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 - identifying communication problem part. Communication means sending messages or information to others. Sometimes we cannot use talking because: too far away (cannot hear), too noisy (loud environment blocks voice), barrier in the way (walls, floors), or inconvenient (person cannot leave their spot). When talking does not work, we can use light signals (flashlight patterns, flags, lights) or sound signals (bells, whistles, drums, horns) to send messages over distance. Simple signals can communicate simple messages like "come here," "yes/no," "stop," or "time to do something." In this scenario, Marcus is biking ahead while Keisha sees a hole behind him. The problem is they are too far apart for Keisha to warn him in time with voice alone. Talking does not work because the voice would not carry that far quickly enough. The correct answer says "Keisha needs to warn Marcus “Stop!” before he reaches the hole." which accurately identifies the communication problem is distance and the message is a warning. This shows understanding that when talking does not work due to distance or barriers, signals using light or sound can carry messages farther or through different conditions than voice. An error type like "Keisha needs to paint the bike path a different color." is wrong because it identifies wrong type of problem, focusing on fixing instead of communicating. Students might choose this if they do not recognize communication as the problem type. Help students identify communication problems by asking: "Who needs to send a message?" "Where are they?" "Can they talk to each other? Why or why not?" Practice recognizing when talking does not work: stand far apart (cannot hear), close door between (barrier), make noise (too loud to hear over). Brainstorm: "When talking does not work, what else could we use? Light? Sound?" Show examples: school bells signal class time, traffic lights signal stop/go, whistles signal referee calls - all communicate without talking. Connect to engineering: identifying problem is first step in designing solution. Watch for: students who think talking always works regardless of distance/barriers, or who do not recognize this as communication problem.

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 - identifying communication problem part. Communication means sending messages or information to others. Sometimes we cannot use talking because: too far away (cannot hear), too noisy (loud environment blocks voice), barrier in the way (walls, floors), or inconvenient (person cannot leave their spot). When talking does not work, we can use light signals (flashlight patterns, flags, lights) or sound signals (bells, whistles, drums, horns) to send messages over distance. Simple signals can communicate simple messages like "come here," "yes/no," "stop," or "time to do something." In this scenario, Maya is far outside while the teacher is inside, and they need to communicate a message like coming inside. The problem is they are too far apart with a barrier like the building in the way. Talking does not work because the voice would not carry that far through the walls. The correct answer says "The teacher can flash a light or ring a bell to say, “Come in.”" which accurately identifies the communication problem is distance and barrier, and the solution is light or sound signal. This shows understanding that when talking does not work due to distance or barriers, signals using light or sound can carry messages farther or through different conditions than voice. An error type like "The teacher can just yell louder so every class hears." is wrong because it claims talking would work when the scenario shows it would not due to distance and barriers. Students might choose this if they do not understand distance or barriers prevent voice from carrying. Help students identify communication problems by asking: "Who needs to send a message?" "Where are they?" "Can they talk to each other? Why or why not?" Practice recognizing when talking does not work: stand far apart (cannot hear), close door between (barrier), make noise (too loud to hear over). Brainstorm: "When talking does not work, what else could we use? Light? Sound?" Show examples: school bells signal class time, traffic lights signal stop/go, whistles signal referee calls - all communicate without talking. Connect to engineering: identifying problem is first step in designing solution. Watch for: students who think talking always works regardless of distance/barriers, or who do not recognize this as communication problem.

