Lesson video

Hi everyone, it's Miss (indistinct) here.

I am so excited and glad that you have decided to join me on today's science lesson.

Now we're going to be thinking about how magnets can be used to solve everyday problems, and we're also going to explore how magnets are used in our everyday lives.

Now we've got lots of fantastic learning to get done today, so let's get started.

So today's learning outcome is I can give examples of how engineers use the results of science to design solutions and help solve everyday problems. So we're going to start off by looking at some key words that we're gonna use in today's lesson.

Now we're going to practise saying these keywords.

So I'm going to say the word and I would like you to repeat it.

My turn, everyday uses.

Your turn.

Excellent job, everyone.

Well done.

My turn, electronic devices.

Your turn.

Super job, well done.

My turn, Maglev train.

Your turn.

Amazing, well done.

My turn, engineer.

Your turn.

Good job.

My turn, design.

Your turn.

Super work everyone.

You've all done a really good job with practising saying these words.

Now some of these words and phrases you may have heard of or seen before, and some of them you may not be so sure, but don't worry because we're going to learn about all of these things in today's lesson.

Now we've got lots to do, so let's get started.

So our lesson is split up into three sections today.

We've got magnets in our lives, Maglev trains, and then engineers help to solve problems. So we're going to get started with magnets in our lives.

Now humans have found magnets to be useful in their lives.

Can you think of any everyday uses of magnets? So pause the video here.

Either write down some of your ideas or have a talk with a talk partner about any everyday uses of magnets.

Click play when you'd like to continue with the lesson.

So you may have come up with these answers.

So there are magnets inside compasses.

There are also magnets used in recycling.

Many household items, so items you have in your home, have magnets inside them.

For example, fridge magnets help us organise notes and letters.

And I know that when I go on holiday, I really enjoy buying a fridge magnet from where I've been.

Fridge doors have magnets in them to keep them closed.

And some drawers have magnets in them to keep them closed or to allow soft closing of the drawers.

Many electronic devices have small magnets inside them to make them work.

For example, a microwave you use to heat up your food, a mobile phone to talk to different people, a speaker to make your music a little bit louder, a TV to watch your favourite show on, a laptop to do your homework on.

All of these contain magnets.

So lots of different devices and objects and things we have in our classroom or in our home, all contain magnets.

Some will contain slightly bigger magnets and some would also include slightly smaller magnets, depending on the size of the device.

Children's games can be designed and produced to make use of magnets, for example, a magnetic fishing game or a magnetic darts game or even magnetic balls.

So we're now going to do a quick recap of our learning just to ensure that everyone's comfortable with what we've covered so far.

So the question says, which of these everyday items does not use magnets? A, a TV, B, barbecue, C, laptop, D, compass.

So give a few moments to have a think about which is the correct answer and we will go through the answer shortly.

Amazing work, everyone, if you said barbecue.

So our next question is a missing word.

So I'm going to read the sentence to you and I want you to have a think about what is missing.

Many have small magnets inside them to make them work like mobile phones, TVs, and laptops.

So have a moment to think and then we'll go through the answer.

Amazing work everyone, well done.

Many electronic devices have small magnets inside them.

So we're going to move onto the first task for this lesson.

So think of how magnets have everyday uses in our lives.

What have you used this week that contains a magnet? So John here is saying, "I watched TV last night and I know that TVs have magnets inside them." I would like you now to have a think about recording your examples.

So have a think about all the things you've done this week, all the things that you've used, all the things that you've seen and have a think which of these things contain magnets.

You might want to talk with your talk partner, you might want to draw your ideas or you might want to write them down, whichever way you would like to do it.

Have a go and then plus play when you'd like to continue the lesson and we'll go through some examples.

Off you go.

Super job everyone, well done.

So lots of you have lots of different answers, but I'll go through some examples.

So you may have watched TV and we know that there are magnets inside of TV.

You may watch YouTube on the laptop.

We know that laptops also have magnets in them.

You may have played a game on your mom's mobile phone.

Again, the mobile phone would have a type of magnet inside.

Closing the fridge if you're getting some food out for lunch maybe.

The fridge, we know, also has a magnet in.

And my dad used the microwave oven to make hot chocolate for me and we know that the microwave also has a magnet in.

So these are just some ideas.

You may have some similar or you may have some that are a little bit different.

But good job everyone, you're doing such a fantastic job so far.

So that's the first part of our lesson done and we're going to move on to the next part, which is really fascinating.

So we're gonna look at Maglev trains.

Now, Maglev trains you make use of magnetic force to allow them to travel at very high speeds.

