2024-released-items-science-g5

ELEMENTARY-LEVEL SCIENCE TEST
Name:
New York State

Testing Program
Elementary-level
Science Test
Grade
Spring 2024
5
RELEASED QUESTIONS
Printed under contract with the New York State Education Department by NWEA.
Copyright © 2024 by the New York State Education Department.
Elementary-level
Science Test
TIPS FOR TAKING THE TEST

Here are some ideas to help you do your best:
• Be sure to read all the directions carefully.
• Read each question carefully.
• Think about the answer before making your choice or writing your answer.
• Make sure you read all the information given for each question.
• You have a calculator that you can use on the test if it helps answer the question.
Page 1
Base your answers to questions 1 through 4 on the information below and on your
knowledge of science.
Animal Senses
The model below provides information about some animals, some of
their senses, and how these senses cause specific responses to the animals’
environments.
Animal Senses Model
Animal Senses Used Structure/Responses

Eagle
Sight • Eyes take up 50% of the eagle’s head
• Eyes are located on side of head; can see
four times farther than human eyes to spot
prey two miles away
Dog
Smell • Can smell 10,000 to 100,000 times better
than humans; helps dogs track food sources
in natural environment
Hearing • Can move ears in many different directions,
allowing dogs to identify where sounds come
from and to identify threats
Bat
Sight • Not blind; well-developed vision to find food
items
Hearing • Large ears are used to locate distant objects
by sending out sound waves that are
reflected back to the bat to locate prey
Elephant Touch/ • Has more sense receptors than other

“Hearing” animals; receives sound vibrations from
other elephants through feet to find mates
Smell • Uses scent clues to tell difference between
two human tribes, to avoid tribes that hunt
them
Page 2 GO ON
1 A student claimed that elephants and bats both receive sound information, but
respond to the sounds differently.
Use information from the Animal Senses Model to support this claim. [1]
The model below includes information about the different frequencies

of sound waves that can be detected by humans, elephants, dogs, and
bats. Sound is measured in hertz (Hz), the number of waves each second.
The bars indicate the range of frequencies that each organism can hear.
Sound Frequency Ranges Model
Frequency (Hz)
0 20 20,000 40,000 160,000
Humans
Elephant
Dog
Bat
2 Organisms respond to information in different ways. Which statement describes how

two organisms could respond to a warning sound at 35,000 Hz?
A Humans cannot hear the sound to respond and elephants might stamp their feet.
B Humans can hear the sound and respond and the dog might bark.
C Humans cannot hear the sound to respond and the dog might bark.
D Humans can hear the sound and respond and the bat might fly away from the
sound.
Page 3 GO ON
The model below represents the path that a herd of elephants would
take if given the choice when encountering the scents of two different
tribes.
Elephant Trail Model
Maasai Tribe Kamba Tribe
Trail
Elephants
on
trail
3 Which type of information processing allows the herd of elephants to make this
choice?
A Use memories stored in the brain to recall the Kamba tribe, which has hunted
them in the past.
B Use memories stored in the brain to recall the Maasai tribe, which has hunted
them in the past.
C Use memories stored in the trunk to recall the Kamba tribe, which has hunted
them in the past.
D Use memories stored in the trunk to recall the Maasai tribe, which has hunted
them in the past.
Page 4 GO ON
4 In the models below, arrows represent the path of light. Which model correctly
represents the path of light that occurs between the eagle, its prey (mouse), and the
Sun that allows the eagle to see its prey?
Prey Sun Prey Sun
Eagle Eagle
(Not drawn to scale) (Not drawn to scale)

A C
Prey Sun Prey Sun
Eagle Eagle
(Not drawn to scale) (Not drawn to scale)

B D
Page 5 GO ON
Motion of Golf Balls
A group of students dropped a golf ball from different heights above
a level concrete floor. The ball hit the floor and bounced directly upwards.
The teacher calculated the speed of the ball when it hit the floor. The
students measured the height of the bounce with a tape measure.
Release height
Bounce height
Floor
The data table below shows the results of this investigation.

