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Quest: 5th Grade Science Assessment

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Here are some science questions from the Standards for Grades 2-5 to help you test your knowledge of the Next Generation Sunshine State Standards.

The questions are chosen randomly, so this quest will be different each time you reload the page.

* Click here to see only the most recently added questions.

This is called Obsidian. It is formed from molten lava that cools so quickly that it forms a natural glass instead of crystals. What kind of rock is it?.

  1. Igneous

    Yes! Igneous rocks formed from magma or lava. This is an igneous rock.

  2. Sedimentary

    No. Sedimentary rocks are deposited by wind, water, ice, or gravity, and they often contain fossils. This is not a sedimentary rock.

  3. Metamorphic

    No. Metamorphic rocks have been changed by heat and pressure from a different kind of rock. Instead of being changed, this got hot enough to completely melt, so it is not metamorphic.

  4. Obsidian is not a rock.

    No. Obsidian is a naturally occurring solid that forms large layers in the Earth. Obsidian is a rock.

Click to see which state standards this question tests, and which of my videos, experiments, and other resources support that topic.

Florida

SC.4.E.6.1 Identify the three categories of rocks: igneous, (formed from molten rock); sedimentary (pieces of other rocks and fossilized organisms); and metamorphic (formed from heat and pressure).
Evaporites video, learnalong, checked
Igneous Rocks and Bubbles video, free, learnalong, Updated
Sedimentary Rocks video, learnalong
What is a Rock? video, learnalong, checked
Bioclastics: Rocks With No Minerals video
Light and Dark Minerals text page, learnalong
Homemade Fossil Dig text page
Foliated and Unfoliated Rocks text page, learnalong
Identifying Igneous Rocks text page, learnalong
Intrusive and Extrusive Igneous Rocks text page, learnalong
Review Rocks-2 practice
Review Rocks-3 practice
Review Rocks-4 practice
Review Rocks-5 practice
Review Rocks-6 practice
Review Rocks-8 practice
Review Rocks-9 practice
Review Rocks-7 practice
Review Rocks-10 practice
Review Rocks-10 practice
Review Rocks-10 practice
Review Rocks-1 practice
SC.7.E.6.2 Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building).
Evaporites video, learnalong, checked
What is a Rock? video, learnalong, checked
The Rock Cycle video, learnalong
Change: Fast and Slow video
Erosion video, checked
Continuous Change video, checked
Bioclastics: Rocks With No Minerals video
Weathering and Erosion video, learnalong, checked
Review Erosion-4 practice
Review Erosion-5 practice
Review Rocks-4 practice
Review Rocks-5 practice
Review Rocks-6 practice
Review Rocks-8 practice
Review Rocks-9 practice
Review Rocks-7 practice
Review Rocks-10 practice
Review Rocks-10 practice
Review Rocks-1 practice
Review Erosion-1 practice
Review Erosion-2 practice
Review Erosion-3 practice

Utah

UT.4.III.1.a Describe the differences between minerals and rocks.
What is a Mineral? video, checked
Identifying Minerals video, learnalong
What is a Rock? video, learnalong, checked
Bioclastics: Rocks With No Minerals video
Definition of a Mineral video, checked
Review Rocks-1 practice
Review Rocks-4 practice
Review Rocks-5 practice
Review Rocks-6 practice
Review Rocks-8 practice
Review Rocks-9 practice
Review Rocks-7 practice
Review Rocks-10 practice

NGSS

4-ESS1-1 Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.
Evaporites video, learnalong, checked
Igneous Rocks and Bubbles video, free, learnalong, Updated
Sedimentary Rocks video, learnalong
Reading the Rocks: Law of Superposition video
Reading the Rocks: Law of Crosscutting video
What is a Rock? video, learnalong, checked
Reading the Rocks: The Present is the Key to the Past video, ClosedCaptions
Paleo Cookies video
Homemade Fossil Dig text page
Review Geologic Time-2 practice
Review Rocks-5 practice
Review Rocks-6 practice
Review Rocks-8 practice
Review Rocks-9 practice
Review Rocks-7 practice
Review Rocks-10 practice
Review Geologic Time-3 practice
Review Rocks-1 practice
Review Geologic Time-1 practice
Review Rocks-4 practice
MS-ESS2-1 Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.
Evaporites video, learnalong, checked
Definition of a Mineral video, checked
Igneous Rocks and Bubbles video, free, learnalong, Updated
What is a Mineral? video, checked
Identifying Minerals video, learnalong
Sedimentary Rocks video, learnalong
What is a Rock? video, learnalong, checked
The Rock Cycle video, learnalong
Bioclastics: Rocks With No Minerals video
Light and Dark Minerals text page, learnalong
Review Rocks-2 practice
Review Rocks-3 practice
Review Rocks-4 practice
Review Rocks-5 practice
Review Rocks-6 practice
Review Rocks-8 practice
Review Rocks-9 practice
Review Rocks-7 practice
Review Rocks-10 practice
Review Rocks-10 practice
Review Rocks-10 practice
Review Rocks-1 practice

In testing this piece of quartz, I found that it would scratch glass. What property was I testing?

