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Assessment Guide
Module I
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INTRODUCTION
Overview
ScienceFusion provides parallel instructional paths for teaching important science content. You
may choose to use the print path, the digital path, or a combination of the two. The quizzes,
tests, and other resources in this Assessment Guide may be used with either path.

The ScienceFusion assessment options are intended to give you maximum flexibility in
assessing what your students know and what they can do. The program’s formative and
summative assessment categories reflect the understanding that assessment is a learning
opportunity for students, and that students must periodically demonstrate mastery of content in
cumulative tests.

All ScienceFusion tests are available—and editable—in ExamView and online at

thinkcentral.com. You can customize a quiz or test for your classroom in many ways:
• adding or deleting items
• adjusting for cognitive complexity, Bloom’s taxonomy level, or other measures of difficulty
• changing the sequence of items

• changing the item formats

• editing the question itself

All of these changes, except the last, can be made without invalidating the content correlation of
the item.

This Assessment Guide is your directory to assessment in ScienceFusion. In it you’ll find

copymasters for Lesson Quizzes, Unit Tests, Unit Reviews, Performance-Based Assessments
Alternative Assessments, and End-of-Module Tests; answers and explanations of answers;
rubrics; a bubble-style answer sheet; and suggestions for assessing student progress using
performance, portfolio, and other forms of integrated assessment.

You will also find additional assessment prompts and ideas throughout the program, as indicated
on the chart that follows.

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 Assessment in ScienceFusion Program

Assessment Guide

at thinkcental.com
Online Resources
Student Editions

Teacher Edition

Digital Lessons

ExamView Test
Generator
Formative Assessment
Assessing Prior Knowledge
Engage Your Brain X
Unit Pretest X X X
Embedded Assessment
Active Reading Questions X
Interactivities X
Probing Questions X
Formative Assessment X
Classroom Discussions X
Common Misconceptions X
Learning Alerts X
Embedded Questions and Tasks X
Student Self-Assessments X
Digital Lesson Quiz X
When used primarily for teaching
Lesson Review X X
Lesson Quiz X X X
Alternative Assessment X X
Performance-Based Assessment X
Portfolio Assessment, guidelines X

Summative Assessment
End of Lessons
Visual Summary X X
Lesson Quiz X X X
Alternative Assessment X X X
Rubrics X X
End of Units
Unit Review X X X X
Answers X X X
Test Doctor Answer Explanations X X X
Unit Test A (on level) X X X
Unit Test B (below level) X X X
End of Module
End-of-Module Test X X X

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Formative Assessment
Assessing Prior Knowledge
Frequently in this program, you’ll find suggestions for assessing what your students already
know before they begin studying a new lesson. These activities help you warm up the class,
focus minds, and activate students’ prior knowledge.

In This Assessment Guide

Each of the units begins with a Unit Pretest consisting of multiple-choice questions that assess
prior and prerequisite knowledge. Use the Pretest to get a snapshot of the class and help you
organize your pre-teaching.

In the Student Edition

Engage Your Brain Simple, interactive
warm-up tasks get students thinking, and
remind them of what they may already know
about the lesson topics.

Active Reading Questions Students first see

the lesson vocabulary on the opening page,
where they are challenged to show what they
know about the terms. Multiple exposures to
the key terms throughout the lesson lead to
mastery.

In the Teacher Edition

Opening Your Lesson At the start of each TE lesson Opening Your Lesson suggests questions
and activities that help you assess prerequisite and prior knowledge.

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Embedded Assessment
Once you’re into the lesson, you’ll continue to find suggestions, prompts, and resources for
ongoing assessment.

Student Edition
Active Reading Questions and Interactivities Frequent
questions and interactive prompts are embedded in the
text, where they give students instant feedback on their
comprehension. They ask students to respond in different
ways, such as writing, drawing, and annotating the text.
The variety of skills and response types helps all students
succeed, and keeps them interested.

In the Teacher Edition

Probing Questions Probing questions appear in the point-of-use teaching suggestions. These
questions are labeled to show the degree of independent inquiry they require. The three levels of
inquiry—Directed, Guided, and Independent—give students experience that builds toward
independent analysis.
Classroom Discussions Discussion is a natural opportunity to gauge how well students have
absorbed the material, and to assess any misconceptions or gaps in their understanding. Students
also learn from each other in this informal exchange. Classroom discussion ideas appear
throughout the lesson in the Teacher Edition.

Tips for Classroom Discussions

• Allow students plenty of time to reflect and formulate their answers.

• Call upon students you sense have something to add but who haven’t spoken.
• At the same time, allow reluctant students not to speak unless they choose to.
• Encourage students to respond to each other as well as to you.

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Misconceptions and Learning Alerts The Teacher Background pages at the start of a unit
describe common misconceptions and identify the lessons in which the misconceptions can be
addressed. Strategies for addressing the misconceptions appear in the point-of-use teaching
notes. Additional Learning Alerts help you introduce and assess challenging topics.
Formative Assessment A final formative assessment strategy appears on the Evaluate page at
the end of each lesson, followed by reteaching ideas.

In This Assessment Guide

Several of the assessment strategies described in this book can be used either as formative or as
summative instruments, depending on whether you use them primarily for teaching or primarily
for evaluation. The choice is yours. Among these are the Lesson Quizzes, described here, and
the Alternative Assessment, described under Summative Assessment, next. Because both of
these assessments are provided for every lesson, you could use them both at different times.
Lesson Quizzes as Formative Assessment In this book, Lesson Quizzes in a unit follow the
Unit Pretest. The five-item Lesson Quiz can be administered as a written test, used as an oral
quiz, or given to small student groups for collaboration. In the Answer Key at the end of this
book, you’ll find a feature called the Test Doctor, which provides a brief explanation of what
makes each correct answer correct and each incorrect answer incorrect. Use this explanatory
material to begin a discussion following the quiz.

Classroom Observation
Classroom observation is one way to gather and record information that can lead to improved
instruction. You’ll find a Classroom Observation Checklist in Assessment Tools, following the
Introduction.
Tips for Classroom Observation
• Don’t try to see and record everything at once. Instead, identify specific skills you will
observe in a session.
• Don’t try to observe everyone at once. Focus on a few students at a time.
• Repeat observations at different times in order to identify patterns. This practice helps
you validate or correct your impressions from a single time.
• Use the checklist as is or modify it to suit your students and your instruction. Fill in
student names across the top and write the date next to the skills you are observing on a
particular day.
• Keep the checklist, add to it, and consult it periodically for hints about strengths,
weaknesses, and developments of particular students and of the class.
• Use your own system of ratings or the simple number code on the checklist. When you
have not seen enough to give a rating, leave the space blank.

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Summative Assessment
In the Student Edition
Visual Summary and Lesson Review
Interactive summaries help students synthesize lesson material, and the Lesson Review provides
a variety of questions focusing on vocabulary, key concepts, and critical thinking.

Unit Reviews
Each unit in the Student Edition is followed by a Unit Review, also available in this Assessment
Guide. These tests include the item types commonly found on the statewide assessments. You
may want to use these tests to review unit content right away or at any time later in the year to
help students prepare for the statewide assessment. If you wish to give students practice in
filling in a machine-scorable answer sheet, use the bubble-type answer sheet at the start of the
Answer Key.

