ETS1.1 Electromagnets TCAP Review

A student selects two iron nails of different sizes and lengths and wraps the same number of coils of copper wire on each. The student connects each wrapped nail to a similar battery to form two electromagnets. How should the student modify the experiment to determine which electromagnet is stronger than the other?

• Use a higher voltage battery to make both electromagnets.

• Increase the number of coils of copper wire wrapped on both iron nails.

• Use iron nails of the same size and thickness to make the two electromagnets.

• Increase the number of metal paper clips placed in each container.

Tags

NGSS.MS-ETS1-1

NGSS.MS-ETS1-2

A student makes an electromagnet, as shown. Which modification would increase the magnetic strength of the electromagnet?

• using a thinner nail

• decreasing the length of the nail

• increasing the number of turns in the coil

• attaching both ends of the wire to one end of the battery

Tags

NGSS.MS-PS2-3

NGSS.MS-PS2-5

A student is making an electromagnet. Which substance should the student use to wrap a copper wire around?

• an iron nail

• a hard plastic tube

• a glass cylinder

• an aluminum spoon

Students in a science class evaluate four different cylindrical materials to design an electromagnet. They wrap a copper wire about a dozen times around each cylindrical object, then connect both ends of the wire to an AC voltage source. Which material produces a working electromagnet?

• glass stirring rod

• iron nail

• rubber core

• wooden dowel rod

Tags

NGSS.MS-ETS1-1

NGSS.MS-ETS1-2

A student is making a miniature electric motor. Which supplies are required?

• battery, freely rotating coil, connecting wires, bar magnets

• connecting wires, bar magnets, freely rotating coil, iron nail

• iron nail, battery, connecting wires, bar magnets

• freely rotating coil, battery, connecting wires, bulb

Tags

NGSS.MS-ETS1-1

NGSS.MS-ETS1-2

A student makes a model of an electric motor with a battery as an energy source and copper wire to form a wire coil. The student records the changes in speed (revolutions per minute) of the motor with changes in the diameter of the wire (Table 1) and the number of turns of the wire (Table 2). Based on the data, which modifications will result in generating the fastest speed of the motor?

• Fewer turns of thicker copper wire for the coil

• More turns of thinner copper wire for the coil

• More turns of thicker copper wire for the coil

• Fewer turns of thinner copper wire for the coil

Tags

NGSS.MS-ETS1-1

NGSS.MS-PS2-3

NGSS.MS-PS3-1

A student constructs a small model of a generator, as shown. The student increases the distance between the magnet and wire coil in different trials. What can the student measure to determine how the electricity output from the generator changes with the position of the magnet?

• warmth of the nail

• brightness of the bulb

• color of the wire coil

• rotational speed of the magnet

Tags

NGSS.MS-PS2-5

NGSS.MS-PS3-5

What is an advantage of an engineer creating more than one prototype when designing a new generator?

• The engineer will be able to produce a larger electrical output by having several prototypes linked together.

• The engineer will be able to spend more time building the prototypes.

• The engineer can maximize the cost needed to build multiple prototypes.

• The engineer can evaluate and incorporate the strengths of each prototype into the final design.

Tags

NGSS.MS-ETS1-2

NGSS.MS-ETS1-3

A student makes a prototype of an electromagnet that can pick up a maximum of 6 paper clips. The student modifies the prototype. The chart shows different tests the student can perform on the modified prototype. Which tests on the modified prototype of the electromagnet will help the student check if the strength of the electromagnet increases?

• tests A and B

• tests B and C

• tests C and D

• tests D and E

Tags

NGSS.MS-ETS1-2

A student sketches a design for a small generator on a piece of paper. Which step will the student take next to test the electrical current created by the small generator?

• Collect the materials needed to make a prototype of the small generator.

• Change the design of the small generator to increase the amount of electrical current.

• Place metal pins near the small generator, and record how many are attracted to the device.

• Connect the small generator to an ammeter, and measure the electrical current.

Tags

NGSS.MS-PS3-5