STAR Science Grade05 2004

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This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projectedbased on performance on released test questions. Copyright 2004 California Department of Education.

Released Test Questions Science

G R A D E

5C A L I F O R N I A S T A N D A R D S T E S T

Introduction - Grade 5 ScienceThe following released test questions are taken from the Grade 5 Science Standards Test. This test is one of the

California Standards Tests administered as part of the Standardized Testing and Reporting (STAR) Programunder policies set by the State Board of Education.

All questions on the California Standards Tests are evaluated by committees of content experts, including teachers andadministrators, to ensure their appropriateness for measuring the California academic content standards in Grade 5Science. In addition to content, all items are reviewed and approved to ensure their adherence to the principles of fairness and to ensure no bias exists with respect to characteristics such as gender, ethnicity, and language.

This document contains released test questions from the California Standards Test forms in 2004. First on thepages that follow are lists of the Grades 4 and 5 standards assessed on the Grade 5 Science Test. Note thatGrade 5 Earth Sciences Standard 3.e is not assessed on the Grade 5 Science Test and, therefore, is not

represented in these released test questions. Next are released test questions. Following the questions is a tablethat gives the correct answer for each question, the content standard that each question is measuring, and the yeareach question appeared on the test. Reference sheets, provided for students taking the test, are also included asthey are necessary in answering some of the questions.

The following table lists the number of items that appear on the exam and the number of released test questionsthat appear in this document.


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Science Released Test Questions

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NUMBER OF NUMBER OFSTRAND QUESTIONS RELEASED

ON EXAM TEST QUESTIONS

Physical SciencesGrade 5 (Standards: 5PS1. a-i)Grade 4 (Standards: 4PS1. a-g) 18 4

Life SciencesGrade 5 (Standards: 5LS2. a-g)Grade 4 (Standards: 4LS2. a-c, 4LS3. a-d) 18 4

Earth SciencesGrade 5 (Standards: 5ES3. a-e, 5ES4. a-e, 5ES5. a-c)Grade 4 (Standards: 4ES4. a-b, 4ES5. a-c) 18 5

Investigation and ExperimentationGrade 5 (Standards: 5IE6. a-i)Grade 4 (Standards: 4IE6. a-f) 6 2

TOTAL 60 15

In selecting test questions for release, three criteria are used: (1) the questions adequately cover a selection of theacademic content standards assessed on the Grade 5 Science Test; (2) the questions demonstrate a range of difficulty; and (3) the questions present a variety of ways standards can be assessed. These released test questions donot reflect all of the ways the standards may be assessed. Released test questions will not appear on future tests.

For more information about the California Standards Tests, visit the California Department of EducationsWeb site at http://www.cde.ca.gov/ta/tg/sr/resources.asp.


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THE PHYSICAL SCIENCESThe following 16 California content standards are included in the Physical Sciences strand and are represented inthis booklet by four test questions. These questions represent only some ways in which these standards may be

assessed on the California Grade 5 Science Standards Test.

CALIFORNIA CONTENT STANDARDS IN THIS STRAND

Physical Sciences

Grade 5 Standards

5PS1. Elements and their combinations account for all the varied types of matter in the world.As a basis for understanding this concept:

5PS1.a. Students know that during chemical reactions the atom in the reactants rearrange to formproducts with different properties.

5PS1.b. Students know all matter is made of atoms, which may combine to form molecules.

5PS1.c. Students know metals have properties in common, such as high electrical and thermalconductivity. Some metals, such as aluminum (AI), iron (Fe), nickel (Ni), copper (Cu), silver (Ag),and gold (Au), are pure elements; others, such as steel and brass, are composed of acombination of elemental metals.

5PS1.d. Students know that each element is made of one kind of atom and that the elements are organizedin the periodic table by their chemical properties.

5PS1.e. Students know scientists have developed instruments that can create discrete images of atomsand molecules that show that the atoms and molecules often occur in well-ordered arrays.

