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Ohio’s State Tests
ITEM RELEASE
SPRING 2015
GRADE 8
SCIENCE
PART 2:
END-OF-YEAR
Table of Contents
Questions 1 – 12: Content Summary and Answer Key ........................1
Question 1: Question and Scoring Guidelines ......................................3
Question 1: Sample Response ................................................................6
Question 2: Question and Scoring Guidelines ......................................7
Question 2: Sample Response ..............................................................10
Question 3: Question and Scoring Guidelines ....................................11
Question 3: Sample Response ..............................................................14
Question 4: Question and Scoring Guidelines ....................................15
Question 4: Sample Response ..............................................................18
Question 5: Question and Scoring Guidelines ....................................19
Question 5: Sample Response ..............................................................22
Question 6: Question and Scoring Guidelines ....................................23
Question 6: Sample Responses ............................................................27
Question 7: Question and Scoring Guidelines ....................................33
Question 7: Sample Responses ............................................................37
Question 8: Question and Scoring Guidelines ....................................45
Question 8: Sample Response ..............................................................48
Question 9: Question and Scoring Guidelines ....................................49
Question 9: Sample Responses ............................................................53
Question 10: Question and Scoring Guidelines ..................................57
Question 10: Sample Response ............................................................61
Question 11: Question and Scoring Guidelines ..................................63
Question 11: Sample Responses ..........................................................67
Question 12: Question and Scoring Guidelines ..................................71
Question 12: Sample Responses ..........................................................75
Grade 8 Science
EOY Item Release
Content Summary and Answer Key
Question
No.
Item
Type
Content
Strand
Content
Statement
Answer
Points
Key
1
Multiple
Choice
Physical
Science
There are different types of
potential energy.
D
1 point
2
Multiple
Choice
Life Science
Reproduction is necessary for the
continuation of every species.
A
1 point
3
Multiple
Choice
Physical
Science
Forces between objects act when
the objects are in direct contact
or when they are not touching.
B
1 point
4
Multiple
Choice
Life Science
Reproduction is necessary for the
continuation of every species.
D
1 point
Life Science
Diversity of species occurs through
gradual processes over many
generations. Fossil records provide
evidence that changes have
occurred in number and types of
species.
C
1 point
6
Graphic
Life Science
Response
Diversity of species occurs through
gradual processes over many
generations. Fossil records provide
evidence that changes have
occurred in number and types of
species.
---
1 point
7
Graphic
Life Science
Response
The characteristics of an organism
are a result of inherited traits
received from parent(s).
---
2 points
8
Multiple
Choice
Earth’s crust consists of major and
Earth and
minor tectonic plates that move
Space Science
relative to each other.
D
1 point
9
Graphic
Life Science
Response
Reproduction is necessary for the
continuation of every species.
---
1 point
5
Multiple
Choice
1
Grade 8 Science
EOY Item Release
Content Summary and Answer Key
Question
No.
Item
Type
Content
Strand
Content
Statement
Answer
Points
Key
There are different types of
potential energy.
C
1 point
Graphic Physical
Response Science
Forces between objects act when
the objects are in direct contact
or when they are not touching.
---
1 point
Graphic Physical
Response Science
There are different types of
potential energy.
---
1 point
10
Multiple
Choice
11
12
Physical
Science
2
Grade 8
Science
EOY Item Release
Question 1
Question and Scoring Guidelines
3
Question 1
15800
Points Possible: 1
See Alignment for more detail.
Scoring Guidelines
Rationale for Option A: This is incorrect. Since this person has the smallest mass
and ends at the lowest height, this person has gained the least gravitational
potential energy.
Rationale for Option B: This is incorrect. While this person has ended at the largest
height, the mass of this person is the smallest. The height/mass combination is not
great enough for this person to have the most gravitational potential energy.
Rationale for Option C: This is incorrect. While this person has the largest mass, this
person ends at the lowest height. This person's height/mass combination is not
enough to produce the greatest gravitational potential energy.
Rationale for Option D: Key – This person has gained the most gravitational
potential energy because he has the most mass and greatest displacement from
ground-level.
4
Alignment
Content Strand
Physical Science
Content Statement
There are different types of potential energy.
Gravitational potential energy changes in a system as the masses or relative positions
of objects are changed.
Content Elaboration
Gravitational potential energy is associated with the mass of an object and its
height above a reference point (e.g., above ground level, above floor level).
A change in the height of an object is evidence that the gravitational potential
energy has changed.
The different types of potential energy must be explored through experimentation
and investigation that include the relationship of energy transfer and springs, magnets
or static electricity.
NOTE: Potential energy is often taught as “stored” energy. If the word “stored”
means that it is kept by the object and not given away to another object, then
kinetic energy can also be classified as “stored” energy. A rocket moving at constant
speed through space has kinetic energy and is not transferring any of this energy to
another object.
