Primary 2 Magnets Vocabulary | 100 Magnetic Force Words

Primary 2 magnets vocabulary gives young learners accurate words for magnets, magnetic force, poles, attraction, repulsion, magnetic materials, fair tests and evidence. This Top 100 Primary 2 Vocabulary List is a worldwide Grade 2 technical-English resource with child-friendly explanations, examples, reasoning checks and safe investigation language.

Useful search language around this topic includes 2nd grade magnet vocabulary, magnets vocabulary for kids, magnetic force words, attract and repel vocabulary, north and south pole vocabulary, magnetic materials for kids and Grade 2 magnetism words. Children often enjoy magnets before they can explain them. The purpose of this longform is to turn that curiosity into precise language: what moved, what was close, which poles faced each other, what material was tested and what the evidence actually supports.

Maren, Iona and Leonie are fictional SETC learning characters used consistently in this Primary 2 technical-vocabulary lane. Maren organises descriptions and explanations, Iona checks observations, evidence and answer scope, and Leonie manages execution and recovery. This article is introductory enrichment rather than a universal Primary 2 science syllabus, and it does not replace eduKateSingapore’s broader Science World or later Primary Science owners.

Safety before investigation

Magnets can create hazards that are easy to overlook. Small powerful magnets can be extremely dangerous if swallowed, especially if more than one magnet or a magnet and metal object are ingested. Keep small magnets away from young children who may put objects in their mouths, and follow the age rating and warnings on educational products.

Magnets can also interfere with some medical devices and can damage or affect certain electronics, cards and magnetic storage. Keep classroom magnets away from people with implanted medical devices unless appropriate medical/manufacturer guidance confirms safety, and away from equipment identified by its manufacturer as magnet-sensitive. Use only age-appropriate educational magnets under suitable adult supervision.

Magnets and magnetism: ten high-utility Primary 2 magnet words

This section develops magnets and magnetism. Maren asks what relationship the learner needs to describe. Iona asks what was directly observed and what remains an inference. Leonie changes one safe condition at a time so the result can be interpreted.

001. Magnet. In this magnets collection, magnet names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses magnet while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use magnet in a new diagram or safe classroom example and explain what change would make another word more accurate.

A second check asks the learner to separate object from relationship. A paper clip is not “magnetism”; attraction is not the magnet itself; a pole is a region of a magnet rather than a separate object; and an observed movement does not by itself reveal every detail of the underlying field. Keeping nouns, actions and explanations distinct makes later science easier to learn.

002. Magnetic. In this magnets collection, magnetic names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses magnetic while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use magnetic in a new diagram or safe classroom example and explain what change would make another word more accurate.

003. Magnetism. In this magnets collection, magnetism names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses magnetism while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use magnetism in a new diagram or safe classroom example and explain what change would make another word more accurate.

004. Force. In this magnets collection, force names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses force while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use force in a new diagram or safe classroom example and explain what change would make another word more accurate.

005. Attract. In this magnets collection, attract names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses attract while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use attract in a new diagram or safe classroom example and explain what change would make another word more accurate.

006. Repel. In this magnets collection, repel names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses repel while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use repel in a new diagram or safe classroom example and explain what change would make another word more accurate.

007. Pull. In this magnets collection, pull names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses pull while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use pull in a new diagram or safe classroom example and explain what change would make another word more accurate.

008. Push. In this magnets collection, push names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses push while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use push in a new diagram or safe classroom example and explain what change would make another word more accurate.

009. Pole. In this magnets collection, pole names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses pole while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use pole in a new diagram or safe classroom example and explain what change would make another word more accurate.

010. Field. In this magnets collection, field names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses field while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use field in a new diagram or safe classroom example and explain what change would make another word more accurate.

Magnets and magnetism laboratory: prediction, observation and evidence

Laboratory 1. Use a fictional diagram or an age-appropriate teacher-approved magnet setup. Maren states one question before the trial. Iona identifies which observation could answer it. Leonie changes only the planned condition, observes the result and records it. The learner then selects three words from this section to write a short report.

Now change one feature in the fictional setup: reverse one magnet, increase the separation, substitute a different approved sample or change the magnet’s orientation. Ask which prediction should change and which facts remain the same. If several conditions change together, the learner can still describe the outcome but should not claim to know which change caused it.

For transfer, provide an overstatement such as “all metals are attracted to magnets” or “bigger magnets are always stronger”. Iona asks whether the evidence supports the word all or always. Maren rewrites the claim to fit the tested samples. Leonie proposes the next safe comparison that would gather more information.

