Magnetism

Joanne held two magnets in her hands. She had one in her right and one in her left.  She took one magnet and tried to touch the other magnet holding them steady and secure in her hands. As she brought the magnet from her left hand close to her right, the magnet in her right hand jumped and fell to the floor. She was startled.  She picked up the magnet and tried to bring them together again. This time the magnets connected.

Think about magnetism. Use what you know about magnetism to explain what happened in both of Joanne’s efforts to connect the two magnets. Use appropriate scientific terms and ideas.

Scoring Rubric

4 Student shows in depth understanding of magnetism. Discusses that the north and south poles of a magnet have the strongest force and are located on the ends of the magnet. The alignment of the molecules may also be discussed, but not necessary.  In Joanne’s first attempt she must have been trying to touch the north poles together (or both south poles). Like poles do not attract, they repel, push away from each other.  In Joanne’s second attempt she must have turned one of the magnets around and tried touching a south pole to a north pole. Opposite poles attract and connect with each other. In the response there is little or no error and student shows an in depth understanding of subject matter.
3 Student shows a good understanding of magnetism. Student understands concept that magnets attract and repel each other. Discussion of the first attempt showing the magnets repelling each other and her second attempt attracting each other. There may be minor errors in understanding of north and south poles of a magnet, but they are mentioned. Student shows understanding that opposites attract and like poles repel each other.
2 Student shows little understanding of magnetism. Only discussion of repelling (push away from) and attraction (connecting) is mentioned. The first attempt magnets push away from each other and the second they connected. 

OR 

Students only answer one half of the question in detail discussing either Joanne’s first attempt or second attempt, but not both.
1 Student shows very little or no understanding of what happened in Joanne’s efforts to connect the magnets. However, there was effort to answer question.
0 Student gave no answer at all.

 

Kentucky Learning Goals and Academic Expectations:

1.11  Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

2.1  Students understand scientific ways of thinking and working and use those methods to solve real-life problems.

Skill Objectives:

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