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Ohio’s State Tests ITEM RELEASE SPRING 2016 GRADE 8 SCIENCE Table of Contents Questions 1 – 21: Content Summary and Answer Key………………………………...iii Question 1: Question and Scoring Guidelines.............................................................1 Question 1: Sample Response.......................................................................................4 Question 2: Question and Scoring Guidelines.............................................................5 Question 2: Sample Response.......................................................................................8 Question 3: Question and Scoring Guidelines.............................................................9 Question 3: Sample Response.....................................................................................12 Question 4: Question and Scoring Guidelines...........................................................13 Question 4: Sample Response.....................................................................................16 Question 5: Question and Scoring Guidelines...........................................................17 Question 5: Sample Responses...................................................................................21 Question 6: Question and Scoring Guidelines...........................................................27 Question 6: Sample Response.....................................................................................30 Question 7: Question and Scoring Guidelines...........................................................31 Question 7: Sample Responses...................................................................................35 Question 8: Question and Scoring Guidelines...........................................................39 Question 8: Sample Responses...................................................................................43 Question 9: Question and Scoring Guidelines...........................................................47 Question 9: Sample Response.....................................................................................51 Question 10: Question and Scoring Guidelines.........................................................53 Question 10: Sample Response...................................................................................56 Question 11: Question and Scoring Guidelines.........................................................57 Question 11: Sample Response...................................................................................60 Question 12: Question and Scoring Guidelines.........................................................61 Question 12: Sample Response...................................................................................64 Question 13: Question and Scoring Guidelines.........................................................65 Question 13: Sample Response...................................................................................67 Question 14: Question and Scoring Guidelines.........................................................69 Question 14: Sample Response...................................................................................72 i Question 15: Question and Scoring Guidelines.........................................................73 Question 15: Sample Response...................................................................................76 Question 16: Question and Scoring Guidelines.........................................................77 Question 16: Sample Responses.................................................................................81 Question 17: Question and Scoring Guidelines.........................................................85 Question 17: Sample Response...................................................................................88 Question 18: Question and Scoring Guidelines.........................................................89 Question 18: Sample Response...................................................................................92 Question 19: Question and Scoring Guidelines.........................................................93 Question 19: Sample Response...................................................................................96 Question 20: Question and Scoring Guidelines.........................................................97 Question 20: Sample Response.................................................................................100 Question 21: Question and Scoring Guidelines.......................................................101 Question 21: Sample Responses...............................................................................105 ii Grade 8 Science Spring 2016 Item Release Content Summary and Answer Key Question No. Item Type Content Strand Life Science 1 MultiSelect 2 MultiSelect 3 MultiSelect Earth and Space Science 4 Matching Item Earth and Space Science 5 Graphic Response 6 Multiple Choice Earth and Space Science 7 Graphic Response Earth and Space Science Earth and Space Science Earth and Space 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. The composition and properties of Earth’s interior are identified by the behavior of seismic waves. The composition and properties of Earth’s interior are identified by the behavior of seismic waves. The composition and properties of Earth’s interior are identified by the behavior of seismic waves. Earth’s crust consists of major and minor tectonic plates that move relative to each other. Earth’s crust consists of major and minor tectonic plates that move relative to each other. A combination of constructive and destructive geologic processes formed Earth’s surface. iii Answer Key Points B, D, E 1 point A, D 1 point A, B, D, F 1 point --- 1 point --- 2 points D 1 point --- 1 point Grade 8 Science Spring 2016 Item Release Content Summary and Answer Key Question No. 8 9 Item Type Graphic Response Content Strand Earth and Space Science EvidenceEarth and Based Space Selected Response Science 10 Multiple Choice Life Science 11 Multiple Choice Life Science 12 Multiple Choice Life Science Content Statement Evidence of the dynamic changes of Earth’s surface through time is found in the geologic record. Evidence of the dynamic changes of Earth’s surface through time is found in the geologic record. Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. iv Answer Key Points --- 1 point A; A, D 1 point B 1 point D 1 point A 1 point Grade 8 Science Spring 2016 Item Release Content Summary and Answer Key Question No. Item Type Content Strand 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. Reproduction is necessary for the continuation of every species. Forces between objects act when the objects are in direct contact or when they are not touching. Forces between objects act when the objects are in direct contact or when they are not touching. Answer Key Points A 1 point A 1 point D 1 point --- 1 point 13 Multiple Choice Life Science 14 Multiple Choice Life Science 15 Multiple Choice Physical Science 16 Graphic Physical Response Science 17 Multiple Choice Physical Science Forces have magnitude and direction. D 1 point 18 Multiple Choice Physical Science Forces have magnitude and direction. C 1 point 19 Multiple Choice Physical Science Forces have magnitude and direction. D 1 point 20 Multiple Choice Physical Science There are different types of potential energy. B 1 point 21 Graphic Physical Response Science There are different types of potential energy. --- 1 point v Grade 8 Science Spring 2016 Item Release Question 1 Question and Scoring Guidelines 1 Question 1 20106 Points Possible: 1 See Alignment for more detail. Scoring Guidelines Rationale for First Option: This is incorrect. Individual moths did not genetically adapt to the changing environment. Rationale for Second Option: Key – The population distribution drastically shifted toward darker coloring since the dark soot from factories caused an environmental change that favored that trait. Rationale for Third Option: This is incorrect. Regardless of coloring, peppered moths feed on the same food sources and not on each other. Rationale for Fourth Option: Key – Because the number of darker peppered moths increased while the number of lighter peppered moths decreased, dark coloring must be a trait that was beneficial for survival. 2 Rationale for Fifth Option: Key – Because the number of darker peppered moths increased while the number of lighter peppered moths decreased, the frequency of darker moths to reproduce became higher than lighter moths. Rationale for Sixth Option: This is incorrect. Regardless of coloring, peppered moths feed on the same food sources. Therefore, food was equally available to both colored moths. 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 Diversity can result from sexual reproduction. The sorting and combination of genes results in different genetic combinations, which allows offspring to be similar to, yet different from, their parents and each other. (This statement must be connected to the Grade 8 Life Science content statement on reproduction and Mendelian Genetics.) These variations may allow for the 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 students to use subject-specific conceptual knowledge to interpret and explain events, phenomena, concepts and experiences using gradeappropriate 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 possible explanations for a change in the population of peppered moths over time. At the beginning of the time frame, the number of dark-colored moths was low and the number of lightcolored moths was high. During this time frame, coal usage increased, causing 3 dark smoke and black soot to cover nearby trees. This environmental change caused a shift in survival advantage for the light-colored moths. When the environment changed, dark-colored moths now had a survival advantage and their numbers increased. The data reflect no other factors changed in the environment. Sample Response: 1 point 4 Grade 8 Science Spring 2016 Item Release Question 2 Question and Scoring Guidelines 5 Question 2 21258 Points Possible: 1 See Alignment for more detail. Scoring Guidelines Rationale for First Option: Key – Matter is transferred from Earth’s interior to its surface at a mid-ocean ridge. Rationale for Second Option: This is incorrect. Sediment is produced through weathering of existing rocks, not creation of new igneous rocks. Rationale for Third Option: This is incorrect. Crustal rock is transferred from the crust to the mantle at convergent boundaries. Rationale for Fourth Option: Key – Thermal energy drives convection cells in the mantle, moving warmer material from the bottom of the mantle to the top. Rationale for Fifth Option: This is incorrect. Tsunami waves usually form near convergent boundaries and transfer energy through the ocean. 6 Alignment Content Strand Earth and Space Science Content Statement The composition and properties of Earth’s interior are identified by the behavior of seismic waves. Content Elaboration The formation of the planet generated heat from gravitational energy and the decay of radioactive elements, which are still present today. Heat released from Earth’s core drives convection currents throughout the mantle and the crust. In addition to the composition of Earth’s interior, the history of the formation of Earth and the relationship of energy transfer, transformation and convection currents within the mantle and crust are essential in understanding sources of energy. 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 demonstrate understanding of how heat released from Earth’s core drives convection currents throughout the mantle and the crust. The student must recall that at mid-ocean ridges, matter and energy are transferred from Earth’s interior to Earth’s crust. 7 Sample Response: 1 point 8 Grade 8 Science Spring 2016 Item Release Question 3 Question and Scoring Guidelines 9 Question 3 20073 Points Possible: 1 See Alignment for more detail. Scoring Guidelines Rationale for First Option: Key – A change in direction of the P-wave is caused by a change in density. Rationale for Second Option: Key – Since S-waves are not detected in this region and P-waves are detected, it can be concluded that this region is liquid. Rationale for Third Option: This is incorrect. The densest material is found deepest in Earth’s interior. Rationale for Fourth Option: Key – This area has the densest material since it is the deepest layer discussed. 