About Electromagnetism - Part 2

Highly Recommended
Like all our Science Reasoning Center activities, the completion of the Electromagnetism-Part 2 activity requires that a student use provided information about a phenomenon, experiment, or data presentation to answer questions. This information is accessible by tapping on the small thumbnails found on the bottom right of every question. However, it may be considerably easier to have a printed copy of this information or to display the information in a separate browser window. You can access this information from this page. 






The Standards
The Electromagnetism-Part 2 task is an NGSS-inspired task that consists of six activities. Each activity involves a different type of skill or understanding. Collectively, these six activities were designed to address the following NGSS performance expectation:

HS-PS2-5:
Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current.



As a whole, the questions in this task address a wide collection of disciplinary core idea (DCI), crosscutting concepts (CCC), and science and engineering practices (SEP). There are six activities, each approaching the topic from a slightly different angle. Each activity is a two- or three-dimensional activity. That is, the task of completing each activity requires that the student utilize at least two of the three dimensions of the NGSS science standards - a DCI, a CCC, and/or an SEP.


The following DCI, SEPs, and CCCs are addressed at some point within Electromagnetism-Part 2:

DCI:  PS2.B: Types of Interactions 

• Forces at a distance are explained by fields (gravitational, electric, and magnetic) permeating space that can transfer energy through space. Magnets or electric currents cause magnetic fields; electric charges or changing magnetic fields cause electric fields. 

SEP 1.3: Asking Questions and Defining Problems
Develop, revise, and/or use a model based on evidence to illustrate and/or predict the relationships between systems or between components of a system.

SEP 3.2: Planning and Carrying Out Investigations
Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly.

SEP 4.2: Analyzing and Interpreting Data
Apply concepts of statistics and probability (including determining function fits to data, slope, intercept, and correlation coefficient for linear fits) to scientific and engineering questions and problems, using digital tools when feasible.

SEP 4.5: Analyzing and Interpreting Data
Evaluate the impact of new data on a working explanation and/or model of a proposed process or system.

SEP 6.1: Constructing Explanations and Designing Solutions
Make a quantitative and/or qualitative claim regarding the relationship between dependent and independent variables.

SEP 7.5: Engaging in Argument from Evidence 
Make and defend a claim based on evidence about the natural world or the effectiveness of a design solution that reflects scientific knowledge, and student-generated evidence.


CCC 1.2:  Patterns 
Empirical evidence is needed to identify patterns.

CCC 2.1:  Cause and Effect 
Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.

CCC 7.4:  Stability and Change
Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible.  



Here is our NGSS-based analysis of each individual activity of the Universal Gravitation Science Reasoning task. The core ideas, crosscutting concepts, and science and engineering practices that we reference in our analysis are numbered for convenience. You can cross-reference the specific notations that we have used with the listings found on the following pages:
   

Disclaimer: The standards are not our original work. We are simply including them here for convenience (and because we have referenced the by number). The standards are the property of the Next Generation Science Standards.

 

Part 1: Getting Equipped

This activity involves a Matching Pair exercise in which students must make four sets of equipment item-function matches. Students must make four consecutie successful matches in order to be rewarded the trophy for this activity. If they miss a match, then the matching board will be reset and students can try again without penalty.


NGSS Claim Statement: Plan an investigation to provide evidence that a changing magnetic field causes an electric current.

 

Target DCI(s)	Target SEP(s)	Target CCC(s)
Physical Science Types of Interactions HS-PS2.B Forces at a distance are explained by fields (gravitational, electric, and magnetic) permeating space that can transfer energy through space. Magnets or electric currents cause magnetic fields; electric charges or changing magnetic fields cause electric fields.	Planning and Carrying Out Investigations SEP 3.2 Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly.	Cause and Effect CCC 2.1 Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.

 

Part 2: Collecting Some Data

This activity includes 16 Questions organized into four Question Groups. Questions target student ability to recognize the conditions that cause a current to be induced in a loop of wires. Students must demonstrate mastery on each Question Group before being rewarded the trophy for this activity.


NGSS Claim Statement: Evaluate the impact of new data to identify patterns in the creation of current produced by a changing magnetic field that pierces a loop of wire.

