Elementary School Science Quiz: Testing Communication Devices

20 questions · exam conditions

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Testing Communication DevicesQuestion 1 of 20

Read Chen's drum code tests: 3 fast taps=stop machines. Plan: Can workers hear over noise? Test 1: loud machines—5/5 heard, SUCCESS. Test 2: very loud—4/5 heard, MOSTLY WORKED. Test 3: drum in center—5/5 heard, SUCCESS. What could make the device work better?

Move the drum to the center so more hear it.

Make the drum smaller so it is quieter.

Hide the drum behind the loudest machine.

Use the drum only when machines are off.

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Elementary School Science Quiz

Elementary School Science Quiz: Testing Communication Devices

Practice Testing Communication Devices 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 Testing Communication Devices, 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

Move the drum to the center so more hear it. (correct answer)
Make the drum smaller so it is quieter.
Hide the drum behind the loudest machine.
Use the drum only when machines are off.

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 - specifically improving devices based on test results. Testing means trying out the device to see if it works. We test multiple times to learn when device works best and when it does not work. Testing helps us learn problems so we can improve the device. Chen tested his drum code in 3 trials. Tests included: Test 1 (loud machines) - 5/5 heard, SUCCESS; Test 2 (very loud) - 4/5 heard, MOSTLY WORKED; Test 3 (drum in center) - 5/5 heard, SUCCESS. Results: perfect success when drum was centered (5/5), slight problem with very loud conditions when drum wasn't centered (4/5). Pattern discovered: central placement ensures everyone hears the drum. The correct answer says "Move the drum to the center so more hear it" which accurately reflects the improvement shown in Test 3. This is supported by evidence: Test 3 with "drum in center" achieved perfect 5/5 success, solving the problem from Test 2 where only 4/5 heard. The answer shows understanding that sound spreads equally from a central location. Wrong answers like "Make the drum smaller so it is quieter" are incorrect because the problem was one person NOT hearing in Test 2 - making it quieter would make this worse. Students might choose this if they misunderstand the goal (everyone needs to hear) or think quieter is always better. Help students analyze test results by asking: "What made Test 3 work perfectly when Test 2 had a problem?" Draw diagrams showing sound spreading from center vs. edge positions. Emphasize: the goal is for ALL workers to hear the safety signal. Practice: "If someone couldn't hear, do we need louder or quieter? Where should we put it so everyone is equally close?" Watch for: students who suggest making signals quieter when the problem is not being heard.

Question 2

Look at Sofia's flag tests: Plan—see signals from different places. Test 1: 20 feet sunny—SUCCESS. Test 2: 50 feet sunny—SUCCESS. Test 3: 20 feet cloudy—PARTIALLY WORKED. Test 4: night—FAILED. When did the device work best?

The flag worked best at night when it was very dark.
The flag worked best on sunny days, even from 50 feet away. (correct answer)
The flag worked best only in rainy weather and strong wind.
The flag worked best when no one looked at the flag.

Explanation: This question relates to 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 - testing device part. Testing means trying out the device to see if it works, and we test multiple times in different conditions like near or far, day or night, quiet or noisy to learn when the device works best and when it does not. Good testing includes multiple trials, recording results as success or fail, and noticing patterns like it works in some conditions but not others, which helps us learn problems so we can improve the device, and recording results helps us remember what we learned. Sofia tested the flag in 4 trials with conditions including sunny at 20 and 50 feet, cloudy at 20 feet, and night; tests 1 and 2 succeeded fully in sunny, test 3 partially in cloudy, and test 4 failed at night. The correct answer says 'The flag worked best on sunny days, even from 50 feet away' which accurately describes the conditions when the device works best, supported by evidence from tests 1 and 2 succeeding in sunny conditions at both distances. A distractor like 'The flag worked best at night when it was very dark' is wrong because it focuses on the wrong variable and reverses success, as test 4 failed at night, and students might choose this if they do not track multiple test results. Help students analyze test results by creating simple charts: Test # | Condition | Success? Have students identify patterns: 'When did it work? When did it NOT work? What's the pattern?' Emphasize: multiple tests needed because conditions change, one test is not enough; explain that failed tests are good - they show what to improve! If all tests succeed, we might test in too-easy conditions; practice: '3 out of 4 tests worked = mostly works, but needs improvement for dark or cloudy.' Connect to iteration: test results tell us what to change; watch for students who give up after one failure, or who think any failure means device is broken, or who do not notice patterns across multiple tests.

Question 3

Look at Sofia's flag signal tests: Plan—can friend see signals at different times and distances? Test 1: 20 feet sunny—SUCCESS. Test 2: 50 feet sunny—SUCCESS. Test 3: 20 feet cloudy—PARTIALLY WORKED (almost missed). Test 4: night—FAILED (too dark). What problem did the tests show?

The flag did not work well when it was dark or very cloudy. (correct answer)
The flag did not work when it was sunny and bright outside.
The flag did not work because the stick was too short to hold.
The flag did not work because 50 feet was always too far.

