Download 2016 texas staar test – grade 8 - science

2016 TEXAS STAAR TEST – GRADE 8 - SCIENCE
Total Possible Score: 54
Needed Correct to Pass: For 2016 - 29 For 2017 - 31
Advanced Performance: 46
Time Limit: 4 Hours
This file contains the State of Texas Assessments of Academic Readiness (STAAR) administered in Spring,
2016, along with the answer key, learning objectives, and, for writing tests, the scoring guide. This
document is available to the public under Texas state law. This file was created from information released
by the Texas Education Agency, which is the state agency that develops and administers the tests. All of
this information appears on the Texas Education Agency web site, but has been compiled here into one
package for each grade and subject, rather than having to download pieces from various web pages.
The number of correct answers required to "pass" this test is shown above. Because of where the "passing"
score is set, it may be possible to pass the test without learning some important areas of study. Because of
this, I believe that making the passing grade should not be considered "good enough." A student's goal
should be to master each of the objectives covered by the test. The "Advanced Performance" score is a good
goal for mastery of all the objectives.
The test in this file may differ somewhat in appearance from the printed version, due to formatting
limitations. Since STAAR questions are changed each year, some proposed questions for future tests are
included in each year's exams in order to evaluate the questions. Questions being evaluated for future
tests do not count toward a student's score. Those questions are also not included in the version of the test
made available to the public until after they used as part of the official test.
The test materials in this file are copyright 2016, Texas Education Agency. All rights reserved.
Reproduction of all or portions of this work is prohibited without express written permission from the
Texas Education Agency. Residents of the state of Texas may reproduce and use copies of the materials
and related materials for individual personal use only without obtaining written permission of the Texas
Education Agency. For full copyright information, see:
http://tea.texas.gov/About_TEA/Welcome_and_Overview/Site_Policies/
Questions and comments about the tests should be directed to:
Texas Education Agency
Student Assessment Division
1701 N. Congress Ave, Room 3-122A
Austin, Texas 78701
phone: 512-463-9536 email: [email protected]
Hard copies of the released tests (including Braille) may be ordered online through Pearson Education at
http://www.texasassessment.com/released-tests/ or by calling 855-333-7770.
When printing released questions for mathematics, make sure the Print Menu is set to print the pages at
100% to ensure that the art reflects the intended measurements.
For comments and questions about this file or the web site, you can e-mail me at [email protected].
Please direct any questions about the content of the test to the Texas Education Agency at the address
above. To download additional tests, go to www.scotthochberg.com.
Provided as a public service by
Former State Representative Scott Hochberg.
No tax dollars were used for this posting.
STAAR
®
State of Texas
Assessments of
Academic Readiness
GRADE 8
Science
Administered May 2016
RELEASED
Copyright © 2016, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express
written permission from the Texas Education Agency.
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State of Texas
Assessments of
Academic Readiness
7
6
5
4
3
2
1
104
103
88
(262)
(226)
Radium
(223)
Francium
(267)
Rf
Actinide Series
Lanthanide Series
60
140.908
Cerium
90
89
144.242
(145)
61
Pm
Hassium
(270)
108
Hs
190.23
Osmium
Os
76
Ruthenium
101.07
44
Ru
Iron
55.845
Fe
26
8
Silicon
28.086
Si
14
Pa
231.036
Protactinium
Th
232.038
Thorium
Ac
(227)
Actinium
91
Uranium
238.029
U
92
Neptunium
(237)
93
Np
Praseodymium Neodymium Promethium
140.116
138.905
Nd
59
Lanthanum
La
Pr
58
Bohrium
(271)
Seaborgium
(272)
107
Bh
(268)
Sg
106
Rhenium
186.207
Re
75
Dubnium
105
183.84
Tungsten
180.948
Tantalum
74
W
Db
(98)
43
Tc
Manganese
54.938
Mn
25
7
7B
Molybdenum Technetium
95.96
42
Mo
Chromium
51.996
Cr
24
6
6B
Ta
73
Niobium
92.906
41
Nb
Vanadium
50.942
V
23
5
5B
Atomic mass
Symbol
Atomic number
Ce
57
Lawrencium Rutherfordium
Lr
Ra
87
Fr
178.49
Hafnium
Lutetium
Barium
Cesium
174.967
137.328
132.905
Hf
Ba
Lu
72
71
Cs
56
55
Zirconium
91.224
40
Zr
Yttrium
88.906
87.62
Strontium
85.468
Rubidium
Y
39
Sr
38
Rb
37
47.867
Titanium
44.956
Scandium
40.078
Calcium
39.098
Potassium
22
Ti
21
4
4B
Sc
19
3
3B
Ca
20
Sodium
K
24.305
Magnesium
22.990
Mg
12
11
Na
9.012
Beryllium
6.941
4
Be
2
2A
Lithium
Li
3
Hydrogen
1.008
H
1
1
1A
1&3*0%*$ 5"#-& 0' 5)& &-&.&/54
45""3(3"%&4$*&/$&
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(281)
Ds
110
Platinum
195.085
Pt
78
Palladium
106.42
46
Pd
Nickel
58.693
Ni
28
10
(280)
111
Rg
Gold
196.967
Au
79
Silver
107.868
47
Ag
Copper
63.546
Cu
29
11
1B
Plutonium
(244)
94
Pu
Samarium
150.36
62
Sm
(247)
Curium
(243)
96
Cm
Americium
95
Am
157.25
Gadolinium
151.964
64
Gd
Europium
63
Eu
Meitnerium Darmstadtium Roentgenium
(276)
Mt
109
Iridium
192.217
Ir
77
Rhodium
102.906
45
Rh
Cobalt
58.933
Co
27
9
8B
Name
26.982
Thallium
204.383
Tl
81
Indium
114.818
49
In
Gallium
69.723
Ga
31
Aluminum
Lead
207.2
Pb
82
Tin
118.711
50
Sn
Germanium
72.64
Ge
32
Silicon
28.086
Si
14
Carbon
12.011
6
C
14
4A
Bismuth
208.980
Bi
83
Antimony
121.760
51
Sb
Arsenic
74.922
As
33
30.974
Phosphorus
P
15
Nitrogen
14.007
7
N
15
5A
Berkelium
(247)
97
Bk
Terbium
158.925
65
Tb
Californium
(251)
98
Cf
Dysprosium
162.500
66
Dy
Einsteinium
(252)
99
Es
Holmium
164.930
67
Ho
Fermium
(257)
100
Fm
Erbium
167.259
68
Er
Mass numbers in parentheses are those of
the most stable or most common isotope.
