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Testing Communication Devices - 1st Grade Science

  1. Read Chen's drum tests. What did the results tell us? Test 1: loud—SUCCESS. Test 2: very loud—MOSTLY WORKED. Test 3: drum in center—SUCCESS.
    Answer: It worked best when the drum was in the center of the room. This question tests understanding of 1-PS4-4: Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance - specifically interpreting test patterns. Testing means trying out the device to see if it works. We test multiple times in different conditions to learn when device works best. Good testing reveals optimal conditions for device use. Chen tested the drum in 3 trials. Tests included: loud environment (SUCCESS), very loud environment (MOSTLY WORKED), and drum placed in center of room (SUCCESS). Results: 2 full successes and 1 partial success, with the best results when the drum was centrally located. Pattern discovered: central placement improves sound distribution to all listeners. The correct answer says "It worked best when the drum was in the center of the room" which accurately describes the key finding from Test 3. This is supported by Test 3 showing SUCCESS with central placement, suggesting optimal positioning for sound to reach everyone equally. The answer shows understanding that device placement affects performance. Option A claims "It worked only when machines were quiet, but not when loud" which is wrong because the tests actually show it worked in loud conditions (Test 1: loud—SUCCESS) - the drum was designed to be heard over machine noise. Students might choose this if they assume loud environments always interfere with sound devices. Help students analyze test results by identifying what variable changed in each test. Emphasize that drums can be heard over background noise, which is why they're useful in noisy environments. Practice interpreting results: "The drum worked in all tests, but placement mattered for best results." Connect to real situations: central placement helps sound reach everyone equally, like a teacher standing in the middle of a circle.
  2. Read Carlos's whistle tests: Plan—hear whistle and know message. Test 1: 10 feet—SUCCESS. Test 2: 30 feet—SUCCESS. Test 3: 50 feet, wind away—FAILED. Test 4: 50 feet, no wind—SUCCESS. What did Carlos learn from testing?​
    Answer: The whistle worked in calm air at 50 feet, but failed with wind blowing away. This question relates to the skill 1-PS4-4: Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance - testing device part. Testing means trying out the device to see if it works, and we test multiple times in different conditions like near or far, day or night, quiet or noisy to learn when the device works best and when it does not. Good testing includes multiple trials, recording results as success or fail, and noticing patterns like it works in some conditions but not others, which helps us learn problems so we can improve the device, and recording results helps us remember what we learned. Carlos tested the whistle in 4 trials with conditions including distances of 10, 30, and 50 feet, with wind away and no wind; tests 1, 2, and 4 succeeded, but test 3 failed with wind blowing away at 50 feet. The correct answer says 'The whistle worked in calm air at 50 feet, but failed with wind blowing away' which accurately describes the pattern from test results, supported by evidence from test 4 succeeding without wind and test 3 failing with wind. A distractor like 'The whistle always failed, so it never sent any message' is wrong because it overgeneralizes saying never works when tests showed it worked in some conditions, and students might choose this if they think one failure means total failure. Help students analyze test results by creating simple charts: Test # | Condition | Success? Have students identify patterns: 'When did it work? When did it NOT work? What's the pattern?' Emphasize: multiple tests needed because conditions change, one test is not enough; explain that failed tests are good - they show what to improve! If all tests succeed, we might test in too-easy conditions; practice: '3 out of 4 tests worked = mostly works, but needs improvement for windy conditions.' Connect to iteration: test results tell us what to change; watch for students who give up after one failure, or who think any failure means device is broken, or who do not notice patterns across multiple tests.
  3. Look at Carlos's whistle tests: 1 short=slow, 2 short=stop. Plan: Can friend hear at distance? Test 1: 10 feet—SUCCESS. Test 2: 30 feet—SUCCESS. Test 3: 50 feet, wind away—FAILED. Test 4: 50 feet, calm—SUCCESS. When did the device work best?
    Answer: It worked best when the air was calm. This question tests understanding of 1-PS4-4: Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance - specifically identifying optimal conditions from tests. Testing means trying out the device to see if it works. We test multiple times in different conditions to learn when device works best and when it does not work. Testing reveals patterns about what helps or hurts device performance. Carlos tested his whistle in 4 trials. Tests included: Test 1 (10 feet) - SUCCESS; Test 2 (30 feet) - SUCCESS; Test 3 (50 feet, wind away) - FAILED; Test 4 (50 feet, calm) - SUCCESS. Results: 3 successful tests in calm conditions, 1 failed test when wind interfered. Pattern discovered: whistle works at all tested distances when air is calm, but fails when wind blows sound away. The correct answer says "It worked best when the air was calm" which accurately describes the condition present in all successful tests. This is supported by evidence: Tests 1, 2, and 4 all succeeded in calm conditions, while only Test 3 with "wind away" failed. The answer shows understanding that wind affects sound travel. Wrong answers like "It worked best at 50 feet when wind blew away" are incorrect because Test 3 at 50 feet with wind explicitly FAILED - this reverses the actual result. Students might choose this if they misread FAILED as SUCCESS or don't understand how wind affects sound. Help students analyze by comparing Tests 3 and 4: "Same distance (50 feet), different wind conditions, different results - what does this tell us?" Demonstrate: blow across a whistle to show how wind changes sound direction. Emphasize: wind can push sound waves away from listeners. Practice: "For sound devices, calm air is ___ (better/worse) than windy conditions." Watch for: students who think wind helps carry sound, not realizing it can blow sound away from the target.