Laboratory 2. Use a fictional diagram or an age-appropriate teacher-approved magnet setup. Maren states one question before the trial. Iona identifies which observation could answer it. Leonie changes only the planned condition, observes the result and records it. The learner then selects three words from this section to write a short report.

Laboratory 3. Use a fictional diagram or an age-appropriate teacher-approved magnet setup. Maren states one question before the trial. Iona identifies which observation could answer it. Leonie changes only the planned condition, observes the result and records it. The learner then selects three words from this section to write a short report.

Laboratory 4. Use a fictional diagram or an age-appropriate teacher-approved magnet setup. Maren states one question before the trial. Iona identifies which observation could answer it. Leonie changes only the planned condition, observes the result and records it. The learner then selects three words from this section to write a short report.

Laboratory 5. Use a fictional diagram or an age-appropriate teacher-approved magnet setup. Maren states one question before the trial. Iona identifies which observation could answer it. Leonie changes only the planned condition, observes the result and records it. The learner then selects three words from this section to write a short report.

Poles and direction: ten high-utility Primary 2 magnet words

This section develops poles and direction. Maren asks what relationship the learner needs to describe. Iona asks what was directly observed and what remains an inference. Leonie changes one safe condition at a time so the result can be interpreted.

011. North pole. In this magnets collection, north pole names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses north pole while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use north pole in a new diagram or safe classroom example and explain what change would make another word more accurate.

012. South pole. In this magnets collection, south pole names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses south pole while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use south pole in a new diagram or safe classroom example and explain what change would make another word more accurate.

013. Opposite. In this magnets collection, opposite names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses opposite while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use opposite in a new diagram or safe classroom example and explain what change would make another word more accurate.

014. Same. In this magnets collection, same names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses same while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use same in a new diagram or safe classroom example and explain what change would make another word more accurate.

015. Direction. In this magnets collection, direction names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses direction while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use direction in a new diagram or safe classroom example and explain what change would make another word more accurate.

016. Turn. In this magnets collection, turn names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses turn while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use turn in a new diagram or safe classroom example and explain what change would make another word more accurate.

017. Align. In this magnets collection, align names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses align while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use align in a new diagram or safe classroom example and explain what change would make another word more accurate.

018. Near. In this magnets collection, near names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses near while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use near in a new diagram or safe classroom example and explain what change would make another word more accurate.

019. Far. In this magnets collection, far names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses far while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use far in a new diagram or safe classroom example and explain what change would make another word more accurate.

020. Distance. In this magnets collection, distance names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses distance while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use distance in a new diagram or safe classroom example and explain what change would make another word more accurate.

Poles and direction laboratory: prediction, observation and evidence

Magnetic materials: ten high-utility Primary 2 magnet words

This section develops magnetic materials. Maren asks what relationship the learner needs to describe. Iona asks what was directly observed and what remains an inference. Leonie changes one safe condition at a time so the result can be interpreted.

021. Material. In this magnets collection, material names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses material while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use material in a new diagram or safe classroom example and explain what change would make another word more accurate.

022. Metal. In this magnets collection, metal names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses metal while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use metal in a new diagram or safe classroom example and explain what change would make another word more accurate.

023. Iron. In this magnets collection, iron names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses iron while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use iron in a new diagram or safe classroom example and explain what change would make another word more accurate.

024. Steel. In this magnets collection, steel names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses steel while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use steel in a new diagram or safe classroom example and explain what change would make another word more accurate.

025. Magnetic material. In this magnets collection, magnetic material names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses magnetic material while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use magnetic material in a new diagram or safe classroom example and explain what change would make another word more accurate.

026. Non magnetic. In this magnets collection, non magnetic names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses non magnetic while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use non magnetic in a new diagram or safe classroom example and explain what change would make another word more accurate.

027. Object. In this magnets collection, object names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses object while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use object in a new diagram or safe classroom example and explain what change would make another word more accurate.

028. Property. In this magnets collection, property names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses property while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use property in a new diagram or safe classroom example and explain what change would make another word more accurate.

029. Test. In this magnets collection, test names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses test while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use test in a new diagram or safe classroom example and explain what change would make another word more accurate.

030. Sample. In this magnets collection, sample names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses sample while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use sample in a new diagram or safe classroom example and explain what change would make another word more accurate.