Mercury
200.59
Hg
80
Cadmium
112.412
48
Cd
Zinc
65.38
Zn
30
12
2B
Al
13
Boron
10.812
5
B
13
3A
Nobelium
(259)
102
No
Ytterbium
173.055
70
Yb
Astatine
(210)
At
85
Iodine
126.904
I
53
Bromine
79.904
Br
35
Chlorine
35.453
Cl
17
Fluorine
18.998
9
F
17
7A
Updated Spring 2011
Mendelevium
(258)
101
Md
Thulium
168.934
69
Tm
Polonium
(209)
Po
84
Tellurium
127.60
52
Te
Selenium
78.96
Se
34
Sulfur
32.066
S
16
Oxygen
15.999
8
O
16
6A
Radon
(222)
86
Rn
Xenon
131.294
54
Xe
Krypton
83.798
36
Kr
Argon
39.948
18
Ar
Neon
20.180
10
Ne
Helium
4.003
He
2
18
8A
SCIENCE
Science
Page 5
DIRECTIONS
Read each question carefully. For a multiple-choice question, determine the
best answer to the question from the four answer choices provided. For a
griddable question, determine the best answer to the question. Then fill in the
answer on your answer document.
1 A partial marine food web is shown.
Gulls
Green
crabs
Blue mussels
Barnacles
Marsh periwinkles
Zooplankton
Seaweed
Phytoplankton
Green crabs carry a parasitic worm that can infect organisms that prey on the crabs. Which
organism is most likely to be infected by this parasite?
A
Gulls
B
Barnacles
C
Marsh periwinkles
D Blue mussels
Science
Page 6
2 With the use of the Hubble Space Telescope, scientists recently discovered a giant runaway
star. It is 90 times larger than the sun and is very hot and blue-white in color. Why does the
sun appear to be brighter than this runaway star when viewed from Earth?
F
The sun is a different color than the runaway star.
G The sun is older than the runaway star.
H The sun is closer to Earth than the runaway star.
J
The sun is made of different elements than the runaway star.
3 Some students are using samples of different substances for a lab investigation. They plan to
observe the physical properties of each substance and record their observations in a table like
the one below.
Data Table
Sample
Substance
1
S
2
N2O4
3
Fe
4
O2
5
LiF
6
Sr
7
Al
Which of the substances observed are elements?
A
S, Fe, O2, Sr, and Al
B
S, O2, and LiF
C N2 O4, O2, and LiF
D N2 O4, Fe, Sr, and Al
Science
Page 7
Observations
4 Two students are working together to build a birdhouse. Student 1 applies a force of 10 N to a
wooden board in order to slide it across the table to Student 2.
If the force of friction resisting the student’s push is 4 N, what is the net force acting on the
board?
F
4N
G 6N
H 10 N
J
14 N
5 Both primary and secondary succession begin with pioneer species that —
A
change the area and make it safer from predatory organisms
B
invade the area so that new organisms cannot be established
C
modify the area and allow larger and more complex organisms to appear
D use up all the existing resources and prevent establishment of non-native organisms
Science
Page 8
6 Element R and Element Q have the same number of valence electrons. These elements both
have similar chemical behavior, but Element R has fewer energy levels than Element Q.
Element R
Element Q
12P
20P
Which statement best describes the positions of the two elements in the periodic table?
F
The two elements are in the same period, with Element R the first element in the period
and Element Q the last element.
G The two elements are side by side in the same period, with Element Q to the left of
Element R.
H The two elements are in the same group, with Element R just above Element Q.
J
Science
Page 9
The two elements are in the same group, with Element Q at the top of the group and
Element R at the bottom.
7 The San Andreas fault is a transform fault. The map below shows a student’s approximation of
where the fault line crosses through the United States. Students were asked to make maps
predicting which way land would most likely move over thousands of years.
S
an
as
dre
An
t
Faul
N
W
E
S
Which map best predicts the likely movement of land along the fault line over thousands of
years?
San Andreas
Fault
San Andreas
Fault
C
A
Movement toward
the east
Spreading along the
fault line
San Andreas
Fault
San Andreas
Fault
B
D
Mountain building
Science
Page 10
Movement along the
fault line
8 The white-tailed ptarmigan lives at high elevations on mountains that receive a lot of snow in
the winter. During the summer, the ptarmigans’ feathers are mottled brown. The birds lose
the brown feathers and grow a new set of white feathers during the winter. Scientists are
concerned that rising global temperatures will affect the white-tailed ptarmigan.
© BradWolfe/iStock/Thinkstock
White-Tailed Ptarmigan in Winter
© David Mitchell/iStock/Thinkstock
White-Tailed Ptarmigan in Summer
If global climate change leads to the elimination of snow in the habitat of white-tailed
ptarmigans, which adaptation is most likely to occur over many generations?
F
Birds with white feathers in areas without winter snow will be easier for predators to find.
Over time this could lead to white-tailed ptarmigans that have brown feathers throughout
the year.
G Birds with brown feathers in areas without winter snow will be easier for predators to find.
Over time this could lead to white-tailed ptarmigans that have white feathers throughout
the year.
H Birds with white feathers will be easier to see on the ground in the summer. Over time this
could lead to white-tailed ptarmigans that have white feathers throughout the year.
J
Science
Birds with brown feathers will be easier to see on the ground in the winter. Over time this
could lead to white-tailed ptarmigans that have brown feathers throughout the year.
Page 11
9 Which of these changes would likely occur if the rate of Earth’s rotation on its axis increased?
A
The length of the seasons would be shorter.
B
The length of the seasons would be longer.
C
The length of a day would be shorter.
D The length of a day would be longer.
10 The graph below shows the motion of a ball rolling on a straight track.
Distance (m)
10
Motion of a Ball
8
6
4
2
0
10
20
30
40
50
Time (s)
What was the ball’s average speed during the time represented in the graph?
F
0.2 m/s
G 0.5 m/s
H 5.0 m/s
J
Science
10.0 m/s
Page 12
11 Lake Victoria in East Africa is home to many species of fish called cichlids. In 1954 the
predatory Nile perch was introduced to Lake Victoria. The Nile perch became the dominant
fish species in the lake by the mid-1980s. The number of cichlid species in the lake decreased
as the Nile perch population increased. The perch preyed heavily on cichlid species that fed on
algae and debris on the bottom of the lake. Algae in the lake increased, and oxygen levels
decreased. The surface area of the gills of some cichlid species has increased in just over
20 years.
Increase in Gill Surface Area in Some Lake Victoria Cichlids
1977
1999
Which statement explains the increase in gill surface area seen in some of Lake Victoria’s
cichlids?
