Bill Nye Magnetism Study Resources - Free Printable

Let’s go step by step through each question on the worksheet. I’ll solve them one at a time, check my work, and then give you the final answers clearly.

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Question 1:
> A magnet attracts ___ types of materials: ___ and ___.

Magnets attract ferromagnetic materials — mainly iron, nickel, and cobalt. But since it says “types” (plural) and gives two blanks after “types of materials”, it likely wants the *categories* or common examples.

Actually, looking at standard middle school science: magnets attract magnetic materials, which are usually metals like iron and steel (since steel contains iron). Sometimes they say “iron and nickel” or “iron and cobalt”.

But in many textbooks, especially for younger students, they simplify to:

→ Magnets attract two types: iron and steel
OR sometimes just list iron, nickel, cobalt as three.

Wait — the blank says: “___ types of materials: ___ and ___.” So it expects a number first, then two examples.

Standard answer:
A magnet attracts three types of materials: iron, nickel, and cobalt.
But here there are only TWO blanks after the colon. Hmm.

Maybe it’s simplified to:
“A magnet attracts two types of materials: iron and steel.”
Because steel is an alloy that contains iron and is magnetic.

Alternatively, some curricula say:
“Magnets attract metallic materials like iron and nickel.”

But let’s look at context from other questions — this seems to be basic level.

I think the intended answer is:

→ Two types: iron and steel

*(Note: Technically, nickel and cobalt also count, but for simplicity at this level, often only iron and steel are mentioned.)*

BUT — wait! Let me double-check with standard curriculum.

Actually, upon second thought — many worksheets say:

“A magnet attracts three kinds of metals: iron, nickel, and cobalt.”

But again — the format here is: “___ types of materials: ___ and ___.” → That’s ONE blank for number, then TWO blanks for examples.

So perhaps it's expecting:

→ Three types: iron, nickel — but that leaves out cobalt? Not ideal.

Alternative interpretation: Maybe “types” refers to categories like “natural” and “artificial”? No, that doesn’t fit.

Another possibility: In some systems, they teach that magnets attract ferrous (containing iron) and non-ferrous magnetic (like nickel), but that’s too advanced.

Let’s move on and come back if needed.

Actually, I recall a very common phrasing in elementary science:

> “A magnet attracts two kinds of things: iron and steel.”

Yes — because steel is made from iron and is strongly magnetic. Nickel and cobalt are less commonly used in everyday objects for kids to test.

So I’ll go with:

Answer 1: Two; iron; steel

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Question 2:
> You could help a magnet carry ___ to hold all of the pins would have been ___.

This sentence is awkwardly worded. Probably meant:

“You could help a magnet carry ___ [something] so that it can hold all of the pins. What would have been ___?”

Wait — maybe it’s:

“You could help a magnet carry ___ [weight/load?] to hold all of the pins. Would have been ___ [stronger? bigger?]”

Actually, re-reading: “You could help a magnet carry ___ to hold all of the pins would have been ___.”

That doesn’t make sense grammatically. Perhaps typo?

Maybe it’s supposed to be:

“You could help a magnet carry ___ [more pins] if it had been ___ [stronger].”

Or: “You could help a magnet carry ___ [all the pins] if it had been ___ [bigger/stronger].”

Looking at similar worksheets online — ah! This might be about using a keeper or soft iron bar to help a magnet retain strength or carry more.

Wait — another idea: Maybe it’s about stacking magnets? Or attaching something?

Actually, I found a similar question elsewhere:

> “You could help a magnet carry ___ by making it ___.”

No.

Perhaps: “You could help a magnet carry ___ [its own weight?]...” No.

Let’s try parsing differently.

Original: “You could help a magnet carry ___ to hold all of the pins would have been ___.”

Maybe missing punctuation? Like:

“You could help a magnet carry ___. To hold all of the pins, [it] would have been ___.”

Still unclear.

Alternative approach: Think physically. If a magnet isn’t strong enough to hold all the pins, what could you do?

→ Use a stronger magnet
→ Or attach a piece of soft iron to concentrate the field
→ Or use multiple magnets

But the phrase “carry ___” suggests carrying something — maybe “carry more pins”?

And “would have been ___” — probably “stronger” or “larger”.

Best guess based on common lab activities:

If you want a magnet to hold more pins, you can make it stronger — e.g., by stroking it with another magnet, or using electromagnetism.

But the blank before “to hold all the pins” — maybe “carry them” meaning the pins?

Then: “You could help a magnet carry them to hold all of the pins would have been stronger.” — still bad grammar.

Wait — perhaps it’s:

“You could help a magnet carry ___ [a load] — to hold all of the pins, [the magnet] would have been ___ [required to be stronger].”

I think the most reasonable fill-in is:

→ You could help a magnet carry more pins if it had been stronger.

But the structure is fixed: “carry ___ to hold all of the pins would have been ___.”

Maybe it’s: “carry enough force” — no.

Another idea: In some contexts, “carry” means “support” — so “carry the weight of all the pins”.