  4. Read Jamal's bell tests. What problem did the tests show? Test 1: 2 rings—SUCCESS. Test 2: 3 rings—SUCCESS. Test 3: door closed—FAILED. Test 4: door cracked—SUCCESS.
    Answer: It worked when the door was cracked, but did not work when fully closed. This question tests understanding of 1-PS4-4: Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance - specifically testing device limitations. Testing means trying out the device to see if it works. We test multiple times in different conditions to learn when device works best and when it does not work. Good testing includes recording results and noticing patterns. Jamal tested his bell in 4 trials. Tests included: two ring pattern tests with door open (both successful), one test with door closed (failed), and one test with door cracked (successful). Results: 3 successful tests when door was open or cracked, 1 failed test when door was fully closed. Pattern discovered: device works when door allows sound through but NOT when door blocks sound completely. The correct answer says "It worked when the door was cracked, but did not work when fully closed" which accurately describes the pattern from test results. This is supported by evidence: Test 3 failed with closed door, Test 4 succeeded with cracked door. The answer shows understanding that sound needs a path to travel. Option A claims "It worked when the door was closed, but did not work when open" which is wrong because it reverses when the bell worked vs. failed - tests show it failed when closed and worked when open/cracked. Students might choose this if they confuse the test conditions or don't understand that sound travels through openings. Help students analyze test results by creating simple charts showing door position and success. Emphasize that sound waves need air to travel through - a closed door blocks the path. Practice: "The bell worked 3 out of 4 times, failing only when the door was closed." Connect to real life: we can hear better through open doors than closed ones.
  5. Read Sofia's flag tests: wave=play, hold up=yes, put down=no. Plan: Can friend see it at distance and time? Test 1: 20 feet, sunny—SUCCESS. Test 2: 50 feet, sunny—SUCCESS. Test 3: 20 feet, cloudy—PARTIALLY WORKED. Test 4: night—FAILED. What do the results tell us about the device?
    Answer: It worked in daylight but did not work at night. This question tests understanding of 1-PS4-4: Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance - specifically interpreting test patterns. Testing means trying out the device to see if it works. We test multiple times in different conditions (day/night, weather) to learn when device works best and when it does not work. Good testing reveals patterns about when devices succeed or fail. Sofia tested her flag signal in 4 trials. Tests included: Test 1 (20 feet, sunny) - SUCCESS; Test 2 (50 feet, sunny) - SUCCESS; Test 3 (20 feet, cloudy) - PARTIALLY WORKED; Test 4 (night) - FAILED. Results: full success in sunny daylight, partial success when cloudy, complete failure at night. Pattern discovered: flag visibility depends on available light - works in daylight, fails in darkness. The correct answer says "It worked in daylight but did not work at night" which accurately describes the pattern across all tests. This is supported by evidence: Tests 1-3 during daylight had success (full or partial), while Test 4 at night completely failed. The answer shows understanding that flags need external light to be visible. Wrong answers like "It worked best at night in the dark" are incorrect because Test 4 at night explicitly FAILED - this completely reverses the actual results. Students might choose this if they confuse flag signals (need light) with flashlight signals (make light), or if they misread the results. Help students analyze test results by grouping: "Daylight tests (1,2,3) vs. Night test (4) - what happened?" Explain the difference: flags need light to reflect, flashlights make their own light. Emphasize: always check if device MAKES light (flashlight) or NEEDS light (flag, mirror). Practice sorting: "Which devices work better at night? Which need daylight?" Watch for: students who assume all visual signals work the same way regardless of light source.
  6. Look at Sofia's flag signal tests: Plan—can friend see signals at different times and distances? Test 1: 20 feet sunny—SUCCESS. Test 2: 50 feet sunny—SUCCESS. Test 3: 20 feet cloudy—PARTIALLY WORKED (almost missed). Test 4: night—FAILED (too dark). What problem did the tests show?
