Buckle Down California
Science, Level 5
Review 1: Scientific Investigations
Review 2: Observing and Classifying
Review 3: Measuring
Review 4: Recording and Interpreting Data
Unit 2
Physical Sciences
Review 5: Physical Properties and Changes
Review 6: Chemical Properties and Changes
Review 7: Electricity
Review 8: Magnetism and Electromagnets
Unit 3
Earth and Space Sciences
Review 9: Changes to the Earth’s Surface
Review 10: Rocks and Minerals
Review 11: Water and the Atmosphere
Review 12: Oceans and the Weather
Review 13: The Solar System
Unit 4
Life Sciences
Review 14: Human Body Systems
Review 15: The Importance of Plants
Review 16: Ecosystems
California
2ND EDITION
Go to www.BuckleDown.com to review our complete line of California Standards Review for Grades 2–12
ELA • MATHEMATICS • SCIENCE • ALGEBRA I • HISTORY-SOCIAL SCIENCE
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Student Set CA02092S2
ISBN 0-7836-4953-3
5 1 2 9 5
Includes: Student Workbook, Form A
Practice Test, Form B Practice Test
Individual Products:
Student Workbook CA02092W2
Form A Practice Test CA02092A2
Form B Practice Test CA02092B2
9
780783 649535
5 SCIENCE
Investigation and Experimentation
California Standards Review
This common beetle, known as a
“ladybug” in the United States and
a “ladybird” in Europe, has unique
ways of defending itself. Ladybug
adults will fall to the ground and
“play dead” like an opossum. They
can also secrete a yellow, foul-tasting
fluid from the joints in their legs.
Unit 1
5
Science
Standards
Review
TABLE OF CONTENTS
Introduction..................................................................................................... 1
General Tips for Taking Science Tests............................................... 2
Unit 1 – Investigation and Experimentation................................................. 5
Review 1: Scientific Investigations.................................................... 6
Content Standards: 5IE6.b, 5IE6.c, 5IE6.d, 5IE6.e, 5IE6i
Review 2: Observing and Classifying.............................................. 16
Content Standards: 4IE6.a, 5IE6.a
Review 3: Measuring........................................................................ 27
Content Standards: 4IE6.b, 5IE6.f
Review 4: Recording and Interpreting Data..................................... 35
Content Standards: 4IE6.c, 4IE6.d, 4IE6.e, 5IE6.g,
5IE6.h, 5IE6.i
Unit 2 – Physical Sciences............................................................................. 49
Review 5: Physical Properties and Changes.................................... 50
Content Standards: 5PS1.b–g, 5PS1.h
Review 6: Chemical Properties and Changes................................... 58
Content Standards: 5PS1.a, 5PS1.d, 5PS1.f, 5PS1.h
Review 7: Electricity........................................................................ 67
Content Standards: 4PS1.a, 4PS1.e, 4PS1.g
Review 8: Magnetism and Electromagnets...................................... 77
Content Standards: 4PS1.b, 4PS1.c, 4PS1.d, 4PS1.f
Unit 3 – Earth and Space Sciences.............................................................. 85
Review 9: Changes to the Earth’s Surface....................................... 86
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Content Standards: 4ES5.a, 4ES5.b, 4ES5.c
Review 10: Rocks and Minerals....................................................... 94
Content Standards: 4ES4.a, 4ES4.b
Review 11: Water and the Atmosphere.......................................... 108
Content Standards: 5ES3.a, 5ES3.b, 5ES3.c, 5ES3.d,
5ES3.e
Review 12: Oceans and the Weather.............................................. 116
Content Standards: 5ES3.c, 5ES4.a, 5ES4.b, 5ES4.c,
5ES4.d, 5ES4.e
Review 13: The Solar System........................................................ 130
Content Standards: 5LS5.a, 5LS5.b, 5LS5.c
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Table of Contents
Unit 4 – Life Sciences.................................................................................. 141
Review 14: Human Body Systems................................................. 142
Content Standards: 5LS2.a, 5LS2.b, 5LS2.c, 5LS2.d
Review 15: The Importance of Plants............................................ 156
Content Standards: 4LS2.a, 4LS3.c, 5LS2.e, 5LS2.f,
5LS2.g
Review 16: Ecosystems.................................................................. 166
Content Standards: 4LS2.a, 4LS2.b, 4LS2.c, 4LS3.a,
4LS3.b
To the Teacher:
“Content Standards” codes are listed for each
review in the table of contents and for each page
in the shaded gray bars that run across the tops
of the pages in the workbook (see example to
the right). These codes indicate which Content
Standards are covered in a given review or on a
given page.
