Elementary School Science Quiz: Communication Problems With Light Sound
20 questions · exam conditions
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Communication Problems With Light SoundQuestion 1 of 20

Emma is upstairs; Mom is downstairs cooking. What message does Mom need to send?

Mom needs to send "Time for dinner!" to Emma upstairs.
Mom needs to send "Go to the park!" to the neighbors.
Mom needs to send "Turn on the TV!" to the dog.
Mom needs to send "What is your address?" to Emma.
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Elementary School Science Quiz

Elementary School Science Quiz: Communication Problems With Light Sound

Practice Communication Problems With Light Sound in Elementary School Science with focused quiz questions that help you check what you know, review explanations, and build confidence with test-style prompts.

What this quiz covers

This quiz focuses on Communication Problems With Light Sound, giving you a quick way to practice the rules, question types, and explanations that matter most for Elementary School Science.

How to use this quiz

Try each quiz question before looking at the correct answer. Use the explanations to review missed ideas, then come back to similar questions until the pattern feels familiar.

All questions

Question 1

Emma is upstairs; Mom is downstairs cooking. What message does Mom need to send?

  1. Mom needs to send "Time for dinner!" to Emma upstairs. (correct answer)
  2. Mom needs to send "Go to the park!" to the neighbors.
  3. Mom needs to send "Turn on the TV!" to the dog.
  4. Mom needs to send "What is your address?" to Emma.
Explanation: 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.

Question 2

How could sound help Keisha warn Marcus on bikes?

  1. Keisha can use a whistle to mean, "Stop!" (correct answer)
  2. Keisha can wave a sandwich to get Marcus's attention.
  3. Keisha can stay quiet and hope Marcus sees the hole.
  4. Keisha can stop biking and walk home without telling him.
Explanation: This question tests 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. In this scenario, Keisha needs to communicate "Stop!" to Marcus who is biking ahead. The problem is they are moving and separated by distance. Talking does not work because voice would not carry that far while biking. The correct answer says "Keisha can use a whistle to mean, 'Stop!'" which accurately identifies solution is 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. Wrong answers like "Keisha can stay quiet and hope Marcus sees the hole" are wrong because it suggests solution not using light/sound signal - hoping is not communication. Students might choose this if they do not recognize communication as the solution. 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?" Show examples: bike bells warn pedestrians, car horns warn other drivers - sound signals work when moving.

Question 3

Jamal and Carlos are across the street. Why can't they just talk?

  1. They cannot talk because they speak different languages.
  2. They cannot talk because they are too far to hear. (correct answer)
  3. They cannot talk because the street is too dark to see.
  4. They cannot talk because they are standing right next to each other.
Explanation: 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.

Question 4

Mom is downstairs; Emma is upstairs with a closed door. Why can Mom not just talk to Emma?

  1. Mom cannot talk because the closed door and distance block the sound. (correct answer)
  2. Mom cannot talk because Emma is outside on the playground.
  3. Mom cannot talk because the kitchen has no lights at all.
  4. Mom cannot talk because Emma is sitting right beside her.
Explanation: 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.

Question 5

Read about Chen's dad at a loud construction site. Why would a signal work better than talking?

  1. A signal works because machines are loud and block voices. (correct answer)
  2. A signal works because everyone is whispering very quietly.
  3. A signal works because workers are right beside each other.
  4. A signal works because the message is too long to say.
Explanation: 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.

Question 6

Read about Maya on the playground and teacher inside. Why can't the teacher just yell?

  1. Yelling is too quiet, so no one would hear it.
  2. Yelling is too loud and may disturb other classes. (correct answer)
  3. Yelling is not allowed because there is no air outside.
  4. Yelling works best because Maya is right beside the teacher.
Explanation: 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.

Question 7

Read about Jamal and Carlos across the street. Why can't they just talk?

  1. They cannot talk because they speak different languages.
  2. They are too far, and parents say not to yell. (correct answer)
  3. They are standing next to each other on the same porch.
  4. They cannot talk because the sun is too bright.
Explanation: 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 needs to communicate with Carlos who is across the street. The problem is they are too far apart. Talking does not work because the voice would not carry that far and parents say not to yell. The correct answer says "They are too far, and parents say not to yell." which accurately identifies the communication problem is distance and the reason talking fails is distance plus restriction on yelling. A distractor like "They cannot talk because they speak different languages." is wrong because it identifies the wrong type of problem, focusing on language instead of distance. Students might choose this if they do not recognize communication as the problem type or focus on irrelevant 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.