Explanation: This question relates to 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 - testing device part. Testing means trying out the device to see if it works, and we test multiple times in different conditions like near or far, day or night, quiet or noisy to learn when the device works best and when it does not. Good testing includes multiple trials, recording results as success or fail, and noticing patterns like it works in some conditions but not others, which helps us learn problems so we can improve the device, and recording results helps us remember what we learned. Sofia tested the flag signal in 4 trials with conditions including sunny, cloudy, night, and distances of 20 and 50 feet; tests 1 and 2 succeeded in sunny conditions, test 3 partially worked in cloudy, and test 4 failed at night. The correct answer says 'The flag did not work well when it was dark or very cloudy' which accurately describes the pattern from test results where it failed or partially failed in low light but succeeded in bright conditions, supported by evidence from test 4 failing and test 3 partially working. A distractor like 'The flag did not work when it was sunny and bright outside' is wrong because it reverses when it worked versus failed, as tests 1 and 2 showed success in sunny, and students might choose this if they do not connect conditions to success or failure. Help students analyze test results by creating simple charts: Test # | Condition | Success? Have students identify patterns: 'When did it work? When did it NOT work? What's the pattern?' Emphasize: multiple tests needed because conditions change, one test is not enough; explain that failed tests are good - they show what to improve! If all tests succeed, we might test in too-easy conditions; practice: '3 out of 4 tests worked = mostly works, but needs improvement for dark conditions.' Connect to iteration: test results tell us what to change; watch for students who give up after one failure, or who think any failure means device is broken, or who do not notice patterns across multiple tests.

Question 4

Read Carlos's whistle tests. What did Carlos learn from testing? Test 1: 10 feet—SUCCESS. Test 2: 30 feet—SUCCESS. Test 3: 50 feet, wind away—FAILED. Test 4: 50 feet, calm—SUCCESS.

It worked in wind, but did not work when the air was calm.
It worked up to 50 feet in calm air, but failed when wind blew away. (correct answer)
It always failed, so the whistle could not send any message.
It failed because the whistle was too bright to see.

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 - specifically synthesizing test patterns. Testing means trying out the device to see if it works. We test multiple times in different conditions to understand all factors affecting performance. Recognizing patterns helps us understand device capabilities and limitations. Carlos tested his whistle in 4 trials. Tests included: 10 feet (success), 30 feet (success), 50 feet with wind blowing away (failed), and 50 feet in calm air (success). Results: 3 successful tests including at 50 feet when calm, 1 failed test at 50 feet when wind blew away. Pattern discovered: whistle works at distances up to 50 feet in calm conditions but NOT when wind carries sound away from listener. The correct answer says "It worked up to 50 feet in calm air, but failed when wind blew away" which accurately synthesizes both the distance capability and the wind limitation. This is supported by Test 4 proving 50-foot range works in calm air while Test 3 shows same distance fails with adverse wind. The answer demonstrates understanding of how environmental conditions affect sound travel. Option A claims "It worked in wind, but did not work when the air was calm" which is wrong because it completely reverses the pattern - the whistle actually failed in wind and succeeded in calm air. Students might choose this if they confuse which condition helped vs. hindered sound travel. Help students analyze multiple variables by creating comparison charts: Distance | Wind | Result. Emphasize that two tests at the same distance with different results reveals the importance of wind conditions. Practice pattern recognition: "What's different between Test 3 and Test 4? Both at 50 feet, but different wind conditions and different results!" Teach that wind direction matters for sound - wind can carry sound toward or away from the listener.

Question 5

Look at Sofia's flag signal tests: Test 1 sunny, 20 feet, wave, friend saw and held up—SUCCESS. Test 2 sunny, 50 feet, wave, friend saw—SUCCESS. Test 3 rainy, 20 feet, wave, friend almost missed—PARTIALLY WORKED. Test 4 nighttime, 20 feet, wave, friend could not see—FAILED. What did Sofia learn from testing?

The flag worked at night, but not on sunny days.
The flag worked best in daylight, but failed at night. (correct answer)
The flag never worked in any test at all.
The flag failed because the friend forgot to play.

Explanation: This question relates to the skill 1-PS4-4, which involves using tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance, specifically focusing on the testing device part. Testing means trying out the device to see if it works, and we test multiple times in different conditions like sunny, rainy, or night to learn when the device works best and when it does not. Good testing includes multiple trials, recording results as success or fail, and noticing patterns, such as it works in daylight but not at night; this helps us learn problems so we can improve the device, and recording results helps us remember what we learned. Sofia tested the flag signal device in 4 trials, with tests including conditions like sunny at different distances, rainy, and nighttime; results showed 2 successful tests in sunny, 1 partially worked in rainy, and 1 failed at night, for example, Test 1 in sunny at 20 feet worked as friend saw, but Test 4 at nighttime failed as friend could not see; the pattern discovered is the device works in daylight but not at night. The correct answer says 'The flag worked best in daylight, but failed at night' which accurately describes the pattern from test results and conditions when it works or fails, supported by evidence from Tests 1-2 succeeding in sunny daylight, Test 3 partially in rainy daylight, and Test 4 failing at night; this shows understanding that testing reveals when and where the device works, not just yes or no if it works. A distractor like 'The flag worked at night, but not on sunny days' is wrong because it reverses when it worked versus failed, claiming success at night where Test 4 actually failed and failure in sunny where Tests 1-2 succeeded; students might choose this if they do not connect conditions to success/failure or have difficulty identifying patterns in data. To help students, create simple charts like Test # | Condition | Success? and have them identify patterns by asking 'When did it work? When did it NOT work? What's the pattern?'; emphasize that multiple tests are needed because conditions change, failed tests show what to improve, practice saying '2 out of 4 tests fully worked = mostly works, but needs improvement for night,' connect to iteration as results tell us what to change, and watch for students who think one failure means total failure or do not notice patterns across tests.

