SCIENCE ASSESSMENTS
Sixth Grade
E.SE.06.11 Explain how physical and chemical weathering lead to erosion and the
formation of soils and sediments.
1. All of the following are examples of erosion EXCEPT:
A. The wind in the desert blows sand against a rock.
B. A glacier picks up boulders as it moves.
C. A flood washes over a riverbank, and the water carries small soil particles
downstream.
D. An icy winter causes the pavement in a road to crack.
Answer: B
2. Which process is mostly responsible for the breaking down of the rock cliff into sand-sized
sediment?
A.
B.
C.
D.
weathering
folding
faulting
precipitation
Answer: A
3. Which of the following processes most directly helps create soil from rocks?
A.
B.
C.
D.
melting
pressure
plate tectonics
weathering
Answer: D
4. Which of the following is an example of erosion?
A.
B.
C.
D.
Cold temperatures freeze the surface of a pond.
The wind blowing the topsoil from a freshly plowed piece of land.
During a drought, a pond dries up and all the fish die.
In fall, leaves change colors from green to orange.
Answer: B
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E.SE.06.12 Explain how waves, wind, water, and glacier movement, shape and reshape the
land surface of the Earth by eroding rock in some areas and depositing sediments in other
areas.
1. What is one thing that causes a river to deposit the sediment that it is transporting?
A.
B.
C.
D.
The gradient of the river increases.
The temperature of the water changes.
The number of organisms in the water decreases.
The flow of the river slows down.
Answer: D
2. Using the picture, what most likely caused this piece of rock to break free?
A.
B.
C.
D.
wind
earthquake
dynamite
gravity
Answer: D
3. Rain and running water can wash away soil. From which area is soil most likely to be washed
away?
A.
B.
C.
D.
A sloping area with bushes
A flat area with grasses
A flat area that is barren
A sloping area that is barren
Answer: D
4. Lily found four rocks of the same material in a riverbed. They had different shapes and sizes.
Which rock has most likely been carried the farthest down the river?
Answer: B
Sixth Grade Science Assessments – February 2009
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5. Four identical sand castles are shown below. Which sand castle will most likely be eroded
fastest by the wind?
A.
B.
C.
D.
Answer: C
E.SE.06.13 Describe how soil is a mixture made up of weather eroded rock and
decomposed organic material.
1. A road cut reveals layers in the soil. Why does soil have layers?
A.
B.
C.
D.
It has been sorted by particle size and density.
It is made from rock and other particles.
It was placed in layers by humans.
The layers have always been there.
Answer: A
2. Sand on a beach is covered by other layers of sand over time. The extra layers compress the
first layer, packing it tighter and tighter. Over time, the bottom layers of sand have formed
into sandstone, with colored bands showing the different layers. What kind of rock can
sandstone be classified as?
A.
B.
C.
D.
metamorphic rock
igneous rock
sedimentary rock
volcanic rock
Answer: C
3. When it rains, a soil holds water well and becomes moist and sticky. The soil probably
contains a large amount of ________.
A.
B.
C.
D.
silt
pebbles
sand
clay
Answer: D
Sixth Grade Science Assessments – February 2009
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4. Which of the following is composed of weathered rocks and decomposed organic material
from dead plants and animals?
A.
B.
C.
D.
soil
volcanoes
igneous rocks
mantle
Answer: A
5. Which best explains how soil is built up in flood plains?
A.
B.
C.
D.
Farmers add fertilizer, which makes new soil.
Plants break down into compost, which makes soil.
Sediment is deposited by rivers during floods.
Soil gets used up and the land becomes a desert.
Answer: C
E.SE.06.14 Compare different soil samples based on particle size and texture.
1. Where would the smallest particles of rock be found in a streambed?
A.
B.
C.
D.
In the strongest current
In the weakest current
Near the middle
At the beginning
Answer: A
2. A lake study reveals larger particles near the mouth of an incoming stream and smaller ones
in the center of the lake. What inference can be made from these observations?
A.
B.
C.
D.
The particles are being sorted by size.
The particles are made of different materials.
The particles are different densities.
The particles are traveling at different speeds.
Answer: A
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3. Sand with particles of the same size was gently shaken in a jar to see if layers would form.
What variable was being tested?
A.
B.
C.
D.
particle size
particle density
particle color
particle type
Answer: B
4. A streambed contains round rocks, all about the same size. Why are there no smaller
particles of sand and clay? Sand and clay
A.
B.
C.
D.
are denser.
have washed away
were never there
are too small to see
Answer: B
5. The illustration shows a braided network of river tributaries. What is the cause of this
pattern?
A. Local vegetation interrupts the river flow.
B. Eroded material is deposited and changes
the river flow.
C. Change in bedrock causes the river flow to
change.
D. Wind blows the river off course.
Answer: B
E.SE.06.41 Compare and contrast the formation of rock types (igneous, metamorphic, and
sedimentary) and demonstrate the similarities and differences using the rock cycle model.
1. Number 4 in the rock-cycle diagram shown indicates a process of
A.
B.
C.
D.
weathering, erosion, transportation, and deposition
crystal formation due to heat and pressure
melting under extremely high temperatures
cooling and solidifying
Answer: C
Sixth Grade Science Assessments – February 2009
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2. Rock layers may be forced deep underground and exposed to high temperatures and
pressures. These rocks change and become
A.
B.
C.
D.
rare metal
igneous rock
sedimentary rock
metamorphic rock
Answer: D
3. Rock that is made of material that has settled to the bottom of lakes and oceans and has been
compressed and hardened is
A.
