PHASE 4 ASSESSMENTS

FORMATIVE ASSESSMENT

All assessments are included below, feel free to scroll or click the buttons to be taken directly to the assessment you want to access. And check out the answer key here:

Color Sensor Range Finder Temperature Sensor

Lesson 1

Lesson 2

Lesson 3

Lesson 4

COLOR SENSOR (LESSON 1) SUMMATIVE ASSESSMENT

1. Which of the following has the longest wavelength?

ABssessmentColorLesson_Q1.b.png

CssessmentColorLesson_Q1.c.pngD

2. Which of the following has the highest frequency?

ABssessmentColorLesson_Q1.b.png

CssessmentColorLesson_Q1.c.pngD

3. An x-ray has a low frequency.

  1. True
  2. False

4. A radio wave has a long wavelength.

  1. True
  2. False

5. Microwaves are not light.

  1. True
  2. False
6. Every color has a different frequency.
  1. True
  2. False
7. Light waves can only be man-made.
  1. True
  2. False
8. Put the following colors in order from shortest to longest wavelength using the image below.
  1. red (5)
  2. green (3)
  3. blue (2)
  4. orange (4)
  5. violet (1)
9. Using the image above, select the most valid conclusion:
  1. Gamma rays are high frequency waves.
  2. X-rays have longer wavelengths than microwaves.
  3. Infrared radiation has a higher frequency than visible light.
  4. Ultraviolet radiation has less frequency than radio waves.
10. Infrared radiation can be used for:
  1. Night Vision
  2. Tracking
  3. Heating
  4. All of the above

COLOR SENSOR (LESSON 2) FORMATIVE ASSESSMENT

1. How does the human eye absorb color?

​         a. nerves

          b. Cones

          c. Rods

          d. The Brain

2. Why does pink have an RGB value of [255, 127, 127]?

          a. It has more red and equal parts green and blue.

          b. It has equal parts red, green and blue.

          c. It has mostly blue and green with a little red.

          d. It only has a red value.

3. Why does the RGB value [255, 255, 255] represent white?

          a. White is the absence of colors

          b. It is a mixture of all the colors.

          c. It has different values of red, green and blue.

          d. It is larger than the values allow for.
4. What did the RGB color tubes in StoryMode represent?

          a. The optic nerves sensing a color combination

          b. The amount of Red, Green or Blue the cones detected

          c. The rods detecting brightness

          d. The brain’s response to color
5. Why did colored lines appear from the giant eye machine in story mode once a color was correctly scanned?

          a. It was showing the optic nerve sending color to the brain

          b. It was showing the amount of Red, Green or Blue the cones detected

          c. The rods detecting brightness

          d. The brain’s response to color

​6. How many cones do humans typically have?

          a. 1

          b. 2

          c. 3

          d. 4

7. Which values would most likely represent the color of grass?

          a. (100, 0, 0)

          b. (0, 0, 100)

          c. (100, 100, 200)

          d. (0, 100, 0)

8. Which values would most likely represent black?

          a. (0, 0, 0)

          b. (50, 0, 0)

          c. (0, 50, 0)

          d. (0, 0, 50)

          e. (50, 50, 50)

9. Which color would the RGB value [200, 0, 100] likely represent?

          a. Gray

          b. Teal

          c. Orange

          d. Magenta

10. Which color would the RGB value [200, 100, 0] represent?

          a. Gray

          b. Teal

          c. Orange

          d. Magenta


COLOR SENSOR (LESSON 3) FORMATIVE ASSESSMENT

1. Why do blue jeans appear blue?

​         a. The cloth is absorbing only blue wavelengths.

          b. The cloth is reflecting blue wavelengths.

          c. The cloth is absorbing all the wavelengths.

          d. The cloth is reflecting all wavelengths.

2. Why does black have an RGB value of (0, 0, 0)?

          a. Black objects absorb only black wavelengths.

          b. Black objects reflect only black wavelengths.

          c. Black objects absorb all the wavelengths.

          d. Black objects reflect all the wavelengths.

3. When an object has an RGB value of (255, 0, 0), which of the following is true?

          a. The object absorbs only red waves.

          b. The object reflects only red waves.

          c. The object reflects green waves.

          d. The object reflects blue waves.

4. When an object has an RGB value of (200, 100, 100), which of the following is true?

          a. The object absorbs more green and blue than red waves.

          b. The object reflects more green and blue than red waves.

          c. The object absorbs more red than blue and green waves.

          d. The object reflects more blue than green and red waves.

5. When you scan a purple object, which of the following is likely true?

          a. The object absorbs equal parts red and blue.

          b. The object reflects equal parts red and blue.  

          c. The object absorbs only red and blue.

          d. The object reflects only green waves.