5PS1.f. Students know differences in chemical and physical properties of substances are used toseparate mixtures and identify compounds.

5PS1.g. Students know properties of solid, liquid, and gaseous substances, such as sugar (C 6H12O6),water (H2O), helium (He), oxygen (O2), nitrogen (N2), and carbon dioxide (CO 2).

5PS1.h. Students know living organisms and most materials are composed of just a few elements.

5PS1.i. Students know the common properties of salts, such as sodium chloride (NaCI).

Grade 4 Standards

4PS1. Electricity and magnetism are related effects that have many useful applications ineveryday life. As a basis for understanding this concept:

4PS1.a. Students know how to design and build simple series and parallel circuits by using componentssuch as wires, batteries, and bulbs.

4PS1.b. Students know how to build a simple compass and use it to detect magnetic effects, includingEarths magnetic field.

4PS1.c. Students know electric currents produce magnetic fields and know how to build a simpleelectromagnet.


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4PS1.d. Students know the role of electromagnets in the construction of electric motors, electricgenerators, and simple devices, such as doorbells and earphones.

4PS1.e. Students know electrically charged objects attract or repel each other.

4PS1.f. Students know that magnets have two poles (north and south) and that like poles repel each otherwhile unlike poles attract each other.

4PS1.g. Students know electrical energy can be converted to heat, light, and motion.


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THE LIFE SCIENCESThe following 14 California content standards are included in the Life Sciences strand and are represented in thisbooklet by four test questions. These questions represent only some ways in which these standards may be



Life Sciences

Grade 5 Standards

5LS2. Plants and animals have structures for respiration, digestion, waste disposal, andtransport of materials. As a basis for understanding this concept:

5LS2.a. Students know many multicellular organisms have specialized structures to support the transportof materials.

5LS2.b. Students know how blood circulates through the heart chambers, lungs, and body and howcarbon dioxide (CO 2) and oxygen (O 2) are exchanged in the lungs and tissues.

5LS2.c. Students know the sequential steps of digestion and the roles of teeth and the mouth, esophagus,stomach, small intestine, large intestine, and colon in the function of the digestive system.

5LS2.d. Students know the role of the kidney in removing cellular waste from blood and converting it intourine, which is stored in the bladder.

5LS2.e. Students know how sugar, water, and minerals are transported in a vascular plant.

5LS2.f. Students know plants use carbon dioxide (CO 2) and energy from sunlight to build molecules ofsugar and release oxygen.

5LS2.g. Students know plant and animal cells break down sugar to obtain energy, a process resulting incarbon dioxide (CO 2) and water (respiration).

Grade 4 Standards

4LS2. All organisms need energy and matter to live and grow. As a basis for understanding thisconcept:

4LS2.a. Students know plants are the primary source of matter and energy entering most food chains.

4LS2.b. Students know producers and consumers (herbivores, carnivores, omnivores, anddecomposers) are related in food chains and food webs and may compete with each other forresources in an ecosystem.

4LS2.c. Students know decomposers, including many fungi, insects, and microorganisms, recycle matterfrom dead plants and animals.

4LS3. Living organisms depend on one another and on their environment for survival. As abasis for understanding this concept:

4LS3.a. Students know ecosystems can be characterized by their living and nonliving components.

4LS3.b. Students know that in any particular environment, some kinds of plants and animals survive well,some survive less well, and some cannot survive at all.


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THE EARTH SCIENCESThe following 18 California content standards are included in the Earth Sciences strand and are represented inthis booklet by five test questions. These questions represent only some ways in which these standards may be



Earth Sciences

Grade 5 Standards

5ES3. Water on Earth moves between the oceans and land through the processes ofevaporation and condensation. As a basis for understanding this concept:

5ES3.a. Students know most of Earths water is present as salt water in the oceans, which cover most ofEarths surface.

