ohio’s state tests...light and sound are forms of energy that behave in predictable ways. --- 1...

Ohio’s State Tests

ITEM RELEASE

SPRING 2017

GRADE 5SCIENCE

i

Table of Contents

Questions 1 – 18: Content Summary and Answer Key ................................................ iii

Question 1: Simulation for Question 2 ............................................................................ 1

Question 2: Question and Scoring Guidelines ............................................................ 15

Question 2: Sample Responses ..................................................................................... 19

Question 3: Question and Scoring Guidelines ........................................................... 27











Question 8: Sample Response ...................................................................................... 86


Question 9: Sample Response ...................................................................................... 90

Question 10: Question and Scoring Guidelines .......................................................... 91

Question 10: Sample Responses ................................................................................... 95

Question 11: Question and Scoring Guidelines .......................................................... 99

Question 11: Sample Response .................................................................................. 102

Question 12: Question and Scoring Guidelines ........................................................ 103

Question 12: Sample Responses ................................................................................. 107





ii









iii

Grade 5 Science

Spring 2017 Item Release

Content Summary and Answer Key

Question

No.

Item

Type

Content

Strand

Content

Statement

Answer

Key Points

1 Simulation

Earth and

Space

Science

Most of the cycles and patterns of

motion between the Earth and sun

are predictable.

--- ---

2 Graphic

Response

Earth and

Space

Science



are predictable.

--- 2 points

3 Graphic

Response

Physical

Science

The amount of change in

movement of an object is based

on the mass* of the object and the

amount of force exerted.

--- 2 points

4 Extended

Response

Earth and

Space

Science



are predictable.

--- 4 points

5 Graphic

Response

Physical

Science



on the mass* of the object and the

amount of force exerted.

--- 1 point

6 Graphic

Response

Physical

Science

Light and sound are forms of

energy that behave in predictable

ways.

--- 1 point

7 Graphic

Response Life Science

Organisms perform a variety of

roles in an ecosystem. --- 1 point

8 Multiple

Choice

Earth and

Space

Science



are predictable.

C 1 point

iv

Grade 5 Science



Question

No.

Item

Type

Content

Strand

Content

Statement

Answer

Key Points

9 Multiple

Choice

Physical

Science



on the mass* of the object and

the amount of force exerted.

C 1 point

10 Graphic

Response

Physical

Science


energy that behave in

predictable ways.

--- 1 point

11 Multiple

Choice Life Science


roles in an ecosystem. C 1 point

12 Graphic

Response

Earth and

Space

Science

The solar system includes the sun

and all celestial bodies that orbit

the sun. Each planet in the solar

system has unique characteristics.

--- 2 points

13 Graphic

Response

Physical

Science


energy that behave in

predictable ways.

--- 1 point

14 Graphic

Response

Earth and

Space

Science

The solar system includes the sun

and all celestial bodies that orbit

the sun. Each planet in the solar

system has unique characteristics.

--- 1 point

15 Graphic

Response Life Science


roles in an ecosystem. --- 1 point

16 Multiple

Choice

Physical

Science



on the mass* of the object and

the amount of force exerted.

D 1 point

v

Grade 5 Science



Question

No.

Item

Type

Content

Strand

Content

Statement

Answer

Key Points

17 Multiple

Choice Life Science


roles in an ecosystem. B 1 point

18 Multiple

Choice Life Science

All of the processes that take

place within organisms require

energy.

A 1 point

1

Grade 5

Science


Question 1

Simulation for Question 2

2

Question 1 (Simulation for Question 2)

16830/16257

3

When “Winter” and “9:00 AM” are selected, the following appears:

4

When “Winter” and “1:00 PM” are selected, the following appears:

5

When “Winter” and “6:00 PM” are selected, the following appears:

6

When “Spring” and “9:00 AM” are selected, the following appears:

7

When “Spring” and “1:00 PM” are selected, the following appears:

8

When “Spring” and “6:00 PM” are selected, the following appears:

9

When “Summer” and “9:00 AM” are selected, the following appears:

10

When “Summer” and “1:00 PM” are selected, the following appears:

11

When “Summer” and “6:00 PM” are selected, the following appears:

12

When “Fall” and “9:00 AM” are selected, the following appears:

13

When “Fall” and “1:00 PM” are selected, the following appears:

14

When “Fall” and “6:00 PM” are selected, the following appears:

15

Grade 5

Science


Question 2

Question and Scoring Guidelines

16

Question 2

16831/16752

Points Possible: 2

See Alignment for more detail.

17

Scoring Guidelines

For this item, a full-credit response includes:

Summer bar greater than 12 hours AND greater than all other bars;

AND

Winter bar less than 12 hours AND less than all other bars (1 point);

AND

Fall bar and Spring bar equal (1 point).

Alignment Content Strand Earth and Space Science

Content Statement Most of the cycles and patterns of motion between the Earth and sun are

predictable.

Content Elaboration Earth’s rotation around the sun takes approximately 365 days. Earth’s axis is tilted

at an angle of 23.5o. The tilt, along with Earth’s revolution around the sun, affects

the amount of direct sunlight the Earth receives in a single day and throughout

the year. The amount of direct sunlight that Earth receives is related to the

altitude of the sun, which affects the angle of the sun’s rays, and the amount of

time the sun is above the horizon each day.