B.
C.
D.
conglomerate rock
volcanic rock
sedimentary rock
metamorphic rock
Answer: C
4. Igneous rock and sedimentary rock can be transformed into metamorphic rock by similar
processes. Explain these processes.
Answer: Credited responses include: Factors, Heat, Pressure, Chemical reactions,
Explanation: When igneous and sedimentary rocks are buried in the earth, great pressure,
intense heat, and chemical reactions cause them to change into different rocks, (rocks with
different structures). The heat may be due to high temperatures that occur when rocks are
deep in the earth or when they are near a mass of magma.
Sixth Grade Science Assessments – February 2009
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E.ST.06.31 Explain how rocks and fossils are used to understand the age and geological
history of the earth (timelines and relative dating, rock layers).
1. The cross section below shows sedimentary rock layers containing fossils. Assuming that
these rock layers have not been overturned, which fossil is in the layer that was formed most
recently?
A.
B.
C.
D.
Answer: B
2. A newspaper article reported that a fossil was found that was 200,000 years old according to
generally accepted radioactive dating procedures. A letter to the editor of the newspaper
disputed the accuracy of the age determination because the fossil was found closer to the
Earth’s surface than were previously discovered fossils of the same age. Which of the
following would be an appropriate argument against the letter writer’s claim?
A.
B.
C.
D.
Older rock layers commonly lay deeper underground than younger ones.
Older rock layers may be pushed closer to the surface by geologic processes.
The age of a rock layer can often help in determining the age of the fossils it contains.
Fossils form only under certain conditions.
Answer: B
3. In an area where a river has cut deep into Earth, there are several layers of very different rock
exposed. The oldest rock layer is most likely to be the layer that is
A.
B.
C.
D.
below the other layers
the thickest layer
the most rich in fossils
igneous intrusive rock
Answer: A
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4. The diagram shows a side view of a surface mine. How might the rocks in the diagram be
useful in studying the evolution of life in the surrounding area?
A. They may contain fossils which can be
compared to the age of the rocks.
B. There may be bones of modern-day animals
mixed in with the rock piles.
C. Building the mine may have caused local
animals to move to a new environment.
D. When the mine is abandoned, new animals may
move in to the area and can be studied.
Answer: A
E.ST.06.41 Explain how Earth processes (erosion, mountain building, and glacier
movement) are used for the measurement of geologic time through observing rock layers
1. When studying a stack of rock layers, the _______ layers are usually toward the bottom, and
the _______ layers are usually toward the top.
A.
B.
C.
D.
darker, lighter
older, younger
younger, older
lighter, darker
Answer: B
2. A geologist is studying rock layers in a river delta. The layers are buried at a shallow depth
beneath sediment that the river is depositing today. Just like the sediment on top, the
sediment in the rock layers was deposited by the river. How might the geologist estimate how
long it took to deposit the sediment seen in the rock layers?
A. The only way to estimate the time needed would be to sit for a few hours and watch
new layers form.
B. Use the layers’ thickness and the current rate of deposition to calculate the time.
C. Time how long it takes to dig a trench as deep as the rock layers.
D. Construct a box as tall as the rock layers, and time how long it takes to fill it with a
shovel.
Answer: B
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3. A geologist is studying an ancient stack of rock layers. Most of the layers contain fossils of
shallow marine creatures (clams, corals, etc.), suggesting the layers formed in a shallow
ocean environment. But at the top of the stack, there is layer that could only have been
deposited by a river. What does this drastic change in rock layers tell the geologist about
Earth’s history in the area where these layers formed? (Assume the layers have not changed
position since they formed.)
A. The environment changed suddenly from a river system to a shallow ocean setting.
B. A mass extinction caused a river system to form where there used to be a shallow
ocean setting.
C. A volcanic eruption must have occurred nearby, which scared the sea creatures away.
D. The environment changed suddenly from a shallow ocean setting to a river system.
Answer: D
4. The diagram below shows a stack of rock layers. These
layers have not changed position since they formed.
Examine the diagram, and answer the question that follows.
If the age of Layer 4 is 400 million years and the age of
Layer 1 is 500 million years, then the age of Layer 3 is
A.
B.
C.
D.
younger than 400 million years.
500 million years.
between 400 million and 500 million years.
older than 500 million years.
Answer: C
E.ST.06.42 Describe how fossils provide important evidence of how life and environmental
conditions have changed.
1. The fossils that are found in the oldest layers of sedimentary rock were formed from which
types of organisms?
A.
B.
C.
D.
only organisms that lived in the sea
only organisms that lived on land
only organisms that lived in the air
organisms that lived on the land, in the sea and in the air
Answer: A
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2. The picture shows a limestone building block. Which of these best shows that the limestone
was formed from ocean sediments?
A.
B.
C.
D.
The position of the fossils
The number of fossils
The type of fossils
The size of the fossils
Answer: C
3. An unusual type of fossil clam is found in rock layers high in the Swiss Alps. The same type
of fossil clam is also found in the Rocky Mountains of North America. From this, scientists
conclude that
A.
B.
C.