    Answer: The flag did not work well when it was dark or very cloudy. This question relates to the skill 1-PS4-4: Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance - testing device part. Testing means trying out the device to see if it works, and we test multiple times in different conditions like near or far, day or night, quiet or noisy to learn when the device works best and when it does not. Good testing includes multiple trials, recording results as success or fail, and noticing patterns like it works in some conditions but not others, which helps us learn problems so we can improve the device, and recording results helps us remember what we learned. Sofia tested the flag signal in 4 trials with conditions including sunny, cloudy, night, and distances of 20 and 50 feet; tests 1 and 2 succeeded in sunny conditions, test 3 partially worked in cloudy, and test 4 failed at night. The correct answer says 'The flag did not work well when it was dark or very cloudy' which accurately describes the pattern from test results where it failed or partially failed in low light but succeeded in bright conditions, supported by evidence from test 4 failing and test 3 partially working. A distractor like 'The flag did not work when it was sunny and bright outside' is wrong because it reverses when it worked versus failed, as tests 1 and 2 showed success in sunny, and students might choose this if they do not connect conditions to success or failure. Help students analyze test results by creating simple charts: Test # | Condition | Success? Have students identify patterns: 'When did it work? When did it NOT work? What's the pattern?' Emphasize: multiple tests needed because conditions change, one test is not enough; explain that failed tests are good - they show what to improve! If all tests succeed, we might test in too-easy conditions; practice: '3 out of 4 tests worked = mostly works, but needs improvement for dark conditions.' Connect to iteration: test results tell us what to change; watch for students who give up after one failure, or who think any failure means device is broken, or who do not notice patterns across multiple tests.
  7. Look at Emma's flashlight tests. What problem did the tests show? Test 1: 1 flash—SUCCESS. Test 2: 2 flashes—SUCCESS. Test 3: 3 flashes—SUCCESS. Test 4: daytime sun—FAILED.
    Answer: It worked in room light, but did not work in bright daylight. This question tests understanding of 1-PS4-4: Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance - specifically identifying device limitations. Testing means trying out the device to see if it works. We test multiple times in different conditions to discover when device fails. Understanding failures helps us know device limitations. Emma tested her flashlight in 4 trials. Tests included: three message pattern tests (1, 2, and 3 flashes - all successful) and one daytime sun test (failed). Results: 3 successful tests with different flash patterns in room light, 1 failed test in bright daylight. Pattern discovered: flashlight signals work in normal room light but NOT in bright sunlight that overpowers the flashlight beam. The correct answer says "It worked in room light, but did not work in bright daylight" which accurately describes the limitation revealed by testing. This is supported by Tests 1-3 succeeding (implicitly in room conditions) and Test 4 failing in daytime sun. The answer shows understanding that ambient light affects visibility of light signals. Option A reverses this saying "It worked in bright sunlight, but did not work in rooms" which is wrong because it claims the opposite of test results - the flashlight failed in sunlight and worked indoors. Students might choose this if they think flashlights work better with more light around or misread the results. Help students analyze test results by comparing environmental conditions. Emphasize that flashlight beams are hard to see when competing with brighter light sources like the sun. Practice identifying patterns: "Where did all successes happen? Where did the failure happen?" Use demonstrations: shine a flashlight in a dark room vs. near a window on a sunny day to show the difference.
  8. Read Jamal's dinner bell tests: Plan—hear bell and know message. Test 1: 2 rings—SUCCESS. Test 2: 3 rings—SUCCESS. Test 3: door closed—FAILED. Test 4: door cracked—SUCCESS. What could make the bell work better?
    Answer: Keep the door open or cracked so Jamal can hear. This question relates to the skill 1-PS4-4: Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance - testing device part. Testing means trying out the device to see if it works, and we test multiple times in different conditions like near or far, day or night, quiet or noisy to learn when the device works best and when it does not. Good testing includes multiple trials, recording results as success or fail, and noticing patterns like it works in some conditions but not others, which helps us learn problems so we can improve the device, and recording results helps us remember what we learned. Jamal tested the dinner bell in 4 trials with conditions including different ring numbers, door closed, and door cracked; tests 1, 2, and 4 succeeded, but test 3 failed when door closed. The correct answer says 'Keep the door open or cracked so Jamal can hear' which accurately describes the improvement based on the specific problem found in tests, supported by evidence from test 3 failing when closed and test 4 succeeding when cracked. A distractor like 'Keep the door closed tightly so the bell stays inside' is wrong because it identifies a problem not shown in tests and would make it worse based on results, and students might choose this if they have difficulty identifying patterns in data. Help students analyze test results by creating simple charts: Test # | Condition | Success? Have students identify patterns: 'When did it work? When did it NOT work? What's the pattern?' Emphasize: multiple tests needed because conditions change, one test is not enough; explain that failed tests are good - they show what to improve! If all tests succeed, we might test in too-easy conditions; practice: '3 out of 4 tests worked = mostly works, but needs improvement for closed doors.' Connect to iteration: test results tell us what to change; watch for students who give up after one failure, or who think any failure means device is broken, or who do not notice patterns across multiple tests.
