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NewPath Learning Electricity & Magnetism Flip Chart Set With Online Multimedia Lesson
Item # 21-2030-10
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$49.95
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Designed for groups of 2-4 students in middle school, physical science for either in-classroom, online learning or at home learning. The NewPath Learning Electricity & Magnetism Flip Chart Set covers 9 key concepts such as Introduction to Electricity, How Objects Become Charged, Electric Current, etc. including a Vocabulary Review chart, which helps to once again reinforce what has just been learned. Online lessons and labs are included along with a Teacher's guide.
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Additional Details
44.95Make Science Come Alive with this Flip Chart Set, along with a Standards Based Online Multimedia Lesson!
This NewPath Learning Electricity & Magnetism Flip Chart Set With Online Multimedia Lesson helps students turn this complex topic into a visually captivating and engaging activity. Guided along with an included 1-year bonus Online Multimedia Lesson, students can enjoy learning through:
- Animated, Narrated Tutorials
- Interactive Exercises & Activities
- Virtual Lab Investigations
- Illustrated, Narrated Glossary
- Visual Resource Library
- Inquiry-Based Student Activity Guide
All lessons are developed under sponsorship of the National Institutes of Health (NIH).
The flip chart easel features 10 double-sided and laminated charts that separate one key concept at a time.
- Introduction to Electricity
- How Objects become Charged
- Electric Current
- Electrical Resistance
- Electric Power
- Electric Circuits
- Batteries
- Electrical Safety
- Magnetism
- Vocabulary Review
Side 1 of each chart includes a colorful, visual overview of the topic.
Side 2 serves as a "write-on/wipe-off" activity chart featuring questions, labeling exercises, vocabulary review, and more!
An included Teacher's Guide features a master copy of the activities and review questions that can be duplicated and used year after year.
Features & Specs
The Flip Chart Set Features:
- 10 Laminated and double-sided 18" x 12" charts.
- Spiral-bound and mounted on a sturdy easel.
- Side 1 of each chart includes a graphical overview of skill and side 2 serves as a “write-on/wipe-off” activity chart.
- Teacher's Guide with black-line masters of the charts for students to fill in, key vocabulary terms, and corresponding quiz questions for each chart along with answers.
The 1-Year Online Multimedia Lesson Features:
- Animated and narrated in-depth tutorials.
- Interactive exercises and activities.
- Virtual lab investigations.
- Illustrated, narrated glossary.
- Visual resource library.
- Inquiry-based student activity guide.
Standards
Middle School (Grades 6, 7, 8) NGSS Correlations
| STRAND | NGSS.MS-PS. | PHYSICAL SCIENCE |
| TITLE | MS-PS2. | Motion and Stability: Forces and Interactions - Students who demonstrate understanding can: |
| PERFORMANCE EXPECTATION / FOUNDATION | MS-PS2-3. | Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. |
| PERFORMANCE EXPECTATION / FOUNDATION | 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. |
| STRAND | NGSS.MS-PS. | PHYSICAL SCIENCE |
| TITLE | MS-PS2. | Motion and Stability: Forces and Interactions - Students who demonstrate understanding can: |
| PERFORMANCE EXPECTATION / FOUNDATION | MS-PS2.DCI. | Disciplinary Core Ideas |
| ELEMENT | PS2.B: | Types of Interactions |
| INDICATOR | PS2.B:1. | Electric and magnetic (electromagnetic) forces can be attractive or repulsive, and their sizes depend on the magnitudes of the charges, currents, or magnetic strengths involved and on the distances between the interacting objects. (MS-PS2-3) |
| INDICATOR | PS2.B:3. | Forces that act at a distance (electric and magnetic) can be explained by fields that extend through space and can be mapped by their effect on a test object (a ball, a charged object, or a magnet, respectively). (MS-PS2- 5) |
| STRAND | NGSS.MS-PS. | PHYSICAL SCIENCE |
| TITLE | MS-PS3. | Energy - Students who demonstrate understanding can: |
| PERFORMANCE EXPECTATION / FOUNDATION | MS-PS3.CC. | Crosscutting Concepts |
| ELEMENT | MS-PS3.CC.3. | Energy and Matter |
