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Choose a question or topic.Choose a format for your answer.Review the vocab and rubric criteria below.
What is electromagnetism? What are its many uses? How does it work?What are magnets? What is electricity?How are magnetism and electricity related?What do we know about the Earth’s magnetic field?How do maglev trains work? Why aren’t there more of them in use?How do solar cells power a house?How does an electric car work (and how is it different from a hybrid car)?Why are there so many different sizes and types of batteries?Why are there so many different light bulbs?How does a power plant create electricity (hydro, coal, nuclear, tidal, wind farm)?Which source of electricity would be the best to use in a city?
Depth of Explanation: The student doesn't just state what these forces are; they explain the mechanisms behind them—for example, explaining how moving electrons create a magnetic field in an electromagnet.General Accuracy: Most of the information provided is correct, though there may be minor oversimplifications or small errors in the more complex details.Basic Explanations: The student can describe what these forces are, but they may lack the specific scientific vocabulary or the detailed "step-by-step" clarity required for a more advanced rating.Scientific Gaps: Explanations contain factual errors or miss the "why" behind how these forces work.Confusion Between Concepts: The student may struggle to distinguish between the three topics—for example, not understanding that electricity is required to create an electromagnet, or confusing a permanent magnet with an electrical charge.Lack of Detail: The descriptions are too brief or ""fuzzy,"" making it difficult for a reader to tell if the student truly understands the material.
Scientific Precision: The student uses exact science terms correctly rather than using vague words like "stuff" or "thing."Effective Integration: The scientific words aren't just " thrown in"; they are used in a way that actually makes the explanation in the song better and more detailed.Accuracy and Precision: All definitions are scientifically correct and detailed, leaving no room for confusion between similar terms (like "current" vs. "voltage").Attempting Scientific Language: The student is using technical terms (like "voltage" or "friction"), but they might use them slightly incorrectly or misspell them.Room for Precision: The writing is "mostly accurate," but it might be a bit vague. Instead of using a specific measurement or a precise term, the student might use more general words that make the explanation a little "fuzzy."a developing level of understanding regarding scientific vocabulary.Misuse of Terms: Scientific words (like "independent variable," "current," or "force") are either missing or used in the wrong way, which shows the student hasn't fully mastered their meanings.Informal Language: Instead of using precise scientific terms, the student may be using "everyday" words that aren't specific enough for a science report (for example, saying "the stuff" instead of "the matter").The student is struggling to use the specific "language of science" required for the topic:
Breadth of Knowledge: The student provides multiple examples for all three distinct areas: magnetism, electricity, and electromagnetism.Accuracy and Relevance: The examples are scientifically correct and directly relate to the topic, showing that the student understands the specific differences between a permanent magnet and an electromagnet.Depth of Understanding: By choosing examples that "enhance understanding," the student shows they can explain complex ideas (like how electricity can create a magnetic field) using simple, relatable objects.Partial Knowledge: The student can name a few examples, but they might miss one of the three categories (magnetism, electricity, or electromagnetism) entirely.Inconsistent Relevance: While some examples are correct, others might be only "somewhat" related or poorly explained. For instance, they might list a battery for electricity but fail to explain how it relates to a circuit.Basic Understanding: It shows the student is beginning to see how these forces work in the world, but they haven't yet mastered the specific details that separate them. Lack of Content: There are very few or no examples provided for the required topics (magnetism, electricity, and electromagnetism).Scientific Inaccuracy: When examples are given, they are factually incorrect or demonstrate a misunderstanding of the science involved.Irrelevance: The examples provided do not relate to the specific topic being studied. For instance, using an example of "gravity" when asked about "magnetism."
All work is shown fully, and your reasoning is clearly explained and easy to follow.Work is somewhat organized; some steps or reasoning may be unclear or missing.Generally uses correct formulas but may need occasional guidance or make small errors in application.The calculations are incorrect, incomplete, or mislabeled. Your reasoning is not shown with much clarity, and it is hard to follow how you arrived at your answers.