Cognitive Demand Interpreting and Communicating Science Concepts (C)

Requires students to use subject-specific conceptual knowledge to interpret

and explain events, phenomena, concepts and experiences using grade-

appropriate scientific terminology, technological knowledge and mathematical

knowledge. Communicate with clarity, focus and organization using rich,

investigative scenarios, real-world data and valid scientific information.

18

Explanation of the Item This item requires the student to evaluate a simulation based on observations of

the position of the sun in the morning, afternoon and evening each season of

the year. Based on the provided observations, the student completes a bar

graph to illustrate the relative number of daylight hours in each season. The

longest daylight hours occur in the summer. The shortest daylight hours occur in

the winter. Spring and fall should have an equal number of daylight hours that

are more than winter but less than summer.

19

Grade 5

Science


Question 2

Sample Responses

20

Sample Response: 2 points

Notes on Scoring

This response earns full credit (2 points) because it

correctly illustrates that summer has the highest number

of daylight hours and winter has the least. Spring and

fall are equal and greater than winter but less than

summer.

21


Notes on Scoring

This response earns full credit (2 points) because while

the actual number of hours may not be accurate, the

response demonstrates an understanding of the

relative numbers of daylight hours in each season. The

response correctly illustrates that summer has the

highest number of daylight hours, winter has the least,

and spring and fall are equal, greater than winter and

less than summer.

22

Sample Response: 1 point

Notes on Scoring

This response earns partial credit (1 point) because

while the actual number of hours may not be accurate,

the response demonstrates an understanding of the

relative number of daylight hours in summer and winter.

Summer has the highest number of daylight hours, and

winter has the least. No credit is earned for spring and

fall because these numbers should be equal and

should be less than summer and more than winter.

23


Notes on Scoring

This response earns partial credit (1 point) because

while the actual number of hours may not be accurate,

the response demonstrates an understanding of the

relative number of daylight hours in summer and winter.

Summer has the highest number of daylight hours, and

winter has the least. No credit is earned for spring and

fall because these numbers should be equal and

should be less than summer and more than winter.

24


Notes on Scoring

This response earns no credit (0 points) because winter

is the only season that is correctly represented with the

lowest number of daylight hours. In order to receive

1 point for this item, summer also has to be represented

as having the highest number of daylight hours. Fall

and spring would need to be equal and be less than

summer and more than winter. All seasons in this

response illustrate an inaccurate representation of

relative numbers of daylight hours.

25


Notes on Scoring

This response earns no credit (0 points) because

summer is not represented as having the highest

number of daylight hours and winter is not represented

as having the least. Also, fall and spring would need to

be equal and be less than summer and more than

winter. All seasons in this response illustrate an

inaccurate representation of relative numbers of

daylight hours.

27

Grade 5

Science


Question 3


28

Question 3

16832/14694

Points Possible: 2


29

Scoring Guidelines


In Part A, either “Force” or “Mass” is selected AND, in Part B, the number of

fans and masses placed on each trial correctly tests the variable chosen

(1 point);

AND

In Part C, either Cart 1 or Cart 2 is selected as the correct prediction of

which cart reaches 5 m/s first based on the setup in Part A AND the

correct reasoning to support the prediction is selected in Part D (1 point).

Alignment Content Strand Physical Science

Content Statement The amount of change in movement of an object is based on the mass* of the object

and the amount of force exerted.

Content Elaboration Any change in speed or direction of an object requires a force and is affected by the

mass of the object and the amount of force applied. Forces cause changes in motion.

If a force is applied in the same direction of an object’s motion, the speed will increase.

Generally, the greater the force action on an object, the greater the change in motion.

Generally, the more mass an object has, the less influence a given force will have on its

motion.

Movement is measured by speed (how fast or slow the movement is). Speed is

measured by time and distance traveled (how long it took the object to go a specific

distance). Speed is calculated by dividing distance by time.

30

Cognitive Demand Demonstrating Science Knowledge (D)

Requires students to use scientific inquiry and develop the ability to think and act in

ways associated with inquiry, including asking questions, planning and conducting

investigations, using appropriate tools and techniques to gather and organize data,

thinking critically and logically about relationships between evidence and explanations,

constructing and analyzing alternative explanations, and communicating scientific

arguments. (Slightly altered from National Science Education Standards)

Note: Procedural knowledge (knowing how) is included in Recalling

Accurate Science.

Explanation of the Item This item requires the student to design an experiment to determine how force or mass

will affect the motion of a cart. If a student tests the effect of mass on the motion of the

cart, the force should be the same on both carts and the masses should vary. The cart

with the least mass will reach 5 m/s first. The more mass the cart has, the less it will be

influenced by the given force.

If the student tests the effect of force on the motion of the cart, the forces of the cart

will vary but the masses of the cart will be the same. The cart with the most force will

reach 5 m/s first. The greater the force on an object, the greater the change in motion.

31

Grade 5

Science


Question 3

Sample Responses

32


Notes on Scoring


correctly sets up the investigation to test the effect of

force on the motion of the cart. The mass is the same

for both carts. Cart 2 has the greater force and will

speed up faster to reach 5 m/s first.

33


Notes on Scoring


correctly sets up the investigation to test the effect of

mass on the motion of the cart. The larger mass, 4 kg, is

on Cart 2 and the lesser mass, 1 kg, is on Cart 1. Both

carts have a medium force, which has a greater effect

on the smaller mass, causing it to reach 5 m/s first.