Question 6

Look at Marcus's light board tests: flashing lights=come inside. Plan: Can kids see it from the playground? Test 1: 20 feet—10/10 saw, SUCCESS. Test 2: 50 feet—8/10 saw, MOSTLY WORKED. Test 3: bright sunny—4/10 saw, PARTIALLY WORKED. Test 4: cloudy, 50 feet—9/10 saw, SUCCESS. When should Marcus use this device?

He should use it on cloudy days or indoors. (correct answer)
He should use it only in bright sun at noon.
He should use it only when kids face away.
He should use it only when the lights are off.

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 - specifically using test results to guide device use. Testing means trying out the device to see if it works. We test multiple times in different conditions to learn when device works best and when it does not work. Good testing helps us know when to use our device for best results. Marcus tested his light board in 4 trials. Tests included: Test 1 (20 feet) - 10/10 saw, SUCCESS; Test 2 (50 feet) - 8/10 saw, MOSTLY WORKED; Test 3 (bright sunny) - 4/10 saw, PARTIALLY WORKED; Test 4 (cloudy, 50 feet) - 9/10 saw, SUCCESS. Results: high success on cloudy days (9/10) and close distances (10/10), low success in bright sun (4/10). Pattern discovered: device works well on cloudy days but poorly in bright sunshine. The correct answer says "He should use it on cloudy days or indoors" which accurately reflects when the device worked best. This is supported by evidence: Test 4 on a cloudy day had 9/10 success while Test 3 in bright sun only had 4/10 success. The answer shows understanding that bright sunlight makes it hard to see electric lights. Wrong answers like "He should use it only in bright sun at noon" are incorrect because Test 3 showed bright sun had the worst results (only 4/10 saw it). Students might choose this if they think more light always helps, not understanding that bright sunlight can wash out electric lights. Help students analyze test results by comparing success rates: "9 out of 10 on cloudy days vs. 4 out of 10 in bright sun - which is better?" Explain: electric lights show up better when background isn't too bright. Practice: "If you want most kids to see the signal, choose conditions with highest success rate." Watch for: students who think bright conditions always help visibility, not realizing contrast matters.

Question 7

The flag did not work well when it was dark or very cloudy. (correct answer)
The flag did not work when it was sunny and bright outside.
The flag did not work because the stick was too short to hold.
The flag did not work because 50 feet was always too far.

Explanation: This question relates to 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 - testing device part. Testing means trying out the device to see if it works, and we test multiple times in different conditions like near or far, day or night, quiet or noisy to learn when the device works best and when it does not. Good testing includes multiple trials, recording results as success or fail, and noticing patterns like it works in some conditions but not others, which helps us learn problems so we can improve the device, and recording results helps us remember what we learned. Sofia tested the flag signal in 4 trials with conditions including sunny, cloudy, night, and distances of 20 and 50 feet; tests 1 and 2 succeeded in sunny conditions, test 3 partially worked in cloudy, and test 4 failed at night. The correct answer says 'The flag did not work well when it was dark or very cloudy' which accurately describes the pattern from test results where it failed or partially failed in low light but succeeded in bright conditions, supported by evidence from test 4 failing and test 3 partially working. A distractor like 'The flag did not work when it was sunny and bright outside' is wrong because it reverses when it worked versus failed, as tests 1 and 2 showed success in sunny, and students might choose this if they do not connect conditions to success or failure. Help students analyze test results by creating simple charts: Test # | Condition | Success? Have students identify patterns: 'When did it work? When did it NOT work? What's the pattern?' Emphasize: multiple tests needed because conditions change, one test is not enough; explain that failed tests are good - they show what to improve! If all tests succeed, we might test in too-easy conditions; practice: '3 out of 4 tests worked = mostly works, but needs improvement for dark conditions.' Connect to iteration: test results tell us what to change; watch for students who give up after one failure, or who think any failure means device is broken, or who do not notice patterns across multiple tests.

Question 8

Look at Emma's flashlight code tests: Test 1 night, 1 flash, brother came—SUCCESS. Test 2 night, 2 flashes, brother said "yes"—SUCCESS. Test 3 night, 3 flashes, brother said "no"—SUCCESS. Test 4 bright daytime, 1 flash, brother did not see—FAILED. Which test showed the device did NOT work?