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 - identifying communication problem part. Communication means sending messages or information to others. Sometimes we cannot use talking because: too far away (cannot hear), too noisy (loud environment blocks voice), barrier in the way (walls, floors), or inconvenient (person cannot leave their spot). When talking does not work, we can use light signals (flashlight patterns, flags, lights) or sound signals (bells, whistles, drums, horns) to send messages over distance. Simple signals can communicate simple messages like "come here," "yes/no," "stop," or "time to do something." In this scenario, Jamal and Carlos are across the street from each other. The problem is they are too far apart to hear each other clearly. Talking does not work because the voice would not carry that far across the street. The correct answer says "They cannot talk because they are too far to hear." which accurately identifies the communication problem is distance and the reason talking fails is distance. This shows understanding that when talking does not work due to distance or barriers, signals using light or sound can carry messages farther or through different conditions than voice. An error type like "They cannot talk because the street is too dark to see." is wrong because it identifies wrong type of problem, focusing on visibility instead of hearing over distance. Students might choose this if they do not recognize communication as the problem type or focus on irrelevant details like darkness. Help students identify communication problems by asking: "Who needs to send a message?" "Where are they?" "Can they talk to each other? Why or why not?" Practice recognizing when talking does not work: stand far apart (cannot hear), close door between (barrier), make noise (too loud to hear over). Brainstorm: "When talking does not work, what else could we use? Light? Sound?" Show examples: school bells signal class time, traffic lights signal stop/go, whistles signal referee calls - all communicate without talking. Connect to engineering: identifying problem is first step in designing solution. Watch for: students who think talking always works regardless of distance/barriers, or who do not recognize this as communication problem.

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 - identifying communication problem part. Communication means sending messages or information to others. Sometimes we cannot use talking because: too far away (cannot hear), too noisy (loud environment blocks voice), barrier in the way (walls, floors), or inconvenient (person cannot leave their spot). When talking does not work, we can use light signals (flashlight patterns, flags, lights) or sound signals (bells, whistles, drums, horns) to send messages over distance. Simple signals can communicate simple messages like "come here," "yes/no," "stop," or "time to do something." In this scenario, Chen’s dad works near loud machines, creating a noisy environment. The problem is it is too noisy, so voices cannot be heard over the machines. Talking does not work because it cannot be heard in the noisy environment. The correct answer says "A signal works better because the noise makes talking hard to hear." which accurately identifies the communication problem is noise and the reason talking fails is noise. This shows understanding that when talking does not work due to distance or barriers, signals using light or sound can carry messages farther or through different conditions than voice. An error type like "A signal works better because everyone wants to sing instead." is wrong because it gives wrong reason talking fails and focuses on irrelevant detail. Students might choose this if they do not understand noise prevents voice from carrying. Help students identify communication problems by asking: "Who needs to send a message?" "Where are they?" "Can they talk to each other? Why or why not?" Practice recognizing when talking does not work: stand far apart (cannot hear), close door between (barrier), make noise (too loud to hear over). Brainstorm: "When talking does not work, what else could we use? Light? Sound?" Show examples: school bells signal class time, traffic lights signal stop/go, whistles signal referee calls - all communicate without talking. Connect to engineering: identifying problem is first step in designing solution. Watch for: students who think talking always works regardless of distance/barriers, or who do not recognize this as communication problem.

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 - identifying communication problem part. Communication means sending messages or information to others. Sometimes we cannot use talking because: too far away (cannot hear), too noisy (loud environment blocks voice), barrier in the way (walls, floors), or inconvenient (person cannot leave their spot). When talking does not work, we can use light signals (flashlight patterns, flags, lights) or sound signals (bells, whistles, drums, horns) to send messages over distance. Simple signals can communicate simple messages like "come here," "yes/no," "stop," or "time to do something." In this scenario, Emma is upstairs while Mom is downstairs cooking. The problem is there is a floor barrier between them and Mom cannot leave her spot. Talking does not work because it is inconvenient to walk there each time and voice may not carry through the floor. The correct answer says "Mom needs to send “Time for dinner!” to Emma upstairs." which accurately identifies the communication problem is barrier and inconvenience, and the message is about timing. This shows understanding that when talking does not work due to distance or barriers, signals using light or sound can carry messages farther or through different conditions than voice. An error type like "Mom needs to send “Turn on the TV!” to the dog." is wrong because it focuses on irrelevant detail like communicating with an animal instead of the actual problem. Students might choose this if they focus on interesting but unrelated details. Help students identify communication problems by asking: "Who needs to send a message?" "Where are they?" "Can they talk to each other? Why or why not?" Practice recognizing when talking does not work: stand far apart (cannot hear), close door between (barrier), make noise (too loud to hear over). Brainstorm: "When talking does not work, what else could we use? Light? Sound?" Show examples: school bells signal class time, traffic lights signal stop/go, whistles signal referee calls - all communicate without talking. Connect to engineering: identifying problem is first step in designing solution. Watch for: students who think talking always works regardless of distance/barriers, or who do not recognize this as communication problem.

