ASSESSMENT MAGNETISM AND ELECTRICITY WASHINGTON EDITION. See page 2

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1 WASHINGTON EDITION ASSESSMENT MAGNETISM AND ELECTRICITY NOTE: This edition is the result of collaboration among FOSS staff at Lawrence Hall of Science, the Science and Math Education Resource Center (SMERC) at ESD 112, and many dedicated teachers in Washington State. The Washington Edition was made possible by the generous support of the following organizations: Delta Education; Educational Service District 112; Eisenhower Funding; Hewle - Packard; Intel; Lawrence Hall of Science at the University of California, Berkeley; Washington State School Districts; and Washington State University, Vancouver. This folio contains a variety of resources that help teachers assess student progress in reaching Grade Level Expectations (GLEs) as outlined in the Essential Academic Learning Requirements (EALRs) for science. These materials have been designed for Washington State teachers using the 2000 edition of FOSS. Look in the Assessment Overview, available at for more on how to use these classroom-based assessments. ASSESSMENT CONTENTS Investigations End-of-Module Assessment 62 Assessment Blueprint 68 INVESTIGATION DUPLICATION MASTER CHANGES See page 2 Scoring guides for each of the assessments begin on page 4, using a +/ / rubric. + going beyond expectations meeting expectations below expectations The summative assessment scores more complex items with a 0 4 rubric. 4 going beyond expectations 3 meeting expectations 2 close to expectations 1 below expectations 0 off task, or no response MAGNETISM AND ELECTRICITY 1 MAGNETISM AND ELECTRICITY

2 INVESTIGATION DUPLICATION MASTER CHANGES: New student sheets no. 2a Magnetic Observations no. 4a The Force no. 7a Lighting Bulbs no. 14a Advanced Connections Part 1 Inquiry Project Sheets Modified student sheets no. 3 Magnetic Observations (continued) (replacing Magnetic Observations) no. 4 Response Sheet Investigation 1 (replacing Magnets) no. 5 The Force Conclusion (replacing The Force) no. 6 Detecting Magnets no. 7 The Flow of Electricity no. 9 Response Sheet Investigation 2 (replacing Bulbs) no. 10 Conductors and Insulators no. 11 Mystery Boards (replacing Mystery Circuits) no. 15 Advanced Connections Part 2 (replacing Advanced Connections) no. 16 Response Sheet Investigation 3 (replacing Circuit Design) no. 18 Winding Electromagnets no. 19 Response Sheet Investigation 4 (replacing Reverse Switch) 2

3 WASHINGTON EDITION Blank Page MAGNETISM AND ELECTRICITY 3 MAGNETISM AND ELECTRICITY

4 INVESTIGATION 1: THE FORCE INQUIRY PART 1 INVESTIGATING MAGNETS AND MATERIALS What kind of materials do magnets stick to? What happens when you bring two or more magnets together? Time: minutes INVESTIGATION SUMMARY Students find that objects that contain iron stick to permanent magnets; other objects do not. They discover that two magnets will either a ract or repel one another, depending on their orientation. The agent responsible for this behavior is the magnetic force. PART 2 INVESTIGATING MORE MAGNETIC PROPERTIES How do magnets interact with other objects? Does an iron object have to touch a magnet to become a temporary magnet? Does magnetic force go through all materials? Students observe that iron or steel objects in contact with a magnet become temporarily magnetic themselves. This induced magnetism disappears when the iron or steel object separates from the magnet. Students find out that the magnetic force acts right through materials, with the exception of iron. Time: minutes PART 3 BREAKING THE FORCE How can we measure the force of a raction between two magnets? Time: 50 minutes, in 1 or 2 sessions Students use a balance and large washers to measure the force of a raction between two magnets. They systematically investigate what happens to the force of a raction as the distance between the two magnets increases. Students graph their results. PART 4 DETECTING THE FORCE OF MAGNETISM Can you figure out where two magnets are taped in a box without looking? Students explore ways to detect the magnetic force. They find several ways to detect the force and to make it visable, using such things as compasses and iron filings. Time: minutes 4 FULL OPTION SCIENCE SYSTEM

5 WASHINGTON EDITION AT A GLANCE CONCEPTS AND PRINCIPLES ASSESSMENT OPPORTUNITIES Only iron sticks to a magnet. Two magnets a ract or repel when they interact. The magnetic force causes magnetic interactions. New and Modified Student Sheets Magnetic Observations and Magnetic Observations (continued) Properties of Substances. Understand how to use properties to sort natural and manufactured materials and objects. (GLE 1.1.1) Nature of Force. Understand forces in terms of strength and direction. (GLE 1.3.1) Magnetism can be induced only in iron or steel (and a few other metals). The magnetic force acts through space and most materials. The magnetic force of a raction between two magnets decreases with distance. Modified Student Sheet Response Sheet Investigation 1 Nature of Force. Understand forces in terms of strength and direction. (GLE 1.3.1) The greater the distance between two magnets, the less the magnetic force. Magnetic fields act right through many materials. New and Modified Student Sheets The Force and The Force, Conclusion Planning and Conducting Safe Investigations. Understand how to plan and conduct simple investigations following all safety rules. (GLE 2.1.2) Nature of Force. Understand forces in terms of strength and direction. (GLE 1.3.1) Compasses, iron filings, and iron objects can detect a magnetic field. Modified Student Sheet Detecting Magnets Examples of questions students might generate for inquiry projects What would happen in The Force investigation if I used washers instead of plastic chips for spacers? What would happen if I put two magnets in the cup? Explaining. Understand how to construct a reasonable explanation using evidence. (GLE 2.1.3) MAGNETISM AND ELECTRICITY 5