Cognitive Demand
Recalling Accurate Science (R)
Requires students to provide accurate statements about scientifically valid facts,
concepts and relationships. Recall only requires students to provide a rote response,
declarative knowledge or perform routine mathematical tasks. This cognitive demand
refers to students’ knowledge of science fact, information, concepts, tools,
procedures (being able to describe how) and basic principles.
Explanation of the Item
This item requires the student to apply a qualitative understanding of the effects of
mass and height on gravitational potential energy. Gravitational potential energy
increases with height and also increases with mass. The person with the greatest mass
and highest position will have the most gravitational potential energy.
5
Sample Response: 1 point
6
Grade 8
Science
EOY Item Release
Question 2
Question and Scoring Guidelines
7
Question 2
15791
Points Possible: 1
See Alignment for more detail.
Scoring Guidelines
Rationale for Option A: Key – A sex cell has half the chromosomes of a body cell.
Rationale for Option B: This is incorrect. A fertilized turkey egg would have
40 chromosomes.
Rationale for Option C: This is incorrect. An unfertilized egg has half the number of
chromosomes as a body cell.
Rationale for Option D: This is incorrect. An unfertilized egg has half the number of
chromosomes as a body cell, not double.
8
Alignment
Content Strand
Life Science
Content Statement
Reproduction is necessary for the continuation of every species.
Every organism alive today comes from a long line of ancestors who reproduced
successfully every generation. Reproduction is the transfer of genetic information
from one generation to the next. It can occur with mixing genes from two individuals
(sexual reproduction), or it can occur with the transfer of genes from one individual
to the next generation (asexual reproduction). The ability to reproduce defines
living things.
Content Elaboration
In sexual reproduction, a single specialized cell from a female (egg) merges with a
specialized cell from a male (sperm). Typically, half of the genes come from each
parent. The fertilized cell, carrying genetic information from each parent, multiplies
to form the complete organism. The same genetic information is copied in each
cell of the new organism. In sexual reproduction, new combinations of traits are
produced, which may increase or decrease an organism’s chances for survival.
Investigations and experimentation (3-D or virtual) must be used to compare
offspring to parents in sexual and asexual reproduction.
Cognitive Demand
Recalling Accurate Science (R)
Requires students to provide accurate statements about scientifically valid facts,
concepts and relationships. Recall only requires students to provide a rote response,
declarative knowledge or perform routine mathematical tasks. This cognitive
demand refers to students’ knowledge of science fact, information, concepts,
tools, procedures (being able to describe how) and basic principles.
Explanation of the Item
This item requires the student to recall the difference in the result between meiotic
and mitotic cell division. A cell from a turkey’s wing is a somatic cell, and all cells
within the turkey will have 40 chromosomes with the exception of the sex cells,
egg or sperm, which will have 20 chromosomes.
9
Sample Response: 1 point
10
Grade 8
Science
EOY Item Release
Question 3
Question and Scoring Guidelines
11
Question 3
15057
Points Possible: 1
See Alignment for more detail.
Scoring Guidelines
Rationale for Option A: This is incorrect. A magnetic field, rather than an electric
field, is required to affect the compass needle.
Rationale for Option B: Key – A current passing through a wire creates a magnetic
field around the wire. The magnetic field exerts a force on magnetic objects, such
as the compass needle.
Rationale for Option C: This is incorrect. The current does not directly affect the
amount of charge on the compass needle.
Rationale for Option D: This is incorrect. The force of gravity on the compass
needle is affected by the mass of the compass needle. The current does not
affect the force of gravity on the compass needle.
12
Alignment
Content Strand
Physical Science
Content Statement
Forces between objects act when the objects are in direct contact or when they are
not touching.
Magnetic, electrical and gravitational forces can act at a distance.
Content Elaboration
A field model can be used to explain how two objects can exert forces on each
other without touching. An object is thought to have a region of influence, called
a field, surrounding it. When a second object with an appropriate property is placed
in this region, the field exerts a force on and can cause changes in the motion of
the object.
Electric fields exist around objects with charge. If a second object with charge is
placed in the field, the two objects experience electric forces that can attract or
repel them, depending on the charges involved. Electric force weakens rapidly with
increasing distance.
Magnetic fields exist around magnetic objects. If a second magnetic object is placed
in the field, the two objects experience magnetic forces that can attract or repel
them, depending on the objects involved. Magnetic force weakens rapidly with
increasing distance.
Electricity is related to magnetism. In some circumstances, magnetic fields can
produce electric currents in conductors. Electric currents produce magnetic fields.
Electromagnets are temporary magnets that lose their magnetism when the electric
current is turned off. Building an electromagnet to investigate magnetic properties
and fields can demonstrate this concept.
