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A Safer Sign for the Bike Shop worksheet preview

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A Safer Sign for the Bike Shop

Judge bike shop sign designs by comparing strong-wind test results, costs, and possible improvements.

Grade 3ScienceInteractive · Printable

Aligned to3-ESS3-1

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What’s included

  • Single worksheet
  • Auto-graded online
  • 1 NGSS standard
  • Printable answer key
  • 15 questions
  • Classroom-ready

Details

Format
Interactive · Printable
Grade
Grade 3
Subject
Science
Question types
Fill in the blank, Multiple choice, Circle the answer, Sorting, Short answer

About this worksheet

What students practice

  • Students compare model test evidence about designs that reduce damage from strong winds.
  • Students judge designs by using damage results and a spending limit.
  • Students support a design recommendation with evidence and explain a useful next test.

How to use

Read the bike shop investigation together, then have students study the design descriptions and test records before making recommendations.

Curriculum

NGSS standard covered

3-ESS3-1

Judge a design that reduces the damage from a weather hazard such as floods, strong winds or lightning.

Preview

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Name Date

A Safer Sign for the Bike Shop

Use model evidence to judge a design for strong winds.

Read the bike shop records

Read the investigation. Use the observations and test records to answer the questions.

The Windy Sidewalk Sign

The Riverside Community Bike Shop wanted to put a small sign beside its sidewalk repair area. The sign would tell neighbors when free repair help was available. Workers worried that strong winds could pull the sign's clips loose or tear its fabric. A sign that came loose could damage nearby bikes or hurt someone. The team wanted a design that had no more than 4 loose clips after a wind test and cost no more than 7 supply points.

Students made four same-size sign models. Each model had the same fabric sign and 12 clips. Design A used a solid cloth panel. Design B used a mesh panel with many small openings. Design C used a cloth panel with three vertical slots. Design D used a low, flexible net. The students changed the way the fabric was held, but they kept the sign size, fabric, number of clips, and fan distance the same.

For Test 1, a fan blew toward each model for 3 minutes. The students counted clips that became loose. They also recorded the supply points used to build each design. The records were: Design A had 8 loose clips and cost 4 points. Design B had 5 loose clips and cost 6 points. Design C had 3 loose clips and cost 7 points. Design D had 6 loose clips and cost 5 points.

The team then ran Test 2 with the same models and fan distance. The fan blew for 5 minutes at a stronger setting. Design A had 11 loose clips, Design B had 8, Design C had 6, and Design D had 9. The team planned to use the records to choose a design for more testing, not to promise that the sign would be safe in every storm.

1.
What weather problem are the sign designs meant to reduce?
  • A. Damage from strong winds
  • B. Flooding along the sidewalk
  • C. Ice building on the sign
  • D. Lightning striking the repair area
2.
Circle the TWO observations that show how strong wind could cause a problem for the sign.

Some clips became loose during the fan tests.The sign models were made the same size.A loose sign could damage nearby bikes.The repair area was beside a sidewalk.

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