6 FORMATIVE ASSESSMENT INVESTIGATION 1: THE FORCE PART 1: INVESTIGATING MAGNETS AND MATERIALS Use new student sheet no. 2a called Magnetic Observations. Student Sheet Magnetic Observations, Part 1 Properties of Substances. Understand how to use properties to sort natural and manufactured materials and objects. (GLE 1.1.1) No. 2a New Student Sheet Score If the student... + correctly sorts materials that stick to magnets; states that magnets only stick to materials made of iron, nickel or cobalt. correctly sorts materials that stick to magnets; connects this property to materials made of iron. cannot sort materials based on magnetic properties. GOING FURTHER Plan to gather additional materials for students to sort if they need some extra practice. 6

7 WASHINGTON EDITION Use modified student sheet no. 3 called Magnetic Observations (continued). Student Sheet Magnetic Observations, Part 3 Nature of Force. Understand forces in terms of strength and direction. (GLE 1.3.1) Score If the student... + draws accurate diagrams and labels them to show what is happening; describes the direction of the forces for both when the magnets repel and when they a ract, depending on the orientation of the magnet. draws accurate diagrams and labels them to show what is happening; describes the direction of the force when the magnets repel or a ract. a empts a diagram and some description, but neither is clear or complete. No. 3 Modified Student Sheet GOING FURTHER Most students understand the difference between magnets that repel and a ract. If their descriptions are incomplete, you might show a few examples of good descriptions to help students develop their communication skills. MAGNETISM AND ELECTRICITY 7 MAGNETISM AND ELECTRICITY

8 Name MAGNETIC OBSERVATIONS Date Part 1: How does your magnet interact with the test objects? Things that stick Things that don t stick Magnets stick only to TEST-OBJECTS INVENTORY Aluminum nails Iron nails Soda straws Sponges Black rocks River pebbles Pieces of screen Paper fasteners Paper clips Pieces of copper Screws Pieces of yarn Pieces of cardboard Rubber bands Brass rings Cra sticks Washers Plastic chips Pieces of aluminum foil FOSS Magnetism and Electricity Module The Regents of the University of California Can be duplicated for workshop or classroom use. Investigation 1: The Force No. 2a New Student Sheet WA Edition

9 Name Date MAGNETIC OBSERVATIONS (continued) Part 2: Where did you detect iron or steel in the classroom? Things made of iron or steel Things that are not made of iron or steel Part 3: Use words and drawings to describe the direction of force when two magnets are brought close together. FOSS Magnetism and Electricity Module The Regents of the University of California Can be duplicated for workshop or classroom use. Investigation 1: The Force No. 3 Modified Student Sheet WA Edition

10 FORMATIVE ASSESSMENT INVESTIGATION 1: THE FORCE PART 2: INVESTIGATING MORE MAGNETIC PROPERTIES Name Date THE FLOW OF ELECTRICITY If you had a bulb and ba ery, draw below how you would put them together with a wire to light a bulb. D-CELL Use arrows to show how the electricity flows. Describe below how electricity flows in your drawing above. FOSS Magnetism and Electricity Module Investigation 2: Making Connections The Regents of the University of California No. 7 Modified Student Sheet Can be duplicated for workshop or classroom use. WA Edition No. 4 Modified Student Sheet Use modified student sheet no. 4 called Response Sheet Investigation 1. Response Sheet Investigation 1 Nature of Force. Understand forces in terms of strength and direction. (GLE 1.3.1) Score If the student... + says the paper clip and nail must be iron or steel; explains that magnetism has been induced in the nail and paper clip from the permanent paper clip; offers as evidence the fact that the nail would not stick to the paper clip before it was touching the magnet. states that the nail has become a temporary magnet (or uses other words to describe), gives no evidence to support conclusions. gives some information about magnets but does not relate it to the assigned task, or includes misconceptions. GOING FURTHER If you are not satisfied with a response, try writing back and asking another question to help the student clarify his or her thinking and writing. It generally takes some time and practice before students produce answers to response sheets that consistently rate a 3 or 4. Share samples of good responses with the class, providing models that students can use to improve their writing. 10 FULL OPTION SCIENCE SYSTEM

11 Name Date RESPONSE SHEET INVESTIGATION 1 Students in a fourth-grade class were investigating which objects stick to magnets. One of them drew a picture in his journal like the one you see above, and then wrote, I was surprised! I had a nail stuck to a magnet, and when I accidentally touched the nail to a paper clip, the paper clip stuck to the nail. I wonder why this happens. Write a note to this student. See if you can help him understand more about what is happening. FOSS Magnetism and Electricity Module The Regents of the University of California Can be duplicated for workshop or classroom use. Investigation 1: The Force No. 4 Modified Student Sheet WA Edition

12 FORMATIVE ASSESSMENT INVESTIGATION 1: THE FORCE PART 3: BREAKING THE FORCE Use new student sheet no. 4a called The Force and modified student sheet no. 5 called The Force, Conclusion. Student Sheet The Force Planning and Conducting Safe Investigations. Understand how to plan and conduct simple investigations following all safety rules. (GLE ) Score If the student... + labels the x-axis of the graph spacers and numbers each line by ones; labels the y-axis washers and labels each line by ones; places zero at the lower le corner for each axis; plots data points accurately. needs a hint here and there to complete the graph. does not understand how to make the graph. No. 4a New Student Sheet 12 FULL OPTION SCIENCE SYSTEM

