This question tests identifying constraints in engineering design (NGSS 3-5-ETS1-1: Define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time, or cost). Constraints are limits or restrictions on a design solution - they define what you CANNOT do, use, or exceed. The three main types of constraints are: materials (what you can build with), time (how long you have), and cost (how much money you can spend). In this scenario, the constraints are: only coffee filters, sand, gravel, and plastic bottles allowed; 40-minute science period time limit; $0 cost (must use items teacher already has, cannot go shopping). These are limits because they restrict what materials students can use, how much time they have, and prevent any spending. Choice A is correct because it accurately lists all the constraints from the passage: specific materials only, time limit of 40 minutes, and zero cost. Choice B represents confusing criteria with constraints - it describes what the filter must achieve (cleanest water, test three times) rather than the limits on resources. To help students: Create a three-column chart labeled Materials (what can you use?), Time (how long do you have?), and Cost (how much can you spend?). Practice identifying constraints by asking "What are you NOT allowed to use? How much time do you have? Can you spend money?" Emphasize that constraints use limiting words like "only," "must not," "cannot," or "no more than."

This question tests identifying constraints in engineering design (NGSS 3-5-ETS1-1: Define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time, or cost). Constraints are limits or restrictions on a design solution - they define what you CANNOT do, use, or exceed. The three main types of constraints are: materials (what you can build with), time (how long you have), and cost (how much money you can spend). In this scenario, the constraints are: only cardboard boxes, construction paper, tape, and scissors allowed; must set up in under 15 minutes; $0 cost; and no other materials permitted. These are limits because they restrict what materials students can use, how much time they have to set up, and prevent any spending. Choice C is correct because it accurately lists all the constraints from the passage: specific materials only, time limit under 15 minutes, and zero cost. Choice A represents confusing criteria with constraints - it describes what the display must achieve (hold 10 books, look exciting) rather than the limits on resources. To help students: Create a three-column chart labeled Materials (what can you use?), Time (how long do you have?), and Cost (how much can you spend?). Practice identifying constraints by asking "What are you NOT allowed to use? How much time do you have? Can you spend money?" Emphasize that constraints use limiting words like "only," "must not," "cannot," or "no more than."

This question tests identifying constraints in engineering design (NGSS 3-5-ETS1-1: Define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time, or cost). Constraints are limits or restrictions on a design solution - they define what you CANNOT do, use, or exceed. The three main types of constraints are: materials (what you can build with), time (how long you have), and cost (how much money you can spend). In this scenario, the constraints are: use only cardboard boxes, construction paper, tape, and scissors (materials constraint), set up in under 15 minutes (time constraint), and must cost $0 (cost constraint). These are limits because they restrict what materials are available, how quickly the display must be assembled, and prohibit spending money. Choice B is correct because it accurately lists the constraints from the passage: 'Set up in under 15 minutes, use only boxes, paper, tape, and scissors, and spend no money.' These are all restrictions using limiting words like 'only,' 'under,' and 'no money.' Choice D represents the opposite of constraints - it suggests taking unlimited time and buying new materials. Students who choose this may not understand that constraints limit what you can do rather than expand options. To help students: Create a three-column chart labeled Materials (what can you use?), Time (how long do you have?), and Cost (how much can you spend?). Practice identifying constraints by asking 'What are you NOT allowed to use? How much time do you have? Can you spend money?' Emphasize that constraints use limiting words like 'only,' 'must not,' 'cannot,' or 'no more than.'

This question tests identifying constraints in engineering design (NGSS 3-5-ETS1-1: Define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time, or cost). Constraints are limits or restrictions on a design solution - they define what you CANNOT do, use, or exceed. The three main types of constraints are: materials (what you can build with), time (how long you have), and cost (how much money you can spend). In this scenario, the constraints are: use only cardboard boxes, construction paper, tape, and scissors, must cost $0, and must be ready in under 15 minutes. These are limits because they restrict what materials are available, how much time they have to build, and whether they can spend money. Choice B is correct because it accurately lists all the constraints from the passage: specific materials allowed, time limit of 15 minutes, and zero cost. Choice A is incomplete - it mentions classroom materials but doesn't specify which ones and incorrectly states "take as long as you need" when there's actually a 15-minute time constraint. To help students: Create a three-column chart labeled Materials (what can you use?), Time (how long do you have?), and Cost (how much can you spend?). Practice identifying constraints by asking "What are you NOT allowed to use? How much time do you have? Can you spend money?" Emphasize that constraints use limiting words like "only," "must not," "cannot," or "no more than."

This question tests identifying constraints in engineering design (NGSS 3-5-ETS1-1: Define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time, or cost). Constraints are limits or restrictions on a design solution - they define what you CANNOT do, use, or exceed. The three main types of constraints are: materials (what you can build with), time (how long you have), and cost (how much money you can spend). In this scenario, the constraints are: only cardboard boxes, construction paper, tape, and scissors allowed; under 15 minutes to set up; $0 cost; and no extra supplies permitted. These are limits because they restrict what materials students can use, how much time they have, and prevent any spending. Choice B is correct because it accurately lists all the constraints from the passage: specific materials only, time limit under 15 minutes, and zero cost. Choice A represents being too vague - it says "only classroom supplies" and "try to keep it cheap" rather than listing the specific materials and exact cost constraint. To help students: Create a three-column chart labeled Materials (what can you use?), Time (how long do you have?), and Cost (how much can you spend?). Practice identifying constraints by asking "What are you NOT allowed to use? How much time do you have? Can you spend money?" Emphasize that constraints use limiting words like "only," "must not," "cannot," or "no more than."