In This Assessment Guide

Alternative Assessments
Every lesson has an Alternative Assessment worksheet, which is previewed in the Teacher
Edition on the Evaluate page of the lesson. The activities on these worksheets assess student
comprehension of core content, while at the same time offering a variety of options for students
with various abilities, learning styles, and interests. The activities require students to produce a
tangible product or to give a presentation that demonstrates their understanding of skills and
concepts.
Tips for Alternative Assessment
• The structure of these worksheets allows for differentiation in topic, difficulty level, and
activity type/learner preferences.
• Each worksheet has a variety of items for students and teachers to choose from.
• The items may relate to the entire lesson content or to just one or two key topics.
Encourage students to select items so that they will hit most key topics in a lesson.
• Share the rubrics and Presentation Guidelines with students so they understand the
expectations for these assignments. You could have them fill in a rubric with their name
and activity choices at the same time they choose their assignments, and then submit the
rubric with their presentation or assignment.

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Grading Alternative Assessments
Each type of Alternative Assessment worksheet has a rubric for easy grading.
• The rubrics focus mostly on content comprehension, but also take into account presentation.
• The Answer Key describes the expected content mastery for each Alternative Assessment.
• Separate Presentation Guidelines describe the attributes of successful written work, posters
and displays, oral presentations, and multimedia presentations.
• Each rubric has space to record your reasons for deducting points, such as content errors or
particular presentation flaws.
• If you wish to change the focus of an Alternative Assessment worksheet, you can adjust the
point values for the rubric.

The Presentation Guidelines and the rubrics follow the Introduction. The Answer Key appears at
the end of the book.

Unit Tests A and B

This Assessment Guide contains leveled tests for each unit.
• The A-level tests are for students who typically perform below grade level.
• The B-level tests are intended for students whose performance is on grade level.
Both versions of the test address the unit content with a mixture of item types, including
multiple choice, short response, and extended response. Both levels contains items of low,
medium, and high cognitive complexity, though level B contains more items of higher
complexity. A few items appear in both of the tests as a means of assuring parallel content
coverage. If you need a higher-level test, you can easily assemble one from the lesson
assessment banks in ExamView or online at thinkcentral.com. All items in the banks are tagged
with five different measures of difficulty as well as standards and key terms.

End-of-Module Test
The final test in this Assessment Guide is the End-of-Module Review. This is a long-form,
multiple-choice test in the style of the statewide assessments. An Answer Sheet appears with the
review.

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Performance-Based Assessment
Performance-Based Assessment involves a hands-on activity in which students demonstrate
their skills and thought processes. Each Performance-Based Assessment includes a page of
teacher-focused information and a general rubric for scoring. In addition to the Performance-
Based Assessment provided for each unit, you can use many of the labs in the program as the
basis for performance assessment.
Tips for Performance Assessment
• Prepare materials and stations so that all students have the same tasks. You may want to
administer performance assessments to different groups over time.
• Provide clear expectations, including the measures on which students will be evaluated.
You may invite them to help you formulate or modify the rubric.
• Assist students as needed, but avoid supplying answers to those who can handle the work
on their own.
• Don’t be hurried. Allow students enough time to do their best work.
Developing or Modifying a Rubric
Developing a rubric for a performance task involves three basic steps:
1. Identify the inquiry skills that are taught in the lesson and that students must perform to
complete the task successfully and identify the understanding of content that is also
required. Many of the skills may be found in the Lab and Activity Evaluation later in
this guide.
2. Determine which skills and understandings of content are involved in each step.
3. Decide what you will look for to confirm that the student has acquired each skill and
understanding you identified.

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Portfolio Assessment, Guidelines
A portfolio is a showcase for student work, a place where many types of assignments, projects,
reports and data sheets can be collected. The work samples in the collection provide snapshots
of the student’s efforts over time, and taken together they reveal the student’s growth, attitudes,
and understanding better than other types of assessment. Portfolio assessment involves meeting
with each student to discuss the work and to set goals for future performance. In contrast with
formal assessments, portfolio assessments have these advantages:
1. They give students a voice in the assessment process.
2. They foster reflection, self-monitoring, and self-evaluation.
3. They provide a comprehensive picture of a student’s progress.
Tips for Portfolio Assessment
• Make a basic plan. Decide how many work samples will be included in the portfolios and
what period of time they represent.
• Explain the portfolio and its use. Describe the portfolio an artist might put together,
showing his or her best or most representative work, as part of an application for school
or a job. The student’s portfolio is based on this model.
• Together with your class decide on the required work samples that everyone’s portfolio
will contain.
• Explain that the students will choose additional samples of their work to include. Have
students remember how their skills and understanding have grown over the period
covered by the portfolio, and review their work with this in mind. The best pieces to
choose may not be the longest or neatest.
• Give students the Portfolio Planning Worksheet found in Assessment Tools. Have
students record their reasoning as they make their selections and assemble their
portfolios.
• Share with students the Portfolio Evaluation Checklist, also found in Assessment Tools,
and explain how you will evaluate the contents of their portfolios.
• Use the portfolios for conferences, grading, and planning. Give students the option of
taking their portfolios home to share.

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ASSESSMENT TOOLS
Alternative Assessment Presentation Guidelines
The following guidelines can be used as a starting point for evaluating student presentation of
alternative assessments. For each category, use only the criteria that are relevant for the
particular format you are evaluating; some criteria will not apply for certain formats.

Written Work Oral Presentations

• Matches the assignment in format (essay, journal • Matches the assignment in format (speech, news
entry, newspaper report, etc.) report, etc.)
• Begins with a clear statement of the topic and • Presentation is delivered well, and enthusiasm is
purpose shown for topic
• Provides information that is essential to the • Words are clearly pronounced and can easily be
reader’s understanding heard
• Supporting details are precise, related to the topic, • Information is presented in a logical, interesting
and effective sequence that the audience can follow
• Follows a logical pattern of organization • Visual aids are relative to content, very neat, and
• Uses transitions between ideas artistic
• When appropriate, uses diagrams or other visuals • Often makes eye contact with audience
• Correct spelling, capitalization, and punctuation • Listens carefully to questions from the audience
• Correct grammar and usage and responds accurately
• Varied sentence structures • Stands straight, facing the audience
• Neat and legible • Uses movements appropriate to the presentation;
does not fidget
Posters and Displays • Covers the topic well in the time allowed
• Matches the assignment in format (brochure, • Gives enough information to clarify the topic, but
poster, storyboard, etc.) does not include irrelevant details
• Topic is well researched and quality information
is presented Multimedia Presentations
• Poster communicates an obvious, overall message • Topic is well researched, and essential
• Posters have large titles and the message, or information is presented
purpose, is obvious • The product shows evidence of an original and
• Images are big, clear, and convey important inventive approach
information • The presentation conveys an obvious, overall
• More important ideas and items are given more message
space and presented with larger images or text • Contains all the required media elements, such as
• Colors are used for a purpose, such as to link text, graphics, sounds, videos, and animations
words and images • Fonts and formatting are used appropriately to
• Sequence of presentation is easy to follow emphasize words; color is used appropriately to
because of visual cues, such as arrows, letters, or enhance the fonts
numbers • Sequence of presentation is logical and/or the
• Artistic elements are appropriate and add to the navigation is easy and understandable
overall presentation • Artistic elements are appropriate and add to the
• Text is neat overall presentation
• Captions and labels have correct spelling, • The combination of multimedia elements with
capitalization, and punctuation words and ideas produces an effective
presentation
• Written elements have correct spelling,
capitalization, and punctuation

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Alternative Assessment Rubric – Tic-Tac-Toe
Worksheet Title: _____________________________________________
Student Name: ______________________________________________
Date: _____________________________________________________

Add the titles of each activity chosen to the chart below.