10 Rationale for Fifth Option: This is incorrect. There is a boundary between two different materials at this location, but S-waves are still detected past 30 km, so it is not a boundary between liquid and solid. Rationale for Sixth Option: Key – S-waves are not detected between these depths, signaling a change in material, and, thus, a change of materials with different densities. Alignment Content Strand Earth and Space Science Content Statement The composition and properties of Earth’s interior are identified by the behavior of seismic waves. Content Elaboration The refraction and reflection of seismic waves as they move through one type of material to another is used to differentiate the layers of Earth’s interior. It is important to provide the background knowledge regarding how scientists know about the structure and composition of the interior of Earth (without being able to see it). Seismic data, graphics, charts, digital displays and cross sections must be used to study Earth’s interior. Actual data from the refraction and reflection of seismic waves can be used to demonstrate how scientists have determined the different layers of Earth’s interior. New discoveries and technological advances relating to understanding Earth’s interior also play an important role in this content. Cognitive Demand Interpreting and Communicating Science Concepts (C) Requires students to use subject-specific conceptual knowledge to interpret and explain events, phenomena, concepts and experiences using gradeappropriate 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 demonstrate understanding of how scientists have determined the structure and composition of Earth’s interior using seismic evidence. The student must use information about density, the refraction of 11 seismic waves as they move through one type of material to another and the types of seismic waves that can travel through solids and liquids, to form conclusions about Earth’s interior. Sample Response: 1 point 12 Grade 8 Science Spring 2016 Item Release Question 4 Question and Scoring Guidelines 13 Question 4 19084 Points Possible: 1 See Alignment for more detail. Scoring Guidelines For this item a full-credit response includes: “Moves Toward the Upper Mantle” selected for “Density Decreases” AND “Temperature Increases”; AND “Moves Toward the Lower Mantle” selected for “Density Increases” AND “Temperature Decreases”; AND Nothing else selected (1 point). 14 Alignment Content Strand Earth and Space Science Content Statement The composition and properties of Earth’s interior are identified by the behavior of seismic waves. Content Elaboration The formation of the planet generated heat from gravitational energy and the decay of radioactive elements, which are still present today. Heat released from Earth’s core drives convection currents throughout the mantle and the crust. Earth and other planets in the solar system formed as heavier elements coalesced in their centers. Planetary differentiation is a process in which more dense materials of a planet sink to the center, while less dense materials stay on the surface. In addition to the composition of Earth’s interior, the history of the formation of Earth and the relationship of energy transfer, transformation and convection currents within the mantle and crust are essential in understanding sources of energy. 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 demonstrate understanding of how heat released from Earth’s core drives convection currents throughout the mantle and the crust. The student must recall the direction of movement of matter in the mantle given the matter’s change in density or temperature. 15 Sample Response: 1 point 16 Grade 8 Science Spring 2016 Item Release Question 5 Question and Scoring Guidelines 17 Question 5 15788 Points Possible: 2 See Alignment for more detail. Scoring Guidelines For this item, a full-credit response includes: Placement of counter-clockwise and clockwise arrows (left-right, arrowheads at the top for both) in the blank boxes for the divergent plate boundary (1 point); AND Placement of clockwise and counter-clockwise arrows (left-right, arrowheads at the top for both) in the blank boxes for the convergent plate boundary (1 point). 18 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 Physical world maps, cross sections, models (virtual or 3D) and data must be used to identify plate boundaries, movement at the boundary and the resulting feature or event. The relationship between heat from Earth’s core, convection in the magma and plate movement should be explored. 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, transform) 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 demonstrate understanding of how convection currents affect tectonic plate movement at convergent and divergent plate boundaries. The student must recognize that at a divergent plate boundary, tectonic plates move away from each other, so the convection currents must be moving away from each other beneath the plates (the curved arrows pointing away from each other). The student must also recognize that at a convergent plate boundary, tectonic plates move toward each other, so the convection currents must be moving toward each other beneath the plates (the curved arrows pointing toward each other). 19 Grade 8 Science Spring 2016 Item Release Question 5 Sample Responses 21 Sample Response: 2 points Notes on Scoring This response earns full credit (2 points) because it correctly identifies that convection currents move away from each other at a divergent plate boundary, and that convection currents move toward each other beneath the plates at a convergent plate boundary. 22 Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) because it demonstrates partial understanding of the task. The response correctly identifies that convection currents move toward each other beneath the plates at a convergent plate boundary, but it does not correctly identify what convection currents do at a divergent plate boundary. 23 Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) because it demonstrates partial understanding of the task. The response correctly identifies that convection currents move away from each other beneath the plates at a divergent plate boundary, but it does not correctly identify what convection currents do at a convergent plate boundary. 24 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it does not demonstrate understanding of the task. The response does not demonstrate understanding of what convection currents are and what convection currents do at tectonic plate boundaries. 25 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it does not demonstrate understanding of the task. The response does not demonstrate understanding of what convection currents are and what convection currents do at tectonic plate boundaries. 26 Grade 8 Science Spring 2016 Item Release Question 6 Question and Scoring Guidelines 27 Question 6 17889 Points Possible: 1 See Alignment for more detail. 