D.
glaciers carried the fossils up the mountains
the Rocky Mountains and the Swiss Alps are both volcanic in origin
clams once lived in mountains, but have since evolved into sea-dwelling creatures
the layers of rocks in which the fossils were found are from the same geologic age
Answer: D
4. Archaeopteryx (ar-kay-op-ter-icks) is the name given to a creature that lived about 145
million years ago. This creature had feathered wings that enabled it to fly, but its skeleton
resembled that of a small carnivorous dinosaur. It is believed to have been cold-blooded. This
creature was first discovered in Germany in a layer of ground associated with the Jurassic
period. Which of the following conclusions is MOST accurate based on the fossilized
remains of Archaeopteryx?
A.
B.
C.
D.
Archaeopteryx is possibly the ancestor of modern birds.
Birds are not related to dinosaurs.
All dinosaurs were capable of flight.
Archaeopteryx existed only in Germany.
Answer: A
E.SE.06.51 Explain plate tectonic movement and how the lithospheric plates move
centimeters each year.
1. How can Earth’s plates move?
A.
B.
C.
D.
They only can move toward each other.
They only move toward each other or pull apart.
They only collide or slide along each other.
They can collide, pull apart, or slide against each other.
Answer: D
Sixth Grade Science Assessments – February 2009
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2. About how much do crustal plates move each year?
A.
B.
C.
D.
5-10 kilometers
5-10 miles
5-10 centimeters
5-10 meters
Answer: C
3. Why do lithospheric plates move constantly?
A.
B.
C.
D.
volcanic activity
tidal drift
lunar gravity
mantle movements
Answer: D
4. When the lithospheric plates rub past each other,
A.
B.
C.
D.
an ocean is spreading elsewhere in the world.
mountain ranges are formed.
pressure builds up, and then it is suddenly released.
a new continent is formed.
Answer: C
E.SE.06.52 Demonstrate how major geological events (earthquakes, volcanic eruptions,
mountain building) result from these plate motions.
1. What is often formed when two continental plates collide?
A.
B.
C.
D.
mountains
faults
volcanoes
islands
Answer: A
2. Mountains occur mostly where
A.
B.
C.
D.
there is a lot of water erosion.
glaciers move boulders into piles.
sinkholes cause surrounding land to collapse.
two plates collide causing land to fold or rise.
Answer: D
Sixth Grade Science Assessments – February 2009
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3. Movement of Earth’s crust along plate boundaries produces
A.
B.
C.
D.
fronts
hurricanes
tides
earthquakes
Answer: D
4. The diagram shows the Pacific Ring of Fire. Earthquakes and volcanic activity occur along
the Ring of Fire. Which of the following best explains why?
A.
B.
C.
D.
It is located at the boundaries of tectonic plates.
It is located at the boundary of deep and shallow water.
It is located where the major ocean currents meet.
It is located where ocean temperature is the highest.
Answer: A
5. According to the theory of plate tectonics, the movement of plates can form mountain ranges
and valleys. Within the next 100 million years, the Great Rift Valley in Africa will most
likely become a
A.
B.
C.
D.
folded mountain range
flat eroded plain
desert covered with lava
wider and deeper valley
Answer: D
E.SE.06.53 Describe layers of the Earth as a lithosphere (crust and upper mantle),
convecting mantle, and dense metallic core.
1. Look at the diagram. The crust is part of which of Earth’s layers?
A.
B.
C.
D.
the inner core
the outer core
the mesosphere
the lithosphere
Answer: D
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2. The lithosphere (made of Earth’s crust and the very top part of the mantle) is a stiff outer
layer of the Earth. Convection in the _______ helps move pieces of the lithosphere around.
A.
B.
C.
D.
outer core
crust
mantle
inner core
Answer: C
3. Which layer of the Earth is the coolest in temperature?
A.
B.
C.
D.
the mantle
the inner core
the outer core
the crust
Answer: D
4. Many scientists believe that crustal plate movement occurs because of convection cells
contained in Earth’s
A.
B.
C.
D.
crust
outer core
mantle
inner core
Answer: C
E.SE.06.61 Describe the Earth as a magnet and compare the magnetic properties of the
Earth to that of a natural or manufactured magnet.
1. Just like the field of a bar magnet, the Earth’s magnetic field lines are _______ near its
magnetic poles.
A.
B.
C.
D.
absent
closest together
farthest apart
weakest
Answer: B
Sixth Grade Science Assessments – February 2009
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2. Just like other magnets, the Earth has
A.
B.
C.
D.
only one magnetic pole.
two negatively charged magnetic poles.
has two magnetic poles with opposite charges.
two positively charged magnetic poles.
Answer: C
3. Which of the following is true about Earth’s magnetic field?
A.
B.
C.
D.
It is weakest near the north and south magnetic poles.
It is absent near the north and south magnetic poles.
It is present only near the north magnetic pole.
It is strongest near the north and south magnetic poles.
Answer: D
4. Which one of Earth’s interior layers has a strong magnetic pull?
A.
B.
C.
D.
Ring of Fire
biosphere
dense metallic core
lithosphere
Answer: C
5. The diagram shows that the magnetic field of Earth is similar to that of a bar magnet. At
which location is Earth’s magnetic field the strongest?
A.
B.
C.
D.
1
2
3
4
Answer: D
Sixth Grade Science Assessments – February 2009
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E.SE.06.62 Explain how a compass works using the magnetic field of the Earth, and how a
compass is used for navigation on land and sea.
1. A compass is an instrument used for navigation. The needle of a compass generally points
North. A compass needle must be positioned correctly before the directions shown on the
compass are accurate. The correct position is that the “N” on the compass lines up with the
North-pointing needle. Captain Krager is a sailor who is trying to sail to Australia. To get to
Australia, he needs to sail Southwest. Which of the following pictures shows a correctly
positioned compass for his journey?
