Ohio’s State Tests
ANSWER KEY &
SCORING GUIDELINES
SPRING 2015
GRADE 5
SCIENCE
PART 2
Table of Contents
Questions 1 – 17: Content Summary and Answer Key ........................1
Question 1: Question and Scoring Guidelines ......................................3
Question 1: Sample Responses ..............................................................7
Question 2: Question and Scoring Guidelines ....................................11
Question 2: Sample Response ..............................................................13
Question 3: Question and Scoring Guidelines ....................................15
Question 3: Sample Response ..............................................................18
Question 4: Question and Scoring Guidelines ....................................19
Question 4: Sample Response ..............................................................22
Question 5: Question and Scoring Guidelines ....................................23
Question 5: Sample Responses ............................................................27
Question 6: Question and Scoring Guidelines ....................................31
Question 6: Sample Response ..............................................................33
Question 7: Question and Scoring Guidelines ....................................35
Question 7: Sample Response ..............................................................37
Question 8: Question and Scoring Guidelines ....................................39
Question 8: Sample Response ..............................................................41
Question 9: Question and Scoring Guidelines ....................................43
Question 9: Sample Responses ............................................................47
Question 10: Question and Scoring Guidelines ..................................51
Question 10: Sample Response ............................................................54
Question 11: Question and Scoring Guidelines ..................................55
Question 11: Sample Response ............................................................58
Question 12: Question and Scoring Guidelines ..................................59
Question 12: Sample Response ............................................................61
Question 13: Question and Scoring Guidelines ..................................63
Question 13: Sample Responses ..........................................................67
Question 14: Question and Scoring Guidelines ..................................73
Question 14: Sample Response ............................................................75
Question 15: Question and Scoring Guidelines ..................................77
Question 15: Sample Responses ..........................................................81
Question 16: Question and Scoring Guidelines ..................................85
Question 16: Sample Responses ..........................................................89
Question 17: Question and Scoring Guidelines ..................................93
Question 17: Sample Response ............................................................96
Grade 5 Science
EOY Practice Test
Content Summary and Answer Key
Question
No.
1
2
3
4
5
6
7
8
Item
Type
Graphic
Response
Multiple
Choice
Answer
Content
Key
Points
Statement
Life Science All of the processes that take place
--1 points
within organisms require energy.
The solar system includes the sun
Earth
and all celestial bodies that orbit
and Space
A
1 points
the sun. Each planet in the solar
Science
system has unique characteristics.
Content
Strand
EvidenceOrganisms perform a variety of
Based Selected Life Science
roles in an ecosystem.
Response
The amount of change in
Multiple
Physical
movement of an object is based
on the mass* of the object and
Choice
Science
the amount of force exerted.
Earth
Most of the cycles and patterns
Graphic
and Space of motion between the Earth
Response
and sun are predictable.
Science
Multiple
Organisms perform a variety
Life Science of roles in an ecosystem.
Choice
Earth
Most of the cycles and patterns
Multiple
and Space of motion between the Earth
and sun are predictable.
Choice
Science
All of the processes that take
Multiple
Life Science place within organisms
Choice
require energy.
9
Graphic
Response
10
Multi-Select
11
Multiple
Choice
12
Multiple
Choice
13
Graphic
Response
Earth
and Space The sun is one of many starsthat
exist in the universe
Science
Organisms perform a variety of
Life Science roles in an ecosystem.
The amount of change in
Physical
movement of an object is based
Science
on the mass* of the object and
the amount of force exerted.
Earth
Most of the cycles and patterns
and Space of motion between the Earth and
sun are predictable.
Science
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.
1
D; B; E 1 points
A
1 points
---
1 points
B
1 points
D
1 points
C
1 points
---
1 points
C; D
1 points
B
1 points
A
1 points
---
2 points
Grade 5 Science
EOY Practice Test
Content Summary and Answer Key
Question
No.
Item
Type
Content
Strand
14
Multiple
Choice
Earth and
Space
Science
15
Short
Answer
Physical
Science
16
Earth and
Graphic
Space
Response Science
17
Multiple
Choice
Physical
Science
Content
Statement
The solar system includes the
sun and all celestial bodies that
orbit the sun. Each planet in the
solar system hasunique
characteristics.
