Science Milestone Study Guide (5th grade)
KEY CONCEPTS: You classify things when you organize them into groups based on characteristics they share. Scientists classify things so that they can study ways those things are similar or different. A classification system can be used to identify and study species. (S5L1a) Scientists use similarities, or things that the organisms have in common, to help them classify organisms into different groups. (S5L1a, b) Sometimes scientists learn more things about a particular organism, and that new information makes them modify or change the way that the organism is classified. (S5L1a, b) Animals are classified into animals with backbones, known as vertebrates, and animals without backbones, known as invertebrates. Vertebrates have a backbone, or spine, that runs the length of their body, and they are sorted into five groups: fish, amphibian, reptile, bird, and mammal. Bass, tree frogs, alligators, brown thrashers, and deer are examples of vertebrates. (S5L1a) Animals without backbones are known as invertebrates. They include insects, spiders, and crabs. (S5L1a) Plants are organisms that make their own food. They can be classified by the way in which they transport materials within the organism. They can also be classified by the way in which they reproduce. (S5L1b) Some plants use seeds to reproduce, while others do not. Some plants make their seeds in flowers, while other plants do not. Ferns are classified as plants that do not make seeds. Pine trees are classified as plants that make seeds without using flowers. Apple trees and roses are examples of plants that make seeds by using flowers. (S5L1b) Important Tip " The ways scientists have classified organisms have changed over the years. In the earliest systems, organisms were either a plant or an animal. Over the years, scientists have learned to base their classification on similar body structures rather than on functions. For example, dolphins and sharks both live in the water, swim, and are gray. However, dolphins are mammals and have lungs, and sharks are fish and have gills. This has led scientists to classify organisms based on similar genetic backgrounds that have resulted in similar body structures. When you work on classifying organisms, keep in mind that you should look for similar traits and that new information may require you to modify your classification system. (S5L1a, b)
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KEY CONCEPTS Very small objects and parts of objects can be seen by magnifying them so they appear larger. Magnification can also make it easier to see small details of an object. (S5L3a) Microscopes and hand lenses are used to magnify objects. Some objects are too small to be seen without magnification. (S5L3a) Cells are the smallest unit of life and make up all living things. Cell structures perform basic life functions for the cell, such as making energy, growing, repairing, and getting rid of waste. Cells can look different and perform different roles in an organism. (S5L3b) Cells are made up of many different parts. Microorganisms are living things that are too small to be seen without magnification. Some microorganisms are beneficial to people and the environment. Other microorganisms can be harmful and cause disease. (S5L4a, b) Bacteria are single-celled microorganisms that can live in almost every environment and grow and reproduce on their own. Many types of bacteria are beneficial, like the ones that make cheese or break down chemicals and waste. Many other bacteria are harmful, like the ones that cause illness or spoil food. (S5L4a, b) Viruses are even smaller than bacteria and cannot reproduce or grow unless they infect another organism. The virus uses the organism's cells to reproduce by making copies of itself, eventually making the host organism sick.
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KEY CONCEPTS Weathering is a destructive process where Earth materials such as rocks and soil are broken down into smaller parts. Weathering can also break down roads, buildings, and other materials humans make. (S5E1a, b) Erosion is the movement of materials from one place to another by natural methods. Erosion can be a destructive process, such as when a landslide moves material from the top of a mountain. (S5E1a, b) Deposition is a constructive process whereby soil and rock that are eroded from one location are deposited as sediment in another location. As the sediment from a river is deposited at the mouth of a river over time, new land is created, which is called a delta. An example is the Mississippi delta. (S5E1a, b) The surface of Earth, including under the ocean, is made up of tectonic plates. These plates form sections of the surface of Earth, and some plates move toward or away from each other. Plates can also slide past each other. (S5E1a) The area where two or more tectonic plates meet and show movement is called a fault. (S5E1a, b) Trenches can be found where faults are located under the ocean. Much smaller trenches, called valleys and canyons, are also created by erosion. Glaciers, sheets of very old ice that are the size of states and that move along Earth's surface, also create valleys as they slowly grind along the surface. (S5E1a, b) Ridges are formed when tectonic plates collide and both push up. This creates hills and mountains. Ridges and individual mountains can also be formed in areas where magma, molten rock from Earth's core, pushes up between or through tectonic plates. Stone Mountain may be one of these magma-created mountains. (S5E1a, b) A volcano is a break in