This question assesses 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 - building device part. A communication device is a tool that helps send messages. Simple devices use light (flashlights, flags, blinking lights) or sound (bells, whistles, drums) to send signals. Codes or patterns give signals meaning: one flash = message A, two flashes = message B. Devices work over distance when talking does not work. People agree on code beforehand so everyone knows what signals mean. Sofia built a flag signal system to solve the problem of communicating play messages across the yard. Materials used: 2 bright flags and tape. Build process: they attached flags with tape for waving and holding. The device uses light to send signals. Code: wave=play now, hold up=yes, put down=not now. When Sofia waves the flag, the receiver can see it across the yard and knows what the message means. The correct answer says "Sofia built a flag signal system using light to send play messages" which accurately describes the device uses light signals, specific signal code, materials used, and how the device solves the problem of yard communication. This shows understanding that the device uses light signals, has a code/pattern system, and solves the problem of distance communication. The device successfully sends simple messages without talking. An error type like "Sofia built a drum code using sound taps to ask to play now" is wrong because it claims the wrong signal type (says sound when using light) and wrong materials (drum instead of flags). Students might choose this if they confuse light and sound signals or focus on building materials not communication function. When building communication devices, emphasize three parts: (1) Signal method (light or sound? why this choice for this problem?), (2) Code (what does each signal mean? must agree beforehand), (3) Test (does receiver understand message?). Let students build simple devices: flashlight with agreed flashes, bell with ring patterns. Practice sender-receiver: one student sends code signal, other interprets - did message get through correctly? Discuss why light or sound chosen: light works for line-of-sight over distance, sound works through barriers and in noisy places. Connect to real examples: traffic lights (light signals), school bells (sound signals), referee whistles (sound codes). Watch for: students who build something but do not establish clear code system, or who do not test if receiver understands the signals.

This question assesses 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 - building device part. A communication device is a tool that helps send messages. Simple devices use light (flashlights, flags, blinking lights) or sound (bells, whistles, drums) to send signals. Codes or patterns give signals meaning: one flash = message A, two flashes = message B. Devices work over distance when talking does not work. People agree on code beforehand so everyone knows what signals mean. Emma built a flashlight code to solve the problem of communicating yes or no answers across a room without speaking. Materials used: flashlight, paper, markers, tape. Build process: she drew codes on paper and taped it near the flashlight. The device uses light to send signals. Code: 1 flash means no, 2 flashes means yes. When Emma sends 2 flashes, the receiver can see it from across the room and knows it means yes. The correct answer says "Emma built a flashlight code using paper that 2 flashes means yes." which accurately describes the device uses light signals, specific signal code for yes, materials used, and how the device solves the problem of simple responses over distance. This shows understanding that the device uses light signals, has a code/pattern system, and solves the problem of distance/barrier communication. The device successfully sends simple messages without talking. A distractor like "Emma built a bell code using string that 2 rings means yes." is wrong because it claims wrong signal type (says sound when using light) and wrong materials (bell and string instead of flashlight and paper). Students might choose this if they confuse light and sound signals, do not understand code system, focus on building materials not communication function, miss connection between device and problem it solves. When building communication devices, emphasize three parts: (1) Signal method (light or sound? why this choice for this problem?), (2) Code (what does each signal mean? must agree beforehand), (3) Test (does receiver understand message?). Let students build simple devices: flashlight with agreed flashes, bell with ring patterns. Practice sender-receiver: one student sends code signal, other interprets - did message get through correctly? Discuss why light or sound chosen: light works for line-of-sight over distance, sound works through barriers and in noisy places. Connect to real examples: traffic lights (light signals), school bells (sound signals), referee whistles (sound codes). Watch for: students who build something but do not establish clear code system, or who do not test if receiver understands the signals.