A.
B.
C.
D.
Answer: D
2. The diagram shows a compass needle with its North and South poles labeled (N and S). It is
placed next to a strong magnet as shown in the diagram.
A. Draw the compass needle in the circle on the diagram. Label the North and South
poles of the needle.
B. Explain your answer using your knowledge of magnets.
Answer: The north pole of the bar magnet will attract the South Pole on the compass
because opposite poles attract.
Sixth Grade Science Assessments – February 2009
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3. The Earth has a magnetic field that acts as if there is a
giant bar magnet buried inside of it. A compass is a tool
that detects magnetic fields. When no local fields are
present, a compass will detect Earth’s magnetic field. The
arrow of a compass generally points north, so a person
using a compass can tell which direction (North, South,
East, or West) he or she is facing. Cristina is lost in the
woods. Luckily, she has a compass. How can she use the
compass to help find her way out?
A. She can use the compass to detect water sources in the area because streams also have
a strong magnetic field around them.
B. She can use the compass to point her in a specific direction and continue walking in
that direction until she gets out of the forest.
C. She can use the compass to show her the position of the Sun in the sky because the
compass arrow will follow the Sun’s movements.
D. She can use the compass to call for help and someone will come and show her the
way out.
Answer: B
4. The fact that a compass needle is designed to always point north tells us what?
A.
B.
C.
D.
Most compasses needed to be set.
There’s too much static in the air.
The solar rays affect magnetism.
Earth is surrounded by a magnetic field.
Answer: D
5. During a science activity, Lee noticed when you place a strong magnet near a compass; the
compass’s needle will line itself with opposite poles together. Also that when he moved the
magnet around the compass and the needle will always follow the magnet. How could Lee’s
observation with a magnet and a compass relate to Earth’s magnetic field?
A.
B.
C.
D.
Earth itself is a giant magnet.
The compass’s needle is weak.
Magnets will mess up a compass.
Earth’s gravity affects magnetism.
Answer: A
Sixth Grade Science Assessments – February 2009
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P.CM.06.11 Describe and illustrate changes in state, in terms of the arrangement and
relative motion of the atoms or molecules.
1. The diagram above shows some candle wax dripping off a candle and forming a puddle.
Later, the puddle hardened. Which properties of the candle wax changed?
A.
B.
C.
D.
Only the state of matter changed
Only the state of matter and the shape changed.
Only the state of matter and the kind of material changed.
The state of matter, the shape, and the kind of material changed.
Answer: B
2. On a hot summer day, Alex bought an ice cream cone. After a few minutes, ice cream was
running down the cone and on his hand. Which BEST explains the physical changes of the
ice cream?
A.
B.
C.
D.
The molecules of ice cream began to vibrate faster and slip and slide past each other
The molecules of ice cream began to melt.
The ice cream molecules dissolved in the heat from the sun.
The molecules of ice cream began to vibrate faster and moved a great distance apart.
Answer: A
3. In the month of January, when the temperature was -5 degrees Celsius, Yolanda was walking
outside with her glasses on. When she entered a warm building, her glasses fogged up and
she could not see through them. Which BEST describes why her glasses fogged up?
A. Heat energy transferred out of the water vapor that surrounded her glasses and the
water vapor condensed.
B. Her glasses absorbed heat energy and liquid water became steam.
C. Water vapor increased in temperature and melted into a liquid.
D. Molecules of water began to vibrate faster and condensed on her glasses.
Answer: A
4. After Rob cooked some frozen corn in a pan of boiling water, he turned off the stove and
placed a clean, dry lid on the pan. An hour later, he removed the lid and saw drops of water
on the inside of the lid. Which process BEST describes what happened when the water
collected on the lid?
A. condensing
B. evaporating
C. melting
D. freezing
Answer: A
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5. Mary had some ink on her hand. Her mother told her to put some alcohol on a cotton ball and
rub the ink off. Mary did this and noticed that the liquid alcohol evaporated quickly from her
hand. The disappearing liquid alcohol turned into
A. air.
B. a gas.
C. oxygen, hydrogen, and carbon.
D. nothing.
Answer: B
6. Which statement below BEST describes the motions and arrangement of molecules in liquid
tap water?
A.
B.
C.
D.
fixed vibration with regular arrangement
random motion and closely packed
random motion and widely separated
fixed vibration and closely packed
Answer: B
P.CM.06.12 Explain how mass is conserved as a substance changes from state to state in a
closed system.
1. Look at the picture. If the bucket were left outside on a hot day, but brought inside before any
evaporation occurred, how would the mass be affected?
A.
B.
C.
D.
The mass would not be affected.
The mass would be less.
The mass would be greater.
There would be no mass.
Answer: A
Sixth Grade Science Assessments – February 2009
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2. A teacher places a ribbon of magnesium on a wire and suspends it in a flask. She then seals
the flask and runs electricity through the wire to ignite the magnesium. After the magnesium
is completely burned, a student notices a white powder in the bottom of the flask. The mass
of the flask system (the flask and its contents) is determined before and after the magnesium
is ignited. Which statement correctly
compares the mass of the flask system
before the magnesium burned with the mass
of the flask system after the magnesium
burned?
A. The mass of the flask system before burning is greater than the mass of the flask
system after burning.
B. The mass of the flask system before burning is less than the mass of the flask system
after burning.
C. The mass of the flask system before burning is the same as the mass of the flask
system after burning.