34


Notes on Scoring

This response earns no credit (0 points) because it

incorrectly sets up the investigation to test the effect of

force on the motion of the cart. The setup provided

here reflects the effect of mass on the motion of the

cart instead of force.

35


Notes on Scoring


incorrectly sets up the investigation to test the effect of

force on the motion of the cart. The variables are not

appropriately distributed between the two carts. Each

cart should have an equal mass and a different force.

37

Grade 5

Science


Question 4


38

Question 4

16833/17716

Scoring Guidelines

Exemplar Response

Correct identifications of whether it is night or day at point X include:

It is night.

It is dark.

Correct explanations of why it is night at point X include:

Point X is opposite the sun.

Point X is on the side of Earth away from the sun.

Points Possible: 4


39

Correct identifications of where point X will be located in 12 hours include:

It will be on the opposite side of where it is now.

It will be on the daylight side.

It will be at the 9 o’clock position.

It will be toward the sun.

Correct explanations of why point X will be at the new location include:

Earth will rotate halfway around.

12 hours is half a day, so Earth would rotate halfway around.

Locations change between night and day as Earth rotates.

Score Point Description

4 points The response provides all four of the elements identified

above.

3 points The response provides three of the four elements

identified above.

2 points The response provides two of the four elements

identified above.

1 point The response provides only one of the four elements

identified above.

0 points The response fails to demonstrate any understanding of

day and night patterns on Earth. The response does not

meet the criteria required to earn one point. The response

indicates inadequate or no understanding of the task

and/or the idea or concept needed to answer the item.

The response may provide an incorrect solution/response.

Alignment

Content Strand Earth and Space Science


predictable.

Content Elaboration Earth completes one rotation on its axis in a 24-hour period, producing day and

night.

40

Cognitive Demand Recalling Accurate Science (R)

Requires students to provide accurate statements about scientifically valid facts,

concepts and relationships. Recall only requires students to provide a rote

response, declarative knowledge or perform routine mathematical tasks. This

cognitive demand refers to students’ knowledge of science fact, information,

concepts, tools, procedures (being able to describe how) and basic principles.

Explanation of the Item This item requires the student to determine whether point X is experiencing day

or night based on the diagram. Point X is on the side of the planet facing away

from the sun, and is experiencing night. Twelve hours later, point X would be on

the opposite side of the planet, facing the sun and experiencing daytime,

because Earth rotates every 24 hours.

41

Grade 5

Science


Question 4

Sample Responses

42


Notes on Scoring


correctly identifies and explains “it is night at point X”

and “point x would be in earths shadows.” It also states

“in twele hours point x will be across from where it is”

because “it takes 24 hourst to rotate and half of 24 is 12”.

43


Notes on Scoring


correctly identifies and explains that “It is night on point

x because it is on the side of Earth that the sun isn’t

facing.” It also states that “in 12 hours it will rotate half

way” and “will be facing the sun”, implying on the

opposite side, “because it takes 24 hours for earth to

rotate”.

44


Notes on Scoring


correctly identifies and explains that point X “is most

likely night…because the sun is hitting the other side of

the Earth’s surface and it is blocking the light making it

dark”. It also correctly states that “Point X will be

located on directly the other side of Earth in 12 hours

because the Earth would have rotated halfway making

it day instead of night in 12 hours.”

45


Notes on Scoring

This response earns partial credit (3 points) because it

correctly identifies and explains that point X is night

because it is facing away from the sun. The location of

point X in 12 hours is also correct because “It will be

located on the other side of the earth.” The response,

however, fails to explain why point x will be at the new

location.

46


Notes on Scoring


correctly identifies and explains that “point x is at night

because it is on the other side of Earth, so it is not

getting any sun.” The response also states that “12 is

half of 24 hours”, explaining why the X is at the new

location. However, “on the west side of Earth” does not

correctly identify a location for point X because there is

no compass orientation indicated.

47


Notes on Scoring


correctly identifies that point X “would be night” and

that the new location would be daytime “In12 hours”,

implying that the new location of point X is opposite

the night side. The reasons listed regarding why it is

night at the first location (opposite the sun) and day at

the new location (Earth’s rotation) are too vague to

receive credit.

48


Notes on Scoring


correctly identifies that “It is night at point X” and that

point X will be day in 12 hours, implying that the new

location of point X is opposite the night side. But the

response regarding the tilt of the Earth fails to earn

credit because it does not accurately explain why

point X is night or why the new location is 12 hours later.

49


Notes on Scoring


correctly identifies and explains that point X “is night

because they are not facing the sun”. The response,

however, fails to identify the location of point X in 12

hours and the reason why.

50


Notes on Scoring

This response earns partial credit (1 point) because it

correctly identifies that point X would be “dark”,

indicating night, but it does not explain why it is night.

The response also fails to identify the location of point X

in 12 hours and the reason why.

51


Notes on Scoring


correctly identifies that “Point x is at night”, but it fails to

provide an explanation for why it is night. The response

also fails to identify the location of point X in 12 hours

and the reason why.

52


Notes on Scoring

This response earns no credit (0 points) because

providing a time of “3:00” and “12 hours it will be right

back at 3:00” fails to identify and explain that point X is

night or where point X will be located in 12 hours and

why.