28 Scoring Guidelines Rationale for Option A: This is incorrect. Subduction is the result of plates colliding or converging. In this case, the crust is being split apart. Rationale for Option B: This is incorrect. The land will become thinner as it continues to split. Rationale for Option C: This is incorrect. As the continental crust splits even more over time, the East African Rift will become deeper. Rationale for Option D: Key – As time passes, the East African Rift will grow in width and length. If the rift reaches the ocean, the ocean may flow into the rift and a sea would form. 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, transform) 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 Interpreting and Communicating Science Concepts (C) Requires students to use subject-specific conceptual knowledge to interpret and explain events, phenomena, concepts and experiences using gradeappropriate scientific terminology, technological knowledge and mathematical knowledge. Communicate with clarity, focus and organization using rich, investigative scenarios, real-world data and valid scientific information. 29 Explanation of the Item This item requires the student to demonstrate understanding of how the motion of the continental crust shapes Earth’s surface. The student must apply understanding of diverging motion to make a prediction about what will happen in the region after a long period of time if the divergence continues. The student must recognize that over time the rift will become wider, the land in the rift-basin valley will become thinner and eventually the ocean may flood the rift to create a new sea. Sample Response: 1 point 30 Grade 8 Science Spring 2016 Item Release Question 7 Question and Scoring Guidelines 31 Question 7 15515 Points Possible: 1 See Alignment for more detail. Scoring Guidelines For this item, a full-credit response includes: “Some” selected for “Granite (Igneous)” rock; AND “Much” selected for “Sandstone (Sedimentary)” rock (1 point). 32 Alignment Content Strand Earth and Space Science Content Statement A combination of constructive and destructive geologic processes formed Earth’s surface. Content Elaboration Earth’s surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Distinguishing between major geologic processes (e.g., tectonic activity, erosion, deposition) and the resulting feature on the surface of Earth is the focus of this content statement. It is important to build on what was included in the elementary grades (recognizing features), enabling students to describe conditions for formation. Cognitive Demand Interpreting and Communicating Science Concepts (C) Requires students to use subject-specific conceptual knowledge to interpret and explain events, phenomena, concepts and experiences using gradeappropriate 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 demonstrate understanding of how weathering works to shape Earth’s surface. The student must apply understanding of weathering to compare the degree of weathering to two different rock types under similar environmental conditions. The student must recognize that both rock types will experience some degree of weathering, and that the sandstone (a sedimentary rock) will experience more weathering than the granite (an igneous rock). 33 Grade 8 Science Spring 2016 Item Release Question 7 Sample Responses 35 Sample Response: 1 point Notes on Scoring This response earns full credit (1 point) because it correctly identifies that both rock types will experience some degree of weathering, and that the sandstone will experience more weathering than the granite. 36 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it does not demonstrate understanding of the task. It incorrectly identifies that the sandstone experiences no weathering after 1,000 years, and it incorrectly identifies that the granite will experience more weathering than the sandstone. 37 Grade 8 Science Spring 2016 Item Release Question 8 Question and Scoring Guidelines 39 Question 8 14816 Points Possible: 1 See Alignment for more detail. Scoring Guidelines For this item, a full-credit response includes: Only “Y” in the Region P box, only “M” in both Region Q boxes and only “O” in both Region R boxes (1 point). 40 Alignment Content Strand Earth and Space Science Content Statement Evidence of the dynamic changes of Earth’s surface through time is found in the geologic record. Content Elaboration The different methods used to determine the age of the Earth are an important factor in this concept. Superposition, crosscutting relationships and index fossils play an important role in determining relative age. Radiometric dating plays an important role in absolute age. The inclusion of new advances and studies (mainly due to developing technological advances) is important in learning about the geologic record. Using actual data to generate geologic maps of local or statewide formations can connect to the real world. Field studies or geologic research (can be virtual/digital) can help identify local formations and interpret the environment that existed at the time of the formation. Analyzing and interpreting the data to draw conclusions about geologic history is an important part of this content statement. Cognitive Demand Interpreting and Communicating Science Concepts (C) Requires students to use subject-specific conceptual knowledge to interpret and explain events, phenomena, concepts and experiences using gradeappropriate 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 demonstrate understanding of how diverging tectonic plates can act to shape Earth’s surface. The student must apply this understanding to analyze patterns on a map and determine the relative ages of the volcanic rocks in the region. The student must recognize that the farther from the boundary between two diverging tectonic plates, the older the volcanic rock. The pattern on the map suggests that the rocks are moving away from Region P (yellow), so this region must be closest to the boundary between the diverging plates and therefore the youngest. The rocks in Region R (blue) are farthest from the plate boundary and therefore the oldest. 41 Grade 8 Science Spring 2016 Item Release Question 8 Sample Responses 43 Sample Response: 1 point Notes on Scoring This response earns full credit (1 point) because it correctly identifies the relative ages of the rocks. 