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B: Types of Interactions  \n• CCC: Cause and Effect  \nAnswer: Responses will vary. The student receives a point for running a controlled experiment to determine the effect of coil material on the movement of the needle. This is an example of a controlled experiment, changing only the coil material:  \nAnswer: Responses will vary. The student receives a point for run a controlled experiment to determine the effect of the speed of the magnet on the movement of the needle. This is an example of a controlled experiment, changing on the bar magnet speed:  \nAnswer:  \nOptions:  \n• Moving electric field  \n• Moving magnetic field  \n• Stationary electric field  \n• Stationary magnetic field  \n• Induces a magnetic field in the coil.  \n• Causes the coil to conduct electricity.  \n• Induces an electric current in the coil.  \n• Attracts or repels the needle, depending on the direction of the poles.  \nAnswer:  \nItem 2  \nAlignment: MS-PS3-3: Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.  \n• SEP: Constructing Explanations and Designing Solutions  \n• DCI: PS3 .A: Definitions of Energy  \n• CCC: Energy and Matter  \nAnswer:  \nItem 3  \nAlignment: MS-PS4-2: Develop and use a model to describe that waves are reflected absorbed, or transmitted through various materials.  \n• SEP: Developing and Using Models  \n• DCI: PS4 .B: Electromagnetic Radiation  \n• CCC: Structure and Function  \nAnswer:  \nOptions:  \n• Absorbed by  \n• Reflected off  \n• Produced by  \n• Refracted through  \nAnswer:  \nItem 4  \nAlignment: MS-LS4-6: Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.  \n• SEP: Using Mathematics and Computational Thinking  \n• DCI: LS4.C:Adaptation  \n• CCC: Cause and Effect  \nAnswer: Responses my vary. Correct responses include +/ -0.1 for each blank. Actual correct values are:  \nAnswer: A  \nAnswer: A","cbCaioW2kx4p8P3G","https://ap.wps.com/l/cbCaioW2kx4p8P3G","pdf",663060,17,"English","# Item 1\n## Alignment and Answer\n# Item 2\n## Alignment and Answer\n# Item 3\n## Alignment and Options\n# Item 4\n## Alignment and Answer","[{\"question\":\"What NGSS performance expectation is addressed in Item 1?\",\"answer\":\"Item 1 aligns to MS-PS2-5, focusing on investigating forces between objects and providing evidence that fields exist even when objects are not in contact.\"},{\"question\":\"How does Item 2 relate to thermal energy transfer?\",\"answer\":\"Item 2 aligns to MS-PS3-3 and asks students to design, construct, and test a device that minimizes or maximizes thermal energy transfer.\"},{\"question\":\"What does Item 3 test about waves?\",\"answer\":\"Item 3 aligns to MS-PS4-2 and targets using models to describe waves reflected, absorbed, or transmitted through materials, with multiple-choice options provided.\"}]","Grade-8 NGSS Training Test Answer Key | PDF",1791071692,43]