Data Table 1
Release Height Speed of Ball When Bounce Height

(m) Ball Hits Floor (m)
(m/s)
1.00 4.43 0.73

1.00 4.43 0.74
1.00 4.43 0.71
1.50 5.42 1.13
1.50 5.42 1.15
1.50 5.42 1.12
2.00 6.26 1.42
2.00 6.26 1.40
2.00 6.26 1.45
Page 6 GO ON
5 Explain, using evidence from Data Table 1, how the speed of the golf ball affects the
energy of the golf ball. [1]
6 Which statement about forces acting on the golf ball is supported by the evidence in
Data Table 1?
A Balanced forces cause the golf ball’s speed to increase as height of the bounce
increases.
B Unbalanced forces cause the golf ball’s speed to increase as the ball falls.
C Forces on the ball are balanced when the golf ball hits the floor and bounces up.
D Unbalanced forces cause the golf ball’s speed to decrease as the ball falls.
7 A student claims that the energy of the golf ball was converted from one form to
another when the ball hit the floor. Which table accurately describes an energy
conversion that occurred when the ball hit the floor and the supporting evidence?
Energy Conversion Evidence

A
heat energy into motion energy the ball got faster when it hit the floor

B
sound energy into motion energy the ball made a noise when it hit the floor

C the temperature of the ball decreased
motion energy into heat energy
when the ball hit the floor

D
motion energy into sound energy the ball made a noise when it hit the floor
Page 7 GO ON
After completing the golf ball investigation, a student decided to
investigate how to get a golf ball to travel from the beginning of a toy
car track to the end of the toy car track.
Original Setup
The student placed a golf ball at the top of the ramp and observed
that the ball rolled down the track, began to go up the loop, then fell off
the track. In order to solve this problem of the golf ball not reaching the
end of the track, the student came up with two solutions.
Solution 1: Increase the length of the track between the ramp and the loop, keeping
the height the same.
Solution 2: Increase the height of the ramp, keeping the length of the track the
same as the original setup.
Page 8 GO ON
8 Identify the solution that best solves the problem and allows the golf ball to travel
around the loop to the end of the track. Using scientific reasoning, explain why this
solution will best solve the problem. [1]
Solution Number:
Explanation:
Page 9 GO ON
The student returns the track to the original set up. This time, an
identical golf ball (Ball 2) has been left at the base of the loop.
Page 10 GO ON
9 The student asks the question, “What will happen to the energy and motion of the
two golf balls when Ball 1 is released down the toy car track?” Which table correctly
predicts the changes in energy and motion that will occur when the two golf balls
collide?
Change in Energy Change in Motion

A Ball 1 will transfer no energy Ball 1 will push Ball 2 until they both
to Ball 2. come to a stop.
B Ball 1 will come to a stop while Ball 2

Ball 1 will transfer no energy
will move at the same speed that Ball 1
to Ball 2.
moved before the collision.

C Ball 1 will transfer some of its Ball 1 will lose speed, while Ball 2 will
energy to Ball 2. gain speed.

D Ball 1 will transfer some of its Ball 1 will move at its original speed,
energy to Ball 2. while Ball 2 will gain speed.
Page 11 GO ON
Weather Patterns in the United States
The maps below show the average daily air temperature ranges, in
degrees Fahrenheit (°F), for areas in the United States during January and
July.
Average Daily Air Temperatures in January
Average
Daily Temperature
Ranges (°F)
> 86° Chicago
77° – 86° New York
Denver
68° – 77°
59° – 68°
Los Phoenix Atlanta
50° – 59° Angeles
41° – 50°
32° – 41°
23° – 32° Houston N
14° – 23° W E
< 14°
S
Average Daily Air Temperatures in July
Average
Daily Temperature
Ranges (°F)
> 86° Chicago
77° – 86° New York
Denver
68° – 77°
59° – 68°
Los Phoenix Atlanta
50° – 59° Angeles
41° – 50°
32° – 41°
23° – 32° Houston N
14° – 23° W E
< 14°
S
Page 12 GO ON
10 Which bar graph represents the highest average daily air temperature that could
occur in Atlanta in January and July?
100 100
Temperature (°F)
Temperature (°F)
80 80
60 60
40 40
20 20
0 0
January July January July
A C
100 100
Temperature (°F)
Temperature (°F)
80 80
60 60
40 40
20 20
0 0
January July January July
B D
11 Describe how the average daily air temperature changes as a person travels directly
north from Houston. [1]
Page 13 GO ON
Average Yearly Rainfall in Inches (in) for Areas in the United States
Chicago
New York
Denver
Rainfall Los Phoenix Atlanta

