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OR - 2002-2003 Science - Grade 5

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  • WALKING FIELD TRIP Mrs. Baker's class went on a walking field trip to a river near the school. They stopped at four places along the way and collected samples of earth materials. Here is a table of what they found. Which sample of material might be used for energy to make electricity?


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    3
    4


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  • WALKING FIELD TRIP Mrs. Baker's class went on a walking field trip to a river near the school. They stopped at four places along the way and collected samples of earth materials. Here is a table of what they found. Which material would be part of the ingredients used to make cement sidewalks?


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    2
    3
    4


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  • WALKING FIELD TRIP Mrs. Baker's class went on a walking field trip to a river near the school. They stopped at four places along the way and collected samples of earth materials. Here is a table of what they found. How can police detectives use the dirt on a suspect’s shoes as evidence that the suspect was in a certain location


    Shoes react differently to different types of soils.
    Footprints are often left in the soft dirt.
    Each shoe leaves a unique footprint.
    Soils differ from place to place in color and texture.


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  • Food Web. Look at the chart. It shows some of the animals that live on an island. The arrows show the source of energy for these living creatures. For example, the arrow pointing from the fish to the seal shows that the seals eat fish as a source of energy. What do marine birds eat as a source of energy?

    Berries
    Fish
    Leaves
    Mushrooms


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  • Food Web. Look at the chart. It shows some of the animals that live on an island. The arrows show the source of energy for these living creatures. For example, the arrow pointing from the fish to the seal shows that the seals eat fish as a source of energy. According to this diagram, what do insects and fish eat as a source of energy?

    Meat eaters
    Plant eaters
    Plants
    Decomposers


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  • Food Web. Look at the chart. It shows some of the animals that live on an island. The arrows show the source of energy for these living creatures. For example, the arrow pointing from the fish to the seal shows that the seals eat fish as a source of energy. For a source of energy, arctic foxes eat

    grass
    flowers
    insects.
    seals.


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  • Food Web. Look at the chart. It shows some of the animals that live on an island. The arrows show the source of energy for these living creatures. For example, the arrow pointing from the fish to the seal shows that the seals eat fish as a source of energy. Bears and foxes that live in warm areas have dark-colored fur. Polar bears and arctic foxes have white fur because it helps them

    hunt seals.
    find berries.
    hide from decomposers.
    swim fast.


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  • To heat water using a renewable energy source, you would use

    natural gas.
    oil.
    solar energy.
    coal.


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  • A sample of water and sediment was taken from a mountain stream. Sand and gold nuggets were allowed to settle in a jar for three hours, as shown. Which of these best explains why the gold nuggets are below the sand?

    Gold nuggets are more dense than sand particles.
    The temperature of the water is high enough to melt some sand.
    Sand particles dissolve more in water than gold nuggets.
    The sand particles trapped enough air to make them float.


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  • When you hook up a battery to a complete circuit, what flows through the wires from one pole of the battery to the other?

    Heat
    Electricity
    Light
    Sound


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  • Wildlife Populations The Friends of Nature youth club has been studying a local greenbelt area for several years. The plants and land shapes in the area have changed very little, except that a very strong wind about a year ago blew down nearly all the large dead trees. Some of the other things the club has learned are shown in the table. The club has decided to investigate the population changes shown in the table. To explain the decline in the squirrel population, they should first investigate

    changes in the fox population.
    dwindling food supply.
    increase in the duck population.
    loss of a safe nesting area.


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  • Wildlife Populations The Friends of Nature youth club has been studying a local greenbelt area for several years. The plants and land shapes in the area have changed very little, except that a very strong wind about a year ago blew down nearly all the large dead trees. Some of the other things the club has learned are shown in the table. The club has decided to investigate the population changes shown in the table. The club could well predict that the change in the duck population might be due to reduction in

    habitat.
    number of squirrels.
    trees.
    predators.


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  • What keeps the Moon from leaving Earth and flying off to the Sun?

    Earth’s speed
    Earth’s gravity
    The Moon’s speed
    The Sun’s gravity


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  • To increase the amount of oxygen in an aquarium, it is best to add more

    plants.
    fish.
    snails.
    rocks.


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  • The three solid objects shown have the same volume. If they float as shown in the diagram, which one weighs the most?

    Object A
    Object B
    Object C
    They all weigh the same.


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  • A science class was studying solids, liquids and gases. The class started the chart shown below. Students studied some substances to decide which column they went in. They imagined some other “Mystery Materials” and also placed them in the columns. A chunk of ice goes in which column?

    Solids
    Liquids
    Gases
    Solids with liquids in them


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  • A science class was studying solids, liquids and gases. The class started the chart shown below. Students studied some substances to decide which column they went in. They imagined some other “Mystery Materials” and also placed them in the columns. An imaginary substance that you cut into a cube and it stays a cube goes in which column?

    Solids
    Liquids
    Gases
    Solids with liquids in them


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  • A science class was studying solids, liquids and gases. The class started the chart shown below. Students studied some substances to decide which column they went in. They imagined some other “Mystery Materials” and also placed them in the columns. In which column should they put the things below? An imaginary substance that you try to pour into a pan but it goes everywhere in the kitchen goes in which column?

    Solids
    Liquids
    Gases
    Solids with liquids in them


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  • A science class was studying solids, liquids and gases. The class started the chart shown below. Students studied some substances to decide which column they went in. They imagined some other “Mystery Materials” and also placed them in the columns. A human being goes in which column?

    Solids
    Liquids
    Gases
    Solids with liquids in them


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©2006 gabe lerner (gabe)