D. The mass of the flask system before burning is not related to the mass of the flask
system after burning.
Answer: C
3. Ms. Bristol measured the mass of a closed beaker containing several ice cubes. The mass was
100 g. An hour later, after the ice cubes had melted, Ms. Bristol measured the mass of the
beaker again. What was the mass of the beaker of water the second time?
A.
B.
C.
D.
50 g
75 g
100 g
125 g
Answer: C
4. Steven filled an ice tray nearly full with water. When he took the tray out of the freezer, the
ice extended above the top of the tray. He wondered if there had been a change in the amount
of substance in the tray. Which is the BEST measure to find any change in the amount of
substance in the ice tray?
A.
B.
C.
D.
mass
volume
area
density
Answer: A
Sixth Grade Science Assessments – February 2009
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P.EN.06.11 Identify kinetic or potential energy in everyday situations (for example:
stretched rubber band, objects in motion, ball on a hill, food energy).
1. Which statement best describes the energy changes that occur while a child is riding on a sled
down a steep, snow-covered hill?
A.
B.
C.
D.
Kinetic energy decreases and potential energy increases.
Kinetic energy increases and potential energy decreases.
Both potential energy and kinetic energy decrease.
Both potential energy and kinetic energy increase.
Answer: B
2. The diagram below shows a boulder rolling down a hill into a valley and then up the opposite
hill. At which position does the boulder have the greatest kinetic energy?
A.
B.
C.
D.
A
B
C
D
Answer: B
3. Which of these has kinetic energy?
A.
B.
C.
D.
Answer: A
4. The location on the track where the train has the greatest potential energy is __________
A.
B.
C.
D.
4
3
2
1
Answer: D
Sixth Grade Science Assessments – February 2009
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5. Potential energy that is related to an object’s height above the ground is known as
__________ potential energy.
A.
B.
C.
D.
gravitational
elastic
chemical
electrical
Answer: A
P.EN.06.12 Demonstrate the transformation between potential and kinetic energy in simple
mechanical systems (for example: roller coasters, pendulums).
1. Study the diagram of the rollercoaster above. Position A is the starting point for the
rollercoaster. At which position will the first rollercoaster car have the most potential
energy?
A.
B.
C.
D.
Position A
Position B
Position C
Position D
Answer: A
2. The object shown in the picture uses the kinetic energy of moving water to make _____.
A.
B.
C.
D.
solar power
electricity
mechanical energy
light and heat
Answer: B
3. Does a baseball have kinetic energy right after it has been pitched?
A.
B.
C.
D.
no, because it isn’t living
yes, because it is moving
yes, because it is moving very fast
no, because it isn’t large enough to have energy
Answer: B
Sixth Grade Science Assessments – February 2009
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4. Study the diagram of the rollercoaster above. Position A is the starting point for the
rollercoaster. At which position will the first rollercoaster car have the most kinetic energy?
A.
B.
C.
D.
Position A
Position B
Position C
Position D
Answer: C
5. Amy is at basketball practice. She is about to shoot a free throw. When she
releases the ball
A.
B.
C.
D.
the ball will have neither kinetic energy nor potential energy.
the ball will not have kinetic energy but will have potential energy.
the ball will have kinetic energy and potential energy.
the ball will have kinetic energy but will not have potential energy.
Answer: C
6. Spring 1 and Spring 2 were the same. Then, Spring 1 was pushed together a little and
clamped in place. Spring 2 was pushed together a lot and clamped. Which spring has more
stored energy?
A.
B.
C.
D.
Spring 1
Spring 2
Both springs have the same energy
You cannot tell unless you know what the springs are made of
Answer: B
P.EN.06.41 Explain how different forms of energy can be transferred from one place to
another by radiation, conduction, or convection.
1. In this experiment what kind of energy is changed directly into magnetic energy?
A.
B.
C.
D.
Heat Energy
Electrical Energy
Chemical Energy
Light Energy
Answer: B
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2. The diagram shows a Bunsen burner heating a beaker of water on a beaker stand. The arrows
represent the transfer of heat energy in the water. Which process is primarily responsible for
the transfer of heat indicated by the arrows in the beaker of water?
A.
B.
C.
D.
conduction
radiation
convection
Condensation
Answer: C
3. Convection is the result of
A.
B.
C.
D.
the lack of heat transfer
colder portion of liquids rising
increase in the density of a solid
currents caused by the motion of heated molecules
Answer: D
4. Air in the atmosphere continuously moves by convection. At the equator, air rises; at the
poles, it sinks. This occurs because
A.
B.
C.
D.
the Earth’s ozone layer is thinner at the equator than at the poles
the Earth’s magnetic field is stronger at the poles than at the equator
warm air can hold less water vapor than can cold air
warm air is less dense than cold air
Answer: D
5. Which of the following is an example of conduction?
A.
B.
C.
D.
Leftovers become warm when reheated in the microwave.
A dog’s bowl of water warms up out in the sun.
Campers warm up while sitting by a campfire.
A metal spoon becomes warm when placed in a cup of hot tea.
Answer: D
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P.EN.06.42 Illustrate how energy can be transferred while no energy is lost or gained in the
transfer.
1. Which statement is true about energy changes?
A.
B.
C.
D.
Energy can be created and destroyed.
Energy can be created but not destroyed.
Energy cannot be created or destroyed.
Energy can be destroyed but not created.
Answer: C
2. The law of _______________ of energy states that energy cannot be created or destroyed.
A.
B.
C.
