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MS-PS2-5 2014
MS-PS2-5:
Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects
exerting forces on each other even though the objects are not in contact. [Clarification Statement: Examples of this
phenomenon could include the interactions of magnets, electrically charged strips of tape, and electrically charged pith
balls. Examples of investigations could include first-hand experiences or simulations.] [Assessment Boundary: Assessment
is limited to electric and magnetic fields, and limited to qualitative evidence for the existence of fields.]
Essential Questions
What are the forces that are
present that we cannot see?
Enduring Understandings
Labs, Investigation, and Student Experiences
Students will understand that there are
invisible forces that we can not see.
These forces can be electric or magnetic.
Student investigation: Students will be given two bar magnets and conduct an
investigation to prove that there is a force that can not be seen.
This can be accomplished by placing the same poles of the magnets near each
other causing the magnets to repel each other.
Even if you can’t see something,
can you feel it?
●
Content Statements
Even though somethign may not
be physically touching, a force is
being exerted on it, let it be
magnetism or gravity etc.
Common Core Standards
Connections
ELA/Literacy: RST.6-8.1 RST.6-8.3
WHST.6-8.1 WHST.6-8.7
Mathematics: MP.2 6.NS.C.5 6.EE.A.2
7.EE.B.3 7.EE.B.4
Place a bar magnet on a table and slowly sprinkle iron filings over it
allowing them to fall within the specific pattern of the magnet’s
magnetic field. This will show students that a force that cannot be
seen exists between the two objects.
Modifications (ELLs, Special Education, Gifted and Talented)
·
·
·
·
Differentiated instruction
Cooperative learning groups
Stations
Peer tutoring
Follow all IEP modifications/504 plan
21st Century Life and
Careers Standards
9.3HL.1-.6
9.3ST.1-.6
CPI #
9.1.8.A.1
9.1.8.A.2
9.1.8.A.3
9.1.8.A.4
9.1.8.B.1 9.3.8.B.2
9.1.8.B.2 9.3.8.B.6
9.1.8.C.1 9.3.8.B.16
9.1.8.C.2
9.1.8.C.3
Resources:
Text:
McGraw-Hill Science (Grade 6)
Jun 2002
by Daniel and Hackett
MS-PS2-5 2014
9.1.8.E.1
Desired Results
SWBAT understand unseen forces and can begin to relate them to everyday
life experiences such as cell phones, cars, computers etc.
Sample Assessment
Two bar magnets are arranged as shown below:
Which diagram below best represents the magnetic field lines for the bar
magnets?
1.
2.
Glencoe Science, Level Green, Student Edition
Nov 19, 2001
by McGraw-Hill
Glencoe Science: Lvl Blue
Jan 2, 2005
by Alton Biggs
MS-PS2-5 2014
3.
The diagram below shows the magnetic field lines for a bar magnet. Which
statement below best describes the strength of the magnetic field for the bar
magnet?
1.
2.
3.
4.
the magnetic field is strongest at north pole of the magnet
the magnetic field is strongest at the south pole of the magnet
the magnetic field is strongest at both the north and south poles
the magnetic field is strongest in the region between the north and
south poles
http://www.helpteaching.com/questions/Magnetism_and_Electricity/Grade_8
MS-PS2-5 2014