Name______________________________________ Date________________________
SEQL Student Pre/Post-Test-6th Grade Science KEY
IN.1.B.5,6,7.d-Measure length to the nearest millimeter, mass to the nearest gram, volume to the
nearest milliliter, force (weight) to the nearest Newton, temperature to the nearest degree Celsius, time
to the nearest second.
1. Which tool and unit of measure would be used to measure the mass of a block of wood?
A. a lever measured in newtons
B. a spring scale measured in grams
C. a spring scale measured in newtons
D. a balance measured in grams
EC.1.B.6.c-Predict the possible effects of changes in the number and types of organisms in an
ecosystem on the populations of other organisms within that ecosystem.
IN.1.A.5,6,7.a-Formulate testable questions and hypotheses
IN.1.A.5,6,7.d-Evaluate the design of an experiment and make suggestions for reasonable
improvements or extensions of an experiment.
2. Which of the following questions is testable in a scientific investigation?
A. How does the population of foxes affect the population of rabbits?
B. What is the population of foxes in the Mark Twain National Forest?
C. Do foxes prefer to eat rabbits or squirrels?
D. Do foxes, rabbits, or deer make better pets?
ME.1.A.6.b-Describe and compare the volumes of objects or substances directly, using a graduated
cylinder, and/or indirectly, using displacement methods
IN.1.B.5,6,7.c-Use a variety of tools and equipment to gather data (e.g,. microscopes, thermometers,
computers, spring scales, balances, magnets, metric rulers, graduated
cylinders, stopwatches)
3. A student added a small ball to a graduated cylinder containing 10
milliliters of water. What is the volume of the ball?
A. 5 mL
B. 10 mL
C. 15 mL
D. 20 mL
Name______________________________________ Date________________________
SEQL Student Pre/Post-Test-6th Grade Science KEY
ME.2.A.7.e-Describe how heat is transferred by conduction, convection, and radiation and classify
examples of each.
ME.2.A.7.f-Classify common materials as conductors or insulators of thermal energy
4. Which statement explains why light from the Sun can warm up water in a glass?
A. Light energy is converted into chemical energy which then becomes heat energy.
B. Water gives out energy so that it can reflect the light.
C. Light energy dissolves in water and heats it up.
D. Water absorbs light energy and converts it into heat energy.
ST.3.B.6,7,8.b-Identify and evaluate the physical, social, economic, and/or environmental problems
that may be overcome using science and technology (e.g., the need for alternative fuels, human travel
in space, AIDS)
5. Due to the limited supply of fossil fuels, there is a need for alternative fuels. Which of the
following alternative fuel solution is a nonrenewable resource?
A. wind turbines using air movement
B. solar panels using the Sun’s radiation
C. geothermal power plants using steam
D. nuclear power plants using uranium
LO.1.A.6,8.a Describe the common life processes necessary to the survival of organisms
6. Which of the following abiotic factors will affect animals more than plants?
A.
B.
C.
D.
E.
Sunlight
Temperature
Low Oxygen levels
Low Carbon dioxide levels
Water availability
LO.1.C.6.a Recognize all organisms are composed of cells, the fundamental units of life, which carry
on all life processes
7. While exploring the woods near your school, you come across a large slimy mass on the forest
floor. You are curious if the mass is made up of living organisms or came from a living organism.
Which of the following would best identify the mass as biological in origin?
A. Movement of the material.
B. The presence of carbon in the material.
C. Diffusion of parts of the material.
D. Cells in the material.
Name______________________________________ Date________________________
SEQL Student Pre/Post-Test-6th Grade Science KEY
LO.1.E.6.a Recognize most of the organisms on Earth are unicellular (e.g. Bacteria, protists) and
other organisms, including humans are multicellular
LO.1.E.6.b Identify examples of unicellular (e.g.,bacteria, some protists, fungi) and multicellular
organisms
8. While conducting an experiment for your biology class, you examine pond water at different
magnifications. When you observe your microscope slide at 100 times magnification you notice many
unicellular organisms. Most of them move and are covered with cilia and all have a nucleus. When
you observe your microscope slide at 1000 times magnification you notice much smaller organisms of
different shapes and sizes. None of the smaller organisms have a nucleus. What can you conclude
from your observations?
A. The larger organisms are probably algae and the smaller organisms protists.
B. The larger organisms are probably protists and the smaller organisms
bacteria.
C. The larger organisms are probably protists and the smaller organisms fungi.
D. The larger organisms are probably fungi and the smaller organisms protists
E. The larger organisms are probably algae and the smaller organisms bacteria.
LO.2.A.6,8.b Recognize the chloroplast as the cell structure where food is produced in plants and some
unicellular organisms
9. A special photosynthetic protist called Euglena is often found in pond water. These protists usually
contain chloroplasts but sometimes they lose their chloroplasts. What happens to Euglena when it
loses its chloroplast?
A.
B.
C.
D.
It can no longer swim.
