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1.
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Standard 02: Two students decided to use their knowledge about
non-contact forces to build a hoverboard park. They embedded thousands of bar magnets into the
surface of the floor with the north poles facing up.
Hoverboard Skatepark | t | | What would the polarity of the bottom of
the hoverboard have to be in order to levitate the board, and what kind of non-contact force would
this demonstrate?
a. | ---Hoverboards would not have any polarity since they are made of
aluminum. ---This would demonstrate nuclear forces. | b. | ---The bottom of the hoverboard would have to
be a south pole. ---This would demonstrate gravity. | c. | ---The bottom of the
hoverboard would have to be a north pole. ---This would demonstrate
magnetism. | d. | ---Instead of magnets, they could simply mount wheels on the board. ---This would
demonstrate electrostatic force. |
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2.
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Standard 23: A team of four students were asked to create a model of an
electrical generator. Each team member created one model displaying electromagnetic phenomenon (see
pictures below). Select the model shown below that is
demonstrating electricity being induced.
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3.
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Standard 23: Design Task-Using 50 centimeters of copper wire, a bar
magnet, and an amperage gauge, construct a device that will induce electrical current (build an
electrical generator). Which one of these
models successfully accomplished the design task, and what is wrong about the other three
models?
a. | Model Beta is an electrical generator. The other models
merely show magnets. | b. | Model Delta is
inducing electricity. The other models merely show magnetic fields. | c. | Model Alpha is demonstrating magnetic attraction. All other models display
repulsion. | d. | Model Beta is an
electromagnet. All other models merely show magnetic fields. |
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4.
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Standards 01 and 23: A science teacher asked his students to do hands-on
experiments in class to investigate ways to increase the lifting capacity of electromagnets. A team
of students constructed two models (see diagrams below). Electromagnet: Model
One | Electromagnet: Model
Two | . . | . . | | | Two-Part Question 1) Which one of
these models will have a more powerful magnetic field? 2) Which cause and effect explanation best
validates your first answer.
a. | --- Model One will have a stronger magnetic field Cause: It has a 1.5V
battery which produces more electricity than a 12V battery. Effect: More electricity will
result in a stronger magnetic field. | b. | --- Model Two will have a stronger magnetic
field Cause: More electricity (12V battery vs 1.5V) and more coils (10 wraps vs 4)
Effect: Greater magnetic field strength | c. | --- Model One will have a stronger magnetic
field Cause: This model has four coils which will produce more electricity.
Effect: More electricity will result in a stronger magnetic field. | d. | --- Model Two will
have a stronger magnetic field Cause: This model will have a faster rotation which will
produce more electricity. Effect: More electricity will result in a stronger magnetic
field. |
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5.
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Standards 01 and 23: Examine the two models of electromagnets shown
below.
A group of
students constructed a model of an electromagnet which was able to lift two paper clips (see Model W
above). 1) Ask
Questions: How does electricity moving through the wire convert the nail into a temporary
magnet? | 2) Define Problems:
Model W can only lift two paper clips. What change would enbable it to lift more paper
clips? | |
a. | 1) Electrical current forms a magnetic field which realigns the atoms in the
nail. 2) One solution is to add more coils to the iron core (see Model X
above). | b. | 1) The electrostatic force is reflected through the wire causing diffusion of
energy. 2) One solution to this problem is to move the batteries further away from the nail.
| c. | 1) A non-contact force (gravitational attraction) realigns the atoms in the
nail. 2) One solution to this problem is to add more batteries to the model. | d. | 1) A non-contact
force (nuclear strong force) forms a magnetic field in the nail. 2) To solve this problem, they
could use a plastic or glass core (see Model X). |
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6.
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Standard 01: A college student designed and
constructed a rotational/rotary electrical generator in his physics class to investigate cause and
effect connections about magnetism and electricity.
Electromagnetic Induction Rotational/Rotary Electrical
Generator | | |
When he first tested this
generator, it only produced 50 amps. However, his goal was for this generator to induce 100
amps. What is one action that he could do to make this happen?
a. | Remove the magnet | c. | Add an
iron core | b. | Rotate the coil more quickly | d. | Use an
electromagnet |
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7.
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Standard 23: A student built a prototype of a
simple electromagnet using a nail, some length of wire, and a battery with the goal of using it to
lift three paperclips.
Electromagnet Investigation | | | | | | | When the student first
tested this prototype, it could only lift one paperclip. What design change would increase the magnetic field strength of this
electromagnet so that it would lift three paper clips, and which science and engineering practice
(SEP) would this demonstrate?
a. | Use a wire with a smaller diameter. SEP: Engage in
Argument from Evidence | b. | Increase the number
of loops in the coil. SEP: Cause and Effect | c. | Move the battery
closer to the nail. SEP: Use Math and Computational Thinking | d. | Remove the nail from within the coil. SEP: Analyze and Interpret
Data |
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8.
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Standard 02: Examine the apparatus shown in the illustration above
containing two circular magnets. Notice that magnet A is levitating above magnet B due to a
non-contact force.
Illustration A |
t | | Which of the following statements correctly
describes what is happening in this diagram?
a. | The polarity at the top of magnet B is the same as the polarity at the bottom of
magnet A. This is showing magnetic repulsion (like repels). | b. | The top of magnet B
is positively charged, and the bottom of magnet A is also positively charged. This is showing
electrostatic repulsion (opposites attract). | c. | The bottom of magnet A is a north pole, and the
bottom of magnet B is also a north pole. This is showing magnetic attraction (opposites
attract). | d. | The polarity of the top of magnet B is the opposite polarity of the bottom of magnet
A. This is showing wave refraction (waves bending). |
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Multiple Response Identify one or more choices that best complete
the statement or answer the question.
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9.
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Standard 01: MRI machines use magnetic fields
from powerful electromagnets to create images of the inside of a person’s body (see diagram
below).
Magnetic Resonance Imaging
(MRI) | | | (Multi-Select
Question) How are the electromagnets in a MRI machine
similar to all other electromagnets, and how could a doctor increase a MRI machines’ magnetic
field (Select two choices).
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10.
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Standard 02: Non-contact forces can be either
attractive or repulsive.
Picture 01 | Picture 02 | Picture 03 | Picture 04 | | | | | | | | | A
student was asked to demonstrate that fields exist between objects exerting forces on each
other even though the objects are not in contact. The results of this demonstration are shown
above. (Multi-Select
Question) Select two pictures that show repulsion, and determine which kind of non-contact force
these pictures are displaying. (Select two choices).
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