Demonstrating Understanding
For the end of this unit on magnetism, electricity, and electromagnetism, your challenge is to demonstrate your learning using one of the formats listed here.
Infographic Poster
To make a great infographic, your poster must be scientifically accurate, easily understandable, and great to look at.
3-D Model
A 3-D model or diorama is a great way to show how all the parts of a system work together.
Informational Essay
Show your understanding with an informational essay that explains magnetism and electricity. An informational report focuses on your ability to organize facts and explain complex ideas using your writing.
Slide Presentation
A slide presentation is a digital story. You are telling your audience a story using visual aids.
Suggested Questions
Key Vocabulary
field
magnet, magnetism
North/South poles
electricity
power
static electricity
attraction/repulsion
Northern Lights
circuit
watts
battery
iron, copper
magnetosphere
series/parallel
volts, voltage
positive/negative
ferromagnetic
compass
conductor
amps
insulator
ohms
resistance
current
There are no rows in this table
General Rubrics (see each format for specific rubric)
CONCEPTS
Was your explanation of the concepts and information correct and thorough?
Excelling
The student has moved beyond simple definitions to a deep, technical understanding of how these forces work.
Solid
While the student shows a solid foundation-level understanding and knows the core facts about how these forces work, their explanations are still developing and may be missing some of the deeper "whys" behind the science.
Needs improvement
The student is developing understanding, and there is some knowledge present, but their understanding it isn't yet solid or complete.
CLEAR LANGUAGE
Did you use correct, accurate, precise scientific language and clearly define the key terms?
Excelling
The student consistently uses the "language of science" precisely and accurately in multiple contexts.
Solid
The student often uses the "language of science" correctly, but is still developing more precision and accuracy in their terms.
Needs improvement
The student is struggling to use the "language of science" correctly.
ORGANIZATION
Was your work clearly organized and easy to understand?
Excelling
Work is well-organized, clear, and easy to follow with smooth transitions.
Solid
Work is organized and mostly clear, with some minor lapses in flow or clarity.
Needs improvement
Work lacks clear organization, making it difficult to follow or understand.
POLISH
Was your work polished (clean, clear, no errors) and presentation-quality?
Excelling
The work is error-free, complete, and visually polished.
Solid
The work is mostly error-free, mostly complete, but could use a bit more visual polish.
Needs improvement
The work has visible errors and looks rushed and unfinished.
VISUAL CLARITY
Was the visual aspect of your work well-organized and clearly understandable at a glance?
Excelling
Information is visually well-organized, well-labelled, and easy to understand at a glance.
Solid
Some information is visually well-organized, but some parts are unclear or out of order. Some parts are clearly labeled, but others are not.
Needs improvement
The visual organization is unclear. It is difficult to understand what the audience is looking at.
EXAMPLES
Did you provide multiple examples of each idea that help explain the information?
Excelling
The student can identify numerous real-world applications of the concepts, which show a breadth of examples.
Solid
The student can identify some real-world applications of science, but struggles to provide a complete or consistent list.
Needs improvement
A beginning or incomplete level of performance in connecting scientific theories to real-world applications.
PRESENTATION
Was your presentation of your work engaging?
Excelling
You were enthusiastic and engaging in your presentation of your work.
Solid
You clearly presented your work with some energy, but it could have been more engaging.
Needs improvement
Your presentation lacked energy and may have been difficult to hear.
CREATIVITY
Did you go beyond a common way of presenting information?
Excelling
Your presentation of your work was original and creative, presenting information in a unique way.
Solid
Your presentation of your work had some originality and creativity to it, although it was mostly a familiar form.
Needs improvement
Your presentation followed a basic template of how to present information with little to no originality.
CALCULATING
Were your calculations correct, your work clearly shown, and did you use the correct formulas for each calculation?
Excelling
All aspects of the problems are addressed. All calculations are accurate and complete.
Solid
Most aspects of the problems are addressed. Most calculations are accurate but contain minor errors or inconsistencies. Some of your reasoning is shown in your work, but some steps are missing.
Needs improvement
Only the simplest aspects of the problems are addressed.
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