13 WASHINGTON EDITION Student Sheet The Force, Conclusion Nature of Force. Understand forces in terms of strength and direction. (GLE 1.3.1) Score If the student... + accurately describes the relationship (i.e., as the number of spaces increases, the number of washers needed to break the force decreases) and is able to use the data to explain the change in force of a raction (such as: that as the distance between the two magnets increases, less force is required to pull them apart; or the less distance between the magnets; the stronger the a raction). accurately describes the relationship (i.e., as the number of spaces increases, the number of washers needed to break the force decreases) but is not able to explain the change in force of a raction. is not able to describe the relationship or explain the change in force of a raction. No. 5 Modified Student Sheet GOING FURTHER Many students in third and fourth grades are familiar only with bar graphs. You may want to spend some time in math class exploring different kinds of graphs. MAGNETISM AND ELECTRICITY 13 MAGNETISM AND ELECTRICITY

14 Name THE FORCE Date Number of spacers Number of washers Measured (responding) variable: Changed (manipulated) variable: FOSS Magnetism and Electricity Module The Regents of the University of California Can be duplicated for workshop or classroom use. Investigation 1: The Force No. 4a New Student Sheet WA Edition

15 Name THE FORCE, CONCLUSION Date Look at the pa ern you see on your graph. Write about what the graph tells you about the relationship between the number of spacers and the distance between the two magnets. Based on the data, what conclusion can you make about how the distance between two magnets affects the force required to pull them apart? FOSS Magnetism and Electricity Module The Regents of the University of California Can be duplicated for workshop or classroom use. Investigation 1: The Force No. 5 Modified Student Sheet WA Edition

16 MAGNETISM AND ELECTRICITY INVESTIGATION 1: THE FORCE PART 4: DETECTING THE FORCE OF MAGNETISM Use the last two questions from Step 2 of modified student sheet no. 6 called Detecting Magnets. Student Sheet Detecting Magnets Explaining. Understand how to construct a reasonable explanation using evidence. (GLE 2.1.3) No. 6 Modified Student Sheet Score If the student... + explains that iron filings and a compass needle are made of iron and are a racted to a magnet, the filings line up with the magnetic field of the magnet hidden in the box, the compass needle points to the magnet because the compass needle is also a magnet. explains that iron filings, and a compass needle are made of iron and that all iron materials stick to a magnet but gives no further details. cannot explain why the iron filings or the compass can help detect magnets. GOING FURTHER Most students know by this time that iron is the material that sticks to magnets. That is the important idea here. If there are any doubts about this, you will need to work with individual students to help them understand this relationship. You might work with the test objects one more time, having students sort them before testing them and discussing what happens. 16 FULL OPTION SCIENCE SYSTEM FULL OPTION SCIENCE SYSTEM

17 Name DETECTING MAGNETS Date Step 1: Which Test Objects would be helpful in detecting magnets? Make a prediction before carrying out the test. Test Objects Prediction Actual Test Helpful Not Helpful Helpful Not Helpful Screen Paper Fastener Cra sticks Aluminum foil Rubber bands Screw Step 2: Detecting hidden magnets using iron filings and a compass. Iron filings Observations Compass 1. How did the iron filings help you find the magnets? 2. How did the compass help you find the magnets? FOSS Magnetism and Electricity Module The Regents of the University of California Can be duplicated for workshop or classroom use. Investigation 1: The Force No. 6 Modified Student Sheet WA Edition

18 INVESTIGATION 2: MAKING CONNECTIONS PART 1 LIGHTING A BULB INQUIRY How can you get electricity from a source to a receiver? Where do connections need to be made? INVESTIGATION SUMMARY Students explore simple electric circuits. They use trial and error to build a circuit that lights a bulb. They begin developing concepts about how connections must be made and how electricity flows through a circuit. How does electricity flow through a circuit? Time: 40 minutes PART 2 MAKING A MOTOR RUN How can you get electricity from a source to a receiver? How is the motor circuit like the lightbulb circuit? How is it different? Students use a circuit base to build a circuit with a D-cell and a motor. They add a switch to the circuit to control the flow of electricity. Students learn the conventions for drawing schematic diagrams of circuits. What does a switch do in a circuit? Time: minutes PART 3 FINDING INSULATORS AND CONDUCTORS Can any of the test objects complete a circuit? How much of the classroom environment is made of conductors? Students build a circuit to test whether objects are conductors or insulators. They search the classroom for insulators and conductors. Time: minutes PART 4 INVESTIGATING MYSTERY CIRCUITS Time: minutes Students work with mystery boards to reinforce the concept of conductor and check their understanding of how electricity flows through a circuit. 18 FULL OPTION SCIENCE SYSTEM

19 WASHINGTON EDITION AT A GLANCE CONCEPTS AND PRINCIPLES ASSESSMENT OPPORTUNITIES A D-cell is a source of electric energy. A bulb is an energy receiver that produces light. A circuit is a pathway through which electric current flows. Pre-assessment Modified Student Sheet The Flow of Electricity New Student Sheet Lighting Bulbs Energy Transfer and Transformation. Understand that energy can be transferred from one object to another and can be transformed from one form of energy to another. (GLE 1.2.2) A motor is an energy receiver that produces motion. A switch is a device that opens and closes a circuit. A schematic diagram is a representation of a circuit that is used for recording and communicating with others. Modified Student Sheet Response Sheet Investigation 2 Forms of Energy. Understand that energy comes in many forms. (GLE 1.1.4) Energy Transfer and Transformation. Understand that energy can be transferred from one object to another and can be transformed from one form of energy to another. (GLE 1.2.2) Structure of Physical Earth/Space and Living Systems. Analyze how the parts of a system go together and how these parts depend on each other. (GLE 1.2.1) Materials that allow the flow of electricity are conductors. Materials that do not allow the flow of electricity are insulators. Modified Student Sheet Conductors and Insulators Properties of Substances. Understand how to use properties to sort natural and manufactured materials and objects. (GLE 1.1.1) Explaining. Understand how to construct a reasonable explanation using evidence. (GLE 2.1.3) Content from each part above is assessed. MAGNETISM AND ELECTRICITY Teacher Observation and Modified Student Sheet Mystery Boards Structure of Physical Earth/Space and Living Systems. Analyze how the parts of a system go together and how these parts depend on each other. (GLE 1.2.1) Post-assessment Modified Student Sheet The Flow of Electricity Energy Transfer and Transformation. Understand that energy can be transferred from one object to another and can be transformed from one form of energy to another. (GLE 1.2.2) 19