Cognitive Demand
Recalling Accurate Science (R)
Requires students to provide accurate statements about scientifically valid facts,
concepts and relationships. Recall only requires students to provide a rote response,
declarative knowledge or perform routine mathematical tasks. This cognitive demand
refers to students’ knowledge of science fact, information, concepts, tools,
procedures (being able to describe how) and basic principles.
13
Explanation of the Item
The item requires the student to recognize that a current passing through a wire
produces a temporary magnetic field around the wire, which affects magnetic
objects within the field.
Sample Response: 1 point
14
Grade 8
Science
EOY Item Release
Question 4
Question and Scoring Guidelines
15
Question 4
16139
Points Possible: 1
See Alignment for more detail.
Scoring Guidelines
Rationale for Option A: This is incorrect. The lifespan of an individual is unrelated
to whether the organism reproduces through asexual or sexual reproduction.
Rationale for Option B: This is incorrect. The number of cells in a species
is unrelated to whether the organism reproduces through asexual or
sexual reproduction.
Rationale for Option C: This is incorrect. The number of offspring produced by an
individual is unrelated to whether the organism reproduces through asexual or
sexual reproduction.
Rationale for Option D: Key – The genetic makeup of the offspring from
sexual reproduction will be different than the parent(s). The genetic makeup
of the offspring from asexual reproduction will be the same as their parent.
16
Alignment
Content Strand
Life Science
Content Statement
Reproduction is necessary for the continuation of every species.
Every organism alive today comes from a long line of ancestors who reproduced
successfully every generation. Reproduction is the transfer of genetic information
from one generation to the next. It can occur with mixing genes from two individuals
(sexual reproduction), or it can occur with the transfer of genes from one individual
to the next generation (asexual reproduction). The ability to reproduce defines
living things.
Content Elaboration
An individual organism does not live forever. Reproduction is necessary for the
continuation of every species. Most organisms reproduce either sexually or asexually.
Some organisms are capable of both. In asexual reproduction, all genes come from
a single parent, which usually means the offspring are genetically identical to their
parent, allowing for genetic continuity. Mitosis was investigated in Grade 6. The end
products of mitotic and meiotic cell divisions are compared as they relate to asexual
and sexual reproduction. It is important that both mitosis and meiosis are addressed
in preparation for future study of Mendelian genetics and embryology.
Cognitive Demand
Recalling Accurate Science (R)
Requires students to provide accurate statements about scientifically valid facts,
concepts and relationships. Recall only requires students to provide a rote response,
declarative knowledge or perform routine mathematical tasks. This cognitive demand
refers to students’ knowledge of science fact, information, concepts, tools,
procedures (being able to describe how) and basic principles.
Explanation of the Item
This item requires the student to identify a difference between asexual and sexual
reproduction. In sexual reproduction, the offspring are genetically different from
the parents. The offspring is the result of two individuals. In asexual reproduction,
the offspring are genetically identical to the parent. The offspring is a result of
one individual.
17
Sample Response: 1 point
18
Grade 8
Science
EOY Item Release
Question 5
Question and Scoring Guidelines
19
Question 5
16478
Points Possible: 1
See Alignment for more detail.
Scoring Guidelines
Rationale for Option A: This is incorrect. Materials are not carried from the ocean
up streams. Instead, materials are usually carried from land through the streams to
the ocean.
Rationale for Option B: This is incorrect. Fossils provide evidence of ancient
organisms, not current organisms.
Rationale for Option C: Key – The fossils provide evidence that the rocks were
deposited in an ancient ocean that was in the area of the stream long ago.
Rationale for Option D: This is incorrect. Fossils do not provide evidence for
predicting the future.
20
Alignment
Content Strand
Life Science
Content Statement
Diversity of species occurs through gradual processes over many generations.
Fossil records provide evidence that changes have occurred in number and types
of species.
Content Elaboration
The fossil record documents the variation in a species that may have resulted from
changes in the environment. The fossil record is contained within the geologic record
(ESS Grade 8). Earth’s living history can be interpreted by combining data from the
geologic record and the fossil record. Data and evidence from the fossil record must
be used to further develop the concepts of extinction, biodiversity and the diversity
of species.
Evidence from geologic and fossil records can be used to infer what the environment
was like at the time of deposition. The variations that exist in organisms can
accumulate over many generations, so organisms can be very different in
appearance and behavior from their distant ancestors.
Cognitive Demand
Interpreting and Communicating Science Concepts (C)
Requires student to use subject-specific conceptual knowledge to interpret and
explain events, phenomena, concepts and experiences using grade-appropriate
scientific terminology, technological knowledge and mathematical knowledge.
Communicate with clarity, focus and organization using rich, investigative scenarios,
real-world data and valid scientific information.
