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Worksheets5th grade gmas science review
Total questions: 70
Worksheet time: 35mins
A canyon is most often created by which type of process?
Volcanic eruption
Erosion by running water
Deposition of river sediments
Uplift from plate collision
Which surface feature is mainly the result of constructive forces?
Ocean trench
Delta at a river’s mouth
Sinkhole in limestone bedrock
Sea arch carved by waves
A team of students observes a sand dune growing larger each month as wind blows sand against a fence. Which evidence best supports classifying this sand dune as a product of a constructive process?
The wind removes loose sand from surrounding areas.
Layers of sand are added to the dune over time.
Small plants struggle to take root on the dune’s surface.
Animals burrow into the dune, scattering sand grains.
Examine the pairs below. Which pair correctly matches a surface feature with the dominant process that formed it?
Volcano — Erosion
Valley glacier — Deposition
Sandbar — Deposition by waves
Delta — Weathering
Four classmates present arguments about how Mount Rainier (a tall volcanic mountain) was formed. Whose argument is best supported by scientific evidence?
Lena: “Mount Rainier was carved by glaciers, so it is mainly a destructive feature.”
Mateo: “Repeated lava eruptions built up layer after layer, so the mountain is a constructive feature.”
Jada: “Mount Rainier formed when a meteorite struck Earth.”
Sam: “Mount Rainier formed when a river deposited sediment at its base.”
A class wants to model river deposition. Which setup would best illustrate this constructive process?
A tray filled with dry sand and a fan blowing steadily across it
A clear stream table where water flows over sand and slows at the end
A tray of soil repeatedly frozen and thawed overnight
A block of limestone sprayed with vinegar every hour
While using a wind-tunnel box to form mini sand dunes, which piece of data should students record each trial to connect wind speed with dune height?
Amount of sand that sticks to the tunnel walls
Average wind speed measured by the anemometer
Humidity level inside the classroom
Color of the sand particles
Students tilt a plastic gutter, let water flow over soil, and measure how far the soil travels. Which result best supports that the model demonstrates erosion?
Water temperature rises after flowing over the soil.
Soil particles collect at the end of the gutter.
The gutter becomes slippery.
The soil changes color.
A group builds a baking-soda volcano to model mountain formation. Which type of data would most clearly show the constructive growth of the cone?
pH change of the vinegar before and after eruption
Height of the cone measured after each eruption layer
Mass of baking soda left in the bottle
Time required for the eruption to finish
You must design an investigation to compare weathering rates of two rock samples using a freeze-thaw model. Which plan is most likely to produce reliable, analyzable data?
Freeze both rocks once, then check which one looks more cracked.
Subject both rocks to ten identical freeze-thaw cycles, measuring mass loss after each cycle.
Place one rock in ice water and the other in hot water; observe color changes.
Freeze one rock five times and the other fifteen times, then decide which one "broke more."
Two classmates argue about modeling beach erosion. - Student A wants to shake a jar of sand and water for one minute. - Student B wants to build a wave tank that records shoreline position every five minutes for an hour. Whose plan better meets the goal of collecting data on a destructive process, and why?
Student A, because shaking the jar is faster and mixes the sand thoroughly.
Student B, because repeated wave action and shoreline measurements track how material is removed over time.
Student A, because a jar uses less water and fewer materials.
Both plans are equal because they both use sand and water.
Which technology–process pair is most commonly used to predict a natural hazard?
Infrared cameras — measuring soil nutrients
Seismographs — detecting early earthquake waves
Barometers — tracking ocean tides
Radiometers — mapping city traffic patterns
Flood-forecasting centers often layer rainfall data onto GIS maps. What key question do planners answer with this technology?
How many people live near the fault line?
Which neighborhoods are likely to be under water if the river rises 2 feet?
How fast do ocean waves erode a cliff?
What minerals are found in mountain rock layers?
Engineers want to protect a coastal highway from beach erosion. They will compare three different seawall designs. Which guiding question would best help them evaluate the seawalls’ effectiveness using time-lapse drone imagery?
How much did the seawalls cost to build?
How far does the shoreline move landward behind each seawall over six months?
What species of birds nest near the seawalls?
How often do tourists visit the beach?
A science team models volcanic activity by combining satellite thermal images with live seismic data. Which question should they ask to decide when to issue an alert for nearby towns?
How tall is the volcano compared to others in the region?
Do sudden spikes in ground temperature line up with stronger seismic signals?
How old is the most recent lava flow?
What type of vegetation grows on the volcano’s slope?
A coastal community uses satellite imagery, tsunami buoys, and computer models to plan evacuation routes. Which comprehensive question should emergency managers answer first to ensure the technology truly protects residents?
How long will it take to rebuild damaged roads?
How accurately do combined buoy and satellite signals predict wave arrival times compared to past events?
How many schools are outside the flood zone?
How much sand is deposited on beaches each year?
Georgia’s barrier islands (such as Tybee and Cumberland) were built up over thousands of years when ocean currents deposited sand along the coast. Which statement best classifies the islands and the process that formed them?
They are destructive features formed by wind erosion.
They are constructive features formed by deposition.
They are destructive features formed by chemical weathering.
They are constructive features formed by glacier movement.
Stone Mountain near Atlanta is a huge granite outcrop whose rounded surface was exposed after softer rocks around it were worn away. Which process most directly produced the shape we see today?
Deposition from an ancient river
Long-term weathering and erosion of surrounding rock
Volcanic lava flows building up layers
Impact of organisms burrowing in the rock
The Okefenokee Swamp in south Georgia formed where water collects in a low basin and plants slowly build thick layers of peat. Which choice correctly matches the swamp with its dominant process?
Accumulation of organic material (peat) in a wetland basin
Evaporation of water from the swamp
Erosion of soil in the surrounding area
Flooding of the swamp during heavy rains
Providence Canyon (often called “Georgia’s Little Grand Canyon”) began when poor farming practices in the 1800s let heavy rains wash away topsoil. What type of process created this canyon?
Constructive deposition of sediments
Destructive erosion accelerated by human activity
Constructive uplift along a fault line
Destructive volcanic explosion
Many north-Georgia streams carry reddish-brown sediment after storms because the state’s famous red clay is easily washed away. Which pair identifies the surface feature and the process responsible for the color of these streams?
River delta — deposition of sand
Muddy streambeds — erosion of weathered red clay soils
Limestone caverns — chemical weathering of marble
Barrier island marshes — uplift of granite bedrock
Which classroom investigation best models a physical change?
Mixing vinegar and baking soda to produce bubbles
Stirring iron filings into sand, then using a magnet to separate them
Burning a wooden splint and observing the ash left behind
Adding yeast to warm sugar water and measuring gas released
After ice melts in a beaker, the students record the mass of the liquid water and find it is the same as the ice’s starting mass. This observation shows—
a chemical change because the temperature increased
a physical change because only the state of matter changed
a chemical change because energy was absorbed
Students dissolve 10 g of sugar in 100 mL of water, then heat the solution until all the water evaporates. They collect 10 g of sugar crystals. Which conclusion is best supported by their data?
Heating caused a chemical change that produced new sugar.
The sugar underwent a reversible physical change (dissolving).
Evaporation changed sugar into a gas that re-formed as crystals.
Heating broke the sugar molecules into smaller chemicals.
A team filters a mixture of gravel, sand, and saltwater. They weigh each component before and after the process. Which evidence would confirm they carried out only physical changes?
The sand’s mass decreases after drying.
The combined mass of separated gravel, dry sand, and recovered salt equals the starting mass.
The color of the sand darkens after filtration.
The salt crystals appear larger than before mixing.
Two investigation plans aim to compare how temperature affects a physical change. Plan A: Heat two identical beakers of saltwater to 30 °C and 60 °C, time how long until all water evaporates, then measure the remaining salt. Plan B: Heat two identical beakers of vinegar with steel wool to 30 °C and 60 °C, observe color changes, and record any gas produced. Which plan better meets the goal, and why?
Plan B, because gas production shows the process is faster at higher temperatures.
Plan A, because evaporation is a physical change and mass of salt can be measured precisely.
Plan A, because salt dissolves chemically at higher temperatures.
Plan B, because color change is easier to see than measuring mass.
A sealed beaker of ice is placed on a hot plate. After ten minutes, only liquid water remains. Which statement best supports the claim that temperature caused this physical change?
The color of the water stayed the same.
Added heat increased particle motion, breaking the rigid arrangement of ice.
The beaker’s shape did not change.
Air bubbles formed under the ice.
On a humid summer day, droplets form on the outside of a cold lemonade glass. What does this observation suggest about the motion of water particles in the surrounding air?
They stopped moving when they hit the glass.
Cooling slowed their motion enough for them to come together as liquid.
They changed into new kinds of particles.
Heating from sunlight pushed them onto the glass.
Students record the mass of a pot of water every two minutes while it boils:
The mass of water decreases over time as it boils, indicating that water is evaporating and turning into vapor.
The mass of water increases over time as it boils, indicating that water is absorbing vapor from the air.
The mass of water remains constant as it boils, indicating no change in the state of water.
The mass of water fluctuates randomly as it boils, indicating measurement errors.
A drop of food coloring spreads much faster in hot water than in cold water. Which argument uses particle motion to explain this difference?
Hot water is thinner, so coloring sinks.
Particles in hot water move faster, mixing the coloring more quickly.
Cold water particles are magnetic and repel the dye.
The coloring dissolves chemically only in hot water.
Two classmates debate why a sealed balloon filled with air-cooled water shrinks inside a freezer.
Student A: “The cold changes water into a new substance that takes less space.”
Student B: “Lower temperature slows particle motion, so the water contracts.”
Which student's claim is better supported by particle-motion evidence, and why?
Student A, because the water disappears.
Student B, because slower-moving particles stay closer together, reducing volume without new substances forming.
Student A, because cold air compresses the balloon.
Both equally; no particle evidence is involved.
You must design an investigation to support the claim that heating increases particle motion in water. Which plan would provide the strongest evidence?
Measure how fast ice melts at room temperature and in sunlight, then describe which looks quicker.
Use a digital thermometer and motion-tracking software to compare average speed of tiny dye particles in water at 10 °C, 40 °C, and 70 °C; graph the speeds versus temperature.
Heat water until it steams, then report that steam feels hot.
Place water in a freezer and note that it eventually solidifies.
When lemon juice is added to baking soda, bubbles form immediately. Which observation best supports that a chemical change is taking place?
The mixture feels gritty.
A gas is produced that was not present before.
The bowl gets heavier.
The liquid becomes cloudy but no new substance forms.
A student heats a gray metal strip; it turns black and will not change back when cooled. What evidence indicates the change is chemical rather than physical?
The strip cooled slowly.
A new solid with a different color was created.
The metal softened while hot.
The strip gained mass after cleaning.
Students mix two clear liquids. The temperature rises from 22 °C to 40 °C, and a white solid forms. Which conclusion is best supported by these data?
A physical change occurred because only temperature changed.
A chemical change occurred because heat and a new substance were produced.
No change occurred because the liquids were clear.
A physical change occurred because the liquids were the same color обстановк
You need to test if dissolving salt in water is a chemical or physical change. Which investigation plan will give clear evidence?
Stir salt into warm water, taste it, and decide if it seems different.
Dissolve a measured amount of salt in water, evaporate the water, and compare the mass and appearance of the recovered salt to the original sample.
Freeze saltwater and check if the ice looks cloudy.
Heat saltwater until it boils and watch for bubbles.
A class compares two steel-wool pads: one soaked in plain water, the other in saltwater. They measure mass and temperature every hour for a day. What is the main variable being tested in this experiment?
Type of steel-wool pad
Type of water used
Amount of sunlight
Room temperature
Which result would give the strongest evidence that a chemical change occurred in the saltwater sample?
The pad feels wet.
The pad’s temperature rises and a reddish-brown solid forms, causing a mass increase.
Small fibers break off the pad.
The saltwater becomes clearer over time.
Two students argue about milk that has turned sour overnight: Student A: “It’s a physical change because the milk is still milk.” Student B: “It’s a chemical change because bacteria created new substances.” Which investigation would best resolve their disagreement?
Smell the milk and decide if it is unpleasant.
Cool the milk to see if the sour taste disappears.
Test pH, look for gas bubbles, and compare the presence of new solids (curds) to fresh milk.
Shake both samples and compare how much they splash.
Which statement accurately describes static electricity?
It flows continuously through a closed circuit.
It is a temporary build-up of electric charges on a surface.
It is produced at power plants and delivered by wires.
It is measured in volts per second.
A lightning bolt and a spark from rubbing a balloon on hair are both examples of—
controlled electric current.
naturally occurring static discharge.
alternating current (AC) electricity.
direct current (DC) electricity used in batteries.
Students read three sources: - A textbook chapter explaining how generators spin coils inside magnets to produce electricity. - A weather-service article about lightning safety. - A science blog on charging by friction. Which conclusion best combines information from all three to compare the two types of electricity?
Generators and lightning both require strong magnets.
Static electricity results from charge imbalance, while generators create a steady current by mechanical motion.
Friction creates alternating current and lightning creates direct current.
Both types always need metal wires to move chargesspoken
After rubbing a plastic ruler with wool, a student uses it to attract tiny paper bits. They then connect the same ruler into a simple wire circuit with a bulb, but the bulb does not light. What explanation best fits these observations?
The ruler lost all charge when it touched paper.
Static charges on the ruler cannot provide continuous current needed to light the bulb.
Paper bits blocked electricity from flowing.
The bulb requires static, not current, electricity.
Two classmates research why power lines hum on humid days. They consult: - A physics article on corona discharge around high-voltage lines. - A weather report on moisture’s effect on air conductivity. Which claim, supported by both sources combined, explains the humming?
Rainwater cools the lines, shrinking the metal.
Moist air lets tiny static discharges occur around the wires, creating sound.
Wind vibrates the wires more when the air is wet.
Birds sitting on the lines flap their wings, causing noise.
Which set of parts is both necessary and sufficient to build a simple electric circuit that lights a bulb?
Battery, bulb, rubber band, paper clip
Battery, switch, two conducting wires
Magnet, bulb, nail, tape
Battery, switch, plastic straw
What is the main purpose of the switch in a basic classroom circuit?
Store extra electric charge for later use
Open or close the path so current can stop or start
Increase the battery’s voltage
Convert electrical energy into heat
Four students draw circuit diagrams. In which diagram will the bulb not light, and why?
battery → switch → bulb → wire → battery (all connections secure).
battery → bulb → wire back to the same battery terminal (circuit is incomplete).
battery → bulb → switch → wire → battery.
battery → bulb → wire → battery, with an optional clip added to hold a wire.
A teacher challenges the class: “Design a circuit that lets you turn an LED on and off without disconnecting wires.” Which single additional component will best meet this requirement, and why?
Extra battery — adds more power to brighten the LED.
Switch — opens and closes the path, controlling current without re-wiring.
Compass — shows current direction but cannot stop it.
Magnet — makes the LED blink automatically.
Two classmates propose flash-light designs:
Plan 1: Battery → bulb → wire → battery (no switch)
Plan 2: Battery → switch → bulb → wire → battery
Which plan better meets the goal of creating a complete, controllable circuit, and why?
Plan 1, because fewer parts reduce resistance.
Plan 2, because the closed loop lights the bulb and the switch controls the current flow.
Plan 1, because leaving out a switch saves battery power.
Both equally, because the bulb will glow the same brightness in either plan.
Which everyday object is most likely to act as an electrical conductor in a classroom test?
Wooden craft stick
Clean copper penny
Rubber eraser
A student builds a circuit with a battery, bulb, and two wires that clip to opposite ends of a test material. What observation shows the material is a conductor?
The bulb stays dark and cool.
The bulb lights when the material is connected.
The battery feels lighter after the test.
The material changes color.
Students test four items by placing each into the same bulb circuit for 10 seconds and noting whether the bulb glows. Which conclusion is best supported by the data?
Plastic and glass are conductors; metals are insulators.
Metals tested conduct electricity; plastic and glass do not.
The circuit was faulty for the “No” items.
All objects would eventually light the bulb with more time.
A class uses a multimeter set to measure resistance (Ω). They record a low resistance for a steel nail and a very high resistance for a pencil eraser. Which reasoning correctly classifies the two materials?
High resistance means conductor; low resistance means insulator.
Low resistance shows the nail is a conductor; high resistance shows the eraser is an insulator.
The multimeter reading cannot determine conductivity.
Both materials are conductors because they complete a circuit.
Two investigation plans aim to test whether salt water is an insulator or conductor. Plan A: Attach two wires from a battery directly into salt water and see if bubbles form. Plan B: Insert salt water into a closed bulb circuit, record whether the bulb lights, repeat with plain water as a control. Which plan will generate clearer evidence and why?
Plan A, because bubbles always prove conductivity.
Plan B, because the bulb provides a visible indicator and the control allows comparison.
Plan A, because it needs fewer parts.
Both plans are equal; either bubbles or light prove conductivity.
Four classmates debate the best variable to measure while testing different wires for conductivity. Who poses the most useful guiding question for collecting reliable data?
Maria: “Which wire color do students like best?”
Eli: “What is the current passing through each wire when connected to the same battery and bulb?”
Zara: “How loud does the buzzer sound when we tap each wire?”
Noah: “Can we bend the wire into a cool shape before testing?”