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Unit 1 – Investigation and Experimentation
Content Standards: 5IE6.b
Review 1
Scientific Investigations
Think of all the different areas of science. There are space
scientists trying to find out whether there was ever life on
Mars, biologists studying life in all its forms, and chemists
searching for the formulas behind life. Even though these are
different areas, science is really one big subject. All the
different areas connect with each other in some interesting
ways, and they all ask and answer questions about nature.
When scientists face a new puzzle, they must decide what
type of questions to ask, depending on what area of science is
being addressed. Asking questions can help us learn about the
natural world. As you’ll see in this review, an important part
of all scientific investigations is developing a testable
question that looks into the changes that occur in the natural
world.
The scientific method is an orderly way to learn about nature. A scientist first has an idea about
how to answer a question, then collects data and observations to see if that idea is correct.
Scientific investigation starts with an inquiry. An inquiry is a close examination of a matter or
topic in a search for information. Suppose that you wanted to find out what crops are grown in
California. You would inquire with the state and local governments, as well as local farmers, in
order to determine what kind of crops are grown. Next, you would use this information to form
more specific questions about crops in your state.
Words
to Know
conclusion
controlled
variable
data
dependent
variable
evidence
experiment
hypothesis
independent
variable
inference
inquiry
scientific
method
variable
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Scientific Method
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Review 1: Scientific Investigations
Content Standards: 5IE6.b
Most scientists know that they can look back at the findings of the scientists who have gone
before them, and they can use that knowledge to help them in their own investigations. This is
good, because if every scientific investigation had to start from scratch, we’d never get anything
done! For example, for hundreds of years, electricity confused scientists. Most people couldn’t
agree on what it was or how to explain its behavior. Because scientists spent all their time on
the basic question of “What is electricity?”, no one could get very far in their experiments.
There were many different explanations for electricity, but these explanations usually came to
different conclusions about the same things. Finally, Benjamin Franklin organized all the
different explanations. He conducted electrical experiments and discovered that objects have
negative and positive charges. After that, all electricity research could start from the same point.
As you can see, an important step in scientific investigations is coming up with the right question
to ask. Good questions help scientists focus their investigations. A hypothesis (the singular form
of hypotheses) is a question or a statement about the natural world that can be scientifically
tested. It is important to note that a hypothesis must be testable to be valid, but it doesn’t
necessarily have to be correct. In fact, great scientific work can result from incorrect hypotheses.
For example, medieval scientists thought that heat was a type of invisible liquid. Even though
their hypothesis was incorrect, they eventually learned the true nature of heat through their
experiments. A hypothesis is only invalid if it is not testable.
Are the following hypotheses valid or invalid? Explain why.
The average heartbeat of a hobbit at rest is 52 beats per minute.
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Grasshoppers chirp more frequently as the temperature rises.
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The Earth is flat.
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Unit 1 – Investigation and Experimentation
Content Standards: 5IE6.b, 5IE6.d, 5IE6.e
A scientist will often change the hypothesis after the first set of results are observed. The new
hypothesis might lead to a different type of investigation, which produces new data, or
information. Again, the new results are compared to the hypothesis, and the hypothesis might
be changed a second time. This cycle can repeat itself many times, until the scientist finds a
hypothesis that predicts the results of the investigation. In this way, “incorrect” hypotheses can
still help an investigation by helping investigators improve their ideas.
Variables
When a scientist is conducting an experiment, she must carefully control the variables, things
that can change the results of an experiment. A well-designed experiment should have only one
independent variable, which is the thing being changed to see how it affects the results.
Consider the case of an indoor gardener who wants to see how well a new plant food works. The
manufacturer claims it will make the plants grow taller. In this situation, the plant food is the
independent variable, because it is the thing being tested. The height of the plants is the
dependent variable, because the gardener wants to see how the new fertilizer affects the height
of her plants.
The girls’ track coach thinks a new kind of shoe will allow the sprinters to run the
100 meter dash in less time. What is the independent variable the coach wants to change?
What is the dependent variable the coach wants to observe?