44 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it does not demonstrate understanding of the task. The response may indicate partial understanding of divergent plate boundaries, but it does not demonstrate understanding that the oldest volcanic rocks will be farthest from the plate boundary. 45 Grade 8 Science Spring 2016 Item Release Question 9 Question and Scoring Guidelines 47 Question 9 20143 Points Possible: 1 See Alignment for more detail. 48 Scoring Guidelines Part A Rationale for Option A: Key – The ammonites are the only fossil that appear in only one layer across geologic columns, thus potentially helping scientists to be able to date the layer more accurately. Rationale for Option B: This is incorrect. Brachiopods appear in multiple layers across geologic columns. Rationale for Option C: This is incorrect. Trilobites appear in multiple layers across geologic columns. Rationale for Option D: This is incorrect. Turritella appear in multiple layers across geologic columns. Part B Rationale for First Option: Key – The index fossil only appears in a single layer across geologic columns. Rationale for Second Option: This is incorrect. The index fossil only appears in one rock layer. Rationale for Third Option: This is incorrect. The index fossil only appears in a single rock layer that is uniform across geologic columns. Rationale for Fourth Option: Key – The index fossil appears in each geologic column, but only in a single rock layer. Rationale for Fifth Option: This is incorrect. The index fossil may appear with other fossils in a single layer. 49 Alignment Content Strand Earth and Space Science Content Statement Evidence of the dynamic changes of Earth’s surface through time is found in the geologic record. Content Elaboration The different methods used to determine the age of the Earth are an important factor in this concept. In Grade 8, the concept of index fossils is a way to build toward understanding relative dating. Superposition, crosscutting relationships and index fossils play an important role in determining relative age. Uniformitarianism can be an important key in understanding how scientists have interpreted the environmental conditions that existed throughout Earth’s history. Fossil evidence also can indicate specific environments and climate conditions that help interpret the geologic record. Cognitive Demand Interpreting and Communicating Science Concepts (C) Requires students to use subject-specific conceptual knowledge to interpret and explain events, phenomena, concepts and experiences using gradeappropriate 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 demonstrate understanding of index fossils and how they are used in determining the relative ages of rocks. The student must recall that good index fossils are widespread (found in all of the geologic columns) and are limited in geologic time (found in only one rock layer). The student must apply this understanding to recognize that while several of the fossils are found in all of the columns, only the ammonite is found in a single rock layer. 50 Sample Response: 1 point 51 Grade 8 Science Spring 2016 Item Release Question 10 Question and Scoring Guidelines 53 Question 10 18575 Points Possible: 1 See Alignment for more detail. Scoring Guidelines Rationale for Option A: This is incorrect. The Colorado fossil evidence supports the fact that this region used to be warmer and that the environment changed, not the crocodiles. Rationale for Option B: Key – Crocodiles were adapted to warm temperatures, and it used to be warm in the Colorado region. However, the environment changed, and the crocodiles died out. Rationale for Option C: This is incorrect. Organisms do not migrate to different climates if they are adapted to their current environment. Rationale for Option D: This is incorrect. Glaciers form and move from north to south, moving till in front of them. When glaciers retreat, they move from south to north, leaving till behind. A glacier would not move from Mexico to Colorado. 54 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. Evidence from geologic and fossil records can be used to infer what the environment was like at the time of deposition. Cognitive Demand Interpreting and Communicating Science Concepts (C) Requires students to use subject-specific conceptual knowledge to interpret and explain events, phenomena, concepts and experiences using gradeappropriate 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 explain the existence of an animal species, based on fossil evidence, in an environment that is not suitable for the animal today. Crocodiles live in environments that are warm all year. Colorado experiences cold winters, which are not suitable for crocodiles. The presence of crocodile fossils indicates that it was once warmer in the Colorado region. However, the environment changed and the crocodiles died out, with fossils providing evidence for their previous existence in this area. 55 Sample Response: 1 point 56 Grade 8 Science Spring 2016 Item Release Question 11 Question and Scoring Guidelines 57 Question 11 16483 Points Possible: 1 See Alignment for more detail. Scoring Guidelines Rationale for Option A: This is incorrect. Genetic diversity is not an indication of the number of genes. Rationale for Option B: This is incorrect. Genetic diversity is not an indication of the number of genes. Rationale for Option C: This is incorrect. Species 1 does have less genetic diversity; however, this means that that species is less likely to survive an environmental change. Rationale for Option D: Key – A population with greater genetic diversity is more likely to have genes that may prove beneficial in new environmental conditions. 58 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 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 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 recognize that increasing genetic diversity makes a species more likely to survive environmental change. A population with greater genetic diversity is more likely to have traits that may prove beneficial in new environmental conditions. 59 Sample Response: 1 point 60 Grade 8 Science Spring 2016 Item Release Question 12 Question and Scoring Guidelines 61 Question 12 21195 Points Possible: 1 See Alignment for more detail. 