Content Presentation Points

(0-3 points) (0-2 points) Sum

Choice 1: _______________________________________________________________________________
Points

Reason for
missing points

Choice 2: _______________________________________________________________________________
Points

Reason for
missing points

Choice 3: _______________________________________________________________________________
Points

Reason for
missing points

Total Points (of 15 maximum)

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Alternative Assessment Rubric – Mix and Match
Worksheet Title: _____________________________________________
Student Name: ______________________________________________
Date: _____________________________________________________

Add the column choices to the chart below.

Content Presentation Points

(0-3 points) (0-2 points) Sum

Information Source from Column A: __________________________________________________________

Topics Chosen for Column B:________________________________________________________________

________________________________________________________________________________________

Presentation Format from Column C: _________________________________________________________

Points

Reason for
missing points

Total Points (of 5 maximum)

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Alternative Assessment Rubric – Take Your Pick
Worksheet Title: _____________________________________________
Student Name: ______________________________________________
Date: _____________________________________________________

Add the titles of each activity chosen to the chart below.

Content Presentation Points

2-point item: (0-1.5 points) (0-0.5 point) Sum
5-point item (0-4 points) (0-1 point)
8-point item: (0-6 points) (0-2 points)

Choice 1: _______________________________________________________________________________
Points

Reason for
missing points

Choice 2: _______________________________________________________________________________
Points

Reason for
missing points

Total Points (of 10 maximum)

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Alternative Assessment Rubric – Choose Your Meal
Worksheet Title: _____________________________________________
Student Name: ______________________________________________
Date: _____________________________________________________

Add the titles of each activity chosen to the chart below.

Content Presentation Points

Appetizer, Sum
side dish, or (0-3 points) (0-2) points
dessert:
Main Dish (0-6 points) (0-4 points)

Appetizer: _______________________________________________________________________________
Points
Reason for
missing points

Side Dish: _______________________________________________________________________________

Points
Reason for
missing points

Main Dish: ______________________________________________________________________________

Points
Reason for
missing points

Dessert: _________________________________________________________________________________
Points
Reason for
missing points

Total Points (of 25 maximum)

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Alternative Assessment Rubric – Points of View
Worksheet Title: _____________________________________________
Student Name: ______________________________________________
Date: _____________________________________________________

Add the titles of group’s assignment to the chart below.

Content Presentation Points

(0-4 points) (0-1 points) Sum

Point of View:

Points

Reason for
missing points

Total Points (of 5 maximum)

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Alternative Assessment Rubric – Climb the Pyramid
Worksheet Title: _____________________________________________
Student Name: ______________________________________________
Date: _____________________________________________________

Add the titles of each activity chosen to the chart below.

Content Presentation Points

(0-3 points) (0-2 points) Sum

Choice from bottom row: ___________________________________________________________________

Points

Reason for
missing points

Choice from middle row: ___________________________________________________________________

Points

Reason for
missing points

Top row: ________________________________________________________________________________

Points

Reason for
missing points

Total Points (of 15 maximum)

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Alternative Assessment Rubric – Climb the Ladder
Worksheet Title: _____________________________________________
Student Name: ______________________________________________
Date: _____________________________________________________

Add the titles of each activity chosen to the chart below.

Content Presentation Points

(0-3 points) (0-2 points) Sum

Choice 1 (top rung): _______________________________________________________________________

Points

Reason for
missing points

Choice 2 (middle rung): ____________________________________________________________________

Points

Reason for
missing points

Choice 3 (bottom rung): ____________________________________________________________________

Points

Reason for
missing points

Total Points (of 15 maximum)

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 Classroom Observation
Date ______________________________________ Checklist Edit File

Rating Scale
3 Outstanding 1 Needs Improvement

2 Satisfactory Not Enough Opportunity to Observe

Names of Students
Inquiry Skills

Observe

Compare

Classify/Order

Gather, Record, Display, or

Interpret Data

Use Numbers

Communicate

Plan and Conduct Simple

Investigations

Measure

Predict

Infer

Draw Conclusions

Use Time/Space Relationships

Hypothesize

Formulate or Use Models

Identify and Control Variables

Experiment

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 Lab and
Name ______________________________________ Date _________ Activity Evaluation Edit File

Lab and Activity Evaluation

Circle the appropriate number for each criterion. Then add up the circled numbers in each
column and record the sum in the subtotals row at the bottom. Add up these subtotals to get
the total score.
Graded by _____________________________________ Total ____________ /100

Behavior Completely Mostly Partially Poorly

Follows lab procedures carefully and fully 10–9 8–7–6 5–4–3 2–1–0
Wears the required safety equipment and 10–9 8–7–6 5–4–3 2–1–0
displays knowledge of safety procedures
and hazards
Uses laboratory time productively and stays 10–9 8–7–6 5–4–3 2–1–0
on task
Behavior Completely Mostly Partially Poorly
Uses tools, equipment, and materials 10–9 8–7–6 5–4–3 2–1–0
properly
Makes quantitative observations carefully, 10–9 8–7–6 5–4–3 2–1–0
with precision and accuracy
Uses the appropriate SI units to collect 10–9 8–7–6 5–4–3 2–1–0
quantitative data
Records accurate qualitative data during 10–9 8–7–6 5–4–3 2–1–0
the investigation
Records measurements and observations 10–9 8–7–6 5–4–3 2–1–0
in clearly organized tables that have
appropriate headings and units
Works well with partners 10–9 8–7–6 5–4–3 2–1–0
Efficiently and properly solves any minor 10–9 8–7–6 5–4–3 2–1–0
problems that might occur with materials
or procedures
Subtotals:

Comments

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

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 Portfolio Planning
Name ______________________________________ Date _________ Worksheet Edit File

My Science Portfolio
What Is in My Portfolio Why I Chose It
1.

2.

3.

4.

5.

6.

7.

I organized my Science Portfolio this way because ___________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

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 Portfolio Evaluation
Name ______________________________________ Date _________ Checklist Edit File

Portfolio Evaluation Checklist

Aspects of Science Literacy Evidence of Growth

1. Understands science concepts ___________________________________

(Animals, Plants; Earth’s Land, Air, Water;
___________________________________
Space; Weather; Matter, Motion, Energy)
___________________________________

2. Uses inquiry skills ___________________________________

(observes, compares, classifies, gathers/
___________________________________
interprets data, communicates, measures,
experiments, infers, predicts, draws ___________________________________
conclusions)

3. Thinks critically ___________________________________

(analyzes, synthesizes, evaluates, applies
___________________________________
ideas effectively, solves problems)
___________________________________

4. Displays traits/attitudes of a scientist ___________________________________

(is curious, questioning, persistent, precise,
___________________________________
creative, enthusiastic; uses science
materials carefully; is concerned for ___________________________________
environment)

Summary of Portfolio Assessment

For This Review Since Last Review

Excellent Good Fair Improving About the Not as Good

Same

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 Unit 3
Name ______________________________________ Date _________ Edit File

Pretest
Electricity and Magnetism
Choose the letter of the best answer.
1. A charged object (A) comes into contact with an 3. The following diagram shows four charged
uncharged object (B). In the process, object A objects: A, B, C, and D.
loses electrons and object B gains electrons.
Which of the following is true?
A. Object B lost protons.
B. Object B now has no charge.
C. Object B now has a positive charge.
D. Object B now has a negative charge.