Magnetic materials laboratory: prediction, observation and evidence

Magnet shapes and parts: ten high-utility Primary 2 magnet words

This section develops magnet shapes and parts. Maren asks what relationship the learner needs to describe. Iona asks what was directly observed and what remains an inference. Leonie changes one safe condition at a time so the result can be interpreted.

031. Bar magnet. In this magnets collection, bar magnet names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses bar magnet while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use bar magnet in a new diagram or safe classroom example and explain what change would make another word more accurate.

032. Horseshoe magnet. In this magnets collection, horseshoe magnet names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses horseshoe magnet while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use horseshoe magnet in a new diagram or safe classroom example and explain what change would make another word more accurate.

033. Ring magnet. In this magnets collection, ring magnet names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses ring magnet while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use ring magnet in a new diagram or safe classroom example and explain what change would make another word more accurate.

034. Disc magnet. In this magnets collection, disc magnet names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses disc magnet while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use disc magnet in a new diagram or safe classroom example and explain what change would make another word more accurate.

035. End. In this magnets collection, end names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses end while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use end in a new diagram or safe classroom example and explain what change would make another word more accurate.

036. Centre. In this magnets collection, centre names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses centre while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use centre in a new diagram or safe classroom example and explain what change would make another word more accurate.

037. Surface. In this magnets collection, surface names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses surface while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use surface in a new diagram or safe classroom example and explain what change would make another word more accurate.

038. Shape. In this magnets collection, shape names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses shape while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use shape in a new diagram or safe classroom example and explain what change would make another word more accurate.

039. Size. In this magnets collection, size names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses size while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use size in a new diagram or safe classroom example and explain what change would make another word more accurate.

040. Strength. In this magnets collection, strength names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses strength while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use strength in a new diagram or safe classroom example and explain what change would make another word more accurate.

Magnet shapes and parts laboratory: prediction, observation and evidence

Observing effects: ten high-utility Primary 2 magnet words

This section develops observing effects. Maren asks what relationship the learner needs to describe. Iona asks what was directly observed and what remains an inference. Leonie changes one safe condition at a time so the result can be interpreted.

041. Observe. In this magnets collection, observe names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses observe while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use observe in a new diagram or safe classroom example and explain what change would make another word more accurate.

042. Observation. In this magnets collection, observation names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses observation while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use observation in a new diagram or safe classroom example and explain what change would make another word more accurate.

043. Move. In this magnets collection, move names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses move while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use move in a new diagram or safe classroom example and explain what change would make another word more accurate.

044. Motion. In this magnets collection, motion names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses motion while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use motion in a new diagram or safe classroom example and explain what change would make another word more accurate.

045. Touch. In this magnets collection, touch names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses touch while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use touch in a new diagram or safe classroom example and explain what change would make another word more accurate.

046. Without touching. In this magnets collection, without touching names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses without touching while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use without touching in a new diagram or safe classroom example and explain what change would make another word more accurate.

047. Position. In this magnets collection, position names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses position while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use position in a new diagram or safe classroom example and explain what change would make another word more accurate.

048. Change. In this magnets collection, change names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses change while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use change in a new diagram or safe classroom example and explain what change would make another word more accurate.

049. Effect. In this magnets collection, effect names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses effect while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use effect in a new diagram or safe classroom example and explain what change would make another word more accurate.

050. Result. In this magnets collection, result names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses result while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use result in a new diagram or safe classroom example and explain what change would make another word more accurate.

Observing effects laboratory: prediction, observation and evidence

Testing fairly: ten high-utility Primary 2 magnet words

This section develops testing fairly. Maren asks what relationship the learner needs to describe. Iona asks what was directly observed and what remains an inference. Leonie changes one safe condition at a time so the result can be interpreted.

051. Question. In this magnets collection, question names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses question while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use question in a new diagram or safe classroom example and explain what change would make another word more accurate.

052. Predict. In this magnets collection, predict names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses predict while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use predict in a new diagram or safe classroom example and explain what change would make another word more accurate.

053. Prediction. In this magnets collection, prediction names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses prediction while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use prediction in a new diagram or safe classroom example and explain what change would make another word more accurate.

054. Trial. In this magnets collection, trial names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses trial while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use trial in a new diagram or safe classroom example and explain what change would make another word more accurate.

055. Condition. In this magnets collection, condition names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses condition while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use condition in a new diagram or safe classroom example and explain what change would make another word more accurate.