53


Notes on Scoring


incorrectly identifies point X as day and lacks an

accurate reason why. The response does not attempt

to identify the location of point X 12 hours later or the

explanation why.

54


Notes on Scoring


identifies point X as day and lacks an accurate reason

why. The response inaccurately states point X will move

to the right and does not attempt to identify point X 12

hours later or the explanation why.

55

Grade 5

Science


Question 5


56

Question 5

16834/14345

Scoring Guidelines


The ball with the larger arrow should be placed further along the path

than the ball with the smaller arrow (1 point).

Points Possible: 1


57


Content Statement The amount of change in movement of an object is based on the mass* of the

object and the amount of force exerted.

Content Elaboration The motion of an object can change by speeding up, slowing down or

changing direction. Forces cause changes in motion. If a force is applied in the

same direction of an object’s motion, the speed will increase. If a force is

applied in the opposite direction of an object’s motion, the speed will decrease.

Generally, the greater the force acting on an object, the greater the change in

motion. Generally, the more mass* an object has, the less influence a given

force will have on its motion. If no forces act on an object, the object does not

change its motion and moves at constant speed in a given direction. If an

object is not moving and no force acts on it, the object will remain at rest.







Explanation of the Item This item requires the student to connect the motion of a ball to the amount of

force applied. The longer the arrow, the greater the force. Forces cause

changes in motion. If a force is applied in the same direction of an object’s

motion, the speed will increase. The greater the force acting on an object, the

greater the change in motion. The ball that has the longer arrow should travel a

greater distance than the ball with the shorter arrow.

59

Grade 5

Science


Question 5

Sample Responses

60


Notes on Scoring

This response earns full credit (1 point) because it

correctly illustrates that the larger force caused Ball Y to

travel the greater distance compared to Ball X.

61


Notes on Scoring


correctly illustrates that the larger force caused Ball Y to

travel the greater distance compared to Ball X.

62


Notes on Scoring


incorrectly illustrates that the smaller force caused Ball X

to travel farther than Ball Y, which has a stronger force.

63


Notes on Scoring


incorrectly illustrates that the smaller force caused Ball X

to travel farther than Ball Y, which has a stronger force.

65

Grade 5

Science


Question 6


66

Question 6

16835/14361

Scoring Guidelines


An amount less than 120 mL selected (1 point).

Points Possible: 1


67


Content Statement Light and sound are forms of energy that behave in predictable ways.

Content Elaboration Sound is produced by vibrating objects and requires a medium through which

to travel. The rate of vibration is related to the pitch of the sound. Pitch can be

changed by changing how fast an object vibrates. Objects that vibrate slowly

produce low pitches; objects that vibrate quickly produce high pitches. Audible

sound can only be detected within a certain range of pitches. Sound must

travel through a material (medium) to move from one place to another. This

medium may be a solid, liquid or gas. Sound travels at different speeds through

different media. Once sound is produced, it travels outward in all directions until

it reaches a different medium. When it encounters this new medium, the sound

can continue traveling through the new medium, become absorbed by the

new medium, bounce back into the original medium (reflected) or engage in

some combination of these possibilities.







Explanation of the Item This item requires the student to use data from a student investigation todetermine the volume of water needed to produce a pitch lower than500 vibrations per second (Glass A). The rate of vibration is related to thepitch of the sound. Pitch can be changed by changing how fast an objectvibrates. The vibration rate varies with the amount of water in the beaker.Objects that vibrate slowly produce low pitches and a volume below 120 mlwill produce a lower pitch based on the student’s data. Student data is notalways accurate and investigations should be repeated for validity. Thestudent’s data in this case is incorrect and should be reversed. For scientificaccuracy the data for Glass A should have been 700 vibrations per second and Glass C should have been 500 vibrations per second.

69

Grade 5

Science


Question 6

Sample Responses

70


Notes on Scoring


correctly identifies a volume below 120 mL

(approximately 90 mL), which will produce a lower

pitch.

71


Notes on Scoring


correctly identifies a volume below 120 mL

(approximately 60 mL), which will produce a lower

pitch.

72


Notes on Scoring


incorrectly selects a volume above 120 mL (180 mL),

which will produce a higher pitch, not a lower pitch.

73


Notes on Scoring


incorrectly selects a volume above 120 mL (240 mL),

which will produce a higher pitch, not a lower pitch.

75

Grade 5

Science


Question 7


76

Question 7

16836/16219

Scoring Guidelines


Birds on a Rhinoceros is selected (1 point).

Points Possible: 1


77

Alignment Content Strand Life Science

Content Statement Organisms perform a variety of roles in an ecosystem.

Content Elaboration One way ecosystem populations interact is centered on relationships for obtaining

energy. Food webs are defined in many ways, including as schemes of feeding

relationships, which resemble a web. This web serves as a model for feeding

relationships of member species within a biological community. Members of a

species may occupy different positions during their lives. Food chains and webs are

schematic representations of real-world interactions.

Organisms have symbiotic relationships in which individuals of one species are

dependent upon individuals of another species for survival. Symbiotic relationships

can be categorized as mutualism, where both species benefit; commensalism,

where one species benefits and the other is unaffected; and parasitism, where one

species benefits and the other is harmed.







Explanation of the Item This item requires the student to identify symbiotic relationships between organisms.