​6. How does the color sensor detect color?

          a. The sensor shines a bright white light so that a camera can tell the computer what color is being seen.

          b. The sensor can see the colors absorbed by objects by using a microscope to see inside the objects.

          c. The sensor tells the computer what to think by guessing which color is present based on how light/dark each part of the object is.

          d. The sensor shines a white light and once reflected, the sensor measures how much red, green and blue frequencies return to the sensor.

7. Guess the RGB value for this image:

          a. R = 255

          b. G = 255

          c. B = 0

8. Guess the RGB value for this image:

          a. R = 255

          b. G = 200

          c. B = 220

9. Guess the RGB value for this image:

          a. R = 150

          b. G = 200

          c. B = 255

10. Guess the RGB value for this image:

          a. R = 190

          b. G = 80

          c. B = 0

     


COLOR SENSOR (LESSON 4) FORMATIVE ASSESSMENT

1. What does the “If, return” function block do?

          a. It tells the computer to start over a piece of code when a condition is met.

          b. It tells the computer to return a value when a condition is met.

          c. It tells the programmer to complete an action when a condition is met.

          d. It tells the programmer to return to the beginning of a piece of code.

2. What does “repeat forever” do?

          a. It tells the computer to execute a statement repeatedly forever.

          b. It tells the computer to restart a piece of code.

          c. It tells the programmer to execute an action repeatedly forever.

          d. It tells the programmer to restart a piece of code.

3. Why is it best to use the “repeat forever” loop? (Select all that apply.)

          a. The sensor only senses at certain times and the code is timed to the sensor.

          b. The sensor has to be told to sense, so the loop tells it to always sense.

          c. The sensor is constantly sensing, so the loop allows the code to do the same.

          d. The computer needs to be told to repeat an action over and over forever.

4. What logic blocks did you use? (Select all that apply.)

          a. “Start” block

          b. “And” block

          c. “= logic” block

          d. “True” block

5. How does the sensor detect color? (Select all that apply.)

          a. The sensor shines a white light and it measures the frequency of the reflected waves.

          b. The sensor shines a white light and it measures the wavelength of the absorbed waves.

          c. The sensor receives information from the code.

          d. The sensor sends information to the computer based on the wavelengths it detects.

6. What does it mean to “shout”?

          a. It tells the computer to make a noise.

          b. It tells the computer to display information visually on screen.

          c. It tells the programmer to shout when they see something pop up on the screen.

          d. It tells the programmer to press a button.

7. Did the RGB values repeat for multiple letters?

          a. Yes, letters can have the same color.

          b. No, each letter must have a specific color.

8. Did the order matter when you were scanning the colors?

        a. Yes, the order of colors scanned depended on the order of the letters.

          b. No, the order of colors scanned doesn’t matter.

9. What does the human eye have in common with the color sensor?

          a. The human eye also shines a white light to detect color.

          b. The human eye perceives color by measuring the waves of light absorbed by objects.

          c. The brain sends signals to the eye to determine the color of an object.

          d. The human eye receives certain waves of light reflected by objects.

10. How do the RGB values of a black object compare to those of a white object?

          a. They have the same RGB values.

          b. They have the same RGB values in reverse.

          c. The black object absorbs all wavelengths, while the white object reflects all wavelengths.

          d. The white object absorbs all wavelengths, while the black object reflects all wavelengths.


RANGE FINDER (LESSON 1) FORMATIVE ASSESSMENT

1. What happened when you put your hand closer to the sensor?

          a. The ball sped up. The speed of the ball stayed the same.

          b. The ball slowed down.

          c. The ball wasn’t affected.

2. What happened when you put your hand further away from the sensor?

          a. The ball sped up.

          b. The speed of the ball stayed the same.

          c. The ball slowed down. The ball wasn’t affected.

3. What did you have to do to when the speed of the blinking gate was high?

          a. I had to move my hand further to the right.

          b. I had to move my hand further to the left.

          c. I had to move my hand closer to the sensor.

          d. I had to move my hand further away from the sensor.

4. What did you have to do when the blinking of the gate had a low speed?

          a. I had to move my hand further to the right.

          b. I had to move my hand further to the left.

          c. I had to move my hand closer to the sensor.

          d. I had to move my hand further away from the sensor.

5. Why did the rate of the bouncing ball increase?

          a. Creating a bigger space allowed it to move faster.

          b. Creating a smaller space allowed it to move faster.

          c. The position of my hand-measured the speed of the ball.

          d. The position of my hand told the computer the speed of the ball.

6. What were you trying to match in the game?

          a. The length of the bouncing ball to the distance to the gate.

          b. The speed of the bouncing ball and the flashing gate.

          c. The movement of my hand to the movement of the bouncing ball.

          d. The movement of my hand to the movement of the flashing gate.