It can no longer find food,
It can no longer carry out photosynthesis.
It can no longer carry out respiration.
LO.2.B.6.a Describe how plants use energy from the Sun to produce food and oxygen through
photosynthesis
EC.1.A.6.a Identify the biotic factors and abiotic factors that make up an ecosystem
EC.1.B.6.b Identify the factors that affect the number and types of organisms an ecosystem can support
EC.1.B.6.c Predict the possible effects of changes in the number and types of organisms in an
ecosystem on the populations of other organisms within that ecosystem
EC.1.D.6.a Describe beneficial and harmful activities of organisms, including humans (water
pollution, restoration of natural environment, river bank/costal stabilization, recycling, channelization,
reintroduction of species, depletion of resources), and explain how these activities affect organisms
within an ecosystem
EC.1.D.6.b Predict the impact (beneficial or harmful) of natural environmental change in an
ecosystem
Name______________________________________ Date________________________
SEQL Student Pre/Post-Test-6th Grade Science KEY
10. Scientists have been studying a region of the Gulf of Mexico they call the “dead zone”. The
region occurs near the area where the Mississippi River enters the Gulf and is called the “dead zone”
because they find very few fish and other animals in this region. When they measure oxygen levels in
the “dead zone” they find the levels to be very low. What is the best explanation for the “dead zone”?
A. The nutrients from the Mississippi River feed bacteria in the Gulf and the
bacteria consume most of the oxygen.
B. The hot sun shining on the Gulf makes the water too hot to retain oxygen.
C. Toxic chemicals from the large cities on the Mississippi River flow into the Gulf and kill all
the fish.
D. Toxic chemicals from the large cities on the Mississippi River flow into the Gulf and react
with the oxygen so it is not available for the fish.
Name______________________________________ Date________________________
SEQL Student Pre/Post-Test-6th Grade Science KEY
Bryce loves to go fishing at the lake near his house. He has noticed this summer the fish are not biting
in his favorite fishing spot shaded by a big oak tree. He also noticed the water was warmer than usual.
Did it have something to do with the new factory built by the lake last fall? Bryce called the factory
and the manager explained to him they used the lake water to cool the machinery used in the factory,
and was why the lake water was warmer by his fishing spot. He assured Bryce that the water
contained no pollutants so it shouldn’t be effecting the fish population. Bryce remembered last year on
a field trip to the Conservation Department, the guide had mentioned that water temperature can affect
dissolved oxygen levels, which is important for survival of aquatic life. Bryce decided to investigate
how the temperature of water affects the dissolved oxygen level. Bryce tested the dissolved oxygen
levels of the lake at several different temperatures throughout the summer and fall. Bryce gathered his
data near 4:00 in the afternoon.
DIRECTIONS: Answer the following questions about Bryce’s investigation.
IN.1.A.5,6,7.b-Identify and describe the importance of the independent variable, dependent variable,
control of constants, and multiple trials of the design of a valid experiment.
11. Independent Variable? (1 point) Temperature of Water
IN.1.A.5,6,7.b-Identify and describe the importance of the independent variable, dependent variable,
control of constants, and multiple trials of the design of a valid experiment.
12. Dependent Variable? (1 point) Dissolved Oxygen Level
IN.1.A.5,6,7.a-Formulate testable questions and hypotheses.
IN.1.A.5,6,7.c-Design and conduct a valid experiment.
13. Write a testable question that could be the basis of Bryce’s scientific investigation. (1 point)
Any question that shows the affect of the independent variable on the
dependent variable is acceptable.
Examples
How does the temperature of the water affect the dissolved oxygen level?
Will the dissolved oxygen level be higher (lower) if the temperature is hotter (cooler)?
Will hotter (cooler) water contain more (less) oxygen?
Will there be more (less) oxygen in cooler (warmer) water?
Name______________________________________ Date________________________
SEQL Student Pre/Post-Test-6th Grade Science KEY
Does temperature affect how much dissolved oxygen is present in water?
Do higher (lower) temperatures cause an increase (decrease) in dissolved oxygen?
IN.1.A.5, 6, 7.a-Formulate testable questions and hypotheses.
14. Write a hypothesis for the testable question you wrote above. (1 point)
Any hypothesis that shows the affect of the independent variable on the
dependant variable is acceptable. The hypothesis must answer the testable
question. The hypothesis can be incorrect. The hypothesis should be an If/then
statement.
Examples
If I measure the dissolved oxygen level of various temperatures of lake water, then
the cooler (warmer) water will have the most (least) dissolved oxygen.
If I check the temperature and oxygen level of water, then the warm (cool) water
will have the highest (lowest) level.
Warmer (cooler) water will have more (less) oxygen
If water temperature increases (decreases), then the amount of dissolved oxygen
will decrease (increase)
IN.1.A.5,6,7.c-Design and conduct a valid experiment.