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 - identifying communication problem part. Communication means sending messages or information to others. Sometimes we cannot use talking because: too far away (cannot hear), too noisy (loud environment blocks voice), barrier in the way (walls, floors), or inconvenient (person cannot leave their spot). When talking does not work, we can use light signals (flashlight patterns, flags, lights) or sound signals (bells, whistles, drums, horns) to send messages over distance. Simple signals can communicate simple messages like "come here," "yes/no," "stop," or "time to do something." In this scenario, Mom is downstairs while Emma is upstairs with a closed door. The problem is there is a floor and closed door barrier between them. Talking does not work because the closed door and distance block the sound. The correct answer says "Mom cannot talk because the closed door and distance block the sound." which accurately identifies the reason talking fails is barrier and distance. This shows understanding that when talking does not work due to distance or barriers, signals using light or sound can carry messages farther or through different conditions than voice. An error type like "Mom cannot talk because the kitchen has no lights at all." is wrong because it gives wrong reason talking fails, focusing on light instead of sound barrier. Students might choose this if they confuse light and sound issues. Help students identify communication problems by asking: "Who needs to send a message?" "Where are they?" "Can they talk to each other? Why or why not?" Practice recognizing when talking does not work: stand far apart (cannot hear), close door between (barrier), make noise (too loud to hear over). Brainstorm: "When talking does not work, what else could we use? Light? Sound?" Show examples: school bells signal class time, traffic lights signal stop/go, whistles signal referee calls - all communicate without talking. Connect to engineering: identifying problem is first step in designing solution. Watch for: students who think talking always works regardless of distance/barriers, or who do not recognize this as communication problem.

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 - identifying communication problem part. Communication means sending messages or information to others. Sometimes we cannot use talking because: too far away (cannot hear), too noisy (loud environment blocks voice), barrier in the way (walls, floors), or inconvenient (person cannot leave their spot). When talking does not work, we can use light signals (flashlight patterns, flags, lights) or sound signals (bells, whistles, drums, horns) to send messages over distance. Simple signals can communicate simple messages like "come here," "yes/no," "stop," or "time to do something." In this scenario, Chen’s dad needs to communicate with other workers at a loud construction site. The problem is it is too noisy. Talking does not work because the loud environment blocks voice. The correct answer says "A signal works because machines are loud and block voices." which accurately identifies the reason talking fails is noise and signals using light or sound can carry through noisy conditions. A distractor like "A signal works because workers are right beside each other." is wrong because it claims talking would work when the scenario shows noise prevents it even if close. Students might choose this if they think talking always works or do not understand noise as a barrier. Help students identify communication problems by asking: "Who needs to send a message?" "Where are they?" "Can they talk to each other? Why or why not?" Practice recognizing when talking does not work: stand far apart (cannot hear), close door between (barrier), make noise (too loud to hear over). Brainstorm: "When talking does not work, what else could we use? Light? Sound?" Show examples: school bells signal class time, traffic lights signal stop/go, whistles signal referee calls - all communicate without talking. Connect to engineering: identifying problem is first step in designing solution. Watch for: students who think talking always works regardless of distance/barriers, or who do not recognize this as communication problem.