The whale and the barnacles illustrate commensalism. The barnacles benefit by

being transported through nutrient-rich waters from which they feed. The whale is

neither benefited nor harmed. The birds on a rhinoceros represent a mutualistic

relationship where both organisms benefit. The birds eat parasites off the rhinoceros,

getting a meal. The rhinoceros benefits by having parasites removed from its body.

The fleas on a wolf indicate a parasitic relationship. The fleas feed off the blood of

the wolf and spread diseases. The wolf is harmed because it is bitten repeatedly.

79

Grade 5

Science


Question 7

Sample Responses

80


Notes on Scoring


correctly identifies the birds on a rhinoceros as the

mutualistic relationship.

81


Notes on Scoring


incorrectly identifies the fleas on a wolf as the

mutualistic relationship. The wolf and the fleas have a

parasitic relationship, where the fleas bite and harm the

wolf.

82


Notes on Scoring


incorrectly identifies the barnacles on a whale as the

mutualistic relationship. The barnacles on a whale

indicate a communalistic relationship.

83

Grade 5

Science


Question 8


84

Question 8

16837/15770

Scoring Guidelines

Rationale for Option A: This is incorrect. This model represents the misconception

that the sun actually moves while Earth holds still.

Rationale for Option B: This is incorrect. This represents the orbit of Earth around the

sun.

Rationale for Option C: Key – The sun appears to move across the sky from the

perspective of Earth because Earth is turning and the sun is stationary.

Rationale for Option D: This is incorrect. The sun does not move in the same

pattern as Earth.

Points Possible: 1


85



predictable.

Content Elaboration

Earth completes one rotation on its axis in a 24-hour period, producing day and

night. This rotation makes the sun, stars and moon appear to change position in the

sky. Earth’s axis is tilted at an angle of 23.5°. This tilt, along with Earth’s revolution

around the sun, affects the amount of direct sunlight that the Earth receives in a

single day and throughout the year.

Note: The amount of direct sunlight that Earth receives is related to the altitude of

the sun, which affects the angle of the sun’s rays, and the amount of time the sun is

above the horizon each day.


Requires students to use scientific inquiry and develop the ability to think and act in

ways associated with inquiry, including asking questions, planning and conducting

investigations, using appropriate tools and techniques to gather and organize data,

thinking critically and logically about relationships between evidence and

explanations, constructing and analyzing alternative explanations, and

communicating scientific arguments. (Slightly altered from National Science

Education Standards)


Accurate Science.

86

Explanation of the Item This item requires the student to recognize a model that would represent the motion

of the sun and Earth to replicate why the sun appears to move across the sky from

sunrise to sunset. A student would represent Earth and a light represents the sun. The

correct model to illustrate this motion of the sun and Earth is a student spinning

around in place while a light sits on a nearby desk. The spinning action represents

the rotation of Earth in a 24-hour period. The sun is stationary in the middle of our

solar system. This is represented by the light sitting on the desk. As the Earth rotates,

the sun appears to move across the sky from sunrise to sunset. In reality, the sun is

stationary and Earth moves, creating sunrise and sunset.


87

Grade 5

Science


Question 9


88

Question 9

16838/15941

Scoring Guidelines

Rationale for Option A: This is incorrect. The number 4 represents the number of

squares crossed and not the average speed of the ant.

Rationale for Option B: This is incorrect. The value, 25 cm per min would be the

speed if the ant traveled only one block in the 2 minutes.

Rationale for Option C: Key – The value, 100 cm per min represents the average

speed of the ant. (50 x 4)/2 = 100 cm/min.

Rationale for Option D: This is incorrect. The value, 200 cm per min is the total

distance traveled.

Points Possible: 1


89




Content Elaboration Movement is measured by speed (how fast or slow the movement is). Speed is

measured by time and distance traveled (how long it took the object to go a

specific distance). Speed is calculated by dividing distance by time. Speed

must be investigated through testing and experimentation.







Explanation of the Item This item requires the student to calculate the speed of an ant traveling from

point X to point Y and then to point Z on a table. The distance between point X

and Y is 100 cm (50 cm +50 cm). The distance between point Y and Z is also 100

cm (50 cm +50 cm). That means the total distance traveled is 200 cm. The time it

took the ant to travel is 2 minutes. Speed is calculated by dividing distance by

time. 200 cm / 2 minutes = 100 cm per minute.

90


91

Grade 5

Science


Question 10


92

Question 10

16839/14657

Scoring Guidelines


The black cup in the center of the table;

AND

The light pointing down and in the center box above the table (1 point);

OR

The black cup and light pointing down in the same dashed box;

AND

Nothing else in the other boxes or on the table (1 point).

Points Possible: 1


93



Content Elaboration Light can travel through some materials, such as glass or water. When light

travels from one location to another, it goes in a straight line until it interacts with

another object or material. As light reaches a new material, it can be absorbed,

refracted, reflected or it can continue to travel through the new material; one of

these interactions may occur or many may occur simultaneously, depending on

the material.

Light can be absorbed by objects, causing them to warm. How much an

object’s temperature increases depends on the material of the object, the

intensity of and the angle at which the light strikes its surface, how long the light

shines on the object and how much light is absorbed.







Explanation of the Item This item requires the student to design a method to increase the temperature of

water in a glass (cup). The student must select which colored cup (black) and

light position (straight down with the cup below) will increase the temperature of

the water in the cup the most. The black cup absorbs the most light, causing the

greatest increase of water temperature. The other cups absorb light, but they

also reflect light, which slows down the increase in water temperature. A light

shining straight down provides direct light and will transfer more energy to the

cup than indirect light (striking at an angle).