(in) Angeles
120
80 Houston N
40
W E
20
10 S
12 Using data from the maps, support the claim that, even though Los Angeles and
Atlanta are located at about the same latitude, Los Angeles has a different climate
than Atlanta. Include information about temperature and rainfall in your answer. [1]
Page 14 GO ON
Catastrophic flooding impacted Atlanta in September 2009. An
estimated 10 to 20 inches of rain fell in less than 24 hours and historic flash
flooding occurred. Over 20,000 homes and businesses had major damage.
13 Which design solution would require the fewest steps to reduce future impacts of
heavy rains on the residents of Atlanta?
A Build new roads that redirect rainwater to a single water treatment plant.
B Provide free sandbags to every resident in Atlanta to place around the outside of
their homes to keep the water out.
C Keep existing overflow water pipes in sewer systems open to redirect water away
from the city.
D Create large open fields in many parts of the city to allow rainwater to soak into
the soil.
The photograph below was taken by an observer after the flood in

Atlanta.
Stream
Stream
14 How did the heavy rainfall in 2009 most likely cause damage to this roadway?
A Heavy floodwater ran over and crushed the roadway into pieces.
B Lightning during the storm struck the roadway, breaking it up.
C Running water under the road caused an earthquake.
D Water eroded soils from under the road, causing it to collapse.
Page 15 GO ON
The Most Important Fish in the Ocean
Atlantic Menhaden
The Atlantic menhaden fish is found along the east coast from Canada
to Florida. Some scientists consider menhaden “the most important fish
in the ocean” because it is the little fish that is eaten by sea birds and
bigger fish such as bass, bluefish, tuna, and even dolphins and whales.
It is considered a keystone species, a fish that many other fish in the
ocean ecosystem depend on for a healthy ocean. If there are not enough
menhaden, many other species of fish will starve and populations will
decrease, threatening the ocean ecosystem.
For this reason, 15 states, including New York, have agreed to a plan
to manage and maintain menhaden populations based on the needs of
the fish that feed on them. Around Long Island, scientists, commercial
fishermen, recreational boaters, and even bird watchers have all agreed
to monitor and limit how many menhaden can be caught by humans.
Menhaden that are caught are processed in fish factories for fertilizer,
chicken feed, and fish oil.
Page 16 GO ON
The map below shows the range of the menhaden along the east
coast. The bar graph shows the number of fish factories that processed
menhaden over a 60-year period in different coastal regions.
Locations of Menhaden Populations
ME
NH
New York MA CANADA
CT
USA
MD RI
New Jersey
VA DE
NC
SC
Atlantic
GA Ocean
FL Locations of
N
0 500 km Menhaden fish
populations
Number of Fish Factories by Coastal Region

20
fish factories
15
Number of
10
0
1975
1955
1965
1985
1995
2005
2015
Year
Key
South Atlantic (FL-NC) Mid-Atlantic (DE-NY)
Chesapeake Bay (VA-MD) North Atlantic (CT-ME)
Page 17 GO ON
15 Which coastal region has shown the greatest decrease in the number of processing
factories for menhaden fish from 1955 to 2015?
A North Atlantic
B Mid-Atlantic
C Chesapeake Bay
D South Atlantic
16 Identify one method that the Long Island community of scientists, fishermen, and
recreational boaters have used to protect the menhaden fish population. Using
scientific reasoning, explain how this method protects the ecosystem of coastal
waters. [1]
Method:
Explanation:
Page 18 GO ON
Industrial fisheries use the menhaden for the production of paints,
animal feed, and vitamins. Commercial fisheries use menhaden for crab,
lobster, and recreational fishing bait.
The graphs below show the yearly amount of menhaden caught by
these types of fisheries.
Amount of Menhaden Fish Caught by

Industrial Fisheries
Amount of Fish Caught
800,000
(Metric ton)
600,000
400,000
200,000
0
1940 1950 1960 1970 1980 1990 2000 2010
Year
Amount of Menhaden Fish Caught by

Commercial Bait Fisheries
Caught (Metric ton)
70,000
Amount of Fish
50,000
30,000
10,000
0
1986 1996 2006 2016
Year
17 Identify the type of fishery (Industrial or Commercial Bait) that most likely had the
greatest impact on the menhaden population and the health of the ocean ecosystem
during the time period 1986-2010. Provide the numerical evidence from the graphs
that supports your choice. [1]
Fishery type:
Evidence:
Page 19 GO ON
The special type of topographic map below shows the depth of the
ocean floor in meters along the coast of New York and New Jersey, where
some menhaden fish populations occur. Letters A, B, C, and D indicate
locations along the ocean floor.
Ocean Depth (in meters) off Coast of New York and New Jersey
60
20 20
New York Long Island