5ES3.b. Students know when liquid water evaporates, it turns into water vapor in the air and can reappearas a liquid when cooled or as a solid if cooled below the freezing point of water.

5ES3.c. Students know water vapor in the air moves from one place to another and can form fog orclouds, which are tiny droplets of water or ice, and can fall to Earth as rain, hail, sleet, or snow.

5ES3.d. Students know that the amount of fresh water located in rivers, lakes, underground sources, andglaciers is limited and that its availability can be extended by recycling and decreasing the use ofwater.

5ES3.e. Students know the origin of the water used by their local communities.

5ES4. Energy from the Sun heats Earth unevenly, causing air movements that result in changingweather patterns. As a basis for understanding this concept:

5ES4.a. Students know uneven heating of Earth causes air movements (convection currents).

5ES4.b. Students know the influence that the ocean has on the weather and the role that the water cycleplays in weather patterns.

5ES4.c. Students know the causes and effects of different types of severe weather.

5ES4.d. Students know how to use weather maps and data to predict local weather and know that weatherforecasts depend on many variables.

5ES4.e. Students know that the Earths atmosphere exerts a pressure that decreases with distance aboveEarths surface and that at any point it exerts this pressure equally in all directions.

5ES5. The solar system consists of planets and other bodies that orbit the Sun in predictablepaths. As a basis for understanding this concept:

5ES5.a. Students know the Sun, an average star, is the central and largest body in the solar system and iscomposed primarily of hydrogen and helium.

5ES5.b. Students know the solar system includes the planet Earth, the Moon, the Sun, eight other planetsand their satellites, and smaller objects, such as asteroids and comets.

5ES5.c. Students know the path of a planet around the Sun is due to the gravitational attraction betweenthe Sun and the planet.


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Grade 4 Standards

4ES4. The properties of rocks and minerals reflect the processes that formed them. As a basisfor understanding this concept:

4ES4.a. Students know how to differentiate among igneous, sedimentary, and metamorphic rocks byreferring to their properties and methods of formation (the rock cycle).

4ES4.b. Students know how to identify common rock-forming minerals (including quartz, calcite, feldspar,mica, and hornblende) and ore minerals by using a table of diagnostic properties.

4ES5. Waves, wind, water, and ice shape and reshape Earths land surface. As a basis forunderstanding this concept:

4ES5.a. Students know some changes in the earth are due to slow processes, such as erosion, and somechanges are due to rapid processes, such as landslides, volcanic eruptions, and earthquakes.

4ES5.b. Students know natural processes, including freezing and thawing and the growth of roots, causerocks to break down into smaller pieces.

4ES5.c. Students know moving water erodes landforms, reshaping the land by taking it away from someplaces and depositing it as pebbles, sand, silt, and mud in other places (weathering, transport, anddeposition).


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THE INVESTIGATION AND EXPERIMENTATIONThe following 15 California content standards are included in the Investigation and Experimentation strand andare represented in this booklet by two test questions. These questions represent only some ways in which these

standards may be assessed on the California Grade 5 Science Standards Test.


Investigation and Experimentation

Grade 5 Standards

5IE6. Scientific progress is made by asking meaningful questions and conducting carefulinvestigations. As a basis for understanding this concept and addressing the content inthe other three strands, students should develop their own questions and perform

investigations. Students will:5IE6.a. Classify objects (e.g., rocks, plants, leaves) in accordance with appropriate criteria.

5IE6.b. Develop a testable question.

5IE6.c. Plan and conduct a simple investigation based on a student-developed question and writeinstructions others can follow to carry out the procedure.

5IE6.d. Identify the dependent and controlled variables in an investigation.

5IE6.e. Identify a single independent variable in a scientific investigation and explain how this variable canbe used to collect information to answer a question about the results of the experiment.

5IE6.f. Select appropriate tools (e.g., thermometers, meter sticks, balances, and graduated cylinders)and make quantitative observations.