95

Grade 5

Science


Question 10

Sample Responses

96


Notes on Scoring

This response earns full credit (1 point) because the

black cup is positioned directly under the light so that

the most light can be absorbed. This combination of

black cup and direct lighting increases the

temperature of the water the most.

97


Notes on Scoring

This response earns no credit (0 points). The cup is

positioned directly under the light so that the most light

can be absorbed, which heats the water. However,

the green cup is not the cup that will increase the

temperature of the water the most. The black cup will

absorb the most light and have the highest

temperature.

98


Notes on Scoring

This response earns no credit (0 points). The cup is

positioned directly under the light so that the light can

be absorbed, which heats the water. However, the blue

cup is not the cup that will increase the temperature of

the water the most. The black cup will absorb the most

light and have the highest temperature.

99

Grade 5

Science


Question 11


100

Question 11

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Scoring Guidelines

Rationale for Option A: This is incorrect. The clam and worm population would

decrease, not have periodic increases, due to the increase in numbers of a new

predator. The clam and worm population is being consumed.

Rationale for Option B: This is incorrect. The clam and worm population would

decrease due to the increase in numbers of a new predator. The clam and worm

population is being consumed

Points Possible: 1


101

Rationale for Option C: Key – The populations of native organisms would

decrease as a result of an invasive fish that both competes with them for food

and eats their eggs.

Rationale for Option D: This is incorrect. The populations of native organisms would

decrease as a result of an invasive fish that both competes with them for food

and eats their eggs.



Content Elaboration It is important that the ecological role of organisms is interwoven with a clear

understanding that all living things require energy.

Plants and some microorganisms are producers. They are the foundation of the

food web. Producers transform energy from the sun and make food through a

process called photosynthesis. Animals get their energy by eating plants and

other animals that eat plants. Animals are consumers, and many form predator-

prey relationships. Decomposers (primarily bacteria and fungi) are consumers

that use waste materials and dead organisms for food. Decomposers also return

nutrients to the ecosystem.

One way ecosystem populations interact is centered on relationships for

obtaining energy. Food webs are defined in many ways, including as schemes

of feeding relationships, which resemble a web. This web serves as a model for

feeding relationships of member species within a biological community.

Members of a species may occupy different positions during their lives. Food

chains and webs are schematic representations of real-world interactions.







102

Explanation of the Item This item requires the student to evaluate a Lake Erie food web and select a

graph that represents the changes in various populations after the arrival of a

non-native fish, the round goby. This fish eats insects, worms, clams and the eggs

of many native fish, which means that native fish populations will decline over

time. The graph that represents the decline of the native fish is the appropriate

choice.


103

Grade 5

Science


Question 12


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Question 12

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Scoring Guidelines


The “Sun” is made up of gases and makes its own light;

AND

“Neptune” is made up of gases and is smaller than Jupiter (2 points).

For this item, a partial-credit response includes:

The “Sun” is made up of gases and makes its own light (1 point);

OR

“Neptune” is made up of gases and is smaller than Jupiter (1 point).

Points Possible: 2


105


Content Statement The solar system includes the sun and all celestial bodies that orbit the sun. Each

planet in the solar system has unique characteristics.

Content Elaboration

The distance from the sun, size, composition and movement of each planet are

unique. Eight major planets in the solar system orbit the sun. Some of the planets

have a moon or moons that orbit them. Earth is a planet that has a moon that

orbits it. The planets’ orbits are because of their gravitational attraction to the

sun. Moons orbit around planets because of their gravitational attraction to the

planets.







Explanation of the Item This item requires the student to know the components of the solar system and

compare the characteristics of the sun and Neptune. The sun is a star made of

gas that is in the center of our solar system. The sun emits light and is the largest

object in our solar system. Jupiter is the largest planet. Neptune is a smaller

planet, made of gas that is located at the far edge of the solar system. It is

smaller than Jupiter.

107

Grade 5

Science


Question 12

Sample Responses

108


Notes on Scoring


identifies that both the sun and Neptune are made of

gases. The sun produces light and Neptune does not.

The sun is the largest object in the solar system, and

Neptune is smaller than Jupiter. Jupiter is the largest

planet in the solar system.

109


Notes on Scoring


correctly identifies that the sun is made of gases and

produces light. The response fails to address the

attributes of Neptune.

110


Notes on Scoring


correctly identifies that Neptune is made of gases and

is smaller than Jupiter. The response fails to address the

attributes of the sun.

111


Notes on Scoring

This response earns no credit (0 points). It correctly

identifies that both Neptune and the sun are made of

gases, but that is not enough to earn partial credit for

this item. In order to earn 1 point, all attributes of the

sun or all attributes of Neptune need to be correctly

identified.

112


Notes on Scoring


incorrectly identifies that Neptune produces light and

that the sun is smaller than Jupiter. Neptune does not

produce light. Neptune reflects light from the sun. The

sun is the largest object in the solar system.

113

Grade 5

Science


Question 13


114

Question 13

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Scoring Guidelines


Placement of “Red” in the Absorbed column;

AND

Placement of “Green” in the Absorbed column;

AND

Placement of “Yellow” in the Absorbed column;

AND

Placement of “Blue” in the Reflected column (1 point).

