This page provides the directions and questions as they were presented to students who took the Magnetic Fields task. In addition, following each question is a sample response, the scoring criteria used to judge performance on the question, and performance data for students in the nation.

In this task, students design and conduct investigations based on observations of magnetic properties to determine what materials four metal bars contain using only the metal bars. Students then follow this activity by repeating the investigation using a test magnet and comparing the results of the investigations to confirm their conclusions. Finally, students design and conduct investigations using various materials to compare the strengths of two magnets.

See the test booklet.

# PART 1

In Part 1, you will identify the four metal bars (1, 2, 3, and 4).

• One is a strong magnet.
• One is a weak magnet.
• One is a copper bar.
• One is a steel (iron) bar.

# Question 1

You will conduct experiments to identify each numbered metal bar.

You will use only the four numbered bars. You will record your results in Table 1 on page 7.

Place the numbered metal bars (1, 2, 3, and 4) in front of you on the sheet of grid paper you were given.

Identify all four numbered metal bars using only the four numbered metal bars and nothing else from the kit.

In the middle column of Table 1, describe your procedures and observations (what you did and what you saw) that helped you identify each bar. Make sure you describe how you used each of the four numbered metal bars to make your identifications. In the last column, record the identity of each numbered metal bar.

Remember: For Part 1 you will only need the four numbered metal bars. You will use the test magnet later in Part 2.

Sample correct student response:

# Question 1: Scoring Guide

Score and Description

This item was scored in four parts:

Part A:  Identity of bar 1

Part B:  Identity of bar 2

Part C:  Identity of bar 3

Part D:  Identity of bar 4

Part A:

Complete:
Student response provides a complete procedure testing for attraction and repulsion such as holding both ends of bar 1 next to one end of all three of the other bars. Response indicates correct observations such as both ends of bar 1 being attracted to the bar identified as a magnet, and correctly identifies the bar as the steel bar.

Essential:
Student response provides a complete procedure testing for attraction and repulsion, makes inadequate or no observations about the bar, and correctly identifies the bar as the steel bar.

OR

Student response provides a partial procedure, makes partial observations that test only for attraction but no repulsion, and correctly identifies the bar as the steel bar.

OR

Student response provides a complete procedure, makes complete observations but uses materials other than those specified in the question, and correctly identifies the bar as the steel bar.

Partial:
Student response provides partial, inadequate, or no procedure or observations, and correctly identifies the bar as the steel bar.

OR

Student response provides a procedure and observations that are consistent with the student’s identification of the bar, but identifies the bar incorrectly.

OR

Student response provides a complete or partial procedure and/or observations but provides no identification of the bar.

OR

Student response provides a partial procedure and/or observations but uses materials other than those specified in the question and correctly identifies the bar as the steel bar.

OR

Student response provides procedures and/or observations that are inconsistent with the identification, but correctly identifies the bar as the steel bar.

Unsatisfactory/Incorrect:
Student response is inadequate or incorrect.

Part B:

Complete:
Student response provides a complete procedure testing for attraction, repulsion, and relative strength, such as holding both ends of bar 2 next to one end of all three of the other bars. Response makes correct observations such as "holding each of the ends of bar 2 next to the same end of a magnet, it attracts to one of the magnets and repels the other end." Bar 2 attracts bar 1 more strongly than bar 3 attracts bar 1. Response correctly identifies the bar as the strong magnet.

Essential:
Student response provides a complete or partial procedure, makes partial observations about the bar regarding attraction and/or repulsion but not relative strength, and correctly identifies the bar as the strong magnet.

OR

Student response provides a complete or partial procedure, makes partial observations about the bar regarding attraction and relative strength but not repulsion, and correctly identifies the bar as the strong magnet.

OR

Student response provides a complete procedure and observations but uses materials other than those specified in the question and correctly identifies the bar as the strong magnet.

Partial:
Student response provides a complete or partial procedure, makes observations regarding only attraction, and correctly identifies the bar as the strong magnet.

OR

Student response provides a procedure and observations that are consistent with the student’s identification of the bar, but identifies the bar incorrectly.

OR

Student response provides a complete or partial procedure and/or observations but provides no identification of the bar.

OR

Student response provides a partial procedure and/or observations but uses materials other than those specified in the question and correctly identifies the bar as the strong magnet.

OR

Student response provides procedures and/or observations that are inconsistent with the identification, but correctly identifies the bar as the strong magnet.

Unsatisfactory/Incorrect:
Student response is inadequate or incorrect.

Part C:

Complete:
Student response provides a complete procedure testing for attraction, repulsion, and relative strength, such as holding both ends of bar 2 next to one end of all three of the other bars. Response makes correct observations such as "holding each of the ends of bar 2 next to the same end of a magnet, it attracts to one end of the magnet and repels the other end." Bar 3 attracts bar 1 more weakly than bar 2 attracts bar 1. Response correctly identifies the bar as the weak magnet.

Essential:
Student response provides a complete or partial procedure, makes partial observations about the bar regarding attraction and/or repulsion but not relative strength, and correctly identifies the bar as the weak magnet.