This question tests identifying constraints in engineering design (NGSS 3-5-ETS1-1: Define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time, or cost). Constraints are limits or restrictions on a design solution - they define what you CANNOT do, use, or exceed. The three main types of constraints are: materials (what you can build with), time (how long you have), and cost (how much money you can spend). For example, "must use only cardboard, finish in 20 minutes, and spend $0" lists all three constraint types. Constraints are different from success criteria - criteria say what the solution must ACHIEVE while constraints say what limits you must WORK WITHIN. In this scenario, the constraints are only 10 sheets of paper and tape; no glue; finish in 20 minutes; teacher provides materials: these are limits because they restrict what materials are available, how much time they have to build, and whether they can buy materials. Choice A is correct because it accurately lists the constraints from the passage: use only paper and tape from the teacher, and finish building in 20 minutes. These are all restrictions or limits (using words like "only," "finish in") rather than goals or criteria. Choice B represents confusing criteria with constraints. Students who choose this may think what the solution must DO is the same as what limits exist. To help students: Create a three-column chart labeled Materials (what can you use?), Time (how long do you have?), and Cost (how much can you spend?). Practice identifying constraints by asking "What are you NOT allowed to use? How much time do you have? Can you spend money?" Emphasize that constraints use limiting words like "only," "must not," "cannot," or "no more than."

This question tests identifying constraints in engineering design (NGSS 3-5-ETS1-1: Define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time, or cost). Constraints are limits or restrictions on a design solution - they define what you CANNOT do, use, or exceed. The three main types of constraints are: materials (what you can build with), time (how long you have), and cost (how much money you can spend). In this scenario, the constraints are using only popsicle sticks, markers, and clear tape from the art closet, finishing in 45 minutes, and not buying anything new: these are limits because they restrict what materials are available, how much time students have to build, and prohibit spending money. Choice A is correct because it accurately lists the constraints from the passage: using only specific materials, making them in 45 minutes, and spending $0 with no shopping. Choice B represents confusing criteria with constraints. Students who choose this may think what the solution must achieve is the same as what limits exist. To help students: Create a three-column chart labeled Materials (what can you use?), Time (how long do you have?), and Cost (how much can you spend?). Practice identifying constraints by asking "What are you NOT allowed to use? How much time do you have? Can you spend money?" Emphasize that constraints use limiting words like "only," "must not," "cannot," or "no more than."

This question tests identifying constraints in engineering design (NGSS 3-5-ETS1-1: Define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time, or cost). Constraints are limits or restrictions on a design solution - they define what you CANNOT do, use, or exceed. The three main types of constraints are: materials (what you can build with), time (how long you have), and cost (how much money you can spend). In this scenario, the constraints include: only recycling bin materials allowed (cardboard, plastic bottles, newspaper), $0 cost, 30-minute time limit, and must fit in a shoebox. These are limits because they restrict what materials students can use and prevent them from buying new supplies. Choice A is correct because it accurately identifies what students CANNOT do: they cannot buy new supplies or use materials not in the recycling bin, which directly addresses the material and cost constraints. Choice C represents misunderstanding the problem - dropping from 6 feet is the test condition, not something students cannot do. To help students: Create a three-column chart labeled Materials (what can you use?), Time (how long do you have?), and Cost (how much can you spend?). Practice identifying constraints by asking "What are you NOT allowed to use? How much time do you have? Can you spend money?" Emphasize that constraints use limiting words like "only," "must not," "cannot," or "no more than."

This question tests identifying constraints in engineering design (NGSS 3-5-ETS1-1: Define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time, or cost). Constraints are limits or restrictions on a design solution - they define what you CANNOT do, use, or exceed. The three main types of constraints are: materials (what you can build with), time (how long you have), and cost (how much money you can spend). In this scenario, the constraints are using only cardboard boxes, construction paper, tape, and scissors, setting up in under 15 minutes, and costing $0: these are limits because they restrict what materials are available, how much time students have to set up, and prohibit spending money. Choice B is correct because it accurately lists the constraints from the passage: using only specific materials, setting up in under 15 minutes, and spending $0. Choice C represents confusing criteria with constraints. Students who choose this may think what the solution must achieve is the same as what limits exist. To help students: Create a three-column chart labeled Materials (what can you use?), Time (how long do you have?), and Cost (how much can you spend?). Practice identifying constraints by asking "What are you NOT allowed to use? How much time do you have? Can you spend money?" Emphasize that constraints use limiting words like "only," "must not," "cannot," or "no more than."

This question tests identifying constraints in engineering design (NGSS 3-5-ETS1-1: Define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time, or cost). Constraints are limits or restrictions on a design solution - they define what you CANNOT do, use, or exceed. The three main types of constraints are: materials (what you can build with), time (how long you have), and cost (how much money you can spend). In this scenario, the constraints are: use only cardboard boxes, construction paper, tape, and scissors, must cost $0, and must be set up in under 15 minutes. These are limits because they restrict what materials are available, how much time they have to build, and whether they can spend money. Choice B is correct because it accurately lists all the constraints from the passage: specific materials allowed, time limit of 15 minutes, and zero cost. Choice A represents confusing criteria with constraints - making it colorful and appealing are goals for what the display should achieve rather than limitations on resources. To help students: Create a three-column chart labeled Materials (what can you use?), Time (how long do you have?), and Cost (how much can you spend?). Practice identifying constraints by asking "What are you NOT allowed to use? How much time do you have? Can you spend money?" Emphasize that constraints use limiting words like "only," "must not," "cannot," or "no more than."