Light and sound are forms of
energy that behave in
predicable ways.
Most of the cycles and patterns
of motion between the Earth
and sun are predictable.
Light and sound are forms of
energy that behave in
predictable ways.
2
Answer
Key
Points
D
1 points
---
1 points
---
1 points
A
1 points
Grade 5
Science
EOY Practice Test
Question 1
Question and Scoring Guidelines
3
Question 1
16282
Points Possible: 1
See Alignment for more detail.
4
Scoring Guidelines
For this item, a full-credit response includes
• the zebra mussels are shown feeding off of plankton and no animals feeding
off of zebra mussels (1 point).
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 a scheme 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.
Investigations of locally threatened or endangered species must be conducted and
include considerations of the effects of remediation programs, species loss and the
introduction of new species on the local environment.
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.
Explanation of the Item
This item requires students to analyze a food web for the Hudson River ecosystem
and determine where Zebra mussels, an invasive species with no predators, would
fit into the web.
5
Grade 5
Science
EOY Practice Test
Question 1
Sample Responses
7
Sample Response: 1 point
Notes on Scoring
This response correctly places the Zebra mussels in the food web
with the arrow pointing from the plankton to the zebra mussels
showing the flow of energy. Plankton conduct photosynthesis,
which produces the energy that is used by the Zebra mussels.
Nothing eats the Zebra mussel so there is no arrow pointing away
from the Zebra mussel to something else.
8
Sample Response: 0 points
Notes on Scoring
This incorrect response places Zebra mussels in between clams and
crabs. The direction of the arrows indicates that Zebra mussels
consume clams and crabs consume Zebra mussels. Zebra mussels
have no predators in this ecosystem and they consume plankton.
This is not illustrated in the placement of the Zebra mussel in this
response and therefore earns no credit.
9
Sample Response: 0 points
Notes on Scoring
This incorrect response shows Zebra mussels being consumed
by plankton. The arrow pointing from Zebra mussels to plankton
illustrated energy flow. Plankton do not consume organisms
for energy. Plankton make their own energy by conducting
photosynthesis.
10
Grade 5
Science
EOY Practice Test
Question 2
Question and Scoring Guidelines
11
Question 2
18539
Points Possible: 1
See Alignment for more detail.
Scoring Guidelines
Rationale for Option A: Key – Gravitational force is responsible for objects falling
towards Earth. Gravity also causes Earth to orbit the sun.
Rationale for Option B: This is incorrect. Force does not impact how light travels.
Rationale for Option C: This is incorrect. Tails of comets point away from the sun
because of the force of solar wind.
Rationale for Option D: This is incorrect. Magnetism, not gravity, causes compass
needles to point north.
12
Alignment
Content Strand
Earth and Space Science
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 planets’ orbits are because of their gravitational attraction to the sun.
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 students to use prior science knowledge to make a connection
that demonstrates that gravity is responsible for both falling objects and planetary
orbits. Gravity is responsble for the Earth orbiting the sun. There is a gravitational
attraction between the sun’s very large mass and the Earth’s smaller mass.
The gravitational pull between the two objects causes the Earth to orbit the sun.
Sample Response: 1 point
13
Grade 5
Science
EOY Practice Test
Question 3
Question and Scoring Guidelines
15
Question 3
19947
Points Possible: 1
See Alignment for more detail.
16
Scoring Guidelines
Part A
Rationale for Option A: This is incorrect. Consumers feed on organisms to gain
energy. Plants introduce energy into an ecosystem.
Rationale for Option B: This is incorrect. Decomposers feed on decaying organisms
and waste to gain energy. Plants introduce energy into an ecosystem.
Rationale for Option C: This is incorrect. Herbivores are consumers that gain
energy from eating plants. Plants introduce energy into an ecosystem.
Rationale for Option D: Key – Producers convert the sun’s energy into food, which
introduces energy into the ecosystem when consumers feed on the producers.
Part B
First Rationale: This is incorrect. Minerals and water are important sources of
nutrients for plants; however, they are not the sources of energy for the plants.