2. Examine the properties of the three magnets in

the chart below: Based on the diagram, which statement is true?
Magnet A Magnet B Magnet C A. The electric force between A and B is
made of made of made of identical in magnitude to the electric force
alnico soft iron aluminum between C and D.
B. The electric force between A and B is greater
is not easily is is not
magnetized, magnetized magnetized than the electric force between C and D.
but retains easily by C. The electric force between A and B is smaller
its magnetic an electric than the electric force between C and D.
properties current
D. The electric force between A and B is
for a long
canceled by the electric force between C
time
and D.
has a north has a north does not
and south and south have a 4. A student uses a computer to send a message
pole pole north or consisting of two electrical pulses followed by
south pole no electrical pulse followed by two more
electrical pulses. How would this message by
Which of these magnets is most likely represented in binary code?
a temporary magnet? A. 00100
A. Magnet A B. 11011
B. Magnet B C. 02020
C. Magnet C D. 12012
D. Magnets A, B, and C

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 Unit 3
Name ______________________________________ Date _________

5. From which of the following does a modern 9.The following diagram shows a simple circuit.
computer most typically receive its inputs?
A. a printer
B. a hard drive
C. a monitor screen
D. a keyboard or mouse

6. Which phenomenon is most directly responsible

for Earth’s magnetic field?
A. Earth’s rotation about its axis
B. Earth’s revolution around the sun
C. the moon’s revolution around Earth
Which labeled part is an example of a load?
D. the moon’s gravitational pull on Earth
A. A
7. Which of the following describes the most likely B. B
application of electromagnetism in a power
plant? C. C

A. Magnets detect the presence of electric D. D

currents in nature.
10. Which of the following correctly describes
B. Magnets convert electric energy into electric current?
mechanical energy.
A. the amount of electric charge on an object
C. Moving a magnet in a coil of wire generates
B. the rate at which electric charges pass a given
an electric current.
point
D. Moving a magnet in a coil of wire produces
C. the buildup of electric charge on the surface
visible light.
of an object
8. Which of the following is the best definition of D. the amount of work to move a unit of electric
electromagnetism? charge between two points
A. the use of electricity to create magnets
B. the use of magnets to generate electricity
C. the interaction between electricity and
magnetism
D. the appearance in nature of objects that have
both electric and magnetic fields

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 Unit 3 Lesson 1
Name ______________________________________ Date _________ Edit File

Lesson Quiz
Electric Charge and Static Electricity
Choose the letter of the best answer.
1. Which of the following best describes electric 4. An engineer is building an electronic device.
charge? She wants to use a material that will give her the
A. a force that causes objects to heat up most control over the amount of electric charge
that flows through a circuit. Which material
B. a high-voltage material that can cause should she use?
damage to objects
A. a conductor
C. a fundamental property that causes electric
B. an insulator
and magnetic interactions
C. a semiconductor
D. a particle that moves freely through matter
and causes static electricity to build up on D. a tube
objects
5. The following image shows two circular objects.
2. Peter’s teacher tells him that he should not place Each object has an electric charge, as shown:
his electric stereo near the edge of a pool
because the water in the pool is a conductor.
What does she mean when she says that the
water is a conductor?
A. Water is a type of electrical energy.
B. Water damages electric circuits.
C. Electric charges cannot flow without water.
D. Electric charges move through the water in
the pool.

3. When Bethany walks across a carpet, her socks

pick up many negative electric charges. Later in What will happen to these objects when they are
the day, these negative charges are no longer placed near each other?
present on her socks. What most likely happened A. The objects will remain still.
to the negative charges?
B. The objects will both move to the left.
A. The charges disappeared.
C. The objects will move towards each other.
B. The charges transferred to another object.
D. The objects will move away from each other.
C. The charges switched from negative to
positive.
D. The charges broke apart into smaller positive
and negative particles.

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Lesson Quiz
Electric Current
Choose the letter of the best answer.
1. The following table describes the resistance of 4. What is electric current?
two different wires. A. the rate at which electric charges pass a given
Resistance point
Wire A low B. a material’s opposition to the flow of electric
charge
Wire B high
C. the number of electric charges that pass a
Based on this table, which of the following is
given point
most likely true?
D. the amount of work to move a unit of electric
A. Wire A is longer and thinner than wire B.
charge between two points
B. Wire A is shorter and thicker than wire B.
5. Some electric devices use direct current while
C. Wire A is a poor conductor of electric
others use alternating current. Which of the
current.
electric devices listed below uses mostly
D. Wire B is a good conductor of electric alternating current?
current.
A. digital camera
2. Plastic and wood are poor conductors of electric B. dishwasher
current, while copper and steel are good C. flashlight
conductors of electric current. Which
combination of materials would supply the most D. mp3 player
amount of resistance to an electric current?
A. copper and steel
B. plastic and copper
C. plastic and wood
D. wood and steel

3. Which of the following best describes electric

voltage?
A. the rate at which electric charges move
B. the amount of electrical energy contained
inside a battery
C. the work needed to move an electric charge
between two points
D. the shock that a person experiences when he
or she comes in contact with electricity

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Lesson Quiz
Electric Circuits
Choose the letter of the best answer.
1. Most strings of outdoor lights are wired in a 4. Which of the following circuit diagrams
parallel circuit. Which of the following is the represents a complete series circuit?
best reason why a string of outdoor lights should A.
be wired in a parallel circuit and not a series
circuit?
A. Parallel circuits are safer to use than series
circuits.
B. The lights in a parallel circuit will light up
brighter than the lights in a series circuit.
C. If one light in the string burns out in a
parallel circuit, the rest of the lights will
continue to shine.
D. You need to use more wires to construct a B.
series circuit than a parallel circuit.

2. A student is building a simple circuit with a

battery, light bulb, and copper wires. When she
connects the wires to the battery terminals, the
light bulb does not light up. Which of the
following could explain why the bulb does not
light? C.

A. There is no energy source.

B. The circuit is open.
C. This circuit is too simple to light up a light
bulb.
D. Copper wires do not conduct electric current.
D.
3. Brent wants to fly a kite during a lightning storm
at night. His friend warns him that this increases
his chance of being struck by lightning. Which
of the following helps to explain why this is
true? 5. A GFCI is an example of what kind of electrical
A. Lightning usually strikes at night. safety device?
B. Lightning usually strikes moving objects. A. a frayed cord
C. Lightning usually strikes objects made of B. a lightning rod
fabric. C. a parallel circuit
D. Lightning usually strikes objects high above D. a circuit breaker
the ground.

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Lesson Quiz
Magnets and Magnetism
Choose the letter of the best answer.
1. Which of the following best describes a 4. Examine the properties of the three magnets in
magnetic field? the chart below:

A. a measure of the length of a magnet Magnet A Magnet B Magnet C

B. the force that pushes two magnets away from made of made of soft made of
each other alnico iron aluminum

C. an invisible region that surrounds the north is not easily is is not

pole of a magnet magnetized, magnetized magnetized
but retains easily by an
D. a region around a magnet in which you can its magnetic electric
measure magnetic forces properties current
for a long
2. Sometimes the north and south poles of atoms in
time
a material will line up. What is the term for the
region where this occurs? has a north has a north does not
and south and south have a
A. a domain
pole pole north or
B. ferromagnetic south pole
C. magnetic field
D. magnetic pole Which of these magnets is most likely a
permanent magnet?
3. Amanda is holding a compass and notices that A. Magnet A
the north pole of the compass points towards the
north pole of the Earth. She is confused because B. Magnet B
she knows from her science classes that the C. Magnet C
north poles of two magnets will repel each other. D. Magnets A, B, and C
How can she explain this phenomenon?
A. The geographic north pole of the Earth is 5. Which of the following determines whether or
actually near the Earth’s magnetic south pole. not a material is magnetic?

