Download d93 Electricity and Magnetism

Subject/Grade or Course: HS – Physical Science
Unit Name: Electricity and Magnetism
Overarching Understandings(s):
Electricity and magnetism are related and similar forces.
Essential Questions:
 What factors determine the strength and direction of electric
forces?
 What factors affect electrical resistance?
 Why are some materials magnetic and other are not?
 How can an electric charge create a magnetic field?
 How is electric current generated by electromagnetic induction?
Topics Covered:
 Electric Charge
 Electric Forces
 Electric Fields
 Static Electricity and Charge
 Static Discharge
 Electric Current
 Conductors and Insulators
 Resistance
 Voltage
 Ohm’s Law
 Circuit Diagrams
 Series Circuits
 Parallel Circuits
 Power and Energy Calculations
 Electrical Safety
 Electronic Signals
 Vacuum Tubes
 Semiconductors
 Solid State Components
 Communications Technology
 Magnetic Force
 Magnetic Fields
 Magnetic Materials
 Electromagnetism
 Solenoids and Electromagnets
Pacing:
 6 weeks (20,21)
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Electromagnetic Devices
Generating Electric Current
Generators
Transformers
Electrical Energy for Your Home
STUDENT-FRIENDLY LEARNING TARGET STATEMENTS
Knowledge,
Reasoning, or Skill
Targets
“What I need to know.”
“What I can do with what I
know”
“What I can demonstrate”
Performance
Targets:
“What I can make to show my
learning.”
Labs/Activities
I can:
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I can:
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Describe how charged particles react to each other.
Explain how an electric field affects charged particles around them.
Identify 3 ways that objects can become electrically charged.
Explain why you can get a shock from a door knob.
Compare and contrast AC and DC current.
Explain why materials either conduct or insulate.
Identify factors that change the resistance.
Use Ohm’s law to relate current, resistance and voltage.
Draw a simple circuit diagram.
Identify circuits as series or parallel.
Calculate electrical power.
Identify devices that are used to protect from electric injury.
List some common components of electrical devices.
Write a paragraph explaining why you could be struck by lightning.
Compare magnetic poles to electric charges
Diagram a sample magnetic field
Conduct an experiment to model a fuse.
Design a demonstration to model the factors of resistance.
Design an experiment to reduce voltage using resistance.
Diagnose a simple electrical failure using concepts of electrical circuits.
Analyze a circuit diagram.
MATERIALS FOR LESSON PLANNING
Write a paragraph explaining why you could be struck by lightning.
Investigate conductors and insulators using glass, wool, rubber, Styrofoam.
Fuse lab
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Resistance lab and demos
Reinvent the wheel
Build simple electrical circuits
Coil of wire around a magnet to measure voltage
Make a compass
Magnetic field exploration
Electric generator lab
Create permanent magnet
Make your own speaker
Make an electric motor
Make an electric Generator
Make a perpetual motion device
Common
Assessment
Unit Name: Electricity and Magnetism
Corresponding NGSS
CCSS ELA
MS.PS-E Energy
ELA –
b. Use representations of potential energy to construct an
W.6.1 Write arguments to support claims
explanation of how much energy an object has when it’s in
with clear reasons and relevent evidence
different positions in an electrical, gravitational, and magnetic W.7.1 Write arguments to support claims
field. [Clarification Statement: Examples of objects in
with clear reasons and relevant evidence
different field positions include
W.8.1 Write arguments to support claims
a roller coaster cart at varying positions on a hill, objects at
with clear reasons and relevant evidence
varying heights on shelves, an iron nail being moved closer to WHST .7 Conduct short research projects
a magnet, and a balloon with static electrical charge being
to answer a question (including a selfbrought closer to a classmate’s hair.] [Assessment Boundary: generated question), drawing on several
Qualitative, not quantitative.]
sources and generating additional related,
MS.PS-IF Interactions of Forces
focused questions
c. Plan and carry out investigations to demonstrate that some
that allow for multiple avenues of
forces act at a distance through fields. [Assessment
exploration.
Boundary: Fields
RST.6.3 Follow precisely a multistep
included are limited to gravitational, electric, and magnetic.
procedure when carrying out experiments,
Determination of fields are qualitative not quantitative (e.g.,
taking measurements, or performing
forces between two human–scale objects are too small to
technical tasks
Subject/Grade or Course: HS – Physical Science
Idaho State Content Standards
Standard 2: Physical Science
Goal 2.3: Understand the Total Energy in
the Universe is Constant
8-9.PS.2.3.2 Classify energy as potential
and/or kinetic and as energy contained in
a field. (650.05b)
Goal 2.4: Understand the Structure of
Atoms
8-9.PS.2.4.1 Describe the properties,
function, and location of protons,
neutrons, and electrons. (650.01a)
8-9.PS.2.4.4 State the basic electrical
properties of matter. (650.01d)
8-9.P.S.4.5 Describe the relationships
between magnetism and electricity.
measure without sensitive instrumentation.)]