Points Possible: 1


115



Content Elaboration When light travels from one location to another, it goes in a straight line until it

interacts with another object or material. When light strikes objects through

which it cannot pass, shadows are formed. As light reaches a new material, it

can be absorbed, refracted, reflected or it can continue to travel through the

new material; one of these interactions may occur or many may occur

simultaneously, depending on the material.

When light passes from one material to another, it is often refracted at the

boundary between the two materials and travels in a new direction through the

new material (medium). For example, a magnifying lens bends light and focuses

it toward a single point. A prism bends white light and separates the different

colors of light. Visible light may be emitted from an object (like the sun) or

reflected by an object (like a mirror or the moon). The reflected colors are the

only colors visible when looking at an object. For example, a red apple looks red

because the red light that hits the apple is reflected while the other colors are

absorbed.







Explanation of the Item This item requires the student to recognize that colored objects reflect some

colors of sunlight and absorb other colors of sunlight. If sunlight hits a blue flower,

all colors except blue are absorbed and blue is reflected.

117

Grade 5

Science


Question 13

Sample Responses

118


Notes on Scoring


correctly identifies that green, red and yellow will be

absorbed and blue will be reflected.

119


Notes on Scoring


incorrectly identifies that green will be reflected. Green

will be absorbed. Blue is reflected, and that is why the

flower appears blue. Red and yellow will be absorbed,

but this correct identification is not enough to earn

credit for this item.

120


Notes on Scoring


incorrectly identifies that red will be reflected. Red will

be absorbed. Blue is reflected, and that is why the

flower appears blue. Green and yellow will be

absorbed, but this correct identification is not enough

to earn credit for this item.

121

Grade 5

Science


Question 14


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Question 14

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Scoring Guidelines


“Mostly Solid” in the Inner Planets box;

AND

“Mostly Gas” in the Outer Planets box (1 point).

Points Possible: 1


123


Content Statement The solar system includes the sun and all celestial bodies that orbit the sun. Each

planet in the solar system has unique characteristics.

Content Elaboration The distance from the sun, size, composition and movement of each planet are

unique. Eight major planets in the solar system orbit the sun.







Explanation of the Item This item requires the student to identify the composition of the inner and outer

planets. The inner planets, Mercury, Venus, Earth and Mars, are composed of

solid rocky material. The outer planets, Jupiter, Saturn, Uranus and Neptune, are

called gas giants. They are primarily composed of gases.

125

Grade 5

Science


Question 14

Sample Responses

126


Notes on Scoring


correctly identifies the inner planets as mostly solid and

the outer planets as mostly gas.

127


Notes on Scoring


incorrectly identifies the inner planets as mostly liquid.

The response correctly identifies the outer planets as

mostly gas, but this is not enough to earn credit for this

item.

128


Notes on Scoring


incorrectly identifies the inner planets as mostly gas and

the outer planets as mostly liquid.

129

Grade 5

Science


Question 15


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Question 15

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Scoring Guidelines


Placing “Goldfinch” in the left box and “Field mouse” in the middle box as

consumers of the plants in the food web;

AND

Placing “Field mouse”, “Rat snake” and “Goldfinch” as prey of the barred

owl in the food web (1 point).

Points Possible: 1


131



Content Elaboration

The content statements for fifth-grade life science are each partial components

of a larger concept. The parts have been isolated to call attention to the depth

of knowledge required to build to one of biology’s foundational theories:

dynamic relationships within ecosystems. It is recommended that the content

statements be combined and taught as a whole. For example, it is important

that the ecological role of organisms is interwoven with a clear understanding

that all living things require energy.

Plants and some microorganisms are producers. They are the foundation of the

food web. Producers transform energy from the sun and make food through a

process called photosynthesis. Animals get their energy by eating plants and

other animals that eat plants. Animals are consumers, and many form predator-

prey relationships. Decomposers (primarily bacteria and fungi) are consumers

that use waste materials and dead organisms for food. Decomposers also return

nutrients to the ecosystem.

One way ecosystem populations interact is centered on relationships for

obtaining energy. Food webs are defined in many ways, including as schemes

of feeding relationships, which resemble a web. This web serves as a model for

feeding relationships of member species within a biological community.

Members of a species may occupy different positions during their lives. Food

chains and webs are schematic representations of real-world interactions. For

this grade level, it is enough to recognize that food webs represent an

intertwining of food chains within the same biological community. See the next

content statement for details on grade-appropriate food webs.







132

Explanation of the Item This item requires the student to build a food web within the meadow ecosystem

using data in the table provided. Based on this information, the following web

should be built. The field mouse eats thistle and clover, so both arrows from

those plants should point to the mouse. The goldfinch eats thistle seed, so the

goldfinch has an arrow pointing to it from the thistle plant. The rat snake eats

field mice, so the snake has an arrow pointing to it from the field mouse. The

barred owl eats goldfinches, field mice and rat snakes. The barred owl is

positioned at the top of the food web. The arrows pointing to the organism

indicate the flow of energy from one organism to another.

133

Grade 5

Science


Question 15

Sample Responses

134


Notes on Scoring


correctly builds the food web in the meadow

ecosystem based on the table, Meadow Ecosystem.

135


Notes on Scoring


incorrectly builds the food web. The rat snake does not

eat thistle and red clover, and the field mouse does not

eat snakes.