A
Increased gill surface area has allowed the cichlids to change their diet and avoid
competing with the Nile perch.
B
Increased gill surface area has allowed the cichlids to be camouflaged and avoid being
eaten by the Nile perch.
C
Increased gill surface area has allowed the cichlids to leave Lake Victoria and establish
populations in nearby bodies of water.
D Increased gill surface area has allowed the cichlids to better absorb the limited oxygen in
the water.
Science
Page 13
12 A student obtains two strips of magnesium, Mg, ribbon that are each 3 cm long. One strip of
magnesium is placed in a test tube containing 5 mL of water, and the other strip is placed in a
test tube containing 5 mL of hydrochloric acid, HCl. Both liquids are at room temperature. The
student’s observations are recorded in the table.
Test Tube 1
Magnesium in Water
Test Tube 2
Magnesium in HCl
No observable activity takes place.
Bubbling occurs on the surface of
the magnesium.
The temperature of the water
remains constant.
The temperature of the liquid increases.
A lit match placed near the mouth
of the test tube continues to burn.
A lit match placed near the mouth of
the test tube makes a popping sound
and goes out.
The appearance of the metal does
not change.
The metal strip gradually becomes
smaller until nothing is left except for
a clear liquid.
Which statement is not supported by the student’s observations?
F
A chemical reaction takes place between magnesium and hydrochloric acid.
G A gas is released in Test Tube 2.
H The substances in both test tubes are reactive only at high temperatures.
J
Energy is released in the reaction involving hydrochloric acid.
13 In July 1994 the comet Shoemaker-Levy 9 collided with the planet Jupiter, as scientists had
predicted. To be able to accurately predict when a comet will collide with a planet, it is
essential to understand —
A
the composition of a planet’s atmosphere
B
the gravitational attraction that exists between all bodies
C
the attraction of opposite poles of a magnet to each other
D the formation of comets
Science
Page 14
14 A group of students prepared a table listing the types of reproduction that occur in several
organisms.
Type of Reproduction
Organism
Amoebas
Asexual reproduction
Yeasts
Both sexual and asexual reproduction
Cats
Sexual reproduction
Hydras
Both sexual and asexual reproduction
Frogs
Sexual reproduction
Ferns
Both sexual and asexual reproduction
Based on this information, which of the organisms can produce offspring that are genetically
identical to the parent organism?
F
Ferns only
G Amoebas and yeasts only
H Cats, hydras, frogs, and ferns only
J
Science
Amoebas, yeasts, hydras, and ferns only
Page 15
15 The Hertzsprung-Russell diagram shows how the sun is classified among the stars.
Temperature (K)
106
25,000 10,000
6,000
Supergiants
4
Luminosity (Lsun)
10
10
3,000
2
Giants
1
Main-sequence
Main
sequence Sun
stars
–2
10
White dw
dwarfs
White
arfs
10–4
O
B
A
F
G
Spectral Class
K
M
Source: NASA
A star that is several thousand times brighter than the sun with a temperature lower than
4,000 K would be classified as —
A
a main-sequence star in spectral class B
B
a supergiant in spectral class K
C
a main-sequence star in spectral class K or M
D a white dwarf in spectral class B
Science
Page 16
16 The list includes six situations.
• A book sliding across a table at a constant speed
• A ball sitting on a shelf
• A can rolling down a ramp
• A swing moving back and forth
• A car traveling at a constant speed of 15 m/s
• A bird landing on a branch
Which objects in the list experience an unbalanced force?
F
The book, the ball, and the car
G The ball, the car, and the bird
H The can, the swing, and the bird
J
The book, the ball, the can, and the swing
17 What is the difference between the number of electrons in an atom of selenium, Se, and the
number of electrons in an atom of aluminum, Al?
Record your answer and fill in the bubbles on your answer document. Be sure to use the
correct place value.
Science
Page 17
KEY
Predator
Prey
H
Population
F
Population
18 Four students were asked to create a graph representing a typical predator–prey relationship.
Which graph shows a situation in which the number of predators in a population depends on
the number of prey?
Prey
Time
KEY
Predator
Prey
Time
Predator
J
Population
G
Population
Time
KEY
KEY
Predator
Prey
Time
19 Deep Space 1 was a spacecraft powered by an engine that gave off xenon particles to change
velocity. It had a mass of 500 kg. Which expression can be used to find the spacecraft’s
acceleration if its engine created a net force of 0.10 N?
A
0.10 N
500 kg
B 500 kg ⋅ 0.10 N
C
500 kg
0.10 N
D 500 kg + 0.10 N
Science
Page 18
20 Four students were given a list of compounds and asked to identify which ones are organic.
Formula
Student K
CaO
Organic
C2H4(OH)2
Organic
Ca(OH)2
Student L
Organic
Organic
Organic
CH4
Organic
Organic
Organic
NaCl
C3H8
Student M Student N
Organic
Organic
Organic
Organic
Which student correctly identified the organic compounds in the list?
F
Student K
G Student L
H Student M
J
Student N
21 A student must complete the column of the table that lists the dates of the full moons.
Dates of New Moons Dates of Full Moons
February 10
March 11
April 10
May 9
What are the most likely dates of the full moons?
A
February 5, March 7, April 5, May 4
B
February 15, March 17, April 15, May 14
C
February 25, March 27, April 25, May 24
D February 29, March 31, April 29, May 28
Science
Page 19
22 The drawing shows two identical airplanes at an air show. The airplanes are flying at the same
speed. Airplane W is flying 50 m higher than Airplane X.
W
50 m
X
Which statement best describes the energy of the two airplanes?
F
Airplane W has a greater kinetic energy than Airplane X.
G The two airplanes have the same gravitational potential energy but different kinetic
energies.
H Airplane X has more gravitational potential energy than Airplane W.
J
Science
The two airplanes have the same kinetic energy but different gravitational potential
energies.
Page 20
23 This satellite photograph shows an area in Alaska after a fire occurred.
River
© USGS
Area of fire
0
16 km
Which statement best describes the most likely effect the fire had on the river in the
12 months after it occurred?
A
Less sediment flowed into the river because the fire heated up the soil and made it drier.
B
The amount of vegetation increased and less sediment flowed into the river because the
fire produced ash that mixed with the soil.
C
More sediment flowed into the river because the fire destroyed most of the vegetation
holding the sediment in place.
D More sediment flowed into the river because the fire disrupted animal habitats and caused
animals to leave the area.
Science
Page 21
24 Four students were asked to name the parts of an atom that determine the atom’s identity
and chemical properties. The students’ responses are shown in the table below.