Test 1 showed it did not work.
Test 2 showed it did not work.
Test 3 showed it did not work.
Test 4 showed it did not work. (correct answer)

Explanation: This question relates to the skill 1-PS4-4, which involves using tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance, specifically focusing on the testing device part. Testing means trying out the device to see if it works, and we test multiple times in different conditions like night or day to learn when the device works best and when it does not. Good testing includes multiple trials, recording results as success or fail, and noticing patterns, such as it works at night but not in bright day; this helps us learn problems so we can improve the device, and recording results helps us remember what we learned. Emma tested the flashlight code device in 4 trials, with tests including night with different flashes and bright daytime; results showed 3 successful tests at night and 1 failed in bright daytime, for example, Test 1 at night succeeded as brother came, but Test 4 in bright daytime failed as brother did not see; the pattern discovered is the device works at night but not in bright daytime. The correct answer says 'Test 4 showed it did not work' which accurately describes the specific test that failed, supported by evidence from Test 4 failing in daytime while Tests 1-3 succeeded at night; this shows understanding that testing reveals when and where the device works, not just yes or no if it works. A distractor like 'Test 1 showed it did not work' is wrong because it confuses details from different tests, claiming failure in Test 1 which actually succeeded; students might choose this if they do not track multiple test results or focus on one test not the pattern across tests. To help students, create simple charts like Test # | Condition | Success? and have them identify patterns by asking 'When did it work? When did it NOT work? What's the pattern?'; emphasize that multiple tests are needed because conditions change, failed tests show what to improve, practice saying '3 out of 4 tests worked = mostly works, but needs improvement for daytime,' connect to iteration as results tell us what to change, and watch for students who think one failure means the device is broken or do not notice patterns across tests.

Question 9

Read Jamal's dinner bell tests: Plan—hear bell and know message. Test 1: 2 rings—SUCCESS. Test 2: 3 rings—SUCCESS. Test 3: door closed—FAILED. Test 4: door cracked—SUCCESS. What could make the bell work better?

Keep the door closed tightly so the bell stays inside.
Use fewer rings so Jamal cannot tell the message.
Keep the door open or cracked so Jamal can hear. (correct answer)
Paint the bell blue so it makes a louder sound.

Explanation: This question relates to 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 - testing device part. Testing means trying out the device to see if it works, and we test multiple times in different conditions like near or far, day or night, quiet or noisy to learn when the device works best and when it does not. Good testing includes multiple trials, recording results as success or fail, and noticing patterns like it works in some conditions but not others, which helps us learn problems so we can improve the device, and recording results helps us remember what we learned. Jamal tested the dinner bell in 4 trials with conditions including different ring numbers, door closed, and door cracked; tests 1, 2, and 4 succeeded, but test 3 failed when door closed. The correct answer says 'Keep the door open or cracked so Jamal can hear' which accurately describes the improvement based on the specific problem found in tests, supported by evidence from test 3 failing when closed and test 4 succeeding when cracked. A distractor like 'Keep the door closed tightly so the bell stays inside' is wrong because it identifies a problem not shown in tests and would make it worse based on results, and students might choose this if they have difficulty identifying patterns in data. Help students analyze test results by creating simple charts: Test # | Condition | Success? Have students identify patterns: 'When did it work? When did it NOT work? What's the pattern?' Emphasize: multiple tests needed because conditions change, one test is not enough; explain that failed tests are good - they show what to improve! If all tests succeed, we might test in too-easy conditions; practice: '3 out of 4 tests worked = mostly works, but needs improvement for closed doors.' Connect to iteration: test results tell us what to change; watch for students who give up after one failure, or who think any failure means device is broken, or who do not notice patterns across multiple tests.

Question 10

Read Jamal's dinner bell tests: Plan—can Jamal hear and understand messages? Test 1: 2 rings=5 minutes—SUCCESS. Test 2: 3 rings=dinner now—SUCCESS. Test 3: door closed, 3 rings—FAILED (did not hear). Test 4: door cracked, 2 rings—SUCCESS. When did the bell work best?

The bell worked best when the door was fully closed and quiet.
The bell worked best when the door was open or cracked a little. (correct answer)
The bell worked best only outside, far away from the house.
The bell worked best when Jamal wore headphones and listened.

