5th Grade NCDPI Formative Assessments (Physical)

PS.5.1.1 A student has a pitcher of lemonade. The student claims that the pitcher of lemonade would weigh the same amount as the pitcher, water, and lemonade mix combined. The student plans an investigation to obtain evidence to support this claim. The chart shows the steps in the investigation.

Which steps in the investigation would provide evidence to support the claim?

• Steps 1 and 2

• Steps 1 and 3

• Steps 2 and 4

• Steps 3 and 4

Tags

NGSS.MS-PS1-5

PS.5.1.1 Tyler placed a bottle of water in the freezer to cool it down. He forgot the bottle in the freezer overnight. In the morning he noticed several differences. The water: was solid, the water did not look as transparent, the bottle changed shape as the liquid had expanded. 

His younger sister asked him if the weight had changed. What would be the correct answer?

• Yes, the weight changed as expanding means it became larger.

• 1. Yes, the weight changed as colder objects weigh more.

• No, the weight did not change as the amount of water stayed the same.

• No, the weight did not change as liquid has volume but not mass.

Tags

NGSS.MS-PS1-4

NGSS.MS-PS1-5

PS.5.1.2 Lily makes a fruit salad to bring to a party. She mixes one cup of grapes, one cup of apples, one cup of bananas and one cup of frozen strawberries. She wonders if she has made a new substance as the strawberries are frozen. Which claims and evidence statement is correct?

• Yes, she made a new substance as the strawberries will thaw out in the fruit salad.

• 1. Yes, she made a new substance as she put many ingredients together and ended up with a fruit salad.

• No, she did not make a new substance as the individual ingredients did not change.

• No, she did not make a new substance as food can not change into a new substance.

Tags

NGSS.MS-PS1-2

PS.5.1.2 Lily took a glow stick to a camping trip. She recorded her observations before and after she snapped the glow stick.

Did Lily make a new substance?

• Yes, a new substance was made as the glow stick gave off light.

• 1. Yes, a new substance was made as the glow stick was green.

• No, a new substance was not made as the glow stick stayed the same length.

• No, a new substance was not made as the shape of the container stayed the same.

Tags

NGSS.MS-PS1-2

PS.5.1.3 A student had three containers made from different materials. The student wanted to know which container would keep ice from melting the longest. He placed 50 g of ice in each container. He collected and recorded data on the amount of ice in the container every ten minutes for one hour. Use the data table to answer the questions.

Which order did the ice completely melt?

• Metal, plastic, glass

• 1. Plastic , glass, metal

• Metal, glass, plastic

• Glass, plastic, metal

Tags

NGSS.MS-PS1-4

NGSS.MS-PS3-3

NGSS.MS-PS3-4

PS.5.1.3 A student had three containers made from different materials. The student wanted to know which container would keep ice from melting the longest. He placed 50 g of ice in each container. He collected and recorded data on the amount of ice in the container every ten minutes for one hour. Use the data table to answer the questions.

Which container would be the best for keeping something cold?

• 1. Metal because the ice in the metal container took the shortest time to melt. 

• 1. Plastic because the ice in the plastic container took the longest time to melt.

• 1. Glass because the ice lasted longer than the plastic and metal containers.

• There is no way to know which one is best as the ice melted in every container.

Tags

NGSS.MS-PS1-4

NGSS.MS-PS3-3

NGSS.MS-PS3-4

PS.5.1.3 A student had three containers made from different materials. The student wanted to know which container would keep ice from melting the longest. He placed 50 g of ice in each container. He collected and recorded data on the amount of ice in the container every ten minutes for one hour. Use the data table to answer the questions.

What can the student do to make sure the test was a fair test?

• Keep all containers the same size.

• Use different scales for weighing the ice.

• 1. Vary the amounts of ice in each container.

• Start collecting data after the ice begins to melt.

Tags

NGSS.MS-ETS1-1

NGSS.MS-ETS1-2

PS.5.1.3 A student had three containers made from different materials. The student wanted to know which container would keep ice from melting the longest. He placed 50 g of ice in each container. He collected and recorded data on the amount of ice in the container every ten minutes for one hour. Use the data table to answer the questions.

How could the student make sure his conclusion was accurate?

• 1. He could carry out the investigation at least three times.

• 1. He could carry out the investigation at a different time of day.

• He could carry out the investigation in a shorter amount of time.

• 1. He could carry out the investigation in a longer amount of time.

Tags

NGSS.MS-ETS1-1

PS.5.1.3 The table below shows the properties of two materials.

What statement about the materials is most likely to be correct?

• Material 1 is glass and Material 2 is iron.

• Material 1 is  plastic and Material 2 is wood.

• 1. Material 1 is iron and Material 2 is glass

• 1. Material 1 is glass and Material 2 is plastic.

Tags

NGSS.MS-PS1-2

PS.5.2.1 A student is flying a kite. Which describes how forces must interact for the kite to sail up into the air? Explain.

• 1. The force of gravity must be equal to the force of the wind.

• 1. The force of gravity must be greater than the force of the wind.

• 1. The force of the wind must be greater than the force of gravity.

• The force of the person flying the kites must be equal to the force of the wind.

Tags

NGSS.MS-PS2-2