Question 8

Read about Marcus biking ahead and Keisha behind. What is the problem Keisha is trying to solve?

  1. Keisha needs to warn "Stop!" but Marcus may not hear her. (correct answer)
  2. Keisha needs to paint her bike a new color today.
  3. Marcus needs to read a book while he rides.
  4. Keisha needs to ask the teacher for homework.
Explanation: 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, Keisha needs to communicate with Marcus who is biking ahead. The problem is they are too far apart while moving. Talking does not work because the voice would not carry that far and Marcus may not hear over biking noise. The correct answer says "Keisha needs to warn "Stop!" but Marcus may not hear her." which accurately identifies the communication problem is distance and the reason talking fails is distance. A distractor like "Keisha needs to paint her bike a new color today." is wrong because it focuses on an irrelevant detail not related to communication. Students might choose this if they do not recognize this as a communication problem. 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.

Question 9

Read about Jamal and Carlos across the street. How could light or sound help solve this problem?

  1. They can use a whistle code to mean, "Come over." (correct answer)
  2. They can shout across the street during quiet time.
  3. They can run into the street to ask every time.
  4. They can send a message by leaving it on the moon.
Explanation: 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 needs to communicate with Carlos who is across the street. The problem is they are too far apart. Talking does not work because voice would not carry and parents say not to yell. The correct answer says "They can use a whistle code to mean, "Come over."" which accurately identifies the solution is a sound signal to communicate over distance. A distractor like "They can shout across the street during quiet time." is wrong because it suggests talking when the scenario shows it would not work due to rules and distance. Students might choose this if they do not understand restrictions on yelling. 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.

Question 10

Read about Chen's dad at the noisy site. What message does a worker need to send?

  1. A worker needs to send "Stop!" to keep everyone safe. (correct answer)
  2. A worker needs to send "Happy birthday!" to the class.
  3. A worker needs to send "Turn off the TV!" at home.
  4. A worker needs to send "Bring my lunchbox!" to a bus.
Explanation: 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, a worker needs to communicate with others at the noisy construction site. The problem is it is too noisy. Talking does not work because cannot hear in noisy environment. The correct answer says "A worker needs to send "Stop!" to keep everyone safe." which accurately identifies the message is a simple safety signal suitable for light or sound. A distractor like "A worker needs to send "Happy birthday!" to the class." is wrong because it gives the wrong message and irrelevant context not related to the site. 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.

Question 11

Read about Chen's dad at the noisy site. How could light or sound help solve this problem?

  1. Workers can use bright flags or a loud horn to send "Stop!" (correct answer)
  2. Workers can talk softer so the machines turn off.
  3. Workers can wait until nighttime to share every message.
  4. Workers can use a sandwich to show "Go" and "Stop."
Explanation: This question tests understanding of using light or sound signals in noisy work environments (1-PS4-4). Communication means sending messages or information to others. Sometimes we cannot use talking because the environment is too noisy, with sounds that drown out or mask human voices. When talking doesn't work due to noise, we can use bright visual signals or loud sound signals different from voice. In this scenario, Chen's dad works at a noisy site where machines create loud background noise. The problem is the machine noise would mask or drown out normal talking voices, making voice communication unreliable or impossible. The correct answer says "Workers can use bright flags or a loud horn to send 'Stop!'" which accurately identifies using either visual signals (bright flags) or distinct sound signals (horn) that can cut through the noise. This shows understanding that both light and special sounds can communicate when voice cannot. Wrong answers like "Workers can use a sandwich to show 'Go' and 'Stop.'" fail because a sandwich is not a light or sound signal, and it's not a practical communication tool. Students might choose this if they're being silly or don't understand we need signals that are easy to see or hear. Help students understand noisy environments by creating background noise and trying different communication methods. Ask: "What kinds of signals would stand out?" Show real examples like construction sites using flags, horns, and hand signals. Watch for students who suggest impractical or non-signal solutions.

Question 12

Chen's dad is on a noisy site. Why can't workers just talk?

  1. Talking does not work because the machines make too much noise. (correct answer)
  2. Talking does not work because everyone speaks a different language.
  3. Talking does not work because it is too cold to open mouths.
  4. Talking does not work because the workers are all in bed asleep.
Explanation: 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 - 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. In this scenario, Chen's dad is on a noisy construction or industrial site with loud machines. The problem is that the machines create so much noise that workers cannot hear each other talking, even if they shout. The correct answer says "Talking does not work because the machines make too much noise" which accurately identifies that the communication problem is environmental noise drowning out voice communication. This shows understanding that when loud sounds in the environment block hearing voices, alternative signals using light or different sounds are needed. Wrong answers like "Talking does not work because everyone speaks a different language" are incorrect because they identify problems unrelated to the physical environment - language differences are not solved by light/sound signals, and the scenario specifically mentions noise as the issue. Students might choose these if they do not focus on the given information about loud machines or do not understand how environmental noise affects communication. 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: play loud music and try to talk, use a fan or vacuum cleaner to create noise. Connect to safety: noisy workplaces need special communication methods to keep workers safe.