So we've got a picture here of a Maglev train.

It looks quite different to a normal type of train that we may see.

They have everyday uses in Japan, China and South Korea.

The speed record for a Maglev train is over 374 miles per hour.

So this train travels very fast.

That is over four times faster than the train system used in the United Kingdom.

So the trains that we're used to seeing in the United Kingdom, this Maglev train is more than four times as fast as that.

So it's a very quick train.

Maglev is short for magnetic levitation and the word levitation means lifting.

And you may have heard the word levitation before.

The Maglev train floats above the track.

Now I wonder how that happens.

So here we've got a diagram of the Maglev train, showing it floating above the track and we're going to learn a little bit about how that actually happens.

So I would like you to have a think now about how could magnets cause this? So I want you to either pause a video here, either have a chat with your talk partner and maybe jot down some ideas.

But how do we think magnets could cause the train to actually float above the track? Have a think and play the video again when you're ready to continue the lesson.

So the train and the track both have strong magnets on them.

These magnets have the same poles facing outwards so they repel each other.

So let's have a look at this diagram here because it does a great job of explaining it.

So we can see the train track on the bottom there, we can see the train on the top.

So if we zoom into this middle part here, we can see that the magnet on the track and the magnet on the train.

Now these poles are facing outwards, so they repel each other.

As the same poles repel, this pushes the train above the track.

A floating magnet tower can help explain how magnets are used to make mag trains go faster.

Ring shaped magnets have poles on opposite sides.

The magnets are piled up on a plastic post.

So we can see here in this diagram we've got a series of different ring-shaped magnets and we've also got there put on a plastic pole.

They either attract or repel the magnets next to them, depending on which poles are facing each other.

So in the top there we can see the magnets attracting each other and the bottom part of the pole there shows the magnets actually repelling each other.

So we can clearly see there the difference between attracting and also repelling.

This means that the surface of the train and the track are not touching each other.

So there are no friction forces and the train can travel faster.

Maglev trains do not have an engine because they move using magnets similar to some using in roller coasters.

Now the magnets used in Maglev trains and roller coasters are very different and a lot stronger than the magnets used in our everyday items that we looked at earlier in the lesson.

So we're going to do a quick check of understanding just to ensure that everybody is comfortable with the learning that we've done so far in this section.

So we've got a sentence here and we've got a word missing.

So I'm going to read the sentence to you and I would like you to have a think about what the missing word is.

Maglev trains make use of force to allow them to travel at very high speeds.

So I'm going to give you a few moments now to have a think about what the missing word is and then we'll go through the answer.

Amazing work everyone, well done.

The answer is magnetic.

So Maglev trains make use of magnetic force to allow them to travel at very high speeds.

So our next question is true or false.

Maglev trains float above the track because magnets on the train attract magnets on the track.

True or false? So have a little think now about whether this statement is true or false.

Well done everyone if you said false.

Now I want to extend your thinking a little bit here and I'm going to give you two options about why this would be the case.

So do you think A, because the opposite poles face each other on the the train and the track or B, the same poles face each other on the train and the track.

So I'm going to give you a few moments now to think about which option you think is correct, A or B, and then we'll go through the answer shortly.

Amazing work everybody.

The answer is B.

So we're going to move on to task B now.

So Jacob and Aisha's teacher asks them to use a magnetic tower to help explain how magnets are used to make Maglev trains go faster.

So we've got the diagram here that we looked at earlier.

Jacob here is saying, "The pair of magnets marked A are like the magnets on the train and the track of a Maglev train." Whereas Aisha here is saying, "The pair of magnets marked B are like the magnets on the train and the track of a Maglev train." So Jacob here is saying that it's the the magnets at A and Aisha here it's saying the pair of magnets marked B.

I would like you to think about explaining who you agree with and why and think about how this affects and helps the train to move faster.

So I'm going to give you a few moments now.

So I suggest you pause the video here and either jot down your ideas or talk with a talk partner about who you agree with and why.

press play when you're ready to continue and we'll go through the answer.

Fantastic work, everybody if you said that Aisha is correct.

So Aisha said "The pair of magnets marked B are like the magnets on the train and the track of a Maglev train." The pair of magnets marked B have the same poles facing each other.

This means they repel each other, so the top magnet floats above the bottom one, just like a Maglev train floats above the track.

This reduces friction forces so the train can move faster.

So we can see on the diagram there that for B, the magnets are repelling each other, therefore the top magnet is floating above the bottom.

Well done everyone.

You're doing such a great job so far.

So we're now going to move onto the last part of our lesson.