30 40
A
C 50
60
New Jersey B
20 50
60
30 40
D N
Page 20 GO ON
18 Using the ocean depth data from the map and your knowledge of topographic
maps, which table correctly summarizes the ocean features and evidence for one of
the lettered locations?
Location A Location C
Ocean Ocean
Ocean Depth Ocean Depth
Bottom Evidence Bottom Evidence
(m) (m)
Surface Surface
isolines isolines
between relatively between steep
close close
10 and 20 flat 30 and 40 slope
together together
A C
Location B Location D
Ocean Ocean
Ocean Depth Ocean Depth
Bottom Evidence Bottom Evidence
(m) (m)
Surface Surface
between relatively isolines between steep isolines

20 and 30 flat far apart 40 and 50 slope far apart
B D
Page 21 GO ON
Identifying Substances
Students conducted experiments to identify unknown substances using
properties of known substances. During these experiments, appropriate
safety equipment was used and safety procedures were followed.
Properties of Known Substances
Electrical
Soluble in Reaction to
Substance Color Texture Conductivity
Water Vinegar
(dry form)
Table Salt white coarse yes insulator none
Chalk white fine no insulator bubbles
Sugar white coarse yes insulator none
Flour white fine no insulator none
Baking Soda white fine yes insulator bubbles
Through experimentation, the students observed that an unknown

substance was a fine, white powder that reacted to vinegar, was soluble
in water, and did not conduct electricity.
19 Place a checkmark ( ) in the table below to indicate the identity of the unknown
substance. [1]
Table Salt
Chalk
Sugar
Flour
Baking Soda
Page 22 GO ON
The models below represent the number and arrangement of particles
in a sample of water and a sample of sugar.
Key
Water particle
Sugar particle
Water Sugar
20 Which model best represents the number and arrangement of the water and sugar
particles after the sample of sugar was poured into the sample of water and mixed?
A C
B D
Page 23 GO ON
Students were then provided four minerals and completed certain
tasks to identify the properties of each mineral. The table below shows
the observations for four of the five properties that the students observed.
The photographs below show the response of a strong magnet when
brought close to each mineral.
Magnet not Magnet not Magnet not Magnet

attracted attracted attracted attracted
Muscovite Mica Talc Calcite Pyrite
21 Indicate if each mineral is magnetic by writing Yes or No in Student Data Table 1. [1]
Student Data Table 1
Mineral Color Reﬂects Magnetic Hardness Response to

Light (Yes/No) Vinegar
(Yes/No)
Muscovite Mica yellow yes medium none
Talc white no low none
Calcite white no medium bubbles
Pyrite yellow yes high none
Page 24 GO ON
The students then placed calcite onto a glass dish and placed it on a
scale. Using an eye dropper, ten drops of vinegar were placed on top of
the calcite and the total mass was recorded.
Bubbles formed on top of the calcite and the total mass was recorded
again.
The diagrams and observations below represent the experimental
setup and the observations made by the students.
Calcite Experiment Results
Calcite with Vinegar Calcite after Response to Vinegar

Eye
dropper Bubbles
Drops of vinegar
Calcite Calcite
mineral mineral
Glass dish Glass dish
Scale Scale
Mineral Observations: Mineral Observations:

— Surface texture smooth — Bubbles formed
— Total mass of vinegar, — Surface texture slightly rough
calcite,and glass dish is 19.65 where vinegar is applied
grams. — Total mass of vinegar, calcite,
— Clear/white color and glass dish is 18.75 grams.
— Clear/white color
22 A student makes a claim that a new substance was formed when vinegar was added
to calcite. Which statement can be used as evidence to support this student’s claim?
A The calcite changed color after the vinegar was added.
B The vinegar droplets caused the calcite sample to melt and lose mass.
C Bubbles formed after the vinegar was added to the calcite.
D The surface texture of the entire calcite sample changed after the vinegar was
added.
Page 25 GO ON
The students were then given three different rock samples, labeled A,
B, and C, to test with vinegar. The table below shows the results of the
tests.
Student Data Table 2
Reaction to
Rock
Vinegar
A bubbles
B no bubbles
C no bubbles
23 Based on the results shown in Student Data Table 2, explain why rock A is most likely
made of the mineral calcite. [1]
Page 26 GO ON
Meerkats
In the photograph, the mother meerkat is standing on her back legs

