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Sunlight Turns a Tide Pool Display

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Sunlight Turns a Tide Pool Display

Use test results to choose and improve an energy-changing device.

A Device for the Discovery Tent

Read the passage. Use the device description to answer the questions.

A Turning View of Tide Pools

At a beach discovery tent, visitors study drawings of tide pool animals without collecting living animals. The class wants to build a display that slowly turns a cardboard disk covered with drawings. Visitors can watch the drawings move past a viewing window. The device must run without batteries or a wall outlet.

The class has a small solar panel, covered wires, and a slow-turning gear motor from a classroom kit. A solar panel supplies electrical energy when light reaches it. A motor uses electrical energy to turn a small rod called a shaft. An adult helps connect the kit. Students attach the cardboard disk to the shaft. They keep the dry device away from seawater and place a clear guard around its moving parts.

The display has two requirements. The disk must make at least 6 but no more than 10 complete turns in one minute, so visitors have time to see the drawings. The disk must also be no more than 12 centimeters wide to fit behind the viewing window. The clear guard used during testing is large enough to hold every trial disk safely.

The class makes three disks from the same kind of cardboard. Each disk has the same drawings, but the disks have different widths. For each test, students use the same panel, motor, wires, stand, and test location. They test in steady, bright sunlight and count complete turns for one minute. Changing only the disk size helps them compare the designs. After choosing a disk, they plan to investigate what happens when less light reaches the panel.

1.
Which energy path explains how this device makes the disk turn?
Question 1 options
2.
Select the two observations that show motion energy in the working device.

3.
Which assembly plan uses the kit to turn the disk without batteries?
Question 3 options
4.
Sort the measurements and test conditions by their jobs in the disk-size investigation.
5.
The motor shaft spins, but the disk has come loose from the shaft. What repair would restore the intended energy transfer?
Question 5 options

Compare the Disk Designs

Use the graph and both display requirements. Each bar shows one one-minute test in bright sunlight.

Requirements: 6–10 complete turns in one minute, including 6 and 10; disk width no more than 12 centimeters.
Class Tests of Three Disks024681012A: 14 cmB: 10 cmC: 6 cmDisk and widthComplete turns in one minute
6.

How many more complete turns did Disk C make than Disk B in one minute? turns

7.
Which conclusion correctly uses both requirements?
Question 7 options
8.
Select the two statements that correctly explain why a design fails at least one requirement.

9.
A student suggests testing A in bright sunlight, B in light shade, and C in deep shade. Why would this make the disk-size comparison less useful?
Question 9 options
10.
Recommend a disk for the display. Use its width and its test result as evidence. Then explain the energy changes that make it turn.

Test an Improvement

Use the new test results to plan a more dependable display.

The class tests Disk B again. This time, students change only how much of the panel an opaque card covers. They keep the disk, motor, wires, panel position, and one-minute test time the same. Sunlight stays steady during the tests.
New test results
Panel uncovered: 8 complete turns in one minute.
Half of panel covered: 4 complete turns in one minute.
Panel fully covered: 0 complete turns in one minute.
11.
Which explanation best fits the covering-test results?
Question 11 options
12.
The class wants stronger evidence before using the display. Select the two helpful testing steps.

13.
The display window is shaded by the tent, but sunlight reaches a nearby dry shelf. Which redesign is best supported by the tests and still uses no batteries?
Question 13 options
14.
Plan a test of moving the panel from the shaded tent to the sunny shelf. Describe the device you would use, what you would change, and two things you would keep the same. Tell what you would measure and how you would decide whether the improved display meets both requirements.