056. Variable. In this magnets collection, variable names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses variable while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use variable in a new diagram or safe classroom example and explain what change would make another word more accurate.

057. Same. In this magnets collection, same names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses same while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use same in a new diagram or safe classroom example and explain what change would make another word more accurate.

058. Compare. In this magnets collection, compare names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses compare while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use compare in a new diagram or safe classroom example and explain what change would make another word more accurate.

059. Repeat. In this magnets collection, repeat names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses repeat while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use repeat in a new diagram or safe classroom example and explain what change would make another word more accurate.

060. Fair. In this magnets collection, fair names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses fair while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use fair in a new diagram or safe classroom example and explain what change would make another word more accurate.

Testing fairly laboratory: prediction, observation and evidence

Recording evidence: ten high-utility Primary 2 magnet words

This section develops recording evidence. Maren asks what relationship the learner needs to describe. Iona asks what was directly observed and what remains an inference. Leonie changes one safe condition at a time so the result can be interpreted.

061. Record. In this magnets collection, record names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses record while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use record in a new diagram or safe classroom example and explain what change would make another word more accurate.

062. Data. In this magnets collection, data names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses data while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use data in a new diagram or safe classroom example and explain what change would make another word more accurate.

063. Table. In this magnets collection, table names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses table while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use table in a new diagram or safe classroom example and explain what change would make another word more accurate.

064. Count. In this magnets collection, count names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses count while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use count in a new diagram or safe classroom example and explain what change would make another word more accurate.

065. Measure. In this magnets collection, measure names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses measure while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use measure in a new diagram or safe classroom example and explain what change would make another word more accurate.

066. Pattern. In this magnets collection, pattern names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses pattern while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use pattern in a new diagram or safe classroom example and explain what change would make another word more accurate.

067. Evidence. In this magnets collection, evidence names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses evidence while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use evidence in a new diagram or safe classroom example and explain what change would make another word more accurate.

068. Claim. In this magnets collection, claim names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses claim while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use claim in a new diagram or safe classroom example and explain what change would make another word more accurate.

069. Support. In this magnets collection, support names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses support while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use support in a new diagram or safe classroom example and explain what change would make another word more accurate.

070. Conclusion. In this magnets collection, conclusion names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses conclusion while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use conclusion in a new diagram or safe classroom example and explain what change would make another word more accurate.

Recording evidence laboratory: prediction, observation and evidence

Everyday uses: ten high-utility Primary 2 magnet words

This section develops everyday uses. Maren asks what relationship the learner needs to describe. Iona asks what was directly observed and what remains an inference. Leonie changes one safe condition at a time so the result can be interpreted.

071. Compass. In this magnets collection, compass names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses compass while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use compass in a new diagram or safe classroom example and explain what change would make another word more accurate.

072. Needle. In this magnets collection, needle names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses needle while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use needle in a new diagram or safe classroom example and explain what change would make another word more accurate.

073. Door. In this magnets collection, door names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses door while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use door in a new diagram or safe classroom example and explain what change would make another word more accurate.

074. Latch. In this magnets collection, latch names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses latch while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use latch in a new diagram or safe classroom example and explain what change would make another word more accurate.

075. Speaker. In this magnets collection, speaker names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses speaker while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use speaker in a new diagram or safe classroom example and explain what change would make another word more accurate.

076. Motor. In this magnets collection, motor names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses motor while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use motor in a new diagram or safe classroom example and explain what change would make another word more accurate.

077. Toy. In this magnets collection, toy names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses toy while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use toy in a new diagram or safe classroom example and explain what change would make another word more accurate.

078. Holder. In this magnets collection, holder names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses holder while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use holder in a new diagram or safe classroom example and explain what change would make another word more accurate.

079. Sensor. In this magnets collection, sensor names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses sensor while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use sensor in a new diagram or safe classroom example and explain what change would make another word more accurate.

080. Device. In this magnets collection, device names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses device while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use device in a new diagram or safe classroom example and explain what change would make another word more accurate.

Everyday uses laboratory: prediction, observation and evidence

Reasoning boundaries: ten high-utility Primary 2 magnet words

This section develops reasoning boundaries. Maren asks what relationship the learner needs to describe. Iona asks what was directly observed and what remains an inference. Leonie changes one safe condition at a time so the result can be interpreted.

081. Possible. In this magnets collection, possible names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses possible while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use possible in a new diagram or safe classroom example and explain what change would make another word more accurate.