A student wraps insulated wire around an iron nail and connects the wire to a battery. The nail can lift paper clips only while the battery is attached. This setup demonstrates—
a permanent bar magnet
a temporary electromagnet
static electricity
gravitational attraction
Which statement best compares the function of an electromagnet to a permanent magnet?
Both stop working when heated.
An electromagnet turns on and off with electric current; a permanent magnet is always magnetic.
A permanent magnet needs batteries; an electromagnet does not.
Both lose magnetism when placed near metal.
Students test a steel bolt wrapped with 20 wire turns. With current ON it lifts 15 paper clips; with current OFF it lifts 0. Which claim is best supported by this evidence?
Steel cannot be magnetized.
The bolt acts as an electromagnet because magnetism appears only when current flows.
The paper clips are magnetic, not the bolt.
The battery created a permanent magnet.
A class records how many washers different magnets lift. Magnet Type Washers Lifted Bar magnet 10 Nail + 10 coil turns (current ON) 12 Nail + 10 coil turns (current OFF) 0 What conclusion correctly compares the two magnets?
The bar magnet is weaker than any electromagnet.
The nail is magnetic only while electricity flows, proving it is a temporary magnet.
Both magnets are permanent because they lift washers.
Adding coils has no effect on magnet strength.
A junk-yard crane must pick up and quickly release heavy scrap metal. Which magnet type and reason best fit this job?
Permanent magnet—no energy cost to keep it on
Electromagnet—operator can cut current to drop the load instantly
Permanent magnet—stronger than any coil of wire
Two classmates debate why a refrigerator door uses a strip magnet, while an electric bell uses a coil-and-iron core. Which argument is better supported by experimental evidence about temporary vs. permanent magnetism?
The bell’s coil is cheaper than a strip magnet.
The door needs constant attraction, so it uses a permanent magnet; the bell needs momentary motion, so it uses an electromagnet that activates only when current flows.
Both devices could use either magnet with no difference.
The strip magnet would overheat inside the bell.
A student wraps insulated wire around an iron nail and connects the wire to a battery. The nail can lift paper clips only while the battery is attached. This setup demonstrates—
a permanent bar magnet
a temporary electromagnet
static electricity
gravitational attraction
Which statement best compares the function of an electromagnet to a permanent magnet?
Both stop working when heated.
An electromagnet turns on and off with electric current; a permanent magnet is always magnetic.
A permanent magnet needs batteries; an electromagnet does not.
Both lose magnetism when placed near metal.
Students test a steel bolt wrapped with 20 wire turns. With current ON it lifts 15 paper clips; with current OFF it lifts 0. Which claim is best supported by this evidence?
Steel cannot be magnetized.
Steel is a permanent magnet.
Steel is a temporary magnet when current flows.
Steel is not attracted to magnets.
A class records how many washers different magnets lift. Magnet Type Washers Lifted Bar magnet 10 Nail + 10 coil turns (current ON) 12 Nail + 10 coil turns (current OFF) 0 What conclusion correctly compares the two magnets?
The bar magnet is weaker than any electromagnet.
The nail is magnetic only while electricity flows, proving it is a temporary magnet.
Both magnets are permanent because they lift washers.
Adding coils has no effect on magnet strength.
A junk-yard crane must pick up and quickly release heavy scrap metal. Which magnet type and reason best fit this job?
Permanent magnet—no energy cost to keep it on
Electromagnet—operator can cut current to drop the load instantly
Permanent magnet—stronger than any coil of wire
Neither; gravity alone moves the metal
Two classmates debate why a refrigerator door uses a strip magnet, while an electric bell uses a coil-and-iron core. Which argument is better supported by experimental evidence about temporary vs. permanent magnetism?
The bell’s coil is cheaper than a strip magnet.
The door needs constant attraction, so it uses a permanent magnet; the bell needs momentary motion, so it uses an electromagnet that activates only when current flows.
Both devices could use either magnet with no difference.
The strip magnet would overheat inside the bell.
When testing how well a magnet attracts a paper clip through different materials, which factor should students keep the same for every trial?
Color of the paper clip
Distance between the magnet and the paper clip
Thickness of the material being tested
Shape of the magnet
A class predicts which barrier will least reduce magnetic attraction. Which choice is most reasonable to test this prediction?
1 cm-thick iron plate
1 mm-thick sheet of notebook paper
1 cm-thick glass block
1 cm-thick wooden board
Students place increasing layers of cardboard between a magnet and a steel washer and record when the washer no longer sticks. Layers of Cardboard: 1
Yes
No
Maybe
Not sure