to keep lookout for predators like jackals, eagles, and poisonous snakes
that could harm her meerkat offspring, called pups. If she sees a threat,
she will whistle to alert other meerkats in the group. Meerkats are social
mammals, living in groups of up to 40 individuals. These groups are called
mobs. The whole mob helps raise the pups by guarding and feeding them.
Meerkats live in southern Africa’s Kalahari and Namib deserts where
it is dry and sandy. Meerkats have developed adaptations to help them
survive in this extreme environment. In order to escape daytime heat
and to keep warm on cold nights, meerkats dig burrows. They eat many
things, including insects, small animals (rodents), lizards, roots and fruits.
Meerkats get all the water they need from the food they eat — they
never drink water.
Page 27 GO ON
Meerkats use their eyes, ears, and noses to help them survive. A student
recorded some facts about meerkat senses.
Fact 1: Good vision allows meerkat guards to spot predators.
Fact 2: Meerkats can close their ears to prevent sand from getting into
them when they dig for food and shelter.
Fact 3: An excellent sense of smell helps meerkats find prey that is
hiding underground.
Fact 4: While searching for food and caring for pups, meerkats listen for
alarm whistles.
24 Which facts could be used to provide evidence that meerkats use sense organs in
order to detect threats from other organisms?
A facts 1 and 2
B facts 2 and 3
C facts 3 and 4
D facts 4 and 1
25 Write the words in the boxes below in the correct order to complete the model to
show the correct movement of matter among the organisms in Africa’s Kalahari
Desert. [1]
Word List
Eagles Meerkats
Insects Grasses
Page 28 GO ON
The graph below shows the relationship between the mass of a
meerkat and the number of prey found per hour.
The Effect of Meerkat Mass on the

Number of Prey Found per Hour
18
Number of Prey Found

15
12
(per Hour)
9
6
3
240 290 340 390 440

Mass (g)
26 Explain how the graph provides evidence that a variation in a physical characteristic
in the meerkat population provides an advantage for survival. [1]
Page 29 GO ON
The graphs below show the effects of the number of adult meerkat
helpers, per pup, on pups in a mob.
The Effect of the Number of The Effect of the Number of

Adult Meerkat Helpers on the Adult Meerkat Helpers on the
Amount of Food Eaten by Amount of Weight Gained by
Each Pup per Hour Each Pup per Day
Pup Weight Gained per Day

Pup Food Eaten per Hour
Number of Adult Helpers per Pup Number of Adult Helpers per Pup
27 Using evidence from both graphs, construct an argument to explain how being a
part of a mob helps meerkat pups survive. [1]
Page 30 GO ON
Graph A below shows the daily maximum air temperature in the
Kalahari Desert. Graph B shows how the average mass (weight) of a
3-month old meerkat pup has changed over similar time periods.
Graph A Graph B
Maximum Air Temperatures (°C) Masses of Meerkat Pups (g)
Mass of 3-Month Old

34 450
Daily Maximum Air
Temperature (˚C)
Meerkat Pup (g)

32 400
30 350
28 300
26 250
1995 2005 2015 1995 2005 2015

Year Year
28 A student made a claim that traits can be influenced by the environment. Use
evidence from Graph A and Graph B to support this claim. [1]
Page 31 GO ON
29 Which row correctly pairs a claim with its logical solution that would help meerkat
populations survive in deserts that are getting hotter and drier?
Row Claim Solution

If there is more available water, Move meerkat populations to
1 then meerkat populations can places that have more water.
survive in hotter, drier deserts.
As deserts become hotter and Bring insects, lizards, jackals,

drier, there will be less food eagles, and snakes to regions of
2 sources for meerkats. the desert that have meerkat
populations.
As rainfall decreases in the Place tanks of water throughout

desert, meerkats will adapt by the desert to collect rainfall, so
3 needing less water. meerkats have something to
drink.
Meerkat survival is threatened Identify areas of meerkat

by hotter, drier deserts. populations and dig deeper
4 burrows for meerkats to stay
cool as deserts become hotter.
A Row 1
B Row 2
C Row 3
D Row 4
Page 32 GO ON
Magnets and Electromagnets
A student made a simple magnet holder using a clothespin, a plastic
cup, a magnet, and tape (Diagram 1). This setup was used to investigate
magnetic forces by determining the number of paper clips held by a
magnet by direct contact (Diagram 2). Each paper clip was bent to form a
hook to attach to other clips hanging below the magnet.
Diagram 1 Diagram 2
Magnet
Clothespin
Plastic Paper
cup clip
Page 33 GO ON
The student then added different numbers of pieces of tape to the
bottom of the magnet and repeated the investigation for each of these
different numbers of tape (Diagram 3).
Diagram 3
Tape
The data collected in this investigation is shown below.