62 Scoring Guidelines Rationale for Option A: Key – Graph A shows the greatest variation in fur thickness, and a wide range of phenotypic diversity increases a population’s chances of surviving a significant climate shift. Rationale for Option B: This is incorrect. Graph B shows a population where most individuals have one type of fur thickness, when greater diversity within the population will increase its chances of surviving any significant change in climate. Rationale for Option C: This is incorrect. Graph C shows a population with very little variability in fur thickness, suggesting a lack of diversity that would put the population at a disadvantage during significant climate change. Rationale for Option D: This is incorrect. Graph D shows the narrowest range of fur thickness, and populations with low diversity in fur thickness are less likely to survive significant climate change. 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 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. Diversity in a species increases the likelihood that some individuals will have characteristics suitable to survive under changed conditions. 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 63 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 which graph represents a population that will have an advantage during significant shifts in the environment. Graph A shows the greatest variation in fur thickness and a wide range of phenotypic diversity, which may increase a population’s chances of surviving a significant climate change. The other graphs show a narrow range of fur thickness, suggesting a lack of diversity that would put the population at a disadvantage during significant climate change. Sample Response: 1 point 64 Grade 8 Science Spring 2016 Item Release Question 13 Question and Scoring Guidelines 65 Question 13 18522 Points Possible: 1 See Alignment for more detail. Scoring Guidelines Rationale for Option A: Key – The dark-colored fish increased in the population because more of those individuals survived to reproduce. The dark color allowed the fish to blend in with the cloudy water and avoid predators, unlike the light-colored fish, which were more visible. Rationale for Option B: This is incorrect. Light-colored fish will not become darker by eating the eggs of the dark-colored fish. The color of the fish is determined by the fish’s own genetics, which cannot be changed by eating eggs from dark-colored fish. Rationale for Option C: This is incorrect. The fish need to be of the same species in order to mate. Rationale for Option D: This is incorrect. Asexual reproduction would produce more light-colored fish and would cause an increase in the population, not a decrease. 66 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 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. 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 students to use subject-specific conceptual knowledge to interpret and explain events, phenomena, concepts and experiences using gradeappropriate 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 understand that favorable traits can be passed on to the next generation, and this can influence the organism’s chances for survival. When the water was clear, light coloration was an advantage, but as the stream changed color, the dark-colored fish survived and passed on their genes to the next generation. Sample Response: 1 point 67 Grade 8 Science Spring 2016 Item Release Question 14 Question and Scoring Guidelines 69 Question 14 16136 Points Possible: 1 See Alignment for more detail. Scoring Guidelines Rationale for Option A: Key – A potato plant produces potatoes, which can each produce another potato plant without the addition of genetic information from another individual. Rationale for Option B: This is incorrect. Two adult worms contribute genetic information for the production of offspring. This is sexual reproduction. Rationale for Option C: This is incorrect. Pollinated flowers produce seeds. This is sexual reproduction. Rationale for Option D: This is incorrect. Two parents contributing genetic information is sexual reproduction. 70 Alignment Content Strand Life Science Content Statement Reproduction is necessary for the continuation of every species. Content Elaboration Every organism alive today comes from a long line of ancestors who reproduce successfully every generation. Reproduction is the transfer of genetic information from one generation to the next. It can occur with mixing of genes from two individuals (sexual reproduction). It can occur with the transfer of genes from one individual to the next generation (asexual reproduction). In asexual reproduction, all genes come from a single parent, which usually means the offspring are genetically identical to their parent, allowing genetic continuity. 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 analyze four different organisms and to determine which represents asexual reproduction. In the examples provided, only the potato plant grows from a single parent (potato), which is an example of asexual reproduction. All other examples are the process or result of sexual reproduction. 71 Sample Response: 1 point 72 Grade 8 Science Spring 2016 Item Release Question 15 Question and Scoring Guidelines 73 Question 15 20115 Points Possible: 1 See Alignment for more detail. Scoring Guidelines Rationale for Option A: This is incorrect. Magnet 1 will experience magnetic attraction because opposite poles attract. However, since it is farther away than another magnet in the field, it does not experience the greatest magnetic attraction. Rationale for Option B: This is incorrect. Magnet 2 will experience magnetic repulsion because the like poles repel. Rationale for Option C: This is incorrect. Magnet 3 will experience magnetic repulsion because the like poles repel. Rationale for Option D: Key – Magnet 4 will experience the greatest magnetic attraction because opposite poles attract and because it is closer to the larger magnet. 74 Alignment Content Strand Physical Science Content Statement Forces between objects act when the objects are in direct contact or when they are not touching. Content Elaboration 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. 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 demonstrate understanding of magnetic forces and the strength of a magnetic field around a magnetic object. The student must recognize that in the current configuration, only Magnet 1 and Magnet 4 will experience attraction to the larger magnet, because opposite poles attract. The south poles of Magnet 2 and Magnet 3 will be repelled by the south pole of the larger magnet. The student must also recognize that Magnet 4 will experience a stronger attraction because it is closer to the larger magnet. 