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An Air Rack for Rink Mittens worksheet preview

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An Air Rack for Rink Mittens

Use fan-device test data to evaluate designs, identify energy changes, and plan an improved mitten air rack for a winter ice rink.

Grade 4ScienceInteractive · Printable

Aligned to4-PS3-4

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

About this worksheet

What students practice

  • Students explain how a battery-powered fan device changes electrical energy into motion.
  • Students evaluate device designs using airflow data and a mass limit.
  • Students plan an improved device and a fair test of its performance.

How to use

Read the design brief together, then have students use the graph and mass log independently. Discuss their improvement plans before any adult-supervised building.

Curriculum

NGSS standard covered

4-PS3-4

Design a device that changes energy from one form to another.

Preview

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Name Date

An Air Rack for Rink Mittens

Use test results to plan a device that changes electrical energy into motion.

1. Understand the Device

Read the design brief. Use the information to answer the questions.

A Winter Rink Challenge

Snow piles lined the streets outside the town ice rink. Inside, skaters left damp mittens on a rack in the lobby. The rink's winter club wanted to build a small device that would move room air toward the mitten spaces. The device would not include a heater. First, the club needed a way to check where its moving air reached.

The club hung six equal paper ribbons, one at each empty mitten space. During each ten-second test, students counted the ribbons that fluttered for the entire test. A successful design had to move at least five ribbons. The complete device also had to have a mass of no more than 350 grams so it could be carried easily.

Available parts included a holder for two AA batteries, wires, a switch, a small motor, guarded plastic fan blades, and cardboard air guides. Electricity from the battery pack could run the motor. The motor's shaft could turn the attached blades. The air guide surrounded the fan's outlet and helped direct its airflow. Paper ribbons were test tools, not parts that powered the device.

An adult checked every connection and secured each fan guard. Students kept fingers and loose clothing away from the fan. They tested in the dry lobby, away from the ice and wet mittens. Every trial used the same rack, ribbons, motor, blade set, and type of fresh batteries. Tests lasted ten seconds. Students changed the fan's distance from the rack or the air guide, as shown in their design log. They recorded both the ribbon count and the mass of the complete device. These tests measured airflow reaching the spaces, not how quickly mittens dried.

1.
Starting with the energy carried by the wires, which path describes the device's intended energy change?
  • A. Electrical energy → light → moving air
  • B. Motion of air → electricity → spinning fan
  • C. Electrical energy → spinning fan → moving air
  • D. Electrical energy → sound → moving air
2.
Match each part to its job in the device or test.
  1. Motor
  2. Fan blades
  3. Air guide
  4. Paper ribbons
  1. A. Show which mitten spaces receive moving air
  2. B. Push air when they spin
  3. C. Use electricity to turn a shaft
  4. D. Direct air leaving the fan

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