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Energy Routes at the Mountain Footbridge worksheet preview

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Energy Routes at the Mountain Footbridge

Compare footbridge-station designs using evidence of energy moving by sound, light, heat, and electric currents.

Grade 4ScienceInteractive · Printable

Aligned to4-PS3-2

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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 4
Subject
Science
Question types
Fill in the blank, Multiple choice, Matching, Sorting, Short answer

About this worksheet

What students practice

  • Students use observations to identify energy moving by sound, light, heat, and electric currents.
  • Students compare energy-transfer designs and support judgments with evidence.

How to use

Read the field notes together, then have students evaluate the designs independently. The investigations are described, so no equipment is needed.

Curriculum

NGSS standard covered

4-PS3-2

Observe that energy moves from place to place by sound, light, heat and electric currents.

Preview

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Name Date

Energy Routes at the Mountain Footbridge

Use observations to compare ways energy can move from place to place.

1. Read the Field Notes

A trail crew is comparing energy routes at a mountain footbridge. Read the notes, then use the evidence to answer.

Tests on the Bridge Landing

At a mountain footbridge, a trail crew set up a worktable on a wide landing away from passing hikers. They wanted to compare ways to move energy between two places. An adult checked the equipment. The crew tested a chime, a flashlight and mirror, warming strips, and a battery-powered lamp. They recorded what happened instead of judging a design by its appearance.

For the sound test, Amira stood three meters from the chime. Dev tapped it once. Amira heard the ringing. The crew placed a large, solid board between the chime and Amira. She could no longer see the chime, but she still heard it. They kept her distance and the chime's position the same.

For the light test, Dev aimed a flashlight at a small mirror. A bright patch appeared on a white card to the side of the flashlight. Turning the mirror moved the patch off the card. The crew returned the mirror to its first position. They then put the solid board between the flashlight and mirror. The patch disappeared. They removed the board, and the patch returned.

For the warming test, the crew used one metal strip and one cork strip with matching lengths, widths, and thicknesses. Both started at 20°C. An adult placed identical sealed pouches of warm water on one end of each strip. Each pouch had the same amount of water at the same starting temperature. The crew measured the temperature at the uncovered far end of each strip after four minutes. The graph shows their results.

For the electric-current test, an adult connected a low-voltage battery pack to a small lamp using two wires. With both wires connected, the lamp shone. When the adult disconnected one wire, the lamp went dark. Reconnecting that wire made it shine again. Finally, the adult hid the battery pack and wires under an opaque cover without changing the connections. The lamp stayed lit.

1.
Which claim about the sound test is supported by the observations?
  • A. Sound stopped reaching Amira when the chime was hidden.
  • B. Sound reached Amira even when the chime was hidden.
  • C. The board stopped the chime from making any sound.
  • D. The board supplied the energy that made the chime ring.
2.
The crew wants to compare a bare chime with the same chime wrapped in soft cloth. Which plan best tests how the wrapping affects the sound reaching Amira?
  • A. Tap the wrapped chime harder and keep Amira in the same place.
  • B. Tap both chimes the same way and move Amira closer for the wrapped chime.
  • C. Tap the bare chime softly and the wrapped chime strongly at different distances.
  • D. Tap the chime the same way each time and keep Amira at the same distance.

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