Number of Paper Clips Held by One Magnet
One Piece Three Pieces Five Pieces Seven Pieces

No Tape on
of Tape on of Tape on of Tape on of Tape on
Magnet
Magnet Magnet Magnet Magnet
Number of
Paper Clips
17 10 5 4 2
Held by
Magnet
Page 34 GO ON
30 Which question is the student investigating?
A How can the patterns of a magnet’s motion in various situations be observed and
measured?
B How is the strength of the magnetic force acting on objects affected by the
distance between the objects and a magnet?
C How does the force of gravity affect the strength of the magnetic force on an
object?
D How do contact magnetic forces affect the energy transferred between objects?
The student repeated the investigation using two magnets

(Diagram 4).
Diagram 4
Two
magnets
Page 35 GO ON
31 Which table shows the most likely results of this new investigation using two
magnets?

No Tape on
Magnet
A
Number of
Paper Clips
17 10 5 4 2
Held by
Magnet

No Tape on
Magnet
B
Number of
Paper Clips
15 8 3 2 1
Held by
Magnet

No Tape on
Magnet
C
Number of
Paper Clips
20 14 6 6 4
Held by
Magnet

No Tape on
Magnet
D
Number of
Paper Clips
20 5 10 6 1
Held by
Magnet
Page 36 GO ON
The student is designing a refrigerator magnet to display papers and
photographs. Various types of refrigerator magnets are shown in the
photograph below.
32 Based on what was learned in the investigations, identify one factor that needs to be
considered when designing this refrigerator magnet. [1]
Page 37 GO ON
An electromagnet is a magnet that is created using electricity. The
diagram below is an example of a simple electromagnet — a single wire
coiled around a nail. The wire is connected to a battery and has electric
current flowing through it.
Simple Electromagnet
Battery
Coiled Nail
wire
The electric current in the wire causes the electromagnet to act like
a regular magnet. Engineers use electromagnets when they design and
build motors. Motors are found in everyday objects, such as refrigerators
and golf carts.
A student repeats the investigation using an electromagnet. The table
below shows how the number of coils around a nail in an electromagnet
affects the number of paper clips held when a 4-volt battery is used and
when an 8-volt battery is used.
Number of Paper Clips Held
Number of Coils 4-Volt Battery 8-Volt Battery

Around Nail Connected Connected
25 16 31
50 18 35
75 21 40
100 22 45
Page 38 GO ON
33 A student inspected the data to determine the relationship between the voltage of
the battery and magnetic force exerted by the electromagnet. Which question was
most likely being investigated?
A How did changing the number of coils in the electromagnet affect the number of
paper clips held by the electromagnet connected to a 4-volt battery?
B For the same number of coils around the nail, how did the number of paper clips
held by the electromagnet connected to a 4-volt battery compare to the number
of paper clips held by the electromagnet connected to an 8-volt battery?
C How does keeping the number of coils around the nail constant affect the
number of paper clips held by the electromagnet connected to the 8-volt battery?
D For an increasing number of coils around the nail, how did the number of paper
clips held by the electromagnet change for the electromagnet connected to the
4-volt and 8-volt battery?
34 The student wants to optimize the design of the electromagnet and needs accurate
data. How would performing more trials in this investigation improve the reliability
of the data collected?
A More trials produce more data, which is used to reduce human error.
B More trials always produce the same data, which can be used to solve a problem.
C Averaging data from more trials can help determine which variables are
controlled.
D Averaging data from more than three trials always increases the error in the data.
Page 39 GO ON
Grade 5
Elementary-level
Science Test
Spring 2024

Elementary-level Science Test—Rating Guide
Spring 2024
1 [1] Allow 1 credit. Acceptable responses include, but are not limited to:
⎯ Elephants receive vibrations through the ground in order to find mates far away,
while bats process reflected sound vibration received through their ears in order
to locate prey/distant objects.
⎯ Elephants receive sound information through their feet in order to find mates,
while bats receive sound through their ears to find prey.
⎯ Elephants use sound information to find mates, and bats use sound information to
find prey.
2 [1] Allow 1 credit for C.
3 [1] Allow 1 credit for B.
4 [1] Allow 1 credit for D.
⎯ The speed of the ball increased from 4.43 to 6.26 m/s, and when an object is
moving faster, it has more energy.
⎯ Balls dropped from an increased height of 1 m to 2 m have a greater speed,
indicating a greater amount of energy.
⎯ Balls that bounce higher have a greater energy, and were the ones that had a
greater speed at impact with the floor.
⎯ Balls with greater speed have more energy because they bounced higher.
8 [1] Allow 1 credit for indicating solution 2 and an acceptable explanation. Acceptable responses
include, but are not limited to:
⎯ Increasing the height of the ramp will solve the problem because the ball will
gain more speed/have more energy to travel around the loop and get to the end of
the track.
⎯ The ball is released from a greater height causing it to speed up more than the
original set up.
Spring 2024
— The air temperatures get lower/colder traveling north from Houston.