082. Certain. In this magnets collection, certain names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses certain while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use certain in a new diagram or safe classroom example and explain what change would make another word more accurate.

083. Uncertain. In this magnets collection, uncertain names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses uncertain while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use uncertain in a new diagram or safe classroom example and explain what change would make another word more accurate.

084. Cause. In this magnets collection, cause names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses cause while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use cause in a new diagram or safe classroom example and explain what change would make another word more accurate.

085. Explain. In this magnets collection, explain names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses explain while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use explain in a new diagram or safe classroom example and explain what change would make another word more accurate.

086. Describe. In this magnets collection, describe names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses describe while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use describe in a new diagram or safe classroom example and explain what change would make another word more accurate.

087. Infer. In this magnets collection, infer names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses infer while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use infer in a new diagram or safe classroom example and explain what change would make another word more accurate.

088. Check. In this magnets collection, check names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses check while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use check in a new diagram or safe classroom example and explain what change would make another word more accurate.

089. Revise. In this magnets collection, revise names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses revise while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use revise in a new diagram or safe classroom example and explain what change would make another word more accurate.

090. Error. In this magnets collection, error names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses error while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use error in a new diagram or safe classroom example and explain what change would make another word more accurate.

Reasoning boundaries laboratory: prediction, observation and evidence

Safe investigation: ten high-utility Primary 2 magnet words

This section develops safe investigation. Maren asks what relationship the learner needs to describe. Iona asks what was directly observed and what remains an inference. Leonie changes one safe condition at a time so the result can be interpreted.

091. Safe. In this magnets collection, safe names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses safe while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use safe in a new diagram or safe classroom example and explain what change would make another word more accurate.

092. Adult. In this magnets collection, adult names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses adult while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use adult in a new diagram or safe classroom example and explain what change would make another word more accurate.

093. Small. In this magnets collection, small names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses small while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use small in a new diagram or safe classroom example and explain what change would make another word more accurate.

094. Swallow. In this magnets collection, swallow names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses swallow while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use swallow in a new diagram or safe classroom example and explain what change would make another word more accurate.

095. Electronics. In this magnets collection, electronics names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses electronics while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use electronics in a new diagram or safe classroom example and explain what change would make another word more accurate.

096. Pacemaker. In this magnets collection, pacemaker names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses pacemaker while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use pacemaker in a new diagram or safe classroom example and explain what change would make another word more accurate.

097. Warning. In this magnets collection, warning names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses warning while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use warning in a new diagram or safe classroom example and explain what change would make another word more accurate.

098. Store. In this magnets collection, store names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses store while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use store in a new diagram or safe classroom example and explain what change would make another word more accurate.

099. Separate. In this magnets collection, separate names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses separate while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use separate in a new diagram or safe classroom example and explain what change would make another word more accurate.

100. Responsibility. In this magnets collection, responsibility names a part, property, action, observation, test condition or reasoning boundary. Example: Maren uses responsibility while describing a fictional magnet investigation; Iona points to the exact observation that supports the sentence; Leonie checks the approved setup and records what actually happens. Boundary: the word does not prove that every object or every magnet will behave identically. Transfer: use responsibility in a new diagram or safe classroom example and explain what change would make another word more accurate.

Safe investigation laboratory: prediction, observation and evidence

Attraction and repulsion

Magnets can exert forces on other magnets and on some magnetic materials without direct contact. Opposite magnetic poles attract one another, while like poles repel one another. A magnet can also attract suitable magnetic material such as iron without that material being a permanent magnet with the same behaviour as another magnet.

This distinction prevents a common language error: if a magnet attracts an iron object, it does not follow that the object will repel one pole of the magnet in the way a second permanent magnet can. The learner should describe the observed interaction rather than import a rule from a different pairing.

Not every metal is magnetic

Many children learn from paper clips or steel objects and then generalise that “magnets attract metal”. That sentence is too broad. Iron is strongly associated with everyday magnetic behaviour, and many steels can be magnetic, but common metals such as aluminium and copper are not strongly attracted to an ordinary classroom magnet in the same way.

The useful Primary 2 rule is evidence-based: test only teacher-approved samples, record the result and describe the particular material. Do not use unknown household objects, electronics or sharp metal items as improvised test samples.