  9. Read Jamal's dinner bell tests: 2 rings=5 minutes, 3 rings=dinner now. Plan: Can Jamal hear and know the message? Test 1: upstairs, 2 rings—SUCCESS. Test 2: upstairs, 3 rings—SUCCESS. Test 3: door closed, 3 rings—FAILED (did not hear). Test 4: door cracked, 2 rings—SUCCESS. What problem did the tests show?
    Answer: The bell did not work when the door was closed. This question tests understanding of 1-PS4-4: Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance - specifically identifying problems through testing. Testing means trying out the device to see if it works. We test multiple times in different conditions to learn when device works best and when it does not work. Testing helps us learn problems so we can improve the device. Recording results helps us remember what we learned. Jamal tested his dinner bell in 4 trials. Tests included: Test 1 (upstairs, 2 rings) - SUCCESS; Test 2 (upstairs, 3 rings) - SUCCESS; Test 3 (door closed, 3 rings) - FAILED; Test 4 (door cracked, 2 rings) - SUCCESS. Results: 3 successful tests with door open/cracked, 1 failed test with door closed. Pattern discovered: device works when door is open but NOT when door is closed. The correct answer says "The bell did not work when the door was closed" which accurately describes the specific problem found in Test 3. This is supported by evidence: Test 3 with closed door failed because Jamal "did not hear," while Test 4 succeeded when door was cracked open. The answer shows understanding that testing reveals specific conditions that cause failure. Wrong answers like "The bell was too heavy to carry upstairs" are incorrect because the tests don't mention weight problems - Tests 1 and 2 worked fine upstairs. Students might choose this if they imagine problems not shown in the data, or confuse what was tested (hearing) with unrelated issues (weight). Help students analyze test results by asking: "What was different about the test that failed?" Create comparison charts: Test 3 (failed) vs Test 4 (success) - what changed? Emphasize: the problem must come from the test data, not our imagination. Practice identifying the ONE thing that was different in failed tests. Watch for: students who make up problems not in the data, or who don't compare failed vs. successful tests.
  10. Look at Emma's flashlight code test results: Plan—can brother see flashes, understand message, and work at distance? Tests: 1) Emma room to brother room, 1 flash=come here—SUCCESS. 2) Same rooms, 2 flashes=yes—SUCCESS. 3) Same rooms, 3 flashes=no—SUCCESS. 4) Daytime bright sun by window, 1 flash—FAILED (too bright). What did Emma learn from testing?
    Answer: The flashlight worked in normal room light but did not work in bright daylight. This question relates to the skill 1-PS4-4: Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance - testing device part. Testing means trying out the device to see if it works, and we test multiple times in different conditions like near or far, day or night, quiet or noisy to learn when the device works best and when it does not. Good testing includes multiple trials, recording results as success or fail, and noticing patterns like it works in some conditions but not others, which helps us learn problems so we can improve the device, and recording results helps us remember what we learned. Emma tested the flashlight code in 4 trials with conditions including room to room at night and bright daytime by the window; tests 1-3 in normal room light were successful, but test 4 in bright daylight failed because it was too bright to see the flashes. The correct answer says 'The flashlight worked in normal room light but did not work in bright daylight' which accurately describes the pattern from test results where it succeeded in dimmer indoor light but failed in bright outdoor light, supported by evidence from tests 1-3 succeeding and test 4 failing. A distractor like 'All 4 tests worked, so the flashlight code always worked' is wrong because it overgeneralizes saying always works when tests showed limitations in bright light, and students might choose this if they do not track multiple test results and focus on successes without noticing the failure. Help students analyze test results by creating simple charts: Test # | Condition | Success? Have students identify patterns: 'When did it work? When did it NOT work? What's the pattern?' Emphasize: multiple tests needed because conditions change, one test is not enough; explain that failed tests are good - they show what to improve! If all tests succeed, we might test in too-easy conditions; practice: '3 out of 4 tests worked = mostly works, but needs improvement for bright light.' Connect to iteration: test results tell us what to change; watch for students who give up after one failure, or who think any failure means device is broken, or who do not notice patterns across multiple tests.
  11. Look at Marcus's light board tests: flashing lights=come inside. Plan: Can kids see it from the playground? Test 1: 20 feet—10/10 saw, SUCCESS. Test 2: 50 feet—8/10 saw, MOSTLY WORKED. Test 3: bright sunny—4/10 saw, PARTIALLY WORKED. Test 4: cloudy, 50 feet—9/10 saw, SUCCESS. When should Marcus use this device?