Student Responses
Student
Part of Atom
That Determines
Identity
1
Neutrons
Electron cloud
2
Protons
Valence electrons
3
Valence electrons
Protons
4
Electron cloud
Neutrons
Which student’s responses are correct?
F
Student 1
G Student 2
H Student 3
J
Science
Student 4
Page 22
Part of Atom
That Determines
Chemical Properties
25 A hobbyist collected data about the motion of a toy train on a straight track and then
recorded the data in the graph below.
Motion of a Toy Train
Distance from
Starting Point
(m)
6
5
4
3
2
1
0
2
4
6
Time
(s)
Which of these accurately describes the motion of the toy train?
A
The toy train speeds up while going forward and then slows down.
B
The toy train slows down while going forward and then moves backward.
C
The toy train moves forward at a constant speed, slows down, and then stops.
D The toy train moves forward at an increasing speed, stops, and then moves forward.
Science
Page 23
© iStockphoto.com/Nnehring
26 The organism in the photo is a daphnia, or water flea. Daphnia are tiny aquatic organisms
that live in most freshwater habitats. Adults range from less than 1 to 5 mm in length. They
are good swimmers and eat mostly algae. Daphnia become mature at 5 to 10 days, and an
adult female can produce up to 100 eggs every 3 or 4 days during its 2-month life span.
When harmful algae rapidly increase in the daphnia’s environment, daphnia can develop
adaptations to tolerate the negative effects of the algae within 10 years.
What characteristic of the daphnia allows the population to adapt to environmental change?
F
Its small size
G Its short generation time
H Its freshwater environment
J
Its herbivorous diet
27 Strontium phosphate, Sr3(PO4)2 , is a crystalline substance used in medicine and industry. How
many phosphorus atoms are represented in the formula for Sr3(PO4)2 ?
A
2
B
3
C
4
D 8
Science
Page 24
28 During a lab investigation, students added four 50 g masses to two boxes and arranged the
boxes so that they were motionless on a pulley, as shown in the diagram. The students then
followed the procedure described in the box. The students recorded their observations after
each procedure and reset the pulley system to the original conditions.
Procedures
1.
2.
3.
4.
5.
50 g
mass
Push Box 1 downward. Observe. Reset.
Add another mass to Box 1. Observe. Reset.
Remove one mass from Box 2. Observe. Reset.
Add another mass to Box 2. Observe. Reset.
Remove two masses from Box 1. Observe. Reset.
Box 1
Box 2
During which procedures did students observe an unbalanced upward force on Box 1?
F
Procedures 1, 2, and 3
G Procedures 4 and 5
H Procedures 3 and 4
J
Science
Procedures 1, 3, and 5
Page 25
29 A partial food web is shown. The numbers in the boxes represent animals in the food web.
4
3
1
6
2
5
7
Trees
Grasses
Which organisms have three carnivorous predators and a consumer–producer relationship
with at least one organism?
A
The organisms that fit in boxes 2, 3, and 7
B
The organisms that fit in boxes 5 and 7
C
The organisms that fit in boxes 4 and 6
D The organisms that fit in boxes 2 and 7 only
Science
Page 26
30 A chemical reaction in which calcium carbonate, CaCO3, is decomposed results in the
production of two simpler compounds.
+
CaCO3
CaO
?g
28.00 g
CO2
21.97 g
What mass of calcium carbonate, to the nearest hundredth of a gram, is decomposed in this
reaction?
Record your answer and fill in the bubbles on your answer document. Be sure to use the
correct place value.
31 A student uses paper and fasteners to create a model of Earth, the sun, and the moon. The
sun and Earth are attached to the paper background, while the moon is free to revolve around
Earth.
Earth
Sun
Moon
Which diagram shows the objects arranged so that a new moon would be visible from Earth?
Science
A
C
B
D
Page 27
32 Students in a science class prepared flash cards so that they could quiz one another about the
arrangement of the periodic table. One of the flash cards contained information about two
elements, Element L and Element M.
The students had to use the information on the flash card to determine possible positions of
the two elements on a blank periodic table. Which periodic table has the elements placed in
locations that match the information on the flash card?
1
F
2
3
4 L
M
5
1
2
G 3
4
5
L
M
1
2
H 3
4
5
1
J
2
3 M L
4
5
Science
Page 28
M
L
33 A clerk at a hardware store performed the activities in the list.
Activities
1. Pushed a 300 N box for 5 m across a floor using 110 N of force
2. Lifted a 490 N box of tools from the floor to a shelf 1.5 m high
3. Held a 50 N clay pot for 4 minutes for a customer while the customer did more
shopping
Which statement best describes the amount of work performed for the three activities?
A
Activity 3 required more work than Activity 1, but Activity 3 did not require more work
than Activity 2.
B
Activity 1 required the same amount of work as Activity 3.
C
Activity 2 required the most work.
D Activity 1 was the only activity that required work.
34 The universe has many different components. Which list places four components of the
universe in the most likely order from smallest to largest?
F
Planets, stars, galaxies, nebulae
G Nebulae, stars, planets, galaxies
H Galaxies, stars, planets, nebulae
J
Science
Planets, stars, nebulae, galaxies
Page 29
35 A teacher rubbed a match against a piece of sandpaper. The match started to burn. Which
statement best describes the energy changes that occurred?
A
The chemical energy stored in the match changed to thermal energy and light energy.
B
The thermal energy stored in the match changed to light energy and chemical energy.
C
The light energy and thermal energy stored in the match changed to mechanical energy.
D The light energy and thermal energy stored in the match changed to chemical energy.
36 A mid-ocean ridge separates the Pacific plate and the Nazca plate off the western coast of
South America.
Pacific
plate
Nazca
plate
South
America
N
Mid-ocean ridge
W
E
S
Which statement best describes the relative motions of the Pacific and Nazca plates?
F
The Pacific and Nazca plates are both moving to the east.
G The Pacific and Nazca plates are both moving to the west.
H The Pacific plate is moving to the west, and the Nazca plate is moving to the east.
J
Science
The Pacific plate is moving to the east, and the Nazca plate is moving to the west.
Page 30
37 Black walnut trees produce a nontoxic chemical that becomes highly toxic when it is exposed
to air or soil. How does this chemical help black walnut trees compete with plants growing
nearby?
A
By attracting herbivores to the other plants
B
By suppressing the growth of the other plants
C
By increasing the photosynthesis rates in the other plants
D By limiting the amount of water available to the other plants
38 The model shows the star Wolf 359, the sun, and Star X. It takes 7.8 years for light produced
on Wolf 359 to reach the sun.
7.8 light-years
Star X
Wolf 359
Sun
Not drawn to scale
If Star X is 50 times as far from the sun as Wolf 359 is, how far is Star X from the sun, to the
nearest light-year?