75 Sample Response: 1 point 76 Grade 8 Science Spring 2016 Item Release Question 16 Question and Scoring Guidelines 77 Question 16 14874 Points Possible: 1 See Alignment for more detail. Scoring Guidelines For this item, a full-credit response includes: A long arrow pointing down in the top positive-charge box; AND A long arrow pointing right in the right negative-charge box; AND A short arrow pointing down in the bottom negative-charge box; AND A short arrow pointing right in the left positive-charge box (1 point). 78 Alignment Content Strand Physical Science Content Statement Forces between objects act when the objects are in direct contact or when they are not touching. Content Elaboration 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. 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 demonstrate understanding of electric forces and the strength of an electric field around a charged object. The student must recognize that in the current configuration, the two positive charges will experience attraction to the central negative charge, because opposite charges attract. The two negative charges will be repelled by the central negative charge. The student must also recognize that the magnitude of the electric force due to the central charge will be greater for the two charges closest to the central charge. 79 Grade 8 Science Spring 2016 Item Release Question 16 Sample Responses 81 Sample Response: 1 point Notes on Scoring This response earns full credit (1 point) because it correctly identifies that in the current configuration, the two positive charges will experience attraction to the central negative charge, and the two negative charges will be repelled by the central negative charge. It also identifies that the magnitude of the electric force due to the central charge will be greater for the two charges closest to the central charge. 82 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it does not demonstrate a complete understanding of the task. The response does not correctly identify that the magnitude of the electric force due to the central charge will be greater for the two charges closest to the central charge. The response may indicate a partial understanding that the two positive charges will experience attraction to the central negative charge, and the two negative charges will be repelled by the central negative charge. 83 Grade 8 Science Spring 2016 Item Release Question 17 Question and Scoring Guidelines 85 Question 17 21135 Points Possible: 1 See Alignment for more detail. Scoring Guidelines Rationale for Option A: This is incorrect. The object will only change direction if a new force acts on the object. Rationale for Option B: This is incorrect. The object will only increase in speed if a new force acts on the object in the same direction as the direction of motion. Rationale for Option C: This is incorrect. The object will only decrease in speed if a new force acts on the object opposite to the direction of motion. Rationale for Option D: Key – With no new forces acting on the object, it will continue to move at a constant speed. 86 Alignment Content Strand Physical Science Content Statement Forces have magnitude and direction. Content Elaboration When the net force is greater than zero, the object’s speed and/or direction will change. If all forces are balanced by equal forces in the opposite direction, the object will maintain its current motion (both speed and direction). This means if the object is stationary, it will remain stationary. If the object is moving, it will continue moving in the same direction and at the same speed. 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 that when the net force on an object is zero, the object will maintain its current motion (both in speed and direction). If the object’s motion is not changing, all forces acting on the object must be balanced. If a new (additional) force is applied, the forces will no longer be balanced and the object’s motion will change. If no new forces are applied, the forces will continue to be balanced and the object’s motion will not change. It will continue to move at a constant speed. 87 Sample Response: 1 point 88 Grade 8 Science Spring 2016 Item Release Question 18 Question and Scoring Guidelines 89 Question 18 21231 Points Possible: 1 See Alignment for more detail. Scoring Guidelines Rationale for Option A: This is incorrect. The girl is moving away from the boy on the sidewalk, so the boy appears to get farther away. Rationale for Option B: This is incorrect. Because the girl is moving, the boy on the sidewalk would appear to be moving as well. Rationale for Option C: Key – As the girl is past the boy and is riding away from him, the boy appears to be moving away from the girl. Rationale for Option D: This is incorrect. From the girl’s perspective, she is not moving and therefore the boy cannot appear to be moving more slowly than she is. 90 Alignment Content Strand Physical Science Content Statement Forces have magnitude and direction. Content Elaboration The motion of an object is always measured with respect to a reference point. Motion can be described in different ways by different observers (e.g., a pencil held in someone’s hand may appear to be at rest, but to an observer in a car speeding by, the pencil may appear to be moving backward). Cognitive Demand Interpreting and Communicating Science Concepts (C) Requires students to use subject-specific conceptual knowledge to interpret and explain events, phenomena, concepts and experiences using gradeappropriate 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 demonstrate understanding of motion relative to the perspective (point of view) of an observer. In this case, the observer is the girl on the bicycle. From the perspective of the girl, as she moves toward the boy, the distance between her and the boy is decreasing, so he appears to be moving toward her. After she passes the boy, the distance between her and the boy is increasing, so he appears to be moving away. 91 Sample Response: 1 point 92 Grade 8 Science Spring 2016 Item Release Question 19 Question and Scoring Guidelines 93 Question 19 21477 Points Possible: 1 See Alignment for more detail. Scoring Guidelines Rationale for Option A: This is incorrect. The magnet is stationary above the superconductor, so its velocity is zero and the net force is zero. A zero net force has no direction. Rationale for Option B: This is incorrect. There is still a force of gravity on the magnet, but it is being cancelled out by the magnetic force. Rationale for Option C: This is incorrect. The repulsive magnetic force must balance the gravitational force acting on the magnet, so the directions must be opposite. Rationale for Option D: Key – In order for the magnet to hover and maintain a constant velocity of zero, the repulsive upward magnetic force must be balanced with the downward gravitational force acting on the magnet, so the magnitudes must be equal. 