Second Rationale: Key – Plants use sunlight energy to convert carbon dioxide gas
and water into glucose or food.
Third Rationale: This is incorrect. Plants make most of their energy during
photosynthesis when sunlight is prevalent during daylight hours.
Fourth Rationale: This is incorrect. Some plants use other organisms as food
sources; however, they are not the major sources of energy for plants.
Fifth Rationale: Key – Plants use photosynthesis to make food and oxygen for their
development and growth.
Alignment
Content Strand
Life Science
Content Statement
Organisms perform a variety of roles in an ecosystem.
17
Content Elaboration
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.
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 has two parts and requires the student to first identify and then explain that
plants are producers harvesting solar energy and converting it into usable energy
and oxygen for organisms. This energy and oxygen is used by the plant itself for
survival and other organisms.
Sample Response: 1 point
18
Grade 5
Science
EOY Practice Test
Question 4
Question and Scoring Guidelines
19
Question 4
15896
Points Possible: 1
See Alignment for more detail.
Scoring Guidelines
Rationale for Option A: Key – A penny weighs the least; therefore it has the least
amount of gravitational force acting on it.
Rationale for Option B: This is incorrect. The objects do not have the same weights,
so they have different gravitational forces acting on them. While the force of
gravity acts on all objects, it is not equal on all objects.
Rationale for Option C: This is incorrect. A box of crayons weighs less than
a bag filled with books and has less gravitational force acting on it.
Rationale for Option D: This is incorrect. A bag filled with books weighs more than
a box of crayons and has more gravitational force acting on it.
20
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.
*While mass is the scientifically correct term to use in this context, the NAEP 2009
Science Framework (page 27) recommends using the more familiar term "weight"
in the elementary grades with the distinction between mass and weight being
introduced at the middle school level. In Ohio, students will not be assessed on the
differences between mass and weight until Grade 6.
Content Elaboration
Earth pulls down on all objects with a gravitational force. Weight is a measure of the
gravitational force between an object and the Earth.
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 compare the gravitational force acting on
several objects: a penny, a box of crayons and a bag filled with books on a table.
The penny has the lightest weight; therefore, the least amount gravitational force
acting on it. The crayons have more weight; therefore, a greater amount of
gravitational force. The bag filled with books has the greatest weight and the
most gravitational force.
21
Sample Response: 1 point
22
Grade 5
Science
EOY Practice Test
Question 5
Question and Scoring Guidelines
23
Question 5
16142
Points Possible: 1
See Alignment for more detail.
Scoring Guidelines
For this item, a full-credit response includes
• Positioning the globe labeled “Season A” in the bottom center box and the
globe labeled “Season B” in the top center box (1 point).
24
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 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. The average daily temperature is related to the amount
of direct sunlight received. Changes in average temperature throughout the year
are identified as seasons.
Note: The shape of Earth’s orbit is nearly circular (also true for other planets). Many
graphics that illustrate the orbit overemphasize the elliptical shape, leading to the
misconception regarding seasonal change being related to how close Earth is to
the sun. The discussion of planet characteristics should be at an introductory level
for this grade.
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.
Explanation of the Item
This item requires the student to relate data on average temperature and daylight
to the angle of sunlight and the seasons by analyzing climate data on the seasons,
making conclusions from the data, and using their conclusions to complete a model
of Earth's revolution. Season A has average temperatures decreasing with the
number of daylight hours decreasing each month. For a city in the Northern
Hemisphere, this would indicate the fall season. Season B has average temperature
increasing with the number of daylight hours increasing each month. For a city in
the Northern Hemisphere, this would indicate the spring season. Based on this
information, Season B should go in the top center box of the graphic and Season A
should be placed in the bottom center box to complete the model.
25
Grade 5
Science
EOY Practice Test
Question 5
Sample Responses
27
Sample Response: 1 point
Notes on Scoring
This response correctly places the seasons in the correct positions to
complete the model of Earth’s path around the sun.
