Typically we bring together all of the compasses on a cardboard box (no metal) in the middle of the room, away from any metal furniture or room fixtures.
10.
If the terminals of the battery are left shorted for a long time, more than a minute or so, the battery can become dangerously hot.
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© 2007 American Association of Physics Teachers.
2007
American Association of Physics Teachers
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