- In a sorting game, kids sort metal and plastic pieces fast. Which criterion helps decide if solution works?
Answer: It must pick up the metal pieces quickly and leave plastic behind.
This question tests understanding of defining criteria and constraints for magnetic solutions (3-PS2-4). Criteria define what the solution must accomplish, while constraints set design limits. The sorting game requires quickly separating metal pieces (magnetic) from plastic pieces (non-magnetic). Answer A correctly identifies the criterion: pick up metal pieces quickly while leaving plastic behind, which utilizes the magnetic property difference. Answer B incorrectly claims plastic is magnetic—plastic is not attracted to magnets. Answer C is too vague ('cool and fun') without specifying measurable sorting criteria. Answer D presents an unrealistic constraint about working with only one toy set, which doesn't relate to the magnetic sorting function. When teaching, demonstrate how magnets attract metal but not plastic, then help students write criteria based on this selective attraction property for efficient sorting.
- The cafeteria sorts hundreds of cans each day with magnets. What criteria should the magnetic solution meet?
Answer: It must sort cans quickly and correctly during busy lunch time.
The skill being assessed is 3-PS2-4, which involves defining criteria and constraints for magnetic solutions. Design criteria are the requirements that a solution must meet to be successful, while constraints are limitations such as available materials, cost, size, or safety considerations. In this problem, the cafeteria sorts hundreds of cans daily using magnets, so the solution must handle high volume efficiently during peak times. Choice A works because it identifies appropriate criteria for success, such as sorting quickly and accurately, which is realistic, testable, and specific to the busy cafeteria problem. The distractors fail because they are unrealistic like improving taste or requiring long washing, or too vague like being 'really good.' To teach this, first define the problem clearly, then identify what the solution needs to do as criteria, and pinpoint limits like materials or safety as constraints. Finally, test if the criteria are measurable and ensure the constraints are realistic for the context.
- A toy company is making a toy car that moves without touching. It uses magnets and no batteries. What constraint must the solution follow?
Answer: The toy must cost under $10 to make and be safe for 5-year-olds
The skill being addressed is 3-PS2-4: Define criteria and constraints for magnetic solutions. Design criteria are what the solution must do to be successful, while constraints are limitations such as materials, cost, size, or safety. In this problem, a toy company is designing a magnetic toy car that moves without touching or batteries, so the solution must be affordable and safe for young children. Choice A works because it identifies realistic constraints like cost under $10 and safety for 5-year-olds, which are appropriate for 3rd-grade level, practical, and specific to toy production. The distractors fail because B is unrealistic as magnets don't enable flying, C focuses on non-essential aesthetics, and D is too vague without defining success. To teach this, first define the problem clearly, then identify what the solution needs to do as criteria. Next, identify limits like budget or safety as constraints, test if criteria are measurable, and ensure constraints are realistic for the context.
- In the classroom, Ms. Lee needs magnets to hold 20 art papers on a metal board. What criteria should the magnetic solution meet?
Answer: The solution should be nice and cool for everyone
This question tests understanding of defining criteria and constraints for magnetic solutions (3-PS2-4). Design criteria are what the solution must do to be successful, while constraints are limitations like materials, cost, size, or safety requirements. The problem is that Ms. Lee needs to display 20 art papers on a metal board using magnets without damaging the papers. Answer A correctly identifies appropriate criteria: the magnets must hold papers securely without tearing or leaving marks, which is specific, measurable, and addresses the actual need. Answer B fails because it contradicts how magnets work (they stick to metal, not plastic), Answer C is too vague and doesn't relate to the magnetic function, and Answer D focuses on appearance rather than function. When defining criteria for magnetic solutions, students should identify what the solution needs to accomplish (hold papers), consider practical requirements (no damage), and ensure criteria are testable and specific to the problem.
- Ms. Lee needs magnets to hang 20 papers on a metal board. What constraint must the solution follow?
Answer: The solution must not damage or rip the papers when removed.
This question assesses understanding of constraints in magnetic solution design (3-PS2-4). Criteria define what the solution must accomplish, while constraints are the limitations or requirements that restrict how the solution can work. The problem involves hanging 20 papers on a metal board, where the magnetic solution must work within certain limits. Answer B correctly identifies a key constraint: the solution must not damage or rip papers when removed, which is a realistic safety and practical limitation. Answer A (star-shaped magnets) is about appearance not function, Answer C (pull papers from across school) is unrealistic and impossible, and Answer D is too vague without specific limitations. Teaching tip: help students distinguish between what the solution must do (criteria) and what limits how it can work (constraints), using examples like 'must cost less than $10' or 'must be safe for young children.'
- A mechanic drops small steel bolts in tight spaces. What must the magnetic solution be able to do?