— Temperatures decrease moving northwards.
— As one moves north, air temperatures decrease.
— Atlanta receives an average of 80 inches of rainfall and Los Angeles receives an

average of 20 inches of rainfall. Atlanta’s average daily temperature is 77°–86°
in July and Los Angeles is 68°– 77°.
— Los Angeles has less rainfall and, in July, cooler temperatures than Atlanta.
— Atlanta has higher temperatures in July and more rainfall than Los Angeles.
— In January, even though Los Angeles and Atlanta have the same average
temperature range, Los Angeles has less annual rainfall.
16 [1] Allow 1 credit for both a correct method and a supporting explanation. Acceptable responses
include, but are not limited to:
Method: Limit the amount of menhaden that can be caught.
Explanation: This will keep the population of menhaden stable, providing enough food for
other fish in the ecosystem.
Method: Identify menhaden as a keystone species.
Explanation: The population of menhaden is monitored and controlled because of its
importance as a food source for other organisms.
Spring 2024
17 [1] Allow 1 credit for indicating industrial fisheries and acceptable numerical evidence.
Acceptable responses include, but are not limited to:
⎯ For that time period, industrial fisheries took from about 350,000 to about
145,000 metric tons, while bait fisheries took from about 15,000 to about 30,000
metric tons.
⎯ During that time period, industrial fishery catches decreased to about 150,000
metric tons, while bait fishery catches increased to about 30,000 metric tons.
⎯ During this time period, the metric tons of industrial catches were in the
100,000s, while bait fishery catches were only in the 10,000s.
19 [1] Allow 1 credit for indicating baking soda.
21 [1] Allow 1 credit for an accurately completed table, as shown below:
Student Data Table

Mineral Color Reflects Magnetic Hardness Response
Light (Yes/No) to Vinegar
(Yes or No)
Muscovite Mica yellow yes no medium none
Talc white no no low none
Calcite white no no medium bubble
Pyrite yellow yes yes high none
Note: Allow credit if a student writes something other than yes or no that correctly identifies
the mineral is magnetic or non-magnetic.
⎯ Bubbles formed on the surface of Rock A so it probably has calcite in it, the other
minerals would not form bubbles.
⎯ Rock A bubbled when vinegar was added just like calcite.
Spring 2024
25 [1] Allow 1 credit for the correct sequence of organisms, as shown below:
⎯ Meerkats with larger weights find more prey per hour.

⎯ The greater the mass of a meerkat, the more prey they find per hour.
⎯ More prey is found per hour by heavier meerkats.
⎯ Meerkat pups get more food and gain more weight when they are part of a mob
with more helpers, so being a part of a larger group helps them survive.
⎯ The graphs show that more helpers in the group allow pups to get more food and
gain more mass, which help them survive.
⎯ Pups with more helpers get more food and get heavier, which means they will be
more likely to survive.
⎯ Meerkat pup masses have decreased/gone down in the last 20 years as the desert
has become hotter.
⎯ As temperatures have increased/gone up in the desert, the meerkat pups have
been getting lighter/less mass.
⎯ Meerkat pups are not able to gain as much weight as temperatures in the desert get
hotter.

Spring 2024
⎯ the strength of the magnet

⎯ the thickness of paper/object held on refrigerator
⎯ the weight/mass of object/paper held on refrigerator
34 [1] Allow 1 credit for A.