OR

Student response provides a complete or partial procedure, makes partial observations about the bar regarding attraction and relative strength but not repulsion, and correctly identifies the bar as the weak magnet.

OR

Student response provides a complete procedure and observations but uses materials other than those specified in the question, and correctly identifies the bar as the weak magnet.

Partial:
Student response provides a complete or partial procedure, makes observations regarding only attraction, and correctly identifies the bar as the weak magnet.

OR

Student response provides a procedure and observations that are consistent with the student’s identification of the bar, but identifies the bar incorrectly.

OR

Student response provides a complete or partial procedure and/or observations but provides no identification of the bar.

OR

Student response provides a partial procedure and/or observations but uses materials other than those specified in the question, and correctly identifies the bar as the weak magnet.

OR

Student response provides procedures and/or observations that are inconsistent with the identification, but correctly identifies the bar as the weak magnet.

Unsatisfactory/Incorrect:
Student response is inadequate or incorrect.

Part D:

Complete:
Student response provides a complete procedure holding bar 4 next to any bar identified as a magnet. Response makes correct observations that the bar identified as a magnet has no effect on bar 4. Response correctly identifies the bar as the copper bar.

Essential:
Student response provides a complete procedure, makes inadequate or no observations about the bar, and correctly identifies the bar as the copper bar.

OR

Student response provides a complete procedure, makes complete observations but uses materials other than those specified in the question, and correctly identifies the bar as the copper bar.

Partial:
Student response provides inadequate or no procedure or observations, and correctly identifies the bar as the copper bar.

OR

Student response provides a procedure and observations that are consistent with the student’s identification of the bar, but identifies the bar incorrectly.

OR

Student response provides a complete or partial procedure and/or observations but provides no identification of the bar.

OR

Student response provides a partial procedure and/or observations but uses materials other than those specified in the question and correctly identifies the bar as the copper bar.

OR

Student response provides procedures and/or observations that are inconsistent with the identification, but correctly identifies the bar as the copper bar.

Unsatisfactory/Incorrect:
Student response is inadequate or incorrect.

Composite Score:

Student response received one of five possible composite scores based on the student’s combined performance on Parts A, B, C, and D of the item. For example, a student response Complete for Part A, Complete for Part B, Essential for Part C, and Essential for Part D received a composite score of Complete.

Composite Score

Score for Parts A, B, C, D

Complete

Complete for all 4 parts

Complete for 3 parts and Essential for 1 part

Complete for 3 parts and Partial for 1 part

Complete for 2 parts and Essential for 2 parts

Satisfactory

Complete for 1 part and Essential for 3 parts

Complete for 3 parts and Unsatisfactory/Incorrect for 1 part

Complete for 2 parts, Essential for 1 part, and Partial for 1 part

Essential for all 4 parts

Complete for 1 part, Essential for 2 parts, and Partial for 1 part

Complete for 2 parts, Essential for 1 part, and Unsatisfactory/Incorrect for 1 part

Complete for 2 parts, Partial for 1 part, and Unsatisfactory/Incorrect for 1 part

Complete for 1 part, Essential for 1 part, and Partial for 2 parts

Essential for 3 parts and Partial for 1 part

Complete for 1 part, Essential for 2 parts, and Unsatisfactory/Incorrect for 1 part

Essential

Complete for 2 parts and Unsatisfactory/Incorrect for 2 parts

Complete for 1 part, Essential for 1 part, Partial for 1 part and Unsatisfactory/Incorrect for 1 part

Complete for 1 part and Partial for 3 parts

Essential for 2 parts and Partial for 2 parts

Essential for 3 parts and Unsatisfactory/Incorrect for 1 part

Complete for 1 part, Essential for 1 part, and Unsatisfactory/Incorrect for 2 parts

Complete for 1 part, Partial for 2 parts, and Unsatisfactory/Incorrect for 1 part

Essential for 2 parts, Partial for 1 part, and Unsatisfactory/Incorrect for 1 part

Essential for 1 part and Partial for 3 parts

Partial for all 4 parts

Essential for 1 part, Partial for 2 parts, and Unsatisfactory/Incorrect for 1 part

Complete for 1 part, Partial for 1 part, and Unsatisfactory/Incorrect for 2 parts

Partial

Partial for 3 parts and Unsatisfactory/Incorrect for 1 part

Essential for 1 part, Partial for 1 part, and Unsatisfactory/Incorrect for 2 parts

Partial for 2 parts and Unsatisfactory/Incorrect for 2 parts

Essential for 1 part and Unsatisfactory/Incorrect for 3 parts

Partial for 1 part and Unsatisfactory/Incorrect for 3 parts

Unsatisfactory/Incorrect

Unsatisfactory/Incorrect for 4 parts

Percentage of eighth-grade students in each response category: 2009
Complete Satisfactory Essential Partial Unsatisfactory/ incorrect Omitted
4 20 35 32 9 #
# Rounds to zero.
NOTE: Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2009 Science Assessment.