Explanation: This question relates to 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 - testing device part. Testing means trying out the device to see if it works, and we test multiple times in different conditions like near or far, day or night, quiet or noisy to learn when the device works best and when it does not. Good testing includes multiple trials, recording results as success or fail, and noticing patterns like it works in some conditions but not others, which helps us learn problems so we can improve the device, and recording results helps us remember what we learned. Jamal tested the dinner bell in 4 trials with conditions including door closed and door cracked; tests 1, 2, and 4 were successful (likely door open or cracked), but test 3 failed when the door was closed. The correct answer says 'The bell worked best when the door was open or cracked a little' which accurately describes the pattern from test results where it succeeded with door cracked or presumably open but failed when closed, supported by evidence from test 3 failing and test 4 succeeding. A distractor like 'The bell worked best when the door was fully closed and quiet' is wrong because it reverses when it worked versus failed, as test 3 showed failure when closed, and students might choose this if they confuse details from different tests. Help students analyze test results by creating simple charts: Test # | Condition | Success? Have students identify patterns: 'When did it work? When did it NOT work? What's the pattern?' Emphasize: multiple tests needed because conditions change, one test is not enough; explain that failed tests are good - they show what to improve! If all tests succeed, we might test in too-easy conditions; practice: '3 out of 4 tests worked = mostly works, but needs improvement for closed doors.' Connect to iteration: test results tell us what to change; watch for students who give up after one failure, or who think any failure means device is broken, or who do not notice patterns across multiple tests.

Question 11

Read Carlos's whistle code tests: Plan—can friend ahead hear and understand? Test 1: 10 feet, 1 short=slow down—SUCCESS. Test 2: 30 feet, 2 short=stop—SUCCESS. Test 3: 50 feet, wind blowing away—FAILED (not heard). Test 4: 50 feet, no wind, 2 short—SUCCESS. Which test showed the whistle did NOT work?

Test 1: 10 feet, 1 short whistle, friend slowed down.
Test 3: 50 feet, wind blew away, friend did not hear. (correct answer)
Test 2: 30 feet, 2 short whistles, friend stopped.
Test 4: 50 feet, no wind, friend heard and stopped.

Explanation: This question relates to 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 - testing device part. Testing means trying out the device to see if it works, and we test multiple times in different conditions like near or far, day or night, quiet or noisy to learn when the device works best and when it does not. Good testing includes multiple trials, recording results as success or fail, and noticing patterns like it works in some conditions but not others, which helps us learn problems so we can improve the device, and recording results helps us remember what we learned. Carlos tested the whistle code in 4 trials with conditions including distances of 10, 30, and 50 feet, with and without wind; tests 1, 2, and 4 succeeded, but test 3 failed at 50 feet with wind blowing away. The correct answer says 'Test 3: 50 feet, wind blew away, friend did not hear' which accurately identifies the specific test that failed due to wind conditions, supported by evidence from the test results. A distractor like 'Test 1: 10 feet, 1 short whistle, friend slowed down' is wrong because it identifies a successful test as failed, and students might choose this if they focus on one test not the pattern across tests. Help students analyze test results by creating simple charts: Test # | Condition | Success? Have students identify patterns: 'When did it work? When did it NOT work? What's the pattern?' Emphasize: multiple tests needed because conditions change, one test is not enough; explain that failed tests are good - they show what to improve! If all tests succeed, we might test in too-easy conditions; practice: '3 out of 4 tests worked = mostly works, but needs improvement for windy conditions.' Connect to iteration: test results tell us what to change; watch for students who give up after one failure, or who think any failure means device is broken, or who do not notice patterns across multiple tests.

Question 12

The flag worked best at night when it was very dark.
The flag worked best on sunny days, even from 50 feet away. (correct answer)
The flag worked best only in rainy weather and strong wind.
The flag worked best when no one looked at the flag.

Question 13

Look at Emma's flashlight code test results: Plan—can brother see flashes, understand message, and work at distance? Tests: 1) Emma room to brother room, 1 flash=come here—SUCCESS. 2) Same rooms, 2 flashes=yes—SUCCESS. 3) Same rooms, 3 flashes=no—SUCCESS. 4) Daytime bright sun by window, 1 flash—FAILED (too bright). What did Emma learn from testing?

The flashlight worked in normal room light but did not work in bright daylight. (correct answer)
The flashlight worked best in bright daylight but failed in normal room light.
All 4 tests worked, so the flashlight code always worked.
The problem was the flashlight was too heavy to hold up.

Explanation: This question relates to 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 - testing device part. Testing means trying out the device to see if it works, and we test multiple times in different conditions like near or far, day or night, quiet or noisy to learn when the device works best and when it does not. Good testing includes multiple trials, recording results as success or fail, and noticing patterns like it works in some conditions but not others, which helps us learn problems so we can improve the device, and recording results helps us remember what we learned. Emma tested the flashlight code in 4 trials with conditions including room to room at night and bright daytime by the window; tests 1-3 in normal room light were successful, but test 4 in bright daylight failed because it was too bright to see the flashes. The correct answer says 'The flashlight worked in normal room light but did not work in bright daylight' which accurately describes the pattern from test results where it succeeded in dimmer indoor light but failed in bright outdoor light, supported by evidence from tests 1-3 succeeding and test 4 failing. A distractor like 'All 4 tests worked, so the flashlight code always worked' is wrong because it overgeneralizes saying always works when tests showed limitations in bright light, and students might choose this if they do not track multiple test results and focus on successes without noticing the failure. Help students analyze test results by creating simple charts: Test # | Condition | Success? Have students identify patterns: 'When did it work? When did it NOT work? What's the pattern?' Emphasize: multiple tests needed because conditions change, one test is not enough; explain that failed tests are good - they show what to improve! If all tests succeed, we might test in too-easy conditions; practice: '3 out of 4 tests worked = mostly works, but needs improvement for bright light.' Connect to iteration: test results tell us what to change; watch for students who give up after one failure, or who think any failure means device is broken, or who do not notice patterns across multiple tests.