Earth's crust that lets magma come out from the mantle and onto Earth's surface. Volcanoes can be found in the deep ocean and on Earth's surface. They are the result of a constructive process. Volcanoes show up on Earth's surface where the magma can push through weakness in the crust. (S5E1a, b) Magma is the molten rock below Earth's crust. When magma breaks the crust, it is called lava. Lava is thrown out by volcanoes. The islands of the state of Hawaii are landforms created by volcanoes. (S5E1a, b) Tectonic plates move very slowly because they are pushing against each other with great force. Earthquakes happen when tectonic plates suddenly slide around. The plates shake, and the energy from that creates waves that echo through Earth. (S5E1a, b) Earthquakes and volcanoes can both happen underwater. When earthquakes happen underwater, they can cause tsunamis. This happens when the energy released by an earthquake is transferred to the column of water above it and creates waves that travel away from the area. Tsunamis happen where the ocean meets the shore. The water starts to rise as the waves from the earthquake push the water up. Tsunami waves are longer than regular water waves. As a tsunami wave hits the shore, it carries much more water and creates a lot of damage. (S5E1a, b)Humans can affect constructive and destructive processes and may do so to protect people or landforms when the processes will result in undesirable results. Beach reclamation to reduce the effects of erosion on beaches can be accomplished by dredging sand from the ocean floor and depositing it back on the beach. Floods can be controlled by building dams to hold back floodwaters and to let the excess water move downstream more slowly or by building levees (earthen walls along riverbanks) to prevent rivers from going outside their banks onto surrounding land. Cities can also modify their storm drain systems or direct the drainage flows to retention ponds to slow the runoff of rainwater into streams and rivers to reduce the risk of flooding downstream. (S5E1c) Seismic waves are vibrations that move through Earth. Scientists have a tool they can use to detect, measure, and record seismic waves. This tool is known as a seismograph. As an earthquake or volcanic eruption starts, a seismograph detects the increase in the strength and frequency of seismic waves. Earthquakes can trigger volcanic activity and tsunamis. Scientists can analyze the seismograph data to determine the likelihood of a tsunami forming. (S5E1c) Important Tips " Some areas of Earth have more weathering and erosion than other areas. There are many reasons for this. Weathering can break down rocks when water freezes, so areas that are often rainy and cold are more likely to see weathering. Windy areas also experience weathering because the wind wears down the surface of the rock. Erosion is more likely to occur in areas of moving water, such as rivers and streams. Because soil and rock move downhill, higher areas of Earth will always see more erosion than lower areas. (S5E1a, b)
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Chemical and Physical Change In this physical science section, you will explain the difference between chemical and physical changes. You will conduct basic experiments and determine whether matter has changed physically by separating mixtures or chemically by observing changes in the properties of substances before, during, and after a chemical reaction.
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Selected-Response A student is investigating chemical changes by using different materials. Which investigation would provide evidence of a chemical change and why?
Answer Choices: A. Melting a solid with fire would provide evidence of a chemical change because the solid would change shape. B. Cutting cardboard into many smaller pieces would provide evidence of a chemical change because the pieces cannot be put back together. C. 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. D. 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.
Multi-Select Technology-Enhanced Students are investigating chemical changes that occur in different materials. Which TWO investigations would provide evidence of a chemical change?
Answer Choices: A. 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. B. 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. C. 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. D. 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. E. 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. F. Using a magnet to remove a magnetic solid from a mixture that also contains nonmagnetic solids would provide evidence of a chemical change because the mixture cannot be mixed together again.
Selected-Response Which investigation would provide evidence of a chemical change?
Answer Choices:A. Spray perfume into the air, and when the air and perfume mix, observe the change in odor that happens as they mix. B. Put an antacid tablet in water, and when the antacid and water mix, observe the bubbles that form as a new substance is created. C. Heat water in a pan on a stove, and observe the steam that forms as the state of matter of the water changes. D. Blow air through a wand filled with soap solution, and observe the bubbles that form as the air becomes trapped.
(Starting here there are NO answers shown so please work hard to study!)A student observed a label found on raw chicken meat sold at the grocery store. (Warning:Cook thoroughly to kill bacteria)Which argument should the student use to support a claim that some bacteria are harmful to humans?