    Answer: He should use it on cloudy days or indoors. This question tests understanding of 1-PS4-4: Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance - specifically using test results to guide device use. Testing means trying out the device to see if it works. We test multiple times in different conditions to learn when device works best and when it does not work. Good testing helps us know when to use our device for best results. Marcus tested his light board in 4 trials. Tests included: Test 1 (20 feet) - 10/10 saw, SUCCESS; Test 2 (50 feet) - 8/10 saw, MOSTLY WORKED; Test 3 (bright sunny) - 4/10 saw, PARTIALLY WORKED; Test 4 (cloudy, 50 feet) - 9/10 saw, SUCCESS. Results: high success on cloudy days (9/10) and close distances (10/10), low success in bright sun (4/10). Pattern discovered: device works well on cloudy days but poorly in bright sunshine. The correct answer says "He should use it on cloudy days or indoors" which accurately reflects when the device worked best. This is supported by evidence: Test 4 on a cloudy day had 9/10 success while Test 3 in bright sun only had 4/10 success. The answer shows understanding that bright sunlight makes it hard to see electric lights. Wrong answers like "He should use it only in bright sun at noon" are incorrect because Test 3 showed bright sun had the worst results (only 4/10 saw it). Students might choose this if they think more light always helps, not understanding that bright sunlight can wash out electric lights. Help students analyze test results by comparing success rates: "9 out of 10 on cloudy days vs. 4 out of 10 in bright sun - which is better?" Explain: electric lights show up better when background isn't too bright. Practice: "If you want most kids to see the signal, choose conditions with highest success rate." Watch for: students who think bright conditions always help visibility, not realizing contrast matters.
  12. Read Carlos's whistle tests: calm 10 feet—SUCCESS; calm 30 feet—SUCCESS; windy 50 feet—FAILED; calm 50 feet—SUCCESS. What problem did the tests show?
    Answer: The whistle failed when wind blew sound away. This question relates to the skill 1-PS4-4, which involves using tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance, specifically focusing on the testing device part. Testing means trying out the device to see if it works, and we test multiple times in different conditions like calm or windy at various distances to learn when the device works best and when it does not. Good testing includes multiple trials, recording results as success or fail, and noticing patterns, such as it fails in windy conditions; this helps us learn problems so we can improve the device, and recording results helps us remember what we learned. Carlos tested the whistle device in 4 trials, with tests including calm at 10-50 feet and windy at 50 feet; results showed 3 successful tests in calm and 1 failed in windy, for example, calm 50 feet succeeded, but windy 50 feet failed; the pattern discovered is the device works in calm but not when windy. The correct answer says 'The whistle failed when wind blew sound away' which accurately describes the specific problem found from test results, supported by evidence from Test 3 failing in windy while others succeeded in calm; this shows understanding that testing reveals when and where the device works, not just yes or no if it works. A distractor like 'The whistle failed because it was a bright color' is wrong because it identifies a problem not shown in tests, focusing on wrong variable like color instead of wind; students might choose this if they do not connect conditions to success/failure or confuse details from different tests. To help students, create simple charts like Test # | Condition | Success? and have them identify patterns by asking 'When did it work? When did it NOT work? What's the pattern?'; emphasize that multiple tests are needed because conditions change, failed tests show what to improve, practice saying '3 out of 4 tests worked = mostly works, but needs improvement for windy,' connect to iteration as results tell us what to change, and watch for students who think one failure means the device is broken or do not notice patterns across tests.
  13. Read Carlos's whistle tests. What did Carlos learn from testing? Test 1: 10 feet—SUCCESS. Test 2: 30 feet—SUCCESS. Test 3: 50 feet, wind away—FAILED. Test 4: 50 feet, calm—SUCCESS.
    Answer: It worked up to 50 feet in calm air, but failed when wind blew away. This question tests understanding of 1-PS4-4: Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance - specifically synthesizing test patterns. Testing means trying out the device to see if it works. We test multiple times in different conditions to understand all factors affecting performance. Recognizing patterns helps us understand device capabilities and limitations. Carlos tested his whistle in 4 trials. Tests included: 10 feet (success), 30 feet (success), 50 feet with wind blowing away (failed), and 50 feet in calm air (success). Results: 3 successful tests including at 50 feet when calm, 1 failed test at 50 feet when wind blew away. Pattern discovered: whistle works at distances up to 50 feet in calm conditions but NOT when wind carries sound away from listener. The correct answer says "It worked up to 50 feet in calm air, but failed when wind blew away" which accurately synthesizes both the distance capability and the wind limitation. This is supported by Test 4 proving 50-foot range works in calm air while Test 3 shows same distance fails with adverse wind. The answer demonstrates understanding of how environmental conditions affect sound travel. Option A claims "It worked in wind, but did not work when the air was calm" which is wrong because it completely reverses the pattern - the whistle actually failed in wind and succeeded in calm air. Students might choose this if they confuse which condition helped vs. hindered sound travel. Help students analyze multiple variables by creating comparison charts: Distance | Wind | Result. Emphasize that two tests at the same distance with different results reveals the importance of wind conditions. Practice pattern recognition: "What's different between Test 3 and Test 4? Both at 50 feet, but different wind conditions and different results!" Teach that wind direction matters for sound - wind can carry sound toward or away from the listener.