So we're going to be thinking about engineers and how they help to solve problems. So my question to you now is do you know what an engineer is? So I want you to pause the video now and have a think about what an engineer is, what they might do on their day-to-day basis, what their job might involve and any qualities they might have as a person.

I want you to talk about your ideas, or maybe you might want to write them down as well.

Press play when you're ready to continue.

Amazing work everybody, well done.

I hope you had a great discussion with your talk partner.

So an engineer is a person who invents, designs and builds things.

So this is an example of an engineer here.

They use their knowledge of maths and science to help them understand how things work.

They using all of their knowledge that they know, their maths knowledge, their science knowledge, than any other knowledge they may have to bring all of those things together to understand how different things work.

Engineers design all sorts of important things, for example, machines, for example, buildings and even structures.

So to create and design all of these things, engineers need to use all of their knowledge to create these wonderful things that we see in our everyday lives.

Can you think of anything else an engineer might design? Have a talk with your talk partner.

Excellent job everyone, well done.

So men and women become many kinds of engineers to make sure we have clean water, electricity, safe cars and medicines.

That could be a reservoir and a dam, an electricity pylon or medicines.

Engineers work all over the world, indoors and outdoors, in labs and in offices.

So engineers don't just work in one place.

Engineers work in lots of different places and one day of their job might be very different to the next day.

So important skills for engineers include being curious.

So thinking, look at Laura's statement, "I wonder how birds fly".

Being observant, let's look at what Sam is saying.

"I've noticed that birds' wings are all similar shapes." So she's thinking about what she's seen and being creative.

Alex here is saying, "I could design an aeroplane based on the way a bird flies." So really important skills for engineers are being curious, being observant, but also being creative as well.

How have you been curious today? For example, I wondered how the toaster cooked my toast.

How have you been observant today? I noticed that the zip on my coat looks like lots of teeth.

How have you been creative today ? I folded a piece of paper to make a box for my coins.

So we're going to do a quick recap now of the learning that we've done so far in this section.

So an engineer is a person who, A, cooks food for scientists, B, designs and builds things.

C, sells magnets or D, knocks things down.

So I'll give you a few moments now to have a think about what the answer is and then we we'll talk through what the answer is.

Amazing work, everybody.

The answer is B.

So an engineer is a person who designs and builds things.

Well done everyone.

So our next question here is, which of these skills is not important for an engineer? A, be curious.

B, be creative, C, be observant, or D, be fast.

So have a think back to what we've just spoken about and the skills that are important for an engineer and think about which one of these skills is not important for an engineer.

Have a little think and we'll go through the answer soon.

Amazing work everybody, well done.

The answer is be fast.

So you don't have to be fast to be an engineer.

And actually in all jobs being fast can sometimes mean that you make mistakes, but it's not one of the skills that's important for an engineer.

So we're going to move onto the next task now.

Now I want you to really think hard of yourself as an engineer.

What skills do you need? What do you do that shows these skills? "I am curious because I always look under rocks to see what lives there." I am creative because, I am observant because.

So what I would like you to do now is pause the video and I would like you to write down the ways in which you are an engineer.

Now you might want to also add some pictures to your writing or you may just want to write some sentences.

It's completely up to you.

I want you to pause the video here and then we'll talk through some examples a little bit later on.

Off you go.

Well done everyone.

A fantastic effort.

So you might have had some ideas like this.

"I'm curious because last week I tried to work out how my bed was held together." Another example, "I am creative because I like drawing and making things from cardboard." Another example might be, "I am observant because I notice patterns on leaves." What other examples did you have? Maybe you can share your examples with your talk partner.

So we've now come to the last part of the lesson where we're going to do a summary of all the learning we have done so far in today's lesson.

So we've learned that humans have found magnets to be useful in their everyday lives, including in compasses, electronic devices and games.

We've learned about Maglev trains and that they do not have an engine because they move forward using magnets similar to some roller coasters.

We've also learned that engineers design and build things using their knowledge of maths and science.

We've also learned that men and women become many kinds of engineers.

They need to be curious, creative, and observant.

Now, we've learned a lot about engineers in in today's lesson.

Now maybe you would like to be an engineer.

Maybe you would like to design and build things based on what we've learned in today's lesson and in the topic of magnets.

Now, engineers, their everyday job one day can be very different to the next, but that's what's so exciting about the job of an engineer, there's so many things you can do and explore.

Thank you again for joining me on today's lesson.

I hope you learned lots and had a great time.

I certainly enjoyed teaching.

You have a wonderful rest of the day and I'm sure I'll see you in the next lesson very soon.

Bye-Bye.