B. The north pole of the compass was probably A. the density of the material
pushed in the wrong direction by a nearby B. the weight of the material on Earth
magnet. C. the alignment of atoms in the material
C. The Earth’s magnetic poles may have D. the number of elements that make up the
reversed positions while Amanda was material
observing the compass.
D. The Earth’s poles are not strong enough to
attract any handheld magnets, so it was
probably a coincidence that the compass
pointed towards the north pole.

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Lesson Quiz
Electromagnetism
Choose the letter of the best answer.
1. Which of the following best describes how a 4. Observe the electromagnet below:
powerful electromagnet could be used in a
junkyard?
A. It could move heavy objects made of iron.
B. It could convert electrical energy into
mechanical energy.
C. It could light up the area so workers can see
at night.
D. It could provide a voltage source for old
electronic equipment.

2. What is the best word to describe a system in

which a magnet moves in a coil of wire to Electric current flows through the wire. What is
produce electricity? the name for this coiled wire that is wrapped
A. electromagnet around the iron core of the electromagnet?
B. generator A. generator
C. motor B. solenoid
D. transformer C. transformer
D. trapezoid
3. The interaction between electricity and
magnetism has been an important topic in 20th
5. Daniel has a long piece of copper wire. He
century science. Which term describes this
shapes the wire into a coil. What could Daniel
interaction?
do to cause electric current to flow through the
A. electromagnetism wire?
B. ferromagnetic A. shake the wire very quickly
C. magnetic field B. submerge the wire into a pan of hot water
D. static electricity C. move a bar magnet in and out of the wire coil
D. connect the two free ends of the wire so that
they form a closed path

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Lesson Quiz
Electronic Technology
Choose the letter of the best answer.
1. What is a tiny sheet of silicon containing an 5. Max uses two different devices to record the
entire circuit with many different components? sound of his trumpet. He presses the “record”
A. a binary circuit button on both devices and then plays a single
note. Then, he observes a graph of the two
B. a coded circuit recordings. Each graph shows the volume level
C. an integrated circuit of his trumpet as he played.
D. a stationary circuit

2. Which of the following inventions has most

allowed computers today to be much smaller
than computers developed many years ago?
A. binary code
B. central processing unit
C. microprocessor chip
D. personal computers

3. A student uses binary code to keep score of a

game. The student will record a “1” whenever a
player catches a ball and a “0” whenever a
player misses a ball. The student observes the
following: catch, miss, catch, catch, miss, miss,
miss. What score should the student record?
A. 1011000
B. 0100011
C. 1001100
D. 1100110

4. What would happen if you removed a central

Which graph was most likely produced by an
processing unit from a computer?
analog recorder?
A. The computer fan would stop working.
A. the device used to record Graph 1
B. The computer monitor would not turn on.
B. the device used to record Graph 2
C. The computer’s memory would be deleted.
C. Both devices are most likely analog
D. The computer would not be able to run any recorders.
programs.
D. Neither of these devices could be an analog
recorder.

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Alternative Assessment
Electric Charge and Static Electricity
Climb the Pyramid: Charge It!
Select options at each level to show what you know about electric charges and static electricity.
1. Work on your own, with a partner, or with a small group.

2. Choose one item from each layer of the pyramid. Check your choices.

3. Have your teacher approve your plan.

4. Submit or present your results.

__ Charge Demonstration
Use balloons and any other
materials that are suitable to
demonstrate how objects
become charged by friction,
contact, and induction. As you
conduct your demonstration,
explain how charges move from
one object to another.

__ Static Charge and __ Graphic Arts

Discharge Poster
Develop a graphic that can be
Find a dramatic photograph of used to explain how like and
lightning, and use it to make a unlike electrical charges
poster that explains why lightning interact. Display and explain
occurs. Include captions that your graphic to the class.
identify the role of static electricity
in lightning formation and labels
that show where charges gather to
form lightning.

__ Conservation Diagram __ Material Display __ Three-Column Chart

Develop a diagram that explains Develop a display that defines and Develop a three-column
the conservation identifies examples of electrical chart with the headings
of charge. conductors, electrical insulators, Electrical Conductors,
and semiconductors. Use your Electrical Insulators, and
display as a basis for a class Semiconductors. Provide a
presentation that describes what definition and examples for
each group of materials does and each term. Include at least
what types of materials make up 10 different examples of
each group. materials in your chart.

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Alternative Assessment
Electric Current
Choose Your Meal: Electric Currents
Create a balanced “meal” from the choices below to show what you have learned in this lesson.
1. Work on your own, with a partner, or with a small group.

2. Choose one item from each section of the menu, with an optional dessert. Check your choices.

3. Have your teacher approve your plan.

4. Submit or present your results.

Appetizers

_____ Poem Write a short poem that describes the factors that influence resistance.

_____ Advertisement Develop a print or web-based advertisement for a battery. Make sure to include
information on the type of current the battery uses and how the battery works.

_____ Experiment Design Design an experiment to test the following question: Which material is
the least resistant to an electric current: copper metal wire, a wooden dowel, or an aluminum can?

Main Dish

_____ Essay Write a two-paragraph essay explaining the key concepts of current and voltage from
the lesson. Have a peer review your work and suggest possible edits. Edit and proofread your
essay before publishing it.

Side Dishes

_____ Quiz Develop a 10-question quiz to test your classmates’ knowledge on key topics from the lesson.
Create a separate answer key for your quiz. If possible, give the quiz to a small group of students.
Correct the quizzes and give each student in the group a grade.

_____ Interview Questions Develop 5-8 in-depth questions you would ask an expert in the field of
electricity.

Desserts (optional)

_____ Trading Cards Create 4-6 trading cards that name a material used for conducting electricity.
Various metals used for wiring are possible choices. Write the name of the material on the front
of the card and include key information about the material on the back of the card, along with
a rating that shows the material's effectiveness for conducting electricity.

_____ Acrostic Create an acrostic for one of the lesson's vocabulary terms: electric current, voltage, or
resistance, with words and phrases that are relevant to the lesson.

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Alternative Assessment
Electric Circuits
Points of View: Electric Circuits and Electrical Safety
Your class will work together to show what you’ve learned about electrical circuits and
electrical safety from several different viewpoints.
1. Work in groups as assigned by your teacher. Each group will be assigned to one or two viewpoints.

2. Complete your assignment, and present your perspective to the class.

Vocabulary For the terms series circuit and parallel circuit make a poster that includes a
dictionary definition of each term, a definition for each term in your own words, and diagrams
representing each term.
Examples Research to learn more about electrical safety. Write a short report summarizing
what you learn. Include at least one fact or piece of information that was not included in the
lesson materials.
Illustrations Make a collage that shows images associated with either electrical circuits or
electrical safety. For each image you include, describe how it is related to the main topic you
have selected.
Analysis Electrical circuits vary in their structure, the type and number of devices they
include, and the energy source used. Select one of these factors that can vary between circuits.
Then, design an experiment to explore how changes in that factor affect the function of the
circuit. For example, you might design an experiment to determine how the size of the battery
used as an energy source affects the brightness of the light produced by a bulb. (Do not
actually carry out your experiment.)
Observations Look for warning signs or symbols related to electrical safety in your school,
your home, or your neighborhood. Include only those that can be observed safely. Sketch or
photograph each of the signs or symbols, and share your observations with others. Discuss the
meaning of each sign or symbol you observe.
Details Imagine that you are a tour guide who has been asked to give a guided tour of an
electrical circuit. You’ll need to imagine that you and the tour participants are small enough to
walk around inside an electrical circuit! Write a script of what you would say at each specific
“point of interest” in your tour. Include interesting and factual information, as well as any
relevant information you would share with the tour participants about electrical safety.