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 - identifying communication problem part. Communication means sending messages or information to others. Sometimes we cannot use talking because: too far away (cannot hear), too noisy (loud environment blocks voice), barrier in the way (walls, floors), or inconvenient (person cannot leave their spot). When talking does not work, we can use light signals (flashlight patterns, flags, lights) or sound signals (bells, whistles, drums, horns) to send messages over distance. Simple signals can communicate simple messages like "come here," "yes/no," "stop," or "time to do something." In this scenario, Mom needs to communicate with Emma who is upstairs while Mom is downstairs. The problem is there is a floor barrier in the way. Talking does not work because it is inconvenient to walk there each time and voice may not carry through closed doors. The correct answer says "Mom needs to send “Time for dinner!” upstairs to Emma." which accurately identifies the communication problem is the barrier and the message is a simple call to action. A distractor like "Mom needs to send “Bring your backpack!” to the teacher." is wrong because it gives the wrong recipient and irrelevant message not related to the home scenario. Students might choose this if they focus on interesting but unrelated details. Help students identify communication problems by asking: "Who needs to send a message?" "Where are they?" "Can they talk to each other? Why or why not?" Practice recognizing when talking does not work: stand far apart (cannot hear), close door between (barrier), make noise (too loud to hear over). Brainstorm: "When talking does not work, what else could we use? Light? Sound?" Show examples: school bells signal class time, traffic lights signal stop/go, whistles signal referee calls - all communicate without talking. Connect to engineering: identifying problem is first step in designing solution. Watch for: students who think talking always works regardless of distance/barriers, or who do not recognize this as communication problem.

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 - identifying communication problem part. Communication means sending messages or information to others. Sometimes we cannot use talking because: too far away (cannot hear), too noisy (loud environment blocks voice), barrier in the way (walls, floors), or inconvenient (person cannot leave their spot). When talking does not work, we can use light signals (flashlight patterns, flags, lights) or sound signals (bells, whistles, drums, horns) to send messages over distance. Simple signals can communicate simple messages like "come here," "yes/no," "stop," or "time to do something." In this scenario, Dad needs to communicate with Sofia who is upstairs at bedtime. The problem is there is a floor barrier in the way. Talking does not work because it is inconvenient to walk upstairs each time. The correct answer says "A flashing hallway light can signal, “Bedtime now.”" which accurately identifies the solution is a light signal to communicate through barriers. A distractor like "Dad can walk upstairs every minute to remind her." is wrong because it suggests a solution not using light or sound signals and ignores the inconvenience. Students might choose this if they do not recognize the need for signals over direct action. Help students identify communication problems by asking: "Who needs to send a message?" "Where are they?" "Can they talk to each other? Why or why not?" Practice recognizing when talking does not work: stand far apart (cannot hear), close door between (barrier), make noise (too loud to hear over). Brainstorm: "When talking does not work, what else could we use? Light? Sound?" Show examples: school bells signal class time, traffic lights signal stop/go, whistles signal referee calls - all communicate without talking. Connect to engineering: identifying problem is first step in designing solution. Watch for: students who think talking always works regardless of distance/barriers, or who do not recognize this as communication problem.

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 - identifying communication problem part. Communication means sending messages or information to others. Sometimes we cannot use talking because: too far away (cannot hear), too noisy (loud environment blocks voice), barrier in the way (walls, floors), or inconvenient (person cannot leave their spot). When talking does not work, we can use light signals (flashlight patterns, flags, lights) or sound signals (bells, whistles, drums, horns) to send messages over distance. Simple signals can communicate simple messages like "come here," "yes/no," "stop," or "time to do something." In this scenario, the teacher needs to communicate with Maya who is on the playground outside while the teacher is inside. The problem is there is a building barrier and distance. Talking does not work because yelling would disturb others. The correct answer says "Yelling is too loud and may disturb other classes." which accurately identifies the reason talking fails is it disturbs others due to noise level. A distractor like "Yelling works best because Maya is right beside the teacher." is wrong because it claims talking would work when the scenario shows they are not beside each other. Students might choose this if they do not understand distance or barriers prevent voice from carrying. Help students identify communication problems by asking: "Who needs to send a message?" "Where are they?" "Can they talk to each other? Why or why not?" Practice recognizing when talking does not work: stand far apart (cannot hear), close door between (barrier), make noise (too loud to hear over). Brainstorm: "When talking does not work, what else could we use? Light? Sound?" Show examples: school bells signal class time, traffic lights signal stop/go, whistles signal referee calls - all communicate without talking. Connect to engineering: identifying problem is first step in designing solution. Watch for: students who think talking always works regardless of distance/barriers, or who do not recognize this as communication problem.