20 FORMATIVE ASSESSMENT Name Date THE FLOW OF ELECTRICITY INVESTIGATION 2: MAKING CONNECTIONS PRE-ASSESSMENT QUICK WRITE Use modified student sheet no. 7 called The Flow of Electricity as a pre-assessment. Illustrations of models A-C appear in the side bar. Save the students papers so they can reflect upon their original for the post assessment at the end of Investigation 2. If you had a bulb and ba ery, draw below how you would put them together with a wire to light a bulb. D-CELL Use arrows to show how the electricity flows. Describe below how electricity flows in your drawing above. FOSS Magnetism and Electricity Module Investigation 2: Making Connections The Regents of the University of California No. 7 Modified Student Sheet Can be duplicated for workshop or classroom use. WA Edition No. 7 Modified Student Sheet Pre-assessment Modified Student Sheet The Flow of Electricity Energy Transfer and Transformation. Understand that energy can be transferred from one object to another and can be transformed from one form of energy to another. (GLE 1.2.2) Score If the student... 3 draws model C, explains that the electricity travels through the circuit in one direction from the negative terminal to the positive terminal. 2 draws model B, shows a complete circuit, but arrows and/or description demonstrates an incorrect understanding of the flow of electricity. 1 draws model A, shows a incomplete circuit. 0 does not complete the task, or gives information that has nothing to do with what was asked. A B C 20 FULL OPTION SCIENCE SYSTEM

21 WASHINGTON EDITION INVESTIGATION 2: MAKING CONNECTIONS PART 1: LIGHTING A BULB Use new student sheet no. 7a called Lighting Bulbs a er completing the lesson. Correct Answers: 1. No 2. No 3. No 4. Yes 5. Yes 6. No New Student Sheet Lighting Bulbs Energy Transfer and Transformation. Understand that energy can be transferred from one object to another and can be transformed from one form of energy to another. (GLE 1.2.2) Score If the student... + correctly predicts for all six cases predicts all right except for 3 and/or 4. predicts incorrectly for more than circuits 3 and 4. GOING FURTHER If students had difficulty identifying the complete circuits, you may want to have students debate and discuss as a class and then test the circuits. Don t let them erase original answers, use another color pen so they can have a record of their change in thinking. No. 7a New Student Sheet MAGNETISM AND ELECTRICITY 21 MAGNETISM AND ELECTRICITY

22 Name Date THE FLOW OF ELECTRICITY THE FLOW OF ELECTRICITY Name Date If you had a bulb and ba ery, draw below how you would put them together with a wire to light a bulb. D-CELL CONNECT THE D-CELL TO THE BULB ABOVE. Use arrows to show how the electricity flows. Describe below how electricity flows in your Use drawing arr ows above. to show how the electricity flows. Use lar ge and small arr ows if you need to show dif ferent amounts of electricity. Describe below how electricity flows in your drawing above. FOSS Magnetism and Electricity Module The Regents of the University of California Can be duplicated for workshop or classroom use. Investigation 2: Making Connections No. 7 Modified Student Sheet WA Edition

23 Name LIGHTING BULBS Date Directions: Make a prediction for each circuit. Write yes in the small box next to each circuit if you think the bulb will light. Write no if you think the bulb will not light FOSS Magnetism and Electricity Module The Regents of the University of California Can be duplicated for workshop or classroom use. Investigation 2: Making Connections No. 7a New Student Sheet WA Edition

24 FORMATIVE ASSESSMENT INVESTIGATION 2: MAKING CONNECTIONS PART 2: MAKING A MOTOR RUN Use modified student sheet no. 9 called Response Sheet Investigation 2. Response Sheet Investigation 2, Items 1b, 1c and 2b Forms of Energy. Understand that energy comes in many forms. (GLE 1.1.4) Energy Transfer and Transformation. Understand that energy can be transferred from one object to another and can be transformed from one form of energy to another. (GLE 1.2.2) Score If the student... No. 9 Modified Student Sheet GOING FURTHER Many students think circuit A will work. To help them focus on the detail of the connections, draw two systems on the board as shown below. Then invite a lively class debate about which will work. A B + correctly identifies the source and transformations (1b the ba ery, 1c energy of motion or kinetic energy, 2b light energy) correctly identifies the source and transformations giving a description of the energy form but does not use the correct terminology. does not correctly identify the source and transformations. Response Sheet Bulbs, Items 1a and 2a Structure of Physical Earth/Space and Living Systems. Analyze how the parts of a system go together and how these parts depend on each other. (GLE 1.2.1) Score If the student... + gives a good explanation for both 1a and 2a and correctly identifies B as the circuit that will light the bulb. 1a includes information about electricity flowing in one direction and shows it flowing from the negative terminal through the wire to the positive terminal. 2a states that A will not work because the electricity is not going through the bulb (short circuit). gives a good explanation for either 1a or 2a and correctly identifies B as the circuit that will light the bulb. 24 identifies the wrong circuit and/or gives no explanations. FULL OPTION SCIENCE SYSTEM