28
Sample Response: 0 points
Notes on Scoring
This response incorrectly reverses the position of Season A and
Season B. The data for Season A indicates fall and the response
places it in the spring position for the Northern Hemisphere. The
data for Season B indicates spring and the response places it in
the fall position for the Northern Hemisphere.
29
Sample Response: 0 points
Notes on Scoring
This response fails to correctly respond to the task. Only one season
is correctly placed in the diagram and the other season is omitted,
therefore receiving no credit.
30
Grade 5
Science
EOY Practice Test
Question 6
Question and Scoring Guidelines
31
Question 6
18573
Points Possible: 1
See Alignment for more detail.
Scoring Guidelines
Rationale for Option A: This is incorrect. Neither organism is a producer, a
photosynthetic organism; both organisms are consumers.
Rationale for Option B: Key – The barnacle benefits from the relationship but the
whale does not benefit nor is it harmed.
Rationale for Option C: This is incorrect. One organism does not capture and eat
the other organism.
Rationale for Option D: This is incorrect. Only the barnacle benefits from the
relationship. The whale does not benefit in this relationship.
32
Alignment
Content Strand
Life Science
Content Statement
Organisms perform a variety of roles in an ecosystem.
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.
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 the type of relationship that exists
between whales and barnacles. The whale gains no benefit from the relationship
nor is it harmed. The barnacle depends on the whale for the acquisition of energy.
As whales swim through plankton rich waters, barnacles are able to obtain energy
and nutrients by filter feeding the plankton. The whale also provides a habitat for
the barnacle and protection from predators.
Sample Response: 1 point
33
Grade 5
Science
EOY Practice Test
Question 7
Question and Scoring Guidelines
35
Question 7
17017
Points Possible: 1
See Alignment for more detail.
Scoring Guidelines
Rationale for Option A: This is incorrect. More hours of darkness will cause lower
temperatures.
Rationale for Option B: This is incorrect. The sun does not rotate closer to Earth.
Rationale for Option C: This is incorrect. For a given location on Earth, the speed of
Earth’s rotation does not change significantly or enough to cause a measureable
temperature change.
Rationale for Option D: Key – The angle and altitude of the sun cause changes in
the temperatures. As the angle of sunlight becomes less direct, the number of
daylight hours decrease and temperatures decrease in Ohio. As the angle of
sunlight becomes more direct, the number of daylight hours increase and the
temperatures increase in Ohio.
36
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
The average daily temperature is related to the amount of direct sunlight received.
Changes in average temperature throughout the year are identified as seasons.
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.
Explanation of the Item
This item requires the student to analyze hours of darkness and temperature data for
a city in Ohio and explain the trends that can be observed. The table shows the
hours of darkness increasing and the average temperature decreasing. The angle
of the sunrays is becoming less direct causing the temperatures to drop. In Ohio this
would indicate the fall season.
Sample Response: 1 point
37
Grade 5
Science
EOY Practice Test
Question 8
Question and Scoring Guidelines
39
Question 8
15586
Points Possible: 1
See Alignment for more detail.
Scoring Guidelines
Rationale for Option A: This is incorrect. Decomposition is a key process in cycling
nutrients through an ecosystem; however, it is not the main way sunlight energy is
made available to organisms.
Rationale for Option B: This is incorrect. Digestion is a process involved in breaking
down nutrients for growth and repair within organisms; however, it is not the way
sunlight energy is made available to organisms.
Rationale for Option C: Key – Photosynthesis is the process that allows plants to
convert energy from sunlight into a form that can be used by living organisms.
Rationale for Option D: This is incorrect. Reproduction is an important process in
maintaining populations in ecosystems; however, it is not the process that makes
sunlight energy available to living organisms.
40
Alignment
Content Strand
Life Science
Content Statement
All of the processes that take place within organisms require energy.
Content Elaboration
Energy entering ecosystems as sunlight is transferred and transformed by producers
into energy that organisms use through the process of photosynthesis.
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 identify the process that makes sunlight energy
available to all organisms in an ecosystem. This process is called photosynthesis,
which takes place in producers.
Sample Response: 1 point
41
Grade 5
Science
EOY Practice Test
Question 9
Question and Scoring Guidelines
43
Question 9
15580
Points Possible: 1
See Alignment for more detail.