 

Target DCI(s)	Target SEP(s)	Target CCC(s)
Physical Science Types of Interactions HS-PS2.B Forces at a distance are explained by fields (gravitational, electric, and magnetic) permeating space that can transfer energy through space. Magnets or electric currents cause magnetic fields; electric charges or changing magnetic fields cause electric fields.	Analyzing and Interpreting Data SEP 4.5 Evaluate the impact of new data on a working explanation and/or model of a proposed process or system.	Patterns CCC 1.2 Empirical evidence is needed to identify patterns.

 

Part 3: Committing to a Cause

This activity includes 12 Questions organized into three Question Groups. Questions target student ability to recognize the effect that velocity of a magnet and the diameter of the loop have upon the amount of induced current. Students must demonstrate mastery on each Question Group before being rewarded the trophy for this activity.


NGSS Claim Statement: Ask questions to determine how changes in different variables cause a current to be induced in a wire loop.
 

Target DCI(s)	Target SEP(s)	Target CCC(s)
Physical Science Types of Interactions HS-PS2.B Forces at a distance are explained by fields (gravitational, electric, and magnetic) permeating space that can transfer energy through space. Magnets or electric currents cause magnetic fields; electric charges or changing magnetic fields cause electric fields.	Asking Questions and Defining Problems SEP 1.3 Ask questions to determine relationships, including quantitative relationships, between independent and dependent variables.	Cause and Effect CCC 2.1 Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.

 

Part 4: Getting Loopy

This activity includes 20 Questions organized into five Question Groups. Questions target student ability to recognize the effect of the number of wired loops upon the amount of current induced in the wire. Students must demonstrate mastery on each Question Group before being rewarded the trophy for this activity.


NGSS Claim Statement: Analyze concepts of statistics and probability to determine when empirical evidence can be used to identify patterns in data showing how the number of loops effects the current induced.

 

Target DCI(s)	Target SEP(s)	Target CCC(s)
Physical Science Types of Interactions HS-PS2.B Forces at a distance are explained by fields (gravitational, electric, and magnetic) permeating space that can transfer energy through space. Magnets or electric currents cause magnetic fields; electric charges or changing magnetic fields cause electric fields.	Analyzing and Interpreting Data SEP 4.2 Apply concepts of statistics and probability (including determining function fits to data, slope, intercept, and correlation coefficient for linear fits) to scientific and engineering questions and problems, using digital tools when feasible.	Patterns CCC 1.2 Empirical evidence is needed to identify patterns.

 

Part 5: Putting It All Together 1

This activity involves a Matching Pair exercise in which students must make four sets of matches associating a variable in an equation with an experimental design feature. Students must make four consecutie successful matches in order to be rewarded the trophy for this activity. If they miss a match, then the matching board will be reset and students can try again without penalty.


NGSS Claim Statement: Make and defend a claim regarding how changes and rates of change of variables affect the current induced in a wire near a moving magnet.

 

Target DCI(s)	Target SEP(s)	Target CCC(s)
Physical Science Types of Interactions HS-PS2.B Forces at a distance are explained by fields (gravitational, electric, and magnetic) permeating space that can transfer energy through space. Magnets or electric currents cause magnetic fields; electric charges or changing magnetic fields cause electric fields.	Engaging in Argument from Evidence SEP 7.5 Make and defend a claim based on evidence about the natural world or the effectiveness of a design solution that reflects scientific knowledge, and student-generated evidence.	Stability and Change CCC 7.4 Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible.

 

Part 6: Putting It All Together 2

This activity involves the completion of a paragraph by selecting words and phrases from a word bank in order to describe the variables that affect the amount of inducd current. ​Each time students check their answers, they will be told how many blanks have been accurately filled but will not be told which blanks are correct. They can try as many times as they wish. Students must accurately complete the paragraph before being rewarded the trophy for this activity. 


NGSS Claim Statement: Make and defend a claim regarding how changes and rates of change of variables affect the current induced in a wire near a moving magnet.

 

Target DCI(s)	Target SEP(s)	Target CCC(s)
Physical Science Types of Interactions HS-PS2.B Forces at a distance are explained by fields (gravitational, electric, and magnetic) permeating space that can transfer energy through space. Magnets or electric currents cause magnetic fields; electric charges or changing magnetic fields cause electric fields.	Constructing Explanations and Designing Solutions SEP 6.1 Make a quantitative and/or qualitative claim regarding the relationship between dependent and independent variables.	Stability and Change CCC 7.4 Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible.