5th grade Milestones Science Pt2

Which table shows the materials used by the student and correctly explains why each material is needed to make the circuit work?

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Tags

NGSS.MS-ETS1-2

A student is investigating whether certain materials are conductors or insulators. The student puts each material to be tested into a circuit to see whether a light bulb will light. The observations from the investigation are shown in the table. Which Investigation Results table correctly explains the observations from the student’s investigation?

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The student has a variety of materials to test. Which steps would BEST complete the procedure and which conclusion should the student make?

• step 5: Connect a test material to the open ends of wire 1 and wire 3. step 6: Make observations, and repeat step 5 with a different test material. conclusion: If the bulb lights up, the material is a conductor. If the bulb does not light up, the material is an insulator.

• step 5: Connect a test material to the open ends of wire 1 and wire 3. step 6: Make observations, and repeat step 5 with a different test material. conclusion: If the bulb lights up, the material is an insulator. If the bulb does not light up, the material is a conductor

• step 5: Connect the open ends of wire 1 and wire 3 to each other to complete the circuit. step 6: Touch a test material to the completed circuit, and record observations. conclusion: If the bulb lights up, the material is an insulator. If the bulb does not light up, the material is a conductor

• step 5: Connect the open ends of wire 1 and wire 3 to each other to complete the circuit. step 6: Touch a test material to the completed circuit, and record observations. conclusion: If the bulb lights up, the material is a conductor. If the bulb does not light up, the material is an insulator.

Based on the evidence, which TWO arguments correctly match a magnet to its best use?

• . Magnet 1 should be used to pick up many small magnetic objects at once because the temporary magnet can pick up as many objects as the permanent magnet can.

• Magnet 1 should be used to pick up magnetic objects in one location and drop them off in another location because temporary magnets can be turned on and off.

• Magnet 1 can be used in all the ways magnet 2 is used because temporary magnets can be made stronger or weaker and permanent magnets cannot.

• Magnet 2 should be used to pick up magnetic objects in places where there is no power supply because permanent magnets do not run out of energy.

• Magnet 2 should be used to pick up large magnetic objects because permanent magnets are stronger than temporary magnets

A student is investigating chemical changes by using different materials. Which investigation would provide evidence of a chemical change and why?

• Melting a solid with fire would provide evidence of a chemical change because the solid would change shape.

• Cutting cardboard into many smaller pieces would provide evidence of a chemical change because the pieces cannot be put back together

• Placing a solid into hot water and stirring while the solid dissolves would provide evidence of a chemical change because the dissolved material is lost

• Combining two liquids that give off heat and gas would provide evidence of a chemical change because the particles react to make a new material with different properties

Tags

NGSS.MS-PS1-2

Which investigation would provide evidence of a chemical change?

• Spray perfume into the air, and when the air and perfume mix, observe the change in odor that happens as they mix

• Put an antacid tablet in water, and when the antacid and water mix, observe the bubbles that form as a new substance is created.

• Heat water in a pan on a stove, and observe the steam that forms as the state of matter of the water changes.

• Blow air through a wand filled with soap solution, and observe the bubbles that form as the air becomes trapped.

Tags

NGSS.MS-PS1-2

NGSS.MS-PS1-5

Students are investigating chemical changes that occur in different materials. Which TWO investigations would provide evidence of a chemical change?

• Placing a liquid in a freezer until the liquid becomes a solid would provide evidence of a chemical change because the state of matter changes.

• Using a saw to cut a solid into two different pieces would provide evidence of a chemical change because the pieces cannot be put back together

• . Using a hot plate to heat a solid until it changes color and releases an odor would provide evidence of a chemical change because the particles cannot be changed back.

• Placing two different liquids together in a beaker and observing that a solid forms when they mix would provide evidence of a chemical change because a new material is formed.

• Placing a mixture containing a solid and a liquid on a windowsill and letting the liquid evaporate would provide evidence of a chemical change because the evaporated material is lost

Tags

NGSS.MS-PS1-2

Which argument BEST describes the student’s claim?

• The student’s claim is correct because water fills small cracks in rocks, freezes, and expands, making the cracks larger over time

• The student’s claim is correct because the rock was carried from the top of the volcano to its base by a glacier, creating many cracks over time.

• The student’s claim is not correct because the rock was picked up by moving water and rolled against other rocks, smoothing its surface and causing cracks in a short period of time

• The student’s claim is not correct because large cracks in rocks are caused when lava from a volcano covers the rock so its temperature rises and falls in a short period of time, causing it to break.

Tags

NGSS.MS-ESS2-2

Which question can be studied by using a drone to observe recent changes in Earth’s surface along coastal areas?

• . How fast are the cliffs eroding?

• How many people live near cliffs?

• How old are rock layers at the bottom of the cliff?

• How can people stop the erosion of cliffs near the coast?

Tags

NGSS.MS-ESS2-2

Based on the picture, which steps would produce the BEST model of how the Himalayas formed over time?

• step 1: Label one cardboard box as the Eurasian Plate. step 2: Label another cardboard box as the Indian Plate. step 3: Slowly push both plates toward each other. step 4: Observe and record how the sizes of both plates change when the edges push against each other

• step 1: Label one cardboard box as the Eurasian Plate. step 2: Label another cardboard box as the Indian Plate. step 3: Slowly push the Indian Plate toward the Eurasian Plate. step 4: Observe and record how the size of the Indian Plate changes when it touches the edge of the Eurasian Plate

• . step 1: Use light-colored clay to make the shape of the Eurasian Plate. step 2: Use dark-colored clay to make the shape of the Indian Plate. step 3: Slowly push the dark-colored plate toward the light-colored plate. step 4: Observe and record how the shapes of both plates change when the edges push against each other.

• step 1: Use light-colored clay to make the shape of the Eurasian Plate. step 2: Use dark-colored clay to make the shape of the Indian Plate. step 3: Slowly push the light-colored plate toward the dark-colored plate. step 4: Observe and record how the shape of the Eurasian Plate changes when it touches the edge of the Indian Plate.

Tags

NGSS.MS-ESS2-2

NGSS.MS-ESS2-3