Scoring Guidelines
For this item, a full-credit response includes
• The sun is able to make its own light and is located inside the solar system
AND
• The star in Orion can make its own light and can be seen at night from Earth
(1 point).
44
Alignment
Content Strand
Earth and Space Science
Content Statement
The sun is one of many stars that exist in the universe.
Content Elaboration
The sun is the closest star to the Earth. Scaled models (3-D or virtual) and graphics can
be used to show the vast difference in size between the sun and the Earth. The sun is
a medium-sized star and is the only star in our solar system. There are many other stars
of different sizes in the universe. Stars appear in patterns called constellations, which
can be used for navigation. Because they are so far away, they do not appear as
large as the sun.
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 complete a chart comparing the sun to the stars
in the constellation Orion. Students need to recall that the sun is the only star in our
solar system. Stars are able to make their own light and other stars are usually seen
at night from Earth.
45
Grade 5
Science
EOY Practice Test
Question 9
Sample Responses
47
Sample Response: 1 point
Notes on Scoring
This response earns one point for correctly identifying attributes of
the sun (make its own light and located inside our solar system)
and a star in Orion (can be seen at night from Earth and makes its
own light).
48
Sample Response: 0 points
Notes on Scoring
This response incorrectly selected information about the sun. It
cannot be seen at night and is located inside our solar system. A
star in Orion can also make its own light but it is not located inside
our solar system.
49
Sample Response: 0 points
Notes on Scoring
This response correctly selects that the sun and a star in Orion are
able to make their own light. The response fails to select the other
attributes for the sun and a star in Orion.
50
Grade 5
Science
EOY Practice Test
Question 10
Question and Scoring Guidelines
51
Question 10
19042
Points Possible: 1
See Alignment for more detail.
Scoring Guidelines
First Rationale: This is incorrect. As the squirrel population increases, the mouse
population may decrease due to increased competition for green plants.
Second Rationale: This is incorrect. Since squirrels are their prey, the fox population
will have a greater food supply.
Third Rationale: Key – Green plants will decrease due to an increase in squirrels.
Fourth Rationale: Key – The fox and owl populations would increase since there is
an increase in squirrels.
52
Fifth Rationale: This is incorrect. As the squirrel population increases, the rabbit
population experiences greater competition for green plants.
Sixth Rationale: This is incorrect. Competition between owls and foxes will
decrease due to the increase in the food supply.
Seventh Rationale: This is incorrect. The green plant population will decrease.
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 a scheme of feeding
relationships, which resemble a web. This web serves as a model for feeding
relationships of member species within a biological community. Investigations of
locally threatened or endangered species must be conducted and include
considerations of the effects of remediation programs, species loss and the
introduction of new species on the local environment.
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.
Explanation of the Item
This item requires the student to analyze squirrel population data over four years and
determine how those numbers would impact organisms in a partial food web. The
squirrel population increases over that time and would negatively impact the green
plants because that is the food source for squirrels. Animals that eat squirrels could
increase because there would be more food available.
53
Sample Response: 1 point
54
Grade 5
Science
EOY Practice Test
Question 11
Question and Scoring Guidelines
55
Question 11
15942
Points Possible: 1
See Alignment for more detail.
Scoring Guidelines
Rationale for Option A: This is incorrect. While speeding up and slowing down
requires a force, sitting at rest requires no force.
Rationale for Option B: Key – Change of speed or direction requires a force.
Rationale for Option C: This is incorrect. While speeding up and slowing down
requires a force, moving at a constant speed requires no force.
Rationale for Option D: This is incorrect. While speeding up and slowing down
requires a force, moving at a constant speed requires no force.
56
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.
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. 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.
*While mass is the scientifically correct term to use in this context, the NAEP 2009
Science Framework (page 27) recommends using the more familiar term "weight"
in the elementary grades with the distinction between mass and weight being
introduced at the middle school level. In Ohio, students will not be assessed on the
differences between mass and weight until Grade 6.
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 identify which motions require a force.
