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1. Arrange students into groups. Each group needs at least ONE person who has a mobile device.
2. If their phone camera doesn't automatically detect and decode QR codes, ask students to
4. Cut them out and place them around your class / school.
1. Give each group a clipboard and a piece of paper so they can write down the decoded questions and their answers to them.
2. Explain to the students that the codes are hidden around the school. Each team will get ONE point for each question they correctly decode and copy down onto their sheet, and a further TWO points if they can then provide the correct answer and write this down underneath the question.
3. Away they go! The winner is the first team to return with the most correct answers in the time available. This could be within a lesson, or during a lunchbreak, or even over several days!
4. A detailed case study in how to set up a successful QR Scavenger Hunt using this tool can be found here.
Question | Answer |
1. A portable game player stops working because the batteries are dead. What type of energy does the game player need to begin working again? | A |
2. Which statement explains why the buzzer will NOT sound when the switch is open? | J |
3. What do all the objects below have in common? | B |
4. Students investigate motion with toy cars and ramps. The student build two ramps. The first ramp is 12cm high and the second ramp is 25cm high. The students release a car from the top of each ramp and measure the distance the car travels. Which of the following results is most likely to happen? | G |
5. A boy pushes a cart across the floor. What is the push most likely to change? | C |
6. Which kind of energy is produced by the bulb in the circuit? | F |
7. Students are asked to construct a graphic organizer to assist with organizing data on a study of light. Which of the following is needed to complete the graphic organizer? | D |
8. Students drop a marble into a pan of flour from different heights. For each height, they measure the depth of the crater made in the flour. Which tool would be best for measuring the depth of the craters? | G |
9. A student watched a ball roll off the table. What causes the ball to begin motion? | C |
10. Which investigation will best test this statement? "Objects pushed with the same force will slow down when moving across surfaces with more friction." | F |
11. After a circuit investigation, four students draw diagrams representing circuits. Which student designs an accurate diagram of a closed circuit? | C |
12. A group of students build a toy airplane. Which type of energy enables the airplane to fly? | H |
13. A group of students creates a circuit using a battery, copper wire, and a buzzer. The group then creates another circuit but replaces the buzzer with a lightbulb. What is the variable in the group's investigation? | C |
14. Three students wrote bio poems about famous scientists. According to the information in the bio poems, what do all three scientists have in common? | G |
15. Which direction will the ball move after the student kicks the ball? | B |
16. What is shown in the image below? | J |
17. Students push a box filled with books across a tile floor, a carpeted rug, a gravel road, and a grassy field. Based on the results, which surface is most likely the tile floor? | D |
18. Scientists use a spring scale to measure the difference in force when a block is moved across smooth and rough surfaces. What unit of measurement should the students use when recording the data? | F |
19. A student holds a mirror against the letter B. Which statement correctly explains why the B appears backward in the mirror? | C |
20. Which procedure will result in only one bulb and one bell operating? | G |
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