136


Notes on Scoring


incorrectly builds the food web. The rat snake does not

eat plants, and the goldfinch does not eat field mice or

barred owls.

137

Grade 5

Science


Question 16


138

Question 16

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Scoring Guidelines

Rationale for Option A: This is incorrect. The object is moving at a constant speed.

The dots indicate movement of the toy car. If the toy car were stationary, there

would be one dot.

Rationale for Option B: This is incorrect. The object is moving at a constant speed.

The dots indicate movement of the toy car. If the toy car were speeding up, the

dots would be getting farther apart at each second.

Points Possible: 1


139

Rationale for Option C: This is incorrect. The object is moving at a constant speed.

The dots indicate movement of the toy car. If the toy car were slowing down, the

dots would be getting closer at each second.

Rationale for Option D: Key – The object is moving at a constant speed. The dots

indicate movement of the toy car, and the dots are equally spaced.




Content Elaboration The motion of an object can change by speeding up, slowing down or

changing direction. Forces cause changes in motion. If a force is applied in the

same direction of an object’s motion, the speed will increase. If a force is

applied in the opposite direction of an object’s motion, the speed will decrease.

Generally, the greater the force acting on an object, the greater the change in

motion. Generally, the more mass* an object has, the less influence a given

force will have on its motion. If no forces act on an object, the object does not

change its motion and moves at a constant speed in a given direction. If an

object is not moving and no force acts on it, the object will remain at rest.

Movement is measured by speed (how fast or slow the movement is). Speed is

measured by time and distance traveled (how long it took the object to go a

specific distance). Speed is calculated by dividing distance by time.

An object that moves with constant speed travels the same distance in each

successive unit of time. In the same amount of time, a faster object moves a

greater distance than a slower object. When an object is speeding up, the

distance it travels increases with each successive unit of time. When an object is

slowing down, the distance it travels decreases with each successive unit of

time.

140







Explanation of the Item This item requires the student to describe the motion of a toy car based on the

position of dots per second on a diagram. The dots are equally spaced for each

second that the motion was recorded, indicating that the toy car is moving at a

constant speed. If the dots were to get farther apart at each second, it would

indicate the motion as speeding up. The opposite would be true if the motion

was slowing down; the dots would get closer and closer to one another. If the

toy car were stationary, there would be one dot only indicating no motion.


141

Grade 5

Science


Question 17


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Question 17

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Scoring Guidelines

Rationale for Option A: This is incorrect. A deer eating a flower does not have the

same result as the scientist's action. The deer eating the flower will kill it.

Rationale for Option B: Key – When a butterfly travels from plant to plant drinking

nectar, it transfers pollen between the plants. The scientist transferred pollen

between plants using the brush.

Rationale for Option C: This is incorrect. A beetle eating leaves from a rose bush

does not result in fertilization as it is not interacting with the flower of the plant.

Rationale for Option D: This is incorrect. A bird making a nest in a tree is an

example of nesting, not fertilization.



Points Possible: 1


143

Content Elaboration

Organisms have symbiotic relationships in which individuals of one species are

dependent upon individuals of another species for survival. Symbiotic

relationships can be categorized as mutualism, where both species benefit;

commensalism, where one species benefits and the other is unaffected; and

parasitism, where one species benefits and the other is harmed.


Requires students to use scientific inquiry and develop the ability to think and

act in ways associated with inquiry, including asking questions, planning and

conducting investigations, using appropriate tools and techniques to gather

and organize data, thinking critically and logically about relationships between

evidence and explanations, constructing and analyzing alternative

explanations, and communicating scientific arguments. (Slightly altered from

National Science Education Standards)


Accurate Science.

Explanation of the Item This item requires the student to determine the relationship between a scientist’s

actions of brushing the tops of flowers in an investigation to a relationship

between organisms in nature. The brushing of a flower top from one flower to

another is pollination. Pollen is picked up from one flower and distributed to

another. In nature, as butterflies travel from flower to flower, they collect pollen

on their bodies and distribute it to other flowers. This process helps the plants to

reproduce.


145

Grade 5

Science


Question 18


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Question 18

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Points Possible: 1


147

Scoring Guidelines

Rationale for Option A: Key – A carnivore is an organism that feeds only on

animals. The egret is a carnivore.

Rationale for Option B: This is incorrect. Decomposers are bacteria or fungi that

break down dead organic matter.

Rationale for Option C: This is incorrect. An herbivore is an organism that eats only

plant matter. The egret does not eat plants.

Rationale for Option D: This is incorrect. Producers are plants. They make their own

food using energy from the sun.


Content Statement All of the processes that take place within organisms require energy.

Content Elaboration It is important that the ecological role of organisms is interwoven with a clear

understanding that all living things require energy. Virtual simulations and

investigations can help demonstrate energy flow through the trophic levels.

Energy flows through an ecosystem in one direction, from photosynthetic

organisms to consumers (herbivores, omnivores to carnivores) and

decomposers. The exchange of energy that occurs in an ecosystem can be

represented as a food web. The exchange of energy in an ecosystem is

essential because all processes of life for all organisms require a continual supply

of energy.







148

Explanation of the Item This item requires the student to recognize the organisms in a food chain and

identify the egret as a carnivore. Carnivores are consumers that eat other

animals.


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Copyright © 2017 by the Ohio Department of Education. All rights reserved.

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