15. To make a fair experiment, Bryce kept several factors constant during the experiment. List one
factor he should keep the same. (1 point)
Same thermometer
Same dissolved oxygen test
Same lake (type of water)
Same time of day the test is taken
Name______________________________________ Date________________________
SEQL Student Pre/Post-Test-6th Grade Science KEY
Below is the data Bryce collected during his investigation.
Lake Water Temperature °C vs. Dissolve Oxygen Level
5 10 15 20 25 30 35
Temperature of Water (°C)
Dissolved Oxygen level
(parts per million)
10
9
8
7
6
4
3
IN.1.D.5,6,7.a-Communicate the procedures and results of investigations and explanations through
oral presentations, drawings and maps, data tables (allowing for the recording and analysis of data
relevant to the experiment, such as independent and dependent variables, multiple trials, beginning
and ending times or temperatures, derived quantities), graphs (bar, single line, pictographs),
equations and writings.
Name______________________________________ Date________________________
SEQL Student Pre/Post-Test-6th Grade Science KEY
16-19. Use the data from the table on the previous page to construct an appropriate graph on the grid
below.
(4 points total) Be sure to provide:
an appropriate title (1 point)
a label for each axis with appropriate units (1 point)
an appropriate number scale and category labels (1 point)
correctly plotted data (1 point)
(Bar Graph Example)
Lake Water Temperature °C vs. Dissolve Oxygen Level
Dissolved Oxygen Level (parts per million)
10
9
8
7
6
5
4
3
2
1
0
5
10
15
20
25
30
35
Lake Water Temperature °C
Name______________________________________ Date________________________
SEQL Student Pre/Post-Test-6th Grade Science KEY
16-19. Use the data from the table on the previous page to construct an appropriate graph on the grid
below.
(4 points total) Be sure to provide:
an appropriate title (1 point)
a label for each axis with appropriate units (1 point)
an appropriate number scale and category labels (1 point)
correctly plotted data (1 point)
(Line Graph Example)
Lake Water Temperature °C vs. Dissolve Oxygen Level
Dissolved Oxygen Level (parts per million)
10
9
8
7
6
5
4
3
2
1
0
5
10
15
20
25
30
35
40
Lake Water Temperature °C
Name______________________________________ Date________________________
SEQL Student Pre/Post-Test-6th Grade Science KEY
16-19. Use the data from the table on the previous page to construct an appropriate graph on the grid
below.
(4 points total) Be sure to provide:
an appropriate title (1 point)
a label for each axis with appropriate units (1 point)
an appropriate number scale and category labels (1 point)
correctly plotted data (1 point)
(Scatter Plot with line of best fit Example)
Lake Water Temperature °C vs. Dissolve Oxygen Level
Dissolved Oxygen Level (parts per million)
10
9
8
7
6
5
4
3
2
1
0
5
10
15
20
25
30
35
40
Lake Water Temperature °C
Name______________________________________ Date________________________
SEQL Student Pre/Post-Test-6th Grade Science KEY
IN.1.C.5,6,7.a-Use quantitative and qualitative data as support for reasonable explanations
(conclusions)
20.
Use the data table and graph to write a conclusion for the experiment. (1 point)
Any conclusion that shows how the independent variable affects the
dependant variable.
Examples
As the temperature of the lake increased, the oxygen level decreased.
The amount of dissolved oxygen in the water decreased if the temperature increased.
When there were higher lake temperatures, the dissolved oxygen level was lower.
There was less oxygen when the water was warmer.
Warmer water holds less oxygen than warmer water.
Name______________________________________ Date________________________
SEQL Student Pre/Post-Test-6th Grade Science KEY
Question
Points Possible
Points Earned
Criteria
1
1 Point
_____/(1)
1 point Correct Answer-D
2
1 Point
_____/(1)
1 point Correct Answer-A
3
1 Point
_____/(1)
1 point Correct Answer-A
4
1 Point
_____/(1)
1 point Correct Answer-D
5
1 Point
_____/(1)
1 point Correct Answer-D
6
1 Point
_____/(1)
1 point Correct Answer-C
7
1 Point
_____/(1)
1 point Correct Answer-D
8
1 Point
_____/(1)
1 point Correct Answer-B
9
1 Point
_____/(1)
1 point Correct Answer-C
10
1 Point
_____/(1)
1 point Correct Answer-A
11
1 Point
_____/(1)
1 point Correct Answer-IV
12
1 Point
_____/(1)
1 point Correct Answer-DV
13
1 Point
_____/(1)
1 point Correct Answer-testable question
14
1 Point
_____/(1)
1 point Correct Answer-appropriate hypothesis
15
1 Point
_____/(1)
1 point Correct Answer-list one constant
16
1 Point
_____/(1)
1 point Correct Answer-title
17
1 Point
_____/(1)
1 point Correct Answer-axis labels
18
1 Point
_____/(1)
1 point Correct Answer-category/number labels
19
1 Point
_____/(1)
1 point Correct Answer-data plotted
20
1 Point
_____/(1)
1 point Correct Answer-conclusion