7. How do you think you were controlling the game? (Open-ended, no incorrect responses)

8. How would you describe the difficulty of the puzzles? (Open-ended, no incorrect responses)

9. How did your team work together to solve the puzzles? (Open-ended, no incorrect responses)

10. If you had a second try at the puzzles, what would you do differently? (Open-ended, no incorrect responses)


RANGE FINDER (LESSON 2) FORMATIVE ASSESSMENT

1. What wave property allows the sensor to detect distance?

          a. The weight of a sound wave.

          b. The temperature of a sound wave.

          c. The color of a sound wave.

          d. The speed of a sound wave.  

2. What does the Range Finder measure?

          a. Distance  

          b. Speed

          c. Movement

          d. Waves

3. What units do we use for measuring this (response from question 2)?

          a. Centimeters

          b. Meters

          c. Inches

          d. All of the above  

4. How does the Range Finder detect distance?

          a. Uses light waves

          b. Uses voltage changes

          c. Kinetic energy of particles

          d. Sound waves  

5. What’s the difference between cm and in?

          a. They are the same size.

          b. One measures distance and the other measures speed.

          c. Cm is a smaller unit than in  

          d. In is a smaller unit than cm

6. When the ball is bouncing faster, what can you say about its frequency?

          a. The frequency is high.  

          b. The frequency is low.

          c. The frequency is flat.

          d. There is no frequency.

7. When the ball is moving over your head, what does your hand change?

          a. The ball’s frequency.

          b. The ball’s speed.  

          c. The ball’s position.

          d. The ball’s distance.

8. What type of waves does the Range Finder use to detect distance?

          a. Light wave

          b. Sound wave  

          c. Color wave

          d. Water wave

9. What determines the time it takes for a wave to return to the sensor?

          a. The distance it travels  

          b. The shape of the wave

          c. The color of the wave

          d. The bounce of the wave


RANGE FINDER (LESSON 3) FORMATIVE ASSESSMENT

1. Which of these units would create a larger Security Zone?

          a. 5 cm

          b. 5 inches    

          c. .5 cm

          d. .5 inches

2. Which of these units would make the sensor go off close to your Piper Computer in the Security Zone project?

          a. 5 cm

          b. 5 inches

          c. .5 cm  

          d. .5 inches

3. How did speed affect your Security Zone?

          a. Going at a faster speed made the zone smaller.

          b. Going at a slower speed made the zone larger.

          c. Going at a faster speed made the zone larger.

          d. The speed doesn’t affect the size of the zone.  

4. How can you convert from cm to in?

          a. Multiply by 2.54  

          b. Divide by 2.54

          c. Add 2.54

          d. Subtract 2.54

5. How do you convert from in to cm?

          a. Multiply by 2.54

          b. Divide by 2.54  

          c. Add 2.54

          d. Subtract 2.54

6. How does your Security Zone work?

          a. The speed of an object sets off a sensor.

          b. The distance of an object sets off a sensor.

          c. The sensor detects speed.

          d. The sensor detects an object at a certain distance and sets off an alarm.  

7. What logic blocks did you use when programming your Range Finder?

          a. If, do, else  

          b. If, do

          c. When, do

          d. Else if

8. Why do you set a parameter when programming your sensor?

          a. To tell the alarm when to go off.

          b. To determine the size of the Security Zone.

          c. To set a distance for which an object cannot cross.

          d. All of the above.  

9. What do the pins control?

          a. The pins control the sound of the alarm.

          b. The pins control the strength of the sensor.

          c. The pins control when the alarm goes off.

          d. The pins control the sensor's ability to talk to the computer.

10. How do we use data to test our code?

          a. The data tells us the measured distance an object is located from the sensor.

          b. The data helps us test the distance provided by the code.

          c. The data tells us how the sensor works.

          d. The data allows tells us what needs to be included in our code.


RANGE FINDER (LESSON 4) FORMATIVE ASSESSMENT

1. Put the following steps in order based on the provided graph.

          a. The family stops for lunch for 30 minutes 50 kilometers away from their home.

          b. The family stops to charge their car for 30 minutes 100 kilometers away from their home.

          c. The family drives 50 kilometers away from their home in 30 minutes.

          d. The family drives 50 kilometers away from their home in one hour.

          e. The family drives 100 kilometers back home in 30 minutes.

2. At what point was the family driving the fastest?

3. At what point was the family driving the slowest?

4. Create the graph for the following story.

 

At 8:00 am, a woman walks her dog to the park from her home. It takes 5 minutes to get to the park. The park is .3 miles away. Once at the park, the dog decides to run. The owner and the dog run a total of .4 miles for 2 minutes. They decide to sit at a bench after being so tired from running. They sit for 4 minutes, then decide to go back home. It takes them 7 minutes to get back home.