57
Sample Response: 1 point
58
Grade 5
Science
EOY Practice Test
Question 12
Question and Scoring Guidelines
59
Question 12
17019
Points Possible: 1
*See Alignment for more detail.
Scoring Guidelines
Rationale for Option A: Key – The sun's rays strike Earth at a less direct angle, thus
covering more area in the winter.
Rationale for Option B: This is incorrect. Rays will cover less surface area during
spring than during winter.
Rationale for Option C: This is incorrect. Rays will cover the least amount of
surface area during the summer.
Rationale for Option D: This is incorrect. Rays will cover less surface area during
fall than during winter.
60
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
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.
Explanation of the Item
This item requires the student to compare the angle of the sun’s rays hitting a
specific area on Earth and how the angle changes throughout the year.
Sample Response: 1 point
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Grade 5
Science
EOY Practice Test
Question 13
Question and Scoring Guidelines
63
Question 13
15512
Points Possible: 2
See Alignment for more detail.
Scoring Guidelines
For this item, a full-credit response (2 points) includes
• Force selected for the first table and Mass selected for the second table
(1 point).
AND
• “8” as the Final Speed in Trial 1 in the first table
AND
• “8” as the Final Speed in Trial 2 in the second table (1 point).
For this item, a partial-credit response (1 point) includes
• Force selected for the first table and Mass selected for the second table
(1 point).
OR
• “8” as the Final Speed in Trial 1 in the first table
AND
• “8” as the Final Speed in Trial 2 in the second table (1 point).
64
For this item, a 0-point response includes
• Force selected for the second table and Mass selected for the first table
AND
• The Final Speed in Trial 1 and Trial 2 are incorrect.
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 excerted.
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.
*While mass is the scientifically correct term to use in this context, the NAEP 2009
Science Framework (page 27) recommends using the more familiar term "weight"
in the elementary grades with the distinction between mass and weight being
introduced at the middle school level. In Ohio, students will not be assessed on
the differences between mass and weight until Grade 6.
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.
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Explanation of the Item
This item requires the student to determine the variable tested from data collected
and to determine the relative change in speed of toy cars given mass/ weight and
force data. In analyzing the data, students need to observe in Experiment 1 the
mass is kept constant but the force doubles from Trial 1 to Trial 2. This indicates the
experiment is testing the effect of force, since it is being changed. The more force
applied to the toy car, the faster it will travel. If the mass is constant and the force is
less in Trial 2 than in Trial 1, the car will have less change in motion and therefore a
lower final speed than Trial 2. “8” is the only selection that is lower than the “16”, the
final speed in Trial 2. In Experiment 2, the force is kept constant and the mass of the
car is doubled. If the force is held constant and the mass of the toy car is increased
in Trial 2, this indicates the experiment is testing the effect of mass, since it is being
changed. This will cause less change in motion and a lower final speed in Trial 2.
“8” is the only selection that is lower than “16” the final speed in Trial 1.
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Grade 5
Science
EOY Practice Test
Question 13
Sample Responses
67
Sample Response: 2 points
Notes on Scoring
The response correctly identifies force as the variable for
Experiment 1. The mass is constant and the force is less for Trial 1.
If the mass remains constant and the force is lowered, then it is
expected that change in motion and therefore the final speed
of the car would be lowered; as a result, the final speed of Trial 1
is 8m/s which is half the speed.
In Experiment 2 the mass is identified as the variable investigated.
The force remains constant. The mass is increased, which would
decrease the change in motion and therefore the final speed of
the car.
68
Sample Response: 1 point
Notes on Scoring
The response correctly identifies force as the variable investigated
and also correctly determines the final speed in Experiment 1. In
Experiment 2 the response correctly identifies mass as the variable
investigated but incorrectly determines the final speed as being
constant. If the mass increases and the force remains the same,
the change in motion of the final speed of the toy car will
decrease. The response earns one point for correctly identifying
force and mass as the variables tested.
69
Sample Response: 1 point
Notes on Scoring
The response incorrectly identifies the variables in both
investigations. However, the response does earn one point
for indicating the correct final speed for both experiments.