Explanation of the Item
This item requires the student to draw a conclusion about past environmental
conditions based on fossil evidence. If the fossil looks similar to an ocean animal,
(e.g., a fish), the organism that formed the fossil also lived in the ocean.
21
Sample Response: 1 point
22
Grade 8
Science
EOY Item Release
Question 6
Question and Scoring Guidelines
23
Question 6
15591
Points Possible: 1
See Alignment for more detail.
Scoring Guidelines
For this item, a full-credit response includes:
• “Dominant BB” and “Dominant Bb” genotypes lower on the bar graph than the
blue bars by at least one level, but neither equal zero AND the “Recessive bb”
genotype higher on the bar graph than the blue bar by at least one level
(1 point).
NOTE: A population will “equal zero” if nothing is selected for that population.
However, since selecting “zero” for a population results in a very small/short increase
in the height of the small red line present when the item appears, this will be
considered a non-zero population.
24
Alignment
Content Strand
Life Science
Content Statement
Diversity of species occurs through gradual processes over many generations.
Fossil records provide evidence that changes have occurred in number and types
of species.
Changes in environmental conditions can affect how beneficial a trait will be for the
survival and reproductive success of an organism or an entire species.
Throughout Earth’s history, extinction of a species has occurred when the environment
changes and the individual organisms of that species do not have the traits necessary
to survive and reproduce in the changed environment.
Content Elaboration
Diversity can result from sexual reproduction. The sorting and combination of genes
results in different genetic combinations, which allow offspring to be similar to, yet
different from, their parents and each other. These variations may allow for survival
of individuals when the environment changes. Diversity in a species increases the
likelihood that some individuals will have characteristics suitable to survive under
changed conditions.
Cognitive Demand
Interpreting and Communicating Science Concepts (C)
Requires student to use subject-specific conceptual knowledge to interpret and
explain events, phenomena, concepts and experiences using grade-appropriate
scientific terminology, technological knowledge and mathematical knowledge.
Communicate with clarity, focus and organization using rich, investigative scenarios,
real-world data and valid scientific information.
Explanation of the Item
This item requires the student to predict the changes in a trait’s genotype distribution
based on a climate change, which impacts food sources. The initial population’s
resources in the ecosystem support the production of large seeds and nuts, which
favors birds with large beaks (BB and Bb). The graph indicates that the population of
birds with large beaks is higher than birds with small beaks (bb). When the conditions
change and large seeds and nuts become scarce and small soft seeds are plentiful,
the birds with smaller beaks now have an advantage and their numbers would be
expected to increase, while the population size of birds with big beaks would be
expected to decrease.
25
Grade 8
Science
EOY Item Release
Question 6
Sample Responses
27
Sample Response: 1 point
Notes on Scoring
This response earns full credit (1 point) for making the
“Dominant BB” and “Dominant Bb” genotypes lower
on the bar graph than the blue bars by at least one
level, but neither equal zero, AND the “Recessive bb”
genotype higher on the bar graph than the blue bar
by at least one level. Birds with small beaks increased
in number, and birds with large beaks decreased
in number.
28
Sample Response: 1 point
Notes on Scoring
This response earns full credit (1 point) for making the
“Dominant BB” and “Dominant Bb” genotypes lower
on the bar graph than the blue bars by at least one
level, but neither equal zero, AND the “Recessive bb”
genotype higher on the bar graph than the blue bar
by at least one level. Birds with small beaks increased
in number, and birds with large beaks decreased
in number.
NOTE: A population will “equal zero” if nothing is
selected for that population. However, since selecting
“zero” for a population results in a very small/short
increase in the height of the small red line present
when the item appears, this will be considered a
non-zero population.
29
Sample Response: 0 points
Notes on Scoring
This response earns no credit (0 points) because it
fails to make both the “Dominant BB” and “Dominant
Bb” genotypes lower on the bar graph than the blue
bars by at least one level, but neither equal zero, AND
the “Recessive bb” higher than the blue bar by at least
one level. Birds with small beaks are expected to
increase in number, not decrease.
30
Sample Response: 0 points
Notes on Scoring
This response earns no credit (0 points) because it
fails to make both the “Dominant BB” and “Dominant
Bb” genotypes lower on bar graph than the blue bars
by at least one level, but neither equal zero, AND the
“Recessive bb” higher than the blue bar by at least
one level. Birds with large beaks are not expected to
increase in number.
31
Grade 8
Science
EOY Item Release
Question 7
Question and Scoring Guidelines
33
Question 7
15542
Points Possible: 2
See Alignment for more detail.
Scoring Guidelines
For this item, a full-credit response includes:
• Selection of one homozygous FB FB parent and one homozygous FW FW parent;
AND
• Selection of “100” as the percent of speckled offspring (2 points).
