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Magnetic Shade Clips on the Desert Trail worksheet preview

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Magnetic Shade Clips on the Desert Trail

Use material checks and model-test results to define a magnetic shade-cloth design problem on a desert botanical trail.

Grade 3ScienceInteractive · Printable

Aligned to3-PS2-4

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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, Matching, Circle the answer, Sorting, Short answer

About this worksheet

What students practice

  • Students identify a simple design problem that magnetic attraction can help solve.
  • Students use material observations and model-test data to describe design goals and limits.
  • Students write a design problem with a need, measurable goal, and design limit.

How to use

Read the trail team's notes together. Have students underline evidence before they judge the model and write a design problem.

Curriculum

NGSS standard covered

3-PS2-4

Define a simple design problem that magnets can solve.

Preview

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Name Date

Magnetic Shade Clips on the Desert Trail

Use observations to define a design problem that a magnet can solve.

Notice the trail problem

Read the trail team's notes. Use the observations and the model description to answer the questions.

Shade for a Desert Display

At a desert botanical trail, educator Laila sets up a small shade cloth over a display of young cactus plants. The cloth helps protect the display during the brightest part of the day. Visitors and wind sometimes pull the cloth loose. Laila wants a way to attach the cloth to the stand and remove it when the display closes.

The team tested a magnet with four sample objects. The magnet pulled a steel washer and a steel strip toward it. The magnet did not pull an aluminum disk, a wooden bead, or a plastic button. The team planned to place steel strips along the top of a model stand. A magnet could be sewn into each cloth corner, with the cloth between the magnet and a steel strip.

The team made a model with four cloth corners and two steel strips. They gave each design three short fan bursts. They also timed how long an adult took to remove the cloth. Design A used one magnet, stayed attached for 1 of 3 bursts, and took 4 seconds to remove. Design B used two magnets, stayed attached for 3 of 3 bursts, and took 6 seconds to remove. Design C used three magnets, stayed attached for 3 of 3 bursts, and took 12 seconds to remove. Design D used two magnets, stayed attached for 2 of 3 bursts, and took 4 seconds to remove.

The starting goals are for the cloth to stay attached during three fan bursts and for an adult to remove it in 8 seconds or less. The design limit is to use two magnets or fewer and make no holes in the shade cloth. The model used a small fan, so the team will need more testing before using a design on the real trail.

1.
Which need is the trail team trying to address?
  • A. Keeping a shade cloth attached while allowing quick removal
  • B. Making young cactus plants grow without any sunlight
  • C. Sorting desert objects by their color and shape
  • D. Moving the display stand to a different trail each day
2.
Select the TWO observations that show why a magnetic design could help.

The magnet pulled the steel strip.The shade cloth covered four corners.The magnet did not pull the wooden bead.The magnet pulled the steel washer.

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