|
|
|
1.
|
Standard 02 (Non-Contact Forces): Examine the apparatus shown in the
illustration 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 top of magnet B is positively charged, and the bottom of magnet A is also
positively charged. This is showing electrostatic repulsion (opposites attract). | b. | 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). | c. | 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). | 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). |
|
|
|
2.
|
Standard 23 (Electromagnetic Devices): 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. | Increase the number of loops in the coil. SEP: Cause and
Effect | b. | Move the battery closer to the nail. SEP: Use Math and
Computational Thinking | c. | Remove the nail
from within the coil. SEP: Analyze and Interpret Data | d. | Use a wire with a smaller diameter. SEP: Engage in Argument from
Evidence |
|
|
|
3.
|
Standards 01 (Magnetism and Electricity) and 23 (Electomagnetic
Devices): 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 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 | b. | --- 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. | c. | --- 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. | d. | --- 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. |
|
|
|
4.
|
Standard 02 (Non-Contact Forces): 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 overcome the non-contact force of gravity (to levitate the
board), and what kind of non-contact force would this demonstrate?
a. | ---Instead of magnets, they could simply mount wheels on the board.
---This would
demonstrate electrostatic force. | b. | ---The bottom of the hoverboard would have to
be a north pole.
---This would demonstrate magnetism. | c. | ---Hoverboards would
not have any polarity since they are made of aluminum.
---This would demonstrate nuclear
forces. | d. | ---The bottom of the hoverboard would have to be a south pole.
---This would
demonstrate gravity. |
|
|
|
5.
|
Standard 23 (Electromagnetic Devices): 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.
|
|
|
6.
|
Standard 23 (Electromagnetic Devices):
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 Alpha is demonstrating magnetic attraction. All
other models display repulsion. | b. | Model Beta is an
electromagnet. All other models merely show magnetic fields. | c. | Model Delta is inducing electricity. The other models merely show magnetic
fields. | d. | Model Beta is an electrical generator. The other models
merely show magnets. |
|
|
|
7.
|
Standard 01 (Magnetism and Electricity): 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. | Rotate
the coil more quickly | b. | Add an iron
core | d. | Use an electromagnet |
|
|
|
8.
|
Standards 01 (Magnetism and Electricity) and 23 (Electromagnetic Devices):
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) 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).
| 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) 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). |
|
Multiple Response
Identify one or more choices that best complete
the statement or answer the question.
|
|
|
9.
|
Standard 01 (Magnetism and Electricity): 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).
|
|
|
10.
|
Standard 02 (Non-Contact Forces): 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).
|