34
For this item, a partial-credit response includes:
• Selection of one FB FB parent and one FB FW parent AND “50” as the percent of
speckled offspring;
OR
• Selection of one FB FW parent and one FB FW parent AND “50” as the percent of
speckled offspring;
OR
• Selection of one FW FW parent and one FB FW parent AND “50” as the percent of
speckled offspring (1 point).
Alignment
Content Strand
Life Science
Content Statement
The characteristics of an organism are a result of inherited traits received
from parent(s).
Content Elaboration
The traits of one or two parents are passed on to the next generation through
reproduction. Traits are determined by instructions encoded in deoxyribonucleic
acid (DNA), which forms genes. Genes have different forms called alleles. One can
introduce the principles of Mendelian genetics by reviewing Mendel’s work. Mendel’s
two laws provide the theoretical base for future study of modern genetics. Mendel’s
first law, the Law of Segregation, and his second law, the Law of Independent
Assortment, should be demonstrated and illustrated in a variety of organisms. The
concepts of dominant and recessive genes are appropriate at this grade level.
Co-dominant traits such as roan color in horses and cows may be useful to provide
further validation of the theory and to help dispel some misconceptions. Pedigree
analysis is appropriate for this grade level when limited to dominant, recessive or
co-dominance of one trait.
The Law of Independent Assortment should only be explored in simple cases of
dominance and recessive traits. Chi-square and dihybrid crosses are reserved for
high school.
35
NOTE: Incomplete dominance is not suggested for this grade level to help avoid the
misconception of “blending of traits.” Codominance is encouraged because both
traits are expressed in the resulting offspring.
Cognitive Demand
Interpreting and Communicating Science Concepts (C)
Requires student to use subject-specific conceptual knowledge to interpret and
explain events, phenomena, concepts and experiences using grade-appropriate
scientific terminology, technological knowledge and mathematical knowledge.
Communicate with clarity, focus and organization using rich, investigative scenarios,
real-world data and valid scientific information.
Explanation of the Item
This item requires the student to determine the genetic cross involving co-dominance
to produce the maximum number of a particular phenotype and to determine the
percentage of offspring with the desired phenotype. There are several combinations
that will produce speckled chickens (e.g., FBFB x FWFW, FBFW x FBFW, FBFB x FBFW), but
the key to this item is selecting that combination that will produce the highest
percentage of speckled birds. FBFB x FWFW will produce 100% speckled offspring.
36
Grade 8
Science
EOY Item Release
Question 7
Sample Responses
37
Sample Response: 2 points
Notes on Scoring
This response earns full credit (2 points) for selecting
one homozygous FBFB parent and one homozygous
FWFW parent AND selecting “100” as the percent of
speckled offspring.
38
Sample Response: 2 points
Notes on Scoring
This response earns full credit (2 points) for selecting
one homozygous FBFB parent and one homozygous
FWFW parent AND selecting “100” as the percent of
speckled offspring.
39
Sample Response: 1 point
Notes on Scoring
This response earns partial credit (1 point) for selecting
one homozygous FBFB parent and one heterozygous
FBFW parent AND selecting “50” as the percent of
speckled offspring. This combination will produce
speckled birds, but not at the highest percentage.
The percentage selected (50%) matches the expected
offspring produced by the selected parents.
40
Sample Response: 1 point
Notes on Scoring
This response earns partial credit (1 point) for selecting
one FBFW parent and one FBFW parent AND “50” as
the percent of speckled offspring. This combination
will produce speckled birds but not at the highest
percentage. The percentage selected (50%) matches
the expected offspring produced by the selected
parents.
41
Sample Response: 0 points
Notes on Scoring
This response earns no credit (0 points) for selecting
one FBFW parent and one FBFW parent AND “100” as the
percent of speckled offspring. This combination would
not be expected to produce all speckled birds.
42
Sample Response: 0 points
Notes on Scoring
This response earns no credit (0 points) for selecting
one homozygous FBFB parent and one homozygous
FWFW parent AND selecting “25” as the percent of
speckled offspring. This combination would produce
100% speckled birds.
43
Grade 8
Science
EOY Item Release
Question 8
Question and Scoring Guidelines
45
Question 8
16590
Points Possible: 1
See Alignment for more detail.
Scoring Guidelines
Rationale for Option A: This is incorrect. These features are caused by divergent
plate boundaries.
Rationale for Option B: This is incorrect. A trench is caused by convergent
plate boundaries; however, a mid-ocean ridge is caused by divergent
plate boundaries.
Rationale for Option C: This is incorrect. A rift valley is caused by divergent
plate boundaries.
Rationale for Option D: Key – An ocean trench and a mountain range are caused
by convergent plate boundaries.
46
Alignment
Content Strand
Earth and Space Science
Content Statement
Earth’s crust consists of major and minor tectonic plates that move relative to
each other.