25 Name Date RESPONSE SHEET INVESTIGATION 2 1a. Ahmed drew a picture of a motor circuit he built. Draw arrows on the picture to show how electricity flows through the circuit. Explain below why you drew the arrows the way that you did. + 1b. What is the energy source for the working cicuit above? 1c. In this circuit, electrical energy is transformed into: 2a. Look at the two bulb-and-ba ery circuits pictured below. Only one will light the bulb. Which one do you think will work and why? A B 2b. In this circuit, electrical energy is tranformed into FOSS Magnetism and Electricity Module The Regents of the University of California Can be duplicated for workshop or classroom use. Investigation 2: Making Connections No. 9 Modified Student Sheet WA Edition

26 FORMATIVE ASSESSMENT INVESTIGATION 2: MAKING CONNECTIONS PART 3: FINDING INSULATORS AND CONDUCTORS Use modified student sheet no. 10 called Conductors and Insulators. Student Sheet Conductors and Insulators Items 1 and 2 Properties of Substances. Understand how to use properties to sort natural and manufactured materials and objects. (GLE 1.1.1) Score If the student... correctly sorts all materials. is unable to sort all the materials. No. 10 Modified Student Sheet Student Sheet Conductors and Insulators Item 3 Explaining. Understand how to construct a reasonable explanation using evidence. (GLE 2.1.3) Score If the student... + uses evidence from Items 1 and 2 and earlier magnet activities to explain that all metals are conductors but not all metals stick to magnets, and adds examples of some metals such as aluminum or brass that are conductors but do not stick to magnets. uses evidence from Items 1 and 2 and earlier magnet activities to explain that all metals are conductors but not all metals stick to magnets. does not know how conductors are different from things that stick to magnets. GOING FURTHER 26 If students are having difficulty grasping the difference between conductors and things that stick to magnets, you might try making a Venn diagram as a class. The Venn diagram would have overlapping circles with iron (and nickel and cobalt) in the overlap, aluminum and brass in just the conductor portion of the circle, and nothing in the section for just sticks to magnet. FULL OPTION SCIENCE SYSTEM

27 Name CONDUCTORS AND INSULATORS Date 1. List the test objects that are conductors and insulators. CONDUCTORS INSULATORS 2. List the classroom objects that are conductors and insulators. CONDUCTORS INSULATORS 3. What do you notice that is similar about all the conductors? How is this different from things that stick to magnets? FOSS Magnetism and Electricity Module The Regents of the University of California Can be duplicated for workshop or classroom use. Investigation 2: Making Connections No. 10 Modified Student Sheet WA Edition

28 FORMATIVE ASSESSMENT INVESTIGATION 2: MAKING CONNECTIONS PART 4: INVESTIGATING MYSTERY CIRCUITS Use modified student sheet no. 11 called Mystery Boards as a small group activity rather than as an assessment, then use teacher observation to assess that students understand how to use the open circuit to test for the hidden wires in the mystery boards. Give the following instructions to the students: Use the circuits built to test for conductors and insulators to find the hidden circuits in the mystery boards. When observing the students working, ask them what the connection is between testing for a conductor or insulator and finding the hidden circuits. (In both cases, they are making an open circuit, then using either conductors or hidden wires to close the circuit.) No. 11 Modified Student Sheet Modified Student Sheet Mystery Boards Structure of Physical Earth/Space and Living Systems. Analyze how the parts of a system go together and how these parts depend on each other. (GLE 1.2.1) Score If the student... + builds a circuit with an opening that can be used to test for the hidden wires, uses the circuit to test for conductivity to determine which are connected by wires hidden between the pieces of cardboard, draws a line on the student sheet correctly identifying the hidden wires, and can explain how the circuit tester works to identify the mystery wires. builds a simple circuit with an opening that can be used to test for the hidden wires, uses the circuit to test for conductivity to determine which are connected by wires hidden between the pieces of cardboard, draws a line on the student sheet correctly identifying the hidden wires. builds the circuit but cannot use it to correctly identify the hidden wires. 28 FULL OPTION SCIENCE SYSTEM

29 WASHINGTON EDITION INVESTIGATION 2: MAKING CONNECTIONS POST-ASSESSMENT Use modified student sheet no. 7 called The Flow of Electricity. Post-Assessment Modified Student Sheet The Flow of Electricity Energy Transfer and Transformation. Understand that energy can be transferred from one object to another and can be transformed from one form of energy to another. (GLE 1.2.2) Score If the student... 3 draws model C, explains that the electricity travels through the circuit in one direction from the negative terminal to the positive terminal. 2 draws model B, shows a complete circuit, but arrows and/or description demonstrates an incorrect understanding of the flow of electricity. 1 draws model A, shows a incomplete circuit. 0 does not complete the task, or gives information that has nothing to do with what was asked. No. 7 Modified Student Sheet A B C MAGNETISM AND ELECTRICITY 29 MAGNETISM AND ELECTRICITY

30 Name MYSTERY-BOARDS Date Directions: Draw lines to show how wires connect the brass fasterners. 1 2 A B A B C D C D 3 A B 4 A B C D C D 5 A B 6 A B C D C D 7 A B 8 A B C D C D FOSS Magnetism and Electricity Module The Regents of the University of California Can be duplicated for workshop or classroom use. Investigation 2: Making Connections No. 11 Modified Student Sheet WA Edition

31 Name THE WASHINGTON FLOW OF EDITION ELECTRICITY Date If you had a bulb and ba ery, draw below how you would put them together with a wire to light a bulb. Use arrows to show how the electricity flows. Describe below how electricity flows in your drawing above. FOSS MAGNETISM Magnetism AND and AND Electricity ELECTRICITY Module 31 Investigation 2: Making Connections The Regents of the University of California No. 7 Modified Student Sheet Can be duplicated for workshop or classroom use. WA Edition