Answer choices:A. Some bacteria can harm humans because bacteria reproduce faster when they are cooked at high temperatures. B. Some bacteria can harm humans because bacteria become toxic when cooked at high temperatures. C. Some bacteria can harm humans because bacteria make food taste bad when it is not cooked properly. D. Some bacteria can harm humans because bacteria can cause food poisoning when contaminated food is not cooked properly
Deposition of sediments can change the depth of a lake over time. A student wants to make a model that shows how this process takes place. Which model would provide data about changes in the depth of a lake caused by deposition? Answer Choices: A. Fill a beaker with water. Slowly allow the water to evaporate from the beaker. Measure the change in the depth of the water. B. Fill a beaker with water. Slowly drop sand, gravel, and dead plant material into the beaker. Measure the change in the depth of the water. C. Fill a plastic box with water. Put a hose in the water on one end of the box and turn the water on to a slow flow. Measure the depth of the water when the box is full. D. Fill a plastic box with sand, gravel, and dead plant material. Put a hose in the middle of the box and turn the water on to a slow flow. Measure the depth of the water when the box is full.
Correct Answer: B Explanation of Correct Answer: The correct answer is choice (B) Fill a beaker with water. Slowly drop sand, gravel, and dead plant material into the beaker. Measure the change in the depth of the water. Choice (A) is incorrect because there are no sediments being added to the water; the change in water level is due to evaporation. Choice (C) is incorrect because this would demonstrate increased water from runoff, not deposition. Choice (D) is incorrect because this would demonstrate increased rainfall and erosion as the sediments are redistributed by the water flow.
A student wants to design a complete, simple circuit for a class project. The student has more materials available than are needed for the project. Answer choices:A. wire and a switch B. wire and a light bulb C. wire, a battery, and a switch D. wire, a battery, and a light bulb
Correct Answer: The correct answer is choice (D) wire, a battery, and a light bulb. The necessary components of a simple electric circuit are a source of power, a path for the current, and something to provide power. Choice (A) is incorrect because a switch is not necessary, but a power source is a necessary component. Choice (B) is incorrect because a power source is a necessary component. Choice (C) is incorrect because a switch is not a necessary component.
Earth Science In this section on earth science, you will identify surface features of Earth caused by constructive and destructive processes. These processes include, but are not limited to, volcanoes, earthquakes, erosion, and weathering. Students should also be able to relate the role of technology and human intervention to the control of constructive and destructive processes.
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Electricity/Magnetism In this section on physical science, you will learn to carry out investigations to become familiar with the characteristics of magnetic forces and static electricity. You will understand that an object that has been electrically charged pulls on uncharged objects and may either push or pull other charged objects without touching the uncharged or charged objects. You will gain an understanding of the relationship between magnetism and electricity. You will also learn about the conditions necessary for electricity to flow through an electric circuit.
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KEY CONCEPTS Electricity is the effect of the apparent flow of electrons through a conductor. People also refer to electricity when they talk about using electrical energy to power their homes, cars, and other things. (S5P2c) Electric current is the flow of an electric charge through a conductor. When electric currents move through a conductor, they result in heat and magnetic fields. Lightning, the discharge of static electricity, and the movement of electricity in power lines are examples of electric currents. (S5P2a, c) Static electricity is the buildup of an electrical charge in or on the surface of an object. When two objects, like a balloon and a piece of cloth, are rubbed together, some of the electrons from one object stick to the other object. This causes the buildup of a charge on one of the objects. When a second object is brought near the first object, the buildup of the electrical charge can jump across to that second object. When the electrical charge jumps from one object to another, it is said to have discharged. This is the spark you see. (S5P2a) Electric force is the force of attraction between two electrically charged objects or a charged object and a neutral object. When you use a balloon to pick up pieces of paper, the electric force between the balloon and pieces of paper is great enough to pick up the pieces of paper. Objects cling to each other when there is enough electric force. (S5P2a) To make an electric circuit, you need at least a power source and a path for the electric current to flow through. You can add objects, such as light bulbs, along the path. You can also add a switch to start and stop the flow of an electric current through the circuit. (S5P2b) Conductors are any type of object through which an electric current can flow. Metal wire is the most common conductor. Conductors are used in electric circuits. Insulators are any type of object through which an electric current cannot flow. Glass, plastic, and rubber are very common insulating materials. Insulators are used to protect people from electric currents. (S5P2c) Magnetism is produced when magnetic fields are generated. Magnetism is a property of certain types of