Content Elaboration
Volcanic activity, earthquakes, tsunamis, geysers, hot springs, faults, oceanic vents,
island arcs, hot spots and rift valleys should all be included in the identification of
plates and plate boundaries. Plate boundary identification (converging, diverging,
transforming) must be based on the resulting features or events. The focus must be
on the cause of plate movement, the type and direction of plate movement and
the result of the plate movement, not on memorizing plate names.
Cognitive Demand
Recalling Accurate Science (R)
Requires students to provide accurate statements about scientifically valid facts,
concepts and relationships. Recall only requires students to provide a rote response,
declarative knowledge or perform routine mathematical tasks. This cognitive
demand refers to students’ knowledge of science fact, information, concepts,
tools, procedures (being able to describe how) and basic principles.
Explanation of the Item
This item requires the student to correlate land forms to boundary types. Convergent
plate boundaries can be between continental plates and oceanic plates, oceanic
plates and oceanic plates, and continental plates and continental plates. The
landforms produced are ocean trenches and mountain ranges. Divergent plate
boundaries form mid-ocean ridges and rift valleys.
47
Sample Response: 1 point
48
Grade 8
Science
EOY Item Release
Question 9
Question and Scoring Guidelines
49
Question 9
16024
Points Possible: 1
See Alignment for more detail.
Scoring Guidelines
For this item, a full-credit response includes:
• “Meiosis” in the top box, “Both” in the second box and “Mitosis” in the last two
boxes (1 point).
50
Alignment
Content Strand
Life Science
Content Statement
Reproduction is necessary for the continuation of every species.
Every organism alive today comes from a long line of ancestors who reproduced
successfully every generation. Reproduction is the transfer of genetic information
from one generation to the next. It can occur with mixing genes from two individuals
(sexual reproduction), or it can occur with the transfer of genes from one individual
to the next generation (asexual reproduction). The ability to reproduce defines
living things.
Content Elaboration
An individual organism does not live forever. Reproduction is necessary for the
continuation of every species. Most organisms reproduce either sexually or asexually.
Some organisms are capable of both. In asexual reproduction, all genes come from
a single parent, which usually means the offspring are genetically identical to their
parent, allowing for genetic continuity. Mitosis was investigated in Grade 6. The end
products of mitotic and meiotic cell divisions are compared as they relate to asexual
and sexual reproduction. It is important that both mitosis and meiosis are addressed in
preparation for future study of Mendelian genetics and embryology.
In sexual reproduction, a single specialized cell from a female (egg) merges with a
specialized cell from a male (sperm). Typically, half of the genes come from each
parent. The fertilized cell, carrying genetic information from each parent, multiplies to
form the complete organism. The same genetic information is copied in each cell of
the new organism. In sexual reproduction, new combinations of traits are produced,
which may increase or decrease an organism’s chances for survival.
Cognitive Demand
Recalling Accurate Science (R)
Requires students to provide accurate statements about scientifically valid facts,
concepts and relationships. Recall only requires students to provide a rote response,
declarative knowledge or perform routine mathematical tasks. This cognitive demand
refers to students’ knowledge of science fact, information, concepts, tools,
procedures (being able to describe how) and basic principles.
51
Explanation of the Item
This item requires the student to identify characteristics of mitosis and meiosis. Mitosis is
cell division that produces two daughter cells that are genetically identical to the
original cell. Meiosis is cell division that produces four sex cells that contain half the
genetic information of the original cell.
52
Grade 8
Science
EOY Item Release
Question 9
Sample Responses
53
Sample Response: 1 point
Notes on Scoring
This response earns full credit (1 point) for selecting
“Meiosis” in the top box, “Both” in the second box
and “Mitosis” in the last two boxes. Mitosis and meiosis
both transfer genetic information to new cells. Meiosis
is the process that produces four sex cells, and mitosis
produces two genetically identical daughter cells.
54
Sample Response: 0 points
Notes on Scoring
This response earns no credit (0 points) because it fails
to select “Meiosis” in the top box and “Mitosis” in the
last box. Mitosis does not produce sex cells, and meiosis
produces cells with one-half the genetic information of
the original cell.
55
Sample Response: 0 points
Notes on Scoring
This response earns no credit (0 points) because it fails
to select “Meiosis” in the top box, “Both” in the second
box and “Mitosis” in the last two boxes. Mitosis does
not produce sex cells, and meiosis produces cells with
one-half the genetic information of the original cell.
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Grade 8
Science
EOY Item Release
Question 10
Question and Scoring Guidelines
57
Question 10
15803
Points Possible: 1
See Alignment for more detail.
Scoring Guidelines
Rationale for Option A: This is incorrect. In Figure 1, it is true that gravitational
potential energy is at its minimum due to the gymnast being at her lowest position.