D.
transformation
absorption
conservation
stability
Answer: C
3. A heater is placed in the middle of a room and set to heat to 200°C. The temperature is taken
1 cm from the heater, 10 cm from the heater, and 100 cm from the heater. The following data
is obtained. What can be concluded from the data?
DISTANCE
1
10
100
A.
B.
C.
D.
TEMPERATURE (°C)
190
110
40
The closer an object is to a heat source, the more it will be heated.
Heat cannot be transferred unless objects are in contact with each other.
Air is attracted to the heater and moves toward it.
A heater can only heat a room for a short amount of time.
Answer: A
4. When energy changes from one form to another, some energy is always changed to:
A.
B.
C.
D.
sound
electricity
heat
light
Answer: C
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L.OL.06.51 Classify organisms (producers, consumers, and decomposers) based on their
source of energy for growth and development.
1. Which of the following living things in the pond system uses the energy from sunlight to
make its own food?
A.
B.
C.
D.
Insect
Frog
Water lily
Small fish
Answer: C
2. In this food web, which organism has the
greatest number of food sources?
A.
B.
C.
D.
Hawk
Mouse
Snake
Shrew
Answer: A
3. In the food web shown, which of the following consumers eats only producers?
A.
B.
C.
D.
Hawk
Mice
Owl
Fox
Answer: B
4. How are humans classified in a food chain?
A.
B.
C.
D.
Producers
Manufacturers
Decomposers
Consumers
Answer: D
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5. The diagram shows a food web in a large park. Each circle represents a different species in
the food web. Which of the organisms in the food web could be referred to as primary
consumers?
A.
B.
C.
D.
7 only
5 and 6 only
2, 3, and 4 only
2, 5, and 7 only
Answer: C
6. An incomplete food web has been drawn for you. Complete it by filling in each of the empty
circles with the number of the correct animal or plant from the list. Remember that the
arrows represent energy flow and go from the provider to the user.
1.
2.
3.
4.
Caterpillar
Corn
Hawk
Snake
Mouse
Sunlight
Oak
Tree
Owl
Corn
Answer:
Mouse
Snake
Sunlight
Robin
Oak tree
Cater
pillar
Sixth Grade Science Assessments – February 2009
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Robin
L.OL.06.52 Distinguish between the ways in which consumers and decomposers obtain
energy.
Use food web to answer questions 1-4
1. Identify a producer in this food web.
Answer: Green Plant
2. Identify an herbivore in this food web.
Answer: Grasshopper
3. Identify a carnivore in this food web.
Answer: Frog, Owl, Snake
4. Identify an omnivore in this food web.
Answer: Mouse
5. One role of a producer in a food chain is to provide
A.
B.
C.
D.
water for plants
sunlight for plants
nutrients for animals
shelter for animals
Answer: C
6. How do decomposers obtain their food?
A.
B.
C.
D.
hunting and killing prey for food
changing carbon dioxide and water into food
absorbing food from dead organisms
producing food from oxygen and sunlight
Answer: C
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7. Which living things in the pond system break down dead plants and animals?
A.
B.
C.
D.
Green algae
Bacteria
Rushes
Frogs
Answer: B
8. Finish the diagram of a food web in the pond. The food web
shows what eats what in the pond system. Draw arrows in the
diagram from each living thing to the things that eat it. (The first
arrow is drawn for you.)
Small Fish
Insect
Frog
Answer:
Algae
L.EC.06.11 Identify and describe examples of populations, communities, and ecosystems
including the Great Lakes region.
1. Zebra mussels were introduced into the Great Lakes region in the 1960s. They are not a
native species and they spread quickly throughout the area. Zebra mussels attach to other
species of mussels and often kill them. They also use up resources that native mussel species
depend on for survival. As a result, zebra mussels have almost completely gotten rid of
native mussels in the Great Lakes region. Based on the information below, what type of
interaction do the zebra mussels have with the native mussels?
Organismal Function: a bodily function, such as heart rate or body temperature, that affects
an individual organism
Population Interaction: an interaction between members of the same species, such as
mating
Community Interaction: an interaction between members of different species, such as
predator/prey interactions or competition between two or more different species
Ecosystem Interaction: an interaction between the biotic and abiotic factors of an
ecosystem, such as a drought killing many different plant and animal species in an area
A.
B.
C.
D.
community interaction
organismal function
population interaction
ecosystem interaction
Answer: C
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2. All communities include populations of producers, consumers, and decomposers. Which of
the following is a consumer in a meadow community?
A.
B.
C.
D.
mushroom
dragonfly
daisy
algae
Answer: B
3. The Great Lakes region has both biotic and abiotic components. Abiotic components include
water, temperature, rainfall, and geological features. Biotic components include the entire
animal and plant species in the area. The ecosystem of the Great Lakes includes
____________________.
A.
B.
C.
D.
only the plant and animal species that live in the Great Lakes region
only the animal species that live in the Great Lakes region
all of the biotic and abiotic components of the Great Lakes region
only the abiotic components of the Great Lakes region
Answer: C
4. Populations living in one place form a
A.
B.
C.
D.
community
habitat
system
species
Answer: A
5. Why are the fish able to survive in the pond?
A.
B.
C.
D.
The fish use carbon dioxide produced by the plants.
The fish use oxygen produced by the plants.
The plants use oxygen produced by the fish.
The plants use chlorophyll produced by the fish.
Answer: B
6. The main source of energy for this pond community is the
A.
B.
C.