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____________________________________________________________________________________
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During an investigation, there can be hundreds of things that can change and mess up the
experiment. Think back to the gardener and her houseplants. Suppose the plants receiving the
new plant food also got more sunlight than the plants that did not receive the plant food. In this
case, the gardener could not tell whether a difference in height was caused by the sunlight or by
the plant food. For this reason, the sunlight is known as a controlled variable, a factor that
should be kept the same throughout an experiment. You always want to be sure that only the
independent variable is causing the change, so all controlled variables should be kept the same.
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____________________________________________________________________________________
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Review 1: Scientific Investigations
Content Standards: 5IE6.d, 5IE6.e
After an experiment is run and data are collected, a scientist makes a conclusion. You can think
of a conclusion as an answer to the hypothesis, one that takes into account the data gathered by
observation and experiment. Conclusions are often the start of new investigations. For example,
Steve has concluded that steel paper clips are attracted to magnets, but not aluminum cans. This
conclusion could lead to another investigation. The new investigation might be, why do magnets
attract some metals but not others? Other people could do new experiments to answer the new
question.
An inference is a type of conclusion based on a limited amount of factual information. If, for
example, you just got a new puppy and you found one of your shoes torn up, you would probably
infer that your puppy chewed up your shoe. You don’t know for a fact that he did because you did
not see him do it, but you have evidence to believe there is a good chance he did.
Scientists must also decide what data to collect. Any conclusions that are not backed by data are
not good conclusions. Data that support a conclusion are called evidence. Scientists look for
evidence when they’re exploring some natural event. As scientists collect data, they need to
decide whether their data act as evidence to support their hypothesis.
Let’s take a look at the whole process. The following diagram shows the steps in a typical
scientific investigation. Not all investigations follow these steps, but the diagram shows the
general pattern for most investigations.
A Scientific Investigation
Observe and generalize
Ask a question
Form a hypothesis
Make a prediction
Experiment and observe
3. Change hypothesis
4. Make a prediction
5. Experiment and observe
Repeat steps 3–5 until
prediction matches
observation, then . . .
6. Report findings
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1.
2.
3.
4.
5.
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Unit 1 – Investigation and Experimentation
Content Standards: 5IE6.d, 5IE6.e
Let’s review what we have learned. Good problem solving requires a scientist to come up with a
testable question (called a hypothesis) and plan an experiment. During the experiment, it is very
important to keep track of the variables, which are the factors in an experiment that can change.
For example, if you were testing how fast different bicycles were, you’d have to control the
variables—in this case, the rider and the racetrack. That means the bicycles that you were testing
would be ridden by the same rider on the same racetrack.
In the bicycle experiment, what is (are) the . . .
independent variable? _______________________________________________________________
dependent variable(s)?_______________________________________________________________
controlled variable(s)?_______________________________________________________________
Looking for Change
One thing that all types of scientists look for in their investigations is change. You know what
change is, of course, but scientists often look for changes that are so small, so quick, or so slow
that they might not be noticed. For example, geologists (rock scientists) measure the movement
of the continents in centimeters per year! Nuclear scientists work with some changes that are so
fast, it takes very special instruments to record them. The only way to observe these kinds of
changes is to do so very carefully and scientifically.
What changes are occurring in each of the following events? The first one has been
completed for you.
motion of the ball.
A bird egg hatches: _ ________________________________________________________________
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A fire burns in a fireplace: ___________________________________________________________
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A batter hits a home run: The energy from the swing changes the position and
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Review 1: Scientific Investigations
Content Standards: 5IE6.d, 5IE6.e
The Moon rises in the evening:_ ______________________________________________________
____________________________________________________________________________________
Thunder rumbles in the sky: _ ________________________________________________________
____________________________________________________________________________________
You can explore changes that take place over time in your own experiments by coming up with
testable questions, by making careful observations, and by keeping track of the variables. By
asking questions that help you decide how to go on, you can run investigations that explore how
nature works. And that, after all, is what science is all about.
Keys to Keep
Scientific knowledge is always growing and changing with new discoveries.
The scientific method is flexible. You can alter it to fit a specific investigation.
Scientists should question and verify results from other scientists.
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Variables are the factors that can change in an investigation. These need to
be identified in order to have accurate results.
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Unit 1 – Investigation and Experimentation
Content Standards: 5IE6.c
Explore It Yourself
In this activity, you will experiment with different variables and see how they affect the rotation
of an object. If an object has more of its mass on its outer edges, will it spin faster or slower?
Your teacher will give you a 12-inch ruler, 2 small binder clips, 2 large binder clips, and 60 cm
of string.