Answer: Find and pull out steel bolts from hard-to-reach places quickly
This question tests ability to define criteria and constraints for magnetic solutions (3-PS2-4). Criteria specify what the solution must do to succeed, while constraints define limitations. The problem is that a mechanic needs to retrieve dropped steel bolts from tight spaces. Answer A correctly identifies specific, measurable criteria: the magnetic solution must find and pull out steel bolts from hard-to-reach places quickly, addressing the exact problem with clear success measures. Answer B is impossible because magnets cannot change one metal into another, Answer C is too vague to be useful criteria, and Answer D describes a completely different function unrelated to magnets or the stated problem. To define effective criteria for magnetic solutions, students should clearly state what the solution needs to do, make criteria specific and testable, and ensure criteria directly address the problem using magnetic properties.
- In the cafeteria, workers must separate steel cans from aluminum cans using magnets. Which is an important requirement for this magnetic solution?
Answer: It must pull in steel cans but not aluminum cans
This question assesses ability to define criteria and constraints for magnetic solutions (3-PS2-4). Criteria define what makes a solution successful, while constraints set limits on design like materials or cost. The problem requires separating steel cans from aluminum cans in a cafeteria using magnetic properties. Answer A correctly identifies the key criterion: the solution must attract steel cans (which are magnetic) but not aluminum cans (which are non-magnetic), utilizing the fundamental property that magnets only attract certain metals. Answer B is incorrect because magnets cannot attract aluminum or plastic, Answer C focuses on appearance rather than function, and Answer D introduces an irrelevant time constraint. To define good criteria for magnetic solutions, students should first understand what magnets can and cannot do, identify the specific problem to solve, and create measurable success criteria that use magnetic properties appropriately.
- A mechanic drops small steel bolts in tight spaces and needs a magnetic tool. Which is an important requirement for this magnetic solution?
Answer: It must work only on bolts that are exactly 2 cm long
The skill being addressed is 3-PS2-4: Define criteria and constraints for magnetic solutions. Design criteria are what the solution must do to be successful, while constraints are limitations such as materials, cost, size, or safety. In this problem, a mechanic needs a magnetic tool to retrieve dropped steel bolts from tight spaces, so the solution must effectively pull out the bolts quickly and access hard-to-reach areas. Choice B works because it identifies appropriate criteria for success, like quick retrieval from difficult spots, which are realistic, testable, and specific to the mechanic's needs. The distractors fail because A limits to a specific size unnecessarily, C is impossible as magnets don't attract plastic, and D is too vague and subjective. To teach this, first define the problem clearly, then identify what the solution needs to do as criteria. Next, identify limits like space or materials as constraints, test if criteria are measurable, and ensure constraints are realistic for the context.
- In the cafeteria, workers must separate steel cans from aluminum cans using magnets. Which is an important requirement for this magnetic solution?
Answer: It must pull in steel cans but not aluminum cans
This question assesses ability to define criteria and constraints for magnetic solutions (3-PS2-4). Criteria define what makes a solution successful, while constraints set limits on design like materials or cost. The problem requires separating steel cans from aluminum cans in a cafeteria using magnetic properties. Answer A correctly identifies the key criterion: the solution must attract steel cans (which are magnetic) but not aluminum cans (which are non-magnetic), utilizing the fundamental property that magnets only attract certain metals. Answer B is incorrect because magnets cannot attract aluminum or plastic, Answer C focuses on appearance rather than function, and Answer D introduces an irrelevant time constraint. To define good criteria for magnetic solutions, students should first understand what magnets can and cannot do, identify the specific problem to solve, and create measurable success criteria that use magnetic properties appropriately.
- A mechanic needs a magnetic bolt retriever for tight spaces under a car. What criteria should the magnetic solution meet?
Answer: It should pull steel bolts without scratching parts and be easy to control
The skill being addressed is 3-PS2-4: Define criteria and constraints for magnetic solutions. Design criteria are what the solution must do to be successful, while constraints are limitations such as materials, cost, size, or safety. In this problem, a mechanic needs a magnetic retriever for steel bolts in tight spaces under a car, so the solution must pull bolts without scratching and be controllable. Choice B works because it identifies appropriate criteria for success, like non-damaging retrieval and ease of control, which are realistic, testable, and specific to automotive work. The distractors fail because A limits length irrelevantly, C is impossible for non-magnetic rubber, and D is too vague. To teach this, first define the problem clearly, then identify what the solution needs to do as criteria. Next, identify limits like space or precision as constraints, test if criteria are measurable, and ensure constraints are realistic for the context.
- A toy company is making a toy car that moves without touching, using magnets. What constraint must the solution follow?