Question 14

Look at Emma's flashlight code tests: Plan—see signal, understand message, and work at distance. Test 1: 1 flash—SUCCESS. Test 2: 2 flashes—SUCCESS. Test 3: 3 flashes—SUCCESS. Test 4: bright daytime by window—FAILED. When should Emma use this device?

Emma should use it in normal room light, not in bright sunlight. (correct answer)
Emma should use it only outside at noon in bright sun.
Emma should never use it, because it failed every test.
Emma should use it only when the flashlight is turned off.

Explanation: This question relates to 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 - testing device part. Testing means trying out the device to see if it works, and we test multiple times in different conditions like near or far, day or night, quiet or noisy to learn when the device works best and when it does not. Good testing includes multiple trials, recording results as success or fail, and noticing patterns like it works in some conditions but not others, which helps us learn problems so we can improve the device, and recording results helps us remember what we learned. Emma tested the flashlight code in 4 trials with conditions including different flash numbers and bright daytime; tests 1-3 succeeded, but test 4 failed in bright daytime. The correct answer says 'Emma should use it in normal room light, not in bright sunlight' which accurately describes the conditions when the device works or fails, supported by evidence from tests 1-3 succeeding in dim light and test 4 failing in bright. A distractor like 'Emma should never use it, because it failed every test' is wrong because it overgeneralizes saying never works when tests showed it worked in some conditions, and students might choose this if they focus on one test not the pattern across tests. Help students analyze test results by creating simple charts: Test # | Condition | Success? Have students identify patterns: 'When did it work? When did it NOT work? What's the pattern?' Emphasize: multiple tests needed because conditions change, one test is not enough; explain that failed tests are good - they show what to improve! If all tests succeed, we might test in too-easy conditions; practice: '3 out of 4 tests worked = mostly works, but needs improvement for bright conditions.' Connect to iteration: test results tell us what to change; watch for students who give up after one failure, or who think any failure means device is broken, or who do not notice patterns across multiple tests.

Question 15

Read Carlos's whistle tests: Plan—hear whistle and know message. Test 1: 10 feet—SUCCESS. Test 2: 30 feet—SUCCESS. Test 3: 50 feet, wind away—FAILED. Test 4: 50 feet, no wind—SUCCESS. What did Carlos learn from testing?

The whistle worked when wind blew away, but failed in calm air.
The whistle worked in calm air at 50 feet, but failed with wind blowing away. (correct answer)
The whistle always failed, so it never sent any message.
The whistle failed because it was the wrong color for biking.

Explanation: This question relates to 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 - testing device part. Testing means trying out the device to see if it works, and we test multiple times in different conditions like near or far, day or night, quiet or noisy to learn when the device works best and when it does not. Good testing includes multiple trials, recording results as success or fail, and noticing patterns like it works in some conditions but not others, which helps us learn problems so we can improve the device, and recording results helps us remember what we learned. Carlos tested the whistle in 4 trials with conditions including distances of 10, 30, and 50 feet, with wind away and no wind; tests 1, 2, and 4 succeeded, but test 3 failed with wind blowing away at 50 feet. The correct answer says 'The whistle worked in calm air at 50 feet, but failed with wind blowing away' which accurately describes the pattern from test results, supported by evidence from test 4 succeeding without wind and test 3 failing with wind. A distractor like 'The whistle always failed, so it never sent any message' is wrong because it overgeneralizes saying never works when tests showed it worked in some conditions, and students might choose this if they think one failure means total failure. Help students analyze test results by creating simple charts: Test # | Condition | Success? Have students identify patterns: 'When did it work? When did it NOT work? What's the pattern?' Emphasize: multiple tests needed because conditions change, one test is not enough; explain that failed tests are good - they show what to improve! If all tests succeed, we might test in too-easy conditions; practice: '3 out of 4 tests worked = mostly works, but needs improvement for windy conditions.' Connect to iteration: test results tell us what to change; watch for students who give up after one failure, or who think any failure means device is broken, or who do not notice patterns across multiple tests.

Question 16

Read Marcus's light board tests: flashing lights=come inside. Plan: Can kids see it? Test 1: 20 feet—10/10 saw, SUCCESS. Test 2: 50 feet—8/10 saw, MOSTLY WORKED. Test 3: bright sunny—4/10 saw, PARTIALLY WORKED. Test 4: cloudy, 50 feet—9/10 saw, SUCCESS. What did Marcus learn from testing?

It worked better on cloudy days than bright sunny days. (correct answer)
It worked best in bright sun, not on cloudy days.
It failed every time, so it is useless.
It worked only when kids wore gloves outside.