Step 1: Attach the small binder clips to each end
of the ruler. Tie the string to the loops
on the binder clips. Put the two large
binder clips next to each other in the
center of the ruler. When finished, the
setup should look like the diagram to
the right.
60 cm
string
small
binder
clip
Step 2: Hold up the ruler by looping the string
over a pencil. Make sure the ruler is
balanced. Wind the string by making
10 complete revolutions of the ruler.
12-inch
ruler
large binder clip
Step 3: In the following three trials, you will time how long it takes for the string to completely
unwind. Start the stopwatch when the ruler begins to spin. Stop the stopwatch at the
instant the string stops unwinding. Do not include any time that the string, through the
ruler’s momentum, spends “rewinding” itself. Record data from the trials in the following
table.
Clips at Center
of Ruler (s)
Clips Between Edges
and Center of Ruler (s)
Clips at Edges
of Ruler (s)
Trial 1: R
elease the string and allow the ruler to spin. Time how long it takes for the
string to completely unwind. Record the value in the table.
Trial 2: M
ove each large binder clip so that the middle of one is at the 3-inch mark and
the middle of the other is at the 9-inch mark. Wind up the string as before. Time
how long it takes for the string to completely unwind, and record the value.
Trial 3: M
ove the large binder clips to the ends of the ruler. Wind up the string as before.
Time how long it takes for the string to completely unwind, and record the value.
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Time for String to Unwind
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Review 1: Scientific Investigations
Content Standards: 5IE6.i
What Does It Mean?
1. Compare the time it took for the string to unwind in each of the three trials. What are the
differences among the three trials?
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2. Write a general rule describing how the placement of mass affects the speed at which an
object rotates.
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____________________________________________________________________________________
3. Toby decides to use a meterstick instead of a ruler. He keeps everything else the same and
times it to see how long it will take to unwind. Will the same general rule you wrote in
Number 2 still apply to the meterstick?
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____________________________________________________________________________________
Do you think the meterstick will take more time or less time to unwind than the ruler?
Why?
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Unit 1 – Investigation and Experimentation
Practice Questions
A Because the two events happened at the
same time, the food must have killed
the turtles.
B Because the goldfish are still alive,
whatever killed the turtles does not
kill goldfish.
C Because there isn’t enough
information, it is useless to wonder
why the turtles died.
D There may have been something in the
new food that led to the deaths of the
turtles.
2 If Ahmed wanted to find out what kind of
food causes his fish to grow the most,
which of the following would be an
appropriate independent variable?
F water level
G fish food
H type of turtle
J water temperature
3 Which of the following phrases best
describes the scientific method?
A correct laboratory procedures
B a set of rules on how to act like a
scientist
C a flexible approach to learning about
the world
D a step-by-step way to get the right
answer each time
4 Which of the following is the best
example of a hypothesis?
F Owls are the meanest birds in all the
forest.
G The speed of a rabbit and its diet are
somehow related.
H Einstein was probably the smartest
scientist of all time.
J There is no way to improve the way
that science is done.
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1 Ahmed had an aquarium with goldfish
and turtles. One day, he switched brands
of fish food for his goldfish. After about a
week of using the new food, his turtles
died. Without any further evidence,
which of the following statements is a
proper scientific claim?
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Review 1: Scientific Investigations
5 Adriana placed a beaker upside down over a water plant in an aquarium. After several
weeks, she observed that the water level in the beaker had dropped.
Air
25 mL
50 mL
75 mL
100 mL
Diagram A
25 mL
50 mL
75 mL
100 mL
Diagram B
Adriana’s experiment can be used to address which of the following science-related
questions?
A Which plant food works best?
B How much water can most beakers hold?
C Do water plants produce any gas over time?
D Can plants survive if they are put into ice-cold water?
6 Tamika did an experiment in class and got one set of results. She did the experiment again
and got very different results. What should Tamika do next?
F Ignore the results of the second experiment.
G Assume that there were mistakes in the first experiment.
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H Repeat the experiment and compare all three sets of results.
J Give up on the experiment and perform a new one.
7 Floyd wants to learn more about the feeding habits of hummingbirds. What steps should
Floyd take in order to best study the patterns of hummingbirds?
A form a hypothesis, conduct experiment, record data, make a conclusion
B conduct experiment, form a hypothesis, make a conclusion, record data
C form a hypothesis, record data, conduct experiment, make a conclusion
D record data, form a hypothesis, make a conclusion, conduct experiment
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