  14. Read Chen's drum code tests: 3 fast taps=stop machines. Plan: Can workers hear over noise? Test 1: loud machines—5/5 heard, SUCCESS. Test 2: very loud—4/5 heard, MOSTLY WORKED. Test 3: drum in center—5/5 heard, SUCCESS. What could make the device work better?
    Answer: Move the drum to the center so more hear it. This question tests understanding of 1-PS4-4: Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance - specifically improving devices based on test results. Testing means trying out the device to see if it works. We test multiple times to learn when device works best and when it does not work. Testing helps us learn problems so we can improve the device. Chen tested his drum code in 3 trials. Tests included: Test 1 (loud machines) - 5/5 heard, SUCCESS; Test 2 (very loud) - 4/5 heard, MOSTLY WORKED; Test 3 (drum in center) - 5/5 heard, SUCCESS. Results: perfect success when drum was centered (5/5), slight problem with very loud conditions when drum wasn't centered (4/5). Pattern discovered: central placement ensures everyone hears the drum. The correct answer says "Move the drum to the center so more hear it" which accurately reflects the improvement shown in Test 3. This is supported by evidence: Test 3 with "drum in center" achieved perfect 5/5 success, solving the problem from Test 2 where only 4/5 heard. The answer shows understanding that sound spreads equally from a central location. Wrong answers like "Make the drum smaller so it is quieter" are incorrect because the problem was one person NOT hearing in Test 2 - making it quieter would make this worse. Students might choose this if they misunderstand the goal (everyone needs to hear) or think quieter is always better. Help students analyze test results by asking: "What made Test 3 work perfectly when Test 2 had a problem?" Draw diagrams showing sound spreading from center vs. edge positions. Emphasize: the goal is for ALL workers to hear the safety signal. Practice: "If someone couldn't hear, do we need louder or quieter? Where should we put it so everyone is equally close?" Watch for: students who suggest making signals quieter when the problem is not being heard.
  15. Read Jamal's dinner bell tests: Plan—can Jamal hear and understand messages? Test 1: 2 rings=5 minutes—SUCCESS. Test 2: 3 rings=dinner now—SUCCESS. Test 3: door closed, 3 rings—FAILED (did not hear). Test 4: door cracked, 2 rings—SUCCESS. When did the bell work best?​
    Answer: The bell worked best when the door was open or cracked a little. This question relates to the skill 1-PS4-4: Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance - testing device part. Testing means trying out the device to see if it works, and we test multiple times in different conditions like near or far, day or night, quiet or noisy to learn when the device works best and when it does not. Good testing includes multiple trials, recording results as success or fail, and noticing patterns like it works in some conditions but not others, which helps us learn problems so we can improve the device, and recording results helps us remember what we learned. Jamal tested the dinner bell in 4 trials with conditions including door closed and door cracked; tests 1, 2, and 4 were successful (likely door open or cracked), but test 3 failed when the door was closed. The correct answer says 'The bell worked best when the door was open or cracked a little' which accurately describes the pattern from test results where it succeeded with door cracked or presumably open but failed when closed, supported by evidence from test 3 failing and test 4 succeeding. A distractor like 'The bell worked best when the door was fully closed and quiet' is wrong because it reverses when it worked versus failed, as test 3 showed failure when closed, and students might choose this if they confuse details from different tests. Help students analyze test results by creating simple charts: Test # | Condition | Success? Have students identify patterns: 'When did it work? When did it NOT work? What's the pattern?' Emphasize: multiple tests needed because conditions change, one test is not enough; explain that failed tests are good - they show what to improve! If all tests succeed, we might test in too-easy conditions; practice: '3 out of 4 tests worked = mostly works, but needs improvement for closed doors.' Connect to iteration: test results tell us what to change; watch for students who give up after one failure, or who think any failure means device is broken, or who do not notice patterns across multiple tests.