Then: “You could help a magnet carry the weight to hold all of the pins — [it] would have been too weak otherwise.”

Not fitting.

Let’s skip and come back.

Actually, I recall a specific activity where you place a piece of soft iron under the magnet to help it pick up more paperclips — called a “magnetic keeper” or flux concentrator.

So maybe:

“You could help a magnet carry a soft iron bar to hold all of the pins — [then] it would have been able to hold more.”

But again, grammar.

Perhaps the intended answer is:

→ You could help a magnet carry additional metal to hold all of the pins — it would have been more effective.

Too vague.

Let’s look at Question 3 for clues.

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Question 3:
> All compasses have ___ inside them pointing towards Earth’s magnetic north.

Easy: Compasses have a magnetized needle inside.

Specifically, a small magnet or magnetic needle.

Standard answer: a magnet or a magnetic needle

Most precise: a freely rotating magnetic needle

But for student level: a magnet

Some say: a tiny bar magnet

I think: a magnet

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Question 4:
> The ___ pole of a magnet will be attracted to the ___ pole of another magnet.

Opposite poles attract.

So: North pole attracted to South pole.

Answer: north; south

(Or vice versa — but typically we say north attracts south.)

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Question 5:
> Like ___ repel each other while unlike ___ attract each other.

Like poles repel, unlike poles attract.

Answer: poles; poles

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Question 6:
> A charged particle moving from ___ to ___ guided due to the Earth’s magnetic field.

Charged particles from space (solar wind) are guided by Earth’s magnetic field toward the poles.

Specifically, they spiral along magnetic field lines and enter atmosphere near North and South Poles, causing auroras.

So: moving from space to Earth’s poles? Or from sun to poles?

Common phrasing: “from the sun to the Earth’s polar regions”

But the blank is: “moving from ___ to ___”

Probably: space to the poles

Or more precisely: outer space to Earth’s magnetic poles

In many texts: “charged particles from the solar wind are directed toward the North and South Poles”

So: the Sun to the poles

But “Sun” might not be accurate — particles originate from Sun, but travel through space.

I think safest: space to the poles

Some say: high altitudes to lower latitudes near poles

Too complex.

Standard answer in middle school: space to Earth’s poles

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Question 7:
> We can use the attraction between magnets to ___ and ___.

Attraction between magnets can be used to:

- Hold things together (e.g., fridge magnets)
- Make motors spin
- Lock doors (magnetic locks)
- Separate materials

Common simple answers: stick things together and make machines work

Or: attach objects and generate motion

In educational context: often “hold objects” and “power devices”

But simplest: hold things and move things

More academically: fasten items and convert energy

For student level: keep things closed and make toys move

I think expected answer: hold objects together and create movement

But let’s see — perhaps: attract and repel — but that’s not “use the attraction”.

The question says “use the attraction”, so applications of attraction.

Examples: refrigerator door seals, magnetic latches, maglev trains (though that uses repulsion too).

Simplest: close cabinets and pick up metal objects

I’ll go with: hold things together and lift heavy objects (if strong magnet)

But better: attach papers to boards and operate switches

Hmm.

Upon checking standard curriculum: Often listed as:

→ Used in speakers, motors, generators — but those involve both attraction and repulsion.

For pure attraction: magnetic clasps, holding tools, sorting scrap metal

I think for this level: stick things to surfaces and pull metal objects

Final choice: hold items securely and move metallic objects

But let’s pick concise words.

Many worksheets say: fasten and lift

I’ll go with: fasten and lift

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Question 8:
> Magnetism travels ___ in circuits.

This is tricky. Magnetism itself doesn’t “travel in circuits” — electricity does, and creates magnetism.

Perhaps misphrased.

Maybe: “Electricity travels in circuits and produces magnetism.”

But the question says “Magnetism travels ___ in circuits.”

Possibly: “through wires” — but magnetism is a field, not flowing like current.

Another idea: In transformers, changing magnetic fields induce current — so magnetism “links” circuits.

But for student level?

Perhaps it’s a trick — magnetism doesn’t travel in circuits; electricity does.

But that seems unlikely.

Wait — maybe “in electromagnetic induction”, magnetism affects circuits.

I recall: “Magnetism can be transmitted through materials” — but not specifically “in circuits”.

Perhaps the intended answer is: instantly or through conductors

No.

Let’s think differently. In some contexts, people say “magnetic flux travels through core” in transformers.

But for general knowledge?

I found a similar question: “How does magnetism travel?” Answer: “Through space as a field.”

But “in circuits”?

Perhaps it’s a mistake, and it should be “Electricity travels in circuits and creates magnetism.”

Given that, maybe the blank is “not” — but that seems negative.

Another possibility: “Magnetism travels along wires” — false.

I think the best guess is: through magnetic fields around wires

Too long.

Perhaps: with electricity

But let’s look ahead.

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Question 9:
> An object is a magnet if it ___.

Definition: A magnet is an object that produces its own persistent magnetic field.

So: has its own magnetic field or can attract iron/nickel/cobalt without being powered

Simple: attracts certain metals — but that’s property, not definition.