Magnetic poles

A bar magnet is often described as having north-seeking and south-seeking poles near opposite ends. Cutting a magnet does not provide an isolated north pole and an isolated south pole in ordinary classroom magnetism; each resulting piece forms its own north and south regions. Do not cut classroom magnets as an activity.

Pole labels help predict magnet-to-magnet interactions. They should not be treated as colours: manufacturers may colour magnets differently, so red does not universally mean the same pole unless the product’s marking convention says so.

Magnetic fields: a model for influence around a magnet

A magnetic field is a way of describing magnetic influence in the space around magnets and magnetic sources. At Primary 2 level, field diagrams can show direction and relative patterns without requiring advanced mathematics. The drawn lines are a representation; they are not physical threads sitting in the air.

This is a useful vocabulary lesson about models. A diagram helps us reason about a phenomenon, but the marks on the paper are not identical to the phenomenon itself. Iona asks which parts are observations and which parts belong to the scientific representation.

Distance and magnetic effect

In many simple classroom observations, the noticeable effect of a magnet becomes weaker as separation increases. But “distance” should be measured or controlled rather than guessed from appearance when the task asks for a comparison. Magnet shape, orientation, material and strength can also affect results.

A fair introductory comparison keeps the magnet and test object the same while changing the separation in a controlled way. The learner records the result and avoids claiming a universal mathematical rule from a few classroom trials.

Compasses and Earth

A magnetic compass contains a magnetised needle that aligns with Earth’s magnetic field. The end labelled north points approximately toward magnetic north under ordinary conditions, not necessarily exactly toward geographic true north. Nearby magnets and magnetic materials can disturb a compass reading.

For Primary 2, the central vocabulary relationship is enough: magnetised needle, direction, alignment and Earth’s magnetic field. More advanced distinctions between geographic and magnetic poles can be introduced later without teaching a convenient but inaccurate identity.

Twenty retrieval and reasoning checks

Check 1. Choose one magnet word and one evidence word from the list. Invent a safe fictional test and connect them in a sentence. Answer guide: identify the magnet/object pairing, state the condition that was changed or held constant, report the observation and keep the conclusion within the tested samples. Different answers are acceptable when the magnetic relationship is plausible and safely framed.

Check 2. Choose one magnet word and one evidence word from the list. Invent a safe fictional test and connect them in a sentence. Answer guide: identify the magnet/object pairing, state the condition that was changed or held constant, report the observation and keep the conclusion within the tested samples. Different answers are acceptable when the magnetic relationship is plausible and safely framed.

Check 3. Choose one magnet word and one evidence word from the list. Invent a safe fictional test and connect them in a sentence. Answer guide: identify the magnet/object pairing, state the condition that was changed or held constant, report the observation and keep the conclusion within the tested samples. Different answers are acceptable when the magnetic relationship is plausible and safely framed.

Check 4. Choose one magnet word and one evidence word from the list. Invent a safe fictional test and connect them in a sentence. Answer guide: identify the magnet/object pairing, state the condition that was changed or held constant, report the observation and keep the conclusion within the tested samples. Different answers are acceptable when the magnetic relationship is plausible and safely framed.

Check 5. Choose one magnet word and one evidence word from the list. Invent a safe fictional test and connect them in a sentence. Answer guide: identify the magnet/object pairing, state the condition that was changed or held constant, report the observation and keep the conclusion within the tested samples. Different answers are acceptable when the magnetic relationship is plausible and safely framed.

Check 6. Choose one magnet word and one evidence word from the list. Invent a safe fictional test and connect them in a sentence. Answer guide: identify the magnet/object pairing, state the condition that was changed or held constant, report the observation and keep the conclusion within the tested samples. Different answers are acceptable when the magnetic relationship is plausible and safely framed.

Check 7. Choose one magnet word and one evidence word from the list. Invent a safe fictional test and connect them in a sentence. Answer guide: identify the magnet/object pairing, state the condition that was changed or held constant, report the observation and keep the conclusion within the tested samples. Different answers are acceptable when the magnetic relationship is plausible and safely framed.

Check 8. Choose one magnet word and one evidence word from the list. Invent a safe fictional test and connect them in a sentence. Answer guide: identify the magnet/object pairing, state the condition that was changed or held constant, report the observation and keep the conclusion within the tested samples. Different answers are acceptable when the magnetic relationship is plausible and safely framed.

Check 9. Choose one magnet word and one evidence word from the list. Invent a safe fictional test and connect them in a sentence. Answer guide: identify the magnet/object pairing, state the condition that was changed or held constant, report the observation and keep the conclusion within the tested samples. Different answers are acceptable when the magnetic relationship is plausible and safely framed.