  16. Look at Sofia's flag tests. What could make it work better? Test 1: sunny—SUCCESS. Test 2: sunny—SUCCESS. Test 3: rainy—PARTIALLY WORKED. Test 4: night—FAILED.
    Answer: Add a light or glow flag for night, when it did not work. This question tests understanding of 1-PS4-4: Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance - specifically improving devices based on test results. Testing means trying out the device to see if it works. We test multiple times to find problems, then use results to guide improvements. Failed tests show what needs fixing. Sofia tested her flag in 4 trials. Tests included: two sunny tests (both successful), one rainy test (partially worked), and one night test (failed). Results: full success in daylight, reduced success in rain, complete failure at night. Pattern discovered: flag signals need light to be visible - they work in daylight but NOT in darkness. The correct answer says "Add a light or glow flag for night, when it did not work" which directly addresses the failure identified in Test 4. This improvement would make the flag visible in darkness by adding its own light source. The answer shows understanding of solving the specific problem revealed by testing. Option D suggests "Move closer only in sunshine, because sunny tests failed" which is wrong because sunny tests actually succeeded (Tests 1-2 both worked in sun) - this reverses the actual results and suggests fixing what already works. Students might choose this if they misread which conditions led to success vs. failure. Help students connect test failures to specific improvements by asking "What caused the failure? How can we fix that cause?" Emphasize that improvements should target the actual problems found in testing. Practice matching problems to solutions: "No visibility at night → add light source." Teach students that good improvements address the root cause (darkness) not just the symptom (can't see flag).
  17. Look at Sofia's flag tests: 20 feet sunny—SUCCESS; 50 feet sunny—SUCCESS; 20 feet rainy—PARTIALLY WORKED; 20 feet night—FAILED. When did the device work best?
    Answer: It worked best on sunny days in daylight. This question relates to the skill 1-PS4-4, which involves using tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance, specifically focusing on the testing device part. Testing means trying out the device to see if it works, and we test multiple times in different conditions like sunny, rainy, or night to learn when the device works best and when it does not. Good testing includes multiple trials, recording results as success or fail, and noticing patterns, such as it works best on sunny days; this helps us learn problems so we can improve the device, and recording results helps us remember what we learned. Sofia tested the flag device in 4 trials, with tests including sunny at 20-50 feet, rainy at 20 feet, and night at 20 feet; results showed 2 successful tests on sunny days, 1 partially worked on rainy, and 1 failed at night, for example, 20 feet sunny succeeded, but 20 feet night failed; the pattern discovered is the device works best on sunny daylight but not at night. The correct answer says 'It worked best on sunny days in daylight' which accurately describes the conditions when the device works best from test results, supported by evidence from sunny tests succeeding while rainy partially and night failed; this shows understanding that testing reveals when and where the device works, not just yes or no if it works. A distractor like 'It worked best at night when it was dark outside' is wrong because it reverses when it worked best, claiming best at night where the test failed; students might choose this if they focus on one test not the pattern across tests or think one success means always works. To help students, create simple charts like Test # | Condition | Success? and have them identify patterns by asking 'When did it work? When did it NOT work? What's the pattern?'; emphasize that multiple tests are needed because conditions change, failed tests show what to improve, practice saying '2 out of 4 tests fully worked = mostly works, but needs improvement for night,' connect to iteration as results tell us what to change, and watch for students who give up after one failure or do not notice patterns across tests.
  18. Look at Emma's flashlight code tests: Test 1 night, 1 flash, brother came—SUCCESS. Test 2 night, 2 flashes, brother said "yes"—SUCCESS. Test 3 night, 3 flashes, brother said "no"—SUCCESS. Test 4 daytime bright sun, 1 flash, brother did not see—FAILED. When did the device work best?
    Answer: It worked best at night in normal room light. This question relates to the skill 1-PS4-4, which involves using tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance, specifically focusing on the testing device part. Testing means trying out the device to see if it works, and we test multiple times in different conditions like day or night to learn when the device works best and when it does not. Good testing includes multiple trials, recording results as success or fail, and noticing patterns, such as it works at night but not during the day; this helps us learn problems so we can improve the device, and recording results helps us remember what we learned. Emma tested the flashlight code device in 4 trials, with tests including conditions like night with different numbers of flashes and daytime in bright sun; results showed 3 successful tests at night and 1 failed test in daytime bright sun, for example, Test 1 at night with 1 flash worked as brother came, but Test 4 in daytime failed as brother did not see; the pattern discovered is the device works at night but not in bright daytime. The correct answer says 'It worked best at night in normal room light' which accurately describes the pattern from test results where it succeeded in night conditions but failed in bright sun, supported by evidence from Tests 1-3 succeeding at night and Test 4 failing in daytime; this shows understanding that testing reveals when and where the device works, not just yes or no if it works. A distractor like 'It worked best in bright sunlight during daytime' is wrong because it reverses when it worked versus failed, claiming success in the condition where it actually failed in Test 4; students might choose this if they focus on one test not the pattern across tests or have difficulty identifying patterns in data. To help students, create simple charts like Test # | Condition | Success? and have them identify patterns by asking 'When did it work? When did it NOT work? What's the pattern?'; emphasize that multiple tests are needed because conditions change, failed tests show what to improve, practice saying '3 out of 4 tests worked = mostly works, but needs improvement for daytime,' connect to iteration as results tell us what to change, and watch for students who think one failure means the device is broken or do not notice patterns across tests.