70
Sample Response: 0 points
Notes on Scoring
This response incorrectly identifies the variables in both
investigations and selects the incorrect final speed for Experiment 2.
71
Sample Response: 0 points
Notes on Scoring
This response incorrectly identifies the variables and final speeds in
both investigations.
72
Grade 5
Science
EOY Practice Test
Question 14
Question and Scoring Guidelines
73
Question 14
16976
Points Possible: 1
See Alignment for more detail.
Scoring Guidelines
Rationale for Option A: This is incorrect. Pluto has enough mass to qualify as
a planet.
Rationale for Option B: This is incorrect. Pluto meets the distance and orbit
requirements to qualify as a planet.
Rationale for Option C: This is incorrect. Jupiter has more moons than Pluto.
The number of moons or satellites does not qualify an object as a planet or
dwarf planet.
Rationale for Option D: Key – Pluto has not cleared its orbit of asteroids and
other celestial bodies enough to be considered a planet.
74
Alignment
Content Strand
Earth and Space Science
Content Statement
The solar system includes the sun and all celestial bodies that orbit the sun.
Each plant in the solar system has unique characteristics.
Content Elaboration
Pluto is classified as a dwarf planet.
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 recall the differences between planets and dwarf
planets. ”Astronomers of the International Astronomical Union (IAU) voted on and
passed the first scientific definition of a planet in August 2006. According to this new
definition, an object must meet three criteria in order to be classified as a planet.
First, it must orbit the sun. Second, it must be big enough for gravity to squash it into
a round ball. And third, it must have cleared other objects out of the way in its
orbital neighborhood. To clear an orbit, a planet must be big enough to pull
neighboring objects into the planet itself or sling-shot them around the planet and
shoot them off into outer space. According to the IAU, Pluto does not meet this
third requirement but is now in a new class of objects called "dwarf planets."
http://missionscience.nasa.gov/nasascience/what_is_a_planet.html.
Sample Response: 1 point
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Grade 5
Science
EOY Practice Test
Question 15
Question and Scoring Guidelines
77
Question 15
14411
Points Possible: 1
See Alignment for more detail.
78
Scoring Guidelines
Score Point
Description
1 point
Response includes at least one of the following:
• The light/energy is reflected by the cup.
• Red light is reflected by the cup.
• The red light is reflected by the red cup.
• The red light is reflected by the white cup.
• Light bounces off the cup.
• Light bounces off the red cup.
• Light bounces off the white cup.
• Red light bounces off of the red cup.
• Red light bounces off of the white cup.
• Light/energy is not absorbed by the cup.
• Red light is not absorbed by the cup.
• Red light is not absorbed by the red cup.
• Red light is not absorbed by the white cup.
• Light is not taken in by the cup.
• Red light is not taken in by the cup.
• Red light is not taken in by the red cup.
• Red light is not taken in by the white cup.
• Red light bounces off of the white cup.
0 points
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. It may
only repeat information given in the test item. The response may
provide an incorrect solution/response and the provided supportive
information may be irrelevant to the item, or possibly, no other
information is shown. The student may have written on a different
topic or written, “I don’t know.”
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Alignment
Content Strand
Physical Science
Content Statement
Light and sound are forms of energy that behave in predicable ways.
Content Elaboration
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 striking its surface, how long the light shines on the
object and how much light is absorbed. Investigating and experimenting with
temperature changes caused by light striking different surfaces can be virtual or in
a lab setting.
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.
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 examining data from an investigation about how light can
change the temperature of water in different colored cups. Students are given
temperature data for a white, red, and black cup. Each cup is exposed to red light
illuminating the cups for the same amount of time and the same intensity. The data
indicates that only the water in the black cup has a temperature increase of 2oC.
If light is absorbed, thermal energy increases and it can cause the water
temperature to increase. If light is reflected, the water temperature will remain the
same. Light is absorbed by the black cup causing the temperature to rise. The red
and white cups reflect the light energy from the red light and their water
temperatures remain the same.
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Grade 5
Science
EOY Practice Test
Question 15
Sample Responses
81
Sample Responses: 1 point
Notes on Scoring
This response correctly explains why there is no change in the
temperature of the water in the red and white cup going beyond
the expectation of the task. Only one cup needs to be addressed.