5. How far did Christopher’s car travel between points A and B?

6. How much time did it take for Christopher to travel from point A to point B?

7. Describe the motion of Christopher’s car between points B and C.

8. What is the speed of the car between points A and B?

9. What are some properties you’ve learned about waves?

10. Which of the following graphs shows a fast-moving object?

11. Which of the following graphs shows a slow-moving object?

12. Which of the following graphs shows an object staying in place?


TEMPERATURE SENSOR (LESSON 1) FORMATIVE ASSESSMENT

Complete the diagram:

Temp Sensor L1 Assess1.png

5. When does water vapor become liquid water?

  1. Evaporation
  2. Condensation
  3. Precipitation
  4. Collection

6. At what point does liquid water become water vapor?

  1. Evaporation
  2. Condensation
  3. Precipitation
  4. Collection

7. Water released from clouds is…

  1. Evaporation
  2. Condensation
  3. Precipitation
  4. Collection

8. The gathering of water in oceans, lakes, rivers, and streams is called…

  1. Evaporation
  2. Condensation
  3. Precipitation
  4. Collection

9. The order of the water cycle doesn’t matter.

  1. True
  2. False

10. The water cycle never ends.

  1. True
  2. False

TEMPERATURE SENSOR (LESSON 2) FORMATIVE ASSESSMENT

1. Define Temperature.

2. Which of the following would most likely be the temperature of the classroom?

  1. 72°F
  2. -5°F
  3. -5°C
  4. 72°C

3. Which of the following would most likely be the temperature outside during a snow day?

  1. 60°F
  2. 30°C
  3. -12°C
  4. 12°C
     

Convert the following temperatures:

4. 34°C = ____°F

5. 0°F = ____°C

6. -4°C = ____°F

7. -345°F = ____°C

Create an inequality for the following:

8. A temperature that is a minimum of 65°F and a maximum of 85°F. (correct answer: 65≤T≤85)

9. A temperature that is higher than 40°C and lower than 60°C. (correct answer: 40<T<60)

10. How would you add a fourth range in your code?

  1. Highlight a piece of code and right-click. Select “duplicate”. Change the temperature values to match the range.
  2. Repeat all of the tutorial steps to create a fourth range with new values for each.
  3. Select the “range” function and change the function name.
  4. Create a loop to put around the function code snippet.

11. Why would someone use a function?

  1. To set up a series of actions.
  2. To create a shorter code.
  3. To make recalling the code easier.
  4. All of the above.

Optional Assessment questions:

12. What emoji would you choose for your town during the winter?

13. What emoji would you choose for your town during the summer?

14. What emoji would you choose for the planet?


TEMPERATURE SENSOR (LESSON 3) FORMATIVE ASSESSMENT

1. Ice is water in what state?

  1. Solid
  2. Liquid
  3. Gas

2. What state is water when it melts?

  1. Solid
  2. Liquid
  3. Gas

3. What state is water when it is steam?

Temp Sensor L3 Assess1.png

  1. Solid
  2. Liquid
  3. Gas

4. Identify the diagram for a solid-state.

5. Identify the diagram for a liquid state.

6. Identify the diagram for a gas state.

7. Which state doesn’t hold its shape but retains its volume?

  1. Solid
  2. Liquid
  3. Gas ​

8. Which state doesn’t hold its shape and volume?

  1. Solid
  2. Liquid
  3. Gas

9. Which state holds its shape and volume?

  1. Solid
  2. Liquid
  3. Gas

10 Which of the following can be used to fill a balloon?

  1. Solid
  2. Liquid
  3. Gas  

TEMPERATURE SENSOR (LESSON 4) FORMATIVE ASSESSMENT

1. Heating soup is an example of…

  1. Transferring energy from the soup.
  2. Transferring energy to the soup.
  3. Energy stays the same.
  4. Adding matter.

2. Decreasing the temperature of water is an example of…

  1. Transferring energy from the water.
  2. Adding energy.
  3. Energy stays the same.
  4. Adding matter.

3. Transferring energy from a system can cause melting.

  1. True
  2. False

4. Transferring energy to a system can cause evaporation.

  1. True
  2. False

5. A solid becoming a liquid is considered…

  1. Melting (correct answer)
  2. Evaporation
  3. Freezing
  4. Condensation

6. A liquid becoming a solid is considered…

  1. Melting
  2. Evaporation
  3. Freezing
  4. Condensation

7. A gas becoming a liquid is considered…

  1. Melting
  2. Evaporation
  3. Freezing
  4. Condensation

8. A liquid becoming a gas is considered…

  1. Melting
  2. Evaporation
  3. Freezing
  4. Condensation

9. To change phases, you must… (Select all that apply.)

  1. Add matter.
  2. Transfer energy to the system.
  3. Remove matter.
  4. Transfer energy from the system.

10. Explain how temperature, states of matter, and phase changes interact to create the water cycle.