5IE6.g. Record data by using appropriate graphic representations (including charts, graphs, and labeleddiagrams) and make inferences based on those data.

5IE6.h. Draw conclusions from scientific evidence and indicate whether further information is needed tosupport a specific conclusion.

5IE6.i. Write a report of an investigation that includes conducting tests, collecting data or examiningevidence, and drawing conclusions.

Grade 4 Standards

4IE6. Scientific progress is made by asking meaningful questions and conducting carefulinvestigations. As a basis for understanding this concept and addressing the content inthe other three strands, students should develop their own questions and perform

investigations. Students will:4IE6.a. Differentiate observation from inference (interpretation) and know scientists explanations come

partly from what they observe and partly from how they interpret their observations.

4IE6.b. Measure and estimate the weight, length, or volume of objects.

4IE6.c. Formulate and justify predictions based on cause-and-effect relationships.

4IE6.d. Conduct multiple trials to test a prediction and draw conclusions about the relationships betweenpredictions and results.


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4IE6.e. Construct and interpret graphs from measurements.

4IE6.f. Follow a set of written instructions for a scientific investigation.


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1 Sterling silver is a combination of silver andcopper. Which of the following is also acombination of two or more metals?

A aluminumB lead

C gold

D brass

2 A scientist needs to take a picture of thewell-ordered arrangements of the atoms andmolecules within a substance. Which of thefollowing instruments would be best for thescientist to use?

A a laser light with holograph

B a seismograph

C an electron microscope

D a stereoscope

3 Iron filings and bar magnets were placed on asheet of paper. The following diagram showsthe pattern made on the paper.

N S N S41

2 3

At which location is the magnetic field thestrongest?

A 1

B 2

C 3

D 4

4 Which of the following converts electricalenergy into motion?

A light switch

B electric stove

C light bulb

D electric fan

5 Which list gives the correct order of foodtraveling through the digestive system after it isswallowed?

A stomach, esophagus, large intestine, smallintestine

B small intestine, large intestine, esophagus,stomach

C esophagus, stomach, large intestine, smallintestine

D esophagus, stomach, small intestine, largeintestine

6 Which of the following gases do plants use inphotosynthesis?

A hydrogen

B oxygenC carbon dioxide

D carbon monoxide

7 Which of the following is a living componentof a desert in California?

A low rainfall

B hot temperature

C polar bear

D horned lizard


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14 Which of the following questions is testable ina scientific investigation?

A Are dogs better pets than cats?

B Are dogs happy when they are walked?

C Are cats more active at night than duringthe day?

D Are cats easier to take care of than dogs?

15 The chart below shows the results of anexperiment designed to study how exerciseaffects heart rate.

ActivityStage

Beforeexercise

Afterexercise

Heart Rate ofPerson A

(beats per min.)

75

120

Heart Rate ofPerson B

(beats per min.)

62

110

Heart Rate ofPerson C

(beats per min.)

70

130

Which of the following statements is the best

conclusion for this experiment?

A Exercise triples a persons heart rate.

B Exercise decreases a persons heart rate.

C Heart rate is not affected by exercise.

D Heart rate is increased by exercise.


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rebmuNnoitseuQ rewsnAtcerroC dradnatS tseTf oraeY1 D C.1SP5 4002

2 C E.1SP5 4002

3 D F.1SP4 4002

4 D G.1SP4 4002

5 D C.2SL5 4002

6 C F.2SL5 4002

7 D A.3SL4 4002

8 B C.3SL4 4002

9 C A.3SE5 4002

01 D A.4SE5 4002

11 D B.5SE5 4002

21 C A.4SE4 4002

31 A B.4SE4 4002

41 C B.6EI5 400251 D D.6EI4 4002


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h t 2 0 0 5 C a

l i f o r n

i a D e p a r t m e n

t o

f E d u c a

t i o n

M i n e r a

l I n f o r m a

t i o n

Documents

STAR Science Grade05 2004