Check 10. Choose one magnet word and one evidence word from the list. Invent a safe fictional test and connect them in a sentence. Answer guide: identify the magnet/object pairing, state the condition that was changed or held constant, report the observation and keep the conclusion within the tested samples. Different answers are acceptable when the magnetic relationship is plausible and safely framed.

Check 11. Choose one magnet word and one evidence word from the list. Invent a safe fictional test and connect them in a sentence. Answer guide: identify the magnet/object pairing, state the condition that was changed or held constant, report the observation and keep the conclusion within the tested samples. Different answers are acceptable when the magnetic relationship is plausible and safely framed.

Check 12. Choose one magnet word and one evidence word from the list. Invent a safe fictional test and connect them in a sentence. Answer guide: identify the magnet/object pairing, state the condition that was changed or held constant, report the observation and keep the conclusion within the tested samples. Different answers are acceptable when the magnetic relationship is plausible and safely framed.

Check 13. Choose one magnet word and one evidence word from the list. Invent a safe fictional test and connect them in a sentence. Answer guide: identify the magnet/object pairing, state the condition that was changed or held constant, report the observation and keep the conclusion within the tested samples. Different answers are acceptable when the magnetic relationship is plausible and safely framed.

Check 14. Choose one magnet word and one evidence word from the list. Invent a safe fictional test and connect them in a sentence. Answer guide: identify the magnet/object pairing, state the condition that was changed or held constant, report the observation and keep the conclusion within the tested samples. Different answers are acceptable when the magnetic relationship is plausible and safely framed.

Check 15. Choose one magnet word and one evidence word from the list. Invent a safe fictional test and connect them in a sentence. Answer guide: identify the magnet/object pairing, state the condition that was changed or held constant, report the observation and keep the conclusion within the tested samples. Different answers are acceptable when the magnetic relationship is plausible and safely framed.

Check 16. Choose one magnet word and one evidence word from the list. Invent a safe fictional test and connect them in a sentence. Answer guide: identify the magnet/object pairing, state the condition that was changed or held constant, report the observation and keep the conclusion within the tested samples. Different answers are acceptable when the magnetic relationship is plausible and safely framed.

Check 17. Choose one magnet word and one evidence word from the list. Invent a safe fictional test and connect them in a sentence. Answer guide: identify the magnet/object pairing, state the condition that was changed or held constant, report the observation and keep the conclusion within the tested samples. Different answers are acceptable when the magnetic relationship is plausible and safely framed.

Check 18. Choose one magnet word and one evidence word from the list. Invent a safe fictional test and connect them in a sentence. Answer guide: identify the magnet/object pairing, state the condition that was changed or held constant, report the observation and keep the conclusion within the tested samples. Different answers are acceptable when the magnetic relationship is plausible and safely framed.

Check 19. Choose one magnet word and one evidence word from the list. Invent a safe fictional test and connect them in a sentence. Answer guide: identify the magnet/object pairing, state the condition that was changed or held constant, report the observation and keep the conclusion within the tested samples. Different answers are acceptable when the magnetic relationship is plausible and safely framed.

Check 20. Choose one magnet word and one evidence word from the list. Invent a safe fictional test and connect them in a sentence. Answer guide: identify the magnet/object pairing, state the condition that was changed or held constant, report the observation and keep the conclusion within the tested samples. Different answers are acceptable when the magnetic relationship is plausible and safely framed.

A four-week Primary 2 magnet-vocabulary route

Week 1. Select five terms around one relationship. Begin with a diagram and oral explanation. Retrieve the terms on another day without the original example. Read a fictional trial table and identify what changed. Write a short prediction, observation and conclusion. At the next session, retrieve two earlier words before adding new ones. This creates spaced return without turning one hundred words into a memorisation burden.

Week 2. Select five terms around one relationship. Begin with a diagram and oral explanation. Retrieve the terms on another day without the original example. Read a fictional trial table and identify what changed. Write a short prediction, observation and conclusion. At the next session, retrieve two earlier words before adding new ones. This creates spaced return without turning one hundred words into a memorisation burden.

Week 3. Select five terms around one relationship. Begin with a diagram and oral explanation. Retrieve the terms on another day without the original example. Read a fictional trial table and identify what changed. Write a short prediction, observation and conclusion. At the next session, retrieve two earlier words before adding new ones. This creates spaced return without turning one hundred words into a memorisation burden.

