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Practice Test 11 - 1st Grade Science

20 questions. Answer them in any order, then submit to see your score and every explanation.

  1. Look at Sofia's chart. What differences did she observe?
  2. Marcus saw the moon high, then later it was low. What does this tell you?
  3. Read how Jamal improved his dinner bell. Test showed the bell did not work when his door was closed because the sound was blocked. Jamal moved the bell to the stairway and tested again with the door closed. He heard the rings. How did Jamal improve the device?
  4. Problem: Crayons kept getting mixed up in one box. Materials: a shoebox, cardboard strips, tape. Emma and Jamal built a model divider box by taping cardboard strips inside the shoebox. Shape features: the dividers made four sections. They tested it by putting crayons in different sections and shaking the box gently. The crayons stayed in their own sections and did not mix. The model showed the shape helps organize. How does the shape of the model solve the problem?
  5. In the classroom, Emma and Chen tested two shelves to store books. Design A had 1 shelf and held 8 books. Design B had 3 shelves and held 24 books. Both designs tried to solve the storage problem, but one held more. Design B's strength is more shelves give more space, and Design A's weakness is it has less room. Chen said, "The data shows B holds a lot more books." Emma wrote the numbers on the board. The teacher asked, "Which should we choose, and what evidence tells you?" Based on the data, which shelf design best solves the problem and why?
  6. Yuki tracked daylight: February 10 hours, May 14, October 11. Based on the pattern, which is true about time of year and daylight?​
  7. At the science center, Marcus and Yuki had a problem: not enough space for books. Design A was one shelf, and Design B was three shelves in the same space. To test both designs fairly, they put in books one at a time until no more fit. They counted the total number of books each shelf held. Results: A held 8 books, B held 24 books. What did they count during the tests?
  8. In the gym, moving to stations takes too long. Yuki and Chen want to improve this. They watch transitions and count how many students forget where to go. They time the move to each station and write down where kids stop. They ask students what part is confusing. They learn most kids stop at the cone signs on Tuesdays. How are the children gathering information about the problem?
  9. Keisha taught a younger student about a door handle. The problem was hands slipped when pulling the door. The handle is curved like a hook. Keisha said, "The curved shape gives your fingers a place to grab, so your hand won't slip." In Keisha's explanation, how does the curved shape help?
  10. In the art room, Emma and Jamal watch markers during drawing time. They notice markers roll off the table a lot. They count and see 6 markers fall in 10 minutes. They also see markers get stepped on when they fall. Emma says, "The table is smooth, so they roll." Jamal says, "We keep losing markers under shelves." They agree: "The problem is markers roll off the table and get lost." It could be solved with a new tool or object to hold markers. Based on the information, what problem did they define?
  11. Read Jamal's strawberry account. Which statement best summarizes it?
  12. Read how Emma improved her flashlight code after a test. Before: 1 flash=come here, 2=yes, 3=no. Test showed it did not work in bright daylight because her brother could not see the white flashes. Emma added red cellophane to her flashlight and blue cellophane to her brother's. She kept the same code. New test in a bright room: her brother saw the red flashes and understood. What problem did Emma solve by improving the device?
  13. Look at Sofia's flag signal tests: Plan—can friend see signals at different times and distances? Test 1: 20 feet sunny—SUCCESS. Test 2: 50 feet sunny—SUCCESS. Test 3: 20 feet cloudy—PARTIALLY WORKED (almost missed). Test 4: night—FAILED (too dark). What problem did the tests show?
  14. Jamal's little brother could not tie shoes before. Jamal added Velcro like burr hooks and tested it; his brother pressed and the shoe stayed shut. How does the design solve the problem?
  15. Look at Amir's chart. Are the baby frogs identical?
  16. Emma is upstairs; Mom is downstairs. Why would a signal work better?
  17. Jamal compares seasons. Summer: sunrise 6:00 am, sunset 8:30 pm. Winter: sunrise 7:20 am, sunset 5:00 pm. Which has longer days?
  18. In the gym, balls roll into the walking path and kids almost trip. Emma, Jamal, and Chen want to improve safety. They watch during free play and count near-misses, when someone almost trips. They draw a simple chart of where it happens, like by the door or near the bleachers. They time what part of class it happens most, like the last 5 minutes. They learn 4 near-misses happened by the door, mostly at the end. What can the children learn by observing the problem?
  19. Maya compared clear plastic and cardboard: clear plastic let light pass bright; cardboard blocked light. What can we learn by comparing these materials?
  20. Read how Jamal improved his dinner bell after a test. Original device: 2 rings=5 minutes, 3 rings=now. Test showed it did not work with a closed door because the sound was blocked. Jamal moved the bell to the stairway and kept the same code. New test: Jamal heard 3 rings with the door closed. Why does the improved device work better?

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