  1. Hardness

    Yes! Hardness is a substance's resistance to being scratched. With a hardness of 7, quartz is hard enough to scratch glass.

  2. Cleavage

    No. Cleavage is the tendency of a mineral to break along planes of weakness to produce pieces with flat, smooth sides. Cleavage involves breaking, not scratching.

  3. Fracture

    No. Fracture is a property of minerals that do NOT break along planes of weakness to produce flat, smooth sides. This involves breaking, not scratching.

  4. Streak

    No. Streak is a test to see the color of a mineral when it is ground into a powder by scratching it on a porcelain streak plate. For streak, we are powdering the mineral, not scratching another substance.

Click to see which state standards this question tests, and which of my videos, experiments, and other resources support that topic.

Florida

SC.4.E.6.2 Identify the physical properties of common earth-forming minerals, including hardness, color, luster, cleavage, and streak color, and recognize the role of minerals in the formation of rocks.
What is a Mineral? video, checked
Identifying Minerals video, learnalong
Definition of a Mineral video, checked
Minerals Around You text page, learnalong, checked
Review Minerals-1 practice
Review Minerals-2 practice
Review Minerals-3 practice
Review Minerals-4 practice
Review Minerals-5 practice
Review Minerals-6 practice
Review Minerals-7 practice
Review Minerals-8 practice

Utah

UT.8.III.1.b Observe and describe the minerals found in rocks (e.g., shape, color, luster, texture, hardness).
What is a Mineral? video, checked
Identifying Minerals video, learnalong
What is a Rock? video, learnalong, checked
Definition of a Mineral video, checked
Review Minerals-1 practice
Review Minerals-2 practice
Review Minerals-3 practice
Review Minerals-4 practice
Review Minerals-5 practice
Review Minerals-6 practice
Review Minerals-7 practice
Review Minerals-8 practice

NGSS

When this traffic jam starts moving, the cars will be able to speed up faster than the big trucks. Why?

  1. The cars have more powerful engines.

    No. The trucks have more powerful engines than the cars do.

  2. The cars have tires with more friction.

    No. The truck tires are larger, which means they have more contact with the ground, and more friction.

  3. The cars weigh less.

    Yes! The heavier an object is (the more mass it has), the more force it takes to move it. The trucks weigh a lot more than the cars, so it takes much more energy to get them moving.

  4. The cars are more streamlined

    No. A streamlined shape helps when the cars are moving quickly, but does not do much as they are starting up.

Click to see which state standards this question tests, and which of my videos, experiments, and other resources support that topic.

Florida

SC.5.P.13.3 Investigate and describe that the more mass an object has, the less effect a given force will have on the object's motion.
The Difference Between Weight and Mass video, checked
Water in a Glass, part 2 video, checked
Water in a Glass, part 3 video, checked
Water in a Glass, part 1 video, checked
Obedient Coin video, checked
Wrong Way Balloon video, checked
High Bounce video, checked
Review Force and Motion-1 practice
Review Force and Motion-2 practice

Utah

UT.3.III.2.b Compare and chart the relative effects of a force of the same strength on objects of different weight (e.g., the breeze from a fan will move a piece of paper but may not move a piece of cardboard).
Floating Cups video, checked
Water in a Glass, part 2 video, checked
Water in a Glass, part 3 video, checked
Water in a Glass, part 1 video, checked
High Bounce video, checked
Review Force and Motion-1 practice
Review Force and Motion-2 practice

NGSS

MS-PS2-2 Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.
Strange Flame, part 1 video, checked
Science Friction video, checked
Raw Egg or Boiled? video, checked
More Science of Balance video, checked
Science of Balance video, checked
Bernoulli Effect video
The Old Tablecloth Trick video
Smoke Rings video
Floating Cups video, checked
The Difference Between Weight and Mass video, checked
Torque video
Water in a Glass, part 2 video, checked
Water in a Glass, part 3 video, checked
Water in a Glass, part 1 video, checked
Newton's First Law of Motion video, ClosedCaptions
Obedient Coin video, checked
Wrong Way Balloon video, checked
Strange Flame, part 2 video, checked
Balancing a Meter Stick text page
Review Force and Motion-1 practice
Review Force and Motion-2 practice
Review Force and Motion-4 practice

A lightning bolt has a huge amount of energy. Which of these kinds of energy is NOT a major component of lightning?

