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What Happens When a Magnet is Brought Near a Charged Ball?
Book Chapter |
The purpose of this assessment probe is to elicit students’ ideas about magnetic interactions. It is designed to find out whether students confuse electrostatic effects with magnetic effects and is best used for…
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Book Chapter |
The purpose of this assessment probe is to elicit students’ ideas about magnetic interactions. It is designed to find out whether students recognize that it’s a force between magnetic objects that causes them to “stick…
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What Happens When a Magnet Breaks?
Book Chapter |
The purpose of this assessment probe is to elicit students’ ideas about the properties of magnets. The probe is designed to find out how students would represent the poles of a broken magnet. It is best used with middle…
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How Can You Represent a Magnetic Field?
Book Chapter |
The purpose of this assessment probe is to elicit students’ ideas about magnetic fields. It is designed to find out how students would represent a magnetic field using magnetic field lines. The probe is best used with…
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Book Chapter |
The purpose of this assessment probe is to elicit students’ ideas about magnetization. It is designed to find out how students would represent, at the particle level, a nonmagnetized versus a magnetized nail. The probe…
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How Can You Make an Electromagnet?
Book Chapter |
The purpose of this assessment probe is to elicit students’ ideas about electromagnets. It is designed to reveal where students think the magnetic effect comes from when wire is wrapped around a nail to make a magnet.…
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Does the Type of Wire Make a Difference in an Electromagnet?
Book Chapter |
The purpose of this assessment probe is to elicit students’ ideas about electromagnets. The probe is designed to reveal whether students recognize that an electromagnetic effect can pass through an insulated wire. This…
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How Can You Make a Stronger Electromagnet?
Book Chapter |
The purpose of this assessment probe is to elicit students’ ideas about electromagnets. It is designed to reveal what variables students think affect the strength of an electromagnet. This probe is best used with middle…
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What Happens When You Bring a Compass Near a Current Carrying Wire?
Book Chapter |
The purpose of this probe is to elicit student ideas about magnetic poles. The probe is designed to reveal whether students think a magnetic field must always have magnetic poles. It is best used with high school…
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Introduction to DCIs: What They Are and Why They Are Important
Book Chapter |
This chapter serves as an introduction to Disciplinary Core Ideas (DCIs). As a whole, DCIs help students build usable knowledge that is central to the physical sciences but also across the life sciences, Earth and space…
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Core Idea PS1: Matter and Its Interactions
Book Chapter |
This chapter focuses on matter and its interactions and discusses the importance of how a rich understanding of atomic theory leads to a deeper understanding of why there are so many different substances in the world. A…
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Core Idea PS2: Motion and Stability: Forces and Interactions
Book Chapter |
This chapter discusses the disciplinary core idea of forces and interactions which consists of three component ideas that are described here. If any idea is a core concept, it is the idea of forces and interactions.…
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Book Chapter |
This chapter focuses on energy—perhaps the most important idea in all of science. It is used by every scientific discipline and applies to all known natural phenomena. Students hear and use the word “energy” from a very…
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Core Idea LS1: From Molecules to Organisms: Structures and Processes
Book Chapter |
In this chapter, the disciplinary core idea (DCI) is central to biology and also serves as the glue connecting all four DCIs in the life sciences strand. In essence, it is about the properties of living things and…
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Core Idea LS2: Ecosystems: Interactions, Energy, and Dynamics
Book Chapter |
This chapter begins by suggesting three ways in which a deeper understanding of ecosystems could enrich students’ lives and support their participation as informed citizens in society. The three ways are by: developing…
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