This question assesses 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 - building device part. A communication device is a tool that helps send messages. Simple devices use light (flashlights, flags, blinking lights) or sound (bells, whistles, drums) to send signals. Codes or patterns give signals meaning: one flash = message A, two flashes = message B. Devices work over distance when talking does not work. People agree on code beforehand so everyone knows what signals mean. Marcus built a light-up board device to solve the problem of communicating from window to playground. Materials used: poster board, small battery lights, tape, on/off switch. Build process: they attached lights to the board with tape and switch. The device uses light to send signals. Code: lights flash=come inside. When the teacher flashes the lights, Marcus can see it from the playground and knows it means come inside. The correct answer says "Marcus built a light-up board using light flashes to tell him come inside" which accurately describes the device uses light signals, specific signal code, materials used, and how the device solves the problem of playground communication. This shows understanding that the device uses light signals, has a code/pattern system, and solves the problem of distance communication. The device successfully sends simple messages without talking. An error type like "Marcus built a whistle code using sound to tell kids come inside" is wrong because it claims the wrong signal type (says sound when using light) and wrong materials (whistle instead of lights and board). Students might choose this if they confuse light and sound signals or focus on construction not communication function. When building communication devices, emphasize three parts: (1) Signal method (light or sound? why this choice for this problem?), (2) Code (what does each signal mean? must agree beforehand), (3) Test (does receiver understand message?). Let students build simple devices: flashlight with agreed flashes, bell with ring patterns. Practice sender-receiver: one student sends code signal, other interprets - did message get through correctly? Discuss why light or sound chosen: light works for line-of-sight over distance, sound works through barriers and in noisy places. Connect to real examples: traffic lights (light signals), school bells (sound signals), referee whistles (sound codes). Watch for: students who build something but do not establish clear code system, or who do not test if receiver understands the signals.

This question assesses 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 - building device part. A communication device is a tool that helps send messages. Simple devices use light (flashlights, flags, blinking lights) or sound (bells, whistles, drums) to send signals. Codes or patterns give signals meaning: one flash = message A, two flashes = message B. Devices work over distance when talking does not work. People agree on code beforehand so everyone knows what signals mean. Jamal built a bell device to solve the problem of communicating dinner messages upstairs. Materials used: bell, string, tape. Build process: they attached the bell with string and tape for ringing. The device uses sound to send signals. Code: 2 rings=5 minutes, 3 rings=dinner now. When Mom rings the bell downstairs, Jamal can hear it upstairs and knows what the message means. The correct answer says "Jamal built a bell device using sound to send dinner messages upstairs" which accurately describes the device uses sound signals, specific signal code, materials used, and how the device solves the problem of upstairs-downstairs communication. This shows understanding that the device uses sound signals, has a code/pattern system, and solves the problem of distance communication. The device successfully sends simple messages without talking. An error type like "Jamal built a flag device using light to send dinner messages upstairs" is wrong because it claims the wrong signal type (says light when using sound) and wrong materials (flags instead of bell). Students might choose this if they confuse light and sound signals or do not understand the code system. When building communication devices, emphasize three parts: (1) Signal method (light or sound? why this choice for this problem?), (2) Code (what does each signal mean? must agree beforehand), (3) Test (does receiver understand message?). Let students build simple devices: flashlight with agreed flashes, bell with ring patterns. Practice sender-receiver: one student sends code signal, other interprets - did message get through correctly? Discuss why light or sound chosen: light works for line-of-sight over distance, sound works through barriers and in noisy places. Connect to real examples: traffic lights (light signals), school bells (sound signals), referee whistles (sound codes). Watch for: students who build something but do not establish clear code system, or who do not test if receiver understands the signals.

This question assesses 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 - building device part. A communication device is a tool that helps send messages. Simple devices use light (flashlights, flags, blinking lights) or sound (bells, whistles, drums) to send signals. Codes or patterns give signals meaning: one flash = message A, two flashes = message B. Devices work over distance when talking does not work. People agree on code beforehand so everyone knows what signals mean. Emma built a flashlight code device to solve the problem of communicating between different rooms. Materials used: 2 flashlights, paper, markers, tape. Build process: they assembled the flashlights with labeled codes on paper taped on. The device uses light to send signals. Code: 1 flash=come here, 2 flashes=yes, 3 flashes=no. When Emma flashes twice, the receiver can see it from another room and knows it means yes. The correct answer says "Emma built a flashlight code using light that flashes twice to mean yes" which accurately describes the device uses light signals, specific signal code with two flashes meaning yes, materials used, and how the device solves the problem of distance communication. This shows understanding that the device uses light signals, has a code/pattern system, and solves the problem of room-to-room communication. The device successfully sends simple messages without talking. An error type like "Emma built a flashlight code using light that flashes twice to mean come here" is wrong because it claims the wrong code meaning (says come here when it's actually yes for two flashes). Students might choose this if they confuse the code system or do not carefully read the meanings. When building communication devices, emphasize three parts: (1) Signal method (light or sound? why this choice for this problem?), (2) Code (what does each signal mean? must agree beforehand), (3) Test (does receiver understand message?). Let students build simple devices: flashlight with agreed flashes, bell with ring patterns. Practice sender-receiver: one student sends code signal, other interprets - did message get through correctly? Discuss why light or sound chosen: light works for line-of-sight over distance, sound works through barriers and in noisy places. Connect to real examples: traffic lights (light signals), school bells (sound signals), referee whistles (sound codes). Watch for: students who build something but do not establish clear code system, or who do not test if receiver understands the signals.