Record your answer and fill in the bubbles on your answer document. Be sure to use the
correct place value.
Science
Page 31
39 A student researching a northern forest ecosystem learns the following information about
feeding relationships in the ecosystem.
Northern Forest Ecosystem
• Insect larvae feed on white spruces.
• Shrews and snowshoe hares are prey for lynx, red-tailed hawks, and red foxes.
• Snowshoe hares eat both willows and white spruces.
• Shrews eat insect larvae.
• Red foxes sometimes eat insect larvae.
Which food web best represents the flow of energy in these feeding relationships?
Red foxes
Lynx
Red-tailed hawks
Red-tailed hawks
Shrews
A
Insect larvae
Snowshoe hares
White spruces
Red-tailed hawks
Red foxes
B
Willows
Science
Insect larvae
D
Page 32
Insect larvae
White spruces
Shrews
Snowshoe hares
Shrews
Snowshoe hares
Insect larvae
White spruces
Willows
Red-tailed hawks
Lynx
Shrews
C
Snowshoe hares
Willows
Red foxes
Lynx
Lynx
Willows
Red foxes
White spruces
40 A student drew the model below to represent a part of a watershed and some human
activities that affect the watershed.
Part of a Watershed
Wastewater
Runoff
Runoff
Percolation
Groundwater
How do the industrial, agricultural, and residential activities of humans most likely affect the
groundwater in the area?
F
The activities prevent most of the water from evaporating into the atmosphere.
G Pollutants from the activities percolate through the soil and enter the water table.
H The activities replace the groundwater used.
J
Science
All of the above
Page 33
41 Nitrogen dioxide is a gas that can be generated by emissions from vehicles and factories. It
can also be generated by natural sources, such as forest fires, lightning, and microbial activity
in soil. The equation for producing nitrogen dioxide is shown below.
2NO
O2
2NO2
Colorless
gas
Brown
gas
+
Colorless
gas
Which of these provides evidence that a chemical reaction occurs?
A
A gas is present.
B
The total number of atoms remains unchanged.
C
The state of matter remains the same.
D A brown gas is produced.
42 A student graphed the position of a cart during a 7-second time interval.
Position vs. Time Graph
Position (m)
6
5
4
3
2
1
0
1
2
3
4
5
Time (s)
6
7
Which statement best describes the cart?
F
The cart was stationary with a velocity of 0 m/s for the entire 7 seconds.
G The cart was stationary except for a short burst of acceleration of 0.5 m/s2.
H The cart moved at a constant velocity of 0.5 m/s for the entire 7 seconds.
J
Science
The cart accelerated at a constant rate of approximately 0.8 m/s2.
Page 34
43 Which table best shows some functions of the circulatory, respiratory, digestive, and
endocrine systems?
Function
A
Circulatory
System
Respiratory
System
Digestive
System
Endocrine
System
Circulatory
System
Respiratory
System
Digestive
System
Endocrine
System
Circulatory
System
Respiratory
System
Digestive
System
Endocrine
System
Circulatory
System
Respiratory
System
Digestive
System
Endocrine
System
Releases hormones
Supplies the body with oxygen
Supplies the body with nutrients
Removes carbon dioxide
Function
B
Releases hormones
Supplies the body with oxygen
Supplies the body with nutrients
Removes carbon dioxide
Function
C
Releases hormones
Supplies the body with oxygen
Supplies the body with nutrients
Removes carbon dioxide
Function
D
Releases hormones
Supplies the body with oxygen
Supplies the body with nutrients
Removes carbon dioxide
Science
Page 35
44 A golfer hits a golf ball with a club. The mass of the ball is 0.05 kg. The ball accelerates at
2,000 m/s2.
What is the net force, to the nearest newton, that accelerates the ball?
Record your answer and fill in the bubbles on your answer document. Be sure to use the
correct place value.
45 How many protons, neutrons, and electrons are present in an atom of hafnium, Hf, with a
mass number of 178?
A
72 protons, 178 neutrons, 106 electrons
B
72 protons, 106 neutrons, 72 electrons
C
178 protons, 250 neutrons, 72 electrons
D 106 protons, 72 neutrons, 106 electrons
Science
Page 36
46 Which table correctly describes the functions of the cell structures listed?
Cell Structure
F
G
Function
Cell Structure
Vacuole
Stores water
Chloroplast
Removes waste
Mitochondrion
Vacuole
Stores water
Chloroplast
Produces sugar
Produces sugar
Mitochondrion
Converts energy
Cell membrane
Regulates cell
contents
Cell membrane
Regulates cell
contents
Cell Structure
Function
Cell Structure
Vacuole
Regulates cell
contents
Chloroplast
Produces sugar
Mitochondrion
Stores water
Cell membrane
Converts energy
H
J
Substance
Removes waste
Chloroplast
Converts energy
Mitochondrion
Produces sugar
Cell membrane
Regulates cell
contents
Chemical
Formula
1
C2H6O
2
C8H18
3
CH3CH2Br
4
C4H10O
Which substances have the same number of carbon atoms?
A
Substances 1 and 2
B
Substances 2, 3, and 4
C
Substances 2 and 3 only
D Substances 1 and 3
Page 37
Function
Vacuole
47 The table shows the chemical formulas for four substances.
Science
Function
48 NASA’s space shuttle program was active from 1981 until 2011. The photograph shows
rockets carrying a space shuttle off the launchpad.
© Frank Manno/Dreamstime.com
Launch of a Space Shuttle
How can Newton’s law of action–reaction best be applied to explain the movement of a
rocket?
F
As the fuel burns, gases push against the rocket, moving it upward.
G As the fuel burns, gases move out of the rocket and reduce air resistance.
H As the fuel burns, the mass of the rocket decreases.
J
Science
As the fuel burns, the rocket moves faster.
Page 38
49 A partial food web is shown. The mourning dove is a bird that is often part of this food web.
Wasps
Robins
Mourning Doves
Deer
Painted
maple
aphids
Asian
long-horned
Tent
beetles
caterpillars
• Lay eggs in abandoned
robin nests
• Feed on fruit from maples
and seeds from grasses
• Regurgitate food to feed
their young
Sugar-maple trees
Which of these describes the mourning dove when it is part of the food web shown?
A
It has a parasite–host relationship with the robin because it uses the robin’s nest.
B
It has a predator–prey relationship with tent caterpillars because they both use the same
resources from the sugar-maple tree.
C
It has a producer–consumer relationship with sugar-maple trees because it gets food from
the trees.