Performance Levels
For each subject area, students perform along a continuum of the knowledge and skills necessary to meet
the demands of the New York State Learning Standards. New York State Elementary-level and
Intermediate-level Science assessments are designed to classify student performance into one of four levels
based on the knowledge and skills the student has demonstrated. Due to the need to identify student
proficiency, the state tests must provide students at each performance level opportunities to demonstrate
their knowledge and skills in the Learning Standards.
These performance levels are defined as:
NYS Level 4
Students performing at this level excel in standards for their grade. They demonstrate knowledge, skills, and
practices embodied by the Learning Standards that are considered more than sufficient for the expectations
at this grade.
NYS Level 3
Students performing at this level are proficient in standards for their grade. They demonstrate knowledge,
skills, and practices embodied by the Learning Standards that are considered sufficient for the expectations
at this grade.
NYS Level 2
Students performing at this level are partially proficient in standards for their grade. They demonstrate
knowledge, skills, and practices embodied by the Learning Standards that are considered partial but
insufficient for the expectations at this grade. Students performing at Level 2 are considered on track to meet
current New York high school graduation requirements but are not yet proficient in Learning Standards at
this grade.
NYS Level 1
Students performing at this level are below proficient in standards for their grade. They may demonstrate
limited knowledge, skills, and practices embodied by the Learning Standards that are considered insufficient
for the expectations at this grade.
THE STATE EDUCATION DEPARTMENT
THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234
2024 Elementary-level Science Test Map to the Standards
Grade 5 Released Questions
Percentage of Students
Performance
Question Type Key Points Subscore Who Answered Correctly
Expectation
(P-Value)
1 Constructed Response 1 4-LS1-2 LS 0.53
2 Multiple Choice C 1 4-LS1-2 LS 0.48
3 Multiple Choice B 1 4-LS1-2 LS 0.46
4 Multiple Choice D 1 4-PS4-2 PS 0.37
5 Constructed Response 1 4-PS3-1 PS 0.15
6 Multiple Choice B 1 3-PS2-1 PS 0.27
8 Constructed Response 1 3-5ETS1-2 0.51
9 Multiple Choice C 1 4-PS3-3 PS 0.54
10 Multiple Choice B 1 3-ESS2-1 ESS 0.52
11 Constructed Response 1 3-ESS2-1 ESS 0.39
13 Multiple Choice C 1 3-ESS3-1 ESS 0.37
14 Multiple Choice D 1 4-ESS2-1 ESS 0.44
15 Multiple Choice D 1 5-ESS3-1 ESS 0.39
18 Multiple Choice B 1 4-ESS2-2 ESS 0.38
24 Multiple Choice D 1 4-LS1-1 LS 0.53
29 Multiple Choice D 1 3-LS4-4 LS 0.31
34 Multiple Choice A 1 3-5ETS1-3 0.34
* This item map identifies the Performance Expectation with which each test question is aligned. All NYSP-12SLS Performance
Expectations are three-dimensional (https://www.nysed.gov/sites/default/files/programs/curriculum-instruction/p-12-science-
learning-standards.pdf). The integration of these three dimensions provides students with a context for the content of science (DCI),
the methods by which science knowledge is acquired and understood (SEP), and the ways in which the sciences are connected
through concepts that have universal meaning across the disciplines (CCC).

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ELEMENTARY-LEVEL SCIENCE TEST

New York State

TIPS FOR TAKING THE TEST

Animal Senses Used Structure/Responses

Elephant Touch/ • Has more sense receptors than other

The model below includes information about the different frequencies

2 Organisms respond to information in different ways. Which statement describes how

Prey Sun Prey Sun

(Not drawn to scale) (Not drawn to scale)

Prey Sun Prey Sun

(Not drawn to scale) (Not drawn to scale)

The data table below shows the results of this investigation.

Release Height Speed of Ball When Bounce Height

1.00 4.43 0.73

Energy Conversion Evidence

Energy Conversion Evidence

Energy Conversion Evidence

Energy Conversion Evidence

Change in Energy Change in Motion

Change in Energy Change in Motion

B Ball 1 will come to a stop while Ball 2

Change in Energy Change in Motion

Change in Energy Change in Motion

Average Daily Air Temperatures in January

Average Daily Air Temperatures in July

Rainfall Los Phoenix Atlanta

The photograph below was taken by an observer after the flood in

Locations of Menhaden Populations

Number of Fish Factories by Coastal Region

Amount of Menhaden Fish Caught by

Amount of Menhaden Fish Caught by

New York Long Island

between relatively isolines between steep isolines

Properties of Known Substances

Table Salt white coarse yes insulator none

Chalk white fine no insulator bubbles

Sugar white coarse yes insulator none

Flour white fine no insulator none

Baking Soda white fine yes insulator bubbles

Through experimentation, the students observed that an unknown

Magnet not Magnet not Magnet not Magnet

Muscovite Mica Talc Calcite Pyrite

Mineral Color Reﬂects Magnetic Hardness Response to

Muscovite Mica yellow yes medium none

Talc white no low none

Calcite white no medium bubbles

Pyrite yellow yes high none

Calcite Experiment Results

Calcite with Vinegar Calcite after Response to Vinegar

Mineral Observations: Mineral Observations:

In the photograph, the mother meerkat is standing on her back legs

The Effect of Meerkat Mass on the

Number of Prey Found

240 290 340 390 440

The Effect of the Number of The Effect of the Number of

Pup Weight Gained per Day

Mass of 3-Month Old

Meerkat Pup (g)

1995 2005 2015 1995 2005 2015