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 - specifically learning from test patterns. Testing means trying out the device to see if it works. We test multiple times in different conditions to learn when device works best and when it does not work. Testing helps us discover unexpected patterns about device performance. Marcus tested his light board in 4 trials. Tests included: Test 1 (20 feet) - 10/10 saw; Test 2 (50 feet) - 8/10 saw; Test 3 (bright sunny) - 4/10 saw; Test 4 (cloudy, 50 feet) - 9/10 saw. Results: high success rates on cloudy day (9/10) and normal conditions (8-10/10), low success in bright sun (4/10). Pattern discovered: device works better on cloudy days than bright sunny days. The correct answer says "It worked better on cloudy days than bright sunny days" which accurately describes the surprising pattern. This is supported by evidence: Test 4 on cloudy day had 9/10 success while Test 3 in bright sun only had 4/10 success. The answer shows understanding that bright sunlight can overpower electric lights. Wrong answers like "It worked best in bright sun, not on cloudy days" are incorrect because this completely reverses the test results - bright sun had the worst performance (4/10). Students might choose this if they assume more light always helps, not understanding that contrast matters for visibility. Help students analyze by comparing success rates: "Cloudy day: 9 out of 10 saw it. Bright sunny: only 4 out of 10 saw it. Which is better?" Explain: electric lights need contrast - like trying to see a flashlight in daylight vs. darkness. Emphasize: sometimes less background light helps us see signal lights better. Practice: "Where is it easier to see car headlights - sunny day or cloudy evening?" Watch for: students who assume bright conditions always improve visibility of light signals.

Question 17

Read Sofia's flag tests: wave=play, hold up=yes, put down=no. Plan: Can friend see it at distance and time? Test 1: 20 feet, sunny—SUCCESS. Test 2: 50 feet, sunny—SUCCESS. Test 3: 20 feet, cloudy—PARTIALLY WORKED. Test 4: night—FAILED. What do the results tell us about the device?

It worked in daylight but did not work at night. (correct answer)
It worked best at night in the dark.
It never worked in any weather or time.
It only worked when the flag was blue.

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 - specifically interpreting test patterns. Testing means trying out the device to see if it works. We test multiple times in different conditions (day/night, weather) to learn when device works best and when it does not work. Good testing reveals patterns about when devices succeed or fail. Sofia tested her flag signal in 4 trials. Tests included: Test 1 (20 feet, sunny) - SUCCESS; Test 2 (50 feet, sunny) - SUCCESS; Test 3 (20 feet, cloudy) - PARTIALLY WORKED; Test 4 (night) - FAILED. Results: full success in sunny daylight, partial success when cloudy, complete failure at night. Pattern discovered: flag visibility depends on available light - works in daylight, fails in darkness. The correct answer says "It worked in daylight but did not work at night" which accurately describes the pattern across all tests. This is supported by evidence: Tests 1-3 during daylight had success (full or partial), while Test 4 at night completely failed. The answer shows understanding that flags need external light to be visible. Wrong answers like "It worked best at night in the dark" are incorrect because Test 4 at night explicitly FAILED - this completely reverses the actual results. Students might choose this if they confuse flag signals (need light) with flashlight signals (make light), or if they misread the results. Help students analyze test results by grouping: "Daylight tests (1,2,3) vs. Night test (4) - what happened?" Explain the difference: flags need light to reflect, flashlights make their own light. Emphasize: always check if device MAKES light (flashlight) or NEEDS light (flag, mirror). Practice sorting: "Which devices work better at night? Which need daylight?" Watch for: students who assume all visual signals work the same way regardless of light source.

Question 18

Look at Emma's flashlight code tests: Test 1 night, 1 flash, brother came—SUCCESS. Test 2 night, 2 flashes, brother said "yes"—SUCCESS. Test 3 night, 3 flashes, brother said "no"—SUCCESS. Test 4 daytime bright sun, 1 flash, brother did not see—FAILED. When did the device work best?

It worked best in bright sunlight during daytime.
It worked best at night in normal room light. (correct answer)
It worked best when the flashlight was turned off.
It worked best only when brother was outside.

Explanation: This question relates to the skill 1-PS4-4, which involves using tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance, specifically focusing on the testing device part. Testing means trying out the device to see if it works, and we test multiple times in different conditions like day or night to learn when the device works best and when it does not. Good testing includes multiple trials, recording results as success or fail, and noticing patterns, such as it works at night but not during the day; this helps us learn problems so we can improve the device, and recording results helps us remember what we learned. Emma tested the flashlight code device in 4 trials, with tests including conditions like night with different numbers of flashes and daytime in bright sun; results showed 3 successful tests at night and 1 failed test in daytime bright sun, for example, Test 1 at night with 1 flash worked as brother came, but Test 4 in daytime failed as brother did not see; the pattern discovered is the device works at night but not in bright daytime. The correct answer says 'It worked best at night in normal room light' which accurately describes the pattern from test results where it succeeded in night conditions but failed in bright sun, supported by evidence from Tests 1-3 succeeding at night and Test 4 failing in daytime; this shows understanding that testing reveals when and where the device works, not just yes or no if it works. A distractor like 'It worked best in bright sunlight during daytime' is wrong because it reverses when it worked versus failed, claiming success in the condition where it actually failed in Test 4; students might choose this if they focus on one test not the pattern across tests or have difficulty identifying patterns in data. To help students, create simple charts like Test # | Condition | Success? and have them identify patterns by asking 'When did it work? When did it NOT work? What's the pattern?'; emphasize that multiple tests are needed because conditions change, failed tests show what to improve, practice saying '3 out of 4 tests worked = mostly works, but needs improvement for daytime,' connect to iteration as results tell us what to change, and watch for students who think one failure means the device is broken or do not notice patterns across tests.