D It has a producer–consumer relationship with its young because it feeds its young
regurgitated food.
Science
Page 39
50 The topographic map shows the location of a park ranger at Point X when a message is
received that an injured hiker needs help at Point Z.
1,600
X
Z
2,000
Contour interval: 50 m
Which of these is closest to the difference in elevation between the locations of the ranger and
the injured hiker?
F
2,050 m
G 450 m
H 910 m
J
Science
3,650 m
Page 40
51 After researching the diets of several birds inhabiting a nearby pond, a student goes on a field
investigation to observe the feeding habits of the birds. The student records information from
research and observations in the table.
Bird
Feeding Habits
Diet
Great blue heron
Usually stands still in the water
near the edge of the pond, striking
quickly at prey with its sharp beak
Fish, amphibians, reptiles, insects,
small mammals, small birds
Mallard
Tips upside down to feed on
underwater plants and seeds;
picks up small prey and bits of
food near the edge of the pond
Plants, insect larvae, seeds,
earthworms, snails, freshwater
shrimp
Pied-billed grebe
Dives in open water to find food on
the bottom of the pond
Fish, crayfish, insects
Great egret
Wades or stands still in the water
near the edge of the pond to hunt
Aquatic invertebrates, small fish,
insects, amphibians, reptiles
The student observes a great blue heron catching fish near the edge of the pond. Based on
the information the student collected, which bird will compete with the great blue heron for
the same hunting spots and similar prey?
A
The mallard, because it hunts for fish while wading near the edge of the pond
B
The pied-billed grebe, because it dives in open water to get crayfish on the bottom of the
pond
C
The great egret, because it hunts in water near the edge of the pond for fish and other
prey
D None of these
52 Tin, Sn, is a soft white metal. It has a low melting point compared with other metals. Tin is
widely used as a coating for cans of food. Which statement accurately describes atoms of tin?
F
Tin atoms have 50 protons.
G Tin atoms have five valence electrons.
H Tin atoms have 119 neutrons.
J
Science
Tin atoms have 68 electrons.
Page 41
53 In the 1800s two scientists, Theodor Schwann and Matthias Schleiden, studied different types
of organisms. After many years of studying a great variety of organisms, they drew similar
but independent conclusions about their observations.
Schwann studied
animals and concluded
that all animals are
made of cells.
Schleiden studied
plants and concluded
that all plants are
made of cells.
What statement was developed most directly from these conclusions and is part of the
modern cell theory?
A
The functions of living things occur in cells.
B
Cells exist only in multicellular organisms.
C
Living things are composed of cells.
D Cells contain hereditary information.
Science
Page 42
54 The model shows Earth in several positions relative to the sun.
3
2
4
North America
Equator
1
In which position is it winter in North America?
F
Position 1, because North America receives the most direct sun
G Position 2, because North America is tilted toward the sun
H Position 3, because North America is parallel to the sun
J
Science
Position 4, because North America is tilted away from the sun
Page 43
BE SURE YOU HAVE RECORDED ALL OF YOUR ANSWERS
ON THE ANSWER DOCUMENT.
STOP
ST
OP
STAAR
GRADE 8
Science
May 2016
STAAR® Grade 8 Science
Item
Number
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
Reporting
Category
4
3
1
2
4
1
3
4
3
2
4
1
3
4
3
2
1
4
2
1
3
2
3
1
2
4
1
2
4
1
3
1
2
3
2
3
4
3
1
3
1
2
4
2
1
4
1
2
4
3
4
1
4
3
2016 Release
Answer Key
Readiness or
Supporting
Readiness
Supporting
Supporting
Readiness
Supporting
Readiness
Readiness
Readiness
Readiness
Supporting
Supporting
Readiness
Supporting
Supporting
Readiness
Readiness
Readiness
Readiness
Readiness
Supporting
Readiness
Supporting
Readiness
Readiness
Supporting
Readiness
Readiness
Readiness
Readiness
Supporting
Readiness
Readiness
Supporting
Readiness
Supporting
Readiness
Readiness
Supporting
Supporting
Supporting
Readiness
Supporting
Supporting
Readiness
Readiness
Supporting
Readiness
Readiness
Readiness
Readiness
Readiness
Readiness
Supporting
Readiness
Copyright © 2016, Texas Education Agency (TEA). All rights reserved.
Content Student
Expectation
8.11(A)
8.8(B)
6.5(C)
8.6(A)
7.10(C)
8.5(C)
8.9(B)
8.11(C)
8.7(A)
6.8(C)
7.11(C)
8.5(E)
6.11(B)
7.14(B)
8.8(A)
8.6(C)
8.5(A)
8.11(B)
8.6(A)
7.6(A)
8.7(B)
6.8(A)
8.9(C)
8.5(B)
6.8(D)
8.11(C)
8.5(D)
8.6(C)
8.11(A)
8.5(F)
8.7(B)
8.5(C)
7.7(A)
8.8(A)
6.9(C)
8.9(B)
8.11(B)
8.8(D)
7.5(C)
7.8(C)
8.5(E)
8.6(B)
7.12(B)
8.6(A)
8.5(A)
7.12(D)
8.5(D)
8.6(C)
8.11(A)
8.9(C)
8.11(B)
8.5(B)
7.12(F)
8.7(A)
Process Student
Expectation
8.3(B)
8.2(A)
8.2(E)
8.2(E)
8.3(B)
8.2(E)
8.2(E)
8.2(E)
8.2(B)
8.3(D)
8.2(D)
8.2(E)
8.2(E)
8.2(E)
8.2(D)
8.2(D)
8.3(B)
8.2(E)
8.2(E)
8.2(E)
8.2(B)
8.3(B)
8.3(B)
8.2(E)
8.3(B)
8.3(B)
8.3(B)
8.3(B)
8.4(A)
8.2(D)
8.2(E)
8.3(B)
8.2(C)
8.2(E)
8.3(D)
8.3(B)
Correct
Answer
A
H
A
G
C
H
D
F
C
F
D
H
B
J
B
H
21
J
A
G
C
J
C
G
C
G
A
G
D
49.97
A
F
C
J
A
H
B
390
C
G
D
H
D
100
B
H
D
F
C
G
C
F
C
J
STAAR Grade 8 Science Assessment
Reporting Category 1:
Matter and Energy
The student will demonstrate an understanding of the properties of matter
and energy and their interactions.