“There was no change (temperature) because the red and white
cup reflected all the light.” This response goes on to explain why
the red light was reflected by both cups. It also completes the
explanation for the rise in temperature: “In the light ray there is
energy. If the energy is absorbed it makes heat.”
Notes on Scoring
This response correctly explains why both cups had no change in
water temperature, “the red and white cups reflected the red light
because the red one is red and white cup reflected it because
white is all the colors.”
82
Notes on Scoring
This response correctly explains why the red and white cups have
no temperature change, “…just bouncing off the light instead of
absorbing it and heat up the water.” The response also explains
that the black cup is absorbing light.
83
Sample Responses: 0 points
Notes on Scoring
This response describes what is given in the prompt and data,
“the light was 24 degrees celseus and when it shined on the
cups red and white it didn’t change,” but fails to explain why the
temperature remains the same in those cups. The response goes
on to explain why the water in the black cup had a temperature
change, “black cup absorbed the light.” This response earns
no credit.
Notes on Scoring
This response refers to the lamp light as sunlight. This does not
impact the score. The response correctly explains why the water in
the black cup gets warmer, “black absorbs the sun light to make it
warmer. The other colors don’t absorb the warmth.” Even though
this information is accurate, it is not responsive to the task. This
response fails to explain why the red and white cup’s water
temperature remains the same. The response fails to describe how
the red light is reflected off the cups and no energy is absorbed.
84
Grade 5
Science
EOY Practice Test
Question 16
Question and Scoring Guidelines
85
Question 16
14373
Points Possible: 1
See Alignment for more detail.
Scoring Guidelines
For this item, a full-credit response includes
• Only the Earth image with the top of axis tilted towards the right and left side
illuminated in the rightmost box
AND
• no other Earth images in the other boxes (1 point).
86
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 revolution around the sun takes approximately 365 days. 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. The average daily temperature is related to the amount of direct
sunlight received. Changes in average temperature throughout the year are
identified as seasons.
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.
Explanation of the Item
This item requires the student to identify the location of Earth in its orbit during
Southern Hemisphere summer. The proper illumination of the Earth in relation to
the sun and the proper tilt of the Earth’s axis are required for credit.
87
Grade 5
Science
EOY Practice Test
Question 16
Sample Responses
89
Sample Response: 1 point
Notes on Scoring
This response correctly selects the tilt of the Earth and position
of the Earth for its orbit around the sun for summer in the
Southern Hemisphere.
90
Sample Response: 0 points
Notes on Scoring
This response incorrectly responds to the task by filling in all three
boxes and changing the tilt of the Earth’s axis. The response also
incorrectly illustrates how the Earth is illuminated by the sun for day
and night.
91
Sample Response: 0 points
Notes on Scoring
This response incorrectly illustrates the tilt of the Earth, which should
be in the other direction. It also shows the Earth incorrectly
illuminated. The Earth should be lit on the side facing the sun.
92
Grade 5
Science
EOY Practice Test
Question 17
Question and Scoring Guidelines
93
Question 17
17703
Points Possible: 1
See Alignment for more detail.
Scoring Guidelines
Rationale for Option A: Key – The pitch of the sound will vary with different
amounts of water in it.
Rationale for Option B: This is incorrect. There is no echo perceived in either case
because there is no distant surface for the sound wave to bounce from.
Rationale for Option C: This is incorrect. The speed of the sound remains constant
if the medium and temperature remain the same.
Rationale for Option D: This is incorrect. If the glass is tapped in the same manner,
the loudness of the sound will not change.
94
Alignment
Content Strand
Physical Science
Content Statement
Light and sound are forms of energy that behave in predicable ways.
Content Elaboration
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.
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 understand that pitch can be affected by the
length of the vibrating medium. The various water levels in the glass will impact the
vibration rate resulting in different pitches. The glass with the most water has the
lower pitch and the glass with the least amount of water has the highest pitch;
however, adding water does not change other features of the sound such as the
loudness or the speed.
95
Sample Response: 1 point
96
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