D.
plants
pond water
sun
animals
Answer: C
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L.EC.06.21 Describe common patterns of relationships between and among populations
(competition, parasitism, symbiosis, predator/prey).
1. Which event is the best example of competition between species in a pond environment?
A.
B.
C.
D.
dragonflies landing on lily pads
frogs and toads eating flies
lizards and snakes lying in the sun
hawks eating mice
Answer: B
2. Competition is most likely to occur between which two organisms?
A.
B.
C.
D.
deer and butterflies
owls and bacteria
goldfish and rabbits
grass and strawberry plants
Answer: D
3. In the pond, small fish eat algae. What predator might eat the small fish in the pond system?
A.
B.
C.
D.
Butterfly
Another small fish
Dragonfly
Raccoon
Answer: D
4. The Venus flytrap is a plant that both produces its own food through photosynthesis and
obtains nutrients by consuming insects. Which of the following best describes the
relationship between the Venus flytrap and the fly?
A. competitive
B. parasitic
C. predator-prey
D. invertebrate-vertebrate
Answer: C
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L.EC.06.22 Explain how two populations of organisms can be mutually beneficial and how
that can lead to interdependency.
1. Rebecca noticed that the leaves on her rose bushes were getting
eaten by insects as shown in the picture. Rebecca was planning to
use insect spray to kill the insects. Her friend Gwen said that the
insect spray might kill other insects that are important for some of
the flowering plants in the garden. Why are some insects important
for flowering plants?
Answer: Insects transfer the flower’s pollen to other flowers. They
maintain natural plant communities.
2. The diagram shows an example
of interdependence among
aquatic organisms. During the
day the organisms either use up
or give off (a) or (b) as shown
by the arrows. Choose the right
answer for (a) and (b) from the
alternatives given.
A.
B.
C.
D.
(a) is oxygen and (b) is carbon dioxide.
(a) is oxygen and (b) is carbohydrate.
(a) nitrogen and (b) is carbon dioxide.
(a) is carbon dioxide and (b) is oxygen.
Answer: A
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3. Northwest of Michigan’s Upper Peninsula, in Lake Superior, is Isle Royal National Park. In
the early 1900’s, moose arrived on the island. With no predators on the island, and plenty of
water plants, twigs, and leaves for the moose to feed on, the moose population increased
greatly. By the 1930’s, the food was depleted, and hundreds of moose starved. Following a
fire, the food supply – and the moose – recovered. About 10 years later the food dwindled
again, and the moose starved once more. During the 1948-1949, as a result of an extremely
cold winter, Lake Superior froze over. A pack of eastern timber wolves migrated across the
ice from Canada and established themselves on the island. The wolf population now numbers
between 25 and 40. The wolves kill the very young, very old, sick or weak moose. The
moose population, at a ration of about 30 moose per wolf, is now stable and healthy. The
balance is aided by a population of beaver, which builds dams for ponds and beaver
meadows, supplying the moose with additional plant growth. How do the moose benefit from
the beaver population?
A.
B.
C.
D.
The beaver increase the water supply by building dams.
The beaver create an environment favorable to plant growth.
The beaver have no effect on the survival of the moose.
The beaver are an alternative food source for the moose.
Answer: B
L.EC.06.23 Predict how changes in one population might affect other populations based
upon their relationships in the food web.
1. Which statement would be true if the owl population disappeared?
A.
B.
C.
D.
The mouse population would increase.
The carrot population would increase.
The fox population would decrease.
The rabbit population would decrease.
Answer: A
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2. Suppose that one spring a new type of large fish was put into the pond. So many were put in
that there were twice as many fish as before. By the end of the summer, what would happen
to the large fish that were already in the pond? Explain why you think these new large fish
would have this effect.
Answer: The new large fish and the old large fish will have to compete for food. The
population of all medium to smaller size fish will diminish. When this happens,
some bird populations will decrease because there is less of their food source
available. The population of minnows may dwindle to nothing, because they are
being eaten by both the medium and large fish. When there are little to no
minnows left, the algae population will rise. Due to the rise in the algae
population, aquatic invertebrates will increase.
3.
The picture shows a pond ecosystem. What would most likely happen if all the lily plants
were removed from the community?
A.
B.
C.
D.
there would be more kinds of animals in the pond
the pond water current would be slower
There would be more oxygen in the air
The animals would have fewer places to hide
Answer: D
4. Which of these species would be most in danger of
becoming extinct if one of their food sources became
unavailable?
A.
B.
C.
D.
Polar Bear
Panda
Brown Bear
Black Bear
Answer: B
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L.EC.06.31 Identify the living (biotic) and nonliving (abiotic) components of an ecosystem.
1. The picture above shows part of a savanna ecosystem. Which of the following lists only
biotic components of this ecosystem?
A.
B.
C.
D.
elephant, bird, water
elephant, bird, grass
water, dirt, air
bird, water, grass
Answer: B
2. Taiben went on a walk in the forest. He saw a deer grazing in the grass, a bird eating a berry,
a fish swimming in a creek, and a fox catching a rabbit.
________________ is an action that has both a biotic and an abiotic component involved.
________________ is an action that involves only biotic components.
A.
B.
C.
D.
A bird eating a berry; a deer grazing in the grass
A deer grazing in the grass; a fox catching a rabbit
A fox catching a rabbit; a fish swimming in a creek
A fish swimming in a creek; a bird eating a berry
Answer: D
3. Some ecosystems—such as forests, estuaries, and grasslands—have many plants. Other
ecosystems, such as deserts, have few plants. Which is a nonliving factor that helps
determine ecosystem type?