Week 4. Select five terms around one relationship. Begin with a diagram and oral explanation. Retrieve the terms on another day without the original example. Read a fictional trial table and identify what changed. Write a short prediction, observation and conclusion. At the next session, retrieve two earlier words before adding new ones. This creates spaced return without turning one hundred words into a memorisation burden.

Sources and scope

For accessible background on magnetism, see Encyclopaedia Britannica: magnetism. For magnet safety, especially ingestion hazards, see the U.S. Consumer Product Safety Commission magnet safety information. For broader physical-science routing inside eduKateSingapore, use The Physical World.

This article deliberately avoids pretending that magnetism is simple at every scale. Later physics introduces magnetic fields, electromagnetism, domains and quantitative relationships in much greater depth. The Primary 2 job here is accurate vocabulary, safe curiosity and disciplined observation.

Continue through the Primary 2 technical vocabulary lane

Continue to electricity, circuits, light and sound, weather, data and measurement, and machines and mechanisms. Return to the Vocabulary Article Directory or eduKate Vocabulary Learning System for the wider vocabulary estate.

Vocabulary route: return to English Vocabulary Lists.

eduKate Singapore

Top 100 Primary 2 Vocabulary List | Magnets, Magnetic Force, Poles, Attraction and Repulsion for Grade 2

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Magnets and magnetism: ten high-utility Primary 2 magnet words

Magnets and magnetism laboratory: prediction, observation and evidence

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Poles and direction laboratory: prediction, observation and evidence

Magnetic materials: ten high-utility Primary 2 magnet words

Magnetic materials laboratory: prediction, observation and evidence

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Magnet shapes and parts laboratory: prediction, observation and evidence

Observing effects: ten high-utility Primary 2 magnet words

Observing effects laboratory: prediction, observation and evidence

Testing fairly: ten high-utility Primary 2 magnet words

Testing fairly laboratory: prediction, observation and evidence

Recording evidence: ten high-utility Primary 2 magnet words

Recording evidence laboratory: prediction, observation and evidence

Everyday uses: ten high-utility Primary 2 magnet words

Everyday uses laboratory: prediction, observation and evidence

Reasoning boundaries: ten high-utility Primary 2 magnet words

Reasoning boundaries laboratory: prediction, observation and evidence

Safe investigation: ten high-utility Primary 2 magnet words

Safe investigation laboratory: prediction, observation and evidence

Attraction and repulsion

Not every metal is magnetic

Magnetic poles

Magnetic fields: a model for influence around a magnet

Distance and magnetic effect

Compasses and Earth

Twenty retrieval and reasoning checks

A four-week Primary 2 magnet-vocabulary route

Sources and scope

Continue through the Primary 2 technical vocabulary lane

Like this:

Take one question further

Top 100 Primary 2 Vocabulary List | Magnets, Magnetic Force, Poles, Attraction and Repulsion for Grade 2

Safety before investigation

Magnets and magnetism: ten high-utility Primary 2 magnet words

Magnets and magnetism laboratory: prediction, observation and evidence

Poles and direction: ten high-utility Primary 2 magnet words

Poles and direction laboratory: prediction, observation and evidence

Magnetic materials: ten high-utility Primary 2 magnet words

Magnetic materials laboratory: prediction, observation and evidence

Magnet shapes and parts: ten high-utility Primary 2 magnet words

Magnet shapes and parts laboratory: prediction, observation and evidence

Observing effects: ten high-utility Primary 2 magnet words

Observing effects laboratory: prediction, observation and evidence

Testing fairly: ten high-utility Primary 2 magnet words

Testing fairly laboratory: prediction, observation and evidence

Recording evidence: ten high-utility Primary 2 magnet words

Recording evidence laboratory: prediction, observation and evidence

Everyday uses: ten high-utility Primary 2 magnet words

Everyday uses laboratory: prediction, observation and evidence

Reasoning boundaries: ten high-utility Primary 2 magnet words

Reasoning boundaries laboratory: prediction, observation and evidence

Safe investigation: ten high-utility Primary 2 magnet words

Safe investigation laboratory: prediction, observation and evidence

Attraction and repulsion

Not every metal is magnetic

Magnetic poles

Magnetic fields: a model for influence around a magnet

Distance and magnetic effect

Compasses and Earth

Twenty retrieval and reasoning checks

A four-week Primary 2 magnet-vocabulary route

Sources and scope

Continue through the Primary 2 technical vocabulary lane

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Like this:

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