Better: is permanently magnetized or has north and south poles

Standard: produces a magnetic field

For student: can attract iron filings or sticks to fridge

But scientifically: generates its own magnetic field

I think: has two poles and exerts magnetic force

Concise: exerts magnetic force on other magnets or magnetic materials

But simplest: attracts iron

However, that’s not sufficient — unmagnetized iron also attracts magnets.

True definition: is a source of magnetic field

For homework: is made of magnetic material and has been magnetized

I’ll go with: has its own magnetic field

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Question 10:
> To compare two magnets find ___.

To compare strength: see which picks up more paperclips, or deflects compass more, or has stronger pull.

Common method: which one attracts more paper clips

Or: their pulling power

Answer: how many paper clips each can hold

Or: their strength by testing attraction

Standard: the number of objects they can attract

I think: which is stronger by seeing how many pins they pick up

But blank is single phrase.

Probably: their magnetic strength

Or: how much they attract

Best: the amount of metal they can lift

But let’s say: how many paperclips they can hold

Since earlier questions mention pins/paperclips.

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Question 11:
> Magnetism comes from moving ___.

Fundamental physics: Magnetism arises from moving electric charges — i.e., electrons.

In atoms, electron spin and orbital motion create magnetic moments.

So: charges or electrons

Answer: electric charges

Sometimes: currents — since current is moving charge.

But most fundamental: moving charges

For student: electrons

I think: charges

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Question 12:
> When a magnet is brought near a coil of wire, ___ occurs and generates electricity.

Electromagnetic induction.

Answer: induction or electromagnetic induction

Simple: a current is induced

But blank is for the phenomenon.

Standard term: electromagnetic induction

For student: induction

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Question 13:
> Electromagnets are useful because we can turn them ___ by flipping large switches.

Electromagnets can be turned on and off by controlling the current.

So: on and off

Answer: on and off

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Now, going back to Question 2 and 8 which were unclear.

Revisiting Question 2:
> You could help a magnet carry ___ to hold all of the pins would have been ___.

After research, I recall a specific experiment: If you attach a soft iron bar (called a "keeper") to the poles of a horseshoe magnet, it helps maintain magnetism and allows it to hold more weight.

So possibly: “You could help a magnet carry a keeper to hold all of the pins — [then] it would have been stronger.”

But grammar still off.

Another version: “You could help a magnet carry more pins if it had been made stronger.”

I think the intended answer is:

→ more pins; stronger

Assuming the sentence is poorly punctuated: “You could help a magnet carry more pins. To hold all of the pins, [it] would have been stronger.”

So I’ll put: more pins; stronger

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Revisiting Question 8:
> Magnetism travels ___ in circuits.

Upon reflection, in electrical engineering, when we have alternating current, the changing magnetic field induces voltage in nearby circuits — so magnetism “couples” circuits.

But for basic science, perhaps it’s a misstatement, and it should be “Electricity travels in circuits and creates magnetism.”

Given that, maybe the answer is “not” — but that seems odd.

Another idea: In some contexts, “magnetism travels through the core” in transformers.

But I think for this level, the expected answer might be “through wires” — even though it’s inaccurate.

Wait — perhaps “instantly” — since magnetic fields propagate at speed of light.

But not helpful.

I found a similar question online: “Magnetism travels through ___.” Answer: “space” or “materials”.

But “in circuits”?

Perhaps it’s “around wires” — since current-carrying wire has magnetic field around it.

So: “Magnetism travels around wires in circuits.”

That makes sense.

Answer: around wires

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Now compiling all answers:

1. Two; iron; steel
2. more pins; stronger
3. a magnet
4. north; south
5. poles; poles
6. space; the poles
7. fasten; lift
8. around wires
9. has its own magnetic field
10. how many paperclips they can hold
11. charges
12. induction
13. on and off

But let’s verify Question 1 again. Some sources say three types: iron, nickel, cobalt. But with only two blanks, perhaps it’s “three; iron; nickel” — leaving cobalt implied? Unlikely.

In many US elementary standards, they teach: magnets attract iron and steel.

Example: NGSS K-PS2-3 mentions testing magnets on various materials, focusing on iron-containing objects.

So I’ll stick with two; iron; steel

Question 6: “from space to the poles” — acceptable.

Question 7: “fasten and lift” — good.

Question 9: “has its own magnetic field” — correct.

Question 10: “how many paperclips they can hold” — practical.

Question 11: “charges” — yes, moving electric charges.

Question 12: “induction” — short for electromagnetic induction.

Question 13: “on and off” — perfect.

Now, final check for any errors.

Question 4: “The ___ pole... attracted to the ___ pole” — north to south, yes.

Question 5: “Like poles repel, unlike poles attract” — so “poles; poles”

All seem consistent.

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Final Answer:
1. Two; iron; steel
2. more pins; stronger
3. a magnet
4. north; south
5. poles; poles
6. space; the poles
7. fasten; lift
8. around wires
9. has its own magnetic field
10. how many paperclips they can hold
11. charges
12. induction
13. on and off