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Alternative Assessment
Magnets and Magnetism
Take Your Pick: Magnetic Madness
1. Work on your own or with a partner.

2. Choose items below for a total of 10 points. Check your choices.

3. Have your teacher approve your plan.

4. Submit or present your results.

2 Points

_____ Magnetic Properties Name three properties of all magnets. Name two things a magnetic force
can do.

_____ Earth’s Magnetic Field Explain what scientists think causes Earth’s magnetic field.

5 Points

_____ Floating Objects Explain how you could use magnets to make a small object appear to float
in air.

_____ Illustrating Domains Draw a bar of non-magnetized iron metal. Show what the domains look
like. Draw a bar of magnetized iron metal. Show what these domains look like. Use your own words
to compare how these bars are alike and how they are different.

_____ Making Magnets Write instructions to tell someone how to make a temporary magnet. Have
someone follow your instructions.

_____ Other Planets Data gathered have revealed that most planets have magnetic fields. For example,
Saturn’s magnetic field is 1,000 times stronger than Earth’s. Find information about the magnetic
field of one other planet and present your findings to the class.

8 Points

_____ Magnetic Technology Research a device that uses magnets such as a computer disk, maglev
train, magnetic traffic lights, or the magnetic strip on a credit card. Prepare a poster to show what the
device does and how it works.

_____ Earth as a Magnet Explain how Earth is similar to a giant bar magnet and how it is different.
Use words and diagrams in your explanation. Remember to explain the difference between the
Earth’s geographic poles and its magnetic poles.

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Alternative Assessment
Electromagnetism
Climb the Pyramid: Electromagnetic Activities
Climb the pyramid to show what you have learned about electromagnetism.
1. Work on your own, with a partner, or with a small group.

2. Choose one item from each layer of the pyramid. Check your choices.

3. Have your teacher approve your plan.

4. Submit or present your results.

__ Model
Use craft supplies to create a model of one
of the devices you learned about in this
lesson, such as an electromagnet, a motor,
a generator, or a transformer. Include
a key that explains what each part of the
model represents, as well as a paragraph
explaining how your device works.

__ Crossword Puzzle __ Game

Write a crossword puzzle for the Play “What Am I” with one or more
important terms in this lesson. people. On index cards, write all of
Include the vocabulary words, as the vocabulary words from the lesson
well as ten additional terms from the plus ten additional words from the
text. lesson. Place the cards face down in
a pile. One player draws a card and
looks at it. The other players ask
“yes” and “no” questions to determine
which term the first player is.

__ Play __ Newspaper Article __ Letter

Write and act out a two-part Imagine you are a newspaper Design a new device that uses
play that reenacts the reporter working in the past. electromagnetism or plan
discoveries of Hans Christian Write an article about one of improvements to an existing
Oersted and Michael Faraday. the discoveries about device by using electromagnets.
The play should focus on what electromagnetism that are Write a letter to André-Marie
each scientist discovered about featured in this lesson. Include Ampère that describes your
electromagnetism. illustrations or diagrams if it device. Make sure your letter
improves your article. includes a detailed illustration of
your design.

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Alternative Assessment
Electronic Technology
Climb the Pyramid: Bit by Bit
1. Work on your own, with a partner, or with a small group.

2. Choose one item from each layer of the pyramid. Check your choices.

3. Have your teacher approve your plan.

4. Submit or present your results.

__ Computing Changes
List five of the ways the
computer has changed. Write
the technological innovation
that helped make these
changes possible.

__ Capture the Moment __ Circuit Revolution

Research how a film camera Research how an integrated
works and how a digital circuit was developed. Tell how
camera works. Write a short the integrated circuit has
summary of how each camera revolutionized electrical
is able to create an image. devices. Find pictures of five
devices that rely on the
integrated circuits.

__ Technology over Time __ Internet Research __ A "Smart" Phone?

Choose a topic such as Research the Internet and how Write an informational brochure
televisions, radios, or it became such an important that tells about some of the
telephones, and research how part of our lives. Create a features of a smartphone. On
the technology has changed slideshow presentation to the last page of the brochure
over time. Then create a share your findings. show how a smartphone is
timeline tracing the history of similar to a computer, and how
this technology using both it is different.
descriptions and images.

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Performance-Based
Static Electricity Assessment Teacher Notes

Purpose In this activity, students demonstrate the stripping of electrons from atoms, repulsion
of like charges, attraction of opposites, and electron flow.

Time Period One 45-minute class period. Students will need 20 minutes at the activity station
and 25 minutes to answer the analysis questions.

Preparation Equip each activity station with the necessary materials. Each activity station
should have access to a sink with running water.

Safety Tips Wipe up spills immediately. Instruct students not to touch broken fluorescent
tubes. Have a disposal container for sharps available in case of fluorescent-tube breakage.

Teaching Strategies This activity works best in groups of 2–3 students. The balloons in the
activity are charged by rubbing them on the students’ hair. The reaction of the balloon to the
students’ hair and to the stream of tap water demonstrates the presence of negative and positive
charges. The type of charge affects the balloon’s reaction to other materials. The reaction
between the balloon and the fluorescent tube illustrates the mobility of electrons.

Scoring Rubric

Possible points Performance indicators

0–20 Appropriate use of materials and equipment

0–40 Quality and clarity of observations

0–40 Explanation of observations

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Performance-Based
Static Electricity Assessment

Objective
You have learned that, even though we can’t see them, electrons are all around us in everything we see and
touch. In this activity, you will observe the movement of electrons and how the charges of electrons interact.

Know the Score!

As you work through this activity, keep in mind that you will be earning a grade for the following:
• how well you work with the materials and equipment (20%)
• the quality and clarity of your observations (40%)
• how well you use your observations to answer analysis questions (40%)

Materials and Equipment

• balloons, large (2) • string, 1 m length
• fluorescent tube • water, tap

Safety Information
• Clean up all spills immediately.

Procedure
1. Blow up the balloons and tie them off.

2. Tie one end of the string to each of the balloons. Have the group member with the longest, driest hair rub
the two balloons in his or her hair for 20 seconds. Then, hold the string in the middle with two fingers.

3. What happens when the balloons are brought together?

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4. Turn on the water tap partway so that the flow is just a trickle. Recharge one of the balloons with your
hair. Hold the balloon next to the water stream.

5. What happens to the stream of water when you bring the balloon near it?

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6. Recharge the other balloon. Ask your teacher to dim the lights. Now, holding the fluorescent tube in
the middle, touch the balloon to the fluorescent tube near the tube’s end. Describe what happens.

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Analysis
7. What happened to the charges of the balloons when you rubbed them in your hair?

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8. Based on your observations in Step 3 of the procedure, explain why the two balloons moved as they did.

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9. Based on your observations in Step 5 of the procedure, what can you conclude about the electrical charge
of the stream of water?

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10. What do you think caused the reaction in the fluorescent tube?

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11. What does this activity show about the mobility of electrons?

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Unit Review
Unit 3: Electricity and Magnetism
Vocabulary
Fill in each blank with the term that best completes the following sentences.
1. A(n) ________________________ allows electrical charges to move freely.

2. The amount of work required to move a unit electric charge between two points is called
________________________.

3. A(n) ________________________ is an electric circuit in which all the parts are connected in a single
loop.

4. Magnets exert forces on each other and are surrounded by a(n) ________________________.

5. A(n) ________________________ is a signal that is represented as a sequence of separate values made

up of zeroes and ones.