Question 13

Teacher is inside; kids are far on the playground. What is the communication problem?

  1. The teacher needs to send "Come inside" to kids far away. (correct answer)
  2. The teacher needs to fix a broken swing on the playground.
  3. The kids need to learn a new song for music class.
  4. The teacher needs to make the classroom brighter for reading.
Explanation: 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 is inside while kids are far on the playground. The problem is they are too far apart with a building barrier in the way. Talking does not work because the voice would not carry that far through the walls. The correct answer says "The teacher needs to send "Come inside" to kids far away." which accurately identifies the communication problem is distance and barrier. 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 needs to fix a broken swing on the playground." is wrong because it identifies wrong type of problem, not related to communication. Students might choose this if they do not recognize this as communication problem. 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.

Question 14

Marcus is far ahead biking. Which would help: light or sound?

  1. A whistle sound can warn Marcus quickly from behind. (correct answer)
  2. A quiet whisper can warn Marcus quickly from behind.
  3. A slow smell signal can warn Marcus quickly from behind.
  4. A long story can warn Marcus quickly from behind.
Explanation: 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 - 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. In this scenario, Marcus is biking far ahead and needs to be warned quickly about danger. The problem is he is too far away to hear voice and facing forward so might not see visual signals from behind. The correct answer says "A whistle sound can warn Marcus quickly from behind" which accurately identifies that a loud, sharp sound signal like a whistle can travel the distance and be heard even when Marcus is facing away. This shows understanding that sound signals work well for warnings when someone is facing away or at distance. Wrong answers like "A quiet whisper can warn Marcus quickly from behind" are incorrect because whispers are too soft to travel distance or be heard while biking - this shows misunderstanding of how sound volume affects communication over distance. Students might choose these if they do not understand that distance requires louder sounds or that biking creates wind noise. 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: test how far different sounds travel outdoors. Show examples: bike bells, car horns, and whistles are all designed to warn people who might not see danger coming.

Question 15

Read about Emma upstairs with her door closed. How could light or sound help solve this problem?

  1. Mom can ring a bell to mean, "Dinner time!" (correct answer)
  2. Mom can hide the food so Emma will come looking.
  3. Emma can talk louder, and Mom will hear upstairs.
  4. Mom can wait outside Emma's room all afternoon.
Explanation: 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 with her door closed. The problem is there is a floor and door barrier in the way. Talking does not work because voice cannot be heard through closed doors and floors. The correct answer says "Mom can ring a bell to mean, "Dinner time!"" which accurately identifies the solution is a sound signal to communicate through barriers. A distractor like "Emma can talk louder, and Mom will hear upstairs." is wrong because it claims talking would work when the scenario shows barriers prevent it. Students might choose this if they think talking always works. 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.

Question 16

What message does Mom need to send Emma upstairs?

  1. Mom needs to send, "Time for dinner," to Emma upstairs. (correct answer)
  2. Mom needs to send, "Bring your bike," to Emma outside.
  3. Mom needs to send, "Find my keys," to Emma next door.
  4. Mom needs to send, "Do your homework," to Dad at work.
Explanation: This question tests 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. In this scenario, Mom needs to communicate "Time for dinner" to Emma who is upstairs. The problem is there is a floor/ceiling between them. Talking does not work because voice would not carry well through the floor barrier. The correct answer says "Mom needs to send, 'Time for dinner,' to Emma upstairs" which accurately identifies the communication problem is distance/barrier and the specific message needed. 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. Wrong answers like "Mom needs to send, 'Do your homework,' to Dad at work" are wrong because it identifies wrong type of problem - Dad at work is too far for any simple light/sound device. 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). Watch for: students who think talking always works regardless of distance/barriers, or who do not recognize this as communication problem.

Question 17

Read about Maya: teacher is inside; Maya is far outside. How could light or sound help?

  1. The teacher can flash a light or ring a bell to say, "Come in." (correct answer)
  2. Maya needs to find a new game because recess is boring.
  3. The teacher can just yell louder so every class hears.
  4. Maya needs to send a message about homework to the teacher.
Explanation: 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.