It is also true that in Figure 1, the trampoline is at its maximum elastic potential
energy because of its maximum amount of stretch. However, gravitational
potential energy is at its maximum in Figure 2 because the gymnast is in her
highest position. Additionally, the trampoline is at its minimum elastic potential
energy in Figure 2 because it is not stretched.
Rationale for Option B: This is incorrect. In Figure 2, it is true that gravitational
potential energy is at its maximum due to the gymnast being at her highest
position. It is also true that in Figure 2, the trampoline is at its minimum elastic
58
potential energy because of its minimum amount of stretch. However,
gravitational potential energy is at its minimum in Figure 1 because the gymnast
is in her lowest position. Additionally, the trampoline is at its maximum elastic
potential energy in Figure 1 because it is at its maximum stretch.
Rationale for Option C: Key – In Figure 1, gravitational potential energy is at its
minimum due to the gymnast being at her lowest position. In Figure 1, the
trampoline is at its maximum elastic potential energy because of its maximum
amount of stretch. Gravitational potential energy is at its maximum in Figure 2
because the gymnast is in her highest position. Additionally, the trampoline is at
its minimum elastic potential energy in Figure 2 because it is not stretched.
Rationale for Option D: This is incorrect. In Figure 1, gravitational potential energy
is at its minimum due to the gymnast being at her lowest position. In Figure 1, the
trampoline is at its maximum elastic potential energy because of its maximum
amount of stretch. Gravitational potential energy is at its maximum in Figure 2
because the gymnast is in her highest position. Additionally, the trampoline is at
its minimum elastic potential energy in Figure 2 because it is not stretched.
Alignment
Content Strand
Physical Science
Content Statement
There are different types of potential energy.
Gravitational potential energy changes in a system as the masses or relative positions
of objects are changed.
Objects can have elastic potential energy because of their compression or chemical
potential energy, due to the nature and arrangement of the atoms that make up
the object.
Content Elaboration
Gravitational potential energy is associated with the mass of an object and its
height above a reference point (e.g., above ground level, above floor level).
A change in the height of an object is evidence that the gravitational potential
energy has changed.
Elastic potential energy is associated with how much an elastic object has been
stretched or compressed and how difficult such a compression or stretch is. A change
in the amount of compression or stretch of an elastic object is evidence that the
elastic potential energy has changed.
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The different types of potential energy must be explored through experimentation
and investigation that include the relationship of energy transfer and springs, magnets
or static electricity.
NOTE: Potential energy is often taught as “stored” energy. If the word “stored”
means that it is kept by the object and not given away to another object, then
kinetic energy also can be classified as “stored” energy. A rocket moving at constant
speed through space has kinetic energy and is not transferring any of this energy to
another object.
Cognitive Demand
Recalling Accurate Science (R)
Requires students to provide accurate statements about scientifically valid facts,
concepts and relationships. Recall only requires students to provide a rote response,
declarative knowledge or perform routine mathematical tasks. This cognitive demand
refers to students’ knowledge of science fact, information, concepts, tools,
procedures (being able to describe how) and basic principles.
Explanation of the Item
This item requires the student to identify the potential energy transformation of a
gymnast jumping on a trampoline. The gravitational potential energy of an object
increases with mass and height. Since the gymnast’s mass remains constant during
the jump, in this situation, the gravitational potential energy depends only on height.
The elastic potential energy of an object increases with the amount the object is
stretched or compressed. In this case, the trampoline is only stretched.
At the bottom of the jump, the gymnast is at her lowest gravitational potential energy
because she is at her lowest height. The trampoline is at its highest elastic potential
energy because it is stretched the most.
At the top of the jump, the opposite situation is true. The gymnast has the highest
gravitational potential energy because she is at her highest position. The trampoline is
at its lowest elastic potential energy because it is at its lowest amount of stretch.
60
Sample Response: 1 point
61
Grade 8
Science
EOY Item Release
Question 11
Question and Scoring Guidelines
63
Question 11
16262
Points Possible: 1
See Alignment for more detail.
Scoring Guidelines
For this item, a full-credit response includes:
• Placing “Force” in the dependent variable blank box;
AND
• Placing “Charge” in the independent variable blank box (1 point).
64
Alignment
Content Strand
Physical Science
Content Statement
Forces between objects act when the objects are in direct contact or when they are
not touching.
Magnetic, electrical and gravitational forces can act at a distance.
Content Elaboration
A field model can be used to explain how two objects can exert forces on each
other without touching. An object is thought to have a region of influence, called
a field, surrounding it. When a second object with an appropriate property is placed
in this region, the field exerts a force on and can cause changes in the motion of
the object.