| INDICATOR | MS-PS3.CC.3.2. | The transfer of energy can be tracked as energy flows through a designed or natural system. (MS-PS3-3) |
High School (Grade 9) NGSS Correlations
| STRAND | NGSS.HS-PS. | PHYSICAL SCIENCE |
| TITLE | HS-PS1. | Matter and Its Interactions - Students who demonstrate understanding can: |
| PERFORMANCE EXPECTATION / FOUNDATION | HS-PS1.DCI. | Disciplinary Core Ideas |
| ELEMENT | PS1.A: | Structure and Properties of Matter |
| INDICATOR | PS1.A:1. | Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons. (HS-PS1-1) |
| STRAND | NGSS.HS-PS. | PHYSICAL SCIENCE |
| TITLE | HS-PS2. | Motion and Stability: Forces and Interactions - Students who demonstrate understanding can: |
| PERFORMANCE EXPECTATION / FOUNDATION | 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. |
| STRAND | NGSS.HS-PS. | PHYSICAL SCIENCE |
| TITLE | HS-PS2. | Motion and Stability: Forces and Interactions - Students who demonstrate understanding can: |
| PERFORMANCE EXPECTATION / FOUNDATION | HS-PS2.SEP . | Science and Engineering Practices |
| ELEMENT | HS-PS2.SEP .1. | or test solutions to problems in 9–12 builds on K–8 experiences and progresses to include investigations that provide evidence for and test conceptual, mathematical, physical and empirical models. |
| INDICATOR | HS-PS2.SEP .1.1. | 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. (HS-PS2-5) |
| STRAND | NGSS.HS-PS. | PHYSICAL SCIENCE |
| TITLE | HS-PS2. | Motion and Stability: Forces and Interactions - Students who demonstrate understanding can: |
| PERFORMANCE EXPECTATION / FOUNDATION | HS-PS2.DCI. | Disciplinary Core Ideas |
| ELEMENT | PS2.B: | Types of Interactions |
| INDICATOR | PS2.B:2. | 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. (HS-PS2-4), (HS-PS2-5) |
| INDICATOR | PS2.B:3. | Attraction and repulsion between electric charges at the atomic scale explain the structure, properties, and transformations of matter, as well as the contact forces between material objects. (HS-PS2-6), (secondary to HS-PS1-1), (secondary to HS-PS1-3) |
| STRAND | NGSS.HS-PS. | PHYSICAL SCIENCE |
| TITLE | HS-PS2. | Motion and Stability: Forces and Interactions - Students who demonstrate understanding can: |
| PERFORMANCE EXPECTATION / FOUNDATION | HS-PS2.DCI. | Disciplinary Core Ideas |
| ELEMENT | PS3.A: | Definitions of Energy |
| INDICATOR | PS3.A:1. | ...and “electrical energy” may mean energy stored in a battery or energy transmitted by electric currents. (secondary to HS-PS2-5) |
| STRAND | NGSS.HS-PS. | PHYSICAL SCIENCE |
| TITLE | HS-PS3. | Energy - Students who demonstrate understanding can: |
| PERFORMANCE EXPECTATION / FOUNDATION | HS-PS3-2. | Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as either motions of particles or energy stored in fields. |
| PERFORMANCE EXPECTATION / FOUNDATION | HS-PS3-3. | Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.* |
| PERFORMANCE EXPECTATION / FOUNDATION | HS-PS3-5. | Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction. |
| STRAND | NGSS.HS-PS. | PHYSICAL SCIENCE |
| TITLE | HS-PS3. | Energy - Students who demonstrate understanding can: |
| PERFORMANCE EXPECTATION / FOUNDATION | HS-PS3.SEP . | Science and Engineering Practices |
| ELEMENT | HS-PS3.SEP .2. | Planning and Carrying Out Investigations - Planning and carrying out investigations to answer questions or test solutions to problems in 9–12 builds on K–8 experiences and progresses to include investigations that provide evidence for and test conceptual, mathematical, physical, and empirical models. |
| INDICATOR | HS-PS3.SEP .2.1. | 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. (HS-PS3-4) |
| STRAND | NGSS.HS-PS. | PHYSICAL SCIENCE |
| TITLE | HS-PS3. | Energy - Students who demonstrate understanding can: |
| PERFORMANCE EXPECTATION / FOUNDATION | HS-PS3.CETS. | Connections to Engineering, Technology, and Applications of Science |
| ELEMENT | HS-PS3.CETS.1. | Influence of Science, Engineering, and Technology on Society and the Natural World |
| INDICATOR | HS-PS3.CETS.1.1. | Modern civilization depends on major technological systems. Engineers continuously modify these technological systems by applying scientific knowledge and engineering design practices to increase benefits while decreasing costs and risks. (HS-PS3-3) |
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Miniature Digital Ammeter Item # 96-8080 |
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