Grade 8
(8.5)
Matter and energy. The student knows that matter is composed of
atoms and has chemical and physical properties. The student is expected
to
(A)
describe the structure of atoms, including the masses, electrical
charges, and locations, of protons and neutrons in the nucleus and
electrons in the electron cloud;
Readiness Standard
(B)
identify that protons determine an element’s identity and valence
electrons determine its chemical properties, including reactivity;
Readiness Standard
(C)
interpret the arrangement of the Periodic Table, including groups
and periods, to explain how properties are used to classify
elements; Readiness Standard
(D)
recognize that chemical formulas are used to identify substances
and determine the number of atoms of each element in chemical
formulas containing subscripts; Readiness Standard
(E)
investigate how evidence of chemical reactions indicate that new
substances with different properties are formed; and
Readiness Standard
(F)
recognize whether a chemical equation containing coefficients is
balanced or not and how that relates to the law of conservation of
mass. Supporting Standard
STAAR Grade 8 Science
Page 2 of 12
Texas Education Agency
Student Assessment Division
Fall 2010
Grade 7
(7.5)
Matter and energy. The student knows that interactions occur between
matter and energy. The student is expected to
(C)
(7.6)
diagram the flow of energy through living systems, including food
chains, food webs, and energy pyramids.
Supporting Standard
Matter and energy. The student knows that matter has physical and
chemical properties and can undergo physical and chemical changes. The
student is expected to
(A)
identify that organic compounds contain carbon and other elements
such as hydrogen, oxygen, phosphorus, nitrogen, or sulfur; and
Supporting Standard
(B)
distinguish between physical and chemical changes in matter in the
digestive system. Supporting Standard
Grade 6
(6.5)
Matter and energy. The student knows the differences between
elements and compounds. The student is expected to
(C)
(6.6)
differentiate between elements and compounds on the most basic
level. Supporting Standard
Matter and energy. The student knows matter has physical properties that
can be used for classification. The student is expected to
(A)
compare metals, nonmetals, and metalloids using physical
properties such as luster, conductivity, or malleability; and
Supporting Standard
(B)
calculate density to identify an unknown substance.
Supporting Standard
STAAR Grade 8 Science
Page 3 of 12
Texas Education Agency
Student Assessment Division
Fall 2010
Reporting Category 2:
Force, Motion, and Energy
The student will demonstrate an understanding of force, motion, and
energy and their relationships.
Grade 8
(8.6)
Force, motion, and energy. The student knows that there is a
relationship between force, motion, and energy. The student is expected
to
(A)
demonstrate and calculate how unbalanced forces change the speed
or direction of an object’s motion;
Readiness Standard
(B)
differentiate between speed, velocity, and acceleration; and
Supporting Standard
(C)
investigate and describe applications of Newton’s law of inertia, law
of force and acceleration, and law of action-reaction such as in
vehicle restraints, sports activities, amusement park rides, Earth’s
tectonic activities, and rocket launches. Readiness Standard
Grade 7
(7.7)
Force, motion, and energy. The student knows that there is a relationship
among force, motion, and energy. The student is
expected to
(A)
contrast situations where work is done with different amounts of
force to situations where no work is done such as moving a box
with a ramp and without a ramp, or standing still.
Supporting Standard
Grade 6
(6.8)
Force, motion, and energy. The student knows force and motion are
related to potential and kinetic energy. The student is expected to
(A)
compare and contrast potential and kinetic energy;
Supporting Standard
STAAR Grade 8 Science
Page 4 of 12
Texas Education Agency
Student Assessment Division
Fall 2010
(6.9)
(C)
calculate average speed using distance and time measurements; and
Supporting Standard
(D)
measure and graph changes in motion.
Supporting Standard
Force, motion, and energy. The student knows that the Law of
Conservation of Energy states that energy can neither be created nor
destroyed, it just changes form. The student is expected to
(C)
demonstrate energy transformations such as energy in a flashlight
battery changes from chemical energy to electrical energy to light
energy. Supporting Standard
STAAR Grade 8 Science
Page 5 of 12
Texas Education Agency
Student Assessment Division
Fall 2010
Reporting Category 3:
Earth and Space
The student will demonstrate an understanding of components, cycles,
patterns, and natural events of Earth and space systems.
Grade 8
(8.7)
(8.8)
Earth and space. The student knows the effects resulting from cyclical
movements of the Sun, Earth, and Moon. The student is expected to
(A)
model and illustrate how the tilted Earth rotates on its axis, causing
day and night, and revolves around the Sun causing changes in
seasons; Readiness Standard
(B)
demonstrate and predict the sequence of events in the lunar cycle;
and Readiness Standard
(C)
relate the position of the Moon and Sun to their effect on ocean
tides. Supporting Standard
Earth and space. The student knows characteristics of the universe. The
student is expected to
(A)
describe components of the universe, including stars, nebulae, and
galaxies, and use models such as the Hertzsprung-Russell diagram
for classification; Readiness Standard
(B)
recognize that the Sun is a medium-sized star near the edge of a
disc-shaped galaxy of stars and that the Sun is many thousands of
times closer to Earth than any other star; Supporting Standard
(C)
explore how different wavelengths of the electromagnetic spectrum
such as light and radio waves are used to gain information about
distances and properties of components in the universe; and
Supporting Standard
(D)
model and describe how light years are used to measure distances
and sizes in the universe. Supporting Standard
STAAR Grade 8 Science
Page 6 of 12
Texas Education Agency
Student Assessment Division
Fall 2010
(8.9)
Earth and space. The student knows that natural events can impact
Earth systems. The student is expected to
(A)
describe the historical development of evidence that supports plate
tectonic theory; Supporting Standard
(B)
relate plate tectonics to the formation of crustal features; and
Readiness Standard
(C)
interpret topographic maps and satellite views to identify land and
erosional features and predict how these features may be reshaped
by weathering. Readiness Standard
(8.10)
Earth and space. The student knows that climatic interactions exist
among Earth, ocean, and weather systems. The student is expected to
(A)
recognize that the Sun provides the energy that drives convection
within the atmosphere and oceans, producing winds and ocean
currents; Supporting Standard
(B)
identify how global patterns of atmospheric movement influence
local weather using weather maps that show high and low pressures
and fronts; and Supporting Standard
(C)
identify the role of the oceans in the formation of weather systems
such as hurricanes. Supporting Standard
Grade 7
(7.8)
Earth and space. The student knows that natural events and human
activity can impact Earth systems. The student is expected to
(C)
model the effects of human activity on groundwater and surface
water in a watershed. Supporting Standard
Grade 6
(6.11)
Earth and space. The student understands the organization of our
solar system and the relationships among the various bodies that
comprise it. The student is expected to
(B)
understand that gravity is the force that governs the motion of our
solar system. Supporting Standard
STAAR Grade 8 Science
Page 7 of 12
Texas Education Agency
Student Assessment Division
Fall 2010
Reporting Category 4:
Organisms and Environments
The student will demonstrate an understanding of the structures and
functions of living organisms and their interdependence on each other and
on their environment.