94 Alignment Content Strand Physical Science Content Statement Forces have magnitude and direction. Content Elaboration A force is described by its strength (magnitude) and in what direction it is acting. Many forces can act on a single object simultaneously. When many forces act on an object, their combined effect is what influences the motion of that object. The sum of all the forces acting on an object depends not only on how strong the forces are, but also in what directions they act. Forces can cancel to a net force of zero if they are equal in strength and act in opposite directions. Such forces are said to be balanced. If all forces are balanced by equal forces in the opposite direction, the object will maintain its current motion (both speed and direction). This means if the object is stationary, it will remain stationary. 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 demonstrate understanding of balanced forces. Because the magnet hovers and its vertical motion is not changing, all vertical forces must be balanced and the net vertical force is zero. The gravitational force still acts on the magnet, so the magnetic force must be equal in magnitude and opposite in direction to the gravitational force (the weight). 95 Sample Response: 1 point 96 Grade 8 Science Spring 2016 Item Release Question 20 Question and Scoring Guidelines 97 Question 20 15156 Points Possible: 1 See Alignment for more detail. 98 Scoring Guidelines Rationale for Option A: This is incorrect. The archer adds potential energy to the bow by pulling on the string and changing the bow’s shape. Elastic potential energy is lost when the archer releases the string and the bow resumes its original shape. Rationale for Option B: Key – Elastic potential energy in an object changes as a result of bending, compressing or changing the shape of the object. The archer adds potential energy to the bow by pulling on the string and changing the bow’s shape. When the archer releases the string, the bow resumes its original shape, losing the added potential energy. Rationale for Option C: This is incorrect. The archer adds potential energy to the bow by pulling on the string and changing the bow’s shape. Elastic potential energy is lost when the archer releases the string and the bow resumes its original shape. Rationale for Option D: This is incorrect. The archer adds potential energy to the bow by pulling on the string and changing the bow’s shape. Elastic potential energy is lost when the archer releases the string and the bow resumes its original shape. Alignment Content Strand Physical Science Content Statement There are different types of potential energy. Content Elaboration 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. 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 99 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 how the elastic potential energy changes during the firing of an arrow from a bow. As the archer pulls back on the string (Step 2), the elastic potential energy of the bow increases as the curve of the bow is changed. When the archer releases the string (Step 3), the elastic potential energy of the bow is lost as the bow resumes its original shape. Sample Response: 1 point 100 Grade 8 Science Spring 2016 Item Release Question 21 Question and Scoring Guidelines 101 Question 21 15133 Points Possible: 1 See Alignment for more detail. Scoring Guidelines For this item, a full-credit response includes: Only “3” on the high board in Part A; AND Only “1” on the low board in Part B (1 point). 102 Alignment Content Strand Physical Science Content Statement There are different types of potential energy. 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. 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 demonstrate understanding of how mass and height above a reference point affect gravitational potential energy. The student must recall that gravitational potential energy increases with increasing mass and increasing height relative to the reference point, so the diver and diving board combination with the most gravitational potential energy will be the combination with the largest mass (diver 3) and the greatest height (the high diving board). The combination with the least gravitational potential energy will be the combination with the smallest mass (diver 1) and the lowest height (the low diving board). The student may use only one diving board in each part of the task, so a correct response will include only diver 3 on the high diving board in Part A, and only diver 1 on the low diving board in Part B. 103 Grade 8 Science Spring 2016 Item Release Question 21 Sample Responses 105 Sample Response: 1 point Notes on Scoring This response earns full credit (1 point) because it correctly identifies the combination with the most gravitational potential energy as the combination with the largest mass and the greatest height. It also identifies the combination with the least gravitational potential energy as the combination with the smallest mass and the lowest height. 106 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it does not demonstrate complete understanding. Because the student has used both diving boards, the response does not adequately demonstrate understanding of the effect of increasing height on gravitational potential energy. The response may demonstrate a partial understanding of the effect of increasing mass on gravitational potential energy. 107 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it incorrectly identifies the combination with the most gravitational potential energy as the combination with the smallest height. It also incorrectly identifies the combination with the least gravitational potential energy as the combination with the greatest height. The response may demonstrate a partial understanding of the effect of increasing mass on gravitational potential energy. 108 The Ohio Department of Education does not discriminate on the basis of race, color, national origin, sex, religion, age, or disability in employment or the provision of services. Copyright © 2016 by the Ohio Department of Education. All rights reserved.