MS.PS-WER Waves and Electromagnetic Radiation
c. Construct explanations of how waves are reflected,
absorbed, or transmitted through an object, considering the
material the object is made from and the frequency of the
wave. [Assessment Boundary: Qualitative application to light,
sound, and seismic waves only.]
HS.PS-E
f. Construct models to represent and explain that all forms of
energy can be viewed as either the movement of particles or
energy stored in fields. [Assessment Boundary: Models
representing field energies need not be mathematical.]
HS.PS-FE
a. Plan and carry out investigations in which a force field is
mapped to provide evidence that forces can transmit energy
across a distance. [Assessment Boundary: Mapping limited to
the direction of the force field.]
b. Develop arguments to support the claim that when objects
interact at a distance, the energy stored in the field changes as
the objects change relative position. [Clarification Statement:
An example of this phenomenon could include repelling
magnets moving apart, reducing the repelling force and the
strength of the field between them.] [Assessment Boundary:
Qualitative comparisons only.]
c. Evaluate natural and designed systems where there is an
exchange of energy between objects and fields and
characterize
how the energy is exchanged. [Clarification Statement:
Examples of these systems could include motors, generators,
speakers, microphones, planets orbiting a start.] [Assessment
Boundary: Characterizations limited to qualitative
descriptors.]
HS.PS-IF
a. Use mathematical expressions to determine the relationship
between the variables in Newton’s Law of Gravitation and
Coulomb’s Law, and use these to predict the electrostatic and
gravitational forces between objects. [Assessment Boundary:
Only situations with two objects are predicted.]
b. Use models to demonstrate that electric forces at the
SL.5.1 Engage effectively in a range of
collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse
partners on grade 5 topics and texts,
building on others’ ideas and expressing
their own clearly.
SL.6.1 Engage effectively in a range of
collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse
partners on grade 6 topics, texts, and
issues, building on others’ ideas and
expressing their own clearly.
SL.6.3 Delineate a speaker’s argument
and specific claims, distinguishing claims
that are supported by reasons and
evidence from claims that are not.
SL.7.3 Delineate a speaker’s argument
and specific claims, evaluating the
soundness of the reasoning and the
relevance and sufficiency of the evidence.
SL.8.3 Delineate a speaker’s argument
and specific claims, evaluating the
soundness of the reasoning and relevance
and sufficiency of the evidence and
identifying when irrelevant
evidence is introduced.
RST.6-8 Distinguish among facts,
reasoned judgment based on research
findings, and speculation in a text.
Mathematics –
MP.2 Reason abstractly and quantitatively
MP.4 Model with mathematics.
5.MD Represent and interpret data.
6.RP Understand ratio concepts and use
ratio reasoning to solve problems.
6.EE Apply and extend previous
understandings of arithmetic to algebraic
expressions
Represent and analyze quantitative
atomic scale affect and determine the structure, properties
(including contact forces), and transformations of matter.
[Clarification statement: Models can include graphical and
computer models. Examples of properties and
transformations of matter can include intermolecular forces,
chemical bonding, and enzyme substrate interaction.]
[Assessment Boundary: Only a qualitative understanding is
expected.]
c. Plan and carry out investigations to demonstrate the claim
that magnets, electric currents, or changing electric fields
cause magnetic fields and electric charges or changing
magnetic fields cause electric fields. [Assessment Boundary:
Qualitative observations only.]
e. Obtain, evaluate, and communicate information to show
how scientists and engineers take advantage of the effects of
electrical and magnetic forces in materials to design new
devices and materials through a process of research and
development. [Clarification Statement: Designed devices can
include magnetic strips on credit cards, laser printers, and
photo copiers.]
relationships between dependent and
independent variables.
7.RP Analyze proportional relationship
and use them to solve real-world and
mathematical problems.
7.EE Solve real-life and mathematical
problems using numerical and algebraic
expressions and equations.
MP 1 Make sense of problems and
persevere in solving them.
MP.6 Attend to precision.
5.OA Analyze patterns and relationships.
MS.PS-E
HS.PS-FE
ELA –
RST.9-10.3 Follow precisely a complex
multistep procedure when carrying out
experiments, taking measurements, or
performing technical tasks, attending to
special cases or
exceptions defined in the text.
RST.9-10.7 Translate quantitative or
technical information expressed in words
in a text into visual form (e.g., a table or
chart) and translate information expressed
visually or
mathematically (e.g., in an equation) into
words.
WHST.9 Draw evidence from
informational texts to support analysis,
reflection, and research.
Mathematics –
MP.2 Reason abstractly and
quantitatively.
MP.4 Model with Mathematics.
F.BF Build a function that models a
relationship between two quantities.
A.CED Create equations that describe
numbers or relationships.
HS.PS-IF
8.F Define, evaluate, and compare
functions.
S.ID Summarize, represent, and interpret
data on a single count or measurement
variable
F.BF Build a function that models a
relationship between two quantities