Grade 8
(8.11)
Organisms and environments. The student knows that
interdependence occurs among living systems and the environment and
that human activities can affect these systems. The student is expected to
(A)
describe producer/consumer, predator/prey, and parasite/host
relationships as they occur in food webs within marine, freshwater,
and terrestrial ecosystems; Readiness Standard
(B)
investigate how organisms and populations in an ecosystem depend
on and may compete for biotic and abiotic factors such as quantity
of light, water, range of temperatures, or soil composition;
Readiness Standard
(C)
explore how short- and long-term environmental changes affect
organisms and traits in subsequent populations; and
Readiness Standard
(D)
recognize human dependence on ocean systems and explain how
human activities such as runoff, artificial reefs, or use of resources
have modified these systems.
Supporting Standard
Grade 7
(7.10)
Organisms and environments. The student knows that there is a
relationship between organisms and the environment. The student is
expected to
(B)
describe how biodiversity contributes to the sustainability of an
ecosystem; and Supporting Standard
(C)
observe, record, and describe the role of ecological succession such
as in a microhabitat of a garden with weeds. Supporting Standard
STAAR Grade 8 Science
Page 8 of 12
Texas Education Agency
Student Assessment Division
Fall 2010
(7.11)
(7.12)
(7.14)
Organisms and environments. The student knows that populations and
species demonstrate variation and inherit many of their unique traits
through gradual processes over many generations. The student is
expected to
(A)
examine organisms or their structures such as insects or leaves and
use dichotomous keys for identification; and Supporting Standard
(C)
identify some changes in genetic traits that have occurred over
several generations through natural selection and selective breeding
such as the Galapagos Medium Ground Finch (Geospiza fortis) or
domestic animals.
Supporting Standard
Organisms and environments. The student knows that living systems
at all levels of organization demonstrate the complementary nature of
structure and function. The student is expected to
(B)
identify the main functions of the systems of the human organism,
including the circulatory, respiratory, skeletal, muscular, digestive,
excretory, reproductive, integumentary, nervous, and endocrine
systems; Supporting Standard
(D)
differentiate between structure and function in plant and animal cell
organelles, including cell membrane, cell wall, nucleus, cytoplasm,
mitochondrion, chloroplast, and vacuole; and
Supporting Standard
(F)
recognize that according to cell theory all organisms are composed
of cells and cells carry on similar functions such as extracting
energy from food to sustain life.
Supporting Standard
Organisms and environments. The student knows that reproduction is
a characteristic of living organisms and that the instructions for traits are
governed in the genetic material. The student is expected to
(B)
compare the results of uniform or diverse offspring from sexual
reproduction or asexual reproduction; and
Supporting Standard
(C)
recognize that inherited traits of individuals are governed in the
genetic material found in the genes within chromosomes in the
nucleus. Supporting Standard
STAAR Grade 8 Science
Page 9 of 12
Texas Education Agency
Student Assessment Division
Fall 2010
Grade 6
(6.12)
Organisms and environments. The student knows all organisms are
classified into Domains and Kingdoms. Organisms within these taxonomic
groups share similar characteristics which allow them to interact with the
living and nonliving parts of their ecosystem. The student is expected to
(D)
identify the basic characteristics of organisms, including prokaryotic
or eukaryotic, unicellular or multicellular, autotrophic or
heterotrophic, and mode of reproduction, that further classify them
in the currently recognized Kingdoms. Supporting Standard
STAAR Grade 8 Science
Page 10 of 12
Texas Education Agency
Student Assessment Division
Fall 2010
Scientific Investigation and Reasoning Skills
These skills will not be listed under a separate reporting category.
Instead, they will be incorporated into at least 40% of the test questions
in reporting categories 1–4 and will be identified along with content
standards.
Grade 8
(8.1)
(8.2)
Scientific investigation and reasoning. The student, for at least 40%
of instructional time, conduct laboratory and field investigations following
safety procedures and environmentally appropriate and ethical practices.
The student is expected to
(A)
demonstrate safe practices during laboratory and field
investigations as outlined in the Texas Safety Standards; and
(B)
practice appropriate use and conservation of resources, including
disposal, reuse, or recycling of materials.
Scientific investigation and reasoning. The student uses scientific
inquiry methods during laboratory and field investigations. The student is
expected to
(A)
plan and implement comparative and descriptive investigations by
making observations, asking well-defined questions, and using
appropriate equipment and technology;
(B)
design and implement comparative and experimental investigations
by making observations, asking well-defined questions, formulating
testable hypotheses, and using appropriate equipment and
technology;
(C)
collect and record data using the International System of Units (SI)
and qualitative means such as labeled drawings, writing, and
graphic organizers;
(D)
construct tables and graphs, using repeated trials and means, to
organize data and identify patterns; and
(E)
analyze data to formulate reasonable explanations, communicate
valid conclusions supported by the data, and predict trends.
STAAR Grade 8 Science
Page 11 of 12
Texas Education Agency
Student Assessment Division
Fall 2010
(8.3)
(8.4)
Scientific investigation and reasoning. The student uses critical
thinking, scientific reasoning, and problem solving to make informed
decisions and know the contributions of relevant scientists. The student is
expected to
(A)
in all fields of science, analyze, evaluate, and critique scientific
explanations by using empirical evidence, logical reasoning, and
experimental and observational testing, including examining all
sides of scientific evidence of those scientific explanations, so as to
encourage critical thinking by the student;
(B)
use models to represent aspects of the natural world such as an
atom, a molecule, space, or a geologic feature;
(C)
identify advantages and limitations of models such as size, scale,
properties, and materials; and
(D)
relate the impact of research on scientific thought and society,
including the history of science and contributions of scientists as
related to the content.
Scientific investigation and reasoning. The student knows how to use
a variety of tools and safety equipment to conduct science inquiry. The
student is expected to
(A)
use appropriate tools to collect, record, and analyze information,
including lab journals/notebooks, beakers, meter sticks, graduated
cylinders, anemometers, psychrometers, hot plates, test tubes,
spring scales, balances, microscopes, thermometers, calculators,
computers, spectroscopes, timing devices, and other equipment as
needed to teach the curriculum; and
(B)
use preventative safety equipment, including chemical splash
goggles, aprons, and gloves, and be prepared to use emergency
safety equipment, including an eye/face wash, a fire blanket, and a
fire extinguisher.
STAAR Grade 8 Science
Page 12 of 12
Texas Education Agency
Student Assessment Division
Fall 2010