materials that allows them to attract or repel other objects that have this property. Magnetism is generated by the presence of magnetic fields or by the presence of an electric current. (S5P3a, b) An electromagnet is created when an electric current flows through a wire. In general, the wire in an electromagnet is wrapped around a core made of a magnetic metal, such as iron or steel. A magnetic field is created around the wire, turning the core into a temporary magnet. When the electric current is turned off, the magnetic field quickly fades. You can make an electromagnet using a circuit with a battery, switch, and wire wrapped around a nail. (S5P3a)Important Tip " Electricity and magnetism are connected to each other. Electricity can produce magnetism. When an electric current flows through a wire, the current creates a very small magnetic field. The field is so small it can barely be measured. If you take a wire and create a bunch of loops around the wire, the current will generate a bigger magnetic field. If you wrap the wire around a magnetic metal core, the magnetic field generated from the wire will create a much stronger magnetic field. Magnetism can also create electricity. If you take the loops of wire and move a magnet by the wire, the magnetic field of the magnet will push the electrons in the wire around, creating an electric current. If you were to pass the magnet by the wire loops many times very, very quickly, you would create a stronger electric current. (S5P3a)
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KEY CONCEPTS Physical properties are any properties that are measurable and can be seen. Physical properties can be determined without changing the chemical properties of an object. Color, hardness, area, length, strength, and temperature are some examples of physical properties. (S5P1a) Chemical properties are any properties that can be measured only by chemically changing an object. Paper starts to burn at around 450°F. At this temperature, the paper combines with oxygen in the air and new substances are formed. (S5P1c) A physical change happens when matter has a change in its physical properties but not its chemical properties. For example, salt can be dissolved in water, but, if the water evaporates, the salt is still there. (S5P1a) A chemical change happens when matter breaks down into two or more substances or when more than one substance is combined to form a new substance. Hydrogen peroxide forming bubbles on its own is an example of matter breaking down into two substances. Vinegar and baking soda turning into bubbling foam is an example of two substances combining to create other substances. (S5P1c) A chemical reaction is a process where one or more substances change chemically to one or more different substances. When iron is combined with air, the iron is slowly converted into rust. (S5P1c) A mixture is something that contains two or more substances that are not combined chemically. Salted popcorn is an example of a mixture. (S5P1a) Something is a mixture if you can physically separate the mixture into the substances that made up the mixture. You can tell that salt water is a mixture because you can evaporate the water and all that will be left is salt. (S5P1a) States of matter are the different forms in which matter can be found. Water is a liquid, the state of matter that has a definite volume but no fixed shape. When water is ice, it is a solid. Solids have a definite shape and volume. Their shape and volume cannot be easily changed. When water is steam, or water vapor, it is a gas. Gases have no definite shape and take the shape of their container. (S5P1b) Matter is anything that has mass and is in one of the states of matter. (S5P1a) Important Tip " Determining if a physical or chemical change has occurred can be hard to figure out. Two good questions to ask are the following: Does the matter still look the same? Could you change the matter back to what it was before the change? A physical change is something that can be reversed. You can tear a piece of paper, but you still have a piece of paper because only the dimensions of the paper change. A chemical change is something that cannot easily be reversed and usually means there is a different form of matter. If you took the torn piece of paper and burned it, you would have some ash. Is that ash the same as the paper, and could you change the ash back to paper? The answer is no. (S5P1a, c)
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KEY CONCEPTS The physical characteristics that are used to describe an organism can also be called traits. Some traits are unique to individual organisms, and some traits are common because they are shared by many individuals. Being right-handed is a common physical trait because most people are right-handed. Physical traits can be divided into two main types: inherited and acquired. Inherited traits are passed from parent(s) to offspring. Fur color and beak shape are examples of inherited traits that are passed down from parents to offspring. Acquired traits are developed after the organism is born and are not passed to offspring by parents. Having a scar or being a fast runner are examples of acquired traits. (S5L2b) In addition to physical traits, organisms can also be described by their learned and instinctive behaviors. Organisms interact with their environment, including other organisms, from the time they are born. Some interactions, like babies crying for food or being quiet in the nest when parents are away, are called instincts because the organism knows how to behave without being taught. By contrast, learned behaviors like where to find food or how to raise offspring are taught to an organism, or discovered through interactions with the environment. Being able to tie shoelaces is an example of a learned behavior. (S5L2a)
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