Answer: It must use batteries to make the magnets work
This question evaluates understanding of defining criteria and constraints for magnetic solutions (3-PS2-4). Criteria describe what the solution must accomplish, while constraints are limitations like budget, materials, or power sources. The problem involves creating a toy car that moves using magnets with specific limitations. Answer B correctly identifies realistic constraints: a $10 budget limit and no battery requirement, which are specific, measurable limitations appropriate for toy design. Answer A suggests using batteries but doesn't establish this as a constraint, Answer C sets an unrealistic performance goal unrelated to magnetic function, and Answer D focuses on decoration rather than functional constraints. When defining constraints for magnetic solutions, students should consider practical limitations like cost and materials, ensure constraints are realistic and measurable, and focus on factors that affect how the magnetic solution will work.
- In class, you must hang 20 artworks on a metal board. What criteria should the magnetic solution meet?
Answer: It must hold papers safely and let students move them easily.
This question tests understanding of defining criteria and constraints for magnetic solutions (3-PS2-4). Design criteria are what the solution must do to be successful, while constraints are limitations like materials, cost, size, or safety requirements. The problem requires hanging 20 artworks on a metal board, so the magnetic solution must hold papers securely while allowing easy repositioning. Answer A correctly identifies appropriate criteria: the solution must hold papers safely (won't drop artwork) and let students move them easily (can reposition without damage). Answer B fails because making papers change colors is unrelated to the hanging problem and isn't a magnetic property. Answer C is too vague ('really good and nice') without specifying measurable criteria. Answer D is completely unrelated to the artwork display problem. When teaching, help students first identify the problem (hanging artwork), then list what the solution needs to do (hold securely, remove easily), and finally check if criteria are specific and testable.
- A sorting game uses magnets to separate metal toy pieces from plastic pieces fast. What must the solution be able to do?
Answer: Attract the metal pieces but leave the plastic pieces behind
The skill being addressed is 3-PS2-4: Define criteria and constraints for magnetic solutions. Design criteria are what the solution must do to be successful, while constraints are limitations such as materials, cost, size, or safety. In this problem, a sorting game uses magnets to separate metal toy pieces from plastic ones quickly, so the solution must attract magnetic materials while leaving non-magnetic ones behind. Choice A works because it identifies appropriate criteria for success, like selective attraction, which is realistic for 3rd-grade play, testable, and specific to material sorting. The distractors fail because B is impossible, C ignores material differences, and D focuses on appearance rather than function. To teach this, first define the problem clearly, then identify what the solution needs to do as criteria. Next, identify limits like time or safety as constraints, test if criteria are measurable, and ensure constraints are realistic for the context.
- In the cafeteria, workers sort steel cans from aluminum cans with magnets. Which is an important requirement for this magnetic solution?
Answer: It must pull in steel cans but not aluminum cans.
The skill being assessed is 3-PS2-4, which involves defining criteria and constraints for magnetic solutions. Design criteria are the requirements that a solution must meet to be successful, while constraints are limitations such as available materials, cost, size, or safety considerations. In this problem, cafeteria workers need to sort steel cans from aluminum cans using magnets, so the magnetic solution must effectively attract magnetic materials like steel while ignoring non-magnetic ones like aluminum. Choice A works because it identifies appropriate criteria for success, such as pulling in steel but not aluminum, which is realistic, testable, and specific to the sorting problem. The distractors fail because they are unrealistic, like turning one material into another, off-topic like sorting fruits, or too vague like being 'cool and fun.' To teach this, first define the problem clearly, then identify what the solution needs to do as criteria, and pinpoint limits like materials or safety as constraints. Finally, test if the criteria are measurable and ensure the constraints are realistic for the context.
- Cafeteria staff sorts hundreds of cans daily with magnets. What constraint must the solution follow?
Answer: It must sort cans quickly and accurately during a busy lunch time
The skill being addressed is 3-PS2-4: Define criteria and constraints for magnetic solutions. Design criteria are what the solution must do to be successful, while constraints are limitations such as materials, cost, size, or safety. In this problem, cafeteria staff sort hundreds of cans daily using magnets, so the solution must handle high volume efficiently during busy times. Choice A works because it identifies a realistic constraint like time pressure during lunch, which is appropriate for 3rd-grade context, practical, and specific to daily operations. The distractors fail because B is irrelevant to magnets, C incorrectly prioritizes aluminum which isn't magnetic, and D is too vague. To teach this, first define the problem clearly, then identify what the solution needs to do as criteria. Next, identify limits like time or volume as constraints, test if criteria are measurable, and ensure constraints are realistic for the context.
- Cafeteria workers sort hundreds of cans each day with magnets. What criteria should the magnetic solution meet?