A.
B.
C.
D.
the amount of water available
the number of insects present
the kind of plants present
the kind of animals present
Answer: A
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4. The diagram represents a cross section of a lagoon and some of its aquatic organisms. A
magnified view (400X magnification) of each organism is shown.
Choose one of the organisms in the diagram. Identify two nonliving resources the organism
needs to live. Explain how the organism uses each of the two nonliving resources.
Answer: Water Lily cell: 1. Sun- to gain energy to produce own food. 2. Water- to grow.
Fish cell: Water- to live in and to obtain nutrients 2. Oxygen- to breathe
Paramecium Cell: 1. Oxygen: to breathe 2. Water to live in
5. Which one of these refers only to living things?
A.
B.
C.
D.
clouds, fire, rivers
fire, rivers, trees
rivers, birds, trees
birds, trees, worms
Answer: D
L.EC.06.32 Identify the factors in an ecosystem that influence changes in population size.
1. Which effect does a decrease in sunlight have on a pond ecosystem?
A.
B.
C.
D.
an increase in oxygen levels
a decrease in the nitrogen levels
an increase in the algae population
a decrease in the algae population
Answer: D
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2. If all green plants died, would lions survive?
A.
B.
C.
D.
Yes, lions do not eat green plants.
Yes, lions could still eat other animals.
No, the animals that lions eat need to eat green plants.
No, they would have no more plants to eat.
Answer: C
3. A slow but gradual change in an ecosystem is
A.
B.
C.
D.
succession.
habitation.
biotic evolution.
climax community.
Answer: A
L.EC.06.41 Describe how human beings are part of the ecosystem of the Earth and that
human activity can purposefully, or accidentally, alter the balance in ecosystems.
1. If a rainstorm washed some fertilizer from a nearby field into the pond, what would happen
to the algae in the pond system after one month? Why do you think the fertilizer would affect
the algae this way?
Answer: Algae would increase because fertilizer makes plants grow and is good for the
soil (puts nutrients in)
2. A new species of fish was released into a lake. State two unwanted outcomes that could arise
from the introduction of this new species.
Answer: 1) smaller fish population will diminish. 2) Birds will lose food source. 3) More
competition for food sources. 4) More algae because smaller fish population.
3. A company built a paper plant on 90 acres of land in a local community. The company
employs 800 people and uses local timber to make the paper.
A. Describe a situation that might harm the environment as the company operates its
paper plant.
B. Describe a way that the company might prevent this damage to the environment in the
future.
Answers could vary: A. Chemicals enter the ecosystem through water disposal.
B. Proper filtering systems to remove chemicals.
Sixth Grade Science Assessments – February 2009
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4. The diagram shows a community consisting of snakes, mice and wheat plants. What would
happen to this community if people killed all of the snakes?
Answer: The population of mice would increase because the snakes are not around to eat
them. The overpopulation of mice would destroy the wheat plants through
consumption.
5. The quality of air is monitored by the government to determine whether a city needs to take
steps to control air pollution. To best measure air quality, the air should be tested _____
A.
B.
C.
D.
At night when the air is less polluted.
Several times a day in all types of weather.
Once a year on a day with very little vehicle traffic.
Once a day during rush hour when the most cars are on the road.
Answer: B
L.EC.06.42 Predict possible consequences of overpopulation of organisms, including
humans, (for example: species extinction, resource depletion, climate change, pollution).
1. What is a likely consequence of cutting down rain forests?
A.
B.
C.
D.
A reduction in the amount of air pollution on Earth
An increase in the number of plants living on Earth
A reduction in the variety of organisms living on Earth
An increase in the number of arctic ecosystems on Earth
Answer: C
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2. A species of giant pandas lives only in central China. Bamboo, a tall, green tropical plant, is
the main food source for these animals. Large areas of bamboo are being cut down in central
China to make room for growing other crops. What will most likely happen to these giant
pandas?
A.
B.
C.
D.
They will become endangered or extinct.
They will migrate to warmer areas of China.
They will become carnivores.
They will begin to live in caves.
Answer: A
3. If surface or ground water in an ecosystem becomes polluted, what will happen to the
ecosystem?
A.
B.
C.
D.
The ecosystem will receive less rain.
The ecosystem will become unhealthy.
More animals will move to the ecosystem.
The ecosystem will become larger.
Answer: B
4. Only 3% of the Earth’s water is fresh water. Of that, only 1% is easily accessible surface
water. In what ways does population growth affect the water supply?
A. There is plenty of water. More people will not affect the water supply
B. Three-fourths of the Earth’s surface is covered by water, so the water supply is not a
concern
C. The more people there are, the less water there is per person
D. An increase in population will cause global warming and melt the glaciers. This will
solve any water shortages
Answer: C
5. What might happen in an ecosystem if the population of one species grows unusually fast?
A.
B.
C.
D.
The food that the species eats might start growing more quickly
Another species that eats the same food might also increase in population.
The predators that prey upon the growing species might begin to starve.
Another species that eats the same food might decrease in population
Answer: D
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6. Which of the following statements is true?
A.
B.
C.
D.
Some plants are considered abiotic components of an ecosystem
Temperature range is always a biotic component of an ecosystem
Animals are always biotic components of an ecosystem
In many ecosystems, water is considered a biotic component of the ecosystem
Answer: C
Sixth Grade Science Assessments – February 2009
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