This question assesses 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 - building device part. A communication device is a tool that helps send messages. Simple devices use light (flashlights, flags, blinking lights) or sound (bells, whistles, drums) to send signals. Codes or patterns give signals meaning: one flash = message A, two flashes = message B. Devices work over distance when talking does not work. People agree on code beforehand so everyone knows what signals mean. Jamal built a bell device to solve the problem of sending dinner messages upstairs. Materials used: bell, string, tape. Build process: they attached the bell with string and tape. The device uses sound to send signals. Code: 2 rings=5 minutes, 3 rings=dinner now. When Mom rings three times, Jamal can hear it upstairs and knows it means dinner now. The correct answer says "Jamal built a bell device using sound to send 'dinner now' upstairs" which accurately describes the device uses sound, specific message 'dinner now', and how it solves the upstairs communication problem. This shows understanding that the device uses sound signals, has a code system, and solves the distance problem. The device successfully sends simple messages without talking. An error type like "Jamal built a bell device using light to send 'dinner now' upstairs" is wrong because it claims the wrong signal type (says light when using sound). Students might choose this if they confuse light and sound signals or do not understand the code system. When building communication devices, emphasize three parts: (1) Signal method (light or sound? why this choice for this problem?), (2) Code (what does each signal mean? must agree beforehand), (3) Test (does receiver understand message?). Let students build simple devices: flashlight with agreed flashes, bell with ring patterns. Practice sender-receiver: one student sends code signal, other interprets - did message get through correctly? Discuss why light or sound chosen: light works for line-of-sight over distance, sound works through barriers and in noisy places. Connect to real examples: traffic lights (light signals), school bells (sound signals), referee whistles (sound codes). Watch for: students who build something but do not establish clear code system, or who do not test if receiver understands the signals.

This question assesses 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 - building device part. A communication device is a tool that helps send messages. Simple devices use light (flashlights, flags, blinking lights) or sound (bells, whistles, drums) to send signals. Codes or patterns give signals meaning: one flash = message A, two flashes = message B. Devices work over distance when talking does not work. People agree on code beforehand so everyone knows what signals mean. Chen built a drum code device to solve the problem of communicating safety messages in a loud workshop. Materials used: drum and drumstick. Build process: they used the drum and stick for tapping loud sounds. The device uses sound to send signals. Code: 5 slow taps=break time. When Chen taps five times slowly, the receiver can hear it in the noise and knows it means break time. The correct answer says "Chen built a drum code using sound to send safety messages in noise" which accurately describes the device uses sound, solves the noisy workshop problem, and sends messages like break time. This shows understanding that the device uses sound signals, has a code system, and solves the noise barrier problem. The device successfully sends simple messages without talking. An error type like "Chen built a flashlight code using light to talk in a loud workshop" is wrong because it claims the wrong signal type (says light when using sound) and light might not work well in a loud but possibly lit workshop. Students might choose this if they confuse light and sound signals or focus on construction not communication function. When building communication devices, emphasize three parts: (1) Signal method (light or sound? why this choice for this problem?), (2) Code (what does each signal mean? must agree beforehand), (3) Test (does receiver understand message?). Let students build simple devices: flashlight with agreed flashes, bell with ring patterns. Practice sender-receiver: one student sends code signal, other interprets - did message get through correctly? Discuss why light or sound chosen: light works for line-of-sight over distance, sound works through barriers and in noisy places. Connect to real examples: traffic lights (light signals), school bells (sound signals), referee whistles (sound codes). Watch for: students who build something but do not establish clear code system, or who do not test if receiver understands the signals.

This question assesses 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 - building device part. A communication device is a tool that helps send messages. Simple devices use light (flashlights, flags, blinking lights) or sound (bells, whistles, drums) to send signals. Codes or patterns give signals meaning: one flash = message A, two flashes = message B. Devices work over distance when talking does not work. People agree on code beforehand so everyone knows what signals mean. Sofia built a flag system to solve the problem of communicating across the yard. Materials used: flags and tape. Build process: they attached flags with tape for waving. The device uses light to send signals. Code: wave=play now. When Sofia waves the flag, the receiver can see it across the yard and knows the message. The correct answer says "Sofia built a flag system using light; waving the flag sends a message" which accurately describes the device uses light, waving action for signals, and how it solves the yard communication problem. This shows understanding that the device uses light signals, has a code system, and solves the distance problem. The device successfully sends simple messages without talking. An error type like "Sofia built a flag system using sound; ringing the flag sends a message" is wrong because it claims the wrong signal type (says sound when using light) and describes a device that would not solve the stated problem (ringing a flag doesn't make sense). Students might choose this if they confuse light and sound signals or miss the connection between device and problem it solves. When building communication devices, emphasize three parts: (1) Signal method (light or sound? why this choice for this problem?), (2) Code (what does each signal mean? must agree beforehand), (3) Test (does receiver understand message?). Let students build simple devices: flashlight with agreed flashes, bell with ring patterns. Practice sender-receiver: one student sends code signal, other interprets - did message get through correctly? Discuss why light or sound chosen: light works for line-of-sight over distance, sound works through barriers and in noisy places. Connect to real examples: traffic lights (light signals), school bells (sound signals), referee whistles (sound codes). Watch for: students who build something but do not establish clear code system, or who do not test if receiver understands the signals.

