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Science Explorers

Introduction to Physics: Magnets, Electricity, and Forces at a Distance

Malikai Bass M.A
Average rating:5.0Number of reviews:(273)
In this seven week long, inquiry-based physical science course learners will use simulations, models, data, hands on labs, and primary sources to understand how forces operate at a distance using magnets and electricity.

Class experience

US Grade 6 - 8
This class is taught in English.

    MS-PS2-3: Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.
    MS-PS2-5: 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.
    MS-PS3-2: Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.
    MS-PS2-2*: Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.
    MS-PS3-1*: Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. 
    MS-PS3-5*: Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object (p. 61).

Disciplinary Core Ideas

The unit expands students’ understanding of forces and energy transfer, which include these grades 6-8 DCI elements: 

PS2.B: Types of Interactions

    Electrical and magnetic (electromagnetic) forces can be attractive or repulsive, and their sizes depend on the magnitudes of the charges, currents, or magnetic strengths involved and on the distances between the interacting objects. (MS‑PS2‑3)
    Forces that act at a distance (electrical, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, a magnet, or a ball, respectively). (MS‑PS2‑5)

PS3.A: Definitions of Energy 

    A system of objects may also contain stored (potential) energy, depending on their relative positions. (MS-PS3-2) 
    When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object. (MS-PS3-2)
I have been working in science-based museums doing curriculum, programming, and education for students in a variety of settings for over twelve years. I worked at the Creative Discovery Museum on a pilot program which involved biological science and dissections for home educated students. I served as a peer tutor for the biology class listed above and helped college level students with a variety of backgrounds and support needs obtain content mastery. I led programming on a variety of inclusive science based summer camps including those partnering with the local zoo and aquarium. 
During my graduate degree, I worked on projects with the Seattle Aquarium and Burke Museum on science education concepts. I collaborated on the design of virtual field trips which supported concept standards in earth and life sciences and applied science through museum evaluation. I have been teaching science to students in grades k-8 online for over two years in a variety of settings and have seen significant success. Last year, many of my students achieved above the 90th percentile on nationally standardized tests. 
At East Tennessee State University I completed the following courses receiving near-perfect grades and completing all extension and academic work: 
Integrated Stem for Education Majors, which I applied to the development and teaching of this course through the inclusion of math, technology and engineering principles and which prepares me well to teach them. 
Concepts in Biology this course was designed for those wishing to teach Biology at a K-8 level and included teaching demonstrations, standards, and preparation for the K-6 Praxis exam for science concepts on which I scored in the 96th percentile.
Life in the Universe this course was an exploration of life science using an inquiry based model and which inspired my adaptation for this course. It covered a variety of life-science topics. Based on my performance in this course, I was nominated for nationally competitive research internships. 
Science Education: Wildife Conservation: As part of a science education track, I took an honor’s section of this senior course focusing on wildlife conservation which included a variety of life science skills and strategies for those teaching kindergarten through eighth grade. 
Homework Offered
Learners will have two homework assignments a week including small labs, simulations, reading, videos, and writing.
Assessments Offered
Grades Offered
Learners will need the teacher created printable workbook. Learners will be provided a complete supply list for labs upon enrollment. 
In addition to the Outschool classroom, this class uses:
Learners will use a variety of online tools: nearpod, and jamboard. Both will be accessible through clicking links provided to your learner. Your learner does not need a log-in and no private information is collected. Learners should only use first names or initials on these tools.
This class is based on open educational resources licensed for commercial use. This curriculum has won awards for it's alignment to the NGSS. It has been adapted by Malikai Bass for home learning and for neurodiverse and twice exceptional students including reading, writing, communication and fine motor supports. Additionally, the discussions on disability have been revised to come from an identity and human rights perspective and carefully reviewed with the understanding that students with disabilities will be present in the unit. 

"All OpenSciEd units are designed as open educational resources that are licensed as CC-BY-4.0. This license allows educators to use, modify, and reuse all of our resources to meet their students’ needs. This license does require appropriate attribution, which means you must give credit to the author, provide a link to the license, and indicate if changes were made."

It was written by 

    Zoë Buck Bracey, Unit Lead, BSCS Science Learning
    Lindsey Mohan, Field Test Unit Lead, BSCS Science Learning
    Joel Donna, Writer, University of Wisconsin River Falls
    Shelly Ledoux, Writer, The Dana Center at University of Texas – Austin
    Michael Novak, Writer, and Reviewer, Northwestern University
    Will Reed, Writer, Chicago Public Schools
    Betty Stennett, Writer, BSCS Science Learning
    Kris Grymonpre, Teacher Advisor, John W. McCormack Middle School, Boston, MA
    Thomas Clayton, Teacher Advisor, Columbia Middle School, Berkeley Heights, NJ
    Christina Schwarz, Unit Advisory Chair, Michigan State University
    Joseph Krajcik, Unit Advisory Member, Michigan State University
    Katie Van Horne, Assessment Specialist

The license can be found here: https://creativecommons.org/licenses/by/4.0/ 

This class is not affiliated with or endorsed by the creators of this curriculum nor does it used their trademarks. 

Lessons include additional scientific sources provided to the students. 
Average rating:5.0Number of reviews:(273)
Hello, I have thirteen years of experience in education. As an eclectic academic learner, I had lots of opportunities to benefit others with my unique understanding and gifted perspective as a twice exceptional learner. I hold a master’s degree in... 
Group Class


weekly or $210 for 14 classes
2x per week, 7 weeks
45 min

Completed by 6 learners
Live video meetings
Ages: 11-14
3-6 learners per class

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