Key Concepts
Read each question below, and circle the best answer.
6. Objects can be charged in many ways. In the image below, a student is rubbing a balloon on his head.

What method is he using to charge the balloon?

A. friction C. induction
B. repulsion D. conduction

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7. Which of the following is an electrical insulator?

A. copper C. aluminum
B. rubber D. iron

8. Which of the following wires has the lowest resistance?

A. a short, thick copper wire at 25 °C
B. a long, thick copper wire at 35 °C
C. a long, thin copper wire at 35 °C
D. a short, thin iron wire at 25 °C

9. There are many devices in the home that use electricity. Below is a diagram of four common electrical
devices.

Which electrical device runs on direct current?

A. Device 1 C. Device 3
B. Device 2 D. Device 4

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10. The diagram below shows two examples of electrical circuits.

Which of the following statements about the circuits is correct?

A. Circuit 1 is a parallel circuit, and Circuit 2 is a parallel circuit.
B. Circuit 1 is a series circuit, and Circuit 2 is a parallel circuit.
C. Circuit 1 is a parallel circuit, and Circuit 2 is a series circuit.
D. Circuit 1 is a series circuit, and Circuit 2 is a series circuit.

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11. It is important to practice electrical safety. Which of the following choices is unsafe?
A. only using electrical cords that have proper insulation
B. seeking shelter on a beach or under a tree during a lightning storm
C. keeping electrical appliances away from sinks and bathtubs
D. using ground fault circuit interrupters (GFCIs) in the home

12. Here is a diagram of a simple electric circuit. There are four elements to the circuit. They are labeled
Circuit Element 1, Circuit Element 2, Circuit Element 3, and Circuit Element 4.

What part of an electric circuit changes the electrical energy into another form of energy?
A. Circuit Element 1 C. Circuit Element 3
B. Circuit Element 2 D. Circuit Element 4

13. Which of the following does not use an electromagnet?

A. electric motor C. hand-held compass
B. galvanometer D. doorbell

14. An object can become electrically charged if it gains or loses which particles?
A. volts C. atoms
B. neutrons D. electrons

15. Over time, computer size has been greatly reduced because of the introduction of which component?
A. memory device C. monitor
B. microprocessor chip D. mouse

16. Binary code is an example of which of the following?

A. an analog system C. an electronic device
B. a digital signal D. an integrated circuit

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17. Below is an image of a magnet showing the magnetic field.

Where is the magnetic force the strongest?

A. Position A C. Position C
B. Position B D. Position D

Critical Thinking
Answer the following questions in the space provided.
18. Describe three properties of magnets.

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19. List two ways in which the strength of an electromagnet can be increased.

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20. The image below shows Earth and its magnetic field.

What is the difference between Earth’s magnetic and geographic poles? How do navigators take
advantage of this?

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ESSENTIAL QUESTIONS
Lessons 4 and 5
Answer the following question in the space provided.
21. There is a close relationship between magnetic forces and the generation of electricity. Explain how magnets can
be used to generate electricity and how electric current can be used to create electromagnets. For each process,
give an example of a device you would find around the home.

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Unit Review 81 Module I • Assessment Guide
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Unit Test A
Electricity and Magnetism
Key Concepts
Choose the letter of the best answer.
1. Which of the following is a ferromagnetic material?
A. aluminum
B. copper
C. diamond
D. iron

2. The following instrument measures, detects, and determines the direction of a small electric current:

What is the name of this instrument?

A. amplifier
B. inductor
C. galvanometer
D. solenoid

3. When particles from the Sun travel towards the Earth, the Earth’s magnetic field pulls them towards the
poles. These solar particles interact with particles in Earth’s atmosphere and can create a beautiful light
display in the sky. What is this light display commonly called?
A. aurora
B. geographic pole
C. radiation belt
D. solar flare

Unit Test A 82 Module I • Assessment Guide

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Name ______________________________________ Date _________

4. Which of the following best describes alternating current?

A. current that constantly turns on and off
B. current in which charges change direction
C. current that gains and loses electrons
D. current that increases and decreases in temperature

5. Which best describes electromagnetism?

A. the electrical component of a magnet
B. the flow of electricity between two magnets
C. the interaction between electricity and magnetism
D. the flow of a magnetic field between two electrons

6. The following instrument measures, detects, and determines the direction of a small electric current:

A student operating this instrument claims that this instrument has properties similar to an electromagnet.
Which of the following statements would best defend this claim?
A. When electric current flows through the wires, the voltage of the battery increases.
B. When electric current flows through the wires, the compass becomes demagnetized.
C. When the electric current flows through the wires, it causes the compass to become electrified.
D. When an electric current flows through the wires, it produces a magnetic field around the wire.

Unit Test A 83 Module I • Assessment Guide

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 Unit 3
Name ______________________________________ Date _________

7. Candice learns that all magnets have two magnetic poles. Which of the following observations would best
support this statement?
A. When a bar magnet is cut in half, each half has a north pole and a south pole.
B. The north pole of a compass needle is attracted to the south pole of a bar magnet.
C. When an electric current flows through a wire, a magnetic field forms around the wire.
D. The strength of a horseshoe magnet’s magnetic field decreases as the magnet is pulled away from
another object.

8. What is the difference between charging by conduction and charging by induction?

A. During conduction, charges move between objects that briefly touch; during induction, charges move
between objects that are rubbed together.
B. During induction, charges move between objects that briefly touch; during conduction, charges move
between objects that are rubbed together.
C. During conduction, charges move between touching objects; during induction, charges are
redistributed within an object that is near another object.
D. During induction, charges move between touching objects; during conduction, charges are
redistributed within an object that is near another object.

9. Computers use binary digits to transmit information. What is this binary digit called?
A. binary code
B. bit
C. microprocessor
D. signal

Unit Test A 84 Module I • Assessment Guide

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 Unit 3
Name ______________________________________ Date _________

10. The following image shows two conducting wires. Each wire is made of the same material and has the
same temperature:

Which of these wires has a greater electrical resistance?

A. Wire A
B. Wire B
C. Both wires will offer equal electrical resistance.
D. There is not enough information to determine.

11. During a lightning storm, the bottom of a cloud gains a strong negative electric charge. If you were
to measure the charge at the top of a tall metal pole directly under the cloud, what would you expect
to observe?
A. The top of the pole would have no charge.
B. The top of the pole would have a positive charge.
C. The top of the pole would have a negative charge.
D. The charge of the pole would not be affected by the charge of the cloud.

12. Which of the following correctly explains why people should not use frayed electrical cords?
A. Frayed electrical cords expose users to electric circuits, creating the risk of electric shock.
B. Frayed electrical cords are good conductors of electricity, increasing the likelihood of a uncontrolled
surge of electricity.
C. Frayed electrical cords use electricity very inefficiently, increasing the demand on power plants and
wasting energy resources.
D. Frayed electrical cords are series circuits, which means if one part of the circuit breaks, no current can
flow through the circuit.

Unit Test A 85 Module I • Assessment Guide

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 Unit 3
Name ______________________________________ Date _________

13. Cara wants to make her school a safer place to be during a lightning storm. What could Cara do?
A. Remove circuit breakers from the school.
B. Dig a small pond in the back of the school.
C. Help mount a lightning rod on top of the school.
D. Design a plan to increase the height of the school.

14. Observe the following image:

What is the main purpose of this device in a computer system?

