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NewPath Learning Electricity & Magnetism Learning Guide

Item # 21-2010-10

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This comprehensive and colorful consumable NewPath Learning Guide makes learning about electricity and magnetism interactive and fun by having your students work directly in them. Featuring self-directed readings, illustrated explanations, guided questions, and comprehensive coverage of Next Generation Science Standards for grades 6–10.

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Additional Details

The NewPath Learning Electricity & Magnetism Learning Guide turns the complex topic into an easy-to-learn, visually captivating, and engaging guide page by page! In the NewPath Learning Guide, you'll find self-directed readings, easy-to-follow illustrated explanations, guiding questions, inquiry-based activities, a lab investigation, key vocabulary review, and assessment review questions along with a post-test. The NewPath Learning Guide allows students to write directly in them and is designed for Grades 6-10.
 
This 44 page NewPath Learning Electricity & Magnetism Learning Guide covers the following topics:
    • Introduction to Electricity
    • How Objects become Charged
    • Electric Current
    • Electrical Resistance
    • Electric Power
    • Electric Circuits
    • Batteries
    • Electrical Safety
    • Magnetism
    • Vocabulary Review

Be confident knowing the NewPath Learning Guide covers Middle School Next Generation Science Standards.

Standards

Middle School (Grades 6, 7, 8) NGSS Correlations

STRANDNGSS.MS-PS.PHYSICAL SCIENCE
TITLEMS-PS2.Motion and Stability: Forces and Interactions - Students who demonstrate understanding can:
PERFORMANCE EXPECTATION / FOUNDATIONMS-PS2-3.Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.
PERFORMANCE EXPECTATION / FOUNDATIONMS-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.
STRANDNGSS.MS-PS.PHYSICAL SCIENCE
TITLEMS-PS2.Motion and Stability: Forces and Interactions - Students who demonstrate understanding can:
PERFORMANCE EXPECTATION / FOUNDATIONMS-PS2.DCI.Disciplinary Core Ideas
ELEMENTPS2.B:Types of Interactions
INDICATORPS2.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)
INDICATORPS2.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)
STRANDNGSS.MS-PS.PHYSICAL SCIENCE
TITLEMS-PS3.Energy - Students who demonstrate understanding can:
PERFORMANCE EXPECTATION / FOUNDATIONMS-PS3.CC.Crosscutting Concepts
ELEMENTMS-PS3.CC.3.Energy and Matter
INDICATORMS-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

STRANDNGSS.HS-PS.PHYSICAL SCIENCE
TITLEHS-PS1.Matter and Its Interactions - Students who demonstrate understanding can:
PERFORMANCE EXPECTATION / FOUNDATIONHS-PS1.DCI.Disciplinary Core Ideas
ELEMENTPS1.A:Structure and Properties of Matter
INDICATORPS1.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)
STRANDNGSS.HS-PS.PHYSICAL SCIENCE
TITLEHS-PS2.Motion and Stability: Forces and Interactions - Students who demonstrate understanding can:
PERFORMANCE EXPECTATION / FOUNDATIONHS-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.
STRANDNGSS.HS-PS.PHYSICAL SCIENCE
TITLEHS-PS2.Motion and Stability: Forces and Interactions - Students who demonstrate understanding can:
PERFORMANCE EXPECTATION / FOUNDATIONHS-PS2.SEP .Science and Engineering Practices
ELEMENTHS-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.
INDICATORHS-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)
STRANDNGSS.HS-PS.PHYSICAL SCIENCE
TITLEHS-PS2.Motion and Stability: Forces and Interactions - Students who demonstrate understanding can:
PERFORMANCE EXPECTATION / FOUNDATIONHS-PS2.DCI.Disciplinary Core Ideas
ELEMENTPS2.B:Types of Interactions
INDICATORPS2.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)
INDICATORPS2.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)
STRANDNGSS.HS-PS.PHYSICAL SCIENCE
TITLEHS-PS2.Motion and Stability: Forces and Interactions - Students who demonstrate understanding can:
PERFORMANCE EXPECTATION / FOUNDATIONHS-PS2.DCI.Disciplinary Core Ideas
ELEMENTPS3.A:Definitions of Energy
INDICATORPS3.A:1....and “electrical energy” may mean energy stored in a battery or energy transmitted by electric currents. (secondary to HS-PS2-5)
STRANDNGSS.HS-PS.PHYSICAL SCIENCE
TITLEHS-PS3.Energy - Students who demonstrate understanding can:
PERFORMANCE EXPECTATION / FOUNDATIONHS-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 / FOUNDATIONHS-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 / FOUNDATIONHS-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.
STRANDNGSS.HS-PS.PHYSICAL SCIENCE
TITLEHS-PS3.Energy - Students who demonstrate understanding can:
PERFORMANCE EXPECTATION / FOUNDATIONHS-PS3.SEP .Science and Engineering Practices
ELEMENTHS-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.
INDICATORHS-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)
STRANDNGSS.HS-PS.PHYSICAL SCIENCE
TITLEHS-PS3.Energy - Students who demonstrate understanding can:
PERFORMANCE EXPECTATION / FOUNDATIONHS-PS3.CETS.Connections to Engineering, Technology, and Applications of Science
ELEMENTHS-PS3.CETS.1.Influence of Science, Engineering, and Technology on Society and the Natural World
INDICATORHS-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)