This question assesses 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 - building device part. A communication device is a tool that helps send messages. Simple devices use light (flashlights, flags, blinking lights) or sound (bells, whistles, drums) to send signals. Codes or patterns give signals meaning: one flash = message A, two flashes = message B. Devices work over distance when talking does not work. People agree on code beforehand so everyone knows what signals mean. Chen built a drum code device to solve the problem of communicating in a loud workshop. Materials used: drum and drumstick. Build process: they used the drum and stick for tapping. The device uses sound to send signals. Code: 3 fast taps=stop machines, 5 slow taps=break. When Chen taps three times fast, the receiver can hear it in the workshop and knows it means stop all machines. The correct answer says "Chen built a drum code using sound; 3 fast taps mean stop all machines" which accurately describes the device uses sound signals, specific signal code with three fast taps meaning stop all machines, and how the device solves the problem of noisy communication. This shows understanding that the device uses sound signals, has a code/pattern system, and solves the problem of workshop communication. The device successfully sends simple messages without talking. An error type like "Chen built a flashlight code using light; 3 flashes mean stop all machines" is wrong because it claims the wrong signal type (says light when using sound) and wrong materials (flashlight instead of drum). Students might choose this if they confuse light and sound signals or do not understand the code system. When building communication devices, emphasize three parts: (1) Signal method (light or sound? why this choice for this problem?), (2) Code (what does each signal mean? must agree beforehand), (3) Test (does receiver understand message?). Let students build simple devices: flashlight with agreed flashes, bell with ring patterns. Practice sender-receiver: one student sends code signal, other interprets - did message get through correctly? Discuss why light or sound chosen: light works for line-of-sight over distance, sound works through barriers and in noisy places. Connect to real examples: traffic lights (light signals), school bells (sound signals), referee whistles (sound codes). Watch for: students who build something but do not establish clear code system, or who do not test if receiver understands the signals.

This question assesses 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 - building device part. A communication device is a tool that helps send messages. Simple devices use light (flashlights, flags, blinking lights) or sound (bells, whistles, drums) to send signals. Codes or patterns give signals meaning: one flash = message A, two flashes = message B. Devices work over distance when talking does not work. People agree on code beforehand so everyone knows what signals mean. Jamal built a dinner bell to solve the problem of calling family to dinner from upstairs without yelling. Materials used: bell, string. Build process: he tied string to the bell and hung it outside. The device uses sound to send signals. Code: 1 ring means come here, 2 rings means yes, 3 rings means dinner now. When Jamal pulls the string to ring the bell 3 times, the receiver can hear it from downstairs and knows it means dinner now. The correct answer says "Jamal built a bell signal using string that uses sound to send messages." which accurately describes the device uses sound, specific signal code, materials used, and how the device solves the problem of calling over distance. This shows understanding that the device uses sound signals, has a code/pattern system, and solves the problem of distance/barrier communication. The device successfully sends simple messages without talking. A distractor like "Jamal built a flashlight code using markers that uses light to send messages." is wrong because it claims wrong signal type (says light when using sound) and wrong materials (flashlight and markers instead of bell and string). Students might choose this if they confuse light and sound signals, do not understand code system, focus on building materials not communication function, miss connection between device and problem it solves. When building communication devices, emphasize three parts: (1) Signal method (light or sound? why this choice for this problem?), (2) Code (what does each signal mean? must agree beforehand), (3) Test (does receiver understand message?). Let students build simple devices: flashlight with agreed flashes, bell with ring patterns. Practice sender-receiver: one student sends code signal, other interprets - did message get through correctly? Discuss why light or sound chosen: light works for line-of-sight over distance, sound works through barriers and in noisy places. Connect to real examples: traffic lights (light signals), school bells (sound signals), referee whistles (sound codes). Watch for: students who build something but do not establish clear code system, or who do not test if receiver understands the signals.