Electric fields exist around objects with charge. If a second object with charge is
placed in the field, the two objects experience electric forces that can attract or
repel them, depending on the charges involved. Electric force weakens rapidly with
increasing distance.
NOTE 1: Magnetic poles are often confused with electric charges. It is important to
emphasize the differences.
NOTE 2: Mathematics is not used to describe fields at this level.
NOTE 3: This content statement involves a basic introduction to the field model. Details
about the field model are not required other than the idea that a field is a concept
that is used to understand forces that act at a distance.
Cognitive Demand
Interpreting and Communicating Science Concepts (C)
Requires student to use subject-specific conceptual knowledge to interpret and
explain events, phenomena, concepts and experiences using grade-appropriate
scientific terminology, technological knowledge and mathematical knowledge.
Communicate with clarity, focus and organization using rich, investigative scenarios,
real-world data and valid scientific information.
65
Explanation of the Item
This item requires the student to determine the dependent and independent variables
in a set-up to test the strength of an electric field from an electric force acting on an
object. Electric fields influence objects with charge. For any given electric field
strength, the electric force exerted on an object is proportional to the charge.
Therefore, to determine the electric field strength, one could vary the amount of
charge on objects (the independent variable) and measure the resulting electric
force (dependent variable).
66
Grade 8
Science
EOY Item Release
Question 11
Sample Responses
67
Sample Response: 1 point
Notes on Scoring
This response earns full credit (1 point) for placing
“Force” in the dependent variable blank box AND
placing “Charge” in the independent variable
blank box.
68
Sample Response: 0 points
Notes on Scoring
This response earns no credit (0 points) for incorrectly
placing “Charge” in the dependent variable blank box
AND placing “Mass” in the independent variable
blank box.
69
Sample Response: 0 points
Notes on Scoring
This response earns no credit (0 points). While “Force”
is correctly placed in the dependent variable blank
box, “Weight” is incorrectly placed in the independent
variable blank box. Since this demonstrates a
misunderstanding of the concept of electric fields,
no credit can be awarded.
70
Grade 8
Science
EOY Item Release
Question 12
Question and Scoring Guidelines
71
Question 12
14407
Points Possible: 1
See Alignment for more detail.
Scoring Guidelines
For this item, a full-credit response includes:
• Paper on the shelf at 5 meters;
AND
• Paper clips on the shelf at 1 meter (1 point).
72
Alignment
Content Strand
Physical Science
Content Standard
There are different types of potential energy.
Gravitational potential energy changes in a system as the masses or relative positions
of objects are changed.
Content Elaboration
Gravitational potential energy is associated with the mass of an object and its height
above a reference point (e.g., above ground level, above floor level). A change
in the height of an object is evidence that the gravitational potential energy
has changed.
The different types of potential energy must be explored through experimentation
and investigation that include the relationship of energy transfer and springs, magnets
or static electricity.
NOTE: Potential energy is often taught as “stored” energy. If the word “stored”
means that it is kept by the object and not given away to another object, then
kinetic energy also can be classified as “stored” energy. A rocket moving at constant
speed through space has kinetic energy and is not transferring any of this energy to
another object.
Cognitive Demand
Interpreting and Communicating Science Concepts (C)
Requires student to use subject-specific conceptual knowledge to interpret and
explain events, phenomena, concepts and experiences using grade-appropriate
scientific terminology, technological knowledge and mathematical knowledge.
Communicate with clarity, focus and organization using rich, investigative scenarios,
real-world data and valid scientific information.
Explanation of the Item
This item requires the student to place objects with differing masses at heights that
produce equal changes in gravitational potential energy. The paper clips have five
times the mass of a piece of paper. Since gravitational potential energy depends
upon both mass and height, the paper needs to be five times the height of the paper
clips in order to have equal gravitational potential energy.
73
Grade 8
Science
EOY Item Release
Question 12
Sample Responses
75
Sample Response: 1 point
Notes on Scoring
This response earns full credit (1 point) for placing paper
on the shelf at 5 meters AND paper clips on the shelf at
1 meter.
76
Sample Response: 0 points
Notes on Scoring
This response earns no credit (0 points). Although
the paper clips are correctly placed on the shelf
at 1 meter, the paper is incorrectly placed on the
shelf at 2 meters. The gravitational potential energy
between the paper clips and the paper is not equal.
The gravitational potential energy of the paper clips
is higher. This demonstrates a misunderstanding about
gravitational potential energy, so no credit can
be awarded.
77
Sample Response: 0 points
Notes on Scoring
This response earns no credit (0 points) for incorrectly
placing paper on the shelf at 3 meters AND incorrectly
placing paper clips on the shelf at 5 meters. The
gravitational potential energy between the paper clips
and the paper is not equal. The gravitational potential
energy of the paper clips is higher. This indicates a
misunderstanding about gravitational potential energy.
78
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