32 INVESTIGATION 3: ADVANCED CONNECTIONS INQUIRY INVESTIGATION SUMMARY PART 1 BUILDING SERIES CIRCUITS Can you get two bulbs to light at the same time? Can you make two lights bright in a series circuit? Time: minutes Students find ways to operate more than one component in a circuit. They invent a series circuit and find out it takes two D-cells to make the two bulbs shine brightly. PART 2 BUILDING PARALLEL CIRCUITS Can you light two bulbs brightly with just one ba ery? How many different ways can you wire a parallel circuit? Students learn another way to operate two components. They construct a parallel circuit and find that many bulbs can operate on a single D-cell. There are six ways students can wire their circuits in parallel using two bulbs. Time: minutes in 1 or 2 sessions PART 3 SOLVING THE STRING-OF-LIGHTS PROBLEM Which design is be er for manufacturing long strings of tree lights series or parallel? Time: minutes in 1 or 2 sessions Students simulate the research and development department of a decorative-light manufacturer. They put their knowledge of series and parallel circuits to work and solve customer complaints, making recommendations for manufacturing guidelines. 32 FULL OPTION SCIENCE SYSTEM

33 WASHINGTON EDITION AT A GLANCE CONCEPTS AND PRINCIPLES ASSESSMENT OPPORTUNITIES A circuit with only one pathway for current flow is a series circuit. Components in a series circuit share the electric energy. Cells in series must be oriented in the same direction in order to work. New Student Sheet Advanced Connections Communicating. Understand how to report investigations and explanations of objects, events, systems, and processes. (GLE 2.1.5) A parallel circuit splits into two or more pathways before coming back together at the ba ery. Components in a parallel circuit each have a direct pathway to the energy source. Modified Student Sheet Advanced Connections Part 2 Communicating. Understand how to report investigations and explanations of objects, events, systems, and processes. (GLE ) Modified Student Sheet Response Sheet Investigation 3 Energy Transfer and Transformation Understand that energy can be transferred from one object to another and can be transformed from one form of energy to another. (GLE 1.2.2) Intellectual Honesty. Understand that all scientific observations are reported accurately and honestly even when the observations contradict expectations. (GLE 2.2.1) Content from each part above is addressed. Teacher Observation and Student Sheet Problem solving Recommendation to the Board Designing and Testing Solutions. Understand how the scientific design process is used to develop and implement solutions to human problems. (GLE 3.1.2) Evaluating Potential Solutions. Analyze how well a design or a product solves a problem. (GLE 3.1.3) Examples of questions students might generate for inquiry projects Does the ba ery last longer in a circuit with two bulbs connected in series or in parallel? How many lights can you connect in parallel and still have the bulbs shine brightly? MAGNETISM AND ELECTRICITY 33

34 INVESTIGATION 3: ADVANCED CONNECTIONS PART 1: BUILDING SERIES CIRCUITS Use new student sheet no. 14a called Advanced Connections-Part 1. Use the entire sheet for Investigation 3, Part 1; a new sheet has been added for Investigation 3, Part 2. (The original was one sheet for Parts 1 and 2). Student Sheet Advanced Connections-Part 1 Communicating. Understand how to report investigations and explanations of objects, events, systems, and processes. (GLE 2.1.5) No. 14a New Student Sheet Score If the student... + uses schematics (symbols) in his/her diagram to accurately represent the circuits and describes observations and results without making inferences. draws an accurate diagram to represent the circuits and describes observations and results without making inferences. diagram does not accurately represent the circuits and/ or observations are inaccurate or include inferences. 34 FULL OPTION SCIENCE SYSTEM

35 Name Date ADVANCED CONNECTIONS PART 1 1. Before testing Draw a diagram of a circuit that you think will light two bulbs. 2. A er testing Draw the diagram that made two bulbs light. This is a circuit. 3. What did you observe? 4. Draw a picture to show what you did. What will you do next? FOSS Magnetism and Electricity Module The Regents of the University of California Can be duplicated for workshop or classroom use. Investigation 3: Advanced Connections No. 14a New Student Sheet WA Edition

36 FORMATIVE ASSESSMENT INVESTIGATION 3: ADVANCED CONNECTIONS PART 2: BUILDING PARALLEL CIRCUITS Use modified student sheet no. 15 called Advanced Connections Part 2. Student Sheet Advanced Connections-Part 2 Communicating. Understand how to report investigations and explanations of objects, events, systems, and processes. (GLE 2.1.5) Score If the student... + uses schematics (symbols) in the diagram to accurately represent the circuits. draws an accurate diagram to represent the circuits. draws a diagram that does not accurately represent the circuit. No. 15 Modified Student Sheet 36 FULL OPTION SCIENCE SYSTEM

37 WASHINGTON EDITION Use modified student sheet no. 16 called Response Sheet Investigation 3. Response Sheet Investigation 3, Item 1 Energy Transfer and Transformation. Understand that energy can be transferred from one object to another and can be transformed from one form of energy to another. (GLE 1.2.2) Score If the student... + states that the light will light when the switch is open and goes off when the switch is closed (reverse switch) because there is less resistance going through the switch (more resistance going through the filament of the bulb). has a reasonable prediction based on their current experience that shows their understanding of the flow of electricity in a parallel circuit (i.e., the bulb will light when the switch is closed because it is a complete circuit or thinks it will light whether or not the switch is closed because it is a parallel circuit so each component has its own pathway to D-Cell). does not demonstrate an understanding of parallel or complete circuit. No. 16 Modified Student Sheet Response Sheet Investigation 3, Item 2 Intellectual Honesty. Understand that all scientific observations are reported accurately and honestly even when the observations contradict expectations. (GLE 2.2.1) Score If the student... honestly and accurately records what happened when the switch was closed even if it does not match their initial prediction in Part 1 and does not make changes to their initial prediction (it is possible that a student may get a faint light with the switch closed if they have a very strong ba ery). does not record honestly and accurately what happened when the switch was closed or changed their initial prediction. MAGNETISM AND ELECTRICITY 37 MAGNETISM AND ELECTRICITY

