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Which Tag Fits the Field? worksheet preview

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Which Tag Fits the Field?

Define a flag football equipment-labeling problem, compare magnetic tag designs, and use test evidence to judge solutions.

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
  • 13 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 define a field equipment-labeling problem that magnets could solve.
  • Students compare magnetic tag designs using test results, requirements, and limits.
  • Students explain how a change in materials could require a revised magnetic design.

How to use

Read the field problem together. Have students identify the requirements before comparing the test results, then discuss how a new rail would change the problem.

Curriculum

NGSS standard covered

3-PS2-4

Define a simple design problem that magnets can solve.

Preview

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Name Date

Which Tag Fits the Field?

Define a problem and compare magnetic tag designs.

1. Understand the Problem

Read about the gear station. Use the observations and rules to answer the questions.

Team Tags That Can Move

At a flag football field, teams share a gear rack. Large plastic tags show where each team should put its gear. The teams change places during practice, so the tags must move too. Tags left leaning against the rack fall over in gusts of wind. The rack has a smooth steel rail with no holes.

Imani's class tries a magnet near three material samples. The magnet pulls on the steel sample. It does not pull on the plastic or aluminum samples. The class plans to attach covered magnets to the backs of the plastic tags. Adults prepare the tags and keep every magnet sealed inside a large plastic cover.

The field staff sets four rules. Each tag must stay on the rail in all six wind trials. It must lift off with one hand in all six removal trials. Each complete tag must cost no more than 50 cents. The design must not make holes in the rack.

The class compares three designs: one narrow covered magnet, one wide covered magnet, and two wide covered magnets. All tags are the same size. For each wind trial, students use the same fan setting, distance, and time. The same student tries each tag in the removal trials. The class records how often each design passes.

1.
Which statement best defines the problem the class needs to solve?
  • A. Make a tag that stays fixed so teams never move it.
  • B. Find a way to make every part of the rack magnetic.
  • C. Keep team tags in place while allowing easy moves within the rules.
  • D. Choose the tag with the lowest price, even if it falls.
2.
Why could attaching a magnet to the back of a plastic tag help solve the problem?
  • A. The magnet could pull toward the steel rail and hold the tag.
  • B. The magnet could make the plastic tag attract every material.
  • C. The magnet could stop the wind from reaching the gear rack.
  • D. The magnet could hold the tag without pulling on anything.

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