  19. Read Jamal's dinner bell tests: Test 1 door open, 2 rings, Jamal heard and said "5 minutes"—SUCCESS. Test 2 door open, 3 rings, Jamal heard and said "now"—SUCCESS. Test 3 door closed, 3 rings, Jamal did not hear—FAILED. Test 4 door cracked, 2 rings, Jamal heard—SUCCESS. What problem did the tests show?
    Answer: The bell did not work when the door was fully closed. This question relates to the skill 1-PS4-4, which involves using tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance, specifically focusing on the testing device part. Testing means trying out the device to see if it works, and we test multiple times in different conditions like door open or closed to learn when the device works best and when it does not. Good testing includes multiple trials, recording results as success or fail, and noticing patterns, such as it works with door open but not closed; this helps us learn problems so we can improve the device, and recording results helps us remember what we learned. Jamal tested the dinner bell device in 4 trials, with tests including conditions like door open, closed, or cracked with different ring numbers; results showed 3 successful tests with door open or cracked and 1 failed test with door fully closed, for example, Test 1 with door open and 2 rings worked as Jamal heard, but Test 3 with door closed failed as he did not hear; the pattern discovered is the device works when door is not fully closed but not when it is fully closed. The correct answer says 'The bell did not work when the door was fully closed' which accurately describes the specific problem found from test results, supported by evidence from Test 3 failing when closed while others succeeded when open or cracked; this shows understanding that testing reveals when and where the device works, not just yes or no if it works. A distractor like 'The bell did not work when the door was open' is wrong because it reverses when it worked versus failed, claiming failure in conditions where Tests 1 and 2 actually succeeded; students might choose this if they do not track multiple test results or confuse details from different tests. To help students, create simple charts like Test # | Condition | Success? and have them identify patterns by asking 'When did it work? When did it NOT work? What's the pattern?'; emphasize that multiple tests are needed because conditions change, failed tests show what to improve, practice saying '3 out of 4 tests worked = mostly works, but needs improvement for closed doors,' connect to iteration as results tell us what to change, and watch for students who think one failure means the device is broken or do not notice patterns across tests.
  20. Look at Emma's flashlight code tests: 1 flash=come, 2=yes, 3=no. Plan: Can brother see and understand? Test 1: night, 1 flash—SUCCESS. Test 2: night, 2 flashes—SUCCESS. Test 3: night, 3 flashes—SUCCESS. Test 4: bright day, 1 flash—FAILED. Which test showed the device did NOT work?
    Answer: Test 4: 1 flash in bright day. This question tests understanding of 1-PS4-4: Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance - specifically identifying failed tests. Testing means trying out the device to see if it works. We test multiple times in different conditions to learn when device works best and when it does not work. Failed tests are valuable - they show us what conditions cause problems. Emma tested her flashlight code in 4 trials. Tests included: Test 1 (night, 1 flash) - SUCCESS; Test 2 (night, 2 flashes) - SUCCESS; Test 3 (night, 3 flashes) - SUCCESS; Test 4 (bright day, 1 flash) - FAILED. Results: all night tests succeeded, the bright day test failed. Pattern discovered: flashlight signals work at night but fail in bright daylight. The correct answer says "Test 4: 1 flash in bright day" which accurately identifies the only test marked as FAILED. This is supported by evidence: Test 4 explicitly states "FAILED (too sunny)" while Tests 1-3 all show SUCCESS. The answer shows understanding that bright sunlight overpowers flashlight beams. Wrong answers like "Test 1: 1 flash at night" are incorrect because Test 1 is clearly marked SUCCESS, not FAILED. Students might choose this if they confuse which tests worked vs. failed, or if they think the first test often fails. Help students analyze test results by highlighting status words: SUCCESS vs. FAILED. Create a chart with two columns: "Tests that Worked" and "Tests that Failed." Emphasize: read carefully - the question asks for the test that did NOT work. Practice identifying key words that show failure: FAILED, did not work, could not see/hear. Watch for: students who pick the first or last test without reading results, or who confuse SUCCESS with FAILED.

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