38 Name ADVANCED CONNECTIONS PART 2 Date Directions: Use the spaces below to draw schematic diagrams of circuits you build that can brightly light two bulbs using only one D-cell. These circuits are called circuits. FOSS Magnetism and Electricity Module The Regents of the University of California Can be duplicated for workshop or classroom use. Investigation 3: Advanced Connections No. 15 Modified Student Sheet WA Edition

39 Name Date RESPONSE SHEET INVESTIGATION 3 A student drew a plan for a circuit she thought would be interesting to build. She drew a picture to show how she would set it up (see below). 1. Make a prediction: What do you think will happen when the switch is closed? Why do you think that will happen? 2. Build the circuit you see pictured above. Record what happened when you closed the switch. Were you surprised by what you observed? Why or why not? FOSS Magnetism and Electricity Module The Regents of the University of California Can be duplicated for workshop or classroom use. Investigation 3: Advanced Connections No. 16 Modified Student Sheet WA Edition

40 FORMATIVE ASSESSMENT INVESTIGATION 3: ADVANCED CONNECTIONS PART 3: SOLVING THE STRING-OF-LIGHTS PROBLEM Use teacher observation and student sheet no. 17 called Recommendation to the Board. Teacher Observation Problem solving Designing and Testing Solutions. Understand how the scientific design process is used to develop and implement solutions to human problems. (GLE 3.1.2) Score If the student... + is able to participate in building series or parallel circuits with his or her group to test the solution to the string-of-lights problem. provides some input to the group about how to test the circuits to find a solution to the problem. provides li le input to the group. No. 17 Student Sheet Student Sheet Recommendation to the Board Evaluating Potential Solutions. Analyze how well a design or a product solves a problem. (GLE 3.1.3) Score If the student... + recommends a parallel design and explains using two reasons. (i.e., when one bulb burns out the others stay lit and a parallel only needs one ba ery to light all 8 bulbs, whereas a series would need 8 ba eries). recommends a parallel design and explains using only one reason (i.e., when one bulb burns out the others stay lit or a parallel only needs one ba ery to light all 8 bulbs, whereas a series would need 8 ba eries). recommends a series design or is not able to give a reasonable explanation for recommending a parallel design. 40 FULL OPTION SCIENCE SYSTEM

41 Name Date RECOMMENDATION TO THE BOARD MEMO Date: To: Board of Directors From: Re: Recommendation for new light design 1. This is a schematic diagram of the best design for a string of eight lights. 2. This is a circuit. 3. I recommend you use this design because... FOSS Magnetism and Electricity Module The Regents of the University of California Can be duplicated for workshop or classroom use. Investigation 3: Advanced Connections No. 17 Student Sheet WA Edition

42 INVESTIGATION 4: CURRENT ATTRACTIONS INQUIRY INVESTIGATION SUMMARY PART 1 BUILDING AN ELECTROMAGNET Can you make a magnet that turns on and off? Time: minutes Students discover that, when current flows through an insulated wire wound around a steel core, the steel core becomes a magnet. They find out where to wind the wire on the core to produce the strongest magnet. PART 2 CHANGING NUMBER OF WINDS How does the number of winds of wire around a core affect the strength of the magnetism? Time: 50 minutes, in 1 or 2 sessions Students experiment to find out how the number of winds of wire affects the strength of magnetism. A er collecting data for a 20-wind, 30-wind, and 40-wind electromagnet, students graph their results. They predict the strength of magnetism based on the graph. PART 3 INVESTIGATING MORE ELECTROMAGNETS How can the strength of an electromagnet be changed? Time: One 50-minute session or two 30-minute sessions Students propose other ways to change the strength of the electromagnet. A er listing a set of variables, students plan and conduct an experiment. 42 FULL OPTION SCIENCE SYSTEM

43 WASHINGTON EDITION AT A GLANCE CONCEPTS AND PRINCIPLES ASSESSMENT OPPORTUNITIES A magnet can be made by winding an insulated wire around an iron core and running current through the wire. The magnetism produced by an electromagnet can be turned on and off. Teacher Observation Investigating electromagnet design Planning and Conducting Safe Investigations. Understand how to plan and conduct simple investigations following all safety rules. (GLE 2.1.2) The greater the number of winds of wire around the iron core, the stronger the magnetism produced. A graph can be used to make predictions. Modified Student Sheets Winding Electromagnets and Inquiry Project Sheets Explaining. Understand how to construct a reasonable explanation using evidence. (GLE 2.1.3) Modified Student Sheet Response Sheet Investigation 4 Structure of Physical Earth/Space and Living Systems. Analyze how the parts of a system go together and how these parts depend on each other. (GLE 1.2.1) Energy Transfer and Transformation. Understand that energy can be transferred from one object to another and can be transformed from one form of energy to another. (GLE ) There are many ways to change the strength of an electromagnet, including tighter coils, number of D-cells, and different wire gauge. Wire used to make an electromagnet must be insulated. All wire coils must be wound in the same direction. Teacher Observation and Student Sheets Inquiry Project Sheets Planning and Conducting Safe Investigations. Understand how to plan and conduct simple investigations following all safety rules. (GLE 2.1.2) Explaining. Understand how to construct a reasonable explanation using evidence. (GLE 2.1.3) Examples of questions students might generate for inquiry projects Part 3 of this investigation is an inquiry project. See investigations suggested in that part. MAGNETISM AND ELECTRICITY 43

