Digging for Buried Treasure

Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. [Examples: the electrical forces between a charged rod and pieces of paper; the force between 2 permanent magnets, the force between an electromagnet & steel paperclips, Focus on forces produced by objects that can be manipulated by students, & electrical interactions – limited to static.] “||Next Generation Science Standards||Grade 3||Physical Science||Motion and Stability: Forces and Interactions |||Define a simple design problem that can be solved by applying scientific ideas about magnets. [ Examples: make a door latch; creating a device to keep two moving objects from touching each other.] ||Next Generation Science Standards||Grade 3||Physical Science||Motion and Stability: Forces and Interactions |||Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. ||Next Generation Science Standards||Grade 2||Physical Science||Matter and its Interactions|||Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.||Next Generation Science Standards||Grade 2||Physical Science||Matter and its Interactions|||Make observations & measurements to identify materials based on their properties. [Examples of properties: color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, & solubility; density is not intended as an identifiable property.]||Next Generation Science Standards||Grade 5||Physical Science||Matter and its Interactions|||5.G.1. Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).||Common Core Mathematics||Grade 5||Geometry||Graph Points On The Coordinate Plane To Solve Real-World And Mathematical Problems|||5.G.2. Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.||Common Core Mathematics||Grade 5||Geometry||Graph Points On The Coordinate Plane To Solve Real-World And Mathematical Problems|||Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. ||Next Generation Science Standards||Middle School||Physical Science||Motion and Stability: Forces and Interactions |||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. [Assessment is limited to electric and magnetic fields, and limited to qualitative evidence for the existence of fields.] ||Next Generation Science Standards||Middle School||Physical Science||Motion and Stability: Forces and Interactions