  1. Heat

    No. A lightning bolt can heat the air to over 30,000 °C (54,000 °F)

  2. Electrical

    No. A lightning bolt has a tremendous amount of electrical energy, often several hundred million volts, and several hundred thousand amperes.

  3. Sound

    No. Thunder, the sound energy produced by a lightning bolt, is so loud that it can often be heard up to ten miles away.

  4. Chemical

    Yes. While a lightning bolt can cause chemical changes, very little of the bolt's energy is converted to chemical energy.

Click to see which state standards this question tests, and which of my videos, experiments, and other resources support that topic.

Florida

SC.3.P.10.1 Observe and describe some basic forms of energy, including light, heat, sound, electrical, and the energy of motion.
Electrostatic Charges video
Noisy String video, checked
Spoon Bells video, checked
Making a Screamer video, free, Updated
The Singing Glass video, checked
Whistle Stick video, text page, blog, free, checked
Review Energy-5 quest
Review Energy-2 practice
SC.4.P.10.1 Observe and describe some basic forms of energy, including light, heat, sound, electrical, and the energy of motion.
Measuring Kinetic and Potential Energy video, checked
Electrostatic Charges video
Why Things Go Bang video
Noisy String video, checked
Spoon Bells video, checked
The Singing Glass video, checked
Radioactive video, Updated, checked
Electricity video, free, Updated
Measuring Calories video, ClosedCaptions, checked
Bean Power text page
Calories: Measuring the Energy text page, free
Review Energy-5 quest
Review Energy-2 practice
SC.5.P.10.1 Investigate and describe some basic forms of energy, including light, heat, sound, electrical, chemical, and mechanical.
The Science of Pizza video, checked
Measuring Calories video, ClosedCaptions, checked
Measuring Kinetic and Potential Energy video, checked
Solar Power video, checked
Why Things Go Bang video
Sunglass Science: Birefringence video, free, Updated
Noisy String video, checked
Spoon Bells video, checked
Making a Screamer video, free, Updated
The Singing Glass video, checked
Radioactive video, Updated, checked
Electricity video, free, Updated
Calories: Measuring the Energy text page, free
Review Energy-5 quest
Review Energy-2 practice

Utah

UT.8.IV.4.b Trace the conversion of energy from one form of energy to another (e.g., light to chemical to mechanical).
Measuring Kinetic and Potential Energy video, checked
The Rollback Can video, free, Updated
High Bounce video, checked

NGSS

4-PS3-2 Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
The Singing Glass video, checked
Electricity video, free, Updated
The Science of Pizza video, checked
Heating a Balloon video, ClosedCaptions, checked
Simple Circuits video, checked
Doppler Effect video, checked
How Heat Moves video, checked
Solar Power video, checked
Bottle Tones, part 1 video, checked
Bottle Tones, part 2 video, checked
Why Things Go Bang video
Noisy String video, checked
Spoon Bells video, checked
Making a Screamer video, free, Updated
A Real Tuning Fork text page
Comparing How Sound Moves Through Liquids and Gases text page
Review Energy-2 practice

Which of the following is a vertebrate?


A: crab

B: starfish

C: fly

D: tadpole

  1. A: crab

    No. Crabs have an exoskeleton. They are arthropods, which are invertebrates.

  2. B: starfish

    No. Starfish do not have a vertebral column or a notochord. They are echinoderms, which are invertebrates.

  3. C: fly

    No. Flies have an exoskeleton. They are insects, which are invertebrates.

  4. D: tadpole

    Yes! Tadpoles are amphibians. They have an internal skeleton, which includes a vertebral column. They are vertebrates.

Click to see which state standards this question tests, and which of my videos, experiments, and other resources support that topic.

Florida

SC.3.L.15.1 Classify animals into major groups (mammals, birds, reptiles, amphibians, fish, arthropods, vertebrates and invertebrates, those having live births and those which lay eggs) according to their physical characteristics and behaviors.
Feathers video, checked
A Walk in the Park video, checked
Scientific Names video, ClosedCaptions
Review Classify-2 practice
Review Classify-1 practice
Review Classify-3 practice
SC.6.L.15.1 Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains.
Scientific Names video, ClosedCaptions
Review Classify-2 practice
Review Classify-1 practice
Review Classify-3 practice

Utah

UT.4.V.3.b Use a simple classification system to classify unfamiliar Utah plants or animals (e.g., fish/amphibians/reptile/bird/mammal, invertebrate/vertebrate, tree/shrub/grass, deciduous/conifers).
A Walk in the Park video, checked
Scientific Names video, ClosedCaptions
Review Classify-2 practice
Review Classify-1 practice
Review Classify-3 practice
UT.7.V.2.c Generalize rules for classification.
Scientific Names video, ClosedCaptions
Review Classify-2 practice
Review Classify-1 practice
Review Classify-3 practice

NGSS

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