44 FORMATIVE ASSESSMENT INVESTIGATION 4: CURRENT ATTRACTIONS PART 1: BUILDING AN ELECTROMAGNET Starting in step 8 of the Investigation, introduce new student sheets for Inquiry Project found on pages Help the students to formulate a question to answer the challenge (i.e., does the strength of the electromagnet change if I wrap the wire at the top, middle, or bo om of the rivet) and develop a plan. Use teacher observation to assess the students ability to follow their Investigation Plan. NOTE: WASL Readiness Tips for Investigation 4 These Investigation Planning sheets match the WASL format and are intended to build the students skills in inquiry while also familiarizing them with the format and scoring used on the WASL. In Part 1 of this Investigation, model for the students how to use these sheets to plan an investigation, as a class generating the question and the plan. Assess students ability to follow their plan. Model the process of using the sheet to plan an Investigation again in Investigation 4 Part 2, and focus your assessment on the students ability to use data to form a conclusion. In Investigation 4 Part 3 the students will be expected to independently use the Investigation Planning Forms to generate their own question, modify their plan accordingly, and conduct their own investigation including recording data. 44 FULL OPTION SCIENCE SYSTEM

45 WASHINGTON EDITION Teacher Observation Investigating electromagnet design Planning and Conducting Safe Investigations. Understand how to plan and conduct simple investigations following all safety rules. (GLE 2.1.2) Score If the student... + is able to independently follow the plan, record their data, and use the scoring rubric to evaluate their own work. needs some minor assistance to follow the plan, record their data, and use the scoring rubric to evaluate their own work. needs extensive guidance to follow the plan, record their data, and use the scoring rubric to evaluate their own work. MAGNETISM AND ELECTRICITY 45 MAGNETISM AND ELECTRICITY

46 FORMATIVE ASSESSMENT INVESTIGATION 4: CURRENT ATTRACTIONS PART 2: CHANGING NUMBER OF WINDS As a class use the Inquiry Project Sheets to develop a new investigation, along with modified student sheet no. 18 called Winding Electromagnets, to assess students ability to independently write a conclusion. Give the students this question to answer: How does the number of winds of wire affect the strength of the magnetism? Student Sheet Winding Electromagnets and Inquiry Project Sheets Explaining. Understand how to construct a reasonable explanation using evidence. (GLE 2.1.3) No. 18 Modified Student Sheet Score If the student... + writes a conclusion that explains whether their prediction was correct, including supporting data from the Winding Electromagnets data sheet, and explains how this data supports their conclusion using highest and lowest point of reference. writes a conclusion that explains whether their prediction was correct, but uses only one reference point for supporting data from the Winding Electromagnets data sheet or doesn t explain how this data supports their conclusion. writes a conclusion but does not refer to data or explain how the data supports their conclusion. 46 FULL OPTION SCIENCE SYSTEM

47 WASHINGTON EDITION Use modified student sheet no. 19 called Response Sheet Investigation 4. Response Sheet Investigation 4 Items 1 and 2 Structure of Physical Earth/Space and Living Systems. Analyze how the parts of a system go together and how these parts depend on each other. (GLE 1.2.1) Score If the student... + draws a diagram that includes a complete pathway from one end of the D-cell, around the rivet, and then back to the other end of the D-cell; and can explain two of the three changes that Serena needs to make in order for the electromagnet system to work: 1) the aluminum rivet needs to be iron or steel; 2) the wire needs to be wrapped more than five times; 3) she needs to connect the circuit in a complete pathway. draws a diagram that includes a complete pathway from one end of the D-cell, around the rivet, and then back to the other end of the D-cell; and can explain one change that Serena needs to make in order for the electromagnet system to work. draws a diagram that does not include a complete pathway and/or cannot explain a change that Serena needs to make in order for the electromagnet system to work. No. 19-Modified Student Sheet Response Sheet Investigation 4 Item 3 Energy Transfer and Transformation. Understand that energy can be transferred from one object to another and can be transformed from one form of energy to another. (GLE 1.2.2) Score If the student... + explains that when electricity flows through the wire it creates a magnetic field, turning the rivet into a magnet. explains that when electricity flows through the wire it turns the rivet into a magnet. is not able to explain that the flow of electricity through the wire turns the rivet into a magnet. MAGNETISM AND ELECTRICITY 47 MAGNETISM AND ELECTRICITY

48 Name WINDING ELECTROMAGNETS Date Changed Variables: Number of Winds of Wire Measured Variables: Number of Washers Li ed Trial 1 Trial 2 Trial Measured (responding) variables: Changed (manipulated) variables: FOSS Magnetism and Electricity Module The Regents of the University of California Can be duplicated for workshop or classroom use. Investigation 3: Current Attractions No. 18 Modified Student Sheet WA Edition

49 Name Date RESPONSE SHEET INVESTIGATION 4 Serena was excited because she had heard if you wrap a wire around a rivet and hooked it into a circuit you could make a magnet. She went home, found some wire, wrapped it around an aluminum rivet 3 times, and a ached it to a D-cell. When she tried to pick up some small paper clips, nothing happened. Below is the diagram she drew to show what she had done. She s hoping you can help her make the electromagnet work. 1. Draw a diagram next to Sarena s to show her how to make an electromagnet that works. Serena s Diagram Your Diagram aluminum rivet 3 wraps of wire 2. Explain to Serena what she needs to change. 3. Explain to Serena how an electromagnet works. FOSS Magnetism and Electricity Module The Regents of the University of California Can be duplicated for workshop or classroom use. Investigation 3: Current Attractions No. 19 Modified Student Sheet WA Edition

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