This page shows a list of topics in the 5th Grade MISA public release collection at MSDE. 5th Grade MISA
Released Questions in Topic "Physical Science"

A science class investigated the properties of matter and observed that some forms of matter, gases, such as air, are not easily observed. Other forms of matter, such as liquids and solids, are easily observed and can be sorted using physical properties. In order to investigate the physical properties of matter, the students gathered some liquids and powdery solids in beakers as well as other solid objects from the teacher’s lab supplies. The students went over safety instructions with the teacher and put on protective goggles and lab coats. The collection of solid and liquid matter is shown.

After reviewing the safety instructions with the teacher, the students put on protective goggles and lab coats and proceeded with the investigations. In the first investigation, the students combined vinegar and baking soda and recorded the results in their lab journals. Then they changed the investigation by combining vinegar and sand. The students’ procedures are shown.

Combining vinegar and baking soda.

1. Place a plastic pipette filled with vinegar inside a plastic bag containing baking soda.

2. Seal the plastic bag.

3. Measure the mass of the bag using a balance.

4. Place the bag on a lab table.

5. Squeeze the pipette to combine the vinegar with the baking soda.

6. Measure the mass of the sealed bag and contents using a balance.

7. Record observations in lab journal.

A diagram of the result of combining vinegar with baking soda is shown.

The students used the same procedure and repeated the investigation, replacing the baking soda with sand.

A diagram of the results of combining vinegar with sand is shown.

Before mixing the vinegar and baking soda, the students identified the qualitative properties of the two substances in their lab journals.

Select three qualitative properties of the two substances.

Part A

The students placed the same amount of liquid in each beaker in the examining matter investigation. The unit of measurement for the liquid in each beaker was 100

Part B

Then the students observed that the same amount of liquid was placed in the beakers; however, some beakers felt heavier, which was evidence that the beakers could be sorted in a different way.

Which physical properties of the liquids in the beakers would the students most likely use to sort the liquids?

Select two.

The students investigated different ways to identify the solid materials based on observable and measurable properties.

Place the appropriate property under each method that can be used to observe or measure that property.

The students concluded from the results of the investigations that when materials are combined, sometimes a new substance is formed.

Identify the evidence from the investigations that supports the conclusion that a new substance was formed.

Select two.

After combining the materials, the students collected qualitative and quantitative data about the substances. The students used various lab tools to more closely observe if a change occurred to the substances and then recorded their observations in their lab journals.

Place each lab tool in the box that identifies the type of data that is collected.

Use data from the mixing materials investigation to identify evidence that a new substance had formed.

During an investigation in a science class, a teacher held a bar magnet above a pile of steel paper clips on a lab table and then moved the magnet toward the pile. When the magnet was approximately 5 centimeters above the pile, a few paper clips moved off the table toward the bar magnet. The teacher raised the bar magnet so the students could observe that four steel paper clips were attached to each end of the magnet, as shown in the following diagram.

One of the students asked whether magnets affect objects made of all materials. To further investigate the student’s question, an investigation using bar magnets held above objects made of various materials was conducted. The students observed which objects were attracted by the magnets and recorded their observations in a table like the following table.

While investigating magnets, the students observed that when the poles of two magnets were placed close to each other, the magnets either attracted or repelled each other. The students then posed the question: When will the magnets be attracted by each other? The students designed a second investigation where two magnets were pushed slowly toward each other, as shown in the following diagram.

Which question did the students most likely want to answer by conducting the “Objects Attracted by Magnets” investigation?

A student asked if the steel paper clips could be attracted by a bar magnet from a distance greater than 5 centimeters.

The best way to investigate if the paper clips could be attracted from a distance greater than 5 centimeters is to

In the diagram below, the teacher is holding a bar magnet with steel paper clips attached.

Select the arrow in the diagram that identifies the direction of the force of gravity on the paper clips.

During the “Magnet Investigation,” the students asked if the bar magnets attracted or repelled each other.

Identify the type of force present in each trial.

Place each type of force into the appropriate box. Each type of force may be used more than once.

The students’ four trials with the bar magnets were most likely done to investigate the effects of

Use the data from the “Objects Attracted by Magnets” investigation to explain why the steel paper clips did not need to be in direct contact to be attracted by the bar magnet the teacher used. In your explanation, be sure to include evidence from the students’ investigation.

While investigating the different forms of energy during science class, a group of students constructed a circuit using a battery, switch, and wires connected to a light bulb in order to cause the light bulb to light up. This led the students to pose questions as to whether a similar design could be used to produce different forms of energy to move objects, make sound, or give off heat.

After researching the different forms of energy, the students decided to build a motorized toy car. For the investigation, the students constructed the toy car using a recycled water bottle, wheels from another toy, a battery, switch, wires, and a motor attached to a propeller. During the investigation, the students constructed the car by attaching the wheels to the water bottle and securing the battery and wires, motorized propeller, and switch on the top, as shown in the following diagram.

The students predicted that if they completed the circuit correctly, the propeller would spin and the toy car would be propelled forward.

In their journals, the students described the transfer of energy needed to cause the propeller to spin.

The best description of the transfer of energy needed to make the toy car move is

The phrases describe the roles of each part of the circuit in the investigation.

Place each part of the circuit into the box that best identifies its role.

Which observation about the final designed toy car provides evidence that the switch controls the flow of the electrical current?

The data collected on the results of this investigation and the pictures of the toy car will be posted on the school Web site.

The results will most likely show that the toy car moved as a result of

During the toy car investigation, students recorded data that most likely provides evidence that energy is being transferred.

Place each statement into the box that provides evidence that energy is being transferred during the investigation.

Not all statements will be used.

Use evidence from the investigation to explain why the provided materials were used to construct the toy car.