Question 18

Read about Emma upstairs with her door closed. Why can Mom not just talk to Emma?

  1. Mom cannot talk because the door and floor block the sound. (correct answer)
  2. Mom cannot talk because Emma is not real.
  3. Mom cannot talk because Mom is too short to speak.
  4. Mom can talk easily because they are in the same room.
Explanation: This question tests understanding of how barriers block sound communication (1-PS4-4). Communication means sending messages or information to others. Sometimes we cannot use talking because there are barriers in the way like walls, doors, or floors that block or muffle sound. When talking doesn't work due to barriers, we need signals that can penetrate or go around these obstacles. In this scenario, Emma is upstairs with her door closed and Mom is downstairs. The problem is there are two barriers - the floor/ceiling between levels AND the closed door - that would block or severely muffle Mom's voice. The correct answer says "Mom cannot talk because the door and floor block the sound" which accurately identifies both barriers preventing voice communication. This shows understanding that solid barriers interfere with sound travel. Wrong answers like "Mom can talk easily because they are in the same room" fail because they are NOT in the same room - Emma is upstairs and Mom is downstairs. Students might choose this if they misread or don't understand "upstairs/downstairs" means different rooms. Help students understand barriers by having them try talking through closed doors or between floors. Ask: "What happens to sound when it hits a wall or door?" "Why is it harder to hear?" Show how some sounds (like doorbells) are designed to be heard through barriers. Watch for students who don't understand how physical barriers block sound.

Question 19

Read about Jamal: Carlos is across the street. Why can Jamal not just talk to him?

  1. Jamal cannot talk because he forgot Carlos's name today.
  2. Jamal cannot talk because the street is too far to hear. (correct answer)
  3. Jamal cannot talk because Carlos speaks a different language.
  4. Jamal can just yell louder and it will always be fine.
Explanation: This question tests understanding of why talking fails as a communication method over distance (1-PS4-4). Communication means sending messages or information to others. Sometimes we cannot use talking because we are too far away and cannot hear, there is too much noise, there are barriers in the way, or it's inconvenient. When talking doesn't work, we can use light signals or sound signals to send messages over distance. In this scenario, Jamal needs to communicate with Carlos who is across the street. The problem is they are too far apart - the width of a street creates too much distance for normal talking to work effectively. The correct answer says "Jamal cannot talk because the street is too far to hear" which accurately identifies that distance prevents voice from carrying across the street. This shows understanding that physical distance limits how far our voices can travel clearly. Wrong answers like "Jamal can just yell louder and it will always be fine" fail because even yelling has limits - across a street is often too far for safe, clear communication by voice alone. Students might choose this if they think making sounds louder always solves distance problems. Help students identify communication problems by asking: "Where is each person?" "What's between them?" "Can voices travel that far?" Practice by having students try talking at different distances to experience how sound fades. Show how even yelling doesn't work past certain distances. Connect to real life: why do crossing guards use signs or whistles instead of just yelling? Watch for students who don't understand that sound weakens over distance.

Question 20

Read about Sofia: Dad is downstairs. How could light or sound help her know bedtime?

  1. Dad can ring a small bell to mean "Bedtime now." (correct answer)
  2. Dad can paint the stairs blue to send the message.
  3. Sofia can wait outside until Dad comes to find her.
  4. Dad can mail a letter to Sofia's room each night.
Explanation: This question tests understanding of using sound signals to communicate between floors (1-PS4-4). Communication means sending messages or information to others. Sometimes we cannot use talking because of distance, noise, barriers like walls or floors between people, or inconvenience. When talking doesn't work, we can use light signals or sound signals to send messages through barriers. In this scenario, Dad is downstairs and needs to communicate "bedtime" to Sofia. The problem is there is a floor/ceiling barrier between them that would muffle normal talking, and it's inconvenient to walk upstairs each time. The correct answer says "Dad can ring a small bell to mean 'Bedtime now.'" which accurately identifies using a sound signal that can travel through the floor barrier better than voice. This shows understanding that certain sounds like bells can penetrate barriers and carry simple messages when agreed upon beforehand. Wrong answers like "Dad can paint the stairs blue to send the message" fail because painting is not a light or sound signal, and it's not a practical way to send time-sensitive messages. Students might choose this if they don't understand the difference between signals and permanent changes. Help students explore how sounds travel through barriers by ringing bells or knocking on walls from different rooms. Ask: "What sounds can you hear through the floor?" "How is a bell different from a voice?" Practice creating simple signal codes. Watch for students who confuse signals with decorations or permanent changes.