MG-U1 · Magnets and current-produced fields

Unit scope

Lectures

MG-U1 · Magnets and current-produced fields

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MG-01 · MG-U1 · Planned

Permanent and induced magnets

ScopeShared
Difficulty1 / 4 · proposed
Time20–25 min · estimated
StatusPlanned

Learning objectives

Predict pole interactions; distinguish permanent and induced magnetism and relevant magnetic materials.

8463 §§4.7.1.1 / 8464 §§6.7.1.1

DfE single-science pp.41–42 / Combined pp.34–35. Evidence checked 30 September–1 October 2026. Skills: WS1.2,2.2,3.6.

Needs firstFM-01

Explanation

Permanent magnets maintain their field; induced magnetism develops in a magnetic material placed in a field and largely disappears for a soft induced sample when removed. Pole interactions and material attraction are different tests; not all metals are magnetic.

Concepts, equations and units: N/S poles; unlike attract/like repel; induced magnetism attracts; iron,steel,cobalt,nickel; force N qualitatively.

Prediction, demonstration and game exercise

Predict, observe, explain

Compare a permanent magnet with an iron sample in and out of the field.

Planned learner game exercise

Sort materials and test labelled pole configurations; predict induction and loss of magnetism.

Independent practice

Explain three magnet interactions and identify a valid test for a permanent magnet.

Original practice example · Shared

Predict interactions for N–N and N–S poles of permanent magnets.

Show working and model answer

Working / reasoning

Like poles repel; unlike poles attract.

Answer

N–N repels; N–S attracts.

Exit check and success criteria

Three predictions correct and induction explanation does not claim every metal is magnetic.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

All metals are attracted; induced iron repels either pole; breaking a magnet isolates a single pole.

Practical preparation

Optional magnets/material observations; no RP.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

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MG-02 · MG-U1 · Planned

Mapping magnetic fields

ScopeShared
Difficulty2 / 4 · proposed
Time25–30 min · estimated
StatusPlanned

Learning objectives

Use a compass to plot field direction; interpret line density and Earth’s magnetic field.

8463 §§4.7.1.2 / 8464 §§6.7.1.2

DfE single-science pp.41–42 / Combined pp.34–35. Evidence checked 30 September–1 October 2026. Skills: WS1.2,2.2,2.6; MS5b.

Needs firstMG-01

Explanation

A compass north-seeking end indicates local magnetic field direction. Outside a bar magnet, arrows run from north to south and line density represents strength in the drawing. Lines describe a field model, not visible material threads.

Concepts, equations and units: Field direction defined by force on north test pole; outside bar magnet N→S; strongest near poles; model field lines.

Prediction, demonstration and game exercise

Predict, observe, explain

Plot compass directions point by point; show Earth’s compass alignment as evidence for a magnetic interior.

Planned learner game exercise

Place virtual compass samples, trace field curves and compare strengths at distances.

Independent practice

Draw two annotated field diagrams and explain compass orientation.

Original practice example · Shared

Which way do field arrows run outside a bar magnet, and where are lines most densely drawn?

Show working and model answer

Working / reasoning

The direction is the force on a north test pole; field is strongest near the poles.

Answer

North to south outside; densest near poles.

Exit check and success criteria

Consistent arrows, denser lines near poles and correct direction definition.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Field lines are strings; compass points at the nearest drawn line; magnetic and geographic north are identical concepts.

Practical preparation

Optional compass field plotting; no RP.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

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MG-03 · MG-U1 · Planned

Current, solenoids and electromagnets

ScopeShared + Separate Physics devices
Difficulty3 / 4 · proposed
Time30–35 min · estimated
StatusPlanned

Learning objectives

Sketch current-produced fields; predict effects of current, distance, coil shape and iron core; P: interpret device diagrams.

8463 §§4.7.2.1 / 8464 §§6.7.2.1

DfE single-science pp.41–42 / Combined pp.34–35. Evidence checked 30 September–1 October 2026. Skills: WS1.2,1.4,2.2; MS5b.

Needs firstMG-02,EL-01

Explanation

A current produces a surrounding magnetic field. Shaping the conductor into a solenoid combines effects into a strong interior field; an iron core strengthens it. Reversing current reverses field direction. Device diagrams are an extra separate-Physics requirement.

Concepts, equations and units: A,T when quantified later; straight-wire circular field; solenoid strong approximately uniform interior; core strengthens field.

Prediction, demonstration and game exercise

Predict, observe, explain

Reverse current to reverse directions; compare wire, solenoid and iron-core models.

Planned learner game exercise

Build an electromagnet for a lifting target with labelled current/core choices; P diagnose a relay or bell diagram.

Independent practice

Draw wire/coil fields and explain two strengthening changes; P one device causal chain.

Original practice example · Shared

Name two changes that can strengthen the model solenoid’s magnetic effect.

Show working and model answer

Working / reasoning

Increase current within safe apparatus limits; insert an iron core. The coil arrangement also strengthens the interior effect.

Answer

Greater current and an iron core are valid choices.

Exit check and success criteria

Correct directions for supplied current and explanation identifies current/core; P device explanation complete.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Any coil becomes a permanent magnet; magnetic effect requires motion of the whole wire; detailed device interpretation is shared specification.

Practical preparation

Optional low-voltage electromagnet investigation; no RP.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

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Area capstone

Sources and full programme

Sources checked 30 September–1 October 2026. Specifications govern content; textbooks supplement it. England has no single prescribed Physics course book. The full planning document includes sourced comparisons of Collins separate Physics and Trilogy books, Hodder/Hachette Physics and Oxford Physics listings, with access/approval limitations.

Download the complete Markdown programme and coverage matrix

A subsection map is proposed coverage. Clause-level educator review, item moderation, model validation and hands-on provision remain release gates. No all-board alignment or exam-board endorsement is claimed.