Scratch Challenges

Scratch Challenges

1st - 5th Grade

10 Qs

quiz-placeholder

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Scratch Challenges

Scratch Challenges

Assessment

Quiz

Computers

1st - 5th Grade

Practice Problem

Medium

Created by

Sefer Ajdogdu

Used 4+ times

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10 questions

Show all answers

1.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

What is Scratch?

A visual programming language and online community targeted primarily at children

A new flavor of ice cream

A type of skin irritation

A popular dance move

2.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

What are the different types of blocks in Scratch?

Up, Down, Left, Right

Start, Stop, Pause, Resume

Motion, Looks, Sound, Events, Control, Sensing, Operators, and Variables

Color, Size, Shape

3.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

How do you create a new sprite in Scratch?

Double click on the stage

Type the sprite's name in the chatbox

Click on the 'Choose a Sprite from Library' button or upload your own sprite

Shout 'Sprite!' into the microphone

4.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

What is the purpose of the 'forever' block in Scratch?

To end the program immediately

To play a sound effect once

To change the background color

To create a loop that repeats indefinitely

5.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Explain the concept of 'broadcasting' in Scratch.

Drawing on the stage with a virtual pen

Creating a new sprite from scratch

Sending a message to multiple sprites at the same time.

Recording and playing back sounds in the background

6.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

What is the role of the 'if-then' block in Scratch?

It is used to create conditional statements.

It is used to create loops

It is used to change the background color

It is used to play sound effects

7.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

How do you change the backdrop in Scratch?

By shaking the computer

By clapping your hands

By singing a song

By clicking on the 'Choose a backdrop' button and selecting a new backdrop from the library or uploading your own image.

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