This lesson for high school physics introduces the concept of energy in magnetic fields through use of a phone app and NASA video and image sets. Students use the magnetometer in the MagnaAR app to map field vectors and strength of the magnetic field surrounding common magnets. Based on direct observation, they will construct explanations of how energy is stored in magnetic fields and represent their understanding of this energy flow through pie charts. This leads to the culminating activity, in which students examine energy in a solar flare and apply that knowledge to authentic, cutting edge 2020 data of magnetic reconnection -- one of the key drivers of space radiation.
Forces at a distance are explained by fields (gravitational, electric, and magnetic) permeating space that can transfer energy through space. Magnets or electric currents cause magnetic fields; electric charges or changing magnetic fields cause electric fields. (9-12)
Definitions of Energy (PS3.A)
These relationships are better understood at the microscopic scale, at which all of the different manifestations of energy can be modeled as a combination of energy associated with the motion of particles and energy associated with the configuration (relative position of the particles). In some cases the relative position energy can be thought of as stored in fields (which mediate interactions between particles). This last concept includes radiation, a phenomenon in which energy stored in fields moves across space. (9-12)
Relationship Between Energy and Forces (PS3.C)
When two objects interacting through a field change relative position, the energy stored in the field is changed. (9-12)
Energy in Chemical Processes and Everyday Life (PS3.D)
Nuclear Fusion processes in the center of the sun release the energy that ultimately reaches Earth as radiation. (9-12)
The Universe and its Stars (ESS1.A)
Other than the hydrogen and helium formed at the time of the Big Bang, nuclear fusion within stars produces all atomic nuclei lighter than and including iron, and the process releases electromagnetic energy. Heavier elements are produced when certain massive stars achieve a supernova stage and explode. (9-12)
Crosscutting Concepts (K-12)
Patterns (K-12)
Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena. (9-12)
Systems and System Models (K-12)
Models can be used to predict the behavior of a system, but these predictions have limited precision and reliability due to the assumptions and approximations inherent in models. (9-12)
Energy and Matter (2-12)
Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system. (9-12)
Energy cannot be created or destroyed—it only moves between one place and another place, between objects and/or fields, or between systems. (9-12)
Scientific Knowledge Assumes an Order and Consistency in Natural Systems (1-12)
Science assumes the universe is a vast single system in which basic laws are consistent. (9-12)
NGSS Science and Engineering Practices (K-12)
Analyzing and Interpreting Data (K-12)
Analyzing data in 9–12 builds on K–8 and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data. (9-12)
Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution. (9-12)
Constructing Explanations and Designing Solutions (K-12)
Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories. (9-12)
Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. (9-12)
Developing and Using Models (K-12)
Modeling in 9–12 builds on K–8 and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural and designed worlds. (9-12)
Use a model based on evidence to illustrate the relationships between systems or between components of a system. (9-12)
Forces at a distance are explained by fields (gravitational, electric, and magnetic) permeating space that can transfer energy through space. Magnets or electric currents cause magnetic fields; electric charges or changing magnetic fields cause electric fields. (9-12)
Definitions of Energy (PS3.A)
These relationships are better understood at the microscopic scale, at which all of the different manifestations of energy can be modeled as a combination of energy associated with the motion of particles and energy associated with the configuration (relative position of the particles). In some cases the relative position energy can be thought of as stored in fields (which mediate interactions between particles). This last concept includes radiation, a phenomenon in which energy stored in fields moves across space. (9-12)
Relationship Between Energy and Forces (PS3.C)
When two objects interacting through a field change relative position, the energy stored in the field is changed. (9-12)
Energy in Chemical Processes and Everyday Life (PS3.D)
Nuclear Fusion processes in the center of the sun release the energy that ultimately reaches Earth as radiation. (9-12)
The Universe and its Stars (ESS1.A)
Other than the hydrogen and helium formed at the time of the Big Bang, nuclear fusion within stars produces all atomic nuclei lighter than and including iron, and the process releases electromagnetic energy. Heavier elements are produced when certain massive stars achieve a supernova stage and explode. (9-12)
Crosscutting Concepts (K-12)
Patterns (K-12)
Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena. (9-12)
Systems and System Models (K-12)
Models can be used to predict the behavior of a system, but these predictions have limited precision and reliability due to the assumptions and approximations inherent in models. (9-12)
Energy and Matter (2-12)
Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system. (9-12)
Energy cannot be created or destroyed—it only moves between one place and another place, between objects and/or fields, or between systems. (9-12)
Scientific Knowledge Assumes an Order and Consistency in Natural Systems (1-12)
Science assumes the universe is a vast single system in which basic laws are consistent. (9-12)
NGSS Science and Engineering Practices (K-12)
Analyzing and Interpreting Data (K-12)
Analyzing data in 9–12 builds on K–8 and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data. (9-12)
Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution. (9-12)
Constructing Explanations and Designing Solutions (K-12)
Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories. (9-12)
Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. (9-12)
Developing and Using Models (K-12)
Modeling in 9–12 builds on K–8 and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural and designed worlds. (9-12)
Use a model based on evidence to illustrate the relationships between systems or between components of a system. (9-12)
<a href="https://www.compadre.org/precollege/items/detail.cfm?ID=16171">Vieyra, Rebecca E., and Ramon Lopez. "Energy in a Magnetic Field." 1-12. 2022.</a>
Vieyra, R., & Lopez, R. (2022). Energy in a Magnetic Field. Retrieved October 8, 2026, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16171&DocID=5560
Vieyra, Rebecca E., and Ramon Lopez. "Energy in a Magnetic Field." 1-12. 2022. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16171&DocID=5560 (accessed 8 October 2026).
Vieyra, Rebecca E., and Ramon Lopez. Energy in a Magnetic Field. 2022. 8 Oct. 2026 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16171&DocID=5560>.
%A Rebecca E. Vieyra %A Ramon Lopez %T Energy in a Magnetic Field %D July 10, 2022 %P 1-12 %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16171&DocID=5560 %O application/pdf
%0 Report %A Vieyra, Rebecca E. %A Lopez, Ramon %D July 10, 2022 %T Energy in a Magnetic Field %P 1-12 %8 July 10, 2022 %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16171&DocID=5560
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NGSS Standards (13)
Energy in a Magnetic Field
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