A. to process information in a computer
B. to input information into the computer
C. to store information inside of a computer
D. to display information processed by a computer

15. A science lab has copper wire coated with rubber tubing, a plastic vial, and a pair of cotton gloves. Which
of these materials is not an electrical insulator?
A. copper wire
B. cotton gloves
C. plastic
D. rubber tubing

Unit Test A 86 Module I • Assessment Guide

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Name ______________________________________ Date _________

Critical Thinking
Answer the following questions in the space provided.
16. The following image models nine atoms in a material. Each of these atoms has a positive and negative
pole, as shown:

Complete the following sentence: “All of these atoms are aligned in a __________.”

____________________________________________________________________________________

Describe how these atoms are aligned, and explain what effect this alignment of atoms has on the
material.

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____________________________________________________________________________________

Unit Test A 87 Module I • Assessment Guide

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Name ______________________________________ Date _________

Extended Response
Answer the following questions in the space provided.
17. Your teacher challenges you to generate electricity in a circuit without using a battery. She gives you a
long copper wire and a bar magnet.
Explain how you can set up the circuit so that you can produce an electric current in the wire.

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Explain why this process produces an electric current.

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What is the name of this process?

____________________________________________________________________________________

Unit Test A 88 Module I • Assessment Guide

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Name ______________________________________ Date _________ Edit File

Unit Test B
Electricity and Magnetism
Key Concepts
Choose the letter of the best answer.
1. Angela tries to pick up a copper penny using a bar magnet, but the penny does not move. Then, she tries
to pick up an iron nail using the bar magnet, and the nail lifts up towards the magnet. Her teacher tells her
that the magnet lifts the iron nail because it is a ferromagnetic material. Which of the following best
describes a ferromagnetic material?
A. a material that easily conducts electricity
B. a material that produces its own magnetic field
C. a material with naturally strong magnetic properties
D. a material made of non-metals that produce magnetic fields

2. The following image shows a simple galvanometer consisting of a compass wrapped with wire. The ends
of the wire are connected to the terminals of a battery, as shown:

What is one purpose of this instrument?

A. to produce sounds
B. to produce an electric field around the wire
C. to amplify the electric current flowing through the wire
D. to measure the strength of the electric current in the wire

3. A photographer travels to Earth’s north pole to photograph the aurora, a beautiful light display in the sky.
Which of the following are most responsible for the formation of the aurora?
A. Earth’s rotation and revolution around the Sun
B. static electricity and electric current in the atmosphere
C. charged particles from the Sun and Earth’s magnetic field
D. electromagnetic induction and particles in Earth’s atmosphere

Unit Test B 89 Module I • Assessment Guide

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Name ______________________________________ Date _________

4. Which of the following best describes direct current?

A. current in which charges move in one direction
B. current in which charges continuously change direction
C. current in which charges do not move
D. current from outlets in your home

5. Kelly wants to start a science club that investigates the interactions between electricity and magnetism.
What is the main process that this club will investigate?
A. electromagnetism
B. electric charge
C. electronic devices
D. electrical safety

6. The following image shows a simple galvanometer consisting of a compass wrapped with wire. The ends
of the wire are connected to the terminals of a battery, as shown:

When an electric current flows through the wire, the compass needle moves to the right. Which of the
following best explains why this happens?
A. The electric current repels the magnet on the compass needle.
B. The electric current supplies the compass needle with enough voltage to move to the right.
C. The electric current produces a magnetic field, and this moves the magnet on the compass needle.
D. The electric current travels in a circular path around the compass, so the compass needle begins to
rotate to the right.

Unit Test B 90 Module I • Assessment Guide

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 Unit 3
Name ______________________________________ Date _________

7. Joe has an idea to cut a bar magnet in half so that he can have one magnet with a north pole and one
magnet with a south pole. What is wrong with this idea?
A. It is impossible to cut a magnet in half.
B. It is impossible to create an extremely small magnet.
C. It is impossible to create a magnet with only one magnetic pole.
D. It is impossible to separate two opposite magnetic poles once they are in contact with each other.

8. Two charged objects are near each other, but they do not touch. Which process is possible?
A. charging by friction
B. charging by induction
C. charging by conduction
D. Charging happens only between objects that touch.

9. Which best describes a computer bit?

A. a small circuit located inside of a computer
B. a computer program used by the central processing unit
C. a binary digit that is used in computers to transmit information
D. an error message that occurs when a computer runs too many programs at once

Unit Test B 91 Module I • Assessment Guide

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 Unit 3
Name ______________________________________ Date _________

10. The following image shows two conducting wires. Each wire is made of the same material and has the
same temperature:

What would happen to the resistance of wire B if its length increased?

A. Its resistance would decrease.
B. Its resistance would increase.
C. Its resistance would stay the same.
D. Its resistance would disappear.

11. During a lightning storm, the bottom of a cloud gains a strong negative electric charge. A scientist
observing a metal pole directly beneath the cloud determines that the top of the pole has a positive electric
charge. Which of the following explains this observation?
A. The positive charges within the pole concentrate at the top of the pole to be near the negatively
charged cloud bottom.
B. The negative charges within the cloud destroy the negative charges within the pole, leaving the pole
positively charged.
C. The positive charges that were originally within the cloud move to the pole, causing the pole to
become positively charged.
D. The negative charges that were originally within the pole move into the ground to escape the
negatively charged cloud bottom.

12. Which of the following correctly explains why people should never use electrical appliances while
taking baths?
A. Water causes electrical cords to fray, exposing your body to live circuits.
B. Water is a good conductor of electric current, creating a risk of electric shock.
C. Water is a poor conductor of electric current, making the appliance unlikely to work.
D. Water molecules are positively charged, attracting negatively charged electrons and weakening
electric current.

Unit Test B 92 Module I • Assessment Guide

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Name ______________________________________ Date _________

13. Which of the following is the safest place to be during a lightning storm?
A. on a lake
B. in a building
C. on a mountain
D. in an open field

14. Observe the following image:

What will happen to a computer if this device is removed? Assume that the computer does not
have a mouse.
A. the computer will not turn on
B. the computer cannot process information
C. the computer will not display information
D. the computer cannot receive external information

15. Some of the materials for a laboratory experiment are copper wire, plastic tubing, and a pair of cotton
gloves. Why is the copper wire the best electrical conductor in this group of materials?
A. Copper wire is easy to bend.
B. Copper wire resists the flow of charged particles.
C. Copper wire can withstand very high temperatures.
D. Copper wire allows electric charges to flow easily through it.

Unit Test B 93 Module I • Assessment Guide

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 Unit 3
Name ______________________________________ Date _________

Critical Thinking
Answer the following questions in the space provided.
16. The following image models nine atoms in a material. Each of these atoms has a positive and negative
pole, as shown:

Draw a model of how these atoms would look if the material became magnetized.

Explain why the atoms in your sketch create a magnetic material while the atoms in the sketch
above do not.

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____________________________________________________________________________________
____________________________________________________________________________________

Unit Test B 94 Module I • Assessment Guide

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 Unit 3
Name ______________________________________ Date _________

Extended Response
Answer the following questions in the space provided.
17. A wind turbine is a machine that spins when the wind blows. The turbine blades are attached to a magnet.
When the blades spin, the magnet also spins. Around the magnet, there is a coil of copper wire.
What happens in the coil of copper wire when the magnet starts to spin? What is the name of this
process?

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A person wants to modify the machine so that the magnet remains stationary. How could the person
modify the design of the machine so that it still produces the same effects? Explain why this modification
will produce the same effect as the original design.

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What is the name of a machine that turns mechanical energy into electrical energy?

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Unit Test B 95 Module I • Assessment Guide

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