Answer: It must sort cans quickly and correctly during busy lunch time
This question evaluates understanding of defining criteria and constraints for magnetic solutions (3-PS2-4). Criteria specify what makes a solution successful, while constraints set limits. The problem involves sorting hundreds of cans daily in a busy cafeteria using magnets. Answer A correctly identifies specific criteria: the solution must sort cans quickly (efficiency) and correctly (accuracy) during busy lunch periods, addressing both performance and timing needs. Answer B suggests sorting by color which magnets cannot do, Answer C is too vague to guide design, and Answer D proposes an impractical size constraint. To define effective criteria for magnetic solutions, students should consider the scale of the task (hundreds of cans), identify performance requirements (speed and accuracy), and ensure criteria utilize magnetic properties appropriately.
- Students hang schedules inside a metal locker using magnets, not tape. Which criterion helps decide if solution works?
Answer: It must hold papers up and let students remove them without ripping.
The skill being assessed is 3-PS2-4, which involves defining criteria and constraints for magnetic solutions. Design criteria are the requirements that a solution must meet to be successful, while constraints are limitations such as available materials, cost, size, or safety considerations. In this problem, students need to hang schedules inside metal lockers using magnets instead of tape, so the solution must hold papers securely and allow easy removal without damage. Choice A works because it identifies appropriate criteria for success, such as holding and removing papers without ripping, which is realistic, testable, and specific to the locker problem. The distractors fail because they are unrealistic like sticking to non-magnetic wood, too restrictive like only one locker, or too vague like looking 'nice and cool.' To teach this, first define the problem clearly, then identify what the solution needs to do as criteria, and pinpoint limits like materials or safety as constraints. Finally, test if the criteria are measurable and ensure the constraints are realistic for the context.
- Cafeteria workers sort hundreds of cans daily. Which is an important requirement for a magnet sorter?
Answer: It must pull steel cans but not pull aluminum cans.
This question assesses ability to define criteria and constraints for magnetic solutions (3-PS2-4). Criteria define what makes a solution successful, while constraints set limits on the design. The cafeteria sorting problem requires separating steel cans (magnetic) from aluminum cans (non-magnetic) quickly and accurately. Answer A correctly identifies the key criterion: the magnet must pull steel cans but not aluminum cans, which is exactly how magnetic sorting works. Answer B fails because it incorrectly states aluminum is magnetic—aluminum is not attracted to magnets. Answer C is too vague ('work well and be awesome') without specific, measurable criteria. Answer D introduces an unrelated function (cooking lunch) that has nothing to do with magnetic sorting. Teaching strategy: demonstrate with actual magnets that steel sticks but aluminum doesn't, then help students write criteria based on this magnetic property difference.
- In the classroom, Ms. Lee must hang 20 artworks on a metal board with magnets. What criteria should the magnetic solution meet?
Answer: It should hold each paper securely and let students move it easily
The skill being addressed is 3-PS2-4: Define criteria and constraints for magnetic solutions. Design criteria are what the solution must do to be successful, while constraints are limitations such as materials, cost, size, or safety. In this problem, Ms. Lee needs to hang 20 artworks on a metal board using magnets, so the magnetic solution must securely hold the papers in place while allowing easy adjustments. Choice A works because it identifies appropriate criteria for success, like secure holding and easy movement, which are realistic, testable, and specific to the problem of displaying artworks. The distractors fail because B incorrectly assumes magnets stick to non-magnetic materials like plastic and wood, C is too vague and focuses on appearance rather than function, and D adds an irrelevant feature like playing music that doesn't relate to magnets or the task. To teach this, first define the problem clearly, then identify what the solution needs to do as criteria. Next, identify limits like available materials as constraints, test if criteria are measurable, and ensure constraints are realistic for the context.
- Ms. Lee uses magnets to display 20 papers on a metal board all week. Which criterion helps decide if the solution works?
Answer: The papers stay up without falling and can be moved without damage
The skill being addressed is 3-PS2-4: Define criteria and constraints for magnetic solutions. Design criteria are what the solution must do to be successful, while constraints are limitations such as materials, cost, size, or safety. In this problem, Ms. Lee uses magnets to display 20 papers on a metal board for a week, so the solution must keep papers in place without falling and allow movement without damage. Choice B works because it identifies appropriate criteria for success, like stability and non-damaging movement, which are realistic, testable, and specific to long-term display. The distractors fail because A focuses on size irrelevantly, C is unrelated to magnets, and D adds unnecessary features like glowing. To teach this, first define the problem clearly, then identify what the solution needs to do as criteria. Next, identify limits like duration or materials as constraints, test if criteria are measurable, and ensure constraints are realistic for the context.