Question 19

Look at Sofia's flag tests: 20 feet sunny—SUCCESS; 50 feet sunny—SUCCESS; 20 feet rainy—PARTIALLY WORKED; 20 feet night—FAILED. When did the device work best?

It worked best on rainy days when the sky was gray.
It worked best at night when it was dark outside.
It worked best on sunny days in daylight. (correct answer)
It worked best when no one looked at the flag.

Explanation: This question relates to the skill 1-PS4-4, which involves using tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance, specifically focusing on the testing device part. Testing means trying out the device to see if it works, and we test multiple times in different conditions like sunny, rainy, or night to learn when the device works best and when it does not. Good testing includes multiple trials, recording results as success or fail, and noticing patterns, such as it works best on sunny days; this helps us learn problems so we can improve the device, and recording results helps us remember what we learned. Sofia tested the flag device in 4 trials, with tests including sunny at 20-50 feet, rainy at 20 feet, and night at 20 feet; results showed 2 successful tests on sunny days, 1 partially worked on rainy, and 1 failed at night, for example, 20 feet sunny succeeded, but 20 feet night failed; the pattern discovered is the device works best on sunny daylight but not at night. The correct answer says 'It worked best on sunny days in daylight' which accurately describes the conditions when the device works best from test results, supported by evidence from sunny tests succeeding while rainy partially and night failed; this shows understanding that testing reveals when and where the device works, not just yes or no if it works. A distractor like 'It worked best at night when it was dark outside' is wrong because it reverses when it worked best, claiming best at night where the test failed; students might choose this if they focus on one test not the pattern across tests or think one success means always works. To help students, create simple charts like Test # | Condition | Success? and have them identify patterns by asking 'When did it work? When did it NOT work? What's the pattern?'; emphasize that multiple tests are needed because conditions change, failed tests show what to improve, practice saying '2 out of 4 tests fully worked = mostly works, but needs improvement for night,' connect to iteration as results tell us what to change, and watch for students who give up after one failure or do not notice patterns across tests.

Question 20

Read Chen's drum code tests: Test 1 machines loud, 3 fast taps, 5/5 workers stopped—SUCCESS. Test 2 machines very loud, 3 taps, 4/5 heard—MOSTLY WORKED. Test 3 drum moved to center, machines loud, 3 taps, 5/5 heard—SUCCESS. What could make the device work better?

Move the drum to the center so more workers hear. (correct answer)
Make the drum quieter so machines sound louder.
Hide the drum behind a wall during tapping.
Stop using taps and use one long tap only.

Explanation: This question relates to the skill 1-PS4-4, which involves using tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance, specifically focusing on the testing device part. Testing means trying out the device to see if it works, and we test multiple times in different conditions like machine noise levels or positions to learn when the device works best and when it does not. Good testing includes multiple trials, recording results as success or fail, and noticing patterns, such as it works better when centered; this helps us learn problems so we can improve the device, and recording results helps us remember what we learned. Chen tested the drum code device in 3 trials, with tests including conditions like loud machines, very loud, and drum moved to center with loud; results showed 2 successful tests (one full, one mostly) and improved to full success when moved, for example, Test 2 with very loud mostly worked with 4/5, but Test 3 after moving to center succeeded with 5/5; the pattern discovered is the device works but improves when moved to center. The correct answer says 'Move the drum to the center so more workers hear' which accurately describes the specific improvement found from test results, supported by evidence from Test 3 showing full success after moving compared to Test 2's partial; this shows understanding that testing reveals when and where the device works, not just yes or no if it works. A distractor like 'Make the drum quieter so machines sound louder' is wrong because it identifies a problem not shown in tests, focusing on wrong variable as tests showed position helped, not quietness; students might choose this if they do not track multiple test results or confuse details from different tests. To help students, create simple charts like Test # | Condition | Success? and have them identify patterns by asking 'When did it work? When did it NOT work? What's the pattern?'; emphasize that multiple tests are needed because conditions change, failed tests show what to improve, practice saying '2 out of 3 tests mostly worked = needs improvement for very loud, but centering helps,' connect to iteration as results tell us what to change, and watch for students who give up after partial failure or do not notice patterns across tests.